- Название: spot10_ts_trans_corn_key.qxd
- Автор: MSemichev
Translator’s Corners Key .................................................................................... p. 222
Spotlight 10 Intro Ts
Spotlight 10 is an English course based on the
Common European Framework of Reference and
designed for B2 level students.
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
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
ñ tapescripts of all listening material
Spotlight 10 Intro Ts
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
ELEMENTS OF A MODULE
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.
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.
Spotlight 10 Intro Ts
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.
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
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
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
Spotlight 10 Intro Ts
ñ Synonyms, opposites, paraphrasing and giving
This section aims at recapitulating the key
vocabulary of each module through a number of
― Present optimistic by giving a synonym: Tom
is optimistic about his exam results, and his
sister is hopeful too.
― 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.
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
SUGGESTED TEACHING TECHNIQUES
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.
Spotlight 10 Intro Ts
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