Work together to answer the following questions

Seite 2
Village gossip
levels
Procedure
Copy and cut apart exercises 1–9 on pages 16–21 of the magazine and the corresponding answers.
Ask the students to recall an English-speaking situation in
which they were misunderstood. Do they know why it happened? (Wrong word, pronunciation?) What was the outcome?
How did they feel?
Organize the class into pairs.
Give each student in the pair a different exercise; the selection
can be made on the basis of the students’ needs and level.
Ask the class to complete their exercise. Allow five minutes.
Have the students exchange exercises with their partners
and correct them using the answers.
Tea or coffee?
easy
LANGUAGE
britainonview.com
TRAVEL TALK
When you’re travelling, it’s nice to start your
day with a good breakfast. ANNA HOCHSIEDER
provides some related language.
easy
At a B. & B.
G
Would you like a cooked breakfast, dear?
G
Yes, I would! Could I have just bacon and eggs, please?
G
There’s cereal on the table over there. Just help yourself
while I get things ready. Or would you like some porridge to
start with?
At a diner
G
No, thanks. I’ll have cornflakes.
G
G
And to drink? Tea or coffee?
Sure. If you’ll just follow me. ... Is this OK?
Tea, please.
G
Great. Thanks.
Right, dear. I won’t be a minute.
G
Coffee?
G
G
At a hotel
G
Would you like me to get you something from the buffet
while you look for a table?
G
No, I want to see what there is to eat first.
G
Hmm. Muesli, yoghurt, rolls...
G
I’ll have eggs, if they have them.
G
I think they do only a continental breakfast There’s some
medium/difficult
G
Yes, please. And milk for the children.
Here’s our breakfast menu. I’ll be right back.
I want pancakes, Mom.
G
OK. With maple syrup?
G
Yeah. Or wait! No, I’ll have waffles with strawberries and
whipped cream.
G
And I’ll have hash browns and eggs sunny side up.
G
Well, we won’t need any lunch today, that’s for sure!
p lu s
Die Wege des Herrn sind unergründlich. Für ein Clüb-
chen älterer Damen in einer Kirchengemeinde wird das
Sprichwort wahr. VANESSA CLARK erzählt.
an didn’t need long to walk to church, as she lived
next door. That was the main advantage, and one of
the main disadvantages, of being the vicar’s wife.
They had a beautiful place to live, but it meant living,
literally and metaphorically, in the shadow of the church.
Mike had warned her of this before they got married, but
she had been only 18 and hadn’t really understood that she
was marrying the job as well as the man.
At the start of their marriage, she had enjoyed being an
object of interest in the village — the lovely young wife
who had captured the heart of the vicar. The church ladies
had shared her excitement when two babies had arrived
quickly in the first two years of her marriage: first Nicola
and then Andrew.
But recently she had begun to resent the ladies’ interest in
her life, especially now that her life wasn’t so enviable
any more. The children had grown up and moved away,
leaving Jan as a full-time vicar’s wife.
Keep your hair on
Language work
Preparation
Materials
Time
easy
easy
Have a
cup of tea,
love, and
tell us
what’s new
she had to smile when the grandmotherly pride became a bit
competitive. But then, at last month’s meeting, they had
started to make comments about Jan herself. “What a pity
you don’t have any grandchildren of your own yet!” they
said. Jan didn’t want their pity, or their comments. “What
a shame that your Andrew is, well, you know, living with
p lu s
Hair vocabulary, interviewing
Photocopying
“Hair and Hairstyles” (pages 54–55)
Hw, 45 minutes
Procedure
Make copies of pages 54–55 for your class. Ask students to
read and study the vocabulary for homework.
In the next lesson, run through the lexical items and the dialogue with the class. Help out with pronunciation.
Put some questions about “hair habits” on the board, for example: How often do you go to the hairdresser’s? How much
do you spend per visit? Is your hairdresser male or
female? How many different hairstyles have you had?
Ask the class to mingle and interview as many people as
possible. Encourage discussion. Allow 15 minutes.
Bring the class together. Listen to any interesting stories that
arose in the interviews.
Divide the class into pairs. They work together to compose a
dialogue (8–10 lines) between a hairdresser and one of the
people illustrated on page 54. Allow ten minutes.
Circulate and help out where necessary.
Invite groups to perform their dialogues.
The exercises on page 55 and on page 15 in Spotlight plus can
be used to recycle vocabulary in another lesson.
4/2008 Spotlight
Procedure
Give the class the title of the text: “Healthy clothes”.
Ask them to predict words that might appear in a text wth this
headline. Collect these on the board.
Play the recording and ask the class to listen for any of their predicted words.
Do a short feedback slot.
Play the recording a second time. Ask students to take notes
on content this time.
A feminist icon
Language work
Preparation
Materials
Time
3. What’s the diffference between “desert” and “dessert”? (p. 18,
p. 21)
19. Robert Mugabe is the head of which country? (p. 34)
21. Is this correct? “I’m learning English for ten years.” (p. 18)
6. What does having a baby “out of wedlock” mean? (p. 43)
7. “Smirting” is a combination of which two words? (p. 58)
9. What are the first two lines of the song “Imagine”? (p. 37)
An outsider’s view:
Fay Weldon’s writing was shaped by
her New Zealand childhood
25. What does the expression “to powder one’s nose” mean? (p. 60)
26. Which country experienced the most rapid increase in mobile
phone use from 2004 to 2006? (p. 10)
11. The “taka” is the currency of which country? (p. 28)
27. Can you translate “Mutterschaftsurlaub”? (p. 24)
12. Is this correct? “We’re meeting at the pub at one.” (p. 56)
28. What are “thongs”? (p. 13)
13. What is a vicar? (p. 47)
29. Why do onions make you cry? (p. 10)
14. What does the abbreviation UCLA stand for? (p. 32)
30. Complete this proverb: “Absence makes the heart grow___.”
1.
Tell the class a little bit about
Fay Weldon’s life and her
points of view, based on the
article.
Write up the two statements
above (“Marriage is...” /
“Looking after...”) Give students a few minutes to jot
down some notes on each.
Put the students into small groups, sitting in a circle round the
table. The cards are dealt out between the players, who each lay
them face up on the table.
Give groups a maximum of three minutes to discuss each statement, using the cards as prompts. As students use one of their
cards, they pass it on to the person on their left, so that the cards
are recycled within the group.
23. If an egg is “over easy”, how is it cooked? (p. 57)
10. In which American city is the Guggenheim Museum? (p. 11)
15. Where would you find “sideburns”? (p. 54)
22. What are “Me bezzies” in standard English? (p. 38)
24. Complete the simile: “as deaf as a ___”. (p. 65)
8. What do “estate agents” do? (p. 30)
FAY WELDON
18. What is a “quince”? (p. 35)
20. What is “blustery” weather? (p. 59)
5. Complete the simile: “as thin as a ___.” (p. 65)
This month’s audio content also includes material and exercises based on the following sections of the magazine: People (pp. 6–7), A Day in My Life (p. 9), Britain Today
(p. 14), Language (pp. 16–21), Debate (pp. 24–25), Press Gallery (pp. 34-35), Travel
(pp. 36–41), Literature (pp. 42–45), Arts (p. 47), Peggy’s Place (p. 58), Everyday
English (pp. 59–60), English at Work (p. 64), Spoken English (p. 68).
LITERATURE
17. Say: “He’s quite old”. Which sounds are linked? (p. 68)
4. Where is Lord Nelson’s statue? (p. 40)
Expressing opinions
Preparing cards / transparency
“Ahead of her time” (pages 42–45)
45 minutes
Spotlight trivia
2.
3.
4.
5.
9.
8.
7.
6.
12.
13.
14.
15.
19.
18.
17.
16.
22.
23.
24.
25.
29.
28.
27.
26.
10.
(p. 66)
11.
20.
medium/difficult
Discussion, scanning
Photocopying (see photocopiable worksheet on page 4 of this supplement)
copies of Spotlight April 2008, counters and dice
30–45 minutes
Procedure
Make copies of the worksheet on page 4.
Kick off the lesson by asking students to comment on the front
cover of the magazine.
Divide the class into pairs or small groups. Each group gets a
worksheet, counters and dice.
Explain that students will answer questions based on information from various articles in the magazine. Students take it in
3
Split the class into groups to pool their notes and work out the
main points of the text. They should then draft a summary. Allow
10–15 minutes.
Groups can swap summaries and give each other feedback.
Collect the summaries for marking.
medium/difficult
Procedure
Before the lesson, prepare sets of up to 15 cards — one set
for every three or four students. On each card is written one discussion phrase, for example:
In my view...
I agree up to a point, but...
I take your point, but...
I’m not sure if I agree with you there.
Not necessarily.
(If you display the phrases, students can write the cards themselves.)
As a lead-in, show the class the photo of Fay Weldon on page
42. Ask questions, e.g: How old is she? Is she a writer or a politician? Which do you think she believes: “Looking after children
is the most rewarding experience in a woman’s life” or “Marriage is a form of slavery if the woman doesn’t work”?
Language work
Preparation
Materials
Time
16. In what part of England is Liverpool? (p. 41)
2. How many people do you think live on the Shetland Islands?
(p. 7)
www.spotlight-online.de
21.
turns to throw the dice and move the number of squares indicated. The group should work together to discuss and answer
the questions. Answers can be checked in the magazine.
Groups that finish early can answer the questions they missed.
Hold a class discussion on the students’ first impressions of
the articles, photos and exercises in the magazine. They can
choose an article to read for homework and to present in the
next lesson. Suggest they send their feedback to Spotlight.
4/2008 Spotlight
30.
4/2008 Spotlight
www.spotlight-online.de
ARTS
1. Who might be known as a “Kiwi”? (p. 12)
2
SHORT STORY
Spotlight trivia Work together to answer the following questions about the magazine.
Note-taking, summarizing
None
Spotlight Audio, “Healthy clothes” (page 11)
45 minutes
Procedure
Before the lesson, write the following pairs of contradictory
proverbs on 12 separate slips of paper and mix them up:
Absence makes the heart grow fonder. / Out of sight, out
of mind.
Look before you leap. / He who hesitates is lost.
Don’t cross your bridges until you come to them. / Never put
off until tomorrow what you can do today.
Better safe than sorry. / Nothing ventured, nothing gained.
The squeaky wheel gets the grease. / Silence is golden.
Don’t judge a book by its cover. / Clothes make the man.
Ask the class to define what a proverb is (a short statement
that gives advice about something that is generally true),
and offer some examples.
Tell them about contradictory proverbs (refer to page 66). Give
them the example “Many hands make...”.
Pass out the slips and ask the students to mingle and find their
“contradictory pair”.
Do a quick feedback slot. Ask the students to briefly use the
proverbs in context.
Page 18 of Spotlight plus can be done for homework.
Procedure
Make copies of “The
The silver ladies
silver ladies” with the
last paragraph reJ
moved. Ask the class
to read the story for
homework and to write
their own ending of five
or six lines.
In the next lesson, find out reactions to the story. Use the following questions for expanded discussion: How should a
vicar’s wife behave? What sort of person is Jan? Why do
people gossip? Comment on the view that “...women marry
the job as well as the man”. Allow ten minutes.
Invite students to read their endings aloud. Offer editorial
tips. Vote for the best one.
Tell the class that you will play a recording of the complete
story and that they should just listen.
Play the recording.
Discuss the original ending. How does the class think that
the “silver ladies” will react to Jan’s news?
LITERATURE
Language work
Preparation
Materials
Time
medium
Good advice
US
Hi! A table for four, please.
G
G
G
Herbal clothes
Skills work
Photocopying
“The silver ladies” (page 47), Spotlight Audio
Hw, 45 minutes
Procedure
Having
Make copies of page 57.
breakfast
Find out what the students have
for breakfast. Write any new
words on the board.
Discuss the difference between
a full English breakfast and continental breakfast. (See “Tips” on page 57). Has anyone ever
had an unusual breakfast? Share any of your own experiences.
Plan a breakfast buffet together with your class. Decide who
will bring what; be specific about the items and quantities, e.g.
200 g Brie, 300 g smoked salmon.
Hand out the dialogues for reading at home.
Language work
Preparation
Materials
Time
easy
COPY FILE
Gérard Pleynet
all
B. Kowsky/Visum
Getting it right
MEDIUM AND MORE
EASY
QUICK
15:28 Uhr
05.03.2008
SPclassroom_0408.qxd
www.spotlight-online.de
4