Angl_yaz_8kl_Spotlight_Anglysky_v_fokuse

4Focus Understanding phrases

ñHave Ss complete sentences individually.

ñElicit meanings of phrases and ask Ss to find similar phrases in own L1.

Suggested Answer Key

1 called (insulted by saying unpleasant things)

2 made (became well-known)

3 name (identify sb by giving a name) (Answers in Ss’ L1)

5Focus Talking about banknotes in your

country

ñAllow Ss time to collect information on banknotes in their country and prepare to present it.

ñSs make presentation to class and ask for feedback from class.

Suggested Answer Key

The 10-Ruble banknote is dark-green and brown in colour. On the one side there engraving showing a bridge across the Yenisei in Krasnoyarsk and a chapel on a coloured background. On the other side is the Bank of Russia logo.

Objectives

Reading: reading for specific information; scanning for specific information

Speaking: summarising a text; discussing the meaning of a quote

Listening: listening for specific information

Suggested Answer Key

What is he famous for?

Where did he travel?

How did he travel there?

3 Focus Reading for specific information

ñThe Pacific ― the ocean where one of his ships was destroyed/crossed to get to The Meluccas Islands

ñThe New World ― where the gold was

ñThe Meluccas Islands ― travelled here after North America

ñAfrica ― sailed around the southern tip before returning to England to complete his round the world tour

ñElizabeth I ― knighted him

5Focus Understanding new vocabulary

ñRefer Ss to the bold words in the text. Explain to Ss that they should use content to help them understand meaning of new words.

ñHave Ss complete matching task individually and check answers in class.

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

Answer Key

6Focus Summarising the text

ñIn pairs Ss find the journey of Sir Francis Drake on the map and label the places he visited.

ñInvite pairs to present the journey, using the map to the class and ask for feedback.

Suggested Answer Key

Francis Drake first travelled across the Atlantic Ocean to South America. He travelled all around South America and then sailed to North America before travelling to the Moluccas Islands in the Pacific. He then sailed around the southern tip of Africa and finally returned to England.

7Focus Understanding the meaning of a

quote

ñRefer Ss to the quote.

ñInvite Ss to tell what they think the meaning is and discuss.

Suggested Answer Key

The quote means that how we think is very important and that if we are negative and pessimistic in our thinking then we will never accomplish great things.

Before you start …

ñWork through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. e.g. Do you like reading about famous people and their accomplishments? Why? What other inventions have changed our lives? Who are some important inventors or explorers?

ñMake sure Ss understand this section and use the prompts to recycle vocabulary seen in Module 3.

Look at Module 4

ñRefer Ss to the title of module, Be Yourself 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 acting and accepting yourself as you are and not trying to be something that you are not.

ñAsk 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. 64).

T: What page is the picture on?

S1: It’s on page 64. It’s Penelope Cruise, the actress. T: Why is she famous?

S2: She is a good actress and very beautiful. T: Do you think she always looks good?

S3: No. I’m sure there are times when she is not so beautiful.

Pic 2 (p. 60)

Who is this a picture of? What kind of clothes is he wearing? Why? Do you wear different clothes when you go on holidays?

Pic 3 (p. 62)

What is this a picture of? What kind of costumes are they wearing? Have you ever worn a costume for a play or performance? What other times do we wear costumes?

Pic 4 (p. 70)

What are the girls in this picture wearing? What kind of clothes are they? What kind of clothes do you wear? Are you concerned of what and how the clothes you wear are made?

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 map (p. 69)

What does this map show? Why do we look at maps? Why do people dress in different ways in different places? When do we dress in traditional ways?

A paragraph plan (p.67)

What does this plan show? Why is it important to follow a plan when we write? What happens if we don’t?

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 Listening and Speaking section

―a Culture Corner

―a Going Green 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 …

As described in the relevant section in Module 1.

If you have unrealistic expectations, you might be disappointed.

Expensive beauty products appeal to people’s vanity.

I am trying hard to focus on my school work now that I am in my final year.

Vocabulary

4Focus Understanding new vocabulary

ñHave Ss complete task individually.

ñSs compare answers with a partner and check.

ñInvite Ss to show drawings of their cartoon characters to the class and describe them with the vocabulary from the exercise.

Suggested Answer Key

Fred Flintstone is tall, overweight, and has thick, straight hair. He has got small ears and a big nose. His eyebrows are thick. etc

5Focus Consolidating vocabulary

ñHave Ss complete task individually and check answers in their dictionary.

ñAs an extended task have Ss write their own sentences with words in bold from the exercise and invite them to read the sentences to the class.

Speaking

6Focus Discussing the topic of the text

(body image)

ñIn pairs, Ss discuss what they would like to change about their appearance.

ñDirect Ss to use new vocabulary in Ex. 4 & 5 in their discussion.

Suggested Answer Key

I can’t stand my eyebrows. They are too bushy.

Reading and Vocabulary 4a

7Focus Writing about the topic of the text

(body image)

ñHave Ss listen and read the text again.

ñRead rubric with Ss and check for understanding.

ñDirect Ss to answer questions in the rubric in sentences.

ñAllow Ss time to write their sentences.

ñInvite Ss to read out their sentences to the class and ask for feedback.

Answer Key

Self-esteem is how you feel about yourself. Teenagers can feel uncomfortable about their body because of the rapid changes. They might feel worried if they see they are putting on weight suddenly or getting taller/wider at the shoulders.

Writing

8Focus Writing advice about the topic

(worried about appearance)

ñRefer Ss to the rubric and direct them to the words used when giving advice.

ñAllow Ss time to write paragraphs of advice.

ñIn groups of 3-4, have Ss read to each other their advice and discuss.

ñMonitor activity and assist as necessary.

Suggested Answer Key

You shouldn’t think you are fat because you aren’t. Don’t think that people are staring at you and stop looking at yourself in the mirror all the time! You shouldn’t have a negative image of yourself ― believe in yourself! You may put on a little bit of weight as you develop into an adult ― this is normal ― your body is growing. You shouldn’t compare yourself to the models you see in the media. It is unrealistic to want to be like them. Eat healthily and focus on all the good qualities you have. You should feel confident about who you are!

Objectives

Vocabulary: related to clothing and fashion Grammar: too-enough

Reading: reading for specific information Listening: listening for confirmation; listening for specific information; identifying the stressed syllable in words

Speaking: discussing clothing and fashion; role playing: expressing (dis)approval; getting dressed for a party; saying the stressed syllable in words; talking about fashionable clothes

1a Focus Describing pictures

ñRefer Ss to the pictures on p. 60 and read through the list of words.

ñHave Ss check meanings in the Word List and use words to describe the clothes in each picture.

ñInvite Ss to describe pictures to the class and ask for feedback.

Answer Key

The woman in picture B is wearing loosefitting, checked trousers and a smart long jacket.

The woman in picture C is wearing a tightfitting, striped dress and an elegant hat.

The man in picture D is wearing a casual, woollen jumper, a plain shirt and a pair of scruffy jeans.

The woman in picture E is wearing a plain, tight-fitting cotton dress with a smart jacket and patterned scarf around her waist.

bFocus Practising new vocabulary

ñRefer Ss to the phrases in the rubric. Elicit/ discuss meanings.

ñAllow Ss time to write any new vocabulary in their notebooks.

ñHave Ss write sentences like example sentence, using the phrases from the rubric.

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

Suggested Answer Key

The woman in picture B looks comfortable. The woman in picture C looks fashionable. The man in picture D looks casual.

The woman in picture E looks classy.

Speaking

2Focus Discussing clothing and fashion

ñIn groups of 3-4, have Ss discuss and answer the questions in the rubric.

ñMonitor activity and assist as necessary.

Suggested Answer Key

A:What kind of clothes do you like to wear?

B:I like to wear casual clothes. I feel comfortable in them. What about you?

C:I like to wear cotton clothes. I like plain colours best.

A:Me too. But I also have a few patterned things in my wardrobe. I like wearing silk tops.

B:I sometimes wear floral designs. I like wearing bright colours like red.

C:What do you usually wear on a cold day?

A:I wear trousers or jeans and a woollen jumper.

B:So do I. I also wear a leather jacket to keep me warm.

C:I wear comfortable clothes to school, sometimes a skirt, but mostly trousers.

A:I try not to look too scruffy for school. At home I wear anything I like ― usually jogging trousers and a T-shirt.

B:Me too. But when I go somewhere special I like to wear something smart, like a dress.

C:Or something trendy. Do you try to keep up with the latest fashions?

A:Not really. I like to wear what I like, not what the magazines tell us to wear.

B:I like to experiment with clothes and see what looks good.

C:I really like getting dressed up. It feels good to make an effort.

A: Yes, you’re right.

3Focus Practising new vocabulary/listening

for confirmation

ñHave Ss fill in gaps individually, paying attention to verb tense.

ñSs compare answers with a partner and check.

Everyday English

4Focus Role playing: expressing (dis)approval

ñRead with Ss the rubric and check for understanding.

ñIn pairs, Ss act out exchanges, using phrases from the table in the rubric.

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

Suggested Answer Key

1A: How do I look in this?

B:I don’t think it suits you. It’s too plain.

2A: Do you like this?

B:It’s really nice. etc

5Focus Listening/reading for specific

information

ñRead the rubric with Ss.

ñHave Ss listen to recording and read dialogue.

ñInvite Ss to tell class what the girl in the dialogue is going to wear.

Answer Key

a black, silk dress

6Focus Reading for specific information

ñRefer Ss to the questions in the rubric.

ñHave Ss read dialogue and answer questions individually.

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

Listening & Speaking 4b

Answer Key

1 She can’t decide what to wear.

2 It is too casual.

3 They don’t fit her any more.

4 He wants to look as smart as Lisa.

7a Focus Understanding Too-Enough

ñRead the rubric with Ss and elicit answer.

ñRefer Ss to the Grammar Reference section for further understanding (Too and Enough are used with adverbs and adjectives too indicate the degree)

(Answers in Ss’ L1)

bFocus Practising Too-Enough

ñHave Ss complete task individually

ñSs compare answers with a partner and check.

Listening

8Focus Listening for specific information

ñRead with Ss the statements in the rubric and check for understanding.

ñHave Ss listen to recording and complete task individually.

ñInvite Ss to read out answers in class and check.

Suggested Answer Key

A dialogue between two people who are out shopping

Objectives

Grammar: passive voice; by or with; questions in the passive voice

Reading: identifying the passive voice Writing: a quiz in the passive voice

Reading

1Focus Introducing the passive voice

ñRead with Ss the grammar box and check for understanding of how the passive voice is formed (to be + past participle) and when it is used (to give emphasis on the action or when the person who does the action is unknown or unimportant).

ñHave Ss find similar structures in their language.

2Focus Identifying the passive voice

ñHave Ss read the text and find examples of the passive voice and the tense of the verb.

ñInvite Ss to read out answers in class and check.

Answer Key

known (as) ― present simple is chosen ― present simple

has been translated ― present perfect has been shown ― present perfect (has been) seen ― present perfect were designed ― past simple

will be remembered ― future simple must be seen ― modals

3 a) Focus Understanding the difference between the passive voice and the active voice

ñRefer Ss to the Theory Box and check for understanding. Explain that the object in the active voice becomes the subject in the passive voice.

bFocus Changing sentences into the

passive voice

ñRefer Ss to the example in the rubric.

ñHave Ss complete task individually.

ñSs compare answers with a partner and check.

Answer Key

2Three hundred people are employed by the company.(present simple)

3 A new cinema complex has been built near the airport by B & K. (present perfect)

4 The essay was written by John. (past simple)

5The new theatre will be opened by the Mayor this Sunday. (future simple)

4Focus Understanding the agent in the

passive voice (by or with)

ñRead with Ss the Theory Box and check for understanding.

ñHave Ss complete task individually.

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

Grammar in Use 4c

5Focus Practising the passive voice

ñHave Ss complete task individually.

ñInvite Ss to read out sentences to the class and check for understanding.

Answer Key

1 The opera house will be opened next week.

2 He wasn’t invited to the party.

3 The food is being prepared by the chef.

4 The costumes were designed by Donna Karan.

5The article hasn’t been checked yet by the editor.

6Focus Practising different ways to write

the passive voice

ñRefer Ss to the theory box and check for understanding.

ñRefer Ss to example in exercise and have them rewrite sentences as in the example.

ñSs check answers with a partner.

Answer Key

2The children will be brought some DVDs by Robert./Some DVDs will be brought to the children by Robert.

3The costume designer has been offered a job by the film producer./A job has been offered to the costume designer by the film producer.

4 Laura was sent an email by the director./An email was sent to Laura by the director.

7Focus Forming questions in the passive

voice

ñRead with Ss the Theory Box and check for understanding.

ñIn pairs, have one S read out questions in the active voice and the other form the questions in the passive voice.

ñMonitor task and assist as necessary.

Objectives

Vocabulary: idioms (referring to body parts) Grammar: causative form

Reading: to identify missing text; reading for confirmation

Speaking: asking questions with in the causative form

Listening: listening for confirmation

Writing: writing about the topic of the text (changing one’s looks)

Reading

1Focus Introducing the topic of the text

ñRefer Ss to the pictures and title of the text.

ñElicit discussion about the people in pictures and how they are related to the title.

Answer Key

The pictures are of Brad Pitt and Penelope Cruz. They are famous film stars. They are popular all over the world. The title of the text is ‘Altered Images’ which means that pictures are changed, probably to make famous people like Brad Pitt and Penelope Cruz look even better than they are.

2 a) Focus Reading to identify missing text

ñRefer Ss to text and explain task, reminding them that it is not necessary to understand all the words in order to fill in the gaps.

ñHave Ss read out text and check answers.