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Level 5 Answer Key Overview

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0% found this document useful (0 votes)
121 views3 pages

Level 5 Answer Key Overview

Uploaded by

samiaf368
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

All Sorts Level 5: Answer Key

Unit 1 VOCABULARY AND GRAMMAR long has Luke worn that silver bracelet?
5 1F 2T 3F 4F 5T 6F 7T 8F 9T 10T 5 Has Alexander brushed his hair with the
VOCABULARY new brush?
1 1 enormous 2 interesting 3 important 4 1 This ring is made of gold. 2 My earrings
4 lucky 5 frightening Unit 5 are made of plastic. 3 The costumes aren’t
2 1 untidy 2 unfriendly 3 excited 4 horrible VOCABULARY made of silk. 4 Ellie’s umbrella isn’t made of
5 unusual 1 1 animation 2 mystery 3 sci-fi 4 musical wool. 5 This tie is made of wood.
5 plot
GRAMMAR 2 1 characters 2 horror 3 wish 4 storyboard VOCABULARY AND GRAMMAR
3 1 do 2 went 3 go 4 didn’t go 5 was 5 act 5 1 haven’t 2 beautiful 3 materials
4 1 knows 2 are going 3 is dancing 4 doesn’t 4 designers 5 made of 6 recycled 7 How
like 5 want GRAMMAR long 8 striped 9 make 10 accessories
3 1 was eating 2 weren’t laughing 3 Were,
VOCABULARY AND GRAMMAR singing 4 wasn’t enjoying 5 Were, watching END OF TERM 1
5 1 went 2 wanted 3 popular 4 were 5 messy 4 1b 2d 3e 4a 5c
6 didn’t say 7 unkind 8 noisy 9 didn’t say Test A
10 played VOCABULARY AND GRAMMAR LISTENING
5 1 feeling 2 were 3 storyboard 4 singing 1 1 Tuesday 2 Friday 3 Wednesday 4 Monday
Unit 2 5 character 6 mystery 7 whispering 5 Thursday
8 appeared 9 end 10 don’t 2 1 big 2 second 3 fridge 4 home theater
VOCABULARY 5 will
1 1 basement 2 key 3 entrance 4 oven
5 architect Unit 6
2 1 shelf 2 corner 3 cushion 4 take 5 front VOCABULARY
VOCABULARY
3 1c 2d 3b 4e 5a
1 1 camping 2 surfing 3 climbing 4 sleeping 4 1 key 2 unlucky 3 shelf 4 later 5 calendar
GRAMMAR bag 5 tent
3 1 will 2 won’t 3 will 4 will 5 won’t 2 1 raft 2 riding 3 flashlight 4 backpack
4 1b 2d 3e 4a 5c 5 campfire GRAMMAR
5 1 many 2 long 3 loved 4 didn’t 5 prefer
6 1 will 2 won’t 3 going 4 not 5 Did
VOCABULARY AND GRAMMAR GRAMMAR
5 1 are 2 will 3 to 4 measurements 3 1 fell, was climbing 2 were hiking, saw
5 materials 6 won’t 7 entrance 8 use 9 empty 3 felt, was surfing 4 weren’t sleeping, started READING
10 going 5 were, doing, ran 7 1d 2a 3b 4e 5c
4 1 While 2 when 3 while 4 when 5 While 8 1 bedroom 2 green 3 screen 4 desk
5 fridge
Unit 3
VOCABULARY AND GRAMMAR
VOCABULARY 5 1 were hiking 2 While 3 tents 4 campfire WORD WORK
1 1 photographer 2 actor 3 singer 4 engineer 5 sleeping bag 6 when 7 were getting 8 was 9 1V 2N 3N 4N 5V
5 manager feeling 9 fishing rods 10 didn’t
2 1 airports 2 gallery 3 job 4 stage 5 office
WRITING

GRAMMAR
Unit 7 10 Students’ own answers
1 See Unit 1 as a reference of what students
3 1c 2d 3a 4e 5b VOCABULARY can produce (e.g. page 19)
4 1 do you 2 wasn’t it 3 hasn’t she 4 don’t 1 1b 2d 3a 4e 5c 2 See Unit 2 as a reference of what students
they 5 aren’t you 2 1 find out 2 check in 3 directions 4 arrive can produce (e.g. page 31)
5 take off
VOCABULARY AND GRAMMAR Test B
5 1 not 2 jobs 3 journalist 4 going 5 singer GRAMMAR
LISTENING
6 photographer 7 isn’t 8 may 9 pharmacists 3 1 has stayed 2 haven’t taken 3 hasn’t
packed 4 have bought 5 has decided 1 1 Friday 2 Thursday 3 Wednesday
10 is
4 1c 2e 3b 4a 5d 4 Tuesday 5 Monday
2 1 gate 2 won’t 3 first 4 ovens 5 game room
Unit 4
VOCABULARY AND GRAMMAR
VOCABULARY VOCABULARY
5 1 already 2 haven’t 3 passport 4 just
1 1 bake 2 ingredients 3 recipe 4 snack 5 subway 6 been 7 yet 8 hurry 9 in 10 off 3 1b 2e 3d 4a 5c
5 topping 4 1 gate 2 messy 3 empty 4 instead 5 date
2 1 enough 2 taste 3 cut 4 mix 5 roll
Unit 8 GRAMMAR
GRAMMAR VOCABULARY 5 1 don’t like 2 didn’t eat 3 went 4 long
3 1 Kai should use honey in the mixture. 1 1 costumes 2 umbrella 3 uniform 4 earrings 5 many
2 I had better mix in more milk. 3 Should we 5 bracelet 6 1 going 2 will 3 not 4 Are 5 won’t
look at the recipe before we start? 2 1 wood 2 gold 3 metal 4 spotted 5 wool
4 You shouldn’t eat too many snacks in a day. READING
5 Evelyn had better not be late for dinner GRAMMAR 7 1e 2c 3d 4a 5b
today! 3 1 Has Scarlet made a new necklace? 2 How 8 1 Leo 2 blue 3 windows 4 shelf 5 won’t
4 1d 2c 3e 4a 5b long have you had those earrings? 3 Have
you used plastic to make costumes? 4 How

Copyright © McGraw Hill, Permission is granted to reproduce for classroom use.


1
All Sorts Level 5: Answer Key

WORD WORK READING READING


9 1N 2V 3V 4N 5N 7 1b 2d 3e 4a 5c 7 1c 2b 3e 4a 5d
8 1 same 2 funny 3 animation 4 plot twist 8 1 been 2 While 3 made 4 Have 5 just
WRITING 5 didn’t
10 Students’ own answers WORD WORK
1 See Unit 1 as a reference of what students WORD WORK 9 1 confusion 2 invention 3 promotion
can produce (e.g. page 19) 9 1 scientist 2 economist 3 pharmacist 4 tension 5 division
2 See Unit 2 as a reference of what students 4 therapist 5 artist
can produce (e.g. page 31) WRITING
WRITING 10 Students’ own answers
END OF TERM 2 10 Students’ own answers 1 See Unit 6 as a reference of what students
1 See Unit 3 as a reference of what students can produce (e.g. WB page 74)
Test A can produce (e.g. page 43) 2 See Unit 8 as a reference of what students
LISTENING 2 See Unit 5 as a reference of what students can produce (e.g. page 103)
1 1 businessman 2 office 3 artist 4 helmet can produce (e.g. page 67)
5 firefighter END-OF-YEAR TEST
2 1 doctor 2 bad 3 ingredients 4 should END OF TERM 3
5 toppings Test A
Test A LISTENING
VOCABULARY LISTENING 1 1 three 2 toppings 3 healthy 4 fast food
3 1c 2d 3a 4e 5b 1 1 camping 2 tent 3 hiking 4 canoeing 5 nuts
4 1 work 2 fetch 3 enough 4 smell 5 cartoons 5 fishing rods 2 1T 2F 3F 4T 5F
2 1F 2T 3T 4F 5T
GRAMMAR VOCABULARY
5 1 What is he going to do in the future? VOCABULARY 3 1 messy 2 measurements 3 fashion
2 Grayson might be a mechanic. 3 Mia had 3 1 surfboard 2 helmets 3 check out designer 4 cookies 5 ring
better clean the kitchen. 4 You should wash 4 passport 5 lands 4 1 Cartoons 2 directions 3 take off 4 plastic
your hands before dinner. 5 They aren’t 4 1 terminal 2 crown 3 backpack 4 belt 5 lucky
going to work in a factory. 5 silver
6 1 Were 2 are 3 If 4 writing 5 does GRAMMAR
GRAMMAR 5 1 has, started 2 went 3 were, doing 4 don’t,
READING 5 1 was wearing 2 haven’t been 3 visited make 5 hasn’t arrived
7 1e 2d 3a 4c 5b 4 While 5 Have, bought 6 1c 2d 3a 4e 5b
8 1 three 2 same 3 country 4 horror 5 were 6 1c 2d 3e 4a 5b
READING
WORD WORK READING 7 1 documentary 2 was living 3 didn’t get
9 1 journalist 2 receptionist 3 novelist 4 tourist 7 1d 2e 3a 4c 5b 4 are going 5 already
5 cyclist 8 1 Have 2 had 3 of 4 yet 5 haven’t 8 1 spring 2 new 3 earrings, necklaces 4 two
5 bad
WRITING WORD WORK
10 Students’ own answers 9 1 discussion 2 creation 3 division WORD WORK
1 See Unit 3 as a reference of what students 4 expansion 5 instruction 9 1N 2V 3V 4N 5N
can produce (e.g. page 43)
2 See Unit 4 as a reference of what students WRITING WRITING
can produce (e.g. page 55)
10 Students’ own answers 10 Students’ own answers
1 See Unit 8 as a reference of what students 1 See Unit 5 as a reference of what students
Test B can produce (e.g. WB page 99) can produce (e.g. page 67, WB page 63)
LISTENING 2 See Unit 7 as a reference of what students 2 See Unit 2 as a reference of what students
can produce (e.g. WB page 87) can produce (e.g. page 31, WB page 27)
1 1 job 2 draws 3 buildings 4 dangerous
5 engineer
2 1 sit 2 tired 3 sugar 4 breakfast 5 should Test B Test B
LISTENING LISTENING
VOCABULARY 1 1 raining 2 sleeping bag 3 hiking boots 1 1 three 2 enough 3 morning 4 before
3 1b 2c 3e 4d 5a 4 canoe 5 fishing 5 sugar
4 1 job 2 stir 3 many 4 taste 5 comedy 2 1T 2F 3T 4F 5T 2 1F 2T 3T 4F 5T

GRAMMAR VOCABULARY VOCABULARY


5 1 Are you going to an actor in the future? 3 1 ring 2 hiking boots 3 get away 4 platform 3 1 tidy 2 unkind 3 key 4 journalist 5 campfire
2 Kinsley may be a flight attendant. 5 suitcase 4 1 comedy 2 suitcase 3 wood 4 smell
3 You had better not forget about the sugar. 4 1 fishing 2 ring 3 rafting 4 tie 5 wool 5 engineer
4 We should clean the countertops before
we start. 5 We might not be famous artists in GRAMMAR GRAMMAR
the future.
5 1 was making 2 hasn’t visited 3 climbed 5 1 don’t, ask 2 lived 3 were sitting 4 haven’t
6 1 didn’t 2 didn’t 3 Eat 4 don’t 5 wasn’t
4 while 5 have packed packed 5 has seen
6 1c 2d 3e 4a 5b 6 1c 2e 3d 4a 5b

Copyright © McGraw Hill, Permission is granted to reproduce for classroom use.


2
All Sorts Level 5: Answer Key

READING
7 1 watched 2 jobs 3 was taking 4 can’t 5 will
8 1 fashion 2 designers 3 wool 4 (unifrom)
design 5 good

WORD WORK
9 1V 2N 3N 4V 5V

WRITING
10 Students’ own answers
1 See Unit 3 as a reference of what students
can produce (e.g. page 43)
2 See Unit 4 as a reference of what students
can produce (e.g. page 56)

Copyright © McGraw Hill, Permission is granted to reproduce for classroom use.


3

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The document effectively incorporates listening exercises alongside grammar and vocabulary units to provide an integrated language acquisition experience. These listening exercises complement vocabulary and grammar lessons by exposing students to correct pronunciation, intonation, and context-use of language. Listening activities align with thematic vocabulary units, such as those about travel or cooking, enhancing students' ability to recognize and apply vocabulary in auditory contexts. They also serve as a practical application of grammatical structures, reinforcing skills in a naturalistic setting. This multi-sensory approach maximizes learning potential by integrating listening, speaking, and understanding into the overall curriculum .

Thematic vocabulary units are highly effective in enhancing students' contextual understanding as they group related words, facilitating the acquisition of vocabulary through meaningful contexts rather than isolated memorization. For instance, themes such as 'cooking' (with words like 'bake', 'ingredients', 'snack') enable learners to understand how these words interact within specific scenarios. This approach also aids in retention and comprehension by connecting new vocabulary to familiar experiences, thereby making the learning process relevant and engaging. By focusing on themes, students can form mental associations, leading to a more holistic understanding and application of the language in real-life contexts .

The organization of vocabulary and grammar units in the document is designed to support sequential learning by gradually introducing complex concepts and building on previously laid foundations. This layered approach allows learners to develop a solid understanding of basic vocabulary and grammar before progressing to more advanced structures. Each unit begins with vocabulary relevant to real-life contexts followed by corresponding grammar that supports the contextual application of the new terms. This alignment facilitates a seamless transition from understanding words in isolation to using them within grammatical frameworks, supporting a comprehensive learning experience that strengthens both lexical and syntactical skills .

The document employs a variety of approaches for teaching grammatical tenses, combining contextual practice, thematic vocabulary integration, and tense identification within conversations. Approaches include the use of structured grammar exercises, such as filling blanks with appropriate tense forms, embedding target tense usage within vocabulary themes like sports or travel, and contextual dialogue practice. This multifaceted strategy effectively promotes a deep understanding by allowing students to see how tenses function in real communication settings, thereby improving their ability to discern and apply tense rules in speaking and writing. Such diverse methodologies cater to different learning styles, enhancing overall language competence. For example, practice sentences involving the past continuous tense like "were hiking" encourage active use of grammar in context .

The document teaches past simple and present continuous structures through practical examples that place the grammar within the context of day-to-day activities and scenarios. For instance, the past simple tense is reinforced with phrases like 'went', 'saw', and 'started', associated with activities such as hiking and watching, which are routine actions students can relate to. The present continuous is illustrated with examples like 'are going' and 'is dancing', highlighting ongoing activities, reinforcing the concept of continuous actions taking place now .

The document uses the travel theme to teach vocabulary related to destinations, travel actions, and equipment (e.g., 'check in', 'passport', 'subway'), while simultaneously introducing grammar concepts like present perfect and past simple tenses within relevant contexts. The potential benefits of this approach are substantial as it allows learners to associate language components with concrete experiences, making the learning process engaging and memorable. By blending vocabulary with grammar in a singular theme, the approach facilitates holistic learning, enabling students to gain practical linguistic competence that is versatile and applicable in real-life travel situations .

Sentence correction exercises in the document contribute significantly to developing students' editing and proofreading skills by encouraging them to identify and amend grammatical errors within given sentences. These activities enhance their ability to spot common errors in verb tense usage, sentence structure, and agreement which are crucial for accurate written communication. For example, exercises that ask students to correct sentences like "weren’t eating" or "wasn’t enjoying" require learners to consider not only the grammatical correctness but also the contextual appropriateness of verb tenses, aligning editing practice with language use .

Creative writing exercises play a crucial role in developing students' language skills by fostering creative expression, enhancing vocabulary usage, and improving grammatical proficiency. The document mentions that creative writing tasks encourage students to apply newly learned vocabulary and grammatical structures in innovative ways. Such tasks require learners to generate content and ideas independently, thereby promoting cognitive skills like imagination and critical thinking. This independence in content creation aids in building more robust language structures as students learn to convey their ideas fluently and coherently, using correct grammar and diverse vocabulary .

The document covers a variety of vocabulary themes such as emotions, home architecture, occupations, cooking, genres of entertainment, outdoor activities, and travel. These themes reflect the learning objectives aimed at enhancing students' lexical range in everyday contexts, familiarizing learners with relevant terminologies across different life aspects, and improving their ability to use and understand vocabulary in practical scenarios. For example, vocabulary related to cooking such as 'ingredients' or 'recipe' helps learners grasp culinary terminology, while 'mystery', 'sci-fi', and 'musical' offer a foundation in entertainment genres .

The document suggests several strategies for reinforcing vocabulary retention, including thematic learning, contextual practice, and regular review through varied exercises like matching, fill-ins, and sentence creation. These strategies are effective as they provide repeated exposure to new words in different contexts, which helps reinforce memory. Thematic units group related vocabulary, making it easier for students to form mental associations. Contextual practice involves using new words in sentences or scenarios, solidifying understanding through practical application. Regular review of words through exercises ensures learners revisit and apply vocabulary consistently, aiding long-term retention .

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