Учебники школьные / анг яз уч ответы

ñA: I dreamt that I missed the bus. What do you think it could mean?

B:It means you are sad because you have missed an opportunity.

A:Surely not!

ñA: I had a dream that I was taking exams. What do you think it means?

B:It could mean that you are stressed out because you are unprepared for something.

A:That’s a thought.

ñA: I had a dream that I was unable to move. Do you have any idea what that means?

B:Well, I can’t say for sure, but it might mean you feel lost and don’t know what to do about a situation.

A: I doubt that.

4 a) Focus Introducing situational language

Play the recording. Ss listen and repeat the phrases.

b) Focus Predicting the context of a dialogue/Reading and listening for confirmation

ñIn groups of 3-4 have Ss discuss what the phrases from Ex. 4a mean and ask Ss what they think the dialogue is about.

ñHave Ss listen to and read the dialogue to check their predictions.

Answer Key

The dialogue is about a nightmare that Lizzie had and Katie speculating is on the meaning and reassuring her.

5Focus Reading for specific information

ñHave Ss read the sentences and then the dialogue.

ñSs complete the sentences individually and compare their answers with a partner.

ñCheck Ss’ answers.

Listening & Speaking 3b

Answer Key

1 she had a horrible nightmare

2 get to an exam

3 wouldn’t move

4 fail her exams

6Focus Understanding synonymous

ñHave Ss complete the task individually.

ñCheck Ss’ answers.

ñAs an extension, ask Ss to make up with the phrases.

Answer Key

What’s the problem? ― What’s the matter?

I’m so sorry. ― Poor you!

That’s awful.― That’s horrible!

Everything’s OK.― Don’t worry!

I feel better now.― That’s a relief!

7Focus Role playing a dialogue

ñIn pairs have Ss practise the dialogue, roles.

ñInvite a few pairs to read out the dialogue front of the class.

Intonation

8Focus Presenting/Practising intonation

when expressing surprise and concern

ñRemind Ss that intonation is the way your rises and falls as you speak.

ñRead the study skills box aloud.

ñPlay the recording. Ss listen and complete task individually.

ñPlay the recording again with pauses to Ss’ answers.

ñHave Ss listen again and invite different repeat the phrases. Check for intonation.

Answer Key

1 I don’t believe it!

2 That’s horrible!

3 What’s the matter?

4 You can’t be serious!

5 Is everything alright?

3c Grammar in Use

3Focus Practising the past simple and past

continuous/Listening for confirmation

ñHave Ss complete the task individually.

ñSs listen to the recording and check their answers.

4Focus Practising the past perfect and the

past perfect continuous

ñRead the theory box aloud and check Ss understand it.

ñHave Ss complete the task individually and compare their answers with a partner.

ñCheck Ss’ answers.

5Focus Practising time expressions with

past tenses

ñRefer Ss to the list of time expressions and adverbs. Explain that they are clues to which past tense should be used in a sentence.

ñHave Ss write their sentences and compare with a partner.

ñInvite Ss to read out their sentences in class and check Ss’ answers.

Suggested Answer Key

I hadn’t seen my cousins since they were children.

I left my home town five years ago.

While I was studying for my exams my sister was flying to Paris.

I was walking in the sunshine last Sunday when I got caught in a shower.

Last winter I had the flu for three weeks.

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I went to America for my holidays last summer.

At five o’clock yesterday afternoon I was doing my homework.

I joined a new English class last January and by June I had taken my exam.

6Focus Understanding used to/would

ñWrite the following sentences on the board without the brackets:

―When I was a child I used to/ would ride my bike for hours. (past habit/action)

―I used to love ice cream, but now I prefer cake. (past state)

ñElicit/Explain what situation each sentence is describing (answer in brackets). Explain that both ‘used to’ and ‘would’ can be used to describe past habits/actions but only ‘used to’ can be used to describe past situations/states (ie. It is incorrect to say: I would love ice cream, but now I prefer cake.)

ñAsk for more examples from the class and write them on the board.

ñRefer Ss to the Grammar Reference section for further explanation if necessary.

ñSs complete the sentences.

ñCheck Ss’ answers.

7Focus Listening for specific information/

Practising used to and didn’t use to

ñRead through the rubric and explain what Ss will be listening for (what things the children ‘used to’ and ‘didn’t use to’ do when they were young).

ñPlay the recording. Ss listen and complete task.

ñInvite Ss to read their sentences out in class and check Ss’ answers.

Answer Key

stay at their grandma’s all summer play in the garden

go to bed late

go to the beach alone feed the chickens

help with the housework

Suggested Answer Key

They used to play in the garden. They didn’t use to go to bed late.

They didn’t use to go to the beach alone. They used to feed the chickens.

They didn’t use to help with the housework.

8Focus Practising used to/would

ñIn pairs have Ss tell their partner things they ‘used to’, ‘didn’t use to’ or ‘would’ do as a child.

ñMonitor the activity and check for correct usage of grammar.

Suggested Answer Key

I used to go to the lake in the summer. I used to go skiing with my friends.

When I was ten, I would ride my bike for hours.

I didn’t use to like eating onions.

9Focus Reading for comprehension/ Practising

past tenses

ñDirect Ss to pay attention to the time expressions and adverbs when deciding on the correct tense of the verbs.

ñHave Ss complete the task and reread the text checking that it makes sense.

ñInvite some Ss to read out the text and check Ss’ answers.

Grammar in Use 3c

Writing

10 Focus Writing an email about a strange event that happened in the past

ñRead the rubric aloud and check Ss the task.

ñDirect Ss to try to use various past tenses have learned in the unit and appropriate expressions/adverbs. Encourage Ss to use imaginations.

ñAllow Ss time to write their Alternatively, assign the task as HW.

ñInvite Ss to read their emails out in class check for correct use of past tenses.

Suggested Answer Key

Dear Sam,

You’ll never guess what happened to me! I staying at my grandmother’s house weekend. While I was playing in the garden, found an old bike my dad used to ride brought it to my grandfather and he put air the tyres. I went for a ride through woods near the house. I had been riding

a path for about an hour when I heard strange sound. I stopped and looked around, but I didn’t see anything. Suddenly, I something moving in the bushes and went

to see what it was. It was a strange animal was lying on the ground and it was crying tried to get up, but its leg was tangled up something. I quickly untangled it and it got It was unlike any animal I had ever seen.

I thought I heard it say ‘Thank you’ before turned and ran off into the woods. I was to help, but it sure was a strange day!

Talk to you soon, Steve

Objectives

Vocabulary: related to the mind Grammar: must/can’t/may

Reading: reading for coherence and cohesion Listening: listening for specific information Speaking: describing a painting; making assumptions; role playing making suggestions and reaching a decision

1Focus Introducing the topic

ñHave Ss look at the pictures and answer the questions individually.

ñIn pairs, Ss compare their answers and discuss.

Suggested Answer Key

1 three

2 two (heads), four (bodies)

3 all of them

2 a) Focus Discussing the topic of the text/

Reading for confirmation

ñElicit answers to the question in the rubric and discuss.

ñHave Ss read the text to check their answers.

Suggested Answer Key

We don’t always see things as they really are because of optical illusions and because we all have different opinions.

b) Focus Reading for coherence and cohesion/Listening for confirmation (missing sentences)

ñEmphasise the importance of looking at the sentences before and after the gap to make sure the chosen phrase makes sense in that context.

ñSs complete the task and reread the text to ensure it makes sense.

ñPlay the recording. Ss listen and check their answers.

Answer Key

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Vocabulary

3Focus Understanding vocabulary related to

the mind

ñHave Ss complete the task.

ñInvite Ss to read out the sentences in class to check their answers.

Speaking

4 a) Focus Presenting must/can’t/may

ñRead the grammar box out and check Ss understand the uses.

ñElicit similar structures in Ss’ L1.

(Ss’ own answers)

b)Focus Practising must/can’t/may

ñHave Ss complete the task individually.

ñElicit answers and check.

5Focus Understanding descriptions of

pictures/paintings

ñRead the theory box and explain/elicit any unknown vocabulary.

ñRead the description of the painting aloud and elicit answers to the questions in the rubric and discuss.

Suggested Answer Key

Yes, the description is detailed.

The people are a group of field workers collecting grapes. There is a man on a cart on the left of the painting and a group of women carrying baskets on the right.

The place is in the open countryside.

The colours are natural shades of green, red and blue.

The picture is realistic.

6Focus Describing a painting

ñRefer Ss to the painting.

ñAllow Ss a few minutes to study the painting and think about how to describe it.

ñInvite Ss to describe the painting to the class and check for detail in their descriptions.

Suggested Answer Key

This oil painting shows a country scene. It is a portrait of a group of schoolchildren on a Sunday school walk with their teacher. In the background is the sky and the open countryside and on the right is a country cottage. The teacher is in the foreground in the centre surrounded by her pupils. The children are enjoying themselves and some of them are holding flowers, so it may be springtime. The colours are pale shades of blue, green, red and brown. The painting looks very natural.

7Focus Listening for specific information

ñRead the rubric aloud to prepare Ss for the listening task.

ñPlay the recording. Ss listen and complete the task.

ñElicit the answer and check.

Answer Key

They decide to go to see a play.

8Focus Role playing making suggestions and

deciding on an option

ñPlay the recording from Ex. 7 again and direct Ss to pay attention to the language of making suggestions and reaching a decision.

ñIn pairs, Ss act out a dialogue following the prompts in the rubric.

Vocabulary & Speaking 3d

ñMonitor the activity and assist as necessary.

ñInvite a few pairs to act out their dialogue in class and ask for feedback from the rest of the class.

Suggested Answer Key

A:We need to decide on an activity to raise money for charity. What do you think about having a photographic exhibition?

B:It sounds interesting, but I am worried about whether everyone would be able to get involved. Do you think everyone has a camera to take pictures?

A:That’s a good point. I suppose it could be expensive to develop and enlarge the pictures, too.

B:What about a demonstration by a wellknown local artist? We could get someone

to come in and teach a variety of art skills.

A:I’m not sure about that. What if the person only knows one style of art and it isn’t interesting for some of the people? We need something that can be interesting for everyone.

B:You’re right. OK, how about a classical music concert?

A:I don’t really like this idea. Many people don’t like classical music. What about a painting competition? Everyone can paint and we have all of the supplies here.

B:That’s a great idea. Let’s have a painting competition.

3 e Writing Skills

Objectives

Vocabulary: verb ― adverb collocations; adjectives Reading: reading for structure

Listening: listening for specific information

Writing: a story

1Focus Understanding stories

ñElicit answers to the questions in the rubric and discuss.

ñSs read the theory box. Check Ss understand the content of stories.

Suggested Answer Key

A story can be about an unusual or interesting experience that happened to you or someone else.

An interesting story has a variety of verbs, adjectives and adverbs.

2Focus Predicting the content of a text

ñRefer Ss to the picture and the title of the story.

ñElicit answers to the questions in the rubric and discuss.

Suggested Answer Key

I expect to read a ghost story. It could be about a ghost that haunted an old inn.

3Focus Reading for text structure/order of

events

ñRefer Ss to the list of events and read through them.

ñSs read the story and complete the task.

ñCheck Ss’ answers.

4Focus Analysing the structure of a story

ñElicit answers to the questions in the rubric.

ñCheck Ss’ answers.

5Focus Identifying time linkers in a story

ñHave Ss reread story looking for time linkers.

ñElicit answers and check them on the board.

Answer Key

Para 1 ― as, Almost immediately

Para 2 ― When, The next morning, then

Para 3 ― A week later, As soon as, While

Para 4 ― When, Immediately

6Focus Identifying adjectives in a story

ñHave Ss find the adjectives used to identify the nouns listed in the rubric.

ñCheck Ss’ answers on the board.

Answer Key

the inn ― small

a policeman ― young

the peoples’ clothes ― very old-fashioned the bill ― extremely cheap

the two buildings ― ruined

7Focus Practising verb ― adverb collocations

ñExplain that certain adverbs go with certain verbs to form a collocation (words that are typically/frequently used together).

ñSs complete the task individually.

ñInvite Ss to read their sentences out to check their answers.

Answer Key

Suggested Answer Key

2Mary was singing happily as she was riding her bicycle.

3It had been raining heavily and the ground was wet.

4Mr Jones shouted angrily when my dog ran across his flowerbeds.

5I was driving carefully when the accident happened.

8Focus Practising using adjectives and

adverbs

ñRead through the list of adjectives and adverbs and check Ss understand their meanings.

ñSs complete the task individually.

ñInvite a S to read out the text and check Ss’ answers.

ñEmphasise how much more interesting and descriptive the text is with the new adjectives and adverbs.

Answer Key

Introduction

ñAnn and Tim

ñat home watching TV, bored

ñdecided to visit a museum in a castle

Main body

ñarrived at museum late afternoon, many visitors, Ann felt scared in the dark rooms of exhibits

ñTim saw a model of a man in old-fashioned costume, Ann took a photo of them

her digital camera, Tim was alone in photo, the model had disappeared the room

Conclusion

ñthey ran to the reception desk

ñthe lady there told them it was the museum ghost

ñthey felt terrified