Angl_yaz_8kl_Spotlight_Anglysky_v_fokuse

Suggested Answer Key

I found it very interesting that obentos date back to the 5th century. It’s also very interesting that they are shaped like flowers, animals or even cartoon characters. I found it interesting that nursery schools have rules about how to prepare an obento.

Obentos are healthy because they contain meat, vegetables and fruit, which are all very nourishing.

Vocabulary

5a Focus Understanding new vocabulary

ñDirect Ss to the words referring to ways of cooking. Ss can use Word List to find meanings.

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

ñSs complete task individually and check answers in class.

bFocus Role playing: ways of cooking

ñRefer Ss to the example exchange in the rubric.

ñIn pairs, Ss act out ways they like their food cooked using the vocabulary in Ex. 5a.

ñMonitor exchanges and assist as necessary

ñInvite a few pairs to act out their exchanges in front of class.

Suggested Answer Key

A:I love pickled vegetables. How about you?

B:I prefer them steamed. etc

6Focus Forming collocations (food)

ñIn pairs, have Ss fill out sentences and check their collocations in the Word List.

ñInvite pairs to read out sentences in class.

Reading & Vocabulary 2a

7Focus Consolidating new vocabulary

ñRefer Ss to the example in the rubric and for understanding.

ñSs complete task individually.

ñCheck answers in class.

Suggested Answer Key

2 peanuts because

3 Mexican dishes because

4 grapefruits

5 sweets because

6 hamburgers because

8Focus Writing briefly about the topic

text

ñRead the rubric with Ss and check understanding.

ñGive Ss a few minutes to write a few on the topic.

ñIn pairs, Ss read each other their Check answers.

Suggested Answer Key

Mothers show they care and love their children by cooking healthy food for them. Mothers their children and want them to be healthy, they want them to learn to eat healthy foods Mothers that take the time to cook good dishes for their children show their children that

are important and that they want the best them.

9Focus An email on a traditional dish in

your country

ñRead questions with Ss from rubric. time to answer questions.

ñRefer Ss to email in rubric and explain that should use their answers to the questions in writing their email.

ñAllow Ss time to write emails. Alternatively, assign task as HW.

ñInvite Ss to read emails to the class and feedback.

2a Reading & Vocabulary

Suggested Answer Key

1A traditional dish in my country is called pelmeni.

2Pelmeni is made from minced meat, dough and various spices

3 You prepare the dough using eggs, sometimes with milk or water added and use it to wrap the minced meat. You also add various spices such as pepper, onions and garlic. You can either boil or fry the pelmeni until they turn golden brown.

4It tastes delicious and can be quite spicy, depending on how many spices you use.

Dear Matt,

There are a lot of nice dishes in Russian cuisine but my favourite is pelmeni. It’s made from minced meat, dough and various spices.

You prepare the dough from eggs, sometimes with milk or water added and use it to wrap the minced meat. You also add various spices such as pepper, onions and garlic. You can either boil or fry the pelmeni until they turn golden brown.

They can taste really spicy! What’s your favourite traditional dish?

Your friend, Olga

Objectives

Reading: kinds of shops; shopping Speaking: describing a picture; role playing (shopping, giving directions)

Listening: listening for specific information; listening for confirmation; listening for intonation in questions

Writing: completing a dialogue

1Focus Listening for specific information

ñRefer Ss to pictures on page 28 and read out the name of each place.

ñHave Ss listen to dialogues and identify which of the places they are taking place in.

ñCheck for understanding

Answer Key

The dialogues are taking place in a department store, at a car boot sale and in a shopping mall.

2Focus Describing a picture

ñRead study Skills Box with Ss and check for understanding.

ñIn pairs, Ss choose a picture and describe it to their partner.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

Picture D shows us some people shopping at a busy flea market. You can probably hear a lot of noise as people are talking about what they want to buy and the stall-holders are trying to persuade people to buy things. The weather must be warm because they are wearing light clothes, such as T-shirts and shorts. The person working on the stall is wearing sunglasses. The stalls are selling clothes. This flea market is probably somewhere in the UK because I can see the UK flag at the top right hand corner of the picture.

3a Focus Identifying shopping places

ñRefer Ss to the list of different shops and elicit/ explain any new vocabulary.

ñInvite different Ss to read out quotes and for others to answer which shop it could be heard in and why?

bFocus Understanding different shopping

places

ñRefer Ss to list of shops in Ex. 3a.

ñHave Ss complete task individually.

ñCheck answers in class.

Answer Key

You can buy a packet of aspirin at the chemist’s. You can buy a kilo of sausages at the butcher’s. You can buy a pair of sunglasses at the optician’s.

You can buy some prawns at the fishmonger’s. You can buy a bunch of tulips at the florist’s. You can buy a dress at a clothes shop.

You can buy a fruitcake at the bakery. You can buy a necklace at the jeweller’s.

Everyday English

4Focus Role playing: giving directions

ñRead the rubric and table with Ss. Check for understanding.

ñIn pairs, Ss act out exchanges asking and giving directions.

ñMonitor activity and assist as necessary.

Suggested Answer Key

A:I need to buy some stamps. Is there a post office near here?

B:Yes, there’s one between the bakery and the florist’s. etc

5Focus Completing a dialogue/listening for

confirmation

ñHave Ss complete dialogue individually and check with a partner.

ñSs listen and check their answers

Suggested Answer Key

Listening & Speaking 2b

Listening

6Focus Listening for specific information

ñDirect Ss to the advertisement and the information.

ñSs listen to recording and complete individually.

ñListen again to recording and Ss check

Intonation

7Focus Listening for intonation in

ñRefer Ss to the theory box and check understanding.

ñSs listen to recording and repeat questions proper intonation.

(Ss’ own answers)

Say it right

8Focus Understanding social exchanges/

listening for confirmation

ñHave Ss complete task individually.

ñSs then listen to recording and check answers

Suggested Answer Key

Speaking

9Focus Consolidating social exchanges

playing)

ñHave Ss form pairs and role play exchanges, according to the rubric.

ñHave Ss record themselves and ask for from their partner.

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

Suggested Answer Key

A:What a nice scarf. Is it new?

B:Yes, I bought it three days ago. I’m you like it.

A:It really suits you. Where did you get

B:At “Top Shop”.

A:Whereabouts is it exactly?

B:In Karlova Street, opposite the office.

A:Was it very expensive?

B:No, not at all. It was only €5.

2b Listening & Speaking

Consolidating vocabulary

ñElicit some example sentences with vocabulary from the unit and write them on the board.

ñHave Ss write their sentences individually and compare with partner.

Suggested Answer Key

1At the optician’s shop, they asked me if I am long or short-sighted.

2Could you please get a bunch of tulips at the florist’s for the party tonight?

3My mother goes to the flea market and searches for antiques every Saturday.

4 This was a bargain and only cost 5£. 5 Those glasses really suit you.

6 The bakery is just around the corner.

Objectives

Grammar: present perfect; present perfect continuous; past simple, has gone to/has been to/has been in; time expressions; definite and indefinite articles; quantifiers

Speaking: role playing: shopping, using time expressions

Reading

1Focus Presenting the present perfect and

present perfect continuous

ñRefer Ss to the Grammar Box and read carefully. Check for understanding.

ñHave Ss read text and find examples of present perfect and present perfect continuous. Write them on the board and discuss why.

Answer Key

Present perfect

ñIt has always fallen

ñstudents have brought in a few items

ñWe have decided

ñWe’ve walked to school

ñWe’ve asked our parents

Present Perfect Continuous

ñPeople have been celebrating

ñWe have been working

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2Focus Practising the present perfect and

present perfect continuous

ñHave Ss complete task individually.

ñInvite Ss to read out exchanges with a partner and check.

Suggested Answer Key

1A: Have you seen

B:has been trying

2A: have known

B:Has she been studying

3A: has lost

B:has not been eating

4A: Have you been cleaning

B:have just started

3 a Focus Comparing the present perfect and the past simple

ñRefer Ss to the exchange. Ask Ss when each action in the sentences happened.

ñElicit what tense the verbs are in and discuss why.

Suggested Answer Key

In the first sentence we have used the present perfect because it refers to an action that happened at an unstated time in the past. In the second sentence the simple past is used because it refers to an action that happened at a specific time in the past (last year).

bFocus Role playing (present perfect and

simple past)

ñRefer Ss to the example exchange and check for understanding.

ñIn pairs, Ss act out similar exchanges, using present perfect and simple past.

Suggested Answer Key

A:Have you ever saved money for a reason?

B:Yes, I have.

A:What did you save it for?

B:I saved it to buy a new bicycle.

A:Have you ever visited a charity shop?

B:Yes, I have.

A:Did you buy anything?

B:I bought a pair of earrings.

A:Have you ever bought something you regretted afterwards?

B:Yes, I have.

A:What did you buy?

B:I bought a very expensive pair of jeans.

4Focus Practicing the present perfect

continuous

ñRefer Ss to example exchange and explain that the adjectives describe a result of an action that has just stopped. The action, therefore, is in the present perfect continuous.

ñIn pairs, Ss act out exchanges.

ñMonitor activity and assist as necessary.

Suggested Answer Key

A:I am very tired lately.

B:Have you not been sleeping well?

A:I’m so angry at Tom!

B:Has he been lying again?

A:Sharon is happy lately.

B:Has she been doing well in school?

A:The children are sad.

B:Have they been fighting?

A:Karen is scared.

B:Has her brother been frightening her again?

A:We are so surprised to hear the news!

B:Have they been keeping it a secret?

Grammar in Use 2c

5Focus Understanding has gone to/has

to/ has been in

ñRead grammar box with Ss and check understanding.

ñSs complete task individually and check partner.

6Focus Practising time expressions

ñRefer Ss to list of time expressions. explain meanings and how they refer to of time.

ñHave Ss complete task individually.

ñInvite Ss to read out answers to class check.

7Focus Practicing definite and indefinite

articles

ñHave Ss complete task individually.

ñSs check their own answers with Reference Section.

ñInvite Ss to read out answers and check.

8Focus Practising quantifiers

ñRefer Ss to the Grammar Box and check understanding.

ñHave Ss complete task individually and with a partner.

ñSs with their partner make their own with quantifiers.

ñInvite pairs to read out their sentences

2c Grammar in Use

(Ss’ own answers)

9Focus Role playing (using time

expressions)

ñRefer Ss to the example exchange and the time expressions “how long” and “for/since”. Check for understanding.

ñIn pairs, Ss act out exchanges, using the phrases from the rubric and some of their own ideas.

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

Answer Key

A:How long have you known your best friend?

B:Since I was six./For ten years. How long have you been at this school?

A:Since 2003./For four years. How long have you lived in this area?

B:All my life. What about you? How long have you lived here?

A:For eight years. How long have you been studying English?

B:For six years.

A: Me too. etc

Objectives

Reading: food measures; food preparation; idioms (using food words)

Grammar: singular only and plural only nouns Speaking: talking about preparing food; role playing (ordering food); describing a visit to a restaurant Listening: Identifying positive and negative opinions; listening for specific information, listening for confirmation

Writing: an email describing a family meal out.

1Focus Understanding vocabulary about

different measures of food

ñRefer Ss to the list of different measures of food and elicit/explain meaning of each one. Allow time for Ss to write down any new vocabulary in notebooks.

ñSs complete task individually and write their own answers to the questions.

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

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Suggested Answer Key

1I eat one or two bars of chocolate per week.

2 I drink about one litre of milk per week. 3 I don’t take any teaspoons of sugar in my tea. 4 Yes, I add a pinch of salt to my salad.

5I usually put one slice of cheese in my sandwich.

6I usually buy one or two loaves of brown bread a week.

2 a Focus Understanding food preparation

verbs

ñWrite verbs in a list on the board. Elicit/ explain meaning of each one. Allow time for Ss to write down any new vocabulary in notebooks.

ñSs complete task individually.

ñCheck answers in class and invite Ss to add other food and drinks to the verb list. Write them on the board.

Suggested Answer Key grate: cabbage

beat: a mixture for a cake slice: apple, fruit, pizza pour: wine, juice, milk

peel: orange, cucumber, carrot

bFocus Role playing (preparing a food)

ñRefer Ss to the recipe and check for understanding.

ñRead with Ss example exchange from rubric.

ñIn pairs, Ss act out exchanges, using verbs from Ex. 2a.

ñMonitor activity and assist as necessary.

Suggested Answer Key

A:Have you melted the butter?

B:Yes, I have/No, I haven’t melted it yet.

A:Have you grated the cheese?

B:Yes, I have./No, I haven’t grated it yet.

A:Have you chopped the onion?

B:Yes, I have./No, I haven’t chopped it yet.

3Focus Consolidating vocabulary

ñRefer Ss to the text and discuss what kind of text it is and its purpose.

ñHave Ss complete task individually.

ñInvite Ss to read out text and check answers.

Answer Key

The text is a recipe.

4Focus Role playing (ordering food)

ñRefer Ss to pictures and explain task.

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

ñRefer Ss to example exchange. In pairs, Ss act out similar exchanges with phrases from the rubric.

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

Vocabulary & Speaking 2d

Answer Key

a Sparkling or still?

b Steamed, fried or grilled?

c Rare, medium or well done? d Fried, boiled or scrambled? e White or brown?

A:I’d like some water, please.

B:Sparkling or still?

A: Still, please.

A:I’d like the fish, please.

B:Steamed, fried or grilled?

A: Grilled, please.

A:I’d like a T-bone steak, please.

B:Rare, medium or well done?

A: Medium, please.

A:I’d like some eggs, please.

B:Fried, boiled or scrambled?

A: Scrambled, please. etc

Grammar

5 a Focus Presenting singular only and plural only nouns

ñRead through Grammar box with Ss check for understanding.

ñElicit similar forms from Ss L1 and discuss

(Answers according to Ss’ L1)

bFocus Practising the correct verb

with singular and plural only nouns.

ñHave Ss complete exchanges with verb form. Direct Ss to pay attention whether the noun is used in the singular plural form as this determines the form.

ñInvite Ss to read out answers and reasons for the verb form they chose.

Idioms

6Focus Understanding Idioms

ñRefer Ss to list of idioms.

ñHave Ss form groups of 3-4 and complete giving reasons for their answers. Ask Ss similar idioms in own Ll.

2d Vocabulary & Speaking

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

The picture shows the idiom “crying over spilt milk” (it means what has happened can’t be changed, so it’s better to accept it rather than be upset about it).

Listening

7 a Focus Identifying positive and negative

opinions

ñElicit from Ss what is a negative opinion and what is a positive opinion and discuss.

ñHave Ss listen to the two dialogues and identify which one is positive and which one is negative.

Answer Key

The first one gives a positive opinion and the second one a negative opinion.

bFocus Listening for specific information/

listening for confirmation

ñRefer Ss to the phrases in the rubric.

ñHave Ss match phrases to one of the dialogues.

ñSs listen again to dialogues and check answers.

Answer Key First dialogue

First of all, there were so many dishes to choose from.

The portions were huge.

I was really full when we finished.

Second dialogue

When we left I was still hungry.

The prices turned out to be reasonable.

The waiter mixed up our order.

I wouldn’t recommend it.

There was a really long queue.

They tried to overcharge us.

Speaking

8Focus Describing a visit to a restaurant

ñExplain task and check for understanding.

ñIn pairs, Ss describe a visit to a restaurant, using vocabulary from Ex. 7b.

ñHave Ss record themselves.

ñAlternatively, Ss can describe a restaurant to the class and ask for feedback.

Suggested Answer Key

My family and I had dinner at an Italian restaurant at the weekend. The food was great and the portions were just right. The waiter was friendly and welcoming and helped answer all of our questions. At the end of our meal, he even brought us a plate of fruit, on the house! I would definitely like to go there again.

Writing

9Focus Writing an email describing a family

meal out.

ñHave Ss write emails, using answers from Ex. 8.

ñInvite Ss to read emails to class and ask for feedback.

ñAlternatively, assign task as HW.

Suggested Answer Key

To: Jane

Re: My weekend

Hi Jane!

How are things with you? What did you do to this weekend?

My family and I went out to a really nice Italian restaurant ― it was brilliant!

The food was so tasty and it wasn’t expensive either. The waiter made us feel really welcome and gave us a lovely plate of fruit at the end of our meal ― free of charge! We should go there when you come over to visit us in the summer!

Bye just now, Lucy

2 e Writing Skills

Objectives

Vocabulary: relating to flea markets

Reading: skimming for main ideas; identifying opening and closing remarks; interpreting a rubric Grammar: identifying adjectives; order of adjectives

Speaking: describing a picture

Writing: an informal email about an open-air market

1Focus Describing a picture

ñRefer Ss to the picture and elicit what is in the picture.

ñHave Ss read through phrases in the rubric and check for understanding. Allow Ss time to write down any new vocabulary in their note books.

ñIn pairs Ss describe what they see in the picture, using the phrases.

ñMonitor activity and assist as necessary.

Answer Key

The picture shows people shopping at a flea market.

The picture shows a flea market. There are many open-air stalls full of second hand items, as well as handcrafted goods such as silk scarves and silver jewellery. Most of these things can be bought at reduced prices. The street vendors are usually friendly and quite loud, to draw your attention. Many excited shoppers are enjoying the colourful atmosphere

2a Focus Planning the content of an email

ñRead the rubric with Ss, elicit answers to the questions and write them on the board.

ñDiscuss plan for email.

Answer Key

1 an email.

2 my American penfriend, Jack.

3cheap places where Jenny’s sister can go shopping

bFocus Presenting informal letters/emails

ñElicit answers from the class to the questions in the rubric and write them on the board.

ñRead theory box with Ss and check for understanding.

Answer Key

I’m going to write in an informal style.

I’m going to start my letter with an informal greeting such as Dear Jack and I’m going to choose an informal ending such as Take care.

3Focus Matching topics and paragraphs

(skimming for main ideas)

ñHave Ss read the email and match headings to paragraphs. Ss should note key words.

ñInvite Ss to read the paragraphs and give answer for which heading and why.

Answer Key

Grammar

4a Focus Identifying adjectives

ñHave Ss reread email and identify adjectives used to describe the market.

ñInvite Ss to read out sentences with adjectives and write them on the board.

Answer Key

colourful, indoor, outdoor, international, vintage, beautiful, embroidered, second-hand, rare, leather

bFocus Presenting order of adjectives

ñRead through table with Ss and check for understanding.

ñHave Ss complete task individually.

ñCheck answers in class.