Page 1

Teacher’s Book Anna Cole

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2 Time out

¾ycie rodzinne i towarzyskie

formy spÙdzania czasu wolnego

Vocabulary Free-time Free time activities a

b

c

d

e

f

1a Pracujcie w parach. Dopasujcie niektóre ze słów podanych w ramce do zdjęć. Upewnijcie się, że rozumiecie znaczenie pozostałych słów.

4

chat online collect things dance do sport draw go out with friends listen to music play a musical instrument read surf the Internet take photos watch films 1b

3

SPEAKING Pracujcie w parach. Opowiedzcie sobie nawzajem o tym, kiedy wykonujecie czynności, których nazwy znajdują się w ćwiczeniu 1a.

I surf the Internet at the weekend. I don’t collect things.

I read at night.

I listen to music when I do my homework.

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a b c d e f g

1.23 Posłuchaj nagrania i powtórz.

2 Jakie czynności związane z wolnym czasem kojarzą się z podanymi wyrazami? 1 camera 2 pencil 3 CD 4 DVD 5 books, comics and magazines 6 guitar, piano 7 ball 8 computer

LISTENING 1.24 Posłuchaj czterech dialogów. Dopasuj dialogi do nazw czynności (a–g). e 1 Dialogue 1 g 2 Dialogue 2 c 3 Dialogue 3 a 4 Dialogue 4

watching films listening to music surfing the Internet taking photos drawing chatting online dancing

5 Uzupełnij zdania, dopisując zgodne z prawdą informacje o tym, co sądzisz o różnych sposobach spędzania wolnego czasu. 1 I love doing sport . 2 I like . 3 I think is OK. 4 I don’t like . 5 I hate . 6

SPEAKING Pracujcie w parach. Porównajcie odpowiedzi, których udzieliliście w ćwiczeniu 5. Czy jesteście podobni?

I love surfing the Internet. I like surfing the Internet but I love watching films.

Unit 2

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Unit 2 Lesson 1

Vocabulary

Free-time activities

Warmer In pairs, students discuss the meaning of the unit title Time out and what they think the unit is going to be about (free-time activities). Students may recognise this expression from sports programmes when time out is used to describe a short period of time in a game of basketball or ice hockey when players rest and plan their game. Ask students to brainstorm related words and expressions, e.g. relax, break, rest, chill out, calm down, etc.

Free-time activities 1a In pairs, students match the photos with some of the words. 1b

1.23 Check the answers. Then play the CD for students to listen and repeat.

Audioscript and Key chat online collect things dance do sport (c) draw (d) go out with friends

listen to music play a musical instrument (f ) read (b) surf the Internet take photos (e) watch films (a)

2 Students say which free-time activity or activities from 1 they associate with each word. Key 1 take photos 2 draw 3 listen to music 4 watch films

3 BOY: Ha, ha! Look at this page. There’s good video here. GIRL: Oh yeah. I like that website. Is this your favourite website? BOY: Yes. You can see some funny things here. But I also read websites that help you with computer games. 4 BOY: Is this one your favourite? GIRL: Yeah, it is. It’s a brilliant DVD. BOY: Has it got any extra things? GIRL: Yes. It gives you some information about the actors – Johnny Depp and the others. BOY: Hmm. I like Johnny Depp, but I don’t really like him in this one. He sings in it, doesn’t he? GIRL: Yeah. He doesn’t sing very well, but the story’s brilliant. 5 Individually, students complete the sentences with true information about themselves and free-time activities. Draw attention to the example sentence and remind students that verbs to express likes and dislikes are usually followed by the gerund (verb + ing) or a noun/pronoun. 6

SPEAKING In pairs, students compare their answers from 5 to see how similar they are. Find out which is the most similar pair in the classroom and ask students to read out sentences about their free-time activities.

Extra activity 5 6 7 8

read play a musical instrument do sport surf the Internet/chat online

Extra activity Write these two activities on the board: collect things, go out with friends. In pairs, students brainstorm words they associate with these activities, e.g. collect things – stamps, stickers, CDs, autographs, etc. 3

SPEAKING In pairs, students tell each other when they do the free-time activities in 1. Draw attention to the model dialogue.

4

LISTENING 1.24 Play the CD for students to listen to four dialogues and match each one to a free-time activity.

Audioscript 1 BOY: Wow, that’s a really good picture. Who is it? GIRL: It’s my friend, Sandra. BOY: It’s very real – like a photo. Is it difficult to do? GIRL: Well, not really. The person sits and you put on paper what you can see. Anything’s possible with just paper and a pencil! 2 GIRL: Come on, I love this song. BOY: Oh no! I want to sit down. GIRL: Sit down? No! You don’t sit down when you hear a great song like this. Look. Everybody’s up and moving. BOY: But we can just listen to the music. GIRL: No, I don’t want to just listen. I want to get up and move!

Ask students to record vocabulary from the unit in a mind map. Students write the unit theme in the centre of the map and group related words around it.

Computer/ TV: surfing the Internet, chatting online, CD, DVD, watching a film

Sport: ball

Reading: books, comics, magazines

TIME OUT

Music: listen to music, dance, play a musical instrument, guitar, piano

Art: drawing, pencil

TEACHER DEVELOPMENT: STUDENT TRAINING

Mind maps Recording new words in a mind map can be a very effective revision tool at exam time. Encourage students to use differentcoloured pens and illustrations as this can help visual learners recall words more easily. Use this opportunity to discuss the different ways students learn vocabulary. Remind them that when they record words, they should pay attention to spelling and pronunciation, as well as meaning. It is also useful to write a sentence showing how the word is used in context.

Homework Refer students to the Workbook, page 18.

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Lesson 2

Reading

Predicting a text, skimming and scanning for global and specific information Magazine interview about collecting books

Warmer In pairs, students take turns to test each other on vocabulary from the previous lesson by reading out the list of words in exercise 2 on page 28. Their partner must name the corresponding activity. 1 In pairs, students look at the photo and the title of the text. Elicit what students can see and what they think the person’s hobby is.

Study skills Elicit from students how photos, pictures and titles help them before they read a text. Ask students to turn to page 166 (Reading: Prediction) to compare their answers.

TEACHER DEVELOPMENT: STUDENT TRAINING

Using contextual clues Pictures, photos, titles and other contextual clues help students predict the content of a text. Students look at the wider context of the text (What type of text is it? What visual clues are there? What key words are in the title, headings, etc.?) and then use this information to guess what the text is going to be about. This skill helps students read more effectively because they formulate ideas about the text in advance and read to confirm, refine or reject those ideas.

3 Students read the text again and choose the correct alternatives.

Fast finishers Students write one or two comprehension questions about the text to ask other students e.g. Why does she have two copies of her favourite books? What is the name of the author of Twilight? 4 Students match the underlined words in the text with the definitions. 5

SPEAKING In pairs or small groups, students talk about collections they may have. Draw attention to the model dialogue.

Extra activity Students write a short text about the things they collect, e.g. what they collect and why, their favourite item in their collection, an item they want for their collection, etc. If they don’t collect anything, they can write about someone they know who has a collection.

TEACHER DEVELOPMENT: CLASSROOM TIPS

Homework 2 Students read the interview with the teenager in the photo. Elicit what her hobby is and why the book Twilight is special for her. Set a time limit of two minutes to encourage students to read quickly. Recording: Unit 2 p27 Reading on www.gateway-online.net Key She collects books. Twilight is special for her because it’s a first edition and it has the author’s signature and the date of publication.

The golden rule for assigning homework is KISS: Keep It Short and Simple. Homework should be set every lesson, but it can vary in length. Write the homework on the board at the beginning or in the middle of the lesson, when you have all the students’ attention and there is still time to ask questions. Set a clear due date and keep records of who is doing their homework. Review and correct homework at the beginning of the next class. Students can either check their own or another student’s work.

Homework Refer students to the Workbook, page 19.

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Reading 1 Pracujcie P w parach. Popatrzcie na zdjęcie oraz tytuł tekstu. Co widzicie? Jak sądzicie, jakie jest hobby osoby na zdjęciu? C

STUDY SKILLS S W czym pomagają nam tytuły tekstów oraz zdjęcia i obrazki ilustrujące teksty? STUDY SKILLS str. 166 2 Przeczytaj rozmowę z nastolatką ze zdjęcia. Jakie ma hobby? Dlaczego książka pt. Twilight ma dla niej szczególne znaczenie?

Your hobbies

Emma, what’s your special hobby? I collect books. like reading? Why do you collect books? Do you all the books in my collection. Yes, I do. I love reading. But I don’t read Why not? ks – one to collect and one to read. I have two copies of my favourite boo your collection? Have you got a favourite book in henie Meyer. People pay $4,0 00 for Yes, I’ve got a copy of Twilight by Step this book now. Why do people pay so much? cially because of the film. And Because the book is very popular, espe first edition. It’s got the author’s this copy is very difficult to find. It’s a publication. Now there are millions signature and the date of the book’s I think only seventy thousand of copies of Twilight in the wor ld. But good thing is that these books aren’t copies exis t of the first edition. The first appear. expensive if you buy them when they edition? How do you know if a book is a first usually have a list of numbers. For On one of the first pages, the books list contains the number 1, it’s a first example, 2 4 6 8 10 9 7 5 3 1. If the edition. r name in it? Does your copy of Twilight have you in it, other collector s don’t want to No, it doesn’t. If a book has a name to me. This book is special for me buy it. But that isn’t very important books that I love reading. because I love the stor y. I only collect

3 Przeczytaj tekst jeszcze raz i wybierz poprawną odpowiedź. 1 Emma likes/doesn’t like reading. 2 Emma’s copy of Twilight is/is not valuable because it’s one of the first copies. 3 New first editions are/are not normally very expensive. 4 A book with the numbers 2 4 6 8 10 9 7 5 3 is/is not a first edition. 5 Collectors like/don’t like buying a book with another person’s name in it. 6 Emma only collects/doesn’t collect copies of her favourite books.

4 Dopasuj podkreślone w tekście wyrazy do podanych definicji. 1 how a person signs their name signature 2 when a book first appears publication 3 one of the first printed copies of a book first edition 4 not easy or not simple difficult 5 a group of things you collect collection 6 people who collect things collectors 5

Pracujcie w parach. Odpowiedzcie na pytania. Do you collect anything? What? SPEAKING

I collect comics.

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I don’t like collecting. Unit 2

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Grammar in context GRAMMAR GUIDE

Present simple – yes/no questions and short answers 1a Przeczytaj pytania i krótkie odpowiedzi. Dopasuj pytania (1 i 2) do odpowiedzi (a i b). 1 Do you like reading? 2 Does the book have your name in it? a Yes, it does./No, it doesn’t. b Yes, I do./No, I don’t.

1b Czy podane zdania są zgodne z prawdą (T–true), czy – nie (F–false)? 1 Does używamy z he/she/it, a do z pozostałymi zaimkami osobowymi. 2 W pytaniach do lub does stawiamy przed podmiotem. 3 W krótkich odpowiedziach powtarzamy czasownik główny. GRAMMAR REFERENCE

2 Uzupełnij pytania, wstawiając Do lub Does. Do you like reading? 1 Does 2 your mum read magazines? Do 3 your friends read comics? Does this book have your name in it? 4 Do 5 people read a lot in your country? Do 6 you read when you have a break at school? Does your teacher give you books to 7 read for homework? 3

SPEAKING Pracujcie w parach. Zadawajcie sobie nawzajem pytania z ćwiczenia 2. Odpowiadając na nie, stosujcie krótkie odpowiedzi.

4a

Popatrz na podane nazwy czynności. Przygotuj pytania, które zadasz kolegom i koleżankom z klasy.

5a Przeczytaj pytania. Zwróć uwagę, w którym miejscu w pytaniu stawiamy takie słowa, jak: Why, What czy How. a Why do you collect books? b How do you know if it’s a first edition? 5b Przeczytaj wyrazy, za pomocą których tworzymy pytania (1–7). Sprawdź, czy rozumiesz ich znaczenie. 1 Why? 4 Which? 6 When? 2 How? 5 Who? 7 Where? 3 What? GRAMMAR REFERENCE

3

2 2

3 4

4

5 6 5

6 7 9

str. 36

8

4b Zadawaj przygotowane pytania różnym osobom w klasie. Do każdej czynności przypisz inną osobę z klasy i zapisz jej imię w odpowiednim prostokącie.

do you do at the weekend? What I go out with my friends. Where do you go? I go to the cinema. Why do you go there? Because I love watching films. How do you go there? I go by bus. When do you go there? Usually on Saturday evening, at about 6 o’clock. Who do you go with? I go with my friends, Steve and Maddy. Which films do you watch, adventure or comedy? We watch adventure films.

6b

1.25 Posłuchaj nagrania, sprawdź odpowiedzi i powtórz na głos pytania.

7a

SPEAKING Pracujcie w parach. Wykorzystaj niektóre z pytań z ćwiczenia 6. w rozmowie z kolegą/koleżanką. Zapytaj go/ją o to, co robi podczas weekendu. Przygotuj jeszcze pięć dodatkowych pytań dotyczących tego, co kolega/koleżanka robi w wolnym czasie.

7

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6a Uzupełnij pytania, wstawiając właściwe słowo z ćwiczenia 5b.

1

Unit 2

T/F

Present simple – wh- questions and question words

1

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T/F

GRAMMAR GUIDE

SPEAKING

Do you get up at six o’clock?

T/F

7b Zadaj przygotowane pytania koledze/koleżance. 7c Opowiedz kolegom i koleżankom z klasy o swoim rozmówcy. Anne plays netball at the weekend. She plays at school. She also goes to … Mówienie Rozmowa wstępna 12-03-22 16:10 21:04 12-04-30


Lesson 3

Grammar in context

Present simple – yes/no questions and short answers

Present simple – yes/no questions and short answers Test before you teach Write on the board: she/collect/comics; you/read/books. Ask students to use the words to write questions in the present simple. Ask students to read out their questions and elicit an appropriate short answer for each one. If students are confident with this, move quickly through the Grammar guide in open class. Key Does she collect comics? Yes, she does./No, she doesn’t. Do you read books? Yes, I do./No, I don’t. 1a Students look at the questions and short answers, and match questions 1 and 2 with answers a and b. Key 1 b

4b Students stand up and move around the class asking different people the questions from 4a. Tell students they need to find a different person who answers yes for each question and write their name in the corresponding square. The first person to write a name in each square is the winner.

Present simple – wh- questions and question words 5a Students look at the questions and notice where the question words like Why, What and How are positioned in a question. Key The question word goes at the start of the question. The order is: question word + do/does + subject + infinitive (+ complement). 5b Students look at the question words and check they understand their meaning. Tell students to use the Macmillan Essential Dictionary if necessary.

2 a Key 1 used for asking the reason for something 2 used for asking the method of doing something 3 used for asking ‘which thing‘?’ 4 used for asking for a specific choice from a limited number of possibilities 5 used for asking about a person 6 used for asking at what time something happens 7 used for asking what place something/someone is/happens

1b Students decide if the sentences are true or false.

TEACHER DEVELOPMENT: LANGUAGE

Present simple questions and short answers Remind students that we usually make questions in the present simple by adding the auxiliary do before the subject (exceptions are the verb to be and modal verbs such as can). The infinitive of the verb is placed after the subject. In short answers, we repeat the auxiliary e.g. Does she work at the shop? Yes, she does./No, she doesn’t. Refer students to the Grammar reference on page 36. 2 Students complete the sentences with Do or Does. 3

In pairs, students take turns to ask and answer the questions in 2 and reply using short answers. Elicit the possible replies for each question.

6a Students complete the questions with the correct question word from 5b. 6b

SPEAKING

Key 1 Yes, I do./No, I don’t. 2 Yes, she does./No, she doesn’t. 3 Yes, they do./No, they don’t. 4 Yes, it does./No, it doesn’t. 5 Yes, they do./No, they don’t. 6 Yes, I do./No, I don’t. 7 Yes, he/she does./No, he/she doesn’t. 4a

Refer students to the Grammar reference on page 36.

SPEAKING Students look at the activities and prepare questions to ask their classmates. Draw attention to the example question. Elicit the questions from different students.

Key 1 Do you get up at six o’clock? 2 Do you watch American TV programmes? 3 Do you play basketball at the weekend? 4 Do you play computer games in English? 5 Do you go to a summer camp? 6 Do you study on Sunday? 7 Do you listen to hip-hop music? 8 Do you go out with friends on Friday? 9 Do you play the guitar?

1.25 Play the CD for students to listen, check and repeat the questions.

Audioscript and Key 1 What do you do at the weekend? I go out with my friends. 2 Where do you go? I go to the cinema. 3 Why do you go there? Because I love watching films. 4 How do you go there? I go by bus. 5 When do you go there? Usually on Saturday evening, at about six o’clock. 6 Who do you go with? I go with my friends, Steve and Maddy. 7 Which films do you watch, adventure or comedy? We watch adventure films. 7a

SPEAKING Students use some of the questions from 6a to interview their partner. They then prepare five more questions to ask their partner about what they do in their free time.

7b In pairs, students take turns to ask and answer their questions. 7c Students report back to the class on their partner’s responses in 7b. Draw attention to the model sentence.

Homework Refer students to the Workbook, page 20.

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Lesson 4

Vocabulary Listening

Places to go in a town Listening for gist and specific information Saturday morning routines

Places to go in a town

3a

Warmer Write on the board the questions from the previous lesson. Get the students to work in pairs or small groups. They ask each other the following questions: 1 What do you do on a Saturday afternoon? 2 Where do you go? 3 Who do you go with? 4 How do you get there? 5 Why do you go there? 1a In pairs, students match the photos with some of the words. Tell them to check they understand the other words and look up any unknown words in the Macmillan Essential Dictionary. 1b

1.26 Check the answers. Then play the CD for students to listen and repeat.

Audioscript and Key cinema fast-food restaurant (e) library (b) museum park

3b

PRONUNCIATION Students listen to the words again (track 1.27) and put them in the correct column according to the word stress. SPEAKING

Students practise saying the words with the correct

stress.

TEACHER DEVELOPMENT: PRONUNCIATION

Word stress Word stress means that one syllable in each word is stressed – it is pronounced longer, louder and stronger than others. This happens in all words with two or more syllables. The syllables that are not stressed are ‘weak’. If students practise word stress, they will improve their pronunciation and comprehension. 4

SPEAKING In pairs, students tell their partner three places from 1 that they like and three places from 1 that they don’t like. Draw attention to the example sentences.

Extra activity shopping centre (a) sports centre (c) stadium (d) swimming pool theatre (f )

Students mime an activity you can do in one of the places from 1. Their partner tries to guess the place.

2a Students read the descriptions and decide which places in 1a are being described. 2b

1.27 Play the CD for students to listen and check.

Audioscript and Key 1 You can buy things there. shopping centre 2 You can read books and take books out there. library 3 You can watch films there. cinema 4 You can eat burgers or pizzas there. fast-food restaurant 5 You can swim there. swimming pool 6 You can play basketball or football there. sports centre 7 You can see a play or listen to concerts there. theatre 8 You can watch football matches, sports events or concerts there. stadium 9 You can see paintings and old objects and learn about history there. museum 10 You can walk, play sport, meet friends and see trees and flowers there. park

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Vocabulary Places to go in a town c a b

d

f e

1a Pracujcie w parach. Dopasujcie niektóre z wyrazów podanych w ramce do zdjęć. Upewnijcie się, czy rozumiecie znaczenie pozostałych wyrazów. Jeśli trzeba, skorzystajcie ze słownika. cinema fast-food restaurant library park shopping centre sports centre stadium swimming pool theatre

2b 3a

1.27 Posłuchaj nagrania i sprawdź odpowiedzi. PRONUNCIATION Posłuchaj jeszcze raz wszystkich słów i zapisz je w odpowiednich kolumnach w zależności od akcentu wyrazowego.

museum

park 1b

1.26 Posłuchaj nagrania i powtórz.

2a Przeczytaj podane opisy. Jakich miejsc dotyczą? 1 You can buy things there. shopping centre 2 You can read books and take books out there. 3 You can watch films there. 4 You can eat burgers or pizzas there. 5 You can swim there. 6 You can play basketball or football there. 7 You can see a play or listen to concerts there. 8 You can watch football matches, sports events or concerts there. 9 You can see paintings and old objects and learn about history there. 10 You can walk, play sport, meet friends and see trees and flowers there.

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3b

SPEAKING

cinema museum library theatre stadium sports centre swimming pool

shopping centre

fast-food restaurant

Przećwicz wymowę słów. Zwróć uwagę na prawidłowy

akcent. 4

Opowiedz koledze/koleżance o trzech miejscach, które lubisz, oraz o trzech, których nie lubisz. Wybierz ich nazwy z ćwiczenia 1a. SPEAKING

I like the cinema but I don’t like the theatre. I like sport so I love going to the park. Unit 2

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Listening 1

Grammar in context

SPEAKING Pracujcie w parach. Pomyślcie o typowym sobotnim poranku. Co wtedy robicie? Dokąd idziecie?

GRAMMAR GUIDE

Adverbs of frequency I play football on Saturday morning.

1a Przeczytaj podane zdania. Wyróżnione wyrazy wskazują, jak często coś robimy. Nazywamy je przysłówkami częstotliwości. Ustaw je w odpowiedniej kolejności. 1 I always go to the library. 2 I never go to the library. 3 I often go to the library. 4 I usually go to the library. 5 I hardly ever go to the library. 6 I sometimes go to the library.

STUDY SKILLS Tego rodzaju zadania rozwijające umiejętność słuchania polegają na dopasowaniu osoby do odpowiednich informacji. Dlaczego ważne jest to, by przed wysłuchaniem nagrania przeczytać imiona i nazwiska osób oraz treść informacji? STUDY SKILLS

2

PODRĘCZNIK, str. 166

LISTENING 1.28 Posłuchaj, jak dwie osoby rozmawiają o tym, dokąd ich przyjaciele chodzą w sobotę rano. Dopasuj osoby (1–5) do miejsc (a–e). 1 Sam a shopping centre 2 Matthew b park 3 Ben c museum 4 Isabel d sports centre 5 Sophia e library

0%

100%

a b c d e f

never hardly ever sometimes often usually always

1b Przeczytaj podane zdania i wybierz poprawną odpowiedź. a I’m always here. b They never walk to school. c He’s usually here.

3 Przeczytaj podane informacje. Którą osobę z ćwiczenia 2. opisuje każde zdanie? Jeśli trzeba, posłuchaj nagrania jeszcze raz. 1 This person always plays basketball on Saturday morning. Sam Sophia 2 This person never swims on Saturday morning. 3 This person often does his homework in a library. Matthew Ben 4 This person hardly ever goes to the sports centre. Isabel 5 This person sometimes goes to the park.

1 Przysłówki częstotliwości stawiamy przed/po to be. 2 Przysłówki częstotliwości stawiamy przed głównymi czasownikami/po głównych czasownikach (np.: go, swim, play). GRAMMAR REFERENCE 2

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SPEAKING Pracujcie w parach. Zadawajcie sobie nawzajem pytania i odpowiadajcie na nie. W odpowiedziach używajcie słów Yes lub No oraz jednego z przysłówków częstotliwości. 1 Do you go to the theatre? Yes, sometimes. 2 Do you walk to school? 3 Do you go to bed at 11 pm? 4 Do you make your breakfast? 5 Do you do your homework on Sunday?

3 Przepisz podane zdania, umieszczając w nich przysłówek częstotliwości na właściwym miejscu. Napisz zdania zgodne z prawdą. 1 I dance. I hardly ever dance. 2 I go to the theatre. 3 I am late for class. 4 I do my homework. 5 I go out with my friends on Friday. 4a

SPEAKING Pracujcie w parach. Zagadnij, jakich odpowiedzi w ćwiczeniu 3. udzielił kolega/udzieliła koleżanka. Zapisz te odpowiedzi.

I think Maria often dances. 4b Przekonaj się, czy miałeś/miałaś rację. I think you often dance.

No, I never dance!

4c Opowiedz kolegom i koleżankom z klasy o sobie i swoim rozmówcy. Maria never dances but I often dance.

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Before you listen

Audioscript GIRL: Sam, what do you usually do on Saturday morning? Where do you usually go? SAM: I always go to the sports centre in Cannon Street. I play basketball in a team and we always have matches on Saturday morning. GIRL: Does Matthew usually go with you? SAM: No, he doesn’t. He usually goes to the library. He often does his homework there. GIRL: And what about Ben? Ben loves sport. Does he go to the sports centre? SAM: No, he hardly ever goes. He likes running. He goes three or four times a week. He always goes to the park to run on Saturday morning. Isabel sometimes goes to the park too, but she never goes on Saturday morning because she goes shopping on Saturday morning, you know, in that shopping centre in Keybridge. GIRL: What does Sophia do? SAM: Well, you know she’s a great swimmer? She goes to the pool five days a week, from Monday to Friday. But she never goes on Saturday morning. Do you know where she goes? GIRL No. Where? SAM: To a museum, you know, the one in the city centre. GIRL: Why does Sophia go there? SAM: Her mum and dad work there so she goes with them. GIRL: But don’t they work at the old theatre? SAM: No, no. Those are Jenny’s parents.

Write the question words and associated meanings on the board in a jumbled order for students to match: Question words: What/Which, Who, Why, When, How, Where Meanings: thing/object, person, reason, time, way, place 1 In pairs, students take it in turns to tell each other what they do and where they go on a typical Saturday morning. Draw attention to the example sentence.

Study skills Students discuss why it is important to read the names and information in a matching activity before they listen. Tell students to turn to page 166 (Listening: Matching) to check their answers.

TEACHER DEVELOPMENT: CLASSROOM TIPS

Listening activities Getting students to read the names and information in a matching acitivity before they listen will aid comprehension. It gives them the opportunity to relate the written words to what they will hear and makes the task absolutely clear for them. It also helps reduce anxiety and improves their performance. 2

LISTENING 1.28 Play the CD for students to listen to two people talking about where their friends go on Saturday morning and match the people with the places.

3 Students look at the information and decide which person in 2 each sentence describes. Play the CD again if necessary.

Homework Refer students to the Workbook, page 21.

Lesson 5

Grammar in context

Adverbs of frequency Articles

Adverbs of frequency

Example answers 1 I hardly ever dance. 2 I sometimes go to the theatre. 3 I am never late for class. 4 I always do my homework. 5 I often go out with my friends on Friday.

Test before you teach Elicit a few activities that students do regularly, e.g. brush my teeth, go to school, play football, play the piano, read, watch TV, etc. Ask students to write sentences saying how often they do these things in a typical day, e.g. I always brush my teeth. I sometimes play football. I never play the piano, etc. Monitor to see how comfortable students are with using adverbs of frequency. If they seem to be familiar with their use, then move through the Grammar guide exercises quickly in open class. 1a Students look at the sentences and read about adverbs of frequency. They then put the adverbs of frequency in order from 0% to 100%. 1b Students look at sentences a–c and complete rules 1 and 2. Refer students to the Grammar reference on page 36. 2

In pairs, students take turns to ask and answer the questions. Tell students to answer with Yes/No and an adverb of frequency. Draw attention to the example. SPEAKING

3 Individually, students add an adverb of frequency in the correct place in the sentences and make them true. Draw attention to the example sentence.

4a

SPEAKING Put students in pairs. Students try to guess their partner’s answers in 3 and write their guesses in their notebooks. Draw attention to the example sentence.

4b Students take it in turns to read their sentences to their partner to see if their guesses were correct. 4c Ask students to tell the class about the similarities and differences between them and their partner.

Extra practice Students write questions similar to the ones in 2. Then they interview each other and answer with Yes/No and an adverb of frequency. Remind students of QASV for making questions (question word, auxiliary, subject, main verb).

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Articles 5a Students look at sentences a and b and complete rules 1 and 2 with a/an or the. 5b Students put the expressions in the correct columns, as in the examples. Refer students to the Grammar reference on page 36. 6 Students read the sentences and complete with the, a/an or no article (–). 7 Students look at the pictures and decide what the people usually do on Saturdays. Remind them to think about if they need a/an, the or no article. Key 1 He goes to work. 2 She plays the piano. 3 They see a film. 4 He eats lunch in an Italian restaurant. 5 He plays basketball. 6 They watch TV.

8 Students read the sentences and correct the mistakes with articles. Key 1 He goes to school at the weekend. 2 I’ve got a computer. But the computer is quite old. 3 My sister plays the guitar on the Saturday. 4 She plays the tennis at a big sports centre. 5 We usually watch TV in the evening. 6 I read a book before I go to sleep at the night. 7 Ann: Have you got a brother? Ben: Yes, I’ve got one brother and one sister. Teacher’s Resource Multi-ROM: See Unit 2 Grammar worksheet Questions and answers.

Extra activity Students look back over the lessons they have studied so far and find more examples of phrases with and without articles to add to the list they made in 5b.

Homework Refer students to the Workbook, page 22.

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7 Popatrz na obrazki. Co te osoby zwykle robią w soboty? Napisz zdania. Czy należy użyć a/an/the, czy może przedimek jest zbędny?

GRAMMAR GUIDE

Articles 5a Przeczytaj zdania i uzupełnij podane reguły, wstawiając a/an lub the. a I go to a sports centre. b The sports centre is in Cannon Street. 1 Kiedy mówimy o czymś po raz pierwszy, używamy a/an . 2 Kiedy ponownie o czymś wspominamy albo wymieniamy the to po raz kolejny, używamy .

1 go/work

5b Umieść podane wyrażenia w odpowiedniej kolumnie w tabelce. play basketball/tennis/football play the guitar/piano/violin watch TV see a film at night in the morning/afternoon/evening have breakfast/lunch/dinner go to school/work/church at the weekend

2 play/piano

3 see/film Article (a/an, the)

No article

play the guitar/piano/violin see a film in the morning/afternoon/ evening at the weekend

play basketball/tennis/ football watch TV at night have breakfast/lunch/dinner go to school/work/church

GRAMMAR REFERENCE

4 eat/lunch/in/Italian restaurant

str. 36

6 Uzupełnij zdania, wstawiając the, a, an lub – (brak przedimka). a The 1 I have favourite restaurant. restaurant is in King Street. – 2 Why don’t we watch TV tonight? the 3 My brother plays violin. – 4 I don’t go to school on Saturday. a the 5 I play in basketball team. The name of team is the Giants. football on Friday. 6 They play – the 7 Where do you go at weekend? an exciting film. 8 I don’t want to read. I want to watch

5 play/basketball

6 watch/TV 8 Przeczytaj zdania i popraw błędy dotyczące stosowania przedimków. 1 He goes to school at weekend. 2 I’ve got a computer. But a computer is quite old. 3 My sister plays the guitar on the Saturday. 4 She plays the tennis at a big sports centre. 5 We usually watch TV in evening. 6 I read a book before I go to sleep at the night. 7 Ann: Have you got the brother? Ben: Yes, I’ve got one brother and one sister. Unit 2

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Developing speaking

Asking for information on the phone 3 Uzupełnij zwroty w ramce Speaking Bank. Kto je wypowiada – osoba pytająca o informację (A – asking for information), czy ta, która jej udziela (G – giving information)?

a

Speaking Bank

b

Zwroty przydatne przy pytaniu o informację i udzielaniu informacji przez telefon: t I’d like (A) some inform mation, please. t How w ccann I help (G) yoou? t C Can yo you tell (A) mee what time the film starts? t Ho How long (A) is thee film lm? t How much (A) aree the he tickets? t Thanks for your (A) help. t You’re (G) wel elcoome. t Thank (G) you for calling.

c

Practice makes perfect 4a

SPEAKING Pracujcie w parach. Zapoznajcie się z treścią zadania i przygotujcie dialog, korzystając z ponişszego schematu.

You are in the UK. You want to see a film. Ring the cinema for information about the film. Tell them the title and find out: r UJNFT r UIF MFOHUI PG UIF GJMN r UIF QSJDF PG UIF UJDLFUT GPS BEVMUT BOE GPS DIJMESFO 1

Pracujcie w parach. Popatrzcie na plakaty filmowe. Czy znacie te filmy? KtĂłry z nich podoba siÄ™ wam najbardziej?

2a

1.29 Posłuchaj nagrania, w którym dziewczyna dzwoni do informacji w kinie. Uzupełnij dialog.

SPEAKING

LISTENING

INFORMATION DESK: Good afternoon. This is Neeon Cinema. K ATE:

Good afternoon. I’d like soome information, please.

Information desk Answer the phone. Give the name of the cinema.

Ask for information. Offer to help.

Ask about times for the film.

INFORMATION DESK: Certainly. How can I help you? K ATE:

K ATE:

K ATE:

2b

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6.30

50

Ask about prices of tickets.

and Say the price of tickets for adults and children under 15.

Say thanks.

minutes.

Uh-huh. How much are thhe tickets?

INFORMATION DESK: Adults are (g) ÂŁ under 15 are (h) ÂŁ K ATE:

Say the length of the film.

How long is the film?

INFORMATION DESK: One hour and (f)

Ask about the length of the film.

6.30

Sorry, can you repeat that??

INFORMATION DESK: Yes, of course. 4.20, (d) (e) 9 o’clock . K ATE:

Give three different times.

Can you tell me what timee the new (a) Spiderman film is on?

INFORMATION DESK: Yes, let’s see. It’s on at 4.200, (b) and (c) 9 o’clock .

You

, and children 7 3.75 .

OK. Thanks for your help.

Finish the conversation.

4b Przećwiczcie swój dialog. Następnie zamieńcie się rolami.

INFORMATION DESK: You’re welcome. Thank you for calling.

STUDY SKILLS

Pracujcie w parach. Uczeń A przyjmuje rolę Kate, a uczeń B – pracownika informacji. Przećwiczcie czytanie dialogu.

Co moşesz zrobić, aby jak najlepiej ćwiczyć mówienie w języku angielskim? STUDY SKILLS str. 166

SPEAKING

Unit 2

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Lesson 6

Developing speaking

Asking for information on the phone

Asking for information on the phone

Model dialogue

Warmer Write these questions on the board for students to ask and answer in pairs: Who’s your favourite actor? Do you like action films? Why/Why not? How often do you go to the cinema? 1

SPEAKING In pairs, students look at the posters and say if they know the films and which film they prefer.

2a

LISTENING 1.29 Play the CD for students to listen to a girl making a telephone call to a cinema and complete the dialogue. Ask students to compare in pairs before you check answers with the class.

Audioscript INFORMATION DESK: Good afternoon. This is Neon Cinema. KATE: Good afternoon. I’d like some information, please. INFORMATION DESK: Certainly. How can I help you? KATE: Can you tell me what time the new Spiderman film is on? INFORMATION DESK: Yes, let’s see. It’s on at 4.20, 6.30 and 9 o’clock. KATE: Sorry, can you repeat that? INFORMATION DESK: Yes, of course. 4.20, 6.30 and 9. KATE: How long is the film? INFORMATION DESK: One hour and 50 minutes. KATE: Uh-huh. How much are the tickets? INFORMATION DESK: Adults are £7, and children under 15 are £3.75. KATE: OK. Thanks for your help. INFORMATION DESK: You’re welcome. Thank you for calling.

A: B: A: B: A: B: A: B: A: B: A:

Good afternoon. This is Alpha Cinema. Good afternoon. I’d like some information, please. Certainly. How can I help you? Can you tell me what time Skeletons is on? Yes, let’s see. It’s on at 2.40, 7.20 and 10.30. How long is the film? Two hours and 20 minutes. How much are the tickets? Adults are £10, and children under 15 are £5.75. OK. Thanks for your help. You’re welcome. Thank you for calling.

TEACHER DEVELOPMENT: CLASSROOM TIPS

Using a pro-forma While students are speaking, move around the class and monitor them. You could use a pro-forma – a standard form divided into four sections: Grammar, Vocabulary, Pronunciation and Good Language. The advantage of using a set form is that you can keep a record of mistakes to work on at the end of the lesson. Remember that in fluency activities the emphasis is on good use of language, so be careful not to focus too much on errors. It is better for students to speak inaccurately for an extended period of time rather than accurately for a very short period of time.

Study skills 2b

In pairs, students practise reading the dialogue out loud. Students who finish early can swap roles and read it again. SPEAKING

3 Students fill in the expressions in the Speaking Bank and decide who says them – the person asking for information (A) or the person giving information (G).

Practice makes perfect 4a

SPEAKING Students look at the task and use the diagram to prepare the dialogue.

4b In pairs, students practise their dialogues. For students who are less confident, photocopy the model dialogue, and either read it aloud yourself, or alternate the roles with you and a strong student. Then instruct students to read aloud in pairs, alternating between roles A and B. Then ask them to read it again, changing the underlined information.

TEACHER DEVELOPMENT: CLASSROOM TIPS

Telephone simulation To make this activity more realistic, encourage students to simulate being on the telephone by sitting back-to-back. It is much more challenging when they can’t see each other’s lips and must focus solely on listening skills. Elicit what they can say if they do not understand and need their partner to repeat or speak more slowly: Would you mind repeating that? Could you speak more slowly, please?

Students brainstorm what they can do to practise speaking English as much as possible. Tell them to turn to page 166 (Speaking: Learning to speak English) to check their ideas.

Speaking in English There are several things students can do to practise their spoken English: • Listen and sing along to English language music. • Study a short dialogue in an English-speaking film. • Ask questions in class. • Share opinions in class. • Reflect on performance in speaking activities and develop strategies to improve. • Record themselves and listen back. • Read aloud in class. (This has gone out of fashion, but it does give students an opportunity to practise speaking for an extended period of time.) • Try to practise speaking with a native speaker. Teacher’s Resource Multi-ROM: See Unit 2 Communication worksheet Likes and dislikes.

Homework Refer students to the Workbook, page 23.

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Lesson 7

Developing writing

An announcement

An announcement Warmer

TEACHER DEVELOPMENT: STUDENT TRAINING

Reviewing

1 Students read the two announcements and decide which club they prefer and say why.

Students should get into the habit of checking their work before they hand it in. Apart from checking for mistakes and text organisation, students should also check that they have answered the task and used the right number of words. In many exams, examiners do not assess writing that exceeds the word limit and this can seriously affect a student’s result.

2 Students read the announcements again and answer the questions.

Extra practice

In pairs, students ask each other if they belong to a club, what they do there and when they go. Ask students to tell the class about their partner’s club.

3 Students put the sentences from the announcements in the correct place in the Writing Bank. 4 Students look at the announcements in 1 again and underline all the imperatives they find. Explain that we use imperatives to make language more direct and to the point. Key The School Book Club: come, join, bring, tell, call, visit Mark’s Music Club: bring, introduce, call, don’t sit, call

Practice makes perfect 5a In pairs, students choose a club and decide what information to include in their announcement. 5b Individually, students write their announcement, using the announcements in 1 and the Writing Bank to help them. For students who are less confident, photocopy the model text below for extra support during the writing task.

Model text The School Computer Club

Do you like computers and making new friends? If you do, come and join the School Computer Club now! We meet once a week to learn new things about computers. Bring your laptop and show us what you can do! The School Computer Club meets in the computer room on Tuesday at 5 pm. For more information, call Charlie on 0987 345 2556 or visit our new website. Don’t wait! Call today! 5c Students display their announcements in the classroom. Have a vote on which clubs students would most like to join.

Study skills Students review their announcements to make sure they contain all the necessary information and the correct number of words (see the task in 5a). Tell students to turn to page 166 (Writing: Answering the question) to read more.

Students write a list of five affirmative imperative sentences, e.g. Go to bed! Watch TV! Get up! They then swap their lists with a partner and rewrite their partner’s sentences in the negative form, e.g. Don’t go to bed! Don’t watch TV! Don’t get up!

Homework Refer students to the Workbook, page 24.

TEACHER DEVELOPMENT: CLASSROOM TIPS

CEFR portfolios If you are using portfolios as a way of evaluating your students’ coursework, you will find opportunities within each unit to provide material for the dossier. A portfolio is a way of documenting a person’s achievements. Artists, architects and designers collect samples of their work in portfolios. Likewise, students collect samples of their language work in their portfolio, e.g. texts created by the students, as well as photos of classroom scenes, wall displays, audio recordings and DVDs to provide evidence of discussions, oral presentations or role-plays. The CEFR portfolio consists of three parts: the Language Passport with information about a student’s proficiency in one or more languages, i.e. qualifications; the Language Biography where students reflect on their learning progress and say what they can do in their foreign language(s); and the Dossier, which is a collection of materials and data put together by students to document and illustrate their learning experiences. Within each unit, there are several opportunities for students to practise speaking and record their conversations for their dossier. Ask students to record their conversations (using a tape recorder or computer), date them and include them in their portfolio. Ask students to assess their performance using the following self-assessment criteria (grades are from 1–5): Content: Did I say what I wanted to say? Was I interesting? Did I speak in English for a long time? Did I hesitate a lot? Vocabulary and grammar: Did I use different words? Did I use words I’ve learned recently? Were my sentences well constructed? Did I make a lot of errors? Cooperation: Did I listen to my partner? Did we help each other if we had problems? Did we both speak for approximately the same length of time? In English!: When I didn’t know how to say something, did I use English to solve my problem? Did we use English to talk about whose turn it was to speak?

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edit_f


Developing writing

An announcement

1 Przeczytaj treść dwóch ogłoszeń. Który klub bardziej ci się podoba? Dlaczego?

The School Book Club Do you like reading? If you do, come and join the School Book Club now! We meet once a week to talk about new books. Bring a book and tell us about it! The School Book Club meets in the school library on Wednesday at 5 pm.

Are you mad about music? If the answer is yes, Mark’s Music Clu b is the place for you!

For more information, call Charlotte on 0761 327 4997 or visit our new website.

2 Przeczytaj jeszcze raz treść obu ogłoszeń i odpowiedz na pytania. The School Book Club 1 Where does the club meet? 2 When does the club meet? 3 What do they do in the club?

Mark’s Music Club

We usually meet on Friday at 6 pm, at Mark’s house. Bring your fav ourite CDs and introduce us to your favourite groups or singers. The idea is to start our own radio station. So why not be a DJ for the day?! Call Mark on 0234 765 9753 Don’t sit there! Call him NOW!

The school library

Mark’s house

Wednesday at 5 pm talk about new books

Friday at 6 pm

4 Jeszcze raz popatrz na ogłoszenia z ćwiczenia 1. Podkreśl wszystkie odszukane przez siebie formy trybu rozkazującego.

listen to their favourite groups and singers, and start a radio station call Mark

Practice makes perfect

4 How do you get call Charlotte or more information visit the website about the club?

3 Umieść zdania z ogłoszeń we właściwym miejscu w ramce Writing Bank. 1 We usually meet on Friday at 6 pm, at Mark’s house. 2 Don’t sit there! 3 Bring a book. 4 Are you mad about music? 5 Call him now!

5a Pracujcie w parach. Zapoznajcie się z treścią zadania. Zdecydujcie, które informacje umieścicie w ogłoszeniu. Write an announcement for a club. The club can be for any free-time activity, for example sport, computers, photography, art, films, dance, collecting ... Include information about: • where you meet, • when you meet, • what you do, • how you can get more information. Write 50–70 words.

Writing Bank Słownictwo i zwroty przydatne w ogłoszeniach • Stosuj krótkie pytania, żeby podtrzymać zainteresowanie odbiorców. 4 (a) • Umieszczaj podstawowe informacje w klarownych zdaniach. (b) 1 • Stosuj tryb rozkazujący. Mów odbiorcom, co mają robić. 3/5 3/5 (c) i (d) . Albo 2 mów im, czego nie mają robić. (e)

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5b Napisz samodzielnie ogłoszenie. Wykorzystaj do tego ogłoszenia z ćwiczenia 1. oraz zwroty z ramki Writing Bank. 5c Powieście swoje ogłoszenia w sali lekcyjnej. Jakie kluby cieszą się dużą popularnością?

STUDY SKILLS Czy twoje ogłoszenie zawiera wszystkie niezbędne informacje STUDY SKILLS str. 166 i właściwą liczbę słów?

Unit 2

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Grammar reference

Unit 2

Present simple – yes/no questions and short answers 8ĝ\FLH

Forma Yes/no questions

Do work? Does he/she/it work?

t t

Does używamy tylko w 3. osobie liczby pojedynczej (he/she/it). t Do i Does stawiamy przed podmiotem zdania.

Short answers

Yes, I/you/we/they do. No, I/you/we/they don’t. Yes, he/she/it does. No, he/she/it doesn’t.

t

W krótkich odpowiedziach nie powtarzamy czasownika głównego.

t

Pytania szczegółowe (Wh- questions) zawierają zaimki pytające, takie jak: who, o what, t which, h where, e when, n why, y how. w Zaimek pytający stawiamy na początku pytania.

Does the book… ? Do I… ? Do you work? Yes, I do.

Present simple – wh- questions and question words Forma Wh- questions

Where do I/you/we/they work? Why does he/she/it work?

t

Adverbs of frequency 8ĝ\FLH t t

100%

Przysłówków częstotliwości (adverbs of frequency) y używamy, by powiedzieć, czy coś się wydarza często, czy też nie. Zazwyczaj przysłówek częstotliwości stawiamy przed czasownikiem głównym.

I usually walk to school.

t

Przysłówki częstotliwości stawiamy po czasowniku to be.

I’m always happy. He’s often at home.

0%

always usually often sometimes hardly ever never

Articles A/An

The

t

t

The używamy, gdy mówimy o czymś po raz kolejny, np.:

t

The używamy również w odniesieniu do konkretnych rzeczy, np.:

Przedimka a/an używamy wtedy, kiedy wspominamy o czymś po raz pierwszy lub osoba albo rzecz, o której mówimy, jest jedną z wielu takich rzeczy bądź osób.

I go to a sports centre.

I often watch a film on Saturday.

The film on TV tonight is great.

Brak przedimka t

Nie używamy przedimka, kiedy mówimy o osobach lub rzeczach w ogólnym rozumieniu, np.:

I like music. Films are good.

t

T60 36 3 6

Nie używamy przedimka w następujących przypadkach:

play basketball/football/tennis have breakfast/lunch/dinner go to school/work/church watch TV at night

I go to a sports centre. The sports centre is really big.

t

The używamy także w następujących przypadkach:

play the guitar/piano/violin in the morning/afternoon/evening at the weekend

U itt 2 Un

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Self-check

Unit 2

Grammar revision Present simple – questions, question words and short answers 1 Uzupełnij zdania. BETH: (a) JAKE:

No, I (b)

BETH: (c) JAKE:

JAKE:

Because I love watching films.

.

BETH:

(e)

do you do?

JAKE:

Yes, he (f)

BETH:

Does he (g)

JAKE:

No, he (h)

you go to school on Saturday morning?

Do

don’t

What

I watch TV or I read.

BETH: (d)

Why

ZESZYT ĆWICZEŃ

do you watch TV?

Does

your brother like watching films? does

.

like

football?

doesn’t . He hates it. / 8 points

str. 20

Adverbs of frequency

Articles

2 Ułóż zdania z podanych wyrazów. Następnie ustal kolejność zdań ze względu na częstotliwość wykonywanych czynności. 1 = 100%, 6 = 0%. 6 a watch TV I never 2 b magazines She usually reads 4 c bus by go sometimes They 5 d We ever hardly school to walk 1 e is happy Joe always 3 f my are friends My house often at

3 Wybierz poprawną odpowiedź. 1 I usually play the/- football. 2 My sister plays the/a guitar. 3 I go to -/the school at quarter to nine. 4 Excuse me. Have you got a/the pencil? 5 A/The pencil on the table is Mike’s. 6 We have -/the breakfast at eight o’clock.

ZESZYT ĆWICZEŃ

ZESZYT ĆWICZEŃ

/ 6 points

str. 22

/ 6 points

str. 22

Vocabulary revision Free-time activities

Places to go in a town

1 Uzupełnij zdania wyrazami z ramki.

2 Napisz nazwy miejsc na obrazkach.

collect comics draw instrument online sport surfs takes to watches with 1 2 3 4 5 6 7 8 9 10 11

He takes photos with a digital camera. I want to play a musical instrument one day. music. She likes listening to I like using the computer and chatting online . with my At the weekend I go out friends. surfs the Internet on He always Saturday. They collect football shirts from around the world. They’ve got fifty! She likes doing sport – basketball, tennis, table tennis. My sister watches two or three films at the weekend – on TV and at the cinema. I draw pictures in my free time. I use special pencils. He doesn’t read books but he likes comics .

ZESZYT ĆWICZEŃ str. 18

/ 11 points

1

2

stadium 4

3

shopping centre

park

5

swimming pool 7

6

museum

library

8

sports centre ZESZYT ĆWICZEŃ str. 21

9

fast-food restaurant / 9 points

Total

theatre

/ 40 points Unit 2

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Gateway to matura

Unit 2 3

CzÚĂÊ ustna – zadanie 1

Z podanych zdaĔ utwórz początkowy fragment rozmowy z egzaminującym. NastĊpnie przeüwicz dialog z kolegą/ koleĪanką.

Matura INFO Egzamin ustny rozpoczyna się od krótkiej rozmowy wstępnej, podczas której należy udzielić odpowiedzi na kilka prostych pytań. Po upływie około 2 minut zdający przechodzi do zadania 1. , w którym zdający i egzaminujący prowadzą naturalną rozmowę, odgrywając określone role. W ciągu maksymalnie 3 minut zdający powinien omówić cztery kwestie podane w poleceniu.

TIP Podczas rozmowy wstępnej udzielaj w miarę wyczerpujących odpowiedzi. Pamiętaj, że głównym celem rozmowy wstępnej jest „rozgrzewka” i oswojenie cię z sytuacją egzaminacyjną. 1

a b c d e f 1

4

2

e

3

d

4

c

5

a

6

f

Uzupeánij podane zdania. NastĊpnie poüwicz z kolegą/ koleĪanką udzielanie odpowiedzi.

TIP Staraj się dodać do swojej odpowiedzi dodatkowe szczegóły. Egzaminujący: And what do you do in your free time? Ty: I usually (a)_________________ and go out because I love (b)_______________________, see friends (c)_________________. Sometimes, I also (d)____________ go for a walk chatting/talking _________________ when the weather is good. What about you?

1.30 Posáuchaj trzech pytaĔ. Pracując w parach,

udzielajcie na zmianĊ odpowiedzi.

2a Przeczytaj zadanie egzaminacyjne wraz z wersją dla

egzaminującego. NastĊpnie uĪywając jĊzyka polskiego, odegrajcie peáną rozmowĊ. RozpocząáeĞ/RozpoczĊáaĞ studia za granicą. Opowiadasz o sobie koledze/koleĪance z uczelni. PoniĪej podane są cztery kwestie, które musisz omówiü w rozmowie z egzaminującym. Ɣ Czas wolny Ɣ Upodobania Ɣ Atrakcje w mieĞcie Ɣ Propozycja wspólnego wyjĞcia

b

Yes, free time. I love the weekend! Hi, you are Marta, right? Great, thanks. It’s Friday – no more lessons! Yes, that’s me! How are you today? Yes! And you are Michaá from Poland? Oh, me too, and what ...

TIP Nie obawiaj się zadać pytania egzaminatorowi – pamiętaj, że prowadzisz naturalną rozmowę! 5

DokoĔcz podane zdania, tak aby byáy prawdziwe. NastĊpnie opowiedz koledze/koleĪance o wáasnych upodobaniach.

TIP Rozwijaj każdą z czterech kwestii podanych w poleceniu egzaminacyjnym.

RozmowĊ rozpoczyna zdający.

1

I love ________________________________. listening to music

Wersja dla egzaminującego:

2

At weekends, I like _______________________________. going out with friends

Jest Pan/Pani kolegą/koleĪanką zdającego. Wspólnie studiujecie na zagranicznej uczelni. On/Ona opowiada Panu/Pani o sobie i zachĊca Pana/Panią do wizyty w klubie studenckim. RozmowĊ rozpoczyna zdający.

3

When the weather is bad, I enjoy ____________________. reading books at home

6

Egzaminujący: So what can you do in town at weekends? Ty: Well, you can go dancing at a club.

W zaleĪnoĞci od tego, jak potoczy siĊ rozmowa, proszĊ wáączyü do rozmowy wszystkie/wybrane punkty. Ɣ

ProszĊ poprosiü zdającego o dokáadniejsze objaĞnienie jakiejĞ kwestii.

Ɣ

ProszĊ grzecznie nie zgodziü siĊ ze zdającym, tak aby musiaá podaü dodatkowe argumenty lub zaproponowaü inne rozwiązanie.

Ɣ

ProszĊ zapytaü zdającego, jak czĊsto wychodzi gdzieĞ z przyjacióámi.

Ɣ

ProszĊ poinformowaü zdającego o swoich zainteresowaniach, hobby itp.

Ɣ

Nie zna Pan/Pani jeszcze zbyt dobrze miasta.

Przeczytaj dialog. NastĊpnie odegraj podobny dialog z kolegą/koleĪanką. Wykorzystajcie podane wskazówki.

1 2

7

see a ¿lm / cinema go for a walk / park

3 4

eat out / restaurant go / museum

Przeczytaj przykáadowy dialog. Odegraj podobny dialog z kolegą/koleĪanką. NastĊpnie zamieĔcie siĊ rolami.

TIP Przed tobą ostatnia kwestia do omówienia. Pamiętaj, że egzaminujący może nie zgodzić się z twoją pierwszą propozycją. Bądź gotowy/gotowa na przedstawienie innej możliwości! Wykorzystaj poniższe zwroty. Wyrażanie propozycji Ɣ Let’s go to a club on Saturday. Ɣ Why don’t we go to a club on Saturday?

2b Przeczytaj poniĪsze wskazówki do zadania egzaminacyjnego i zaznacz, czy są prawdziwe, czy faászywe.

A. Na zapoznanie siĊ z poleceniem masz 2 minuty. Rób notatki, co pozwoli Ci siĊ lepiej przygotowaü do wykonania zadania. B. Kwestie podane w zadaniu omawiaj w takiej kolejnoĞci, aby rozmowa toczyáa siĊ w niewymuszony, naturalny sposób. C. Nie ma koniecznoĞci rozwijania podanych kwestii. OdnieĞ siĊ do nich najkrócej, jak potra¿sz.

PRAWDA/FAàSZ

Ty: Let’s go and see a football match. Egzaminujący: But I hate football! Ty: OK, why don’t we go to the theatre then? Egzaminujący: That’s a great idea!

PRAWDA/FAàSZ

1 2 3 4

8 PRAWDA/FAàSZ

D. PamiĊtaj, Īe musisz byü gotowy/ gotowa wáaĞciwie zareagowaü, poniewaĪ nie wiadomo, jak ukierunkuje rozmowĊ egzaminujący.

T62 38

go dancing / go for a walk see a ¿lm / go to a café go to a fast food restaurant / go to a pub go to a shopping centre / go to the theatre

1.31 PrzeprowadĨ z kolegą/koleĪanką dwie rozmowy, odgrywając na zmianĊ rolĊ ucznia A i ucznia B. Posáuchaj modelowej wypowiedzi. UczeĔ A (zdający): PrzeprowadĨ rozmowĊ z uczniem B zgodnie z poleceniem dla zdającego do zadania 2.

PRAWDA/FAàSZ

UczeĔ B (egzaminujący): Patrz str. 171.

Unit 2

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Gateway to matura Unit 2 Exam training

Część ustna – zadanie 1

Warmer Ask students to think of one question they would ask a recently met person whose name, age and job they already know. Write four of these sentences on the board. Tell students to work in pairs and take turns in asking and answering these questions.

6 Students read the example dialogue and make similar ones using the hints provided. Example answers 1 You can see a film at the cinema. 2 You can go for a walk in a park. 3 You can eat out in a restaurant. 4 You can go to a museum.

Example answers: What do you do in your free time? What’s your favourite film/ music? Where do you live?

Matura INFO Ask students to read the exam information and the tip. 1

LISTENING 1.30 Play the CD once. Students note down the questions. Students work in pairs answering the questions in turns.

Audioscript 1 What do you usually do every day? 2 What’s your family like? 3 What are your favourite school subjects? 2a Students work in pairs. One of them is the examiner. Ask students to read the task and perform the conversation. Draw their attention to the need to talk about all four pieces of information. 2b In pairs students decide if the statement A-D are true or false. Key A FAŁSZ. Na zapoznanie się z poleceniem masz 30 sekund. Nie rób więc notatek, bo po upływie tego czasu musisz zacząć mówić! B PRAWDA C FAŁSZ. Podane punkty trzeba rozwinąć. Nie wystarczy się do nich odnieść. Tylko wtedy będzie można uzyskać maksymalną ilość punktów za tę część zadania. D PRAWDA 3 In pairs students put the dialogue in the correct order. In pairs students practise the dialogue. 4 Students read the task and the exam tips. In pairs students complete the gaps and practise the dialogue. 5 Students complete the sentences and talk in pairs. Encourage them to ask questions and give additional information.

Fast finishers Tell students to look at the three sentences again and make their negative versions.

7 Ask students to read the exam tip and the example dialogue. In pairs students perform similar dialogues. 8

LISTENING 1.31 In pairs students perform two conversations. Tell student A to read his task and student B to turn to page 171. Tell students they are going to listen to the same conversation. Ask them to note down what the examinee says about the four pieces of information in activity 2a and to compare these answers with what they/ their partner said.

Audioscript BOY: Hi, you’re Marta, right? GIRL: Yes! And you’re Michał from Poland? BOY: Yes, that’s me! How are you today? GIRL: Great, thanks. It’s Friday, no more lessons! BOY: Yes, free time. I love the weekend! GIRL: Oh, me too, and what do you usually do in your free time? BOY: I listen to music, surf the Net and, of course, chat online. I often go out with my friends and sometimes play basketball with them. I love sports, I sometimes go to the stadium and watch football and I often watch sports on TV or read about them on the Internet. In my hometown, I also play the guitar in a band. GIRL: You have a band? Cool! What kind of music do you play? BOY: We play Hard Rock. We’d like to play a concert but we don’t have a Hard Rock club in our town. It’s a really boring town. Here, it is different. You can go to many clubs, cinemas, museums or shopping centres. And you have a big stadium too. Oh, let’s go out this evening and watch a match? GIRL: A match? That’s not for me. I just don’t like sports. BOY: It’s OK. Why don’t we go to the cinema? GIRL: That’s a great idea. I’d like to see this new romantic comedy. BOY: Great. Let’s meet at the cinema at 5 o’clock, then? GIRL: OK. Bye. BOY: Bye.

Homework Refer students to the Workbook, page 25.

Example answers: I hate listening to music. At weekends, I don’t like going out with friends. When the weather is bad, I don’t enjoy reading books at home.

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Gatewayonline

You can find the Unit 2 tests on the Gateway Tests CD.

For useful and motivating additional practice across a range of skills and task types, students can access Gateway Online: www.gateway-online.net. • Video activities • Listening activities • Writing activities

• Test yourself activities • Language games

Teacher’s notes

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Wordlist

Unit 2

(adj) = adjective – przymiotnik (adv) = adverb – przysłówek (conj) = conjunction – spójnik (det) = determiner – określnik (np.: a, an, the, that itp.) (n) = noun – rzeczownik

= słowo bardzo często używane

¿ycie rodzinne i towarzyskie – formy spÚdzania czasu wolnego chat online (v)

/‫ޙ‬t‫ݕ‬æt ‫ܥ‬n‫ޖ‬laܼn/

cinema (n) ★★ collect things (v)

/‫ޖ‬sܼnԥmԥ/ /kԥ‫ޖ‬lekt ‫ܼ݇ޙ‬ƾz/

dance (v) ★★★ do sport (v) draw (v) ★★★ fast-food restaurant (n) go out with friends (v)

/d‫ޝܤ‬ns/ /‫ޙ‬du‫ޖ ޝ‬sp‫(ޝܧ‬r)t/ /dr‫ޝܧ‬/ /‫ޙ‬f‫ޝܤ‬st ‫ޖ‬fu‫ޝ‬d rest(ԥ)r‫ܥ‬nt/ /‫ޙ‬gԥ‫ ޙݜ‬a‫ݜ‬t wܼð frendz/

library (n) ★★★ listen to music (v) museum (n) ★★★ park (n) ★★ play a musical instrument (v) read (v) ★★★ shopping centre (n) sports centre (n) stadium (n) surf the Internet (v) swimming pool (n) take photos (v) theatre (n) ★★ watch films (v)

/‫ޖ‬laܼbrԥri/ /‫ޙ‬lܼsԥn tԥ ‫ޖ‬mju‫ޝ‬zܼk/ /mju‫ޖޝ‬zi‫ޝ‬ԥm/ /p‫(ޝܤ‬r)k/ /‫ޙ‬pleܼ ԥ ‫ޙ‬mju‫ޝ‬zܼkl ‫ܼޖ‬nstrԥmԥnt/ /ri‫ޝ‬d/ /‫ܥݕޖ‬pܼƾ ‫ޙ‬sentԥ(r)/ /‫ޖ‬sp‫(ޝܧ‬r)ts sentԥ(r)/ /‫ޖ‬steܼdiԥm/ /‫ޙ‬s‫(ޝܮ‬r)f ði ‫ܼޖ‬ntԥ(r)net/ /‫ޖ‬swܼmܼƾ ‫ޙ‬pu‫ޝ‬l/ /‫ޙ‬teܼk ‫ޖ‬fԥ‫ݜ‬tԥ‫ݜ‬z/ /‫ޖ‬șܼԥtԥ(r)/ /‫ޙ‬w‫ܥ‬t‫ ݕ‬fܼlmz/

rozmawiać przez internet kino kolekcjonować przedmioty tańczyć uprawiać sport rysować restauracja fast food spotykać się z przyjaciółmi biblioteka słuchać muzyki muzeum park grać na instrumencie muzycznym czytać centrum handlowe centrum sportowe stadion surfować po internecie pływalnia robić zdjęcia teatr oglądać filmy

Inne active (adj) ★★★ announcement (n) ★ appear (v) ★★★ Atlantic Ocean (n) autograph (n) become (v) ★★★

/‫ޖ‬æktܼv/ /ԥ‫ޖ‬na‫ݜ‬nsmԥnt/ /ԥ‫ޖ‬pܼԥ(r)/ /ԥt‫ޙ‬læntܼk ‫ޖ‬ԥ‫ݕݜ‬n/ /‫ޝܧޖ‬tԥ‫ޙ‬gr‫ޝܤ‬f/ /bܼ‫ޖ‬k‫ݞ‬m/

aktywny ogłoszenie pojawiać się, występować Ocean Atlantycki autograf stawać się, zostawać (kimś) aparat fotograficzny oczywiście, naturalnie

camera (n) ★★★ certainly (adv) (=yes, of course) ★★★ cloud (n) ★★★ collection (n) ★★★ collector (n) colony (n) comedy (n) ★ comic (n) concert (n) ★★ defend (v) ★★

/‫ޖ‬kæm(ԥ)rԥ/ /‫ޖ‬s‫(ޝܮ‬r)t(ԥ)nli/ /kla‫ݜ‬d/ /kԥ‫ޖ‬lek‫(ݕ‬ԥ)n/ /kԥ‫ޖ‬lektԥ(r)/ /‫ޖ‬k‫ܥ‬lԥni/ /‫ޖ‬k‫ܥ‬mԥdi/ /‫ޖ‬k‫ܥ‬mܼk/ /‫ޖ‬k‫ܥ‬nsԥ(r)t/ /dܼ‫ޖ‬fend/

chmura kolekcja, zbiór kolekcjoner, zbieracz kolonia komedia komiks koncert bronić

easy (adj) ★★★ event (n) ★★★ explorer (n) first edition (n)

/‫ޖ‬i‫ޝ‬zi/ /ܼ‫ޖ‬vent/ /ܼk‫ޖ‬spl‫ޝܧ‬rԥ(r)/ /‫ޙ‬f‫(ޝܮ‬r)st ܼ‫ޖ‬dܼ‫(ݕ‬ԥ)n/

łatwy wydarzenie badacz, odkrywca pierwsze wydanie

= często używane

(phr) = phrase – wyrażenie (prep) = preposition – przyimek (pron) = pronoun – zaimek (v) = verb – czasownik

= dosyć często używane

flower (n) ★★★

/‫ޖ‬fla‫ݜ‬ԥ(r)/

kwiat

funny (adj) ★★★

/‫ޖ‬f‫ݞ‬ni/

zabawny

high (adj) ★★★

/haܼ/

wysoki

how long (phr)

/‫ޙ‬ha‫ޖ ݜ‬l‫ܥ‬ƾ/

tu: ile trwa

how much (phr)

/‫ޙ‬ha‫ޖ ݜ‬m‫ݞ‬t‫ݕ‬/

ile / jak wiele / jak bardzo

illustration (n) ★

/‫ܼޙ‬lԥ‫ޖ‬streܼ‫(ݕ‬ԥ)n/

ilustracja

introduce (v) ★★★

/‫ܼޙ‬ntrԥ‫ޖ‬dju‫ޝ‬s/

przedstawiać

island (n) ★★★

/‫ޖ‬aܼlԥnd/

wyspa

land (n) ★★★

/lænd/

ląd

length (n) ★★★

/leƾș/

długość

magazine (n) ★★

/‫ޙ‬mægԥ‫ޖ‬zi‫ޝ‬n/

czasopismo

match (n) ★★★

/mæt‫ݕ‬/

mecz (np. piłki nożnej)

meet (v) ★★★

/mi‫ޝ‬t/

spotykać

mountain (n) ★★★

/‫ޖ‬ma‫ݜ‬ntܼn/

góra

music group (n)

/‫ޖ‬mju‫ޝ‬zܼk ‫ޙ‬gru‫ޝ‬p/

zespół muzyczny

Netherlands (n)

/‫ޖ‬neðԥ(r)lԥndz/

Holandia

officially (adv) ★

/ԥ‫ޖ‬fܼ‫ݕ‬ԥli/

oficjalnie

original (adj) ★★★

/ԥ‫ޖ‬rܼd‫(ݤ‬ԥ)nԥl/

pierwotny, oryginalny

painting (n) ★★

/‫ޖ‬peܼntܼƾ/

obraz, dzieło malarskie

population (n) ★★★

/‫ޙ‬p‫ܥ‬pj‫ޖݜ‬leܼ‫(ݕ‬ԥ)n/

liczba ludności

price (n) ★★★

/praܼs/

cena

publication (n) ★

/‫ޙ‬p‫ݞ‬blܼ‫ޖ‬keܼ‫(ݕ‬ԥ)n/

publikacja

radio station (n)

/‫ޖ‬reܼdiԥ‫ޙ ݜ‬steܼ‫(ݕ‬ԥ)n/

stacja radiowa

save (v) (=save somebody) ★★★

/‫ޖ‬seܼv ‫ޙ‬s‫ݞ‬mbԥdi/

ratować (kogoś)

shirt (n) ★★★

/‫(ޝܮݕ‬r)t/

koszula

signature (n) ★

/‫ޖ‬sܼgnԥt‫ݕ‬ԥ(r)/

podpis

simple (adj) ★★★

/‫ޖ‬sܼmp(ԥ)l/

prosty

size (n) ★★★

/saܼz/

rozmiar

team (n) ★★★

/ti‫ޝ‬m/

drużyna

ticket (n) ★★★

/‫ޖ‬tܼkܼt/

bilet

title (n) ★★★

/‫ޖ‬taܼt(ԥ)l/

tytuł

to be mad about (phr)

/tԥ bi ‫ޖ‬mæd ԥ‫ޙ‬ba‫ݜ‬t/

być zwariowanym na punkcie czegoś

tree (n) ★★★

/tri‫ޝ‬/

drzewo

under (adv & prep) ★★★

/‫ݞޖ‬ndԥ(r)/

pod

website (n)

/‫ޖ‬web‫ޙ‬saܼt/

strona internetowa

wedding (n) ★★

/‫ޖ‬wedܼƾ/

ślub, wesele

You’re welcome. (phr)

/‫ޙ‬j‫(ޝܧ‬r) ‫ޖ‬welkԥm/

Proszę bardzo.

bungee jumping (n)

/‫ޖ‬b‫ݞ‬nd‫ݤ‬i‫ޙ ޝ‬d‫ݞݤ‬mpܼƾ/

skoki na bungee

climber (n)

/‫ޖ‬klaܼmԥ(r)/

alpinista

extreme sport (n)

/ܼk‫ޙ‬stri‫ޝ‬m ‫ޖ‬sp‫(ޝܧ‬r)t/

sport ekstremalny

film director (n)

/‫ޖ‬fܼlm dԥ‫ޙ‬rektԥ(r)/

reżyser filmowy

location (n) ★★

/lԥ‫ޖݜ‬keܼ‫(ݕ‬ԥ)n/

położenie

national anthem (n)

/‫ޙ‬næ‫(ݕ‬ԥ)nԥl ‫ޖ‬æn݇ԥm/

hymn państwowy

native (adj) ★

/‫ޖ‬neܼtܼv/

ojczysty, rodzimy

volcano (n)

/v‫ܥ‬l‫ޖ‬keܼnԥ‫ݜ‬/

wulkan

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Gateway to pięciopoziomowy kurs dla uczniów szkół ponadgimnazjalnych. Gateway Teacher’s Book to doskonałe uzupełnienie kursu Gateway, które ułatwi i uatrakcyjni nauczycielowi pracę z uczniami.

Gateway online

Student’s Book

Workbook

David Spencer

Annie Cornford

Gateway_A2_SB_Cover.indd 1

W Gateway Teacher’s Book nauczyciel znajdzie:

11-11-10 13:20

Student’s Book

• szczegółowe scenariusze lekcji

Workbook

Class CDs David Spencer

Class CDs David Spencer

CD 1 Units 1– 5

CD 2 Units 6– 10

Test CD Lynda Edwards Maria Chojnacka

Test CD

Class CDs

• sekcje Teacher development z propozycjami dotyczącymi planowania i przeprowadzania ćwiczeń zawartych w podręczniku oraz pomysłami na rozwijanie strategii egzaminacyjnych

n© h Editio

n illa cm Ma

n lla mi ac ©M 011 First Polish Edition

20 12

a lsk Po

20 12

20 12

• strony z Gateway Student’s Book wraz z odpowiedziami do ćwiczeń

Lynda Edwards Maria Chojnacka

David Spencer a lsk Po

First Polish Edition

Audio CDs

a lsk Po

Test CD-ROM

TThis hiss rrecording ecor iis copyright s c cop pyrig and unauthorised u nauthor c opying is i illegal. copying IISBN SBN 978978-0-230-72338-2

Teacher’s Resource Multi-ROM

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Teacher’s Resource Multi-ROM an

• ramki Cultural information z ciekawostkami dotyczącymi tematów poruszanych w podręczniku

n lla mi ac ©M

Pu n lla bli she mi ac rs 2 ©M 011 First Polish Edition

a lsk Po

Teacher’s Resource Multi-ROM

• dodatkowe ćwiczenia dla grup o zróżnicowanych umiejętnościach językowych • opis umiejętności według CEF, który pomaga nauczycielowi śledzić postępy uczniów

Gateway Interactive Classroom

Gateway Online www.gateway-online.net

COMMON EUROPEAN FRAMEWORK

A1 A2 B1 B2 C1 C2

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