Angl_yaz_8kl_Spotlight_Anglysky_v_fokuse

Module 1

Look at Module 1

Refer Ss to the title of module, Socialising 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 how people interact with each other in their daily lives, with their families and friends. I think we will learn about how we socialise in different situations and in other countries.

Ask 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. 10).

T: What page is the picture on?

S1: It’s on page 10. It’s a group of friends. T: What do you think they are doing?

S2: They are spending time together and having fun. T: How often do you spend time with your friends? S3: Every day after school.

T: What do you do with your friends?

S4: Sometimes we go out to the cinema, other times we go over to each other’s house and talk.

Pic 2 (p. 12)

How old do you think this boy is? Do teenagers have a difficult time in social situations? Why? Is it difficult to meet people and make friends as a teenager?

Pic 3 (p. 13)

What are these people doing in the picture? Are they enjoying themselves? How do you think they feel? What things do you do with your friends?

Pic 4 (p. 21)

What is happening in this picture? What do you think the men are saying? When you meet people on the street what do you do and say? Are you friendly when you meet new people?

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 notes (p. 15)

What do the notes say? What are they for? Why did a person write them? Do you ever write notes like these?

a comic strip (p. 14)

What is the comic strip about? Is it funny? Where do we find comic strips? Do you read comic strips? Why?

greeting cards (p. 18)

What are these cards trying to say? Why do people send them? To whom do people send these cards? Have you ever sent a greeting card? What kind of card? To whom?

a poem (p. 22)

What is a poem? What is this poem about? Why do we write poems? Do you read or write poems? What about?

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:

―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 …

Select Ss to read through the list of items that will be covered in the module. If necessary, explain any new vocabulary. Ask Ss to go through the list and tick any items they think they know or can do, a cross next to the ones they do not know and a star next to the ones they think will be the most useful. Select Ss to report on which items they have ticked or put a star next to.

Objectives

Vocabulary: meeting new people; adjectives; body language

Reading: predicting text content; reading for specific information

Speaking: discussing the purpose of a text; role playing; discussing a topic

Reading

1Focus Predicting text content

ñElicit/explain the meaning of “prediction” (saying what you think something will be about, based on the evidence you have)

ñAsk Ss to look at the picture and title. Invite them to predict what the text will be about. Write suggestions on the board.

ñRead text and check Ss’ predictions.

Suggested Answer Key

The title of the text means finding out what people are like by getting to know them. To start a conversation with someone I don’t know, I would introduce myself and ask the other person what their name is and what they do.

2Focus Reading for specific information

ñExplain the task, reminding Ss that it is not necessary to understand all the words in order to answer the questions.

ñSs answer the questions individually and then compare answers with partner.

ñCheck answers with class, asking Ss to justify their answers.

Answer Key

1 T

2 T

3 DS

4F When you meet someone for the first time, it’s better to smile.

5 DS

6F You should show you’re interested in others by asking them to speak too.

7F You should make the effort to get to know people, even if you find it difficult.

3Focus Discussing the purpose of a text

ñRefer Ss to the study skills box. Ask Ss to listen and read the text again.

ñHave Ss form pairs and discuss what they think the author’s purpose was in writing the text.

ñInvite a few pairs to give their answers to the class.

Answer Key

The author’s purpose is to inform us about how we can break the ice.

4Focus Understanding new vocabulary

ñRefer Ss to the bold words in the text. Discuss meaning.

ñHave Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

ñHave Ss complete sentences individually and check.

Answer Key

opportunity ― situation in which it is possible to do sth

blush ― become red in the face because you feel embarrassed

approach ― go up to, speak to fancy ― feel attracted to bright ― positive, full of light

benefit ― get help, improve sth/sb

develop ― grow or change over a period of time, acquire

avoid ― keep away from sb/sth

Vocabulary

5Focus Understanding character adjectives

ñHave Ss form groups of 3-4 and read out the descriptions. Groups make list of adjectives the headings positive and negative.

ñInvite groups to read out a description to the class and give answers. Ask each group to justify their choice.

6Focus Matching adjectives to their

opposites

ñCheck understanding with class of the list of adjectives. Explain what opposite means (has reverse/contrary meaning)

ñSs complete task individually.

ñHave Ss listen to recording and check.

7Focus Matching adjectives to descriptions

ñPlay recording to class. Have Ss match adjectives to the persons described.

ñInvite three Ss to say their answers out in class and why they chose that adjective.

ñListen again and check.

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Answer Key

Ann ― sociable Sue ― stubborn Billy ― selfish

8Focus Role playing: describing ourselves

using adjectives

ñHave Ss form pairs and role play exchanges like the example given.

ñMonitor activity and assist when necessary.

ñInvite several pairs to act out exchanges in front of class.

(Ss’ own answers)

Focus Understanding body language

ñElicit/explain what “body language” means (gestures and movements of the body that communicate something)

ñRead example sentences with class and have Ss complete task in pairs.

ñInvite a few pairs to read out their sentences to the class and discuss.

Answer Key

2Pete is scratching his head. He seems puzzled./He looks puzzled.

3 Alex is tapping his foot. He seems impatient./ He looks impatient.

4Helen is biting her lip. She seems worried./ She looks worried.

5Gus is crossing his arms. He seems bored./ He looks bored.

6John is shrugging his shoulders. He seems unsure./He looks unsure.

7 Laura is clenching her teeth/fists. She seems furious./She looks furious.

8Tom is raising his eyebrows. He seems surprised./He looks surprised.

Focus Discussing the topic of the text

ñHave Ss form groups of 3-4 and discuss what they found interesting in the text.

ñMonitor activity and offer assistance when necessary.

Suggested Answer Key

To break the ice you can smile at the new person. Then, you will feel more comfortable speaking to a new person. It is also a good idea to have something interesting to talk about ― you should develop a passion! You should also develop good listening skills and show that you are interested in what other people have to say. etc

Objectives

Vocabulary: meeting new people; family situations; social situations

Listening: listening for confirmation; listening for specific information; listening for intonation Speaking: describing a picture; role playing social exchanges

1Focus Describing a picture

ñRefer Ss to picture on page 12 and elicit answers from class to the questions in the rubric.

ñWrite answers on the board and discuss.

Answer Key

1The picture shows a girl sitting on a wall and a boy standing next to her. They are in the countryside.

2They are talking to each other and smiling/ laughing. They are enjoying each other’s company.

3They are wearing casual clothes. The girl is wearing jeans and T-shirt; the boy is wearing jeans, a T-shirt and a checked shirt.

4 They are feeling happy and relaxed.

2Focus Identifying questions used when

meeting someone for the first time

ñHave Ss read out the list of questions. Elicit any new vocabulary.

ñDiscuss when we would ask these questions. Elicit from Ss different situations in which these questions could be asked.

Answer Key

You would ask these questions when you meet someone for the first time/when you are just getting to know someone.

3Focus Completing a dialogue/listening for

confirmation

ñHave Ss read through dialogue and fill in questions individually.

ñListen to dialogue and Ss check their answers.

Speaking

4Focus Role playing (meeting a new person)

exchanging personal information

ñRefers Ss to questions in Ex. 2 and dialogue in Ex. 3.

ñSs form pairs and role play meeting someone new at summer camp.

ñHave Ss record their exchanges and listen to them in class. Invite feedback.

ñAlternatively, Ss can act out exchanges in front of class.

Suggested Answer Key

A:Hello, my name’s Penny. What’s your name?

B:I’m Sally. Sally Borgenson.

A:Nice to meet you, Sally. Where are you from?

B:I’m from Sweden. You?

A:I’m from Greece. Welcome to the camp.

B:Thanks Penny. Have you been here long?

A:I arrived here on Saturday. How old are you Sally?

B:I turn fifteen in March. You?

A:I’m fifteen in May. We’re almost the same age.

B:So, we might be in the same team. Do you like basketball?

A:It’s my favourite sport. Have you got any brothers or sisters?

B:Just one brother. He’s one year older than me. You?

A:I’m an only child. Look, there’s the camp leader. Let’s ask him if we can be on the same basketball team.

B:Yes, good idea. Let’s go.

Listening

5 a Focus Understanding phrases used to

describe family situations

ñRefer Ss to the list of phrases. Elicit/ explain any new vocabulary.

1b Listening & Speaking

ñAsk Ss to choose a phrase that describes their family situation and why.

ñInvite Ss to say their answer in front of class and reasons why.

Suggested Answer Key

I enjoy hanging out with my grandparents. I like to go and stay with them during the holidays. Grandma likes to chat about absolutely everything. I like going out for long walks with her and their dog, Husky. Grandma is a really good cook and prepares lovely meals. She also makes good cakes! Grandpa likes fixing things. He fixed my bike and I am really pleased! etc.

bFocus Listening for specific information

ñPlay the recording once and have Ss complete the task individually.

ñSs then compare answers with a partner.

ñPlay the recording again and check answers with class.

Everyday English

6 a Focus Matching phrases with responses/ listening for confirmation

ñExplain task and check for understanding. Read through phrases and responses. Elicit/ explain any new vocabulary.

ñSs complete task individually.

ñWrite phrase on board and invite different Ss to give their responses.

ñPlay the recording and Ss check their answers.

bFocus Identifying the topic of

exchanges (socialising)

ñHave different pairs of Ss read out phrases and their correct responses (exchanges) in question 6a.

ñInvite Ss to choose which of the 8 topics the exchange is about and discuss.

7Focus Role playing (social exchanges)

ñRefer Ss to sentences in Ex. 6a.

ñHave Ss complete exchanges individually and in pairs act out exchanges.

ñMonitor exchanges and check answers.

3Well, thank you for inviting me.

Say It Right

8Focus Understanding social exchange/

listening for confirmation

ñHave Ss complete task individually.

ñSs then listen to recording and check answers.

Answer Key

Intonation

9Focus Listening for intonation

ñRefer Ss to the Study Box and explain intonation (the way your voice rises and falls as you speak).

ñSs listen to recording and complete task individually.

ñPlay recording again and after each speaker, stop recording and check Ss’ answers. Ask if the speaker’s intonation is rising or falling.

10Focus Consolidating social exchanges

ñHave Ss form pairs and write different social exchanges, according to the rubric.

ñInvite pairs to act out exchanges in front of class. Ask for feedback from class.

(Ss’ own answers)

Objectives

Grammar: present simple; present continuous; present perfect; present perfect continuous; stative verbs; will/going to; past simple and past continuous

Speaking: role playing future actions/plans; talking about school life

Writing: completing a message with correct verb tenses, writing sentences about school life.

1Focus Presenting present simple, present

continuous, present perfect, and present perfect continuous

ñRead comic strip with Ss and refer them to the verb tenses in bold and write them on the board.

ñElicit what tenses the verbs in bold are in and what it is an example of from the rubric.

ñHave Ss form groups of 3-4 and think up other examples and their uses of each verb tense.

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

Answer Key

Are you = a permanent state (Present Simple) I’ve been studying = an action which started in the past and continues up to the present with emphasis on the duration (Present Perfect Continuous)

I’ve learnt = an action that happened at an unstated time in the past (Present Perfect) He’s always lying = expressing anger or irritation about a repeated action (Present Continuous)

Present Simple also used for:

ñgeneral truths and laws of nature e.g. Water boils at 100o Celsius.

ñhabits and routines e.g. John goes to the dentist’s every six months.

ñtimetables e.g. The train arrives in Woking at two twenty six.

ñsporting commentaries, reviews and narrations e.g. It’s in! It’s another goal for Liverpool.

ñfeelings and emotions e.g. I like Diana. She’s a good friend.

Present Perfect Continuous also used for:

ñfor an action which started in the past and lasted for some time. It may be continuing or has finished already with the result visible in the present. e.g. Alex has been working in the garden all day and is really tired now.

ñto express anger, irritation or annoyance. e.g. I don’t believe it! Fiona has been using my perfume again!

ñfor repeated actions in the past continuing to the present. e.g. Harry has been practising a lot for the competition and is sure to do well.

Present Perfect is also used for:

ñan action which started in the past and continues up to the present, especially with stative verbs such as be, have, like, know, etc. e.g. I have known Karen for five years.

ña recently completed action. e.g. I’ve washed the dishes.

ñpersonal experiences or changes. e.g. Dee has lost weight.

Present Continuous is used for:

ñfor actions taking place at or around the time of speaking. e.g. Tim is talking on the phone.

ñfor temporary situations. e.g. We’re staying in London this week.

ñfor fixed arrangements in the near future. e.g. I’m meeting Sarah at two o’clock.

ñfor currently changing and developing situations. e.g. The earth is getting warmer and warmer.

2Focus Practicing the present simple,

present continuous, present perfect, present perfect continuous

ñExplain task and have Ss complete it individually.

ñSs check answers with a partner.

ñMonitor activity and check for understanding.

3a Focus Presenting stative verbs

ñRefer Ss to grammar box. Check for understanding.

ñAsk Ss to find two examples in the text.

1c Grammar in Use

ñElicit other examples from Ss.Write them on the board and discuss.

Answer Key

know ― I know how to do maths, too… believe ― I don’t believe it.

Focus Practising the present simple and

present continuous

ñHave Ss complete task individually.

ñCheck answers with class.

Focus Matching present simple and present

continuous to their uses in the future

Read through uses with Ss. Check for understanding.

Have Ss complete task individually. Invite Ss to read out answers to the class.

Focus Practising future actions, using

“will” and “going to”

Refer Ss to uses in Ex. 4 and have them complete exchanges individually.

Invite Ss to read out exchanges in class, check answers.

Focus Role playing future actions (going

to)

Read rubric and example with class.

Have Ss from pairs and role play exchanges. Monitor pairs and assist as necessary.

Answer Key

A:What time does the concert start?

B:9.30, so we’re going to leave/we’re leaving the house at 8.00.

A:What time does the film start?

B:8 o’clock, so we’re meeting/going to meet outside the cinema at 7.45.

A:What time does your ballet lesson finish?

B:Six o’clock.

A: So, I’ll pick you up at 6.15.

7Focus Presenting past simple and past

continuous

ñElicit example of the past simple and past continuous and write them on the board. Ask Ss when these actions took place.

ñHave Ss complete matching task individually.

ñInvite Ss to write each verb from Ex. 7 on the board, under the headings “past simple or “past continuous” and how it is used.

ñHave Ss give their own examples with their uses and write them under headings on the board.

Answer Key

8Focus Consolidating verb tenses

ñHave Ss complete message individually.

ñInvite Ss to read out answers to class and why they chose that tense of the verb.

9Focus Writing and talking at a particular

point in time

ñRefer Ss to list of words in rubric. Explain that these words indicate a period of time or frequency that will determine the tense of the verb.

ñWrite a few of the words from the list on the board and elicit example sentences with those words. Discuss the verb tense used and why.

Objectives

Vocabulary: descriptions of people; relationships; idioms

Grammar: comparatives and superlatives; adverbs of degree

Listening: listening for specific information Speaking: making comparisons; using idioms

Suggested Answer Key

He is a sports star in his thirties. He’s tall with a strong muscular build. He has blond, very short hair. He has almond shaped, green eyes. He is humourous and has an unusual style. He is quite good-looking and his fans love him. He is the best football player in the world. Who is he?

David Beckham

1d Vocabulary & Speaking

3Focus Comparing people

ñRefer Ss to example exchange and check for understanding.

ñHave Ss form pairs and act out exchanges, following the example.

ñDirect Ss to compare the people using the adjectives in Ex. 1.

ñInvite a few pairs to present exchanges to the class.

Suggested Answer Key

A:Sue is slimmer than Sarah.

B:Yes, but Sally is the slimmest. Who do you think is the oldest?

A:Probably Sarah is the oldest and Sally is the youngest.

4Focus Practising the comparative and

superlative

ñHave Ss complete the task individually.

ñWrite the questions from the rubric on the board.

ñInvite Ss to answer the questions by choosing sentences from the exercise.

ñCheck answers.

Questions: Which shows that?

ñone thing depends on another thing: 4. The more he said, the angrier I felt. 7. The sooner, the better

ñsb/sth that changes continuously: 8. prettier and prettier

ñthere is a similarity between two people:

5.John isn’t as good looking as his brother.

ñthere is a difference between two people:

1.Adam is twice as funny as Sean.

5Focus Consolidating the comparative and

superlative

ñRefer Ss to the example in the rubric.

ñInvite Ss to talk about family members, using the comparative and superlative.

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ñSs can refer to Ex. 1 and 2 for adjectives to use.

(Ss’ own answers)

6Focus Listening for specific information

ñRead rubric with Ss and play recording.

ñSs complete task individually.

ñPlay recording and Ss check their answers.

7Focus Understanding new vocabulary

(relationships)

ñRefer Ss the word list.

ñHave Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

ñHave Ss complete sentences individually and check.

8a Focus Presenting adverbs of degree

ñRefer Ss to table and discuss. Elicit which question word (where, when, how, how often, how much) relates to the adverbs in the table. (how much refers to adverbs of degree).

ñHave Ss find similar structure in own L1 and compare words.

(Ss’ own answers)

bFocus Role playing, using adverbs of

degree

ñRefer Ss to the example exchange. Check for understanding.

ñIn pairs, Ss act out their own exchanges.

ñMonitor activity and assist as necessary.

Suggested Answer Key

A:What’s your new teacher at school like?

B:Well, he is quite serious and very helpful.

A: That’s good.