Spotlight-11Teachers-Book Workbook Keys / Spotlight-11 Teachers-Book

4Focus Expanding vocabulary

ñSs explain the words in bold by giving a definition, synonym, miming, etc. Encourage Ss to try to guess the meaning of the word from the context before using their dictionaries to check their guesses.

ñSs make sentences using the new vocabulary.

Suggested Answer Key

set up: arrange for sth to happen take turns: alternate with someone

limited raw materials: few basic resources preserve landfill space: not use up land in rubbish dumps

reduce: make smaller

greenhouse gases: substances that cause the atmosphere to get hotter

time-consuming: taking a long time councils: local governing bodies remove: take away

wastes: does not use well

services: public assistance provided by governments

sick and tired: extremely bored

concrete jungle: aggressive urban environment filtering out pollutants: reducing poisonous substances in the air

1My friends and I set up a study group to help us prepare for the exams.

2My sister and I take it in turns to do the washing up.

3 By recycling we can help preserve the amount of limited raw materials in the world.

4Cutting down on the amount of rubbish we produce helps to preserve landfill space.

5Many shops reduce the price of items to tempt shoppers to buy their products.

6Greenhouse gases are harmful for the ozone layer.

7 Preparing nutritious meals needn’t be time-consuming.

8It is the responsibility of local councils to collect the rubbish from the streets.

9It is extremely difficult to remove a red wine stain from a light carpet.10

Leaving the lights on when you are not in the room wastes energy.

11I am quite happy with the services my local community offers.

12My mum is sick and tired of tidying up after my little brother.

13Many big cities are unpleasant to live in because they resemble a concrete jungle.

14It is a good idea to have plants in your house as they are good at filtering out pollutants.

5Focus Reading for specific information

ñBrainstorm some ways of making our neighbourhoods greener and write Ss’ ideas on the board.

ñSs read the text for suggestions.

ñCheck answers with the class.

Answer Key

ñrecycle as much as possible

ñorganise a litter collection day

ñplant some flowers and trees

6Focus Planning a ‘Clean, Green

Neighbourhood’ day and presenting ideas to the class

ñOrganise Ss into groups. Explain the task.

ñAllow Ss time to plan and write their ideas. (Ss should make a poster similar to the one in the unit.)

ñSs present their posters to the class and vote for the best one.

Suggested Answer Key

Clean, Green Neighbourhood Day Thursday, September 8th, 2008

Come Out and Join Your Fellow Neighbours to Make Our Home a Better Place!

Don’t Miss:

―the green parade at 9 am

―the green exhibits on the lawns of the houses on James Street.

―the green café at 9 Pelican Street (all proceeds go to Save Your Planet environmental group)

Day’s Activities:

10-12 pm: Clean up walk around the neighbourhood (everyone meet at Charleston bakery to start the street rubbish collection).

12-3 pm: Tree planting in Percy Park.

3-5 pm: The great recycle and reuse round up (drop off recyclable items and reusable items at the parking lot of Kelly’s Supermarket)

3-5pm: The car hospital (have your car or motorcycle checked for proper emissions by George’s Garage-no cost)

Take action and see the difference in your Neighbourhood!

Going Green 1

7Focus Explaining a quotation

Write up the quotation on the board. Invite rephrase it into their own words and what extent they agree with it.

Suggested Answer Key

I think the quote is talking about not selfish and thinking only about ourselves what we want and rather to think about we must do in our daily lives to help others the world around us.

Reading

Focus Reading for detailed understanding

ñExplain the task.

ñRemind Ss that there is one phrase they do not need to use.

ñSet a time limit for Ss to complete the task.

ñCheck Ss’ answers.

Answer Key

1 D 2 A 3 G 4 B 5 C 6 E

Spotlight on Exams 1

Listening

Focus Listening for specific

ñExplain the task.

ñPlay the recording.

ñSs complete the task.

ñSelect individual Ss to read out the correct answer.

1 Spotlight on Exams

Morning, Neighbourhoods in Bloom, how can

you?

Good Morning, I’d like to find out if I’m eligible Neighbourhoods in Bloom project please.

Sir. Which area do you live in? live in East Swinton.

Ok, that’s fine. That area is included in the

. Can I have your name, please? Browne. That’s B-R-O-W-N-E

and for our records, could I ask where exactly going to plant the bulbs?

Well, the members of our neighbourhood group are going to plant them in their and then we’re going to get together and plant

in the local park too, under the trees.

sounds like a great idea, Mr Browne. Now, we send out a variety of bulbs but are there any

like in particular?

Oh…errr…well, I’d be happy with a mixture but you could include some tulips in different Oh, and perhaps some daffodils and snow

that should be fine. We have plenty of all of types. Now, we’ll send you 500 to begin with and need any more just contact us. And to which

should we send the bulbs?

You can send them to 51, Green Road. That’s

.

I think that’s everything then. You should be the bulbs within the next week. We’ll also some leaflets to hand out to friends. We have bulbs to give away altogether!

Wow! Well, it’ll be great to see the city looking

that’s our aim. Thank you for signing up and planting!

you! Goodbye.

English

Answering multiple choice cloze

questions

ñExplain the task, reminding Ss of the importance of using contextual clues when determining answers.

ñSs complete the task individually and then compare answers with a partner.

ñRead out the text.

ñ Ss check their answers.

Writing

Focus Writing a letter

ñAsk a S to read out the extract.

ñElicit/Explain any new vocabulary.

ñExplain the task.

ñCheck Ss’ understanding by asking questions:

What are you going to write? (a letter) Who is the letter for? (my pen-friend Sue) What do you need to include? (a question about her neighbourhood, three questions about her new friends).

Suggested Answer Key

Dear Sue,

It was great to hear that you are doing well in your new town and I’m glad you like your new neighbourhood. What’s it like where you live?

I miss you a lot too! But, you must have made some new friends by now! What are they like? Do your new friends love going to the cinema as much as you do? Do they go to the same school as you? And what about sports ― are your friends as sporty as you are?

Well, I’ve got to go now. Mum’s calling me!

Best wishes,

Francine

Speaking

Focus Giving a 2-minute talk about your

family

ñExplain the task.

ñAllow Ss time to prepare their talks. Remind Ss to include information about all the prompts.

ñWorking in pairs, Ss take it in turns to give their talks/listen and ask and answer questions.

Module 2

Before you start …

ñRevise one or two points from the previous module (e.g. families, relationships, personality and behaviour, etc).

ñDirect Ss’ attention to the title of the module

Where there’s a will, there’s a way. Explain that in this module they will learn about stressful situations, peer pressure, how to express negative feelings, how to sympathise, encourage and persuade, etc.

Look at Module 2

In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows, what else Ss can see on the page and what they think the unit might be about).

Suggested Answer Key

Focus Ss’ attention on picture 1.

T: What page is picture 1 from? S1: It’s from page 30.

T: What can you see in picture 1?

S2: Two teenage girls talking to each other. T: What do you think they are talking about?

S3: They might be talking about someone in their class at school.

Pic 2 (p. 36)

What does the picture show? What celebration is it for? Do you bake things at home? What other things do people eat and drink at that time of the year? What is your favourite celebration? Why?

Pic 3 (p. 43)

What can you see in the picture? Where is it? Do you like eating fast food? Why (not)? What are the good things about living in a big city? Are there any disadvantages?

Pic 4 (p. 32)

Who is in the picture? Which country is it from? What’s happening in the picture? Have you ever seen anything like this before?

Find the page number(s) for

Allow Ss time to browse through the module and find the relevant information. Then ask them to explain what each one is and elicit simple information about each item.

Suggested Answer Key a biography (p. 34)

(an account of someone’s life written by someone else) Whose biography is this? When did she live? Where was she born? What is she famous for?

a diagram (p. 40)

(a drawing which explains how something works) What does the diagram show? Which parts of the body does it explain? What do you know about how they work?

a dictionary extract (p. 30)

(the definition of a word or phrase in a dictionary) What phrase is given? What does it mean? Have you ever experienced this?

an email (p. 38)

How many emails can you see on this page? What are they about? What style are they written in?

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

Explain that the module has:

―a Literature section

―a Culture Corner

―an Across the Curriculum section

―a Going Green section

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

Suggested Answer Key

The Literature section is about an author and a literature extract. This one (pp. 34-45) is about Charlotte Brontë and has an extract from her novel Jane Eyre.

The Culture Corner (p. 39) contains a text about Childline, a free 24-hour helpline for children.

The Across the Curriculum section (p. 40) looks at the nervous system and how the brain works, a topic in Science.

The Going Green section looks at different green issues. This one (p. 41) is about how we can cut down on packaging.

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

As described in the relevant section in Module 1.

2a Reading Skills

Suggested Answer Key

1As pressure at work mounts, so does my level of stress.

2 I was so excited in the run-up to Christmas.

3 What’s the lowdown on the new generation of mobile phones?

4Global warming, in a nutshell, is the rise in the Earth’s temperature.

5Having regular tests at school will keep you on your toes.

6Saving the environment will, in the long term, save the human race.

7 The police did not let the football fans get out of hand.

8 I need a secretary to lighten the load.

9My car broke down when it was pouring with rain, but I just had to grin and bear it.

10Graham was overwhelmed with work and had to stay late at the office.

11Always keep things in perspective and try not to exaggerate.

12 Polly was pulling out her hair with worry.

4Focus Understanding Vocabulary

ñDraw Ss’ attention to the words in bold in the text. Elicit what part of speech they are.

ñExplain the task. Allow Ss a few minutes to complete the task.

ñCheck Ss’ answers.

Answer Key tense: to tighten

shallow: to take small amount of air in with each breath

rationally: based on reason nutritious: healthy and nourishing essential: Important, necessary positive: hopeful, confident

Speaking

5Focus Preparing a talk about stress

ñReview with Ss how to prepare a talk. (Preparing short notes using the categories given, practising their talk and timing it). Remind Ss that they should refer back to the text for ideas and that they should not write every word down.

ñAllow time for Ss to prepare their talks.

ñSs deliver their talks to the class.

Suggested Answer Key

Stress is the natural reaction the human body has to deal with life’s changes. When we are stressed, our muscles tense, our breathing becomes shallow and adrenaline is released into our bloodstream. This helps us focus and gives us the strength to survive in difficult situations. Stress is sometimes good because it keeps us alert, but it is bad for the heart and our general well-being if we have a lot. Thankfully, we can quite often avoid stress and we can also learn how to cope with it. When I feel stressed, for example, when I have too much work to do, am sitting exams or am organising an important event, I try to do a lot of aerobic exercise or listen to some calm music. That usually helps. etc

Vocabulary

6Focus Choosing the correct word

ñExplain the task.

ñAllow Ss time to complete the task and check their answers using the Word List.

7Focus Expanding vocabulary

ñExplain the task.

ñAllow Ss time to read through the items, filling in the gaps.

ñCheck Ss’ answers around the class.

ñAllow Ss time to explain the phrases in bold by giving a definition or synonym.

Suggested Answer Key

1 sick and tired of: extremely bored of

2 getting me down: depressing me

3can’t take it any more: the pressure is too much for me

4 get things out of proportion: exaggerate

5 lost my temper: suddenly became angry

6feeling the strain of: come under pressure from

7 building up: gradually increasing

8giving me a hard time: causing problems for me

Reading Skills 2a

8Focus Choosing the correct verb

ñExplain the task. ? Allow Ss time to read through the items, filling in the gaps.

ñSs check their answers using the Word List.

9Focus Practising vocabulary to describe

body language

ñComplete the task as a class, eliciting the answer to each and miming the body movements with Ss.

ñElicit the equivalent phrases in Ss’ L1.

Words of Wisdom

ñWrite the quotation by Harris on the board.

ñArrange Ss in groups of 5 or 6 to discuss. Monitor the activity.

ñA spokesperson from each group reports back to the class.

(Ss’ own answers)

Objectives

Vocabulary: peer pressure; language to sympathise/ encourage/persuade; idioms with numbers Listening: a radio interview

Skill ― listening for specific information

Reading: a dialogue between two friends Speaking: acting out short exchanges

Vocabulary

1Focus Introducing the topic

ñDirect Ss’ attention to the picture. Ask the questions to the class. Invite Ss to justify their answers.

ñInvite a S to read the definition.

ñCheck Ss’ comprehension by using Ss’ L1.

Suggested Answer Key

In the picture there are two teenage girls whispering to themselves while another teenage girl stands, arms crossed, in the background. It seems that the two girls are talking about the other girl. The picture is ripped in two to show separation. The girl in the background is obviously unhappy and might even be angry because the other girls are teasing her or excluding her.

2 a) Focus Choosing the correct word

ñExplain the task.

ñAllow Ss time to complete the task and check their answers using the Word List.

b) Focus Practising vocabulary

ñDirect Ss’ attention to the verbs given.

ñExplain the task and complete item 1 as an example. Allow Ss a few minutes to complete the rest of the task.

ñCheck Ss’ answers.

opposites: persuade and dissuade resist and give

Listening

3Focus Listening for specific information

ñExplain the task.

ñPlay the recording. Ss listen and complete the task. Play the recording again for Ss to check their answers.

ñ Confirm the correct answers.

Answer Key

TAPESCRIPT

Interviewer: I spoke to some young people about their views on peer pressure. Here’s what they had to say. Speaker 1: I wanted to just get a job last year when I finished school, but all my friends were going to university and I started to feel like the odd one out. I ended up applying to go to university too. It was the best thing I ever did!

Speaker 2: It’s really difficult to say no when you are with a crowd of friends – you don’t want to be different. But don’t be weak. Stand up for yourself and say no if you don’t want to do something!

Speaker 3: I gave up playing the violin when I started secondary school because it was taking up too much time and I was missing chances to go out with my friends. Now I really wish I could play a second instrument because I’m hoping to go to music college next year.

Speaker 4: There was a new girl in my class and all my friends were horrible to her. She tried to be my friend but I ignored her. I know she was upset but I was scared of what the others would say if I was nice to her.

Speaker 5: Last year I started hanging out with a new group of friends. They were into punk music and crazy hairstyles. So, I decided to get my hair dyed purple! I thought I looked cool, but now when I look back at old photographs I can’t believe I did such a thing! I looked absolutely ridiculous!

4Focus Learning idioms

ñRead out the rubric and allow Ss time to complete the idioms.

ñCheck Ss’ answers. Elicit/Explain what the idioms mean. Elicit from Ss whether there are similar expressions in their language.

Reading

5Focus Reading to understand structure,

sequence and content

ñAsk Ss to read the gapped dialogue, then allow Ss time to complete the task.

ñPlay the recording for Ss to check their answers.

Answer Key

6Focus Matching words/phrases and their

meanings

ñDraw Ss’ attention to the words/phrases in the text that are underlined and read through the list of meanings. Check Ss’ comprehension.

ñAllow Ss time to complete the task. Check answers around the class.

Suggested Answer Key

bumped into ― met unexpectedly

the odd one out ― the person who is different from everyone else

It’s no big deal ― it’s nothing to worry about it’s your loss ― you’ll regret not doing something suit yourself ― do whatever you want

let them down ― disappoint them

Everyday English

7Focus Expressing negative feelings/

sympathising/encouraging

ñAsk Ss to focus on the language box on p.31.

ñRead through together and explain any new vocabulary.

ñExplain the task and read through the situations.

ñIn pairs, Ss complete the task.

ñEncourage Ss to use each prompt and allow each other to play both roles,

ñMonitor progress around the class, providing any necessary assistance.

ñAllow each pair to perform one exchange each for the class.

Suggested Answer Key

A:I can’t stand it any more.

B:What’s wrong?

A:I have just found out that Suzie has been lying to me. I thought she was my best friend.

B:I’m sorry to hear that, but I’m sure everything will be all right. You should speak to her ― ask her why she didn’t tell you the truth.

A: You’re right, I should.

A:Are you alright? You look a bit worried.

B:Well, I could be better. You see, Lucy and Hannah want me to go shopping with them this afternoon and miss Art class. I want to go with them but I know I shouldn’t.

A:I know what you mean. It’s difficult to do what your friends want you to do sometimes. I think you should do what you think is right for you.

B:Thanks for listening. I know you’re right.

A:Nothing’s going right in my life right now.

B:What’s up?

A:I got really poor marks in all my exams and I’ve fallen out with nearly all of my friends.

B:Cheer up! Things can’t be all that bad! I’m sure you’ll do better next time. As for your friends, I’m sure everything will be all right soon. etc

Say it right

8 a) Focus Listening for specific information

ñDirect Ss’ attention to the list of exchanges.

ñElicit/Explain the meaning of any new vocabulary.

ñExplain the task and allow Ss time to complete it individually.

ñPlay the recording for Ss to check their answers.

ñPlay the recording again with pauses. Ask various pairs to repeat the exchanges following the intonation patterns in the recording.