Look at Module 1

Refer Ss to the title of module, Socialising and invite them to suggest what they think it means and what they expect to learn from the module.

Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

12

Socialising

Find the page number(s) for

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key notes (p. 15) What do the notes say? What are they for? Why did a person write them? Do you ever write notes like these? a comic strip (p. 14) What is the comic strip about? Is it funny? Where do we find comic strips? Do you read comic strips? Why? greeting cards (p. 18) What are these cards trying to say? Why do people send them? To whom do people send these cards? Have you ever sent a greeting card? What kind of card? To whom? a poem (p. 22) What is a poem? What is this poem about? Why do we write poems? Do you read or write poems? What about?

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

Explain that the module has:

― Listening and Speaking section

― a Culture Corner

― an Across the Curriculum section

― an English in Use section

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

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

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

Reading & Vocabulary

a

Objectives

                                                                                                                      3   Focus ➤ Discussing the purpose of a text

Vocabulary: meeting new people; adjectives;

      body language                                                                    ñ Refer Ss to the study skills box. Ask Ss to listen

      Reading: predicting text content; reading for                         and read the text again.

     specific information                                                            ñ Have Ss form pairs and discuss what they think

Speaking: discussing the purpose of a text; role the author’s purpose was in writing the text. playing; discussing a topic ñ Invite a few pairs to give their answers to the class.

Reading

1     Focus ➤ Predicting text content                                   Answer Key

             ñ Elicit/explain the meaning of “prediction”                   how we can break the ice.

(saying what you think something will be about,

based on the evidence you have)
ñ Ask Ss to look at the picture and title. Invite them to predict what the text will be about. Write suggestions on the board. ñ Read text and check Ss’ predictions.	4	Focus ➤ Understanding new vocabulary ñ Refer Ss to the bold words in the text. Discuss meaning. ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

           Suggested Answer Key                                                    ñ Have Ss complete sentences individually and

start a conversation with someone I don’t Answer Key know, I would introduce myself and ask the opportunity ― situation in which it is possible other person what their name is and what they to do sth

            do.                                                                                  blush ― become red in the face because you

2     Focus ➤ Reading for specific information                     approach ― go up to, speak to

ñ Explain the task, reminding Ss that it is not bright ― positive, full of light necessary to understand all the words in order benefit ― get help, improve sth/sb

              to answer the questions.                                                  develop ― grow or change over a period of

          ñ Ss answer the questions individually and then                 time, acquire

compare answers with partner. avoid ― keep away from sb/sth ñ Check answers with class, asking Ss to justify

               their answers.                                                                  1 blushes      3   benefited

                1 T                                                                     Vocabulary

2    T      5          Focus ➤ Understanding character adjectives

4    F When you meet someone for the first ñ Have Ss form groups of 3-4 and read out the time, it’s better to smile. descriptions. Groups make list of adjectives the

5    DS     headings positive and negative.

6    F You should show you’re interested in ñ Invite groups to read out a description to the others by asking them to speak too. class and give answers. Ask each group to justify 7 F You should make the effort to get to their choice.

13

1a       Reading & Vocabulary

Answer Key 1 positive	5	positive
2 negative/positive	6	negative
3 positive	7	negative
4 positive	8	negative

6      Focus ➤ Matching adjectives to their opposites

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

ñ Ss complete task individually. ñ Have Ss listen to recording and check.

Answer Key       1 c       3   b	5	d	7	j	9	h
2 a       4   e	6	i	8	f	10	g

7      Focus ➤ Matching adjectives to descriptions

ñ Play recording to class. Have Ss match adjectives to the persons described.

ñ Invite three Ss to say their answers out in class and why they chose that adjective. ñ Listen again and check.

Answer Key Ann ― sociable

Sue ― stubborn

Billy ― selfish

8      Focus ➤ Role playing: describing ourselves using adjectives

ñ Have Ss form pairs and role play exchanges like the example given. ñ Monitor activity and assist when necessary. ñ Invite several pairs to act out exchanges in front of class.

(Ss’ own answers)

14

9        Focus ➤ Understanding body language

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

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

ñ Invite a few pairs to read out their sentences to

the class and discuss.

10      Focus ➤ Discussing the topic of the text

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

ñ Monitor activity and offer assistance when

necessary.

Listening & Speaking b

Objectives

Answer Key 1 Have we met before?	4 Have you got any
2 Are you new here?	brothers or sisters?
3 What’s your name?	5 How old are you?

Vocabulary:        meeting new people; family

situations; social situations

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

social exchanges                                                            Speaking

1

Focus ➤ Describing a picture ñ Refer Ss to picture on page 12 and elicit answers from class to the questions in the rubric. ñ Write answers on the board and discuss.

4

Focus ➤ Role playing (meeting a new person) exchanging personal information ñ Refers Ss to questions in Ex. 2 and dialogue in Ex.3. ñ Ss form pairs and role play meeting someone new at summer camp. ñ Have Ss record their exchanges and listen to them in class. Invite feedback.

         Answer Key                                                                  ñ Alternatively, Ss can act out exchanges in front

                 the countryside.                                                       Suggested Answer Key

2    They are talking to each other and smiling/ A: Hello, my name’s Penny. What’s your name? laughing. They are enjoying each other’s B: I’m Sally. Sally Borgenson.

                 company.                                                                     A: Nice to meet you, Sally. Where are you

3    They are wearing casual clothes. The girl is    from?

wearing jeans and T-shirt; the boy is B: I’m from Sweden. You? wearing jeans, a T-shirt and a checked A: I’m from Greece. Welcome to the camp. shirt.       B: Thanks Penny. Have you been here long?

4    They are feeling happy and relaxed.   A: I arrived here on Saturday. How old are

2   Focus ➤ Identifying questions used when           A: I’m fifteen in May. We’re almost the same meeting someone for the first time  age.

ñ Have Ss read out the list of questions. Elicit any    B: So, we might be in the same team. Do you new vocabulary.  like basketball?

ñ Discuss when we would ask these questions. A: It’s my favourite sport. Have you got any Elicit from Ss different situations in which brothers or sisters?

3

Focus ➤ Completing a dialogue/listening for confirmation ñ Have Ss read through dialogue and fill in questions individually. ñ Listen to dialogue and Ss check their answers.

Listening 5 a Focus ➤ Understanding phrases used to describe family situations ñ Refer Ss to the list of phrases. Elicit/ explain any new vocabulary.

15

1b       Listening & Speaking

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

ñ Invite Ss to say their answer in front of class

and reasons why.

               b   Focus ➤ Listening for specific information

ñ Play the recording once and have Ss complete the task individually.

ñ Ss then compare answers with a partner. ñ Play the recording again and check answers

with class.

Answer Key       1 D       2   C

3

A

4

F

5

E

Everyday English

6 a Focus ➤ Matching phrases with responses/ listening for confirmation

ñ Explain task and check for understanding. Read through phrases and responses. Elicit/ explain any new vocabulary. ñ Ss complete task individually. ñ Write phrase on board and invite different Ss to give their responses.

ñ Play the recording and Ss check their

answers.

Answer Key       1 f       3   i	5	h	7	b	9	g
2 j       4   a	6	c	8	e	10	d

               b   Focus ➤ Identifying the topic of

exchanges (socialising)

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

16

ñ Invite Ss to choose which of the 8 topics the

exchange is about and discuss.

Answer Key 1 exchanges 3, 5	5	exchange 7
2 exchange 1	6	exchanges 8, 9
3 exchange 5	7	exchanges 7, 10
4 exchange 2	8	exchanges 2, 4, 5, 6

7     Focus ➤ Role playing (social exchanges)

ñ Refer Ss to sentences in Ex. 6a.

ñ Have Ss complete exchanges individually and in pairs act out exchanges. ñ Monitor exchanges and check answers.

Answer Key 1 See you later!	4	Hello!
2    How are you? 3    Well, thank you for inviting me.	5	Excuse me!

Say It Right

8 Focus ➤ Understanding social exchange/ listening for confirmation

ñ Have Ss complete task individually. ñ Ss then listen to recording and check answers.

Answer Key       1 a       2   b

3

b

4

a

5

b

Intonation

9        Focus ➤ Listening for intonation

ñ Refer Ss to the Study Box and explain intonation (the way your voice rises and falls as you speak). ñ Ss listen to recording and complete task individually.

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

10      Focus ➤ Consolidating social exchanges

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

ñ Invite pairs to act out exchanges in front of

class. Ask for feedback from class.

(Ss’ own answers)

Grammar in Use

c

Objectives

Present Perfect Continuous also used for: ñ for an action which started in the past and lasted for some time. It may be continuing or has finished already with the result visible in the present. e.g. Alex has been working in the garden all day and is really tired now. ñ to express anger, irritation or annoyance. e.g. I don’t believe it! Fiona has been using my perfume again! ñ for repeated actions in the past continuing to the present. e.g. Harry has been practising a lot for the competition and is sure to do well. Present Perfect is also used for: ñ an action which started in the past and continues up to the present, especially with stative verbs such as be, have, like, know, etc. e.g. I have known Karen for five years. ñ a recently completed action. e.g. I’ve washed the dishes. ñ personal experiences or changes. e.g. Dee has lost weight. Present Continuous is used for: ñ for actions taking place at or around the time of speaking. e.g. Tim is talking on the phone. ñ for temporary situations. e.g. We’re staying in London this week. ñ for fixed arrangements in the near future. e.g. I’m meeting Sarah at two o’clock. ñ for currently changing and developing situations. e.g. The earth is getting warmer and warmer.

Answer Key Are you = a permanent state (Present Simple) I’ve been studying = an action which started in the past and continues up to the present with emphasis on the duration (Present Perfect Continuous) I’ve learnt = an action that happened at an unstated time in the past (Present Perfect) He’s always lying = expressing anger or irritation about a repeated action (Present Continuous) Present Simple also used for: ñ general truths and laws of nature e.g. Water boils at 100o Celsius. ñ habits and routines e.g. John goes to the dentist’s every six months. ñ timetables e.g. The train arrives in Woking at two twenty six. ñ sporting commentaries, reviews and narrations e.g. It’s in! It’s another goal for Liverpool. ñ feelings and emotions e.g. I like Diana. She’s a good friend.

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

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

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

1      Focus ➤ Presenting present simple, present continuous, present perfect, and present perfect continuous

ñ Read comic strip with Ss and refer them to the verb tenses in bold and write them on the board. ñ Elicit what tenses the verbs in bold are in and what it is an example of from the rubric.

ñ Have Ss form groups of 3-4 and think up other examples and their uses of each verb tense. ñ Invite groups to say answers in front of class and discuss.

2      Focus ➤ Practicing the present simple, present continuous, present perfect, present perfect continuous

ñ Explain task and have Ss complete it individually.

ñ Ss check answers with a partner. ñ Monitor activity and check for understanding.

3      a           Focus ➤ Presenting stative verbs

ñ Refer Ss to grammar box. Check for understanding. ñ Ask Ss to find two examples in the text.

17

1c       Grammar in Use

ñ Elicit other examples from Ss.Write them on

the board and discuss.

b   Focus ➤ Practising the present simple and present continuous

ñ Have Ss complete task individually. ñ Check answers with class.

Answer Key 1 A: is Billy being	3	A: looks
B: is		B: are looking
2 A: are you tasting	4	A: do you think
B: tastes		B: am thinking

4      Focus ➤ Matching present simple and present continuous to their uses in the future

ñ Read through uses with Ss. Check for understanding. ñ Have Ss complete task individually. ñ Invite Ss to read out answers to the class.

Answer Key       1 f             3	a	5	d
2 b             4	e	6	c

5      Focus ➤ Practising future actions, using

“will” and “going to”

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

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

Answer Key 1 am going to	3	will	5	am going to
2 are going to	4	will

6      Focus ➤ Role playing future actions (going to)

ñ Read rubric and example with class. ñ Have Ss from pairs and role play exchanges. ñ Monitor pairs and assist as necessary.

18

Answer Key A: What time does the concert start? B: 9.30, so we’re going to leave/we’re leaving the house at 8.00. A: What time does the film start? B: 8 o’clock, so we’re meeting/going to meet outside the cinema at 7.45. A: What time does your ballet lesson finish? B: Six o’clock. A: So, I’ll pick you up at 6.15.

7      Focus ➤ Presenting past simple and past continuous

ñ Elicit example of the past simple and past continuous and write them on the board. Ask Ss when these actions took place. ñ Have Ss complete matching task individually. ñ Invite Ss to write each verb from Ex. 7 on the board, under the headings “past simple or “past continuous” and how it is used.

ñ Have Ss give their own examples with their uses

and write them under headings on the board.

Answer Key       1 b       2   c

3

a

4

e

5

d

8      Focus ➤ Consolidating verb tenses

ñ Have Ss complete message individually. ñ Invite Ss to read out answers to class and why they chose that tense of the verb.

Answer Key 1 haven’t written	6	have had
2 have been	7	was walking
3 started	8	ran
4 am studying	9	took
5 am going to become	10	will write

9      Focus ➤ Writing and talking at a particular point in time

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

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

                                                                                                                                             Grammar in Use        1c

ñ Have Ss form pairs and write and exchange sentences about school life, using the words in the list from the rubric.

ñ Monitor pairs and assist as necessary.

Suggested Answer Key S1: I came to this school three years ago. S2: Before I came to this school I went to a smaller school. S3: I still haven’t done my biology homework. S4: I have already played in two football matches for the school this year. S5: I haven’t decided yet what I want to do when I leave school. S6: Tomorrow we have French and English in the morning. S7: I have been studying German for two years. etc

1      Focus ➤ Understanding new vocabulary

(descriptions of people)

ñ Read through table with Ss. Elicit/explain any new vocabulary. Allow time for Ss to write down new vocabulary in notebooks.

ñ Read example description with Ss. Check for understanding.

ñ Invite Ss to describe a famous person, using the vocabulary from the table. Class tries to guess who it is.

2      Focus ➤ Presenting comparatives and superlatives

ñ Read         table    with     Ss         and      check   for understanding.

ñ Have Ss give their own examples of short adjectives/adverbs and long adjective/adverbs in the comparative and superlative. Write them on the board. ñ Have Ss find examples in own L1.

(Ss’ own answers)

19

1d        Vocabulary & Speaking

3

Focus ➤ Comparing people ñ Refer Ss to example exchange and check for understanding. ñ Have Ss form pairs and act out exchanges, following the example. ñ Direct Ss to compare the people using the adjectives in Ex. 1. ñ Invite a few pairs to present exchanges to the class.

6

ñ Ss can refer to Ex. 1 and 2 for adjectives to use. (Ss’ own answers) Focus ➤ Listening for specific information ñ Read rubric with Ss and play recording. ñ Ss complete task individually. ñ Play recording and Ss check their answers.

Answer Key 1 D (Laura Smith)	3	C (Mrs Jones)
2 B (Roger)	4	A (Bill)

7      Focus ➤ Understanding new vocabulary

4

Focus ➤ Practising the comparative and superlative ñ Have Ss complete the task individually. ñ Write the questions from the rubric on the

ñ Refer Ss the word list. ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete sentences individually and check.

Answer Key 1 classmates	5	neighbours
2 acquaintance	6	stepmother
3 colleagues	7	niece
4 aunt	8	nephew

Answer Key 1    as funny     5          as good-looking 2    the earliest            6          the least 3    the most popular    7     sooner/better 4    more/the angrier   8     prettier/prettier Questions: Which shows that? ñ one thing depends on another thing: 4. The more he said, the angrier I felt. 7. The sooner, the better ñ sb/sth that changes continuously: 8. prettier and prettier ñ there is a similarity between two people: 5. John isn’t as good looking as his brother. ñ there is a difference between two people: 1. Adam is twice as funny as Sean.

board.

ñ Invite Ss to answer the questions by choosing sentences from the exercise. ñ Check answers.

8      a         Focus ➤ Presenting adverbs of degree

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

ñ Have Ss find similar structure in own L1 and compare words.

(Ss’ own answers)

b   Focus ➤ Role playing, using adverbs of degree

ñ Refer Ss to the example exchange. Check for understanding.

5

Focus ➤ Consolidating the comparative and superlative

ñ In pairs, Ss act out their own exchanges. ñ Monitor activity and assist as necessary.

ñ Refer Ss to the example in the rubric. Suggested Answer Key ñ Invite Ss to talk about family members, using A: What’s your new teacher at school like?

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

20

9 a     Focus ➤ Understanding idioms

ñ Refer Ss to the Study Skills box on page 17, Check for understanding (words in an idiom take on different meanings than their usual meanings).

ñ Have Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask Ss to find similar idioms in own L1.

ñ Invite groups to say their answers in front of

the class and discuss.

           Vocabulary & Speaking         1d

         b   Focus ➤ Practising using idioms

ñ Have Ss complete task individually, using the idioms from Ex. 9a. ñ Invite Ss to read out answers and check.

Answer Key 1     hold, tongue	4	pain, neck
2    speak, mind	5	gets, nerves
3     driving, crazy	6	break the ice

10   Focus ➤ Role playing using idioms

ñ In pairs, have Ss act out exchanges like in the example from the rubric.

ñ Invite several pairs to act out their exchanges

in front of class.

Suggested Answer Key In card A, I see someone in bed sick. In card B I see two rings joined together. Card C shows someone with a birthday cake and presents. Card D has a picture of a ring that is inside a heart and surrounded by flowers. Card E shows a stork carrying a little baby in its beak. Card F has two penguins playing in the snow. Card G shows a girl wearing a graduation gown dancing for joy with mortar boards all around her.  Card H shows pretty flowers. We usually send such messages to congratulate people or to wish people well. ñ Refer Ss to the different greeting cards and have them describe the pictures on them. ñ Ask Ss when we send greeting cards ñ Read box with Ss and check answers. 21

1e       Writing Skills

2      Focus ➤ Understanding new vocabulary

ñ Read with Ss the list of situations and check for new vocabulary. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete matching task individually. ñ Check answers in class.

Answer Key       1 e       3   b	5	f	7	a
2 h       4   c	6	d	8	g

3      Focus ➤ Practising new vocabulary

ñ Read the message in the rubric with the class. Ask Ss to look for key words that suggest which card the message belongs in and write them on the board.

ñ Invite a S to match the message to a card. Discuss reason for writing the card.

4      Focus ➤ Presenting informal style of writing

ñ Read Theory Box with Ss. Check for understanding. ñ Have Ss find examples from the message in Ex. 3 and write them on the board.

5      Focus ➤ Understanding informal style of writing

ñ Read message from cards with class. Check for understanding.

ñ Have Ss complete task individually and then

compare answers with a partner.

22

Answer Key A    Jane has written to congratulate Tony onhis new job.  Examples of informal style: Hi Tony, Well done, All the best B    Greg has written to Neil to suggest thatthey get together. Examples of informal style: Hi Neil, How’s it going? I’m, you’re, Let’s get together, Give me a ring , Catch you later C    Sarah has written to Amanda to apologisefor not being able to go to her party. Examples of informal style: Hey Amanda, can’t, stuck, I’ll, make it up to you, Kisses

6      Focus ➤ Practising new vocabulary

ñ Write questions from rubric on the board. ñ Have Ss complete task individually.

ñ Have Ss find sentences from exercise that answer

questions written on the board. Check answers.

7      Focus ➤ Practising writing in the informal style

ñ Read rubric with class.

ñ In pairs, have Ss rewrite rubric message in the informal style.

ñ Invite several pairs to read their message to the

class and discuss.

+

Writing

8     Focus ➤ Writing a greeting card

ñ Read rubric and check for understanding. ñ Allow Ss time to write cards.

ñ Invite Ss to read their cards to the class. Ask for feedback from class.

ñ Alternatively, task can be assigned for HW.

Word Formation

1 a        Focus ➤ Presenting adjective formations

ñ Refer Ss to Theory Box and check for understanding. ñ Have Ss find similar formations in own L1.

(Ss’ own answers) b Focus ➤ Forming adjectives

ñ Refer Ss to the example.

ñ Have Ss complete task individually and check their answers in the dictionary. ñ In pairs, Ss answer the questions.

ñ Invite a few pairs to give their answers in front of class.

                                            Writing Skills         1e

9     Smile

ñ Ss read the joke. Elicit from Ss possible answers to the question in the joke.

ñ Write suggested answers on board and have Ss choose the best one and explain why it is funny.

Answer Key 2 successful	8	educated
3 traditional	9	rainy
4 romantic	10	boring
5 stylish	11	enjoyable
6    careless 7    generous	12	horrible

23

1f       English in Use

Phrasal Verbs: get

          2   Focus ➤ Practising phrasal verbs (get)

ñ Write phrasal verbs with get on the board.

Elicit possible meaning from Ss. ñ Have Ss complete task individually.

ñ Invite Ss to read out their answer and check for

understanding of verb meaning.

Answer Key 1 across	3	over with	5	over
2 along	4	down

Dependent Preposition

          3   Focus ➤ Practising dependent prepositions

ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class. Explain that the bold words and filled in prepositions create  phrases meaning something.

ñ Write these phrases on the board and invite Ss to say sentences with them about people they know. Refer Ss to the example in the rubric.

Answer Key 1 with 4          of         7          of 2 about  5          on         8          to 3 of                       6   at           9   with Karen is nervous about acting in the school play. Barbera was jealous of my new coat and bought the same one. She is an excellent teacher and the students are very fond of her. She is not keen on going sailing, as she gets seasick easily. Marilyn has become quite good at tennis after only a few lessons. Julia’s parents are proud of her good grades. Kelly is very close to her cousin and tells her everything.

24

Grammar Revision

4 a       Focus ➤ Consolidating verb tenses

ñ Refer Ss to the email message and explain that they should pay attention to key words which indicate a period of time or frequency as they determine the tense of the verb. ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and

check.

Answer Key 1 sent	5	have never been
2    was feeling 3    cheered 4    have already been	6	have been studying

         b   Focus ➤ Role playing; a telephone

conversation

ñ In pairs Ss act out a telephone conversation following the e-mail message in Ex. 4a. ñ Invite pairs to act out conversations in front of

class. Ask class for feedback.

Objectives

Vocabulary: social etiquette

Reading: reading for specific information

Speaking: discussing social etiquette

Listening: listening for confirmation

Writing: an article on social etiquette

1      Focus ➤ Introducing the topic

ñ Write the word “social etiquette” on the board. ñ Elicit from Ss what they think the word means

and discuss.

2      Focus ➤ Predicting the context of the text/ reading and listening for confirmation

ñ Refer Ss to the title of the text and the heading under the pictures. Discuss what people in these situations do.

ñ Students check answers by reading and listening

to the text.

3      Focus ➤ Reading for specific information

ñ Refer Ss to the question in the rubric. ñ Ss reread text and answer the questions. ñ Check answers in class.

                                     Culture Corner          1

4      Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete sentences individually and

check.

5      Focus ➤ Discussing the topic of the text

ñ Refer Ss to the questions in Ex. 3 and elicit

answers from class about their country. ñ Discuss social etiquette in Ss’ country

(Ss’ own answers)

6      Focus ➤ Writing an article on social etiquette ñ Explain task and refer Ss to their answers in Ex.

5 to help them write their article. ñ Allow Ss time to write articles.

ñ Invite Ss to read their articles to class. Ask for

feedback from class. ñ Alternatively, assign task as HW

25

Culture Corner   Suggested Answer Key Social Etiquette in Russia Russians are very warm and hospitable people. They enjoy meeting new people and like to invite people to their homes for food and conversation. But there are a few things you should remember when you go to Russia. When you meet a Russian person for the first time, you should shake hands with him/her. Be careful ― some people have a very strong grip! Try to smile as you introduce yourself. When you greet people you know well, you should kiss them on both cheeks to say hello and goodbye. When talking to people in Russia, some topics are ‘safer’ than others. Suitable topics for small talk are TV programmes, pets, family or you can complain about public transport or the weather.   But you should avoid talking about politics or Russian history, or you might miss the last bus/tram home! When you visit Russian people in their homes, it is fine to arrive five or ten minutes late ― do not arrive early as your host might not be ready to receive you! It is good manners to take some flowers with you, or a little gift to show your appreciation. Do not be surprised when your host asks you to take off your shoes at the door and hands you a pair of slippers to wear ― make yourself comfortable and feel at home! And be prepared to eat a lot of food! The guest always gets more than anyone else!  Across the Curriculum – PSHE

Objectives

Vocabulary: conflicts and feelings; opposites

Reading: reading to identify missing lexis Speaking: giving advice on how to resolve conflicts; discussing a text

Writing: a poem about arguing

1      Focus ➤ Predicting text content

ñ Refer Ss to the title of the poem.

ñ Have Ss read and listen to the poem and ask how the title is related to the text.

2      Focus ➤ Discussing a poem

ñ Elicit ideas from Ss on how to handle and deal with arguments.

ñ In pairs, have Ss discuss dealing with an argument.

ñ Monitor activity and assist as necessary.

26

3      Focus ➤ Reading to identify missing text/ understanding new vocabulary

ñ Have Ss read the text and fill in the gaps individually. Ss compare answers with a partner.

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebook.

Across the Curriculum – PSHE             1

4      Focus ➤ Expressing feelings

ñ Refer Ss to the statements and check for any new vocabulary and understanding.

ñ Allow time for Ss to write down new vocabulary in notebook. ñ In pairs, Ss change the statements.

ñ Invite a few pairs to tell class their new statements

and check.

5      Focus ➤ Summarising a text

ñ Explain task and allow Ss time to make notes on the text.

ñ Invite Ss to say their advice to the class. Call

for feedback from class.

6    Focus ➤ Writing a poem about arguing/ understanding opposites

ñ Explain task and refer Ss to words in the list ñ In pairs Ss find opposites with dictionary and write their poems.

ñ Invite pairs to read poems to class. Call for feedback from class.

Suggested Answer Key The never-ending argument Happy!       Sad!                 Will!		Won’t!
Bad!           Good!	Hot!	Cold!
Come!        Go!	Young!	Old!
Fast!          Slow!	Day!	Night!
Do!             Don’t!	Dark	Light!

7    Focus ➤ Discussing the text (dealing with conflict)

ñ Have Ss read text again.

ñ Ss form groups of 3-4 and discuss statements in text and whether they agree or not with them. ñ Monitor activity and assist as necessary.

Suggested Answer Key A: I agree with the text about how easy it is for a conflict to become very bad with people screaming and even hitting. It has happened to me before. B: I think it’s really important not to blame or accuse people when discussing a problem, as it doesn’t help. C: Yes, I agree, it’s important to use “I feel” statements also. D: I agree that being flexible and listening to the way the other person sees the problem helps when solving a problem. etc

27

1       Progress Check Progress Check 1 and Look at Module 2 should be done in one lesson.

Answer Key

1    1     clenched           6          insincere

2    sociable       7          selfish

3    pessimistic    8          shy

4    patient 9 shrugged 5 reliable 10 stubborn

2    1          optimistic          4          furious

2    attractive     5          boring

3    generous

3    1          take      6          dressed

2    is looking     7          ’ll have

3    tastes           8          has been working

4    are tripping/ 9 is always shouting/ might trip always shouts 5 was cooking 10 is thinking

28

4    1     on        4          over

2    down      5          over with

3    across

5    1     with      2          at         3          on        4          of         5          of

6    1     c          2          a          3          e          4          b          5          d

Spotlight 8 Mod 1 Ts  09-09-09  17:04  Page 12

                                                    Socialising

Look at Module 1

Refer Ss to the title of module, Socialising and invite them to suggest what they think it means and what they expect to learn from the module.

Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Find the page number(s) for

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key notes (p. 15) What do the notes say? What are they for? Why did a person write them? Do you ever write notes like these? a comic strip (p. 14) What is the comic strip about? Is it funny? Where do we find comic strips? Do you read comic strips? Why? greeting cards (p. 18) What are these cards trying to say? Why do people send them? To whom do people send these cards? Have you ever sent a greeting card? What kind of card? To whom? a poem (p. 22) What is a poem? What is this poem about? Why do we write poems? Do you read or write poems? What about?

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

Explain that the module has:

― Listening and Speaking section

― a Culture Corner

― an Across the Curriculum section

― an English in Use section

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

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

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

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Reading

1     Focus ➤ Predicting text content

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

ñ Ask Ss to look at the picture and title. Invite them to predict what the text will be about.

Write suggestions on the board. ñ Read text and check Ss’ predictions.

2     Focus ➤ Reading for specific information

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

ñ Ss answer the questions individually and then compare answers with partner.

ñ Check answers with class, asking Ss to justify

their answers.

4     Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete sentences individually and

check.

Vocabulary

5     Focus ➤ Understanding character adjectives

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

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

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 Reading & Vocabulary

Answer Key 1 positive	5	positive
2 negative/positive	6	negative
3 positive	7	negative
4 positive	8	negative

6      Focus ➤ Matching adjectives to their opposites

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

ñ Ss complete task individually. ñ Have Ss listen to recording and check.

Answer Key       1 c       3   b	5	d	7	j	9	h
2 a       4   e	6	i	8	f	10	g

7      Focus ➤ Matching adjectives to descriptions

ñ Play recording to class. Have Ss match adjectives to the persons described.

ñ Invite three Ss to say their answers out in class and why they chose that adjective. ñ Listen again and check.

Answer Key Ann ― sociable

Sue ― stubborn

Billy ― selfish

8      Focus ➤ Role playing: describing ourselves using adjectives

ñ Have Ss form pairs and role play exchanges like the example given. ñ Monitor activity and assist when necessary. ñ Invite several pairs to act out exchanges in front of class.

(Ss’ own answers)

9      Focus ➤ Understanding body language

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

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

ñ Invite a few pairs to read out their sentences to

the class and discuss.

10   Focus ➤ Discussing the topic of the text

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

ñ Monitor activity and offer assistance when

necessary.

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1 b Listening & Speaking

Objectives

Answer Key 1 Have we met before?	4 Have you got any
2 Are you new here?	brothers or sisters?
3 What’s your name?	5 How old are you?

                        Vocabulary:      meeting new people; family

situations; social situations

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

                        social exchanges                                                         Speaking

1

Focus ➤ Describing a picture ñ Refer Ss to picture on page 12 and elicit answers from class to the questions in the rubric. ñ Write answers on the board and discuss.

4

Focus ➤ Role playing (meeting a new person) exchanging personal information ñ Refers Ss to questions in Ex. 2 and dialogue in Ex.3. ñ Ss form pairs and role play meeting someone new at summer camp. ñ Have Ss record their exchanges and listen to them in class. Invite feedback.

                             Answer Key                                                                ñ Alternatively, Ss can act out exchanges in front

                                     the countryside.                                                        Suggested Answer Key

2    They are talking to each other and smiling/ A: Hello, my name’s Penny. What’s your name? laughing. They are enjoying each other’s B: I’m Sally. Sally Borgenson.

                                      company.                                                                     A: Nice to meet you, Sally. Where are you

3    They are wearing casual clothes. The girl is from?

wearing jeans and T-shirt; the boy is B: I’m from Sweden. You? wearing jeans, a T-shirt and a checked A: I’m from Greece. Welcome to the camp. shirt.  B: Thanks Penny. Have you been here long?

4    They are feeling happy and relaxed.           A: I arrived here on Saturday. How old are

2   Focus ➤ Identifying questions used when        A: I’m fifteen in May. We’re almost the same meeting someone for the first time          age.

ñ Have Ss read out the list of questions. Elicit any            B: So, we might be in the same team. Do you new vocabulary.          like basketball?

ñ Discuss when we would ask these questions. A: It’s my favourite sport. Have you got any Elicit from Ss different situations in which brothers or sisters?

3

Focus ➤ Completing a dialogue/listening for confirmation ñ Have Ss read through dialogue and fill in questions individually. ñ Listen to dialogue and Ss check their answers.

Listening 5 a Focus ➤ Understanding phrases used to describe family situations ñ Refer Ss to the list of phrases. Elicit/ explain any new vocabulary.

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 Listening & Speaking

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

ñ Invite Ss to say their answer in front of class

and reasons why.

                             b   Focus ➤ Listening for specific information

ñ Play the recording once and have Ss complete the task individually.

ñ Ss then compare answers with a partner. ñ Play the recording again and check answers

with class.

Answer Key       1 D       2   C

3

A

4

F

5

E

Everyday English

6      a Focus ➤ Matching phrases with responses/ listening for confirmation

ñ Explain task and check for understanding. Read through phrases and responses. Elicit/ explain any new vocabulary. ñ Ss complete task individually. ñ Write phrase on board and invite different Ss to give their responses.

ñ Play the recording and Ss check their

answers.

Answer Key       1 f       3   i	5	h	7	b	9	g
2 j       4   a	6	c	8	e	10	d

                             b    Focus ➤ Identifying the topic of

exchanges (socialising)

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

ñ Invite Ss to choose which of the 8 topics the

exchange is about and discuss.

Answer Key 1 exchanges 3, 5	5	exchange 7
2 exchange 1	6	exchanges 8, 9
3 exchange 5	7	exchanges 7, 10
4 exchange 2	8	exchanges 2, 4, 5, 6

7      Focus ➤ Role playing (social exchanges)

ñ Refer Ss to sentences in Ex. 6a.

ñ Have Ss complete exchanges individually and in pairs act out exchanges. ñ Monitor exchanges and check answers.

Answer Key 1 See you later!	4	Hello!
2    How are you? 3    Well, thank you for inviting me.	5	Excuse me!

Say It Right

8 Focus ➤ Understanding social exchange/ listening for confirmation

ñ Have Ss complete task individually. ñ Ss then listen to recording and check answers.

Answer Key       1 a       2   b

3

b

4

a

5

b

Intonation

9        Focus ➤ Listening for intonation

ñ Refer Ss to the Study Box and explain intonation (the way your voice rises and falls as you speak). ñ Ss listen to recording and complete task individually.

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

10      Focus ➤ Consolidating social exchanges

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

ñ Invite pairs to act out exchanges in front of

class. Ask for feedback from class.

(Ss’ own answers)

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                              ¹ _c      Grammar in Use

Objectives

Present Perfect Continuous also used for: ñ for an action which started in the past and lasted for some time. It may be continuing or has finished already with the result visible in the present. e.g. Alex has been working in the garden all day and is really tired now. ñ to express anger, irritation or annoyance. e.g. I don’t believe it! Fiona has been using my perfume again! ñ for repeated actions in the past continuing to the present. e.g. Harry has been practising a lot for the competition and is sure to do well. Present Perfect is also used for: ñ an action which started in the past and continues up to the present, especially with stative verbs such as be, have, like, know, etc. e.g. I have known Karen for five years. ñ a recently completed action. e.g. I’ve washed the dishes. ñ personal experiences or changes. e.g. Dee has lost weight. Present Continuous is used for: ñ for actions taking place at or around the time of speaking. e.g. Tim is talking on the phone. ñ for temporary situations. e.g. We’re staying in London this week. ñ for fixed arrangements in the near future. e.g. I’m meeting Sarah at two o’clock. ñ for currently changing and developing situations. e.g. The earth is getting warmer and warmer.

Answer Key Are you = a permanent state (Present Simple) I’ve been studying = an action which started in the past and continues up to the present with emphasis on the duration (Present Perfect Continuous) I’ve learnt = an action that happened at an unstated time in the past (Present Perfect) He’s always lying = expressing anger or irritation about a repeated action (Present Continuous) Present Simple also used for: ñ general truths and laws of nature e.g. Water boils at 100o Celsius. ñ habits and routines e.g. John goes to the dentist’s every six months. ñ timetables e.g. The train arrives in Woking at two twenty six. ñ sporting commentaries, reviews and narrations e.g. It’s in! It’s another goal for Liverpool. ñ feelings and emotions e.g. I like Diana. She’s a good friend.

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

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

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

1      Focus ➤ Presenting present simple, present continuous, present perfect, and present perfect continuous

ñ Read comic strip with Ss and refer them to the verb tenses in bold and write them on the board. ñ Elicit what tenses the verbs in bold are in and what it is an example of from the rubric.

ñ Have Ss form groups of 3-4 and think up other examples and their uses of each verb tense. ñ Invite groups to say answers in front of class and discuss.

2      Focus ➤ Practicing the present simple, present continuous, present perfect, present perfect continuous

ñ Explain task and have Ss complete it individually.

ñ Ss check answers with a partner. ñ Monitor activity and check for understanding.

3      a       Focus ➤ Presenting stative verbs

ñ Refer Ss to grammar box. Check for understanding.

ñ Ask Ss to find two examples in the text.

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 Grammar in Use

ñ Elicit other examples from Ss.Write them on

the board and discuss.

b   Focus ➤ Practising the present simple and present continuous

ñ Have Ss complete task individually. ñ Check answers with class.

Answer Key 1 A: is Billy being	3	A: looks
B: is		B: are looking
2 A: are you tasting	4	A: do you think
B: tastes		B: am thinking

4      Focus ➤ Matching present simple and present continuous to their uses in the future

ñ Read through uses with Ss. Check for understanding. ñ Have Ss complete task individually. ñ Invite Ss to read out answers to the class.

Answer Key       1 f             3	a	5	d
2 b             4	e	6	c

5      Focus ➤ Practising future actions, using

“will” and “going to”

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

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

Answer Key 1 am going to	3	will	5	am going to
2 are going to	4	will

6      Focus ➤ Role playing future actions (going to)

ñ Read rubric and example with class. ñ Have Ss from pairs and role play exchanges. ñ Monitor pairs and assist as necessary.

7      Focus ➤ Presenting past simple and past continuous

ñ Elicit example of the past simple and past continuous and write them on the board. Ask Ss when these actions took place. ñ Have Ss complete matching task individually. ñ Invite Ss to write each verb from Ex. 7 on the board, under the headings “past simple or “past continuous” and how it is used.

ñ Have Ss give their own examples with their uses

and write them under headings on the board.

Answer Key       1 b       2   c

3

a

4

e

5

d

8      Focus ➤ Consolidating verb tenses

ñ Have Ss complete message individually. ñ Invite Ss to read out answers to class and why they chose that tense of the verb.

Answer Key 1 haven’t written	6	have had
2 have been	7	was walking
3 started	8	ran
4 am studying	9	took
5 am going to become	10	will write

9      Focus ➤ Writing and talking at a particular point in time

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

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

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                                                                                                                                                                        Grammar in Use    1c

ñ Have Ss form pairs and write and exchange sentences about school life, using the words in the list from the rubric.

ñ Monitor pairs and assist as necessary.

Suggested Answer Key S1: I came to this school three years ago. S2: Before I came to this school I went to a smaller school. S3: I still haven’t done my biology homework. S4: I have already played in two football matches for the school this year. S5: I haven’t decided yet what I want to do when I leave school. S6: Tomorrow we have French and English in the morning. S7: I have been studying German for two years. etc

1      Focus ➤ Understanding new vocabulary

(descriptions of people)

ñ Read through table with Ss. Elicit/explain any new vocabulary. Allow time for Ss to write down new vocabulary in notebooks.

ñ Read example description with Ss. Check for understanding.

ñ Invite Ss to describe a famous person, using the vocabulary from the table. Class tries to guess who it is.

2      Focus ➤ Presenting comparatives and superlatives

ñ Read         table    with     Ss         and      check   for understanding.

ñ Have Ss give their own examples of short adjectives/adverbs and long adjective/adverbs in the comparative and superlative. Write them on the board. ñ Have Ss find examples in own L1.

(Ss’ own answers)

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 Vocabulary & Speaking

3

Focus ➤ Comparing people ñ Refer Ss to example exchange and check for understanding. ñ Have Ss form pairs and act out exchanges, following the example. ñ Direct Ss to compare the people using the adjectives in Ex. 1. ñ Invite a few pairs to present exchanges to the class.

6

ñ Ss can refer to Ex. 1 and 2 for adjectives to use. (Ss’ own answers) Focus ➤ Listening for specific information ñ Read rubric with Ss and play recording. ñ Ss complete task individually. ñ Play recording and Ss check their answers.

Answer Key 1 D (Laura Smith)	3	C (Mrs Jones)
2 B (Roger)	4	A (Bill)

7      Focus ➤ Understanding new vocabulary

4

Focus ➤ Practising the comparative and superlative ñ Have Ss complete the task individually. ñ Write the questions from the rubric on the

ñ Refer Ss the word list. ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete sentences individually and check.

Answer Key 1 classmates	5	neighbours
2 acquaintance	6	stepmother
3 colleagues	7	niece
4 aunt	8	nephew

Answer Key 1    as funny     5          as good-looking 2    the earliest            6          the least 3    the most popular    7     sooner/better 4    more/the angrier   8     prettier/prettier Questions: Which shows that? ñ one thing depends on another thing: 4. The more he said, the angrier I felt. 7. The sooner, the better ñ sb/sth that changes continuously: 8. prettier and prettier ñ there is a similarity between two people: 5. John isn’t as good looking as his brother. ñ there is a difference between two people: 1. Adam is twice as funny as Sean.

board.

ñ Invite Ss to answer the questions by choosing sentences from the exercise. ñ Check answers.

8      a     Focus ➤ Presenting adverbs of degree

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

ñ Have Ss find similar structure in own L1 and compare words.

(Ss’ own answers)

b   Focus ➤ Role playing, using adverbs of degree

ñ Refer Ss to the example exchange. Check for understanding.

5

Focus ➤ Consolidating the comparative and superlative

ñ In pairs, Ss act out their own exchanges. ñ Monitor activity and assist as necessary.

ñ Refer Ss to the example in the rubric. Suggested Answer Key ñ Invite Ss to talk about family members, using A: What’s your new teacher at school like?

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

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                      9 a    Focus ➤ Understanding idioms

ñ Refer Ss to the Study Skills box on page 17, Check for understanding (words in an idiom take on different meanings than their usual meanings).

ñ Have Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask Ss to find similar idioms in own L1.

ñ Invite groups to say their answers in front of

the class and discuss.

           Vocabulary & Speaking         1d

         b   Focus ➤ Practising using idioms

ñ Have Ss complete task individually, using the idioms from Ex. 9a. ñ Invite Ss to read out answers and check.

Answer Key 1     hold, tongue	4	pain, neck
2    speak, mind	5	gets, nerves
3     driving, crazy	6	break the ice

10   Focus ➤ Role playing using idioms

ñ In pairs, have Ss act out exchanges like in the example from the rubric.

ñ Invite several pairs to act out their exchanges

in front of class.

Suggested Answer Key In card A, I see someone in bed sick. In card B I see two rings joined together. Card C shows someone with a birthday cake and presents. Card D has a picture of a ring that is inside a heart and surrounded by flowers. Card E shows a stork carrying a little baby in its beak. Card F has two penguins playing in the snow. Card G shows a girl wearing a graduation gown dancing for joy with mortar boards all around her.  Card H shows pretty flowers. We usually send such messages to congratulate people or to wish people well. 1      Focus ➤ Introducing the topic ñ Refer Ss to the different greeting cards and have them describe the pictures on them. ñ Ask Ss when we send greeting cards ñ Read box with Ss and check answers.

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 Writing Skills

2      Focus ➤ Understanding new vocabulary

ñ Read with Ss the list of situations and check for new vocabulary. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete matching task individually. ñ Check answers in class.

Answer Key       1 e       3   b	5	f	7	a
2 h       4   c	6	d	8	g

3      Focus ➤ Practising new vocabulary

ñ Read the message in the rubric with the class. Ask Ss to look for key words that suggest which card the message belongs in and write them on the board.

ñ Invite a S to match the message to a card. Discuss reason for writing the card.

4      Focus ➤ Presenting informal style of writing

ñ Read Theory Box with Ss. Check for understanding. ñ Have Ss find examples from the message in Ex. 3 and write them on the board.

5      Focus ➤ Understanding informal style of writing

ñ Read message from cards with class. Check for understanding.

ñ Have Ss complete task individually and then compare answers with a partner.

Answer Key A    Jane has written to congratulate Tony onhis new job.  Examples of informal style: Hi Tony, Well done, All the best B    Greg has written to Neil to suggest thatthey get together. Examples of informal style: Hi Neil, How’s it going? I’m, you’re, Let’s get together, Give me a ring , Catch you later C    Sarah has written to Amanda to apologisefor not being able to go to her party. Examples of informal style: Hey Amanda, can’t, stuck, I’ll, make it up to you, Kisses

6      Focus ➤ Practising new vocabulary

ñ Write questions from rubric on the board. ñ Have Ss complete task individually.

ñ Have Ss find sentences from exercise that answer

questions written on the board. Check answers.

7   Focus ➤ Practising writing in the informal style

ñ Read rubric with class.

ñ In pairs, have Ss rewrite rubric message in the informal style.

ñ Invite several pairs to read their message to the

class and discuss.

+

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Writing

8     Focus ➤ Writing a greeting card

ñ Read rubric and check for understanding. ñ Allow Ss time to write cards.

ñ Invite Ss to read their cards to the class. Ask for feedback from class.

ñ Alternatively, task can be assigned for HW.

9     Smile

ñ Ss read the joke. Elicit from Ss possible answers to the question in the joke.

ñ Write suggested answers on board and have Ss choose the best one and explain why it is funny.

Word Formation

1 a        Focus ➤ Presenting adjective formations

ñ Refer Ss to Theory Box and check for understanding. ñ Have Ss find similar formations in own L1.

(Ss’ own answers) b Focus ➤ Forming adjectives

ñ Refer Ss to the example.

ñ Have Ss complete task individually and check their answers in the dictionary. ñ In pairs, Ss answer the questions.

ñ Invite a few pairs to give their answers in front of class.

Answer Key 2 successful	8	educated
3 traditional	9	rainy
4 romantic	10	boring
5 stylish	11	enjoyable
6    careless 7    generous	12	horrible

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 English in Use

Phrasal Verbs: get

                       2   Focus ➤ Practising phrasal verbs (get)

ñ Write phrasal verbs with get on the board.

Elicit possible meaning from Ss. ñ Have Ss complete task individually.

ñ Invite Ss to read out their answer and check for

understanding of verb meaning.

Answer Key 1 across	3	over with	5	over
2 along	4	down

Dependent Preposition

                       3   Focus ➤ Practising dependent prepositions

ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class. Explain that the bold words and filled in prepositions create  phrases meaning something.

ñ Write these phrases on the board and invite Ss to say sentences with them about people they know. Refer Ss to the example in the rubric.

Answer Key 1 with 4          of         7          of 2 about  5          on         8          to 3 of                       6   at           9   with Karen is nervous about acting in the school play. Barbera was jealous of my new coat and bought the same one. She is an excellent teacher and the students are very fond of her. She is not keen on going sailing, as she gets seasick easily. Marilyn has become quite good at tennis after only a few lessons. Julia’s parents are proud of her good grades. Kelly is very close to her cousin and tells her everything.

Grammar Revision

4 a       Focus ➤ Consolidating verb tenses

ñ Refer Ss to the email message and explain that they should pay attention to key words which indicate a period of time or frequency as they determine the tense of the verb. ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and

check.

Answer Key 1 sent	5	have never been
2    was feeling 3    cheered 4    have already been	6	have been studying

         b   Focus ➤ Role playing; a telephone

conversation

ñ In pairs Ss act out a telephone conversation following the e-mail message in Ex. 4a. ñ Invite pairs to act out conversations in front of

class. Ask class for feedback.

Spotlight 8 Mod 1 Ts  09-09-09  17:04  Page 25                                                                                                                                                          Culture Corner        1

Objectives

Vocabulary: social etiquette

Reading: reading for specific information

Speaking: discussing social etiquette

Listening: listening for confirmation

Writing: an article on social etiquette

1      Focus ➤ Introducing the topic

ñ Write the word “social etiquette” on the board. ñ Elicit from Ss what they think the word means

and discuss.

2      Focus ➤ Predicting the context of the text/ reading and listening for confirmation

ñ Refer Ss to the title of the text and the heading under the pictures. Discuss what people in these situations do.

ñ Students check answers by reading and listening

to the text.

3      Focus ➤ Reading for specific information

ñ Refer Ss to the question in the rubric. ñ Ss reread text and answer the questions. ñ Check answers in class.

4      Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete sentences individually and

check.

5      Focus ➤ Discussing the topic of the text

ñ Refer Ss to the questions in Ex. 3 and elicit

answers from class about their country. ñ Discuss social etiquette in Ss’ country

(Ss’ own answers)

6      Focus ➤ Writing an article on social etiquette ñ Explain task and refer Ss to their answers in Ex.

5 to help them write their article. ñ Allow Ss time to write articles.

ñ Invite Ss to read their articles to class. Ask for

feedback from class.

ñ Alternatively, assign task as HW

Spotlight 8 Mod 1 Ts  09-09-09  17:04  Page 26  Culture Corner   Suggested Answer Key Social Etiquette in Russia Russians are very warm and hospitable people. They enjoy meeting new people and like to invite people to their homes for food and conversation. But there are a few things you should remember when you go to Russia. When you meet a Russian person for the first time, you should shake hands with him/her. Be careful ― some people have a very strong grip! Try to smile as you introduce yourself. When you greet people you know well, you should kiss them on both cheeks to say hello and goodbye. When talking to people in Russia, some topics are ‘safer’ than others. Suitable topics for small talk are TV programmes, pets, family or you can complain about public transport or the weather.   But you should avoid talking about politics or Russian history, or you might miss the last bus/tram home! When you visit Russian people in their homes, it is fine to arrive five or ten minutes late ― do not arrive early as your host might not be ready to receive you! It is good manners to take some flowers with you, or a little gift to show your appreciation. Do not be surprised when your host asks you to take off your shoes at the door and hands you a pair of slippers to wear ― make yourself comfortable and feel at home! And be prepared to eat a lot of food! The guest always gets more than anyone else!  Across the Curriculum – PSHE

Objectives

Vocabulary: conflicts and feelings; opposites

Reading: reading to identify missing lexis Speaking: giving advice on how to resolve conflicts; discussing a text

Writing: a poem about arguing

1      Focus ➤ Predicting text content

ñ Refer Ss to the title of the poem.

ñ Have Ss read and listen to the poem and ask how the title is related to the text.

2      Focus ➤ Discussing a poem

ñ Elicit ideas from Ss on how to handle and deal with arguments.

ñ In pairs, have Ss discuss dealing with an argument. ñ Monitor activity and assist as necessary.

3      Focus ➤ Reading to identify missing text/ understanding new vocabulary

ñ Have Ss read the text and fill in the gaps individually. Ss compare answers with a partner.

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebook.

Spotlight 8 Mod 1 Ts  09-09-09  17:04  Page 27                                                                                                        Across the Curriculum – PSHE         1

4      Focus ➤ Expressing feelings

ñ Refer Ss to the statements and check for any new vocabulary and understanding.

ñ Allow time for Ss to write down new vocabulary in notebook. ñ In pairs, Ss change the statements.

ñ Invite a few pairs to tell class their new statements

and check.

5      Focus ➤ Summarising a text

ñ Explain task and allow Ss time to make notes on the text.

ñ Invite Ss to say their advice to the class. Call

for feedback from class.

6    Focus ➤ Writing a poem about arguing/ understanding opposites

ñ Explain task and refer Ss to words in the list ñ In pairs Ss find opposites with dictionary and write their poems.

ñ Invite pairs to read poems to class. Call for feedback from class.

Suggested Answer Key The never-ending argument Happy!       Sad!                 Will!		Won’t!
Bad!           Good!	Hot!	Cold!
Come!        Go!	Young!	Old!
Fast!          Slow!	Day!	Night!
Do!             Don’t!	Dark	Light!

7    Focus ➤ Discussing the text (dealing with conflict)

ñ Have Ss read text again.

ñ Ss form groups of 3-4 and discuss statements in text and whether they agree or not with them. ñ Monitor activity and assist as necessary.

Suggested Answer Key A: I agree with the text about how easy it is for a conflict to become very bad with people screaming and even hitting. It has happened to me before. B: I think it’s really important not to blame or accuse people when discussing a problem, as it doesn’t help. C: Yes, I agree, it’s important to use “I feel” statements also. D: I agree that being flexible and listening to the way the other person sees the problem helps when solving a problem. etc

Spotlight 8 Mod 1 Ts  09-09-09  17:04  Page 28  Progress Check Progress Check 1 and Look at Module 2 should be done in one lesson.

Answer Key

1    1       clenched           6          insincere

2    sociable         7          selfish

3    pessimistic      8          shy

4    patient 9 shrugged 5 reliable 10 stubborn

2    1     optimistic          4          furious

2    attractive       5          boring

3    generous

3    1     take      6          dressed

2    is looking       7          ’ll have

3    tastes             8          has been working

4    are tripping/ 9 is always shouting/ might trip always shouts

5    was cooking   10        is thinking

4    1     on        4          over

2    down 5          over with

3    across

5    1     with      2          at         3          on        4          of         5          of

6    1     c          2          a          3          e          4          b          5          d