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

2e Writing Skills

BHi Tom!

How’s things? Great to hear that your exams are over. How did they go? I’m sure you did well because you studied really hard for them.

I’d love to go camping with you this summer. You can’t imagine how much I want to get out of the city. Tell me where you’re thinking of going and also when. My mum wants me to help in the shop over the summer so I’ll have to arrange for someone else to take my place.

I’ve been camping many times with my dad so we’re old hands! We’ve got all the gear we might need. Dad won’t mind if we borrow it!

Before I go, who else have you invited? I hope you’ve invited your cousin, Fiona. I haven’t seen her for ages and she’s great fun! Email me soon!

Lots of love,

Paula

2	Culture Corner

Objectives

Vocabulary: the helpline ChildLine

Skills ― reading for specific information

― reading for detailed understanding

Reading: an informative text from ChildLine’s homepage

Writing: a few sentences about ChildLine Speaking: giving a summary

Project: a presentation about a helpline or a charity

1 a) Focus Introducing the topic

ñSelect a S to read Sophie’s words.

ñElicit from the class what ‘ChildLine’ is.

Answer Key

‘ChildLine’ is a telephone helpline that offers advice to children who have problems.

b)Focus Reading for specific information

ñAllow Ss a few minutes to prepare their questions individually.

ñSs read the text to see if they can answer them.

ñInvite a few Ss to report back to the class about the information they found.

Suggested Answer Key

1 When can I call?

2 Who will I speak to?

3 How many calls do you get every day?

2Focus Reading for detailed understanding

ñAllow Ss time to read the text and complete the task individually.

ñPlay the recording while Ss listen/read and check their answers.

Answer Key
1	trained	6	pressure
2	have been saving	7	most common
3	living	8	listening
4	thought	9	donation
5	more

3Focus Expanding vocabulary

ñDraw Ss’ attention to the words in bold in the text and the meanings in Ex. 3.

ñExplain the task. Ss use dictionaries as necessary.

Culture corner	2

Answer Key confidential ― private bullying ― terrorising

shelter ― protection/somewhere to live fundraise ― collect money

further ― extra

volunteering ― offering unpaid help

Suggested Answer Key

Yes, I would like to get involved with

I would like to help them put an end to and also help young people help each Young people can learn important skills listening to each other, empathy and solving skills. I think it is an organisation. etc

4		Focus	Summarising a text
					6		Researching a helpline or charity in
	ñ Allow Ss a few minutes to reread the text and					Focus
		answer the questions.				your country
	ñ Invite a few Ss to share their answers with the				ñ Brainstorm helplines and charities in your
		class.				country and write them on the board.
					ñ Arrange Ss in groups of 3 or 4.
		Suggested Answer Key			ñ Explain the task.
		ChildLine is a free helpline for children and			ñ Allow Ss access to the Internet to complete
		young people in the UK. There are many ways				their projects. Alternatively, ask Ss to bring
		to get involved. You can find out how to stop				information to the next lesson and complete the
		bullying by ordering an anti-bullying pack, or				project then.
		you can do some fundraising during anti-			ñ Invite groups to present their projects to the
		bullying week. Another idea is to set up a ‘peer				class.
		support scheme’ in your school. Or you can
		simply make a donation or volunteer to become				Suggested Answer Key
		a childline counsellor. etc				‘Action for Russia’s Children’ is a British
						charity that works to help Russian charities
						provide an alternative to orphanages and
5		Focus	Writing your personal opinion
						children’s homes. It helps children and young
	ñ Read the rubric to the class.					people in Moscow who have all kinds of special
	ñ Allow Ss exactly 3 minutes to write on the topic.					needs: physically and mentally disabled
	ñ Invite a few Ss to read their writing to the class.					children and the homeless.
						To help ARC you can take part in fundraising
						events, for example the ARC’s annual ball,
						volunteer to help on one of their projects or
						donate money. etc

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2

Across the Curriculum – Science

Objectives

Reading: a text about the nervous system

3

Focus

Making up and answering a quiz

about the nervous system

Skill ― reading for specific information

Portfolio: a quiz about the nervous system

ñ Explain the task.

ñ Allow Ss time to reread the text and make up

their quiz.

Matching headings to paragraphs

1

Focus

ñ Ss swap quizzes with a partner and answer.

ñ Read the text aloud with Ss.

Suggested Answer Key

ñ Elicit/explain any new vocabulary,

ñ Ss match the paragraphs with the headings.

The Nervous System Quiz

ñ Check Ss’ answers.

1

Name the three parts of the nervous

system. (3)

Answer Key

2

Which part of the body controls the nervous

1 C

2 D

3 E

4 A

system? (1)

3

What is the biggest part of the brain called?

(1)

2

Focus

Recalling new information

4

What does the cerebellum do? (3)

ñ Play the recording of the text to Ss. Ss listen

5

Which part of the brain carries messages

and read.

from the sensory organs? (1)

ñ Ss’ books closed, Ss note down 5 things they

6

Which part of the brain is responsible for

have learnt about the brain and the nervous

system.

metabolism? (1)

ñ Ss take it in turns to tell their partner what they

7

What is another name for ‘nerve cells’? (1)

have learnt.

8

How many nerve cells does the human brain

contain? (1)

Suggested Answer Key

1The nervous system consists of the brain, the spinal cord and a network of nerves.2 The brain works as the ‘central computer’ for the nervous system.

3The biggest part of the brain is called the cerebrum.

4The brain contains about a billion nerve cells.

5 The Thalamus carries messages to the sensory organs.

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Objectives

Reading: a text about packaging

Skills ― reading for gist

― reading for detailed understanding

Portfolio: designing green packaging for a product

1Focus Reading for gist

ñFocus Ss’ attention on the title of the text. Elicit from Ss what they think the text is about.

ñSs read to check if they are correct.

ñConfirm the correct answer.

Answer Key

The author’s purpose is to give information and persuade the reader(s) to reduce the amount of packaging they consume.

2Focus Reading for detailed understanding

ñAllow Ss time to read the text and complete the task individually.

ñSs explain the words in bold by giving a definition, synonym or drawing, etc.

ñEncourage Ss to guess the meaning of the word from the context before using their dictionaries to check their guesses.

ñElicit/explain the meaning of any other words in the text that Ss do not understand.

Answer Key
1	beautifully	8	products
2	wrapper/wrapping	9	reusable
3	presentable	10	packages
4	recyclable	11	washing
5	pollution	12	conditioner
6	transportation	13	manufacturers
7	Thankfully

Suggested Answer Key

trays: flat objects with raised sides that are used for carrying food

preserves: keeps in good condition consumers: people who buy or use sth down to: because of

Going Green 2

weight: heaviness

solid waste: rubbish that is not liquid dumped: placed somewhere carelessly landfills: areas where rubbish is buried manufacture: mass production

cut back: reduce in number minimal: the least

biodegradable: breaks down naturally buried

concentrated: made stronger by removing water from it

delivered: sent to a particular address

3Focus Talking about how we choose products

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

ñAsk Ss the question in the rubric.

ñSs discuss in pairs.

Suggested Answer Key

A:What should people have in mind when choosing a product?

B:Well, many people look at its appearance. Quite often products look nice because of their packaging.

A:That’s true. But how important is the packaging?

B:Not as important as the product you are buying!

A:I think we should ask ourselves whether the packaging is good for the environment or not.

B:I agree. That’s what we should be thinking about. etc

4Focus Designing green packaging for a

product

ñArrange Ss in small groups and explain the task.

ñAllow groups time to design their ‘green’ packaging.

ñSs present their ideas to the class, explaining why they chose their design.

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2 Going Green

Suggested Answer Key

Our product is for chocolates and other sweets. The tray that displays the chocolates is made up of a biodegradable cornstarch material that can be discarded in a home compost pile. The box is made up of 100 per cent recyclable paper and is collapsible. If a consumer collapses the box and returns it to the supermarket, where it will be sent back to the manufacturer for reuse, the consumer receives a 10 percent discount coupon for their next purchase of the product. This acts as an incentive for consumers to return the box so it can be reused. If a consumer decides to throw the box away, then the box can be recycled.

Green Wisdom

ñDraw Ss’ attention to the quotation.

ñElicit/explain any new vocabulary.

ñElicit whether Ss agree or disagree with the quotation and ask Ss to justify their opinions.

(Ss’ own answers)

2Spotlight on Exams

Listening for specific information

ñExplain the task.

ñPlay the recording.

ñSs complete the task.

ñSelect individual Ss to read out the correct answer.

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

TAPESCRIPT

Presenter: With us in the studio today is Dr Edmond Hunt, a very experienced plastic surgeon. He is here to speak about teenagers and plastic surgery. Dr Hunt, welcome to the programme.

Doctor: Thank you. Plastic surgery is becoming more and more popular nowadays and many young people are using it to change the way they look. Of course, body image and physical appearance have always been important to teenagers, but now it seems we live in a society where even more importance is placed on being beautiful ― in the media, in advertising for example – which does nothing to help teenagers, many of whom

already have a very poor body image.

Now, I would like to make a distinction between the two types of plastic surgery and I think we need to be clear about this. First, there’s what we call ‘reconstructive’ surgery which is done to correct defects on the face and body. Examples of this include physical birth defects and injuries like dog bites or burns. This kind of surgery repairs parts of the body. The other type of plastic surgery is called ‘cosmetic’. This kind of surgery involves changing a part of the body simply because a person isn’t completely satisfied with it, for example nose jobs or liposuction (the removal of fat from the body.)

Of course, the well-being of our patients is always our most important concern. There is some concern that the glamorous image of cosmetic surgery as seen on TV can encourage people to change themselves without reason. Teenagers may suffer from low self esteem and choosing plastic surgery is not always the answer to their problems. Often talking to a therapist, dieting and exercise are the solution, for example. We must judge each case individually and help people make the right decision. We must also make sure that the individual has finished growing and is mature enough emotionally to cope with the stress of the operation.

All potential patients go through a series of interviews and those under the age of eighteen need a parent’s signature. It is essential that we talk to parents as cost

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is also a main factor. If the patient is suitable, we then help to find a suitable surgeon to perform the operation. He or she must find a certified surgeon, that is to say, one who is qualified to perform the operation well. After all, these operations are expensive and there is some risk involved.

Another word of warning, if I may. No amount of money can buy you happiness. The most expensive cosmetic surgery does not have the power to change who you are inside. A common myth is that we can make people like us more by changing our appearance. Our teenage years are a time of development, of personal discovery. It takes time to understand who you are. Remember, people cannot and should not judge you on your looks alone. If they do, they are not worth knowing.

Some would say, on the other hand, that today we have the power to make ourselves happier with our appearance and we should take that opportunity if we can. Ultimately, the decision to have plastic surgery is a personal choice. If you have any concerns, speak to your parents, or your doctor. One thing is certain - you should think carefully before you decide.

Reading

Focus Reading for specific information

ñExplain the task.

ñGo through the headings (A-H) with Ss.

ñAllow Ss time to complete the task.

ñSelect individual Ss to read out the answers.

Answer Key
1	D	3	G	5	E	7 C
2	B	4	A	6	H

Use of English

Focus Using word derivatives

ñExplain the task.

ñAllow Ss time to complete the task.

ñRead out the text with Ss.

Answer Key
1	architecture	5	designer
2	widen	6	development
3	residential	7	construction
4	entertainment

Spotlight on Exams 2

Writing

Focus Writing a letter to a pen-friend

ñAsk a S to read out the extract.

ñElicit/Explain any new vocabulary.

ñExplain the task.

ñCheck Ss’ understanding by asking what are you going to write? (a letter) the letter for? (my pen-friend Fiona) you going to write about? (antiweek/ask about the party).

Suggested Answer Key

Dear Fiona,

It was great to hear from you. You pleased that your exams are over and now time to enjoy yourself.

The anti-bullying week was a huge and I believe we have really reduced amount of bullying that goes on in our There were talks by experts and films showed the effects and how to deal bullying. There was also a confidential for kids who were being bullied.

Anyway, what about the party mentioned? Where is it and who are you with? More importantly, who is going to be there? Is Robbie from next door going?

Got to go now. My exams are next week so there’s still a lot of studying for me!

Lots of love, Fran

Speaking

Focus Deciding what to buy someone as a present/role play

ñExplain the task.

ñRead out the prompts and explain/elicit that the conversation will be informal.

ñSs work in pairs.

ñGo around the class monitoring the task.

ñSelect some pairs act out their dialogues.

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2 Spotlight on Exams

Suggested Answer Key

A:What do you think we should get mum for the 8th of March?

B:We could get her some nice jewellery.

A:That’s a good idea. Mum likes wearing earrings and necklaces.

B:But she likes gold and that would be really expensive.

A:True. How about a scarf and some gloves?

B:But it’ll soon be spring and it won’t be cold enough to wear them.

A:Maybe we should just get flowers.

B:But that’s far too boring! They look nice but their beauty doesn’t last long.

A:So what can we get her?

B:I know the perfect gift ― some tickets for the theatre!

A:Excellent idea! I will go to the theatre tomorrow and get them. etc

2	Progress Check

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

Answer Key
1	1	offend		6	attitude	4	1	up	3 off		5	down
	2	dramatic		7	trust		2	up	4	on
	3	symptom		8	tricky
	4	tempted		9	disgusting	5	1	to	3	on		5	on
	5	persuade		10	pressure		2	about	4	on
2	1	which	3	whom	5 who	6	1	d	2 c	3 a	4	e	5 b
	2	where	4	which

31 was late because of

2 such a long way

3 due to (the) ice

4 who’s married to an American

5 due to the fact that

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Responsibility		3
	Module

Before you start …

ñRevise one or two points from the previous module (e.g. ask Ss what they do to relieve stress, whether they would volunteer for a charity, etc).

ñDirect Ss’ attention to the title of the module Responsibility. Explain that in this module they will learn about crime and the law, rights and responsibilities, etc.

Look at Module 3

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

Suggested Answer Key

Focus Ss’ attention on picture 1.

T: What page is picture 1 from?

S1: It’s from page 59.

T: What can you see in picture 1?

S2: A man and a boy on a bicycle.

T: Where are they?

S3: They are in the countryside. etc.

Pic 2 (p. 48)

What does the picture show? What are they doing? How old are they? How well do they know each other?

Pic 3 (p. 51)

What can you see in the picture? What is she holding? What are the advantages/disadvantages of having a credit card?

Pic 4 (p. 52)

Who is in the picture? When did he live? What is he famous for? Have you read any of his books?

Find the page number(s) for

Allow Ss time to browse through the units 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 proverb (p. 47)

(a short sentence which gives advice or tells you sth about life) What does the proverb say? Do you agree with it? Why (not)? What other proverbs do you know?

a poem (p. 48 )

(a piece of writing, often in short lines which rhyme) Who wrote the poem? What is it about? Do you like reading poetry? Why (not)? Which famous poets do you know?

a biography (p. 52 )

(a factual article about a person) Whose biography is this? What era did he live in? What does the biography tell us about his life?

a quiz (p. 59 )

(a game or competition in which sb tests your knowledge by asking you questions) What is the quiz about? Do you like doing quizzes? Why (not)? Where do we normally find quizzes?

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

Explain that the module has:

―a Literature section

―a Culture Corner

―an Across the Curriculum section

―a Going Green section

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

Suggested Answer Key

The Literature section is about an author and a literature extract. This one (pp. 52-53) is about Charles Dickens and has an extract from his novel Great Expectations.

The Culture Corner (p. 57) contains a text about Ellis Island and the Statue of Liberty.

The Across the Curriculum section (p. 58) looks at human rights, a topic in Citizenship.

The Going Green section looks at different green issues. This one (p. 59) is about how to become a ‘green citizen.

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

As described in the relevant section in Module 1.

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3 a Reading Skills

Objectives

Vocabulary: crime and the law; words often confused

Reading: text about victims of crime

Skill ― matching (skimming)

Speaking: a crime story

Reading

1Focus Predicting the content of a text

ñDirect Ss’ attention to the title and headings A- E. Explain any new vocabulary and elicit what they think the text is about.

ñPlay the recording. Ss listen and read through the text and check their answers.

Suggested Answer Key

The text is about people who have been the victims of crime.

2Focus Matching headings to text

ñRead these together and explain they will match these to the paragraphs in the article.

ñAsk Ss to read the article again.

ñTell Ss to identify and underline key words/ phrases in the text that help them match the appropriate heading to each paragraph.

ñAllow Ss time to complete the task and check the answers together.

Answer Key

1C (These terrible fraudsters are just trying to trick gullible people …)

2	D	(The police caught them red-handed)
3	A	(The attacker just came out of nowhere)
4	E	(this has been happening a lot lately)

3Focus Eliciting meaning from text

ñFocus Ss’ attention on the underlined words/ phrases in the text.

ñSs explain the meaning of each by giving a synonym, example or explanation before checking in their dictionaries.

ñ Ss then provide meanings for the words in bold.

Answer Key

petty ― small/minor

out of the blue ― unexpectedly fell for it ― was deceived gullible ― trusting/easily tricked broke into ― got into by force shaken up ― in shock

wipe it off ― remove it with a cloth lately ― recently

distract ― take someone’s attention away from something

Suggested Answer Key taken for a ride: tricked

lottery: gambling game with numbered tickets contacted: communicated with

fee: payment for a service

process: series of actions to achieve sth winnings: amount of money won

idiot: foolish person scam: trick

came out of nowhere: suddenly appeared threatened: stated an intention to hurt grabbed: took suddenly by the hand

identify: be able to formally recognise sb or sth bird mess: organic material from a bird’s body so-called: incorrectly/unsuitably named reached for: tried to get

realised: understood a situation means: way(s)

Vocabulary

4 a) Focus Completing a table

ñExplain the task.

ñAllow Ss time to complete the table.

ñSs check answers with a partner.

Answer Key

burglary burglar mugging mugger theft thief pickpocketing pickpocket

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b) Focus Matching crimes with a suitable

punishment

ñDraw Ss’ attention once more to the crimes listed in Ex. 4a.

ñAsk Ss to rank them from most ― least serious.

ñRead through the punishments listed in Ex. 4b and check comprehension.

ñSs match the crimes and punishments individually then compare answers with a partner.

Suggested Answer Key

ñgo to court: burglary, mugging, theft

ñpay a fine: pickpocketing

ñgo to prison: bank robbery, kidnapping

ñget off with a warning: shoplifting

ñdo community service: vandalism

5Focus Understanding words often confused

ñExplain the task.

ñWork through the first example with the class and write the second sentence on the board.

ñEncourage Ss to guess first and then check their answers using the Word List.

ñAsk individual Ss to share their answers with the class.

Answer Key
1	offence	3	illegal	5	sentence
2	taken	4	found	6	witnesses

6Focus Completing exchanges

ñExplain the task.

ñSs work in pairs to complete the exchanges.

ñSelect some pairs to act out the exchanges to the class.

Answer Key
1	A: broken	4	A: find
	B: pay		B: let
2	A: confess	5	A: convicted
	B: arrested, appearing		B: sentenced
3	A: get
	B: chased, make

Reading Skills 3a

Speaking

7Focus Continuing a story

ñRead the beginning of the story aloud to the class and explain the task. Draw Ss’ attention to the vocabulary given.

ñSs complete the task in small groups.

ñSelect some groups to tell the whole story to the class.

Suggested Answer Key

Then out of the blue someone jumped out in front of me and started to threaten me, saying, “Hand over your purse, or I’ll hurt you.” I was in a state of shock as it was the first time anyone had tried to mug me. At first I didn’t want to give him what he wanted, but when he attacked me with a knife I knew I had to do as I was told. I held out my purse and he grabbed it from me and ran away. Luckily, I was able to give the police a good description of the criminal and they caught him soon after. I identified him as the mugger and he was given a prison sentence.

Words of Wisdom

ñDraw Ss’attention to the proverb.

ñElicit whether Ss agree or disagree with the proverb and ask Ss to justify their opinions.

ñAs an extension, Ss could suggest similar or other proverbs on the topic from their L1 and translate them into English.

Suggested Answer Key

I agree with the proverb because although some crimes may have a financial gain, usually criminals end up in jail or living a violent and unhappy life. Committing crime will not improve your life but rather make it worse.

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