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

3 b Listening & Speaking Skills

Objectives

A: Yes.

Vocabulary: rights and responsibilities; expressing

B: And what are our responsibilities at home?

regret/outrage/disgust

A: To obey the law and

to look after

the

Listening: short exchanges (multiple choice)

environment. etc

Skill ― listening for specific information

Reading: a poem; a dialogue (gap-fill)

Skill ― reading for specific information

3

Reading for specific information

Focus

Speaking: a dialogue (role play)

ñ Select a S to read out the poem to the class.

ñ Explain to Ss that Eduard Everett Hale was an

1

Matching rights and responsibilities

American clergyman who lived from 1822 -1909.

Focus

ñ Elicit answers to the questions

in

the

rubric

ñ Select one S to read through the list of rights

from the class and discuss.

and another S to read out the list of

responsibilities. Elicit/Explain any new vocabulary.

Suggested Answer Key

ñ Explain

the

task.

Ss

complete the task

‘Responsibility’

for the author

is

being

an

individually and then compare answers with a

active member of society who contributes and

partner.

helps by doing whatever he can.

Answer Key

T:

Do you agree with Hale’s point of view?

to be educated ― not to bully/harm others

S1: Yes, I think that if we all do as much as we

to be safe ― to obey the law

can, then a lot can be achieved.

to live

and

work

in a

clean unpolluted

T:

What do you think?

environment ― to look after the environment

S2: I agree. I

know that

we can only

do so

to be treated with respect ― to respect others

much, but

we should

think

about

doing

regardless of sex, age, ethnic origin, nationality

whatever we can – it is our duty. etc

2Focus Discussing rights and responsibilities

ñRead out the rubric to the class.

ñSs discuss in pairs.

ñInvite a few pairs to feed back to the class. Follow up with a whole class discussion.

Suggested Answer Key

A:What are your rights at school?

B:To be educated and to be treated with respect. Do you agree?

A:Yes, I think you’re right. What are our responsibilities at school?

B:To respect others and not bully or harm others and to look after the environment.

A:I agree. What are your rights at home?

B:To live in a clean, unpolluted environment and to be treated with respect. Do you agree?

Vocabulary

4Focus Practising vocabulary

ñExplain the task. Ss answer individually. Remind Ss to try each answer provided and select the best option to complete the sentences.

ñSs compare answers with a partner.

ñAllow Ss time to write their own sentences.

Answer Key

1 stand up for your rights

2 have no right

3 have the responsibility to

4 have the right to

5 take responsibility for

6 do their bit

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Suggested Answer Key

1 Standing up for your rights is a responsibility in itself.

2I had no right to talk to my mother like that.

3The police have the responsibility to stop crime and make the streets safe.

4 You have the right to remain silent.

5I had to take the responsibility for the accident because it was all my fault.

6In our house, everybody does their bit to keep it clean.

5Focus Choosing the correct verb

ñSs complete the task individually, using their dictionaries.

ñSs listen and check their answers.

Answer Key
1	violate	4	accepts	7 tolerate
2	given	5	treats
3	denied	6	defend

Listening

6Focus Listening for specific information ―

answering multiple-choice questions

ñPlay the recording.

ñTell Ss to select the correct answer and circle their response.

ñPlay the recording again so Ss can check their responses.

Answer Key

1 C

2 A

3 C

TAPESCRIPT

1An incident that happened at school when I was 10 years old really stuck in my mind. One of the boys in the class was being picked on by some older boys. The rest of us were too afraid to help him because we didn’t want to get beaten up too. It went on for ages before I eventually found the courage to say something to the teacher. But on the day that I had decided to speak up, the boy told us

Listening & Speaking Skills 3b

all that he was leaving the school and another city. I always felt bad about afterwards.

2A: Excuse me. May I ask about your environmental protection, please?

B:Sure.

A:Do you think the government is doing solve the problem?

B:Well, the laws are there but they are being enforced. I know that becoming more aware of the issue problems are still there.

A:What do you think should be done?

B:Well, I’ve just joined the local environmental group. We do lots of things to help the environment. But the main thing is for everyone to do a little bit every day.

3To tell you the truth, I wasn’t too keen on getting involved in the scheme when I first moved into the area. I don’t have a lot of free time and I usually prefer to keep myself to myself. Anyway, I went along to one of their meetings, just to see what they do, and I realised what a good idea it is. I mean, our neighbourhood doesn’t have a really serious problem with crime, but if everyone keeps an eye on things, we can help keep it that way. The police can’t be everywhere all the time!

Reading

7 a) Focus Predicting the content of a

dialogue

ñRead sentences A-F around the class and explain that they come from a dialogue. Elicit/explain the meaning of any new vocabulary.

ñElicit ideas for what the dialogue might be about. Ask Ss to justify their answers.

Suggested Answer Key

I expect the dialogue to be about a problem in a class at school.

vocabulary: don’t pay attention, talking all the time, unfair on Miss Yates, prepare for the exam, let her teach

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3b Listening & Speaking Skills

Focus Reading to understand structure, sequence and content

ñDraw Ss’ attention to the incomplete dialogue and ask them to read it silently.

ñSs read sentences A-F again and match them to the appropriate gap.

ñSs read the entire text again to check their answers.

ñSs listen to the recording to confirm the correct answers.

ñSelect a pair of Ss to read the dialogue to the class.

ñElicit answers to the questions in the rubric.

Answer Key
1	E	3	A	5	D
2	C	4	B	6	F

Adam is violating the right to be educated and the right to be treated with respect.

He is going to apologise to his teacher.

8Focus Matching words/phrases and their

meanings

ñDraw Ss’ attention to the highlighted words and phrases in the text and the list of meanings in Ex. 8.

ñSs work individually to complete the matching activity and write their own examples.

ñCheck Ss’ answers.

Answer Key

messing around ― behaving in a silly way It’s not on ― it’s not acceptable

so you should ― that’s the correct thing to do get at ― criticise

thank goodness that’s over ― I’m glad that’s ended

obvious ― easy to see thought of it ― considered in the wrong ― not right

Suggested Answer Key

1No messing around in the library! If I have to tell you again, you will be asked to leave.

2It’s just not on for you to go home early while we have to stay behind and work until late.

3“I’m going to clean my bedroom.”

So you should. It looks as if a bomb has hit it!

4My dad has been getting at me all week because of my poor exam marks.

5Thank goodness that’s over! I really hate going to the dentist!

6 It is obvious that there aren’t enough car parks in this city.

7“Your parents were your age once.” “I’ve never thought of it like that.”

8Anyone who speeds unnecessarily is in the wrong.

Everyday English

9Focus Practising phrases to express regret

ñDraw Ss’ attention to the language box and review the language given.

ñExplain the task and read out the example exchange.

ñAllow Ss time to express regret for all the situations.

ñGo around the class and monitor the activity.

Suggested Answer Key

2A: I’m so sorry for what I said. I didn’t mean to upset you.

B:No problem. Apology accepted!

3A: I had no idea you were so upset about my missing your birthday party. Please forgive me.

B:Thanks. I really appreciate that.

4A: Mum, I feel really bad about forgetting to do the shopping. Please forgive me!

B:It’s OK. You really don’t need to

apologise.

5A: I realise I was wrong not to help you. I won’t do it again.

B:That’s quite alright.

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Speaking

10 Focus Acting out a dialogue

Listening & Speaking Skills 3b

Adam: Do you really think so?

Miss Yates: Of course, I do. You’re a smart boy, Adam.

Adam: Thanks, Miss. See you tomorrow. Miss Yates: Remember your promise! Adam: I will!

Say it right

11 Focus Practising language to express

outrage/disgust

ñPlay the recording. Ss listen and repeat using the correct intonation.

ñAsk Ss to suggest what the other speaker might have said.

Suggested Answer Key

1 My flat was burgled yesterday.

2 My pet rabbit has died.

3 Some kids were teasing an old woman!

4 I always get the blame!

5 The price of petrol has gone up again!

6The government has decided to bring back hanging! etc

3 c Grammar in Use

Objectives

Vocabulary: phrasal verbs with keep; dependent prepositions

Grammar: -ing form/to-infinitive/infinitive without to; verbs taking infinitive or –ing form without/ with a change in meaning

1Focus Reviewing the use of –ing and

infinitive forms

ñSelect a S to read the text to the class.

ñDraw Ss’ attention to the –ing and infinitive forms and the questions in the rubric.

ñAllow Ss time to answer individually. Ss compare answers with a partner.

ñAs an extension activity, Ss can compose their own sentences.

67

3c Grammar in Use

Answer Key

think, helping, cleaning, helping out, do, thinking, to get, to take, to help, take

prepositions: -ing form

too/enough constructions: to–infinitive

verbs of preference e.g. like, hate: -ing form/ to-infinitive

modal verbs: infinitive without to look forward to: -ing form let/make: infinitive without to can’t stand/help/imagine: -ing form don’t mind: -ing form

how about etc.: -ing form

to express purpose: to–infinitive want: to–infinitive

remind etc: to–infinitive can’t wait: to–infinitive

2Focus Choosing the correct form of the

verb

ñExplain the task and complete item 1 together as a class.

ñSs complete the rest of the exercise individually.

ñCheck Ss’ answers around the class.

Answer Key

1 ordering (making a suggestion)

2 to be (expressing preference/purpose)

3 tell (strong obligation)

4 to apply (too/enough construction)

5 playing/to play (expressing preference)

6 eating (preposition without)

7 to shout (purpose)

8 putting (lack of purpose)

9 to see (expressing preference)

10forgetting (keeps + -ing form)

11report (modal verb)

12going (fancy + -ing form)

3Focus Personalising the use of the infinitive/

-ing forms

ñRead out the rubric and the example sentence to Ss.

ñIn pairs Ss tell each other about their experiences using the language provided.

Suggested Answer Key

I’d like to travel around the world.

I’m looking forward to playing tennis this weekend.

I can’t stand working during summer holidays. I try to avoid spending too much money.

I’ve always wanted to be better at cooking. I’m used to getting good marks in tests. I’ve stopped expecting life to be easy. etc

Game

Focus Practising the infinitive/-ing form

ñRead out the rubric and divide the class into teams.

ñTeams take it in turns to add to the story as in the example.

4 a) Focus Explaining differences in meaning

ñWrite up the sentences from item 1 on the board.

ñInvite Ss to comment on the difference in meaning between them. Refer Ss to the Grammar Reference as necessary.

ñSs discuss items 2 and 3 with a partner. Collect feedback from the class.

Answer Key

1a) He did not stop shouting.

b)He did not stop shouting.

2 a) Someone that I know suggested that I call the police.

b)Someone suggested to call the police. (to who is unknown)

c)Someone (unknown) formally suggested to us to call the police.

3a) The grass needs mowing. You are going to do the job.

b)The grass needs mowing. (general statement not intended for anyone in particular)

c)Someone will have to mow the grass.

b)Focus Completing a text

ñDraw Ss’ attention to the text and gaps 1-7.

ñExplain the task. Allow Ss some time to complete it individually.

ñCheck Ss’ answers around the class.

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Grammar in Use

3c

Answer Key

b)

Focus

Choosing the correct form of the

1

to pay

5

reporting

verb

2

to sign

6

notifying/to be notified

ñ Select a

pair of

Ss to

read out the

first

3

using/to use

7

to exceed

exchange to the class. Ask them to explain

4

being

why they used that form of the verb (with

infinitive of –ing form).

ñ Go through the remainder of the exercise,

5 a)

Focus

Discussing differences in meaning

inviting new pairs of Ss to read out the

ñ Write up the sentences from item 1 on the

exchanges.

board.

ñ Invite Ss to comment on the difference in

Answer Key

meaning between them. Refer

Ss

to the

1

A: using

(after stop with meaning to give

Grammar Reference as necessary.

up permanently)

ñ Ss discuss

the

rest of

the items

with a

B: spending (after an expression)

partner. Collect feedback from the class and

2

A: to buy

(after remember with meaning

clarify anything the Ss do not understand.

not to forget)

B: to do (after forget with meaning not to

Answer Key

remember sth)

1

a)

I have a

memory of

locking

the

front

3

A: going (after remember with meaning to

door. (refers to a memory)

recall)

b) He did not forget to pick up his sister.

B: calling (after try with meaning to do as

(expresses purpose)

an experiment)

2

a)

did not

remember to do sth he

was

4

A: to buy

(after stop with meaning to

supposed to. (expresses purpose)

briefly do sth else)

b)

will always remember an event. (refers

B: to call (after try with meaning

to a memory)

attemption)

3

a) We stopped what we were doing to do

5

A: to study (after an expression)

sth else. (and then we might resume the

B: learning (general preference with no

first action or we might not)

time reference)

b)

I am no longer doing sth.

4

a) Do sth to see what will happen as a

Practising phrasal verbs (keep)

result.

6

Focus

b)

Attempted to

do sth

difficult, usually

ñ Review phrasal verbs and how they are used.

without success.

ñ Allow Ss time to complete the exercise and ask

5

a)

Specific preference with a time reference.

individual Ss to provide answers to check with

b)

General

preference

with

no

time

the class.

reference.

ñ Ss write their own sentences using the phrasal

6

a)

Stopped

doing

one thing and

then did

verbs.

another.

b)

Did not stop doing sth. (but maybe should

Answer Key

have stopped)

1

down

3

back

5

up with

2

on

4

away

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3c Grammar in Use

Suggested Answer Key

1 We must keep down levels of pollution.

2Keep on working too much and you may make yourself ill.

3I always know when someone is keeping something back from me.

4Young children should keep away from fires.

5If you are having trouble keeping up with all the work, you should speak to your teacher.

Suggested Answer Key

1 Who is responsible for this terrible mess? 2 Never do anything that is against the law!

3Our next-door neighbour was charged with fraud.

4Having nerves of steel and the patience of a saint are just some of the requirements of being a mother.

5 My brother tricked me into doing the washing-up.

8Focus Practising sentences transformations

ñRead out the rubric, stressing that the second sentence must have the same meaning as the first and that Ss must use two to five words.

ñDo the first item with Ss. Ss then complete the task individually.

ñCheck Ss’ answers on the board.

Answer Key

1 needs watering/to be watered

2 began learning to dance

3 regret telling

4 kept/carried on speaking

5 advised us to stay

3 d Literature

Objectives

Vocabulary: language to describe actions Reading: extract from Great Expectations

Skills ― reading for specific information

― reading for detailed understanding

Speaking: a dialogue based on the text (role play)

1Focus Generating interest in the topic

ñIntroduce the name Charles Dickens to Ss and ask them what they know about him.

ñThen ask Ss to think of three things they would like to know about him and to write them down.

ñSs read the biography. Ask if their questions were answered.

ñAs an extension, Ss may do some research to answer any questions they may have had that were not answered in the biography provided.

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Suggested Answer Key

I know that Charles Dickens is an English writer. I would like to know when he was born, where he grew up and how many books he has written.

2Focus Reading for specific information

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

ñRead the text aloud as a class. Ask Ss whether their predictions were correct.

Suggested Answer Key

The characters are in a graveyard. I think the man will ask the boy to help him and threaten to hurt him if he doesn’t.

3Focus Reading for detailed understanding

ñAsk Ss to read the text again silently.

ñExplain the task. Ss answer individually.

ñSs compare answers with a partner.

	Answer Key
	1	cut, throat
	2	Pip’s pockets
	3	cheeks
	4	parents
	5	his sister
	6	a file and wittles (food)
			Matching definitions
4 a)		Focus

ñFocus Ss’ attention on the definitions and ask them to identify the highlighted words throughout the text.

ñExplain the task and allow Ss some time to match the words and the definitions.

ñAsk individual Ss to share their answers to correct with the class.

Literature 3d

Answer Key coarse ― rough

smothered ― covered completely limped ― walked with difficulty glared ― stared at angrily seized ― grabbed

head over heels ― upside down trembling ― shaking with fear or cold ravenously ― very hungrily

timidly ― shyly

tilted ― moved so that one end is higher/lower than the other

b)Focus Expanding vocabulary

ñSs explain the words in bold by giving a synonym, example or explanation. Encourage Ss to try to guess the meanings of the words from the context before checking in their dictionaries.

ñReview answers with the class.

Suggested Answer Key

porch ― covered area at the entrance to a building

fearful ― frightening rag ― piece of old cloth soaked ― extremely wet

lamed ― with injured legs or feet that make it difficult to walk

stung ― caused sudden sharp pain (usually by insects)

torn ― ripped

shivered ― shook because of cold/fear growled ― made a low threatening noise like a dog

chattered ― knock together repeatedly because of cold/fear

pleaded ― begged intensely pointed ― indicated with a finger lay ― is situated

steeple ― pointed structure on a church tombstone ― piece of stone on a grave that says who is buried underneath

cheeks ― soft parts of face on either side of the mouth

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3d Literature

threatening ― stating an intention to hurt/ harm

tighter – more firmly

muttered ― spoke so that other people find it difficult to hear

file ― tool for making wood or metal objects smoother

liver ― organ of the body that cleans the blood

5 a) Focus Describing a character from

literature

ñAsk Ss: How do writers create characters in literature? What information do they give us? (Information about what they do ― their actions, such as how they walk, speak and act and details about their physical appearance.)

ñAsk Ss to find relevant information in the text and make their notes.

ñIn pairs Ss tell each other about the convict using their notes.

ñFollow up with a whole-class discussion about how the convict is presented and why Dickens chooses to describe him in this way.

Answer Key

walked: lamed, limped

looked: glared, eyes looked most powerfully into mine

spoke: a terrible voice, growled, muttered acted: shivered, teeth chattered, ate ravenously, licking his lips, with a threatening shake of the head, tilted me back as far as he could hold me, he tilted me again

Suggested Answer Key

The convict had difficulty walking ― he was lamed and he limped. He didn’t just look at you ― he glared and looked powerfully into your eyes. He didn’t speak softly ― he growled in a terrible voice and sometimes he muttered. He shivered and his teeth chattered. He must have been cold. He was hungry because he licked his lips and ate ravenously. He was quite threatening towards Pip. He tilted him back several times.

b)Focus Imagining a scene

ñRead the rubric to Ss. Ss silently imagine what they experience using their senses.

ñInvite individual Ss to share their experiences with the class.

Suggested Answer Key

I can see a frightening man among the graves. He is in chains and is wearing rags. He is very dirty and he looks very dangerous. I can smell his dirty clothes and his foul breath. I can hear his teeth chattering and his voice growling. I can touch the cold tombstone I am sitting on. I feel frightened and wish I had stayed at home.

6Focus Paraphrasing sections of a text

ñDraw Ss’ attention to the underlined sections of the text.

ñSs explain the meaning of these sections using their own words.

ñInvite individual Ss to share their suggestions.

Suggested Answer Key Hold your noise!: Be quiet!

licking his lips: moving his tongue around the outside of his mouth

I’ve half a mind to …: I’m considering (doing sth, usually as a threat to a naughty child)

7Focus Understanding the author’s use of

register

ñAsk Ss to underline the parts of the text where the convict speaks.

ñInvite individual Ss to ‘translate’ what the convict is saying.

ñInvite Ss to comment on Dickens’ use of language.

Answer Key

The convict speaks rudely with slang expressions and poor grammar, while Pip speaks politely and formally with correct grammar.

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Show us where you live: Show me where you live

Pint out the place: Point to the place

What fat cheeks you ha’ got: What fat cheeks you have got

I could eat ’em: I could eat them Now lookee here!: Listen well

Who d’ye live with ― supposin’ I kindly let you live, which I han’t made up my mind about?: Who do you live with ― assuming I generously allow you to live, something which I still have not decided

And you know what wittles is?: And do you know what wittles are?

You bring ’em both to me: Bring them both to me

Dickens was trying to show the different backgrounds of the two characters and the different class of each character. (Magwich ― lower working class criminal; Pip ― educated middle class)

8Focus Acting out a dialogue

ñExplain the task and allocate roles.

ñEncourage Ss to imitate Pip’s and the convict’s way of speaking.

ñSs prepare and practice their dialogues in pairs.

ñInvite a few pairs to perform their dialogues in front of the class.

Answer Key

Convict: Hold your noise! Keep still, you little devil, or I’ll cut your throat!

Pip: Oh! Don’t cut my throat, sir! Please don’t do it, sir!

Convict: Tell us your name! Quick! Pip: Pip, sir.

Convict: Once more. Speak up! Pip: Pip, sir.

Convict: Show us where you live. Pint out the place.

Literature 3d

Pip: I only have this little piece of bread, sir. Convict: You young, dog. What fat cheeks you ha’ got. I could eat ‘em – and I’ve half a mind to.

Pip: Please don’t hurt me, sir.

Convict: Now lookee here! Where’s your mother?

Pip: There, sir. Also Georgiana. That’s my mother.

Convict: Oh! And is that your father alongside your mother?

Pip: Yes, sir. Him too, late of this parish. Convict: Ha! Who d’ye live with? Supposin’ I kindly let you live, which I han’t made up my mind about?

Pip: My sister, sir. Mrs Joe Gargery ― wife of Joe Gargery, the blacksmith, sir.

Convict: Blacksmith, eh? Now, lookee here ―0 the question being whether I let you live. You know what a file is?

Pip: No, sir.

Convict: And you know what wittles is? Convict: Do you want to live, boy?

Pip: Please don’t hurt me! I’ll help you. Follow me to our house, sir and you can take what you need and then be on your way.

Convict: Lead the way, boy! We ain’t got all day!

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