Earthquake-Resistant Design – Teacher Answers

Teacher answer key

1. Warm-up: answers will vary.
2. Vocabulary: accept accurate contextual meanings.
3. Reading comprehension: 1) Movement can absorb energy and reduce cracking/collapse. 2) To reduce direct transfer of ground movement. 3) They reveal stress and weak points. 4) Older buildings may not meet modern standards. 5) Hospitals, roads, bridges, water systems and other emergency infrastructure.
4. Grammar: 1) therefore / as a result; 2) therefore / as a result; 3) because; 4) therefore / as a result
5. Listening script: “After a strong earthquake, engineers inspect buildings for visible damage, but they also check less obvious problems. Cracks, tilted walls, damaged connections and changes in foundations can all affect safety. A building may look normal from outside but still require a detailed structural assessment.”
   Answers: 1) After a strong earthquake. 2) Any two: cracks, tilted walls, damaged connections, foundation changes. 3) A building can look normal but have hidden structural damage. 4) A detailed structural assessment.
6. Speaking: answers will vary.
7. Something fun: answers will vary.
8. Writing: answers will vary. Encourage students to use details from the lesson and accurate target language.

Puzzle/Game: answers will vary. Encourage students to use lesson vocabulary and explain their choices.

Success criteria: this is a student self-check. No single answer is required.

For open-ended tasks, accept different answers when students can explain or support them clearly.