Angl_yaz_8kl_Spotlight_Anglysky_v_fokuse

bFocus Reading /listening for

confirmation

ñHave Ss read and listen to the text

ñElicit discussion on the purpose of the text.

Answer Key

The purpose of the text is to explain why famous people in the media always look so good and to persuade us not to let their pictures make us feel bad about ourselves.

Grammar

3 a) Focus Introducing the causative form

ñRefer Ss to the pictures and have them match sentences to the pictures.

ñElicit from Ss which picture shows someone else doing something for someone. Explain that this is the causative form.

Answer Key

A2, B1

Sentence B means that someone else is doing something for someone.

bFocus Understanding the causative

form

ñRead theory box with Ss and check for understanding.

ñHave Ss find similar structures in own L1.

Answer Key

(Answers according to Ss’ L1)

4Focus Asking questions, using the

causative form

ñRefer Ss to the example from the rubric.

ñIn pairs, have Ss ask and answer questions, using causative form.

ñMonitor activity and assist as necessary.

Answer Key

2 A: Have you ever had your teeth straightened?

B: Yes, I have.

Vocabulary & Speaking 4d

3A: Have you ever had your nails done?

B:Yes, many times.

4A: Have you ever had a hair extension added?

B:No, I haven’t.

5 A: Have you ever had your teeth whitened?

B: No, I haven’t.

6A: Have you ever had your hair dyed?

B:Yes, I have.

7A: Have you ever had your eyes checked?

B:Yes. I get them checked every two years.

8A: Have you ever had an x-ray taken?

B:Yes, several times.

5Focus Practising the causative form

ñRefer Ss to the dialogue and have them complete it with the verbs in brackets in the causative form and correct tense.

ñInvite Ss to read out dialogue and check answers in class.

Answer Key

1 is having her hair straightened

2 is having her make up done

3 have false nails put on

4 has had his teeth whitened

5 ’m having my eyes tested

6 have my hair cut

6Focus Consolidating the causative form

ñRefer Ss to the example in the rubric.

ñHave Ss write their sentences, reminding them to be careful of the verb tense.

ñInvite Ss to read out their sentences in class and ask for feedback.

Answer Key

2 She will have a dress made.

3 He had his car fixed yesterday.

4 She had her nails done yesterday.

5 He’s having his shoes mended.

6 She’s having the house painted.

7 He’s having his suits cleaned.

8 They’re having the film developed.

Focus Brainstorming parts of the body

ñHave Ss brainstorm different parts of the body and write them down on a paper.

ñSs compare their answers with a partner.

Answer Key

chest, heart, leg, knee, toe, ankle, wrist, shoulder, stomach, waist, hips, eyes, mouth, ears, lips, nose etc

bFocus Understanding idioms

ñHave Ss fill in gaps with correct body part.

ñIn pairs, Ss fill out sentences with idioms and check in appendix 3 for meanings.

1 pulling your leg

2 put her foot down

3 keep my fingers crossed

4 lost her head

5 made my hair stand on end

6 give me a hand

8Focus Writing about the topic of the text

(changing one’s looks)

ñHave Ss review unit for vocabulary and grammar.

ñAllow Ss time to write their sentences.

ñIn pairs, Ss read their sentences to each other.

ñMonitor activity and assist as necessary.

Suggested Answer Key

I think people change their looks to feel better about themselves.

People can’t help but compare themselves to the perfect media images of famous people. They have their hair coloured, their teeth whitened and their bodies improved to look more like these unreal media images. They have their appearance changed to become more like the famous people they see in the media.

4 e Writing Skills

Objectives

Vocabulary: related to giving advice

Writing: writing sentences giving advice; making notes (following a plan); writing a letter of advice

Reading

1Focus Introducing the topic

ñHave Ss read the extracts and elicit what the different problems are of each person.

ñDiscuss what other problems teenagers have today.

Answer Key

Stuart ― is being bullied at school

David ― his parents want him to quit the football team because of his poor grades Sarah ― doesn’t like the way she looks

Karen ― her parents don’t want her to go on holiday on her own

Suggested Answer Key

Other problems:

low self-esteem, not having enough money/ freedom, parents worry too much, pressure of exams, parents not liking friends etc

2Focus Understanding letters of advice

ñRead with Ss the Theory Box and check for understanding.

ñHave Ss read letter and elicit answers to questions in the rubric.

Answer Key

The letter is for Sarah.

Claire’s advice

start doing some exercise, follow a healthy diet

Possible results

keep fit and healthy/body will grow in best way, possibly lose weight/provide skin with necessary vitamins/look healthy and bright

3Focus Writing sentences giving advice

ñRefer Ss to the table and check for understanding.

ñHave Ss complete matching task individually and check answers in class.

ñAllow Ss time to write sentences, like the example in the rubric, using the vocabulary from the table.

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

bIf I were your in your position, I would get a part-time job. Then, you would be able to save some money.

cWhy don’t you talk to a teacher? If you do this, you will feel better because you won’t have to suffer in silence any more.

d Have you thought about doing some exercise? This would help you lose the extra weight.

4Focus Understanding opening and closing

remarks

ñHave Ss complete task individually.

ñSs compare answers with a partner and check.

Writing Skills 4e

5Focus Understanding the

letter of advice

ñHave Ss read through rubric.

ñElicit answers to the questions and discuss in class.

Answer Key

1 a

2I’m sorry you’ve been having problems at school. Here’s what you can do to improve your situation.

3 1b, 2a, 3e, 4d, 5c

4 I hope that my advice helps and everything turns out all right.

5 a

6Focus Practising giving advice and results

ñHave Ss choose advice and results from Ex. 5 and write their own sentences, using vocabulary from Ex. 3.

ñIn pairs, Ss read each other their sentences and check.

Suggested Answer Key

Have you thought about talking to the school counsellor, your parents or a teacher? If you do this, bullies won’t pick on you because they will know that somebody is supporting you. Another good idea is to try to overcome your shyness. This way you would be able to make some friends and start enjoying your time at school. If bullies see that you have friends, they will leave you alone.

Writing

7 a) Focus Making notes, following a plan

ñRead through plan with Ss and check for understanding

ñAllow Ss time to make notes.

ñCheck Ss notes and ensure they follow plan in rubric.

4e Writing Skills

Suggested Answer Key

Para 1 Dear Stuart

Sorry you’ve been having problems at school. Here’s what you can do to improve your situation.

Para 2

Talk to the school counsellor, parents or a teacher ― won’t pick on you if know sb supporting you

Overcome your shyness ― make some friends

Para 3

Hope advice helps/everything turns out OK

Diana

bFocus Writing a letter of advice

ñAllow Ss time to write their letters. Explain that they use their notes from Ex. 7 to write their letters.

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

ñAlternatively, assign task as HW.

Answer Key

Dear Stuart,

I’m sorry to hear you’ve been having problems at school. Here’s what you can do to improve your situation.

Have you thought about talking to the school counsellor, your parents or a teacher? If you do this, bullies won’t pick on you because they will know that somebody is supporting you. Another good idea is to try to overcome your shyness. This way you would be able to make some friends and start enjoying your time at school. If bullies see that you have friends, they will leave you alone.

I hope that my advice helps and everything turns out all right.

Yours,

Diana

Objectives

Vocabulary: phrasal verbs (put)

Grammar: dependent prepositions; forming opposite adjectives

Listening: listening for confirmation

Writing: rewriting a text into the passive voice

Dependent Prepositions

2Focus Practising dependent prepositions/

listening for confirmation

ñHave Ss complete dialogue individually with prepositions in list.

ñInvite Ss to listen to dialogue in class and check.

Phrasal Verbs: put

1Focus Understanding phrasal verbs (put)

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

ñHave Ss check meanings in appendix 1.

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

Word Formation

3Focus Forming opposite adjectives

ñRead through Theory Box with Ss and check for understanding.

ñSs complete task individually.

ñInvite Ss to read out sentences in class and check.

4Focus Consolidating vocabulary

ñHave Ss complete task individually and check definitions in dictionary.

ñSs write their own sentences with other words.

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

Suggested Answer Key

1I liked the dress very much but when I tried it on it didn’t suit me at all.

My new trousers fit me perfectly and make me look slim.

2If you want, I can lend you my CD player until yours gets fixed.

When we go on holiday as a family, we usually rent a car so we can travel around easily.

3I thought our old table was worth nothing but we found out it was a priceless piece of furniture.

I gained invaluable experience when I worked at the nursery last summer.

4A local custom in Scotland is to clean your house before the New Year.

I don’t need to eat chocolate bars ― it’s just a bad habit I have.

5I wish my boss would give more realistic deadlines ― I have difficulty getting things done in time.

My friend Sarah is always full of original ideas.

English in Use 4f

Grammar Revision

5Focus Rewriting a text into the

voice

ñHave Ss read text and check for

ñSs rewrite text into the passive voice.

ñInvite a S to read out text in class and check.

Answer Key

Last week Bluemoore’s new shopping mall was opened by the Mayor. He was given a tour and he was introduced to some shop owners. Then, he was taken to lunch in the restaurant. They were told by the Mayor that his visit had been enjoyed very much.

6Focus Consolidating vocabulary from the

unit.

ñHave Ss review the unit and what they have learned.

ñAllow Ss time to write their own sentences with words and phrases learned from the unit.

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

Suggested Answer Key

He is so immature for his age and the teacher will not put up with his behaviour anymore. Long dresses are the latest trend but they don’t appeal to me. I like informal dresses and casual clothes.

This handbag is made of genuine leather and with its classic style it’s sure to always be in fashion.

Objectives

Vocabulary: articles of clothing

Listening: listening for specific information Speaking: describing a picture (of a costume) Writing: writing about a traditional costume in your country

Reading

1Focus Understanding new vocabulary

ñRefer Ss to the words in bold in the texts and discuss meanings, checking the Word List.

ñHave Ss find the new vocabulary in the pictures.

ñAllow Ss time to write new vocabulary in their notebooks.

Answer Key

long-sleeved dress, knee-high white socks, black shoes ― Picture A

pleated woollen skirts, pin, goatskin bag, cloak ― Picture B

tall black hat, lace cap, long full skirt, white apron, black shoes, stockings, basket ― Picture C white trousers, loose white shirt, pad of bells, ribbons, handkerchiefs ― Picture D

2Focus Listening for specific information/

repeating new vocabulary

ñHave Ss listen to recording of text and find which costumes are worn when people dance.

ñHave Ss repeat new vocabulary.

Answer Key

Irish traditional costumes and Morris dancing costumes

3Focus Reading for specific information

ñSs read text and answer questions in rubric.

ñSs compare answers with a partner and check.

Answer Key

1 I 2 S 3 S 4 E 5 W

4Focus Describing a picture (of a costume)

ñIn pairs, Ss describe one of the costumes from the pictures, using the vocabulary from the text.

ñMonitor activity and assist as necessary.

Suggested Answer Key

The traditional Irish costume is a long-sleeved dress, knee-high white socks and black shoes. The dresses have lovely Celtic designs on them.

5Focus Writing about a traditional costume

in your country

ñIn groups of 3-4, Ss collect information on a traditional costume in their country and write a paragraph about it.

ñInvite groups to read out their paragraphs in class and ask for feedback.

Suggested Answer Key

Traditional Cossack costume consists of a white cotton smock with a high collar and bright baggy trousers. It is worn by men and is associated with Russian Cossack dancing. On top, they wear a full-length, back coat and a sheepskin hat. It is also traditional to carry a sword. Its origins lie in 18th century Ukraine and Southern Russia. You can still see men wearing Cossack costume today in some villages.

Objectives

Vocabulary: clothing; types of fabrics; forming derivatives

Reading: reading to identify missing text Speaking: role playing (persuading someone to buy eco-friendly clothes); discussing the meaning of a quote

Listening: listening for specific information

1Focus Activating vocabulary

ñHave Ss brainstorm vocabulary they know related to clothes and write them on a paper.

ñSs compare notes with a partner.

Answer Key

scarf, top, pullover, cardigan, tights, waistcoat, tie, coat, gloves, vest, T-shirt, pyjamas etc

2Focus Understanding new vocabulary

ñHave Ss look at the labels of their clothing and find what they are made of from the list of words in the rubric.

ñElicit discussion of the meanings of the words.

Suggested Answer Key

The clothes I am wearing are made of cotton, wool and polyester.

3Focus Introducing the topic of the text

ñWrite the word eco clothes on the board and elicit from Ss what they know about them.

ñWrite a few of the answers on board and discuss.

ñHave Ss write questions they would like to know about eco clothes.

Suggested Answer Key

Eco clothes are kind to the environment.

1 How are eco clothes made?

2 Are they more expensive to buy?

3 Are they popular nowadays?

4Focus Reading to identify missing text/

forming derivatives

ñHave Ss read text and fill in gaps with the correct derivatives of the words in the brackets.

Going Green 4

ñInvite Ss to read out answers in class and check.

ñHave Ss check to see if their questions were answered in the text.

Suggested Answer Key

I found out how eco clothes are made but I did not find out about the cost/the popularity of them.

5Focus Discussing the text

ñHave Ss listen and read the text again.

ñIn pairs, have Ss discuss the text and what three things they found interesting.

ñMonitor activity and assist as necessary.

Suggested Answer Key

Natural fabrics are not always the best for the environment.

You can make pullovers out of recycled plastic. Bamboo clothing is good to wear when it is hot and when it is cold.

6Focus Role playing (persuading someone to

buy eco-friendly clothes)

ñHave Ss in pairs, using information from the text to act out a conversation to persuade some one to buy eco-friendly clothes.

ñInvite a few pairs to act out exchanges in front of the class and ask for feedback.

Suggested Answer Key

A:You should buy eco friendly clothes, Ben!

B:Why? What’s good about them?

A:They are better for the environment, that’s what! Do you know how many pesticides it takes to make cotton clothes? Why not try bamboo instead?

B:It feels soft, but will it keep me warm?

A:Try it on and see! And here’s an eco fleece as well. This is really cosy!

B:Looks nice! I should give it a go! etc

This dress was designed by Calvin Klein. A new bridge is being built.

A pink sweater will be knitted for me by my mother.

James was sent an invitation by Karen. Where was the car parked?

6 Who was the music for Cats written by?

7 My flat was being painted when I arrived.

8The meal had been cooked before the lights went off.

9 Many famous operas were composed by Puccini.

10The cake was decorated with flowers and chocolate pearls.

Global Issues

Before you start …

ñWork through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. e.g. Do you like shopping? Why or why not? When do you wear national costumes? Why do we wear them?

ñMake sure Ss understand this section and use the prompts to recycle vocabulary seen in Module 4.

Look at Module 5

ñRefer Ss to the title of module, Global Issues and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title refers to different problems that affect everyone in the world such as environmental problems. We will probably learn about weather and environmental problems around the world.

ñAsk Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key

Focus Ss’ attention on pic 1 (p. 74).

T: What page is the picture on?

S1: It’s on page 74. It’s a tidal wave (tsunami).

T:Have you ever experienced a tsunami? What do you think it would be like?

S2: Very scary and dangerous! T: Why dangerous?

S3: It hits the coast line with great force causing extensive flooding and drowning people.

Pic 2 (p. 75)

What is this a picture of? When does this occur? Is it dangerous? How can you tell when one is happening?

Pic 3 (p. 78)

What is this a picture of? Have you ever seen one? Where? What are they like?

Pic 4 (p. 81)

What is the cartoon showing? Does the saying match the picture? Could the words mean something else? Is your mood ever affected by the weather?

Module 5

Find the page number(s) for…

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key

sayings about the weather (p. 81)

What do the cartoons show? What are these sayings? Do they mean exactly what they say? Do you have sayings in your L1 about the weather?

instructions for making a tornado (p. 87)

Why would we want to make a tornado? What science experiments have you done? What did you learn? Why do we try to understand the weather?

Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.

Explain that the module has:

―a Listening and Speaking section

―a Culture Corner

―an Across the Curriculum section

―an English in use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

As described in the relevant section in Module 1.

Objectives

Vocabulary: related to natural disasters Grammar: identifying passive voice; active voice Reading: identifying clues to the speaker in a text; reading for specific information; reading for confirmation

Speaking: role playing an interview; discussing natural disasters

Listening: listening for confirmation

Reading

1Focus Introducing the topic of the text

ñHave Ss look at the pictures and listen to the recording.

ñAsk Ss to imagine the scene and elicit answers to the questions in the rubric.

Suggested Answer Key

I am on the beach and I see huge waves coming towards me. People are screaming and running to safety. I feel really scared.

2Focus Identifying clues to the speaker/

reading and listening for confirmation

ñHave Ss read first sentences in extracts and identify people according to the questions in the rubric.

ñSs read and listen to the text to check their answers.

Answer Key

a member of a rescue team ― Jason a journalist ― Alex

a holiday maker ― Bill a doctor ― Sue

3Focus Reading for specific information

ñHave Ss complete task individually.

ñInvite Ss to read out answers in class and have them refer to the text to justify their answers.

Answer Key

1Bill (we were rescued by some local men and taken to the hospital)

2 Sue (my colleagues and I were helping injured people, gave them emergency first aid, some of the injuries we had to treat); Jason (distributing food, searching for more survivors, we managed to find a 13-year-old girl)

3 Bill (people around me were screaming)

4 Alex (07.59 local time)

5 Bill (pulled me out of the water)

6Jason (managed to find a 13-year-old girl who was still alive)

4 a Focus Identifying passive verbs and writing them in the active voice

ñHave Ss read the text again and identify the passive voice.

ñSs individually write the sentences in the active voice.

ñInvite Ss to read out sentences in class and check.

Answer Key

Text A:

She had been buried underneath a five-storey building for 52 hours.

A five-storey building had buried her.

Text B:

After a few hours we were rescued by some local men and taken to the hospital.

After a few hours some local men rescued us and took us to the hospital.

Text C:

... they were taken to the hospital. We took them to the hospital.

The streets outside were littered with fallen palm trees and huge pieces of wood and metal.

Outside, fallen palm trees and huge pieces of wood and metal littered the streets.