Extremes
Unit summary Divide the class into pairs or small groups. Encourage them to
Vocabulary
Vocabulary (practised and tested in 13 star tasks andtests)
Adjectives: boring, cheap, crowded, dangerous, difficult, easy,
enjoyable, exciting, expensive, fast, frightening, high, long, low,
near, noisy, quiet, safe, short, slow, surprising
Weather: cloudy, cold, dry, foggy, hot, icy, rain, snow, sunny,
thunderstorm, warm, wet, windy
Extra vocabulary (practised and tested in 2 and 3 star tasks
and tests)
queue (n), ride (n), roller coaster (n), show (n), theme park (n)
cloud (n), fog (n), heat (n), ice (n), rainy (adj), snowy (adj),
storm (n), stormy (adj), sun (n), wind (n)
bring (v), camera (n), fly (v), forget (v), headphones (n)
Learn it!: journey (n), ride (v), travel (v), trip (n)
Grammar
Comparative adjectives: cheaper, bigger, safer, cloudier,
more surprising, better, worse
Superlative adjectives: the cheapest, the biggest, the safest,
the cloudiest, the most surprising, the best, the worst
Functional language
Asking for travel information (practised and tested in 13
star tasks and tests)
Whats the best way to get there?
Whens the next train?
How long does the journey take? It takes about
How often do the buses / trains leave?
They go every 20minutes / hour / two hours.
How much is a ticket?
a single / a return
Warm-up
Aims
Introduce the topic of exciting / adventure activities.
Learn or review adjectives for talking about experiences.
Match numbers to activities.
Exercise1
Give students time to look at the three photos and practise
pronunciation of the activities. Ask them whether they have
done any activities like these. If necessary, explain that extreme
campers pitch their tents in high places, such as on mountain
slopes or in trees.
Focus attention on the numbers in the box. Make sure students
know that m stands for metres and km/h is kilometres per hour.
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guess not just which activity the numbers go with, but also
what each number might refer to. Remind them that there is
one number that they dont need. Elicit a few answers before
you play the recording. Praise any creative suggestions, but
dont confirm or deny anything at this stage.
Exercise2 $201 Audio script pT137
Play the recording for students to check their answers.
Elicit what the numbers refer to and any other information
that students can remember. Play the recording again if
necessary.
The recording also contains some superlative forms, which
will be studied later in this unit. You could write some phrases
from the recording on the board to give students some initial
exposure to them (e.g. the craziest place to camp, the highest
wave ever surfed, the largest number of people ever to sky dive
together, the youngest sky diver was four years old, the oldest
was100).
ANSWERS
1,200m extreme camping (the height of rocks or cliffs
where people camp)
24m surfing (the height of the highest wave ever surfed)
960 sky diving (the largest number of people ever to sky
dive together)
30 km/h is not needed
Optional activity
There are other numbers in the recording that students
might be able to remember. These are six, four, 100 and 31.
Write these on the board and ask students to listen again and
identify what these refer to.
ANSWERS
Six double-decker buses are 24metres high, the same
as the highest wave ever surfed. Four is the age of the
youngest sky diver and 100 the oldest. The people in the
group of 960sky divers came from 31countries.
Exercise3
Go through the adjectives in the box. Focus attention on the
two example sentences before asking students to make more
sentences about the photos.
Exercise4
Play the video for students to watch.
Video: Extreme sports
Duration: 3.17minutes
Topic: Extreme Sports in Queenstown, New Zealand.
Task: Answer the questions at the end of the video.
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 4.1 Its faster, higher and longer
Vocabulary and Reading
Aims
Learn adjectives to describe theme park rides.
Answer questions on a reading text.
Match adjectives with their opposites.
Vocabulary presentation
Interactive task to present the vocabulary with pictures and
audio.
Vocabulary practice
13 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Warm-up
With books closed, ask students Do you go to theme parks?
Encourage them to talk about their favourite places and the
rides they enjoy.
Exercise1
Check students understand the words in the box. Translate
them if necessary. Ask them to complete the sentences in
their notebooks, then compare their answers inpairs.
Check answers with the class. Point out the use of extreme
in number2. They saw this word in the Warm-up in the term
extreme camping. Explain that it is used to describe something
which is far from average or normal.
ANSWERS
1 theme park 3 shows
2 rides, roller coasters 4 queues
Exercise2 $202
Ask students to look at the text. Tell them that it is about
PortAventura and find out if anyone has been there. If they
have, invite them to tell the class about it. Ask if they think the
two rides in the photos look scary or not.
Go through the questions with the class so they know what
information to look out for when they read the text.
Play the recording for students to read and listen to the text.
Divide the class into pairs to discuss the questions, find the
answers and write them in their notebooks.
Check answers with the class and answer any questions about
vocabulary. Make sure students understand the use of the
word prefer to say that you like one thing more than another.
ANSWERS
1 The writers favourite ride is Dragon Khan.
2 There are more people in the park during the day in summer.
3 Its a good idea to take a picnic because food and drink are
quite expensive.
4 Ted prefers the new rides.
5 No, Jake and Rita dont like the same type of rides.
6 Jakes brother and Naomi like the shows more than
therides.
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Culture note
PortAventura in Salou was the first theme park to open in
Spain, in 1995. Today it is one of Europes largest and most
popular theme park resorts. There are 39 rides including
Shambhala, Dragon Khan and Furius Baco divided into six
themed lands. It also has a water park and 100 restaurants and
shops.
Reading extension
A short reading comprehension about Cedar Point theme
park and the Magnum XL-200 hypercoaster.
Exercise3
Draw attention to the highlighted words in the text and elicit
that they are all adjectives words for describingthings.
Ask students to work individually to find eight pairs of
opposites. (Use the example to ensure they understand the
concept of opposites and get them to find fast and slow in
the text.) Remind them that five of the highlighted words do
not have opposites in the text.
Check answers with the class.
ANSWERS
fast slow short long
exciting boring easy difficult
safe dangerous expensive cheap
quiet noisy high low
Words with no opposites: enjoyable, near, crowded,
frightening, surprising
Further practice
Language summary, Students Book page 57
Vocabulary, Workbook page32
Vocabulary reference, Workbook pages9899
Vocabulary worksheets, Tests and Resources Multi-ROM
The following notes refer to material on Students Book page49.
Did you know?
Read the Did you know? box on page 49 with the class.
Askstudents ifthey find the number surprising. They may
be interested to know that Disneyland Paris gets 18million
visitors everyyear!
Grammar Comparative adjectives
Aims
Learn the comparative forms of short, long and irregular
adjectives.
Write sentences with comparatives + than.
Complete questions with comparative forms.
Make sentences comparing people, places or things.
Grammar animation
Presentation of the form and use of comparative adjectives in
context.
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 Grammar aims
See page T48.
Exercise4
Ask students to copy the table into their notebooks.
Focusattention on the Short adjectives section and explain
that we use comparative forms to compare two things. Write
Mount Everest and Mount Teide on the board. Ask students
Which mountain is higher? When they say Mount Everest, say
Yes, Mount Everest is higher than Mount Teide. Do the same with
bigger, putting words for two different things on the board
and asking which is bigger.
Elicit or point out that to make comparative forms of short
adjectives, we add -er. Point out that with some words ending
in a consonant, like big, we double the final consonant.
Ask students to look at gap1 in their table and to decide
which adjective has the comparative form safer. Point out that
safe already has an e at the end so just adds an -r.
Ask them what the comparative form of noisy is and how
to spell it. Explain that with all short adjectives ending in y,
the y changes to i before the -er ending is added. Check that
students have now completed gaps1 and 2 in their tables.
Ask students to look at the next section of the table, Long
adjectives, and ask if anyone knows how to make the
comparative form of long adjectives. Teach the use of more
as in more exciting than and more dangerous than and ask
students to complete gaps3 and 4 in their table.
Ask students to look at the two irregular adjectives in
the table, good and bad. Ask if anyone already knows the
comparative forms (better, worse). If not, teach them and get
students to complete gaps5 and 6 in their table.
ANSWERS
1 safe 3 more exciting 5 better
2 noisier 4 more dangerous 6 worse
Grammar practice
13 star tasks to practise comparative adjectives. Also
available on the Tests and Resources Multi-ROM.
Exercise5
Remind students to use than in comparative sentences.
Go through the example with the class. Ask them to find
the information about the speeds of Dragon Khan and
Shambhala from the boxes next to the photos. Elicit that
Shambhala is faster than Dragon Khan.
With weaker classes, do one more example before asking
them to work individually to write the completed sentences
in their notebooks. Remind them that all the information they
need to make their choice of adjective is in the reading text.
Allow students to compare their answers in pairs before
checking with the class.
ANSWERS
1 older than 4 more expensive than
2 noisier than 5 better than
3 scarier than
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Optional activity
Ask students to make more comparative sentences using
information from the text, e.g. Shambhala is longer than
Dragon Khan. Shambhala is higher than Dragon Khan.
Exercise6
Go through the example with the class. Students then work
individually to write sentences in their notebooks using the
prompts and comparative forms of the adjectives in the box.
With weaker students, go through the adjectives first and
elicit the comparative forms.
Allow students to compare their sentences in pairs before
checking answers with the class.
ANSWERS
1 Watching a film at home is cheaper than going to
thecinema.
2 A house is lower than a skyscraper.
3 In summer the beach is more crowded than in winter.
4 A horror film is more frightening than a comedy.
5 A motorbike is noisier than a bike.
Exercise7
Check that all students have completed the questions correctly
before asking them to ask and answer them in pairs.
ANSWERS
1 higher 4 more dangerous to humans than
2 longer than 5 nearer
3 faster
Exercise8 $203 Audio script pT137
Play the recording. Students check their answers to exercise7.
ANSWERS
1 Mount Everest is higher than Mount Kilimanjaro.
2 False. The Danube is longer than the Ebro.
3 A falcon is faster than a cheetah.
4 False. Mosquitoes are more dangerous to humans
thansnakes.
5 Mercury is nearer to the sun.
Language in action
Aim
Practise making comparative sentences.
Exercise9
Go through the examples and the topics. Ask students to make
their own sentences, comparing two people, places or things.
As they work, go round monitoring and giving assistance.
Encourage students to use a variety of the adjectives they
have learned so far in this unit.
Invite students to read out some of their sentences to the class.
Further practice
Language summary, Students Book page57
Grammar, Workbook page33
Grammar reference, Workbook pages9697
Grammar worksheets, Tests and Resources Multi-ROM
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 4.2 The coldest place in the world!
Vocabulary and Listening
Aims
Learn adjectives and nouns to describe weather.
Identify the wettest, hottest and coldest places on a map.
Listen to a radio programme about the coldest place in the
world and answer questions about it.
Vocabulary presentation
Interactive task to present the vocabulary with pictures and
audio.
Vocabulary practice
13 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Warm-up
Draw some weather symbols (e.g. a sun, cloud, rain drops,
snowflakes) on the board and ask students where they can
see symbols like this and what they mean.
Exercise1
Focus attention on the map and ask students to find Dublin.
Elicit the temperature (7C) and ask if the weather is good in
Dublin today (No, it isnt). Point out the grey cloud and rain
symbol and the lines denoting wind. Read out the example
sentence: Its wet and windy in Dublin.
Ask students to match the remaining sentences with the cities
on the map. Give help with any unknown vocabulary.
Check answers with the class, asking students to read out the
sentences in turn, incorporating the name of the correct city,
as in the example.
ANSWERS
1 Its cloudy and cold, but dry, in Oslo.
2 Theres heavy rain in Budapest.
3 Its warm and there are thunderstorms in Berlin.
4 Its hot and sunny in Mlaga.
5 Theres heavy snow and its icy in Moscow.
6 Its foggy in Rome.
Optional activity
Ask students what the weather is like where you are today.
Encourage them to use some of the words from exercise1.
Exercise2
Ask students to look at the map again and answer the
questions. These questions use superlatives, which students
will study in more detail in the next section. They should be
able to work out what they mean here, but give help if not.
Check answers with the class.
ANSWERS
1 Budapest is the wettest city in Europe today.
2 Mlaga is the hottest city.
3 Moscow is the coldest city.
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Exercise3
Remind students that nouns are words for places, people or
things, and that adjectives are words which are used to describe
them. Weather adjectives often end in y, but notalways.
Ask students to decide which words are adjectives and which
are nouns. Point out that one of the words (cold) can be either
an adjective or a noun. Check that students have identified
them correctly before asking them to change them from
nouns to adjectives or viceversa in their notebooks.
ANSWERS
Adjectives: cloudy, cold, foggy, rainy, sunny
Nouns: cold, heat, ice, snow, storm, wind
New adjectives: hot, icy, snowy, stormy, windy
New nouns: cloud, fog, rain, sun
Listening preparation
Interactive task to practise talking about temperatures.
Exercise4 $204 Audio script pT137
Focus attention on the photo of Oymyakon and the inset map
that shows its location. Ask students to say what they think
the weather is like in Oymyakon (its snowy, its icy, its foggy, its
cold, etc.). When someone says that it is cold there, point out
the information in the Did you know? box and ask students if
they have ever been somewhere that was so cold that their
mobile phone didnt work.
Tell students they are going to listen to part of a radio
programme about Oymyakon. Play the recording for students
to listen and find out which country it is in.
ANSWER
Oymyakon is in Russia.
Culture note
Oymyakon is located in the region of Yakutia in the North
East of Russia. In 1933, a temperature of -67.8C was recorded
the lowest temperature ever recorded in the northern
hemisphere. The name Oymyakon means water that doesnt
freeze and there is a hot spring near the village. This originally
attracted reindeer herders to the area. Locals continue to
enjoy a diet of reindeer meat andmilk.
Exercise5 $205 Audio script ppT137138
Go through the questions and the different options with the
class so that they know what information to listen out for.
Play the second part of the recording and ask students to
choose the correct answers. Play the recording again.
Check answers with the class and ask them if they find any of
the information surprising. Ask them if they would prefer to
live in a very hot place or a very cold place.
ANSWERS
1 a2 a3 b4 b5 c
Further practice
Language summary, Students Book page 57
Vocabulary, Workbook page34
Vocabulary reference, Workbook pages9899
Vocabulary worksheets, Tests and Resources Multi-ROM
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 Grammar Superlative adjectives
Aims
Learn the superlative forms of short, long and irregular
adjectives.
Write sentences with opposite adjectives.
Complete sentences with superlative adjectives.
Grammar animation
Presentation of the form and use of superlative adjectives in
context.
Exercise6
Ask students to copy the table into their notebooks. Remind
them of the table of comparative adjectives they completed
earlier and the way adjectives were divided into short, long
and irregular. Remind them, too, of the spelling changes
that occurred when adjectives were changed into their
comparative forms.
Look at the first line with the class (cold, colder, the coldest).
Elicit or explain that we use superlative forms like the coldest
to make comparisons of more than two things. Ask them to
look at Dublin, Oslo and Moscow on the map on page50 and
to say which is the coldest (Moscow).
Ask students to complete their tables. Go round monitoring
and identifying anyone who is having difficulties.
Check answers with the class.
ANSWERS
1 hottest 3 the driest 5 the best
2 the safest 4 the most extreme
Grammar practice
13 star tasks to practise superlative adjectives. Also available
on the Tests and Resources Multi-ROM.
Exercise7
Go through the example with the class, making sure
that everyone understands that they have to change the
adjectives to give the sentences the opposite meaning.
With a weaker class, do one more example with the class.
Students work individually to rewrite the sentences in their
notebooks. Allow them to compare their sentences in pairs
before checking answers with the class.
ANSWERS
1 My parents bedroom is the biggest room in our house.
2 I think winter is the worst season.
3 Lions are one of the most dangerous animals to have as a
pet.
4 For me, the weather report is the most boring programme
on TV.
5 I usually work in the library because its the quietest place
in the school.
Exercise8
Go through the example with the class. Then ask students to
complete the remaining sentences in their notebooks using
the information from the box.
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4666121 Mosaic TG1_PRESS.indb 51
You may need to remind them of the spelling changes to
adjectives ending in y such as scary, sunny and dry.
Check answers with the class and point out that the photo
on this page shows Pulpit Rock in Norway. Ask them if they
would be scared to sit on the edge like the person in the
photo.
ANSWERS
1 The hottest place
2 The sunniest place
3 The wettest and driest towns
4 The highest city
5 The scariest tourist attractions
Culture note
Pulpit Rock, or Preikestolen, is a mountain towering 600
metres above the Lysefjord in Rogaland, Norway.
It takes 45 hours to hike to the top and back again.
Language in action
Aim
Use comparatives and superlatives to write sentences
comparing weather in different places.
Exercise9
Focus attention on the three weather reports. Go through the
example sentences, then elicit a further comparison sentence
from the class before asking students to work individually to
write more sentences.
As they write, go round giving help and encouragement.
Make sure students are using both comparative and
superlative forms correctly. The example compares all three
places in one sentence, but weaker students may gain
confidence by making simpler sentences, e.g. London is wetter
than Alice Springs. Alice Springs is sunnier than Trondheim. Alice
Springs is the hottest place.
SUGGESTED ANSWERS
London is hotter / warmer than Trondheim, but Alice Springs
is thehottest.
Trondheim is sunnier than London, but Alice Springs is
thesunniest.
Trondheim is wetter than Alice Springs, but London is
thewettest.
London is colder than Alice Springs, but Trondheim is the
coldest.
Exercise10
Ask students to get the weather forecast for their own region
for today (or you could provide it) and draw a similar weather
chart. Then ask them to make comparisons between their
own region and London, Trondheim and Alice Springs.
Further practice
Language summary, Students Book page57
Grammar, Workbook page35
Grammar reference, Workbook pages9697
Grammar worksheets, Tests and Resources Multi-ROM
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 4.3 Around the world
Reading and Vocabulary
Aims
Read a text about activities at Niagara Falls and identify details.
Identify true / false statements.
Talk about your own experiences on trips.
Warm-up
Teach the expression tourist attraction and get students to
talk about tourist attractions they like and famous ones they
would like to visit in their own country or abroad.
Culture note
The Niagara Falls is a famous group of waterfalls on the
Niagara River between the USA and Canada. The largest
waterfall is 790 metres wide and 53 metres high. In winter
the falling water and mist create ice formations. If the winter
is particularly long and cold, the ice completely stretches
across the river and forms an ice bridge. Although you
would imagine that the best time to see the Falls would be
in daylight, at night they can be especially beautiful because
they are lit by numerous spotlights with different shades of
colour.
Exercise1 $206
Focus attention on the map and find the location of Niagara
Falls on the border between the USA and Canada.
Give students time to look at the three photos in the
advertisement, and explain that these show things you can do
at Niagara Falls.
Find out if any students have been on any similar trips or seen
a big waterfall anywhere in the world.
Go through the instructions and ask students to find which
trips have the wettest ride, the best views and the slowest
ride.
Play the recording for students to listen and read the
advertisement and write their answers in their notebooks.
Check answers with the class.
ANSWERS
1 boat trips
2 helicopter trips
3 Aero Car
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Exercise2
Ask students to read the advertisement again. Allow them to
work in pairs to identify which sentences are true and which
false, and to correct the false ones in their notebooks.
Check answers with the class.
ANSWERS
1 True.
2 False. People get wetter in the Wet Jet boats than in the Jet
Dome.
3 False. The cable car is slower than the boats.
4 True.
5 True.
Reading extension
A factfile about Niagara Falls with comprehension questions.
Did you know?
Draw attention to the Did you know? box and find out if
students have heard of Leonardo Torres Quevedo. They
may be interested to know that the Aero Car opened in
August1916.
Torres Quevedo is also credited with inventing a machine that
was a forerunner of the computer and a machine that played
chess, considered to be the worlds first computergame.
Exercise3 Learn it!
Read the four words to the class and ask them how they
say them in their language. These words are often confused
as they have similar meanings but are used in different
circumstances.
Tell students they can find two of the words in the
advertisement and ask them to see how they are used there.
Elicit or give students some more example sentences if
necessary.
journey (n): the act of travelling from one place to another. The
two places are often far apart.
ride (n): a short period travelling in a vehicle which follows a
fixed course or route, e.g. a roller coaster or a cable car, and
which is done for amusement.
travel (v): to go from one place to another, often involving a
long distance.
trip (n): a journey to a place and back again, often for a short
amount of time, either for pleasure or for a particular purpose.
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 Exercise4
Ask students to find the highlighted words in the text. The
questions they are going to answer use these words, so it will
help them with the meaning to see them used in context.
Go through the questions with the class and ask students to
work individually to answer them in their notebooks.
While they are writing, go round offering help and
encouragement.
Check answers by inviting some students to read their
sentences to the class.
Vocabulary practice
Interactive vocabulary task.

Optional activity
Divide the class into pairs to ask each other the questions in
exercise 4. Encourage them to answer giving reasons and
examples.

Language in action
Aim
Use comparative forms to talk about your own preferences for
things to do at a tourist attraction.

Exercise5
Ask students to look at the advertisement again and think
about what they would like to do at Niagara Falls.
Go through the example sentences with the class and ask
them to make similar sentences which are true for them.
Go round giving help and encouragement.
Culture video: Auckland, New Zealand
Duration: 2.42 minutes
Topic: Things to do as a tourist in Auckland, New Zealand.
Video worksheets are available in the iPack Resources tab.
Focus on Geography
Ask students to discuss the questions in pairs and to decide
on their answers before they look at page126 to find out if
they are right.
They can then do the Curriculum extra extension on
page126.
ANSWERS
1 True.
2 True.
3 False. Its in Portugal.
Further practice
Reading, Workbook page 36
Curriculum extra worksheet Unit 4, Tests and Resources Multi-ROM

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 4.4 Practical English Exercise2 $207 Audio script pT138
Go through the questions with the class so that students
know what information to listen out for.
The following notes refer to material on Students Book page55. Play the recording for students to listen and write the answers
in their notebooks. You may need to play the recording more
than once.
Listening
Check answers with the class.
Aims ANSWERS
Listen for specific information. 1 She decides to travel by bus.
Learn functional language to ask for travel information. 2 She buys three tickets.

Warm-up
Focus attention on the poster. Ask students if funfairs like this
sometimes come to their town for a few days. Ask if they like
funfairs and what they do at them. (Remind them of the word
ride which they learned earlier.) Find out if they like fireworks
or if they find them scary.

Optional activity
Prepare slips of paper with adjectives that students have
learned in this unit. Put them in a box and ask students to
take turns to draw a slip of paper out of the box and make a
sentence about funfairs. Get them to use the comparative and
superlative forms of these words, e.g. scary The scariest funfair
ride is a roller coaster. good The best things to eat at a funfair
are hot dogs.

Culture note
A travelling funfair is a fair that travels from place to place.
They usually have different rides, stalls and other amusements.
Rides were first introduced to funfairs in the 18th century,
when they were made of wood and pushed and pulled by
young boys. Stalls usually sell food, but also provide games
for entertainment, often with small prizes. Posters are put up
around the town before the funfairs arrive.

Exercise1
Ask students to read the poster and the bus information and
decide if the sentences are true or false. Encourage them to
correct the false ones in their notebooks.
ANSWERS
1 False. The funfair is at Woodside Park for three days.
2 True.
3 True.
4 False. Tickets for the fair are cheaper on Sunday from
10a.m. to 3 p.m.
5 False. Buses go to Woodside Park.
Listening preparation
An interactive task to practise questions and answers.

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 Listening aims
See page T54.
Exercise3 $207 Audio script pT138
Go through Jodies questions with the class. Stronger students
may be able to answer some of them without hearing the
recording again.
Play the recording for students to find and write the answers
to the questions in their notebooks.
Check answers with the class.
ANSWERS
1 The best way to get there is by bus, because it is cheaper.
2 The journey takes about 40minutes.
3 The next bus is in twelveminutes.
4 Single: 2.25; Return: 4
Exercise4
Go through the information with the class, then ask students
to work individually to calculate the total cost.
Check answers with the class.
ANSWERS
Jodie and Natalies fair tickets will each cost 5 as they are
under 16.
Floras fair ticket will cost 8.
The bus tickets will cost 4 each = 12.
So the total cost will be 30.
Exercise5 $208 Say it!
Focus attention on the Say it! box.
Pronounce the two sounds clearly for the class and get
students to repeat them in isolation after you.
Ask students to look at the words in the box and decide
which of the two sounds they contain.
Play the recording for students to check. Then play it again,
pausing it if necessary, and ask them to repeat the words.
Go round the class getting individual repetition of the words
to check that everyone is pronouncing them correctly.
Optional activity
Write the two target sounds on the board, one on the left and
one on the right.
Say a number of different words, each containing one of the
two sounds, and get students to put their left or right hands
up according to which sound they hear.
Language in action
Aims
Discuss places and how to get to them.
Ask for travel information.
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4666121 Mosaic TG1_PRESS.indb 55
Exercise6
Go through the list with the class and elicit a few examples
of each place. Then divide the class into pairs to discuss the
places, the best way to get to them and the length of the
journey.
Go round giving help with vocabulary where needed.
Invite some pairs to present their decisions to the class and
describe their journeys.
Exercise7
Go through the instructions and the expressions in the
Functional language box with the class.
Ask students to work in the same pairs as in exercise6 and to
complete the dialogue for one of the places they discussed.
Remind them that they can use the language in the box and
their own ideas.
Go round giving help and encouragement where needed.
Ask students to practise their dialogues in pairs, taking turns
to be the assistant.
Allow time for each pair to present their dialogue to the class.
Exercise8
Play the video for students to watch episode 4.
Interactive video: Riverpark Mystery
Duration: 4.11minutes
Topic: At the train station.
Tasks: Your turn ask for information and buy a ticket at the
station. Interactive select the correct British coins to pay for
the tickets.
Video scripts are available in the iPack Resources tab.
Dialogue practice
Students can work in pairs or small groups to practise the
conversation.
Further practice
Pronunciation, Students Book page 133
Functional language, Vocabulary reference, Workbook page98
Riverpark Mystery scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
Optional activity
Ask students to work in groups to produce their own poster
for an attraction like a funfair. Encourage them to find
photographs of the activities that people can do at their
attraction and to supply information such as dates, times,
prices (including any discounts), food and transport to the
attraction. Different groups can present their posters to the
class, explaining where the attraction is, when it is, etc. You
could then have a class vote on which funfair students would
most like to visit.
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 4.5 Writing about three different
places
Aims
Read a model text describing three places to visit.
Analyse the structure of the model text.
Learn to use so and because correctly.
Write a comparison of three places.
Model text
Exercise1
Ask students to look at the photos and say what all the places
have in common (they are all water parks). Ask them which
photo looks the most exciting.
Ask students to read the text and match the water parks with
the three names.
Check answers with the class.
ANSWERS
1 Tropical Islands, Germany
2 Beach Park, Brazil
3 Discovery Cove, Florida
Culture note
Tropical Islands water park is housed in a former airship
hangar. It opened in 2004 and is not only the biggest indoor
water park in the world, but has the largest indoor rainforest
in the world, as well as a beach and lots of restaurants.
Beach Park water park is the largest in Latin America.
Approximately one million people visit this park each year.
Discovery Cove water park has a number of different areas
and lots of things to do, including swimming with dolphins,
snorkelling and looking for different aquatic animals in
freshwater habitats.
Exercise2
Ask students to read the three paragraphs of the text again.
Answer any questions they have on vocabulary, then get
them to identify which paragraph contains each of the things
in the list.
Check answers with the class and ask students to say which of
the three parks they would most like to visit.
ANSWERS
1 ParagraphB
2 ParagraphC
3 ParagraphA
Read the rules aloud and ask students to say which words
they think should be used to complete them.
With stronger students, elicit further sentences using because
and so to check that they have understood how they are
used. Weaker students could be given gapped sentences to
complete with either because or so.
ANSWERS
1 because2 so
Exercise4
Read the sentence stems aloud to the class or invite some
students to read them.
Ask students to think about how they could complete the
sentences and then to write their answers in their notebooks.
As they work, go round giving help and checking that
everyone is using because and so correctly.
Invite some students to read their completed sentences to
theclass.
Vocabulary practice
Interactive vocabulary task.
Writing task
Writing preparation
A task to practise planning paragraphs.
Exercise5
Explain that students are going to write a text comparing
three places. Go through the list of places with the class and
ask students to think about which one they are going to
choose. Make sure they understand that they are to write
about three places within one category, e.g. three cinemas,
three cities, etc. rather than a mixture of places from different
categories.
Go through the paragraph plan and make sure students
understand that they must structure their text in this way.
Ask students to write their texts. If they do this in class, go
round giving help and encouragement. Remind them that
they should use so and because in their texts.
You could get students to write their texts out neatly on
pieces of paper and put photographs with them to make a
display for the classroom wall.
Further practice
Writing, Workbook page37

Look at language so and because

Exercise3
Focus attention on the three highlighted words in the text
(because in paragraph A; because and so in paragraph C). Invite
individual students to read out the sentences in which they
occur.

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 Language summary
This page summarizes the vocabulary and grammar taught in
each unit. Encourage your students to spend time revising and
testing the language they have learned.
Unit 4 game
Have some fun together while you revise with your class by
using the Lucky Wheel game on the iPack.
VOC APP
For individual practice, students who have a smartphone can
download the free Mosaic VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Spanish, Catalan, Basque or Galician
translations.

Make sure your students use the extensive course material

provided. This includes:
Students Book:
Unit 4 Review, page 58
Workbook:
Unit 4 Review, pages 3839
Grammar and Vocabulary reference and practice, pages
9699
Tests and Resources Multi-ROM:
Unit 4 Extra Practice pages (Grammar and Vocabulary ,
and ). Also available on the iPack.

Unit 4 Grammar and Vocabulary worksheets ( ,

and )
Unit 4 Communication: Pairwork worksheet
Unit 4 Tests ( , and ). Available as a pdf and
in editable Word format.

The Workbook and Tests both include Cumulative tasks. Remind

students to also look back at Units 13.

How much vocabulary do students need to learn?

Mosaic is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
Stronger students, using the and Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
Students who require extra support and are using the
Vocabulary worksheets and Test, will be required to
practise the two core vocabulary sets from this unit (Adjectives
and Weather).

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 Review
Reading
Exercise1
Remind students of the use of comparatives for comparing
two things and superlatives for comparing more than two.
Ask them to complete the text in their notebooks using the
correct form of the adjectives in brackets and the weather
words in thebox.
Check answers with the class before moving on to exercise2
so that everyone is working with a correct text.
ANSWERS
1 longest 5 snow 9 thunderstorms 3 True.
2 the highest 6 longer 10 hotter
3 windy 7 the driest 11 temperatures 5 True.
4 easier 8 rain 12 the most popular
Exercise2
Ask students to read the text again and answer thequestions.
Check answers by inviting individual students to read outtheir
sentences.
ANSWERS
1 Ojos del Salado is about 6,880m high.
2 The weather is often cold and windy.
3 You can see the Atacama desert.
4 The temperature can get up to 30degrees Celsius.
Exercise3
Students use the prompts to make comparative sentences.
Remind them that the sentences refer to the information in
the text in exercise1.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 Winter is colder than summer on the volcano.
2 The Atacama desert is drier than the Kalahari desert.
3 Chile is longer than Argentina.
4 Ojos del Salado is higher than other volcanoes in Chile.
Culture note
Ojos del Salado is the worlds highest active volcano, and the
highest lake in the world can also be found on the eastern
side of the mountain. This mountains name comes from
the large salt deposits, in the form of lagoons or eyes, which
appear in its glaciers. The first people to hike up the mountain
were Jan Alfred Szczepaski and Justyn Wojsznis, in 1937.
Listening
Exercise4 $209 Audio script pT138
Give students time to read the list of cities and to look
through the weather symbols and decide what they mean.
Play the recording for students to listen and match the cities
to the weather, writing the answers in their notebooks.
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ANSWERS
1 E2 C3 B4 F5 A6 D7 G
Exercise5 $209 Audio script pT138
Give students time to read the sentences so they know what
information to listen out for.
Play the recording for students to listen and decide whether
the sentences are true or false. Ask them to correct the false
ones in their notebooks.
ANSWERS
1 False. Its hotter in Bangkok than in Sydney. / Its colder in
Sydney than in Bangkok.
2 False. Its drier in Madrid than in London. / Its wetter in
London than in Madrid.
4 True.
Speaking
Exercise6
Focus attention on the example question and answer. Make
sure students understand that the question uses one word
from each box and that they must make similar questions and
then answer them. Ask them to write a series of questions
first, and go round checking that they are doing this correctly.
Then ask them to write theiranswers.
Alternatively, with strong classes, you could get students to
write their questions and divide the class into pairs to take
turns asking and answering each others questions.
For assessment purposes, this speaking review could be set
up before the Reading and Writing so that the teacher can
take individual pairs to listen to while the rest of the class is
quietly working.
Writing
Exercise7
Point out that the topics for this task are in exercise6 in the
first box. Go through the example with the class, then ask
students to write their own short texts on one of the topics,
using comparative and superlative forms.
If you do this in class, go round giving help where necessary
and encouraging students to use the language they have
learned in this unit.
Alternatively, this could be done for homework and checked
in the next lesson.
Further practice
Review, Workbook pages3839
Unit 4 Tests, Tests and Resources Multi-ROM
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