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2 Teacher’s Book Anna Cole

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2 Criminal records

Paðstwo i spoîeczeðstwo przestÙpczoĂÉ

Vocabulary Crimes a

1 Work with a partner and match the pictures with these words. burglary robbery

d

mugging shoplifting

murder theft

piracy vandalism

burglary 1.11 Listen and repeat.

2

c

b

d

e g f

h

3 Complete the sentences with the correct form of these verbs. You can use one word three times. burgle

kill

mug

pirate

rob

steal

vandalise

Criminals 6 Try to complete the table without using a dictionary. Then use your dictionary to check and complete the table.

1 A murder is when somebody kills another person. burgles a house and 2 A burglary is when somebody steals things from it. robs 3 A robbery is when somebody a bank or a person. vandalises 4 Vandalism is when somebody public property and damages it. steals 5 Shoplifting is when somebody things from a shop. pirates 6 Piracy is when somebody software such as CDs and DVDs by copying them illegally. mugs 7 Mugging is when somebody another person and takes their money using violence. steals something. 8 A theft is when somebody 4 What is the difference between rob and steal? Use your dictionary to check your answer.

STUDY SKILLS Czy wiesz, dlaczego dobrze jest starać się odgadnąć znaczenie wyrazu, zanim sprawdzi się je w słowniku? STUDY SKILLS

7a

Crime

Criminal

burglary

1

murder

2 murderer

robbery

3 robber

shoplifting

4 shoplifter

theft

5 thief

vandalism

6 vandal

piracy

7 pirate

mugging

8 mugger

burglar

SPEAKING All of these crimes are serious. Put them in order of how serious you think they are, from 8 (very serious) to 1 (not so serious).

7b Work with a partner. Compare your ideas.

str. 157

I think murder is very serious. I give it an 8. 5

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LISTENING

1.12 Listen to four radio news items. What are

the crimes? 1 robbery

3

piracy

2

4

shoplifting

vandalism

I agree. What do you think about mugging?

Unit 2

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Unit 2 Lesson 1

Vocabulary

Crimes

Criminals

Warmer

Key To rob means to take money or property from someone illegally. To steal means to take something that belongs to someone else without permission.

In pairs, students discuss the meaning of the unit title Criminal records and what they think the unit is going to be about. Elicit ideas from the class. Suggested answer A criminal record is an official list of crimes that someone has committed. This record of a person’s criminal history can be investigated by banks and employers to find out if someone is trustworthy. It can include traffic offences such as speeding.

TEACHER DEVELOPMENT: PRONUNCIATION

Word stress and part of speech Drill the pronunciation of record. Remind students that in English there are many words that change stress depending on the part of speech, e.g. when it is a verb, the stress moves to the second syllable: record.

Crimes 1 In pairs, students match the pictures with the words. Draw attention to the example. 2

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

Audioscript and Key burglary (picture d) mugging (picture g) murder (picture b) piracy (picture f ) robbery (picture c) shoplifting (picture e) theft (picture a) vandalism (picture h)

Extra activity Play the CD again and ask students to underline the stressed syllables and circle the schwa /ə/ sounds (see the Key in 2 for answers).

TEACHER DEVELOPMENT: PRONUNCIATION

The /ɵ/ sound Some students may have difficulty pronouncing the /ɵ/ sound in theft. Tell students to put their finger on their lips. Their tongue should lightly touch their finger when they make this sound. Chorally drill the word. Refer students to the Pronunciation guide in the Student’s Book, page 170. 3 Individually, students complete the sentences with the correct form of the verbs. Remind them that they can use one word three times. Check answers by asking different students.

Extra practice Write these extra example sentences on the board and give further explanations: He robbed a bank. (He took things from the bank; he didn’t take the bank.) She robbed an old man. (She took things from the man; she did not take him.) She stole food from the supermarket. (She took food.)

Study skills Ask students for reasons why it is a good study skill to guess information about words before looking them up in the dictionary. Direct students to page 157 (Vocabulary: Using a dictionary) to compare their answers. 5

LISTENING 1.12 Play the CD for students to listen to the four radio news items and name the crimes. Tell students to note down key words which help them decide on their answer as they listen.

Audioscript 1 Three men entered the National Bank in Bristol last night and took over a million pounds. Police do not know how the criminals entered the bank, but they are looking to trace a white van which was parked outside the bank yesterday afternoon. 2 Police arrested six young men in Brighton city centre yesterday. The men broke the windows of several shops and damaged a number of cars parked there. 3 In entertainment news, pop star Pink has a new album out this week, but the artist is unhappy because there are already thousands of illegal copies on sale. The singer is asking her fans not to buy these illegal copies. 4 Supermarket chain Bestco said yesterday that they are very worried about the number of thefts in their supermarkets. Bestco lose millions of pounds each year because of the theft of all kinds of products, from milk to perfume.

Criminals 6 First, students complete the table without using a dictionary. Then they use the Macmillan Dictionary to complete the table. 7a SPEAKING Individually, students put the crimes in 6 in order from 8 (very serious) to 1 (not so serious). 7b In pairs, students compare their ideas. Focus their attention on the model dialogue before they begin.

Homework Refer students to the Workbook, page 10.

4 Students try to guess the difference between rob and steal before they check their answers in their dictionaries. Point out that theft is the noun form for the verb steal and that a thief is the general name for someone who steals something.

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Lesson 2

Reading

Predicting content, reading for gist and for detail Newspaper stories about crime

Warmer

Study skills

If possible, make copies of some English newspaper stories. You can also print them from the following websites: www.bbc.co.uk/ news, www.guardian.co.uk, www.timesonline.co.uk. Cut out the headline so it is separate from the main story. Divide the class into small groups and give each group at least three newspaper stories with the corresponding headlines. Students must read the stories and match the headlines to the stories. Tell them not to worry if they don’t understand every word. They should just look for key words that identify what the story is about.

Discuss why it is useful to look at the pictures and the titles of texts before they read them. Students compare their answers with the information on page 156 (Reading: Prediction). 4 Students read the texts again and answer the questions in their notebooks using complete sentences. Monitor and provide help if necessary. Elicit answers from the class. Key 1 The guards were surprised to see Detlef Federsohn outside the prison because he had been released from prison and was trying to get back in. 2 Because his mum didn’t give him meals, wash his clothes or let him watch television, like they do in prison. 3 A gang of robbers/Four young people attacked David Copperfield. 4 The robbers didn’t steal anything because David Copperfield made the objects disappear. 5 Lee Hoskins took photos of himself and his girlfriend next to the stolen car. 6 The police identified Lee Hoskins from the photos that were on the camera he left in the car. 7 The Colombian burglar got inside a box and his friend sent him by post to the rich man’s house. 8 The rich man didn’t think it was normal to receive a big parcel and called the police.

TEACHER DEVELOPMENT: CLASSROOM TIPS

Warmers Most students need a warmer at the beginning of a class to get used to speaking English again. For students (and teachers), this is where short five-minute activities come in useful. They can also be used during and at the end of class, when there is some time to fill or a change of pace is needed. 1 Students match the titles of the news stories with the pictures. Remind them there is one title they will not need. Students compare their answers in pairs before you elicit the answers from the class. 2 In pairs, students discuss what they think each story is about by looking at the titles and the pictures. Draw students’ attention to the model dialogue and elicit a few ideas. 3 Students read the stories and match the pictures, titles and texts. Set a time limit of two minutes to encourage them to read quickly and not worry about difficult vocabulary. Remind them that once they have the general idea of the whole text, they may find they can guess the meaning of new words much more easily. In a less confident class, you may want to pre-teach some vocabulary for the reading texts: surprise – an unusual event or unexpected piece of news; discover – to find something that is hidden or that no one knew about before; prefer – to like or want someone or something more than someone or something else; get back – to return to a place; gang – a group of criminals working together; magician – someone whose job it is to entertain people by performing magic tricks; pockets – a small bag that forms part of a piece of clothing and is used for holding small objects; run away – to secretly leave a place because you are not happy there.

5 Students match the underlined words in the text with their definitions. 6

SPEAKING What about you? In pairs, students ask each other which story they prefer and why. Draw attention to the model dialogue. Elicit some opinions from different students.

Homework Refer students to the Workbook, page 11.

Recording: Unit 2 p19 Reading on www.gateway-online.net

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Reading 1 Look at these pictures. They illustrate newspaper stories about crimes or criminals. Can you match the titles of the stories with the pictures? There is one title you do not need. 1 Now you see it, now you don’t c 2 And this photo is me stealing your car a 3 The perfect police officer 4 Burglar in a box d 5 Let me back in! b

c a

2 Work with a partner. From the titles and pictures, what do you think happens in each story? Guess. What about the story with the car? I think that somebody steals the car when the boy is taking a photo of it. 3 Read the stories and match the pictures, titles and texts. Story A

Title 5

Picture

b

Story B

Title 1

Picture

c

Story C

Title 2

Picture

a

Story D

Title 4

Picture

d

b

STUDY SKILLS Dlaczego warto przyjrzeć się ilustracjom/fotografiom do tekstu i zapoznać z jego tytułem przed przeczytaniem całości? STUDY SKILLS

B

A gang of robbers wanted to rob the famous magician David Copperfield last week. They learnt an important lesson: never mug a magician. Four young people attacked Copperfield after a show in Florida last week. Copperfield had money, his passport, and his mobile phone in his pockets. But when the robbers were looking for something to steal, he showed his pockets to the thieves and the objects weren’t there! The thieves didn’t wait to look for them. The police arrested the men when they were running away … after a call from Copperfield on his disappearing phone.

4 Read R d the th stories t i again i and d answer the questions. 1 Why were the prison guards in Vienna surprised by Detlef Federsohn? 2 Why didn’t Detlef Federsohn want to live with his mum? 3 Who attacked David Copperfield? 4 Why didn’t they steal anything from Copperfield? 5 What photos did Lee Hoskins take? 6 How did the police catch Lee Hoskins? 7 How did the Colombian burglar get into the rich man’s house? 8 Why wasn’t the burglar’s plan successful? Rozumienie tekstów pisanych Dobieranie Gateway 2 TB.indb 47 Gateway_2_PL.indb 19

str. 156

D

C

A

Prison guards in Vienna got a big surprise yesterday. They discovered a young man just outside the prison. They thought that he was escaping. But they found out that the young man, Detlef Federsohn, was trying to get back in! Federsohn was in prison for two years for theft. When he left prison and lived on the outside, he decided that he preferred life inside. ‘Life is great in prison,’ said Federsohn. ‘They give you your meals, wash your clothes and let you watch television. I can’t do that with my mum.’

d

A British car thief made a basic mistake. Lee Hoskins was stealing an Opel Astra when he came across a camera inside the car. So what did he do? He and his girlfriend took photos of each other next to the car. Soon afterwards, they crashed the car. They quickly ran away from the scene of the crime but they left the camera inside the car. The police soon worked out who the thief was! ‘Some criminals can be really stupid,’ said a police officer looking into the case.

A Colombian crim had an original inal idea for a burglary. He go a box and a fr t inside iend sent him by post to the house of a rich busi nessman. But the busine ssman was surprised and su when the larg spicious e pa turned up at hi rcel s He didn’t thin house. k it was normal to rece iv parcel and so e this big he called the police. W hen t ief finally ca the th m o the box, he e out of saw ten p lice officers po standing t ere waiting th for him.

5 Match M t h th the underlined d words in the stories with ith their th i definitions. d fi iti arrested 1 stopped and took to the police station guards 2 people who look after a place or person parcel 3 a box or package that you send by post meals 4 breakfast, lunch, dinner 5 how you feel when you think something is not normal and could be suspicious bad or dangerous case 6 crime, incident by post 7 using the postal service showed 8 let somebody see something 6

SPEAKING What about you? Which story do you prefer and why?

I like the story about the magician.

Why?

Because he’s very clever. The criminals didn’t steal anything from him. Unit 2

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Grammar in context GRAMMAR GUIDE

Past simple 1a Look at these sentences. Which sentences are in the present simple and which are in the past simple? a b c d e f g h

1c In 1a find a sentence with … 1 a form of be in the past simple affirmative d 2 a form of be in the past simple negative h 3 a regular verb in the past simple affirmative a 4 an irregular verb in the past simple affirmative e 5 a past simple question b 6 a verb in the past simple negative g

Four young people attacked him. What did he do? They give you your meals. He was outside the prison. He had money in his pockets. My mother doesn’t do that. He didn’t think about it. The objects weren’t there.

1d Complete the sentences with the correct past simple forms of be, walk and go. was/walked/went there yesterday. Affirmative: He Negative:

He

Was he/Did

Question:

1b When do we use the past simple? We use the past simple to describe actions or situations that started and finished in the past. 2a

he

there yesterday?

walk/Did he go

GRAMMAR REFERENCE

str. 26

Look at the three lists. How do we pronounce the -ed ending in each list? finished watched liked passed wanted needed painted started stayed arrived discovered planned

PRONUNCIATION

List A: List B: List C: 2b

there yesterday.

wasn’t/didn’t walk/didn’t go

1.13 Listen, check and repeat.

2c In which list is the -ed ending pronounced /ɪd/? Which letters come just before -ed in the words in this list? 3 Work with a partner. Write an A to Z of irregular past simple forms. How many can you think of in five minutes?

A – ate, B – bought, C – … 4 Complete the text with the past simple form of the verbs.

were

One night a girl and her boyfriend (a) 

(be) in the middle of a long phone

conversation about their future. Suddenly the boyfriend (b)  The girl (c) 

became

but he (e) 

didn’t reply

was

(g) 

 (become) very worried. She (d)   (not reply). She (f)  made ran

the police. Officers (k)  (m) 

expected

didn’t find

(stop) talking.

began

 (begin) to shout

(think) that her boyfriend

(be) in some kind of danger. At first, the girl (h) 

what to do. But then she (i)  They (l) 

thought

stopped

didn’t know

(make) a decision and (j) 

(not know)

called

 (call)

 (run) to her boyfriend’s house in Nuremburg, Germany.

(expect) to find a murderer or a burglar, but they

 (not find) any criminals. They just (n) 

found

 (find)

the boyfriend sleeping next to the phone!

5 Complete these questions about the text in 4 with the past simple form of the verbs.

6

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1 What

were

2 What

did

the boy

3 Why

did

the girl

4 What

did

she

SPEAKING

(be) the boy and girl in the middle of? do start think

(do)? (start) shouting?

5 What

did

6 What action 7

Did

she

decide

did

they

(decide) to do?

the police find

take

(take)?

(find) any criminals?

(think)?

Work with a partner. Take it in turns to ask and answer the questions in 5.

Unit 2

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Lesson 3

Grammar in context

Past simple

Warmer

2a

Ask students to read the sentences in 1a and match them to a news story from page 19. Tell them to ignore sentences b and g for now. Key a Story B b N/A c Story A

d e f

Story A Story B Story A

Key List A: /t/

g N/A h Story B

Past simple Test before you teach Write these five sentences on the board: I ________ (have) lunch at school last week. They ________ (be) at school yesterday. Last weekend I ________ (not go) to the cinema. ________ they ________ (go) to the cinema last weekend? No, they ________. Ask students to complete them with the past simple form of the verb in brackets. Then ask them to write five similar sentences in the past simple in their notebooks. Monitor carefully to see if they have consolidated knowledge of the past simple tense. Key had, were, didn’t go, Did … go, didn’t 1a Ask students to identify which tense the sentences are in: past simple or present simple. Key Past simple: a, b, d, e, g, h Present simple: c, f

2b

1d Students complete the sentences with the correct past simple forms of be, walk and go. Elicit the answers.

Extra practice Write these additional examples on the board: Affirmative: They ________ on the phone last night. Negative: They ________ on the phone last night. Question: ________ they ________ on the phone last night? Ask students to complete the sentences with the correct past simple forms be, talk and speak. Key Affirmative: were/talked/spoke Negative: weren’t/didn’t talk/didn’t speak Question: Were they/Did they talk/Did they speak Refer students to the Grammar reference on page 26.

TEACHER DEVELOPMENT: LANGUAGE

Past tense forms The major difficulty students have with the past tense is that negative and question forms use auxiliary verbs and infinitives. It may help to present this visually and explain that the -ed ending transforms into an auxiliary verb:

List B: /ɪd/

List C: /d/

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

Audioscript List A: finished List B: wanted List C: stayed

watched needed arrived

liked painted discovered

passed started planned

2c Ask students to find the list in which the -ed ending is pronounced /ɪd/ and look at which letters come before -ed in this list. Key In List B, d or t always come before the -ed ending.

Extra practice Write these past tense forms on the board: kissed, stayed, decided, talked, rained, turned, demanded, planted, played, worked, cooked, celebrated. Ask students to say the words and match them to the correct pronunciation of -ed (/t/, /d/ or /ɪd/). Key /t/: worked, talked, cooked, kissed /d/: played, turned, stayed, rained /ɪd/: planted, demanded, celebrated, decided

1b Elicit from students when we use the past simple. 1c Students find a sentence in 1a to match each description of a past simple form.

PRONUNCIATION Ask students to practise saying the words in each list and decide on the pronunciation of the -ed ending in each list.

3 Set a strict five-minute time limit. In pairs, students write an A to Z of irregular past simple forms with one verb for each letter. Warn students that it will be very difficult for students to think of irregular verbs for v, y and z. Elicit answers from different pairs. Refer to the irregular verb list in the Student’s Book, page 168. 4 Students complete the text with the correct past simple form of the verbs, as in the example. 5 Students complete the questions about the story with the correct past simple forms. 6

SPEAKING In pairs, students take it in turns to ask and answer the questions in 5.

Suggested answers 1 They were in the middle of a long phone conversation. 2 The boy fell asleep on the phone. 3 The girl started shouting because the boy didn’t reply. 4 The girl thought that the boy was in danger. 5 She decided to call the police. 6 The police officers ran to the boy’s house. 7 They didn’t find any criminals. They found the boy sleeping!

Affirmative: He walked to school yesterday. Question: Did he walk to school yesterday?

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7a

SPEAKING Students work in pairs. Ask Student A to look at the information on page 21 and Student B to turn to page 169. Tell them to prepare the questions they need to ask to find out the missing information.

7b Students use their questions from 7a to interview each other. Monitor and provide help if necessary.

Key Student A: When was Bonnie Parker born? What was Clyde’s full name? What did Bonnie do in 1930? How many banks did they rob? What did Clyde tell Henry Ford? Who helped some friends escape from prison in 1934? Who killed Bonnie and Clyde? Student B: Was Bonnie very intelligent? Where was Clyde born? What did they do after they met in 1930? Who did Clyde send a letter to? What did Clyde do to ten or eleven people? What did the Texas police decide to do? What did people try to do when the police killed Bonnie and Clyde?

Homework Refer students to the Workbook, page 12.

Lesson 4

Developing vocabulary

Listening

Phrasal verbs connected with investigating and finding Listening for specific information and inferring Shoplifting

Phrasal verbs connected with investigating and finding Warmer Brainstorm what students know about phrasal verbs (e.g. verb + particle; literal/non-literal meaning, etc.) Draw a 4x4 grid on the board, with the particles along the top and the verbs down the side. All the verbs must form phrasal verbs with all the particles. Divide the class into two teams: 0 – noughts and X – crosses. In order to win a square, a team must use the phrasal verb in a sentence. The first team to get three squares in a row is the winner. Example: over

up

off

TEACHER DEVELOPMENT: LANGUAGE

Phrasal verbs Phrasal verbs are usually verbs + prepositions or verbs + particles. Students tend to sound more natural if they use phrasal verbs when they speak. Associating phrasal verbs with a topic can help students remember them more easily. Point out that phrasal verbs are either separable or non-separable. A separable phrasal verb can have the object of the phrasal verb either in the middle of the phrasal verb or after it, e.g. find something out or find out something. With non-separable phrasal verbs, the object can only come after the phrasal verb, e.g. Police are looking into the crime NOT Police are looking the crime into. See also the Unit 8 Teacher development box, Phrasal verbs on page 96.

get 2 Students rewrite each sentence using the correct form of a phrasal verb from 1. Remind them that this kind of transformation exercise is very common in examinations.

go take 1 Students look at the phrasal verbs and look at how they are used in the texts on page 19. Tell students to match them to the definitions.

Extra activity Students decide whether the phrasal verbs in 1 are separable or non-separable. Key 1 non-separable 2 non-separable 3 separable

4 non-separable 5 separable 6 non-separable

3 Students make as many sentences as they can with the words in the table. Draw attention to the example sentence. Key I looked for the key. I looked for the answer. I looked for the identity of the criminal. I found out the answer. I found out the identity of the criminal. I came across the key. I came across the answer. I came across the identity of the criminal. I worked out the answer. I worked out the identity of the criminal.

Homework Refer students to the Workbook, page 13.

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Developing vocabulary 7a

SPEAKING Work in pairs. Student A: look at the information below. Student B: turn to page 169. Prepare questions to ask your partner to find the missing information.

1 When was Bonnie Parker born?

Phrasal verbs connected with investigating and finding 1 Find the phrasal verbs in the stories on page 19 and match them to the definitions below.

7b Interview your partner.

come across find out look for look into turn up work out

Student A Bonnie and Clyde were a pair of notorious criminals. Bonnie Parker was born in (a)  1910 in Rowena, Texas. She was very intelligent . Clyde’s full name was (b)  Clyde Barrow born in 1909 in Ellis County, Tex as.

come across

2 find by accident

3 solve a problem by considering the facts work out

. He was

Bonnie (c)  met Clyde in 1930. They committed many crimes in the next four years. They robbed (d)  15 banks, although generally they preferred small shops and petrol stations. They often stole cars too. Once Clyde sent a letter to Henry Ford to thank him. He told him that (e)  his cars were his favorite cars to steal ! But Clyde also had a violent side . He probably killed ten or eleven people. In January 1934, (f)  Clyde helped some friends to escape from a Texas prison. But the Texas police decided that it was time to stop Bonnie and Clyde. (g)  six police officers killed the pair of criminals when they were in their car. Bonnie and Clyde were so famous that many people went to see the car and tried to steal their clothes!

look into

1 investigate

look for

4 try to find 5 discover

find out

6 arrive or appear unexpectedly

turn up

2 Rewrite these sentences using the correct form of the phrasal verbs in 1. 1 Detectives are trying to find the murderer. Detectives are looking for the murderer . 2 The CIA began to investigate the case. began to look into the case The CIA

.

3 They found the knife by accident in the garden. They came across the knife by accident in the garden. 4 The knife appeared unexpectedly in the garden. The knife . turned up in the garden 5 Sherlock Holmes used logic to solve crimes. worked out the crimes Sherlock Holmes

.

6 After their investigation, they soon discovered where the thief was. After their investigation, they found out where the thief was . 3 How many sentences can you make with the words in the table? Your sentences must include the phrasal verbs in 1.

I looked for the key. I

looked found came worked

out

the key.

for

the answer.

across

the identity of the criminal.

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Listening

Grammar in context GRAMMAR GUIDE

Past continuous 1a Look at sentences 1–4 and match them to the explanation of their uses in a–d. 1 My mum was looking for something. c 2 While I was waiting for my mum, I saw some sunglasses. d 3 I just put the sunglasses in my pocket. a 4 She took me back to the supermarket and I gave the sunglasses back. b a A completed action in the past. b Two completed actions in the past that happened one after the other. c An activity in progress in the past. d An activity in progress in the past interrupted by a sudden action. 1

Work with a partner and discuss these questions. 1 What can you see in the photo? 2 What type of objects do people steal from shops? SPEAKING

1b Complete the rule. We make the past continuous with the past simple be (was/were) of + verb -ing. GRAMMAR REFERENCE

str. 26

STUDY SKILLS Jak myślisz, co należy zrobić najpierw, mając do czynienia z zadaniem na rozumienie ze słuchu typu T/F (prawda/fałsz)? STUDY SKILLS

str. 157

2

SPEAKING This supermarket needs a new security officer. Have you got good powers of observation and memory? Look at the scene for two minutes. Then work with a partner. Take it in turns. One of you closes the book and the other asks questions.

LISTENING 1.14 You are going to hear two teenagers talking about a shoplifting incident. Listen and decide if each statement is true (T) or false (F).

2

1 The boy stole a pair of sunglasses when he was five.

T/F

2 The boy was staying with his uncle at the time.

T/F

3 The boy’s mum was looking for a pair of sunglasses too.

T/F

4 The sunglasses were cheap.

T/F

5 An old man saw the boy when he was stealing the sunglasses.

T/F

6 A policeman arrested the boy while he was leaving the supermarket.

T/F

7 The boy had to pay for the sunglasses.

T/F

3 Compare your answers with your partner. 4

Listen again and check your answers. What did the boy decide to do after this crime?

What was the old man doing? He was stealing bread. What was he wearing?

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Unit 2

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Before you listen Write these statistics on the board and ask students to discuss if they think they are true or false: 1 1–2% of all shoppers enter a shop to steal. True 2 Male shoplifters outnumber females by 20 to 1. False (the other way round) 3 Most shoplifters are under 21, with a peak age of 15. True 4 Of all shoplifters, 45% are middle income, 28% are high income, and 27% are low income. True 1

SPEAKING In pairs, students discuss the questions. Elicit answers from different students.

Suggested answers 1 We can see two people in a shop. 2 People steal things they can easily hide.

Study skills Ask students what they should do first in a ‘true/false/not mentioned’ listening activity. Students turn to page 157 (Listening: True/false activities) to check their answers. 2

LISTENING 1.14 Play the CD for students to listen to the text and decide if the information is true or false.

With a less confident class, you may want to pre-teach some vocabulary before playing the CD. Write the words on the board, then read out the definitions for students to identify the corresponding words: admit – to agree that something bad is true or to agree that you have done something wrong; amazing – very good, surprising or impressive; checkout – the place where you pay in a supermarket or other large shop; nervous – feeling excited and worried, or slightly afraid; apologise – to tell someone that you are sorry for doing something wrong; zebra crossing – a set of black and white lines across a road showing where vehicles must stop when people want to cross the road; embarrassing – making you feel nervous, ashamed or stupid. 3 In pairs, students compare their answers. Ask students if they were surprised at the number of people in Britain who admitted to shoplifting. 4

Play the recording again for students to check their answers. Ask students to justify their choices by giving relevant information they can remember from the text.

Audioscript GIRL: Hey! Just look at this. I can’t believe it! BOY: Sorry, what d’you say? GIRL: Well, I was reading something about shoplifting. It says here in this magazine that, in the last five years, three and a half million people in Britain admitted to shoplifting. Three and a half million! That’s incredible! BOY: Mmm, yeah, well, I suppose so. GIRL: What’s the matter? You don’t seem very surprised. BOY: Well, no, not really. You see … well … the thing is … I once stole something from a shop. GIRL: You what?! Really? I don’t believe it. BOY: Yeah, well, it was five years ago. I was only ten. GIRL: Where was it? BOY: It was in a big supermarket in Eastbourne. My uncle lives there and we were staying with him for the holidays. It was in the summer. GIRL: Who were you with? BOY: My mum and my sister. My mum was looking for something, I can’t remember what. Oh … I remember! She was looking for a T-shirt for my sister. I was bored … I hated buying clothes. GIRL: You still do! BOY: Yeah, that’s true. Anyway, while I was waiting for my mum and my sister, I suddenly saw some really cool sunglasses. I wanted to buy them, but I didn’t have any money. I knew my mum wasn’t going to buy them for me because they were pretty expensive. I looked around quickly, but there was nobody around. Well, except for an old man who was buying shampoo or something, but he wasn’t watching me. I didn’t think twice about it. I just put the sunglasses in my jacket pocket. Two seconds later, my mum and my sister appeared and we went to the check out. GIRL: Were you nervous? BOY: Nervous? I was in a total panic! Just as we were leaving the supermarket and crossing the road a policeman called out to my mum. I thought, ‘uh-oh, this is it’. Anyway, it turned out that he was telling her that we had to cross at the zebra crossing! GIRL: Did your mum ever find out about the sunglasses? BOY: Of course. She found them the next day when she was putting my jacket away. She was not happy. She took me straight back to the supermarket and made me give them back and apologise. It was really embarrassing. I felt terrible about it for days afterwards. Never again. That was the end of my life of crime!

Key The boy decided never to steal again.

Lesson 5

Grammar in context

Past continuous

Past continuous Test before you teach Write some times on the board, e.g. 7 am, 8.15 am, 9.30 am, 13.30 pm, 17 pm, 19 pm, 23.30 pm. Ask students to write sentences about what they were doing at these times using the past continuous. Monitor to see if students are familiar with the form and use of the past continuous tense.

1b Students complete the rule. Refer students to the Grammar reference on page 26. 2

SPEAKING Set a two-minute time limit for students to memorise the supermarket scene. In pairs, students then take it in turns to ask and answer questions about the scene using the past continuous. Draw attention to the model dialogue. Monitor to assess students’ oral ability.

1a Point out to students that the sentences are from the listening activity. Students look at sentences 1–4 and match them to the explanation of their uses (a–d).

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3 Individually, students invent answers to the questions and write full sentences to complete the story. Walk round, helping students with any language questions they may have.

5 Students complete the dialogue with either the past continuous or past simple form of each verb.

TEACHER DEVELOPMENT: PRONUNCIATION

Extra activity

Stressed and unstressed forms of was

Students role-play the dialogue in pairs.

Remind students that the pronunciation of was changes according to whether it is stressed (at the beginning or end of a sentence) or unstressed (in the middle of a sentence). Write these examples on the board and chorally drill them: Was he playing in the park? Yes, he was. /wɒz/ My friend was walking to school. /wəz/ 4 In pairs, students take it in turns to read each other their stories to see if they are similar or different. They then decide which one they prefer. Ask two or three students to read their stories to the class.

TEACHER DEVELOPMENT: LANGUAGE

Past continuous

• •

Some verbs are not often used in the past continuous because they are not normally action verbs, e.g. believe, belong, depend, hate, know, like, love, mean, need, prefer, realise, suppose, want, understand. While, as and when introduce information related to time. They mean during the time that and indicate that something was happening when another event occurred, e.g. I was talking on the phone while I was getting dressed. We use when, not while, to talk about something that interrupts a longer action or event, e.g. I was sleeping when Joanna rang to say she wasn’t coming home. We also use when, not while, to talk about one event that happens immediately after another and to talk about periods of time in the past, e.g. When the lights went out, everybody screamed. When I was a little boy, we didn’t have a television.

6a

SPEAKING Individually, students write three true and three false sentences about what they were doing at the six different times.

6b In pairs, students interview each other and try to identify the three false statements. Ask a pair to read out the model dialogue before they begin.

TEACHER DEVELOPMENT: CLASSROOM TIPS

Monitoring It is important to monitor students while they are working, so you can answer any language difficulties, give advice on how to structure sentences in a more natural way, provide vocabulary that students are lacking and deal with individual needs, as well as noting common problem areas. To monitor your students, you need to get physically close to pairs or groups and focus your attention on one pair or group at a time. Try to be as unobtrusive as possible and avoid eye contact. Make sure you have a notepad and a pen to write down both errors and good language use. Write common errors on the board at the end of the activity for the class to consider, correct or rephrase. Praise students who demonstrated good language use.

Fast finishers Students now tell their partner what they were really doing at the three times they wrote false sentences for. Teacher’s Resource Multi-ROM: See Unit 2 Grammar worksheet Prison break.

Homework Refer students to the Workbook, page 14.

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3 Work individually. Write complete sentences to answer the questions about the story.

5 Complete the dialogue by putting the verbs in the correct form of the past continuous or past simple.

POLICE OFFICER: So, can you tell us, sir? What (a) were you doing (do) at 10 pm last night? ROBIN BANKS: Let’s see. I think I (b) was helping (help) my mum with the shopping at 10 pm. rang POLICE OFFICER: Really? When we (c) (ring) your mum last night at 10 pm she (d) wasn’t doing (not do) the shopping. She (e) was watching (watch) TV at home. ROBIN BANKS: Ah, now I remember. I (f) was running (run) at that time. Did see POLICE OFFICER: (g) anybody (h) (see) you while you (i) were running (run)? ROBIN BANKS: Erm. Yes, my friend Jack Door saw me. POLICE OFFICER: Jack Door? Impossible. Didn’t you know? He’s in prison. ROBIN BANKS: Oops! Anyway, why are you asking me all these questions? POLICE OFFICER: Well, Mr Banks, our cameras (j) caught (catch) you running last night. You (k) were running (run) out of the National Bank and you (l) were carrying (carry) a bag with ten thousand pounds in it.

One afternoon a young girl was sitting in a café drinking coffee. 1 What else was she doing? She was talking on her mobile phone. phone Suddenly a man ran into the café and shouted her name. 2 What was the girl’s name? 3 What was the man wearing? 4 What was the man carrying?

The young girl didn’t appear to be very happy to see the man. She immediately started to look inside her bag. 5 What was she looking for? 6 What did she take out of her bag?

The man ran quickly towards the girl. 7 Then what did he do? 8 What did the girl do and why?

6a

SPEAKING What you were doing at these times? Think of three things that are true and three that are false. You need to make your partner think that your false stories are true.

1 at 8 am last Saturday 2 at 10 pm last Saturday 3 at 9 am on Sunday

4 at 7 pm yesterday 5 at midnight last night 6 at 7.30 am this morning

6b Interview your partner. Which information do you think is false? Look at this example. What were you doing at 8 am last Saturday? I was revising English.

9 How did the story end? Why were you revising English at 8 am? Because I had an exam last week and I didn’t have any other time to study.

4 Read your complete story to your partner. Are your stories similar or different? Which story do you prefer? Why not? One afternoon a young girl was sitting in a café drinking coffee. She was talking on her mobile phone. Her name was …

Because at ten o’clock I went away with my friends for the weekend.

I think it’s false! Unit 2

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Developing speaking 1

SPEAKING

Reporting a past event

Work with a partner. Say what you can see in each picture.

P L AC E

OBJEC

S

TS

d

a

f

e

b

CRI

c g

MES

h

2

1.15 Listen to two teenagers talking about last weekend. Which pictures from 1 appear in the story? LISTENING

i

3 Work in pairs. Student A: complete the gaps in Sophie’s dialogue. Student B: complete the gaps in Jake’s dialogue. SOPHIE: Hi there. How are you? Did you have weekend a good (a) ? JAKE: No, not really. problem SOPHIE: Why not? What was the (b) ? JAKE: Well, I went out with my friends on Saturday night and something terrible (1) happened . What SOPHIE: (c) ? JAKE: We were in the town centre. We went to that new (2) pizza place , Gino’s. We had a great time but when we were leaving, a boy and a girl suddenly came up to me and asked me the time. I told them and then we left. A few minutes later, when we were going home on the bus, I wanted to call my parents. I looked for my mobile (3) everywhere but I couldn’t find it. So SOPHIE: (d) what did you do next? JAKE: We went back to look for it but it wasn’t there. stole I think the boy and girl (4) it when they were asking me the time. SOPHIE: Oh no! So what happened (e) in the end ? JAKE: After that, I called the (5) phone company to block the number. But now I haven’t got a (6) mobile phone . awful ! SOPHIE: That’s (f) 4 5

T56 24

Listen again and check your answers. SPEAKING

Work in pairs. Practise reading the dialogue aloud.

Unit 2

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6 Look at the words and expressions in the Speaking Bank. Tick the ones which appear in the dialogue.

Speaking Bank Useful Usef Us eful ef ul w words ords or ds and and expressions exp xpre ress re s ions of sequence and time ss • A Att first • In the end ✓ • Finally • Fi First Firs rst of all • Suddenly ✓ • Then ✓ • A few minutes/hours/days later ✓ • Next 9 • The next day • After that ✓

Practice makes perfect 7a

SPEAKING Choose a place, object and crime from 1. Make notes to invent what happened to you last weekend.

7b Work with a partner. Student A: Ask Sophie’s questions from 3. Student B: Answer the questions. Use the Speaking Bank and your notes to help you. Now change roles.

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Lesson 6

Developing speaking

Reporting a past event

Reporting a past event

Practice makes perfect

Warmer

7a

Write these discussion questions on the board: Have you ever been the victim of a crime? Have you ever witnessed (seen) a crime? Have you ever committed a crime? If you were in a shop and you saw someone shoplifting, what would you do? Ask students to discuss the questions in pairs or small groups. Ask someone from each group to share their ideas with the class. 1 In pairs, students tell each other what they can see in each picture. Key a pizza restaurant b disco/nightclub c house d mobile phone e jacket 2

f g h i

money mugging burglary shoplifting

1.15 Play the CD for students to decide which pictures in 1 are referred to in the story. Check answers and elicit the meaning of awful (extremely bad or unpleasant) and point out the heavy stress on the first syllable. LISTENING

Audioscript SOPHIE: Hi there. How are you? Did you have a good weekend? JAKE: No, not really. SOPHIE: Why not? What was the problem? JAKE: Well, I went out with my friends on Saturday night and something terrible happened. SOPHIE: What? JAKE: We were in the town centre. We went to that new pizza place, Gino’s. We had a great time, but when we were leaving a boy and a girl suddenly came up to me and asked me the time. I told them and then we left. A few minutes later, when we were going home on the bus, I wanted to call my parents. I looked for my mobile everywhere but I couldn’t find it. SOPHIE: So what did you do next? JAKE: We went back to look for it, but it wasn’t there. I think the boy and girl stole it when they were asking me the time. SOPHIE: Oh no! So what happened in the end? JAKE: After that, I called the phone company to block the number. But now I haven’t got a mobile phone. SOPHIE: That’s awful! Key Pictures a, d and g 3 Ask students to work in pairs. Tell Student A to complete Sophie’s part of the dialogue and Student B to complete Jake’s part. 4 5

Play the CD again for students to listen and check their answers. SPEAKING

SPEAKING Students choose an object, place and crime from the pictures in 1 and invent a story about what happened to them last weekend in their notebook.

7b In pairs, students ask and answer Sophie’s questions in 3 to share their stories. Remind them to use the words and expressions from the Speaking Bank. For students who are less confident, photocopy the model dialogue below, 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 so it is true for themselves.

Model dialogue A: Hi there. How are you? Did you have a good weekend? B: No, not really. A: Why not? What was the problem? B: Well, I went out with my best mate on Sunday and something terrible happened! A: What? B: We were in the town centre. We went to that new disco that’s open on Sunday afternoons, Jambo. I was wearing my new jacket, you know – the one I bought with all the money I saved. First of all, it was hot so I took it off and put it on a chair. Suddenly, this girl came up to talk to me. A few minutes later, she asked me for my mobile number and said she had to go. I looked for my jacket everywhere, but I couldn’t find it! A: So what did you do next? B: We asked at reception, but it wasn’t there. That girl took it, I know. A: Oh no! So what happened in the end? B: The next day I saw a boy wearing exactly the same jacket. I wanted to talk to him, but he ran away. A: That’s awful!

Extra activity Students investigate a topic related to crime in their country and write a short report to present in class. They could focus on a particular type of crime, e.g. piracy, a famous/recent crime or give an overview of crime in their society. Teacher’s Resource Multi-ROM: See Unit 2 Communication worksheet As far as I know …

Homework Refer students to the Workbook, page 15.

In pairs, students practise reading the dialogue.

6 Students look at the words and expressions in the Speaking Bank and tick the ones which appear in the dialogue.

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Lesson 7

Developing writing

An informal letter

An informal letter Warmer In pairs, students look at the picture story and try to guess what happened. 1 Students find as many differences as they can between the letter and the picture story. Elicit answers from different students. Key There are two friends in the letter, but only one in the picture story. There’s a big bag in the picture story, but in the letter there is a handbag. The friends in the picture story took the bag to the police station. In the letter, the friends opened the bag. In the picture story, there is an identification card in the bag. In the letter, there is a mobile phone and money, but no identification. In the picture story, the bag belongs to the boy’s dad. In the letter, the bag belongs to his mum. 2 Students look again at the letter in 1 and complete the information in the Writing Bank. 3 Individually, students imagine they found something unusual last week and make notes to answer the questions. Monitor and help students with vocabulary.

Model text Always write the address of the person you are writing to in the top right-hand corner of the letter.

19 Brightman Road, Newnham CB3 2LG 20th May 2010 The date goes on the right, under the address.

Hi Janie,

Write the greeting

I’m writing to tell you about something (Hi, Hello or Dear), unusual that happened to me last week. plus the name of the I was helping mum in the garden, moving recipient on the leftsome plants from one corner to another. hand side, below Suddenly, I uncovered some broken pots. the date. At first, we thought they were modern, but our neighbour got very excited when he saw The main body of the letter is them. often divided I called the local town hall and, a few hours into paragraphs. later, some local archaeologists came to our house. In the end, they said they were Roman pots that go back nearly 2,000 years and that our garden could be an important site. Now they want to excavate our garden to find more! I’m not To close the letter, you sure what mum thinks about should say Write back soon, all this! Yours truly or other similar Write back soon,

Freddie

words, followed by your name.

Practice makes perfect 4 Students look at the task and write a letter to a friend using their information from 3 and the model letter in 1. Remind them to include expressions and conventions from the Writing and Speaking Banks. For students who are less confident, photocopy the model text on this page for extra support during the writing task.

Study skills Students discuss what they need to get a good mark for their piece of writing. Tell them to turn to page 157 (Writing: Knowing about evaluation) and use the criteria to evaluate their letter.

Homework Refer students to the Workbook, page 16.

TEACHER DEVELOPMENT: STUDENT TRAINING

How to use model texts A model text provides a good example of how texts of a particular kind can be written. As students become more familiar with different text types, they will feel more comfortable with written exam tasks. Students will notice features, such as layout, structure and fixed phrases, that they can make use of in their own written text. Using model texts can also help develop useful exam techniques such as planning and self-correction. Always read the model text provided and go through the writing tasks in detail, so that students are fully aware of why they are writing and who they are writing to.

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Gatew


Developing writing

An informal letter

Dad! It·s your bag!

1 Read the letter and look at the picture story. What differences can you find between the letter and the pictures?

There are two friends in the letter, but only one in the picture story.

2 Look again at the letter in 1 and complete the information in the Writing Bank.

Writing Bank Useful expressions exp pressions and conventions conventi in informal letters • In inform informal mal lette letters, we write our address and in the top right corner. date Hi • Th Then The e we write Dear or and the name of tthe person. • We often begin with Thanks for your or letter I’m writing to tell you about … • To end an informal letter we can use Write back soon and . Love 3 Imagine that you found something unusual last week. Make notes to answer the questions. 1 When did you find it? 5 Why was it unusual? 2 Where were you? 6 What did you do with the 3 Who were you with? object? 4 What did you find? 7 What happened in the end?

Practice makes perfect 4 Look at the task and write the letter. Use your notes from 3 and the Speaking and Writing Banks to help you.

Last week you found something unusual. Write a letter to a friend telling them about what you found. Tell them: • what you found and where, • why the object was unusual, • what you did next and what happened in the end.

STUDY SKILLS Czy znasz kryteria oceniania prac pisemnych, aby wiedzieć, na czym się skupić, pisząc wypracowanie? STUDY SKILLS

Wypowiedź pisemna List prywatny Gateway 2 TB.indb 59 Gateway_2_PL.indb 25

str. 157

Unit 2

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Grammar reference

Unit 2

Past simple of be Forma Affirmative

I/He/She/It was there. You/We/They were there.

Negative

I/He/She/It wasn’t (was not) there. You/We/They weren’t (were not) there.

Question

Was I/he/she/it there? Were you/we/they there?

Uĝycie

Short answers

Yes, I/he/she/it was. No, I/he/she/it wasn’t. Yes, you/we/they were. No, you/we/they weren’t.

Czasu przeszłego prostego używamy, gdy mówimy o: 1 zakończonych czynnościach lub wydarzeniach z przeszłości, np.:

Past simple of regular and irregular verbs Forma Affirmative

I/You/He/She/It/We/They walked home. I/You/He/She/It/We/They went home.

Negative

I/You/He/She/It/We/They didn’t (did not) walk home. I/You/He/She/It/We/They didn’t (did not) go home.

Question

Did I/you/he/she/it/we/they walk home? Did I/you/he/she/it/we/they go home?

Short answers

Yes, I/you/he/she/it/we/they did. No, I/you/he/she/it/we/they didn’t.

I went to San Francisco in 2005. 2 dwóch lub więcej rzeczach, które wydarzyły się tuż po sobie w przeszłości, np.:

When the letter arrived, he opened it and read it.

Past continuous Uĝycie

Forma Affirmative

I/He/She/It was watching. You/We/They were watching.

Negative

I/He/She/It wasn’t (was not) watching. You/We/They weren’t (were not) watching.

Question

Was I/he/she/it watching? Were you/we/they watching?

Short answers

Yes, I/he/she/it was. No, I/he/she/it wasn’t. Yes, you/we/they were. No, you/we/they weren’t.

Czasu przeszłego ciągłego używamy, gdy mówimy o: 1 czynnościach trwających w danym momencie w przeszłości, np.:

At six o’clock I was watching a film. 2 tle innych wydarzeń w przeszłości, np.:

The sun was shining and the birds were singing. 3 czynnościach trwających w przeszłości, które zostały przerwane innymi, krótszymi zdarzeniami, np.:

I was crossing the road when I saw an accident. Określenia często używane z czasem past continuous to while i as.

While/As I was crossing the road, I saw an accident. Pamiętaj, że niektórych czasowników zazwyczaj nie używamy w formie ciągłej (z końcówką -ing). Ich listę znajdziesz na stronie 14 podręcznika.

I wanted to see the concert. I was wanting to see the concert.

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Self-check

Unit 2

Grammar revision Past simple

Past continuous

1 Change these sentences from present simple to past simple. 1 Richard and I are students at this school. Richard and I were students at this school. 2 What’s the problem? What was the problem? 3 We leave school at 5 o’clock. We left school at 5 o’clock. 4 She catches the bus at that stop. She caught the bus at that stop. 5 What time do you finish work? What time did you finish work? 6 She doesn’t teach English. She didn’t teach English. 7 Running makes me tired. Running made me tired. 8 They’ve got a problem. They’d got a problem. ZESZYT ĆWICZEŃ

2 Complete the sentences with the past continuous form of these verbs. cry

read

ride

1 At nine o’clock last night I 2 Which CD 3 He 4

6 They

sit

wasn’t writing

you

write

a detective novel. to?

listening

sleeping

at 2 am?

my bike this morning.

weren’t waiting

for the bus, it was a taxi.

7 Which chair

were

8 My grandmother

was crying

ZESZYT ĆWICZEŃ

wait

a letter, it was an email. the baby

was riding

sleep

was reading

were

Was

5 I

/ 8 points

str. 12

listen

you

in?

sitting

because she was very sad. / 8 points

str. 14

Past continuous and past simple 3 Choose the correct alternative. 1 While I travelled/was travelling to work, my phone suddenly rang/was ringing. 2 The boy stole/was stealing the apple while nobody looked/was looking. 3 Craig drove/was driving home when he remembered/was remembering it was his mum’s birthday. ZESZYT ĆWICZEŃ 4 Sam broke/was breaking the window and then he ran/was running away.

str. 14

/ 8 points

Vocabulary revision Crimes

Criminals

1 Complete the sentences with these words. There are more words than sentences.

2 Complete the sentences with words from 1. pirate 1 A is someone who makes and sells illegal copies of software, for example.

burglary burgle kill mug mugger murderer piracy pirate rob shoplifter shoplifting steal theft thief vandal

2 A

1 When you someone, you attack them to mug steal from them. steal 2 When you from a person or a place, you take money or objects illegally. Burglary 3 is the crime of entering a house or building illegally to take things. kill 4 When you someone, you take their life. Theft 5 is when you take something illegally. ZESZYT ĆWICZEŃ

str. 10

shoplifter

is someone who steals from a shop.

vandal 3 A is someone who damages and destroys things for no reason. 4 A life.

murderer

thief 5 A general. ZESZYT ĆWICZEŃ

is someone who takes another person’s is somebody who steals things in

str. 10

/ 5 points

/ 5 points

Phrasal verbs connected with investigating and finding 3 Complete the sentences with these prepositions.

across

for

into

out

out

up

for up 1 I was looking (a) my keys yesterday but I couldn’t find them anywhere. I hope they turn (b) soon. If you come (c) across them, could you tell me? into the case. If they use logic, they can probably work 2 They can’t find the murderer, so a new detective is going to look (d) out out (e) who the criminal is. It’s urgent to find (f) who did it. ZESZYT ĆWICZEŃ

str. 13

/ 6 points

Total

/ 40 points

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Gateway to matura

Unit 2 3a Popatrz na poniĪsze zdjĊcie. Czy znasz wszystkie sáowa

CzÚĂÊ ustna – Zadanie 2

niezbĊdne do jego peánego opisu?

TIP Jeśli zapomnisz lub nie znasz jakiegoś słowa, użyj synonimu lub definicji, np. a man who steals zamiast a thief.

TIP Na pełny opis ilustracji składają się następujące elementy: Ɣ opis wyglądu, ubioru, uczuć osoby/osób na zdjęciu, Ɣ opis wykonywanej czynności z uzasadnieniem lub powodem jej wykonywania, Ɣ opis miejsca, w którym osoba się znajduje/osoby się znajdują. Czas na opis zdjęcia i odpowiedź na trzy pytania egzaminującego to pięć minut łącznie z przygotowaniem się. 1a Przeczytaj opis poniĪszego zdjĊcia. Wstaw w kratki znak  przy zrealizowanych elementach. Peány opis osoby

✓ Peány opis czynnoĞci ✓ Peány opis miejsca T picture shows a young The man standing next to a car. m He is holding a metal bar H in his hands and is trying to break into the car. He must be a car thief. H He is standing in the street H in a housing estate district. There are many cars parked Th along the road and the thief al wants to steal one of them. w

3b D Dopisz i synonimy i llub bd definicje f i i j podanych fi d h poniĪej iĪ sáów. A metal bar – _______________ A burglar – _________________

3c Opisz ilustracjĊ z üwiczenia 3a. TIP Czynności przedstawione na zdjęciu opisuj czasem present continuous. 4

WypowiedĨ 1

WypowiedĨ 2 ✓

WypowiedĨ 3

TIP Oprócz opisania zdjęcia musisz odpowiedzieć na trzy pytania egzaminującego. Pierwsze – bezpośrednio na temat zdjęcia, drugie – generalizujące temat zdjęcia, a trzecie – odwołujące się do twoich doświadczeń w temacie.

TIP Opisując ilustrację, skoncentruj się tylko na najważniejszych elementach. Szkoda czasu na nieistotne szczegóły, bo na całą wypowiedź, nie licząc przygotowania, masz tylko cztery minuty. 5 znak  przy zrealizowanych elementach. PodkreĞl Ċ y opisu. p zbĊdne elementy

1.16 Posáuchaj trzech wypowiedzi na poniĪszy temat. Zaznacz najlepszą, twoim zdaniem, wypowiedĨ znakiem . WyjaĞnij, dlaczego odrzucasz pozostaáe. Describe a crime or detective story that you have read recently.

1b Dopowiedz informacje, których brakuje w powyĪszym opisie.

2a Przeczytaj opis poniĪszego zdjĊcia. Wstaw w kratki

A torch – _______________ A mask – _______________

1.17 Pracujcie w parach. Opiszcie swoje zdjĊcia, a nastĊpnie zadawajcie sobie na zmianĊ podane pytania i odpowiadajcie na nie. Posáuchajcie modelowych odpowiedzi. TIP Odpowiadając na pytanie o twoje doświadczenia, nie musisz mówić prawdy! Jeśli prawdziwa odpowiedź byłaby zdawkowa albo wymagała skomplikowanego słownictwa, użyj wyobraźni i opisz wymyślone doświadczenie. UczeĔ Ucze Uc zeĔ ze ĔA

Pytania do ucznia B: 1. What do you think will happen to the arrested man? 2. Would you like to work as a police of¿cer? Why (not)?

In the h picture, i I can see ffour people: l two men and d two women. All the people are in a bank. One of the men is a robber. He is holding a gun in his right hand. The other people have their hands up. One of the women is sitting at a desk and the robber is standing in front of it. There’s a computer, but it hasn’t got a Àat screen monitor, so it must be Peány opis osoby really old. Next to the computer, there’s a printer. It looks old too. Peány opis czynnoĞci There’s a bag ¿lled with money ✓ Peány opis miejsca on the desk. 2b Dopowiedz informacje, których brakuje w powyĪszym opisie.

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3. Tell me about the last crime committed by teenagers you heard about. UczeĔ Uc czeĔ ze eĔ B

Pytania do ucznia A: 1. Why is the man smashing the car? 2. What is the most serious crime in your opinion? Why? 3. Describe the last crime you heard or read about.

Unit 2

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Lesson 8

Gateway to matura Unit 2

Warmer Bring a picture related to the topic of crime. Show it to the class for five seconds. In pairs, students describe the picture to each other. Get feedback on what they saw. 1a Students analyse the TIP, look at the picture, read the description and decide which points have been included. 1b Students read the task, analyse the TIP and do the task individually in writing. Suggested answer The man is in his early 20s. He is wearing jeans and a navy blue hooded top. He looks suspicious. I think he is waiting for the street to become empty, so that he can break into a car. 2a Students look at the picture, read the description and decide which points have been included. They then read the description again, underlining all the irrelevant information. 2b Individually, students complete the description for 2a with the missing information. 3a Students read the task and analyse the TIP. Elicit the words, their synonyms and definitions from around the class. *Students might want to know the English word for ‘wytrych’ – a skeleton key. 3b Individually, students write synonyms or definitions for the words and then compare them with those of their partner. Key a metal bar – a long narrow piece of metal a burglar – someone who enters a building illegally to steal a torch – a small electric light operated by batteries that you hold in your hand (a flashlight in American English) a mask – something that you wear to cover part or all of your face to hide who you are 3c Individually, students write a description of the picture in 3a. Monitor and help out where necessary. Ask volunteers to read out their descriptions to the rest of the class. If you intend to mark the descriptions at home, tell students to write their pieces on separate sheets of paper. 4

1.16 Students read the task and analyse the TIP. Play the CD for students to listen to and choose the best answer 1–3.

Audioscript ONE I don’t remember the last time I read a detective story. It was certainly a long time ago. Besides, I don’t like crime stories much. But I watched a movie about an anti-terrorist group recently. It was cool. TWO Two days ago, I finished reading a detective story. The title of the book is The Adventures of Detective Brown and it tells the story of the murder of a young woman whose name is Julia. Her sister comes to detective Brown and asks him for help with finding the murderer of her sister. I found the story really interesting and the ending very surprising. I enjoyed solving the mystery together with the detective and I am definitely going to read more detective stories in my free time. THREE I’ve read a very interesting crime story recently. Unfortunately, I don’t remember either the title or the author. The story was about a burglar who was breaking into houses while the house (er …) właściciele… I don’t know … were at home. But they couldn’t identify him, because he was wearing a (er …) kominiarka, I don’t know how to say it in English. And he was carrying a (er …) paralizator…

5

1.17 Students read the task and analyse the TIP. Students get into pairs and take turns at describing their pictures and asking and answering the three questions. * You may play the CD for students to listen to the model answer: – before they start doing the task to provide them with a good example to copy, – after they have finished doing the task, to check and discuss whether they have done it correctly, – after they have done the task with one partner and before they continue doing it in new pairs.

Audioscript and Model answer STUDENT A: The photo shows a middle-aged man with short black hair. He is wearing dark elegant trousers and a grey coat. He has black gloves on his hands. I think the man is very angry because he’s standing next to a red car and smashing one of its windows with a baseball bat. The man is in a place where you can leave a car when you don’t want to use it anymore. In the background, I can see some other old cars which have been left there by their owners. Why is the man smashing the car? I think that the man is destroying the car because he doesn’t like it anymore. It is also possible that the car didn’t want to start and the man got furious. I don’t think that the man wants to steal the car. He doesn’t look like a typical car thief. What is the most serious crime in your opinion? Why? In my opinion, the most serious of all crimes is murder because even if a murderer is sent to prison for many years, it won’t bring the murderer’s victim back to life. The family of the person who was murdered suffers great loss and can’t overcome the feeling of sadness after the death of a close person. Describe the last crime you heard or read about. In yesterday’s news, I heard about a group of 12-year-old vandals. They were all drunk, destroyed three bus shelters and smashed shop windows in two department stores. Such crimes are certainly not as serious as murder, but I think those teenagers should be punished for what they have done and their parents should pay for the damage that they have caused. STUDENT B: The photo shows three people: two police officers and a criminal. The police officers are wearing black police uniforms and the arrested man is in jeans and a striped T-shirt. The policeman who is standing on the right is holding a gun and looking at his friend who is arresting the man. The criminal is lying on the ground face down. In the background, there is a black car. I think that it has been stolen by the criminal. The people are in front of a building, perhaps in a car park. What do you think will happen to the arrested man? I think that the police officers will take the man to the police station and will ask him questions about the car. If he is guilty, he will be sent to prison. Would you like to work as a police officer? Why? Why not? I wouldn’t like to work as a police officer because the job is too dangerous. You can get hurt or even killed because some of the criminals can be really aggressive. What’s more, you have to carry a gun, often use violence and work under stress – and I don’t like that. People who want to be police officers should be responsible and make their decisions quickly. I don’t think I’m that kind of person. Tell me about the last crime committed by teenagers you heard about. I’ve heard about two teenage shoplifters recently. They skipped classes and went to supermarkets to steal different products. They always wore hoodies which covered their faces because they didn’t want to be identified by the security cameras. They usually stole inexpensive things such as crisps or Coke. But the day they were caught by the police, they were trying to steal something more expensive – an audio book. They admitted that they had been shoplifting since the beginning of the school year.

Homework Refer students to the Workbook, page 17.

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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

3DñVWZRLVSRïHF]HñVWZRļSU]HVWÚSF]RĂÊ arrest (v) ★★ burglar (n) ★ burglary (n) ★ burgle (v) (criminal) case (n) ★★★ catch (v) ★★★ come across (v) ★★★ commit (v) ★★★ damage (v) ★★★ destroy (v) ★★★ find out (v) ★★★ gang (n) ★★ guard (n) ★★★ guard (v) ★★ gun (n) ★★★ identification (n) ★★ kidnap (v) ★ kill (v) ★★★ look into (v) ★★★

ԥ‫ޖ‬UHVW ‫ޖ‬E‫ ޝܮ‬U JOԥ U  ‫ޖ‬E‫ ޝܮ‬U JOԥUL ‫ޖ‬E‫ ޝܮ‬U J ԥ O NHܼV N W‫ݕ‬ ‫ޙ‬N‫ݞ‬Pԥ‫ޖ‬NU‫ܥ‬V Nԥ‫ޖ‬PܼW /‫ޖ‬G PܼG‫ݤ‬/ Gܼ‫ޖ‬VWU‫ܼܧ‬ ‫ޙ‬I‫ܼܤ‬QG‫ޖ‬D‫ݜ‬W /ܳ ƾ/ J‫ ޝܤ‬U G J‫ ޝܤ‬U G J‫ݞ‬Q Dܼ‫ޙ‬GHQWܼIܼ‫ޖ‬NHܼ‫ ݕ‬ԥ Q ‫ޖ‬NܼGQ S NܼO ‫ޙ‬O‫ݜ‬N‫ܼޖ‬QWԥ

look for (v) ★★★ mug (v) ★ mugger (n) mugging (n) murder (n) ★★★ murderer (n) ★ piracy (n) pirate (n & v)

‫ޙ‬O‫ݜ‬N‫ޖ‬Iԥ U  P‫ݞ‬J ‫ޖ‬P‫ݞ‬Jԥ U  ‫ޖ‬P‫ݞ‬Jܼƾ ‫ޖ‬P‫ ޝܮ‬U Gԥ U  ‫ޖ‬P‫ ޝܮ‬U GԥUԥ U  ‫ޖ‬SDܼUԥVL ‫ޖ‬SDܼUԥW

prison (n) ★★★ rob (v) ★★ robber (n) ★ robbery (n) ★ scene of the crime (phr) shoplifter (n) shoplifting (n) steal (v) ★★★ suspicious (adj) ★★ theft (n) ★★★ thief (n) ★★ vandal (n) violence (n) ★★★ work out (v) ★★★

‫ޖ‬SUܼ] ԥ Q U‫ܥ‬E ‫ޖ‬U‫ܥ‬Eԥ U  ‫ޖ‬U‫ܥ‬EԥUL ‫ޙ‬VL‫ޝ‬QԥY èԥ ‫ޖ‬NUDܼP ‫ܥݕޖ‬S‫ޙ‬OܼIWԥ U  ‫ܥݕޖ‬S‫ޙ‬OܼIWܼƾ VWL‫ޝ‬O Vԥ‫ޖ‬VSܼ‫ݕ‬ԥV șHIW șL‫ޝ‬I ‫ޖ‬YæQG ԥ O ‫ޖ‬YDܼԥOԥQV ‫ޙ‬Z‫ ޝܮ‬U N‫ޖ‬D‫ݜ‬W

aresztować włamywacz włamanie włamywać się sprawa łapać, chwytać trafić na, natknąć się popełniać niszczyć, uszkodzić niszczyć odkryć, dowiedzieć się gang strażnik strzec, pilnować pistolet identyfikacja uprowadzać, porywać zabić badać, prowadzić dochodzenie szukać napadać (na ulicy) rabuś, złodziej napad, rozbój zabójstwo, morderstwo morderca piractwo osoba naruszająca prawa autorskie, kopiować nielegalnie więzienie okradać rabuś, złodziej rabunek, kradzież miejsce zbrodni złodziej sklepowy kradzież w sklepie kraść podejrzliwy kradzież złodziej wandal przemoc rozwiązać (problem)

‫ޝܤޖ‬IWԥ U Zԥ U G] ԥ‫ޖ‬KHG ‫ޖ‬EHܼVܼN Eܼ‫ޖ‬KDܼQG EO‫ܥ‬N E‫ܥ‬NV ‫ޖ‬E‫ݞ‬ƾNԥ U  ‫ޙ‬EDܼ‫ޖ‬Sԥ‫ݜ‬VW ‫ޖ‬N P ԥ Uԥ ‫ޖ‬N‫ ޝܧ‬U Qԥ U  NU ‫ݕ‬ ‫ޖ‬GL‫ޝ‬WHܼO ‫ޙ‬GܼVԥ‫ޖ‬Sܼԥ U  ܼ‫ޖ‬VNHܼS ‫ޖ‬HYUL‫ޙ‬ZHԥ U 

potem z przodu podstawowy z tyłu zablokować pudełko, skrzynia bunkier pocztą aparat fotograficzny róg rozbijać (się) szczegół znikać uciekać wszędzie

,QQH afterwards (adv) ★★★ ahead (adv) ★★★ basic (adj) ★★★ behind (adv) ★★★ block (v) ★★★ box (n) ★★★ bunker (n) by post (phr) camera (n) ★★★ corner (n) ★★★ crash (v) ★★ detail (n) ★★★ disappear (v) ★★★ escape (v) everywhere (adv) ★★★

= często używane

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

= dosyć często używane

expect (v) fight (n & v) ★★★ gadget (n) get ready (v) handbag (n) ★ happen (v) ★★★ headlights (n) jump out (v) logic (n) ★★ magician (n) mission (n) ★★ neck (n) ★★★ note (n) ★★★ outside (adv & n) ★★★ pair (n) ★★★ parcel (n) ★ petrol station (n) pocket (n) ★★★ property (n) ★★★ quickly (adv) ★★★ regular (adj) ★★★ reply (v) ★★★ revise (v) ★ show (v) ★★★ side road (n) software (n) ★★★

ܼN‫ޖ‬VSHNW IDܼW ‫ܳޖ‬ G‫ܼݤ‬W ‫ޙ‬JHW‫ޖ‬UHGL /‫ޖ‬K Q G ‫ޙ‬E ܳ/ ‫ޖ‬K SԥQ ‫ޖ‬KHG‫ޙ‬ODܼWV ‫ޙ‬G‫ݞݤ‬PS‫ޖ‬D‫ݜ‬W ‫ޖ‬O‫ܥ‬G‫ܼݤ‬N Pԥ‫ޖ‬G‫ ݕܼݤ‬ԥ Q ‫ޖ‬Pܼ‫ ݕ‬ԥ Q QHN Qԥ‫ݜ‬W ‫ޙ‬D‫ݜ‬W‫ޖ‬VDܼG SHԥ U  ‫ޖ‬S‫ ޝܤ‬U V ԥ O ‫ޖ‬SHWUԥO‫ޙ‬VWHܼ‫ ݕ‬ԥ Q ‫ޖ‬S‫ܥ‬NܼW ‫ޖ‬SU‫ܥ‬Sԥ U WL ‫ޖ‬NZܼNOL ‫ޖ‬UHJM‫ݜ‬Oԥ U  Uܼ‫ޖ‬SODܼ Uܼ‫ޖ‬YDܼ] ‫ݕ‬ԥ‫ݜ‬ ‫ޖ‬VDܼG‫ޙ‬Uԥ‫ݜ‬G ‫ޖ‬V‫ܥ‬I W ‫ޙ‬ZHԥ U 

soldier (n) ★★★ solve (v) ★★★ speed (v) ★★★ successful (adj) ★★★ suddenly (adv) ★★★ sunglasses (n)

‫ޖ‬Vԥ‫ݜ‬OG‫ݤ‬ԥ U  V‫ܥ‬OY VSL‫ޝ‬G VԥN‫ޖ‬VHVI ԥ O ‫ޖ‬V‫ݞ‬G ԥ QOL ‫ޖ‬V‫ݞ‬Q‫ޙ‬JO‫ޝܤ‬Vܼ]

surprise (n) ★★★ thick (adj) ★★★ try (v) ★★★ turn off (v) ★★★ turn up (v) ★★★ unexpectedly (adv) ★★ urgent (adj) ★★ worried (adj) ★★★

Vԥ U ‫ޖ‬SUDܼ] șܼN WUDܼ ‫ޙ‬W‫ ޝܮ‬U Q‫ܥޖ‬I ‫ޙ‬W‫ ޝܮ‬U Q‫ݞޖ‬S ‫ݞޙ‬QܼN‫ޖ‬VSHNWܼGOL ‫ ޝܮޖ‬U G‫ ݤ‬ԥ QW ‫ޖ‬Z‫ݞ‬ULG

army (n) ★★★ by accident (phr) cheque (n) ★★ crossroads (n) driving mirror (n) franc (n) handle (n) ★★★ headquarters (n) ★★ navy (n & adj) ★★

‫ ޝܤޖ‬U PL ‫ޙ‬EDܼ ‫ޖ‬ NVܼG ԥ QW W‫ݕ‬HN ‫ޖ‬NU‫ܥ‬V‫ޙ‬Uԥ‫ݜ‬G] ‫ޖ‬GUDܼYܼƾ‫ޙ‬PܼUԥ U  IU ƾN ‫ޖ‬K QG ԥ O KHG‫ޖ‬NZ‫ ޝܧ‬U Wԥ U ] ‫ޖ‬QHܼYL

police force (n) popular (adj) ★★★ rope (n) ★★ sack (n) ★★ uniform (n) ★★ walking stick (n)

Sԥ‫ޖ‬OL‫ޝ‬VI‫ ޝܧ‬U V ‫ޖ‬S‫ܥ‬SM‫ݜ‬Oԥ U  Uԥ‫ݜ‬S V N ‫ޖ‬MX‫ޝ‬QܼI‫ ޝܧ‬U P ‫ޖ‬Z‫ޝܧ‬Nܼƾ‫ޙ‬VWܼN

spodziewać się walka, walczyć gadżet przygotować się torebka damska zdarzać się, dziać się reflektory wyskakiwać logika iluzjonista misja szyja notatka, pismo na zewnątrz para paczka stacja benzynowa kieszeń własność szybko stały, normalny odpowiadać powtarzać (lekcje) pokazywać boczna droga oprogramowanie komputerowe żołnierz rozwiązywać pędzić udany nagle okulary przeciwsłoneczne zaskoczenie gruby próbować wyłączać zjawiać się niespodziewanie pilny zmartwiony, zaniepokojony

armia niechcący, przypadkiem czek skrzyżowanie dróg lusterko wsteczne frank (szwajcarski) uchwyt centrala, siedziba marynarka wojenna, granatowy policja popularny, lubiany lina worek mundur laska

Unit 2 Gateway 2 TB.indb 65

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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

2

2

Student’s Book

Workbook

David Spencer

David Spencer

Nr MEN 421/2/2012 Gateway_cover_2PL.indd 1

• szczegółowe scenariusze lekcji

Student’s Book

2

Class CDs David Spencer This recording

2

is copyright and unauthorised copying is illegal. ISBN 978-83-7621-131 1-2 2 978-83-7621-131-2

is copyright and unauthorised

al. CD 1 copying is illegal. 21-1 131 1-2 2 Units 1–ISBN 6 978-83-7621-131-2

Workbook

2

2

Class CDs David Spencer CD 2 Units 7– 10

Test CD

Class CDs 20 12

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

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

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Audio CDs

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

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Test CD-ROM

Teacher’s Resource Multi-ROM

©

20 12

This Th hiss recording recordin ng is copyright and is s c copyrright a nd unauthorised un nautho oriise ed copying c opy pyin ng is illegal. ille egal ISBN 978-0-230-72338-2 IS SBN 9 78-0--23 30-72

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Teacher’s Resource Multi-ROM

• ramki Cultural information z ciekawostkami dotyczącymi tematów poruszanych w podręczniku

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

Test CD Lynda Edwards Katarzyna Zaremba-Jaworska

Lynda Edwards Katarzyna Zaremba-Jaworska

David Spencer

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

2 This rec recording cording cor is copyrig yrigh ht and is copyright unauthor orise ed unauthorised copying is illegal. ille ISBN 978-8 8-83-762 621-1 133 3-6 6 978-83-7621-133-6

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W Gateway Teacher’s Book nauczyciel znajdzie:

12-04-20 14:01

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

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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

www.macmillan.pl Gateway 2TB cover.indd 4

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