• Название: spot10_ts_trans_corn_key.qxd
  • Автор: MSemichev

Translator’s Corners Key .................................................................................... p. 222

Spotlight 10 Intro Ts


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Spotlight 10 is an English course based on the


Common European Framework of Reference and
designed for B2 level students.

Student’s Book
The Student’s Book is the main component of the

Spotlight 10 develops all four skills (listening,

course. Each module is based on a single theme

speaking, reading and writing) through a variety of

and the topics covered are of general interest. All

communicative tasks, and systematically recycles

modules follow the same basic structure (see

key language items. Above all, it is designed to

Elements of a Module).

promote active (activating all new vocabulary and
structures in meaningful, everyday situations),


holistic (encouraging the creative collective use of

The Workbook is in full colour.

students’ brains as well as the linguistic analytical
use of their brains) and humanistic (acquiring and

The Workbook contains units corresponding to

practising language through stimulating tasks and

those in the Student’s Book. It can be used either

topics, paying attention to their needs, feelings

in class or for homework upon completion of the

and desires) learning.

relevant unit in the Student’s Book. It aims to
consolidate the language presented in the

The coursebook consists of eight modules of nine

Student’s Book through a variety of exercises,

lessons each. Each module is designed to be

incorporating all four skills.

taught in eight 45-minute lessons. Each module
ends with a Spotlight on Exams section as well as

My Language Portfolio

a Progress Check section. Moreover, the material

My Language Portfolio contains material to be used

presented in each module can be enhanced and

in a variety of tactile tasks throughout the course.

consolidated through the Word Perfect, Grammar

This material is printed on pages which students

Check and Spotlight on Russia sections, to be

may then cut out and file in their individual

found on pages 157 to 181 of the Student’s Book;

Language Portfolios (see Students’ Language

the Spotlight on Russia section being a separate


ten-page feature after the Word Perfect and
Grammar check sections. We suggest that the

Teacher’s Book

material in these three sections as well as

The Teacher’s Book contains detailed Teacher’s

activities from the Workbook are assigned to

notes, which provide:

students as homework. The Grammar Reference

ñ objectives of each unit in a clear and concise

Section, including a list of the most common
Irregular Verbs, can be used both by the teacher
during the lesson when it is necessary to elaborate
on a particular grammatical phenomenon and by
the students at home in order to revise the
material presented in class.


ñ step-by-step lesson plans and suggestions on
how to present the material
ñ a full Key to the exercises in the Student’s Book
and Workbook
ñ tapescripts of all listening material

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Class Audio CDs


The Class Audio CDs contain all the recorded

The grammar items taught in each module are

material which accompanies the course.

first presented in context, then highlighted and
clarified by means of clear, concise theory boxes.

Student’s Audio CD

Specific exercises and activities methodically

The Student’s Audio CD contains the recorded

reinforce students’ understanding and mastery of

dialogues and the main texts in the Student’s

each item. There is a Grammar Reference section

Book, and may be used for the purposes of

at the back of the Student’s Book which offers

homework, preparation and practice.

detailed explanation of each grammar point.
Further practice is provided in the Grammar


Check section at the back of the book.

Each module starts with a module presentation
page to familiarise students with the language and


patterns in the module. The module presentation

Students develop their listening skills through a

pages also whet students’ appetites by familiarising

variety of tasks which employ the vocabulary and

them with some of the text types, pictures and

grammar practised in the module in realistic

activities found in the coming module. Each module

contexts. This reinforces students’ understanding

contains the sections described below.

of the language taught in the module. Many tasks
included in the Student’s Book are multi-sensory,


enabling students to practise all four language

Vocabulary is introduced in a functional and

skills as they complete the task.

meaningful context, and is practised through a
variety of exercises such as picture-word


association and completing set phrases in order to

Controlled speaking activities have been carefully

help students use everyday English correctly.

designed to allow students guided practice before

Further practice is provided in the Word Perfect

leading them to less structured speaking

section at the back of the book.





Pronunciation/Intonation activities help students

In each module there is a situational dialogue set

to recognise the various sounds of the English

in an everyday context in order to familiarise


students with natural language. This dialogue also

reproduce them correctly.





presents useful expressions so that students can
practise everyday English.

Everyday English
These sections provide practice in real-life


communication skills and promote active learning.

Throughout each module there is a wide variety of

Standard expressions and language structures

reading texts such as e-mails, text messages,

associated with realistic situations are presented

letters, articles, poems, etc, which allow skills

through everyday situations and students are

such as reading for gist and reading for specific

given the opportunity to fully activate the

information to be systematically practised.

language taught.


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module. The section also contains related tasks

There are song sheets at the back of the Student’s

and creative projects, which give students the

Book containing songs connected to the theme of

chance to process the information they have

the modules as well as related tasks. Listening to

learnt and compare it to the culture of their own

lively, high quality songs is a humanistic activity


which lowers the students’ affective filters and
allows them to absorb language more easily.

Literature section
This section enables students to familiarise


themselves with literature extracts from various

These sections use the format of a team competition

authors in English and enlarge their vocabulary.







expressions and grammar presented in the module.

Across the Curriculum section

Games enable students to use new language in an

This section enables students to link the theme of

enjoyable way and promote humanistic learning.

the module to a subject on their school
curriculum, thus helping them to contextualise

Study Skills

the language they have learnt by relating it to

Brief tips, explanations and reminders, at various

their own personal frame of reference. These

points throughout each module, help students to

units contain lively and creative tasks which

develop strategies which improve holistic learning

stimulate students and allow them to consolidate

skills and enable students to become autonomous

the language they have learnt throughout the

learners of the English language.



Going Green section

In the fifth lesson of each module, students

Through a variety of reading texts, these pages

develop their writing skills through the use of all

raise students’ awareness of environmental issues.

four language skills.
Spotlight on Exams
Guided practice of the relevant vocabulary is

The purpose of this section is to offer students

given and consolidated and followed by a model

realistic practice in dealing with the types of tasks

text which is thoroughly analysed.

encountered in the Russian National Examinations.
The tasks appearing here are Reading, Use of

Further Writing Practice

English, Writing, Listening and Speaking. module.

There are writing activities throughout the
modules, based on realistic types and styles of

Progress Check

writing, such as letters, descriptions, notes,

These sections appear at the end of each module,

postcards and articles.

and reinforce students’ understanding of the
topics, vocabulary and structures that have been

Culture Corner section

presented. A marking scheme allows students to

In these interesting and informative pages,

evaluate their own progress and identify their

students are provided with cultural information

strengths and weaknesses.

and read about aspects of English-speaking
countries which are thematically linked to the


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Word Perfect

ñ Synonyms, opposites, paraphrasing and giving

This section aims at recapitulating the key

definitions. Examples:

vocabulary of each module through a number of

― Present optimistic by giving a synonym: Tom

concise exercises.

is optimistic about his exam results, and his
sister is hopeful too.

Grammar Check

― Present exciting by giving its opposite: Tom

The exercises in this section present the students

doesn’t think computer games are exciting,

the chance to further practice the grammatical

he thinks they’re boring.

phenomena presented in the module, and also

― Present siblings by paraphrasing it: Nancy

enable students to check for themselves the

doesn’t have any siblings. Nancy doesn’t

extent to which they have assimilated these

have any brothers or sisters.


― Present viewer by giving a definition: A
viewer is someone who watches something.

Spotlight on Russia

ñ Context. Place vocabulary items in context

These pages enable the students to further

with examples which make understanding

explore the themes introduced in each module,

easier and more complete. For instance,

through interesting and informative passages

introduce the words wage and salary by

which present people, places and situations the

referring to the amount of money someone is

students are familiar with.

paid. Peter earns a weekly wage of £300, while
his brother’s salary comes to £40,000 a year.

Grammar Reference
This is a thorough presentation of the grammatical
phenomena that are presented in each module.

ñ Visual prompts. Show photographs or drawings
to make understanding easier.
ñ Use of (bilingual/monolingual) dictionary.
Encourage students to guess the meaning of a

A ― Presenting new vocabulary
Much of the new vocabulary in Spotlight 10 is

word, then use their dictionaries to check if
their guess is correct.
ñ Flashcards. Make Flashcards out of magazine or

presented by encouraging students to refer to the





Word List or their dictionaries. Vocabulary is

drawings and any other visual material which

always presented in context, and emphasis is

may serve as vocabulary teaching tools.

placed on collocations, phrasal verbs, idioms and

ñ Use of L1. In a monolingual class, vocabulary

word association, since memorising new words is

can be explained in the students’ mother

easier when they are presented in lexical sets.

tongue, although this method should be used
only in moderation. Students also need to

Further techniques that you may use to introduce

compare their mother tongue to the English

new vocabulary include:


ñ Miming. Mime the word to be introduced. For






instance, to present dig, pretend you are
digging and ask students to guess the meaning

The choice of technique depends on the type of

of the word.

word or expression. For example, it may be easier
to describe an action verb through miming, and
not through a synonym or definition.


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B ― Writing

D ― Correcting students’ work

All writing tasks in Spotlight 10 have been

All learners make errors; they are part of the

carefully designed to guide students to produce a

process of learning. The way errors are dealt with

successful piece of writing.

depends on the activity.

ñ Always read the model text provided and deal

ñ Oral accuracy. In drill work correct students on

in detail with the vocabulary tasks. Students

the spot, either by providing the correct

will then have acquired the language necessary

answer and asking them to repeat it, or by

to cope with the final writing task.

indicating the error but allowing students to

ñ Make sure that students understand they are
writing for a purpose. Go through the writing

correct it. Alternatively, indicate the error and
ask other students to correct it.

task in detail so that students are fully aware of

ñ Oral fluency. In pairwork or free speaking

why they are writing and who they are writing

activities allow students to finish the task


without interruption, but make a note of the

ñ It would be advisable to complete the task

errors made and correct them afterwards.

orally in class before assigning it as written

ñ Written work. Do not over-correct; focus on

homework. Students will then feel more

errors that are directly related to the point of

confident about producing a complete piece of

the exercise. When giving feedback you may

writing on their own.

write the most common errors on the board
and help the class to correct them.

C ― Assigning homework
It is recommended that homework is regularly

Remember that praising students and rewarding

assigned and routinely checked according to the

good work is of great importance.

specific needs of the class.
E ― Class organisation
When assigning writing tasks, prepare students as

ñ Open pairs. The class focuses its attention on

well as possible in advance. This will help them

two students doing the assigned task together.

avoid errors and get maximum benefit from the

Use this technique to provide an example of


how the task should be done.

Commonly assigned homework tasks include:
ñ Vocabulary. Students memorise the meaning of

on a task or activity, while the teacher moves

words and phrases. Encourage students to

around the classroom offering assistance and

remember the immediate context of the

suggestions. Ensure the task is clearly

lexical items, or how these items collocate

understood before closed pairwork begins.

with other words.

Stages in pairwork:

ñ Spelling. Students learn the spelling of

– Organise students into pairs

particular words without memorising the text

– Set the task and time limit

in which they appear.

– Rehearse the task in open pairs

ñ Reading aloud. Assisted by the Student’s CD,

– Ask students to do the task in closed pairs

students practise at home in preparation for

– Go around the class and help students

reading aloud in class.

– Pairs report back to the class

ñ Writing. After thorough preparation in class,
students are aske