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

5 a Reading Skills

Objectives

Vocabulary: homes and neighbourhoods; adjectives related to feeings

Reading: a text about life on the streets (multiple-choice questions)

Skill ― reading for detailed comprehension

Speaking: talking about what life is like as a homeless person; conducting an interview (role play)

Reading

1Focus Introducing the topic

ñFocus Ss’ attention on the person in the picture and ask the class the questions in the rubric.

ñHold a short class discussion on the topic.

Suggested Answer Key

T:Have you ever seen someone sleeping in a shop doorway, in a train station or on a park bench?

S1: Yes, I have seen many people sleeping in the train station and a few people sleeping in the park.

T:Why do you think these people don’t have a home?

S2: Maybe they don’t have money to pay the rent or maybe they have lost their homes due to a natural disaster.

S3: Maybe they have run away from home. etc

2Focus Discussing what life is like as a

homeless person

ñWrite up the title of the text on the board.

ñSelect a S to read out the introduction of the text.

ñAsk Ss to imagine what like is life for Jasmine.

Suggested Answer Key

A:It must be awful to live like that.

B:She must feel cold and uncomfortable. It is also embarrassing to have to ask passers-by for money.

A: She must be feeling really depressed. etc

3Focus Reading for detailed comprehension

ñRemind Ss how to approach multiple-choice questions. (Look at the first part of the question and underline the key words and find the part of the text the question refers to before reading options A-D).

ñAllow Ss time to read the text carefully and answer the multiple-choice questions.

ñCheck answers with the class.

Answer Key

1 C 2 D 3 B 4 B 5 D 6 B

Suggested Answer Key

foster: official care by the government couches: along seat for two or three people shivering with cold: to be so cold that it causes the person to shake

odd night: occasional night

cramped: not enough space for the occupants drug addicts: people who is dependant on an illegal drug

filthy: very dirty choke: unable to breath

make ends meet: to just cover all your essential living expenses

toss: throw posh: expensive

dignity: a person’s sense of importance and value

vicious circle: a problem or difficult situation that creates new problems which cause the original problem again

self-esteem: how a person feels about themselves

4 a) Focus Using adjectives to describe cities

ñExplain the task.

ñAllow Ss time to read through the items, filling in the gaps with the adjectives they think are correct.

ñCheck Ss’ answers.

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Reading Skills

5a

Answer Key

Suggested Answer Key

1

industrial

6

cosmopolitan

B: I agree. She doesn’t tell us about any

2

historic

7

overcrowded

friends. I think she also feels abandoned

3

boom

8

market

because no-one helps her.

4

new

9

shanty

A: I think you’re right. It seems as if no-one

5

capital

cares about her at all. She probably feels

anxious as well, not knowing what’s going to

happen to her.

b)

Focus

Composing similar sentences for

B: I agree. Life on the streets is difficult and

towns/cities

in your country

dangerous. Maybe she also feels confused

ñ Explain the task.

too.

A: About her future?

ñ Allow a time-limit of 5 minutes

for

Ss to

B: Yes, probably. etc

prepare sentences individually.

ñ Ss compare ideas with a partner.

Conducting an interview (speaking in

7

Focus

Suggested Answer Key

role)

Moscow is the capital city of Russia.

ñ Explain the task. Ss choose roles and work in

St. Petersburg is

a historic

city

with

lots

of

pairs.

interesting monuments.

ñ Encourage Ss

to

plan

and

practice

their

Vladivostok

is an

industrial

city

with

a

large

interviews before recording.

port.

ñ Play a few recordings to the class to provide

Moscow has

become

very cosmopolitan

with

feedback.

lots of new immigrants. etc

Suggested Answer Key

Vocabulary

Journalist: How long have you been living on

the streets?

5

Focus

Practising vocabulary

Jasmine: For six years now, since I was sixteen.

ñ Explain the task.

Journalist: Why do you live here?

Jasmine: Many

people

find

it hard

to

ñ Ss complete the sentences using the Word List.

understand why I gave up a home in foster care

ñ Confirm the correct answers.

to make it on my own but I wanted to be

independent. Little

did I

know

how hard

it

Answer Key

would be.

1

well-lit

7

squat

Journalist: Do you regret your actions?

2

run-down

8

office

Jasmine: Yes, quite often I wish I had stayed on

3

fully-furnished

9

residential

at school and stayed in foster care until I was

4

posh

10

pedestrianised

eighteen. Maybe then I would have a job or

5

abandoned

11

rough

would have gone to college.

6

disused

Journalist: What is the worst thing about

being homeless?

Speaking

Jasmine: Feeling cold and lonely. And there’s

also the uncertainty, the danger. It is the worst

6

Focus

Choosing the best adjectives to

kind of existence, believe me!

describe

Jasmine’s feelings

Journalist: Is there any way out?

ñ Read through the adjectives with Ss and elicit

Jasmine: I hope and pray that one day soon I’ll

get a council flat and will finally have my own

their meanings.

place to call home. etc

ñ Read out the rubric. Ss discuss in pairs.

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5a Reading Skills

Discussing a quotation

ñDraw Ss’ attention to the quotation.

ñElicit ideas for how to paraphrase the quotation and build up a paraphrase on the board.

ñSs discuss the meaning in pairs or small groups.

ñElicit whether Ss agree or disagree with the quotation and ask Ss to justify their opinions. Ask various pairs or groups to report back to the class.

Suggested Answer Key

I agree with the quote that surviving is not enough and it is important the quality of a person’s life. We should be able to live in some comfort and have the freedom to do things and make choices. It’s also important that we have contact and make relationships with others.

5 b Listening & Speaking Skills

			Objectives
	Vocabulary: neighbourhood problems; idioms					Answer Key
						cars/motorbikes parked on the pavements
	related parts of houses
						heavy traffic on the roads
	Reading: a dialogue (comprehension questions)
						overcrowded public transport
	Skill ― reading for specific information
						graffiti
	Speaking: expressing annoyance;			complaining
						stray animals
	to a neighbour (role play)
						lack of parks/trees
	Listening: three monologues; a			conversation
						smells and noise
	between two neighbours (T/F statements)
						rubbish on the streets
	Skill ― listening for specific information
							Listening for specific information
					2	Focus
	Vocabulary
						ñ Explain the task.
	1		Naming problems we have in our			ñ Ss listen to the recording and answer
		Focus
						individually.
	neighbourhoods
						ñ Check Ss’ answers.
	ñ Ss’ books closed, write up the heading
		‘Problems in Neighbourhoods’ on the board.
						Answer Key
	ñ Brainstorm with Ss and write up their ideas.
						Bob ― the amount of rubbish everywhere;
	ñ Ss’ books open, allow Ss time to read through
						people not using the bins
		the vocabulary items listed in Ex. 1 and check
						Helen ― overcrowded public transport and lack
		their meanings using the Word List.
						of parking
	ñ Elicit from Ss the problems			presented in the
						Peter ― stray dogs
		pictures.

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TAPESCRIPT

Bob: It makes my blood boil when people throw rubbish on the streets. In my area, it’s so messy! Sometimes, it seems as if there’s rubbish everywhere ― on the pavements, in the gutters, even in people’s gardens. I mean, why can’t people just put their rubbish in a bin – there are plenty around! It’s a disgrace!

Helen: It really gets on my nerves that public transport is so crowded in my city. It’s impossible to drive into the city now, because there’s nowhere to park, so basically everyone goes to work or school by bus. I guess that’s good for the environment, but there should be more buses at peak times or they should build an underground train system or something. It’s just so horrible standing up all the way to school and sometimes I can’t even get onto the bus in the first place. I just can’t put up with it anymore.

Peter: It really annoys me that there are so many stray dogs in the streets in my town. Apart from the fact that I feel very sorry for the poor animals that are left out on the street, it’s a public health problem! Just the other week, a child was bitten by a stray dog! I mean, surely it’s not difficult for the council to have the animals picked up by an animal protection agency? It’s a disgrace!

3Focus Learning idioms

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

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

Answer Key
1 roof	2 sink	3 path	4 drain

Everyday English

4 a) Focus Listening for phrases to express annoyance

Play the recording from Ex. 2 again. Ss listen and note down the phrases used to express annoyance.

Listening & Speaking Skills 5b

Answer Key

Bob It makes my blood boil; It’s a disgrace! Helen It really gets on my nerves; I just can’t

put up with it anymore

Peter It really annoys me; It’s a disgrace!

b) Focus Using phrases to express

annoyance

ñDraw Ss’ attention to situations 1-5 and select a pair of Ss to read out the example exchange.

ñSs complete the task in pairs. Monitor the activity.

Suggested Answer Key

2A: It drives me crazy when people let their dogs foul on the pavement outside my house.

B:Yes, it drives me crazy too. Why can’t they scoop it up?

3A: It’s a disgrace the stink that comes from all that rubbish.

B:Yes, it’s awful. Why can’t they clean the streets more regularly?

4A: It makes my blood boil when people ask me to buy pirate CDs and DVDs.

B:It doesn’t really bother me.

5A: It really annoys me when they allow too many people to board the bus.

B:Yes, it gets on my nerves too.

Reading

5 a) Focus Predicting the content of a dialogue; listening/reading for confirmation

ñSelect a pair of Ss to read out the first two exchanges of the dialogue to the class.

ñElicit where the conversation takes place and what Bob wants.

ñSs read and listen to the dialogue to check their answers.

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5b Listening & Speaking Skills

Answer Key

The conversation takes place in the neighbourhood. Bob wants his neighbour to do something to stop his rubbish smelling so much.

b)Focus Reading for specific information

ñAllow Ss time to read the dialogue again and answer the questions.

ñSs check their answers and then compare with a partner.

ñConfirm the correct answers.

Answer Key

1 his neighbour’s smelly rubbish bin

2 Tom is annoyed

3 putting the rubbish in a bag first

4 he is concerned about the cost of bin bags 5 he talks about the potential health risks

Speaking

6Focus Acting out a dialogue

ñSet up pairs and explain the task. Review the phrases from Ex. 4.

ñSs practise their dialogues, using the dialogue in Ex. 5 as a model.

ñInvite a few pairs to act out their dialogues to the class.

Suggested Answer Key

A:Can I have a word with you for a minute, please?

B:Sure. What is it?

A:Well, it’s about your dog actually.

B:What’s the problem?

A:Well, I’m sorry to say this, but it is keeping me awake at night and I just can’t put up with it any more.

B:But he’s a dog. Of course he sometimes

barks!

A:You could let him sleep inside the house. That’s what I’d do.

B:But he would make a mess and I would have to spend all my time cleaning!

A:Yes. I appreciate that, but the barking is so annoying. It really gets on my nerves.

B:I see. Sorry about that.

A:Also, my young son is having difficulty sleeping and has been very tired during the day.

B:In that case, maybe I should take the dog in at night.

A: Thanks.

Listening

7Focus Listening for specific information ―

answering multiple-choice questions

ñExplain to Ss that they are going to hear a conversation between two neighbours.

ñAllow Ss some time to read through the questions before playing the recording.

ñPlay the recording twice if necessary for Ss to choose their answers.

ñCheck answers with the class.

Answer Key
1	B	3	C	5	C	7 B
2	A	4	B	6	A

TAPESCRIPT

A:Hi. I saw you moving in. Welcome to the neighbourhood. I’m Jack Brown from next door.

B:Thank you. I’m Jane Russell. Nice to meet you.

A:Nice to meet you too. How are you settling in?

B:Well, I’ve still got a lot of unpacking to do but I must go to the supermarket. Is there one nearby?

A:Yes, There’s Morrisons on the main road. I can give you a lift there if you like?

B:That’s kind of you, but I have my own car thanks. I just couldn’t find anywhere to park near here.

A:Yes, that can be a problem, but there are usually a few spaces on the street behind this one or you could buy a parking permit from the local council then you can park in those spaces over the road.

B:Oh! That sounds like a good idea. Is a permit expensive?

A:It’s about £180 a year. But if you work it out it’s only about 50p a day.

B:I see. Well, it doesn’t sound so bad when you put it like that. I think I’ll get one.

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A:I think it’s a good idea.

B:Well, are the other neighbours as nice as you?

A:Ha ha. Hmm. Well, the Smiths live on the other side and they are a nice family although their dog sometimes barks at night. Then, the Greens live over the road. They’re a pleasant bunch and everyone else is nice enough.

B:That sounds great. I think I’m going to like living here.

A:I hope so. Well, I’ll go now but if you need anything remember I’m just next door.

B:Thanks see you.

Say it right

8 a) Focus Matching interjections to

Listening & Speaking Skills 5b

b) Focus Completing exchanges

ñExplain the task. Ss answer individually.

ñIn pairs Ss read out the exchanges.

ñInvite a few pairs to read out the exchanges to the class.

ñAs an extension activity, Ss may compose their own exchanges using the exclamations.

Answer Key
1	Yuk	3	Er …	5 Oh!
2	Phew!	4	Oi!

9Focus Revising the lesson

ñDirect Ss to close their books and try to recall ten words or phrases that they learnt in the lesson.

ñSs use them in sentences and then share their sentences with a partner.

(Ss’ own answers)

5 c Grammar in Use

Objectives

Grammar: modal verbs; logical deductions Reading: a text about Feng Shui

Vocabulary: dependent prepositions; phrasal verbs with do

1Focus Revising modal verbs

ñRead the text aloud to the class.

ñDraw Ss’ attention to the verbs in bold. Elicit what kind of verbs they are (modal verbs). Explain that these verbs are used to express possibility, intention, obligation and necessity.

ñSs reread the text individually and complete the task.

ñCheck answers with the class.

Answer Key

probability: should (attract) possibility: may

ability: can

necessity/obligation: must; have to

lack of necessity/obligation: don’t need to advice: should (paint)

prohibition: mustn’t

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5c Grammar in Use

2Focus Completing sentences using the

correct modal verb

ñDraw Ss’ attention to the pairs of modals and explain that they can be used to complete the sentences.

ñSs complete the task individually.

ñCheck Ss’ answers and clarify any points of difficulty.

Answer Key
1	must/have to	7	will/should
2	mustn’t/can’t	8	can’t
3	don’t have to/needn’t	9	can/may
4	Can/Shall	10	could/might
5	can/could	11	can/may
6	Can/would	12	should/ought to

3Focus Rewriting sentences using modal

verbs

ñExplain the task and read out the example.

ñSs complete the task individually.

ñSs compare answers with a partner.

Answer Key

2 You mustn’t tell anyone.

3 You shouldn’t go out on your own.

4 You mustn’t turn right here.

5 Pete may/might not come to the party.

6He may/might/could be going to Greece in August.

7You shouldn’t have gone out. The weather was awful.

8 Steve may/might not have been invited.

9 You should join a gym.

10 You mustn’t/can’t ride a motorbike without a crash helmet.

4Focus Describing situations using modal

verbs

ñExplain the task and read out the example.

ñSs complete the task individually.

ñSs compare answers with a partner.

Suggested Answer Key

2I could run around for hours without getting tired.

3 I can’t run without getting tired.

4 Everyone should watch less TV.

5 We needn’t go to school on Saturday.

6 I may/might go to the cinema tomorrow.

5Focus Rewriting sentences using didn’t

need to/have to

ñRead the theory box as a class.

ñExplain the task and select a pair of Ss to read out the example.

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

Answer Key

2Mike didn’t need to/have to catch the bus this morning.

3 We needn’t have bought more food.

4 They didn’t need to/have to buy any tomatoes.

5 Angie needn’t have cooked last night.

6 a) Focus Understanding logical deductions

ñRead out sentence 1 to the class and explain/ elicit what it means in the Ss’ L1. Repeat for sentences 2-6.

ñSs write out the translations in their exercise books. As an extension activity, Ss can compose their own sentences for the class to translate.

(Answers in Ss’ L1)

b) Focus Rewriting sentences using must/

can’t/ might/may/could

ñRead out the rubric and select a pair of Ss to read out the example to the class.

ñAllow time for Ss to write answers to items 2-6 individually.

ñCheck answers around the class.

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Answer Key

2 James must be telling the truth.

3She might/may/could have forgotten about the party.

4 Kevin can’t have left yet.

5 Mrs Brown must have made these biscuits.

6Adam can’t be cheating again.

c)Focus Making assumptions about

pictures

ñFocus Ss’ attention on the first picture and read out the assumption given as an example.

ñAllow Ss exactly 2 minutes to think of as many other assumptions as they can.

ñThe S with the most answers feeds back to the class.

ñRepeat the same procedure for the second picture.

Suggested Answer Key Picture 1

She must have fallen over.

She might have sprained her ankle. She may need to go to hospital. She might be in a lot of pain.

She could have been on her way home. etc

Picture 2

He must be feeling nervous. He might be sitting an exam.

He could be waiting for the results of some tests.

He must be a business man.

He can’t be feeling very relaxed. etc

7Focus Rewriting sentences using be

supposed to/be to

ñRead the theory box with Ss and explain the task.

ñSs answer individually and then compare answers with a partner.

Answer Key

1 I’m supposed to pick up Sue from school.

2 Mark was supposed to call me yesterday.

Grammar in Use 5c

3 I’m to finish my report by tomorrow.

4I’m supposed to continue the medicine for a week.

5 I’m to clean my room today.

8Focus Practising dependent prepositions

ñExplain the task. Tell Ss to try each preposition in the gap until they find the one that makes most sense and then check in Appendix 1.

ñAllow Ss to complete the task.

ñSelect individual Ss to read out the sentences.

Answer Key
1	of	3	in	5 at
2	beyond	4	of

9Focus Practising phrasal verbs (do)

ñExplain that each sentence can be completed with a phrasal verb.

ñSs complete the task individually.

ñCheck Ss’ answers, eliciting the meaning of each phrasal verb.

ñAs an extension ask Ss to draw a picture for one of the phrasal verbs.

ñSs hold up their pictures and the class tries to identify the phrasal verb.

Answer Key

1 in

2 without

3 up

4 up

10Focus Transforming sentences

ñExplain the task, reminding Ss that they can use up to five words to complete each sentence.

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

ñCheck answers with the class.

Answer Key

1 don’t have to come

2 didn’t need to

3 must have left

4 can’t have stolen

5 should have arrived

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5 d Literature

Objectives

Reading: an extract from Tess of the d’Urbervilles

(gapped text)

Skills ― reading for text structure ― cohesion and coherence

Vocabulary: words to describe a house; types of buildings

ñSs read the entire text again and replace the missing sentences. Ask Ss to read the text one more time to ensure the sentences have been replaced in the correct positions.

ñCheck Ss’ answers, asking which words helped them decide.

Speaking: presenting a modern version of the

Answer Key

story

1

C

3

H

5

A

7 B

2

E

4

F

6

D

Introducing the writer and his works

1

Focus

ñ Introduce the name Thomas Hardy to Ss and ask

4

Focus

Matching definitions; developing

vocabulary

them what they know about him and his works.

ñ Ss read the biography to check whether their

ñ Focus Ss’ attention on the definitions and ask

information is correct.

them to match them to the underlined words

and phrases in the text.

ñ Ask individual

Ss

to share their

answers

to

Answer Key

correct with the class.

Hardy wrote ‘The Return of the Native’, ‘The

ñ Direct Ss

to use

a dictionary to

explain

the

Mayor of Casterbridge’, ‘The Woodlanders’ and

meaning of the words in bold.

‘Far from the Madding Crowd’.

Describing a house

Answer Key

2

Focus

throw upon her young shoulders ― force on a

ñ Focus Ss’ attention on the picture and check Ss’

young person

understanding of the vocabulary items given.

by hook or by crook ― in any way whatsoever

ñ Elicit from Ss the words which best describe the

crimson ― red

house.

in full view ― where everyone can see

ñ Invite Ss to suggest how this house is related to

something

Tess of the d’Urbervilles.

emerald ― green

ñ Ss read through the text to find out.

dignified ― elegant

fallen in ― agreed with

Answer Key

red in colour, stables, huge lawn, pine trees,

Suggested Answer Key

evergreen oaks

fate: sth believed to control events leading to

The house belongs to her relatives.

a fixed outcome

burdens: unpleasant responsibilities/worries

pastures: fields of grass for animals to eat

3

Focus

Gap-filling

grumbling: complaining

ñ Ask Ss to look at the eight sentences provided

troublesome: causing problems

tended: looked after

(A-H). Read

them

and explain

that

seven of

estate: important house and connected land

these sentences have been left out of the text

thriving: doing well

and must

be put

back into

their

correct

ornamental: for decoration only

position.

descendant: related

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5Focus Matching definitions

ñExplain the task.

ñSs complete the matching activity individually and then check their answers using a dictionary.

ñInstruct to read through the text one more time to find the buildings mentioned.

ñCheck answers with the class.

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

Manor, lodge, greenhouse and stables are mentioned in the text.

6Focus Presenting a modern version of the

story

ñArrange Ss in groups and read out the rubric.

ñPlay the recording. Ss read and listen to the text again.

ñAllow Ss time to prepare their presentation.

ñGroups present their versions of the story to the class.

Suggested Answer Key

Ellie was excited at the thought of studying in Paris at the famous Sorbonne University. At the same time, she felt anxious about going to stay with a distant aunt she had never met or even heard of until recently. ‘There really is no other option if you want to study in an expensive city like Paris, as we can barely afford the tuition let alone the cost of food and a flat’ she reviewed her mother’s words of wisdom in her head as she sat in the taxi glancing out at the Paris street life.

Aunt Celia was a very distant cousin of her mother’s. Growing up in the village of Bandol in the south of France, Ellie had never heard much about her mother’s family as they were all back in Marseille or elsewhere in France. Her mother had married her father and moved with him to her village, where her father had found a job as a tax auditor and her mother eventually began teaching at the local school. Ellie and her brother had lived all their lives in Bandol and neither of them had ever been much further then Marseille.

Literature 5d

The taxi turned onto the Champs d’Elysee past all the designer shops and stylish cafes. Aunt Celia’s penthouse flat was located just off the Champs d’Elysse in an elegant neighbourhood called the 8 eme. Manicured lawns and perfect gardens lined the large boulevard where her aunt lived, a far throw from the provincial little town Ellie came from. The taxi slowed and pulled off to the side in front of a grand crimson brick residence. The door to the taxi was swung open by rather a well-dressed doorman, who greeted her with a snobbish air. ‘Madame Goutard is expecting you’ he announced. The doorman paid the taxi driver, retrieved her one suitcase and proceeded up the granite stone path to the elaborate stain-glass and rotiron entrance. Ellie followed him uncomfortably. Inside the lobby of the building Ellie was taken back by the bleach white marble that seemed to cover everything except the massive gold gilded mirrors that towered over her on each of the walls. As they entered the elevator and the doorman pressed the button for the penthouse, Ellie admitted to herself the Madame Goutard and her obviously affluent world was beyond anything Ellie has ever experienced or even could have imagined. etc

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