Учебники школьные / анг яз уч ответы

Objectives

Reading: reading for specific information; reading for lexical correctness

Speaking: giving a presentation on a famous castle/ house

1Focus Reading for specific information

ñRead through the list of people to prepare Ss for what to look for in the text.

ñSs read the text and answer the questions.

ñElicit answers from Ss around the class and discuss.

Answer Key

Lady Mary Berkeley ― A famous ghost in Chillingham Castle. She was the wife of Lord Grey of Chillingham.

Lord Grey of Chillingham ― He was married to Lady Mary Berkeley. He left her and broke her heart.

The Blue Boy ― Another ghost in the castle. Edward I ― (King of England) He stayed at the castle.

4Focus Practising word formation/Reading

for lexico-grammatical correctness (gap fill)

ñRead the study skills box with Ss and check Ss understand the task.

ñHave Ss complete the task individually and reread the text to check if it makes sense.

ñCheck Ss’ answers.

ñHave Ss complete the task and check their answers in Appendix 3. Ask Ss to find similar idioms in their L1.

ñRead through their answers in class and discuss.

Answer Key

1 like watching paint dry

2 paint the town red

3 paint … with the same brush

4 paints a grim picture of

(Ss’ own answers)

8Focus Understanding a description/Reading

to identify attitude

ñRead the description in class.

ñElicit answers to the questions in the rubric and discuss.

Answer Key

The description matches painting A. The author feels sad looking at this painting.

9Focus Describing a painting

ñRefer Ss the list of words and check Ss understand the vocabulary.

ñIn pairs have Ss describe painting B to each other, using the prompts from the rubric.

ñMonitor the activity and assist as necessary.

Suggested Answer Key (cubism)

This painting is called ‘Bread, Fruit and Table’. Pablo Picasso painted it in 1908. It shows a table with a bowl of fruit and some bread on it. The painter uses dark, green and bright yellow colours. The painting makes me feel calm.

(surrealism)

This painting is called ‘The Human Condition’. René Magritte painted it in 1935. It shows a painting within a painting. In the background I can see the ocean. The painter uses a few plain colours. The painting makes me feel sad and lonely.

Suggested Answer Key

This picture shows many strange shapes and objects. I can see swans on a smooth lake but they have the reflection of elephants in the lake. The lake is surrounded by a rocky landscape and unusual trees with a clear blue sky. The artist has used bright colours in shades of blue, brown and yellow.

This painting makes me feel curious about how Dali came up with the idea.

10Focus Presenting paintings

ñAllow Ss time to research other paintings in the same styles as in the text.

ñDirect Ss to use the prompts from the rubric in describing their paintings in class.

ñAlternatively, assign the task as HW.

ñInvite Ss to present their paintings in class and ask for feedback from the class.

Words of Wisdom

11Focus Discussing a quote

ñIn groups of 3-4 have Ss discuss the quote and whether they agree with it or not and why.

ñMonitor the activity and assist as necessary.

Suggested Answer Key

S1: What do you think this quote means?

S2: I think it is saying that some people like to draw and paint things rather than write about them.

S3: I agree. I think it is easier to express feelings through art, rather than writing about them or talking about them.

S4: Well I like to write things in my diary.

S2: Yes, but other people prefer to draw and paint about their lives.

S1: I think they are many ways to express yourself and show your emotions. People should try different ways to express themselves. etc

Module 4

Before you start …

ñWork through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. (e.g. Do you think dreams mean something? Do you ever have the same dream over and over again? Do you believe in ghosts? What are some famous ghosts?)

ñMake sure Ss understand this section and use the prompts to recycle vocabulary from the unit.

Look at Module 4

ñRefer Ss to the title of the module, Technology, and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

Technology refers to all things electronic or digital which have been made for practical purposes in order to improve our lives. I think we will learn about different kinds of technology and how they affect our lives.

ñAsk Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key

Focus Ss’ attention on pic 1 (p. 57).

T: What page is the picture on? S1: It’s on page 70.

T: What does it show?

S2: Different electronic parts, such as a screen from a computer.

T: What do you think the unit is about?

S3: About all the rubbish we have collected from different technologies.

T: Have you ever thrown away electronic waste? S4: Yes. I once threw out an old mobile phone, but

I sent it to recycling.

Pic 2 (p. 58)

What does the picture show? What kinds of things do you think robots can do? What do you think robot will do in the future? Do you think robots will improve our lives?

Pic 3 (p. 66)

What is this a picture of? What kinds of technology do you use? Does it make your life better? Why or why not? What technology would you like to have or use in the future?

Pic 4 (p. 60)

That does this picture show? What is the unit about? What problems have you experienced with a computer? How did you feel?

Find the page number(s) for

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key a word map (p. 60)

What is a word map? (a map that organises words into meaningful groups to help build vocabulary) What words are in this map? Do you think the map helps you to understand and remember the words?

speech bubbles (p. 66)

What is a speech bubble? (the exact words that someone says placed in a balloon/bubble shape above/next to the person saying the words) Where do we see such bubbles? What do these bubbles say? How do they relate to the unit?

Explain that the module has:

―a Culture Corner

―a Going Green section

Ask Ss to look at the relevant pages and elicit what each section is about (The Gadget Show, E-waste).

Listen, read and talk about …/Learn how to …/ Practise …/Write/Give …

Select Ss to read through the list of items that will be covered in the module. If necessary, explain any new vocabulary. Ask Ss to go through the list and tick any items they think they know or can do, put a cross next to the ones they do not know and a star next to the ones they think will be the most useful. Select Ss to report on which items they have ticked or put a star next to.

Objectives

Vocabulary: related to robots/technology Reading: reading for confirmation; reading for cohesion and coherence

Speaking: discussing the topic of a text Writing: making notes ; writing a summary

1Focus Introducing the topic of a text

Read through the three laws and discuss. Refer Ss to the pictures and elicit how the laws are related to the text.

Suggested Answer Key

Asimov’s law are about how robots should act. The text is also about robots and what they do. Both are discussing robot behaviour and technology.

2Focus Predicting the content of a text

ñIn pairs, have Ss discuss and decide what they think robots can do from the list in the rubric.

ñMonitor the activity and assist as necessary.

Suggested Answer Key

A:I think robots can vacuum the carpets, mow the lawn and climb stairs.

B:They may also be able to talk.

A:I don’t think they can do ironing or cook the dinner though.

B:Me, neither.

3Focus Predicting the content of a text/

Reading for confirmation

ñIn pairs, Ss discuss and answer the question in the rubric.

Suggested Answer Key

A:Robots can defiantly move and they must be able to follow instructions well. So they possess mobility and accuracy.

B:Yes. I don’t think they can think about themselves or reason on their own. So they don’t possess consciousness, intelligence or creativity.

A:I agree.

Reading

4Focus Reading for cohesion and coherence

(missing sentences)

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

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

ñInvite Ss to read out the text and check their answers.

Answer Key

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

Vocabulary

5Focus Practising vocabulary

ñHave Ss complete the task.

ñInvite Ss to read out their answers and check.

4a Reading & Vocabulary

Answer Key

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

Suggested Answer Key

1Nuclear power is a reality in modern day life.

2Robots must learn how to use figurative speech.

3Having household robots would make life easier.

4Scientists are trying to invent an artificial brain.

5 Robots cannot produce emotional responses.

6 Robots must overcome problems like language and how to understand expressions.

7Focus Practising vocabulary

ñHave Ss complete the task and check their answers in the Word List.

ñAs an extension, ask Ss to make up sentences with the incorrect word.

Speaking

8Focus Discussing a topic related to the text

ñRead through rubric with Ss and check for understanding of the task.

ñEncourage Ss to use the vocabulary and expressions they have learned in the unit.

ñMonitor the task and assist as necessary.

Suggested Answer Key

A:If I had a robot, my life would be easier. The robot would do all the housework and my homework. I could relax and play on my computer all day!

B:Yes, it would be great! The robot would make my bed in the morning and my breakfast too!

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Writing

9Focus Summarising a text

ñRead the study skills box with Ss and check Ss understand it. Explain that Ss must make notes about the text under a main heading for each paragraph.

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

ñInvite Ss to read their summaries in class.

Suggested Answer Key

Para 1 Where are the robots?

―authors wrote stories about robots in the future

―technology has advanced but there

are still no ‘household’ robots. Para 2 The human robots

―robots can do some things but there are no human-like robots

―difficult to build human-like robots Para 3 Problems

―scientists don’t know how to make a robot think

―scientists will study the human brain to find out more

Para 4 Movement and language

―robots can move

―scientists made ‘skin’ covering for robots

―language is a problem

Para 5 When will there be robot assistants?

―no one knows when human-like robots will be a reality

Suggested Answer Key

A lot of science-fiction writers wrote stories about household robots and the future. Many things they wrote about came true but we are still waiting for robots to cater to all our needs and express themselves like humans. Scientists have not yet been able to give robots the ability to think but they are working on it. However, scientists have made a robot which can walk, run and climb stairs. They can also make them to look more like humans with a human-like skin covering. Scientists have discovered that language is the biggest obstacle for robots and they are unsure of when we will have robot assistants which we can speak with.

Objectives

Vocabulary: related to computer problems Reading: reading for confirmation; reading for specific information

Listening: listening for confirmation; listening for intonation; listening for gist

Speaking: role playing; discussing computer problems; practising intonation

1Focus Expanding vocabulary

ñRefer Ss to the mind map.

ñHave Ss brainstorm for as many words as they can related to the different headings/categories and copy their completed map into their notebooks.

ñHave Ss compare their maps with a partner.

Suggested Answer Key

Internet: connection, download, broadband, World Wide Web

computers: desktop, technology software: programmes, applications, files, documents

hardware: keyboard, mouse, screen

2Focus Understanding vocabulary

ñHave Ss complete the task and check their answers in the Word List.

ñAs an extension, ask Ss to make up sentences with the incorrect words.

Everyday English

3 a) Focus Matching problems to solutions/

Presenting new vocabulary

ñHave Ss complete the task.

ñElicit answers in class and check Ss understand the vocabulary.

Answer Key

b) Focus Role playing/Discussing problems

(offering and responding to solutions)

ñRead the language box in class and check Ss understand the phrases.

ñIn pairs, Ss role play and discuss computer problems and offer/respond to solutions, using the phrases from the language box.

ñMonitor the activity and check for correct use of the vocabulary.

Suggested Answer Key

ñA: I’ve been trying for ages but I can’t connect to the Internet.

B:I suggest that you call your Internet service provider.

A:That’s not a bad idea.

ñA: Oh no! My computer has crashed.

B:The best thing to do is reboot the system.

A:Well, it’s worth a try.

ñA: I don’t believe it! I’ve lost some files!

B:How about running a search?

A:I’ve already tried that and it didn’t work.

4 a) Focus Predicting the content of a dialogue/Reading and listening for confirmation

ñHave Ss read the first two exchanges and elicit what the dialogue is about.

ñSs read and listen to the dialogue to check their answers.

Suggested Answer Key

I think the dialogue is about two friends who are having a telephone conversation. Adrian has a computer problem and Paul will try and help him fix it.

b) Focus Reading for specific information

(comprehension questions)

ñHave Ss read the dialogue and complete the task.

ñElicit answers in class and check.

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5a) Focus Understanding phrases/expressions

ñHave Ss complete the task.

ñRead out the statements and elicit phrases from dialogue.

ñCheck for understanding.

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

Answer Key

1 What’s up? What is it?

2 I’ll try,

3 What exactly happens?

4You’re welcome.

b)Focus Listening for intonation/Practising

a dialogue

ñPlay the recording. Have Ss read the dialogue.

ñDirect Ss to pay attention to the intonation.

ñIn pairs, have Ss take roles and read the dialogue. Remind Ss to use the same intonation as in the recording.

Intonation

6 a) Focus Listening for/Practising intonation

ñPlay the recording and pause after each exchange and have Ss repeat the words in bold that they just heard.

ñSs listen again and mark the stressed syllables to identify intonation.

Answer Key

1 Well ... sort of.

2 Er ... you could say that.

3 Um ... in a way, yes.

4 Well ... I suppose so.

b)Focus Practising intonation

ñIn pairs, have Ss ask each other questions based on the prompts in the rubric.

ñDirect Ss to use the phrases in bold from Ex. 6a in their answers to the questions.

ñMonitor the activity and check for the correct intonation.

Suggested Answer Key

ñA: You have a lot of different hobbies, don’t you?

B:Well ... sort of.

ñA: Are you friends with everyone in your class?

B:Well ... I suppose so.

ñA: Do you take part in a lot of activities in your free time?

B:Er ... you could say that.

ñA: You really enjoy studying, don’t you?

B:Um ... in a way, yes.

Say it right

7Focus Understanding appropriate responses/

Listening for confirmation

ñHave Ss complete the task.

ñSs then listen to the recording and check their answers.

Answer Key

Speaking

8Focus Role playing a dialogue

ñRead the rubric with Ss and check for understanding.

ñDirect Ss to use expressions and vocabulary they have learned in the unit.

ñIn pairs, Ss act out their dialogue and record themselves.

ñMonitor the activity and assist as necessary.