Angl_yaz_8kl_Spotlight_Anglysky_v_fokuse

Suggested Answer Key

A:Where did the tsunami happen?

B:In southern Asia. How many people were killed?

A:Over 10, 000 people. Why did it happen?

B:An 8.9 magnitude earthquake occurred under the Indian Ocean. What time did the earthquake happen?

A: At 07.59 local time. etc

Answer Key

1 left

2 drowned, lost

3 cracked, collapsed, feared

4 snowed, covered

1 tsunami/earthquake/flood

2 flood

3 earthquake

4 avalanche

5a Reading & Vocabulary

Discussing natural disasters

ñRefer Ss to the pictures in the rubric.

ñElicit discussion about the pictures and natural disasters that occur in Ss’ country.

Suggested Answer Key

I see a tornado, a drought, a flood and destruction from an earthquake or a hurricane. Forest fires and floods are the most common natural disasters in Russia. Tornados occur quite often and cause a lot of damage in populated areas near Moscow.

9Focus Role playing: an interview about

natural disasters

ñIn pairs, Ss act out an interview with a survivor of a tsunami.

ñInstruct Ss to use the vocabulary from the unit in their interviews.

ñInvite Ss to act out their interviews in front of class and ask for feedback.

Suggested Answer Key

2Focus Identifying subjects of different

texts

ñHave Ss read texts and match them to the pictures and their headings.

ñInstruct Ss to look for key words that help in identifying the subject of the text.

ñElicit answers in class and which words helped in identifying the texts.

Answer Key

Text A:

global warming (climate change, greenhouse gases; Earth warmer)

Text B:

famine (too many people to feed; sending food)

Text C:

poverty/child labour (everybody has to work or there won’t be enough food, support, children get an education)

Text D:

endangered species (animals’ habitats, destroyed, hunt, protect areas where animals live)

Listening

3Focus Listening for specific information

ñHave Ss read through statements in rubric.

ñSs listen to recording and complete matching task individually.

ñSs compare answers with a partner and decide which global issue each statement is talking about.

ñCheck answers in class

Answer Key

Everyday English

4Focus Introducing phrases: interacting in a

conversation

ñRead box from rubric with Ss and check for understanding of words and phrases.

ñElicit similar expressions in Ss L1.

Answer Key

(Answers in Ss’ L1)

5 a Focus Reading/listening for specific

information

ñHave Ss read and listen to the dialogue.

ñElicit answers to the questions in the rubric.

Listening & Speaking 5b

Answer Key

ñ2 ― amount of money in dollars people live on per day

ñ3 billion ― number of people in the living on $2/day

ñ30, 000 ― number of children dying day because of lack of food and permanent home

All of the expressions are in the except …’you know what I mean?’

bFocus Discussing solutions to child

labour

ñIn pairs, Ss answer and discuss the questions in the rubric.

ñMonitor activity and assist as necessary.

Suggested Answer Key

There should be free education available to all children in every country and governments must enforce strict laws against hiring children. I can support organisations that fight against child labour and write letters to governments or newspapers of countries with no child labour laws to create awareness of the problem.

Say it right

6Focus Understanding interacting in a

conversation/listening for confirmation

ñHave Ss complete task individually.

ñSs then listen to recording and check answers

Intonation

7Focus Identifying tone groups in sentences

ñRead Study Skills box and example with Ss and check for understanding.

ñHave Ss listen to recording and complete task individually

ñInvite Ss to read out answers and check

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5b Listening & Speaking

Answer Key

2 I didn’t know/such things/existed!

3Yes,/they have been around/for a while now.

4 For lots/of reasons!

5 They certainly can’t/all/fit in there.

6 And look,/it is so small/and easy to park.

Speaking

8Focus Role playing: a conversation about

child labour

ñIn pairs Ss act out a dialogue about child labour, following the instructions in the rubric.

ñPairs record themselves and check.

ñMonitor activity and assist as necessary.

Suggested Answer Key

A:Did you know that one in six children is involved in child labour? That is 246 million children!

B:Really?

A:Yes. It’s shocking, isn’t it?

B:I had no idea it was so many.

A:And what’s more, 300, 000 children around the world are currently serving as soldiers.

B:Goodness me! That’s terrible!

A:It is, isn’t it?

B:So, what can we do to help?

A:I think governments should make schooling compulsory and make companies pay huge fines if they use child labour. It shouldn’t be allowed to happen.

B:I agree. etc

Objectives

Grammar: infinitive/-ing forms; meaning differences in the infinitive/-ing forms; used tobe used to-get used to

Writing: writing a story with the infinitive/-ing forms; sentences with used to

Reading

1 a Focus Understanding infinitive/-ing

forms

ñHave Ss read text and refer them to the highlighted –ing and infinitive forms.

ñWrite different cases from rubric on the board and have Ss find examples in text and which form is used in each case.

ñElicit answers and write them under each case on the board and check for understanding.

Answer Key

after modal verbs = bare infinitive form e.g. could mean, should take, may know

to show purpose = infinitive form e.g. trying to tell you

after certain verbs (decide, appear) = infinitive form e.g. decide to run

after prepositions = -ing form e.g. of predicting as a noun = -ing form e.g. hearing

after expressions (I’m busy etc) = -ing form e.g. were very busy looking

after certain verbs (fancy, start, avoid, spend, imagine, suggest etc) = ing form e.g. started acting

bFocus Practising the infinitive/ -ing

forms

ñHave Ss complete task individually.

ñSs check answers with a partner.

2Focus Practising the infinitive/-ing forms

ñHave Ss complete sentences individually.

ñInvite Ss to read out answers in class and check.

Suggested Answer Key

1I usually avoid walking under ladders as it is believed to be unlucky.

2 I’m happy to study at this school.

3It’s not worth worrying about things you can’t change.

4There’s no point trying to look like models you see in magazines.

5I spend a lot of time hanging out with my friends.

6 I don’t mind helping with the housework.

7 I can’t stand waiting for people.

8I’d prefer to be poor and happy than rich and miserable.

9 I love walking barefoot in the sand.

10 I really want to be successful in my career.

3Focus Understanding the differences in

meaning for the same verb in infinitive and -ing

ñRead the Grammar Box with Ss and check for understanding.

ñSs with a partner find different meanings in the sentences.

ñInvite Ss to read out answers and check.

Answer Key

1a didn’t remember b always recall

2a do not forget b do not recall

3a stopped temporarily in order to do sth else

b finish doing sth, paused

4a do one’s best, attempted

b do sth as an experiment, tested

4Focus Practising differences in meanings

for the same verb in infinitive and –ing

ñHave Ss complete task individually.

ñInvite Ss to read out answers in class and discuss differences in meanings.

Grammar in Use 5c

5Focus Consolidating the infinitive/-ing forms

ñHave Ss complete task individually.

ñInvite Ss to read out exchanges in class and elicit reasons for why that form is used.

5A: reach

B:using

6Focus Writing a story with the infinitive/-ing

forms

ñRefer Ss to the verbs in the rubric and explain they are to use them in the infinitive/-ing form to continue the story.

ñIn pairs, Ss write their stories

ñInvite pairs to read out their stories and ask for feedback.

Suggested Answer Key

… and were hoping to enjoy their holiday in Pukhet. At first everything went well. They spent their time on the beach making sandcastles. The weather was perfect and everyone felt relaxed. But then Mr Brown noticed some waves rushing towards the beach at an incredible speed. The whole family panicked and started running/to run towards the shore.

The waves soon reached them and smashed against them. As a result, they all fell over but as frightened as they were, they soon managed to run to safety. They were extremely relieved to find out that the whole family had survived.

Objectives

Vocabulary: related to the weather; idioms (weather)

Reading: reading for specific information Speaking: role playing (exchanges about the

bFocus Practising vocabulary

ñElicit the weather for the day.

ñDiscuss with Ss their favourite type of weather.

Suggested Answer Key

cold, sunny, foggy, freezing, snowing, windy, cool, warm, breeze, gale, hailstones, sleet etc

Suggested Answer Key

I think the title means that we can tell what the weather is going to be like from looking at the sky.

3Focus Reading/listening for specific

information

ñHave Ss read and listen to the text finding the answers to the question in the rubric.

ñElicit answers in class and discuss.

Answer Key

Methods used in the past to predict the weather:

watching the clouds, observing the behaviour of animals, inspecting plants and the soil, looking at the sky at night

4Focus Understanding phrases/listening for

confirmation

ñRefer Ss to word list in the rubric and check for understanding.

ñSs complete task with a partner.

ñInvite Ss to read out poem and check answers.

Answer Key

Onion skin is very thin, mild winter is coming in. Onion skin is thick and tough, winter will be cold and rough.

Pale moon rains, red moon blows. White moon neither rains nor snows.

Evening red and morning grey, two sure signs of a fine day.

Clear moon, frost soon.

When seagulls fly to land, a storm is at hand. When clouds appear like rocks and towers, the Earth’s refreshed by frequent showers.

(Answers according to Ss’ L1)

5Focus Understanding new vocabulary

ñHave Ss complete matching task and check answer in dictionaries.

ñSs complete sentences with phrases individually and check answers with a partner.

Vocabulary & Speaking 5d

Idioms

6Focus Understanding Idioms

ñRefer Ss to pictures and 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.

Answer Key

1 is feeling under the weather

2 ’s been on cloud nine

3 to save up for a rainy day

7Focus Identifying sounds (related to the

weather)/practicing vocabulary

ñHave Ss listen to recording and complete matching task.

ñSs use words to complete sentences.

ñInvite Ss to read out sentences in class and check.

8Focus Consolidating vocabulary

ñHave Ss use the words from Ex. 7 to write their paragraphs.

ñSs read their paragraphs to a partner and compare.

ñMonitor activity and check for understanding of vocabulary.

Suggested Answer Key

It was getting late and it seemed like I would never get home. Heavy rain poured down as I drove along the road. I couldn’t see very far in front of me. I had to slow down. The wind howled and made me shiver. I didn’t think it could get any worse but it did ― lightening flashed and the thunder roared ...

5 e Writing Skills

Objectives

Reading: phrases introducing suggestions and expressing effect.

Grammar: co-ordinate conjunctions

Reading: reading for confirmation; reading for specific information

Listening: listening for confirmation; listening

for specific information

Writing: an essay providing solutions to a problem

Reading

1Focus Understanding suggestions and

results

ñHave Ss complete matching task individually.

ñRead out suggestions and invite Ss to give the result.

ñSs read/listen to text and check which suggestions are mentioned in it.

Answer Key

Ideas in essay:

ñTo encourage car sharing programs

ñImprove public transport

ñCreate more cycling lanes

2Focus Understanding essays providing

solutions to problems.

ñRead with Ss the Theory Box and check for understanding.

ñHave Ss read the essay again and elicit what the opinion of the writer is and in which paragraph it is found.

Answer Key

The writer’s opinion is that heavy traffic is a serious problem in our cities that has to be dealt with and that there are many ways to reduce it.

The writer gives his opinion in the first and the last paragraphs.

3 a Focus Understanding phrases introducing suggestions/expressing effect/to conclude

ñRead table with Ss and check for understanding.

ñHave Ss find phrases in the text.

ñElicit similar phrases in Ss L1.

Answer Key

To introduce suggestions: To begin with ...; Another solution would be ...

To express effect: The result would be ...; consequently

To conclude: To sum up ...

(Answers according to Ss’ L1)

bFocus Practising phrases introducing

suggestion/expressing effect/to conclude

ñHave Ss replace the phrases in the text with ones from the table in Ex. 3a).

ñInvite Ss to read out answers in class and check.

Answer Key

To start with → To begin with,

Another way to → Another solution would be As a result there would be → The result would be

As a consequence → consequently All in all → To sum up

4Focus Understanding co-ordinate

conjunctions

ñRead the Theory Box with Ss and check for understanding.

ñElicit from class which description matches which conjunction.

ñHave Ss join sentences with conjunctions individually and check answers with a partner.

Answer Key

both … and … (description a) either … or … (description b) neither … nor …. (description c)

1Factories both pollute the water and the air.

2You can either reuse old things or you can recycle old things

3Neither the computer nor the light should be left on when you leave the office.

4You can either walk or ride a bicycle to work.

5Focus Matching suggestions and

results/listening for specific information

ñ Have Ss complete task individually

Writing Skills 5e

ñSs listen to see what suggestions are in the conversation.

Answer Key

Sally mentions suggestions 1 and 3.

Writing

6Focus Writing an essay providing solutions

to a problem

ñRead the rubric and the plan with Ss and check for understanding.

ñSs write their essays using vocabulary and phrases learned in the unit.

ñAlternatively, assign task as HW.

Suggested Answer Key

Today we produce so much litter that the world could very easily become one big litter bin. Fortunately, there are several possible suggestions which could lead to a reduction in the amount of litter we create.

To begin with, we could get young people involved in clean-up programmes. As a consequence, people would start to realise how much litter there is around us and see the negative effects. After being involved in a cleanup programme they will become interested in keeping parks and their neighbourhoods clean and tidy.

Another way would be to educate people about how to reduce the amount of packaging in the goods that they buy. As a result, people would choose to buy products with biodegradable packaging and get into good habits, thus landfill sites would not become so full.

All in all, I think that with increased education and awareness we can easily reduce the amount of litter around us. No-one really wants to live in a dirty neighbourhood. It is up to all of us to take action now to keep our planet as clean and tidy as possible.

7Focus Checking essays

ñIn pairs, Ss exchange essays and check their partners work following the list in the rubric.

ñPairs discuss and give feedback on each others essays.

ñMonitor activity and assist as necessary.

Objectives

Vocabulary: phrasal verbs (call)

Grammar: forming nouns from verbs; dependent prepositions; infinitives/-ing forms

Writing: an email, using the infinitive/-ing forms

Word formation

1Focus Forming nouns from verbs

ñRead the theory box with Ss and check for understanding.

ñHave Ss complete the task individually.

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

Phrasal Verbs: call

2Focus Understanding phrasal verbs (call)

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

ñHave Ss check meanings in appendix 1

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

3Focus 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.

1I put the rubbish in the bin outside our house.

It is not very nice to see litter everywhere ― it is best to pick it up.

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2If you lead an inactive life-style, you may damage your health.

The aeroplane disappeared into the clouds and could not be seen.

3Drivers were warned to drive carefully in the thick fog.

A cloud of black smoke blew over the city.

4Be careful not to lose your way when you go on the underground.

When I am away from home I miss my family.

5The crew on board a ship work hard to serve the public.

The supermarket employs a total of 200 staff.

Dependent Prepositions

4Focus Practising dependent prepositions

ñHave Ss complete task individually with prepositions in list.

ñSs compare answers with a partner and check in Appendix 2.

Answer Key

Grammar Revision

5Focus Practising the infinitive/-ing forms

ñHave Ss complete task individually.

ñInvite Ss to read out answers in class and check.

6Focus Writing an email, using the infinitive/

-ing forms

ñHave Ss write their emails, using the email in Ex. 5 as an example.

ñInvite Ss to read out emails to the class and check.