Spotlight-11Teachers-Book Workbook Keys / Spotlight-11 Teachers-Book
.pdf5 e Writing Skills
Objectives
Reading: reports
Skills ― reading for structure
― gist and specific information
Vocabulary: linking words and phrases; formal style
Writing: a report making recommendations/ suggestions
1Focus Identifying extracts from a report
ñSelect three Ss to read extracts A-C and elicit which are from a report. Ask Ss to say which words helped them to decide.
ñAllow Ss time to read the theory box and check.
ñSs’ books closed, Ss tell a partner all they can about writing reports.
Answer Key
C is from a report because it is written in formal style with appropriate subheadings.
A is from a leaflet advertising a clean-up campaign.
B is from a formal letter giving suggestions/ recommendations.
2Focus Understanding a rubric
ñRead out the rubric and explain the task.
ñSs find the key words and answer the questions in pairs.
ñCheck Ss’ answers.
Answer Key
key words: local council, large sum of money, improve your area, encourage more young professionals and families, asked the headmaster, reports, making suggestions
1The headmaster of the school and the local council.
2 c.
3Introduction, Housing, General Environment, Conclusion, Facilities.
3 a) Focus Matching headings to paragraphs
ñAllow Ss time to read the report to understand the gist.
ñSs match the paragraphs with the headings.
ñAsk Ss to give reasons for their choices.
ñCheck Ss’ answers.
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1 |
Introduction |
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General Environment |
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Housing |
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Conclusion |
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Facilities |
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Understanding the structure of a |
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Focus |
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report |
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ñRead out the questions in the rubric and elicit answers from the class.
ñConfirm the correct answers.
Answer Key
say what information the report contains:
Subject (Suggested improvements to the area) make suggestions/recommendations: paras 2,3,4 (Housing, Facilities, General Environment)
say who will read the report: To (Ron Taylor, Mayor of Newtown)
say what the purpose of the report is: para 1 (Introduction)
summarise the main parts of the report: para 5 (Conclusion)
offer a personal opinion: para 5 (I feel ...) say who wrote the report: From (Samantha Murray)
4 a) Focus Suggesting alternative linking
words/phrases
ñSs’ books closed, brainstorm linking words and phrases with the class and write them on the board.
ñSs’ books open, read the table with Ss.
ñAllow Ss time to reread the report and find examples of linking words and phrases as well as to suggest alternatives.
ñConduct class feedback.
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4 The flats are uninhabited and (therefore) |
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Therefore ― For this reason/In this way |
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should be demolished. |
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Firstly ― To begin with/In the first place etc |
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5 Finally, I would strongly suggest that |
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Secondly ― Also/Furthermore |
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language classes be held at the community |
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In addition ― Moreover/Also |
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centre. |
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Doing this would ... ― This would mean ... /As |
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6 The library would attract more residents if |
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a result... |
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it had a larger collection of books. |
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In particular ― particularly/especially |
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Another suggestion would be to ... ― It would |
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6 |
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Focus |
Understanding a report; rewriting a |
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be a good idea to ... |
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report |
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All in all _ To summarise/To sum up/To |
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conclude |
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ñ Read out the rubric to the class and allow Ss |
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I feel ― I (would) (strongly) suggest/ |
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time to underline the key words. |
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recommend/It would be a good idea to ... etc |
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ñ Check key words with the class. |
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ñ Select a S to read the student’s answer to the |
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class. |
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Focus |
Choosing appropriate linking |
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(information missing; |
language |
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informal; |
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words/phrases |
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some information inappropriate; points not |
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ñ Explain the task. |
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developed/explained; missing or inappropriate |
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ñ Allow Ss time to answer individually. |
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headings; lack of linking words/phrases). |
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ñ Ss compare answers with a partner. |
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ñ Allow Ss time to rewrite the report. |
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ñ Ss give their writing to a partner for peer |
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correction. |
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Answer Key |
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1 |
Although/While/Despite the fact that; |
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Therefore/For this reason |
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2 I (would) (strongly) suggest/recommend; so |
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key words: the warden of your local park, |
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that |
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report, making some suggestions, how the |
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Firstly/To begin with/In the first place; |
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appearance of the park can be improved |
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Secondly/Also/Furthermore |
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4 |
especially/in particular/particularly |
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Suggested Answer Key |
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5 Another suggestion would be to/It would be |
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a good idea to; By doing this, we could/ |
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To: |
Mike Stephens, Shipton Park Warden |
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Doing this would/In this way, we would |
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From: Stephen Grimes, Assistant Park Warden |
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Subject: Suggestions for improving Shipton Park |
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Date: |
5th January |
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5Focus Rewriting sentences using more
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formal style |
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Introduction |
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ñ Explain the task and select a pair of Ss to read |
The aim of this report is to suggest ways of |
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improving Shipton Park to make the park more |
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out the example. |
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attractive and popular. |
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ñ Allow Ss time to complete the task individually. |
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Appearance |
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ñ Invite individual Ss to share their answers with |
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the class. Provide feedback. |
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The park is in need of more plants, flowers and |
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trees. Therefore, I suggest that more gardeners |
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be employed by the council. In this way, the |
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Suggested Answer Key |
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park would look better for visitors. Also, there |
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Doing this would make the |
place more |
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is a lot of litter in the park. I strongly |
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appealing to students. |
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recommend an increased number of litter bins |
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The purpose of this report is |
to suggest |
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and fines for visitors who litter the park. |
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improvements to the school entrance hall. |
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5e Writing Skills
Facilities
To begin with, I feel the park’s facilities could be improved. At the moment, there is no children’s playground, so one should be built. In addition, a cafeteria could be opened and a small football pitch constructed.
Conclusion
To sum up, I believe that these recommendations would improve the park immensely and encourage more people to use it.
7Focus Understanding rubrics
ñSs work in pairs and study the rubrics, first underlining the key words and then answering the questions.
ñInvite pairs to share their answers with the class. Confirm the correct answers.
Answer Key
Akey words: warden of the flats, university, make them safer/more pleasant, report making recommendations, 120-180 words
who each report will be to/from: to the warden of the flats/from a resident student what the purpose of each will be: making recommendations to make the flats safer and more pleasant to live in
what style you will write in: formal
what possible headings you might include:
Introduction/Security/Facilities/General
Environment/Conclusion
how you could begin/end each report:The aim of this report is to suggest ways to make the university accommodation a safer and more pleasant place to live; If these recommendations are implemented, I believe the university accommodation will become a better environment for the students who live there.
Answer Key
B key words: local community centre, director, make the centre more popular, report making some suggestions, 120-180 words
who each report will be to/from: to the director of the local community centre/from an evening class student
what the purpose of each will be: making recommendations to make the centre more popular with young people
what style you will write in: formal
what possible headings you might include:
Introduction/Activities/Facilities/General
Environment/Conclusion
how you could begin/end each report: The purpose of this report is to suggest ways to make the local community centre more popular with young people; To conclude, if the local community centre adopts these suggestions, it will undoubtedly find itself more popular with young people.
8 a) Focus Practising vocabulary
ñExplain the task.
ñSs answer individually and then compare with a partner.
Suggested Answer Key
6Repave the path outside the front door and plant flowers and trees.
7Install security lights for the car park at night.
b)Focus Brainstorming ideas for a report;
writing a report
ñSs brainstorm ideas for rubric B and then choose which report to write.
ñAllow time for Ss to write their reports.
ñSs exchange work with a partner and edit.
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Suggested Answer Key
1Introduce new activities that will appeal to young people e.g. skateboarding, competition video-gaming.
2Invite specialists to give talks on youthfocused topics e.g. extreme sports
3Improve toilets and introduce a snack shop selling healthy alternatives to junk food.
4 Repaint, refurnish and rebuild anything that needs improvement.
5Build football pitch at the back of the community centre.
6Start a publicity campaign informing young people about the community centre.
7Have a community ‘Gardening day’ to help improve the area in front of the centre.
A To: |
William Porter, Warden of |
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From: |
Sarah Walsh, Resident |
Subject: Making the flats safer and more |
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pleasant |
Date: |
14th January |
Introduction
The aim of this report is to suggest ways to make the university accommodation a safer and more pleasant place to live.
Security
To begin with, security doors with intercoms and burglar alarms could be installed. Also, security lights could be fitted for the car park. By doing this, the outside area of the flats would be much safer.
Facilities
Firstly, new furniture would make the communal areas more welcoming. In this way, students would spend more time together. In addition, the exterior of the building should be repainted, making it a much more attractive building.
General Environment
In the first place, the path outside the front door needs to be repaved. Also, flowers and trees should be planted. If this is done, visitors will be more impressed by the general area.
Writing Skills 5e
Conclusion
If these recommendations are implemented, I strongly believe that the university accommodation will be a better environment for all the students who live there.
B To: |
Jack Jackson, Director, Offerton |
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Community Centre |
From: |
Charles Prussman, Evening Class |
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Subject: Making the centre more popular |
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with young people |
Date: |
13th October |
Introduction
The purpose of this report is to suggest ways to make Offerton Community Centre more popular with young people.
Activities
Firstly, new activities that will appeal specifically to youngsters should be introduced e.g. skateboarding, competition video-gaming. Furthermore, specialists can be invited to give talks about youth focused topics. In this way, the centre will have a range of activities appealing to all age groups.
Facilities
To start with, the toilets need improving and a ‘healthy option’ snack shop could be opened. Moreover, the entire centre needs to be repainted. In this way, the physical appearance of the centre would be vastly improved.
General Environment
To begin with, a football pitch could be built at the back of the centre. Also, a ‘’Gardening day’ could be held in which the community helps to improve the gardens at the centre.
Conclusion
To conclude, if Offerton Community centre adopts these suggestions, it will undoubtedly find itself more popular with young people.
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5 |
Culture Corner |
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Objectives
Reading: an article about British homes (text completion)
Skill ― reading for lexico-grammatical accuracy
Speaking: a two-minute talk about British houses
Writing: a short article about homes in your country
1Focus Introducing the topic; predicting the
content of texts
ñWrite up the heading ‘British Houses’ on the board. Elicit from Ss what they know about the topic and write Ss’ ideas on the board.
ñInstruct Ss to write three things they would like to know in the form of questions.
ñSs read to check whether their questions are answered in the texts.
Suggested Answer Key
I know that British houses often have fitted carpets. They often have a small garden.
1 Do all British houses have gardens?
2How many rooms are there in a British house?
3 Do British houses have fireplaces?
2 a) Focus Reading for lexico-grammatical structure ― gap-filling
ñExplain the task. Ss complete the task.
ñPlay the recording. Ss listen and check their answers.
Answer Key |
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lucky |
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various |
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professionals |
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were built |
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usually |
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Industrial |
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Retired |
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b)Focus Defining vocabulary
ñExplain the task.
ñSs explain the words in bold by giving a synonym, example or explanation.
ñEncourage Ss to try to guess the meanings of the words from their context before checking in their dictionaries.
ñReview answers with the class.
Suggested Answer Key
properties: buildings and connected land exteriors: outside parts
slate roofs: house coverings made from thin slices of dark, grey rock
stained glass: coloured glass arranged in a pattern
railings: fence made of thin metal posts estates: large number of houses designed and built close together at the same time
3Focus Preparing and delivering a two-
minute talk about British houses
ñExplain the task.
ñReinforce with Ss they are to use all the headings provided and can use information provided in the text to prepare their notes.
ñInvite individual Ss to give their talk to the class.
Suggested Answer Key
British people live in a variety of different types of houses. There are detached and semidetached houses, terraced houses, flats, council houses and bungalows. Many people live in detached and semi-detached houses in the suburbs or in villages. British people who live in or near town centres, on the other hand, tend to live in terraced houses. These houses are built in rows and are often close together and have few rooms. Many houses in British inner-city areas are blocks of flats. Some of these are homes to the wealthy; others are cheap council flats. British pensioners often live in bungalows in the suburbs or in villages. These are homes which have no stairs.
4Focus Writing a short article about homes
in your country
ñExplain the task.
ñBrainstorm types of houses found in your country and write them on the board.
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ñDraw Ss’ attention to the prompts provided and instruct Ss to make notes under these headings.
ñAllow Ss time to complete the task or assign as HW.
ñAsk various Ss to present their articles to the class.
Suggested Answer Key
Most Russian cities are very crowded and congested so houses are often small and in apartment type structures.
Pre-revolutionary buildings were built before the 1917 revolution and are low -rise buildings usually situated in the city centres. They are examples of fine architecture with beautiful facades and grand antique entrances. They consist of one to two spacious apartments per floor. Each apartment has high-ceiling and large windows. They are usually the residences of wealthy Russians.
Block buildings on the other hand, are 12-30 story buildings built in the 1970-80s to help with housing shortages in the inner cities. The
Culture Corner |
5 |
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apartments are small with plain décor. apartments are low cost and mostly live in them.
Residential complexes are the newest housing to Russia and considered the luxurious. These large apartments are high-level security complexes. The also provide modern facilities such as
garages, parks and sometimes even gyms. are high cost houses in Russia and occupied by foreigners.
In rural areas and villages, the most homes are the traditional twofarmhouses that farmers and their families in. One room is usually for the family and other room on the other side of the house the animals.
There is definitely a variety of houses in that caters to the different lifestyles people that live in them. etc
Across the Curriculum – Geography 5
Objectives
Reading: a factfile about shanty towns
Skills ― reading for detailed understanding ― reading for specific information
Writing/Speaking: a proposal about how to improve conditions in a shanty town
1Focus Generating interest in the topic
ñFocus Ss’ attention on the picture. Elicit from Ss what it shows (a shanty town).
ñRead through the words in turn and elicit how they may be related to the topic.
ñSs read the text and check.
Suggested Answer Key
A shanty town is a slum. It is an overcrowded community where there is poor quality housing and little or no access to basic services.
2 a) Focus Reading for detailed understanding
(gap-filling)
ñAllow Ss time to read the text again carefully.
ñEncourage Ss to read around the gaps.
ñPlay the recording. Ss listen and check their answers.
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b)Focus Defining words and phrases
ñSs try to guess the meaning of the words and phrases in bold from the context before checking in their dictionaries.
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Across the Curriculum – Geography |
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ñ Ss explain the vocabulary using their |
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Preparing and presenting a proposal |
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dictionaries by giving synonyms, explanations, |
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ñ Arrange Ss in groups and explain the task. |
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antonyms or examples. |
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ñ Ss prepare their proposals using the prompts |
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Suggested Answer Key |
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and the information given in the text. |
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worthless: having no value |
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ñ Invite groups to present their proposals to the |
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class. Vote for the most successful proposal. |
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poverty: state of being extremely poor |
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conflict: fighting, battle or war |
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Suggested Answer Key |
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prospect: possibility |
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vast: extremely big |
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Conditions in our shanty town are terrible. We |
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decent: at an acceptable level |
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live overcrowded, with no proper sanitation |
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affordable: inexpensive |
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and we face crime and violence everyday. As |
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Malnutrition: physical condition caused by |
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the city council it is your responsibility to |
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poor eating habits/lack of food |
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improve and build up the infrastructure of our |
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sanitation: system from taking dirty/waste |
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community. |
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water away from buildings to improve public |
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First of all, proper sanitation and clean water |
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health |
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facilities must be built to provide for the |
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loans: sums of borrowed money which must be |
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entire community. In addition, housing needs |
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paid back |
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drastic improving with proper apartments built |
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permanent: lasting forever |
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and roads constructed. To prevent crime and |
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violence, streets and public area need to be |
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well-light and proper police protection services |
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Reading for specific information |
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need to be provided. |
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ñ Allow Ss time to reread the text. Ss answer the |
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Furthermore services need to be provided, such |
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as a community centre for youths that offers |
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questions. |
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activities for them, so they don’t turn to street |
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ñ Select individual Ss to present their answers to |
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life and gangs. An employment and job training |
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the class. |
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centre is a valuable service that would help in |
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solving the high levels of unemployment we |
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Answer Key |
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suffer as a community. Finally small business |
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ñ Shanty towns start because governments in |
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loan and development programs would be |
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the developing world cannot cope with the |
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highly effective at creating businesses in our |
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large numbers of people who move to the |
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community and decreasing poverty at the same |
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cities from the countryside. |
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time. |
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ñ People living in shanty towns face terrible |
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Our community is made up of good people that |
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conditions (overcrowding, lack of clean |
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have the right to safe and clean living |
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water/sanitation); unemployment; poverty; |
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conditions. We believe these suggestions if |
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malnutrition; child labour, crime and |
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implemented will achieve this goal. |
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violence. |
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ñCharities can offer residents loans so that they can start up businesses and earn a decent living; Governments can provide these areas with electricity, water and other amenities; communities can work together to find solutions to their problems.
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Going Green 5
Objectives
Reading: a web page (comprehension questions)
Skill ― reading for specific information
Speaking: class debate on Green Belts
1 Focus Introducing the topic
Suggested Answer Key
I agree most with Suzy because it is important to have green, open spaces. Too much concrete is ugly and unnatural. We also need to make sure that wildlife has a home.
ñ Focus Ss’ attention on the picture on the web |
3 |
Focus |
Matching words and meanings; |
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page. Elicit from Ss what a Green Belt is. |
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defining |
vocabulary |
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ñ Ss listen to the recording and read to confirm |
ñ Direct Ss’ attention to the highlighted words in |
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the correct answer. |
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the text. |
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ñ Allow Ss time to match the words with their |
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meanings. |
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A Green Belt is a zone of land around urban |
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ñ Ss use their dictionaries to explain the words in |
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areas where all housing and other development |
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bold. |
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is forbidden or severely restricted. |
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Answer Key |
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alarmed ― afraid/anxious |
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2 |
Focus |
Reading for specific information; |
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restricted ― limited |
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expressing personal opinion |
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to make way ― to create space |
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ñ Allow Ss time to reread the text and answer the |
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derelict ― unused and in a bad state |
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questions individually. |
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oppose ― disagree with/fight against |
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ñ Select individual Ss to present their answers to |
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shortage ― inadequate amount |
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the class. |
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beyond ― on the other side of |
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ñ Conduct a class poll, asking Ss to raise their |
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hands in order to agree with either Suzy’s or |
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Tim’s viewpoint. Invite individual Ss to explain |
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why they agree with him/her. |
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established: brought into existence |
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spreading out: taking up space |
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stretched: extended over a distance |
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that the country needs more of something: |
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swallowing it up: making a smaller sth part of |
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Tim (England has a huge housing shortage) |
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a bigger sth |
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the relationship between Green Belts and |
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surrounded by: all the way around |
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conservation: Both (that is not why Green |
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urban: of a city/town |
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Belts were created: Tim; these spaces provide |
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under threat: faced with possible harm |
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habitats for wildlife – Suzy) |
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enriched: made better |
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that some areas of Green Belts are ugly: Tom |
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recreations: activities done for enjoyment |
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(some Green Belt land is very unattractive) |
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when not working |
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the effect that Green belts have on pollution |
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forced out: made to leave |
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levels: Both (produces a lot of polluting CO2 ― |
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We should: it is our obligation to |
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Tim; trees and plants in these open spaces |
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commuters: people who travel between home |
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clean city pollution from the air ― Suzy) |
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and work every day |
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traffic congestion: lack of movement on the |
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roads due to too many cars |
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nature reserves: areas where animals are |
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protected from humans |
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131
5 Going Green
4Focus Preparing and holding a class debate
on Green Belts
ñDivide the class into two groups, one for and one against Green Belts. Explain that an academic debate will follow and Ss may hold an opposite viewpoint but still argue successfully.
ñAllow a set time for Ss to prepare their arguments, using the text as necessary.
ñHold a class debate, inviting individual Ss from both sides to present their arguments.
Suggested Answer Key
Group 1― Arguments for Green Belts
ñGreen belts beatify the overall look of the country and prevent unnecessary urban sprawl.
ñProvide green open spaces with fresh air to take a break from the city and enjoy the outdoors.
ñThey are home to much wildlife.
ñTheir trees and plants clean the pollution from the air. etc
Group 2 ― Arguments against Green Belts
ñThere is too much land allocated for green belts and should be freed up and used for the expansion of cities and towns.
ñSome Green Belt land is not at all attractive and should be developed.
ñTraffic congestion from commuters travelling over Green Belt land to get to the city causes a lot of pollution.
ñNature reserves provide homes for wildlife, not green belts. etc
5Spotlight on Exams
Reading for specific information
ñExplain the task.
ñGo through headings A-H with Ss and remind them there is one heading they do not need to use.
ñAllow Ss time to read the texts and complete the matching activity.
ñSelect individual Ss to read out the answers.
Answer Key |
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1 |
C |
3 |
A |
5 |
D |
7 E |
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F |
4 |
H |
6 |
B |
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Listening
Focus Listening for specific information
ñExplain the task.
ñPlay the recording.
ñSs complete the task.
ñSelect individual Ss to read out the correct answer.
Answer Key |
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1 |
A |
3 |
B |
5 |
B |
7 C |
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C |
4 |
C |
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A |
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TAPESCRIPT
I first got the idea of going to work in a primitive village in Africa when my daughter decided to spend her gap year in Uganda, teaching English to
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