What in the word answer key

It should not be a rule but logic. Instructive language, especially English used for instruction should have logical implication and structure.

If you have one key, then it should be answer key. However, when you have a set of keys, and you are referring to the set, rather than individual keys, you should refer to answer-keys.

You need to differentiate between references to the set, and references to individual members of a set.

For some situations, you need to refer to the whole set. For other situations you might need to refer to individual members.

1. A generic non-finite footballer who could be any individual footballer:

   • A footballer must be prepared for harsh and brutal winter training.

2. A generic non-finite footballer whom the franchise/team wishes to find and acquire for a specific position.

   • The footballer we are looking for must be capable of filling either left or right flank and capable of strong contribution to advance the ball to opposing goal line.

3. A specific set of specifically professional but non-specific footballers.

   • NFL footballers usually have attractive spouses or girl friends.

Similarly,

1. Provide the names of footballers who have a stable social life.

   • answer key: must be married for more than three years

2. Please respond to the following queries. The answer keys are at the end of the question.

   1. Name an up-and-coming most valuable player.
   2. Name the most prominent NFL scandal within the past 24 months.
   3. Name a football team whose strong performance has been very erratic.

Answer keys (not in order of questions): mile-high, pittsburg, air.

In information schema design, normalisation convention and logic, require the set name to be plural, and its attributes singular

Footballers {footballer, dob, team}

Such that if the set of footballers is displayed on a page in a table,

• the title of the page would «Footballers»
• the 1st row of the table would be the column names
• title of the 1st column would be «footballer»
• 2nd column title would be «dob»
• 3rd column title would be «team»
• then records of each footballer would be listed in the subsequent rows of the table.

Similarly,

AnswerKeys {answerKey, questionIndex, questionSection}
Questions {index, section, question}

Предложите, как улучшить StudyLib

(Для жалоб на нарушения авторских прав, используйте

другую форму
)

© 2017 Pearson PHOTOCOPIABLE 1

Resource 1: Unit 1 Lesson 1 Vocabulary – Snap

Materials: One set of cards for each group of four students

Language: Likes and dislikes

• Put students into groups of four and give each group a set of picture cards and a set of sentence cards. The

cards should be placed in two separate sets, spread face-down on the table.

• One student starts by selecting and turning over a sentence card. They read the sentence and then select and

turn over a picture card. If the picture card shows the activity reflected in the sentence, the student takes both

cards as a matching pair. If not, he/she turns them back face-down.

• Students in each group take turns to do the same. By remembering where different cards are, they should be

able to find matching pairs more easily as the game progresses.

• The winner is the student with the most pairs of cards at the end of the activity.

Answers:

1 C 2 E 3 I 4 J 5 H 6 L 7 A 8 F 9 D 10 K 11 G 12 B

Resource 2: Unit 1 Lesson 2 Grammar – Truth or lie?

Materials: One set of cards for each group of four students

Language: Adverbs of frequency

• Put students into groups of four and give each group a set of cards, face-down in a pile. Tell them not to look

at the cards yet.

• Tell students that you are going to say a sentence about yourself and that they should guess if it is the truth or

a lie. Write on the board: sometimes / eat and say: I sometimes eat burgers for breakfast. Ask the class if they

think the sentence is the truth or a lie and then tell them.

• One student in each group starts by selecting a card from the pile and making a true or false statement using

the adverb of frequency and the verb on the card. The other students in the group work together to decide if

the statement is the truth or a lie.

• If the group9s guess is correct, the card is removed from the game. If the group9s guess is incorrect, the

student who made the sentence keeps the card.

• Students take turns to select cards and make true or false statements. The winner is the student with the most

cards at the end of the activity.