Exercise 4 page 4- In pairs, students take turns to ask and answer questions about the tourist attractions in exercise 3. Encourage them to give detailed reasons for their preferences.- Ask a few students to share their ideas with the class.
Solutions Intermediate Students Book Answer Key Download
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- Ask students: What have you learned today? What can you do now? and elicit answers: I can use the present simple and present continuous to talk about the present and the future. I can use both tenses to discuss typical weekend activities and plans for this weekend.
Exercise 1 page 6- Focus attention on the photo and ask students to work in pairs and speculate about who they can see, where the people are, what they are doing and whether they are enjoying it.- Ask a few students to share their ideas with the class.- In pairs, students then discuss if they would like to appear in a theatre production and give reasons for their answers.- Ask a few students to share their ideas with the class.
Exercise 3 page 6- Students find five adjectives in the dialogue in exercise 2.- Check answers as a class. Ask students to use their dictionaries to check the meaning of any adjectives they do not know.KEYanxious, excited, frightened, terrified, upset
Exercise 8 page 6- Go through the Look out! box together. Then say: The girl is bored and The girl is boring. Ask students to explain the difference in meaning by giving a reason, e. The girl is bored because she has nothing to do. The girl is boring because she always talks about the same thing.- Students complete the sentences.- Check answers as a class. Check the meanings of amusing (causing you to laugh or smile) and moving (causing strong feelings).KEY1 amusing 2 amazing 3 embarrassed 4 moving5 surprised 6 bored 7 annoying
- In pairs, students tell each other which adjectives they have chosen. They then take turns to ask and answer questions about the feelings, explaining what caused them to feel that way.
Exercise 1 page 8- Read out the riddle. In pairs, students try to find the answer to the riddle.- Elicit a few answers and explanations. KEYa human being
Exercise 2 $ 1 page 8- Go through the stages of life together and check the meaning. Practise the pronunciation of centenarian /ˌsentɪˈneəriən/, toddler /ˈtɒdlə/ and elderly /ˈeldəli/.- Working in pairs, students put them in order.- Check answers as a class. Point out that in most countries, a person is legally an adult at 18.KEYSee transcript.
Exercise 3 page 10- Go through the Learn this! box together.- Students complete the sentences. Check answers as a class.- Students then read the text in exercise 2 again and find another example of each tense.- Elicit the examples and write them on the board. With a weaker class , revise the past continuous and past perfect. Write the following on the board and ask students to make the sentences negative and interrogative: They were living in Paris. He had left seven years earlier.KEY1 past simple 2 past continuous 3 past simple4 past continuous 5 past perfecta ... she married Fernand Calment and then gave birth ...b ... the US army was still fighting Native Americans and Alexander Bell was working on a new invention ...c While she was serving in the shop in 1888, she met ...
Exercise 8 page 10- Students use the prompts to make sentences about their person.- Put students in groups. Then ask each student to give their talk to their group.- Invite a few students to give their talk to the class. KEY(Possible answer)She was born in 1934 in France. At the age of 17, she leftschool and got a job in a large department store. While shewas living in Paris, she met my grandfather. She got marriedin 1960.
Lesson outcome- If you are using the Classroom Presentation Tool, first do the lesson closer to review what has been covered in this lesson.- Ask students: What have you learned today? What can you do now? and elicit answers: I can use different past tenses correctly. I can use past tenses to describe the life of a person from an earlier generation.
Exercise 2 page 13- Explain that the highlighted words in the text are three- part phrasal verbs and point out that, like all other phrasal verbs, their meanings may not be immediately clear.- Ask students to read the text again and try to work out the meanings of the phrasal verbs from the context.- Students then match the phrasal verbs with the definitions.- Check answers as a class. KEY1 gets on with 2 walks out on 3 go through with4 lives up to 5 run out of 6 signs up for 7 catchesup with 8 fits in with 9 put up with
Exercise 3 page 13- Go through the Learn this! box together and then ask students to complete it.- Check answers as a class. KEY1 one 2 two 3 transitive 4 after 2ff7e9595c
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