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Upper Intermediate Answer Key Unit 7

This document provides the answer key for Unit 7 of the 'Perspectives: Upper Intermediate (AmE)' textbook, focusing on creativity and related grammar topics. It includes suggested answers for exercises on creativity, conditional sentences, and vocabulary related to the unit's themes. Additionally, it offers insights into the role of a lexicographer and discusses creative solutions for improving learning environments.
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0% found this document useful (0 votes)
41 views8 pages

Upper Intermediate Answer Key Unit 7

This document provides the answer key for Unit 7 of the 'Perspectives: Upper Intermediate (AmE)' textbook, focusing on creativity and related grammar topics. It includes suggested answers for exercises on creativity, conditional sentences, and vocabulary related to the unit's themes. Additionally, it offers insights into the role of a lexicographer and discusses creative solutions for improving learning environments.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Perspectives: Upper Intermediate (AmE)

ANSWER KEY

Unit 7 Outside the Box

7A Rules of Creativity

1 Suggested answers:
create jobs / chaos
creative writing; a creative person
encourage creativity; stifle creativity
wealth creation; a new creation; the creator of a TV show / an app
think / write creatively

2
1 creativity
2 creation
3 creative
4 create
5 creativity
6 creatively

3
1 encourage creativity
2 the creation of the Internet
3 be creative
4 create something new
5 kills people’s creativity
6 think creatively

4 Answers will vary.

5
1 obeys; breaks
2 writes; scores
3 makes up; writes
4 approaches; solution
5 invents; follows
6 comes up with; adapts

6 Answers will vary.

Unit 07: Answer Key


Perspectives: Upper Intermediate (AmE)

7 c

8
1 a
2 c
3 b
4 c

9 Answers will vary.

10
If clause Result clause
a If + simple present simple future
b If + simple past would + simple present
c If + past perfect would (not) have + past participle
d If + past perfect would (not) + verb be

GRAMMAR REFERENCE
1
1 want
2 hadn’t helped
3 had
4 would’ve been
5 are not going to
6 would
7 had tried
8 wouldn’t

GRAMMAR REFERENCE
2
1 hadn’t asked
2 create
3 would’ve started
4 was
5 would be
6 will never get / are never going to get
7 wouldn’t (would not) do
8 hadn’t been

GRAMMAR REFERENCE
3 Suggested answers:

Unit 07: Answer Key


Perspectives: Upper Intermediate (AmE)

1 They wouldn’t have realized how talented she was if they hadn’t given all the children tests to
access creativity levels.
2 If you don’t follow the rules, you’ll fail the course.
3 If I’d practiced recently, I could play it.
4 If colleges valued creativity, they’d help students develop it.
5 She wouldn’t be successful if she’d obeyed all the rules.
6 If you don’t encourage creativity in children, it won’t grow.

11
1 mixed conditional sentences
2 second conditional sentences
3 third conditional sentences
4 first conditional sentences

12
1 had paid / had been paying
2 wouldn’t (would not) have stepped
3 wouldn’t (would not) have
4 had been
5 would our world be
6 relied
7 integrate
8 will become / can become

13 & 14Answers will vary.

7B Testing times

1
Verbs -sion, ation/tion: action or state
-ment: a state, act, or condition

Adjectives -ness: a state, quality or condition


-ity: indicates a state or condition
ance/ence: a state or condition

2
1 fluent
2 concern
3 assessment
4 publish

Unit 07: Answer Key


Perspectives: Upper Intermediate (AmE)

5 logical
6 flexibility
7 useful

3–5 Answers will vary.

6
1 Doing tasks, creating drawings, or imagining consequences.
2 Yes. They predict success and are important for business or education.

7
1 over 50 years ago
2 fluency, flexibility, originality, and detail
3 divergent: coming up with as many ideas as possible
convergent: reducing many ideas to one
4 The Torrance scores closely match success in life.
5 too much time watching TV, playing video games; too much focus on exam results
6 You learn by solving problems, doing research, and synthesizing

8&9 Answers will vary.

10
1 F; does not support
2 F; supports
3 O; does not support
4 F; supports
5 O; does not support
6 O; does not support

11 Answers will vary.

7C If only …

1 Answers will vary.

2
1 b, e, f, g, i
2 a, d
3 j
4 c, i

Unit 07: Answer Key


Perspectives: Upper Intermediate (AmE)

1 a, b, d, e, f, g, h, j
2 c, i
3 d, f, g

GRAMMAR REFERENCE
4
1 hadn’t suggested
2 went
3 could
4 wouldn’t
5 had
6 didn’t have to

GRAMMAR REFERENCE
5
1 only we could do
2 would be more positive
3 would rather have left
4 wish we’d analyzed

GRAMMAR REFERENCE
6
1 didn’t
2 go
3 had; try
4 kept; no-one / nobody; only

4
1 didn’t have to
2 hadn’t heard / (I)’d never heard
3 didn’t hate
4 finished
5 had; was (were is also possible)
6 had been; would relax

5
a
1 Don’t you ever wish you didn’t have to sleep?
2 I wish I hadn’t heard that song.
3 If only I didn’t hate the sight of blood.
4 I’d rather we finished it today.
5 Yeah, if only we had the money to buy equipment – and could come up with ideas!
6 I wish I was as creative as you.

Unit 07: Answer Key


Perspectives: Upper Intermediate (AmE)

7 I wish you’d been there.


8 I wish my parents would relax and let me go out more.

b Answers will vary.

6
1 c It would’ve saved me a lot of effort. IC
I don’t have time to do it now. AS
2 e He could have become a model. IC
He would probably get in the school basketball team. IC
3 a People might hear. IC
I need to think more carefully about it. AS
4 b The place is a mess. AS
We could get things done a lot quicker. IC
5 d I don’t really like meetings. AS
Unfortunately, he’s expecting me to be there. AS

7–9 Answers will vary.

7D Go ahead, make up new words!

DVD (About the speaker)


1 c
2 a
3 b
4 b
5 b

1
double underline = slow speech
single underline = fast speech

I’m a lexicographer. I make dictionaries. And my job as a lexicographer is to try to put all the words
possible into the dictionary. My job is not to decide what a word is; that is your job. Everybody who
speaks English decides together what’s a word and what’s not a word. Every language is just a group of
people who agree to understand each other. Now, sometimes when people are trying to decide
whether a word is good or bad, they don't really have a good reason. So they say something like,
“Because grammar!” I don’t actually really care about grammar too much – don’t tell anybody.

2&3 Answers will vary.

Unit 07: Answer Key


Perspectives: Upper Intermediate (AmE)

4
1 a; e
2 b; c
3 d

5 Answers will vary.

6
1 Borrowing
2 heartbroken, bookworm, sandcastle
3 Blend words; brunch, motel, edutainment, electrocute
4 shift; friend, commercial, green
5 delete; edit
6 NASA

7 d

8
a
1 b
2 b
3 a
4 c
5 a
6 c

b Answers will vary.

9 Answers will vary.

DVD (WHILE WATCHING)


Part 1 b
Part 2 c
Part 3 d

7E Creative Solutions

1–4 Answers will vary.

5 c and d

Unit 07: Answer Key


Perspectives: Upper Intermediate (AmE)

6
Title: Improving Learning in the Library
Introduction The purpose of this report is to find out why so much external noise can be heard
in the school library. The report will also make recommendations on how to reduce noise and
create a better atmosphere to study in.
Paragraph subheadings: Purpose, Background, Methods of Investigation, Findings,
Recommendations
There are no contractions.
Recommendations:
To solve this problem, we would recommend installing two sheets of glass in each window.
Perhaps we could also consider filling the space between the glass with water.

7
1 investing in some new, heavier curtains
2 moving the library to another room
3 playing quiet music to cover the noise from outside
4 putting more plants in the library to stop some of the sound

8 Answers will vary.

Unit 07: Answer Key

Common questions

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Conditional sentences are instrumental in evaluating hypothetical scenarios by outlining potential outcomes based on different conditions. They allow individuals to model reality, explore alternative futures, and assess the consequences of actions not yet taken. For instance, mixed conditional sentences can predict different results by combining various tenses, making them versatile tools for decision-making and planning .

The document emphasizes the importance of creativity tests in predicting success because they measure crucial aspects like fluency, flexibility, originality, and detail. These elements are closely linked to success in life and can indicate potential in various fields. By encouraging creativity, companies and educational institutions can foster innovation and adaptability, which are essential for thriving in dynamic environments .

Current educational assessments often prioritize metrics that are easily quantifiable, such as exam results, which de-emphasize creativity. This focus can lead to shortcomings in fostering creativity among students, as it overlooks the importance of creativity in real-world success. Emphasizing exam results over creativity may limit students' problem-solving abilities and their capacity to innovate .

The document proposes several methods to improve the learning environment in the school library, including installing soundproof glass, using heavier curtains, relocating the library, playing background music, and adding more plants. These methods aim to reduce noise and create a conducive atmosphere for studying. Their effectiveness can vary; for instance, soundproofing the windows might have a significant impact on noise reduction, while playing music could be subjective based on individual preferences .

Excessive use of digital media, such as TV and video games, can negatively impact creativity by reducing time available for imaginative and creative activities. The document warns that overindulgence in these media can shift focus away from creative thinking and problem-solving, thus potentially stifling creative growth and inhibiting the development of innovative skills necessary for personal and professional success .

Divergent thinking, which involves generating many ideas, and convergent thinking, which involves narrowing down ideas to one, both play crucial roles in creativity. They help balance the creative process by allowing exploration of numerous possibilities before selecting the best solution for implementation. These thinking modes collectively enhance innovation and practical decision-making in various fields such as business and education .

Grammar plays a minimal role in the lexicographer's decision-making process for defining new words. The lexicographer focuses more on the collective acceptance and usage of words in the linguistic community rather than strict adherence to grammatical rules. This approach indicates a shift towards recognizing language as a fluid and dynamic entity shaped by its users .

The document suggests a contrast between creativity and rule-following regarding personal success. It implies that strict adherence to rules may hinder personal success, as illustrated by the example where a person wouldn't be successful if they always obeyed the rules . Moreover, it indicates that encouraging creativity is essential for growth, particularly in children, and that failing to do so may stifle development .

Thinking creatively involves generating novel ideas and approaches rather than relying solely on established patterns. This distinction is crucial in education and business as it encourages innovation and adaptability. By fostering creative thinking, individuals and organizations can explore new solutions to problems, adjust to changes, and gain competitive advantages in their respective fields .

The lexicographer's perspective challenges traditional linguistic prescriptions by advocating for the inclusion of words based on their acceptance and use by the community rather than strict grammatical rules. This democratic approach to language acknowledges that language evolves with its speakers and that words gain legitimacy through widespread use, not just adherence to existing grammatical structures .

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