extracted_text:
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.

Suggested Answer
Key
The title refers to how
people interact with each other in their daily lives, with their families and
friends. I think we will learn about how we socialise in different situations
and in other countries.

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.

Suggested
Answer Key Focus Ss’ attention on pic 1 (p. 10).
T: What page is the
picture on?
S1: It’s on page 10.
It’s a group of friends.
T: What do you think
they are doing?
S2: They are
spending time together and having fun. T: How often do you spend time with your
friends?
S3: Every day after
school.
T: What do you do with
your friends?
S4: Sometimes we
go out to the cinema, other times we go over to each other’s house and talk.
Pic 2 (p. 12)
How old do you think
this boy is? Do teenagers have a difficult time in social situations? Why? Is
it difficult to meet people and make friends as a teenager?
Pic 3 (p. 13)
What are these people
doing in the picture? Are they enjoying themselves? How do you think they feel?
What things do you do with your friends?
Pic 4 (p. 21)
What is happening in
this picture? What do you think the men are saying? When you meet people on the
street what do you do and say? Are you friendly when you meet new people?

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

The author’s purpose is to inform us
about

             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

The title of the text
means finding out what check. people are like by
getting to know them. To

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

feel embarrassed

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

fancy ―
feel attracted 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

2 fancies                                       4   avoid

Answer Key

                1 T                                                                     Vocabulary
2    T      5          Focus ➤ Understanding
character adjectives

3    DS

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.

know people, even if
you find it difficult.

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.

Answer Key
2    Pete
is scratching his head. He seems puzzled./He looks puzzled.
3    Alex
is tapping his foot. He seems impatient./ He looks impatient. 4 Helen is biting
her lip. She seems worried./ She looks worried.
5    Gus
is crossing his arms. He seems bored./ He looks bored.
6    John
is shrugging his shoulders. He seems unsure./He looks unsure.
7    Laura
is clenching her teeth/fists. She seems furious./She looks furious.
8    Tom
is raising his eyebrows. He seems surprised./He looks surprised.

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.

Suggested Answer
Key
To break the ice you
can smile at the new person. Then, you will feel more comfortable speaking to a
new person. It is also a good idea to have something interesting to talk about
― you should develop a passion! You should also develop good listening
skills and show that you are interested in what other people have to say.
etc

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

1    The
picture shows a girl sitting on a wall of class. and a boy
standing next to her. They are in

                 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

you Sally?
B: I turn fifteen in
March. You?

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?

these
questions could be asked.                                           B: Just
one brother. He’s one year older than me. You?
A: I’m an only child. Look, there’s the
camp

Answer
Key leader. Let’s ask him if we can be on the
You
would ask these questions when you meet same basketball team.
someone for the first
time/when you are just

B: Yes, good idea. Let’s go.

getting to know
someone.

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.

Suggested Answer
Key
I enjoy hanging out
with my grandparents. I like to go and stay with them during the holidays.
Grandma likes to chat about absolutely everything. I like going out for long
walks with her and their dog, Husky. Grandma is a really good cook and prepares
lovely meals. She also makes good cakes! Grandpa likes fixing things. He fixed
my bike and I am really pleased! etc.

               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.

Answer
Key know ― I know how to do maths, too… believe
― I don’t believe it.

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.

David Beckham

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)

Suggested Answer
Key
A: Sue is slimmer than
Sarah.
B: Yes, but Sally is
the slimmest. Who do you
think is the oldest?

7
Focus ➤ Understanding new vocabulary

A: Probably Sarah is
the oldest and Sally is
(relationships) the
youngest.

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.

A: That’s good.

20

B: Yes, but he can be a
bit impatient at times.
A: Well, that’s
better than my teacher who is very bossy and a little annoying sometimes.

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.

Answer Key
1    B
― say honestly what you think about a situation, even if it might
upset/offend people
2    A
― to be annoying/irritating
3    F
― to annoy/irritate
4    C
―  to make sb extremely annoyed
5    E
― not say things that upset people
6    D
― to make people who have not met before feel more relaxed with each
other
(Answers in Ss’ L1)

           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
A: Karen is so
confident; she really speaks her mind.

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

B: Yes, but
sometimes she should hold her tongue so as not to hurt other’s feelings.

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.

Answer Key
Card A. Janet wrote the
card to wish Helen a speedy recovery.

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.

Answer Key
short opening
and closing remarks: Dear Helen, Hugs and
kisses abbreviations: What’s, wasn’t, I’m, you’ll colloquial phrasal
verbs, idioms and everyday language: you’ll be back on your feet in no time
the imperative: ― informal linkers: and

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.

Answer Key
1    thoughts
(has a family problem)
2    recovery
(had an accident) 3 proud (got his/her degree)
4    luck
(is moving to another place)
5    day
(celebrating his/her birthday)

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.

Answer Key
Hi Matthew!
Happy birthday! Cheers
for inviting me to your party next week!  I’ll definitely come!
Can’t wait to see you
all!
Love,
Paul

+
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.

Suggested Answer
Key
Dear Kira,
Congratulations on
winning the summer school scholarship!  I’m sure you’ll enjoy studying and
living in London.  Best of luck with everything!
Will be thinking of
you,
Love,
Sarah

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
Another year (meaning:
she got another year older which is something she really doesn’t want).

Answer
  Key 2 successful

8

educated

3 traditional

9

rainy

4 romantic

10

boring

5 stylish

11

enjoyable

6    careless
7    generous

12

horrible

Suggested Answer
Key
2    I
think Vanessa Mae is the most successful musician.
3    I
think beef stroganoff is the best traditional dish.
4    I
think The Bold and the Beautiful is the worst romantic TV series.
5    The
most stylish outfit, in my opinion, is a silk tunic with black leggings.
6    He
is the most careless driver I know.
7    My
most generous friend is called Karen. She is always giving me presents!
8    My
neighbour, Dr Brown, is the most educated person I know. She has spent 8 years
at university!

23
1f       English
in Use

9      I
think it is best to stay at home and watch DVDs on a rainy day.
10    The
most boring film I have ever seen is The Da Vinci Code.
11    The
least enjoyable holiday I ever had was when I went camping in Wales.
12    The
most horrible food I’ve ever tasted was a Chinese takeaway from Far East.

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

How can he be a
teacher? He’s not patient enough with children!

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.

Suggested Answer
Key
Claire: Hi
Jane. It’s Claire, how are you?
Jane: Oh
hi Claire. Fine and how are you feeling? Claire: I’m fine. I’m calling
to thank you so much for the lovely card and flowers you sent last week. They
really cheered me up as I  was feeling very low.
Jane: You’re
very welcome, it’s the least that I could do. How are you feeling now?
Claire: Much
better, I have been back at school for a couple of days.
Jane: How
is school going? Claire: I have never been so busy, as I have a lot of
schoolwork. For the past two nights, I have been studying until midnight to try
and catch up.
Jane: Oh
dear. You should try and get some rest. Claire: I have almost finished
the work I missed and then I am going to take a break. Jane: Good. Call
me when you finish and we can get together.
Claire: OK.
Take care. Jane: You too.

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.

Answer Key
Social etiquette  =
customs & rules
for polite behaviour

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.

Suggested Answer
Key
I think British people
shake hands when they meet people for the first time. When they greet people
they know well, I think they sometimes hug each other or kiss; sometimes they
just wave to each other or smile. I think the British like to talk about the weather
and also about gardening and pets. When British people go visiting people, I
think they like to bring something for the host, maybe a little present or some
flowers.

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.

Answer Key
1    They
shake hands.
2    They
kiss them on the cheek or give them a hug.
3    You
can talk about family, friends, films, television, sport, studies, food,
hobbies and weather.

                                     Culture Corner          1

4    You
should be on time and bring a little gift for your hosts.

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.

Answer Key
respect ― have a good opinion of their
character or ideas kiss
(sb) on the cheek ― kiss sb on the side of their face give them a
hug ― put your arms around them and hold them tightly affectionate
― showing love or fondness for sb offended ― upset
because of sth sb has or has not done small talk ― conversation
about unimportant things between people who do not know each other well marital
status ―  the state of being married or not acceptable ―
good enough, appropriate hosts ― people who have guests
1    respect 3          acceptable        5
cheek
2    hug      4          hosts

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.

Answer Key
The title of the poem
is ‘Argument’ which is exactly what the poem is about. The words in the poem
are made up of two people contradicting each other.

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

Suggested Answer
Key
A: How do you deal with
arguments?
B: I try not to
argue with people. I hate arguments. If people are arguing, I try to keep out
of it. What about you?
A: I don’t like
them either, but sometimes I argue for ages with people. I try to get them to
see my point of view. I try not to shout or get emotional.
B: That’s the best
thing to do.  etc

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

Answer Key
1
how 3   them    5          other
2
at         4          since/because/as show up ―
appear frustrated ― feeling upset or angry because you are unable
to do anything about a problem annoyed ― fairly angry about sth disappointed
― feeling sad because sth has not happened/because sth is not as good
as you hoped resolving ― solving process ― series of
actions carried out in order to achieve a particular result blame ―
say sb is responsible for sth, even if they may not be accuse ―
tell sb you think they did sth boss me around ― bully me flexible
― adaptable

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.

Suggested Answer
Key
2    I
am disappointed that you are late again. I don’t feel I can rely on you.
3    I
don’t feel I can believe what you say anymore, as there have been so many lies.
4    I
wish you would listen to me for once!

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.

Suggested Answer
Key
You cannot resolve
conflict when you are feeling angry. You must take a deep breath and calm down.
Only then will you be able to discuss the problem. It may help to count to 10
or imagine that you are in a relaxing place ― do something to make
yourself feel better. When you speak, try not to blame or accuse the other
person. Also, try to use ‘I’statements.
etc

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.

Suggested Answer
Key
The title refers to how
people interact with each other in their daily lives, with their families and
friends. I think we will learn about how we socialise in different situations
and in other countries.

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.

Suggested
Answer Key Focus Ss’ attention on pic 1 (p. 10).
T: What page is the
picture on?
S1: It’s on page 10.
It’s a group of friends.
T: What do you think
they are doing?
S2: They are
spending time together and having fun. T: How often do you spend time with your
friends?
S3: Every day after
school.
T: What do you do with
your friends?
S4: Sometimes we
go out to the cinema, other times we go over to each other’s house and talk.
Pic 2 (p. 12)
How old do you think
this boy is? Do teenagers have a difficult time in social situations? Why? Is
it difficult to meet people and make friends as a teenager?
Pic 3 (p. 13)
What are these people
doing in the picture? Are they enjoying themselves? How do you think they feel?
What things do you do with your friends?
Pic 4 (p. 21)
What is happening in
this picture? What do you think the men are saying? When you meet people on the
street what do you do and say? Are you friendly when you meet new people?

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.

Spotlight
  8 Mod 1 Ts  09-09-09  17:04  Page 13

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.

Suggested Answer
Key
The title of the text
means finding out what people are like by getting to know them. To start a
conversation with someone I don’t know, I would introduce myself and ask the
other person what their name is and what they do.

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.

Answer Key
1    T
2    T
3    DS
4    F
When you meet someone for the first time, it’s better to smile.
5    DS
6    F
You should show you’re interested in others by asking them to speak too.
7    F
You should make the effort to get to know people, even if you find it
difficult.

Answer Key
The author’s purpose is
to inform us about how we can break the ice.

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.

Answer Key
opportunity ―
situation in which it is possible to do sth blush ― become red in
the face because you feel embarrassed approach ― go up to, speak
to fancy ― feel attracted to bright ― positive, full
of light benefit ― get help, improve sth/sb develop ―
grow or change over a period of time, acquire avoid ― keep away
from sb/sth
1    blushes           3          benefited
2    fancies           4          avoid

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.
Spotlight 8 Mod 1 Ts
09-09-09  17:04  Page 14
 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.

Answer Key
2    Pete
is scratching his head. He seems puzzled./He looks puzzled.
3    Alex
is tapping his foot. He seems impatient./ He looks impatient. 4 Helen is biting
her lip. She seems worried./ She looks worried.
5    Gus
is crossing his arms. He seems bored./ He looks bored.
6    John
is shrugging his shoulders. He seems unsure./He looks unsure.
7    Laura
is clenching her teeth/fists. She seems furious./She looks furious.
8    Tom
is raising his eyebrows. He seems surprised./He looks surprised.

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.

Suggested Answer
Key
To break the ice you
can smile at the new person. Then, you will feel more comfortable speaking to a
new person. It is also a good idea to have something interesting to talk about
― you should develop a passion! You should also develop good listening
skills and show that you are interested in what other people have to say.
etc

Spotlight 8 Mod 1 Ts
09-09-09  17:04  Page 15
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

1    The
picture shows a girl sitting on a wall of class. and a boy
standing next to her. They are in

                                     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

you Sally?
B: I turn fifteen in
March. You?

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?

these
questions could be asked.                                           B: Just
one brother. He’s one year older than me. You?
A: I’m an only child. Look, there’s the
camp

Answer
Key leader. Let’s ask him if we can be on the
You
would ask these questions when you meet same basketball team.
someone for the first
time/when you are just

B: Yes, good idea.
Let’s go.

getting to know
someone.

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.

Spotlight 8 Mod 1 Ts
09-09-09  17:04  Page 16
 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.

Suggested Answer
Key
I enjoy hanging out
with my grandparents. I like to go and stay with them during the holidays.
Grandma likes to chat about absolutely everything. I like going out for long
walks with her and their dog, Husky. Grandma is a really good cook and prepares
lovely meals. She also makes good cakes! Grandpa likes fixing things. He fixed
my bike and I am really pleased! etc.

                             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)

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

Spotlight 8 Mod 1 Ts
09-09-09  17:04  Page 18
 Grammar in Use
ñ Elicit other examples
from Ss.Write them on
the board and discuss.

Answer
Key know ― I know how to do maths, too… believe
― I don’t believe it.

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.

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.

Spotlight 8 Mod 1 Ts
09-09-09  17:04  Page 19
                                                                                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.

David Beckham

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)

Spotlight 8 Mod 1 Ts
09-09-09  17:04  Page 20
 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)

Suggested Answer
Key
A: Sue is slimmer than
Sarah.
B: Yes, but Sally is
the slimmest. Who do you
think is the oldest?

7
Focus ➤ Understanding new vocabulary

A: Probably Sarah is
the oldest and Sally is
(relationships) the
youngest.

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.

A: That’s good.

Spotlight 8 Mod 1 Ts
09-09-09  17:04  Page 21

B: Yes, but he can be a bit impatient at
times.
A: Well, that’s
better than my teacher who is very bossy and a little annoying sometimes.

                      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.

Answer Key
1    B
― say honestly what you think about a situation, even if it might
upset/offend people
2
A ― to be annoying/irritating
3    F
― to annoy/irritate
4    C
―  to make sb extremely annoyed
5    E
― not say things that upset people
6    D
― to make people who have not met before feel more relaxed with each
other
(Answers in Ss’ L1)

           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
A: Karen is so
confident; she really speaks her mind.

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.

B: Yes, but
sometimes she should hold her tongue so as not to hurt other’s feelings.

Spotlight 8 Mod 1 Ts
09-09-09  17:04  Page 22
 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.

Answer Key
Card A. Janet wrote the
card to wish Helen a speedy recovery.

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.

Answer Key
short opening
and closing remarks: Dear Helen, Hugs and
kisses abbreviations: What’s, wasn’t, I’m, you’ll colloquial phrasal
verbs, idioms and everyday language: you’ll be back on your feet in no time
the imperative: ― informal linkers: and

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.

Answer Key
1    thoughts
(has a family problem)
2    recovery
(had an accident) 3 proud (got his/her degree)
4    luck
(is moving to another place)
5    day
(celebrating his/her birthday)

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.

Answer Key
Hi Matthew!
Happy birthday! Cheers
for inviting me to your party next week!  I’ll definitely come!
Can’t wait to see you
all!
Love,
Paul

+

Spotlight 8 Mod 1 Ts  09-09-09  17:04  Page 23
                                                                                Writing Skills       1e

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.

Suggested Answer
Key
Dear Kira,
Congratulations on
winning the summer school scholarship!  I’m sure you’ll enjoy studying and
living in London.  Best of luck with everything!
Will be thinking of
you,
Love, Sarah

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
Another year (meaning:
she got another year older which is something she really doesn’t want).

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

Suggested Answer
Key
2    I
think Vanessa Mae is the most successful musician.
3    I
think beef stroganoff is the best traditional dish.
4    I
think The Bold and the Beautiful is the worst romantic TV series.
5    The
most stylish outfit, in my opinion, is a silk tunic with black leggings.
6    He
is the most careless driver I know.
7    My
most generous friend is called Karen. She is always giving me presents!
8    My
neighbour, Dr Brown, is the most educated person I know. She has spent 8 years
at university!

Spotlight 8 Mod 1 Ts
09-09-09  17:04  Page 24
 English in Use

9      I
think it is best to stay at home and watch DVDs on a rainy day.
10    The
most boring film I have ever seen is The Da Vinci Code.
11    The
least enjoyable holiday I ever had was when I went camping in Wales.
12    The
most horrible food I’ve ever tasted was a Chinese takeaway from Far East.

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.

How can he be a
teacher? He’s not patient enough with children!

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.

Suggested Answer
Key
Claire: Hi
Jane. It’s Claire, how are you?
Jane: Oh
hi Claire. Fine and how are you feeling? Claire: I’m fine. I’m calling
to thank you so much for the lovely card and flowers you sent last week. They
really cheered me up as I  was feeling very low.
Jane: You’re
very welcome, it’s the least that I could do. How are you feeling now?
Claire: Much
better, I have been back at school for a couple of days.
Jane: How
is school going? Claire: I have never been so busy, as I have a lot of
schoolwork. For the past two nights, I have been studying until midnight to try
and catch up.
Jane: Oh
dear. You should try and get some rest. Claire: I have almost finished
the work I missed and then I am going to take a break. Jane: Good. Call
me when you finish and we can get together.
Claire: OK.
Take care. Jane: You too.

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.

Answer Key
Social etiquette  =
customs & rules
for polite behaviour

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.

Suggested Answer
Key
I think British people
shake hands when they meet people for the first time. When they greet people
they know well, I think they sometimes hug each other or kiss; sometimes they
just wave to each other or smile. I think the British like to talk about the weather
and also about gardening and pets. When British people go visiting people, I
think they like to bring something for the host, maybe a little present or some
flowers.

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.

Answer Key
1    They
shake hands.
2    They
kiss them on the cheek or give them a hug.
3    You
can talk about family, friends, films, television, sport, studies, food,
hobbies and weather.

4    You
should be on time and bring a little gift for your hosts.

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.

Answer Key
respect ― have a good opinion of their
character or ideas kiss
(sb) on the cheek ― kiss sb on the side of their face give them a
hug ― put your arms around them and hold them tightly affectionate
― showing love or fondness for sb offended ― upset
because of sth sb has or has not done small talk ― conversation
about unimportant things between people who do not know each other well marital
status ―  the state of being married or not acceptable ―
good enough, appropriate hosts ― people who have guests
1    respect 3          acceptable        5
cheek
2    hug      4          hosts

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.

Answer Key
The title of the poem
is ‘Argument’ which is exactly what the poem is about. The words in the poem
are made up of two people contradicting each other.

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.

Suggested Answer
Key
A: How do you deal with
arguments?
B: I try not to
argue with people. I hate arguments. If people are arguing, I try to keep out
of it. What about you?
A: I don’t like
them either, but sometimes I argue for ages with people. I try to get them to
see my point of view. I try not to shout or get emotional.
B: That’s the best
thing to do.  etc

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

Answer Key
1
how 3   them    5          other
2
at         4          since/because/as show up ―
appear frustrated ― feeling upset or angry because you are unable
to do anything about a problem annoyed ― fairly angry about sth disappointed
― feeling sad because sth has not happened/because sth is not as good
as you hoped resolving ― solving process ― series of
actions carried out in order to achieve a particular result blame ―
say sb is responsible for sth, even if they may not be accuse ―
tell sb you think they did sth boss me around ― bully me flexible
― adaptable

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.

Suggested Answer
Key
2    I
am disappointed that you are late again. I don’t feel I can rely on you.
3    I
don’t feel I can believe what you say anymore, as there have been so many lies.
4    I
wish you would listen to me for once!

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.

Suggested Answer
Key
You cannot resolve
conflict when you are feeling angry. You must take a deep breath and calm down.
Only then will you be able to discuss the problem. It may help to count to 10
or imagine that you are in a relaxing place ― do something to make yourself
feel better. When you speak, try not to blame or accuse the other person. Also,
try to use ‘I’statements.
etc

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

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 29
Food &
Shopping
Before you start …
ñ Work
through the questions with the class, asking follow up questions to encourage
Ss to expand on their answers as much as possible. e.g. What do you do and
say when you meet people? How do you solve conflicts with your friends and
family? ñ Make
sure Ss understand this section and use the
prompts
to recycle vocabulary seen in Module 1.
Look at Module 2
ñ Refer
Ss to the title of module, Food and Shopping, and invite them to suggest what
they think it means and what they expect to learn from the module.

Suggested
Answer Key
The title means things
that we eat and buy. I think we will learn about different types of food, ways
of shopping and places to shop.

ñ 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.

Suggested Answer Key Focus
Ss’ attention on pic 1 (p. 27).
T: What page is the
picture on?
S1: It’s on page 27.
It’s a ball of rice.
T: What is it in?
S2: Some kind of dish
or package.
T: Where would you find
this?
S3: Probably in a
restaurant or lunch box.
T: Do you eat rice? Is
this from our country?
S4: I never eat
rice. I think it’s from a country in Asia.
Pic 2 (p. 30)
What is this a picture
of? What do the words mean? What do they celebrate? Why would you celebrate
this? Are you careful about what you buy?
Pic 3 (p. 32)
What is in the picture?
Do you eat this food? How is it prepared? Do you know how to cook?
Pic 4 (p. 34)
What’s happening in
this picture? What kinds of things are being sold? Who shops at this place?
Where do you shop? Have you ever shopped at a place like this?

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 a flea market advertisement (p. 29)
What
 does     the       advertisement  say?      What information does it give?
Where would you find such an advertisement? Would you go to the flea market?
Why?
logos
(p. 37)
What are logos? What do
you usually find on them? Where do you find them? What kinds of groups have
logos? Why do groups have them? Do you know a logo?

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 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.

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 30
                                2 a      Reading & Vocabulary
Objectives

Suggested
  Answer Key ñ Do
  students make their own obentos?
No,
  the children’s mothers make them.
ñ What
  foods are obentos made with? They are made with rice, meat or fish,
  vegetables and fruit.
ñ
  Why do they make attractive shapes with their
  food?
Because they should be pleasing to the
  eye and/or they show the mothers’ love for their children.

Vocabulary: food;
ways of cooking; collocations (food)
Reading: predicting
text content; reading for specific information
Speaking: discussing
a text; role playing (ways of cooking)
Listening: listening
for specific information Writing: completing sentences; an email about a
traditional dish in your country

listening
  for specific information

ñ Elicit
  questions from Ss about obentos and write them on the board.
ñ Have
  Ss read and listen to the text. Ask them to find answers to the questions on
  the board.

4

Focus ➤ Discussing the text
ñ In
  pairs, have Ss discuss the text and what three things they found interesting.

ñ Have
  pairs answer if they think “obentos” are healthy and give reasons why.
ñ
  Monitor
  activity and assist as necessary.

Reading

1

Focus ➤ Introducing the topic
ñ Elicit
  discussion on what Ss eat at school and where it comes from. Refer Ss to
  example in rubric.
ñ
  Check
  for understanding

b

Focus ➤ Reading
  for specific information/ understanding new vocabulary
ñ
  Have
  Ss read text again and complete task individually.
ñ Check
  answers in class
ñ Refer
  Ss to the words in bold. Ss can use

Word List to find meanings.

Suggested
Answer Key ñ Have
Ss find meanings in own L1. Allow time
I
usually eat an apple or banana at school at for Ss to write
down new vocabulary in
break
time, and then I have a cheese or ham notebooks. sandwich
for lunch with some salad. I take it
all from home ―
my mum gives it to me in the
Answer
Key morning before I leave.

1
… a boxed meal.
2
… the 5th century.

2 Focus ➤ Predicting
text content 3 … in theatres, airports or train
stations. ñ Ask
Ss to look at the pictures and title. Listen 4 … rice, meat or fish,
vegetables and fruit. to music. 5 … appealing.
ñ Invite
them to predict what an “obento” is and 6 … small and sometimes include new
foods where it is from.      for the children to try.
                             ñ
Write
Ss answers on the board.                                       basically:
mostly/more or less

date back: started/go
back in time

                               Suggested
Answer Key                                                    nourishing: good
for your health, giving you
                                 I
think that an obento is a school meal. It is                    the food you
need
                                from
Japan.                                                                   take
pride in: take pleasure to do something

appealing:
pleasing and attractive fussy eater: eat only
familiar/ known foods 3 a Focus ➤ Reading
for specific information/

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 31
                                                                                Reading & Vocabulary    2a

Suggested
Answer Key
I found it very
interesting that obentos date back to the 5th century. It’s also
very interesting that they are shaped like flowers, animals or even cartoon
characters. I found it interesting that nursery schools have rules about how to
prepare an obento.
Obentos are healthy
because they contain meat, vegetables and fruit, which are all very nourishing.

Vocabulary
5      a   Focus ➤ Understanding
new vocabulary
ñ Direct
Ss to the words referring to ways of cooking. Ss can use Word List to find
meanings.
ñ Have
Ss find meanings in own L1. Allow time for Ss to write down new vocabulary in
notebooks.
ñ Ss
complete task individually and check answers in class.

Suggested Answer Key
      1
  roast           3     scrambled

5

roast

      2
  pickled        4   mashed

6

scrambled

         b   Focus ➤ Role
playing: ways of cooking
ñ Refer
Ss to the example exchange in the rubric.
ñ
In
pairs, Ss act out ways they like their food cooked using the vocabulary in Ex.
5a. ñ
Monitor
exchanges and assist as necessary ñ Invite
a few pairs to act out their exchanges
in front of class.

Suggested
Answer Key
A: I love pickled
vegetables. How about you? B: I prefer them steamed. etc

6      Focus ➤ Forming
collocations (food)
ñ In
pairs, have Ss fill out sentences and check their collocations in the Word
List. ñ Invite pairs to read
out sentences in class.

Suggested Ans
1 salad

wer Key
4   weight

7

chocolate

2 food

5   meal

8

vegetables

3 diet

6   sauce

7      Focus ➤ Consolidating
new vocabulary
ñ Refer
Ss to the example in the rubric and check for understanding.
ñ Ss
complete task individually. ñ Check
answers in class.

Suggested
Answer Key
2    peanuts
because
3    Mexican
dishes because
4    grapefruits
5    sweets
because
6    hamburgers
because

8      Focus ➤ Writing
briefly about the topic of a text
ñ Read
the rubric with Ss and check for understanding.
ñ Give
Ss a few minutes to write a few sentences on the topic.
ñ In
pairs, Ss read each other their sentences. Check answers.

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

9   Focus ➤ An
email on a traditional dish in your country
ñ Read
questions with Ss from rubric. Allow Ss time to answer questions.
ñ Refer
Ss to email in rubric and explain that they should use their answers to the
previous questions in writing their email.
ñ Allow
Ss time to write emails. Alternatively, assign task as HW.
ñ Invite
Ss to read emails to the class and ask for feedback.

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 32
 Reading
& Vocabulary

Suggested
  Answer Key
1    A
  traditional dish in my country is called pelmeni.
2    Pelmeni
  is made from minced meat, dough and various spices
3    You
  prepare the dough using eggs, sometimes with milk or water added and use it
  to wrap the minced meat. You also add various spices such as pepper, onions
  and garlic. You can either boil or fry the pelmeni until they turn golden
  brown.
4    It
  tastes delicious and can be quite spicy, depending on how many spices you
  use.

Dear Matt,
There
  are a lot of nice dishes in Russian cuisine but my favourite is pelmeni. It’s
  made from minced meat, dough and various spices.
You
  prepare the dough from eggs, sometimes with milk or water added and use it to
  wrap the minced meat. You also add various spices such as pepper, onions and
  garlic. You can either boil or fry the pelmeni until they turn golden brown.
They
  can taste really spicy! What’s your favourite traditional dish?
Your friend,
Olga

 Listening & Speaking

Objectives
Reading: kinds
of shops; shopping
Speaking: describing
a picture; role playing
(shopping, giving directions)
Listening: listening
for specific information; listening for confirmation; listening for intonation
in questions
Writing: completing
a dialogue
1      Focus ➤ Listening
for specific information
ñ Refer
Ss to pictures on page 28 and read out the name of each place.
ñ Have
Ss listen to dialogues and identify which
of the places they are taking place
in. ñ
Check
for understanding

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

2      Focus ➤ Describing
a picture
ñ Read
study Skills Box with Ss and check for understanding.
ñ In
pairs, Ss choose a picture and describe it to their partner.
ñ Monitor
activity and assist as necessary.

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

3 a     Focus ➤ Identifying
shopping places
ñ Refer
Ss to the list of different shops and elicit/ explain any new vocabulary.
ñ Invite
different Ss to read out quotes and for others to answer which shop it could be
heard in and why?

Answer
  Key 1 clothes shop

7

optician’s

2 hairdresser’s

8

post office

3 butcher’s

9

florist’s

4 bakery

10

fishmonger’s

5 chemist’s

11

newsagent’s

6 shoe shop

12

jeweller’s

Spotlight 8 Mod 2 Ts  09-09-09  17:06  Page 33
                                                                                Listening & Speaking         2b

b   Focus ➤ Understanding
different shopping places
ñ
Refer
Ss to list of shops in Ex. 3a. ñ Have
Ss complete task individually. ñ Check
answers in class.

Answer
Key
You can buy a packet of
aspirin at the chemist’s. You can buy a kilo of sausages at the butcher’s. You
can buy a pair of sunglasses at the optician’s.
You can buy some prawns
at the fishmonger’s.
You can buy a bunch of
tulips at the florist’s.
You can buy a dress at
a clothes shop.
You can buy a fruitcake
at the bakery.
You can buy a necklace
at the jeweller’s.

Everyday English
4      Focus ➤ Role
playing: giving directions
ñ Read
the rubric and table with Ss. Check for understanding.
ñ In
pairs, Ss act out exchanges asking and giving directions. ñ
Monitor
activity and assist as necessary.

Suggested
  Answer Key
A:
  I need to buy some stamps. Is there a post office near here?
B: Yes, there’s one between the bakery
  and
the florist’s. etc

5      Focus ➤ Completing
a dialogue/listening for confirmation
ñ Have
Ss complete dialogue individually and
check with a partner.
ñ Ss
listen and check their answers

Suggested Answer Key
1    F  3          B
2    A 4          E

5

C

Listening
6     Focus ➤ Listening
for specific information.
ñ Direct
Ss to the advertisement and the missing information. ñ
Ss
listen to recording and complete task individually.
ñ Listen
again to recording and Ss check answers.

Suggested Answer Key
1    jewellery 3          7
2    500          4          5:30

5

station

Intonation
7    Focus ➤ Listening
for intonation in questions
ñ Refer
Ss to the theory box and check for understanding.
ñ Ss
listen to recording and repeat questions with
proper intonation.
(Ss’ own answers)
Say it right
8
Focus ➤ Understanding
social exchanges/ listening for confirmation
ñ Have
Ss complete task individually. ñ Ss
then listen to recording and check answers

Suggested Answer Key
      1
  a       2   a        3   b

4

a

Speaking
9   Focus ➤ Consolidating
social exchanges (role playing)
ñ Have
Ss form pairs and role play social exchanges, according to the rubric.
ñ Have
Ss record themselves and ask for feedback from their partner.
ñ Invite
pairs to act out exchanges in front of
class. Ask for feedback from class.

Suggested
Answer Key
A: What a nice scarf.
Is it new?
B: Yes, I bought
it three days ago. I’m glad you like it.
A: It really suits you.
Where did you get it?
B: At “Top Shop”.
A: Whereabouts is it
exactly?
B: In Karlova
Street, opposite the post office.
A: Was it very
expensive?
B: No, not at all. It
was only €5.

Spotlight 8 Mod 2 Ts  09-09-09  17:06  Page 34
 Listening & Speaking

Suggested
    Answer Key
1    At
    the optician’s shop, they asked me if I am long or short-sighted.
2    Could
    you please get a bunch of tulips at the florist’s for the party tonight?
3    My
    mother goes to the flea market and searches for antiques every Saturday.
4    This
    was a bargain and only cost 5£.
5    Those
    glasses really suit you.
6    The
    bakery is just around the corner.

 Focus ➤ Consolidating
  vocabulary
ñ Elicit
  some example sentences with vocabulary from the unit and write them on the
  board. ñ Have Ss write their
  sentences individually and
compare with partner.
 Grammar in Use

Objectives
Grammar: present
perfect; present perfect continuous; past simple, has gone to/has been to/has
been in; time expressions; definite and indefinite articles; quantifiers
Speaking: role
playing: shopping, using time expressions
Reading
1    Focus ➤ Presenting
the present perfect and present perfect continuous
ñ Refer
Ss to the Grammar Box and read carefully. Check for understanding.
ñ Have
Ss read text and find examples of present perfect and present perfect
continuous. Write them on the board and discuss why.

Answer Key
Present
  perfect ñ It
  has always fallen
ñ students
  have brought in a few items
ñ We
  have decided ñ We’ve
  walked to school ñ We’ve
  asked our parents
Present
  Perfect Continuous ñ People
  have been celebrating ñ We
  have been working

2    Focus ➤ Practising
the present perfect and present perfect continuous
ñ Have
Ss complete task individually.
ñ Invite
Ss to read out exchanges with a partner and check.

Suggested
  Answer Key
1    A:
  Have you seen
B: has been trying
2    A:
  have known
B: Has she been studying
3    A:
  has lost
B: has not been eating
4    A:
  Have you been cleaning
B: have just started

3    a
Focus ➤ Comparing
the present perfect and the past simple
ñ Refer
Ss to the exchange. Ask Ss when each action in the sentences happened. ñ
Elicit
what tense the verbs are in and discuss why.

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

Spotlight 8 Mod 2 Ts  09-09-09  17:06  Page 35
                                                                                Grammar in Use        2c

b   Focus ➤ Role
playing (present perfect and simple past)
ñ Refer
Ss to the example exchange and check for understanding.
ñ
In
pairs, Ss act out similar exchanges, using
present perfect and simple past.

Suggested
  Answer Key
A:
  Have you ever saved money for a reason? B: Yes, I have.
A: What did you save it for?
B: I saved it to buy a new bicycle.
A:
  Have you ever visited a charity shop? B: Yes, I have.
A: Did you buy anything?
B: I bought a pair of earrings.
A:
  Have you ever bought something you regretted afterwards?
B: Yes, I have.
A: What did you buy?
B: I bought a very
  expensive pair of jeans.

4    Focus ➤ Practicing
the present perfect continuous
ñ Refer
Ss to example exchange and explain that the adjectives describe a result of an
action that has just stopped. The action, therefore, is in the present perfect
continuous. ñ In
pairs, Ss act out exchanges.
ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
A: I am very tired
lately.
B: Have you not been
sleeping well?
A: I’m so angry at Tom!
B: Has he been lying
again?
A: Sharon is happy
lately.
B: Has she been doing
well in school?
A: The children are
sad.
B: Have they been
fighting?
A: Karen is scared.
B: Has her brother been
frightening her again?
A: We are so surprised
to hear the news! B: Have they been keeping it a secret?

5      Focus ➤ Understanding
has gone to/has been to/ has been in
ñ Read
grammar box with Ss and check for understanding.
ñ Ss
complete task individually and check with
partner.

Suggested Answer Key
1    to 3          been
2    gone        4          in

5

gone

6      Focus ➤ Practising
time expressions
ñ Refer
Ss to list of time expressions. Elicit/ explain meanings and how they refer to
periods of time. ñ Have
Ss complete task individually.
ñ Invite
Ss to read out answers to class and check.

Answer
  Key 1 How long

5

just

9

so
  far

2 never

6

recently/yet

10

yet

3 last

7

ago

4 since

8

ever

7      Focus ➤ Practicing
definite and indefinite articles
ñ Have
Ss complete task individually.
ñ Ss
check their own answers with Grammar Reference Section. ñ
Invite
Ss to read out answers and check.

Answer Key
1 the

5

the,
  a

9

the,
  ―

2 The, the, ―

6

the,
  an

3 the, a

7

the

4 ―, a, the

8

―,
  the

8      Focus ➤ Practising
quantifiers
ñ Refer
Ss to the Grammar Box and check for understanding.
ñ Have
Ss complete task individually and check with a partner.
ñ
Ss
with their partner make their own sentences with quantifiers. ñ
Invite
pairs to read out their sentences discuss.
Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 36
 Grammar in Use

Answer Key
1    a
  lot of
2    Very
  few

3    much
4    few

5
  many

(Ss’ own answers)
9      Focus ➤ Role
playing (using time expressions)
ñ Refer
Ss to the example exchange and the time expressions “how long” and “for/since”.
Check for understanding.
ñ In
pairs, Ss act out exchanges, using the phrases from the rubric and some of
their own ideas.
ñ Invite
a few pairs to act out exchanges in front
of class and ask for feedback.

Answer
Key
A: How long have
you known your best friend?
B: Since I was
six./For ten years. How long have you been at this school?
A: Since
2003./For four years. How long have you lived in this area?
B: All my life.
What about you? How long have you lived here?
A: For eight
years. How long have you been studying English?
B: For six years.
A: Me too. etc

                                2 d       Vocabulary & Speaking
Objectives

Suggested Answer Key

                          Reading:      food
measures; food preparation;
                          idioms
(using food words)                                                           1
I eat one or two bars of chocolate per
                        Grammar:
singular
only and plural only nouns                               week.
                      Speaking:
talking
about preparing food; role playing                  2 I drink about one
litre of milk per week.
(ordering
food); describing a visit to a restaurant  3 I don’t take any teaspoons of
sugar in my tea. Listening: Identifying positive and negative
opinions;       4 Yes, I add a pinch of salt to my salad. listening for
specific information, listening for     5 I usually put one slice of cheese
in my confirmation   sandwich.

Writing: an
email describing a family meal out. 6 I usually buy one or two loaves of
brown bread a week.

1

Focus ➤ Understanding
  vocabulary about different measures of food
ñ Refer
  Ss to the list of different measures of food and elicit/explain meaning of
  each one. Allow time for Ss to write down any new vocabulary in notebooks.
ñ Ss
  complete task individually and write their own answers to the questions.
ñ Invite
  Ss to read out questions and answers in class and check.

2
  a

Focus ➤ Understanding
  food preparation verbs
ñ Write
  verbs in a list on the board. Elicit/ explain meaning of each one. Allow time
  for Ss to write down any new vocabulary in notebooks.
ñ Ss
  complete task individually.
ñ Check
  answers in class and invite Ss to add other food and drinks to the verb list.
  Write them on the board.

Answer Key
1 bars

3

teaspoons

5

slices

2 litres

4

pinch

6

loaves

Answer Key
1 grate

3

beat

5

pour

7
    chop

2 melt

4

slice

6

peel

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 37
                                                                                Vocabulary & Speaking    2d

Suggested
Answer Key grate: cabbage beat: a mixture for a
cake slice: apple, fruit, pizza pour: wine, juice, milk peel: orange, cucumber,
carrot

      b   Focus ➤ Role
playing (preparing a food)
ñ Refer
Ss to the recipe and check for understanding. ñ Read
with Ss example exchange from rubric. ñ In
pairs, Ss act out exchanges, using verbs from Ex. 2a.
ñ Monitor activity and
assist as necessary.

Suggested
Answer Key
A: Have you melted the
butter?
B: Yes, I have/No, I
haven’t melted it yet.
A: Have you grated the
cheese?
B: Yes, I have./No, I
haven’t grated it yet.
A: Have you chopped the
onion?
B: Yes, I have./No, I
haven’t chopped it yet.

3      Focus ➤ Consolidating
vocabulary
ñ Refer
Ss to the text and discuss what kind of text it is and its purpose.
ñ Have
Ss complete task individually.
ñ Invite
Ss to read out text and check answers.

Answer Key
The text is a recipe.
      1
  teaspoon        3   grate

5

chop

2 pinch

4   slice/cut

6

melt

4      Focus ➤ Role
playing (ordering food)
ñ Refer
Ss to pictures and explain task.
ñ Have
Ss complete task individually and check answers with a partner.
ñ Refer
Ss to example exchange. In pairs, Ss act out similar exchanges with phrases
from the rubric.
ñ Invite
a few pairs to act out exchanges in front of class and ask for feedback.

Answer
  Key a Sparkling or still? b Steamed, fried
  or grilled? c Rare, medium or well done? d Fried, boiled or scrambled? e
  White or brown?
A: I’d like some water, please.
B:
  Sparkling or still? A: Still, please.
A: I’d like the fish, please.
B:
  Steamed, fried or grilled? A: Grilled, please.
A: I’d like a T-bone steak, please.
B: Rare, medium or well done?
A: Medium, please.
A: I’d like some eggs, please.
B: Fried, boiled or scrambled?
A: Scrambled, please.
  etc

Grammar
5
a Focus ➤ Presenting
singular only and plural only nouns
ñ Read
through Grammar box with Ss and check for understanding.
ñ Elicit
similar forms from Ss L1 and discuss (Answers according to Ss’ L1)
b   Focus ➤ Practising
the correct verb form with singular and plural only nouns.
ñ Have
Ss complete exchanges with correct verb form. Direct Ss to pay attention to
whether the noun is used in the singular or plural form as this determines the
verb form.
ñ
Invite
Ss to read out answers and give
reasons for the verb form they chose.

Answer Key
1 is

4
  are/these

7

doesn’t

2 is/is

5
  is

3 is

6
  is/it

Idioms
6     Focus ➤ Understanding
Idioms
ñ Refer
Ss to list of idioms.
ñ Have
Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask
Ss to find similar idioms in own Ll.
Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 38
 Vocabulary & Speaking
ñ
Invite
groups to say their answers in front of
the class and discuss.

Answer Key
1    his
  cup of tea         4          with a pinch of salt
2    spill
  the beans       5          crying   over      spilt milk
3    a
  piece of cake
The picture shows the
  idiom “crying over spilt milk” (it means what has happened can’t be changed,
  so it’s better to accept it rather than be upset about it).

Listening
7
a     Focus ➤ Identifying positive and negative
opinions
ñ Elicit
from Ss what is a negative opinion and what is a positive opinion and discuss. ñ
Have
Ss listen to the two dialogues and identify which one is positive and which one
is negative.

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

b
Focus ➤ Listening
for specific information/ listening for confirmation
ñ Refer
Ss to the phrases in the rubric. ñ Have
Ss match phrases to one of the dialogues. ñ Ss
listen again to dialogues and check answers.

Answer
Key
First
dialogue
First of all, there
were so many dishes to choose from.
The portions were huge.
I was really full when we finished.
Second dialogue When
we left I was still hungry.
The prices turned out
to be reasonable.
The waiter mixed up our order.
I wouldn’t recommend
it.
There was a really long
queue. They tried to overcharge us.

Speaking
8     Focus ➤ Describing
a visit to a restaurant
ñ Explain
task and check for understanding. ñ In
pairs, Ss describe a visit to a restaurant, using vocabulary from Ex. 7b. ñ
Have
Ss record themselves.
ñ
Alternatively,
Ss can describe a restaurant to
the class and ask for feedback.

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

Writing
9   Focus ➤ Writing
an email describing a family meal out.
ñ Have
Ss write emails, using answers from Ex. 8. ñ Invite
Ss to read emails to class and ask for feedback. ñ
Alternatively,
assign task as HW.

Suggested
Answer Key
To: Jane
Re: My weekend
Hi Jane!
How are things with
you? What did you do to this weekend?
My family and I went
out to a really nice Italian restaurant ― it was brilliant! The food was
so tasty and it wasn’t expensive either. The waiter made us feel really welcome
and gave us a lovely plate of fruit at the end of our meal ― free of
charge! We should go there when you come over to visit us in the summer! Bye
just now,
Lucy

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 39
2 e Writing Skills
Objectives
Vocabulary: relating
to flea markets
Reading: skimming
for main ideas; identifying opening and closing remarks; interpreting a rubric Grammar:
identifying adjectives; order of adjectives
Speaking: describing
a picture Writing: an informal email about an open-air market
                     1   Focus ➤ Describing
a picture
ñ Refer
Ss to the picture and elicit what is in the picture.
ñ Have
Ss read through phrases in the rubric and check for understanding. Allow Ss
time to write down any new vocabulary in their note books. ñ
In
pairs Ss describe what they see in the picture, using the phrases. ñ
Monitor
activity and assist as necessary.

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

                      2 a      Focus ➤ Planning the content of an email
ñ Read
the rubric with Ss, elicit answers to the questions and write them on the
board. ñ Discuss plan for email.

Answer
Key
1    an
email.
2
my American penfriend, Jack.
3    cheap
places where Jenny’s sister can go shopping

b Focus ➤ Presenting
informal letters/emails ñ Elicit
answers from the class to the questions in the rubric and write them on the
board. ñ Read theory box with Ss
and check for
understanding.

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

3
Focus ➤ Matching
topics and paragraphs (skimming for main ideas)
ñ Have
Ss read the email and match headings to paragraphs. Ss should note key words. ñ
Invite
Ss to read the paragraphs and give
answer for which heading and why.

Answer Key
      A
  2              B

3

C
  1

Grammar
4    a        Focus ➤ Identifying
adjectives
ñ Have
Ss reread email and identify adjectives used to describe the market.
ñ Invite
Ss to read out sentences with adjectives and write them on the board.

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

         b   Focus ➤ Presenting
order of adjectives
ñ Read
through table with Ss and check for understanding.
ñ Have
Ss complete task individually. ñ Check
answers in class.
Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 40
 Writing Skills

Answer
Key
1    Ann
bought a small, square, wooden table.
2    Steve
wore a second-hand, navy blue, woollen pair of gloves.
3    Sarah
gave them a beautiful, round, silver frame.
4    Her
grandmother has an old, Russian, gold pair of earrings
5    He
bought her a modern, striped, cotton bag.

5    Focus ➤ Identifying
opening and closing remarks ñ Elicit
function of opening and closing remarks in a letter. (Opening remarks start the
email by asking how the person is and state reason for writing. Closing remarks
end the email by sending wishes and encourage further contact.)
ñ Refer
Ss to the sentences in the rubric. Ss complete task individually and compare
answers with a partner.
ñ As
an extension exercise, ask Ss to write their own opening and closing remarks
and discuss them in class.

Answer
Key
Opening remarks: A, D
Closing remarks: B, C,
E, F
Replace ― Hi! How
are you? with Hi! How’s everything going? Or How are things?
Replace ― Have to
go now. I’ve got a project to finish for Monday with I’d better go and
do some work!

                       6   Focus ➤ Understanding
a rubric
ñ Read
study Skills Box with Ss and check for understanding. ñ
Have
Ss read rubric and find key words. ñ Ss
answer questions individually and compare
with a partner.

Answer
Key
Key words: part,
letter, penfriend, write, letter
1    My
American penfriend, Jim, is going to read my letter.
2    To
give my friend some information about open air markets in my town. 3 They are
in the city centre.

4    You
can buy anything from vintage clothing to antiques.
5    I
can start with: Dear Jim and end with I’d better go and do some work! Take
care.

7   Focus ➤ Writing
an informal email about an open-air market.
ñ Refer
Ss to the plan and instruct them to answer questions first before writing their
emails. ñ Allow Ss time to write
emails.
ñ Invite
Ss to read emails to class and ask for feedback.
ñ Alternatively,
assign task as HW.

Answer
Key
Dear Jim,
Hi,
how are you? I am fine, although I have been very busy with school. I got your
letter and I was happy to hear you enjoyed Paris.
You
asked me if there are any similar markets in my city. There are some ―
let me tell you about them.
We
do have a few open-air markets here, but they only operate during the summer
months. The largest one is alongside the river. It is in the city centre, so it
is easy for everyone to get to and it is quite enjoyable. You can buy clothes,
toys, handicrafts, furniture, and even confectionery. It is a unique
experience.
If
you come for a visit this summer I will take you and show you round. We can
shop and then have lunch at one of the food stalls after. Hope to see you soon.
Take care,
Pam

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 41
                              2 f       English in Use
Objectives
Vocabulary: phrasal
verbs (go)
Grammar: forming
negative adjectives, nouns and verbs; dependent prepositions; verb tenses Speaking:
role playing (using dependent prepositions); conducting an interview
Phrasal verbs: go
1
a) Focus ➤ Understanding
phrasal verbs (go)
ñ Write
the list of phrasal verbs with go on the board and elicit meanings. ñ
Have
Ss check meanings in Appendix 1. ñ Have
Ss complete task individually and
compare answers with a partner.

Answer Key
1 after

4

down
  with

7

up

2 with

5

through

3 off

6

without

b)
Focus ➤ Identifying
a picture with a
phrasal
verb (go)
ñ Refer
Ss to the picture and elicit what is happening in it.
ñ Have
Ss use answer to tell their partner about a similar situation they have
experienced.
ñ Monitor
activity and assist as necessary.

Answer
Key
The man is going after
the bus.

Suggested
Answer Key
I sometimes wake up
late and have to go after the school bus. It’s very stressful because if I miss
it, I end up being late for school.

Word Formation
2
Focus ➤ Forming
negative adjectives, nouns and verbs
ñ Read
through Grammar Box with Ss and check for understanding. ñ
Have
Ss complete task individually.
ñ Invite
Ss to read out answers in class and check.

Answer
  Key 1 misbehaving

4

misunderstanding

2 misplaced

5

disrespect

3 dishonest

6

disadvantages

Dependent Prepositions
3
a) Focus ➤ Practising
dependent prepositions
ñ Have
Ss complete dialogue individually with prepositions in list.
ñ Invite
Ss to read out answers in class and check.

Answer Key
      1
  in             3

by

5

in

      2
  out          4

by/with

b) Focus ➤ Practising
dependent prepositions ñ Refer
Ss to the prepositions and bold words in Ex. 3a and explain that they make
phrases. ñ Write the phrases on
the board.
ñ In
pairs, Ss act out a similar dialogue as in Ex. 3a, using the phrases.

Suggested
Answer Key
A: Can I help you?
B: Yes, please.
Do you have a copy of “Harry Potter and the Goblet of Fire”?
A: Let me see.
I’m afraid it’s out of stock at the moment. How about “Harry Potter and the
Order of the Phoenix” instead?
B: OK, I’ll take that.
A: Would you
like to pay in cash or by credit card?
B: Is it possible to
pay by cheque?
A: Of course it
is. Just make it out to WH Smith.
B: Thank you very much.

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 42
 English in Use
Grammar Revision
4
a) Focus ➤ Consolidating
verb tenses
ñ Refer
Ss to the text 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
discuss.

Answer Key
1
  makes 2 writes
3    plans
4    has
  been experimenting

5
  is entering 6 wants
7    has
  always dreamed/dreamt
8    brings/will
  bring

b)
Focus ➤ Role
playing: an interview
ñ In
pairs, Ss act out an interview following the text in Ex. 4a.
ñ Direct
Ss to pay attention to verb tenses from the text and use them in the interview.
ñ
Invite
pairs to act out interviews in front of class and ask for feedback.

Suggested
Answer Key
Interviewer:
Amanda you have been cooking ever since you were a little girl. What exactly
are you doing now with your cooking?
Amanda: Well I
make up my own recipes and write the successful ones down in my own cookery
book, which someday I plan on publishing.
Interviewer: Do
you have a favourite cooking style?
Amanda:      Recently
   I           have     been experimenting      with     different cooking
styles and spices from around the world and I find them all interesting, so I
don’t really have a favourite.
Interviewer: I
see, so what do you plan to do next?
Amanda: Next
week, I am entering an international cooking competition that I really want to
win, as the first prize is a scholarship to a well-known catering school in
France.
Interviewer: That’s
exciting!
Amanda: Yes, I
have always dreamed of becoming a qualified chef!
Interviewer: Well good
luck to you! I hope your dish brings home first prize. Amanda: Thank you very
much.

1   Focus ➤ Introducing
the topic/reading for confirmation
ñ Refer
Ss to the title of the text and discuss possible meanings.
ñ Next
direct Ss to the logos and read through them.
ñ Have
Ss brainstorm how the title and logos are related.
ñ Ss
read text and check their answers.

Answer
Key
The title of the text
means that people should think of the needs of people who live near to them
before they think about helping anyone else.
The title refers to
charity and all these logos are logos of charities in the UK.

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 43
2      Focus ➤ Reading
to identify missing text
ñ Refer
Ss to text and explain task, reminding Ss that it is not necessary to
understand all the words in order to fill in the gaps.
ñ Have
Ss complete task individually and check
answers with a partner.

Answer Key
      1
  B       3   C

5

B

7

B

9

D

      2
  D       4   B

6

C

8

A

10

C

3      Focus ➤ Writing
briefly about the topic of a text
ñ Read
the rubric with Ss and check for understanding.
ñ Give
Ss a few minutes to write a few sentences on the topic, paying attention to the
questions in the rubric.
ñ In
pairs Ss read their sentences to each other. Monitor activity and check
answers.

Answer
Key
A: Do you think
it is a good idea to have big charity organisations?
B: Yes, because
people tend to trust them more. They can get help from the government and they
can help more people in need. What do you think?
A: I agree that
it is important to help those in need. I prefer to give money to big charity
organisations rather than beggars in the street.

Objectives
Grammar: forming
verbs to show repetition
Reading:
reading
for confirmation Speaking: role playing (persuading someone to use
reusable bags); discussing the meaning of a quote
Listening: listening
for confirmation
                      1   Focus ➤ Introducing
the topic
ñ
Read
question in the rubric with Ss and discuss
their answers.
(Ss’ own answers)
Culture Corner
4   Focus ➤ Writing
an article about charity organisations in your country
ñ Read
the rubric with Ss and check for understanding.
ñ Allow
Ss time to collect information and write article.
ñ Invite
Ss to read their articles to the class and ask for feedback.
ñ Alternatively,
assign task as HW.

Suggested
Answer Key
One charity
organisation in my country is called ‘Good Deed.’ It aims to help elderly
people. They help in many ways, such as visiting people in their homes,
providing them with food, medicine, vitamins and someone to talk to. They also
help finance visits to doctors and specialists. Another well-known charity in
Russia is called ‘Caring Heart.’ It has many programmes to help the needy.
These organisations are
able to help people thanks to the support of international humanitarian
organisations, commercial companies and government agencies.

Going Green
2     Focus ➤ Organising
information
ñ Refer
Ss to Study Skills Box and read. Check for understanding. ñ
Have
Ss copy chart in notebooks.
ñ
Have
Ss read the title of the text and complete
individually, the first two rows of the
chart.

Suggested
Answer Key
What I already
know: I know that shopping bags are made of
paper and plastic and that paper can be recycled more easily than plastic.

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 44
 Going Green

What I want to
know: I want to know which type of bag is
friendlier to the environment.

3      Focus ➤ Reading/listening
for confirmation
ñ Refer
Ss to the statements in the rubric ñ Have
Ss complete tasks individually.
ñ Have
Ss check their answers by reading and listening to the text.

Answer
  Key 1 Paper bag.

4

Plastic
  bag.

2 Plastic bag.
  3 Plastic bag.

5

Plastic
  bag.

4      Focus ➤ Understanding
new vocabulary
ñ Direct
Ss to the underlined words in the text. ñ Ss
complete task individually and check answers in class.
ñ Have
Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in
notebooks.

Answer Key ñ
  Confuse with: mistake
  for ñ damage: harm
  ñ break up: decompose
  ñ not heavy: light
  ñ only a little:
  minimal ñ get
  rid of them: throw them away ñ
  making: manufacturing ñ
  a large deep hole where we bury rubbish:
landfill site

5      Focus ➤ Organising
information
ñ
Direct
Ss to the chart in that they have already copied into their notebooks Ex. 2. ñ
Have
Ss complete last two rows of table. ñ In
groups of 3-4, Ss compare charts and discuss.

Answer
Key
I learned that the best
way to carry my shopping is a reusable bag because it takes minimal energy to
make, it’s light and it lasts for years.
I can learn more
through the Internet.

6      Focus ➤ Forming
verbs to show repetition
ñ Refer
Ss to the Grammar Box and check for understanding.
ñ Have
Ss scan text for verbs showing repetition and write them on the board.
ñ Invite
Ss to write verbs in rubric with the prefix re- on the board and discuss how
their meanings change.

Answer
Key
Examples in the text:
recycle, reusable
1    remarry           5          rewrite
2    rename           6          reprint
3    reopen            7          reappear
4    restart             8          rediscover

7   Focus ➤ Role
playing (persuading someone to use reusable bags)
ñ Refer
Ss to the diagram in the rubric and check for understanding.
ñ Have
Ss in pairs, using information from the text and the diagram to guide them, act
out a conversation to persuade someone to use reusable bags.
ñ Invite
a few pairs to act out exchanges in front
of the class and ask for feedback.

Suggested
Answer Key
A: You shouldn’t use
plastic bags when you shop, because they take 1000s of years to decompose when
they end up in landfills. B: I see your point. How about paper bags? They are
very easy to recycle and more environmentally friendly.
A: Perhaps,
because we use less energy and chemicals to recycle them. However, it takes a
great number of trees to make paper.
B: So, what should I
do?
A: You could use
reusable bags. They last a long time and we don’t waste so much energy to make
them. B: I guess you’re right.

Spotlight 8 Mod 2 Ts
09-09-09  17:06  Page 45
8   Focus ➤ Understanding
the meaning of a quote
ñ Refer
Ss to the quote.
ñ Invite
Ss to say what they think the meaning is and discuss.
Going Green

Suggested
Answer Key
The quote means we make
a strong effort to do something when we have an important reason behind it.

Progress Check 2 and
  Look at Module 3 should be done in one lesson.

Progress Check

Answer Key
1
1           pickled  5          rare      9          grated
2
pinch     6          litre      10        dark
3
sparkling           7          overcooked
4
bar        8          peel
2
1     dislike   4          disadvantages
2
misplaced          5          misunderstand
3
dishonest
3
1     has gone
2
Have
you been working
3
has
Helen spent
4
Has
Mum been baking
5
has
Tom been saving 6   has never been
7
he
has been working
8
haven’t
bought
9
has
been cleaning
10
Have
you ever eaten
4
1     after     4          without 2         off        5          through
      3   down/up
5
1     by/with             4          in
2
by         5          out
3
in
6
1     d          2          e          3          c          4          a          5          b

Spotlight 8
Mod 3 Ts  09-09-09  17:06  Page 46
Great minds

Before you start …
ñ Work
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 the food
served at the canteen at school? Do you think you eat healthy foods? What kinds
of things do you spend your money on? Do you like shopping? ñ
Make
sure Ss understand this section and use the
prompts
to recycle vocabulary seen in Module 2.
Look at Module 3
ñ Refer
Ss to the title of module, Great Minds, 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
great people in history who have contributed or achieved something important. I
think we will learn about great people and what they have accomplished.

ñ 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.

Suggested Answer Key Focus
Ss’ attention on pic 1 (p. 42).
T: What page is the
picture on?
S1: It’s on page
42. It’s a sheep in a hot air balloon. T: Why do you think it is in there?
S2: It has
something to do with the history of the hot air balloon. Maybe they tested the
balloons on animals first.
T: Why?
S3: To be sure it’s
safe.
Pic 2 (p. 48)
Who is this a picture
of? What kind of information is in the text? Do you find inventors interesting?
Do you know any inventors? Who? What did they invent?
Pic 3 (p. 53)
Who is this a picture
of? Why is she famous? Do you like to read about famous people? Why? Who do you
read about?
Pic 4 (p. 50)
What’s happening in
this picture? What did they discover? Have you ever found or discovered
anything important? Do you know of a famous discovery?

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 a map (p. 54-55)
What does this map
  show? Why do we look at maps? Do you like to study maps? Why or why not?
a person’s
  biography (p. 48)
What is a biography?
  What kind of information does it contain? Who is this biography about? Why do
  we read biographies?
a job
  advertisement (p. 45)
What is this
  advertisement about? What kind of information does it contain? Who would read
  a job advertisement?
an email (p.
  47)
What are some reasons
  that we write emails? Do you write and send emails? To whom?  Why do you send
  emails instead of using the telephone?
a quotation
  from a famous person (p. 55)
What is a quotation?
  Who said this one? Why is she famous? Do you know any quotations from famous
  people?

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
― 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.

Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 47
3 a Reading & Vocabulary
Objectives
ñ Invite
Ss to read out answers to the class Vocabulary: related to inventing;
fields of science and check.
Grammar: past
simple; infinitive
                        Reading:      reading
to predict text content;                        Answer Key

reading for confirmation; reading for
specific came to the conclusion: decided
information lift: raise
Listening: listening
for confirmation capture: catch
Speaking: role
playing (being an inventor) experiments: tests

Writing: writing
a letter, summarising the text

presented: showed
safe and sound: not in danger

Reading

1

Focus ➤ Predicting
  text content/reading and listening for confirmation
ñ
  Refer
  Ss to the title and introduction of the text.
ñ Have
  Ss predict what they expect the text to be about and write their suggestions
  on the board. ñ Ss
  listen and read text, checking their

b

Focus ➤ Understanding
  the simple past and infinitive of verbs
ñ
  Have
  Ss skim text and find all verbs that are in simple past tense and write them
  in their infinitive from.
ñ
  Ss
  check answers with a partner.

                                predictions.                                                                   Answer
Key

began (begin), noticed (notice),
was/were(be),

                             Answer
Key                                                                       threw
(throw), happened (happen), came
Hot-air
balloons can fly to high altitudes. They (come), had (have), loved (love),
wanted have carried humans since the late 18th (want), started
(start), began (begin), became
                             Century.
                                                                   (become),
realised (realise), presented (present),
The
text may be about the history of the hot- made (make), burned (burn), helped
(help), put air balloon. (put), hung (hang), landed (land), gathered

(gather), asked (ask), agreed (agree),
took
(take),
reached (reach), floated (float) 2 Focus ➤ Reading
for specific information

ñ
  Read
  with Ss the Study Skills box and check for understanding
ñ Have
  Ss complete the task individually.
ñ Invite
  Ss to read out answers and refer to where they found them in the text.

4

Focus ➤ Consolidating new vocabulary
ñ Write
  the three verbs on the board and elicit meanings and differences between
  them.
ñ Invite
  Ss to read out sentences and fill in with correct verb.

Answer Key
      1
    c         2

b

3

a

4

c

5

c

Answer
    Key 1 put … up

2

raised

3

lift

3
  a

Focus ➤ Understanding new vocabulary
ñ Refer
  Ss to the bold words in the text. Discuss meanings.
ñ Have
  Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in
  notebooks.
ñ Have
  Ss complete matching task individually.

Vocabulary
5 a       Focus ➤ Introducing
  new vocabulary
ñ Refer
  Ss to the table and check for understanding of new vocabulary
ñ Have
  Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in
  notebooks.

Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 48
 Reading & Vocabulary
ñ Invite
Ss to tell class which field interests them most, following the example in the
rubric.
(Ss’
own answers) b Focus ➤ Consolidating
new vocabulary
ñ Have Ss complete task
individually and
check
answers with a partner.

Suggested Answer Key
2 Computer Science

5

Psychology

3    Astronomy
4    Politics

6

History

Speaking
                       6   Focus ➤ Role
playing (being an inventor)
ñ Allow
Ss a few minutes to reread the text and plan what they are going to say. ñ
Invite
Ss to talk to the class about their invention and how they feel. ñ
Ask
for feedback from the class.

Suggested
Answer Key
I have invented a
balloon that floats high in the sky and that can carry people. I got the idea
when I threw some small pieces of paper into the fireplace and watched them
float upwards. I began performing experiments and came to the conclusion that
heat had the power to lift things. I presented, with my brother, the first
balloon which was made from paper and cloth. We burned straw to help the
balloon float. On the first trip we put a sheep, a duck and a chicken in the
basket. Shortly afterwards, the king gave us permission to send men up in the
balloon. Our first trip with human passengers took place in Paris with great
success.
I was very nervous at
first, but when I saw the flight with the animals I knew that my idea could
work with people. I was very excited to watch the balloon travel high above
Paris and hope that all people someday will try a trip on a hot-air balloon
high in the sky.

Writing
7   Focus ➤ Writing
a letter summarising the text
ñ Read
the rubric with Ss and check for understanding.
ñ Ss
complete task individually, using information from the text.
ñ Invite Ss to read out
letters to the class and
check.

Answer
Key
Dear Jean-Francois,
We finally made it. The
first hot-air balloon is finally up in the air! We made it from paper and
cloth. To make it float, we burned some straw underneath it. The first
passengers were a sheep, a duck and a chicken. King Louis XVI and many members
of the royal family watched this first flight. The king has agreed to send men
up in the balloon. Would you like to join us in the next flight? Best Regards,
Joseph Montgolfier

Spotlight 8 Mod 3 Ts  09-09-09  17:06  Page 49
3
  Listening &
  Speaking

b
Objectives
Vocabulary: different
types of jobs; related to working
Listening: listening
for confirmation; listening for specific information
Speaking: identifying
pictures; talking about jobs; role playing (giving/reacting to news); echo
questions
Writing: completing
a dialogue
1
a Focus ➤ Identifying
pictures/understanding new vocabulary
ñ Refer
Ss to the pictures on p. 44 and discuss what they show.
ñ Have
Ss complete task individually. ñ Check
answer in class.

Answer
Key
1    John
might be drawing designs to construct a building. I think he is an architect.
2    Steve
is operating a machine. I think he is an air traffic controller.
3    Kim
seems to be exchanging some money for a customer. I think she is a bank teller.

4    Bill
is giving someone a pizza. I think he is a pizza delivery boy.

      b   Focus ➤ Consolidating
new vocabulary
ñ Refer
Ss to the list with different jobs. ñ Direct
Ss to the table of different fields of study on p. 43. ñ
Ss
complete task individually.
ñ Invite
Ss to read out answers to class and
check.

Answer
Key
To become a computer
programmer, you should study Computer Science. To become an accountant, you
should study Economics.
To become a geologist,
you should study Earth Science.
To become a mechanic,
you should study Engineering.
To become a teacher,
you should study Education.

2
a Focus ➤ Understanding
vocabulary/listening for confirmation
ñ Refer
Ss to the word list and check for understanding.
ñ Have
Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in
notebooks. ñ Have Ss complete task
individually. ñ Ss
listen to recording and check their
answers.

Answer Key
1 desk

6

pay
  rise

2
  full-time

7

deadlines

3 overtime

8

shift

4
  uniform

9

part-time

5
  salary

10

freelancer

      b    Focus ➤ Talking
about jobs
ñ Refer
Ss to the example in the rubric. Explain that they should use vocabulary from
Ex. 1 and 2.
ñ Invite
Ss to tell class about their parent’s jobs. ñ Ask
for feedback from class.

Suggested
Answer Key
My mum is a nurse. She
works various shifts and she has to wear a uniform at work. My dad is a
computer programmer. He works full-time in a big company and he often has to
work overtime. They both earn good salaries.

3
a Focus ➤ Consolidating
vocabulary/ completing a dialogue
ñ Read
rubric with Ss and check for understanding.
ñ Have
Ss complete dialogue individually.

Answer
Key
The dialogue is about
jobs and salaries.
1
E          2   B        3   C        4   A

Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 50
 Listening & Speaking
                             b    Focus ➤ Listening
for confirmation
ñ Have
Ss listen and check their answers in Ex. 3a. ñ In
pairs have Ss read out dialogue and
check.
(Ss’
own answers)
Everyday English
                       4 Focus ➤ Role
playing (giving/reacting to news)
ñ Write
on the board ‘good news” and ‘bad news”. Elicit from Ss the meanings of the two
words and a few examples.
ñ Refer
Ss to the table and read through phrases. Check for understanding.
ñ In
pairs Ss act out exchanges for the situations stated in the rubric. Exchanges
follow the example in the rubric.
ñ Invite
Ss to act out exchanges in front of class
and check.

Answer Key
2    A:
  I didn’t get the part-time job, I’m afraid. B: Really? What happened?
3    A:
  Guess what! My mum got a promotion! B: Wow! That’s brilliant!
4    A:
  I’ve got some good news! My dad got a pay rise!
B: That’s fantastic!

Say it Right
5
Focus ➤ Understanding
social exchanges/ 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

a

4

b

5

b

Listening
6
a     Focus ➤ Understanding types of information
ñ Refer
Ss to the job advertisement and the missing information in it.
ñ Elicit
from Ss what types of information are missing and write their answers on the
board.

Answer
Key
Information about the
age you have to be and what kind of personality you need to get the job; what
the job involves and what the pay is.

         b   Focus ➤ Listening
for specific information
ñ Have
Ss listen to the recording and complete the missing information individually.
ñ Ss
compare answers with a partner and check.

Answer Key
1 16

4

serve

2 well-organised

5

payments

3 hours

6

£5.50/hour

Intonation
7
a       Focus ➤ Introducing echo questions
ñ Refer
Ss to the Theory Box and check for understanding.
ñ Ss
listen to the recording, paying attention to the rising intonation at the end
of the echo questions.
ñ Have
Ss practice saying the echo question
with a partner.
(Ss’
own answers) b Focus ➤ Practicing
echo questions
ñ Refer
Ss to the two comments in the rubric. ñ In
pairs Ss practice exchanges with echo questions.
ñ Monitor
activity and assist as necessary.

Answer
Key
You saw Brad Pitt at
the club yesterday?
You saw who at
the club yesterday?
Who did
you see at the club yesterday?
You saw who?
You saw Brad Pitt where
yesterday?
You’re leaving for Brazil?
You’re going where?
Where are
you leaving for?

Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 51
8   Focus ➤ Role
playing (what your parents do for a living)
ñ
Refer
Ss to the exchange in Ex. 3. ñ In
pairs Ss act out a similar dialogue. ñ Have
Ss record themselves and check.

Listening & Speaking 3b

Suggested
  Answer Key
A: What does your dad do for a living?
B: He works as a teacher.
A: Does he like his job?
B:
  Yes, he really likes working with young people.
A:
  How long has he been working as a teacher?
B: For 18 years.
A: What’s the pay like?
B: Quite good, but the holidays are
  even better!
etc

 Grammar in Use

Objectives
Grammar: past
perfect; past perfect continuous; past simple; past continuous Speaking: telling
a story in the past tense Writing: completing a dialogue and an email;
writing an email about a strange event in the past.
Reading
1   Focus ➤ Presenting
past perfect and past perfect continuous
ñ Refer
Ss to the Grammar Box and check for understanding. ñ
Have
Ss find similar tenses in own L1. ñ Ss
scan text looking for examples of past perfect and past perfect continuous,
giving reasons why.
ñ Check
answers in class.

Answer
Key
(Answers according to
Ss’ L1)
had been
experimenting (past perfect continuous): past action
in progress, putting emphasis on the duration, which finished before another
past action had left (past perfect): past action which finished before
another past action

had discovered (past
perfect): past action which finished in the past and whose results were visible
in the past

2      Focus ➤ Practising
the past perfect and past perfect continuous
ñ Read
example with Ss and check for understanding. ñ Have
Ss complete task individually.
ñ Invite Ss to read out
answers in class and
check.

Answer Key
2    Her
  sister had mopped the floor.
3    He
  had already had lunch.
4    She
  had arranged to go out with her parents.
5    She
  had seen the film before. 6 She had been waiting an hour 7 She had already
  left.
8
  She had been working on the computer all morning.

3      Focus ➤ Practising
the past perfect
ñ Have
Ss complete task individually.
ñ Invite
Ss to read out answers in class and check.
Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 52
 Grammar in Use

Suggested
Answer Key
1    had
... cooked.
2    the
children had already gone to bed.
3    she
had fought with her brother.
4    he
had passed his English exam. 5 he had finished his homework.

4      Focus ➤ Consolidating
the past perfect
ñ Refer
Ss to the example sentences in the rubric.
ñ Have
Ss write their own sentences and read them to a partner.
ñ Monitor
activity and check for understanding.
(Ss’
own answers)
5      Focus ➤ Understanding
the difference between the past simple and past perfect.
ñ Have
Ss fill in exchanges individually. Explain to Ss that they need to pay
attention to a past event that happens before another past event and a past
event which results were visible in the past as these are indications of the
past perfect.
ñ Invite
pairs of Ss to read out exchanges in front
of class and check.

Answer
Key
1    Did
you manage/had already left/got
2    did
Helen do/arrived/made/went
3
was Sarah/came/had got
4    Did
the children see/drove/had already fallen

6      Focus ➤ Practising
the past perfect continuous
ñ Refer
Ss to the example in the rubric. Direct Ss to the emphasis on the duration of
the event that happened before another event in the past. ñ
Have
Ss write their own sentences individually. ñ Invite
Ss to read out their sentences to the
class and check.

Answer
Key
2    He
had been looking for his glasses for over an hour before he found them.
3    They
had been playing football for over an hour before Tom scored.

4    She
had been driving for over two hours before she had reached the Smith’s cottage.
5    He
had been working in the company for ten years before he decided to leave.

7      Focus ➤ Consolidating
the past perfect and past perfect continuous
ñ Refer
Ss to example in rubric and check for understanding
ñ Have
Ss complete the sentences individually and compare answers with a partner. ñ
Monitor
activity and assist as necessary.

Suggested
Answer Key
2    Our
teacher was angry because we had been noisy.
3    She
had a terrible headache because she had been driving in traffic for over two
hours.
4    The
children came back home very tired because they had been playing football all
afternoon.
5    She
was late because she had missed the bus.
6    They
were wet because they had fallen into the pool.

8    Focus ➤ Practising
the past perfect and past perfect continuous.
ñ Refer
Ss to the exchanges and direct them to look for emphasis on duration (indicates
past perfect continuous) when deciding which tense to use. ñ
Have
Ss complete exchanges individually. ñ In
pairs Ss read out exchanges and check answers.

Answer Key
1 had been working

4

had
  been waiting

2 had left
2 hadn’t finished

5

had
  gone

9    Focus ➤ Consolidating
the use of the past perfect, past perfect continuous, past simple and past
continuous. ñ Refer
Ss to the email.

Spotlight 8 Mod 3 Ts  09-09-09  17:06  Page 53
                                                                                Grammar in Use         3c

ñ Elicit/explain
when we use each tense (Past perfect = past action that happens before another
past action or a past action which finished and whose results were visible.
Past perfect continuous = a past action with emphasis on the duration which
finished before another past action. Past simple = actions that happened
immediately one after another in the past. Past continuous = a past action that
was in progress when another action interrupted it.)
ñ Have
Ss complete email individually.
ñ Invite several Ss to
read out the email in class
and check.

Answer
  Key 1 happened

11

had
  found

2 was walking

12

went

3 spotted

13

examined

4 started

14

announced

5 turned

15

had
  been waiting

6 grabbed

16

came

7 was trying

17

dug

8 took

18

didn’t
  find

9      saw
10    knew

19

had
  come

Speaking
10   Focus ➤ Telling
a story in the past tense.
ñ Refer
Ss to the pictures and the verb list. ñ Invite
Ss to tell the story, using the past tenses they have learned in the unit to
the class. Ask for feedback from the class.

Suggested
Answer Key
… when she heard
someone crying.
She looked inside the
well and found a little boy there. He had been crying for help for a long time
before Mandy arrived to save him. She pulled him out of the well. The boy was
very happy that she had rescued him. His parents thanked her very much.

Writing
11   Focus ➤ An
email in the past tense (about a strange event)
ñ Read
the rubric with Ss and refer them to the email in Ex. 9 and the story they told
in Ex. 10 as examples. Emphasise the use of past tenses in their emails. ñ
Allow
Ss time to write their emails.
ñ Invite
Ss to read their emails to the class and ask for feedback from the class. ñ
Alternatively
assign task as HW.

Suggested
  Answer Key
To: pamela@mail.com
  Re: So strange!
Hi Pam!
How
  are you? Hope you are fine. I am a little bit upset ― something strange
  happened to me at the weekend.
On
  Saturday night everything was normal. My cat, Sandy, was sleeping on the sofa
  when I said goodnight to her and went to bed. In the morning, though, I
  couldn’t find her anywhere at all. As you know, I live on the fifth floor and
  I never let my cat out. She only goes on the balcony sometimes. I looked on
  the balcony and all through the house but she wasn’t there. Where had she
  gone? I can only imagine that she fell down from the balcony. I looked
  outside our building and didn’t see her either. I called her and called her.
  Strange!
I hope I find
  her soon!
Bye for now,
Anna

Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 54
                                     3 d       Vocabulary & Speaking
Objectives
                                                                                2   Focus ➤ Reading
to identify missing text
Vocabulary: related
to biographies; stages of
life, idioms ñ
Refer
Ss to Study Skills box on p. 48 and check Grammar: verb tenses         for
understanding
Speaking: talking
about life experiences and ñ Refer
Ss to text and explain task, reminding Ss changes   that it is not necessary to
understand all the
                           Reading:
reading
for confirmation; to identify                       words in order to fill in
the gaps.
missing text; reading for specific
information ñ Have
Ss read and listen to text to check answers. Listening: listening for
confirmation; listening
                          for
specific information                                                        Answer
Key
Writing: writing
sentences about family life

1
B      3          C          5          B          7          C          9          A

experiences; writing a biography

2
A     4          C          6          D          8          C          10         D
The writer considers Marie Curie to have
been

1   Focus ➤ Introducing
the text/ understanding            successful because she
was awarded two Nobel new vocabulary prizes
and because she was the first woman to

ever receive this
award.

ñ Refer
Ss to the text and elicit information

about who the text is
  about.

ñ Have
  Ss write down three questions they would like to know about the person in the
  text.
ñ
  Ss
  read text and see if they can answer their questions.
ñ Elicit
  from Ss meaning of words in bold.
ñ Allow
  Ss time to write down any new vocabulary in their notebooks.

3

Focus ➤ Understanding a biography
ñ Elicit/explain
  the meaning of a biography (an account of someone’s life written by someone
  else)
ñ Refer
  Ss to the text and have them make a list of the life events in the order they
  happened. ñ Invite
  Ss to discuss the life of the person in the

text using their lists.

Answer
Key

Answer
  Key ñ 1867:
  Marie Curie was born ñ 1877:
  Marie Curie’s mother died ñ Marie
  Curie became a tutor ñ Marie
  Curie’s sister got married
ñ Marie
  Curie moved to Paris and studied
Physics
  and Maths ñ Marie
  Curie got her Master’s degree
ñ
  Marie           Curie    started      researching
  magnetism
ñ
  Met Pierre Curie and got married ñ
  Studied uranium and radioactivity with her husband
ñ Discovered
  radium
ñ 1903:
  won a Nobel Prize in Physics ñ 1906:
  her husband died ñ 1911:
  got a Nobel Prize in Chemistry ñ 1934:
  Marie Curie died

The woman in the
picture is Marie Curie. She discovered radium and got a Nobel Prize. What did
she study? How old was she when she got the Nobel Prize? What did she die of?
medicine: field
of study of the treatment of illness and injuries.
studied: to
learn about a particular subject graduated from: to successfully
complete a degree at university or college.
research: studying
something and try to discover facts about it.
elements: a
substance that consists of only one type of atom such as copper or gold.
radioactive: produces
energy in the form of powerful and harmful rays.
designed: to
plan and make a detailed drawing of something.

Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 55
                                                                                Vocabulary & Speaking    3d

4    a  Focus ➤ Understanding
new vocabulary
ñ Have
Ss listen and repeat words and find these words in own L1.
ñ Allow
Ss time to write down any new vocabulary in their notebooks.

Answer
Key
(Answers according to
Ss’ L1)

b      Focus ➤ Consolidating
new vocabulary
ñ Invite
Ss to use new vocabulary on the stages of life to talk to class about what
stage they are at and others members of their family.
ñ Ask
for feedback from the class.

Suggested
Answer Key
I am a teenager. My
parents are adults and my brother is a toddler. My grandparents are senior
citizens.

5    a  Focus ➤ Choosing
the correct form of the verb/listening for confirmation
ñ Refer
Ss to the list of verbs and have them fill in sentences individually (explain
to Ss to  pay attention to time cues and verb tenses)
ñ Ss
compare answers with a partner. ñ Have
Ss listen to recording and check
answers.

Answer
Key
1    studied/got/working/are
getting
2    had/move
3    leave/start
4    gets/buy
5    change/moving

b      Focus ➤ Making
sentences about your life and your family’s life experiences
ñ Explain
task and give Ss a few example sentences about yourself.
ñ Ss
make their own sentences using phrases in Ex. 5 and compare answers in groups
of three. ñ Monitor activity and
assist as necessary.

Suggested
Answer Key
My parents got married
in 1990. My dad studied law and my mum studied medicine. My dad works as a
lawyer and my mum works as a doctor. We have just moved into a nice new house
and I will be starting at a new school this September.

Listening
6
a      Focus ➤ Listening for specific information
ñ Refer
Ss to list of statements and read them with class.
ñ Have
Ss listen carefully to recording and complete task individually.
ñ Ss
compare answers with a partner and listen again to check.

Answer Key
      1
  D       2   F

3

C

4

A

5

B

         b   Focus ➤ Talking
about life changes.
ñ In
pairs have Ss talk about life changes they have made recently.
ñ Direct
Ss to use vocabulary from Ex. 5 and Ex. 6a. ñ Monitor
pairs and assist as necessary.

Suggested
Answer Key
I changed schools two
years ago. It was very difficult for me in the beginning as I felt very lonely.
But now I have made lots of new friends and I’m very happy here.

Idioms
7    a        Focus ➤ Understanding
idioms
ñ Refer
Ss to the list of idioms.
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.
Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 56
 Vocabulary & Speaking

Answer Key
      1
  B       2   D         3

A

4

E        5   C

1 step by step

4

All
  in all

2    again
  and again
3
  round and round

5

on
  and on

                             b    Focus ➤ Practising
using idioms
ñ Have
Ss make up sentences individually. ñ Invite
Ss to read out sentences in class and
check.

Suggested
Answer Key
I go over my work again
and again to see if I have made any mistakes.
I don’t go to the
fairground very often because I don’t like it when my head goes round and round
after being on the rides. All in all, I have had a good year at school. I
didn’t understand algebra at first but then my teacher explained it to be step
by step. Now I find it easy.

8    Focus ➤ Writing
a biography about a famous person
ñ Read
   rubric   with     Ss         and      check    for understanding.
ñ Allow
Ss time to collect information on a famous person, using the plan in the rubric
and write biography.

ñ Invite
Ss to read out their biographies to the class and ask for feedback. ñ
Alternatively
assign the task as HW.

Suggested Answer Key
Wassily Kandinsky was
  born in Moscow on December 4, 1866. He spent his early childhood in Odessa
  and learned the piano and cello at an early age. He would become one of the
  most influential artists and theorists of the 20th century.
In 1886, however, he studied Law and
Economics, at Moscow
  University. It wasn’t until 1896 that he went to Munich to study art. In
  1911, along with other German painters, he formed an art group called ‘Der
  Blauer Reiter.’ He produced many abstract paintings during this time, full of
  brilliant colours and complex patterns.
At the beginning of
  World War I, Kandinsky returned to Russia and became a teacher. It was then
  that he married 16-year-old Nina de Andrejevski.
After
  the war, Kandinsky returned to Germany and became professor at the ‘Bauhaus
  of Weimar.’ Kandinsky received German nationality in 1928 but he moved to
  France and settled there with his wife. He died there in 1944 at the age of
  78. Many people admire Kandinsky’s beautiful paintings to this day and
  recognise him as one of the first explorers of abstract art.

Reading
1
a       Focus ➤ Predicting text content
ñ Refer
Ss to the picture and title of the text and discuss what they think the text is
about. ñ Write their predictions
on the board.

Spotlight 8 Mod 3 Ts  09-09-09  17:06  Page 57
                                                                                Writing Skills        3e

Answer
Key
The story is probably
about some ancient paintings that a group of people discovered.

b
Focus ➤ Introducing
the topic/listening for specific information.
ñ Have
Ss write down questions about the story and write a few of them on the board. ñ
Ss
listen and check to see if they can answer
their questions and check their predictions.

Answer
Key
1    Who
are these people?
2    Where
are they?
3    How
did they find this place?
4    Who
should they tell about the paintings? 5 Who made these paintings?

2      Focus ➤ Introducing
how to write a story
ñ Refer
Ss to theory box and check for understanding.
ñ Have
Ss in groups of 3-4 read the story in Ex. 1 and check if it follows plan in
rubric. ñ Check answers in class.

Answer
Key
It is an adventure
story. Yes, it follows the plan.

3      Focus ➤ Understanding
the format of a story
ñ Refer
Ss to the questions in the rubric and have Ss complete task individually.
ñ Ss
compare answers with a partner and check. ñ Ss
tell story to their partner using their plot line. ñ
Monitor
activity and assist as necessary.

Answer Key
1
  The main characters are four young
  boys.
2    The
  story takes place during a beautiful afternoon in the woods near the village
  of Montignac.
3
  They felt proud.
4    The
  writer has used: and, so that, as, when, by this time, after, later
2, 7, 4, 5, 3, 8, 6, 1
The
  climax event is finding the painting.
(Ss’
  own answers)

4      Focus ➤ Joining
sentences using linking words
ñ Refer
Ss to linking words in brackets and have Ss join sentences individually.
ñ Invite
Ss to read out answers in class and
check.

Answer
Key
1    He
was walking slowly down the road when it started raining.
2    The
birds were singing while the sun was shining.
3    She
ran towards the police officer and asked for help.
4    I
returned the wallet as soon as I found the owner’s address.
5    She
hid the letter in the drawer before she opened the door.

5      Focus ➤ Presenting
the narrative style
ñ Read
with Ss the theory box and check for understanding.
ñ Have
Ss find adjectives from text used to describe words in list.
ñ Invite
Ss to read out sentences with these
adjectives from the text.

Answer Key
1 beautiful afternoon

5

small,
  dark

2 blue sky

6

loud
  gasp

3 autumn leaves

7

colourful

4 tall trees

8

fantastic

6      Focus ➤ Practising
the narrative style
ñ Have
Ss complete task individually and write their own sentences using the phrases. ñ
Invite
Ss to read out their sentences in class
and check.

Answer Key
      1
  happily       2
(Ss’ own answers)

quickly

3

immediately

Writing
7      Focus ➤ Writing
a story
ñ Read
rubric with Ss. ñ Ss
answer questions individually.

Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 58
 Writing Skills

We
  thought nothing of it until Roy came back with a bottle covered in seaweed.
  He lay it down and started barking. My friends told me to take a closer look.
  I picked it up and saw that there was something inside ― a message. As
  none of us could understand what the message said, we headed home. I showed
  it to my mum and she told us it was German. She also managed to tell us what
  it said: “If you find this, make a wish. Put me back into the sea when the
  sky is blue. Only then will your wish come true!”
The
  next day was another lovely sunny day and so we returned to the same part of
  the beach. We all made wishes and I threw the bottle back into the sea. I
  felt proud that my mum had translated the message. I also felt excited at the
  thought of my wish coming true.

Suggested
  Answer Key
1
  a short story for a teenage magazine
2
  short story ― It happened to me
  …
3
  me and some friends
4
  last summer holidays, Balblair beach 5
  We decided to go for a picnic.
Packed the picnic basket.
We cycled to Balblair
  beach. Roy, my dog, followed us.
We all sat on the
  picnic rug and enjoyed our picnic.
Noticed Roy was digging a hole.
Roy came back with a
  bottle. Inside there was a message: in a foreign language.
Showed the message to
  mum. She managed to translate it.
We put the message back into the sea.
6    finding
  the message/bottle
7    send
  our own messages
8    proud,
  happy
It
  was an unusually hot summer’s day for the Highlands of Scotland. Eileen,
  Debbie and I lazed happily on the lawn sunbathing and fantasised about
  far-away lands we would like to visit. Then I had an idea ― to go for a
  picnic at Balblair beach.
We
  all met at my house in order to pack the picnic basket. We had enough lovely
  food to feed an army! We cycled happily towards the beach. Roy, my retriever,
  did not want to miss out on the fun so he followed us.
After
  about half an hour we arrived feeling really hungry and thirsty. So we lay
  the rug down on the sand and started tucking in to the delicious food we had
  prepared. But Roy was nowhere near. I spotted him digging a deep hole
  somewhere in the dunes.

ñ Allow
Ss time to write their stories following the plan in Ex. 2.
                                                                                8   Focus ➤ Editing
your writing
ñ After
Ss have written stories refer them to rubric and read through check list (
explain that editing means to examine and check written work and make any necessary
changes)
ñ Allow
Ss time to make any changes or corrections.
ñ Invite
Ss to read out their stories to the class and ask for feedback. (Ss’ own
answers)

Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 59

                     1  Focus ➤ Understanding
phrasal verbs (bring)
ñ Write
the list of phrasal verbs with bring on the
board and elicit meanings.
ñ Have
Ss check meanings in appendix1 ñ Have
Ss complete task individually and compare answers with a partner.

Answer Key
1 back

3

about

5

round

2 up

4

in

6

out

Word Formation
2      Focus ➤ Forming
verbs
ñ Refer
Ss to the theory box and check for understanding. ñ
Ss
complete task individually.
ñ Invite
Ss to read out sentences in class and
check.

Answer
  Key 1 memorised

4

modernise

2 apologised

5

characterised

3 summarise

6

criticises

Answer
  Key 1 had invented

5

lived

2 was working

6

was
  experiencing

3 stumbled

7

will
  always

4 was trying

remember

3      Focus ➤ Consolidating
vocabulary
ñ Have
Ss complete task individually and check definitions in Word List. ñ
Ss
write their own sentences with other words. ñ Invite
Ss to read out their sentences in class and check.

Answer
  Key 1 invented

3

employees

2 job
(Ss’ own answers)

4

salary

Dependent Prepositions
4
a     Focus ➤ Practising dependent prepositions
ñ Have
Ss complete quiz individually with prepositions in list.
ñ Invite
Ss to read out quiz and the answers in
class and check.

Answer Key 1
  at/under

2

At

3

in

4

in/at

b   Focus ➤ Practising
dependent prepositions
ñ Allow Ss time to make
up own quiz questions using preposition phrases from Ex.
4a.
ñ Ss
ask quiz question to a partner.
ñ Monitor
          activity            and      check   for understanding.

Suggested
Answer Key
Even (at)
… a young age Sergei Rachmaninoff showed great skill (in) …
composition. Alexander Pushkin became the father of
Russian literature (in)
… the 19th century.

Grammar Revision
5
Focus ➤ Consolidating
verb tenses/discussing a text
ñ Refer
Ss to the text 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 discuss.
ñ
In
pairs have Ss ask and answer questions about the text. ñ
Monitor
activity and assist as necessary.
Spotlight 8 Mod 3 Ts
09-09-09  17:06  Page 60
 English in Use

Suggested
Answer Key
S1: Why will we
always remember Alexander Graham Bell?
S2: He invented the telephone.
S1: How did
Alexander Graham Bell invent the telephone?

S2: He was
working on a hearing device when he stumbled on the invention of the telephone.
S1: Why was he trying
to help deaf people?
S2: He lived
with his deaf mother and wife and was experiencing deaf people’s problems first
hand. etc

1

Focus ➤ Introducing
the topic/reading for confirmation
ñ
Refer
Ss to the pictures and title of the text. ñ Discuss
who the people are in pictures and how they are related to banknotes.
ñ Have
Ss read text to check their answers.

Suggested
Answer Key
Yes, I know Adam Smith,
he’s famous for his theories in economics. I think that all these people are
famous for something and they all appear on the English banknotes.

2    a
Focus ➤ Reading
to identify missing text/ forming derivatives
ñ Have
Ss read again text and fill in gaps with derivatives of the words in the
brackets. ñ Invite Ss to read out
answers in class and check.

Answer
  Key 1 illustration

3

various

5

composer

2 prisoners

4

recently

6

building

b   Focus ➤ Reading/listening
for specific information
ñ Read
rubric with Ss and have them listen and read text again.
ñ Have
Ss complete task individually. ñ Ss
compare answers with a partner and
check.

Answer
Key
You can see Queen
Elizabeth II on all banknotes in the UK. ― Queen of England
You can see Elizabeth
Fry on the back of a 5-pound note. ― improved living conditions for woman
in European prisons
Edward Elgar used to be
on the old 20-pound note. ― British composer
You can see Adam Smith
on the new 20-pound note. ― economist

3   Focus ➤ Understanding
new vocabulary
ñ
Direct
Ss to the bold words in the text. ñ Ss
complete task individually and check answers in class.
ñ Have
Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in
notebooks.

Answer
Key improving: making better developed: invented
evolution: gradual development governor: director site: location

Spotlight 8 Mod 3 Ts  09-09-09  17:06  Page 61
Culture
  Corner

4

Focus ➤ Understanding
    phrases ñ Have
    Ss complete sentences individually.

ñ
    Ss
    make presentation to class and ask for feedback from class.

ñ
  Elicit
  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)

Suggested Answer Key

(Answers in Ss’ L1)

The
  10-Ruble banknote is dark-green and darkbrown in colour. On the one side
  there is an

Focus ➤ Talking
  about banknotes in your engraving showing a
  bridge across the River country Yenisei
  in Krasnoyarsk and a chapel on a multi-

coloured background.
  On the other side there

ñ Allow
  Ss time to collect information on banknotes is the Bank of Russia logo. in
  their country and prepare to present it.
Across the Curriculum – History

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
1      Focus ➤ Introducing
the topic
ñ Refer
Ss to the map on p. 54-55. Elicit the meaning of the word continent (a very
large area of land that usually consists of several countries).
ñ Invite Ss to list the
continents shown on the
map.

Answer
Key
I can see Europe,
Africa, North America, South America, Asia and Australia.

2      Focus ➤ Listening
for specific information
ñ Have
Ss think up questions about Sir Francis Drake and write them down in their
notebooks. ñ Ss listen to recording
and try to find answers to their questions.

Suggested
Answer Key
What is he famous for?
Where did he travel?
How did he travel
there?

3      Focus ➤ Reading
for specific information
ñ Have
Ss read text and complete task individually. ñ Ss
compare answers with a partner and check.

Answer Key
      a
  2             c

4

e

5

g

7

      b
  6             d

1

f

3

4      Focus ➤ Scanning
text for specific information
ñ Refer
Ss to the list of words in rubric. ñ Ask
Ss to scan text for these words and read about how they are related to Sir
Francis Drake. ñ Invite
Ss to tell their answers to the class and
check.

Answer Key ñ
Plymouth
― place he left from in 1577 ñ The
Golden Hind ― his ship

ñ

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

ñ

The
  New World ― where the gold was

ñ

The Meluccas Islands
  ― travelled here after North America

ñ

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

ñ

Elizabeth
  I ― knighted him

Spotlight 8 Mod 3 Ts  09-09-09  17:06  Page 62
 Across the Curriculum – History

5      Focus ➤ Understanding
new vocabulary
ñ Refer
Ss to the bold words in the text. Explain to Ss that they should use content to
help them understand meaning of new words.
ñ Have
Ss complete matching task individually and check answers in class.
ñ Have
Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in
notebooks.

Answer
Key
1    b   on
board: on the ship
2    e   remaining:
left 3 c       route: way
4    a   violent:
strong
5    d   ports:
harbours
6    h   treasure:
valuable objects
7    g   Eventually:
In the end
8    f   fortune:
sum of money

 Progress Check
6    Focus ➤ Summarising
the text
ñ In
pairs Ss find the journey of Sir Francis Drake on the map and label the places
he visited. ñ Invite
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.

7   Focus ➤ Understanding
the meaning of a quote
ñ Refer
Ss to the quote.
ñ Invite Ss to tell what
they think the meaning is
and discuss.

Suggested
Answer Key

Progress Check
  3 and
  Look at Module 4 should be done in one lesson.
Answer Key
1    1           vet        5          author   9          Chemistry          4
  1       back     3 up      5 in
2    uniform 6          overtime           10        deadlines          2
  round 4 out
3    Linguistics          7          salary
4    freelancer         8          cashier  5
  1       in         3 under 5 by
                                                                                2
  in                  4 at
2    1    summarise         3          fantasises          5          sympathised
2    apologise           4          characterise      6
  1       a          2          c          3          b          4          e 5          d
3    1
  had been waiting 6 had been performing 2 had gone 7 had been looking
3    had
  been playing           8          had written
4    hadn’t
  ordered  9          had been studying
5    had
  he finished  10        had eaten

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.

Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 63
Be
Yourself
Before you start …
ñ Work
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?
ñ
Make
sure Ss understand this section and use the
prompts
to recycle vocabulary seen in Module 3.
Look at Module 4
ñ Refer
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.

ñ 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.

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.

Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 64
                                4 a       Reading and Vocabulary
Objectives

Suggested Answer Key

Vocabulary: related
to body image and self-
                          esteem;
appearance                                                                   1
D looking, mirror, too skinny, taller,
Reading: identifying
headings of paragraphs in more muscular, thicker hair, longer the text        legs,
better teeth, smaller nose,
                           Speaking:
discussing
the topic of the text (our                                 pimple
                          appearance)                                                                            2
E   bodies change, growing up
Writing: writing
sentences about the topic (self- 3 C compare yourself to friends, see if you
esteem); writing advice (about someone’s are ‘normal’, doesn’t happen at
the
                          appearance)                                                                                same
speed for everyone

4    A
media images, advertising, affect your self-esteem, magazines, put pressure

                    Reading                                                                         on
you, unrealistic image

5
B      focus on things you like about

1      Focus ➤ Predicting
text content   yourself, walk with confidence

ñ
  Have
  Ss read the title and the headings in the rubric.

ñ Discuss
  with class what the headings are about and choose an answer for each heading.

3

Focus ➤ Understanding new vocabulary
ñ
  Refer
  Ss to the bold words in the text. Discuss meaning.

                                Answer
Key                                                                    ñ
Ss
complete matching task individually and
                                  The
title of text is ‘Do you feel at home in                       check
answers with a partner.
your body?’ so I think the text is about
body ñ Have Ss find meaning in
own L1. Allow time for image.           Ss to write down new vocabulary
in notebooks.
                                Heading
A   b               Heading D    b                            ñ
Have
Ss complete sentences individually and
                                Heading
B   a               Heading E     b                                 check.

Heading
C   b

Answer Key muscular ―
  well built staring ― looking remarks ― comments affects
  ― influences matures ― develops obsessed ―
  too concerned fit ― match unrealistic ― false vanity
  ― false pride focus ― concentrate
The athlete
  was tall and muscular.
Stop staring at that
  man! It’s not polite. My teacher’s remarks were all very positive and I felt
  good about my work.
The
  amount of sleep I get affects my energy levels.
One’s body
  matures a lot during adolescence.
It isn’t good
  to be obsessed with losing weight.
The
  punishment should always fit the crime.

2      Focus ➤ Identifying
headings of paragraphs in a text.
ñ Refer
Ss to the Study Skills box and check for understanding. Explain that a heading
should summarise the main focus of the paragraph and that Ss should underline
key words when reading. ñ Have
Ss read text and match headings to paragraphs.
ñ Invite
a few Ss to read out paragraphs with their headings and key words.

Answer
Key
The authors’ purpose is
to explain that how we feel about ourselves is very important and that we
should ignore what the media shows us and concentrate on what we like about
ourselves.

Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 65
                                                                                Reading and Vocabulary     4a

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
4
Focus ➤ Understanding new vocabulary
ñ Have
Ss complete task individually. ñ Ss
compare answers with a partner and check. ñ Invite
Ss to show drawings of their cartoon characters to the class and describe them
with the vocabulary from the exercise.

Answer Key
1 spotty

3

bushy

5

short

2 curly

4

thick

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

5
Focus ➤ Consolidating vocabulary
ñ Have
Ss complete task individually and check answers in their dictionary.
ñ As
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.

Answer Key
1 go, on

3

grown,
  got

5

join,
  lose

2 grown

4

been

Speaking
6      Focus ➤ Discussing
the topic of the text
(body image)
ñ In
pairs, Ss discuss what they would like to change about their appearance.
ñ Direct
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.

7      Focus ➤ Writing
about the topic of the text
(body image)
ñ Have
Ss listen and read the text again.
ñ Read
      rubric   with     Ss         and      check   for understanding.
ñ Direct
Ss to answer questions in the rubric in sentences. ñ
Allow
Ss time to write their sentences. ñ Invite
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
8   Focus ➤ Writing
advice about the topic (worried about appearance)
ñ Refer
Ss to the rubric and direct them to the words used when giving advice. ñ
Allow
Ss time to write paragraphs of advice. ñ In
groups of 3-4, have Ss read to each other their advice and discuss.
ñ Monitor
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!

Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 66
4 b Listening & Speaking
Objectives

Suggested Answer Key

Vocabulary: related
to clothing and fashion
                          Grammar:
too-enough                                                         The
woman in picture B looks comfortable.
                         Reading:
reading
for specific information                             The woman in picture C
looks fashionable.
Listening: listening
for confirmation; listening The man in picture D looks casual. for
specific information; identifying the stressed The woman in picture E looks
classy.
syllable in words
                           Speaking:
discussing
clothing and fashion; role            Speaking
                           playing:
   expressing    (dis)approval;    getting
dressed for a party; saying the
stressed syllable 2 Focus ➤ Discussing
clothing and fashion in words; talking about fashionable
clothes ñ In groups of 3-4, have
Ss discuss and answer the questions in the rubric.

1
  a

Focus ➤

Describing
  pictures

ñ Monitor
  activity and assist as necessary.

ñ Refer
Ss to the pictures on p. 60 and read Suggested Answer Key through
the list of words. A: What kind of clothes do you like to wear?
ñ Have
Ss check meanings in the Word List and B: I like to wear casual clothes. I
feel use words to describe the clothes in each comfortable in them. What
about you?
picture. C: I like to wear cotton
clothes. I like plain ñ Invite
Ss to describe pictures to the class colours best.
                                         and
ask for feedback.                                                  A: Me
too. But I also have a few patterned

things in my wardrobe. I like wearing
silk

                                Answer
Key                                                                           tops.
The woman in picture B
is wearing loose- B: I sometimes wear floral designs. I like fitting, checked
trousers and a smart long wearing bright colours like red. jacket.       C:
What do you usually wear on a cold day?
The woman in picture C
is wearing a tight- A: I wear trousers or jeans and a woollen fitting, striped
dress and an elegant hat. jumper.
The man in picture D is
wearing a casual, B: So do I. I also wear a leather jacket to woollen jumper, a
plain shirt and a pair of keep me warm.
                               scruffy
jeans.                                                                       C:
I wear comfortable clothes to school,

The woman in picture E
is wearing a plain, sometimes a skirt, but mostly trousers. tight-fitting
cotton dress with a smart jacket A: I try not to look too scruffy for school.
At and patterned scarf around her waist. home I wear anything I like ― usually
jogging trousers and a T-shirt.
B: Me too. But when I go somewhere
special I

                             b   Focus ➤ Practising
new vocabulary                                    like
to wear something smart, like a

dress. ñ
Refer
Ss to the phrases in the rubric. Elicit/
C:
Or something trendy. Do you try to keep discuss meanings. up
with the latest fashions? ñ Allow
Ss time to write any new vocabulary
A:
Not really. I like to wear what I like, not in their
notebooks. what the magazines tell us to wear. ñ
Have
Ss write sentences like example
B: I like to experiment with clothes and
see sentence,
using the phrases from the rubric. what looks good. ñ
Invite
Ss to read out their sentences to the
C:
I really like getting dressed up. It feels class and check. good
to make an effort. A: Yes, you’re right.

Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 67
                                                                                Listening & Speaking    4b

3 Focus ➤ Practising
new vocabulary/listening for confirmation
ñ Have
Ss fill in gaps individually, paying attention to verb tense. ñ
Ss
compare answers with a partner and check.

Answer Key
1 A: fit

3

A:
  try

2 A: matches

B:
  suit

B: worn

4

B:
  go

Everyday English
4
Focus ➤ Role playing: expressing (dis)approval ñ
Read
with Ss the rubric and check for understanding.
ñ In
pairs, Ss act out exchanges, using phrases from the table in the rubric.
ñ Invite
a few pairs to act out exchanges in front
of the class and ask for feedback.

Suggested
  Answer Key
1    A:
  How do I look in this?
B: I don’t think it suits you. It’s
  too plain.
2    A:
  Do you like this?
B: It’s really nice.
  etc

5
Focus ➤ Listening/reading for specific
information
ñ Read
the rubric with Ss. ñ Have
Ss listen to recording and read dialogue. ñ Invite
Ss to tell class what the girl in the
dialogue is going to wear.

Answer
Key
a      black,
silk dress

6
Focus ➤ Reading for specific information
ñ Refer
Ss to the questions in the rubric. ñ Have
Ss read dialogue and answer questions individually.
ñ Invite
Ss to read out their answers to the class and check.

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.

7
a  Focus ➤ Understanding
Too-Enough
ñ Read
the rubric with Ss and elicit answer. ñ Refer
Ss to the Grammar Reference section for further understanding (Too and Enough
are used with adverbs and adjectives too indicate the degree)

Answer Key
      1
  too                   2
(Answers in Ss’ L1)

enough

b      Focus ➤ Practising
Too-Enough
ñ Have
Ss complete task individually ñ Ss
compare answers with a partner and
check.

Answer Key
1 too

3

too

2 enough

4

enough,
  too

Listening
8     Focus ➤ Listening
for specific information
ñ Read
with Ss the statements in the rubric and check for understanding.
ñ Have
Ss listen to recording and complete task individually.
ñ
Invite
Ss to read out answers in class and
check.

Suggested
Answer Key
A dialogue between two
people who are out shopping
1    A       3          C          5          B          7          A
2    B        4          A          6          B

Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 68
 Listening & Speaking
Speaking
9   Focus ➤ Role
playing: getting dressed for a party
ñ Refer
Ss to the dialogue in Ex. 6 as a guide to exchanges they will act out. ñ
In
pairs Ss act out dialogue described in rubric. ñ
Pairs
record their dialogues and listen.

Suggested
  Answer Key
A:
  I don’t know what to wear to the party! Can you help me, please?
B:
  What do you fancy wearing? Something casual, smart or trendy?
A: Something trendy would be good.
B:
  I like those black leggings. You could wear them with this long purple top.
A: And I have earrings to match as
  well.
Good idea!

Intonation
10
Focus ➤ Identifying/saying the correct stressed
syllable in words
ñ Write
the word Fantastic on the board and have Ss break it into three syllables.
ñ Repeat
with Ss the word emphasising the stressed syllable FanTAstic and have Ss
indicate which syllable is stressed.
ñ Have
Ss listen to recording and identify individually the stressed syllable of each
word. ñ Ss listen again to
recording and check answers. Have Ss repeat words with correct stressed
syllable.

Answer Key EXcellent!

BRILLiant!

DisGUSTing! AmAZing!

DREADful!

11
Focus ➤ Talking about fashionable clothes
ñ Have
Ss review unit and the vocabulary they have learned.
ñ Allow
Ss time to write a few sentences that answer the question in the rubric.
ñ
Invite
Ss to read their sentences to the class
and ask for feedback.

Suggested
Answer Key
I think a person who
dresses smart and wears fashionable clothes looks better. Clothes should always
be comfortable and suit the person. It’s important to look good but not too
trendy. Fashionable clothes don’t change the way a person looks but it can improve
their appearance. A person should wear clothes that match the occasion.

 Grammar in Use
Objectives
Reading
Grammar: passive
voice; by or with; questions in
                                                                                1   Focus ➤ Introducing
the passive voice
the passive voice
                         Reading:
identifying
the passive voice                                ñ
Read
with Ss the grammar box and check for
Writing: a
quiz in the passive voice 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).
ñ Have
Ss find similar structures in their language.
Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 69
                                                                                Grammar in Use    4c

2
Focus ➤ Identifying the passive voice
ñ Have
Ss read the text and find examples of the passive voice and the tense of the
verb. ñ Invite 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
ñ Refer
Ss to the Theory Box and check for understanding. Explain that the object in
the active voice becomes the subject in the passive voice.
b Focus ➤ Changing
sentences into the passive voice
ñ Refer
Ss to the example in the rubric. ñ Have
Ss complete task individually. ñ Ss
compare answers with a partner and check.

Answer Key
2
  Three 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)
5    The
  new theatre will be opened by the
Mayor this Sunday.
  (future simple)

4
Focus ➤ Understanding the agent in the passive
voice (by or with)
ñ Read
with Ss the Theory Box and check for understanding. ñ
Have
Ss complete task individually.
ñ Invite
Ss to read out answers to the class and check.

Answer Key
      1
  with                 3

by

5

by

      2
  by                    4

with

5
Focus ➤ Practising the passive voice
ñ Have
Ss complete task individually.
ñ Invite
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.
5 The article
hasn’t been checked yet by the editor.

6
Focus ➤ Practising different ways to write the
passive voice
ñ Refer
Ss to the theory box and check for understanding.
ñ Refer
Ss to example in exercise and have them rewrite sentences as in the example. ñ
Ss
check answers with a partner.

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

7
Focus ➤ Forming questions in the passive voice
ñ Read
with Ss the Theory Box and check for understanding.
ñ In
pairs, have one S read out questions in the active voice and the other form the
questions in the passive voice. ñ Monitor
task and assist as necessary.
Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 70
 Grammar in Use

Answer
Key
2
When will the show be staged?
3    Were
the costumes prepared before the director arrived?
4    Was
the play translated? 5 Was the music written by Andrew Lloyd Webber?
6    Will
this film be directed by Steven Spielberg?
7    Who
was the first pair of jeans designed by?
8
What was the fire caused by?
9    Who
was the television invented by? 10 What is silver used for?

8
Focus ➤ Consolidating the passive voice
ñ Have
Ss complete exchanges in the passive voice.
ñ Invite
Ss to read out exchanges to the class and check.

Answer
Key
2    I
‘m afraid cameras are not allowed in the museum.
3    It
hasn’t been cleaned for days.
4    It
hasn’t been repaired yet.
55 It will be delivered
tomorrow.

9
Focus ➤ Writing question in the passive voice ñ
Allow
Ss time to collect information and write their questions. ñ
In
pairs, Ss ask each other their quiz questions. ñ
Monitor
activity and assist as necessary.

Suggested
Answer Key
Who was the Mona Lisa
painted by?

 Vocabulary & Speaking

Who was the
telephone invented by? Who were the pyramids built by?

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
1
Focus ➤ Introducing the topic of the text
ñ Refer
Ss to the pictures and title of the text. ñ Elicit
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
ñ Refer
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. ñ
Have
Ss read out text and check answers.

Answer Key
      1
  B            3

A

5

C

      2
  D            4

A

6

D

Spotlight 8 Mod 4 Ts  09-09-09  17:07  Page 71
                                                                                Vocabulary & Speaking          4d

b   Focus ➤ Reading
/listening for confirmation
ñ Have
Ss read and listen to the text ñ Elicit
discussion on the purpose of the text.

Answer
Key
The purpose of the text
is to explain why famous people in the media always look so good and to
persuade us not to let their pictures make us feel bad about ourselves.

Grammar
3
a) Focus ➤ Introducing
the causative form
ñ Refer
Ss to the pictures and have them match sentences to the pictures.
ñ Elicit
from Ss which picture shows someone else doing something for someone. Explain
that this is the causative form.

Answer Key A2,
  B1
Sentence B means that
  someone else is doing something for someone.

b   Focus ➤ Understanding
the causative form
ñ Read
theory box with Ss and check for understanding.
ñ Have
Ss find similar structures in own L1.

Answer
Key
(Answers according to
Ss’ L1)

4
Focus ➤ Asking questions, using the causative
form
ñ Refer
Ss to the example from the rubric. ñ In
pairs, have Ss ask and answer questions, using causative form. ñ
Monitor
activity and assist as necessary.

Answer Key
2
  A: Have you ever had your teeth straightened?
B: Yes, I have.

3    A:
  Have you ever had your nails done?
B: Yes, many times.
4    A:
  Have you ever had a hair extension added?
B: No, I haven’t.
5    A:
  Have you ever had your teeth whitened?
B: No, I haven’t.
6    A:
  Have you ever had your hair dyed?
B: Yes, I have.
7    A:
  Have you ever had your eyes checked?
B:
  Yes. I get them checked every two years.
8    A:
  Have you ever had an x-ray taken?
B: Yes, several
  times.

5
Focus ➤ Practising the causative form
ñ Refer
Ss to the dialogue and have them complete it with the verbs in brackets in the
causative form and correct tense.
ñ Invite
Ss to read out dialogue and check answers in class.

Answer
Key
1    is
having her hair straightened
2    is
having her make up done 3 have false nails put on
4    has
had his teeth whitened
5    ’m
having my eyes tested
6    have
my hair cut

6
Focus ➤ Consolidating the causative form
ñ Refer
Ss to the example in the rubric. ñ Have
Ss write their sentences, reminding them to be careful of the verb tense.
ñ
Invite
Ss to read out their sentences in class
and ask for feedback.

Answer
Key
2    She
will have a dress made.
3    He
had his car fixed yesterday.
4    She
had her nails done yesterday.
5    He’s
having his shoes mended.
6    She’s
having the house painted.
7    He’s
having his suits cleaned.
8    They’re
having the film developed.

Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 72
 Vocabulary & Speaking
Idioms
7
a) Focus ➤ Brainstorming
parts of the body
ñ Have
Ss brainstorm different parts of the body and write them down on a paper. ñ
Ss
compare their answers with a partner.

Answer Key chest,
heart, leg, knee, toe, ankle, wrist, shoulder, stomach, waist, hips, eyes,
mouth, ears, lips, nose etc

                             b   Focus ➤ Understanding
idioms
ñ Have
Ss fill in gaps with correct body part. ñ In
pairs, Ss fill out sentences with idioms and check in appendix 3 for meanings.

Answer Key
      1
  hair            3   leg                5

hand

2

fingers

4   head             6

foot

1

pulling
  your leg

2

put
  her foot down

3

keep
  my fingers crossed

4

lost
  her head

5

made
  my hair stand on end

6

give
  me a hand

8      Focus ➤ Writing
about the topic of the text
(changing one’s looks)
ñ Have
Ss review unit for vocabulary and grammar. ñ Allow
Ss time to write their sentences. ñ In
pairs, Ss read their sentences to each other. ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
I think people change
their looks to feel better about themselves.
People can’t help but
compare themselves to the perfect media images of famous people. They have
their hair coloured, their teeth whitened and their bodies improved to look
more like these unreal media images. They have their appearance changed to
become more like the famous people they see in the media.

Reading
1     Focus ➤ Introducing
the topic
ñ Have
Ss read the extracts and elicit what the different problems are of each person.
ñ
Discuss
what other problems teenagers have today.

Answer
Key
Stuart ―
is being bullied at school
David ―
his parents want him to quit the football team because of his poor grades Sarah
― doesn’t like the way she looks Karen ― her parents
don’t want her to go on holiday on her own
Suggested
Answer Key
Other
problems:
low self-esteem, not
having enough money/ freedom, parents worry too much, pressure of exams,
parents not liking friends etc

Spotlight 8 Mod 4 Ts  09-09-09  17:07  Page 73
                                                                                Writing Skills        4e

2   Focus ➤ Understanding
letters of advice
ñ Read
with Ss the Theory Box and check for understanding.
ñ Have
Ss read letter and elicit answers to questions in the rubric.

Answer
Key
The letter is for
Sarah.
Claire’s advice start
doing some exercise, follow a healthy
diet
Possible results
keep fit and healthy/body will grow in best way,
possibly lose weight/provide skin with necessary vitamins/look healthy and
bright

3
Focus ➤ Writing sentences giving advice
ñ Refer
Ss to the table and check for understanding. ñ Have
Ss complete matching task individually and check answers in class.
ñ Allow
Ss time to write sentences, like the example in the rubric, using the
vocabulary from the table. ñ Invite
Ss to read out their sentences to the class and check.

Answer Key
a    David
  c Stuart b Karen d Sarah
b    If
  I were your in your position, I would geta part-time job. Then, you would be
  able to save some money.
c    Why
  don’t you talk to a teacher? If you dothis, you will feel better because you
  won’t have to suffer in silence any more.
d    Have
  you thought about doing someexercise? This would help you lose the extra
  weight.

4
Focus ➤ Understanding opening and closing
remarks
ñ Have
Ss complete task individually. ñ Ss
compare answers with a partner and check.

Answer Key
      1
  C            3

C

5

C

      2
  O            4

O

6

O

5
Focus ➤ Understanding the rubric/planning a
letter of advice
ñ Have
Ss read through rubric.
ñ Elicit
answers to the questions and discuss in class.

Answer
Key
1    a
2    I’m
sorry you’ve been having problems at school. Here’s what you can do to improve
your situation.
3    1b,
2a, 3e, 4d, 5c
4    I
hope that my advice helps and everything turns out all right.
5    a

6
Focus ➤ Practising giving advice and results
ñ Have
Ss choose advice and results from Ex. 5 and write their own sentences, using
vocabulary from Ex. 3.
ñ
In
pairs, Ss read each other their sentences and
check.

Suggested
Answer Key
Have you thought about
talking to the school counsellor, your parents or a teacher? If you do this,
bullies won’t pick on you because they will know that somebody is supporting you.
Another good idea is to try to overcome your shyness. This way you would be
able to make some friends and start enjoying your time at school. If bullies
see that you have friends, they will leave you alone.

Writing
7 a) Focus ➤ Making
notes, following a plan
ñ Read
through plan with Ss and check for understanding
ñ Allow
Ss time to make notes.
ñ Check
Ss notes and ensure they follow plan in rubric.
Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 74
 Writing Skills

Suggested
Answer Key
Para
1
Dear Stuart
Sorry you’ve been
having problems at school. Here’s what you can do to improve your situation.
Para
2
Talk to the school
counsellor, parents or a teacher ― won’t pick on you if know sb
supporting you
Overcome your shyness
― make some friends
Para
3
Hope advice
helps/everything turns out OK Diana

                             b   Focus ➤ Writing
a letter of advice
ñ Allow
Ss time to write their letters. Explain that they use their notes from Ex. 7 to
write their letters.
ñ Invite
Ss to read out their letters to the class and ask for feedback. ñ
Alternatively,
assign task as HW.

Answer
Key
Dear Stuart,
I’m
sorry to hear you’ve been having problems at school. Here’s what you can do to
improve your situation.
Have
you thought about talking to the school counsellor, your parents or a teacher?
If you do this, bullies won’t pick on you because they will know that somebody
is supporting you. Another good idea is to try to overcome your shyness. This
way you would be able to make some friends and start enjoying your time at
school. If bullies see that you have friends, they will leave you alone.
I
hope that my advice helps and everything turns out all right.
Yours,
Diana

            4 f       English in Use
Objectives
Vocabulary: phrasal
verbs (put) Grammar: dependent prepositions; forming opposite adjectives
Listening: listening
for confirmation
Writing: rewriting
a text into the passive voice
Phrasal Verbs: put
1     Focus ➤ Understanding
phrasal verbs (put)
ñ Write
the list of phrasal verbs with put on the board and elicit meanings. ñ
Have
Ss check meanings in appendix 1.
ñ Have
Ss complete task individually and compare answers with a partner.

Answer Key
1 away

3

through

5

out

2 off

4

on

6

up
  with

Dependent Prepositions
2 Focus ➤ Practising
dependent prepositions/ listening for confirmation
ñ Have
Ss complete dialogue individually with prepositions in list.
ñ
Invite
Ss to listen to dialogue in class and check.

Answer Key
1 to

3

to

5

to

7

in

2 for

4

with

6

in

Word Formation
3
Focus ➤ Forming opposite adjectives
ñ Read
through Theory Box with Ss and check for understanding. ñ
Ss
complete task individually. ñ Invite
Ss to read out sentences in class and check.

Answer
  Key 1 impatient

4

illogical

2 irresponsible

5

illegal

3 impossible

6

informal

Spotlight 8 Mod 4 Ts  09-09-09  17:07  Page 75
                                                                                English in Use        4f

4
Focus ➤ Consolidating vocabulary
ñ Have
Ss complete task individually and check definitions in dictionary. ñ
Ss
write their own sentences with other words. ñ Invite
Ss to read out their sentences in class and check.

Answer Key
1 match

3

worthless

5

genuine

2 borrow

4

trend

Suggested
  Answer Key
1    I
  liked the dress very much but when I tried it on it didn’t suit me at all.
My new trousers fit me perfectly and
  make me look slim.
2    If
  you want, I can lend you my CD player until yours gets fixed.
When we go on holiday as a family, we
  usually rent a car so we can travel around easily.
3    I
  thought our old table was worth nothing but we found out it was a priceless
  piece of furniture.
I      gained
  invaluable experience when Iworked at the nursery last summer.
4    A
  local custom in Scotland is to clean your house before the New Year.
I      don’t
  need to eat chocolate bars ― it’sjust a bad habit I have.
5    I
  wish my boss would give more realistic deadlines ― I have difficulty
  getting things done in time.
My friend Sarah is always
  full of original ideas.

Grammar Revision
5
Focus ➤ Rewriting a text into the passive voice
ñ
Have
Ss read text and check for understanding.
ñ Ss
rewrite text into the passive voice. ñ Invite
a S to read out text in class and check.

Answer
Key
Last week Bluemoore’s
new shopping mall was opened by the Mayor. He was given a tour and he was
introduced to some shop owners. Then, he was taken to lunch in the restaurant.
They were told by the Mayor that his visit had been enjoyed very much.

6
Focus ➤ Consolidating vocabulary from the unit.
ñ Have
Ss review the unit and what they have learned.
ñ Allow
Ss time to write their own sentences with words and phrases learned from the
unit. ñ Invite Ss to read out
their sentences to the
class and ask for feedback.

Suggested
Answer Key
He is so immature for
his age and the teacher will not put up with his behaviour anymore. Long
dresses are the latest trend but they don’t appeal to me. I like informal
dresses and casual clothes.
This handbag is made of
genuine leather and with its classic style it’s sure to always be in fashion.

Spotlight 8 Mod 4 Ts
09-09-09  17:07  Page 76

                       1   Focus ➤ Understanding
new vocabulary
ñ Refer
Ss to the words in bold in the texts and discuss meanings, checking the Word
List. ñ Have Ss find the new
vocabulary in the pictures. ñ Allow
Ss time to write new vocabulary in their
notebooks.

Answer
Key
long-sleeved dress,
knee-high white socks, black shoes ― Picture A pleated woollen skirts,
pin, goatskin bag, cloak
― Picture B tall
black hat, lace cap, long full skirt, white apron, black shoes, stockings,
basket ― Picture C white trousers, loose white shirt, pad of bells,
ribbons, handkerchiefs ― Picture D

2
Focus ➤ Listening for specific information/
repeating new vocabulary
ñ Have
Ss listen to recording of text and find which costumes are worn when people
dance. ñ Have Ss repeat new
vocabulary.

Answer
Key
Irish traditional
costumes and Morris dancing
costumes

3
Focus ➤ Reading for specific information
ñ Ss
read text and answer questions in rubric. ñ Ss
compare answers with a partner and check.

Answer Key
      1
  I        2   S

3

S

4

E

5

W

4
Focus ➤ Describing a picture (of a costume)
ñ In
pairs, Ss describe one of the costumes from the pictures, using the vocabulary
from the text. ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
The traditional Irish
costume is a long-sleeved dress, knee-high white socks and black shoes. The
dresses have lovely Celtic designs on them.

5
Focus ➤ Writing about a traditional costume in
your country
ñ In
groups of 3-4, Ss collect information on a traditional costume in their country
and write a paragraph about it.
ñ
Invite
groups to read out their paragraphs in
class and ask for feedback.

Suggested
Answer Key
Traditional Cossack
costume consists of a white cotton smock with a high collar and bright baggy
trousers. It is worn by men and is associated with Russian Cossack dancing. On
top, they wear a full-length, back coat and a sheepskin hat. It is also traditional
to carry a sword. Its origins lie in 18th century Ukraine and
Southern Russia. You can still see men wearing Cossack costume today in some
villages.

Spotlight 8 Mod 4 Ts  09-09-09  17:07  Page 77
                                                                                Going Green        4

Objectives
Vocabulary: clothing;
types of fabrics; forming derivatives
Reading: reading
to identify missing text Speaking: role playing (persuading someone to
buy eco-friendly clothes); discussing the meaning of a quote
Listening: listening
for specific information
1
Focus ➤ Activating vocabulary
ñ Have
Ss brainstorm vocabulary they know related to clothes and write them on a
paper. ñ Ss compare notes with a
partner.

Answer
Key
scarf, top, pullover,
cardigan, tights, waistcoat, tie, coat, gloves, vest, T-shirt, pyjamas etc

2
Focus ➤ Understanding new vocabulary
ñ Have
Ss look at the labels of their clothing and find what they are made of from the
list of words in the rubric.
ñ Elicit
discussion of the meanings of the words.

Suggested
Answer Key
The clothes I am
wearing are made of cotton, wool and polyester.

3
Focus ➤ Introducing the topic of the text
ñ Write
the word eco clothes on the board and elicit from Ss what they know about them.
ñ
Write
a few of the answers on board and discuss.
ñ Have
Ss write questions they would like to
know about eco clothes.

Suggested Answer
Key Eco clothes are kind to the environment.
1    How
are eco clothes made?
2    Are
they more expensive to buy? 3 Are they popular nowadays?

4
Focus ➤ Reading to identify missing text/
forming derivatives
ñ Have
Ss read text and fill in gaps with the correct derivatives of the words in the
brackets.
ñ Invite
Ss to read out answers in class and check. ñ Have
Ss check to see if their questions were
answered in the text.

Answer Key
1 better

4

different

2 third

5

quickly

3 Unfortunately

6

fashionable

Suggested
Answer Key
I found out how eco
clothes are made but I did not find out about the cost/the popularity of them.

5
Focus ➤ Discussing the text
ñ Have
Ss listen and read the text again. ñ In
pairs, have Ss discuss the text and what three things they found interesting. ñ
Monitor
activity and assist as necessary.

Suggested
Answer Key
Natural fabrics are not
always the best for the environment.
You can make pullovers
out of recycled plastic. Bamboo clothing is good to wear when it is hot and
when it is cold.

6
Focus ➤ Role playing (persuading someone to buy
eco-friendly clothes)
ñ Have
Ss in pairs, using information from the text to act out a conversation to
persuade some one to buy eco-friendly clothes.
ñ Invite
a few pairs to act out exchanges in front of the class and ask for feedback.

Suggested
  Answer Key
A: You should buy eco friendly
  clothes, Ben!
B: Why? What’s good about them?
A:
  They are better for the environment, that’s what! Do you know how many
  pesticides it takes to make cotton clothes?
Why not try bamboo instead?
B: It feels soft, but will it keep me
  warm?
A:
  Try it on and see! And here’s an eco fleece as well. This is really cosy!
B: Looks nice! I
  should give it a go! etc

Spotlight 8 Mod 4 Ts  09-09-09  17:07  Page 78
 Going Green
7   Focus ➤ Understanding
  the meaning of a quote
ñ Refer
  Ss to the quote.
ñ
  Invite
  Ss to tell what they think the meaning is
and discuss.

Suggested
  Answer Key

The
  quote means that the environment and people are one thing. Whatever harm we
  do to the environment we are doing to ourselves as it directly affects us.

 Progress Check
Progress
  Check 4 and Look at Module 5 should be done in one
  lesson.

Answer Key
1
1       protruding         5          frizzy    9          suits
2
join   6          try        10        slim
3
overweight     7          bushy
4
crooked         8          fit
2
1      impatient          3   illegal        5   independent
         2   irresponsible     4   immature
4
3 1          This
dress was designed by Calvin Klein.
2
A
new bridge is being built.
3
A
pink sweater will be knitted for me by my
5
mother.
4
James
was sent an invitation by Karen.
5
Where
was the car parked?
6       6     Who
was the music for Cats written by?
7
My
flat was being painted when I arrived.
8
The
meal had been cooked before the lights went off.
9
Many
famous operas were composed by
Puccini.
10
The
cake was decorated with flowers and chocolate pearls.
1
out 3          off        5          on
2
up
with       4          away
1
by  3          to         5          from
2
for 4          into
1     e        2   d        3   c        4   a          5   b

Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 79
Global
Issues
Before you start …
ñ Work
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
shopping? Why or why not? When do you wear national costumes? Why do we wear
them? ñ Make sure Ss understand
this section and use the
prompts
to recycle vocabulary seen in Module 4.
Look at Module 5
ñ Refer
Ss to the title of module, Global Issues 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 different problems that affect everyone in the world such as environmental
problems. We will probably learn about weather and environmental problems
around the world.

ñ 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.

Suggested
Answer Key Focus Ss’ attention on pic 1 (p. 74).
T: What page is
the picture on?
S1: It’s on page
74. It’s a tidal wave (tsunami).
T: Have you ever
experienced a tsunami? What do you think it would be like?
S2: Very scary
and dangerous!
T: Why
dangerous?
S3: It hits the
coast line with great force causing extensive flooding and drowning people.
Pic 2 (p. 75)
What is this a
picture of? When does this occur? Is it dangerous? How can you tell when one is
happening?
Pic 3 (p. 78)
What is this a
picture of? Have you ever seen one? Where? What are they like?
Pic 4 (p. 81)
What is the
cartoon showing? Does the saying match the picture? Could the words mean
something else? Is your mood ever affected by the weather?

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 sayings about the weather (p. 81)
What do the
cartoons show? What are these sayings? Do they mean exactly what they say? Do
you have sayings in your L1 about the weather?
instructions
for making a tornado (p. 87)
Why would we
want to make a tornado? What science experiments have you done? What did you
learn? Why do we try to understand the weather?

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
― 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 …
As described in the relevant section in
Module 1.

Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 80
                                5 a      Reading & Vocabulary
Objectives

Answer Key

Vocabulary: related
to natural disasters
                        Grammar:
identifying
passive voice; active voice                      1 Bill (we were rescued by
some local men
Reading: identifying
clues to the speaker in a and taken to the hospital) text; reading for
specific information; reading 2 Sue (my colleagues and I were helping for
confirmation injured people, gave them emergency first
Speaking: role
playing an interview; discussing aid, some of the injuries we had to treat);
natural disasters Jason (distributing food, searching for more
                         Listening:
listening
for confirmation                                      survivors, we managed
to find a 13-year-old

girl)
3 Bill (people around me were screaming)

                    Reading                                                                  4
Alex (07.59 local time)

5 Bill (pulled me out of the water)

1 Focus ➤ Introducing
the topic of the text 6 Jason (managed to find a
13-year-old girl ñ Have
Ss look at the pictures and listen to the who was still alive)

recording.

ñ Ask
  Ss to imagine the scene and elicit answers to the questions in the rubric.

4
  a

Focus ➤ Identifying
  passive verbs and writing them in the active voice

ñ
Have
Ss read the text again and identify the

Suggested
Answer Key

passive voice.

I
am on the beach and I see huge waves coming ñ
Ss
individually write the sentences in the
towards
me. People are screaming and running active voice.
to safety. I
feel really scared.

ñ
Invite
Ss to read out sentences in class and

2

Focus ➤

Identifying
  clues to the speaker/

check.

                            reading
and listening for confirmation                               Answer Key
                                ñ
Have
Ss read first sentences in extracts and                  Text A:
identify people according to the
questions in She had been buried underneath a five-storey the rubric.    building
for 52 hours. ñ Ss
read and listen to the text to check their A five-storey building had buried
her. answers.            Text B:

After a few hours we were rescued by
some

                                Answer
Key                                                                    local
men and taken to the hospital.
a member of a rescue
team ― Jason After a few hours some
local men rescued us a journalist ― Alex and took us to the
hospital. a holiday maker ― Bill        Text C: a doctor
― Sue ... they were taken to the hospital.

We took them to
the hospital.
3
Focus ➤ Reading
for specific information The streets outside
were littered with fallen palm trees and huge pieces of wood and

                             ñ
Have
Ss complete task individually.                                  metal.
ñ Invite
Ss to read out answers in class and have Outside, fallen palm trees and huge
pieces of them refer to the text to justify their answers. wood and
metal littered the streets.
Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 81
                                                                                Reading & Vocabulary    5a

         b   Focus ➤ Understanding
new vocabulary
ñ Refer
Ss to the bold words in the text. Ss can check in Word List for meanings. ñ
Have
Ss find meanings in own L1. Allow time for Ss to write down new vocabulary in
notebooks.

Answer Key
pieces ― bits pulled me out ―
took me out of the water we were rescued ― were saved tinned
fish ― fish in tins supplies ― provisions, food and
water survivors ― people who have are still alive after facing a
danger cracked ― with lines, damaged collapsed ―
fallen down buried ― with things lying on top so that you can’t
escape horrific ― very bad occurred ― happened generated
― caused massive waves ― very big waves

5     Focus ➤ Role
playing: an interview
ñ Have
Ss form groups of five and act out an interview with one S as the interviewer
and the other four Ss are the people from the text. ñ
Have
Ss change roles and act out again. ñ Invite
groups to act out interviews in front of
class and ask for feedback.

Suggested Answer
Key
A: Where did the
tsunami happen?
B: In southern
Asia. How many people were killed?
A: Over 10, 000
people. Why did it happen?
B: An 8.9
magnitude earthquake occurred under the Indian Ocean. What time did the
earthquake happen? A: At 07.59 local time. etc

Vocabulary
6     Focus ➤ Understanding
new vocabulary
ñ Refer
Ss to the dictionary entries and check for understanding.
ñ Elicit
meaning in Ss own L1. Allow Ss time to write down new vocabulary in their
notebooks.
ñ
Discuss
causes and have Ss identify any of them
in the pictures in Ex. 8

Answer Key
(Answers
according to Ss’ L1)
drought ―
caused by lack of rain flood ― caused by too much water tornado
― caused by a tall column of air spinning around tsunami ―
caused by an earthquake happening in the sea earthquake ― caused
by movement of the
earth’s crust cyclone
― caused by air going round and round during low atmospheric pressure
avalanche ― caused by a large amount of unstable snow on a
mountain hurricane ― caused by low pressure areas formed over warm
water
Picture A
― tornado
Picture B
― drought
Picture C
― earthquake, tornado or hurricane
Picture D
― flood

7   Focus ➤ Consolidating
vocabulary
ñ Refer
Ss to list of verbs in rubric. Explain that Ss can check meanings in the Word
List. ñ Have Ss complete task
individually.
ñ Ss
compare answers with a partner and match sentences with the natural disasters
in Ex. 6. ñ Check answers in class.

Answer Key
1    left
2    drowned,
lost
3    cracked,
collapsed, feared 4 snowed, covered
1    tsunami/earthquake/flood
2    flood
3    earthquake
4    avalanche

Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 82
 Reading & Vocabulary

Suggested
  Answer Key
Journalist: What were
  you doing when the tsunami struck?
Survivor:    I
  was lying on the beach.
Journalist:
  What were your first thoughts when you saw the huge wave approaching?
Survivor:
  At first I didn’t think it was anything unusual. But then I saw it coming
  nearer and I started to panic.
Journalist:
  What did you do?
Survivor:
  I grabbed on to a palm tree. I had no time to go anywhere else.
Journalist:
  And then what happened?
Survivor:
  Luckily, I was swept towards a ruined building and I managed to find
  somewhere safe to hide until someone came to rescue me.
Journalist:
  Were you injured?
Survivor: Yes. I had
  a few broken bones, but nothing too serious. I was really lucky.

Speaking
8      Focus ➤ Discussing
natural disasters
ñ Refer
Ss to the pictures in the rubric.
ñ Elicit
discussion about the pictures and natural disasters that occur in Ss’ country.

Suggested Answer
Key
I see a tornado,
a drought, a flood and destruction from an earthquake or a hurricane. Forest
fires and floods are the most common natural disasters in Russia. Tornados
occur quite often and cause a lot of damage in populated areas near Moscow.

9      Focus ➤ Role
playing: an interview about natural disasters
ñ In
pairs, Ss act out an interview with a survivor of a tsunami.
ñ Instruct
Ss to use the vocabulary from the unit in their interviews.
ñ Invite
Ss to act out their interviews in front of class and ask for feedback.
 Listening & Speaking

Objectives
Vocabulary: phrases
(interacting in a conversation) Reading: to identify subjects of
different texts; reading for specific information Speaking: discussing
solutions to child labour; role playing (a conversation about child labour) Listening:
listening for specific information; identifying tone groups
Reading
1      Focus ➤ Introducing
the topic
ñ Refer
Ss to the pictures on page 76-77. ñ Read
out heading of each picture and elicit
meaning in Ss own L1.

Answer Key
(Answers in Ss’
L1)

2      Focus ➤ Identifying
subjects of different texts
ñ Have
Ss read texts and match them to the pictures and their headings.
ñ Instruct
Ss to look for key words that help in identifying the subject of the text.
ñ Elicit
answers in class and which words helped in identifying the texts.

Spotlight 8 Mod 5 Ts  09-09-09  17:07  Page 83
                                                                                Listening & Speaking         5b

Answer Key
Text
A:
global warming
(climate change, greenhouse gases; Earth warmer)
Text
B:
famine (too many
people to feed; sending food)
Text
C:
poverty/child
labour (everybody has to work or there won’t be enough food, support, children
get an education)
Text D:
endangered species (animals’habitats, destroyed, hunt, protect areas where
animals live)

Listening
3     Focus ➤ Listening
for specific information
ñ Have
Ss read through statements in rubric. ñ Ss
listen to recording and complete matching task individually.
ñ Ss
compare answers with a partner and decide which global issue each statement is
talking about.
ñ Check
answers in class

Answer Key
1    D
pollution
2    B     homelessness
3    F     global
warming
4    E     child
labour
5    C
endangered species
6    A
war

Everyday English
4    Focus ➤ Introducing
phrases: interacting in a conversation
ñ Read
box from rubric with Ss and check for understanding of words and phrases. ñ
Elicit
similar expressions in Ss L1.

Answer Key
(Answers in Ss’
L1)

5    a  Focus ➤ Reading/listening
for specific information
ñ Have
Ss read and listen to the dialogue. ñ Elicit
answers to the questions in the rubric.

Answer Key ñ
2
― amount of money in dollars that people live on per day
ñ 3
billion ― number of people in the world living on $2/day
ñ 30,
000 ― number of children dying every day because of lack of food and
medicine/ permanent home
All of the
expressions are in the dialogue except …’you know what I mean?’

         b   Focus ➤ Discussing
solutions to child
labour
ñ In
pairs, Ss answer and discuss the questions in the rubric.
ñ Monitor
activity and assist as necessary.

Suggested Answer
Key
There should be
free education available to all children in every country and governments must
enforce strict laws against hiring children. I can support organisations that
fight against child labour and write letters to governments or newspapers of
countries with no child labour laws to create awareness of the problem.

Say it right
6
Focus ➤ Understanding
interacting in a conversation/listening for confirmation
ñ Have
Ss complete task individually. ñ Ss
then listen to recording and check answers

Answer Key
      1
  b                 2

a

3

a

Intonation
7    Focus ➤ Identifying
tone groups in sentences
ñ Read
Study Skills box and example with Ss and check for understanding.
ñ Have
Ss listen to recording and complete task

Spotlight 8 Mod 5 Ts  09-09-09  17:07  Page 84
 Listening & Speaking

Suggested
    Answer Key
A:
    Did you know that one in six children is involved in child labour? That is
    246 million children!
B: Really?
A: Yes. It’s
    shocking, isn’t it?
B: I had no
    idea it was so many.
A:
    And what’s more, 300, 000 children around the world are currently serving
    as soldiers.
B: Goodness
    me! That’s terrible!
A: It is,
    isn’t it?
B: So, what
    can we do to help?
A:
    I think governments should make schooling compulsory and make companies pay
    huge fines if they use child labour. It shouldn’t be allowed to happen.
B:
    I agree. etc

Answer
  Key

2    I
  didn’t know/such things/existed!

3
  Yes,/they have been around/for a while
  now.

4    For
  lots/of reasons!
5    They
  certainly can’t/all/fit in there.
6    And
  look,/it is so small/and easy to park.

Speaking
8   Focus ➤ Role
  playing: a conversation about child labour
ñ In
  pairs Ss act out a dialogue about child labour, following the instructions in
  the rubric. ñ Pairs
  record themselves and check. ñ Monitor
  activity and assist as necessary.
 Grammar in Use

individually
ñ
Invite
Ss to read out answers and check Objectives
Grammar:
infinitive/-ing
forms; meaning differences in the infinitive/-ing forms; used tobe used to-get
used to
Writing: writing
a story with the infinitive/-ing forms; sentences with used to
Reading
1
a     Focus ➤ Understanding infinitive/-ing forms
ñ Have
Ss read text and refer them to the highlighted –ing and infinitive forms. ñ
Write
different cases from rubric on the board and have Ss find examples in text and
which form is used in each case.
ñ Elicit
answers and write them under each case on the board and check for
understanding.

Answer Key after
modal verbs = bare infinitive form e.g. could mean,
should take, may know to show purpose = infinitive form e.g. trying to
tell you
after certain
verbs (decide, appear) = infinitive form e.g.
decide to run after prepositions = -ing form e.g. of predicting as a
noun = -ing form e.g. hearing after expressions (I’m busy etc) =
-ing form e.g. were very busy looking after certain verbs (fancy, start,
avoid, spend, imagine, suggest etc) = ing form e.g. started acting

b   Focus ➤ Practising
the infinitive/ -ing forms
ñ Have
Ss complete task individually. ñ Ss
check answers with a partner.

Answer
  Key 1 to study

3

to
  say

5

visit

2 to play

4

watching

6

to
  go

Spotlight 8 Mod 5 Ts  09-09-09  17:07  Page 85
                                                                                Grammar in Use        5c

2      Focus ➤ Practising
the infinitive/-ing forms
ñ Have
Ss complete sentences individually. ñ Invite
Ss to read out answers in class and
check.

Suggested Answer
Key
1      I
usually avoid walking under ladders as it is believed to be unlucky.
2      I’m
happy to study at this school.
3      It’s
not worth worrying about things you can’t change.
4      There’s
no point trying to look like models you see in magazines.
5      I
spend a lot of time hanging out with my friends.
6      I
don’t mind helping with the housework.
7      I
can’t stand waiting for people.
8      I’d
prefer to be poor and happy than rich and miserable.
9      I
love walking barefoot in the sand.
10    I
really want to be successful in my career.

3      Focus ➤ Understanding
the differences in meaning for the same verb in infinitive and -ing
ñ Read
the Grammar Box with Ss and check for understanding.
ñ
Ss
with a partner find different meanings in the sentences. ñ
Invite
Ss to read out answers and check.

Answer Key
1    a
  didn’t remember b always recall
2    a    do
  not forget b do not recall
3    a    stopped
  temporarily in order to do sth else
         b   finish
  doing sth, paused
4    a    do
  one’s best, attempted b          do sth as an experiment, tested

4      Focus ➤ Practising
differences in meanings for the same verb in infinitive and –ing
ñ Have
Ss complete task individually.
ñ Invite
Ss to read out answers in class and discuss differences in meanings.

Answer Key
1 falling

4

doing

7

taking

2 to lock

5

seeing

8

to
  finish

3 to buy

6

to
  bring

9

studying

5      Focus ➤ Consolidating
the infinitive/-ing forms
ñ Have
Ss complete task individually.
ñ Invite
Ss to read out exchanges in class and elicit reasons for why that form is used.

Answer Key 1
  A: to feed

6

A:
  to tell

B: to do

B: to go out

2 A: give

7

A:
  to do

B: to take

B:
  go

3 A: watching

8

A:
  talking

B: to watch

B:
  to listen

4 A: trying

9

A:
  to help

B: to be
5 A: reach
B: using

B:
  collecting

6      Focus ➤ Writing
a story with the infinitive/-ing forms
ñ Refer
Ss to the verbs in the rubric and explain they are to use them in the
infinitive/-ing form to continue the story. ñ In
pairs, Ss write their stories ñ Invite
pairs to read out their stories and ask for
feedback.

Suggested Answer
Key
… and were
hoping to enjoy their holiday in Pukhet. At first everything went well. They
spent their time on the beach making sandcastles. The weather was perfect and
everyone felt relaxed. But then Mr Brown noticed some waves rushing towards the
beach at an incredible speed. The whole family panicked and started running/to
run towards the shore.
The waves soon
reached them and smashed against them. As a result, they all fell over but as
frightened as they were, they soon managed to run to safety. They were extremely
relieved to find out that the whole family had survived.

Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 86
 Grammar
in Use
7
a Focus ➤ Presenting
used to/be used to/get used to
ñ Read
the table with Ss and check for understanding of the different meanings. ñ
Elicit
similar structures in Ss’ L1.

Answer Key
(Answers according to
Ss’ L1)

b
Focus ➤ Consolidating
the different meanings of used to/be used to/get used to
ñ Have
Ss complete task individually ñ Invite
Ss to read out answers in class and check.

Answer Key
1    is
used to working
2    used
to waking up early
3    used
to live there
4    got
used to

8   Focus ➤ Writing
sentences with used to
ñ Refer
Ss to the rubric and explain that “used to” refers to a past state like the
example sentence in the rubric. ñ Have
Ss write their own sentences. ñ Invite
Ss to read out their sentences and check.

Suggested Answer
Key
I used to play
with my dolls for hours.
I used to visit
my grandparents every Saturday.

 Vocabulary & Speaking

I used to ride
my bike every afternoon. etc. I didn’t use to play basketball. etc.

Objectives
Vocabulary: related
to the weather; idioms
(weather)
Reading: reading
for specific information Speaking: role playing (exchanges about the
weather)
Listening: listening
for specific information; listening for confirmation; identifying sounds Writing:
describing the weather in a story; writing sentences about weather
1
a     Focus ➤ Activating vocabulary
ñ Have
Ss brainstorm vocabulary they know related to the weather and complete the
spidergram in the rubric. ñ Ss
compare notes with a partner.

Suggested Answer
Key cold, sunny, foggy, freezing, snowing,
windy, cool, warm, breeze, gale, hailstones, sleet etc b           Focus ➤ Practising
vocabulary

ñ Elicit
the weather for the day. ñ Discuss
with Ss their favourite type of weather.

Suggested Answer
Key
Today it is cold
but sunny. There isn’t any wind.
My favourite
type of weather is summer weather. I like it when it’s hot.

2      Focus ➤ Introducing
the text
ñ Refer
Ss to the title of the text.
ñ
In
pairs, Ss discuss what they think the title
means.

Suggested Answer
Key
I think the
title means that we can tell what the weather is going to be like from looking
at the sky.

Spotlight 8 Mod 5 Ts  09-09-09  17:07  Page 87
                                                                                Vocabulary & Speaking          5d

3      Focus ➤ Reading/listening
for specific information
ñ Have
Ss read and listen to the text finding the answers to the question in the
rubric. ñ Elicit answers in class
and discuss.

Answer Key
Methods used in
the past to predict the weather:
watching the
clouds, observing the behaviour of animals, inspecting plants and the soil,
looking at the sky at night

4      Focus ➤ Understanding
phrases/listening for confirmation
ñ Refer
Ss to word list in the rubric and check for understanding.
ñ Ss
complete task with a partner. ñ Invite
Ss to read out poem and check answers.

Answer Key
Onion skin is
very thin, mild winter is coming in. Onion skin is thick and tough,
winter will be cold and rough.
Pale moon rains,
red moon blows. White moon neither rains nor snows. Evening red
and morning grey, two sure signs of a fine day.
Clear moon, frost
soon.
When seagulls fly to land, a storm is at
hand. When clouds appear like rocks and towers, the Earth’s refreshed by
frequent showers.
(Answers
according to Ss’ L1)

5   Focus ➤ Understanding
new vocabulary
ñ Have
Ss complete matching task and check answer in dictionaries.
ñ Ss
complete sentences with phrases individually and check answers with a partner.

Answer Key
      1
  c       2   b

3

a

4   e        5   d

1
  scorching sun

4

huge snowstorm

2    heavy
  rain
3    light
  breeze

5

strong
  winds

Idioms
6      Focus ➤ Understanding
Idioms
ñ Refer
Ss to pictures and idioms.
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.

Answer Key
1    is
feeling under the weather
2    ’s
been on cloud nine
3    to
save up for a rainy day

7      Focus ➤ Identifying
sounds (related to the weather)/practicing vocabulary
ñ Have
Ss listen to recording and complete matching task.
ñ Ss
use words to complete sentences.
ñ Invite
Ss to read out sentences in class and
check.

Answer Key
A sound 3: whistle

1

whistled

B sound 4: pour

2

poured

C sound 1: howl

3

howled

D sound 5: drizzle

4

drizzling

E sound 2: roar

5

roared

8      Focus ➤ Consolidating
vocabulary
ñ Have
Ss use the words from Ex. 7 to write their paragraphs.
ñ Ss
read their paragraphs to a partner and compare.
ñ Monitor
activity and check for understanding of
vocabulary.

Suggested Answer
Key
It was getting
late and it seemed like I would never get home. Heavy rain poured down as I
drove along the road. I couldn’t see very far in front of me. I had to slow
down. The wind howled and made me shiver. I didn’t think it could get any worse
but it did ― lightening flashed and the thunder roared ...

Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 88
 Vocabulary & Speaking

9

Focus ➤ Understanding/role
  playing exchanges about the weather
ñ Have
  Ss complete matching task individually. ñ Ss
  with a partner act out exchanges and check answers.

10

Focus ➤ Writing about weather
ñ Have
  Ss review unit for vocabulary and grammar.
ñ Allow
  Ss time to write their sentences.
ñ
  In
  pairs, Ss read their sentences to each other. ñ
  Monitor
  activity and assist as necessary.

Answer Key
      1
  e             3

g

5

b

7

c

      2
  d             4

a

6

f

Suggested Answer Key
They are
expecting heavy rain tomorrow. Many farmers observe the behaviour of their
animals to predict storms.
I can’t decide;
I will just see which way the wind blows. etc.

 Writing Skills
Objectives
                                                                                2   Focus ➤ Understanding
essays providing
Reading: phrases
introducing suggestions and solutions to problems. expressing effect.
Grammar:
co-ordinate
conjunctions ñ Read
with Ss the Theory Box and check for Reading: reading for confirmation;
reading for understanding.
                          specific
information                                                           ñ
Have
Ss read the essay again and elicit what
Listening: listening
for confirmation; listening the opinion of the writer is and in which for
specific information paragraph it is found.
Writing: an
essay providing solutions to a problem

Answer Key The
writer’s opinion is that heavy traffic is a

Reading

serious problem
in our cities that has to be

1   Focus ➤ Understanding
suggestions and        dealt with and that there are many
ways to results  reduce
it.

The
writer gives his opinion in the first and ñ Have
Ss complete matching task individually.
the last paragraphs. ñ
Read
out suggestions and invite Ss to give the

result.

ñ Ss
  read/listen to text and check which suggestions are mentioned in it.

3 a

Focus ➤ Understanding
  phrases introducing suggestions/expressing effect/to conclude

Answer Key
      1
  e       2   a        3   b        4   c         5
Ideas in essay:
ñ To
  encourage car sharing programs ñ Improve
  public transport ñ Create
  more cycling lanes

d

ñ Read
table with Ss and check for understanding. ñ Have
Ss find phrases in the text. ñ Elicit
similar phrases in Ss L1.
Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 89
                                                                                Writing Skills   5e

Answer Key
To introduce
suggestions: To begin with ...; Another solution
would be ... To express effect: The result would be ...; consequently To
conclude: To sum up ...
(Answers
according to Ss’ L1)

b
Focus ➤ Practising
phrases introducing suggestion/expressing effect/to conclude
ñ Have
Ss replace the phrases in the text with ones from the table in Ex. 3a).
ñ
Invite
Ss to read out answers in class and
check.

Answer Key
To start with →To
begin with,
Another way to →Another
solution would be As a result there would be →The
result would be
As a consequence
→consequently
All in all →To
sum up

4      Focus ➤ Understanding
co-ordinate conjunctions
ñ Read
the Theory Box with Ss and check for understanding.
ñ Elicit
from class which description matches which conjunction.
ñ Have
Ss join sentences with conjunctions individually and check answers with a
partner.

Answer Key both … and
  … (description a) either … or … (description
  b) neither … nor …. (description c)
1    Factories
  both pollute the water and the air.
2    You
  can either reuse old things or you can recycle old things
3    Neither
  the computer nor the light should be left on when you leave the office.
4    You
  can either walk or ride a bicycle to work.

5      Focus ➤ Matching
suggestions and
results/listening
for specific information ñ Have
Ss complete task individually
ñ
Ss
listen to see what suggestions are mentioned
in the conversation.

Answer Key
1
a          2   c        3   d        4   b
Sally mentions
suggestions 1 and 3.

Writing
6   Focus ➤ Writing
an essay providing solutions to a problem
ñ Read
the rubric and the plan with Ss and check for understanding.
ñ Ss
write their essays using vocabulary and phrases learned in the unit. ñ
Alternatively,
assign task as HW.

Suggested Answer
Key
Today
we produce so much litter that the world could very easily become one big
litter bin. Fortunately, there are several possible suggestions which could
lead to a reduction in the amount of litter we create.
To
begin with, we could get young people involved in clean-up programmes. As a
consequence, people would start to realise how much litter there is around us
and see the negative effects. After being involved in a cleanup programme they
will become interested in keeping parks and their neighbourhoods clean and
tidy.
Another
way would be to educate people about how to reduce the amount of packaging in
the goods that they buy. As a result, people would choose to buy products with
biodegradable packaging and get into good habits, thus landfill sites would not
become so full.
All
in all, I think that with increased education and awareness we can easily
reduce the amount of litter around us. No-one really wants to live in a dirty
neighbourhood. It is up to all of us to take action now to keep our planet as
clean and tidy as possible.

7     Focus ➤ Checking
essays
ñ In
pairs, Ss exchange essays and check their partners work following the list in
the rubric. ñ Pairs
discuss and give feedback on each others essays. ñ
Monitor
activity and assist as necessary.
(Ss’ own answers)

Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 90
                                5 f       English in Use

Objectives
Vocabulary: phrasal
verbs (call) Grammar: forming nouns from verbs; dependent prepositions;
infinitives/-ing forms
Writing: an email, using the
infinitive/-ing forms
Word formation
1     Focus ➤ Forming
nouns from verbs
ñ Read
the theory box with Ss and check for understanding. ñ
Have
Ss complete the task individually. ñ Invite
Ss to read out their answer to the class
and check.

Answer
  Key A performance

D
  collection

B
  guidance C protection

E   convenience

Phrasal Verbs: call
2      Focus ➤ Understanding
phrasal verbs (call)
ñ
Write
the list of phrasal verbs with call on the
board and elicit meanings.
ñ Have
Ss check meanings in appendix 1 ñ Have
Ss complete task individually and compare answers with a partner.

Answer Key
      1
  in      2   off

3

for

4

in

5

on

3      Focus ➤ Consolidating
vocabulary
ñ Have
Ss complete task individually and check definitions in dictionary. ñ
Ss
write their own sentences with other words. ñ Invite
Ss to read out their sentences in class and check.

Answer Key
1    waste          3          fumes   5      team
2    extinct        4          waste
1
  I put the rubbish in the bin outside our house.
It is not very nice to see litter
  everywhere ― it is best to pick it up.

2    If
  you lead an inactive life-style, you may damage your health.
The aeroplane disappeared into the
  clouds and could not be seen.
3    Drivers
  were warned to drive carefully in the thick fog.
A cloud of black smoke blew over the
  city.
4    Be
  careful not to lose your way when you go on the underground.
When I am away from
  home I miss my family.
5    The
  crew on board a ship work hard to serve the public.
The supermarket
  employs a total of 200 staff.

Dependent Prepositions
4     Focus ➤ Practising
dependent prepositions
ñ
Have
Ss complete task individually with prepositions in list. ñ
Ss
compare answers with a partner and check in Appendix 2.

Answer Key
      1
  by       2

out

3

in

4

on

5

in

Grammar Revision
5      Focus ➤ Practising
the infinitive/-ing forms
ñ Have
Ss complete task individually.
ñ Invite
Ss to read out answers in class and check.

Answer Key
1 to tell

4

feeding

7

take

2 to see

5

lying

8

hearing

3 roaming

6

having

6      Focus ➤ Writing
an email, using the infinitive/
-ing
forms
ñ Have
Ss write their emails, using the email in Ex. 5 as an example.
ñ Invite
Ss to read out emails to the class and check.

Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 91

Suggested Answer
Key
Dear Steven,
I
hope you are well. I really want to tell you about my trip to Paris. It was
great and I especially enjoyed walking along the Seine River. It’s so
beautiful. Everyday, I looked forward to eating at the sidewalk cafes. One
afternoon, we went shopping along the Champs de’Lyse and I bought a great
handbag. I planned to visit all the great museums, but I only managed to see
the Louvre. I had the chance to practise my French in the shops and
restaurants. It was a wonderful experience! Tell my about your summer. How was
your trip to the seaside?
Write Soon!
Love,
Tanya

English in Use          5f

Culture Corner
Objectives

Reading: reading
for specific information
Speaking: describing
a picture; discussing a text
Listening: listening
for specific information Writing: an article on an interesting animal
from your country
Reading
1   Focus ➤ Reading/listening
for specific information
ñ
Elicit
the name of the animal in the picture. ñ Have
Ss think up questions about the animal in the text and write them down in their
notebooks.
ñ
Ss
read/listen to recording and try to find the
answers to their questions.

Answer Key
It is a Highland
coo.

Suggested Answer
Key
Is it easier to
farm Highland coos?
Do they all have
the same colour of hair? Are they found anywhere else other than Scotland?

2
a      Focus ➤ Reading for specific information
ñ Ss
complete task individually.
ñ Have
Ss compare answers with a partner
and check.

Answer Key
1
F        2   F        3   T        4   T        5   T
1    Nessie
is a legendary monster from Loch Ness.
2    Highland
coos are easy to spot.

      b   Focus ➤ Understanding
vocabulary
ñ Refer
Ss to the words/phrases in bold and elicit meanings. ñ
Check
meanings in Word List.
ñ Allow
Ss time to write new vocabulary in their notebooks.

Answer
  Key legendary ― very famous creature ―
  animal spot ― see, catch sight of
Highland
  ― from the Highlands of Scotland breed ―
  type of animal

Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 92
 Culture
Corner

Suggested
  Answer Key
Siberian
  Tiger
If
  you go to Russia, you will probably not see a Siberian Tiger. They are very
  rare because they are an endangered species. They live in a very small part
  of Russia, in the AmurUssuri region of Primorsky and Khabarovsky Krai.
They
  are very attractive creatures. They are different from other tiger species
  because their fur is lighter orange in colour. They have widely spaced brown
  stripes rather than black and a white chest and belly. Their fur is thick and
  long to help them cope in freezing temperatures and their feet are large to
  help them walk in the snow. An average male weighs around 200–230 kg. Females
  are smaller and weigh 100–167 kg.
The
  Siberian Tiger is an excellent hunter. It feeds mostly on wild boar, red
  deer, elk and bear. An adult needs to eat around 9 kg of food a day to
  survive, but they can eat up to 50 kg in just one meal!
Unfortunately, the
  loss of forests and poaching has meant that there are only about 450 Siberian
  Tigers left in the wild. Several hundred exist in captivity. Many of these
  can be found in China.

fringe ―
hair that hangs over the forehead legend ― old and popular story impress
― make an impression grazing grounds ― land where
animals feed crossed ― mixed two types of animal shaggy ―
hairy miss the chance ― lose the opportunity to do sth

3   Focus ➤ Describing
a picture/ discussing the text
ñ In
pairs, Ss describe the picture, using the vocabulary from the text.
ñ Ss
tell their partner what they found interesting in the text.
ñ Monitor
activity and assist as necessary.

Suggested Answer
Key
The Highland coo
has shaggy red hair and a fringe which goes over its eyes, long horns and a big
wet nose. ñ They
can survive on poor grazing grounds. ñ They
are a cross of two kinds of cow. ñ They
have become a national symbol of Scotland.

                       4   Focus ➤ Writing
an article about an
interesting
animal that lives in your country.
ñ Refer
Ss to the rubric and check for understanding.
ñ Ss
write their articles, answering the questions in the rubric.
ñ Invite
Ss to read their articles in class and ask for feedback. ñ
Alternatively,
assign task as HW.
Spotlight 8 Mod 5 Ts
09-09-09  17:07  Page 93
                                                                                Across the Curriculum – Science       5

Objectives
Reading: reading
for specific information; identifying headings of paragraphs in a text;
following instructions
Speaking: discussing
the text; discussing the meaning of a quote
Listening: listening
for specific information
Reading
1      a   Focus ➤ Introducing
the topic of the text
ñ Refer
Ss to the pictures. Elicit discussion on the natural phenomena and if they have
experienced any.

Suggested Answer
Key
I have seen hail
in real life but I haven’t seen a tornado.

         b    Focus ➤ Reading
for specific information
ñ Have
Ss read the text and find the answer to the question in the rubric. ñ
Elicit
answers in class and discuss.

Answer Key
Tornadoes are
formed when warm air near the earth’s surface rises and meets with cold air.
Hail is formed when raindrops are blown up into the clouds by strong winds.
Instead of falling to the ground immediately, the raindrops freeze.

2      Focus ➤ Identifying
headings of paragraphs in a text.
ñ Read
with Ss the rubric and check for understanding. Explain that a heading should
summarise the main focus of the paragraph and that Ss should underline key
words when reading. ñ Have
Ss read text and match headings to paragraphs.
ñ
Invite
a few Ss to read out paragraphs with
their headings and key words.

Answer Key
1    f
happen in various parts of the world, at any time of year

2    d
spinning, whirling, shape of a funnel or tube, twist, twisting rope
3    e
scale, how strong tornadoes are, calculate strength, damage a tornado causes
4    a
can be as small as peas or as big as cricket balls
5    c
start to fall, Before they reach the ground, bounces ... up and down, rise and
fall
6    b         make
quite a noise

3      Focus ➤ Understanding
vocabulary
ñ Have
Ss read text and find the meanings of the words from the rubric in the text.
ñ Ss compare answers with
a partner and check.

Answer Key
  forceful ― violent

made
  ― formed

different ―
  various

chunks
  ― lumps

leave ―
  disappear harm ― damage

created
  ― formed

4      Focus ➤ Discussing
the text
ñ Invite
Ss to tell the class what they found interesting in the text. ñ
Monitor
activity and assist as necessary. ñ Invite
other Ss to describe what it might be like to experience either of the two
disasters. Ask for feedback from the class.

Suggested Answer
Key ñ Tornadoes
can reach speeds of more than 250 mph.
ñ There
is a scale to measure how strong tornadoes are.
ñ There
was a hailstone as large as 44.5 centimetres in width!
I was visiting
my grandfather’s farm one afternoon, when the sky started to turn dark grey and
it became very windy.
In the far
distance I noticed a long dark funnel or tube. I realised it was a tornado that
was moving towards the farm. I suddenly felt very scared and screamed for my
grandparents.

Spotlight 8 Mod 5 Ts  09-09-09  17:07  Page 94
 Across the Curriculum – Science

Fortunately,
they have an underground shelter where we climbed down to protect ourselves.
The tornado passed over us. It was a very frightening experience with a
horrible noise as the tornado ripped roofs from buildings and tossed heavy
objects like trees into the air. When it finally passed, I was so relieved and
very happy to be alive!

5      Focus ➤ Listening
for specific information
ñ Refer
Ss to the gaps in the instructions. ñ Have
Ss listen to the recording and fill in the gaps. ñ
Ss
compare answers with a partner and check.

Answer Key
1 paper

3

hole

5

top

2 tape

4

on
  (to)

 Progress Check
6      Focus ➤ Following
instructions.
ñ In
preparation for the task, in pairs have Ss list the ingredients they will need
and bring them to the next class.
ñ Pairs
read and follow the instructions on how to create a tornado. ñ
Monitor
activity and assist as necessary.
(Ss’ own answers)
7      Focus ➤ Understanding
the meaning of a quote
ñ Refer
Ss to the quote.
ñ Invite
Ss to tell what they think the meaning is
and discuss.

Suggested Answer
Key
The weather is
something we all have in common and is often used to start a conversation,
especially when there is a sudden change in it.

Progress Check 5 and
Look at Module 6 should be done in one lesson.
Answer Key
1
1           endangered       4          pollution           4
1       used to drink    4          use to
2
avalanche          5          earthquake       2          getting
used to  5          isn’t used to
3
tornado 3          am used to
2
1    collection          4          appearance       5
1       for        3          by         5          on
2
protection          5          invitation           2          off        4          in
3
guidance
                                                                                6
1    into                  3   in                  5   in
3
1    to lock  4          help      2          out       4          on
2
worrying            5          seeing
3
to
visit   7 1       a          2          c          3          d          4          b

Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 95
Culture
Exchanges
Before you start …
ñ Work
through the questions with the class, asking follow up questions to encourage
Ss to expand on their answers as much as possible. e.g. What natural
disasters have occurred in our country? How can we reduce pollution and traffic
in our cities?
ñ Make sure Ss understand
this section and use the
prompts to recycle vocabulary seen in Module 5.
Look at Module 6
ñ Refer
Ss to the title of module, Culture Exchanges, 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
learning and experiencing other cultures and we will probably learn about other
countries and travel.

ñ 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.

Suggested Answer
Key Focus Ss attention to pic.1 (p.100).
T: What page is the
picture on?
S1: It’s on page 100.
It’s an unusual building.
T: Do you know where
and what it is?
S2: I think it’s
in Australia and it’s the opera house there.
T: Why is it important?
S3: It’s a
tourist attraction because of its architecture and location.
Pic 2 (p. 102)
What is this a picture
of? Why is it important? What monuments have you visited? Why?
Pic 3 (p. 91)
What is this a picture
of? Why and when do people do this? What kinds of activities do you like to do
on vacation?
Pic 4 (p. 96)
What kind of boat is in
the picture? What does it do? Why are tourists interested in riding on this
kind of boat? Have you ever gone on a ride on something unusual? What was it
like?

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 tips for travellers (p. 95)
What are tips? How do
  they help? Have you ever used tips for something? Why?
a letter
  (p.98)
What are some reasons
  we write letters? When do you write letters and why? Do you use different
  language depending on if it’s for a friend or someone you don’t know that
  well?
an advert (p.
  98)
What is the advert
  about? Where would we find such an advert? Have you ever answered an advert?
  What about?
a statue of a
  Buddha (p. 106)
What is a Buddha?
  Have you ever seen one? Where? What are monuments? Why do we visit them? What
  are some famous monuments in our country?

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.

Spotlight
  8 Mod 6 Ts  09-09-09  17:08  Page 96

Listening & Reading
1      Focus ➤ Introducing
the topic of the text.
ñ Have
Ss look at the pictures and listen to the recording.
ñ Ask Ss to imagine the
scene and elicit answers
to the questions in the rubric.`

Answer
Key
I
am in Yakutia, Russia. It is freezing cold.I hearthe
sound of the reindeers’ bells as they run across the snow. I feel like it is
Christmas ― I am so happy!

2      Focus ➤ Predicting
text content/reading and listening for confirmation
ñ Refer
Ss to the title of the text and discuss meaning.
ñ Elicit
from Ss what they think the text will be about. ñ
Ss
listen, read and check their answers.

Suggested
Answer Key
I
think the text is about some of the places wecan
visit and what we can do there.

3      a)
Focus ➤ Reading
for specific information
ñ Read
rubric with Ss and check for understanding of questions asked. ñ
Ss
read and answer questions individually. ñ Invite
Ss to read out answers in class and check.

Answer Key
      1
  C            3

C

5

D

      2
  B            4

C

6

A

b)
Focus ➤ Understanding
vocabulary
ñ
Refer
Ss to the bold words in the text. ñ Ss
complete matching task individually and check answers with a partner.
ñ
Have
Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in
notebooks.
ñ Ss
complete sentences individually and check with their partner.
ñ
Have
Ss discuss with their partner which holiday they would like to go on and why? ñ
Monitor
activity and assist as necessary.

Answer Key unusual or
  special ― unique thought about ―
  wondered photographs ― snaps undamaged ― unspoilt different
  ― varied local ― native impressive ―
  majestic under ― beneath
1    snaps         3          wondered
2    varied        4          beneath

Suggested
Answer Key
I’d like to go on the
‘Camel Riding in Morocco’ holiday because I have always wanted to visit
Morocco.There’s lots to do and see, for example, travel across the desert on a
camel, visit historic sites and relax on beautiful beaches.

Vocabulary
4      Focus ➤ Practising
new vocabulary
ñ Refer
Ss to list of activities in the rubric and elicit meanings.
Spotlight 8 Mod 6 Ts  09-09-09  17:08  Page 97 ñ
In
pairs, Ss tell their partners which activities they enjoy doing on holidays.
ñ Monitor activity and
check for understanding of
the vocabulary.

Suggested
Answer Key
I really enjoy shopping
when on holiday and buying souvenirs from the places I visit. I like to lie on
the beach and relax all day when I go on holiday.
I enjoy meeting the
locals when I go on a holiday somewhere different. etc.

5      Focus ➤ Role
playing (a holiday you would like to take
ñ Read
the example exchange with Ss and check for understanding. ñ
In
pairs, Ss act out a similar exchange.
            Reading & Vocabulary         6a
ñ Invite Ss to act out
exchanges in class and ask
for feedback.

Suggested
Answer Key
A: I’d like to go to
the Caribbean one day.
B: Really? What would
you like to do there?
A: I’d like to
lie on the beach all day and get a good tan.Where would you like to go?
B: I’d like to
go to Iceland. I’d like to visit volcanoes and explore nature. etc

6    Focus ➤ Writing
about travel

 Listening & Speaking

ñ Read
the rubric with Ss and check for understanding. ñ
Allow
Ss time to write sentences. ñ Ss
compare sentences with a partner. ñ Monitor
activity and assist as necessary.

Objectives
Vocabulary: related
to holiday problems
Reading: reading
for specific information Speaking: role playing (describing problems & sympathising);
role playing (holiday events); role playing (a holiday that went wrong) Listening:
listening for specific information; identifying stressed syllables in
phrases Writing: writing about holidays
1   Focus ➤ Describing
pictures/activating vocabulary
ñ Read
with Ss the phrases in the rubric and elicit meanings.
ñ Invite
Ss to describe pictures like in the example, using the phrases. ñ
Check
for understanding.

Answer
Key
Picture B shows
someone running after a plane. It seems that/looks as if he has missed his
flight. He seems to be in a panic. Picture C shows two people by the
sea. They are sitting on sun loungers but it is raining. It seems that/looks
like the weather has got bad. They seem to be very unhappy.
Picture D shows
someone looking at the signpost with a map in his hand. It seems that/looks
like he has lost his way.

2   Focus ➤ Listening
for specific information
ñ Have
Ss listen to recording and match speakers to problems in Ex. 1. ñ
Ss
compare answer with a partner.

Answer
Key
Ann ― the weather
getting bad
Laura ― getting
sunstroke Tony ― car breaking down

Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 98
 Listening
& Speaking
Everyday English
3   Focus ➤ Role
playing (describing problems & sympathising)
ñ Refer
Ss to the phrases in the box and elicit meanings in Ss’ L1.
ñ In
pairs, Ss act out exchanges similar to the example, using phrases from the box.
ñ Monitor
activity and check for understanding of
phrases.

Answer
Key
(Answers according to
Ss’ L1)

Suggested
Answer Key
A: How was your
holiday? Did you have a nice time?
B: You’ll never guess
what happened!
A: What? What happened?
B: I missed my
flight home and had to spend 24 hours at the airport waiting for the next one.
A: Oh, you poor
thing!etc

4      Focus ➤ Listening
for specific information
ñ Have
Ss listen to recording.
ñ Elicit
answers to the question in the rubric and
check.

Answer
Key
Isabelle visited
Greece, Italy, and Spain.

5      a)
Focus ➤ Reading
for specific information
ñ Write
on board two columns with the headings “good” and “bad”. ñ
Have
Ss read individually the dialogue. ñ Elicit
from the Ss the good and bad experiences the speaker in the dialogue had on
holiday. Write them in the correct column.

Answer
Key
Good experiences: Greece
was beautiful, Italians were friendly, Italian cuisine was great.
Bad experiences:
got sunstroke in Greece, got seasick on the ferry on
the way to Italy, got purse stolen in Barcelona while waiting for a bus.

b)
Focus ➤ Consolidating
vocabulary
ñ In
pairs, have Ss read out the dialogue exchanges roles. ñ
Monitor
activity and assist as necessary.
(Ss’ own answers)
Listening
6     Focus ➤ Listening
for specific information
ñ Have
Ss listen to recordings and answer questions individually. ñ
Ss
compare answers and check.

Answer Key
      1
  C       2   C

3

A

4

B

5

A

Intonation
7
a) Focus ➤ Identifying
stressed syllables in phrases/understanding phrases
ñ Have
Ss listen to recording and mark stressed syllables in phrases. ñ
Ss
compare answers with a partner and listen again to check. ñ
Invite
Ss to match phrases to feelings and discuss meanings.

Answer Key
1    That’s
  ABsolutely BRILLiant!
2    That
  REAlly drives me mad.
3    OH
  thank GOODness!
4    REAlly?
  What happened?
5    I
  don’t QUITE understand that.
6    WHY
  do these things KEEP happening to me.
1 d     3          c           5          a
  2 f     4          e          6          b

b)
Focus ➤ Role
playing (holiday events)
ñ In
pairs Ss act out exchanges about the events listed in the rubric, using phrases
from Ex. 7a. ñ Refer
pairs to the example exchange as a guideline to their exchanges. ñ
Monitor
activity and assist as necessary.

Spotlight 8 Mod 6 Ts  09-09-09  17:08  Page 99
Listening & Speaking 6b

Answer
Key
A: I’m sorry,
sir. We can’t seem to find your reservation.
B: Really? What
happened?
A: I’m sorry. It
looks like your luggage has got lost again.
B: Why do these
things keep happening to me?/That drives me mad.
A: I’m sorry, madam.
You can’t take photographs inside the palace. B: I don’t quite understand that.
A: Your room has
a wonderful view of the sea.
B: That’s absolutely
brilliant!
A: Paul, I’ve just had
an accident in my car. B: Really? What happened?

Speaking
8   Focus ➤ Role
playing (a holiday that went wrong
ñ In
pairs, Ss act out a dialogue using the phrases in Ex. 1 and the dialogue in Ex.
5 as a guideline. ñ Ss
record their dialogues and listen to check. ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
Paula: Welcome
back, Ned! How was your holiday?
Ned: Hi,
Paula. It was good, but a few things went wrong.
Paula: What
happened?
Ned: The
first day everything was perfect. The weather was brilliant and I lazed on the
beach. Florida is beautiful, you know.
Paula: I’ve
never been myself. Do you recommend it?
Ned: Be
careful when you go. When I was there the weather turned bad all of a sudden.
There were huge storms ― so I had to stay indoors.
Paula: What
did you do?
Ned: I
spent a lot of time in shopping malls and in my hotel room reading! Paula: How
awful! Did anything else happen? Ned: Well, yes! I actually lost my
passport as well. I had to get a new one, so I spent quite a lot of time at the
Embassy. But, I still had time to go to Mexico.
Paula: What
was it like?

Ned: Fantastic.
The food is great, if you like spicy food! And it wasn’t expensive either. You
should come with me next year ― I’m planning to go back, you know.
Paula: You
are?
Ned: Yes.
You see, I definitely need someone to co-drive. I lost my way and had to drive
an extra two hundred kilometres. Paula: That’s so annoying! But you got
to see a lot more of the countryside, didn’t you?
Ned: Yes.
I’ve got some amazing photos to show you …

9    Focus ➤ Writing
about holidays
ñ
Have
Ss review unit for vocabulary. ñ Allow
Ss time to write their sentences. ñ In
pairs, Ss read their sentences to each other. ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
Did I tell you that my
luggage got stolen on my trip to Florida!
I got sea sick on the
ferry to Italy but it didn’t spoil my holiday.
You’ll never guess what
happened to me on my trip to India!
My trip was awful! I
got sunstroke, missed my flight and had my wallet stolen! etc

Spotlight 8 Mod 6 Ts  09-09-09  17:08  Page 100
                                                                                3   Focus ➤ Understanding
  “said” and “told”
ñ Read
  the examples in the rubric and discuss (explain that told is used when
  someone says

1      Focus ➤ Introducing
reported speech.
ñ Read the Theory Box and
example with Ss and
check for understanding.

Answer
Key
As in Theory Box

2      Focus ➤ Understanding
the differences between direct and reported speech
ñ Read
the table with Ss and check for understanding.
ñ Have
Ss identify changes in examples from direct to reported speech.
ñ Elicit
answers from Ss and write them on the board under headings direct and reported
speech.

Answer
  Key

Direct
  Speech

Reported
  Speech

is                         →
(Present
  Simple)
travelled              →
(Past Simple)
have
  done            →
(Present
  Perfect)
will
  travel            →
(Future
  Simple)
am
  looking           →
(Present
Continuous)
can’t
  wait            →
(Modal)

was, that, no
  quotation marks, (Past Simple) had travelled, that, she, previous, no
  quotation marks, (Past Perfect) had done, that, she, no quotation marks,
  (Past Perfect) would travel, that, he, no quotation marks,  (Would) was
  looking, that, he, no quotation marks, (Past Continuous) couldn’t wait, that,
  she, no quotation marks (Modal)

something to someone specific). ñ
Have
Ss complete task individually.
ñ Invite
Ss to read out answers in class and
check.

Answer Key
1 told

3

said

5

said
  (that)

2 said (that)

4

told

4   Focus ➤ Practising
reported speech
ñ Read
through rubric with Ss and check for understanding.
ñ Invite
different Ss to report speech in rubric, paying careful attention to verb tense
changes. ñ Check and discuss Ss’
answers.

Answer
Key
He said it was the most
thrilling experience he had ever had.
He said he had spent
five days in Edinburgh and that it had been amazing.
He said he sometimes
got lonely. He said he couldn’t carry all his stuff around easily.
He said that he was
flying to Ireland and that if he had time, he would visit Cardiff too.

5      a)
Focus ➤ Understanding
reporting the imperative
ñ Read
the examples with Ss and note differences from the direct speech to the
reported speech. ñ Elicit
how the imperative is reported.

Answer
Key
We report the
imperative using tell + sb + (not) to–infinitive.

b)    Focus ➤ Practising
reporting the imperative
ñ Have
Ss complete task individually. ñ Ss
compare answers with a partner and check with Grammar Reference section.

Spotlight 8 Mod 6 Ts  09-09-09  17:08  Page 101
                                                                                Grammar in Use        6c

Answer
Key
The travel agent told
me to leave copies of my itinerary with family and to call them regularly, to
learn about local laws and customs, not to leave my luggage unattended, not to
carry large amounts of cash and not to tell people that I am travelling alone.

6      a)
Focus ➤ Understanding
reported questions ñ Refer
Ss to the examples in the rubric. Explain that we do not use said or told when
reporting questions and instead we use ask (or a similar verb).
ñ Ss
answer questions with a partner and compare answers with another pair. ñ
Check
answers in class.

Answer
Key
1    ask

2    a
same question word
2    b
if or whether
3    same
as in reported statements

b)    Focus ➤ Practising
reported questions
ñ Read
the rubric with Ss and check understanding with the example. ñ
Ss
complete task individually.
ñ Invite
Ss to read out answers in class and
check.

Answer
Key
2    Nathan’s
friends asked him if/whether he had had his photographs developed.
3    Nathan’s
friends asked what Edinburgh was like.
4    Nathan’s
friends asked how much money he had spent.
5    Nathan’s
friends asked if/whether he would travel alone again in the future.
6    Nathan’s
friends asked him if/whether he had made any English friends.

7      Focus ➤ Practising
reported speech
ñ Have
Ss practice reporting the messages from the rubric to a partner. ñ
Invite
Ss to report messages in class and check.

Answer
Key
Jason called to remind
you that you have football practice at 9. He said he hoped to see you later.
Also Alan phoned to say sorry he wouldn’t be able to come. He said Tony had had
a nasty fall and that they were taking him to the hospital. Oh yes! And Patty
called as well. She said she had picked up the tickets on her way to work and
so you don’t have to bother.

8      Focus ➤ Consolidating
reported speech
ñ Read
through example with Ss and check for understanding. ñ
Ss
complete task individually.
ñ Invite a few Ss to
report exchanges to the class
and check for understanding.

Answer
Key
2    Julia
asked Penny which forms of public transport she used. Penny said that she
normally used the bus or the tram but said she never used the metro.
3    Frank
asked Pat if she felt well. Pat said she felt terrible and that she had a
terrible headache. Frank told her to take an aspirin, have a rest and she would
feel better soon.
4    David
asked Gwen if she had gone to the party the day before. Gwen said she had but
that she had left early.

Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 102
6 d Vocabulary & Speaking
Objectives
b) Focus ➤ Discussing
the text/reading and
Vocabulary: related
to means of transport; listening for specific information idioms
(referring to means of transport)
                         Grammar:
at/on;
reported speech                                      ñ
Ss
listen and read again the text.
Reading: reading
to identify missing text; ñ Invite
Ss to tell the class what they found reading for specific information
interesting in the text.
                         Speaking:
discussing
the text; describing waiting                 ñ Encourage
discussion and feedback.
for a steamboat
Listening: listening
for specific information; Suggested Answer Key listening for
confirmation; listening for key words

I was impressed by the
fact that steam rotates
Writing:
writing
about means of transport in a paddlewheel that causes the boat to move
your
country forward.
I
also found interesting the fact that they used Reading         to
transport people and goods up and down the rivers.

1    a)
Focus ➤ Introducing
the topic of the text It’s interesting that people still
take river ñ Refer
Ss to the picture and title. cruises today. I would like to go on one.

ñ
  Elicit
  discussion of the picture and the

meaning of the title.

3

Focus ➤ Activating
  vocabulary

                               Suggested
Answer Key                                                  ñ
Copy
table from the rubric on the board.

ñ
Have
Ss brainstorm vocabulary they know related I think the title means a way of
travelling. to means of transport and write them in the

b)

Focus ➤

Reading
  to identify missing text

table.

Suggested
  Answer Key

by
  land

by
  sea

by
  air

coach car bicycle bus
  train horse/donkey/camel on foot skateboard scooter motorbike
  underground/metro on foot

hovercraft steamboat
  ferry canoe raft cruise ship yacht ship

helicopter
  aeroplane hot-air balloon private jet

Answer
  Key 1 most/many

5

by

9

some/that

2 from

6

in/over

10

by

3 their

7

for

4 the

8

them

ñ Refer
Ss to text and explain task, reminding Ss that it is not necessary to
understand all the words in order to fill in the gaps.
ñ Have
Ss read out text and check answers.
2    a)
Focus ➤ Understanding
vocabulary

ñ
  Have
  Ss complete task individually.

ñ
  Ss
  compare answers with a partner and check.

4

Focus ➤

Listening for
  specific information

Answer Key way
  = means

show
  = indicate

effect = impression

well-known
  = popular

turn = rotate

goods
  = merchandise

ñ Have
Ss listen to the recording and answer questions in the rubric.
ñ Invite
Ss to read out answers in class and check.
Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 103
                                                                                Vocabulary & Speaking    6d

Answer
Key
Sophie ―
bike because you don’t get stuck in traffic, it’s free and it keeps you fit.
Peter ―
train because it is a fast way to travel and he likes looking out of the window
at the beautiful countryside.
Greg ―
boat because you can walk around or go outside and look at the sea. It is a
really interesting way to travel.

5      Focus ➤ Writing
about means of transport in your country
ñ Allow
Ss time to write a few sentences, answering the questions in the rubric. ñ
In
pairs Ss read each other their sentences. ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
The most commonly used
means of transport in my country is the train/the underground. I like
travelling by car, most of all because you are free to go where you want
whenever you want.

6      Focus ➤ Describing
waiting for a steamboat
ñ Refer
Ss to the picture in the text and have them listen to the music extract.
ñ
In
pairs, Ss imagine and describe a scene where they are in waiting for a
steamboat. ñ Monitor activity and
assist as necessary.

Suggested
Answer Key
I am on a steamboat on
the Mississippi river. I am standing on deck looking out and enjoying the view.
I feel very calm and relaxed.

7      Focus ➤ Practising
vocabulary
ñ Have
Ss complete task individually.
ñ Ss
read out exchanges with a partner and check their answers.

Suggested Answer Key
       1
  A: miss                  4

A:
  board

            B:
  give                 5

B:
  take

2    B:
  got off  6
3    A:
  booked

A:
  catch

8      Focus ➤ Understanding
at/on
ñ Have
Ss complete task individually and write sentences, using reported speech. ñ
Invite
Ss to read out their sentences and check.

Answer Key
1 at

4

at

7

at

2 on

5

at

8

on

3 on

6

on/in

9

at

Suggested
Answer Key
2    He
told us that the traffic on the motorway was heavy and we should take the train
instead.
3    Karen
said that she had waited on the toll bride for over an hour due to heavy
traffic.
4    She
asked me why I had left my car at the garage.
5    Frank
said he would meet me at the bus stop tomorrow.
6    The
police advise drivers not to drive on the roads until the snowstorm has
stopped.
7    She
informed us that at the harbour there are many great fish restaurants.
8    They
announced that passengers had to wait for the next train on platform six.
9    Frank
said he had waited at the station for over thirty minutes for the next train to
come.

9      a)
Focus ➤ Understanding
vocabulary
ñ In
pairs, have one S ask the questions from the rubric and the other answer with
the correct place from the places in Ex. 8. ñ Monitor
activity and check for understanding.

Answer Key
1 train

6

bus
  stop, harbour,

2 station, airport

station

3 harbour, station

7

station

4 road, bus stop

8

bus stop

5 airport, harbour

9

airport, station

Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 104
 Vocabulary & Speaking
b)
Focus ➤ Practising
vocabulary/listening for confirmation
ñ Have
Ss complete task individually.
ñ In
pairs, Ss check their answers by asking questions from Ex. 9a and giving
correct answers from list in rubric.

Answer Key
      a
  9       c   3

e

7

g

5

i

4

      b
  2       d   1

f

8

h

6

Listening
                     10   Focus ➤ Listening
for key words
ñ Write
“key words” on the board and elicit what it means (these are the words that
hint to finding specific information about the text). ñ
Have
Ss listen to the announcements, paying attention to key words that hint at
where the announcements could be heard.
ñ Invite
Ss to say their answers in class and write down their key words on the board.

Suggested
  Answer Key
1    train
  ― intercity service, buffet car, carriage A
2    plane
  ― captain, welcome aboard, flight BA345, flight time, flying, flight
attendants, enjoy the flight
3    coach
  ― National Express, driver, heavy traffic

Idioms
11      Focus ➤ Understanding
Idioms
ñ Refer
Ss to list of words.
ñ Have
Ss form groups of 3-4 and complete task and check in Appendix 3. ñ
Ask
Ss to find similar idioms in own L1. ñ Invite
groups to say their answers in front of the class and discuss.

Suggested Answer Key
1    B:
  drives   3          A: road
2    B:
  track    4          B: boat

5

B:
  shipped

12      Focus ➤ Writing
about means of transport
ñ
Have
Ss review unit for vocabulary. ñ Allow
Ss time to write their sentences. ñ In
pairs, Ss read their sentences to each other. ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
I would like to book a
return ticket to London please.
The travel agent asked
us which fare we wanted, business or economy. I forgot to get off at my stop
and was late for work.
Most people travel by
train and bus downtown as there is heavy traffic. etc.

6 e Writing Skills
Objectives
Reading: identifying
the type of a letter; identifying missing phrases; identifying semi-formal
language in a text; proofreading a written text Writing: writing about
being an exchange student; writing with semi-formal language; writing
expressions of gratitude; writing a semiformal thank-you letter
Reading
1
a) Focus ➤ Introducing
the topic of the text
ñ Refer
Ss to the advertisement and read it with the class. ñ
Elicit
answers to the questions in the rubric.

Spotlight 8 Mod 6 Ts  09-09-09  17:08  Page 105
                                                                                Writing Skills        6e

Suggested
Answer Key
Yes, I think my family
would benefit from playing host to a foreign student because we would have the
opportunity to learn more about another culture. I think I would enjoy such an
experience. I would make a new friend from another country.

b)
Focus ➤ Writing
about being an exchange student
ñ Allow
Ss time to write a few sentences, answering the questions in the rubric. ñ
In
pairs, Ss read each other their sentences. ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
I’d like to stay with a
host family. It might be difficult to get to know them. There could be problems
if I did not get along with the children in the family. I could have problems
with the language and not understand them very well. It would definitely be a
challenging and interesting experience.

2      Focus ➤ Identifying
the type of a letter
ñ Read
the rubric with Ss and check for understanding.
ñ Have
Ss read letter and identify what kind of letter it is and discuss.

Answer Key a
thank-you letter

3      Focus ➤ Reading
to identify missing phrases
ñ Have
Ss read the text again and insert the missing phrases from the rubric.
ñ Invite
a S to read the letter and check answers
with class.

Answer
Key
1    I
had a wonderful time
2    Thank
you once again for
3    What
helped me most
4    I
appreciate

.
4 Focus ➤ Understanding
semi-formal thankyou letters
ñ Read
the Theory Box with Ss and check for understanding.
ñ Elicit
examples of semi-formal writing from the
text and discuss.

Answer Key less
formal language: let you know, had a wonderful time,
you really made me feel at home, my mum is going to try some of the recipes you
gave me, perhaps you could visit us one day formal linking words: and I
must say that, I even, thanks to words/phrases in the passive: I was
made to feel at home, my English improved respectful, polite tone: thank
you for your kindness during my stay with you, I will never forget you, I
appreciate everything you did to make my stay so pleasant, I must say that Mrs
Reeves’ cooking is amazing, What helped me most was our interesting
conversations, thanks to Mr Reeves’ great sense of humour, I appreciate your
generosity and hospitality, I hope we will keep in touch

5      Focus ➤ Understanding
the format of semiformal thank-you letters
ñ Have
Ss complete task individually.
ñ Ss
compare answers with a partner and check.

Answer Key
      a
  3       b   2

c
  4

d

1

6      Focus ➤ Practising
semi-formal language
ñ Have
Ss rewrite the passage with the phrases in the rubric.
ñ Invite
a few Ss to read out passage and check
for understanding of the language use.

Answer
Key
1     I
am writing
2     It
was kind of you
3     I
appreciated
4     As
for
5     What
helped me most
6     Thank
you very much

Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 106
 Writing
Skills
7
a) Focus ➤ Identifying
semi-formal language
ñ Ss
complete task with a partner.
ñ Pairs
compare with another pair answers and check.
ñ Monitor
      activity            and      check    for understanding.

Answer
Key
1, 3, 5, 7

b)
Focus ➤ Practising
expressions of
gratitude
ñ Read
the example in the rubric with Ss and check for understanding.
ñ Have
Ss write their sentences, expressing gratitude by using phrases from Ex.7a)
ñ Ss
compare their answers with a partner and
check.

Suggested
Answer Key
2    I
really enjoyed the weekend I spent with you.
3    I
am very grateful for the help you game me with my project.
4    It
gave me great pleasure to spend the summer with you and your family.
5    It
was very nice of you to buy me a present for my birthday.

Writing
8   Focus ➤ Writing
a semi-formal thank-you letter
ñ Refer
Ss to the plan in the rubric and check for understanding.
ñ Allow
Ss time to write their letters that follow the plan in the rubric.
ñ Invite
Ss to read their letters to the class and call for feedback. ñ
Alternatively,
assign task as HW.

Suggested
Answer Key
Dear Mr and Mrs Harper,
I
am writing to let you know that I arrived home safely and I would like to thank
you for your wonderful hospitality. It gave me great pleasure to spend my
summer holiday in Oxford. I am sure I will remember the time I spent with you
for a long time to come.
I
appreciate everything you did to make my stay so memorable. I felt very
comfortable in my room and I really enjoyed tasting true English cuisine. I
must say that Mrs Harper’s baking is amazing. I have never eaten such delicious
home-made cakes before. Furthermore, the sightseeing tours we went on were very
informative. I have learned a lot about your country.
My
English has improved a lot and I am pleased to say that I have received higher
marks! I have managed to expand my vocabulary by helping Mr Harper with the
daily crossword. I am very grateful.
Thank
you once again for your kindness and hospitality. I hope we will have the
chance to meet again ― perhaps you could visit us one day. Best regards,
Danny

9    Focus ➤ Proofreading
a written text.
ñ Read
Study Skills box with Ss and check for understanding.
ñ Have
Ss proofread their letters from Ex. 8, following the guidelines in the Study
Skills box. ñ In
pairs, Ss exchange letters and check their partner’s work.
ñ Pairs
discuss and give feedback on each others letters. ñ
Monitor
activity and assist as necessary.
(Ss’ own answers)

Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 107

1      Focus ➤ Understanding
phrasal verbs (set)
ñ
Have
Ss complete task individually and compare answers with a partner. ñ
Have
Ss check meanings in appendix 1.

Answer
Key
1    save
2    begin
and seem likely to continue
3    start
a journey
4    slow
down

2      Focus ➤ Consolidating
vocabulary
ñ Have
Ss complete task individually and check definitions in dictionary. ñ
Ss
write their own sentences with other words. ñ Invite
Ss to read out their sentences in class
and check.

Answer
Key
1    reached       3          voyage  5          room
2    fetch           4          expedition        6          foreign
1    We
arrived at school just before the bell rang. I got to the theatre early, so I
had to wait for my friend.
2    ‘Please
bring me your homework tomorrow morning,’ the teacher said. It only takes 24
hours to deliver documents by courier.
3    My
journey home took longer than usual because of the heavy snow. I really enjoyed
the school trip I went on earlier this year.
4    The
tourists went on an excursion to Suzdal for the day. The guide took us on a
fascinating tour of the city.
5    The
best place for shopping is New York. Mind the gap as you get off the train.
6    It
felt strange to leave home and live on my own. Maria was curious to find out
the results of the test.

Dependent Prepositions
3     Focus ➤ Practising
dependent prepositions
ñ Have
Ss complete task individually with prepositions in list. ñ
Ss
compare answers with a partner and check in Appendix 2.

Answer Key
1 at

3

off

5

on

2 for

4

without

6

in

Word Formation
4     Focus ➤ Forming
nouns
ñ Read
the Theory Box with Ss and check for understanding. ñ
Have
Ss complete the task individually. ñ Invite
Ss to read out their answer to the class
and check.

Answer
  Key 1 kindness

3

amusement

2 madness

4

achievement

Grammar Revision
5     Focus ➤ Practising
reported speech
ñ Read
example from the rubric with Ss and check for understanding.
ñ Have Ss complete
sentences individually and
compare with a partner.

Suggested
Answer Key
2    My
parents told me I could go to the party tomorrow.
3    Our
teacher said she was looking for students to help set up the school play.
4    Our
neighbour asked us if we would watch her home while she was on vacation.
5    Before
the school trip, the headmaster told us not to leave the group or we could get
lost.
6    My
grandfather asked me if I wanted to go to the museum.

Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 108
 English
in Use
                       6   Focus ➤ Consolidating
new vocabulary
ñ Have
Ss review the unit and pay attention to new vocabulary and phrases.
ñ Allow
Ss time to write a few sentences, using
new words and phrases that they have learnt.
                  6       Culture
Corner
Objectives
Grammar: forming
derivatives
Reading: reading
for specific information; reading to identify missing text; reading to identify
the main idea of paragraphs
Speaking: asking
and answering questions about the text; discussing the text
Writing: writing
a heading for paragraphs; writing about a famous river in your country
Reading
1      Focus ➤ Reading
for specific information
ñ Elicit
from the Ss what they know about the river Thames.
ñ Have
Ss think up questions about the text and write them down in their notebooks.
ñ Ss
read and try to find the answers to their
questions.

Suggested
Answer Key
I know that the river
Thames is in the SouthEast of England. It runs through the city of London.
Which places does the
river Thames run through?
How long is the river
Thames?
How deep is the river
Thames?

2      a)
Focus ➤ Reading
to identify missing text/ forming derivatives
ñ Have
Ss read text and fill in gaps with derivatives of the words in the brackets. ñ
Invite
Ss to read out answers in class and check.

Answer
Key
We set off early that
morning for an excursion to the mountains to do some hiking. When Jane gets a
day off from work, she plans to set aside some time to read her favourite
magazine.
Anger was setting in on
the crowd, as they waited for over an hour to get into the stadium. etc

Answer
  Key 1 extremely

5

beautiful

9 different

2 drinking

6

famous

10
  lucky

3 thirsty

7

childhood

4 Industrial

8

pleasant

b)
Focus ➤ Understanding
vocabulary/asking and answering questions about the text
ñ Refer
Ss to the highlighted words in the text. ñ Have
Ss read and listen to the text. Elicit from Ss the meanings of the highlighted
words.
ñ Invite Ss to ask
questions to the class about
the text and elicit answers from class.

Suggested
Answer Key reaches ― gets to provided ―
was used as supplies ― amounts attacks ― invasions banks
― shores, sides exported ― sold to other countries, sent
symbol ― emblem, sth that represents sth else famous ―
well-known

Suggested
Answer Key
What was built on the
Thames after the industrial revolution?
Beautiful homes were
built along the banks of the river.
How did the Thames help
London at wartime? Castles and forts were built on the mouth of the river and
they protected London. etc

Spotlight 8 Mod 6 Ts  09-09-09  17:08  Page 109
Culture
  Corner

3   Focus ➤ Identifying
the main idea and writing a heading for paragraphs
ñ Read
the rubric with Ss. Explain that a heading should summarise the main idea of
the paragraph and that Ss should underline key words when reading.
ñ Ss
work in pairs to find the main idea and create a heading for each paragraph.
ñ Pairs
compare their answers with another pair
and check.

Suggested
Answer Key
Para
1
Main idea:
London would not be London without the river Thames. Suggested heading:
The importance of the river Thames
Para
2
Main idea:
England had very few roads in the past so the Thames provided a major highway
between London and many parts of the country.
Suggested
heading: The many uses of the river
Thames
Para
3
Main idea:
With the Industrial Revolution in the 18th century, the Thames became one of
the busiest waterways in the world. Suggested heading: The river Thames
― the place to be!
Para
4
Main idea:
Today the Thames has become a symbol of London, just as much as Big Ben or
Buckingham Palace.
Suggested
heading: Why we all love the river Thames

4      Focus ➤ Discussing
the text
ñ In
pairs, Ss tell each other what they found interesting about the text.
ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
In the past you could
see cows and sheep drinking water from the Thames. Charles Dickens spent part
of his childhood near the river Thames.

5      Focus ➤ Writing
about a famous river in your country
ñ Read
through rubric with Ss and check for understanding.
ñ In
groups of 3-4, have Ss collect information and write an article about a famous
river in their country following the guidelines in the rubric. ñ
Allow
Ss time to work in class or assign as HW. ñ Invite
groups to present their articles and pictures to the class.
ñ Invite class to ask
questions and give feedback
on each presentation.
Suggested Answer Key The Kama River
The river Kama
is an important river in Russia. Situated in west-central Russia, it is one of
the longest tributaries of the Volga and 1, 805 kilometres long. It starts its
journey in Udmurtia, near the town of Kuligi and flows north, then east, south
and south-west until it reaches the Volga river. There are many cities situated
on the banks of the Kama, such as Solikamsk, Berezniki and Perm.
The Kama is a valuable
waterway to the Urals and Siberia and is, therefore, often used as a trade
route. Its waters support a wide variety of industries and its floodplains are
rich in salt and potassium. There are hydroelectric stations at Perm and
petroleum is extracted in the Sylva and Iren valleys.
Although the Kama is
mostly associated with industry, it remains a beautiful river nonetheless.
During the winter months when the river is frozen, you can find people
iceskating and during the warmer months of the year many enjoy strolling along
its banks.
Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 110

1      Focus ➤ Introducing
the topic of the text
ñ Refer
Ss to the pictures and title.
ñ Elicit
discussion of the pictures and answer to
the question in the rubric

Suggested
Answer Key
The Leshan Giant Buddha
is in China. It is the largest Buddha statue in the world. The Statue of
Liberty is one of the largest and oldest statues in the world. They may be in
danger because of pollution.

2      Focus ➤ Reading
to identify missing text
ñ Refer
Ss to the text and explain task, reminding Ss that it is not necessary to
understand all the words in order to fill in the gaps. ñ
Have
Ss read out text and check answers.

Answer Key
1 by

5

on

9

both

2 being

6

was

10

ago

3 from

7

in

11

to

4 been

8

most

12

that/which

3      Focus ➤ Reading
for specific information
ñ Have
Ss read statements in rubric and complete task. ñ
Direct
Ss to correct false statements.
ñ Ss
compare their answers with a partner and
check.

Answer
Key
1    T
2    T
3    F   It
is made of stone.
4    T

5    F
6
  T

It
  is made of stone.

4      Focus ➤ Identifying
context clues
ñ Read
the Study Skills box and check for understanding.
ñ Have
Ss read the introduction to the text again
and elicit the context clues in it.

Answer
Key
The author has used a
definition: ‘Acid rain is rain that contains particles of acid. It is mainly
caused by burning fossil fuels’. The author also explains that it is something
negative: ‘Acid rain is bad for the environment’. The author also explains what
it can do: ‘Many of the world’s historic monuments are badly damaged by it.’

5      Focus ➤ Listening
for specific information/ discussing the text
ñ Ss
listen and read the text again.
ñ In
pairs, Ss tell each other what they found interesting about the text. ñ
Monitor
activity and assist as necessary.

Answer
Key
I was impressed by the
fact that the great Sphinx in Giza is the biggest stone sculpture made by man.
I was also impressed by how old the Leshan Buddha is and that is was almost
destroyed by wind erosion and acid rain. etc

6      Focus ➤ Understanding
vocabulary
ñ Refer
Ss to the words in bold and the definitions in the rubric. ñ
Have
Ss complete matching task individually. ñ Ss
compare answers with a partner and check.

Answer Key
1 symbol

3

particles

5

sculpture

2 erosion

4

smog

6

fossil
  fuels

Spotlight 8 Mod 6 Ts
09-09-09  17:08  Page 111
Going Green

Suggested
  Answer Key
Walled
  City of Baku with the Shirvanshah’s Palace and Maiden Tower
One
  world heritage site that is in danger is the Walled City of Baku, which is
  situated in Azerbaijan. The walls of the inner city date back to the 12th
  century and parts of Maiden Tower are even older (7th to 6th centuries BC.)
  Fifteenth century Shirvanshah’s Palace is considered to be one of the best
  examples of Azerbaijan’s architecture.
Unfortunately, the
  November 2000 earthquake damaged the inner city and little conservation work
  has been done to restore the buildings to their former glory. It would be a
  pity to lose these ancient buildings as they are so unique. etc

7      Focus ➤ Writing
about monuments/historic buildings which are in danger.
ñ Allow
Ss time to collect information (refer them to the website in rubric) and write
their essays.
ñ Alternatively,
assign task as HW
ñ
Invite
Ss to present their information to the class and ask for feedback.
Progress Check
Progress Check 6 and
Look at Module 7 should be done in one lesson.
Answer Key
1
1         track     6          monuments       4 1       aside     3          off        5          in
2
drive    7          boarded            2          in          4          back
3
touristy            8          book
4
boat 9 sunstroke 5 1 at 3 for 5 without 5
seaside 10 catch 2 on 4 in
2    1         seriousness        3          kindness            5          sadness 6
1       c          2          d          3          a           4          e          5          b
2    development
  4          amusement
3    1         She
said that she enjoyed travelling a lot.
2    He
said that he had visited Spain the previous year.
3    He
said that travelling solo was the best thing he had ever done.
4    Jane
said that she would go to Italy the following year.
5    Tim
said that he was looking for an interesting destination.

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 112
                                                     Education

Before you start …
ñ Work
through the questions with the class, asking follow up questions to encourage
Ss to expand on their answers as much as possible. e.g. What types of
activities do you like to do on holidays? What monuments have you visited? Why?
Would you like to be an exchange student? Why or why not? ñ
Make
sure Ss understand this section and use the
prompts to recycle vocabulary seen in
Module 6.
Look at Module 7
Refer Ss to the title of module,
Education, 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 learning and going to school. I think we will learn about different schools,
subjects and ways of learning.

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.

Suggested Answer
Key Focus Ss attention to pic.1 (p.108).
T: What page is
the picture on?
S1: It’s on page
108. It’s a boy looking in a microscope.
T: Have you ever
used a microscope?
S2: Yes, in
science class.
T: What is your
favourite subject? Why?
S3: History. I
like to learn about the past and important people.
pic.2 (p.116)
What is this a
picture of? What do think the girls are doing? How do you help your friends
when they have problems? What kinds of problems do we experience at school?
pic.3 (p.107)
What is the boy
doing in the picture? What other ways do we communicate with others? Do you use
computers and mobiles to communicate with your friends?
pic.4 (p.110)
What are the
people in this picture doing? What is a special school? Do you know of any
special schools? What would you like to study if you went to a special school?

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 a graph (p. 107)
What information does
  the graph contain? Why do we use graphs? What do you learn from this graph?
a diagram (p.
  119)
What
  does the diagram show? Why do we use diagrams? How does this diagram help us
  understand the information in the text?
a sketch showing how something is made
  (p. 113) What does the sketch show? Does it
  help us understand? Where do we sometimes see sketches?
dictionary
  entries (p. 108)
What
  information do these entries give us about the word? Do you use a dictionary
  to help with the pronunciation of a word? When do we use dictionaries?
What
  subjects require the use of a dictionary?

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

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 113
                             7 a      Reading & Vocabulary
Objectives
                                                                                4   Focus ➤ Understanding
new vocabulary
                        Vocabulary:
   related
   to    the    media    and
communications; symbols ñ
Refer
Ss to the bold words in the text. Discuss Reading: reading for
confirmation; reading for meaning.
specific information; reading a graph ñ
Have
Ss find meaning in own L1. Allow time for Speaking: discussing the topic
of the text; Ss to write down new vocabulary in notebooks. discussing a day in
your life without gadgets; ñ Have
Ss complete matching task individually.
conducting a survey ñ
Invite
Ss to read out answers to the class and Listening: listening for
confirmation check.

Answer Key

Reading

fixed on: stuck

                     1   Focus ➤ Introducing
the topic of the text                     chatting: talking

occasionally: sometimes
ñ
Have
Ss look at the pictures and elicit descriptions texting: sending
written messages of them. telling off: speaking to sb
angrily ñ Elicit discussion on
what gadgets Ss use and concentrate: focus why.
deal
with: cope with impact: effect

                             Suggested
Answer Key                                                    extensions: additions

In the pictures
I see young people working, having fun and using technology.

                            I
can see computers and mobile phones.                     5   Focus ➤ Discussing
the topic of the text
                                  I
have got both a computer and a mobile                     Read
the last sentence of the text with Ss and
ñ
                              phone.                                                                               check
for understanding.

2

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

ñ In
  pairs, Ss discuss the sentence, using vocabulary from the text.
ñ Monitor
  activity and assist as necessary.

ñ Invite
a few Ss to read the title and the first

Suggested Answer Key

sentences in each paragraph.
ñ Elicit
what the text is about and write Ss’ A: The author is saying that talking to
people answers on the board. on-line isn’t as good as real face-to-face ñ
Ss
read and listen to the text and check. communication and that we should make

sure we find
time to go out and meet people.

Suggested Answer Key

B: Do you agree with this opinion?
The text could
be about how young people live A: No, I don’t. I think that it is more fun to
today and the role electronic media plays in meet people online. I feel more
their lives.   comfortable communicating with people that way. What do you
think?
3 Focus ➤ Reading
for specific information B: I understand what
the author is saying. I have to agree that communicating with

ñ Have
Ss read again text and complete task people is best when you can actually
see individually.   them. ñ Ss
compare and check answers with a partner.

Answer Key
      1
  C       2   C

3

B

4

D

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 114
 Reading & Vocabulary
Vocabulary
6
Focus ➤ Understanding phrases
ñ Have
Ss complete matching task and sentences individually. ñ
Ss
compare answers with a partner.
ñ Invite
a pair of Ss to read out exchanges in class
and check.

Suggested Answer Key
      1
  d       2   a        3   b
1    connect
  to the Internet
2    check
  my emails
3    download
  ... files
4    install
  … Programme

4

c

7      Focus ➤ Understanding
symbols
ñ Read
through symbol key with Ss and check for understanding. ñ
Elicit
answer to the question in the rubric. ñ In
pairs, Ss read each other the addresses, using the key.
ñ Monitor
activity and check for understanding.

Answer
Key
Number 1 is an
email address and number 2 is a web address.

8
Focus ➤ Reading/understanding a graph
ñ Refer
Ss to the graph in the rubric and read through it in class.
ñ Elicit
answers to the questions in the rubric and
where the information is found in the
graph.

Answer
Key
1    Young
people use the television the most and the cinema the least.
2    47%

3    TV,
          radio,   CD/tape/MP3,  computer, video/ DVD = 5
4    (Suggested
Answer) I watch TV, listen to a CD, play on a computer, go online and read a
book.

9
Focus ➤ Discussing a day in your life without
gadgets
ñ In
pairs, Ss discuss a day in their life without gadgets and answer the questions
in the rubric. ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
My alarm clock
wakes me up, not my mobile phone. I leave my mobile phone at home switched off.
I feel lost without it! I have breakfast in the kitchen and instead of watching
TV, I read the newspaper. I don’t check my emails because I am not using the Internet
today at all. I go to school and don’t listen to any music on the school bus
― I have left my MP3 player at home. After school, I do my homework but I
don’t type it up ― I write it by hand. In the evening, I read a book
instead of watching a DVD. I don’t text my friends ― I speak to my family
instead.
These changes
would make me feel a little bit isolated from my friends and the world. I would
feel a bit lost and lonely.

10   Focus ➤ Conducting
a survey
ñ Allow
Ss time to conduct surveys and collect information.
ñ Alternatively,
assign task as HW.
ñ Invite
Ss to present their findings to the class
and discuss.
(Ss’
own answers)

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 115
7 Listening & Speaking

b
Objectives

Suggested
Answer Key Vocabulary: related
to school and school subjects

Reading: reading
for confirmation, reading to 1 I am fond of English and Music. identify
missing text 2 I am best at languages.
Speaking: describing
a picture; practicing a 3 I would like to spend more time learning dialogue;
role playing (asking for/giving advice); Music. speaking with
contrastive stress
Listening: listening
to identify conversations; 3 Focus ➤ Understanding
new vocabulary listening for confirmation; listening
for specific

1

Focus ➤ Listening
  to identify a conversation/ describing a picture

ñ Have
  Ss complete task individually.
ñ
  Invite
  Ss to read out sentences in class and check.

information; listening
for contrastive stress ñ Read
through dictionary entries with Ss and check for understanding.

b

Focus ➤ Consolidating vocabulary
ñ In
  pairs, Ss answers to each other the questions in the rubric, following the
  example.
ñ Monitor
  activity and check for understanding of vocabulary.

listening for
  confirmation
ñ Have
  Ss complete individually missing text with phrases in rubric.
ñ Ss
  listen to dialogue and check their answers.

Answer
  Key 1 report card

3

degree

2 timetable

4

certificate

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

ñ
  Instruct
  pairs in their descriptions to make two

mistakes and ask partner to identify
  them.
ñ
  Monitor
  activity and assist as necessary.

4

Focus ➤ Consolidating
  vocabulary ñ Have
  Ss in pairs complete task.

ñ In
pairs, Ss compare answers and choose a picture to describe to each other.

Answer Key
      1
  test             3

exam

5

exam

      2
  test             4

test

6

exam

Answer Key
      1
  C       2   A

3

B

ñ Pairs
check their answers with another pair and discuss.

Suggested
Answer Key
A: There’s a boy
looking at something in a microscope. The teacher is helping her.

2
  a

Focus ➤ Activating vocabulary
ñ Have
  Ss brainstorm names of school subjects they know and write them on a paper.

ñ Read
  with Ss the first exchange and elicit what they think the dialogue is about.
ñ
  Ss
  read dialogue and check their answers.

B: You mean he’s looking at something under
a 5 Focus ➤ Predicting
the content of a dialogue/ microscope. The teacher
is helping him. etc reading for
confirmation
        ñ Ss
compare their list with a partner.                            Answer Key

I think the dialogue is about how two
friends

    Suggested
Answer Key                                                    did
in an exam

Biology,
Chemistry, English, Maths, French,

    German,
History, Music                                              6
a     Focus ➤ Reading to identify missing text/

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 116
 Listening & Speaking

Answer Key
      1
  G      2   C

3

D

4

B

5

H

b
Focus ➤ Understanding a phrase
ñ Read
the phrase in the rubric.
ñ Elicit
from Ss what it means in context with
the dialogue and discuss.

Answer
Key
It is easy to
say you should revise but it is hard to actually do the revision.

c
Focus ➤ Practising a dialogue/consolidating new
vocabulary
ñ In
pairs, Ss read out the dialogue from the rubric. ñ
Monitor
activity and assist as necessary.
(Ss’
own answers)
Everyday English
                       7   Focus ➤ Role
playing (asking/giving advice)
ñ Read
table in rubric with Ss and check for understanding of phrases. ñ
Refer
Ss to example in rubric.
ñ In
pairs, Ss act out exchanges asking for and giving advice, using the guidelines
in the rubric.
ñ Invite
Ss to act out conversations in class and
ask for feedback.

Suggested
Answer Key
A: 48%! Another
bad mark ― oh no! I am getting poor marks in everything these days. What
do you think I should do, Jenny?
B: Have you
thought of asking the teachers to explain things you don’t understand?
A: That’s a good
idea but I don’t want the teachers to think I’m not listening in class. I
always listen to them.
B: Teachers
don’t mind giving students a bit of extra help ― don’t be afraid!
A: OK, I’ll try.

B: Another good
idea is to make yourself a study timetable so that you discipline yourself
before the exams. I do that.
A: That might
work. I need to use my time more effectively. Could we study together?

B: Yes, we could
start a study group. There are probably a few others who would like to join us.
The more people there are, the more ideas you can share. It’s a great way to
learn.
A: Sounds like
fun. Let’s do it!
B: We all learn
differently but one thing’s for sure ― you have to take good notes.
A: My notes
could be better. What’s the best way to take good notes?
B: Why don’t you
bring your notes to the study group and I’ll show you mine to compare.
A: Thanks,
Jenny.
B: If you have
good notes, then all you need to do is revise regularly.
A: Easier said
than done! But I guess it makes sense to study all year rather than leave it
till the last minute!
B: It does mean
that you can’t go out so often. You have to stay at home and study. A: You’re
right. Anything else?
B: Remember to
turn the TV off while studying!
A: Why’s that?
B: You can’t
concentrate on two things at the same time ― that’s why!
A: OK, so we’re
going to start a study group and I am going to make much more effort with my
schoolwork in future. Here’s hoping it helps!

Listening
8     Focus ➤ Listening
for specific information
ñ Have
Ss read through questions in rubric. ñ Ss
listen to recording and complete questions individually.
ñ Ss
compare answers with a partner and check.

Answer Key
      1
  b       2   a

3

b

4

c

5

c

Intonation
9 a Focus ➤ Listening
for/understanding contrastive stress
ñ Read
theory box with Ss and check for understanding.
ñ Read
examples in rubric to the Ss with the correct stress and discuss meanings.

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 117
                                                                                Listening & Speaking    7b
ñ Ss
listen to recording and repeat.

Answer Key

ñ Check
for correct stress when Ss repeat

1
Andy got a bad mark for the exam, not a sentences.
good one.

                                (Ss’
own answers)                                                                  2
He was in trouble because he used

violence against
another pupil.

b Focus ➤ Understanding
the meaning of contrastive stress in a sentence/practicing contrastive stress
ñ In
pairs, Ss discuss meaning of examples in rubric and practice saying sentences
with correct contrastive stress. ñ Monitor
activity and check for understanding.
                                                                                2   Focus ➤ Understanding
modals
ñ Elicit
from Ss which statements in exercise are true for their school. ñ
Check
for understanding of meaning of modals.
(Ss’
own answers)

Reading
1    Focus ➤ Predicting
the content of a text/ introducing modals
ñ Refer
Ss to the Grammar Reference section and explain that modal verbs express
meanings such as obligation, necessity, certainty, ability etc.
ñ Have
Ss read the first sentence of the text and read through statements in the
rubric (check for understanding of meanings of modals). ñ
Elicit
from Ss which statements they think are
true and read text to check.

Suggested
Answer Key
I think it is
really fun to be a student at the Italia Conti Academy.
1      F    3          T          5          T
2      F    4          T          6          T

3
Focus ➤ Practising modals
ñ Read
example with Ss and check for understanding. ñ Ss
complete task individually. ñ Invite
Ss to read out sentences in class and check.

Answer
Key
2    Someone
needs to talk to the headmaster. 3 You mustn’t bring pets into the classroom!
4      You
don’t have to finish the project by Wednesday.
5      You
must/have to always wear a uniform.
6      You
should revise for the test over the weekend.
7      Everybody
has to/must hand in their homework on time.

4   Focus ➤ Understanding
the meaning of modals
ñ Have
Ss complete task individually. ñ Ss
compares answer with a partner and check.
Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 118
 Grammar
in Use

Answer
Key
2    should
(It’s a good thing to stay at home if you’re ill.)
3    mustn’t
(It’s forbidden to be rude to your teachers.)
4    can’t
(Parents aren’t allowed to park their cars in front of the school gates).
5    have
to (You are obliged to ask for permission to leave the classroom.)

5
Writing rules, using modal verbs
ñ Read
rubric with Ss and check for understanding. ñ Ss
complete task individually.
ñ Invite
Ss to read out their rules to the class and
ask class to check if they are correct.

Suggested
Answer Key
We have to stand
up when a teacher comes in.
We mustn’t eat
in class.
We mustn’t run in corridors.
We mustn’t use
our mobiles in class.
We must bring a
doctor’s note when we are ill.

6      Focus ➤ Understanding
the function of modals
ñ In
pairs, Ss answer questions in rubric.
ñ Pairs
compare and check answers with another pair.

Answer
Key ñ certainty
= C ñ absolutely not = B ñ
possibility
= A ñ criticism = D ñ
no
obligation = E

7
Focus ➤ Practising modals
ñ In
pairs, Ss complete exchanges.
ñ Invite
a few pairs to read out exchanges in class
and check.

Answer
Key
2    can’t
have gone/should have gone
3    shouldn’t
have done/needn’t have done
4    can’t
have finished
5    must
have left

8
Focus ➤ Writing sentences, using modals
ñ Have
Ss rewrite sentences in rubric with modal verb in bold. Instruct Ss that
meaning should remain the same.
ñ Read
out original sentence in the rubric and invite Ss to read their sentences and
have class check for same meaning.

Answer
Key
1    might
have overslept
2    must
have done
3    needn’t
have worked
4    should
have asked
5    can’t
have cheated

9
Focus ➤ Understanding tenses in modal verbs ñ
Read
out the sentences in the rubric and elicit answers to the questions.
ñ As
an extension activity, in pairs have Ss create their own sentences with modal
verbs and their infinitive in the past and present forms. Invite pairs to read
out answers and check.

Answer
Key
Sentences 1 and
2 refer to the present. Sentence 3 refers to the past. Sentence 2 shows
duration.

10
Focus ➤ Practising modals and the correct form
of the infinitive
ñ Refer
Ss to the exchanges and instruct them that the correct form of the infinitive
is determined by the time tense and duration of the action in the sentences. ñ
Have
Ss complete task individually.
ñ Ss
read out exchanges with a partner and
check.

Answer
Key
1    can’tknow
2    must
be going
3    can’t
be
4    may
have gone 5 must be
6    may
have been
7    must
have left/may, might, could have left

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 119
Speaking
11       Focus ➤ Describing
pictures with modal verbs
ñ Read
example in rubric with Ss and check for understanding.
ñ
In
pairs, Ss take turns describing to their partner the pictures in the rubric,
using modal verbs. ñ Monitor
activity and assist as necessary.

Grammar in Use           7c

Suggested
  Answer Key
B    He
  must be interested in the class as he islistening attentively.
It might be his favourite subject.
He can’t be having
  problems following the lesson.
C    They
  must be enjoying themselves.
They might be in a classroom.
They can’t be
  learning very much.

Vocabulary & Speaking

Vocabulary: related
to the media; media jobs; idioms (media)
Grammar: present
simple/passive voice Reading: reading for confirmation; reading to
identify missing text
Speaking: summarising
a text; discussing the media; describing how paper is made Listening: listening
to identify different types of media
Reading
1
Focus ➤ Predicting the content of the text/
reading for confirmation
ñ Refer
Ss to the text and the picture.
ñ Elicit
where the text could come from and what it might be about.
ñ Ss check their answers
by reading the text.

Suggested
Answer Key
This could be an
article from a wildlife magazine or newspaper. I think it’s about a rescue of a
koala bear.

2
Focus ➤ Reading to identify missing text/
listening for confirmation/ summarising the text
ñ
Have
Ss complete individually missing text with phrases in rubric. ñ
Ss
listen to text and check their answers.
ñ Invite
Ss to tell a short summary of the text to
the class and ask for feedback.

Answer Key
      1
  C            3

A

5

F

      2
  E             4

D

6

B

Suggested
Answer Key
The wildlife
services were called to help a koala bear in the back yard of a family home.
The rescuer had to give the koala an injection to calm her down. In a nearby
tree was the baby of the koala bear and it was crying for its mum. Koala babies
cannot survive without their mothers. The rescuer got the baby out of the tree.
The mother and her baby were brought to an animal hospital. Later, they were
released into the wild.

3    Focus ➤ Discussing
the media
ñ Read
through the questions in the rubric and check for understanding.
ñ
Have
Ss in groups of 3-4 discuss and answer the questions in the rubric. ñ
Monitor
activity and assist as necessary.
Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 120
 Vocabulary & Speaking

Suggested
Answer Key
S1: Where do you
get the news from?
S2: I read the
news on the Internet. What about you?
S3: I sometimes
read a newspaper but quite often I watch the news on TV.
S1: So do I.
S2: What kind of
things do you like reading?
S1: I like
reading the local news from my area.
S3: I like to
find out what celebrities have been doing.
S2: Me too. I
also like to read the foreign news.

S1: What do you like watching?
S2: I like
watching the world news. What about you?
S3: I like watching everything!
S1: Anything except for politics!
S2: Do you like
listening to radio programmes?
S1: Sometimes,
yes. I like to listen to pop music.
S3: I like listening to interviews.
S2: I hardly
ever listen to the radio. I prefer going on the Internet.
S1: Yes, the
Internet is definitely the most popular type of media among people our age.
S3: And also the
TV.
S1: Do you think
the TV is bad for you?
S2: Only if you
watch too much of it!
S3: I agree. You
shouldn’t watch too much.

4
Focus ➤ Understanding new vocabulary
ñ Refer
Ss to the list of jobs in the media and elicit what each one does. ñ
Ss
complete matching task individually.
ñ
Invite
Ss to read out answers in class and check.

Answer
  Key 1 reporter

5

director

2 presenter

6

editor

3    producer
4    newsreader

7

sound
  engineer

5
Focus ➤ Listening to identify different types of
media broadcasts
ñ Read
list of broadcasts in rubric and check for understanding.
ñ Have
Ss listen to extracts and identify from the list which type of broadcast it is.
ñ Check
answers in class and ask Ss to give reasons for their choices.

Answer Key
1    a
  weather forecast
2    a
  sitcom

3

a
  news report

6
Focus ➤ Practising vocabulary
ñ Have
Ss complete task individually ñ Ss
compare answers with a partner and check in
the Word List.

Answer Key
      1
  C       2   A

3

C

4

B

5

A

Idioms
7
Focus ➤ Understanding idioms
ñ Refer
Ss to list of idioms.
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 Groups
check answers in Appendix 3.

Answer Key
      1
  c       2   a

3

d

4

b

8
Focus ➤ Practising the present simple passive
ñ Elicit/explain
how the present simple passive voice is formed.(to be verb in present tense +
past participle of the verb)
ñ In
pairs, have Ss complete task.
ñ Ss
compare answers and check with another pair.

Answer Key
1    are
  cut down, sent
2    is
  removed
3    is
  chopped
4    are
  added, is cooked, is poured
5    is
  sprayed, is drained, is pressed
      A
  5       B   2         C 3          D 1

E

4

Speaking
9     Focus ➤ Describing
how paper is made
ñ Have
Ss read and review their answers in Ex. 8.
Spotlight 8
Mod 7 Ts  09-09-09  17:09  Page 121 ñ Invite
Ss to describe to the class how paper is
made and ask for feedback.

Suggested
Answer Key
First, the trees
are cut down and sent to the paper mill. Then, the bark is removed, the wood is
chopped into small pieces and some chemicals are added. Then, it is cooked in a
big pressure cooker and the paper pulp is poured into a container. The pulp is then
sprayed into a large screen and the water is drained from the paper. Finally,
the paper is pressed flat.

7 e Writing Skills
Objectives
Reading: understanding
a rubric; reading to identify for-and against arguments; reading to identify
the writer’s opinion; reading to identify topic and supporting sentences Writing:
writing supporting sentences; using linkers; writing a for-and-against
essay
1
Focus ➤ Introducing for-and-against essays
ñ Read
the Theory Box with Ss and check for understanding.
ñ Elicit
which topic in the list is a for-and-against
essay.

Answer
Key
Topic C

2
Focus ➤ Understanding a rubric
ñ Have
Ss read rubric and underline key words. ñ Ss
answer questions individually and compare with a partner.
ñ In
pairs, Ss discuss what arguments for and
against they would use in their essays.

Answer
Key
Key words: class
discussion, Internet, homework tool, essay, arguments for and against

Vocabulary
& Speaking             7d

1    for-and-against
2    the
  Internet as a homework tool
3    formal
4    (Suggested
  Answer)
S1: What are the
  advantages of using the Internet as a homework tool?
S2: You can access
  information quickly and easily.
S1: Yes, and you can
  type in questions and get answers straight away.
S2: It is easier than
  looking through lots of books as you can use the search engine to find things
  for you.
S1: And often the
  information is presented in an interesting way, with plenty of pictures and
  even videos. So it’s easy to understand.
      S2:   Are
  there any disadvantages?
S1: Yes. You might
  get distracted and read other things on the Internet instead of doing your
  homework!
S2: Sometimes you
  find so much information that it is hard to decide what to use.
S1: And then you must
  be careful not to plagiarise. etc

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 122
 Writing
Skills
3
a) Focus ➤ Understanding
a for-and-against essay
ñ Have
Ss read essay and complete table individually.
ñ In
pairs, Ss compare answers and check to see if any of their arguments from Ex. 2
question 4 were included in essay.

Answer
  Key

Advantages

Justifications/Examples

A
  quick way to find information
Provides
  a variety of sources

Students
  have more free time for other activities
Students
  can read lots of information and form their own opinions by comparing and
  contrasting ideas

Disadvantages

Justifications/Examples

Students
  don’t use their writing skills
Some
  websites contain inaccurate information

They
  just copy the information which is not always well-written
Some
  students may include a lot of facts in their work which are incorrect

Suggested
  Answer Key ñ Quick
  way to find information
ñ Students
  might plagiarise (copy information and not write their own)

b) Focus ➤ Reading
to identify the writer’s opinion
ñ Elicit
from Ss where and what the writer’s opinion is and ask Ss to refer to text in
their answers.

Answer
Key
The writer
thinks that the Internet is good for helping students with their homework if
used wisely. (‘a welcome and useful development’, bear ... risks in mind if we
want students to get the most from the Internet.’) The final paragraph contains
his opinion.

4
Focus ➤ Understanding linkers
ñ Read
with Ss the table and check for understanding. ñ
Ss
complete task individually.
ñ Invite
a few Ss to read out article with new
linkers from the table and check.

Answer
Key
However
― yet
First of all ―
the first advantage/Firstly
Secondly ―
Moreoever/In addition
For example ―
For instance
However ―
in spite of this/Despite this
One drawback ―
one disadvantage
For example ―
in particular
Another
disadvantage ― Another point against
All in all ―
All things considered/In conclusion

5    Focus ➤ Understanding
topic and supporting sentences
ñ Read
the Study Skills box with Ss and check for understanding.
ñ
Have
Ss identify topic and supporting sentences in essay from Ex. 3. ñ
Elicit
answers in class and discuss.

Answer Key
There
  is no doubt that using the Internet as a homework tool has its advantages.
(Topic
  sentence 1) Supporting sentences:
First
  of all, it is a quick way to find information. This means that students have
  more free time for other activities.
Secondly,
  the Internet provides a variety of sources. For example, students can read
  lots of  information      and      form             opinions           by
  comparing and contrasting ideas.
However,
  there are drawbacks to using the Internet as a homework tool.
(Topic
  sentence 2) Supporting sentences:
One drawback is that
  students don’t use their writing skills. For example, they just copy the
  information which is not always well written. Another disadvantage is that
  some websites not only contain poorly written material but also inaccurate
  information. As a result, some students may include a lot of facts in their
  work which are incorrect.

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 123
                                                                                Writing Skills   7e

Suggested
  Answer Key
Nowadays
  more and more people are spending time on-line and many have a personal
  computer at home. Thanks to the Internet, students have access to many
  different websites to help them learn. However, there are arguments for and
  against learning online.
There is no doubt
  that e-learning is a convenient way to learn. The first advantage is that
  people who normally have difficulty finding time to go to lessons can learn
  at home. People do not have to be in a certain place at a certain time. This
  means that students can save time and money on travel as they do not commute
  to school.
Another
  advantage is that students can learn at their own pace. People can choose
  when and for how long they want to study. As a result, learning can be more
  rewarding and enjoyable.
Yet,
  there are drawbacks to learning online. One drawback is that it can be lonely
  studying alone. With e-learning there is no chance to meet other people and
  share ideas with, so it is difficult to motivate yourself. Moreover, without
  a teacher to help you, you may feel lost.
However, the main
  disadvantage against online learning is that it depends too much on
  technology. Computer problems can make people miss lessons. As a result,
  students can fall behind.
All
  in all, while learning online is a welcome development, it cannot replace
  traditional learning at school as people need contact with others in order to
  learn effectively. However, students can benefit if they learn both at school
  and online.

Suggested
  Answer Key
2    Firstly,
  young people can become addicted to them, spending more time than necessary
  talking on their mobiles and sending messages.
3    The
  most important advantage is that we can access information quickly and
  easily.
4    Many
  people argue that getting a degree means you can get a better job.

Suggested Answer Key
Statement 1 ― for
Statement 2 ― for
Statement 3 ― for
Statement 4 ― against
Statement 5 ― against
      1
  d       2   c        3   a

4

b

5

e

6    Focus ➤ Writing
supporting sentences, using linkers
ñ Read
example in rubric with Ss and check for understanding.
ñ In
pairs, have Ss write their supporting sentences and use linkers when possible.
ñ Read
out topic sentences in class and invite pairs to read out their supporting
sentences.
Writing
7      Focus ➤ Understanding
for- and -against arguments
ñ Read
through rubric with Ss and check for understanding.
ñ Ss
identify for and against statements and complete matching task individually.
ñ Ss
compare answers with a partner and check.
8      Focus ➤ Wring
a for-and-against essay
ñ Allow
Ss time to write their essays using arguments from Ex. 7 and following the plan
in the rubric. Alternatively, assign task as HW.
ñ Invite
Ss to read out essays to the class and ask for feedback.

Spotlight 8 Mod 7 Ts  09-09-09
17:09  Page 124

3    Mr
    Kerr has taught History for many years.
4    I
    was in a very good mood when I heard that I had won the competition.

Phrasal Verbs: give
1    Focus ➤ Understanding
phrasal verbs (give)
ñ Have
Ss complete task individually and compare
answers with a partner.
ñ Have
Ss check meanings in appendix 1

Answer Key
1     away

3

out

5

away

2     up

4

back

Dependent Prepositions
2
Focus ➤ Practising dependent prepositions
ñ Have
Ss complete task individually.
ñ Ss
compare answers with a partner and check in Appendix 2.

Answer Key
1     to

4

from

7

about

2     for

5

on

3     about

6

from

3
Focus ➤ Consolidating vocabulary
ñ Have
Ss complete task individually and check definitions in Word List. ñ
Ss
write their own sentences with other words. ñ Invite
Ss to read out their sentences in class
and check.

Answer
Key
1    announcement
2    instructions
3    educated
4    temper
1    I
saw an interesting job advertisement in the newspaper yesterday.
2    Mrs
Brown didn’t believe the students’ explanations of what had happened in the
classroom.

Word Formation
4     Focus ➤ Forming
compound nouns
ñ Read
the Theory Box with Ss and check for understanding. ñ
Have
Ss complete the task individually. ñ Ss
compare answers with a partner and check.

Answer Key papercup,
cupboard, newspaper, newsroom, headache, toothache, toothpaste, haircut,
weekend, bedroom, bookshop, bookend, notebook, notepaper, booknote, papercup

Grammar Revision
5
Focus ➤ Practising modals
ñ Have
Ss complete task individually ñ Invite
a few Ss to read out text and check
answers.

Answer Key
      1
  must            5

have
  to

9

could

      2
  can              6

can

10

can

      3
  could           7

might

11

must

      4
  can              8

mustn’t

6
Focus ➤ Discussing (being bullied)
ñ In
pairs, Ss discuss what they would do if they saw a schoolmate being bullied. ñ
Monitor
activity and assist as necessary.

Suggested
Answer Key
If I saw a
schoolmate being bullied, I would report it to a teacher or the principal.
Afterwards I would probably see if I could make my schoolmate feel better and
tell him or her not to worry because if it happens again, we will report it.

Spotlight 8 Mod 7 Ts  09-09-09  17:09  Page 125
                                                                                Culture Corner        7

Objectives
Reading: scanning
for specific information; reading to identify missing text; reading for
specific information
Speaking: discussing
the text
Listening: listening
for specific information Writing: writing about a famous university in
your country
Reading
1     Focus ➤ Scanning
for specific information
ñ Read
the rubric with Ss and check for understanding (explain that scanning a text
means that we do not read every word of the text but look for the key words or
information we are searching for).
ñ Ss
scan the text individually for information from the rubric.
ñ Invite
Ss to give answers in class and discuss.

Answer
Key
Jonathon Swift , Oscar Wilde and
Samuel Beckett all graduated from Trinity College Dublin.
1592 ― the
University was founded 17th century ― life at the university
became difficult
Arts & Humanities
― Trinity College is among the top 40 universities in the world for Arts
and Humanities
Book of Kells
― one of the most precious medieval books, which you can find in Trinity
College library.

2
Focus ➤ Reading to identify missing text
ñ Refer
Ss to the text and explain task, reminding Ss that it is not necessary to
understand all the words in order to fill in the gaps. ñ
Ss
compare answers with partner and check.

Answer Key
1 did

5

because

9

that

2 most

6

on

10

one

3 was

7

all

4 first

8

one

3
Focus ➤ Listening/reading for specific
information
ñ Have
Ss listen and read the text again. ñ Ss
individually answer the question in the rubric. ñ
Elicit
answers in class and check.

Answer
Key
40 ― top
universities in the world for Arts and Humanities
4.25 ―
4.25 million books in Trinity College’s library

4
Focus ➤ Understanding vocabulary/reading for
specific information
ñ Have
Ss complete task individually. ñ Invite
Ss to read out answers in class and check.

Answer
Key answer ― reply got their degree ―
graduated important ― prestigious brings ― attracts managed
to get through ― survived started ― founded rich –
wealthy valuable ― precious most popular ― leading

5
Focus ➤ Discussing the text
ñ Ss
listen and read the text again.
ñ In
pairs Ss tell each other what they found interesting about the text. ñ
Monitor
activity and assist as necessary.

Answer
Key
Oscar Wilde
studied there. It has a very special book in its library called ‘The Book of
Kells.’ Trinity College is one of the top universities in the world for arts
and humanities.

6
Focus ➤ Writing about a famous university in
your country
ñ Read
rubric with Ss and check for understanding. ñ Instruct
Ss to answer questions in the rubric and use vocabulary from the text in
writing their articles.
Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 126
 Culture
Corner
ñ Allow
Ss time to collect information and write their articles. Alternatively, assign
task as HW. ñ Invite
Ss to read their articles in class and ask
for feedback.

Suggested
Answer Key
M.V.
Lomonosov Moscow State University
M.V. Lomonosov
Moscow State University (MSU) is the largest university in Russia.
Students have
been studying there since it was founded on January 25th, 1755. Even today
January the 25th is celebrated as Student’s Day all over Russia. Originally
located on Red Square, nowadays most of its faculties are situated on Sparrow
Hills, in the southwest of Moscow.
MSU is a highly
prestigious university. It’s students are proud to study there.

MSU has some
very impressive buildings. The main building was the tallest building in Europe
until 1988 and the central tower is believed to have a total of 33 kilometres
of corridors and 5,000 rooms. The university’s facilities are superb and
include a concert hall, a museum, a huge library, a swimming pool and a police
station! The facade of the building is highly decorative thanks to the giant
clocks, carvings and Soviet crests that you can see there. But perhaps most
impressive of all is the star on top of the main tower ― it weights 12
tons!
In the early
days MSU only had three faculties: philosophy, medicine and law. Today, it has
a total of 29 faculties and 15 research centres and has 4, 000 teaching staff
and 31, 000 students and 7, 000 postgraduates.

7
       Across the
Curriculum – ICT
Objectives
Vocabulary: related
to computers and networks Reading: interpreting a diagram; reading for
confirmation; reading for specific information Speaking: explaining the
guidelines in computer network use; discussing the meaning of a quote
Listening: listening
for specific information
2
Reading
1 Focus ➤ Describing
pictures/introducing the topic of the text
ñ Refer
Ss to the pictures and questions in the rubric.
ñ Invite
Ss to describe pictures and answer questions in the rubric to the class and
discuss.

Answer
Key
Picture A is
of an office. People are using their computers to do their work.
Picture B shows
two people having a meeting

3

somewhere. They
might be in a meeting room or in a café. I think the man is using his
computer to access some information. Picture C shows some teenagers at
school. I think they are doing some school work.

Picture D shows
some people in an Internet café. They are probably checking their
emails. Picture E shows someone beside a cash register. I think she is
in the accounts office of a shop. She is using the computer to check the sales
for the day.

Focus
➤ Interpreting a diagram/reading for
confirmation
ñ
Refer
Ss to the diagram in the text. ñ Elicit
answers to the question in the rubric. ñ Have
Ss check their answers by reading the first
sentence of the text.

Answer
Key
A computer
network is a group of computers, software, and hardware that are all connected
to help the users work together.

a)
Focus ➤ Understanding vocabulary
ñ Have
Ss complete task individually. ñ Ss
compare answers with a partner and check.

Answer
  Key a Information ― data
b    computer
  programs ― software
c     copying
  someone else’s work and saying it is yours ―
  plagiarism
d    a
  network of electrical wires ― cabling
  systems
e    secret
  entry codes ― passwords
f     many
  people use the same data and materials ―
  share files and resources
g    harmful
  programs that destroy information in a computer system ―
  computer viruses
h    machines
  and devices a computer uses ― hardware

Spotlight 8 Mod 7 Ts  09-09-09  17:09  Page 127
                                                                                Across the Curriculum – ICT         7

Answer Key
1 handle

4

consequences

2
    responsible

5

install

3 unethical

6

procedures

b)
Focus ➤ Reading/listening for specific
information
ñ Have
Ss read and listen to the text and find out how the words in Ex. 3a are
related. ñ Elicit answer in class
and discuss.

Answer
Key
The words are
all things to consider when using a computer network.

4
Focus ➤ Reading for specific information
ñ Have
Ss complete task individually. ñ Ss
compare answers with a partner and check.

Answer Key
      1
  T            3

T

5

F

7

T

      2
  F             4

F

6

F

5
Focus ➤ Understanding vocabulary/reading for
specific information
ñ Have
Ss complete task individually.
ñ Invite
Ss to read out answers in class and check.
6
Focus ➤ Understanding/talking about guidelines
in computer network use
ñ Have
Ss review the guideline in the text. ñ Invite
Ss to tell the class guidelines of
computer network use and discuss.

Suggested
Answer Key
When using a
computer network you should be responsible and think about other users. You
should use it only to help you with your studies and make sure you follow
safety procedures to protect the network from computer viruses. You should not
share computer passwords, nor should you overuse online connection time or
printers. You should never use it for anything illegal, unethical or dishonest
and you shouldn’t install any software without permission. Last but not least,
you shouldn’t plagiarise copyrighted material.

7   Focus ➤ Understanding
the meaning of a quote
ñ Refer
Ss to the quote.
ñ Invite
Ss to tell what they think the meaning is
and discuss.

Answer
Key
Science is
knowledge we study, while wisdom is knowledge gained over a lifetime by
learning from our experiences.

Spotlight 8 Mod 7 Ts
09-09-09  17:09  Page 128
 Progress Check
Progress Check 7 and
Look at Module 8 should be done in one lesson.
                    Answer
Key                                                                       4
1    up               3   away           5   out
                                                                                2   back            4   away
1
1       extension          5          headlines          9          impact
2
timetable       6          media   10        grapevine
5
1       to         3          from     5          from
3
download       7          connect
                                                                                2   for               4   about
4
newsreader    8          certificate
6
1       c          2          e          3          d          4          a          5          b
2
1            paperclip          4          playground
2
keyboard       5          daylight
3
blackboard
3
1            need     5          might    9          needn’t
2
don’t
have to 6          Could    10        can’t
3
must  7          should
4
May   8          mustn’t

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 129
Pastimes
Before you start …
ñ Work
through the questions with the class, asking follow up questions to encourage
Ss to expand on their answers as much as possible. e.g. What forms of media
do you use? For what purpose? Would you like to go to university? Where? What
would you like to study?
ñ Make
sure Ss understand this section and use the
prompts
to recycle vocabulary seen in Module 7.
Look at Module 8
Refer Ss to the title of module,
Pastimes 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 activities we do in our free time such as sports and hobbies. I think we will
learn about these activities and things related to them.

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.

Suggested Answer Key Focus
Ss’ attention on pic 1 (p. 124).
T: What page is
picture 1 from?
S1: It’s from
page 124. It’s a man throwing a stick. T: What is he doing?
S2: He is an
athlete and is competing in a competition.
T: What is the
name of the sport he is doing?
S3: I think it’s
called Javelin.
T: Do you like to play sports? Which
ones?
Pic 2 (p. 128)
What is this a
picture of? Why is he holding the cup? Have you ever won a prize or medal in a
competition? How did you feel?
Pic 3 (p. 123)
What is going on
in the picture? Is this a sport? Why do you think someone would do this? Are
there any unusual sports or activities that you participate in?
Pic 4 (p. 131)
What is this a
picture of? What kinds of interest do you have? Do you belong to any clubs? Why
do people join interest clubs?

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
A
school noticeboard (p. 125)
What are the
notices about? Why do schools have them? Do you read the noticeboard in your
school? For what information?
An
application form (p. 130)
What is this
application form for? What kind of information do such forms ask for? When do
we fill out applications?
An
advert (p. 130)
What does the
advert advertise? What information does it give? Where do we find adverts like
this? Would you answer this advert? Why or why not?
An
email (p. 131)
When do we send
emails? What kind of information does this email contain? Have you ever
requested information by email? For what reasons do you send and receive email?

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:
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.

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 130
                                8 a      Reading & Vocabulary
Objectives
ñ Allow
Ss time to write any new vocabulary in Vocabulary: different types of
interests their notebooks.

Answer Key moving
  very fast ― whizz hits ―
  bumps and knocks hooked ― addicted fasten ―
  strapped rival ― opposing team competitors ―
  entrants slip ― slide jump ― bounce strange ―
  bizarre turning over many times ― rolling started ―
  originated

Reading:
reading
for confirmation; reading for specific information; scanning for specific
information
Speaking: discussing
our interests; describing a sport activity
Listening: listening
for confirmation
Writing: making
notes on the text; writing about your favourite activity
Reading
1      Focus ➤ Introducing
the topic of the text/reading and listening for confirmation.
ñ Refer
Ss to the list of activities and elicit which
                                  of them they see in the
pictures                               4 a) Focus ➤ Scanning
the text for specific

Answer Key
I
  can see pictures of sand boarding, zorbing, ice climbing and underwater
  hockey.
You
  can sandboard anywhere where there’s sand. It’s like snowboarding.
To
  zorb you strap yourself inside a ball and roll down a hill. You need a
  plastic ball called a zorb.
To
  go ice climbing you swing an axe above you and pull yourself up the ice. You
  need a lot of strength.
Underwater hockey is
  played at the bottom of a pool, under water.

Answer Key
1    Sandboarding
  is similar to snowboarding.
2    New
  Zealand is where zorbing first started.
3    Paul
            Lynch    has       climbed      up        frozen waterfalls.
4    It
  was in the Alps that Paul Lynch fell in love with the mountains.
5    Splashing
  is just about all you can see of underwater hockey from outside the pool.

ñ Have
Ss listen and read the text to learn what information these activities
involve. ñ Refer Ss to the list of
words in the rubric. ñ Have
Ss scan text for words and why they are mentioned.
ñ Invite
Ss to read out answers in class and check.
2      Focus ➤ Reading
for specific information
ñ Read
through questions in rubric and check for            b) Focus ➤ Discussing
the topic of the text. understanding.
ñ Have
Ss read text again and answer questions.                         ñ
Read
rubric with Ss and check for understanding.

Answer Key
      1
  A, C        3

D,
  A

5

A

7

D

      2
  C            4

D

6

B,
  D

Suggested
  Answer Key
Someone might want to
  do an unusual sport to try something different. They could be bored of the
  usual sports and want a challenge. They often are seeking adventure and
  excitement.

ñ Ss
write their sentences and read them to a partner.
3      Focus ➤ Understanding
new vocabulary
ñ Have
Ss match the meanings to the highlighted words in the text.
ñ Elicit
the words in Ss’ own L1.
Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 131
                                                                                Reading & Vocabulary    8a

Vocabulary
5     Focus ➤ Practising
vocabulary
ñ Refer
Ss to the list of interests in the rubric and check for any new vocabulary.
ñ In
pairs, Ss discuss what they like to do in their
free time.

Suggested
Answer Key
A: I enjoy
listening to CDs, reading books and magazines, watching DVDs and playing
computer games. What about you? What do you enjoy doing in your free time?
B: I like going
places, like the cinema. I also like eating out and working out at a gym.

Speaking
6   Focus ➤ Making
notes on the text/ describing a sport activity
ñ Refer
Ss to the headings in the rubric and check for understanding.
ñ Have
Ss choose one of the activities in the text and make notes under the headings
(explain that making notes involves writing only the most important
information, without full sentences).
ñ Ss
using their notes describe their activity to a partner and the partner guesses
the activity. ñ Monitor
activity and assist as necessary.

Suggested Answer
Key equipment: helmet, rope, boots, axe rules/technique:
swing axe above head, pull yourself up the ice using all your strength
A: To do this
sport you need a helmet, a rope, some boots and an axe. You swing the axe above
your head into the ice and then you pull yourself up using all your strength.
B: Ice climbing!
A: Yes!

Writing
7    Focus ➤ Writing
about your favourite activity
ñ Allow
Ss time to write their paragraphs, following the guidelines in the rubric.
ñ Invite
Ss to read out their paragraphs to the class and encourage the class to ask
questions about the activity.

Suggested
Answer Key
My favourite
activity is water skiing. You need the following equipment to water ski: water
skis, a life jacket, bindings, water ski ropes, water ski tubes and, of course,
a boat and a large area of water.
To water ski you
must remember to relax, breathe slowly and don’t panic! Team work is essential.
You must be able to communicate effectively with the boat driver and the observer.

I like this
sport because it is exciting and a good way to get rid of stress. You can enjoy
a day out with your friends and family.

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 132
8 b Listening & Speaking
Objectives

Answer
  Key

Play

Do

Go

squash cricket rugby
  badminton tennis water polo volleyball basketball football ice hockey golf

long jump high jump
  javelin throwing hurdles aerobics gymnastics karate

windsurfing
  scuba diving jogging swimming cycling snowboarding climbing

Vocabulary: sports,
sport collocations; phrases related to invitations
Reading: reading
to identify missing text Speaking: discussing sports you do; practising
a dialogue; role playing (invitations)
Listening:
listening
for specific information; listening to identify sports; listening for
confirmation; intonation in do/don’t statements
Reading
                       1   Focus ➤ Understanding
vocabulary
ñ Have
Ss listen to recording and repeat. Check for proper pronunciation. ñ
Elicit
from Ss which sports in the list are shown

in the pictures.
ñ
  Have
  Ss find meanings in own L1.

4

Focus ➤ Listening
  for specific information/ identifying a sport ñ
  Have
  Ss listen to recording.

                                Answer
Key                                                                 ñ
Have
Ss identify each sport. Elicit answers in
                               I
can see rugby, gymnastics, javelin throwing,                     class
and check.

cricket, ice
hockey and snowboarding in the

                                pictures.                                                                         Answer Key
                               (Answers
according to Ss’ L1)                                              The first
person is describing football, the

second is
describing cricket and the third is describing wind surfing.

                       2   Focus ➤ Consolidating
vocabulary

ñ In
  pairs, have Ss organise list of sports from Ex. 1 under the headings listed
  in rubric. ñ Pairs
  compare answers with another pair.

5

Focus ➤ Discussing sports you do
ñ
  Read
  with Ss the rubric and check for understanding.

                                Answer
Key                                                                    ñ
In
pairs, Ss tell each other about the sports
they do, using the phrases in the box.

Individual
sports: long jump, high jump, ñ
Monitor
activity and assist as necessary. javelin throwing, hurdles, jogging,
aerobics, swimming,         gymnastics,      karate,            cycling,

                               snowboarding,
golf, climbing                                            Suggested Answer
Key
Team sports: squash,
cricket, rugby, football, A: In my free time, I like to do lots of different
badminton, tennis, volleyball, basketball, ice sports. In the summer, I play
tennis all the hockey           time and I quite often go swimming and

Water
sports: windsurfing, water polo, scuba scuba    diving.
 In         the       winter,             I            go diving          snowboarding
maybe once every two weeks, and I play ice hockey twice a week. I have been
playing tennis and going swimming for

3
Focus ➤ Forming
collocations (sports) quite a long time ― since I
was eight. I ñ In
groups of 3-4 have Ss complete table with haven’t been scuba diving for very
long ― sports from Ex. 1. only for six months. I have been ñ
Invite
a few groups to read out answers in class snowboarding for a couple of years
now and and check. I have been playing ice hockey for three

years.

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 133
                                                                                Listening & Speaking Skills    8b

6    a     Focus ➤ Identifying
a dialogue
ñ Read
with Ss the sentences and elicit what
the dialogue is about.

Answer
Key
The dialogue is
about playing tennis.

b      Focus ➤ Reading
to identify missing text/ listening for confirmation
ñ Have
Ss complete task individually. ñ Ss
listen to recording to check their answers. ñ In
pairs, Ss practice reading out the dialogue.

Answer Key
      1
  E       2   F

3

B

4

A

5D

7    a)
Focus ➤ Understanding
phrases
ñ Read
the box with Ss and check for understanding of phrases.
ñ Elicit
from Ss which phrases are found in the
dialogue in Ex. 6.

Answer
Key
In the dialogue:
Are you doing
anything ... I’d love to ...

b      Focus ➤ Role
playing (invitations)
ñ Invite
a few Ss to read out notices on noticeboard and check for understanding. ñ
Refer
Ss to the example exchange in the rubric.
ñ Ss
act out similar exchanges, using phrases from Ex. 7a and the information from
the noticeboard.
ñ Invite
Ss to act out their exchanges in class
and ask for feedback.

Answer
Key
A: Are you doing
anything on Sunday?
B: No, why?
A: How about
going to the Inter-school football game? It’s on Sunday, from 10 till 4 and
there are free refreshments. B: Sure. Why not?

A: Would you
like to go to the school play on Saturday night?
B: I’d love to.
What time is it on?
A: It starts at
7 pm.
B: Great! How
much are the tickets?
A: Five pounds
each. We have to get them from the office.
A: I was
wondering if you are free on Friday night.
B: Yes, why?
A: Do you fancy
going to the school concert?
B: That would be
lovely. I love going to concerts!

Listening
8     Focus ➤ Listening
for specific information
ñ Read
through statements with Ss and check for understanding. ñ
Ss
listen to recording and complete task individually.
ñ Ss
compare answers with a partner and check

Answer
  Key speaker
      1
  B       2   F

3

C

4

A

5

E

Say it Right
9
Focus ➤ Understanding
exchanges/ listening for confirmation
ñ Have
Ss complete task individually. ñ Ss
listen to recording and check their answers.

Answer Key
      1
  b       2   a

3

a

4

a

5

b

Intonation
10   Focus ➤ Understanding
intonation in do/don’t statements
ñ Read
with Ss the theory box and check for
understanding.
ñ Have
Ss listen to the sentences and elicit which features in the theory box describe
the way they are spoken. ñ Listen
again to the sentences and check.

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 134
 Listening & Speaking Skills

Suggested
  Answer Key
A: Hi, Andy!
B: Hi, Ben! How’s it going?
A: Great. You?
B: Fine.
A:
  How about playing basketball after school?
B:
  I’d love to but I’m afraid I can’t. I have to go home and take the dog out
  for a walk.
A: Oh well, another time then!
B: Yes! Maybe on
  Friday. etc

Answer Key
1    Lively,
  rise and fall in intonation/Clear, audible speech
2    Mumbled,
  indistinct speech
3    Flat,
  monotonous intonation
4    Regular,
  flowing rhythm

Speaking
11   Focus ➤ Role
playing (inviting a friend to do something)
ñ Read
the rubric with Ss and check for understanding.
ñ In
pairs, have Ss act out inviting a friend to play basketball, using phrases from
Ex. 7 and the dialogue in Ex. 6 as a modal. ñ Ss
record themselves and check.
                                8 c      Grammar in Use
Objectives
                                                                                2   Focus ➤ Understanding
conditionals
Grammar: conditionals;
If and When; Unless
Speaking: role
playing (weekend plans using ñ Read
through table with Ss and check for conditionals); describing pictures using
type 3 understanding. conditionals; telling a chain story ñ
Elicit
similar structures in Ss’ own L1.
Writing: writing
sentences using conditionals

Answer Key
(Answers
according to Ss’ L1)

                       1   Focus ➤ Introducing
conditionals

ñ Read
  with Ss the jokes.
ñ Refer
  Ss to the Grammar Reference section and have them match the underlined
  sentences to their uses in the rubric.

3

Focus ➤ Understanding
  the differences between If and When
ñ Elicit/Explain
  the uses of When and If to Ss (When can be used instead of If in type 0 basic

truth conditionals. In
all other cases we use Answer Key

When to say that something will definitely

If
it doesn’t, there’ll be (a probable situation happen
and If to say that something might
in
the future) happen)
If one and one
makes two, (a general truth) ñ Ss
complete task individually.
If you tidied (an imaginary situation in
the ñ Invite Ss to read out
sentences in class and
present/future)
check.
If you had
helped me …, the teacher wouldn’t have been (an imaginary situation in the
past)

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 135
                                                                                Grammar in Use    8c

Answer Key
2    If/when
  you heat metal, it expands.
3    If/when
  iron gets wet, it rusts.
4    If/when
  you don’t water plants, they die.
5    If/when
  you heat water to 100degrees
Celsius, it boils.
6    If/when
  you drop ice on water, it floats.
7    If
  you come, we can talk about it.
8    When
  they meet, they will discuss all details.

4    Focus ➤ Understanding
the use of Unless in type 1 conditionals
ñ Read
the theory box with Ss.
ñ Explain
that Unless replaces the If Not clause of type 1 conditionals and is always
followed by an affirmative verb.
ñ Refer
Ss to example and check for understanding. ñ Ss
complete task individually. ñ Invite
Ss to read out answers in class and check.

Answer
Key
2    Don’t
go unless you are sure she’s at home.
3    You
can’t fix it unless you know how to do it.
4    You
can’t sit here unless you have a reservation.
5    You’ll
miss the bus unless you leave now.
6    The
electricity bill will be cut off unless we pay it.

5    Focus ➤ Role
playing (weekend plans, using conditionals)
ñ Refer
Ss to the list of ideas in the rubric. ñ In
pairs, have Ss act out exchanges about what they are doing this weekend, using
the ideas from the rubric and conditionals.
ñ Invite
Ss to act out their exchanges in class and
ask for feedback.

Suggested
Answer Key
A: What are you
doing this weekend?
B: It depends.
If I get tickets, I’ll go to a pop concert. What about you?
A: I haven’t
really decided, but if I’m in the mood, I’ll tidy up my room. etc

6      Focus ➤ Writing
type 2 conditionals
ñ Refer
Ss to example in rubric and check for understanding (explain that these are
imaginary situations in the future and follow the structure of type 2
conditionals)
ñ Ss
write their sentences and read them to a partner. ñ
Monitor
activity and check answers.

Suggested
Answer Key
2    If
the weather was great, I would go to the beach.
3    If
my parents were on a business trip, I would invite some friends round.
4    If
I had an exam on Monday, I would spend some time studying.
5    If
all my friends were away, I would spend the weekend with my family.
6    If
it was my birthday, I would have a party.

7      Focus ➤ Practising
verb tenses in
conditionals/
identifying conditional types
ñ Have
Ss complete sentences individually and with a partner identify the conditional
type of each sentence, giving reasons why. ñ Invite
pairs to read out their answer and check.

Answer
  Key 1 turns (Type 0)

5

practised
  (Type 1)

2 lost (Type 2)

6

played
  (Type 2)

3 will pass (Type 1)

7

do
  not come (Type 1)

4
  would go (Type 2)

8

heat
  (Type 0 )

8      Focus ➤ describing
pictures, using type 3 conditional
ñ Refer
Ss to the type 3 conditional in the table in Ex. 2. (remind Ss that the third
conditional describes an imaginary situation in the past)
ñ Read
example with Ss in the rubric and explain that this description is an imaginary
situation that could have happened in the past. ñ
Invite
Ss to describe pictures using the third conditional.
ñ Discuss
Ss answers and check for understanding of structure of the third conditional.
Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 136
 Grammar in Use

Suggested
Answer Key
If the man had
left his house earlier, he wouldn’t have missed the bus. If the player had
practiced more, he wouldn’t have lost the match.

9
Focus ➤ Rewriting sentences into type 2 or 3
conditionals
ñ Read
through example and check for understanding. ñ Ss
write their sentences individually.
ñ Invite
Ss to read out answers in class and check.

Answer Key
2    If
  it wasn’t raining, we could go to the park./We could go to the park if it
  wasn’t raining.
3    If
  the weather hadn’t been bad, we would have enjoyed the school trip./We would
  have enjoyed the school trip if the weather hadn’t been bad.
4    If
  I knew her phone number, I would call her./ I would call her if I knew her
  phone number.
5    If
  someone had told me Mary was in hospital, I would have visited her./I would
  have visited Mary if someone had told me she was in hospital.
6    If
  that PC game wasn’t very expensive, I would buy it./ I would buy that PC game
  if it wasn’t very expensive.
7    If
  I didn’t have to study for my exams tonight, I would meet you./ I would meet
  you if I didn’t have to study for my exams.
8    If
  I had gone to Laura’s party, I would have met her cousin./ I would have met
  Laura’s cousin if I had gone to her party.

10      Focus ➤ Writing
sentences using conditionals
ñ Ss
write their sentences individually.
ñ In
pairs, Ss read each other theirs sentences and check. ñ
Monitor
activity and check.

Answer
Key
1    If
I visit London, I will see the tower of London and the British museum.
2    If
it stopped raining, we could go for a walk to the park.
3    If
I hadn’t eaten that much, I might have tried the desert.
4    If
I find his phone number, I will try to call him.
5    If
I leave on time, I can stop by your house and return your books.
6    If
I found a wallet in the street, I would definitely bring it to the police
station.
7    If
I had more free time, I would read more books and surf the Internet.
8    If
I had seen you, I would have stopped and talked to you.

Speaking
11   Focus ➤ Telling
a chain story
ñ Read
the example in the rubric and elicit what a chain story is (a story in which
one event affects the next event).
ñ Have
one student continue the story from the rubric and continue around the class
until every Ss has added to the story.
ñ Check
for correct form of conditionals.

Answer
Key
S3: ... she
would not have been late for class ... S4: ... If she had not been late for
class, ...
S5: ... her
teacher would not have gotten angry with her and sent her to the principal’s
office ...
S6: ... If she
had not been sent to the principal’s office, ...
S7: ... she
would have attended music class ... S8: ... If she had attended music class,
...
S9: ... she
could have entered the music contest ...
S10: ... If she
had entered the music contest, ...
S11:... she
might have won ... etc

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 137
8 d Vocabulary & Speaking
Objectives ñ
Allow
Ss time to write down any new Vocabulary: related to doing sports;
sports vocabulary in notebooks. equipment; sports idioms; collocations (sports)
                      Grammar:
wh-questions;
both/neither/either                        Answer Key

Reading: reading
for confirmation; reading for came up with ― thought of
specific information enthusiasm ―
eagerness
Speaking: role
playing (playing sports and sports host team ― team
hosting an event
equipment); discussing sport you did/do competition
― sporting event

Listening: listening
for confirmation

beat
― defeated legends ― people made
famous for doing sth score ― get a goal

Reading

championship ―
competition

                     1   Focus ➤ Introducing
the topic of the text.                    region ―
part

ñ
  Refer
  Ss to the pictures and text. Elicit answers

to the questions in the rubric and
  discuss.
ñ
  Ss
  read and listen to the text to check their answers.

3

Focus ➤ Understanding
  scores in competitions ñ In
  pairs, have Ss complete task.

ñ Invite
pairs to give answers in class and check.

Answer
Key

Answer Key
      1
  c       2   a

3

d

4

b

It is a very
popular football event.
Norman Whiteside
was the youngest player to ever play in a World Cup, Pelé was the
youngest to ever score in a match and win a World Cup and Ronaldo is the top
scorer in World Cup

                                                                                4   Focus ➤ Practising
vocabulary

history.

2
  a

Focus ➤ Practising
  Wh-questions/reading for specific information
ñ
  Refer
  Ss to the Wh-question words in the rubric.

ñ
  Refer
  Ss to the list of words in rubric and elicit meanings
ñ Ss
  listen to recording and complete task.
ñ
  Ss
  listen again to recording and check their answers.

Answer Key
1    rugby
  pitch            6          tennis court
2    cricket
  pitch          7          badminton court
3    hockey
  rink            8          squash court
4    football
  pitch         9          baseball pitch
5    golf
  course 10         ice skating rink
A: Where can you play rugby in your
  area?
B: There’s a rugby pitch opposite the
  school.
etc

ñ Have
Ss complete task individually.
ñ In
pairs, Ss ask each other the questions and check each other’s answers.

Answer
Key
1    Whose         3          What    5          Who
2    Where         4          Who
1    Jules
Rimet came up with the idea.
2    It
was played in Uruguay.
3    Uruguay
beat Argentina 4-2.
4    America
defeated England in 1950.

5    They
beat the host team, Spain, in 1982.    Vocabulary
5      Focus ➤ Role
playing (playing sports and

b

Focus ➤ Understanding vocabulary
ñ Refer
  Ss to words in bold and discuss meanings.

sports
  equipment)
ñ Refer
  Ss to the example exchange in the rubric and check for understanding.

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 138
 Vocabulary & Speaking
ñ In
pairs, Ss act out similar exchanges. ñ Monitor
activity and assist as necessary.

Suggested
  Answer Key
A: Shall we go climbing after school?
B:
  Sorry, but I’ve left my climbing rope at home.
A:
  Shall we play American football after school?
B: Sorry, but I’ve left my helmet at
  home.
A: Shall we play golf after school?
B: Sorry, but I’ve left my clubs at
  home.
A:
  Shall we play rounders after school? B: Sorry, but I’ve left my bat at home.
A: Shall we play tennis after school?
B: Sorry, but I’ve left my racquet at
  home.
A: Shall we go ice skating after
  school?
B: Sorry, but I’ve left my ice skates
  at home.
A: Shall we play hockey after school?
B:
  Sorry, but I’ve left my hockey stick at home.
A: Shall we go scuba diving after
  school?
B: Sorry, but I’ve
  left my scuba mask and snorkel at home.
A: Shall we go swimming after school?
B: Sorry, but I’ve left my swimsuit at
  home.
A: Shall we play baseball after
  school?
B: Sorry, but I’ve left my glove at
  home.
A: Shall we play football after
  school?
B:
  Sorry, but I’ve left my football boots at home.
A: Shall we go skiing after school?
B: Sorry, but I’ve
  left my skis at home.

6      Focus ➤ Forming
collocations (sports)
ñ Have
Ss complete task and make up sentences with the phrases in the rubric. ñ
Ss
compare answer with a partner and check.

Answer Key
1 win

5

beat

9

beat

2 gain

6

win

10

win

3 gain

7

gain

11

gain

4 gain

8

beat

12

win

Suggested
Answer Key
1    Stacy
won first prize for her excellent painting.
2    As
the top scorer on the team, he has gained the support of all the fans.
3    The
basketball team beat their opponent by over ten points.
4    The
winning race car gained speed the last lap and passed all the other cars. 5 He
hopes to win the gold medal at the Olympic games.

7
a     Focus ➤ Understanding both/neither/ either
ñ Read
with Ss the theory box and check for understanding.
ñ Elicit
from students if it is a plural or
singular verb used in the sentences.

Answer
Key
Both sentences
are followed by a plural verb. Neither sentence is followed by either a
singular or plural verb.
Either sentence
is followed by a singular noun.

         b   Focus ➤ Practising
both/neither/either
ñ Have
Ss complete the task individually, pay attention to if the verb is singular or
plural. ñ Invite Ss to read out
their sentences in class
and check.

Answer
Key
2    Neither
Mary nor Becky know(s) how to play squash.
3    Either
Henry’s Dad or his Mum will pick him up from hockey practice.
4    Both
Mark and Ben have a new tennis racket.
5    Either
Ben or David scored the goal.

Idioms
8      Focus ➤ Understanding
Idioms
ñ Refer
Ss to the list of idioms.
ñ Have
Ss form groups of 3-4 and complete task, checking the meanings in Appendix 3. ñ
Invite
groups to say their answers in front of the class and discuss.

Spotlight 8 Mod 8 Ts  09-09-09  17:10  Page 139
Vocabulary
  & Speaking

Answer
Key
1    was
saved by the bell
2    got
off the hook
3    throw
in the towel
4    the
ball is in my court
5    get
the ball rolling

9      Focus ➤ Discussing
sports that you did/do
ñ Read
the rubric with Ss and check for understanding.
ñ In
pairs Ss discuss the questions in the rubric, using the vocabulary they have
learned from the unit.
ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
I used to play
basketball on the school team and I took swimming lessons twice a week in
primary school. I got bored and now I like to play football with my friends at
the pitch in my neighbourhood. This winter I plan to take ice skating lessons
at the rink near my house, but I need to buy some skates first.

8 e Writing Skills
Objectives
Grammar: direct/indirect
questions
Reading: reading
for specific information
Listening: listening
for specific information Speaking: roleplaying (a telephone conversation
requesting information)
Writing: writing
an email based on written input/requesting information
1      Focus ➤ Introducing
the topic
ñ Have
Ss read the dictionary entry and answer the questions.
ñ Check
and discuss answers.

Suggested
Answer Key
I belong to a
dance club.

Answer
  Key ñ chess
  club

ñ
  reading club

ñ football
  club ñ tennis club

ñ
  photography club

2      Focus ➤ Listening
for specific information
ñ Have
Ss read the application form in the rubric and check for understanding.
ñ Ss
listen to recording and fill in missing information.
ñ Elicit
answers in class and check.

Answer
Key
The form is for
a swimming club.
1
Peter    4          17 King Street
2    9765054            5          Weds
3    07862132091     6          beginner

3      Focus ➤ Understanding
letters/emails based on written input
ñ Read
the box with Ss and check for understanding.
ñ Elicit
answers to the questions in the rubric and
discuss.

Answer
Key
A transactional
letter (asking for information). It should be formal.

4      Focus ➤ Reading
for specific information/ identifying information asked for in the rubric
ñ Have
Ss read the email and check if all the points are mentioned that were required.
Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 140
 Writing Skills

Answer
Key
Alana asked
about the lessons for beginners and not about other levels. She asked for a
timetable but did not ask specifically about the length of the lessons.

5      a)
Focus ➤ Understanding
direct and indirect questions
ñ Read
the box with Ss and check for understanding.
ñ Elicit
from Ss examples of direct and indirect questions from the email in Ex. 4. ñ
Ss
complete task individually and compare
answers with a partner.

Answer Key
Direct questions: How
  old does a child have to be to join and what time are new swimmers accepted
  on Friday evenings?
Indirect questions: Could
  you send me some information for beginners? I was wondering if he could start
  having swimming lessons at your club this year. Would it also be possible for
  you to send me a timetable of the sessions? Could you also tell me if the
  annual subscription fee is the same for everybody?
2    Could
  you please tell me where the lessons take place?
3    Could
  you please tell me how many pupils there are in each class?
4    Could
  you please tell me whether we have to buy our own equipment?
5    Could
  you please tell me whether we can borrow more than five books from the
  library?

b)
Focus ➤ Role
playing a telephone
conversation
requesting information
ñ In
pairs, Ss act out a telephone conversation to request information about the
advert in Ex. 3. ñ Invite
a few pairs to act out conversations in
class and ask for feedback.

Suggested
Answer Key
Rory Newtown: Brighton
Swimming Club. How may I help you?
Alana Holmes: Hello.
I’d like to get some more information about the swimming club you have, please.

Rory Newtown: Yes,
certainly. What level are you? Alana Holmes: I’m a beginner, actually.
Rory Newtown: You
should come along on Friday evening. We have a new class for beginners from 7
pm until 830. How old are you? Alana Holmes: I am thirteen.
Rory Newtown: That’s
great. Are you interested in joining?
Alana Holmes: Yes,
I am. Could you tell me if there is a discount for children?
Rory Newtown: The
annual subscription is £20 for children up to the age of 16 and £25
for adults.
Alana Holmes: Excellent.
I’ll come along on Friday and join.
Rory
Newtown: See you then. Bye. Alana Holmes: Bye.

Writing
6   Focus ➤ Writing
an email based on written input/requesting information
ñ Read
through rubric and advert with Ss. Check for understanding.
ñ Allow
Ss time to write their emails requesting information and following the plan in
the rubric. Alternatively, assign task as HW. ñ Invite
Ss to read out their emails in class and
ask for feedback.

Suggested
Answer Key
Dear Ms Burton,
I
am writing to find out more information about the school photography club which
I saw advertised on the school noticeboard.
First
of all, could you tell me what the fees would be to do basic level classes?
Also, I was wondering whether we have to take our own equipment or is
everything provided? Secondly, I would like to know what time the club starts
on Tuesdays and how long it runs for. Finally, where is the club planning to go
for the three weekend outings? Would they take place on Saturdays or Sundays?
Thank
you in advance for your help. I look forward to hearing from you.
Yours sincerely,
Liz Warner

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 141

1      Focus ➤ Understanding
phrasal verbs (take)
ñ Have
Ss complete task individually and compare answers with a partner. ñ
Have
Ss check meanings in Appendix 1.

Answer Key
1 up

3

to

5

off

2 after

4

off

6

up

2      Focus ➤ Consolidating
vocabulary
ñ Have
Ss complete task individually and check definitions in Word List. ñ
Ss
write their own sentences with other words. ñ Invite
Ss to read out the text and their sentences in class and check.

Answer
Key
1    fit   5          coach    9          team
2    team           6          members          10         score
3    court           7          moment            11         half
4    practice       8          game    12        win
1      I
often eat healthy foods like fruit and vegetables.
2      A
group of students went on a school exchange in June.
3      The
rugby pitch was really muddy after the rain.
4      The
football match I went to at the weekend was really exciting.
5      A
driving instructor teaches people how to drive.
6      Parts
of the country should enjoy some sunshine this afternoon.
7      It
only takes a minute or so to take someone’s temperature.
8      We
lost the match by two goals.
9      Who
is the favourite to win the league championship this year ― Barcelona or
Manchester United?

10    I
lost a point in my test because of my poor spelling.
11    If
you want to find information about Peter the Great, look in the history section
of the library.
12    I
didn’t expect to beat you at tennis, but I did.

Dependent Prepositions
3     Focus ➤ Practising
dependent prepositions
ñ Have
Ss complete task individually.
ñ Ss
compare answers with a partner and check in Appendix 2.

Answer Key
      1
  for          2

in

3

in

4

in

Word Formation
4     Focus ➤ Forming
compound adjectives
ñ Read
the theory box with Ss and check for understanding. ñ
Have
Ss complete the task individually. ñ Ss
compare answers with a partner and check.

Answer
Key
1    old-fashioned  4          long-lasting
2    kind-hearted   5          good-looking
3    open-minded   6          newly-built
My brother is so
kind-hearted that he would do anything to help people. I like to think that I
am open-minded enough to consider new ideas.
The effects of
pollution are long-lasting.
Our new history
teacher is very good-looking. I live in a newly-built flat in the suburbs.

Grammar Revision
5     Focus ➤ Practising
conditionals
ñ Refer
Ss to the example in the rubric and elicit from Ss what type of conditional it
is (type 3).
ñ Ss
make sentences about the story, using conditionals. ñ
Invite
Ss to read out sentences in class and check.
Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 142
 English in Use

Answer
Key
If she hadn’t
missed the bus, she wouldn’t have walked to school. It it hadn’t started
raining and she hadn’t left her umbrella at home, she wouldn’t have got soaking
wet. If she had arrived at school on time, the teacher wouldn’t have got angry
with Jenny and Jenny wouldn’t have got upset.

                       6   Focus ➤ Discussing
dangerous sports
ñ In
pairs Ss discuss three sports they find too dangerous to play.
ñ Monitor
activity and assist as necessary.

Suggested
Answer Key
I think
windsurfing is dangerous because you reach very high speeds and are all alone.
If something happened, you would not have someone to help you. I think rugby is
also dangerous due to all the injuries that can occur. Climbing is also a
dangerous sport that involves risking your life. If you fell, you might injure
yourself or even die.

Reading
1      Focus ➤ Introducing
the topic of the text.
ñ Have
Ss listen to recording and imagine a scene that matches the music.
ñ Invite
Ss to describe the scene, answering the
questions in the rubric.

Suggested
Answer Key
I see a large
crowd of people in a stadium. They are cheering and waving. I think they are
about to see a football match and the teams have just come onto the pitch.

2      Focus ➤ Reading
for specific information
ñ Refer
Ss to the pictures and elicit the meaning of a mascot (a representative figure,
usually an animal, that promotes and brings luck to a sports team).
ñ Read
the questions in the rubric and have Ss read to find out the answers.

Answer
Key
The mascots belong
to Arsenal, Bradford City and Manchester United football teams. Their names are
Gunnersaurus Rex, Billy Bantam and Fred the Red.

3      Focus ➤ Reading
to identify missing text
ñ Refer
Ss to the text and explain task, reminding Ss that it is not necessary to
understand all the words in order to fill in the gaps.
ñ Ss compare answers with
partner and check.

Answer Key
      1
  be         5

onto/around

9

with/among

      2
  in          6

at/during

10

for

      3
  most      7

part

      4
  with      8

in

4      Focus ➤ Understanding
vocabulary
ñ Have
Ss complete task individually. ñ Invite
Ss to read out answers in class and check.

Answer
Key
1    cuddly
― soft
2    promote
― encourage
3    represent
― work for 4 respected ― admired
5
wanders ―
walks around

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 143
                     5    Focus ➤ Discussing
the text
ñ Ss listen and read the
text again.
ñ In
pairs Ss describe a mascot from the text to each other. ñ
Monitor
activity and assist as necessary.

Suggested
Answer Key
Fred the Red is
big and red and he is a devil that wears a Manchester United kit.

Culture
Corner
6   Focus ➤ Making
a poster about mascots in your country
ñ Read
        rubric   with     Ss         and      check   for understanding.
ñ In
pairs, Ss collect information about different mascots and make their posters.
Alternatively, assign task as HW.
ñ Invite
pairs to present poster to class and ask
for feedback.
(Ss’ own answers)

Objectives
Reading: reading
to identify missing text; reading for specific information
Speaking: asking
and answering question about the text; discussing the text; presenting a
leaflet about a clean up day
Listening: listening
for specific information
Writing: writing
a leaflet about a clean up day
Reading
1      Focus ➤ Introducing
the topic of the text
ñ Refer
Ss to the title of the text and elicit a discussion on the pictures and how
they are related to the title. ñ Ss
read the text to find out.

Suggested
Answer Key
The pictures
show water ― they are examples of the aquatic world. The diver is near
the coral but isn’t touching it ― this means she is aware and
responsible. In the second picture, the people seem to be cleaning the beach
― another responsible act.

2      Focus ➤ Reading
to identify missing text
ñ Refer
Ss to text and explain task, reminding Ss that it is not necessary to
understand all the words in order to fill in the gaps. ñ
Have
Ss read out text and check answers.

Answer Key
      1
  B       3   D

5

B

7

D

9

C

      2
  C       4   D

6

D

8

B

10

B

Going
Green
3   Focus ➤ Understanding
vocabulary
ñ Have
Ss complete task individually.
ñ Invite
Ss to read out answers in class and
check.

Answer Key
interact ― to affect conditions or
behaviour harm ― damage aim ― what you hope to
achieve conserve ― protect from harm generations ―
groups of people of the same age volunteers ― people who do work
without getting paid shorelines ― places where the edge of the sea
meets the land seabed ― the ground under the sea

4   Focus ➤ Asking
and answering questions
about
the text/reading and listening for specific information
ñ In
pairs, Ss ask and answer questions about the text.
ñ Monitor
activity and check for understanding of text.

Suggested
  Answer Key
B: Who founded Project Aware?
A:
  The Professional Association of Diving Instructors in Switzerland. What does
  it aim to do?
B:
  To educate divers on how to respect and conserve the underwater environment.
What work do they do?

Spotlight 8 Mod 8 Ts
09-09-09  17:10  Page 144
 Going
Green

A:
  They protect the aquatic world from pollution and protect endangered species.
  They also provide education and organise competitions. What events do they
  participate in?
B:
  Earth Day festivities, International Cleanup Days. What is happening as a
  result of their work?
A: The coastlines,
  beaches and underwater world are keeping their natural beauty.

6   Focus ➤ Writing/presenting
a leaflet about a clean up day
ñ Read
through rubric with Ss and check for understanding.
ñ In
groups of 3-4, Ss make a leaflet about a clean up day, following the guidelines
of the rubric.
ñ Ss
present their leaflet to the class and answer questions about them. (Ss’ own
answers)

5

Focus ➤ Discussing the text
ñ In
  pairs, Ss discuss and answer the question in the rubric.
ñ
  Encourage
  Ss to use the vocabulary from the

7

Focus ➤ Discussing a quote
ñ Read
  quote with Ss and elicit discussion on meaning and whether they agree of
  disagree with it.

                                   text
in their discussions.                                                Suggested
Answer Key

ñ Monitor
activity and assist as necessary. I agree with the quote that we only know
and love that which we have experienced and have

                               Suggested
Answer Key                                                  been
taught. It would be difficult to love and

A: Why do you
think people should participate believe in something that is foreign to us. in
such projects?
B: They can help conserve the underwater environment
         and        protect            endangered species. They can make sure
that the oceans        stay      beautiful          for        future
generations to enjoy. Would you ever participate in such a project?
A: Yes, I would.
I would like to do something to help our planet. What about you?
B: Yes, me too.
I’d like to help.

 Progress
Check
Answer Key
1
1       technical           4          opposing           7          strapped           4
1       after     3          off         5          off
2
tournament    5          enthusiasm        2          to         4          up
3
physical          6          half-time
                                                                                5
1    out              3   out          5   in
2
1            even-tempered  4          tight-fitting        2          in         4          in
2
well-dressed   5          grey-haired
3
hard-working  6
1       d          2          e          3          a          4          c          5          b
3
1            get       6          turns
2
would
play     7          would have given
3
will
get          8          would feel
4
would
watch  9          will be
5
trained           10        had
known
Spotlight 8 GRAMMAR CHECK Ts
09-09-09  16:55  Page 145

Grammar Check Key

Module 1
1
1 are, doing         5 Is, offering
2
Are, staying         6 have, been studying
3
Are, living           7 Are, thinking
4
Does, give           8          Have, ever met
(Ss’ own answers)
2    (Suggested
Answers)
Jane often goes to parties on the
weekends.
John sometime meets his friends after
school.
Karen rarely goes to the cinema.
Peter usually watches TV by himself. Sally
never goes out with her brother and his friends. etc
3    1
am thinking, think
2
are
you looking, looks
3
are
you tasting, tastes
4
Are
you having, have
5
are
you smelling, smells

4
  1
  am sitting

8 spend

2 is drinking visited

9
  have              already

3 have been walking

10
  mean

4 are feeling

11 have not been able

5 are having

12
  are going

6 are staying

13
  am looking

7 get up

14
  get

5 1 were you
doing, had
2
happened,
was walking, slipped, fell
3
Did
you meet, was introducing 4 were you, was trying, was, was coming, met, had
5
were
you doing, called, was getting, was
finishing
6
did
you meet, was doing, entered
7
told,
was talking, heard

6
  1
  arrived

5
  were having

2 moved

6
  didn’t realise

3 were arriving

7
  started

4 went
(Ss’
  own answers)

8
  was

7
  2
  am flying

7 will get

3 will do

8
  am meeting

4
  am going to see

9
  is going to faint

5    will
  buy
6    am
  seeing

10 am going to buy

8
a) 1 pay   3 buy    5 have
                2
pick up               4 see
2
A:
Is Kate having dinner with Jane onTuesday?
B: No, she is picking up her dry
cleaning.
3
A:
On Wednesday is Kate paying the phone bill?
B: No, she is buying a birthday gift for
Jane.
4
A:
Is Kate buying a birthday gift for Jane on Thursday?
B:
No, she is seeing the dentist.
5
A:
Is Kate seeing the dentist on Friday? B: No, she is having dinner with Jane.
b) (Suggested Answers)
On Tuesday I am studying at the library.
On Friday I am having some friends over.
On Sunday my family and I are eating at my grandparents.
Tomorrow I am playing football in the
school game. etc
9
1 best, younger, the most sensible
2
duller,
the funniest, the most creative
3
friendlier,
the most selfish, more stubborn
10
1 really     3 pretty             5 a little
2
pretty    4
quite
Module 2
1    (Suggested
Answers)
A
He
hasn’t picked up his books from the flooryet.
He has thrown his clothes all around the
room.
B
Mrs
Lee hasn’t finished all the work yet.
She has been in the office since 8:00.
She has just received more work to
do. Mrs Lee hasn’t left the office yet.
C
Mike
and Pam have just moved into a new house.
They haven’t put everything into place
yet.
They have taken out the plates from the
boxes.
The haven’t rested all day.
D
Martha
has returned from work.She has baked cookies and washed the dishes She has
collected her son from the nursery.
2    (Suggested
Answers)
I have been studying for three hours and
really need a break.
I have not yet finished my English
homework.

Spotlight 8 GRAMMAR CHECK Ts
09-09-09  16:55  Page 146
Grammar Check Key

I can’t remember how long I have been
playing piano.
I have already read my history book.
I have never worked in a restaurant
before.
3 1 has been
typing, has typed
2
has
been wasting, has wasted
3
have
been packing, have packed
4
has
been writing, has written
5
has
been baking, has baked

4
  1
  have not emailed

6
  have asked

2 have been studying

7 has been looking

3 have also been
  trying

8
  have ever given

4    have
  already given
5    have
  been saving

9 has been waiting

5 1
  gone to                 3 been in               5 gone to
       2
  been to              4 been in

6
  1
  ―, the

5
  the, ―, the,the

2 ―, the

6
  ―, the, ―, ―, the, ―

3 the, the, ―

7
  the, ―, the

4 the, the, the

8
  the, the

7
  1
  a                 6 ―

         11
  the            16 a

        2
  ―              7 the

         12
  the              17 the

        3
  the           8 the

         13
  the            18 a

        4
  ―              9 a

14 a

        5
  a              10 the

15 a

8
  1
  a few

3 a little, a few

       2
very few, a lot of          4 a few
Module 3
1
1 After Jenny had cooked lunch, she ironed the
clothes.
2
The news had already started when John turnedon the
TV.
3
They had set the table before the guestsarrived.
4
The kids had gone to bed by the time Stevecame home.
5
After the guests had left, they tidied the house.6
Sam waited until Joan had finished speaking.

2
  1
  had made

4 had not finished

2 had bought

5
  had not been

3 had lied

6
  had found

3
2     She had been jogging for over an hour.
3
It
had been raining all night.
4
They
had been arguing all afternoon.
5
We
had been cleaning the garage all day.
4
1 Leonardo da Vinci had been inventing and painting
for the king of France before he died in 1519.
2
Wilhelm
Roentgen had been experimenting withelectricity when he discovered x-rays.
3
Ancient
Greek scientist Archimedes had beenworking with math problems when he
discovered solution in bath.
4
Before
Russian chemist Dimitri Mendeleev hadbecome famous around the world, he had
been working as a university professor for some years.
5
Albert
Einstein had been going to school inMunich for three years before he moved to
Italy.
5
1 had decided           5 had been waiting
2
had
not been earning       6 Professor Sterling
3
had
arranged       had      already
announced
4
had
been washing            7 had been living
6
1 a was making b made c had made
2
a
was getting b got c had gotten
3
a
was performing b had performed c performed
4
a
fell b was falling c had fallen
5
a
had read b was reading c read
7
1 woke up    9 started
2
saw         10
asked
3
did
not really believe       11 thought
4
had
just had        12 had decided
5
had
dreamt          13 had called
6
did
not know       14 had never felt
7
got          15         decided
8
left
8    (Suggested
Answers)
I had already eaten breakfast.
I had already cleaned my room.
I had already gone for a jog.
I had already read the newspaper.
Module 4
1
1           The new library will be opened by the
mayor tomorrow.
2
The costumes for the play were created by Versace.
3
Hamlet was written by Shakespeare.

Spotlight 8 GRAMMAR CHECK Ts  09-09-09  16:55
  Page 147
              Grammar
  Check Key

4
A meeting will be arranged for next week.
5
This play had not been translated yet.
6
In France, elections for president are held every
five years.
7
A lot of people are influenced by advertising.
8
This fax should be sent right away.
9
He was found guilty of murder.
10
Pets cannot be taken into the theatre.
2
2 The sauce is made with tomatoes, onion and garlic.
3
The new play will be directed by John Adams.
4
The ground was covered with snow. 5     Guernica was
painted by Picasso.
3
New sports centre will be opened by the Prime
Minister next Monday.
Famous top model was taken to hospital.
The Earth could be hit by an asteroid in
2014.
The Philippines were hit by a strong
earthquake. US basketball team was beaten by Greece.
4
1 are encouraged      6          need
2
is
not found         7          are driven
3
feels       8          appears
4
are
expressed      9          is retouched 5  be ignored        10        was
photographed
5
2     When was the Mona Lisa painted?
             E  It
was painted in the 16th century.
3
Where
is the Parthenon located? A It is located in Athens 4         Who was Harry
Potter written by?
C It was written by J.K. Rowling.
5   When was Cats
performed in Russia? B     It was performed there in 2005.
6
2     Sandy is having her photograph taken.
3
Kelly
is having her eyes tested.
4
Nigel
is pruning a tree.
5
Martha
is having her temperature taken by the school nurse.
7
2     I will have it fixed 3      They had it
repaired.
4
She
is having it made.
5
They
are going to have it painted.
6
They
have it developed. 7           She had it cleaned.
8
He will have it cleaned.
8
1     c          is having her nails done
2
a had
it repaired
3
d never
had my ears pierced
4
e will
have it dry-cleaned
5
b have
it examined
9
2     He had one of his teeth pulled out.
3
She
had her car serviced.
4
She
is having a burglar alarm installed.
5
I
can have the information sent to myself by email.
6
He
had his wallet stolen while he was shopping.
Module 5
1
1 D 3 A       5 C       7 G       9          H
2
F   4 I        6 J        8 E       10        B
2
1 b   3          a          5          a          7          b
2 a     4          a          6          b
3
1     watching, going, stay in            4 to
carry, manage
2
making,
do          5 to move, give
3
waiting,
to do
4    (Suggested
Answers)
I am looking forward to studying at
university.
I’d like to join the ski club.
I have decided to work this summer.
I can’t help laughing when I watch the movie Shrek.
I hate eating vegetables. etc
5
1     a          to be     b          being
2
a putting  b          to
buy
3
a typing   b          to
improve
4
a planting            b          to
open
5
a to
tell   b          telling 6           a          to have b          having
7
a bothering          b          to
cause
8
a meeting            b          to
buy
6
2     I used to work as a waiter.
3
I
didn’t use to exercise a lot.
4
I
used to drink coffee.
5
I
used to eat junk food.
6
I
didn’t use to walk to work.
7    (Suggested
Answers)
I used to play the piano.
I didn’t use to study for school.
I used to go to a different school.
I didn’t use to play basketball.
I used to take swimming lesson every
summer. etc

Spotlight
  8 GRAMMAR CHECK Ts  09-09-09  16:55  Page 148
Grammar Check Key

8
A: She is getting used to using a computer and
sending faxes.
B: She wasn’t used to filing papers and
arranging appointments and meetings, but she is slowly getting used of doing
them now.
A: It will take some time to get used to
going on business trips. She used to take messages at her old job so she won’t
have to get used of that. etc
Module 6
1
a) 1  said       2          told      3          told
4   said
       b)
1   am
going           5   am
2
want 6          have read
3
tells, told     7          hope
4
is      8          will visit
2
2 Joe said Paul had joined them later because he had
missed his flight.
3
Sue said they would show me the photos as soon as
they are developed.
4
Leslie said the local cuisine was delicious.
5
Kate said she couldn’t wait to show me the souvenirs
they had bought for everyone.
6
Paul said he was planning to go there again.
7
Mike said they had got lost as they were walking
through the city centre.
3    1     Ann
said it was so cold that day.
2
Bob
said (that) Helen had not come to the party the previous night.
3
Mary
said her mum wasn’t very well.
4
George
said he would tell Sue that he had seen me.
5    Anna
said she hadn’t talked to Jane recently. 6 Steve said they were living in New
York then.
7
Tony
said he would meet Jane the next day.
8
Diana
said John had quit his job.
9
Jenny
said I could visit her anytime.
10
Sue
said they were getting married the following Sunday.
11
Luke
said he hadn’t gone to work the day before.
12
Tom
said they had played well but had lost the game.
13
Paula
said she was flying to Madrid that Sunday.
14
Charlie
said he would be there the following Monday.
15
John
said they had gone to the cinema the previous Tuesday.
4    (Suggested
Answer)
Olga said she had arrived in Ireland a
week ago and had been spending every day swimming and having fun. She said she
was writing this postcard as she was waiting for another hotel guest so that
they could go water-skiing together. She said she was going to try scuba diving
and she was even thinking of doing some underwater fishing. She said she had
been very busy and she hadn’t given herself anytime to just lie on the beach
and sunbathe but that holidays were about having fun. She said she would tell
me everything when she got back.
5    (Suggested
Answers)
He told me not to call people by their
first name until they have asked me to do so. He told me not to be late when I
have arranged to meet someone.
He advised me to offer the people who
have invited me to their home sweets or flowers. He told me to always offer an
even number of flowers.
He told me not to talk about religion or
politics. He advised me to dress simply and with a touch of style.
6    2
Mrs Smith asked how often the guided tours took place.
3
Mr
Smith asked which were the most famouslandmarks in the area.
4
Mr
Smith asked if they would have a chance toexplore the countryside.
5
Mrs
Smith asked if they could book two ticketsfor the cruise.
6
Mr
Smith asked if they had to carry theirpassports everywhere they went.
7    (Suggested
Answers)
Sue said she couldn’t reach Sam on his
mobile and asked if he had a new phone number. David told Sam not to buy the
phone they had seen as he had seen a cheaper one in town.
Jo
said he had really enjoyed the film the previous night and asked if Sam could
call him as soon as he got the message.
Chris asked why Sam had not come to the
party the previous and wanted to know if Sam was OK.
8    (Suggested
Answers)
1
Our
teacher asked us whether we wanted a small break before we started the exam.
2
My
Dad said he would take us to the movie thatnight.

Spotlight 8 GRAMMAR CHECK Ts  09-09-09  16:55
  Page 149
 Grammar Check Key

3
My
uncle suggested that we finish painting thefence before we start painting the
house.
4
Mum
told us to finish our homework and thenwe could watch TV.
5
My
friend asked if she could borrow my new CD.
6
Our
teacher wanted to know if we had finishedour essays.
7
Mum
told Dad not to leave his shoes at the frontdoor.
8
The
headmaster asked us if we could stay afterschool to help set up for the school
fair.
9
Someone
told me never to work more than onehour continuously on the computer.
10
I
asked my friend when and where she would have her party.
9    A:
I have never been to a foreign country.
B: Olga said she had never been to a
foreign country.
A: I hate studying for exams.
B: Peter said he hated studying for
exams.
A: Do you want to go to the cinema
tomorrow?
B: Angela asked me if I wanted to go to
the cinema the following day.
A: I joined the math club.
B: Serge said he had joined the math
club. etc

Module
  7

1
  1
  have to            3

don’t
  have to         5    mustn’t

      2   must
             4

mustn’t                 6   must

2 1
  b            2 a
a

3
  b           4 b          5 a         6

3
  1
  should bring

5 must have broken

2
  have to finish

6 should have come

3 might be

7
  needn’t have bought

4 can’t have seen
4
1 b   They can’t have finished yet.
c The teacher might (may) allow them to
leave earlier.
2    a She
can work faster using a laptop. b    She might be doing research.
c
She
must be (working) at home.
3    a
They must be having a computer lesson. b They should follow the teacher’s
instructions.
c
The
teacher might ask them to do a project. 4  a          Her parents must be very
proud of her. b     They might (may) have already bought her a special gift.
c   She might (may) have a graduation
party tonight.
5    (Suggested
Answers)
Student should always be prepared
for class. Teachers must have teaching experience to work at this school.
Students have to attend class every day.
Teachers should have contact with
children’s parents.
Students      ought    to         participate
      in         classroom discussions. etc
6
1 a   2 a       3 b        4 a       5 b       6 b
7
2     You mustn’t enter.
3
You
must stop.
4
You
can’t go this way.
5
You
have to drive slowly.
6
You
can recycle here.
7
You
can’t swim here.
8
You
      mustn’t            park     here     unless   you       are handicapped.
9
You
must drive slowly.
10
You
mustn’t recycle your garbage here.
8    (Suggested
Answer)
I have to study in my room.
I mustn’t bother my dad while he is
working in his office at home.
I don’t have to go to bed early on the
weekends.
I must help with the dishes every night.
I mustn’t forget to take out the
garbage. etc
Module 8
1
2 F type 3 6 H type 3 3 E type 0 7 D type 1 4 G type
0 8 B type 1
      5    A
type 3
2
1     unless   3          if          5          unless
2
if 4          If          6          unless
3
1 c   3 f        5          d
2
e 4
a       6  b
4    (Suggested
Answers)
If Mum didn’t chat on the phone, she
could help me with my homework.
If it was not windy, we could go
sailing. If it wasn’t raining heavily, it would be easier to drive.
If I had more money, I would buy a
yacht.

Spotlight
  8 GRAMMAR CHECK Ts  09-09-09  16:55  Page 150
Grammar Check Key

5    (Suggested
Answers)
1
If
I found a wallet in the street, I would return it to the police.
2
If
I met a celebrity, I would ask for their autograph.
3
If
I didn’t have enough money to get the bus home, I could get a ride with my
friend’s mother.
4
If
I were on holiday and lost my passport, I would go to my embassy for help.
5
If
I had only one wish, I would wish for world peace.
6
If
I were the president of my country, I would stop corruption.
6
2 If I had seen Ann, I would have told her about the
party.
3
If
he hadn’t been very tired, he wouldn’t have stayed in.
4
If
she hadn’t left from home late, she wouldn’t have missed her bus.
5
If
they had taken an umbrella, they wouldn’t have got wet.
6
If
they hadn’t left the camera at home, they would have taken photographs.
7
If
she hadn’t gone to the party, she wouldn’t have met a lot of people.
8
If
the weather hadn’t been great, we wouldn’t have gone to the beach.
7
1 wouldn’t have got 6          drove
2
were       7          bring
3
scores      8          Can
you buy
4
will
become         9          is
5
had
played          10        will win
8    (Suggested
Answers)
1
If
I didn’t have a headache, I would go to the party.
2
If
my parents had more free time, they could organise the house.
3
If
I travelled abroad, I would visit all the famous monuments.
4
If
I were you, I would study more often.
5
Unless
I study harder, I won’t do well on the exam.
6
My
friend agrees, unless the time and day changes for the concert.
7
If
we had played better, we would have beaten the other team.
8
If
my parents had enough money, we might go on vacation.
9
Unless
we have a ticket, they won’t let us in.
10
If
I get up early, I will go for a jog before breakfast.
9
1 wanted      7          would have stayed
2
might
be 8          had
3
could
do  9          can give
4
decided   10
like
5
want       11         were
6
can
use   12         would call

 Workbook Key

Unit 1a
1
Across    Down
2
shy          1          generous
3
irritable   2          sensitive
5
optimistic             4          reliable
6
sociable
7
patient
2
1     bright, opportunity        5          approach,
fancy
2
patient     6          involved
3
shy,
avoid            7          confident
4
Develop
3
1     easy-going         3          reliable 5          stubborn
2        flexible 4          honest
4
1     puzzled 4          bored    7          unsure
2
impatient             5          furious  8          nervous
3
worried   6          surprised
Unit 1b
1
1   b          3          a          5          a          7          a
2
a   4          b          6          a
2
1     D          2          C          3          E          4          A          5          B
3
a 9 d 5 g 8 j 1 b 2 e 4 h 7 k 6 c 12 f 11 i 3 l 10
4
1     privacy  3          argue    5          old
      2   make           4   only
Unit 1c
1
1 A: What do you think about Ann?
B: I do not like her. She is always lying to people.
2
A: We are going to the cinema later today. Do you
want to come?
B: Sure. It sounds like a good idea.
3
A: Let’s go to the park.
B: Sorry, I cannot. I have not finished
my homework yet.
4
A: The train is so late today!
B: Really? How long have you been
waiting?
2
1     did you start, was preparing
2
did
not know, found, was walking
3
passed,
told, were having
4
Did
you clean, came
3
1     was cleaning     10        did not even go
2
came       11         am
thinking
3
thought
  12         do you think
4
have
both changed          13        have already asked
5
have
been studying          14        has agreed
6
want
      15         will have
7
told
       16         have just finished
8
were       17         am
feeling
9
go
4
1     are having                    5          are
going to trip
2
is
moving                        6          are having
3
are
flying 7          will send 4        will help           8          are going
to get
Unit 1d

eyes

dark,
  small, green

hair

fair,
  blonde, ginger, bald, wavy, short, dark

height

tall,
  short

weight

overweight,
  skinny, slim, of medium build

age

middle-aged,
  young, old

looks

pretty,
  good-looking, handsome, beautiful

interests

travelling,
  sports, music, painting

1
2
(Suggested Answers)
1    John
is a tall, handsome boy of medium build. He has short, dark hair and green
eyes.  John loves to play sports.
2    Mr.
Stevens is an old man who is going slightly bald. He is slim with small, dark
eyes and a good-looking face. His interests include reading and painting.
3    Maria
is a slim, pretty girl with dark hair and dark eyes. She is short for her age.
Maria likes classical music and she plays the cello.
3
1     energetic         4          bossy
2
humorous
          5          selfish
3
impatient            6          friendly
4
1     B          3          C          5          B
2       A          4          C          6          C
Unit 1e
1
1     d          2          a          3          c          4          b
2
1     contractions: couldn’t, can’t, I’m, you’ll
2    colloquial
language: make it, meet up, can’t wait, Best wishes, great time
3    imperative:
Say hello! Take care! 4        informal linkers: but
153

3        informal

3   informal

      2   formal

4   informal

4 (Suggested Answer)
Dear Maria,
Thanks so much for all your help with my
science project! I’m just so grateful for all your suggestions. It would be
really great if you came to my place for lunch on Sunday.
Let me know!
Love,
Emma
Unit 1f
1
1        attractive          3          enjoyable         5          sunny
2 boring   4          stylish
2
1        across   3          over      5          over
2
along         4          down
3
1 ‘I drive my mum crazy all the time because
I play loud music.’
2
‘I
don’t get along with my brother. We argue all the time.’
3
‘I’m
very proud of my grades this term.’
4
‘I’m
very close to my sister. I tell her all my problems.’
5
‘I’ve
never been keen on Physics.’
4
1        of         3          at         5          to
2      with      4          of         6          of
Unit 1g
1
1      stylish    3          creative            5          crazy

2
bossy            4          uncomfortable   6          hold
2
1        T          3          F          5          T          7          T          9          T
                  2   T        4   F        6   T        8   F      10   F
3
a selfish, bossy, impatient b reliable, generous,
confident c confident ≠ shy reliable ≠ unreliable
                        selfish
≠ generous            flexible ≠ stubborn
Unit 1h
1    a)
1           mind     3          pain
2   ice        4          mad
                   b)
1   Kim                  3   Marisa
2    Helen         4          John
             2
1    Dylan      2   Matt        3   Jenny      4     Sophie
154

Unit 1i
1
1 hates    11         have ever met
2
turned                12        know
3
moved                 13        seems
4
remember           14        will get
5
was         15         think
6
did not make       16        will spend
7
was eating 17 is not 8 approached 18 takes
9
have
been          19        will be
10
is
    20         have been
2
ñ Sue is older than
Cathy, but Alice is the oldest. ñ Cathy
is funnier than Sue, but Alice is the funniest. ñ
Sue
is more helpful than Alice, but Cathy is the most helpful.
ñ Cathy
is more patient than Alice, but Sue is the most patient.
ñ Cathy
dances better than Sue, but Alice dances
the best.
3
1     the smartest      4          better, better
2
as
kind as            5          sooner, sooner
3
easier
than          6          the fastest
4
(Suggested Answers)
1 Ian is quite sensitive, but he can
be pretty boring. 2 Ivan is very reliable, but he can be a bit bossy.
3
Lucy
is really helpful, but she can be a little impatient.
4
Irina
is pretty friendly, but she can be really stubborn.
5
1     A: How many hours do you usually study a day?
B: At the moment I am preparing for my
final exams, so I am studying at least 5 hours a day.
2
A:
What do you plan to study at university?
B: I am thinking of studying law.
3
A:
When was the last time you went out with your friends?
B: It was a month ago. I rarely go out these days.
Unit 2a

chicken

eggs

meat

vegetables

rice

potatoes

grilled

✓

✓

✓

✓

✓

mashed

✓

✓

✓

fried

✓

✓

✓

✓

✓

✓

baked

✓

✓

✓

✓

✓

✓

roast

✓

✓

✓

✓

✓

✓

boiled

✓

✓

✓

✓

✓

✓

poached

✓

✓

✓

✓

steamed

✓

✓

✓

✓

✓

✓

scrambled

✓

pickled

✓

✓

✓

1
2
1     fried     3          end       5          miss      7
quick
2
appealing            4          rich       6          heavy    8          easy
3
1     c          2          d          3          a          4          b
1
was
heading for   3          fussy eaters
2
takes
pride in      4          food traditions
4
1     portions             4          basically           7          packed
2
nourishing            5          lunchtime
3
nursery    6          appealing
Unit 2b
1
a) 1    Where’s the
nearest post office
2
a two-minute walk from here
3
Whereabouts is it exactly
4
down the road
5
round the corner 6     opposite the
b) (Suggested Answers) a
jeweller’s
A: Excuse me. Is there a jeweller’s near
here?
B: Yes, there’s one on this street,
actually.
A: Oh. Great! Whereabouts exactly?
B: On the left hand corner at the end of
the street. It’s just opposite the post office.
A: Thank you.
B: You’re welcome.
             b  butcher’s
A: I need to buy some meat. Is there a
butcher’s near here?
B: Yes, there’s one in Blackberry Road.
A: Is that far from here?
B: Not really. It’s only a few minutes
away.
A: Great. Can you tell me how to get
there, please?
B: Sure. Just go straight down this road
and when you get to the end, turn right. It’s on the opposite side of the
street, between the fishmonger’s and the newsagent’s.
A: Thank you.
B: You’re welcome.
2
1     b          2          d          3          c          4          a
3
A 3rd speaker           D (extra statement)
B 5th speaker E 2nd speaker C 1st
speaker F 4th speaker
      1   C        2   E        3   A        4   F        5   B
Unit 2c
1
1 have not been   7          have met
2
have been studying          8          has not had
3
have had 9          has already learnt
4
have also signed up         10        have been
doing
5
have not started   11        Have you found
6
has been taking
2

1     been
in 3          been to 5          gone to
2
gone
to    4          been in 6          been to
3    1     never    3          How
long          5          ago 2    recently            4          just
4    1     an        6          ―         11        ―
2       the       7          a          12        an
3
a 8          ―          13        the
4
The         9          ―         14        a
5
the          10         ―
5    1     A          3          C          5          C
2       B          4          A          6          B
Unit 2d
1
1 teaspoonfuls      2          loaf      3          pinch
2
2 pour (a glass of) water, milk
3
beat eggs, cream
4
slice bread, cake
5
chop garlic, onions
6
peel oranges, bananas
3
1     d          2          c          3          a          4          b
1
Scrambled
eggs   3          sparkling water
2
grilled
fish           4          brown bread
4
1     a piece of cake
2
take
everything with a pinch of salt
3
crying
over split milk
4
my
cup of tea
5
spill
the beans
5
1     are       3          is          5          are       7          is
2       is          4          is          6          is          8          are
Unit 2e
1
Key words of rubric: English
pen friend, Write back, answering his questions
2
Opening paragraph: 3
Closing paragraph: B
3
Items to be ticked: 2,
3, 5, 6, 7, 8
4
A 3  B          1          C 2
Unit 2f
1
1 without 4          through 7          up
2
with        5          with
3
off          6          after
2
1     dislike              3   disrespect    5   misspell
      2   misunderstood  4   misplaces
155
3
by  2          in         3          out       4          in          5          by
4
1   has not visited us since
2
it
possible to
3
these
earrings go with
4
had
little time 5    long has she been teaching
Unit 2g
1
a        c           b          2
2
1        T          3          DS        5          F          7          F
2       F          4          T          6          DS
3
1        in search of      5          authentic
2
troublesome           6          countless
3
originates   7          shopper’s
paradise
4
massive
diversity     8          trendy
Unit 2h
1
1        optician’s          3          baker’s
2
hairdresser’s    4          flea market

opinion

popular,
  attractive, brilliant

size

tiny,
  huge, small

age

antique,
  modern, second-hand

shape

square,
  triangular, rectangular

colour

dark
  blue, pink, pale green

pattern

striped,
  checked

origin

British,
  Russian, Japanese

material

china,
  woollen, silver, leather

2
3
1        fried     3          vegetarian
                   2   ingredients            4   teaspoon
4 1          f           3          e          5          b
2       c           4          d          6          a
1
special
occasions    4          milk chocolate
2
junk
food   5          reasonable prices
3
tight
budget           6          charity organisation
Unit 2i
1
1   am writing         10        are enjoying
2
are staying  11        have tried
3
has been    12        have not done
4
are getting  13        are going
5
is having     14        are looking froward
6
have spent  15        has taken
7
are making 16        have also been shopping
8
is swimming           17        have already bought
9
has been jet-skiing 18        are coming
2 1          gone
to 3          been to 5          gone to 2          been in 4          gone to
156
3    1     C          3          C          5          A
2       B          4          C          6          B
4    1     A          2          B          3          B
5    2
many people 5 a lot of things 3 much time 6 a few minutes
4
a
few days           7          a little sugar
6    1
While we were in Budapest we went on a boat trip down the Danube.
2 George started playing the guitar last
June. 3 The Smiths left for Canada from Gatwick
Airport yesterday.
4
The
tower of London is on the north side of the Thames.
5
We
missed the bus to Liverpool, so we went there by train.
6
My
parents go to the theatre twice a month.
Unit 3a
1
A 1         crowds  3          inventor
2
gathered 4          passengers
      B   1   floating                 4   lift
2
invention         5          presented
3
experiment
2    1     nearby  3          flights   5          Raise
2 heat      4          Physics  6          Earth
3    Across         Down
2 Sociology          1          Psychology
5      History  3          Biology
6          Astronomy         4          Politics
      7   Ecology
4    1     c          2          e          3          d          4          b          5          a

Unit 3b
1
1     g          4          b          7          i
2        d          5          c          8          f 3        a          6          e          9       h
2
1     a          2          b          3          a          4          a          5          a
3
1     personal assistant          3          previous
experience
2
tough
deadlines   4          full training
4
1     Science 5          9 am, 2 pm
2
native      6          CV
3
teaching  7          programmes
4
August

Unit 3c
1
1   had been working         3          had not
finished
2
had already left     4          had been living
2
1     had you been waiting    3          had cleaned
2
went
      4          was walking
3
1     As Ann was making a salad, she cut her
finger.
2
Liz
had already fed the baby when John arrived.
3
We
bought the tickets before we went to the theatre.
4
I
was working in the garden when Betty called.
4
(Suggested Answers)
1
Yesterday,
while I was doing my homework, the lights went out.
2
Last
Friday, after I had finished school, I went to the gym.
3
I
didn’t go to the party as I had a headache.
4
I
was playing volleyball when I sprained my ankle.
5
I
didn’t go to bed until I knew that Sam had got home safely.
5
1     B          3          B          5          B          7          A
2       A          4          C          6          A          8          C
Unit 3d
1
1   infant    3          child     5          adult
2
toddler      4          teenager           6          senior
citizen
2
1     tutor     4          fell       7          won
2
swapped  5          managed
3
during     6          took
3
start: working, a business get:
married, a driving licence study: at a university, Chemistry have:
an accident, a child change: your name, schools move: in
circles, house
4
1     on and on         4          round and round
2
again
and again   5          All in all
3
step
by step
Unit 3e
1
a     2          b          1          c          4          d          3
2
A Blessing in Disguise
3
1 Joan swam to the surface and shouted for help but
there was no answer.
2
When we got home, my mum was
waiting for us.
3
The
fire brigade arrived and they put out the fire.
4
I
saw her as I was coming out of the building.
5
They
had been looking for a flat for three months before they found one they
liked.
6
Bill
couldn’t sleep because of the noise.
4
a) (Suggested Answer)
Last week, my friend Alex and I
went to the fairground. It was a nice sunny day and there were lots of people
waiting to go on the rides. After we had paid for our entrance ticket, we began
walking around, trying to decide which ride to go on. Finally, we decided to go
on the big wheel first.
b) (Suggested Answer)
Fortunately, the wheel started to
move again. My friend Alex and I were scared but very happy that nothing more
serious had happened.
Unit 3f
1
1     c          3          d          5          b
2       e          4          f           6          a
1
brought
... round 4          have brought in
2
brought
back       5          brought ... up
3
will
bring about   6          is bringing out
2
1     discovered         3          job
2
employer 4          wages
3
1     apologise          4          sympathised
2
summarise           5          memorise
3      criticise             6          fantasises
4
1     at         3          in         5          at
2
in            4          under    6          at
Unit 3g
1
The past and present of money
2
1     C          3          C          5          A          7          C
2
A 4          B          6          B          8          A
3
1     several  5          consumers
2
nearly     6          laying
their hands on
3
shortage  7          currency
4
claim       8          vast
4
1     salary   3          money  5          a person
2
salt         4          the
Lydians
Unit 3h
1 places: lab,
(school, university) fields: Health Science, Chemistry, (Biology,
Physics)
      actions:      discover,
perform (an experiment),
(invent, research)
people: inventor,
scientist, biologist, (engineer, geologist)
objects: bacteria,
culture plate, (radium, X-Ray machine)
157
            2       pizza
delivery boy            3   car salesman
                   2   vet                                 4   operator

travel

study

science

work

passenger

university

research

overtime

flight

degree

discovery

shift

journey

professor

experiment

uniform

graduate

3
             4
1    perform                      7   career
2
conclusion  8          freelancer
3
permission  9          invented
4
put 10
overtime
5
deadline     11
swapped
6
lift 12
salary
Unit 3i
1
2 After she had studied for 4 years, she got a
degree in engineering./She got a degree in engineering after she had studied
for four years.
3
After
he had worked as a sales assistant, he got a new job as a car salesman./He got
a new job as a car salesman after he had worked as a sales assistant.
4
Anne
and David had been engaged for 5 months before they got married./When Anne and
David got married, they had been engaged for 5 months.
5
Mr.
Harris had been sick for many weeks before he went to hospital./When Mr. Harris
went to hospital, he had been sick for many weeks.
2
(Suggested Answers)
― Before he received an Oscar
award for Best Original Screenplay for the film Good Will Hunting, Ben
Affleck had made his first television appearance./ After Ben had made his first
television appearance, he received an Oscar award for Best Original Screenplay
for the film Good Will Hunting.
― After he had received the Oscar,
Ben Affleck promoted the Democrats in the elections./Before he promoted the
Democrats in the elections, Ben Affleck won an Oscar award for Best Original
Screenplay for the film Good Will Hunting.
― After he had promoted the
Democrats in the elections, he got married to the actress Jennifer
Garner./Before he got married to the actress Jennifer Garner, he had promoted
the democrats in the elections.
― After he got married to the
actress Jennifer Garner, he wrote and directed Gone Baby
Gone./Before he
wrote and directed Gone Baby Gone, he got married to the actress
Jennifer Garner.
158
3
1     started  3          won      5          had
named
2
had
been playing            4          voted    6          retired
4
1     had been sailing            12 had struck
2
had
been planning          13 were sinking
3
had
been sailing             14 put on
4
appeared            15
sent out
5
was
coming        16 jumped
6
told
      17 sank
7
was
becoming     18 heard
8
was
blowing       19 helped
9
was
starting        20 gave
10
heard     21
had never felt
11
saw
5
1     B          2          A          3          B          4          A          5          B
6
2     had been watching        4          had failed
      3  had
been working            5   had been walking
Unit 4a
1
1 John has a pointed nose, protruding ears and
frizzy hair. His eyebrows are bushy and he is skinny.
2
Maria has a straight nose, small ears and straight
hair. Her eyebrows are thin and she is slim.
3
Mark has a crooked nose, small ears and curly hair.
His eyebrows are thick and he is overweight.
2
1     bushy   3          overweight      5          small
2
crooked  4          frizzy
3
1     d          2          b          3          e          4          c           5          a
4
1     put on  5          unrealistic         9          fit
2
go
on      6          vanity    10 Focus
3
join         7          remark 11
changes
4
staring     8          obsessed
Unit 4b
1
1 I don’t think it suits       5          Well, it’s
not very
2
What do you think            6          smaller size
3
How’s this            7          can’t fit
4
How about
2
1     wearing 3          match   5          fits
2
try
on      4          suits      6          go with
3
1     C          3          A          5          C          7          C
2       B          4          A          6          A
4
1     leather  3          baggy   5          tight-fitting
2
checked   4          floral    6          plain
Unit 4c
1
1 was held           7          were designed
2
is based   8          was released
3
was composed      9          will always be
4
has been translated          remembered
5
has been shown   10        must be seen
6
has also been seen
2
1 The costumes for Cats were designed by John
Napier.
2
Dinner
is served from 7:00 pm onwards.
3
The
book has been translated into 25 languages.
4
The
new Harry Potter book will be published by the company next month.
5
Cameras
are not allowed to be used in the museum.
6
The
new gallery will be opened by the Mayor on Tuesday.
3
3 The children were bought two video games by
Tina.
Two video games were bought for the
children by Tina.
4
A letter is being dictated to the secretary by her
manager right now.
5
I was sent an email by Katie yesterday.
An email was sent to me by Katie
yesterday.
6
A story is always read to the children at the end of
the day.
7
I will be given two tickets for the Tommy
Hilfiger fashion show by Douglas.
Two tickets for the Tommy Hilfiger
fashion show will be given to me by Douglas.
4
1     by         2          with      3          with      4          by         5
by
5
1     When will the play be put on?
2
Have
the invitations been sent by Brenda yet?
3
Was
this handbag designed by Louis Vuitton?
Unit 4d
1
1   f           3          g          5          c          7          b          9          d
2
i    4          a          6          j           8          k          10         e
2
1     permed 3          done     5          whitened
2
put
on     4          added   6          checked
3
1     had her teeth whitened
2
was
having his garage painted
3
have
my make-up done
4
is
having her eyes checked
5
have
an X-ray taken
6
have
the pictures developed
4
1     He has had his car repaired by the mechanic.
2
She
should have her jacket cleaned.
3
He
is having his teeth checked by the dentist.
4
She
had a special cake made by the baker.
5
1     C          2          B          3          C          4          A          5          A          6          B
Unit 4e
1
1   were you          3          Why don’t you  5          shouldn’t
2
This way    4          That     6          would
2
1     d          2          c          3          a          4          b

3
Opening remarks/reason for writing =
the first paragraph
I
got your letter yesterday ... (until) ... help to you.
Advice
and reasons = the second paragraph If I were you
... (until) ... how it goes.
Closing remarks =
the third paragraph
Don’t
let it get you down ... (until) ... how it goes.
4
a     3          Conclusion         c          2          Main
body b      1          Introduction
Unit 4f
1
1   away    3          through 5          with
2
off 4          on         6          out
2
1     b          2          c          3          d          4          a          5          f           6          e
3
1     A          2          B          3          A          4          B          5          B

4
1     different           6          dying
2
unfortunately       7          depressed
3
appearance          8          expression
4
characterises
9 dependable 5 beautiful 10 inappropriate
Unit 4g
1    1     C          2          B          3          A
2    1     T          2          F          3          DS        4          DS         5          T          6          DS
3    responsible
― irresponsible logical ― illogical formal ― informal
practical ― impractical
4    two
positive adjectives: elegant, smart two negative adjectives: old, scruffy
Unit 4h
1 clothes
= dress, skirt, shorts (trousers,T-shirt) style = baggy, smart, casual,
sporty, (formal, trendy) pattern = plain, striped, checked, floral (polkadot,
patterned) fabric = nylon, silk, polyester, cotton, linen (wool, velvet)
159
2
casual        3          shirt     5          checked
2
cotton         4          tight-fitting       6          leather
3
1    borrow  3          stare     5          rent
2
try  4          match   6          lend
4
1    extreme            5          blemishes
2
joined        6          affect
3
staring        7          self-confidence
4
obsessed
Unit 4i
1
1    This fax should be sent right away.
2
Who was the music for West Side Story written by?
3
Were DVDs invented in 1970? 4 A new jewelry
collection will be designed by Leetal Kalmanson.
5
The
new theatre will be opened by the mayor on Thursday.
6
He
was named after his grandfather by his parents.
7
Her
book will be translated into Russian. 8 Coffee is grown in Brazil.
2
2        e          3          a          4          b          5          d
2
When
was the Leaning Tower of Pisa completed? The Leaning Tower of Pisa was
completed in the 14th century.
3
Where
was the Eiffel Tower constructed?
The Eiffel Tower was constructed in
France.
4
Who
were the Sherlock Holmes stories written by?
The Sherlock Holmes stories were written
by Sir Arthur Conan Doyle.
5
Where
were the 2004 Summer Olympics held? The 2004 Summer Olympics were held in
Athens, Greece.
3
2        The Philippines was hit by an earthquake
during the night.
3
A
famous singer was taken to hospital.
4
The
armed robbers have still not been caught.
5
Money
is being raised for a baby’s operation in the US.
4
1        c           2          e          3          d          4          a          5          b
a ... have it checked
... b ... are having it fixed ... c ... had them taken ...
d ... has been having his car
serviced ... e ... is having her hair dyed ...
5
2        Angela didn’t swim fast enough to win the
race.
3
It’s
too cold to play outside today.
4
Wendy
is too tired to continue working.
160
5
They
have saved enough money to go on holiday.
6
2   They
have enough money to buy the motorbike. 3         The jacket is too big for him
to wear.
4 Sean did not leave home early enough
to catch the bus.
Unit 5a
1
2     d, earthquake    5          b, flood
3      e, avalanche     6          g,
tsunami 4     c, hurricane      7          a, tornado
2
1     floods   4          drowned
2
lost         5          Rescue
3
homeless 6          supplies
3
1     f           3          b          5          a          7          c
2
g 4          d          6          e
1
first
aid   4          massive wave
2
recent
history      5          natural disasters
3
injured
people
4
1     generate           3          pull
2
distributed           4          buried
Unit 5b
1
1     c          2          e          3          g          4          f           5          a          6          b          7          d
2
1     d          2          e          3          b          4          a          5          c
3
1     a          2          b          3          b          4          a          5          b
4 1    B          2          B          3          C       4          B          5          C
Unit 5c
1
1 seeing   5          passing  9          discussing
2
come       6          go        10 to help
3
talking     7          breaking 4        write     8          to
speak
2
1           help      4          to answer         7          taking
2
to
attend 5          visiting
3
going       6          not
ride
3
3 I forgot to turn off my lights when I left
my house today.
4
✓
5
✓
6
✓
7
The children were trying very hard to solve the
difficult maths problems.
8
✓
9
Richard stopped studying and turned on the
TV.
10
While I was on my way home, I stopped to buy some
bread.
4 1       b          3          c          5          c
2       b          4          a          6          a
Unit 5d
1
1     E          2          B          3          D          4          A          5          C
2
1     nippy    3          pouring 5          drizzling
2
whistling  4          huge     6          scorching
3
1     mild      5          rain      9          snow
2
breezes
  6          colder   10 sun
3
clouds     7          winds
4
showers   8          storms
4
1     b          2          c          3          a          4          e          5          d
1
...
save up for a rainy day.
2
...
to be on cloud nine.
3
...
feeling under the weather.
4
...
a bolt from the blue.
5
...
to see which way the wind blows.
Unit 5e
1    a)
Suggestions
= the following sentences: ― ‘To start with ... illegal.’
― ‘Next, people ... sentences.’
― ‘Another solution ...
products.’ ― ‘Finally, it would ... animals.’
Expected results = the following
sentences:
― If these measures ... acts.’
― ‘Thus ... in.’
― ‘As a result ... animals.’
― ‘This would allow ...
environment.’
― ‘Therefore ... disappear.’
― ‘Putting some ... kingdom.’
       b)
1   to
start with, another solution would be to
2    thus,
as a result, therefore 3       to sum up
       c)
1  To
start with = To begin with
2
Thus
= As a result
3
Another
solution would be to = Another way would be to
4
As
a result = Consequently
5
Therefore
= So
6
To
sum up = All things considered
2
1     Consequently     3          All in all           5          or
2
Both        4          One
way to
3
(Suggested Answers)
2
a
Another solution would be to move factories away from cities. In this way,
there would be less smog  over cities, and therefore cleaner air to breathe.
3
b
Finally, it would be a good idea to deal with the problem of litter by putting
more rubbish
bins in public places. The result
would be litter disposed of in a proper manner, and consequently cleaner
streets.
Unit 5f
1
Across         Down
3
litter        1          waste
4
captain    2          disappeared
      6   team
                    5   inactive
9
rubbish   7          lose
10
Smoke    8          fog
2
1     by         2          out       3          in         4          on         5          in
3
1     out       3          in         5          out
2    off        4          for        6          on
4
1     protection          4          defence
2
disturbance          5          performances
3
guidance  6          collection
Unit 5g
1
1   disaster 3          difficulties         5          hit
2
ruined        4          suffer   6          trapped
2
1     T          2          T          3          F          4          T          5          F
3
1     What can be dangerous to drink after flooding?
2
Why
are there often food shortages following a flood?
3
What
sort of difficulties can people experience after a flood?
4
Why
are levees built?
4
handle = manage great = huge retreat = go away
shortages = lack of beneath = under not evacuated = left
5
(Suggested Answers)
1
Because
flood waters may have damaged or destroyed them.
2
Levees
are walls built around rivers. They protect a city from flooding as flood water
cannot get over the wall.
3
Hurricane
Katrina caused a flood by breaking more than 50 levees.
Unit 5h
1    a)
1        C          2          D          3          A          4          B
b) 1   flood    3          earthquake
2    hurricane             4          drought
2
A
3                B   6             C 8              D 4
161
3
5   2          1          3          7          4          2
4
A 1 natural  5          crack
2
occurred            6          collapse
3
forceful
           7          rescue teams
4
massive 8          survivors
                  B   1   horrific             4   Unfortunately
2
damage 5          Meteorologists
3
hit
Unit 5i
1
2        b          6          a          10 b      14
a      18 a 3   b          7          a          11 c      15 c      19 b 4   c          8          c          12
c      16 b      20 a 5   c           9          c          13 c      17 c
2
2        e          4          a          6          g          8          h          10
f
3
b        5          j           7          i           9          d
3
(Suggested Answers)
2
visiting
― I look forward to visiting
Thailand.
3
to
write
― Yes, I have tried to write to my
local newspaper about starting a recycling programme in our area.
4
swimming
― I go swimming in the sea every
weekend during summer.
5
doing
― I regret not studying hard
enough for my final maths exam last year.
6
watching
― I like watching comedy
programmes on TV.
4
1        c           3          a          5          c          7          b          9          b
2
a   4          a          6          a          8          a          10
a
5
1        working late      4          forward to
going
2
stay
in        5          mind giving
3
to
arrive     6          to find
6
2        using     6          working 10 driving
3    be  7          buy
4    living          8          attract
5          travel    9          staying
Unit 6a
1
1   wondered          5          landmarks
2
famous       6          Guided
3
Explore      7          broaden
4
majestic     8          unique
             2
1    convoy                    5   nature
2
unspoilt      6          campfire
3
varied        7          Nomads
4
unusual
162
3
1     am writing         10        have not been
2
have
been           11        check out
3
have
just flown   12        drank
4
are
staying           13        will bring
5
recommended      14        Did
you know
6
is 15        did
not
7
have
been spending         16        told
8
have
also done    17        is playing
9
have
visited          18        are going to try
4
a) 1 e          2          d          3          b          4          a          5          c
       b)
1   holiday
snaps                   4    native people
2
historic
sites        5          local markets
3
traditional
cuisine
Unit 6b
1
1 shame   4          confused           7          spoil
2
sunstroke 5          bad
3
lost         6          sound
2
1     a          2          b          3          b          4          a
3
2     Ann is relieved because someone found her
purse.
3
Ben
is frustrated because his laggage has been stolen.
4
Sam
is confused because the lady at the checkin desk can’t find his reservation.
4
1     B          2          C          3          B          4          A
Unit 6c
1
1 Jill said that it was so chilly that evening. 2
Diana suggested meeting at the train station at 7:00.
3
Sue
said that they were going away on holiday the week after/the following week.
4
Tom
said that Anthony had been late that morning.
5
Lucy
said that her brother was in hospital.
6
Paul
said that he hadn’t heard from Michael for quite some time.
7
Charlie
said that they had won the final match.
8
John
said that he would like to go to a summer camp.
9
Patty
said that they were getting married in the spring.
10
Mary
said that I/we could visit them whenever I/we liked.
2
1 Fred asked if/whether the snakes were poisonous. 2
Terry asked me if/whether I had seen Derek.
3
Dad asked Nancy if/whether he would like him to pick
her up.
4
Jack asked the receptionist if/whether his room had
Internet service.
5
David asked Bill what Moscow was like.
6
Rick asked Mary if/whether she had had her photos
developed yet.
7
Becky asked her brother if/whether he felt safe
walking home at night.
8
Frank asked his teacher if/whether Hawaii was part
of the United States.
9
Tom asked his friend if/whether he had ever been to
Australia.
10
April asked me what I was doing.
3
ñ The doctor told me to
wear a hat and light protective clothing. ñ The
doctor told me not to forget to wear my sunglasses.
ñ The
doctor told me to sit in the shade when I am outdoors.
ñ The
doctor told me not to schedule any outdoor activities around midday.
ñ The
doctor told me to drink plenty of water to avoid dehydration.
ñ The
doctor told me to try to eat light meals only.
4
(Suggested Answers)
1
The
receptionist said that I would have to wait another quarter of an hour to see
the doctor.
2
I
asked my friend if I could borrow her sunglasses.
3
He
asked the driver if he could wait while he quickly withdrew some money from the
cash point.
4
Someone
told him that his friend had been spreading nasty rumours about him.
5
My
friend asked me if I could lend her ú20.
6
The
teacher said that everyone had passed the exam.
7
My
father told me that he was organising a surprise party for my mum.
8
The
flight attendant asked me if I would like some water or orange juice.
Unit 6d
1
a) Air ― jet airplane,
plane
Land ― car, bus,
motorbike, coach, bike Sea ― boat,
hovercraft, riverboat
       b)
1   train                 4   boat/ship/riverboat
2
motorbike       5          bus
3
plane 6          car
c) (Suggested Answer)
My favourite means of transport while on
holiday is the car. I don’t have to stand in line for tickets or look at bus
schedules. A car can take me to just about any place I want to go.
2
a) At the station          On
the road
            On
the platform         At/On the toll bridge
            At
the bus stop           At/On the toll bridge
b) (Suggested Answers)
1 Let’s meet at the airport in an
hour, OK? 2 Do you have to pay tolls on the motorways in France?
3
There were a lot of people at the bus stop this
morning.
4
We’ve been on the road for 2 hours now, so we should
be arriving soon.
3    1     missed  3          book     5
get off 2        catch    4          boarding           6 give
4    1     drive     3          ship      5
track
      2   road             4   boat
Unit 6e
1
1 I am writing to you
2
thank you both very much
3
I really appreciate your efforts.
4
Also
5
It is for this reason that
6
Thank you once again
7
My parents also send their regards
8
are welcome guests
9
Best wishes
2
a) The Main body has
been given.
A semi-formal writing style is
used.
b)  1 formal
linking words used e.g. also
2
less
formal language used e.g. the guests really enjoyed themselves
3
respectful,
polite tone e.g. I would like to tell you
3
a) B
b)  A
C ✓
C
O ✓
E
O G O B C D C ✓ F C H C
✓
Unit 6f
1
1   set off  3          set back
2
set aside    4          sets in
2
1     c          2          b          3          a          4          a          5          c          6          b
3
1     at         3          without 5          for
      2   in                4   on                6   off
4
a amazement e achievement b happiness f announcement
c awareness g nervousness d agreement h enjoyment
163
                        awareness             5   announcement
2
agreement  6          achievement
3
nervousness            7          amazement
4
happiness    8          enjoyment
Unit 6g
1
1        F          2          T          3          F          4          T          5          T
2
2
3
1 What should travellers take with them when they
travel abroad?
2
Why
should you visit a doctor before travelling abroad?
3
What
can passengers who remain in their seats during long flights develop?
4
(Suggested Answers)
1
Many
tourists end up sick once on holiday because they are unaware of the possible
health threats they can face when abroad. These health risks can include:
disease-carrying insects, under-cooked food and contaminated water.
2
Travellers
can protect themselves by reading up on the health risks that are present in
the country they are visiting. They should also avoid ordering drinks with ice.
Moreover, they can go to their doctor before travelling in order to find out if
they require any vaccinations.
Unit 6h
1
a) 1            C          2          D          3          B          4          A
b) 1   C          2          B          3          A     4          D
2
You can go ice diving in the polar region.
3
You can go hiking in the countryside.
4
You can go reindeer sledding in the frozen valley.
2
1        experience        4          tents
2
culture       5          souvenirs
3
Traditional  6          cuisine
3
a stop c seat e Take b platform d fare f train
1        b          3          e          5          a
2       f           4          c          6          d
4
1        got sunstroke     6          lost their way
2
expedition   7          stolen
luggage
3
bring          8          ferrry
4
miss           9          take
5
room          10        booked
164
Unit 6i
1
1           She said that she liked travelling by
plane.
2
They said that they had visited Russia the previous
winter.
3
The travel agent told us to take photocopies of our
tickets and passports.
4
He asked Mary if/whether she liked French food.
5
She told me not to let anyone carry my bags.
6
He said that he could speak German.
7
Judy asked Sam if/whether he had ever lived abroad.
8
She asked Ron if/whether he was going away the week
after/the following week.
9
Alice said that she would be in Brighton the
following weekend.
10
He asked where the nearest bus stop was.
11
She told me that she would call me the next day/the
following day.
12
He asked her what time her plane arrived.
2
1     said      3          told      5          told
2
told         4          said      6          said
3
1     “When will you be back?” she asked them.
2
“Do
you enjoy travelling?” he asked her. 3 “When are you going on holiday?” Jane
asked Lucy.
4
“Have you ever visited Disneyland?” John asked Liz.
4
1     had missed        5          not to run
2
she
could have     6          he had been
3
playing    7          to
have a
4
she
was flying      8          the hotel had
5
Jim called to say that he wouldn’t be able to go
camping the next day. He also said that something had come up and that he would
tell Rob later.
Sarah called to say that she hoped Rob
hadn’t forgotten the cinema that night and that she would be ready by 8. She
also said that she would see him then.
Toby called to say that the match was on
Sunday and that he would see Rob at practice before the game.
Tom said he had just wanted to remind
Rob to bring his extra fishing rod. He also said that he would meet him at the
lake.
6
2     D, … suggested going to the beach.
3      B, … asked what time the
first train left. 4       C, … asked her what Paris was like.

                                         Unit
7a                                      5 You need to have
a computer password.
                                                                                6  Students
must be on time for class.
1
1 b          2          d          3          a          4          c

2
Sarah can’t do without her laptop. She loves
1
You
must not talk in the library.
chatting online.
2
You
cannot bring mobiles to class.
3
Jeff can’t do without his mobile phone. He
3
You
can buy tickets for the school play now.
loves sending messages.
4
You
must not run in the hallway.
4
Scott can’t do without his games console. He
5
You should report bullying.
loves playing games.
6
You cannot enter as there is an exam in progress.
2    1         communication
            5          concentrate
3    1         must
    4          could    7          must
2
Internet   6          extension
                                                                                2   can’t           5   don’t
have to         8   should
3
texting    7          fast-paced
                                                                                3   have
to        6   need
4
tells ... off
                                                                                4
1    would
have helped
3    1           fixed     5          deal
with
                                                                                2   should
have offered
2    occasionally        6          gadgets
3
might/may
have brought
3    impact    7          technological
4
should
have studied
4    generation          8          computer
screen
5    has
just won
6    might/may
have missed
4 a) 1 b 3          c           5          e          7          a
2  g          4          h          6          d          8  f
Unit 7d
       b)
1   download
songs          3   edits pictures                1 1    c            2   a             3   b
             2   read
books                 4   divide attention
2    Across
 Down
                                         Unit
7b                                      1   director                      2   reporter
3    producer           4          editor
1
1     a          2          b          3          a          4          b          5          a
                                                                                6   presenter
                  5   newsreader
2
(Suggested Answers)
3
1     a          2          a          3          c          4          a
1    You
should start revising as soon as possible. Make a study
timetable, allowing one to two
                                                                                4
1    to
hit the headlines
hours every night for revision, and make
sure
2
he’s
bad news
you stick to it.
3    let’s
get this show on the road 2 You should turn off the TV when you are
studying. You can’t concentrate on two things at
Unit
7e once.
3    Why
don’t you join a gym? Not only is it a fun 1 1 D 3 B 5
H 7 C way to lose weight, you will also meet new 2 E 4 A 6 G 8 F people.
4    You
should pay to have some lessons with a 2 introduce
points ― the first disadvantage, one point qualified instructor, then
retake the test.  in favour of, some people argue, another
5    Why
don’t you go for a walk? You’ll enjoy it disadvantage is that,
one drawback because it’s such a beautiful day outside. list/add points ―
first of all, to begin with, also, furthermore, moreover, secondly, thirdly,
what is
3
1     B          2          C          3          C          4          B          5          A          6          B          more
show contrast ― however,
yet, although, but, despite, on the other hand, nevertheless
4
2, 4, 3, 1, 5
introduce examples ―
for instance, as a result, for example
Unit
7c
conclude ―
in conclusion, finally, all in all 1 1 Richard can solve maths
problems very quickly.
2    You
needn’t stay in the exam hall after you 3 Topic sentences have
completed the test. 1 There is no doubt that part-time work can be
3    You
ought to seek help if you are having beneficial./There is no question
that having a problems understanding something. part-time job is advantageous.
4    She
couldn’t have been nasty to the other children.
165

2 (Suggested Answers)

2 On the other hand,
there are drawbacks to working while trying to finish secondary school./
Nevertheless, there are disadvantages to having a part-time job while studying.

4
  1

A

3   A

5   D

7

A

2

D

4   D

6   D

8

D

1
(Suggested Answer)
There is no doubt that taking exams has
its
advantages. First of all, exams
encourage students
2
to study. Secondly, they give
students an idea of how they are doing. What is more, exams are the quickest
way for teachers to test students.
However, there are drawbacks to
taking exams. One drawback is that they take time away from
classroom learning. Another disadvantage
is that
3 students may
cheat and get grades they do not deserve. Also, students may get low marks if
the exams are too long to finish or if they are not feeling well that day.
Unit 7f
1
1        c           2          d          3          a          4          b
4
1
gave
away  4          has been giving away
2
give
… back            5          gave up
3
give
out      1
2
1        from     4          from     7          about
2
to  5          for        2
3
about         6          on
3
3
1        b          2          a          3          a          4          b
4
a cupboard basketball
weekend notebooks haircut toothpaste 4
bedrooms newspaper headache
bookshop
                  b   1   basketball              6   bedrooms
5
2
haircut   7          toothpaste
3
weekend           8          headache
6
4
bookshop           9          notebooks
5      cupboard           10 newspaper
Unit 7g
1
1        DS         2          F          3          T          4          T
2
Answer: 1
1
3
1        track down       3          suspicious          5          supervision
                  2   warned             4   attracts       6   nickname
2
4
(Suggested Answers)
1 If you behave badly
in a monitored chat room, you may be refused further entry into the chat room
or given a warning.
166
2 The advantages in using a chat room
are that you can speak freely because no one knows who you are and that you
aren’t judged on superficial things such as looks or popularity.
Unit 7h
1
forecast
      4          advertisement   7          writing
2
download     5          reporter
3
instructions   6          capital
a)
1     laptop   4          MP3 player
2
mobile
phone      5          radio
3
TV          6          games
console
b)
b     6          c           1          d          5          e          2          f           3
1   c      2   f      3   e      4   b      5   a      6   d
1
university
degree     4          check my emails
2
live
coverage           5          computer programme
3
report
card  6          rush hour
1   a        2   b        3   b        4   b        5   a
Unit 7i
1          h          3          e          5          b          7          j           9          g
2       a          4          f           6          i            8          d          10
c
1   a        2   a        3   a        4   b
1
can  4          don’t
have to    7          can
2
Shall            5          can       8          Would
3            would   6          must     9          Must
1
must/have
to           5          may/can
2
can’t            6          can’t/mustn’t
3
Shall            7          May
4
Shall            8          should/ought
to
1   B        2   A        3   A        4   B        5   B
1
don’t
have/need      6          could go to
2
ought
to/should revise          7          should do
3
must
be       8          can’t/mustn’t
4
can’t
have lost         enter
5
was
able to
Unit 8a
a Ice Climbing d Rock
Climbing b Parachuting e Snowboarding c Skydiving f
Underwater Hockey
1
zorbanaut     4          Sandboarding    7          originated
2
knock          5          addicted
3
snorkel        6          entrants
Hidden word: zorbing
3    1     e          3          a          5          f           7          b
2        d          4          c          6          g          8          h
1
spectator
sport    5          bounce around
2
opposing
team     6          whizzed down
3
general
idea        7          bizarre activity
4
sand
dunes          8          inflatable ball
4    1     go        3          watch   5          paint
      2   work            4   read            6   play
Unit 8b
1
a) A ice hockey F
windsurfing B hurdles G high jump
C
volleyball       H
gymnastics
D
rugby I           scuba
diving
E
cycling
b) You play ―
rugby, ice hockey, football, cricket You do ― hurdles, high jump, aerobics,
javelin throwing
You go ― scuba diving,
cycling, climbing, jogging
2
1     water polo        3          tennis
      2   rock
climbing              4   football
3
1     b          2          b          3          a          4          b
4
Speaker 1    D          Speaker 4         A Speaker
2      F          Speaker 5         B
      Speaker
3   E
Unit 8c
1
1 If          4          Unless   7          If
2
Unless     5          If          8          Unless
3
If 6          Unless
2
1     get       7          becomes
2
earned    8          had
not broken
3
had
known          9          will win
4
would
stop           10        did not have
5
will
call   11         cleans
6
would
not have missed     12        comes
3
1     b          2          b          3          a          4          b
4
1     were you, would wear
2
go,
will you buy
3
will
you watch
4
had
not been, would have come
5
is,
will go 6         had not got, would not be
Unit 8d
1
1   a          3          a          5          c
2
c   4          b          6          d
2
1     f           3          g          5          b          7          d
2
e 4          h          6          a          8          c
1
scuba
masks        5          host team
2
hockey
practice    6          tennis court
3
top
scorer            7          World Cup
4
golf
club  8          climbing rope
3
1     gain      2          won      3          scored   4          beat
4
1     skiing    3          golf      5          rock
climbing
2
tennis      4          cycling  6          scuba
diving
2
You
need a racquet to play tennis.
3
You
need clubs to play golf.
4
You
need a helmet to go cycling.
5
You
need climbing rope to go rock climbing.
6
You
need a snorkel and a mask to go scuba diving.
5
1     got off the hook
2
get
the ball rolling 3        throw in the towel
4
the
ball is in your court
5
were
saved by the bell
Unit 8e
1
a     1          c           2          a          3          e          4          b          5          d
      b  phrases
used to ask for information
‘how many …’
‘I would also like to know …’
‘I would like you to tell …’
‘I would appreciate it if you …’
‘Could you also …’
Number of direct questions in email: 2
2
1     Could you please tell me if there is a
membership fee?
2
Could
you please let me know how much it costs to join the tennis club?
3
Could
you please tell me what time the lessons start?
4
I
would like to know if the tennis equipment is provided or whether we need to
bring our own.
3
1     O          2          C          3          C          4          O          5          C
4
(Suggested Answer)
First of all, could you please tell
me how much membership costs? Secondly, could you tell me what time on
Wednesday you meet and also if you have separate classes for adults and
children?
Finally, I would be grateful if you
would tell me a little bit about your club’s outings and special events. For
example, where do you go on your club outings and what kind of special events
do you hold?

Unit 8f

1
  1     off

3   up

5    to

      2   off

4   after

6   up

167
2    1        FOR      3          IN         5          FOR
2   IN         4          IN
3    1        B          4          B          7          B          10         B
2       A          5          A          8          B          11         A 3       B          6          B          9          B          12        A
4    a)
1    f           3          a          5          b
2       e          4          c          6          d
                   b)
1   hard-working              4   old-fashioned
2
open-minded     5          long-lasting
3
good-looking     6          well-built
Unit 8g
1
1      event    3          host      5          opposing
2
organising     4          compete           6          aim
2
1        F          2          F          3          T          4          DS        5          T
3
1 He is the man who first had the idea of holding a
sports competition for WWII veterans with spinal cord injuries.
2
Goalball
differs from football in that: the ball makes a sound, the players are
blindfolded, and there are only three people in each team.
3
Paraolympic
athletes hope to inspire others to overcome their disabilities.
4
1        rules     4          injuries
2
rugby         5          highly
respected
3
competitors            6          came
up with
Unit 8h
1
2        f           4          g          6          c
                   3   e        5   b        7   a
2
2        She plays tennis twice a week.
3
She goes ice climbing once a month in the winter. 4
She does aerobics three times a week.
5   She goes swimming at the weekends in
the summer.
3 Sport: tennis,
golf, ice hockey Place: court, rink, course
Equipment: racquet,
stick, clubs
― Tennis is played on a court. To
play tennis you need to have a racquet.
― Golf is played on a golf course.
To play golf you need to have golf clubs.
― Ice hockey is played on a rink.
To play ice hockey you need to have a stick.

4
  1     rugby

3   club

5    gain

      2   climbing

4   golf

6   sport

168
5
1     hook                 4   gained         7   game
2
slid          5          designing          8          competitors
3
coach      6          ball
Unit 8i
1
1 When ... 3 If ... 5 If ... 2 When ... 4 When ... 6
If ...
(Suggested Answers)
1
…
I will ask him if we can have a takeaway for dinner.
2
…
we will go outside.
3
…
we will go for a picnic in the park.
4
…
I will become a doctor.
5
…
we will go to the cinema.
6
…
future generations will suffer.
2
2   If you stretch before every game, you will avoid
unnecessary injuries.
3
If you stay too close to the net, you will have a
hard time reaching back for the ball.
4
If you practise your serves, you will increase the
chance of getting points for your team.
3
2     If I were you, I would study harder. (Type 2)
3
If
Jenny is late, we will not wait for her. (Type 1)
4
If
they work hard, they will finish the project on time. (Type 1)
5
If
you heat cheese, it melts. (Type 0)
6
If
Mark had not broken his leg, he would have gone skiing. (Type 3)
4
2     If I won 50,000 euros, I would travel to South
America.
3
If
I met my favourite athlete, I would ask for an autograph.
4
If
I had a day off school, I would go to the beach.
5
1     will be  6          would take up
2
had
practised       7          had known
3
boils        8          would
have gone
4
had
not hurt        9          will love
5
would
have forgiven        10        will not come
6
(Suggested Answers) 1        …
I will call you.
2
…
you will miss your flight.
3
…
she would be able to see that film.
4
…
we would buy a car.
5
…
tell him I will be back in five minutes.
6
…
I would not buy that DVD.
7
…
we would not have got such bad marks. 8        … I would go out tonight.

Module 1 ― Socialising
Unit 1a ― Ex. 7
(p. 11)
Ann: I
consider myself to be the sort of person who enjoys other people’s company. I
like to meet new people and I love to chat.
Sue: I
like to do things my own way and I don’t listen to other people even if deep
down I know that what they are saying makes sense.
Billy: I
don’t think there’s anything wrong with putting yourself first. I mean, let
other people worry about themselves. We’ve all got our own problems and I
always look after my own needs before I think about anyone else.
Unit 1b ― Ex. 5b
(p. 12)
Interviewer: I
spoke to some young people to find out about their relationship with their
family.
Speaker 1: I
often feel lonely at home. Both my parents work so I spend a lot of time alone.
It’s not that I don’t have anything to do but I’m desperate for some company.
If I had a brother or a sister, my life would be a lot different.
Speaker 2: Many
of my friends complain about their parents being old-fashioned and strict.
Luckily, I don’t have such problems at home. I can discuss anything that
troubles me with my parents without being afraid that they will criticise me.
Speaker 3: I
live with my parents, my two sisters and brother and my grandparents. I never
feel bored or lonely at home but I sometimes wish I could do my own thing
without being interrupted by anyone.
Speaker 4: I
believe old people are great company. You can learn a lot from them about the
past and they can give you useful advice about the present. l enjoy spending
time with my grandparents and I visit them regularly for lunch.
Speaker 5: I
find communicating with my parents almost impossible. Dinner time is the only
opportunity for us to see each other and discuss things but we always end up
fighting over something. They seem incapable of seeing things from my point of
view.
Unit 1d ― Ex. 6
(p. 17)
Al: Hey
Jane, I hear you’ve got a new neighbour. What does she look like?
Jane: She’s
very tall and has long brown straight hair.
She’s also slim and rather pretty.
Al: Umm
... she sounds great.
Jane: Yes,
she’s a lovely girl. She’s friendly and has a great sense of humour too. Oh,
and she loves photography. Just like me.
Tapescripts
Al: What’s
her name?
Jane: Laura,
Laura Smith.
Al: Who
was that man I saw you with in the town centre last week?
Jane: Which
one?
Al: He
was a bit on the plump side and not very handsome.
Jane: I
can’t think who you mean. Did he have a beard and a moustache?
Al: Yes,
and he was almost bald.
Jane: That
was my uncle, Roger. We were shopping for shoes.
Al: Have
you met the professor at college yet?
Jane: No,
why? Is she nice?
Al: She
is actually. She’s very talkative, not dull and boring like Mrs Brown. The
whole class wasn’t falling asleep for once during the lesson!
Jane: That’s
good. I saw a short thin woman going into your classroom earlier. Was that the
new teacher? Al: No, no. Mrs Jones is in her early fifties, has
short white hair and is about average height.
Jane: I’ll
look forward to meeting her.
Al: Who’s
that young man over there?
Jane: Which
one?
Al: The
one with short curly fair hair and green eyes.
Jane: Is
he holding a rucksack?
Al: Yes,
he is.
Jane: That’s
my cousin, Bill.
Module 2 ― Food & Shopping
Unit 2b ― Ex. 1
(p. 28)
1
A: Excuse
me. Can you tell me how to get to the menswear department, please?
B: Certainly.
It’s on the third floor. You can take the lift which is on your left or the
escalator over there.
A: Thank
you very much. B: You’re welcome.
2
A: Excuse
me, how much is this cassette player?
B: It
is £7.50 but I’ll let you have it for a fiver.
A: I’m
not sure.
B: It’s
in very good condition. It was my son’s and he has looked after it. I’ll even
throw in a couple of tapes for free.
A: Oh,
alright then. Five pounds. Here you are.
3
A: Let’s
go in this boutique. I want to look at that dress.
B: All
right but don’t take ages. I want to go to the bookshop.
A: OK.
Then we can go for a coffee. There’s a nice coffee shop on the upper level.
B: Right.
Agreed.
169

Unit
2b ― Ex. 6 (p. 29)
Fed up with going to the same old shops
all the time? Want somewhere new to hang out with your friends?  Then, get down
to Camden Stables Market for hours of shopping fun!
Whether you love keeping up with the
latest fashions, or are looking for a gift for someone, you can find everything
from jewellery to antiques!  If you get hungry you can head to the
international food stalls an grab a bite to eat.  You’ll probably need
something to eat after making your way round the 500 shops and stalls in the
market.
The market is open seven days a week
from nine thirty to five thirty, so finding a time to visit should be easy. You
can drop by after school or at the weekend! Just hop off the train at Chalk
Farm underground station on the Northem line. See you there!
Unit 2d ― Ex. 7a & b
(p. 33)
         1  A:
Do
you want to go and get something to eat?
B: Yeah.
Do you have anywhere in mind?
A: We
could try that new sushi place, next to the post office.
B: Sorry,
but I don’t really feel like sushi. Do you know anywhere else?
A: What
about that Italian restaurant opposite the university?
B: Right.
Have you been there before?
A: Yes,
we went after class the other day and I ate like a horse!
B: Really?

A: Yes.
First of all there were so many dishes to choose from. The food was great and
the portions were huge! I was really full when we finished. Plus, the staff are
friendly and fun!
B: Why
waste another minute then? Let’s get going!
2 A: What
do you think about that new restaurant down the road?
B: Oh,
I wouldn’t recommend it. We went there the other day and it was a total let
down.
A: Why?
What’s wrong with it?
B: First
of all, there was a really long queue. It took us 45 minutes to get seated.
A: Really?
Was the service quick at least?
B:
No,
the service was really bad. The waiter mixed up our order. He also spilled Coke
all over me! My white shirt was totally ruined! A: Oh, no! What
about the food?
B: It
was so spicy that I barely touched anything.
When we left I was still hungry.
A: And
the prices?
170
B: At
first we thought it was ridiculously expensive but then we realised that they
overcharged us. After sorting that out, the prices turned out to be reasonable
but I’m not going back there ever again!
A: I
can see why!
Module 3 ― Great MInds
Unit 3b ― Ex. 6b
(p. 45)
A: Good
afternoon Miss Shields. Are you here about the part-time shop assistant job?
B: That’s
right.
A: Great
… I have a few questions to ask you, so please take a seat.
B: Thank
you.
A: Firstly,
I see you are still at school. Are you over sixteen yet?
B: Oh,
yes. I turned sixteen a month ago.
A: Now,
we need someone who is enthusiastic and wellorganised.
B: I’m
definitely both of those things, well, according to my teachers anyway.
A: Now
talking of teachers, we would need you to work flexible hours. Do you think the
job would interrupt your lessons?
B: No,
I’m sure I can manage it. Remember, I’m very well organised!
A: So,
is there anything you would like to ask me about the job?
B: Yes,
actually. What sort of duties will I have to carry out?
A: Oh,
lots of things. You will have to serve  customers and take payments and much
more.
B: I
was a little worried, as I haven’t worked in a baker’s before.
A: There’s
no need to worry. You don’t need to have any previous experience and we will
train you when you start. One last thing you might like to know is that the pay
is 5 pounds fifty an hour.
B: Oh,
that’s great. Thank you very much.
A: OK,
when do you think you can you start?
Unit 3d ― Ex. 6a (p.
49)
Speaker 1
A year ago my husband got a great new
job, but there was only one problem…it was 300 miles away! We had to move house
and leave behind our friends and family. But we don’t regret it. It was
difficult for the first few months, but now we love it here.

Speaker 2
I loved my job at first, but I slowly
realised that I had no future there. There was no chence of being promoted or
earning more money. So, I applied for a job at another company, and here I am
now, in a new job with more money and responsibility.
Speaker 3
My family is very close, so I found it
difficult when I had to go to university. The course I wanted to do was miles
away, so I had to leave home and go and live near the university. I was very
upset when I left, but after a while I began to enjoy myself. Of course, it’s
still difficult being away from my family, but I visit them most weekends.
Speaker 4
At first I was really excited about
finding my own flat, but after a while, I found it difficult to afford the
bills. So, I tried to find someone to share the flat with. I eventually found
Sophia. She is a wonderful girl and we have become great friends and I don’t
have to worry about money so much any more!
Speaker 5
Grandpa had never lived on his own, so
we were really worried about him. We checked on him every day, but he kept
forgetting things and one day he left the tap on in the bathroom and water went
everywhere. In the end he came to live with us. It was the perfect solution to
the problem.
Module 4 ― Be yourself
Unit 4b ― Ex. 8
(p. 61)
A: Thanks
for coming to the mall with me Steve. I don’t like shopping on my own.
B: No
problem Ann. So, what do you want to buy today?
A: Well,
I want to wear something really special at my birthday party tomorrow. I have a
nice black skirt and I want a black shirt to match.
B: Why
black? I mean it suits you but how about choosing something in a brighter
colour?
A: I
don’t think it would look formal enough.
B: I
see. We’d better hurry though, because the shops will be closing in an hour.
You kind of left your shopping till the last minute.
A: I
know but I have a particular shop in mind where I buy most of my clothes. It
won’t take us long to find something there.
B: Where
is it then?
A: Right
here.
B: But
it’s closed!
A: Oh
no! But wait a minute. There’s a notice on the door. It says that it’s moved to
the second floor.
B: Thank
goodness! Let’s go.
C: Good
afternoon. May I help you?
A: Yes.
I’m looking for a black shirt. Have you got any?
C: Yes,
we have this one here, or this one.
B: Ann,
look at this yellow one! It’s lovely!
A: Yellow?
Oh, I dont know, Steve.
B: Come
on, just try it on. You might like it!
A: Oh,
OK then. Have you got this in a medium?
C: Yes,
here you are. The fitting rooms are over there.
B: Ann,
this looks great on you.
A: Yes,
doesn’t it? I think I’ll have it.
B: Great!
You’ll certainly look fabulous tomorrow!
Module 5 ― Global issues
Unit 5b ― Ex. 3
(p. 76)
Interviewer: We
spoke to some young people to find out their opinion about some current global
issues. Speaker 1: I know it seems hard to believe in this day
and age but in some parts of the world people don’t even have clean water to
drink. They can become ill really easily and die. Also many children around the
world die from infections or illnesses that could be prevented by giving them
the proper medicine. Speaker 2: There have been a number of large
scale disasters around the world lately which have destroyed many people’s
homes and left them with nowhere to live. That’s why I think an international
emergency housing charity or scheme should be set up to help rebuild them.
Speaker 3: Extreme
weather is one result of climate change which is what happens when the planet
heats up. We all need to do our bit to help cool the planet down and stop the
earth’s temperature from rising any more.
Speaker 4: I
have a part-time job because I choose to work to earn some extra money. But I
would not like to have to do hard labour all day every day for very little pay
from the age of 6 or something to look after my family - that’s just not fair!
Speaker 5: It’s
terrible. One by one all the animals will die out until there are only humans
left. There may be animals we haven’t even discovered yet and we never will
because they have been wiped out by mankind. Speaker 6: National
and international conflict and warfare has caused more death and destruction
than anything else in the history of the world. We should all learn to live in
peace and stop starting wars over political or religious differences. Why can’t
people just agree to disagree?
171
Unit 5e ― Ex. 5 (p.
83)
(A = Sally, B = Janie)
A: Hi,
Janie.  Why are you looking so glum?
B: Oh,
I don’t know.  It’s just …. Well, it’s just that it seems that everywhere I
look nowadays all I see is litter, litter and more litter.  If it isn’t litter
in the park and on the streets then it’s tins, bottles and old newspapers
spilling out of rubbish bins.  It drives me mad.
A: Yes,
I know.  I’ve noticed it too.  What really makes me angry is that it would be
so easy to fix the problem.
B: What
do you mean?
A: Well,
just think about it for a second.  Let’s say a bunch of people in our
neighbourhood got together and told the council that we wanted a recycling
scheme set up.  If there were enough of us, it would have to listen.  And if we
had a recycling scheme then household rubbish would be put to good use and the
amount of rubbish  generally would be greatly reduced.
B: Wow.
You know I’ve never thought about that Sally.
A: And
not only that. People who litter should be fined. When people know that they
will have to pay if they do something bad, they stop doing it!
B: You
know, that’s true.  Sometimes you have some really good ideas … (fade)
Module 6 ― Culture Exchanges
Unit 6b ― Ex. 2
(p. 92)
1
A: Ann!
Nice to see you! How was your holiday?
B: Holiday?
It was more like a nightmare. It was horrible all week. It rained all the time
and we could never agree on what to do. Jane wouldn’t even talk to me in the
end. I just wanted to get home.
A: Oh,
what a shame!
2
A: Hello
Laura. Welcome back!
B: And
I am happy to be back, trust me.
A: Oh.
Sounds like you didn’t have such a nice time.
B: Well,
at the beginning it was great but one day I was really tired and I fell asleep
on the beach. And guess what! I ended up in hospital for three days. It was terrible;
my whole body was burnt.
That was the end of my holiday! A:
Oh, how awful!
3
A: Hi,
Tony. Back from your holiday already? How was it?
B: Oh,
don’t ask.
A: Did
you have bad weather or something?
172
B: No,
Ken. It wasn’t that. We decided to rent a car to tour the island, but it broke
down and we had to spend the night at the side of the road. I didn’t sleep and
of course I was exhausted for the rest of the stay. A: Oh, you
poor thing!
Unit 6b ― Ex. 6
(p. 93)
1
Motorists are advised of long delays on the M6 due
to an overturned lorry. Police are diverting traffic onto the A6, but long
delays are expected. Extra rail services are being provided and police
recommend that commuters take advantage of these services.
2
It was very hot and the heat took a while to get
used to. The food was very different to what we eat at home, too. Then we had
to work out the cost of everything in our currency when we bought things, but
amazingly the language wasn’t a problem at all because almost everyone spoke
English.
3
I hate it when they start the engines. I’m all on
edge and I get this funny feeling in my stomach when the plane takes off. After
that, it’s not too bad and when I look down at the clouds below I feel alright.
It’s the landing though that makes me really nervous. I just can’t wait till
it’s over and I can get off and pick up my suitcases.
4
It looks very modern but I don’t know what was wrong
with the old airport. It was much easier to get to. I just jumped in a taxi and
I was there in 15 minutes.
5
On our website the information is clear and easy to
read in a simple window. Drop-down menus enable the visitor to easily plan and
book hotels and destinations. We have an exellent list of private hotels and
guesthouses with honest reviews and lots of tips about the best restaurants,
beaches and places to visit. So go to www.getaway......
Unit 6d ― Ex. 4
(p. 96)
Sophie: I
usually travel by bus but I don’t really like to. You wait at the bus stop for
ages and then when the bus does finally come, it’s really crowded. I prefer
cycling. I love travelling by bike. You don’t get stuck in traffic, it’s free
and it keeps you fit, too. All my friends go to school on their bikes but my
mum won’t let me. She says it’s too dangerous.
Peter: My
favourite means of transport is actually the train. It’s usually a fast way to
travel and I love looking out of the window at the beautiful countryside. I
don’t mind travelling by car, either, but I live in a big city so there’s
always a lot of traffic, which of course I don’t enjoy. On the whole catching
the train is a more pleasant way to travel, in my opinion.
Greg: When
we go on holiday as a family, we either go by coach, plane or boat. I’m not
very keen on travelling by coach because you can’t move around a lot and the
journey can be really long. I love it when we go by boat because you can walk
around or go outside and look out to sea. It’s a really interesting way to
travel. Travelling by plane’s OK, too, because it’s usually the fastest way to
travel, but sometimes I feel nervous of flying and the seats can be quite
uncomfortable.
Unit 6d ― Ex. 10
(p. 97)
1
Welcome aboard the 10.15 intercity service from
London to Manchester. This service will be calling at Milton Keynes, Birmingham
and finally Manchester Picadilly, arriving at 14. 35. The buffet car is
situated towards the front between first class and carriage A and serves a
selection of hot and cold drinks and snacks…
2
Good morning, this is your captain, Mark Johnson,
speaking. Welcome aboard flight BA345 to Madrid, Spain. Our flight time today
will be 2 hours and 5 minutes. We’ll be flying over the English Channel and
then passing over Paris and then down through France, across the Pyrenees into
Spain and then finally on towards Madrid. You’ll be pleased to know that the
current weather conditions in Madrid are warm and sunny. Now I’ll hand you over
to your flight attendants today, Kelly, Sue and Tony…
3
Hello and welcome aboard this National Express
service to Edinburgh. I’m Andy, your driver for this journey. First of all I’d
like to apologise for the late departure of this service – this was due to
heavy traffic on the outskirts of London. Please note that this is a
non-smoking service. Unfortunately there is no toilet on board but don’t worry
because we will be making two short stops on our journey…
Module 7 ― Education
Unit 7b ― Ex. 1
(p. 108)
1
Boy 1: You
can do it, Ben!  Yes!
Boy
2: That’s another two points for our team. Well done
everyone! It looks like we might win the game now!
2
Female teacher: Can
you see it clearly now?  Tell me what it looks like.
Male student: It
looks strange – like a bunch of grapes. I can also see something brown.
Female teacher: Good.
Now draw a picture and look in your textbook to see what kind of fungus it is.
3
Female teacher: Are
you getting on alright, Sarah? Sarah: Yes. I’ve found lots of
information for my project now.  Can I print this picture? Female
teacher: Yes, but make sure you send it to the colour printer.
Ex. 8 (p. 109)
1    Teenage
boy: I felt really nervous when I went into the exam room
as I was expecting the worst. I thought the questions would be much harder,
actually. But, thankfully, I managed to answer everything quite easily and I
had plenty of time to check my work at the end. I am so happy it’s all over! I
just have to wait for the results now!
2    Headmaster:
Due
to the bad weather we will be closing after lunch today. Lesson five will end
at 12.45 and the lunch break will last forty minutes, not the usual fifty. When
the bell rings, year 7 and 8 pupils should go to the canteen without delay so
that everyone can have their lunch quickly. At the end of the lunch break you
should board your bus immediately.
3    Teenage
girl: I like learning French but I wish we could have more
fun in the lessons. I can’t relax in Mrs Muroe’s class. It is really difficult
to learn when you are feeling scared. When I answer in class she always
corrects every little thing ― I get so nervous now! And when I get my
homework back I am almost always disappointed. She never gives me an A or a B,
only a C.
4    Male
teacher: There will be another student in
detention today, Mr Kerr ― Jason Greene. This is the second time this
year that I have caught him decorating the walls of the Science block. He must
learn to respect the school building. He should find somewhere else to use his
artistic talents, if you ask me.
5    Young
woman: I think I did well! I was in there for
over an hour! They were really interested to hear about my experience in
marketing and sales. I spoke a lot but I also asked a lot of questions as well.
I am really interested in working for them ― they’re a good company and
there would be possibilities for promotion in a few years. Anyway, let’s hope
they offer me the position!
173
Unit 7d ― Ex. 5
(p. 112)
A
Weather presenter: Temperatures
are going to rise over the weekend and most of the country should enjoy some
sunshine on Saturday and Sunday. There is a risk of showers in the north east,
however, and it will feel slightly cooler in the north of England and Scotland
with temperatures reaching only 16 degrees celsius. In the south temperatures
should reach 19 degrees ― much warmer than we normally expect at this
time of the year.
B
Man: You’ve
been very quiet tonight!
Woman: I’m
sorry, Dave.
Man: No,
don’t apologise. It was a compliment.
Woman: What?
Am I so impossible to live with? Man: Now that you mention it ...
C
Newsreader: And
now a reminder of today’s top stories. A strong earthquake measuring 7.4 on the
Richter scale has hit the island of Martinique in the Caribbean. According to
early reports only two people have been injured but several buildings have
collapsed in the capital, Fort-de-France. The earthquake struck at three p.m.
local time.
Module 8 ― Pastimes
Unit 8b ― Ex. 4
(p. 124)
Bill: I
am on both my school team and a local team, so I have training most evenings
and play in matches at the weekends. Actually, last season I was the top scorer
on my school team! My sport means everything to me. Even when I’m not playing,
I’m kicking a ball around in the garden.
Ann: My
dad and I have been in my village team for about three years now. I’ve been
getting a lot better lately, apparently. I’ve caught a few really difficult
balls recently and I scored the most runs I had ever scored in last week’s
match.  A lot of people say it’s quite boring to watch a whole match, because
it can be quite a slow game, but my family enjoy coming down to the green and
watching me play on Sunday afternoons, especially when it’s my turn to bat!
Steve: I
have always lived by the sea, so I love all kinds of water sports, but this is
definitely my favourite. It was quite difficult to learn at first because you
have to pull up the sail, which is quite heavy, and keep your balance at the
same time. Now I’m actually quite good and have even won a few competitions
recently. I can’t describe to you how amazing it is to feel the power of the
wind pushing you through the waves.
Unit 8b ― Ex. 8
(p. 125)
Interviewer: We
spoke to some young people to find out about what sports they play and what
they like about them.
Speaker 1: I
love tennis. I’ve been playing since I was quite young. At first I used to play
first for fun, but now I take part in different tournaments arount the country.
I’ve even won some prize money!
Speaker 2: Football
is my life and I play as often as I can. Recently, Ieft my boots in another
team’s changing rooms and I missed a match because I didn’t realise. I was more
upset about that than losing my boots. Speaker 3: In the winter,
I go snowboarding as often as I can. Even thought I’ve been doing it for a long
time now, still nothing beats the thrill of sliding fast down a mountain. It
still gives me a real rush of energy and an amazing feeling of excitement every
time I do it. Speaker 4: I started swimming as part of my therapy
after I broke my leg. After my leg was better, I carried on going because I
loved it so much. I go at least three times a week now.
Speaker 5: My
sport is ice skating. I’ve been doing it for quite a long time now, but I don’t
take it very seriously. I’m not at all bothered about competing. I just do it
because I enjoy it and for the exercise.
Unit 8e ― Ex. 2
(p. 130)
A: Yes,
can I help you?
B: Oh,
yes please. I’d like to join the swimming club.
A: OK,
let me just fill in an application form for you.
What’s your surname, please?
B: Davis…that’s
D-A-V-I-S.
A: OK,
and your first name?
B: Peter.
A: Date
of Birth?
B: It’s
the second of the tenth 1995.
A: Right,
and could you give me a telephone number please?
B: Sure.
It’s 9765054.
A: 9765054…ok,
got it. And would you like to give us an email address, too? We sometimes email
our members with special offers or notices.
B: Oh,
  that’s   good.    My        email    address            is
sdavis123@gmail.com.
A: OK,
and could you give us an emergency contact number please. You can give us the
number of a close relative or friend.
B: Err…ok,
I’ll give you my mum’s mobile number. It’s 07862132091.
A: 07862132091.
Is that right?
B:     Yes.

174

A: OK,
and the address, please? B: 17, King Street.
A: OK,
and which swimming sessions do you think you’ll be attending?
B: Err…what
are the choices?
A: There’s
Monday, Wednesday or Friday.
B: Wednesday
I think.
A: OK,
I’ll tick Wednesday and you can always change your mind later.
B: OK,
thanks.
A: Now,
just a couple more questions. Do you have any health problems at all, such as
asthma?
B: No,
none.
A: OK,
that’s great. And finally…do you already have any swimming certificates at all?
B: No,
actually I’m a total beginner.
A: OK,
that’s fine. Right, that’s everything! Welcome to Brighton Swimming Club! B:
Thanks. Bye!
175

Workbook Tapescripts
Unit 1
Exercise 2 (p. 5)
Speaker 1: I
came at the bottom of the class in my maths exam. My teacher was so
disappointed in me. She asked me if I had studied for the exam and I couldn’t
lie to her. I had to tell her that I had played computer games instead of
revising. I felt really ashamed of myself. (boy)
Speaker 2: I
am not very confident. Whenever a teacher asks me to give a talk in front of
the class or asks me a question in class, I get really uncomfortable and
embarrassed. My face goes red and I can’t speak. I wish I wasn’t so shy. (girl)
Speaker 3: My
friend didn’t hold his tongue. I told him a secret that I didn’t want anyone
else to know and he didn’t keep it. What’s worse, he told the biggest gossip in
class! I still like my friend but I will never tell him anything I want kept
secret again! He is too unreliable. (boy)
Speaker 4: My
dad got a new job so we had to move to London. I’m really happy to be here but
I’m finding it hard to make friends at my new school. Everyone in my class is
so trendy and cool. I just don’t feel I fit in. Usually, I’m a really confident
person who has no problem making friends … but my new classmates make me really
nervous. (girl)
Speaker 5: I
find communicating with my mother almost impossible! We fight every single day.
She always wants to do things her own way. (girl)
Unit 2
Exercise 3 (p. 15)
Interviewer: I
recently spoke to some people about their shopping habits and experiences.
Here’s what they had to say.
Speaker 1: Last
week, I bought a pair of jeans but when I tried them on at home I noticed a
hole in one of the pockets. I took them back to the shop so they could give me
a new pair but they only offered me my money back. They didn’t want to give me
another pair of jeans.
Speaker 2: My
favourite place to shop is the local flea market. I love going there because I
can find just about anything I want at very low prices. Of course, I usually
have to walk around for quite a while before I find what I’m looking for, at
the price I want to pay for it!
176
Speaker 3: I
don’t really like going into the centre of town to do my shopping. My
neighbourhood has all the shops I need, just a ten-minute walk from where I
live.
Speaker 4: I
bought a used TV a few days ago. My friend says that it’ll break down soon but
so far it has been working perfectly. It’s like brand new!
Speaker 5: Every
time I go to Mama’s bakery I’m sure to get something that’s just out of the
oven. What’s more, everything smells so delicious, I always end up buying
something extra that I didn’t go in for!
Unit 3
Exercise 4 (p. 25)
Woman: If
you love teaching and are looking for a challenging new career why not consider
the Brentford Secondary School in Helsinki?
Here at Brentford our teachers help
students develop their problem solving abilities and strengthen their
communication skills. Our focus is on higher learning and preparing our
students for the future.
Currently, we are looking for educators
in the field of English and Science to join our team. Applicants must be
energetic, friendly, native English speakers and have no less than 2 years
teaching experience with teenagers. Furthermore, all candidates must be
available to start in August of 2009.
There will be an open day on 12th May
between 9 am to 2 pm for all interested applicants. Members of the teaching
staff will be there to greet visitors as well as give guided tours. All those
who attend should remember to bring a detailed CV, reference letters and a
recent photo.
Only qualified candidates will be
contacted for an interview. Interviews will be held throughout the month of
June.
We look forward to welcoming you to the
Brentford Secondary School.
For further information regarding our
open day or programmes and activities offered at our school, visit www.BrentfordSecondary@School.fi.

Unit 4
Exercise 3 (p. 35)
John: What
do you think of this checked shirt for my sister’s graduation tonight?

 Workbook Tapescripts

Maria: I
don’t like it. Why don’t you try on this plain dark brown shirt instead? It
looks smart and classy. I think it’s perfect for the occasion.
John: I
don’t think dark colours suit me.
Maria: Of
course they do! Try it on.
John: I
also need a jacket. My old one doesn’t fit me any more.
Maria: How
about this grey jacket?
John: Isn’t
grey old-fashioned?
Maria:
John,
grey is really trendy right now. John: Mmm, all right … Do you
think it matches my shoes and blue jeans?
Maria: Hang
on, you’re not thinking of wearing those scruffy jeans, are you?
John: Why
not?
Maria: They’re
far too casual. Wear these plain ones instead. They’re more elegant.
John: Wow,
this outfit’s perfect. You really do have a good fashion sense. Maria: Thanks.
Unit 5
Exercise 4 (p. 45)
Radio Announcer: Good
morning listeners. Today I am pleased to have the mayor of Greenfield Park here
with me. The mayor is here to talk about a pleasant activity that his office
has organised for the first half of the weekend. Welcome Mr. Mayor, you are now
on the air. Mayor: Thank you Doug and greetings to all listeners.
First of all, I’d like to thank all those who gave generously in last month’s
fundraiser to help the poor. I’d also like to congratulate the Dagwood
Construction Company for volunteering their time to renovate an old building at
the edge of town for the homeless. Today I’m here to let everyone know about a
fun activity that all members of the community can take part in. On Saturday
May 15th, everyone is welcome to come and help make Central Park a cleaner place!
Radio Announcer: Wow!
That’s a great idea Mr. Mayor. Where should volunteers meet?
Mayor: Well,
I’ll be leaving my office near town square at 10:00 am and meeting volunteers
at the fountain in Central Park.
Radio Announcer: Tell
us a little bit more about the activity, Mr. Mayor.
Mayor: Certainly.
Volunteers will be grouped into teams of five and will be handed three rubbish
bags. Each team will be given an area of the park to clean. The first team to
clean their area will be awarded a prize.
Radio Announcer: What
will they win?
Mayor:
A
brand new bicycle each. The teams in 2nd and 3rd place will win tickets to the
theatre. Refreshments will also be given to all those who participate.
Radio
Announcer: That sounds great! Thank you Mr. Mayor
for stopping by. For those of you who are listening, don’t miss this special
event!
Unit 6
Exercise 4 (p. 55)
1
Listen to Pat telling Stella about her
holiday. Why didn’t she like her hotel?
A
Her room didn’t have a view.
B
There was too much noise. C    The food was
bad.
Pat:I
won’t stay there again! As soon as I arrived, I knew I had made a bad choice.
The hotel was under repair! My room was very nice with a great view. And the
food wasn’t bad at all. But with all the noise the builders were making, I
couldn’t get any sleep. It was the worst hotel experience I’ve ever had.
2
You overhear a conversation between a
passenger and a flight attendant. The passenger
...
A
didn’t see the seat belt sign on.
B
feels nervous.
C
is not feeling well.
A: Excuse
me sir, but the seat belt sign is on. You’ll have to take your seat.
B: Yes,
I know it’s on but I have to stretch my legs. A: You’ll have
plenty of time for that later, sir.
B: Yes,
but the problem is I’ve got a sharp pain in my leg and I’m worried.
A: OK
sir. There is a doctor on this flight. Sit down and after take-off I’ll bring
him over to see you.
3
Listen to a radio announcement. There is
time for people to ...
A
evacuate.
B
board up windows. C    drive to safety.
This is a severe weather alert for
the Seacrest area. In the next 2 hours a hurricane will reach the town of
Newport. There is no time to evacuate. You are advised to quickly close all
doors and windows and to stay indoors. Drivers must leave their vehicles
immediately and get inside the nearest building. Once again within 2 hours a
hurricane will hit the Seacrest area ...
177
Workbook Tapescripts
4
Listen to a conversation between a hotel
receptionist and a hotel guest. The guest isn’t on the reservation list because
...
A     The
hotel didn’t book him a room.
B     He
booked for the wrong day. C    His credit card doesn’t work.
A: I
don’t understand what the problem is. I called last week and reserved a room.
B: Unfortunately,
sir, your name doesn’t appear to be on our reservation list. Maybe there was a
problem with your credit card?
A: That’s
impossible. It’s a new card and it’s working fine.
B: And
you’re sure you booked for tonight, sir? May the 15th?
A: Yes.
I’m positive I didn’t book for the wrong day.
B: Of
course you didn’t, sir. Well, it must have been a fault on the part of the
hotel then let me put you in our best suite to apologise for not booking you a
room.
Unit 7
Exercise 3 (p. 65)
Welcome class. Please take your seats.
This afternoon is your final English exam. I know that most of you sat your
final History exam this morning, and that two of you have just come from your
final French oral exam. So you’ve had a stressful day already. But don’t worry,
three more hours and it will all be over. So, take a deep breath and relax.
Let me tell you about this exam. The
exam is five pages long. You have exactly three hours to finish it. There are
both multiple choice questions and essay questions to answer. Multiple choice
questions are worth one mark each. Essay questions are worth 10 marks each.
The following exam rules apply. Print
your name clearly on the top right hand corner of the first page of the exam
only. If you need to leave the room to go to the bathroom, raise your hand and
wait until I am at your desk to ask me. This is an open-book exam, but you are
only allowed to use the course text book. You are not allowed to use your own
personal notes.
Next, I want to give you the following
advice. If you don’t know an answer in the multiple choice section, guess. An
incorrect answer is better than none at all and you have a 25% chance of
choosing the correct answer. If you happen to finish before the three hours is
up, I advise you to look back carefully over your work as you
178
may spot some mistakes. Finally,
remember what I have taught you this year about essay structure. Namely,
provide a clear introduction and conclusion in your essays.
Finally, I want you all not to worry.
While the exam is not easy, and retakes are not possible if you fail, I don’t
expect any of you will fail this exam. The work of everyone in this class this
year has shown me that you are all more than capable of getting above 50%.
So, class, it is now time to begin. The
time is five minutes to two. Please turn over your exam papers now. You have
five minutes to look at the exam. You are not allowed to write anything in
these five minutes. Just use it to look at the questions. At two o’clock I will
tell you that you can start to write and the first thing you will do is put
your name on the exam paper. So, heads down and no talking for the next three
hours please. Good luck to everyone!
Unit 8
Exercise 4 (p. 75)
Speaker 1: I
can’t believe we lost. Yes, our opponents are a great team but I know we are
better!
Speaker 2: He’s
right. We could have beaten them. And we can’t say we haven’t been practising.
We’re always on the ice!
Speaker 3: Maybe
that is the problem. We are just too tired. Four games in two weeks is a lot.
Speaker 4: Well,
we now have a week to relax. The good thing is that  we’re playing the next
game at home, so we’ll have the advantage.
Speaker 5: Yes.
If we can win the next game, we still have a great chance of winning the Cup.
We’re not out of the competition yet!

Pairwork Activities Key
                                         Student
A                                B: What could you win?
A:
The winner will get í10000.
(Suggested Answers)
5B
1B
B: Where is the fundraiser fair
located?
B: Who is the youth club for?
A: At Allenstown Square, in Kingsley.
A: All teens are welcome at the youth
club.
B: How much do the tickets cost?
B: Where is the meeting place?
A: It doesn’t say.
A: The address is 22 Oxford Street.
B: When is the fundraiser fair?
B: When do they meet?
A: The fundraiser fair is Sunday, 18
May.
A: They meet Wednesday and Friday
evenings at 6
B: Where does the money that is
raised go to?
pm.
A: The money will go to
help the victims of Cyclone B: What activities will they be doing?
Nargis.
A: Teens will be able to play sports,
chat about
B: Who should I contact for more
information?
music, watch films, as well as other
things.
A: You can contact Mrs Tyler on
031198236674 for B: How do teens join the youth club? more information. A: They
should call Joanna on 0799750443.
6B
2B
B: What is the bridge at the Grand
Canyon Skywalk B: What items are available at the Bay Road Market? made of?
A: You can purchase flowers and plants
at the market.
A: The bridge is made from glass.
B: Where is the market located?
B: How high is the bridge above the
Grand Canyon?
A: It is at Harbour Square, 55 Bay Road.
A: It is 1,200 metres above the Grand
Canyon.
B: What time is it open?
B: What can you see from the
bridge?
A: It is open from 6 am until 3 pm.
A: You can see amazing
views of the Colorado River B: Is there a bus that goes there? and Granite
Gorge.
A: Yes, you can catch the number 221 or
the number
B: How far is the bridge from Las
Vegas?
223 from outside the Sydney Opera House.
A: The bridge is a three-hour drive from
Las Vegas.
B: Where can I find more information
about the market?
B: Where can I make reservations to
see it?
A: You can visit their website at
A: You can make reservations at their
website
www.sydneymarkets.com.
www.grandcanyonskywalk.com.
3B
7B
B: Who is allowed to enter the
inventors’ competition?
B: How many open days
are there at the University of A: Anyone in school between the ages of 13-16.
Hertfordshire?
B: Is there a prize?
A: There are two open days at the
university.
A: Yes, you can win í1000.
B: When is the Law Department’s
open day?
B: Where can I find an entry form?
A: It is 12 June.
A: You can get an entry form from the
website.
B: What is the name of the train I
should take to get B: When do the entry forms have to be in by? there?
A: All entries must be received on 16
May, by 5 pm.
A: You should catch the Northern
Express.
B: Does the invention have to be
anything special?
B: Where do I catch the train?
A: It must be completely original.
A: You can take it from Euston Station.
B: When can I contact the
university offices?
4B
A: You can contact the university
offices between 9 B: How old do you have to be to be the next supermodel? am
and 5 pm. A: You must be between the ages of 17-25. B: Who would you live with?
8B
A: You could live in a house with 12
other contestants.
B:
How much do adults have to pay to join the karate B: Where are the auditions
held? club?
A: The auditions are in London, at Park
Square Stadium.
A: Adults must pay í300
a year to join the club.
B: When are the auditions?
B: How much does it cost for children
12 and under?
A: On 14 July.
A: It costs í100
a year for children 12 and under.
179

Pairwork Activities Key
B: When are the karate lessons?
A: The lessons are Monday from 6-8 pm
and Thursday 6-9 pm.
B: Are there any special offers?
A: Yes, if you join today you will get
25% off all club clothing.
B: How can I join the karate club? A:
You can join the club by calling James on 014497893822.
Student
B
(Suggested Answers)
1A
A: What is the name of the speaker at
the body language seminar?
B: The speaker is Dr Penny Tyler.
A: When is the seminar?
B: The seminar is Saturday, 23 March.
A: Where is the seminar going to be?
B: The seminar will be at The London
Conference Centre, in Room 2.
A: Do students get a discount?
B: Yes, students get a 25% discount.
A: When are booking lines open?
B: Booking lines are open Monday to
Friday, from 9 am until 9 pm.
2A
A: When is the new seafood restaurant
opening?
B: It is opening tomorrow night.
A: What is the address?
B: The address is 85 Bridge Street.
A: What hours will the restaurant be
open?
B: The restaurant will be open from 6 pm
until late.
A: What can you eat there?
B: You can eat every kind of seafood you
can imagine! A: Will I get a discount if I use the voucher?
B: Yes, you will get 50 % off your bill
if you show your voucher.
3A
A: What is the name of the shop that has
a job opportunity?
B: The shop is called The Teenage
Clothing Shop.
A: What age of worker are they looking
for?
B: They would like someone between the
ages of 1519 years old.
A: What day does the shop need someone
to work?
B: The job is for Saturdays.
A: What do you have to love in order to
get this job?
180
B: You must love fashion in order to do
this job.
A: Who should you speak to for more
information about this job?
B: You should call Sasha or Claire, on
01829964328.
4A
A: What is the name of the salon?
B: The salon is called OH! LA LA!
A: How much does a manicure cost at the
salon?
B: A manicure costs from í15.
A: Are hair treatments available at the
salon?
B: Yes, there is a wide range of hair
treatments available.
A: Who should I speak with to make an
appointment at the salon?
B: You can call Sharon on 07579683384.
A: What days is the salon closed?
B: The salon is closed Sundays and
Mondays.
5A
A: What does the disaster relief group
need?
Β: The group needs volunteers.
A: What was the natural disaster?
Β: Hurricane Bernard.
A: When does the group need your help?
Β: They need help on the 12th and
13th of August.
A: What will people be helping with on
the Sunday?
Β: Volunteers will hand out food
supplies to victims.
A: Who should I contact for more
information? Β: You can call Mike Sanders on 0800999991.
6A
A: Where should we meet for the Venice
Ghost Walking Tour?
B: The tour will meet in the Main
Square.
A: How much does the tour cost?
B: The tour costs €25.
A: Who is the tour suitable for?
B: The tour is suitable for people that
speak English, Italian, French, Spanish or German.
A: Are there any special offers?
B: No, there are no offers.
A: Is there a time when the tour is not
available?
A: The tour is not available during the
winter months.
7A
A: What is the name of the MP3 player?
B: It is called “Creative Zen”.
A: How much does it cost?
B: It costs í84.99.
A: Is there anything included for free?
B: Yes, there is a re-chargeable battery
included with the price.

 Pairwork
Activities Key
A: How can I order this MP3 player?
B: You can only get it online.
A: Are there any special offers?
B: Yes, if you buy it
today, you will receive a 5% discount off any other music product.
8A
A: Where is the sailing school located?
B: The sailing school is in Cyprus.
A: When is the sailing school?
B: The sailing school is offered from
May until October.
A: How much does it cost for the
beginner course?
B: The beginner course is í150.
A: Are there any special offers?
B: Yes, if you book online today, you
will save 15%.
A: Where can I find more
information on the sailing course?
B: You can visit their
website for more information at www.cyprussailingschool.com.
181

alt: Reading & Vocabulary a Objectives 3

alt: F When you meet someone for the first ñ

alt: Listening & Speaking b Objectives

alt: Grammar in Use 1c ñ

alt: Vocabulary & Speaking 3

alt: Focus ➤ Role playing using idioms ñ

alt: Writing Skills 2 Focus ➤

alt: Read rubric and check for understanding

alt: Speaking: discussing social etiquette

alt: Culture Corner

alt: Across the Curriculum – PSHE 1

alt: Progress Check Progress Check 1 and

alt: Have Ss find meaning in own L1

alt: They are wearing casual clothes

alt: Elicit/ explain any new vocabulary

alt: Objectives Present Perfect

alt: Answer Key respect ― have a good opinion of their character or ideas kiss (sb) on the cheek ― kiss sb on the side of…

alt: Focus ➤ Predicting text content ñ

alt: Reading & Vocabulary Objectives

alt: Vocabulary 5 a Focus ➤

alt: Suggested Answer Key 1 a 2 a 3 b 4 a

alt: Answer Key Present perfect ñ

alt: Answer Key The text is a recipe

title: Компоненты УМК Spotlight 8