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Gateway to matura Unit Unit 6 6 Lesson 8 Gateway to matura Warmer Część ustna – zestaw zadań
Cut out various advertisements from magazines and newspapers. Choose some which are not that well-known. Cut off all Zadanie minuty) so that students can’t see what is the names of 1. the(4products, being advertised. Stick the adverts up onegzaminacyjne. the walls. Tell students Pracujcie w parach. Odegrajcie zadanie to walk around the classroom looking at the adverts and Następnie zamieńcie się rolami. Rozmowę rozpoczyna uczeń A. speculating about what they might be advertising. Stick back Uczeń A the cut-outs, and check the students’ reactions. Get feedback Razem z kolegą z Wielkiej Brytanii, który przebywa na wymianie from the class. językowej w Twojej szkole, przygotowujecie prezentację na temat polityki segregowania śmieci w Polsce. Poniżej podane są cztery kwestie, które information musiszCultural omówić z uczniem B.
Clean Up the World is a global, community-based, environmental campaign that encourages communities to clean up, repair, Sposoby Argumenty and help preserve their environment. It was established in 1993 motywowania za segregowaniem and isodpadów held in partnership with thespołeczeństwa United Nations Environment Programme. It mobilises about 35 million people across 130 Edukacja countries each year.i wychowanie The campaign’s most important event is Potencjalne trudności a Clean Up the World Weekend, celebrated globally on the 3rd dzieci weekend in September each year. Uczeń B
Listening 1.35 Brytanii, Studentsprzebywasz analyse the TIPs and read 1 Jesteś uczniem z Wielkiej w Polsce na wymianie the task. Playzthe CD. Students zlisten the recording, językowej. Razem kolegą/koleżanką Polskito przygotowujecie and mark Ask them tośmieci justifywtheir answers. prezentację na their tematanswers. polityki segregowania Polsce.
W zależności od tego, jak potoczy się rozmowa, spróbuj włączyć do niej wszystkie/wybrane punkty: Audioscript y Onepoproś ucznia A o dokładniejsze objaśnienie jakiejś kwestii, y I like grzecznie nie zgódźthree. się z uczniem A, takThere’s aby musiał podać kolejne poster number It’s very nice. a group of young argumenty lubpicking zaproponować rozwiązanie, people who are up someinne rubbish. They are all wearing y green wyraź wątpliwość, czy łatwo będzie nakłonić ludzi do segregowania T-shirts. śmieci w krótkim czasie, Two y I really zapytaj, uczeń A miał one. w szkole lekcje lub wykłady temat likeczy poster number I think it’s much betterna than poster segregowania śmieci. number two.
Three Zadanie 2. the (3 minuty) In my opinion, first poster would be better for the ‘Clean Up the World’ campaign than theswoje otherzdjęcia, two. a następnie Pracujcie w parach. Opiszcie zadawajcie sobie na zmianę pytania i odpowiadajcie na nie. Uczeń A Extra activity 1. How do you think the man In pairs, students tell each other which poster they would is feeling about the animals choose andbywhy. Get feedback from the class. affected the environmental pollution? Why? Listening 1.36 Students read the task and listen to 2 2. Why do you think some the CD.people They then decide young volunteer to which speaker has made the mistake described in the TIP. help and preserve the Check the answers with the class. natural environment? 3.Audioscript Describe the last time Oneyou and/or your friends to help some Forvolunteered me, poster number one is really interesting. Poster number two animals.
would also encourage me to take part in the action. Two Uczeń B that the posters presented in this task are very convincing. I believe They would make young people want to take part in the ‘Clean up the World’ campaign. Key Both speakers made this mistake.
Extra activity Students work in groups of three. They choose any three objects
1.in the Do you think theand children are things having they a good time? classroom look for have in Why?/Why common: not? 2.colour, How shape, important is itpurpose for children respect and support theone natural size, etc. to Each student compares whenthe they are very of environment the objects with other twoyoung? e.g. Student A: My backpack 3.is the Tell most us about the lastStudent time yourB:parents, school isorbigger friendsthan taught you colourful. My backpack protect theStudent natural environment. thetoother two. C: My backpack is the oldest of the three.
If necessary, elicit from the class how to make comparative and superlative Zadanie 3. (5sentences. minut) Pracujcie w parach. Popatrzcie na zdjęcia. Wykonajcie zadanie
3a Students analyse the TIP and read the task. They then make egzaminacyjne, odgrywając na zmianę role egzaminującego sentencesNastępnie and compare them in pairs. Nominate different i zdającego. odpowiedzcie na dwa pytania. students to read out their sentences to the rest of the class. Bierzesz udział w ankiecie na temat tego, jak najskuteczniej informować You may brainstorm expressionsjej forochrony. giving opinions dzieci o znaczeniu przyrodyother oraz konieczności Wyraź swoje e.g.naI’mtemat sure/certain/convinced that…; I feel/believe that…; zdanie trzech poniższych propozycji. It seems to me that…; In my opinion…; As for me… etc. y
Wybierz zdjęcie przedstawiające ten sposób nauczania, który
uważasz zaread najskuteczniejszy, uzasadnij swój wybór. 3b Students the task and icomplete the sentences. Ask them y to Wyjaśnij, dlaczego odrzucaszinpozostałe propozycje. compare their answers pairs before you check them with the whole class.
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Listening 1.37 Students analyse the TIP and read the task. 1 Allow some time for preparation. Students do the exam task in pairs, swapping roles once. Fast finishers can swap partners, if it’s possible. Monitor and help out wherever necessary. Ask two pairs of volunteers to act out their conversations in front of the rest of the class. * 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 2 Teenager: In my opinion, the best poster to remind students about the action would be the third one because it gives them the information about ‘Earth Hour’ directly. It shows them what3 they should do, namely switch off the lights. I think that this poster would be the most successful. I wouldn’t choose the first poster because the children in the photo seem sad. I also don’t like poster number two because of the slogan. Students may not know what kind of action it promotes. Examiner: What do you do to protect our planet? Teenager: These are really simple things: I turn the lights off when I leave the room; I try to take showers instead of baths; I rarely ask my mum to drive me to school because I prefer to go there by bike or if the weather’s bad, I use public means of transport. When I go shopping, I always remember to take an eco-friendly shopping bag with me. Examiner: What are the disadvantages of recycling? Teenager: One of the disadvantages of recycling is the fact that it is expensive. Experts say that the process of recycling glass, plastic and paper costs more than producing them from new materials. What is more, paper, glass and plastic need to be recycled in separate factories, which in turn, causes more pollution. 1. Who should be more responsible for protecting the environment: And finally, many people say it’s extremely governments or individual people? Why? time-consuming. 2. Do you think it is right to spend money on helping animals when
there is so much poverty and hunger among people in the world? Homework Why?/Why Refer studentsnot? to the Workbook, page 53.
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