Angl_yaz_8kl_Spotlight_Anglysky_v_fokuse

3c Grammar in Use

Suggested Answer Key

1 had ... cooked.

2 the children had already gone to bed.

3 she had fought with her brother.

4 he had passed his English exam.

5 he had finished his homework.

4Focus Consolidating the past perfect

ñRefer Ss to the example sentences in the rubric.

ñHave Ss write their own sentences and read them to a partner.

ñMonitor activity and check for understanding.

(Ss’ own answers)

5Focus Understanding the difference

between the past simple and past perfect.

ñHave Ss fill in exchanges individually. Explain to Ss that they need to pay attention to a past event that happens before another past event and a past event which results were visible in the past as these are indications of the past perfect.

ñInvite pairs of Ss to read out exchanges in front of class and check.

Answer Key

1 Did you manage/had already left/got

2 did Helen do/arrived/made/went

3 was Sarah/came/had got

4 Did the children see/drove/had already fallen

6Focus Practising the past perfect continuous

ñRefer Ss to the example in the rubric. Direct Ss to the emphasis on the duration of the event that happened before another event in the past.

ñHave Ss write their own sentences individually.

ñInvite Ss to read out their sentences to the class and check.

Answer Key

2He had been looking for his glasses for over an hour before he found them.

3They had been playing football for over an hour before Tom scored.

4She had been driving for over two hours before she had reached the Smith’s cottage.

5He had been working in the company for ten years before he decided to leave.

7Focus Consolidating the past perfect and

past perfect continuous

ñRefer Ss to example in rubric and check for understanding

ñHave Ss complete the sentences individually and compare answers with a partner.

ñMonitor activity and assist as necessary.

Suggested Answer Key

2 Our teacher was angry because we had been noisy.

3She had a terrible headache because she had been driving in traffic for over two hours.

4The children came back home very tired because they had been playing football all afternoon.

5She was late because she had missed the bus.

6They were wet because they had fallen into the pool.

8Focus Practising the past perfect and past

perfect continuous.

ñRefer Ss to the exchanges and direct them to look for emphasis on duration (indicates past perfect continuous) when deciding which tense to use.

ñHave Ss complete exchanges individually.

ñIn pairs Ss read out exchanges and check answers.

9Focus Consolidating the use of the past

perfect, past perfect continuous, past simple and past continuous.

ñ Refer Ss to the email.

ñElicit/explain when we use each tense (Past perfect = past action that happens before another past action or a past action which finished and whose results were visible. Past perfect continuous = a past action with emphasis on the duration which finished before another past action. Past simple = actions that happened immediately one after another in the past. Past continuous = a past action that was in progress when another action interrupted it.)

ñHave Ss complete email individually.

ñInvite several Ss to read out the email in class and check.

Speaking

10Focus Telling a story in the past tense.

ñRefer Ss to the pictures and the verb list.

ñInvite Ss to tell the story, using the past tenses they have learned in the unit to the class. Ask for feedback from the class.

Suggested Answer Key

… when she heard someone crying.

She looked inside the well and found a little boy there. He had been crying for help for a long time before Mandy arrived to save him.

She pulled him out of the well. The boy was very happy that she had rescued him.

His parents thanked her very much.

Grammar in Use 3c

Writing

11 Focus An email in the past tense (about a strange event)

ñRead the rubric with Ss and refer them to the email in Ex. 9 and the story they told in Ex. 10 as examples. Emphasise the use of past tenses in their emails.

ñAllow Ss time to write their emails.

ñInvite Ss to read their emails to the class and ask for feedback from the class.

ñAlternatively assign task as HW.

Suggested Answer Key

To: pamela@mail.com

Re: So strange!

Hi Pam!

How are you? Hope you are fine. I am a little bit upset ― something strange happened to me at the weekend.

On Saturday night everything was normal. My cat, Sandy, was sleeping on the sofa when I said goodnight to her and went to bed. In the morning, though, I couldn’t find her anywhere at all. As you know, I live on the fifth floor and I never let my cat out. She only goes on the balcony sometimes. I looked on the balcony and all through the house but she wasn’t there. Where had she gone? I can only imagine that she fell down from the balcony. I looked outside our building and didn’t see her either. I called her and called her. Strange!

I hope I find her soon! Bye for now,

Anna

Objectives

Vocabulary: related to biographies; stages of life, idioms

Grammar: verb tenses

Speaking: talking about life experiences and changes

Reading: reading for confirmation; to identify missing text; reading for specific information Listening: listening for confirmation; listening for specific information

Writing: writing sentences about family life experiences; writing a biography

1Focus Introducing the text/ understanding

new vocabulary

ñRefer Ss to the text and elicit information about who the text is about.

ñHave Ss write down three questions they would like to know about the person in the text.

ñSs read text and see if they can answer their questions.

ñElicit from Ss meaning of words in bold.

ñAllow Ss time to write down any new vocabulary in their notebooks.

Answer Key

The woman in the picture is Marie Curie. She discovered radium and got a Nobel Prize. What did she study? How old was she when she got the Nobel Prize? What did she die of? medicine: field of study of the treatment of illness and injuries.

studied: to learn about a particular subject graduated from: to successfully complete a degree at university or college.

research: studying something and try to discover facts about it.

elements: a substance that consists of only one type of atom such as copper or gold. radioactive: produces energy in the form of powerful and harmful rays.

designed: to plan and make a detailed drawing of something.

2Focus Reading to identify missing text

ñRefer Ss to Study Skills box on p. 48 and check for understanding

ñRefer Ss to text and explain task, reminding Ss that it is not necessary to understand all the words in order to fill in the gaps.

ñHave Ss read and listen to text to check answers.

The writer considers Marie Curie to have been successful because she was awarded two Nobel prizes and because she was the first woman to ever receive this award.

3Focus Understanding a biography

ñElicit/explain the meaning of a biography (an account of someone’s life written by someone else)

ñRefer Ss to the text and have them make a list of the life events in the order they happened.

ñInvite Ss to discuss the life of the person in the text using their lists.

Answer Key

ñ1867: Marie Curie was born

ñ1877: Marie Curie’s mother died

ñMarie Curie became a tutor

ñMarie Curie’s sister got married

ñMarie Curie moved to Paris and studied Physics and Maths

ñMarie Curie got her Master’s degree

ñMarie Curie started researching magnetism

ñMet Pierre Curie and got married

ñStudied uranium and radioactivity with her husband

ñDiscovered radium

ñ1903: won a Nobel Prize in Physics

ñ1906: her husband died

ñ1911: got a Nobel Prize in Chemistry

ñ1934: Marie Curie died

4a Focus Understanding new vocabulary

ñHave Ss listen and repeat words and find these words in own L1.

ñAllow Ss time to write down any new vocabulary in their notebooks.

Answer Key

(Answers according to Ss’ L1)

bFocus Consolidating new vocabulary

ñInvite Ss to use new vocabulary on the stages of life to talk to class about what stage they are at and others members of their family.

ñAsk for feedback from the class.

Suggested Answer Key

I am a teenager. My parents are adults and my brother is a toddler. My grandparents are senior citizens.

5 a Focus Choosing the correct form of the verb/listening for confirmation

ñRefer Ss to the list of verbs and have them fill in sentences individually (explain to Ss to pay attention to time cues and verb tenses)

ñSs compare answers with a partner.

ñHave Ss listen to recording and check answers.

Answer Key

bFocus Making sentences about your life

and your family’s life experiences

ñExplain task and give Ss a few example sentences about yourself.

ñSs make their own sentences using phrases in Ex. 5 and compare answers in groups of three.

ñMonitor activity and assist as necessary.

Vocabulary & Speaking 3d

Suggested Answer Key

My parents got married in 1990. My dad studied law and my mum studied medicine. My dad works as a lawyer and my mum works as a doctor. We have just moved into a nice new house and I will be starting at a new school this September.

Listening

6a Focus Listening for specific information

ñRefer Ss to list of statements and read them with class.

ñHave Ss listen carefully to recording and complete task individually.

ñSs compare answers with a partner and listen again to check.

bFocus Talking about life changes.

ñIn pairs have Ss talk about life changes they have made recently.

ñDirect Ss to use vocabulary from Ex. 5 and Ex. 6a.

ñMonitor pairs and assist as necessary.

Suggested Answer Key

I changed schools two years ago. It was very difficult for me in the beginning as I felt very lonely. But now I have made lots of new friends and I’m very happy here.

Idioms

7a Focus Understanding idioms

ñRefer Ss to the list of idioms.

ñHave Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask Ss to find similar idioms in own L1.

ñInvite groups to say their answers in front of the class and discuss.

ñInvite Ss to read out their biographies to the class and ask for feedback.

ñAlternatively assign the task as HW.

Suggested Answer Key

Wassily Kandinsky was born in Moscow on December 4, 1866. He spent his early childhood in Odessa and learned the piano and cello at an early age. He would become one of the most influential artists and theorists of the 20th century.

In 1886, however, he studied Law and Economics, at Moscow University. It wasn’t until 1896 that he went to Munich to study art. In 1911, along with other German painters, he formed an art group called ‘Der Blauer Reiter.’ He produced many abstract paintings during this time, full of brilliant colours and complex patterns.

At the beginning of World War I, Kandinsky returned to Russia and became a teacher. It was then that he married 16-year-old Nina de Andrejevski.

After the war, Kandinsky returned to Germany and became professor at the ‘Bauhaus of Weimar.’ Kandinsky received German nationality in 1928 but he moved to France and settled there with his wife. He died there in

a

1944 at the age of 78. Many people admire Kandinsky’s beautiful paintings to this day and recognise him as one of the first explorers of abstract art.

3 e Writing Skills

Objectives

Grammar: linking words Speaking: telling a story

Listening: listening for specific information Writing: in the narrative style; writing a story; editing a story

Reading

1a Focus Predicting text content

ñRefer Ss to the picture and title of the text and discuss what they think the text is about.

ñWrite their predictions on the board.

Answer Key

The story is probably about some ancient paintings that a group of people discovered.

bFocus Introducing the topic/listening

for specific information.

ñHave Ss write down questions about the story and write a few of them on the board.

ñSs listen and check to see if they can answer their questions and check their predictions.

Answer Key

1 Who are these people?

2 Where are they?

3 How did they find this place?

4 Who should they tell about the paintings?

5 Who made these paintings?

2Focus Introducing how to write a story

ñRefer Ss to theory box and check for understanding.

ñHave Ss in groups of 3-4 read the story in Ex. 1 and check if it follows plan in rubric.

ñCheck answers in class.

Answer Key

It is an adventure story. Yes, it follows the plan.

3Focus Understanding the format of a story

ñRefer Ss to the questions in the rubric and have Ss complete task individually.

ñSs compare answers with a partner and check.

ñSs tell story to their partner using their plot line.

ñMonitor activity and assist as necessary.

Answer Key

1 The main characters are four young boys.

2The story takes place during a beautiful afternoon in the woods near the village of Montignac.

3 They felt proud.

4The writer has used: and, so that, as, when, by this time, after, later

2, 7, 4, 5, 3, 8, 6, 1

The climax event is finding the painting.

(Ss’ own answers)

Writing Skills 3e

4Focus Joining sentences using linking

words

ñRefer Ss to linking words in brackets and have Ss join sentences individually.

ñInvite Ss to read out answers in class and check.

Answer Key

1He was walking slowly down the road when it started raining.

2The birds were singing while the sun was shining.

3She ran towards the police officer and asked for help.

4I returned the wallet as soon as I found the owner’s address.

5She hid the letter in the drawer before she opened the door.

5Focus Presenting the narrative style

ñRead with Ss the theory box and check for understanding.

ñHave Ss find adjectives from text used to describe words in list.

ñInvite Ss to read out sentences with these adjectives from the text.

6Focus Practising the narrative style

ñHave Ss complete task individually and write their own sentences using the phrases.

ñInvite Ss to read out their sentences in class and check.

(Ss’ own answers)

Writing

7Focus Writing a story

ñRead rubric with Ss.

ñSs answer questions individually.

Objectives

Vocabulary: phrasal verbs (bring)

Grammar: forming verbs; dependent prepositions; verb tenses

Speaking: discussing a text

Phrasal Verbs: bring

1Focus Understanding phrasal verbs (bring)

ñWrite the list of phrasal verbs with bring on the board and elicit meanings.

ñHave Ss check meanings in appendix1

ñHave Ss complete task individually and compare answers with a partner.

Word Formation

2Focus Forming verbs

ñRefer Ss to the theory box and check for understanding.

ñSs complete task individually.

ñInvite Ss to read out sentences in class and check.

3Focus Consolidating vocabulary

ñHave Ss complete task individually and check definitions in Word List.

ñSs write their own sentences with other words.

ñInvite Ss to read out their sentences in class and check.

(Ss’ own answers)

Dependent Prepositions

4 a Focus Practising dependent

prepositions

ñHave Ss complete quiz individually with prepositions in list.

ñInvite Ss to read out quiz and the answers in class and check.

bFocus Practising dependent

prepositions

ñAllow Ss time to make up own quiz questions using preposition phrases from Ex. 4a.

ñSs ask quiz question to a partner.

ñMonitor activity and check for understanding.

Suggested Answer Key

Even (at) … a young age Sergei Rachmaninoff showed great skill (in) … composition. Alexander Pushkin became the father of Russian literature (in) … the 19th century.

Grammar Revision

5Focus Consolidating verb tenses/discussing

a text

ñRefer Ss to the text and explain that they should pay attention to key words which indicate a period of time or frequency, as they determine the tense of the verb.

ñHave Ss complete task individually.

ñInvite Ss to read out answers in class and discuss.

ñIn pairs have Ss ask and answer questions about the text.

ñMonitor activity and assist as necessary.

3f English in Use

Suggested Answer Key

S1: Why will we always remember Alexander Graham Bell?

S2: He invented the telephone.

S1: How did Alexander Graham Bell invent the telephone?

S2: He was working on a hearing device when he stumbled on the invention of the telephone.

S1: Why was he trying to help deaf people? S2: He lived with his deaf mother and wife

and was experiencing deaf people’s problems first hand. etc