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Unit 3 - Answer Keys

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Phong Nguyễn Hoàng
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170 views

Unit 3 - Answer Keys

Uploaded by

Phong Nguyễn Hoàng
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© © All Rights Reserved
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9! Leadin activity [before Ex. 1] “+ Ask students to look at the photo and the caption. Ask ‘hem to work in pairs to discuss the questions (see also the Teacher development note below). Elicit a few ideas fom the class in feedback. ANSWERS Students’ own answers. As well asthe answver given in ‘the audioscrip, students may suggest other ideas such as she's 100 poor to buy a ticket; she's running away; she's hing from the ticket inspector. 2407 * Play the recording. Students listen and answer the question, Let them compare answers in pairs before checking with the lass. ANSWERS The woman is sitting between the carriages because ‘ckets forthe train have sold out, because it's Ramadan, and because there isn't space an top of the tran, - Audioseript & (17) ‘This photo is on a train in Bangladesh. It was the end ‘of Ramadan and lots of people travel home at that time ‘of year, Train tickets sell out quickly, so you often see people riding on top of the trains and the carriages. In ‘his picture, the woman is sitting between the carriages because there isn’t space on top of the train. It looks a dangerous but she doesn’t look very worried, Bangladesh is a developing Asian country with borders with india and Burma I's iowiying, fertile and subject ‘to flooding, and has a population of 165 milion people. Most people are Muslim and speak Bengali, Ramadan isthe ninth month of the [samc calendar. I's a ‘ume of fasting. Typically, Muslims fast from dawn to dusk, and eat a simple meal (called iar) in the evening, At the ‘end of Ramadan, there isa public holiday called Eid al-Fitr. 3 + You could start by checking some of the difficult words in the box with your students, e.g. ferry (=a boat that goes across a sea or river with passengers) and lorry lange vehicle that carries products ~ called a truck in US English, ‘+ Ask students in pairs to discuss and match the ways of travelling withthe activities (1-10). Encourage them to say 1d prfer to... and because... as inthe example, In feedback, elicit ideas and ask students fo give reasons why. EXAMPLE ANSWERS Note that the answers here depend on the students! own ‘experience. For example, they may vist relatives on foot if they live nearby, or on a plane if they live in a different country The answers below are just the most likely. 1 by tal, on foot, by bus, in my ear 2 by lory (actualy a furniture van is the most common means}; on a ship (f moving abroad) = ina tan, in my car, by bus, by train (students may also suggest by underground If they live in a large ety) 4 in my car, on a motorbike, by train, by plane (by bus is also possible, but note that we usually say on a coach If ts used for an excursion or long distance travel) 5 ona terry on aship, by plane inatan, in my cr, by bus, on foot, by bieyde 7 Ima taxi in my car, by bus, on foot, by bicycle 2 on foot. in my car, by bus 8 on foot, by bicycle, in my car, by bus, by tain 10 on foot, by bicyle, in my car, by bus, by train Note the use of i, on and by. We can generally use by With a vehicle, but not if we're walking (on foot). There’ no article, ke, by bus not by the-bus. I's possible to say by (ar or by taxi, but Its more common to use in (afm). \We use in with car and tax, but on with larger passenger- carrying vehicles, e.g, on a bus, on a tain. Write on the board: What's your favourite way to travel? Why? Ask students to discuss the question in pals or small oroups Visual literacy Learners are accustomed to living in a highly visual world Being visually iterate Is an important part of our lives, and we can expect our students to have inherent visual literacy Skill. They know what pictures mean and what messages, pictures send. Here are some ideas for exploiting your students’ visual literacy: + Pictures communicate meaning and demand language. Use them to generate language, ideas and opinions + Pictures demand questions. Ask students to think of {questions they would like to ask about a picture, or {questions they would like to aska person in a picture. + Students can think critically about pictures. Ask students: What does the picture mean? What message is the photographer trying to send? + Students can be creative with pictures. ASk them to varie the story behind a picture. Ask them to imagine they are looking at a picture from different postions, for viewpoints, and to describe what they see. Ask them 10 use their own images and make them relevant to the lesson, [GRFBY transport be Transport solutions = Lesson at a glance «+ reading: transport solutions + vocabulary transport nouns ‘+ grammar: comparatives and superlatives * pronunciation: than + speaking: everyday journeys Reading 1 cer extrat Lead in activity [after Bx. 1) ‘Ask students to work in pairs to diseuss the questions. Start them off by briefly describing how you go to work ‘or college. This provides a model of what to say. + Optional step You could brainstorm common trafic problems to help students answer question 3, e.g trafic jam, rush hour traffic lights, road works, accident, (Note that some ofthese words are taught in Exercise 4) ANSWERS + B (can cycle over people's heads) D (shown in photo) 2.8 (new solution for commuters n traffic jams during the rush hour, D (travel at 1,200 kilometres per hour) 15 8 (The passenger sits in a pod and can cycle) 4 A Golar energy), C (ind) 5 C (reduces the fue! costs) © 8 (for commutes in traffic jams) Vocabulary transport nouns 4 CPT extrat Vocabulary activity [before bx 4} + Read the wordbuilding box with the class. Ask students if they can think of any other noun-noun collocation (eg Inytp, pel sharpener armchair, peta station. + Lookat the example with the class and then ask students to work in pairs match the remaining compound nous from the article with the definitions. When they have finished, elicit answers and use questions to fully check understanding (see Vocabulary note below). ANSWERS Students’ own answers 26 18 + Optional step Ask stuclents to look at the photos. Ask: Whar can you se? Flicit ideas from students, (Possible answers: isa type of train or tram on a raised line; 2 is transparent pod carrying one passenger; 3 a ‘small type of car; 4 is a big sal used with ships). Use the opportunity to pre-teach these key words with the photos: pad (= here, a small self-contained unit) «kite (=a sail that flies in the wind on string) and a tube Jong, hollow cylinder of metal, plastic, gla, etc) ‘+ Askestucents to work individually to ead the article ‘and match the paragraphs with the photos. Let them ‘compare answers in pairs before checking with the class. ‘= Optional step The reading text is recorded. You could play the reconding and ask students to read andi listen. ANSWERS Aa e2c4aot 3 «+ Start by reading the sentences (1-6) with the class and checking any unknown words, eg, commute (= travel to and from work; a commuter is Someone who travels to and from work every day) ‘+ Askstudents to look atthe photos and read the article ‘again. Tell them to match the types of transport described in the paragraphs with the sentences. Point out the example to get students started. Let them compare ansivers in pairs before cheeking with the class. ANSWERS 1 speed limit 2 wafficjam 5 rush hour + fuel costs 5 carbon emissions 6 city centres 7 container ships Refer stuclents to page 27 of the workbook for further practice. ‘Using concept check questions in feedback to a vocabulary tasks 2 good way of confirming understanding. Use yesino questions (e 9. Do holidaymakers travel on container ships? Wo), one word answer questions (e.g. srush hour usualy ‘at Bam or 11 am?~8 am), or personalized questions {e9. Whats the seed limit inthis country? How do you fee! aon at hg nod th YA ‘entre 5 ‘+ Ask students to work with a new partner to discuss the ‘questions, The activity aims to personalize the material, and to get students expressing their own views and. opinions. 4 In feedback, elicit ideas from different pairs. EXAMPLE ANSWERS Students’ own answers. However, they may suggest, for ‘example, using driverless cars to stop pollution in a city land to solve the problem of having inconsiderate or angry drivers in a city, oF using the cycle monorail because there {are no good bike lanes in their city Grammar comparatives and superlatives 6H 19) «Explain that students are going to listen to two colleagues discussing types of transport. Read the ‘questions with the lass RB ransport ++ Play the recording, Students listen and answer the ‘questions. Let them compare answers in pairs before checking with the class. ++ In the feedback, accept students’ ideas, but note that it isn’t necessary to go through all the answers below at this stage. ANSWERS ‘Types of transport: bicycle, car and bus bigele _scvantage: faster than a carn the rush hour isadvantage: takes too long with long distances advantage: electric cars better for the environment

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