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Listening and Grammar Exercises Answer Key

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Listening and Grammar Exercises Answer Key

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- Class 66

T-104
~ LISTENING I'm ~oing to be late.

0 Listen to four peopl~ leaving messages. Who is the message from?


Who is it for? What 1sthe message? Complete the chart. CD 3:49

d Message from: ___________ _


El Message from: ____________ _
Message for: ____________ _ Message for: ____________ _
Message: _____________ _ Message: _____________ _

ElMessage from: ___________ _


II Message from: ____________ _
Message for: ____________ _ Message for: _____________ _
Message: _____________ _ Message: ______________ _

iiiJ
GRAMMAR PLUS 5B-198

1 Future with present continuous and be going to

■ Use the present continuous to talk about something that is happening now: What
are you doing? I'm studying. You can also use the present continuous with time
expressions to talk about the future: What are you doing tomorrow? I'm working.
■ Use be going to to talk about the future: I'm going to see an old school friend
tomorrow.

A Read the sentences. Are they present or future? Write P or F.


1. Why are you wearing shorts? It's cold. P
2. What are you wearing to the party on Friday? __ _
3. What are you doing this weekend? __ _
4. What are you doing? Can you please see who's at the door? __ _
5. Are you going to see a movie tonight? __ _

B Complete the conversations. Use be going to.


1. A: What are you and Tony going to do (do) tonight?
B: We ______ (try) the new Chinese restaurant. Do you want to come?
A: I'd love to. What time ______ you ______ (go)?
B: We ______ (meet) at Tony's house at 7:00. And don't forget an umbrella.
The weather forecast says it ______ (rain) tonight.
2. A: Where ______ you ______ (go) on vacation this year?
B: I ______ (visit) my cousins in Paris. It ______ (be) great!
A: Well, I ______ (not go) anywhere this year. I ______ (stay) home.
B: That's not so bad. Just think about all the money you ______ (save)!

What are you doing lat er.?


2 Messages with tell and aslc

■ In messages with a request, use the infinitive o f t h e ver b •. Plea se ask her to meet me
at noon. (NOT: Pleese esk her meet me et noon.)
■ In messages with negative infinitives, not goes be f ore to •in th e infinitive: Could you
ask him not to be late? (NOT: Could you esk him to don't be lete?)

Read the messages. Ask someone to pass them on. Use th e words in parentheses.
1. Message: Patrick- We don't have class tomorrow. (please)
.EPkle~a!.;is§.e..tte~II
EPae'.t~r:l.(icJkJt;Jh~altt:J.w~eudto2tni.1'tJhrua~v~e~ctla!!;s~sJto&tJmruo2tr:r:iro21wti,.
______________ _
2. Message: Ana - Wait for me after class. (would)

3. Message: Alex - The concert on Saturday has been canceled. (would)

4. Message: Sarah - Don't forget to return the book to the library. (could)

rnROLE PLAY Who's calling?


Student A: You have a computer repair store. A client, Sophie Green,
useful expressions
T-104

has left her laptop at your store. Call her to tell her this:
Caller
The computer needs a new motherboard. It's going to May I speak to ... ?
cost $250.
Can I leave a message?
She can buy a used motherboard for $90. Could she please
call you before 5:00? Receiver
Sorry, but ... isn't here.
Student B: Someone calls for your mother, Sophie Green. She isn't at Can I take a message?
home. Take a message for her.
I'll give him/her the message.

Change roles and try another role play.

Student A: You are a receptionist at Techniware Industries. Someone calls for your boss, Mr. Yun.
He isn't in. Take a message for him.

Student B: Call Mr. Yun at Techniware Industries to tell him this:

You can't make your lunch meeting at 12:00 next Wednesday. You would like to meet at
12:30 at the same place instead. Could he please call you to arrange the new time?

Unit 15
i!JREADING T-105
A Scan the article. Why did some peo I
P e go to the wrong address?
••
Haveyoueverhadanembarrassing
timebecauseofyourcellphOne?
If you
have,you're
notalone.
Check
outthisselection
ofcellphOne
"accldentS
...
Security cameras in a fancy hotel captured 'd
woman, about 30 years old t t' av, eo of a well-dressed
. ' ex rng on her phone. There's nothin
unusual about that, Is there? Well yes th·,st· th . 9
, , Ime ere rs The woman
was so b usy on her phone that she walked r· ht . 1 • .
19 rn o a pool of water ,n
the h ate I Io bb y ... fully dressed! Nobody kno h th .
ws w o e woman rs or
where the watery a~venture happened, but almost half a million eo le
have watched the video on the Internet! P P
••••••••••••••••••••••••••••••••••••••···················································································
..···...............................
.
A New Yorker was riding the subway home from work one evening.
He was very excited by the video game he was playing on his
smartphone. When he won the game, he threw his arms in the air
, in excitement ... At that moment, the subway doors opened to
' let people on and off the train. The problem is that the man threw

·- his phone right out of the subway car and on to the tracks below.
• E:3 .., Oops! No more video games for a while!
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••···································································•···•·•···••
A lot of people are so busy looking at their
smartphones that they often walk into lampposts and
hurt themselves. The problem is so big that Brick Lane
in London is now a "safe text" zone. Every lamppost
in the street is covered in soft padding just in case
somebody walks into it.
Most of ·us use map apps on our phones to get to the places we want
to go. But sometimes, these apps get a little confused. A demolition
company (a company that tears down buildings) used a map app to find
a house. So far so good, right? Well, no. The map led the workers to the
wrong house, a house one block away from the correct house in a town
in Texas,.The workers tore the house down. Imagine the owner's reaction
when she arrived back home later that day!

B Read the article. Which advice best summarizes the article?


1. London is a great place to visit if you like using cell phones.
2. Be careful when you use your cell phone.
3. Lampposts and water are extremely dangerous.

C Check the facts that are mentioned in the article.


O 1. A woman on a subway fell into some water while sh~ w~s using her phone.
□ ched a video of a woman falling into water.
2 . M any peop Ie h ave wa t
0 3. A man on a subway lost his phone. .
0 4. The man on the subway didn't like the video game he was playing.
0 5. London has an area where you can text more safely.
0 6. Every lamppost in London is padded.
0 7. A demolition company tore down someone's home.
0 8. The torn down building was in Texas.
hone "accident?" What happened?
D PAIR WORK Have you ever had a ce II P . h'fd?
ould you give to a c 1 •
What advice about cell phone saf ety w
What are you doing later?

Common questions

Powered by AI

The incidents, such as falling into a pool while texting or a phone being launched onto subway tracks, suggest a significant dependency and distraction caused by smartphones. These occurrences illustrate how individuals are frequently absorbed by their devices to the extent of disregarding personal safety and immediate surroundings, pointing towards a growing need to address responsible usage of technology .

Cell phone mishaps in public spaces, such as a woman falling into a pool while texting or a man losing his phone on subway tracks, highlight both personal embarrassment and the broader social issue of diminished situational awareness. These incidents often become public spectating opportunities, as seen by the popularity of such videos online, affecting public perception and attitudes towards technology use .

The rapid dissemination of phone 'accidents' on digital platforms can result in widespread public exposure and potential ridicule for individuals involved. Being captured and shared online can turn private mishaps into viral sensations, leading to reputational impacts and possibly influencing societal attitudes towards phone use in public spaces, thus encouraging more conscious device usage .

Misdelivery of messages, such as incorrectly informing or omitting details, underscores the critical importance of precision in communication. Accurate message transmission avoids misunderstandings and ensures that information is relayed as intended, which prevents potential disruptions or conflicts, especially in contexts like scheduling events or relaying critical updates .

The activities, such as listening exercises, grammar practice, message writing, and role-play, holistically address language acquisition. Listening and grammar tasks enhance auditory processing and structural understanding, while message writing and role-playing build pragmatic language skills by simulating real-world communication. These varied approaches engage different cognitive processes, fostering comprehensive language proficiency .

In London, lampposts on Brick Lane are padded to create a 'safe text' zone, addressing the issue of people walking into lampposts while distracted by their smartphones. This measure is necessary because many individuals are so engrossed in their phones that they often collide with obstacles, sustaining injuries .

Rehearsal of future events using 'be going to' and present continuous is crucial because it provides learners with practical exposure to nuanced English syntax that differentiates between planned actions and spontaneous future arrangements. This exercise aids in developing advanced language proficiency by allowing students to apply grammatical structures contextually, facilitating both fluency and accuracy in communication .

The present continuous is used to discuss future arrangements that are planned or scheduled, often in a casual or spontaneous manner with specific time expressions, like 'tomorrow' or 'this weekend' . For example, 'What are you doing tomorrow? I'm working.' . 'Be going to' is employed to express intentions and plans that are more deliberate or when speaking generally about future events, such as 'I'm going to see an old school friend tomorrow.' .

A demolition company mistakenly tore down the wrong house in a town in Texas because they followed incorrect directions provided by a map application. This incident highlights the potential risks of over-relying on technology for navigation without verification .

Structured role-play activities foster effective language learning by providing realistic communicative contexts where learners can practice verbal interactions, negotiation skills, and strategy application, such as taking messages or informing someone about appointments . These scenarios enhance vocabulary usage, listening skills, and adaptive speaking abilities, crucial for fluency and confidence in real-life conversations .

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