· 50 4 Fit and well Parts of the body 1 Work in pairs and name the body parts shown in...

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50 4 Fit and well Parts of the body 1 Work in pairs and name the body parts shown in the photo. Write the answers in your notebook. arm back chest ear elbow finger foot hand head knee leg neck nose stomach throat toe tooth 2 Listen and repeat. Zdrowie części ciała, choroby, ich objawy i leczenie Unit 4 Health problems and illnesses 3 Work in pairs. Complete each phrase in your notebook with the names of three parts of the body. 1 I’ve got a broken / / . 2 Have you got a/an / / ache? 3 My / / hurts. 4 Complete the texts with the correct form of these words. Write the answers in your notebook. Use a dictionary if necessary. Karen isn’t very well at the moment. She’s got a very bad cold, or perhaps it’s ( a) . She (b) all the time and so now she has a ( c) throat. Pete has a very high ( d) , 39.5 º C. He’s got ( e) in his arms and legs. Perhaps it’s a (f ) because a lot of people are ill at school at the moment. 5 Listen to four dialogues. What health problems do the speakers have? Write the answers in your notebook. Speaker 1 Speaker 3 Speaker 2 Speaker 4 6 SPEAKING Work in small groups. Each person mimes an illness. The rest of the group guesses what it is. cough flu pain sore temperature virus 17 12 16 13 8 3 7 1 11 2 15 5 10 14 9 6 4 Vocabulary F R E E S A M P L E F R E E S A M P L E

Transcript of  · 50 4 Fit and well Parts of the body 1 Work in pairs and name the body parts shown in...

Page 1:  · 50 4 Fit and well Parts of the body 1 Work in pairs and name the body parts shown in the˜photo. Write the answers in your notebook. arm back chest ear elbow finger foot hand

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4 Fit and well

Parts of the body1 Work in pairs and name the body parts shown in the photo.

Write the answers in your notebook.

arm back chest ear elbow finger foot hand head knee leg neck nose stomach throat toe tooth

2 Listen and repeat.

Zdrowie części ciała, choroby, ich objawy i leczenie

Unit 4

Health problems and illnesses3 Work in pairs. Complete each phrase in your notebook with

the names of three parts of the body.

1 I’ve got a broken / / .2 Have you got a/an / / ache?

3 My / / hurts.

4 Complete the texts with the correct form of these words. Write the answers in your notebook. Use a dictionary if necessary.

Karen isn’t very well at the moment. She’s got a very bad cold,

or perhaps it’s (a) . She (b) all the

time and so now she has a (c) throat.

Pete has a very high (d) , 39.5ºC. He’s got

(e) in his arms and legs. Perhaps it’s

a (f) because a lot of people are ill at school at

the moment.

5 Listen to four dialogues. What health problems do the speakers have? Write the answers in your notebook.Speaker 1 Speaker 3 Speaker 2 Speaker 4

6 SPEAKING Work in small groups. Each person mimes an illness. The rest of the group guesses what it is.

cough flu pain sore temperature virus

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Reading

Parts of the body Health problems and illnesses

Vocabulary

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1 SPEAKING Work in pairs. Ask and answer these questions.1 How often do you catch a cold? What do you take to stop

a  cold?2 What do you think is good advice for somebody with

a  stomach virus?3 Do you know any unusual ways to stop a cold?4 Do you sometimes feel sick when you travel by car, plane or

ship?

2 Read these newspaper articles. Match each question in 1 with one of the three articles. Write the answers in your notebook.

1 c 3 2 4

3 In your notebook, write which article … 1 talks about an old, traditional cure for an illness? 2 recommends taking a type of drug? 3 mentions one person with problems at work? 4 mentions a recent discovery in the world of medicine? 5 talks about the usual number of people who suffer from

a  specific illness?

6 talks about an unusual illness? 7 gives information to help one person? 8 mentions personal hygiene?

4 Match the underlined words in the text with their definitions. Write the answers in your notebook.

1 something that stops a pain or illness 2 take away/stop something bad 3 felt normal or good again after an illness 4 stupid, silly 5 frequently 6 two times more, double the number 7 left, got back to the land

5 SPEAKING What about you?How serious do you think the different health problems are? Why?

I think the first problem is really very serious because she can never sit and relax.

Unit 4 Mówienie Rozmowa wstępna

b

c

Have you ever been on a boat or a ship? If you have, you probably know about seasickness, that terrible feeling caused by going up and down non-stop on the sea. But imagine feeling seasick when you’re not at sea. Mrs Jane Houghton

has been seasick for the last four years. She was at sea for three days. When she got off the boat, she started to feel seasick and she has never recovered. One unusual thing about her illness is that she only feels OK when she is moving in a car, boat or aeroplane. It’s diffi cult for Mrs  Houghton to work because when she sits at her computer, she feels terrible. Mrs Houghton has created a website with information about her illness. She wants people to know about it. Perhaps one day doctors will fi nd a cure.

a

A large number of people have a stomach virus called the norovirus at the moment. This virus can cause stomach ache, high temperatures and pains in your arms and legs. Doctors have told patients to stay at home for two days after the illness has gone. Professor Steve Field says: ‘We recommend that patients stay at home, take paracetamol and drink lots of water. It is also important that they wash their hands regularly.’

The Health Protection Agency has said that this year there are twice as many people with the virus as last year. There are between 600,000 and one million cases of norovirus in the UK each year.

Dear Lucy,

I’ve had a bad cold for over a week. I’m taking medicine but it doesn’t do anything. My mum says that chicken soup can help me. Is she mad?

Sarah Johnson

Dr Lucy Smith answers: ‘Your mother’s cure for a cold is what we call an “old wives’ remedy”. A lot of people think that it’s a mad idea with no scientifi c basis. But a new study has shown that many of these “old wives’ remedies” do work. And scientists have found out that chicken soup is a great cure for a cold. All kinds of hot soup can help to get rid of a sore throat. And hot soup also helps to kill viruses quickly. So relax, your mum isn’t mad!’

SEASICK ON DRY LANDHEALTH WATCH This week’s news

STAY AT HOME

Letter of the weekANSWERED BY DR LUCY SMITH

GOOD HEALTH Tuesday, July 24, 2010

Reading

Vocabulary

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7 Copy the table into your notebook. Put these time expressions in the correct column.

for since

twenty minutes

8 Complete the sentences in your notebook with information about you. Use the correct form of present perfect and a time expression.I have been (be) at this school since I was twelve.

1 I (know) my English teacher for .2 I (have) short/long hair for .3 I (live) in this area since .4 I (have) this watch for .5 I (wear) jeans since . 6 I (be) able to swim since .7 I (live) in my home for .

9a Guess your partner’s answers in 8 and write them down in your notebook.

9b SPEAKING Ask your partner questions to find out if you were right.

How long have you been at this school?

6 o’clock 7th February 2002 an hour Friday ten seconds the age of five the day I met you three days twenty minutes

GRAMMAR GUIDE

1a Read these sentences and match them to the explanation of their uses in a–c. Write the answers in your notebook.

1 Have you ever been on a boat or a ship?

2 I’ve had a bad cold for a week.

3 She has created a website with information.

a an experience or experiences which happened at an unspecified moment in the past

b a past action which has a result in the present

c a situation that started in the past and continues to the present

1b Complete the rule in your notebook. We make present perfect with the present simple form of have + the of the main verb.

1c Complete the sentences in your notebook with the present perfect forms of see and visit.Affirmative: He the doctor.

Negative: He the doctor.

Question: he the doctor?

1d Read these sentences and choose the correct alternatives. Write the answers in your notebook.1 Have you ever/never caught a cold?2 I’ve ever/never been seriously ill.

1e Choose the correct alternatives and write them in your notebook.1 Ever/never means at any time in your life. 2 Ever/never means at no time in your life. 3 Ever and never go just after/before the past participle.

GRAMMAR REFERENCE str. 58

Present perfect with ever and never

4 In your notebook, write questions to ask your partner.

catch a cold? ➞ Have you ever caught a cold?

1 stay in bed because of flu?

2 have a very high temperature?

3 stay in hospital?

4 be on a ship?

5 take medicine that tastes really bad?

6 visit a friend in hospital?

7 break your arm?

8 watch a hospital drama?

5a SPEAKING Work in pairs. Ask and answer the questions in 4.

5b SPEAKING When you finish, tell a different student about your partner.

Adam has never stayed in bed because of flu, but

he has broken his arm.

2 Complete sentences in your notebook with present perfect.

1 I have decided (decide) to study medicine at university.

2 My friend (meet) a famous doctor.

3 We (do) a project about the history of medicine at school.

4 My mum (not buy) any headache tablets.

5 I (not see) the doctor this year.

6 your dad (go) to hospital?

Adam has never stayed in bed because of flu, but

he has broken his arm.

3 Complete the sentences adding ever or never in the correct place.

1 Have you had hot soup to stop a cold?

2 I’ve felt sick in a car.

3 She’s taken antibiotics.

4 Has your dad seen an accident?

5 Sam and I have written a story about doctors.

6 Have you been in a plane?

Unit 4

Have you ever caught a cold?

take medicine that tastes really bad?

Grammar in context

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7 Copy the table into your notebook. Put these time expressions in the correct column.

for since

twenty minutes

8 Complete the sentences in your notebook with information about you. Use the correct form of present perfect and a time expression.I have been (be) at this school since I was twelve.

1 I (know) my English teacher for .2 I (have) short/long hair for .3 I (live) in this area since .4 I (have) this watch for .5 I (wear) jeans since . 6 I (be) able to swim since .7 I (live) in my home for .

9a Guess your partner’s answers in 8 and write them down in your notebook.

9b SPEAKING Ask your partner questions to find out if you were right.

How long have you been at this school?

6 o’clock 7th February 2002 an hour Friday ten seconds the age of five the day I met you three days twenty minutes

Compound nouns connected with health and medicine 1 We make compound nouns by joining two

nouns or an adjective and a noun. Join words from column A and column B to make compound nouns, then match them with the correct definitions. Write the answers in your notebook. Use your dictionary if necessary.

A B1 pain aid

2 heart room

3 health centre

4 waiting killer

5 food attack

6 first poisoning

Definition

a a place where people wait, for example, to see a doctor

b a medicine that reduces pain

c basic medical help that you give to someone when they have an accident

d a building where people can go to see a doctor or nurse

e when somebody has a lot of pain in their chest and their heart stops working

f an illness you get from eating food which is in bad condition

2 Listen and check your answers.

3a PRONUNCIATION Listen again to the pronunciation of the compound nouns in 1. Where is the stress in words 1–5? Is it on the first word or the second word? And in 6?

3b Practise saying the words with the correct stress.

4 Complete the sentences in your notebook with the compound nouns in 1.

1 When I’m ill, I go to the near my house.

2 Please take a seat in the . The doctor will see you in ten minutes.

3 Salmonella is a type of .4 My neighbour has died of a .

He never did any exercise and he had a very bad diet.

5 I want to learn so that I know what to do if there’s an emergency.

6 A: My back really hurts. B: Why don’t you take a ?

GRAMMAR GUIDE

Present perfect with for and since

6a Read these sentences.

1 She has been seasick for the last four years.

2 I’ve had a bad cold since last Friday.

We use for and since with present perfect to talk about things that started in the past and continue in the present. When do we use for and when do we use since?

6b Read this question and answer.

How long have you known Andy?

For ten months.

Do we use How long to ask about frequency or duration?

GRAMMAR REFERENCE str. 58

Unit 4

I’ve been here for just one year.

Grammar in context Developing vocabulary

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1 Look at the pictures. They are all of the same person. Work in pairs. What can you see in each picture?

2 What do you think has just happened in these pictures? Write sentences in your notebook.

He’s just hurt himself.He’s just had an accident.He’s just fallen.

GRAMMAR GUIDE

1a Read these sentences and complete rules 1–3 in your notebook with just, yet or already.

a I’ve just had an accident.b He’s already had a lot of serious accidents.c I haven’t hurt myself badly yet.d Has he broken his leg yet?

1 We use present perfect with to talk about very recent events.

2 We use to talk about something that has not happened, but we think it is going to happen soon.

3 We use to talk about something that has happened, possibly before we expected.

1b Choose the correct alternatives and write them in your notebook.

1 We use yet in affirmative/negative sentences and questions.

2 Yet usually goes at the end of the sentence, but already and just usually go after/before the past participle.

GRAMMAR REFERENCE str. 58

Present perfect with just, yet, already

2 Listen to an interview with the person in the pictures. In your notebook, put the pictures in the order that you hear the person mentions them.

3 Listen again. Are the sentences true (T) or false (F)? Correct the false sentences. Write the answers in your notebook.

1 People have a special name for Steve because of his accidents.

T/F

2 Steve has had 15 accidents in total. T/F

3 Steve hasn’t had an accident for a long time. T/F

4 Steve was working when he had his last accident. T/F

5 On Friday 13th one year, Steve had two accidents. T/F

6 Steve and his family are worried about his accidents. T/F

4 SPEAKING What about you? What do you think of Steve’s story? Why?

I think it’s sad because he has had lots of accidents.

Unit 4 Mówienie Opis ilustracji • Rozumienie ze słuchu Prawda/Fałsz

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Listening Grammar in context

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5 Complete the dialogue in your notebook by putting the verbs in present perfect or past simple.

ALAN: (a) you ever (break) your leg?

DAVE: Yes, I (b) . Two years ago, I (c) (go)

skiing and I (d) (break) my left leg.

ALAN: I (e) never (break) my leg but I (f)

(have) some bad accidents in the past. For

example, I (g) (crash) my bike at least five times.

DAVE: (h) you (fall) off your bike last week?

ALAN: No, I (i) . Last week I (j) (ride)

a  horse and I (k) (fall) off!

6 SPEAKING Work in pairs. Ask your partner if they have ever experienced things shown in the pictures. Ask follow-up questions in past simple to find out the details.

break a leg eat insects

meet a famous person visit Britain

Have you ever broken your leg?

Yes, I have.

Where were you when you broke it?

3a In your notebook, write six sentences about yourself: two with already, two with yet, and two with just.

I’ve already done my history homework.

3b In your notebook, change your sentences into questions to ask your partner.

Have you already done your history homework?

3c SPEAKING Interview your partner with your questions.

GRAMMAR GUIDE

4 Read this part of a dialogue and then answer questions 1–4.PRESENTER: Have you ever had two accidents at the same time?STEVE: Yes, I have.PRESENTER: What happened?STEVE: It was when I was a boy. I fell off a horse and

a bike hit me.

1 Is the presenter’s first question in past simple or present perfect?

2 Does the question ask about general experience or a specific moment in the past?

3 Is the presenter’s second question in past simple or present perfect?

4 Does the question ask about general experience or a specific moment in the past?

Unit 4

Present perfect and past simple

4

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Grammar in context

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1 SPEAKING Work in pairs. Look at these photos. What is the connection between them?

2a Listen to a girl describing one of the photos. Which photo is she describing?

2b Which of these questions does the girl answer? 1 Where are the people?2 What type of people are they? 3 What are the people doing?4 What are they wearing?5 What things or objects are in the picture?6 What has just happened before the scene?7 When is the scene taking place (morning, night,

summer, winter, etc.)?8 Have you ever been in a situation like the one in

the picture? When? What happened?9 What do you think about the picture?

3 SPEAKING Do you remember what information the girl gives? Together, practise describing the same photo.

4 Fillers are words or sounds, which give you time to think without stopping the conversation. Listen to the girl again. Check which fillers from the Speaking Bank she uses.

Useful expressions for � lling the conversation

• Er … • Well …• The thing is … • I’m not (really/totally/completely) sure but …• Maybe …• You know …• I think …• I imagine that …• It looks like …

Useful expressions for � lling the conversation

• Er … • Well …• The thing is … • I’m not (really/totally/completely) sure but …•

Speaking Bank

Practice makes perfect5 SPEAKING Work in pairs. Each describe a photo, using

the questions from 2b and the Speaking Bank to help you.

Choose one of the photos on this page and describe it. Have you ever been in a situation like the one in the photo? When? What happened? What do you think about the picture?

a

b

Unit 4

c

Mówienie Opis ilustracji

Developing writing Notes and messages Developing speaking Describing a scene

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1 Read these three notes and messages. In your notebook, write one sentence to explain the situation in each one.

2 Read the notes and messages in 1 again. In your notebook, complete the information in the Writing Bank.

Useful expressions in notes and messages• In notes and messages it is normal to begin simply with

the name of the person we are writing to.

• We usually write short, direct sentences in messages. For example, we often use imperatives like

, rather than Could you bring him some magazines?

• We often use abbreviations like PS or to keep messages short.

• We use expressions like I was really when we are writing about bad news, or Congratulations! when you are happy for somebody.

• We use the expression when we want somebody to recover from an illness or accident quickly.

Useful expressions in notes and messages• In notes and messages it is normal to begin simply with

the name of the person we are writing to.

• We usually write short, direct sentences in messages. For example, we often use imperatives like

magazines?

• We often use abbreviations like to keep messages short.

Writing Bank

3 Match the abbreviations and their meanings. Write the answers in your notebook.

1 PS a as soon as possible

2 e.g. b for example (Latin: exempli gratia)

3 NBc please pay special attention

(Latin: nota bene)

4 asapd here is some additional information to

my letter or note (Latin: post scriptum)

5 i.e.e and other things of the same type

(Latin: et cetera)

6 etcf that is, this is exactly what I mean

(Latin: id est)

Practice makes perfect4a Read the task and write the message. Use the expressions

from the Writing Bank and the abbreviations from 3.

4b Give your message to your partner. Write a reply to your partner’s message.

You’ve just gone to visit your friend at his home because he hasn’t been at school for two days. He’s just gone out to the chemist’s. You don’t have your mobile phone so you leave him a message. Include this information:

• fi nd out how he is,

• fi nd out what he has done in the last two days,• tell him what you’ve done at school,

• tell him some news about one or two of your friends.

a

b

cc

Unit 4 Wypowiedź pisemna Wiadomość

Developing writing Notes and messages Developing speaking Describing a scene

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Grammar reference Unit 4

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Forma

AffirmativePodmiot + have/has + past participleShe has broken her leg.

NegativePodmiot + haven’t/hasn’t + past participleWe haven’ t been in hospital.

QuestionHave/has + podmiot + past participleHave you visited somebody in hospital?

Short answers

Yes, + podmiot + have/has. No, + podmiot + haven’t/hasn’t.Yes, I have. No, they haven’ t.

UżycieCzasu present perfect używamy, gdy mówimy o:

1 wydarzeniu, które miało miejsce w przeszłości, jednak nie ma znaczenia, kiedy dokładnie, np.:I’ve been in hospital.

2 wydarzeniu, które miało miejsce niedawno, a jego skutki widać obecnie, np.:She’s found her keys. (Znalazła swoje klucze i teraz je ma.)

3 wydarzeniach, czynnościach lub stanach, które rozpoczęły się w przeszłości i wciąż trwają, np.:Helen’s been a doctor for ten years. (Helen zaczęła pracować jako lekarka 10 lat temu i wciąż wykonuje ten zawód.)

Wyrazu ever (kiedykolwiek) używamy w pytaniach w czasie present perfect. Have you ever studied medicine?Ever w zdaniu stawiamy tuż przed czasownikiem w formie past participle.

Wyrazu never (nigdy) używamy w zdaniach przeczących w czasie present perfect. I’ve never had a serious accident.Never w zdaniu stawiamy zaraz po pierwszym czasowniku.

For i since używamy w zdaniach w czasie present perfect, gdy mówimy o wydarzeniu lub czynności, która zaczęła się w przeszłości i trwa do teraz. For (przez) używamy, gdy mówimy, że coś trwa przez pewien okres, natomiast since (od), gdy mówimy o konkretnym momencie w przeszłości, w którym się dana sytuacja rozpoczęła. Zarówno do zdań z for, jak i z since, pytanie brzmi How long …?

How long have you been a nurse? I’ve been a nurse for three months/since January. Wyrazy for i since w zdaniu stawiamy bezpośrednio przed okolicznikiem czasu.

Wyrazu just w zdaniach w czasie present perfect używamy, aby podkreślić, że czynność właśnie została zakończona.I have just finished my homework. (Właśnie skończyłem/skończyłam odrabiać lekcje.)Wyraz just stawiamy po pierwszym czasowniku.

Wyrazu already używamy wtedy, gdy mówimy, że coś stało się wcześniej, niż się tego spodziewaliśmy. Don’ t do the shopping. I’ve already done it.Wyraz already stawiamy albo po pierwszym czasowniku, albo – gdy chcemy go zaakcentować – na końcu zdania.

Wyrazu yet używamy wtedy, gdy pytamy o coś, czego się spodziewamy, lub żeby powiedzieć, że spodziewane wydarzenie jeszcze nie nastąpiło. Yet używamy tylko w pytaniach i zdaniach przeczących.Have you done your homework yet? I haven’ t finished all the questions yet. Wyraz yet stawiamy na końcu całego zdania lub zdania składowego.

Czasu present perfect używamy, gdy mówimy o wydarzeniu lub czynności, które miały miejsce w nieokreślonym momencie w przeszłości.I’ve been to England.

Jeżeli mówimy o czymś, co zdarzyło się w konkretnym momencie w przeszłości, musimy użyć czasu past simple.

I went to England last year.

Present perfect

Ever, never, for, since, just, yet, already

Present perfect and past simple

Unit 4

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Grammar revisionPresent perfect with ever, never, for, since

1 Choose the correct alternatives and write them in your notebook.1 Mark and I have took/taken a lot of photos.2 Has/Have you and Hannah started the project?3 They’ve been friends for/since they were kids.4 Have you ever/never felt sick in a car?5 My friend and I have ever/never been to Scotland.6 We haven’t had an English test for/since ages.7 How long/much time have you known Samantha?

/ 7 points

Present perfect with just, yet, already

3 Lily’s mum is in hospital and Lily has to do the jobs around the house. Read her list of jobs. In your notebook, write sentences in present perfect with already, yet and just for the things she has and hasn’t done. Remember! We use just for things done a short time ago.

/ 6 points

2 Are these sentences correct? Correct them in your notebook if necessary.1 Danny has been to Romania last year.2 Have you seen the Eiffel Tower when you were in Paris?3 A: Did your sister ever ride a horse? B: Yes, she loves horse-riding.4 I’ve seen this film twice.5 My brother’s 18. He went to the USA three times.6 Did you speak to the teacher yesterday?

/ 6 points

Present perfect and past simple

ED - OVERMATTER

Vocabulary revisionParts of the body

1 Label the parts of the body and write them in your notebook.

/ 11 points

Illnesses

2 Look at the pictures and identify the health problems. Write them in your notebook.

1 She’s got

a . . 3 He’s . .

2 She’s got 4 A lot of people are illa leg. because of a ..

/ 4 points

Compound nouns connected with health and medicine

3 Complete the compound nouns in your notebook with the correct words.

1 Sit in the room. The nurse will call you when it’s your turn.

2 My sister had an accident but there was someone there who knew first .

3 She ate something bad and now she’s got food .

4 Take this pain three times a day if your back hurts.

5 My neighbour is a doctor at the centre down the road.

6 Quick! Get a doctor. I think this man is having a heart .

/ 6 points / 40 points / 40 pointsTotal

Self-check Unit 4

11

10

6

8

4

2

9

7

5

3

1

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60 Unit 4

Zadanie testujące

4 Przeczytaj tekst, z którego usunięto trzy zdania. Wpisz w luki 4.1.–4.3. litery, którymi oznaczono brakujące zdania (A–E), tak aby otrzymać logiczny i spójny tekst. Zapisz odpowiedzi w zeszycie. Uwaga: dwa zdania zostały podanie dodatkowo i nie pasują do żadnej luki .

A. There are a lot of specialised professions. B. These would be lawyers and doctors, for example.C. A good interpreter is often fl uent in only one language.D. Machine translations can be helpful in some situations.E. What’s more, they usually work in one direction.

Gateway to success Unit 4

TIP W zadaniu na dobieranie zdań do tekstu skoncentruj się na wyszukaniu słów, wyrażeń i konstrukcji, które sprawiają, że zdania łączą się ze sobą i tworzą spójny, logiczny tekst.

1 Read the text fragment. Decide what the highlighted words in it refer to.

2a Read the words in the box and decide which of them may replace other words in a text and which join sentences together.

2b Read the text fragment below and complete the gaps (2.1.–2.6.) with some of the words and expressions from the box in exercise 2a. Write the answers in your notebook. Decide what the words in the gaps refer to.

3 Read the text fragment below and choose the sentence (A–D) that completes it best. Write the answer in your notebook.

TIP Zanim wybierzesz odpowiedź, przeczytaj uważnie zdania poprzedzające lukę oraz zdania następujące po niej. Brakująca wypowiedź musi się łączyć z całym tekstem.

A. However, an interpreter works with spoken texts. B. The text is usually in English. C. However, unlike translators, interpreters deal with spoken texts

rather than written ones.D. As a result, interpreters can earn more money.

Interviewer: What kind of education do you need to become a professional translator? Is it enough to know English really well?Translator: Well, as a matter of fact, the ability to speak or write in English does not make a person a professional translator. Lots of people who are fl uent in English fail professional exams for translation. That’s because they may not be able to transport meaning from English to another language without changing something. What’s more, a lot of professional translators are highly educated people with degrees in other fi elds, some of which may be law, medicine or engineering.

Interviewer: Most of us know who a translator is, but ask anyone who an interpreter is and the answer is not that obvious ...Thus, could you tell us what the real difference is between these jobs?Translator: Basically, the difference is that we, translators, work on a written text. Both translators and interpreters take an original text and need to change it so that it means the same in another language. 3.1. Their job is to hear a speech and to transfer its meaning into another language immediately after the speaker, on the spot.

and as a result but however it on the other hand they there these

Interviewer: Is it true that most translators deal with literature?Translator: Well, literary translation is probably the most well known specialisation. 2.1. , the truth is that most translators in the United States work for the army nowadays. I know 2.2. may sound surprising, 2.3. billions of dollars are spent on translating all kinds of documents for the military and defence agencies. Interviewer: How about business, industry and other fi elds?Translator: Obviously 2.4. make up a huge segment of the translation market. Some of 2.5. fi elds are software, law, the health service and manufacturing. 2.6. , a lot of translators specialise as legal or medical translators.

Interviewer: What about a common myth that translators and interpreters speak a lot of languages?Translator: Well, that is a popular misconception. In reality, most translators just work with one language. 4.1. That is, they either translate from English into another language, or the other way round. Interviewer: So, is it better to know two languages really well than three or more languages superfi cially?Translator: Exactly. The average English person typically uses about 3,000 to 4,000 words. Educated people know between 8,000 and 10,000 words. However, some professionals use about 23,000 words. 4.2. And translators and interpreters who work in these fi elds must know the specialised vocabulary in their two languages, right?Interviewer: Yes, that makes a lot of sense. Are machine translations going to replace translators, do you think?Translator: No, I don’t think so. 4.3. One of these could be scanning long texts and providing a summary of the information. However, as with most machines, we need people to use machine translations in an intelligent way.

Rozumienie tekstów pisanych – dobieranie

As a result, interpreters can earn more money.

However, an interpreter works with spoken texts.

However, unlike translators, interpreters deal with spoken texts

As a result, interpreters can earn more money.

However, an interpreter works with spoken texts.

However, unlike translators, interpreters deal with spoken texts

As a result, interpreters can earn more money.

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61

Mówienie – zestaw zadań

Zadanie 1. (4 minuty)

Pracujcie w parach. Wykonajcie zadanie, a następnie zamieńcie się rolami. Rozmowę rozpoczyna uczeń A.

Uczeń APrzebywasz na rocznej wymianie językowej w Wielkiej Brytanii. Właśnie przygotowujesz się do biegu w maratonie i potrzebujesz porady specjalisty. Rozmawiasz z dietetykiem w miejscowej przychodni. Poniżej podane są cztery kwestie, które musisz omówić z uczniem B.

Uczeń B

Jesteś lekarzem w Wielkiej Brytanii. Rozmawiasz z osobą z Polski, która przygotowuje się do udziału w maratonie i potrzebuje konsultacji. W zależności od tego, jak potoczy się rozmowa, włącz do niej wszystkie/wybrane punkty:

poproś ucznia A o dokładniejsze objaśnienie jakiejś kwestii, grzecznie nie zgódź się z uczniem A, tak aby musiał podać kolejne

argumenty lub zaproponować inne rozwiązanie, dowiedz się od ucznia A, dlaczego chce wziąć udział w maratonie

oraz kiedy i gdzie się on odbędzie, poradź uczniowi A, jak powinien odpoczywać po wzmożonym wysiłku, zasugeruj uczniowi A, żeby nie przesadzał z wysiłkiem i dietą.

Zadanie 2. (3 minuty)

Pracujcie w parach. Opiszcie swoje zdjęcia, a następnie zadawajcie sobie na zmianę pytania i odpowiadajcie na nie.

Uczeń A

1. What is the woman doing and how is she feeling?

2. Why do you think jogging has become so popular recently?

3. Describe the last time you got ill.

Uczeń B

1. Where do you think the photo was taken? Why?

2. Why do you think some new sports have become popular recently?

3. Tell us about the last time you tried a new sport.

Zadanie 3. (5 minut)

Pracujcie w parach. Popatrzcie na zdjęcia i wykonajcie zadanie. Następnie odpowiedzcie na dwa pytania.

Bierzesz udział w ankiecie na temat tego, jak młodzi ludzie radzą sobie ze stresem. Wyraź swoje zdanie na temat trzech poniższych propozycji.

Wybierz zdjęcie przedstawiające ten sposób walki ze stresem, który uważasz za najskuteczniejszy, i uzasadnij swój wybór.

Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

1. What ways of coping with stress are most and least popular among your friends? Why?

2. Which would you choose to do: a well-paid stressful job or a badly-paid job which is stress-free? Why?

Unit 4

Opis dotychczasowych

przygotowań

Reakcja Twojego organizmu na zwiększony

wysiłek

Zalecana dieta Zagrożenie kontuzjami

3

2

1

Gateway to success Unit 4

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62

Gateway to success Unit 4

Unit 4

Uzupełnianie luk – wybór wielokrotny1 Complete the gaps 1–5 to get a logical and grammatically

correct text. Choose the best answer A, B or C. Write the answers in your notebook.

Dear Kate,I’m really sorry to hear you (1.) your arm. I know it must be terrible for you as this is your right arm and you won’t be able to use it for writing or anything! I hope your sister will help you to answer my email! How (2.) ? Did you feel (3.) ? When I broke my leg last year, it hurt a lot. I (4.) my bike when I suddenly heard a loud noise, turned my head quickly and fell off the bike. It wasn’t that bad so I still had to go to school – I just put my leg on a chair. Luckily, I haven’t had any problems with it (5.) the accident. How about you? How long will you have to stay at home? I hope you will get better soon and we’ll meet before holidays.Kisses,Charlie1. A. broke B. have broken C. have already broken2. A. did it happen B. has it happened C. was it happening3. A. a pain B. some pain C. any pain4. A. rode B. was riding C. have ridden5. A. before B. since C. for

Parafraza fragmentów zdań – wybór wielokrotny2 Complete the sentences in your notebook with one of

the options (A–C), which has the same meaning as the phrase or sentence in bold.

1. I started having terrible toothache on Monday morning and still have it. I must go to see the dentist.

1 Match the words in the bubbles to make compound nouns and then use them to complete the sentences 1–5 below. Write the answers in your notebook.

1. My father has been diagnosed with , his heart muscle has become too weak to pump blood well.

2. Can I get some ? I have a really terrible headache.

3. X: What is this where a lot of celebrities go? Y: Well, it’s like a spa with healthy food where they do a lot of

exercise and get some beauty treatment.

4. My grandma often gets – she can’t lift or carry any heavy things, and she often needs physiotherapy.

5. We use toothpaste to prevent , that is the destruction of your tooth enamel, the hard layer of your teeth.

A. I had a terrible toothache from Monday morning. B. I’ve had a terrible toothache since Monday morning. C. I still have a terrible toothache.

2. X: Have you done your homework? Y: Oops, thanks for reminding me. I still have to do it. A. I’ve already done it. B. I’ve just done it. C. I haven’t done it yet.

3. Doctor, will this medicine help me fi ght the cold? A. get away from the cold B. get rid of the cold C. come down with the cold

4. Have you had food poisoning at some time in your life? A. ever had food poisoning B. already had food poisoning C. had food poisoning many times

5. I worked as a nurse from 2005 to 2010. Then I retired. A. I worked as a nurse for 5 years. B. I have worked as a nurse for 5 years. C. I have worked as a nurse since 2010.

6. People who have a problem with backache should do some exercise to make their muscles stronger.

A. suff er from B. get over C. recover from

ACHE

HEALTH

HEART

FARM

BACK

FAILURE

PAIN

TOOTH

DECAY

KILLERS

2 Read the signs below and then decide which answer best describes what happens there, A or B. Write the answers in your notebook.

1. A. You can come here if you’ve had an accident or you’ve suddenly started feeling really bad.

B. You can come here if you make an appointment to see a doctor.

2. A. You can wait here to see a doctor. B. You can wait here before you have

an operation.

3. A. You come here to have a part of your body examined with radiation.

B. You come here so that some security guards can check if you are carrying any dangerous materials or objects or not.

4. A. You come here if you want to get some basic medical help.

B. You come here if you want to become a nurse.

5. A. You come here to have an operation. B. You come here to operate some

powerful machines.

X–RAYIN

USE

OPERATING ROOM

B.First aid

+

Emergency Department

B.WAITINGROOM

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63Unit 4

Wordlist Unit 4

Zdrowie – części ciałaarm (n) ★★★ /ɑː(r)m/ rękaback (n) ★★★ /bæk/ plecychest (n) ★★★ /tʃest/ klatka piersiowaear (n) ★★★ /ɪə(r)/ uchoelbow (n) ★★★ /ˈelbəʊ/ łokiećfinger (n) ★★★ /ˈfɪŋgə(r)/ palec (u ręki)foot (n) ★★★ /fʊt/ stopahand (n) ★★★ /hænd/ rękahead (n) ★★★ /hed/ głowaknee (n) ★★★ /niː/ kolanoleg (n) ★★★ /leg/ noganose (n) ★★★ /nəʊz/ nosstomach (n) ★★ /ˈstʌmək/ brzuch, żołądekthroat (n) ★★★ /θrəʊt/ gardłotoe (n) ★★ /təʊ/ palec u nogitooth (n) ★★★ /tuːθ/ ząb

Zdrowie – choroby, ich objawy i leczeniebroken (adj) ★★ /ˈbrəʊkən/ złamanycold (adj/n) ★★★ /kəʊld/ zimny, przeziębieniecough (n) ★ /kɒf/ kaszelcure (n) ★★ /kjʊə(r)/ lekarstwodrug (n) ★★★ /drʌg/ lekarstwoearache (n) / ɪ̍əreɪk/ ból uchafirst aid (n) /̩ fɜː(r)st ˈeɪd/ pierwsza pomocflu (n) ★ /fluː/ grypafood poisoning (n) /ˈfuːd ˌpɔɪz(ə)nɪŋ/ zatrucie pokarmoweget rid of (phr) ★★ /̩ get ˈrɪd əv/ pozbyć sięget well (phr) ★★ /̩ get ˈwel/ wyzdrowiećheadache (n) ★ /ˈhedeɪk/ ból głowyhealth centre (n) /ˈhelθ ˌsentə(r)/ ośrodek zdrowiaheart attack (n) ★ /ˈhɑː(r)t ə t̩æk/ atak serca, zawałhurt (v) ★★★ /hɜː(r)t/ zranić (się), bolećpain (n) ★★★ /peɪn/ bólpainkiller (n) /ˈpeɪnˌkɪlə(r)/ środek przeciwbólowyparacetamol (n) /̩ pærə̍ siːtəmɒl/ paracetamolrecover (v) ★★★ /rɪ̍ kʌvə(r)/ wyzdrowiećreduce (v) ★★★ /rɪ̍ djuːs/ zmniejszaćremedy (n) ★★ /ˈremədi/ lekarstwoseasick (adj) /ˈsiː̩ sɪk/ cierpiący na chorobę

morskąseasickness (n) /ˈsiː̩ sɪknəs/ choroba morskasick (adj) ★★★ /sɪk/ chory, mający mdłościsore (adj) ★ /sɔː(r)/ bolącystomach ache (n) /ˈstʌmək ˌeɪk/ ból brzuchasuffer (v) ★★★ /ˈsʌfə(r)/ cierpiećtemperature (n) ★★★ /ˈtemprɪtʃə(r)/ temperatura, gorączkatoothache (n) /ˈtuːθeɪk/ ból zębavirus (n) ★★★ /ˈvaɪrəs/ wiruswaiting room (n) /ˈweɪtɪŋ ˌruːm/ poczekalnia

Inneaccident (n) ★★★ /ˈæksɪd(ə)nt/ wypadekboat (n) ★★★ /bəʊt/ łódźbored (adj) ★★ /bɔː(r)d/ znudzony

borrow (v) ★★ /ˈbɒrəʊ/ pożyczać (od kogoś)bright (adj) ★★★ /braɪt/ jasnycongratulations (n) ★ /kənˌgrætʃʊˈleɪʃ(ə)nz/ gratulacjedrama (n) ★★★ /ˈdrɑːmə/ dramatemergency (n) ★★★ /ɪ̍ mɜː(r)dʒ(ə)nsi/ sytuacja awaryjnafear (n) ★★★ /fɪə(r)/ lęk, obawaget off (a boat) (v) ★★★ /̩ get ˈɒf/ wysiadać (z łódki)ghost (n) ★★ /gəʊst/ duchguess (v) ★★★ /ges/ zgadywaćguilty (adj) ★★★ /ˈgɪlti/ winnyhard (adj) ★★★ /hɑː(r)d/ twardyhuman being (n) ★★★ /̩ hjuːmən ˈbiːɪŋ/ człowiekhygiene (n) ★ /ˈhaɪdʒiːn/ higienaice (n) ★★★ /aɪs/ lódinnocence (n) ★ / ɪ̍nəs(ə)ns/ niewinnośćlie, lay (v) ★★★ /laɪ, leɪ/ leżeć, kłaść sięmad (adj) ★★ /mæd/ szalonymime (n/v) /maɪm/ mim, naśladowaćnon-stop (adv) /̩ nɒnˈstɒp/ bez przerwypolitely (adv) ★ /pə̍ laɪtli/ uprzejmie, grzeczniepray (v) ★★ /preɪ/ modlić sięprize (n) ★★★ /praɪz/ nagrodaproject (n) ★★★ /ˈprɒdʒekt/ projektride (v) ★★★ /raɪd/ jeździć (konno)rubbish (n) /ˈrʌbɪʃ/ śmieci, bzduraseparate (v) ★★★ /ˈsepəreɪt/ oddzielaćship (n) ★★★ /ʃɪp/ stateksolid (adj) ★★★ /ˈsɒlɪd/ stały, trwałystrong (adj) ★★★ /strɒŋ/ silnysummer (n) /ˈsʌmə(r)/ latoturn (n) ★★★ /tɜː(r)n/ kolejtwice (adv) ★★★ /twaɪs/ dwa razywebsite (n) ★★ /ˈwebˌsaɪt/ strona internetowawinter (n) ★★★ /ˈwɪntə(r)/ zima

= słowo bardzo często używane = często używane = dosyć często używane

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

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

Vocabulary plus

appointment (n) ★★★ /ə̍ pɔɪntmənt/ umówiona wizytabackache (n) /ˈbækeɪk/ ból pleców, ból w krzyżudepartment (n) ★★★ /dɪ̍ pɑː(r)tmənt/ oddziałemergency (n) ★★★ /ɪ̍ mɜː(r)dʒ(ə)nsi/ nagły wypadek (adj) ratowniczyexamine (v) ★★★ /ɪɡˈzæmɪn/ badaćheart failure (n) /ˈhɑː(r)t ˌfeɪljə(r)/ niewydolność sercahealth farm (n) /ˈhelθ ˌfɑː(r)m/ centrum zdrowia i urodyoperating room (n) /ˈɒpəreɪt ɪŋ ˌruːm/ / sala operacyjnapump (v) ★★ /pʌmp/ pompowaćprevent (v) ★★★ /prɪ̍ vent/ zapobiegaćradiation (n) ★★ /̩ reɪdiˈeɪʃ(ə)n/ promieniowanietooth decay (n) /ˈtuːθ dɪˌkeɪ/ próchnicaX-ray (n) ★ /ˈeks reɪ/ prześwietlenie

rentgenowskie

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Test checkpoint Units 3–4

AEROBICS FOR THE BRAINInterviewer: Hello. In the studio today, we have Dr Helen Wright who is a neuroscientist. Good afternoon, Helen.Helen: Good afternoon. Interviewer: I’d like to talk to Helen about the benefits of physical exercise. According to recent research, physical exercise is not just good for the body, it’s also good for the brain, is that right?Helen: Yes, that’s right. After all, the brain is like all the other muscles in your body. 2.1. Interviewer: How exactly does exercise help the brain?Helen: Well, there are many levels at which exercise helps. First of all, exercise makes the heart pump more oxygen into your brain. The body also releases more hormones which nourish the brain. 2.2. As a result, processing information and the memory work better.Interviewer: How about feeling better? After all, we do feel better when we do some exercise.Helen: Absolutely. Exercise lowers the level of stress hormones, and everybody knows how difficult it is to learn or concentrate when we feel stressed out. 2.3. Interviewer: What kind of exercise is the best for the brain?Helen: Any kind, really. Twenty minutes of exercise helps both the body and the brain to function better. Aerobics is very good for the heart, but it could be Nordic walking or swimming, anything that you like and find relaxing.

A. The connection is obvious – more exercise means less stress and better learning.

B. There are a lot of substances in it which help the brain to get better.C. Exercise also leads to developing more connections in the brain.D. You either use it, or lose it.E. Stress hormones are released in situations that are considered

dangerous.

Rozumienie ze słuchu

Pointer

Pamiętaj, aby w zadaniu polegającym na dobieraniu przed wysłuchaniem nagrania przeczytać zdania podsumowujące wypowiedzi osób i przeanalizować, czym się od siebie różnią.

Zadanie 1.Usłyszysz dwukrotnie cztery wypowiedzi związane ze zdrowiem. Do każdej wypowiedzi (1.1.–1.4.) dopasuj odpowiadające jej zdanie (A–E). Zapisz odpowiedzi w zeszycie. Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej wypowiedzi.

A. The speaker explains why he/she used to often get ill.B. You can hear this advertisement on the radio. C. The speaker explains how he/she started to treat old wives’ remedies

seriously. D. We learn why taking antibiotics may be dangerous.E. The speaker recommends following the doctor’s orders.

Rozumienie tekstów pisanych

Pointer

Pamiętaj, żeby uważnie przeczytać fragment tekstu przed luką i po niej. Brakujące zdanie musi pasować do całego tekstu zarówno pod względem logicznym, jak i gramatycznym.

Zadanie 2.Przeczytaj tekst, z którego usunięto trzy zdania. Wpisz w luki (2.1.–2.3.) litery, którymi oznaczono brakujące zdania (A–E), tak aby otrzymać logiczny i spójny tekst. Zapisz odpowiedzi w zeszycie. Uwaga: dwa zdania zostały podane dodatkowo i nie pasują do żadnej luki.

Units 3–4

AEROBICS FOR THE BRAIN

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Test checkpoint Units 3–4 Znajomość środków językowych

Pointer

Pamiętaj, aby sprawdzić, czy wybrany przez Ciebie wyraz pasuje do obu luk. Ten sam wyraz zostanie użyty w różnych znaczeniach.

Zadanie 3.W zdaniach 3.1.–3.5. wybierz słowo, które poprawnie uzupełnia luki w obydwu zdaniach. Zapisz w zeszycie literę A, B albo C.

3.1. Sorry to hear you’ve got fl u – I hope you will better soon.

I must rid of all my old newspapers and magazines.

A. feel B. get C. throw

3.2. She has a lot of photos on her holiday in France.

She has some antibiotics, so she should feel better soon.

A. given B. seen C. taken

3.3. I hope you didn’t yourself when you fell off your bike.

Ouch, my legs really ! That was a long run!

A. hurt B. break C. ache

3.4. When I at my computer, my back really hurts.

Can you down, please? The doctor will be with you in a moment.

A. work B. sit C. slow

3.5. My father has to a lot of exercise or he might have a heart attack.

Neuroscientists research on the brain.

A. take B. make C. do

Wypowiedź pisemna

Pointer

Pamiętaj, żeby przeczytać napisany przez siebie tekst i sprawdzić, czy nie zawiera błędów językowych bądź gramatycznych. Sprawdź też, czy poruszyłeś/poruszyłaś i rozwinąłeś/rozwinęłaś wszystkie elementy polecenia.

Zadanie 4.W czasie zawodów sportowych miałeś/miałaś niegroźny wypadek. Napisz e-mail do koleżanki z Anglii, w którym:

przeprosisz ją, że długo nie odpisywałeś/odpisywałaś na jej wiadomość,

wyjaśnisz, że miałeś/miałaś wypadek i musiałeś/musiałaś zostać w szpitalu,

zrelacjonujesz, co się wydarzyło, wyjaśnisz, jaki masz problem zdrowotny i jak długo będziesz

wracać do formy.

Message

From: [email protected] To: [email protected]: competition

Hi Sophie,I’m writing to tell you about my recent sports injury.(…)Bye for now. I hope to hear from you soon.XYZ

długość wiadomości powinna wynosić od 80 do 130 słów (nie licząc słów w zdaniach, które są już podane)

umiejętność pełnego przekazana informacji – 4 punkty spójność i logika wypowiedzi – 2 punkty bogactwo językowe – 2 punkty poprawność językowa – 2 punkty

‘Can Do’ Progress Check1 How well can you do these things in English now?

Give yourself a mark from 1 to 4.

1 = I can do it very well.2 = I can do it quite well.3 = I have some problems.4 = I can’t do it.

a I can talk about routines and what’s happening now using the present simple and present continuous.

b I can ask for and give basic personal information.

c I can make nouns using the suffixes -ment, -ion, -ence.

d I can understand conversations about families and family life.

e I can write a basic informal email about myself or somebody I know well.

f I can report past events using the past simple and past continuous.

g I can explain sequences of events in the past using expressions of sequence and time.

h I can understand written and spoken texts about crimes and the police.

i I can talk about different crimes and investigations.

j I can write a basic informal letter about a past event.

2 Decide what you need to do to improve.1 Look again at my book/notes.2 Do more practice exercises. 3 Other?

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5 TV world

Adjectives describing TV programmes 6 Read these adjectives. Do they have a positive meaning

or a negative meaning?

7 Match the adjectives in 6 with the definitions. Write the answers in your notebook.1 when something gives a lot of information informative 2 when something makes you laugh 3 when something makes you feel frightened 4 when something is very bad 5 when something makes you want to know about it 6 when something isn’t interesting 7 when many people like something 8 when something is very good 9 when something makes you feel very emotional

8 Listen to five people talking about TV programmes. What type of TV programme are they talking about? Write the answers in your notebook.

9a Think of things or people for each adjective in 6 and make a note of them in your notebook.

funny – Jim Carrey, The Simpsons

9b SPEAKING Work in pairs and compare your ideas.

I think Jim Carrey is really funny.

Oh no! I think he’s awful.

awful boring cool funny informative interesting moving popular scary

TV programmes1 Work in pairs and match the photos with these

words. Write the answers in your notebook.

2 Listen and repeat.

3 Think of examples of programmes for the other words in 1.

drama – House M.D., CSI

4 PRONUNCIATION Where does the stress come in each noun or compound noun in 1?

• •comedy chat show

5 SPEAKING Read the words in italics in the questions. Check that you understand them. Then use the questions to interview your partner.

1 What is your favourite type of TV programme?

2 What is your favourite series?

3 What channel is it on?

4 Who usually turns the TV on in your house?

5 What time do you usually switch the TV off?

6 Who is in charge of the remote control in your house?

advert cartoon chat show

comedy documentary drama

film game show reality show

soap sports programme the news

Kultura media, twórcy i ich dzieła, uczestnictwo w kulturze

Unit 5

a

c d

b

Reading

Vocabulary

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1 You are going to read a blog. The title is Turn Off TV Week. What do you think Turn Off TV Week is?

2 You have four minutes to read the blog and decide if each person thinks Turn Off TV Week is a good idea or a bad idea. Do not stop reading if there are words you don’t understand.

1 Bob Martin

2 JaneW

3 JoPike

3 Read the blog again. In your notebook, write down evidence from each person’s text to justify your answers in 2.

4 Choose the best answers and write them in your notebook.

1 A recent study in the USA shows that A TV makes children fat. B watching less TV generally makes children fitter

and more active. C watching less TV doesn’t really make children

more active.

2 Bob Martin thinks A a lot of TV is bad, especially soaps. B a lot of TV is bad, but not soaps. C all TV is awful.

3 Bob thinks that TV A has a negative effect on conversation. B only stops conversation. C can have a positive effect on conversation.

4 JaneW A likes all types of programmes. B only watches programmes that she knows and

likes. C knows when to switch the TV on and off.

5 JoPike A hates all TV. B thinks sports programmes are OK. C doesn’t like the same TV programmes as the

general public.

5 Match the underlined words in the text with their definitions. Write the answers in your notebook.

1 one part or ‘chapter’ of a TV series episode 2 talking in a friendly way 3 describes a person who chooses carefully

4 not having something 5 describes a person who knows 100% that something

is true 6 do something once to see if it is good 7 use (v.) 8 once a year (adj.)

6 SPEAKING What about you? Discuss in pairs.1 Do you think TV is a good or a bad thing? Why?2 How much TV do you watch on weekdays and at

the weekend?

I think a lot of TV programmes are really bad.

I don’t agree. Some programmes are quite interesting.

Unit 5

The annual Turn Off TV Week starts today. The idea is to live without TV for a whole week. The people who organise it say that television is a bad thing. Personally, I’m not sure that they’re right. First of all, the organisers say that the kids of today are lazier and in worse physical conditi on than the kids of the past because they spend all their ti me in front of the TV. But a recent study of 10,000 US children aged 10 to 15 found no connecti on between TV and physical fi tness. Children who don’t watch TV don’t always do more physical acti vity. And even the world’s biggest TV addict can fi nd an hour in the day to do exercise. In my case, soaps always make me want to turn off the TV and go down to the gym!

I agree that there are lots of terrible programmes on TV. But I don’t agree with saying ‘No TV’. I just think we need some more intelligent programmes. TV can be informati ve, funny and moving. And, yes, it can be awful too. The most important thing is to think about what we watch and be more selecti ve. Another thing that is not black-and-white is the idea that TV only stops us from communicati ng with others. An American professor found that parents in homes with no TV have an hour of conversati on with their children every day. In other homes, there was only 38 minutes of conversati on … a week! That’s bad. But TV can also bring people together and help to start conversati ons. Is there a bett er way to begin a conversati on than by chatti ng about the latest episode of your favourite series?

Turn off my TV? OK. But I also plan to conti nue turning it on when there’s something good on.

JaneW – 25 Feb 2013, 10:11 AM

I agree. You can’t say that all TV is bad. It’s as stupid as saying that all books are good, or that all pop music is bad. Maybe a lot of TV is bad. But the idea is to look for the good programmes. I always read the TV guide and decide what I’m interested in watching. I watch my favourite programmes and I also try some new programmes. I watch them and then I switch the TV off .

JoPike – 25 Feb 2013, 11:01 AM

OK, I agree there are some good programmes on TV. But we all know that the most popular programmes are awful. Unreal reality shows, boring football matches, stupid soaps. That’s why Turn Off TV Week exists, and that’s why I like it. It tells people that there are more important things in life than knowing what’s happening on Big Brother.

Post a commentPost a commentPost a commentPost a comment

[ 2 C O M M E N T S ]

Turn Off TV Week by BOB MARTIN on FEBRUARY 25, 2013

Blog

Reading

Vocabulary

Mówienie Rozmowa wstępna • Rozumienie tekstów pisanych Wybór wielokrotny.

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GRAMMAR GUIDE

1a Read the comparative and superlative form of these adjectives.

Adjective Comparative Superlative

1 long longer the longest

2 big bigger the biggest

3 lazy lazier the laziest

4 important more important the most important

5 bad worse the worst

Now match the adjectives to the correct rules. Write the answers in your notebook.

a adjectives with two syllables or more, use more/most + the adjective

4

b one-syllable adjectives which end in one vowel + one consonant, double the last consonant and add er

c two-syllable adjectives ending in y, omit y and add ier

d one-syllable adjectives, add er e irregular adjectives with no set rule

1b Use the rules in 1a to write the comparative and superlative form of these adjectives in your notebook.

1 funny 2 good 3 boring 4 short 5 fat

1c Complete the sentences in your notebook with the correct words.

1 The new series is more popular the old one.

2 She’s the popular actress in the USA at the moment.

GRAMMAR REFERENCE str. 74

Comparatives and superlatives

3 Complete these sentences in your notebook with the comparative form of the adjectives in bold and than.

1 I think soaps are more boring than documentaries. BORING

2 Adverts are a lot of TV programmes. GOOD

3 Reality shows are chat shows. BAD

4 Watching films at the cinema is watching them on TV. INTERESTING

5 Watching TV is reading. EASY

6 Will Smith is John Travolta. THIN

4 Read these words. They are words which we frequently use with comparative adjectives to modify them.

Choose the correct alternatives in these sentences. Write the answers in your notebook. Use your dictionary if necessary.

1 Watching TV is far/a bit more popular as a hobby than writing poetry.

2 Elijah Wood (born in 1981) is much/slightly older than Kirstin Dunst (born in 1982).

3 For most people, watching football on TV is a lot/a bit more exciting than watching yoga.

4 The programme lasted 60 minutes. It was far/a bit longer than normal because they usually last 55 minutes.

5 Complete these sentences in your notebook with a logical opinion. Then work in pairs and compare your sentences.

1 Scarlett Johansson is a lot younger than Meryl Streep.

2 slightly more popular than .

3 far funnier than .

4 much more informative than .

5 a bit scarier than .

6 much more boring than .

7 a lot longer than .

a bit a lot far much slightly

6a Look at Brad Pitt in these two photos. In your notebook, make notes comparing his appearance. Use these words for ideas.

attractive bad funny good long old serious short strong young

2a PRONUNCIATION Read these sentences and listen. Then answer the questions.

a Films are longer than game shows.b Books are more interesting than films.c This programme was better than that one.d Soaps are more popular than reading.

1 Which colour represents the stress in the sentences: red or blue?

2 Which types of word receive the stress? Nouns, main or auxiliary verbs, articles … ?

2b Listen again and repeat the sentences.

Unit 5

Grammar in context

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Adjectives ending in -ing and -ed1 Write the -ing or -ed forms of these words. Write

the answers in your notebook. Use your dictionary if necessary.

-ing -ed

1 boring bored 2 interesting 3 frightened

4 surprising 5 confusing 6 tired

7 relaxed

8 embarrassing 9 moved

10 disappointing

2 Choose the correct alternatives. Then complete the rule. Write the answers in your notebook.

1 When a film is excited/exciting, we feel excited/exciting.2 When a situation is frightened/frightening, we feel

frightened/frightening.3 When a book is bored/boring, we feel bored/boring.

To describe how somebody feels, we use the ending.

3 Complete the sentences in your notebook with the -ed or -ing form of the words.

1 I am to hear that they’ve cancelled the series. SURPRISE

2 It was so when the presenter forgot what to say. EMBARRASS

3 That new game show is really . I don’t know what they have to do. CONFUSE

4 That film made me feel really emotional. I was

. MOVE

5 The directors of the new show were very

because not many people watched it. DISAPPOINT

6 Some people think that classical music is

. BORE

7 I think classical music is really . RELAX

4a Read these words. Then make notes with your opinions in your notebook.

exams – tiring, make me feel frightened

4b SPEAKING Compare your ideas with a partner.

I think exams are really tiring.

Yes, and sometimes they make me feel a bit frightened.

exams spiders sport theme parks watching documentaries

3 Complete these sentences in your notebook with the comparative form of the adjectives in bold and than.

1 I think soaps are more boring than documentaries. BORING

2 Adverts are a lot of TV programmes. GOOD

3 Reality shows are chat shows. BAD

4 Watching films at the cinema is watching them on TV. INTERESTING

5 Watching TV is reading. EASY

6 Will Smith is John Travolta. THIN

4 Read these words. They are words which we frequently use with comparative adjectives to modify them.

Choose the correct alternatives in these sentences. Write the answers in your notebook. Use your dictionary if necessary.

1 Watching TV is far/a bit more popular as a hobby than writing poetry.

2 Elijah Wood (born in 1981) is much/slightly older than Kirstin Dunst (born in 1982).

3 For most people, watching football on TV is a lot/a bit more exciting than watching yoga.

4 The programme lasted 60 minutes. It was far/a bit longer than normal because they usually last 55 minutes.

5 Complete these sentences in your notebook with a logical opinion. Then work in pairs and compare your sentences.

1 Scarlett Johansson is a lot younger than Meryl Streep.

2 slightly more popular than .

3 far funnier than .

4 much more informative than .

5 a bit scarier than .

6 much more boring than .

7 a lot longer than .

a bit a lot far much slightly

6b SPEAKING Work in pairs. Take it in turns to compare the two photos.

He’s a lot younger in the second picture.

Yes, and his hair is much longer!

7 Complete the questions in your notebook with the superlative form of the adjectives in bold.1 Who is the most famous actor from your country? FAMOUS

2 What is way to spend free time in your opinion? INTERESTING

3 What is day of the week for you? BORING

4 Who is person in the class? FUNNY

5 Who is person you know? HAPPY

6 What is part of your day? GOOD

8a SPEAKING Interview different people in the class using the questions in 7.

8b SPEAKING Tell the class some interesting answers that your classmates gave you.

Lucy thinks bungee jumping is the most interesting way to spend free time!

6a Look at Brad Pitt in these two photos. In your notebook, make notes comparing his appearance. Use these words for ideas.

attractive bad funny good long old serious short strong young

Unit 5

Grammar in context Developing vocabulary

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70

2 Rewrite these sentences in your notebook but keep the same meaning. Use as … as, not as … as, less … than.

1 American TV series are more violent than European series.

European series aren’ t as violent as American TV series .

2 Soaps are interesting, but game shows are equally interesting.

Game shows .

3 Computer games are more popular with today’s teenagers than TV programmes.

TV programmes .

4 Football programmes on TV are exciting. Football programmes on the radio are equally exciting.

Football programmes on the radio .

5 Watching horror films at the cinema is scarier than watching them at home.

Watching horror films at home .

6 Books are more informative than TV documentaries.

TV documentaries .

3 SPEAKING Work in pairs. Do you agree with the opinions in 2?

What do you think about the first sentence?

I agree. I think American TV series are often very violent.

GRAMMAR GUIDE

1a Read these sentences.1 The news on TV is as good as the news on

the radio.2 Newspapers aren’t as up-to-the-minute as the Net. 3 Newspapers are less up-to-the-minute than the Net.

1b Are these statements true (T) or false (F)? Write the answers in your notebook.

1 We use as … as to say that two things, people or situations are similar.

T/F

2 Not as … as and less … than have a similar meaning.

T/F

3 Not as … as and less … than are the opposite of more … than.

T/F

GRAMMAR REFERENCE str. 74

Less … than, (not) as … as

5 Complete this text with these words. Write the answers in your notebook.

as enough food light modern small surprising too

1 SPEAKING Work in pairs. The photos show different ways of finding out the news. Which do you prefer and why?

2 Listen to a radio programme where people are calling to say how they like to find out the news. Match the speakers and their preferences. Write the answers in your notebook. There is one option you do not need to use.

3 Listen again. In your notebook, write which speaker …

A The Internet 1 Amanda B Radio 2 Jerry C Weekly news magazine 3 Sarah D Newspaper 4 Dan E TV

1 finds out the news at breakfast time? Amanda/Jerry/Sarah/Dan

2 thinks that pictures and images are an important part of the news? Amanda/Jerry/Sarah/Dan

3 thinks the news on TV isn’t very informative? Amanda/Jerry/Sarah/Dan

4 thinks the most important thing is to find out the news quickly? Amanda/Jerry/Sarah/Dan

5 is tired of working with computers? Amanda/Jerry/Sarah/Dan

of finding out the news. Which do you prefer and why?

ba

c

Unit 5

d

e

Listening Grammar in context

Rozumienie ze słuchu Dobieranie

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6 Complete the sentences in your notebook with the verb be and too or not … enough plus the adjective.

1 This film is for adults, and Corinne is only fifteen. She isn’ t old enough (old) to see it.

2 This game show (easy). Everybody always wins.

3 This cartoon (original). It’s exactly the same as all the others.

4 Owen needs to improve. He (good) to be in the first team.

5 It (hot) in here. Can you open the window?

6 I can’t watch this match because I’m so nervous. It (exciting)!

7 That horror film was awful. It (scary). I was so bored I fell asleep!

7a Read the questions. In your notebook, make notes with ideas. Use these adjectives with too and enough.

1 Could you be a newsreader on national TV at the moment?

2 Could you win a gold medal running 100 metres at the Olympic Games next week?

3 Could you be a popular Hollywood actor?

4 Could you win a Nobel Prize one day?

newsreader – not old enough, not serious enough

7b SPEAKING Discuss your answers in pairs.

We aren’t old enough to read the news.

No, we aren’t, and my hair’s too long! The men who read the news always have short hair!

attractive clever fast fit good healthy lazy long old serious short slow young

GRAMMAR GUIDE

4a Read the sentences.1 On TV they’re too interested in sensationalism. 2 The news on TV isn’t serious enough.3 It’s good enough for me.4 I spend enough time in front of the computer.

4b Match the first and second halves of the rules. Write the answers in your notebook.

1 We use too a to say a person, thing or situation is insufficient.2 We use not … enough b to say a person, thing or situation is sufficient.3 We use enough c to say a person, thing or situation is excessive.

4c Look at the word order in the sentences 4a.1 Does too come before or after the adjective?

2 Does enough come before or after the adjective?

3 Does enough come before or after the noun?

GRAMMAR REFERENCE str. 74

Too and (not) enough

5 Complete this text with these words. Write the answers in your notebook.

as enough food light modern small surprising too

In 1922, Robert H. Flaherty made a silent documentary about the life of the Inuit in the Arctic. It was the very fi rst documentary fi lm and it caused a sensation. For the fi rst time, people could see real life in a distant, exotic place. However, now some people say the fi lm wasn’t authentic (a) because Flaherty changed some things to make the fi lm more exciting. For example, the Inuit already used guns to catch and kill animals. But, in the fi lm, Flaherty wanted the Inuit to use traditional ways of hunting because guns looked too (b)  . Scenes with guns weren’t (c)  enough for the American public. Another example was that Flaherty used big cameras to make the documentary. So when they went to fi lm inside igloos, there was a problem. The igloos were too (d) , and they were (e) dark. So the Inuit built a special igloo with just three walls, to give enough (f) for fi lming. Maybe nowadays we can criticise Flaherty for not showing real life. But many of the directors of today’s ‘reality’ shows admit that real life often isn’t as interesting (g) they would like and that they sometimes cheat to make their programmes more popular. Nanook of the North is still an incredible fi lm and it captured images of a life that was already disappearing in 1922. The Inuit of Flaherty’s fi lm never had enough (h) and Nanook died of hunger just two years after appearing in the fi lm.

Nanook of the North

Unit 5

Grammar in context

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1 SPEAKING Work in pairs. Imagine these programmes are on TV tonight. Which one(s) would you like to watch? Why?

6 SPEAKING Look at these different ways of spending the evening. Work in pairs. Think of good and bad things about each activity.

Practice makes perfect7 SPEAKING Work in pairs. Do this role-play using your

ideas from 6 and the Speaking Bank to help you.

You and your partner want to spend the evening together:• suggest an activity and explain why you think it is

a good idea,• listen to your partner’s suggestion and explain why

you don’t want to do this activity,• talk about different activities until you come to

a decision about what to do.

2 Listen to two people deciding what to watch on TV tonight.1 In your notebook, write which types of TV programme you hear.2 Which programme do they decide to watch?

3 Listen again and answer the questions.1 What does the boy think about soaps?2 What does the boy think about the Shakespeare programme?3 What does the boy think about the crime programme?4 What does the girl think about the dance programme?

4 Listen one more time. Which expressions do you hear?

Useful expressions for making suggestions• Shall we (do something)?• Why don’t we (do something)? • Let’s (do something).• How about (doing something)?

Useful expressions for responding to suggestions• Great! • OK.• Fine.• Yes, let’s …• Good idea.• You’re right.• Me too/Me neither.

• Yes, but …• I’m not sure.• I know what you mean,

but …• No, I prefer …• Why don’t we … ?• But what about … ?

Useful expressions for making suggestions• Shall we (do something)?• Why don’t we (do something)? • Let’s (do something).• How about (doing something)?

Useful expressions for responding to suggestions• Great! •

Speaking Bank

5 SPEAKING Work in pairs. Take it in turns to suggest watching a programme from 1 and respond to the suggestion.

chat show comedy documentary game show reality show soap sports programme

7 pm 7:00 Cook off!Twelve contestants take on the food challenge.

The Real Shakespeare Did Shakespeare really write all of the plays? Timothy Robinson investigates.

SunnydaleBob tells Tracey it’s all over between them.

News

7:30 The Daily ShowTopical magazine show.

Station StreetSarah is appalled by Hazel’s behaviour.

NEW SERIES No Place Like HomeThe property renovation show returns.

8 pm 8:00 PICK EarthwatchDavid Kent explores the wonders of the Amazon rainforest.

You’re Nicked!An insight into the life of Britain’s police force.

Who Wants to be Incredibly Rich?James Kay hosts the big money quiz.

PICK Incredible StoriesConjoined twins, Sarah and Louise Harmer, talk about their life together.

8:30

9 pm 9:00 The InformerSmith is accused of murder. Last in the series.

The Review ShowThe week’s cultural highlights.

Dance NationThree couples remain in the competition and there’s another routine to learn.

Family-villeAnimated sitcom about America’s most unusual family.

9:30 The Politics SlotPanel discussion on current affairs.

10 pm 10:00 News FILM Three’s a Crowd (2009) ***A young woman’s life is turned upside down when her mother-in-law moves into the marital home.

PICK Patterson’s PeopleInterviews with the rich and famous.

Criminal IntentA businessman is shot dead.

10:30 Sports RoundupHighlights from this afternoon’s big match between Liverpool and Barcelona.

Unit 5

Shall we watch the Shakespeare documentary?

I’m not sure. What about watching … ?

Why don’t we go for a walk? It’s really nice outside, and we could take the dog.

I’m not sure. I’m a bit too tired to go for a walk. Sorry. How about …

b

a

c

e

Practice makes perfect

f

d

Developing writing Descriptions and opinions Developing speaking Negotiating

Mówienie Rozmowa z odgrywaniem roli

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2 Read the email again and find out the information about Marina’s favourite TV programme. Write the answers in your notebook.

1 Title of the programme:

2 Channel:

3 Day and time it’s on:

4 Description of the programme:

5 Reasons why the writer likes it:

3 Read the email again. In your notebook, complete the expressions in the Writing Bank.

Expressions of opinion

• Personally , my favourite programme is …

• this programme is cool because …

• , the best thing about the programme is …

• As concerned, it’s …

Expressions of opinion

• PersonallyPersonally , my favourite programme is …

Writing Bank

4a Work in pairs. In your notebooks, make a list of British or American TV programmes that are popular in your country at the moment.

4b Individually, write your opinion of the programmes in your notebook. Use the expressions in the Writing Bank.

4c SPEAKING Tell your partner your opinion of the programmes. Are your opinions similar?

5 Read the information in 2. Write information about your favourite TV programme in your notebook.

Practice makes perfect6 Read this task and write the email. Use the paragraph plan

from 1 and the Writing Bank to help you.

Write Marina an email with information about your favourite TV programme. Include:

• basic information about the programme (title, channel, time, day),

• a description of the programme,

• reasons why you like it.

1 Read this email from a girl called Marina. In your notebook, write a few words to describe what she talks about in the three main paragraphs of her email.

Paragraph 1

Paragraph 2

Paragraph 3

Unit 5

Message - TV in Spain

Hi Matt ,

You asked me to tell you about TV here in Spain. Well, there are lots of reality shows and lots of chat shows about famous people. Soaps are popular, both Spanish soaps and ones from South America. And we have lots of American TV series, parti cularly dramas and cartoons.

Personally, my favourite programme is a sports programme. It’s called Best of Football in English. It’s on the Do Sports channel on Sundays, which is the day when Spanish teams usually play. The programme starts at 7:00 pm and fi nishes at 10:00 pm. In fact, it starts again at 11:00 pm but I don’t watch it then, it’s too late because I have school the next morning.

I think this programme is cool because it tells you what’s happened in all the matches that weekend. In my opinion, the best thing about the programme is that they show you all the goals and acti on from every match, not just in Spain but in all the best leagues in the world. As far as I’m concerned, it’s much more interesti ng than other football programmes because the presenters always have funny comments to make about the matches, and they oft en fi nd surprising things to show.

Why don’t you tell me something about TV in your country? What’s your favourite programme?

Best wishes,

Marina

From: Marina <[email protected]>To: Matt <matt [email protected]>Subject: TV in Spain

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Developing writing Descriptions and opinions Developing speaking Negotiating

Wypowiedź pisemna E-mail

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Forma Adjective Comparative Superlative

One syllable long short

longershorter

the longestthe shortest

One syllable ending in one vowel and one consonant

bigfat

biggerfatter

the biggestthe fattest

Two syllables ending in -y lazyfunny

lazierfunnier

the laziestthe funniest

Two or more syllables importantboring

more importantmore boring

the most importantthe most boring

Irregularbadgoodfar

worse betterfarther/further

the worstthe bestthe farthest/furthest

UżycieStopnia wyższego przymiotników używamy, porównując dwoje ludzi, dwa miejsca lub dwie rzeczy.

Than używamy w zdaniach, w których porównujemy dwoje ludzi, dwa miejsca lub dwie rzeczy.Soaps are worse than documentaries.

Stopnia najwyższego używamy, porównując więcej niż dwoje ludzi, dwa miejsca lub dwie rzeczy.

Przed przymiotnikiem w stopniu najwyższym stawiamy przedimek the, często też używamy in.He’s the most famous actor in Hollywood.

UżyciePrzeciwieństwem more jest less.Badminton is less popular than football. (Football is more popular than badminton.)Aby powiedzieć, że obie rzeczy są takie same, używamy konstrukcji as … as.Books are as good as films.

Konstrukcji not as … as używamy, aby powiedzieć, że druga z porównywanych osób lub rzeczy jest more … than pierwsza.Badminton isn’ t as popular as football. (Football is more popular than badminton.)

FormaToo stawiamy przed przymiotnikiem.The programme is too serious. People get bored when they watch it.

UżycieToo używamy, aby powiedzieć, że coś jest nadmierne, przesadne – w negatywnym znaczeniu, czyli nie jest to to samo co very.He’s very clever. (positive)Yes, but sometimes he’s too clever. (negative)

FormaEnough stawiamy za przymiotnikiem albo przed rzeczownikiem.It’s good enough.It isn’ t good enough.I haven’ t got enough time.

UżycieEnough używamy, aby powiedzieć, że coś jest wystarczające.Aby powiedzieć, że coś jest niewystarczające, używamy not enough. He’s good enough to be a TV presenter. I’m not fast enough to win a gold medal.

Comparatives and superlatives

Less … than, (not) as … as

Too

Enough, not enough

Unit 5

Grammar reference Unit 5

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Vocabulary revisionTV programmes

1 Name these types of TV programme.

1 It gives you information about today’s events.

2 They interview famous people.

3 It’s based on a competition with prizes.

4 It looks at facts or historical events.

5 It follows the lives of fictional characters in a melodramatic style.

6 It goes between programmes to get you to buy something.

/ 6 points

Adjectives describing TV programmes

2 Think of an example of something which you think is:

1 awful

2 boring

3 cool

4 informative

5 moving

6 popular

7 relaxing

8 scary

/ 8 points

Adjectives ending in -ing and -ed

3 Complete the sentences in your notebook with these words. There are four words you do not need to use.

1 I thought I was going to get ten in the exam, but I only got five. I was ..

2 It’s to see you because I thought you were to see you because I thought you were on holiday.

3 I went out with one black shoe and one brown shoe on. It was really ..

4 I hate high places. Yesterday we went up a really big tower. I was . .

5 The examiner was so nice. She made me feel before the exam.

6 I’m very after running. I can’t mov after running. I can’t move my legs!

/ 6 points

disappointed disappointing embarrassed embarrassing frightened frightening relaxed relaxing surprising tired

Grammar revision

1 Correct the mistakes in these sentences.1 Charlotte’s school is more bigger than this school.2 You look thiner than the last time I saw you.3 Some people think that watching sport is more boring that

playing it.4 The Volga is longest river in Europe.

5 Ethan is much worst at German than Jake.6 Do you think this exercise is most difficult in the book?7 That’s the sillyest thing you’ve said today.

/ 7 points

2 Make true sentences using the words and as … as, not as … as or less … than.

1 Holland/big/the USA2 A kilo of sugar/heavy/a kilo of iron3 Knowing English/important/knowing anatomy

4 Jamie (born 1995)/old/Alex (born 1995)5 I/good at maths/my best friend6 Playing tennis/dangerous/parachuting

/ 6 points

3 In your notebook, write sentences using the adjectives too or (not) enough.

1 Why is it difficult for most people to climb Mount Everest?It (high).

2 Why can’t your brother vote in the general election?He’s only 15. He (old).

3 Why can’t you run a marathon?My legs (strong).

4 Why can’t you buy a sports car?I (money).

5 Why can’t Linda drive?She’s only sixteen. She (young).

6 Why can’t palm trees grow in the Arctic?It (warm).

7 Why don’t you like that series?I don’t understand the story. It (confusing).

/ 7 points

Comparatives and superlatives

Less … than, (not) as … as

Too and (not) enough

/ 40 points / 40 pointsTotal

Unit 5

Self-check Unit 5

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76 Unit 5

Gateway to success Unit 5

1 Read pairs of sentences 1–3 and decide whether they have the same/similar meaning or not.

1. A. My mother usually turns the TV on in our house. B. My mother usually switches the TV on in our house.2. A. I think this chat show is boring. B. I am bored when I watch this chat show.3. A. Films are usually longer than game shows. B. Game shows are usually as long as fi lms.

2 Read pairs of sentences 1–4. Rewrite the second sentence in each pair in your notebook so that it has the same meaning as the first one.

TIP Dokładnie przeczytaj oba zdania. Czasami różnią się one jednym słowem, które zupełnie zmienia znaczenie całego zdania.

1. A. Personally, I think The Voice of Poland is quite interesting.

B. As far as people are concerned, The Voice of Poland is quite interesting.

2. A. Teachers usually say that books are more interesting than fi lms.

B. Teachers usually say that books are not as interesting as fi lms.

3. A. The fi lm was so frightening that I had to close my eyes. B. I had to close my eyes because the fi lm was frightened.4. A. No other actor is more famous than Brad Pitt in Hollywood. B. Brad Pitt is as famous as other actors in Hollywood.

3 Read sentences/questions 1–4 and decide which answers A–C mean the same.1. How about going to the cinema on Saturday?

Które zdanie jest propozycją pójścia do kina?

A. Why don’t we go to the cinema on Saturday? B. We’re going to the cinema on Saturday. C. We often go to the cinema on Saturday.

2. The news on TV is not as good as the news on the Internet.

Które zdanie wyraża dokładnie tę samą opinię na temat wiadomości w telewizji i Internecie?

A. The news on TV is worse than the news on the Internet. B. The news on the Internet is worse than the news on TV. C. The news on TV is better than the news on the Internet.

3. I think Scream is really scary.

Które zdanie wyraża opinię, że film jest przerażający?

A. I was frightening when I watched Scream. B. I felt frightened when I watched Scream. C. I was scary when I watched Scream.

4. I seldom watch the news on TV.

Które zdanie mówi o tym, jak często oglądam telewizję?

A. I don’t like to watch the news on TV.

B. I prefer to read the news in newspapers.

C. I don’t often watch the news on TV.

4 In your notebook, complete the gap in the second sentence in each pair so that it has the same meaning as the fi rst sentence.

TIP Zdecyduj, który fragment ze zdania wyjściowego musisz przekształcić. Być może, trzeba użyć tego samego wyrazu w innej formie, użyć zupełnie nowego wyrazu lub wyrażenia lub też zmienić konstrukcję gramatyczną.

1. The situation was really embarrassing for me. I felt the situation.

2. This programme gives a lot of information.

This programme is really .

3. I switch the TV off when something is really boring. I turn when something is really boring.

4. I’m too weak to run a marathon. I enough to run a marathon.

5. Shall we go to the cinema tomorrow? How about cinema tomorrow?

W pierwszym zdaniu przymiotnik embarrassing odnosi się do sytuacji. Jakim przymiotnikiem można go zastąpić, aby odnosił się on do osoby? Z jakim przyimkiem będzie się łączył ten przymiotnik?

Jak sparafrazować konstrukcję gives a lot of information jednym przymiotnikiem?

Jakim synonimem można wyrazić switch off?

Jakiej formy czasownika wymaga konstrukcja How about...?

Zadanie testujące

I prefer to read the news in newspapers.

I don’t often watch the news on TV.

Znajomość środków językowych – parafraza fragmentów zdań – wybór wielokrotny

5 Przeczytaj pary wypowiedzi (5.1.–5.5.). Uzupełnij każde drugie zdanie z pary brakującym fragmentem (A–C) w taki sposób, aby znaczenie tego zdania było jak najbardziej zbliżone do pierwszego zdania z pary. Zapisz odpowiedzi w zeszycie.

5.1. My sister is always forgetting to turn my laptop off ! My sister is always forgetting to ! A. stay off my laptop B. cut my laptop off C. switch my laptop off

5.2. I felt surprised by the last episode of House M.D. The last episode of House M.D. . A. was surprising. B. was surprised. C. was surprisingly.

5.3. Classical music is more relaxing than heavy metal. Heavy metal classical music. A. is less relaxing than B. is as relaxing as C. is more relaxing than

5.4. Romeo and Juliet moved me to tears as it’s such a tragic romantic story.

Romeo and Juliet as it’s such a moving story. A. frightened me B. made me cry C. made me laugh

5.5. My sister is the laziest person I know. Nobody else is my sister. A. as lazy as B. more hardworking than C. as hardworking as

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77

Mówienie – zestaw zadań

Zadanie 1. (4 minuty)

Pracujcie w parach. Wykonajcie zadanie, a następnie zamieńcie się rolami. Rozmowę rozpoczyna uczeń A.

Uczeń AWybierasz się z kolegą z Wielkiej Brytanii, przebywającym na wymianie językowej w Twojej szkole, na nagranie twojego ulubionego programu telewizyjnego. Poniżej podane są cztery kwestie, które musisz omówić z uczniem B.

Uczeń B

Jesteś Brytyjczykiem i przebywasz na wymianie językowej w Polsce. Razem z polskim znajomym/znajomą wybierasz się na nagranie jego/jej ulubionego programu telewizyjnego. W zależności od tego, jak potoczy się rozmowa, spróbuj włączyć do niej wszystkie/wybrane punkty:

poproś ucznia A o dokładniejsze objaśnienie jakiejś kwestii, grzecznie nie zgódź się z uczniem A, tak aby musiał podać kolejne

argumenty lub zaproponować inne rozwiązanie, dowiedz się od ucznia A, dlaczego lubi ten program, wyraź wątpliwość, czy cokolwiek zrozumiesz, skoro niezbyt dobrze

znasz język polski, zwróć uwagę uczniowi A, że nagranie programu odbywa się w czasie

zajęć szkolnych.

Zadanie 2. (3 minuty)

Pracujcie w parach. Opiszcie swoje zdjęcia, a następnie zadawajcie sobie na zmianę pytania i odpowiadajcie na nie.

Uczeń A1. What do you think the

children are watching and how are they feeling?

2. Why should young children not watch too much television?

3. Describe the last time you spent several hours watching television.

Uczeń B

1. Where are the people and how are they feeling?

2. Why do you think some people talk about their lives and problems on television.

3. Tell us about the last time you saw something shocking or unusual on TV.

Zadanie 3. (5 minut)

Pracujcie w parach. Popatrzcie na zdjęcia i wykonajcie zadanie. Następnie odpowiedzcie na dwa pytania.

W Twojej klasie zorganizowano lekcję na temat pracy w telewizji. Wyraź swoją opinię na temat trzech omawianych zawodów.

Wybierz zdjęcie przedstawiające ten zawód, który uważasz za najciekawszy i najlepszy dla siebie, i uzasadnij swój wybór.

Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

1. Why do so many people want to work in television?

2. Would you agree that similar to the saying: You are what you eat, you are what you watch? Why?/Why not?

Unit 5

Sposób dotarcia do studia

Główne atrakcje programu

Rola publicznościPrzewidywana

długość pobytu w studiu telewizyjnym

1

2

3

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Gateway to success Unit 5

Unit 5

Uzupełnianie par zdań brakującym wyrazem – wybór wielokrotny1 For each pair of sentences choose one word (A, B or C) which

best completes both sentences. Write the answers in your notebook.

1. I was really when I heard a strange noise behind me.

My sister was so at the cinema that she screamed out loud – I was so ashamed.

A. surprised B. amazed C. frightened

2. It took me than I expected to fi nish the project for my English class.

The Nile has traditionally been considered the longest river, but some sources claim the Amazon is

A. sooner. B. longer. C. shorter.

3. Sharon fell asleep she was reading a book.

I think Ice Age is funny as Shrek. A. so B. while C. as

4. My dad says that the news on the Internet is not serious . Have you bought ice cream for everyone? There will

be 10 people at dinner. A. yet B. some C. enough

5. I don’t have any opinion this series, as I don’t know it.

How going to the beach tomorrow? A. about B. on C. for

6. On this channel, they show much gossip about celebrities. My little brother loves The Penguins of Madagascar. I love it .

A. a lot B. too C. enough

Minidialogi – wybór wielokrotny2 Complete the dialogues with one of the options (A–C)

which completes it best. Write the answers in your notebook.

1. X: I’m bored.

Y: X: No, I’m too lazy to go out. A. Why don’t we go bowling then? B. Let’s watch a fi lm on DVD. C. Me, too.

2. X: Shall we watch The Family Guy?

Y: I’m not sure. A. It’s really funny. B. It’s not that funny. C. It’s funnier than most other sitcoms.

3. X: I think TV series are much better than fi lms.

Y: You’re right. A. They usually have better dialogues. B. Films are as surprising as TV series, too. C. Aren’t they too boring?

4. X: What kind of TV programmes help you relax?

Y: Cartoons. A. They’re really great for me. B. I’m really interested in that. C. They’re tiring, actually.

5. X: Are you old enough to take part in this event?

Y: X: Can I see your ID, please? A. Please, I’m too old. B. I’m not old enough. C. Of course I am.

6. X: Let’s go to the Opener Festival this summer. Blur are going to be there.

Y: X: Right! I hope our parents will agree. A. I’m not so sure. B. Great idea! C. I know what you mean.

1 Match each type of TV programme on the left with the names of three such programmes from the box on the right. Write the answers in your notebook.

2 Use the verbs to make adjectives describing TV programmes, films, books etc. Write the answers in your notebook. Use each adjective to describe something you like or don’t like.

TEEN DRAMA Buff y the Vampire Slayer, Daleko od Noszy, Dallas, EastEnders, Glee, Gossip Girl, Got Talent, Got to Dance, Grey’s Anatomy, House M.D., Klan, Kuba Wojwódzki Show, Name that Tune, Nurse Jackie, Friends, The Bold and the Beautiful, The Oprah Winfrey Show, The Weakest Link, The X-Factor, Tomasz Lis na Żywo, Who Wants to Be a Millionaire?

MEDICAL DRAMASITCOMCHAT SHOWGAME SHOWTALENT SHOWSOAP OPERA

VERB ADJECTIVE

amaze 1 attract 2 bore 3 confuse 4 educate 5

VERB ADJECTIVE

grip 6 inform 7 move 8 select 9 touch 10

I think TV series are much better than fi lms.

Films are as surprising as TV series, too.

What kind of TV programmes help you relax?

A. a lot B. too C. enough enough Y: X:

6. X:

Y: X:

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79Unit 5

Wordlist Unit 5

Kultura – mediaadvert (ad/

advertisement) (n) ★/ˈædvɜː(r)t/ reklama

cartoon (n) ★ /kɑː(r)̍ tuːn/ kreskówkachat show (n) ★ /ˈtʃæt ˌʃəʊ/ talk-showcomedy (n) ★★ /ˈkɒmədi/ komediadocumentary (n) ★ /̩ dɒkjʊˈment(ə)ri/ film dokumentalnyepisode (n) ★★ /ˈepɪsəʊd/ odcinekfilm (n) ★★★ /fɪlm/ filmgame show (n) /ˈgeɪm ˌʃəʊ/ teleturniejnewsreader (n) /ˈnjuːzˌriːdə(r)/ prezenter wiadomościprogramme (n) ★★★ /ˈprəʊgræm/ programreality show (n) /riˈæləti ˌʃəʊ/ program „reality show”remote control (n) ★ /rɪˌməʊt kənˈtrəʊl/ pilot (do telewizora)series (n) ★★★ /ˈsɪəriːz/ serial telewizyjnysoap (n) ★★ /səʊp/ telenowelasports programme (n) /ˈspɔː(r)ts ˌprəʊgræm/ program sportowythe news (n) ★★★ /̩ðə ˈnjuːz/ wiadomościtransmission (n) ★★ /trænzˈmɪʃ(ə)n/ transmisjatransmit (v) ★★ /trænzˈmɪt/ transmitowaćturn on/off (v) ★★★ /̩ tɜː(r)n ˈɒn/ˈɒf/ włączać/wyłączaćswitch on/off (v) ★★★ /̩ swɪtʃ ˈɒn/ˈɒf/ włączać/wyłączaćTV guide (n) /̩ tiː viː ˈgaɪd/ program telewizyjny

Kultura – twórcy i ich dziełaawful (adj) ★★ / ɔ̍ːf(ə)l/ straszny, okropnyboring (adj) ★★ /ˈbɔːrɪŋ/ nudnyconfusing/ed (adj) ★/★★ /kənˈfjuːzɪŋ/kənˈfjuːzd/ zagmatwany/zmieszanycool (adj) ★★★ /kuːl/ znakomity, superdisappointing/ed (adj) ★/★

/̩ dɪsə̍ pɔɪntɪŋ/ˌdɪsə̍ pɔɪntɪd/

rozczarowujący/rozczarowany

embarrassing/ed (adj) ★/★

/̩ ɪmˈbærəsɪŋ/̩ ɪmˈbærəst/ niezręczny/zażenowany

far (adv) ★★★ /fɑː(r)/ dużofrightening/ed (adj) ★/★ /ˈfraɪt(ə)nɪŋ/ˈfraɪt(ə)nd/ przerażający/wystraszonyfunny (adj) ★★★ /ˈfʌni/ śmiesznyinformative (adj) ★ /ɪnˈfɔː(r)mətɪv/ pouczającyinteresting/ed (adj) ★★★/★★★

/ ɪ̍ntrəstɪŋ/ ɪ̍ntrəstɪd/ interesujący/zainteresowany

melodramatic (adj) /̩ melədrə̍ mætɪk/ melodramatycznymoving/ed (adj) ★★/★★ /ˈmuːvɪŋ/muːvd/ poruszający/wzruszonyrelaxing/ed (adj) ★ /rɪ̍ læksɪŋ/rɪ̍ lækst/ odprężający/odprężonyscary (adj) ★ /ˈskeəri/ przerażający, strasznyselective (adj) ★★ /sɪ̍ lektɪv/ wybiórczy, selektywnyserious (adj) ★★★ /ˈsɪəriəs/ poważnysurprising/ed (adj) ★★★/★★★

/sə(r)̍ praɪzɪŋ/sə(r)̍ praɪzd/

zaskakujący/zaskoczony

tiring/ed (adj) ★★★ /ˈtaɪərɪŋ/ˈtaɪə(r)d/ męczący/zmęczony

Innea bit (adv) /̩ ə ˈbɪt/ trochęaddict (n) ★ /ˈædɪkt/ osoba uzależniona,

nałogowiecagree (v) ★★★ /ə̍ griː/ zgadzać sięanatomy (n) /ə̍ nætəmi/ anatomiaattractive (adj) ★★★ /ə̍ træktɪv/ atrakcyjnyauthentic (adj) ★ /ɔː̍ θentɪk/ autentyczny, prawdziwycapture (v) /ˈkæptʃə(r)/ uchwycić, utrwalić

cheat (v) ★ /tʃiːt/ oszukiwaćcritic (n) ★★★ /ˈkrɪtɪk/ krytykdemonstration (n) ★★ /̩ demənˈstreɪʃ(ə)n/ pokaz, demonstracjadistant (adj) ★★ /ˈdɪstənt/ odległyelectronic (adj) ★★★ /̩ elekˈtrɒnɪk/ elektronicznyequally (adv) ★★ /ˈiːkwəli/ w równym stopniuexotic (adj) ★ /ɪgˈzɒtɪk/ egzotycznyfall asleep (phr) /̩ fɔːl ə̍ sliːp/ zasypiaćfitness (n) ★★ /ˈfɪtnəs/ sprawnośćgeneral election (n) /̩ dʒen(ə)rəl ɪ̍ lekʃ(ə)n/ wybory powszechnegoal (in football) (n) ★★★ /gəʊl/ gol (w piłce nożnej)gym (n) ★ /dʒɪm/ siłowniahunger (n) ★ /ˈhʌŋgə(r)/ głódigloo (n) / ɪ̍gluː/ iglooInuit (n) / ɪ̍nuɪt/ Inuit, Eskimosiron (= material) (n) ★★ /ˈaɪə(r)n/ żelazolaugh (v) ★★★ /lɑːf/ śmiać sięlazy (adj) ★★ /ˈleɪzi/ leniwynowadays (adv) ★★ /ˈnaʊəˌdeɪz/ obecnieorganiser (n) ★★ /ˈɔː(r)gəˌnaɪzə(r)/ organizatorpalm tree (n) /ˈpɑːm t̩riː/ palmaparachuting (n) /ˈpærəˌʃuːtɪŋ/ spadochroniarstwosensation (n) ★★ /senˈseɪʃ(ə)n/ sensacjasensationalism (n) ★★ /senˈseɪʃ(ə)nə l̩ɪz(ə)m/ pogoń za sensacjąsilent (adj) ★★★ /ˈsaɪlənt/ niemyslightly (adv) ★★★ /ˈslaɪtli/ lekko, trochęspend (time) (v) ★★★ /̩ spend ˈtaɪm/ spędzać (czas)sure (adj) ★★★ /ʃɔː(r)/ pewnyteam (n) ★★★ /tiːm/ drużyna, zespółtower (n) ★★ /ˈtaʊə(r)/ wieżawithout (adv/prep) ★★★ /wɪðˈaʊt/ bez

= słowo bardzo często używane = często używane = dosyć często używane

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

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

Vocabulary plus

amaze (v) ★ /ə̍ meɪz/ zdumiewaćamazing (adj) ★★ /ə̍ meɪzɪŋ/ zdumiewającyattract (v) ★★★ /ə̍ trækt/ przyciągaćattractive (adj) ★★★ /ə̍ træktɪv/ atrakcyjny, przyciągającybore (v) ★ /bɔː(r)/ nudzićconfuse (v) ★★ /kənˈfjuːz/ wprawiać w zakłopotanie,

zmieszaćconfusing (adj) /kənˈfjuːzɪŋ/ mylącyeducate (v) /ˈedjʊkeɪt/ kształcić, edukowaćeducational (adj) /̩edjʊˈkeɪʃ(ə)nəl/ edukacyjnygrip (v) /ɡrɪp/ chwytać, trzymać

w napięciugripping (adj) / ɡ̍rɪpɪŋ/ trzymający w napięciu,

fascynującymove (v) ★★★ /muːv/ poruszaćmedical drama (n) /ˈmedɪk(ə)l ˌdrɑːmə/ serial medycznyselect (v) ★★★ /sɪ̍ lekt/ wybierać, selekcjonowaćselective (adj) ★★ /sɪ̍ lektɪv/ wybiórczysitcom (n) /ˈsɪtkɒm/ serial komediowyteen drama (n) /ˈtiːn ˌdrɑːmə/ serial młodzieżowytouch (v) ★★★ /tʌtʃ/ dotykać, wzruszaćtouching (adj) ★ /ˈtʌtʃɪŋ/ poruszający

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6 Living planet

80 Mówienie Rozmowa wstępna

Geographical features1 Work in pairs and match the photos to these words.

Write the answers in your notebook.

2 Listen and repeat.

beach desert forest ice cap mountain range rainforest and jungle

4 SPEAKING Work in pairs. Use words from 3 to talk about the photos.

The environment 3 Work in pairs. Match the words with the definitions and write the answers in your notebook.

1 when heat cannot escape from the atmosphere and the temperature on earth goes up greenhouse effect

2 to use something again or change something so that you can use it again

3 the natural world around us 4 to stop using something (for example water, money,

electricity) or to use less of it 5 a long period of time when there is no rain

6 the part of the earth’s atmosphere which protects the earth

from the sun

7 the process of making the air, water or land dirty, with chemicals, for example

8 a large quantity of water that suddenly covers an area

9 the increase in the temperature on earth 10 to use something more than necessary, or in an incorrect way

11 an accident with nuclear power, usually causing radioactivity

12 an accident when oil comes out of its container, for example

at sea

drought environment flood global warming greenhouse effect nuclear disaster oil spill  ozone layer pollution recycle save waste

5 Listen to four descriptions of environmental problems. Match each description to a photo in 4. Write the answers in your notebook.

6a Read the questions and make a note of your answers in your notebook.

1 How is global warming affecting your country?

2 Where and when do you have floods or droughts in Poland?

3 What do you do to protect the environment?

4 What products or materials do you recycle?

5 How do people waste water or electricity in your country?

6 What do you do to save water or electricity?

6b SPEAKING Work in pairs. Ask and answer the questions.

You can recycle bottles here. It’s good for the environment.

Unit 6

a

cd

b

Świat przyrody klimat, krajobraz, zagrożenia i ochrona środowiska naturalnego, klęski żywiołowe

Listen and repeat.

The environment

a

Reading

Vocabularyc d

f

b

fe

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81 Rozumienie tekstów pisanych Dobieranie

1 You are going to read a text about things we can do to protect the environment. You have three minutes to read the four paragraphs and match them to these titles. Write the answers in your notebook.

a Young people can make a difference Paragraph b Predictions for the future Paragraph

c What is a carbon footprint? Paragraph d Your lifestyle and your carbon footprint Paragraph

3 Match the underlined words in the text with their definitions. Write the answers in your notebook.

1 cause (v) are responsible for2 the plastic that covers things you buy 3 deciding, calculating 4 results 5 routines 6 the mark that your foot leaves on the ground

4 SPEAKING Choose the six words in the text which you think are the most important. Compare your answers with a partner and explain your choices.

I chose ‘climate’ because the text talks about how the climate is changing.

5 Use your words in 4 to write a short summary of the text in your notebook.

6 SPEAKING What about you? Discuss in pairs.1 How important do you think global warming is? Why?2 Do you think your carbon footprint is big or small? Why?

I think global warming is the most important problem in the world right now.

I don’t agree. There are other big problems too.

2 Choose the correct alternatives. Write the number of the paragraph where you found the answer. Write the answers in your notebook.

1 A carbon footprint works out the difference that each human being/type of transport makes to the environment. Paragraph

2 The text suggests that teenagers can take decisions for their parents/influence their parents’ decisions. Paragraph

3 Rail travel/Flying is relatively good for the environment. Paragraph

4 The effects of climate change will probably/will probably not affect nature all over the planet. Paragraph

5 Everyday activities make/don’t make a big difference to your carbon footprint. Paragraph

6 Scientists are/are not sure what will happen in the next fifty years. Paragraph

7 Scientists predict that the changes will/won’t be the same in different places. Paragraph

Unit 6

1 It’s diffi cult to know exactly how our climate will change. Scientists think that the global temperature may go up by between 1.4ºC and 5.8ºC in the next fi fty years. This global warming will defi nitely make a big change to life on earth. Most areas will become warmer. Some parts of the world might have terrible fl oods, but some may have droughts. This will probably be bad for plants and animals in all parts of the world. In the Arctic, we can already see that the changing weather is going to make life very diffi cult for polar bears.

2 So what can we do about this? One thing we can do is to think about our carbon footprint. A carbon footprint is a way of working out the difference that each person makes to the environment. It shows the pollution that we, as individuals, are responsible for. For example, when you go to school by car every day, your carbon footprint gets bigger because you are adding to the pollution. When you walk to school or go by bike, your footprint is much smaller.

3 Your decisions in life make a difference to your carbon footprint. Do you fl y when you go on holiday? Planes are much worse for the environment than trains. They leave a bigger carbon footprint. When you buy products that have a lot of plastic packaging, you are also making your carbon footprint bigger.

4 You are a teenager. Perhaps you think that you are not responsible for your own carbon footprint because your parents and your school are responsible. But you can help your family and others to change their habits. And you can watch less TV and turn off the light when you leave a room. Each small action will make your carbon footprint smaller. And that will help to slow down global warming and its dangerous consequences.

It’s diffi cult to know exactly how our climate will change. Scientists think that the global temperature may go up by between 1.4ºC and 5.8ºC in the next fi fty years. This global warming will defi nitely make a big change to life on earth. Most areas will a big change to life on earth. Most areas will become warmer. Some parts of the world might have become warmer. Some parts of the world might have terrible fl oods, but some may have droughts. This terrible fl oods, but some may have droughts. This will probably be bad for plants and animals in all will probably be bad for plants and animals in all

the world. In the Arctic, we can already see the world. In the Arctic, we can already see that the changing weather is going to make life very that the changing weather is going to make life very

So what can we do about this? One thing So what can we do about this? One thing carbon footprintfootprintfootprint.

working outworking outthe difference that each person makes to the environment. It shows the pollution that we, the environment. It shows the pollution that we,

. For example, . For example, when you go to school by car every day, your carbon when you go to school by car every day, your carbon footprint gets bigger because you are adding to footprint gets bigger because you are adding to the pollution. When you walk to school or go by bike, the pollution. When you walk to school or go by bike,

responsible. But you can help your family and others to change their and turn off the light when you leave a room. Each small action will make your carbon footprint smaller. And that will help to slow down global warming and its dangerous

may go up by between 1.4ºC and 5.8ºC in the next may go up by between 1.4ºC and 5.8ºC in the next fi fty years. This global warming will defi nitely make fi fty years. This global warming will defi nitely make a big change to life on earth. Most areas will

It’s diffi cult to know exactly how our climate will change. Scientists think that the global temperature may go up by between 1.4ºC and 5.8ºC in the next

It’s diffi cult to know exactly how our climate will

Świat przyrody klimat, krajobraz, zagrożenia i ochrona środowiska naturalnego, klęski żywiołowe

Reading

Vocabulary

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82

GRAMMAR GUIDE

1a Read the sentences.

a I think global warming will get worse.b Greenpeace began in 1971. In 2021 it will

celebrate its 50th anniversary.c What can I do to help? I know! I’ll keep a record

of my carbon footprint.d Yesterday I decided what to do in the summer.

I’m going to work for Greenpeace.e Look at the sky. It’s going to rain.

GRAMMAR REFERENCE str. 88

1b Match these explanations of the use of will and be going to with example sentences a–e in 1a. Write the answers in your notebook.

We use will …1 for decisions that we take at the moment of speaking. C 2 to talk about an objective truth. 3 to make a general prediction. We often use think, hope,

expect with this use.

We use be going to …4 to make predictions based on some sort of evidence. 5 to talk about plans or intentions.

Be going to and will

2a PRONUNCIATION Read these sentences. Why do you think some words are marked in bold?1 The situation is going to get worse.2 Temperatures are going to go up.3 It’s going to be a hot summer.4 We’re all going to have problems.5 I’m going to do something to help.

2b Listen to the sentences. What happens to the words in bold? What is the pronunciation of be going to?

2c Listen again and repeat the sentences with the correct stress.

3 Complete the sentences in your notebook with the correct form of the verbs using will or be going to.

1 Experts expect that the polar ice cap

(disappear) one day.

2 It’s only 10:00 am but the sun is already strong. It

(be) a hot day.

3 A: What’s the matter?

B: I’m really hot.

A: I (open) the window.

4 Next week there (be) the anniversary

of the world’s worst oil spill.

5 My friends have decided they (write) a letter about the environment to the local

newspaper.

6 People think that global warming (cause) lots of problems in the future.

7 A: Where are you going?

B: To see a documentary about the environment.

A: Wait! I (come) with you.

8 A: Come to my house this evening.

B: I can’t. I (go) to a meeting about

making our school ‘green’.

4 In your notebook, write down six different plans or intentions you have for the future. Write about these areas: 1 school 3 work 5 family 2 home 4 sport/hobbies 6 friends

I’m going to do a project about biology at school next week.

5 Now write down six predictions for the future. Write about these areas:1 the environment 3 politics 5 sport 2 TV 4 clothes and fashion 6 medicine

I think the planet will get hotter in the future.

6 SPEAKING Work in pairs. Compare your plans and predictions from 4 and 5. Are they similar or different?

Unit 6

GRAMMAR GUIDE

7a Look at the sentences and give an approximate percentage of certainty for each expression in bold. Write the answers in your notebook.

1 This will probably affect plants and animals. 70–80% certain

2 Global warming will definitely make a big difference.

3 Perhaps some places will have more rain.

4 It’s possible that other places will become drier.

5 Different parts of the world might have terrible floods or droughts.

6 The temperature may go up by 5ºC in the next fifty years.

7 The changes probably won’t be immediate.

8 Things definitely won’t get better until we do something.

7b Look at the position of the adverbs definitely and probably in sentences 1 and 2 and sentences 7 and 8. What do you notice?

GRAMMAR REFERENCE str. 88

Will, may, might

Grammar in context

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8 Rewrite the sentences in your notebook keeping the same meaning. Do not change the word given. Use between two and five words, including the word given.

1 It’s possible that the sea level will go up in the next fifty years. MAY The sea level may go up in the next fifty years.

2 It’s 100% certain that some parts of the earth will become deserts. DEFINITELY Some parts of the earth deserts.

3 There’s a possibility that the consequences will be catastrophic. PERHAPS catastrophic.

4 It’s 100% certain life on the planet won’t end in the next twenty years. DEFINITELY Life on the planet in the next twenty years.

5 It’s quite probable that people won’t change their habits. WON’T People habits.

6 The situation might get worse before it gets better. POSSIBLE It’s get worse before it gets better.

9 How certain do you think these predictions are? In your notebook, write sentences with the expressions in 8.

1 Summers will get hotter.

2 Polar bears will become extinct.

3 Cars of the future won’t use petrol.

4 We will have another Ice Age.

5 One day there will be a terrible nuclear disaster in the USA.

I think summers will definitely get hotter.

10 SPEAKING Work in pairs. Compare your answers in 9.

I think summers will definitely get hotter.

I think they may get hotter. I’m not sure.

Different uses of get1 Look at get in these sentences and match

each one to the correct meaning (a–e). Write the answers in your notebook.1 Summers are getting very hot. c2 I got your email yesterday. 3 Last week she got a book about pollution. 4 What time will you get to the meeting? 5 Can you get me the pen that’s on the desk? a arriveb bring

c becomed obtain or buy

e receive

2 Complete the sentences in your notebook with these words. What is the meaning of get in each sentence?

1 I can see that you’re hot. Your face is getting .

2 My brother needs to eat more. He’s getting very .

3 Come on! You need to get for the meeting.

4 Scientists are very worried because they say the situation is getting .

5 Come on! It’s getting . Time for bed.

6 I’ll switch the light on. It’s got very in here.

3 What usually happens in these situations? Write sentences in your notebook with get and these words.

1 Somebody is saying horrible things to you.You get angry.

2 You run for an hour or more.

3 It’s your birthday tomorrow.

4 You’re out at 11:00 pm and there are no buses.

5 You’re in a supermarket because you want to make a sandwich for lunch.

6 Your friend in the USA writes to tell you about what happened to her last week.

7 Somebody is talking to you on the phone and wants to leave a message.

4a Work in pairs. In your notebook, write a story where you use get as many times as possible.

4b SPEAKING Tell your story to the class. Who uses get the most?

Yesterday I got up at 7:00 am and I got ready for school.

dark late ready red thin worse

an email with the news angry bread home late paper and a pen presents tired

Unit 6

Grammar in context Developing vocabulary

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84 Mówienie Opis ilustracji • Rozumienie ze słuchu Prawda/Fałsz

2 You are going to listen to part of a meeting at school. Listen and answer the questions.1 What is the meeting about? 2 How many ideas do they write down?

3 Listen again. Are these sentences true (T) or false (F)? Write the answers in your notebook.1 The teacher has given the students time to think of ideas. T/F2 The first student, William, wants to separate paper into

different boxes. T/F3 William wants only one person in the class to take paper

for recycling. T/F4 The school has already told students to switch the lights off. T/F5 Isabelle’s idea is to help people remember to switch the

lights off. T/F6 The last idea, from Jack, is to save water in the school

canteen. T/F

4 Correct the false sentences in your notebook. Listen again if necessary.

5 SPEAKING What about you? Discuss in pairs.1 Do you do any of these things in your school? 2 How ‘green’ do you think your school is? Why?

2 Complete these sentences in your notebook by putting the verb in the correct form.

1 If it’s sunny, people often (go) to the beach.

2 If it (not rain) for months, the result is usually a drought.

3 If it rains a lot for months, there (be) often floods.

4 If you don’t water plants, they (die).

5 If it (be) very sunny, it’s bad for your eyes.

6 If the sun (shine) all day, the temperature goes up.

3 In your notebook, write sentences to make general statements using the zero conditional.

1 If I’m late for school, my teacher gets angry with me.

2 If you sit too close to the TV, .3 If you go to bed late, .4 I feel sad if .5 I enjoy English classes if .6 My parents are happy if .

4 SPEAKING Work in pairs. Compare your sentences in 3. Are any of the sentences the same?

GRAMMAR GUIDE

1a Read the sentences in the zero conditional. Then choose the correct alternative and write the answer in your notebook.

1 If you have very long showers, you waste water.

2 You die if you don’t drink.

We use the zero conditional to talk about specific situations/things that are generally true.

1b Read again the sentences in 1a and answer the questions in your notebook.

1 What tenses do we use in the zero conditional?If + ,

2 Does the half of the sentence with if always come first?

3 When do we use a comma in conditional sentences?

GRAMMAR REFERENCE str. 88

Zero conditional

1 SPEAKING Work in pairs. Look at the photos. What can you see in each one? Is the situation good for the environment or not? Why?

Unit 6

We recycle paper.

Yes, and we always switch the lights off at the end of the day.

I feel sad if I watch a sad story on the news.

Me too. But I have written that I feel sad if I argue with my friends.

a

d

good for the environment or not? Why?good for the environment or not? Why?good for the environment or not? Why?

b

c

Listening Grammar in context

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6 Choose the correct alternatives and write them in your notebook.

1 If we don’t/won’t recycle paper, we need/will need to cut down more trees.

2 If we cut/will cut down more trees, the forests disappear/will disappear.

3 There are/will be more deserts if the forests disappear/will disappear.

4 If there are/will be more deserts, the planet becomes/will become hotter.

5 Many plants and animals die/will die if the planet becomes/will become hotter.

7 Complete the text by putting the verbs in the correct forms. Use the first conditional. Write the answers in your notebook.‘If we (a) (not do) something soon, electronic products (b) (create) serious problems for the environment. We use more and more energy because we buy more and more electronic gadgets. If this situation (c) (continue), each house (d) (need) an incredible quantity of energy. The popularity of computers and games consoles has created an enormous need for more power. In the 1970s, homes contained, on average, just 17 electronic products. But now some people think that they (e) (not be) able to brush their teeth if they (f) (not have) an electric toothbrush. And if we (g) (forget) to switch off all these electronic gadgets, we (h) (use) up

all of our electricity for nothing.’

8 SPEAKING Work in groups. Begin with this sentence.

If I pass all my exams this year, I’ll have a holiday in the summer.

Take it in turns to add conditional sentences. How many sentences can you make?

If I pass all my exams this year, I’ll have a holiday in the summer.

If I have a holiday in the summer, I’ll go with my friends.

If I go with my friends, I’ll …

GRAMMAR GUIDE

5a Read these sentences in the first conditional. Then choose the correct alternative and write the answer in your notebook.

1 If you see the poster, you’ll remember to switch the lights off.

2 It won’t be so bad if we all help.

We use the first conditional to talk about possible/impossible situations and their consequences.

5b Read the sentences again and choose the correct alternatives. Write the answers in your notebook.

1 In the part of the sentence with if we use present simple/will or won’t.

2 In the other part of the sentence we use present simple/will or won’t.

GRAMMAR REFERENCE str. 88

First conditional

Unit 6

Grammar in context

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86 Mówienie Rozmowa z odgrywaniem roli

1 SPEAKING Work in pairs and answer the questions.1 What places can you see in the photos?2 How often do you go to these places?3 Which is your favourite place to go at the weekend? Why?

2 Listen to two people making arrangements for the weekend and answer the questions. 1 Where are they going to go?2 When and where are they going to meet?3 What are they going to take?4 What will they do if it rains?

3 Complete the dialogue. Write the answers in your notebook. Listen again if necessary.

JAMIE: Hi, Danny.

DANNY: Hi, Jamie.

JAMIE: Listen. Are you up to anything this weekend?

DANNY: Not really. What about you?

JAMIE: If the weather’s (a) , Alex and I are going

to go to the (b) . Do you fancy coming?

DANNY: Sure. What time shall we meet?

JAMIE: How about (c) ?

DANNY: OK. Why don’t we meet at the (d) ?JAMIE: Fine. I know. I’ll bring some (e) and

we can (f) .DANNY: What will we do if it (g) ?JAMIE: I’ll give you a (h) and we’ll go somewhere

else.

DANNY: OK. Listen, I’ll ring (i) too and see if she wants to come.

JAMIE: Good idea. See you tomorrow at (j) DANNY: See you.

4 Check which expressions from the Speaking Bank appear in the dialogue.

Useful expressions for making arrangements

Asking about somebody’s plans• What are you up to at the weekend?• Are you up to anything at the weekend?• Do you fancy + verb + -ing?

Arranging to meet• What time shall we meet?• Where shall we meet?• Why don’t we meet at … ?

Responding to plans and arrangements• Sure/Fine/OK/Great/Good idea.• Not really/Sorry, I can’t/I prefer …

Remember that we can use present continuous as well as be going to to talk about future arrangements.

Where are we meeting tomorrow?Where are we going to meet tomorrow?

Useful expressions for making arrangements

Asking about somebody’s plans• What are you up to at the weekend?• Are you up to anything at the weekend?• Do you fancy + verb + -

Arranging to meet• What time shall we meet?• Where shall we meet?• Why don’t we meet at

Responding to plans and arrangements•

Speaking Bank

5 Work in pairs. Practise the dialogue in 3.

6a PRONUNCIATION Listen to the start of the dialogue again. How do the speakers use their voices to show enthusiasm?

6b Work with a partner. Practise the first six sentences of the dialogue again, remembering to show enthusiasm.

Practice makes perfect7a SPEAKING Work in pairs. Practise the dialogue in 3, changing

the information. Use a different place, time, etc.

7b SPEAKING Now change partners and practise again with your book closed.

a c

d

e

b

Unit 6

Developing writing A formal letter Developing speaking Making arrangements

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1 Read this newspaper article about recycling. What does the writer think about recycling? What reasons does he give?

4 The words in bold in the letter are all linkers. Use them to complete the Writing Bank in your notebook.

Linkers of sequence, addition and contrast

• Sequence: Firstly,

• Addition: Furthermore,

• Contrast: However,

Linkers of sequence, addition and contrast

• Sequence:

Writing Bank

5 Complete the sentences in your notebook with linkers from the Writing Bank.

1 I think recycling is easy. , it is cheap.

2 Let me explain what I think. , I want to explain my opinions about recycling paper. Next, I want to tell you what I think about recycling glass.

, I want to talk about plastic.

3 In general, I agree with the article. , there are some things in it

that I don’t agree with.

Practice makes perfect6a Read this topic and make notes in your

notebook.

6b Write your letter using the model in 3, your notes and the Writing Bank to help you.

A newspaper journalist writes:‘Humans aren’t responsible for climate change. It’s just a natural process.’Write a letter to the newspaper editor expressing your own opinion on this topic.

• Begin by explaining why you are writing.

• Express your opinion and explain your main reason for it.

• Give additional reasons for your opinion.

• End your letter.

2 SPEAKING Work in pairs. What do you think? Do you agree or disagree with Harry Macdonald? Why? Make a list of your ideas in your notebook.

1 Recycling may be expensive but it’s better than using new materials.3 Here is a letter to the editor of the newspaper. Does the reader agree or

disagree with Harry Macdonald? Are any of your ideas from 2 here?

Unit 6

Everybody is always telling us to recycle. In some countries, it is a crime not to recycle! This just shows how stupid modern society has become. The fact is that it’s more expensive to recycle paper and glass than to make them from new materials. Why don’t we just

burn our rubbish? If we burn it, we’ll produce lots of energy. And another thing, recycling really works only if we separate plastic, paper, aluminium etc. Let’s be honest, how many people really do that? Recycling? It’s just a waste …of our time.

RECYCLING IS A WASTE OF TIME Harry Macdonald’s ViewpointRECYCLING IS A WASTE OF TIME Harry Macdonald’s Viewpoint

Dear Editor,I am writing in response to Harry Macdonald’s article Recycling is a waste of time, which appeared in your newspaper last week. Personally, I agree with many of the things that Mr Macdonald says.Firstly, recycling is more expensive than we think. Furthermore, it is di� cult or impossible to recycle some materials.Next, some people say that burning rubbish is bad for the environment because of the fumes. Nevertheless, burning rubbish is a very e� cient way to generate electricity.Finally, many people say they recycle their rubbish. However, not many people take the time to separate glass, paper and plastic. What’s more, I totally disagree with the idea of making people recycle.I will be interested to hear other readers’ opinions on this question.Yours faithfully,Helen Horton, Manchester

LETTERS TO THE EDITOR

Developing writing A formal letter Developing speaking Making arrangements

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UżycieKonstrukcji be going to używamy, gdy mówimy o planach i zamiarach na przyszłość – tych, co do których już podjęliśmy decyzję, że je zrealizujemy.

We’ve decided that we’re going to join the WWF.

Możemy też użyć be going to do przepowiadania przyszłości, zwłaszcza wtedy, gdy mamy realne przesłanki.

That car is going very fast. I think it’s going to crash.

UżycieWill i won’t używamy do ogólnych przewidywań. Często, aby wyrazić nasze zdanie odnośnie przyszłości, z will i won’t używamy think, hope, expect, imagine itp.

I don’t think he will win the election.

Will i won’t używamy także do oznajmiania właśnie podjętych decyzji, np. gdy spontanicznie coś komuś proponujemy.

A: It’s hot in here. B: I’ll open the window.

Will i won’t używamy do mówienia o wydarzeniach z przyszłości, które – obiektywnie rzecz ujmując – są prawdziwe.

It’s my birthday next week. I’ll be 17.

Aby pokazać, w jakim stopniu jesteśmy pewni tego, co się wydarzy, używamy definitely, probably, perhaps i it’s possible that. Definitely – kiedy jesteśmy pewni, probably – kiedy jesteśmy prawie pewni, a perhaps i it’s possible that – kiedy prawdopodobieństwo wynosi 50%.

Definitely i probably w zdaniu stawiamy bezpośrednio po will, ale przed won’t.

It’ll definitely rain. It definitely won’t rain.

Forma

Affirmativepodmiot + may/might + bezokolicznikTemperatures may get higher.

Negativepodmiot + may not/might not (mightn’t) + bezokolicznikWe may not be able to stop it.

UżycieMay i might stosujemy, gdy jedynie w ok. 50% jesteśmy pewni, że to, o czym mówimy, się wydarzy.

Be going to

Will

May, might

Zero conditional First conditional

FormaIf + present simple, … present simpleIf you take a fish out of water, it dies.If we arrive late to school, the teachers get angry.

Użycie

Zerowego trybu warunkowego używamy, gdy mówimy o rzeczach oczywistych lub zawsze prawdziwych. If you don’t drink any liquids, you die. (To nie jest wyjątkowa sytuacja, tak dzieje się zawsze.)

FormaIf + present simple, … will + infinitiveIf the situation gets worse, it will be terrible.If we don’t recycle, we won’t have enough resources.W części zdania ze słowem if używamy czasu present simple. W tej części zdania nie stosujemy will.If I will go to the shops, I will buy some bread.

UżyciePierwszego trybu warunkowego używamy, gdy mówimy o wydarzeniach/sytuacjach, które mogą się zdarzyć lub prawdopodobnie się zdarzą w przyszłości, i o ich następstwach.

If it doesn’ t rain (możliwa sytuacja w przyszłości), we won’ t have enough water (konsekwencja tej sytuacji).

Grammar reference Unit 6

Unit 6

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Vocabulary revision

1 Read the names. What are the geographical features? Write the answers in your notebook.

1 The Sahara 2 The Amazon River and 3 The Andes 4 Ipanema in Rio de Janeiro

5 The Costa del Sol 6 The North Pole 7 Sherwood

/ 7 points

2 Complete the text with these words. Write the answers in your notebook.

(a) is getting worse and worse – the temperatures keep going up and up. That’s probably because of the big hole in the (b) , which protects us from the sun. In some parts of the planet, there have been terrible (c) that destroyed towns and cities. Meanwhile, in Africa there are terrible (d) because it hasn’t rained for a long time.

But in places like the USA and Europe, people (e) water – they use too much, without thinking. It’s important to (f) water, for example by having short showers, not baths. There are other things we can do to protect the earth. We can (g) things like bottles or newspapers.

/ 7 points

droughts floods global warming ozone layer recycle save waste

3 Decide on a synonym for get in these sentences. Write the answers in your notebook.

1 I’m going to get some bread from the supermarket. 2 Did you get home late last night? 3 The book started off really well but then it got boring in the end.

4 Don’t move. I’ll get you a glass of water. 5 I got my exam marks yesterday. 6 She got an email from her best friend.

/ 6 points  

Geographical features

The environment

Different uses of get

Grammar revision

1 Correct the mistakes in these sentences.

1 Scientists think that they’ll to find a solution for this problem.

2 What are your plans? What do you do tomorrow?

3 They say it’s raining next week.

4 I can’t meet you tomorrow because I’ll do an exam.

/ 4 points

2 Complete the sentences in your notebook with these words.

1 My team will win tonight. I’m totally sure.2 Paula go to see him next week but I don’t

really know.3 the problem will disappear but we aren’t certain.4 They won’t go out tonight because they have

an exam tomorrow, but it’s not impossible.5 She definitely run tomorrow because she’s got

a broken leg.6 It’s possible that I see him tomorrow.

/ 6 points

definitely may perhaps probably will won’t

3 Answer these questions with complete sentences.

1 What happens if you mix blue and yellow?

2 What happens if you study for an exam?

3 What happens if you never brush your teeth?

4 What happens if you eat too much?

/ 4 points

4 Complete the sentences in your notebook with the correct form of the words.

1 If the sun (shine), we’ll be able to go out.

2 We’ll go shopping if my mum (finish) work early. 

3 If you do the exercise carefully today, you (get) all the answers right.

4 It’ll be great if she (come) tonight.

5 She’ll leave hospital today if she (feel) OK.

6 I (not bring) the dog if you don’t want me to.

/ 6 points

Be going to and will

Will, may, might

Zero conditional

First conditional

/ 40 points / 40 pointsTotal

Self-check Unit 6

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Zadanie testujące

4 Pracujcie w parach. Popatrzcie na plakaty i wykonajcie zadanie. Następnie odpowiedzcie na dwa pytania i  posłuchajcie modelowych odpowiedzi.

TIP Uzasadniając wybór zdjęcia czy plakatu, unikaj zdawkowych wyrażeń typu: because it’s the most interesting/nice. Postaraj się dodać parę zdań na poparcie swojego wyboru.

Wspólnie z kolegami i koleżankami z klasy chcecie przypomnieć pozostałym uczniom szkoły o zbliżającej się akcji Godzina dla Ziemi, podczas której należy wyłączyć – na godzinę – wszystkie urządzenia elektryczne znajdujące się w domu. Wyraź swoje zdanie na temat poniższych projektów plakatów.

Wybierz ten plakat, który Twoim zdaniem najbardziej zachęci uczniów do udziału w akcji, i uzasadnij swój wybór.

Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

Unit 6

Gateway to success Unit 6

Mówienie – zadanie 3

TIP W rozmowie na podstawie materiału stymulującego musisz najpierw wybrać element (plakat, rysunek, zdjęcie) najlepiej spełniający warunki wskazane w poleceniu, a następnie uzasadnić wybór oraz wyjaśnić powód odrzucenia pozostałych propozycji. Następnie trzeba odpowiedzieć na dwa pytania związane ogólnie z tematyką plakatów czy zdjęć. Na realizację zadania przewidziane jest 5 minut, łącznie z przygotowaniem się do odpowiedzi.

1 Read part of the speaking task below and listen to three example answers. Decide which one best covers the instructions.

TIP Pamiętaj, że w tym zadaniu nie chodzi o opis poszczególnych zdjęć, a o wybór jednego z nich i przedstawienie uzasadnienia, o które jesteś proszony/proszona w poleceniu.

W Twojej szkole organizowana jest akcja sprzątania świata. Wyraź swoje zdanie na temat poniższych plakatów zachęcających do udziału w akcji.

Wybierz ten plakat, który Twoim zdaniem najbardziej zachęca do udziału w akcji.

2 Listen to two example answers to the task in 1. Who made a mistake mentioned in the TIP below?

TIP Zawsze dokonuj wyboru – błędem jest odrzucenie wszystkich propozycji czy mówienie, że wszystkie propozycje są równie ciekawe.

TIP W tym zadaniu niezwykle ważne jest wyrażanie własnej opinii. Używaj zwrotów I think..., For me..., To my mind..., In my view... itp.

3a In your notebook, put the words in the correct order to make sentences.

1. my / view / the / poster / worst / in / it’s2. is / unsuitable / this / to / mind / photo / my 3. the best / would / no / I / doubt / have / that / slogan / be / this

3b Complete sentence B in each pair of sentences in your notebook so that it has the same meaning as sentence A. Use the words given in bold.

1. A. I believe picture two would be better for teenagers. MIND B. picture number two would

be better for teenagers.

2. A. In my opinion, the fi rst project is the most suitable for this campaign. VIEW

B. the fi rst project is the most suitable for this campaign.

3. A. I’m convinced that the third project would be the best for an environmental campaign. DOUBT

B. that the third project would be the best for an environmental campaign.

1. What do you do to protect our planet?

2. What are the disadvantages of recycling?

Earth Hour – together we can

do more!

1

60 minutes can really

make a diff erence!

2

Remember about Ear th Hour!

3

1

3

2

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Mówienie – zestaw zadań

Zadanie 1. (4 minuty)

Pracujcie w parach. Wykonajcie zadanie, a następnie zamieńcie się rolami. Rozmowę rozpoczyna uczeń A.

Uczeń ARazem z kolegą z Wielkiej Brytanii, który przebywa na wymianie językowej w Twojej szkole, przygotowujecie prezentację na temat polityki segregowania śmieci w Polsce. Poniżej podane są cztery kwestie, które musisz omówić z uczniem B.

Uczeń B

Jesteś uczniem z Wielkiej Brytanii, przebywasz w Polsce na wymianie językowej. Razem z kolegą/koleżanką z Polski przygotowujecie prezentację na temat polityki segregowania śmieci w Polsce. W zależności od tego, jak potoczy się rozmowa, spróbuj włączyć do niej wszystkie/wybrane punkty:

poproś ucznia A o dokładniejsze objaśnienie jakiejś kwestii, grzecznie nie zgódź się z uczniem A, tak aby musiał podać kolejne

argumenty lub zaproponować inne rozwiązanie, wyraź wątpliwość, czy łatwo będzie nakłonić ludzi do segregowania

śmieci w krótkim czasie, zapytaj, czy uczeń A miał w szkole lekcje lub wykłady na temat

segregowania śmieci.

Zadanie 2. (3 minuty)

Pracujcie w parach. Opiszcie swoje zdjęcia, a następnie zadawajcie sobie na zmianę pytania i odpowiadajcie na nie.

Uczeń A1. How do you think the man

is feeling about the animals aff ected by the environmental pollution? Why?

2. Why do you think some young people volunteer to help and preserve the natural environment?

3. Describe the last time you and/or your friends volunteered to help some animals.

Uczeń B

1. Do you think the children are having a good time? Why?/Why not?

2. How important is it for children to respect and support the natural environment when they are very young?

3. Tell us about the last time your parents, school or friends taught you to protect the natural environment.

Zadanie 3. (5 minut)

Pracujcie w parach. Popatrzcie na zdjęcia i wykonajcie zadanie. Następnie odpowiedzcie na dwa pytania.

Bierzesz udział w ankiecie na temat tego, jak najskuteczniej informować dzieci o znaczeniu przyrody oraz konieczności jej ochrony. Wyraź swoje zdanie na temat trzech poniższych propozycji.

Wybierz zdjęcie przedstawiające ten sposób nauczania, który uważasz za najskuteczniejszy, i uzasadnij swój wybór.

Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

1. Who should be more responsible for protecting the environment: governments or individual people? Why?

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? Why?/Why not?

Unit 6

Argumenty za segregowaniem

odpadów

Sposoby motywowania społeczeństwa

Edukacja i wychowanie

dzieci

Potencjalne trudności

1

2

3

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Gateway to success Unit 6

Unit 6

Tłumaczenie fragmentów zdań – wybór wielokrotny1 Complete the sentences in your notebook with one of

the options (A–C), which is the correct translation of the text in bold.

1. Look at that dark black cloud. (Na pewno będzie padać) A. I imagine it will rain. B. It’s going to rain. C. It might rain.

2. So, we’re going to the beach tomorrow, aren’t we? (Może się spotkamy przy recepcji?)

A. We’ll meet at the reception desk. B. I expect we’ll meet at the reception desk. C. Why don’t we meet at the reception desk?

3. X: Why are you up? You should be in bed.

Y: Come on! (Nie pogorszy mi się) if I get up for 10 minutes.

A. I won’t get any worse B. I’m not getting any worse C. I don’t get any worse

4. Agnieszka Radwańska wasn’t (dość silna) to beat Sabina Lisicki at Wimbledon 2013.

A. enough strength B. too strong C. strong enough

5. Are you going to the basketball game? Wait! (Pójdę z tobą) . A. I might go with you.

B. I’ll go with you. C. I’m going with you.

6. You will waste a lot of water if (będziesz podlewać) the garden with tap water.

A. you will water B. you might water C. you water

92

1 Complete the dialogue below with the words from the box. Write the answers in your notebook. There are two words you do not need to use.

better bored going hot mad ready sleep touch worse

HUGH: Look how late it is! I need to get (1.) . I must leave now because if I don’t, my mum will get really (2.) at me.

MATT: That’s a pity. I thought I might show you the photos my sister Amy sent me from her winter camp.

HUGH: Another time then. So, is Amy getting any (3.) ?MATT: Well, she’s really unhappy that she can’t ski anymore, but

her leg isn’t broken, so she’s just getting (4.) doing nothing all day.

HUGH: OK, then. I need to help my mum before I get some (5.) before the game tomorrow.

MATT: Sure. So, we’ll get in (6.) after school, right?

HUGH: Yeah. Get (7.) for the game of the century! Bye, Matt.

MATT: See you, Hugh.

2 Solve the crossword below and find the hidden word. Write the answers in your notebook.

1. a large fl at area of land eg the Great of the USA

2. a low area of land between mountains or hills eg Death in the USA

3. very large masses of ice moving very slowly eg Antarctica’s

4. a very small part of an ocean, sea or lake partly enclosed by land eg the of Biscay

5. a large area of land with few plants, little water and very dry weather eg the Gobi in Africa

6. the top of a mountain eg the of Mount Everest7. a long piece of land bordered by water on three sides,

eg Hel in Poland8. the side of a hill or a mountain

Parafraza zdań – wybór wielokrotny2 Complete the sentences in your notebook with one of

the options (A–C), which has the same meaning as the phrase in bold.

1. Look, the boy is riding too fast and may crash. We may not be able to stop him.

A. It will be diffi cult to stop him B. It will be impossible to stop him C. It will be easy to stop him

2. What are you up to at the weekend? Let’s go to a lake or river. A. Why don’t we do something B. Are you doing anything C. Do you fancy doing anything

3. Football and cricket are equally popular in the UK. A. Cricket is more popular than football B. Cricket is less popular than football C. Cricket is as popular as football

4. Using cars for commuting produces a lot of pollution. Moreover, it may take longer to get somewhere in a big city than using public transport.

A. Finally B. Nevertheless C. What’s more

5. It’s not just governments that are responsible for pollution, it’s individual people as well.

A. cause B. send C. bring

6. You heat ice and then it melts. A. If you’re going to heat ice, B. If you heat ice, C. If you could heat ice,

1

5

2

6

3

7

4

8

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Wordlist Unit 6

Świat przyrody – krajobrazbeach (n) ★★★ /biːtʃ/ plażadesert (n) ★★ /ˈdezə(r)t/ pustyniaforest (n) ★★★ /ˈfɒrɪst/ lasice cap (n) /ˈaɪs ˌkæp/ czapa lodowajungle (n) ★ /ˈdʒʌŋg(ə)l/ dżunglamountain range (n) /ˈmaʊntɪn ˌreɪndʒ/ pasmo górskierainforest (n) ★ /ˈreɪnˌfɒrɪst/ las tropikalny

Świat przyrody – zagrożenia i ochrona środowiska naturalnego; klęski żywiołoweaffect (v) ★★★ /ə̍ fekt/ mieć wpływ naarsonist (n) /ˈɑː(r)s(ə)nɪst/ podpalaczburn (v) ★★★ /bɜː(r)n/ palićbushfire (n) /ˈbʊʃ̩ faɪə(r)/ pożar lasudrought (n) /draʊt/ suszaenvironment (n) ★★★ /ɪnˈvaɪrənmənt/ środowiskoflood (n) ★★ /flʌd/ powódźfumes (n) ★ /fjuːmz/ wyziewy, oparyglobal warming (n) ★ /̩ gləʊb(ə)l ˈwɔː(r)mɪŋ/ globalne ociepleniegreenhouse effect (n) /ˈgriːnhaʊs ɪˌfekt/ efekt cieplarnianynuclear disaster (n) /̩ njuːkliə(r) dɪ̍ zɑːstə(r)/ katastrofa nuklearnaoil spill (n) / ɔ̍ɪl ˌspɪl/ wyciek ropyozone layer (n) / ə̍ʊzəʊn l̩eɪə(r)/ warstwa ozonowapollution (n) ★★★ /pə̍ lu ʃː(ə)n/ zanieczyszczenieprotect (v) ★★★ /prə̍ tekt/ chronićrecycle (v) ★ /riː̍ saɪk(ə)l/ odzyskiwać surowce

wtórnesave (v) ★★★ /seɪv/ oszczędzać, chronićwaste (n/v) ★★★ /weɪst/ strata, odpady,

marnować

Inneanniversary (n) ★★ /̩ ænɪ̍ vɜː(r)s(ə)ri/ rocznicaarrive (v) ★★★ /ə̍ raɪv/ przybywać, docieraćatmosphere (n) ★★ /ˈætməsˌfɪə(r)/ atmosferaattraction (n) ★★ /ə̍ trækʃ(ə)n/ atrakcjabecome (v) ★★★ /bɪ̍ kʌm/ stawać siębring (v) ★★★ /brɪŋ/ przynosićcanteen (n) ★ /kænˈtiːn/ stołówkacatastrophic (adj) /̩ kætə̍ strɒfɪk/ katastrofalnycelebrate (v) ★★★ /ˈseləˌbreɪt/ świętowaćcheap (adj) ★★★ /tʃiːp/ taniclose to (adj/adv) /ˈkləʊs t̩ʊ/ blisko do/odcommunity (n) ★★★ /kə̍ mjuːnəti/ społecznośćconsequence (n) ★★★ /ˈkɒnsɪkwəns/ konsekwencjaconvict (n) /ˈkɒnvɪkt/ skazanycut down (v) ★★★ /̩ kʌt ˈdaʊn/ ścinaćdefinitely (adv) ★★ /ˈdef(ə)nətli/ zdecydowanie,

na pewnodeliberately (adv) ★★ /dɪ̍ lɪb(ə)rətli/ celowoeast (adj/adv) /iːst/ wschodni/na wschód (n) ★★★ /iːst/ wschódefficient (adj) ★★★ /ɪ̍ fɪʃ(ə)nt/ wydajnyenergy (n) ★★★ /ˈenə(r)dʒi/ energia

fancy (v) ★★ /ˈfænsi/ mieć ochotęfarmer (n) ★★★ /ˈfɑː(r)mə(r)/ rolnik(carbon) footprint (n) /ˈfʊtˌprɪnt/ ekwiwalent sumy

emitowanych zanieczyszczeń

frequent (adj) ★★ /ˈfriːkwənt/ częstygenerate (v) ★★★ /ˈdʒenəreɪt/ wytwarzaćglass (n) ★★★ /glɑːs/ szkłohabit (n) ★★★ /ˈhæbɪt/ zwyczajheat (n) ★★★ /hiːt/ ciepłohonest (adj) ★★ /ˈɒnɪst/ szczeryincrease (n) ★★★ / ɪ̍ŋkriːs/ wzrost (v) ★★★ /ɪnˈkriːs/ wzrastać, rosnąćindigenous (adj) /ɪnˈdɪdʒənəs/ tubylczy, miejscowyinfluence (v) ★★★ / ɪ̍nfluəns/ wpływać, oddziaływaćlifestyle (n) ★★ /ˈlaɪfˌstaɪl/ styl życiamaterial (n) ★★★ /mə̍ tɪəriəl/ tworzywo, surowiecmix (v) ★★★ /mɪks/ mieszaćobtain (v) ★★★ /əbˈteɪn/ otrzymywać, dostawaćpackaging (n) ★ /ˈpækɪdʒɪŋ/ opakowanieperhaps (adv) ★★★ /pə(r)̍ hæps/ być możepetrol (n) ★★ /ˈpetrəl/ benzynapopulation (n) ★★★ /̩ pɒpjʊˈleɪʃ(ə)n/ populacjapower (n) ★★★ /ˈpaʊə(r)/ energiareceive (v) ★★★ /rɪ̍ siːv/ otrzymywaćreef (n) ★ /riːf/ rafarelatively (adv) ★★★ /ˈrelətɪvli/ względniescientist (n) ★★★ /ˈsaɪəntɪst/ naukowiecshower (n) ★★ / ʃ̍aʊə(r)/ prysznicsilly (adj) ★★ /ˈsɪli/ głupislow down (v) ★★★ /̩ sləʊ ˈdaʊn/ zwalniać(outer) space (n) ★★★ /speɪs/ przestrzeń (kosmiczna)suggestion (n) ★★★ /sə̍ dʒestʃ(ə)n/ sugestiatoothbrush (n) /ˈtuːθˌbrʌʃ/ szczoteczka do zębówwater (v) ★★★ /ˈwɔːtə(r)/ podlewaćwild (adj) ★★★ /waɪld/ dziki

= słowo bardzo często używane = często używane = dosyć często używane

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

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

Vocabulary plus

bay (n) ★★ /beɪ/ zatokaget better (phr) /̩ɡet ˈbetə(r)/ dojść do siebie, poczuć

się lepiejget in touch (phr) ★★★ /̩ɡet ˌɪn ˈtʌtʃ/ skontaktować sięget ready (phr) ★★★ /̩ɡet ˈredi/ przygotować sięget some sleep (phr) /̩ɡet ˌsəm ˈsliːp/ wyspać sięget worse (phr) /̩ɡet ˈwɜː(r)s/ pogorszyć się, czuć się

gorzejglacier (n) / ɡ̍læsiə(r)/ lodowiecpeninsula (n) /pə̍ nɪnsjʊlə/ półwysepplain (n) ★★ /pleɪn/ równinaslope (n) ★★ /sləʊp/ zboczesummit (n) ★★ /ˈsʌmɪt/ szczyt, wierzchołekvalley (n) ★★★ /ˈvæli/ dolina

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Test checkpoint Units 5–6

Rozumienie ze słuchu

Zadanie 1.Usłyszysz dwukrotnie sześć krótkich tekstów. Z podanych odpowiedzi (1.1.–1.6.) wybierz właściwą, zgodną z treścią nagrania. Zapisz w zeszycie literę A, B albo C.

1.1. Maggie and Chris are A. at home. B. at the cinema. C. at school.

1.2. The speaker is A. a student. B. a teacher. C. a parent.

1.3. The professor likes the fi lm because A. it shows an imaginary story. B. Ewan McGregor plays in it. C. a tsunami and its eff ects are shown really accurately.

1.4. The speaker says that the Little Ice Age A. was the result of global warming. B. ended in about 1200 AD. C. lasted for a few hundred years.

1.5. The girl is not going to watch the programme because A. it’s not good entertainment. B. it’s moving. C. people choose life stories, not the best voices.

1.6. The main topic of the next episode of the show will be A. how many TV sets families have. B. who decides what is watched at home. C. whether children have got TV sets in their rooms.

Rozumienie tekstów pisanych

Pointer

W trakcie lektury fragmentów tekstów spróbuj odnaleźć słowa niosące najważniejsze informacje, a następnie postaraj się odszukać ich synonimy w nagłówkach.

Zadanie 2.

Przeczytaj tekst. Dobierz właściwy nagłówek (A–F) do każdego fragmentu tekstu. Wpisz odpowiednią literę w miejsca 2.1.–2.4. Zapisz odpowiedzi w zeszycie. Uwaga: dwa nagłówki zostały podane dodatkowo i nie pasują do żadnego fragmentu tekstu.

A. People in actionB. Inspiration in musicC. When good-guys-turn-into-bad-guys D. Disaster reliefE. Informing the public F. Out of the limelight

Do celebrities really help charities?This is a question every charity and the general public need to answer. If you checked the website www.looktothestars.org/about, you would find the names of over 3,000 celebrities promoting almost 2,000 different charities. Do they get involved to really help the charities, or do they promote themselves?

2.1. Some experts say that the benefits are real. The support of a celebrity can help the message of a charity to reach new audiences with the message of a charity. Millions of people in the world may not know much about famine, poverty or human rights, but the same people are inspired by sport, film or music. So, why not use this inspiration, with the help of Leo Messi, Angelina Jolie or Bono, to inform the masses about the injustices of the world?

2.2. Celebrities do not just play a marketing role, informing the public about the poor and the hungry of the world. Chances are that the public will start paying more attention and may donate money or goods to the advertised cause after they see Brad Pitt actively involved in building houses in New Orleans for the victims of hurricane Katrina. Some people might even become active in charities as well.

2.3. However, celebrities often lose interest in a cause when the public and media lose interest in it. When you are Steven Spielberg or Jay-Z, it is not a big problem to donate a huge cheque for a good cause, which is fair enough. But how many of these celebrities remain involved and do some real work while the media are not watching, though? And how many just sign a cheque to feel good about themselves and to present a positive image to the world?

2.4. Another danger is that the general public may react negatively if a celebrity helping a charity uses inappropriate language, is involved in a scandal, and gains a bad reputation. Will that affect the image of the charity as well? This could definitely be the case. What is worse, it may lead to the public turning away from the charity’s goals and objectives.

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Organizujesz w swojej szkole debatę dotyczącą edukacyjnej roli telewizji. Wyraź swoje zdanie na temat propozycji plakatów, które mają zachęcić do wzięcia udziału w debacie.

Wybierz plakat, który będzie Twoim zdaniem najbardziej odpowiedni, i uzasadnij swój wybór.

Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

Test checkpoint Units 5–6 Znajomość środków językowych

Zadanie 3.Przeczytaj pary wypowiedzi (3.1.–3.5.). Uzupełnij drugie zdanie z każdej pary brakującym fragmentem (A–C) – w taki sposób, aby jego znaczenie było jak najbardziej zbliżone do zdania pierwszego. Zapisz odpowiedzi w zeszycie.

3.1. Scientists say it is possible that winters in Poland will be snowy and very cold.

Scientists say that winters in Poland snowy and very cold. A. may be B. will defi nitely be C. probably won’t be

3.2. You should buy a dishwasher. You would use less water then. If you buy a dishwasher, you water. A. will use more B. won’t use less C. will use less

3.3. Would you like to go to the beach on Sunday?

going to the beach on Sunday? A. Are you B. Do you fancy C. What time will you be

3.4. Look at the clouds! It looks like it will rain soon. Look at the clouds! I think it soon. A. is going to rain B. might rain C. is raining

3.5. You must water this plant every day, otherwise it will die. If you every day, it will die. A. water this plant B. will water this plant C. don’t water this plant

Mówienie

PointerNie rezygnuj z odpowiedzi na pytanie tylko dlatego, że go nie zrozumiałeś/zrozumiałaś. Poproś o powtórzenie, a jeśli trzeba, wyjaśnij, której części pytania nie rozumiesz. Rozmówca/Rozmówczyni postara się je sparafrazować.

Zadanie 4.Pracujcie w parach. Popatrzcie na plakaty i wykonajcie zadanie. Następnie odpowiedzcie na dwa pytania.

‘Can Do’ Progress Check1 How well can you do these things in English now?

Give yourself a mark from 1 to 4.

1 = I can do it very well.2 = I can do it quite well.3 = I have some problems.4 = I can’t do it.

a I can talk about routines and what’s happening now using the present simple and present continuous.

b I can ask for and give basic personal information.

c I can make nouns using the suffixes -ment, -ion, -ence.

d I can understand conversations about families and family life.

e I can write a basic informal email about myself or somebody I know well.

f I can report past events using the past simple and past continuous.

g I can explain sequences of events in the past using expressions of sequence and time.

h I can understand written and spoken texts about crimes and the police.

i I can talk about different crimes and investigations.

j I can write a basic informal letter about a past event.

2 Decide what you need to do to improve.1 Look again at my book/notes.2 Do more practice exercises. 3 Other?

1. What types of TV programmes are the most popular today among children and young people?

2. What groups of people might benefi t from watching TV the most?

Organizujesz w swojej szkole debatę dotyczącą edukacyjnej roli telewizji. Wyraź swoje zdanie na temat propozycji plakatów, które mają zachęcić do wzięcia udziału w debacie.

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2

3

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7 Odd Jobs

Jobs Personal qualities4 Complete the sentences in your notebook with

these words.

1 I’m a very well-organised person. I always plan

very carefully and I know exactly what I’m doing.

2 You need to be if you work with

children. They need to know that you like them and

will help them.

3 Police officers are usually and

because in some situations they need

to run fast and use force.

4 Top scientists are usually very . They

can find answers to very complicated problems.

They are also . They need lots of

imagination to think of new ideas.

5 Philip works in a bank. He’s very ; you

can always depend on him and he always arrives on

time. He’s too – he always puts a lot

of effort into his work.

6 Susan is very good at working in a team. She’s very

, she loves being with other people.

7 Firefighters need to stay because they

might make bad decisions if they get excited or angry.

8 Charles is really . He won’t be happy

until he’s the company director!

5 Listen to four people describing their jobs. What jobs do you think they are? Write the answers in your notebook.

Speaker 1 Speaker 3 Speaker 2 Speaker 4

6 In your notebook, write four sentences about yourself using the adjectives in 4.

I’m usually quite calm. For example, I don’ t panic in exams.

7 SPEAKING Work in pairs. Guess which adjectives your partner wrote in 6 and say why.

I think you put sociable because you’re friendly with everyone in this class.

Yes, you’re right!

ambitious calm caring clever creative fit hard-working reliable sociable strong well-organised

Praca zawody i związane z nimi czynności

Człowiek cechy charakteru

1 Work in pairs and match the photos with these words. Write the answers in your notebook.

2 Listen and repeat.

3 Think of two or three jobs for these different categories and write them down in your notebook. You can use your dictionary to help you.

1 People who work with children: teachers, au pairs, doctors 2 People who work outdoors: 3 People who do paperwork: 4 People who do manual work: 5 People who work with the public: 6 People who travel a lot: 7 People who work in a team: 8 People who work in an office, with numbers or with computers:

builder computer programmer fashion designer journalistmechanic police officer receptionist shop assistant

b

d

a

c

e f

gh

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1 SPEAKING Work in pairs and answer the questions.

1 What are the unusual jobs in the photos?

2 What do you think people do in these jobs?

2 Read a blog about four people who have unusual jobs. What are their jobs? Write a name or simple explanation for each one in your notebook.

1 Lily Ann Lloyd

2 David Singleton

3 Stephen Redmond

4 Louise Perry

3 Read the texts in 2 again and decide if the statements are true (T) or false (F). In your notebook, write down your answers and the number(s) of the line(s) where you found them.

1 Lily Ann is very attractive and this is why she works on TV.

T/F

2 Background artists and extras are different names for the same job.

T/F

3 Extras need to be patient. T/F 4 Stars don’t like signing autographs for

extras.T/F

5 David always enjoys his job. T/F 6 David thinks that technical knowledge is

not enough to create a computer game.T/F

7 House-sitters protect other people’s property. T/F 8 Being a house-sitter isn’t a good job for

people who like being away from their home.T/F

9 Louise needs to know about the past, present and future in her job.

T/F

10 Louise thinks that she needs a variety of skills to do her job well.

T/F

4 Match the underlined words in the text with their definitions. Write the answers in your notebook.

1 takes care of, protects looks after 2 subjects, topics, questions 3 the place behind the main person or thing that you

are looking at 4 handsome, beautiful 5 in a good situation, in a situation that other people

want to be in 6 but

5 SPEAKING What about you? 1 Which of the first three jobs in the text do you like the

most? Why?2 Would you like to be a teacher? Why?/Why not?

You don’t have to be att racti ve to work on TV. If you watch any TV drama, you’ll see normal people in the background, behind the main actors. TV or fi lm directors don’t want every scene to be full of George Clooneys or Keira Knightleys. They want things to look real, with normal people. That’s my job. Some people call us background arti sts, but we’re usually called extras. Extras oft en have to be in the studio for long hours, but you usually work only for about two hours a day. So you should take a good book or a crossword because most of the ti me you’re just sitti ng waiti ng. And if you’re working with famous actors, you mustn’t ask them for an autograph. They just want to do their job in peace. Lily Ann Lloyd, Glasgow – 1 Mar 2013, 2:31 PM

When I tell people what my job is, they all think I’m lucky. I suppose I am. I test computer games, so basically, I spend hours and hours playing them to see if they’re good or not. Someti mes we have to keep playing the game unti l it breaks. It can be fun but it can also get really boring, playing the same game again and again. We oft en have to work very fast too. What I really want to do one day is to design a computer game. I studied to be a computer programmer, so I know about the technical side. But you have to be very creati ve to design a game that’s original. David Singleton, London – 1 Mar 2013, 2:57 PM

I’m a house-sitt er. You probably think that I just sit at home all day. Well, you’re right, except not at my own home. A house sitt er is someone who looks aft er another person’s house when they go away. Someti mes I stay for just a couple of weeks when someone goes away on holiday. But someti mes I have to stay for six months when a family goes to live for a long ti me in another country for example. People say that I’m a ‘living burglar alarm’. That’s more or less true. It’s an easy job, but you shouldn’t do it if you love staying at home … your own home, that is. Stephen Redmond, Cornwall – 1 Mar 2013, 3:17 PM

My job isn’t exactly unusual but I have to work with world issues, emoti ons, strange events, family problems, love, new pop groups, discipline, people who are too excited, people who are bored, lunch, chewing gum, fashion, polluti on, history, sport, literature, A+, C-, all this and the future of the world … In my job, you have to be reliable, well-organised, hard-working, creati ve, clever, sociable, caring, calm … I’m a teacher and I love my job. Louise Perry, Oxford – 1 Mar 2013, 7:20 PM

[ 4 C O M M E N T S ]

Do you have an unusual job? We want to hear from you!

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Blog

Mówienie Rozmowa wstępna • Rozumienie tekstów pisanych Prawda/Fałsz

Reading

Vocabulary

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3 Use should and shouldn’t to give advice to these people.

GRAMMAR GUIDE

1a Read the sentences.

a You don’t have to be attractive to work on TV.

b Extras often have to work long hours.

c You should take a good book with you.

d You mustn’t ask famous actors for an autograph.

e You must wear a uniform.

f You shouldn’t do this job if you like staying at home.

1b In your notebook, write which sentence(s) express:

1 obligation? b, e2 no obligation?

3 prohibition? 4 advice or recommendation?

1c What type of word comes after must, mustn’t, should, shouldn’t, have to, don’t have to?

GRAMMAR REFERENCE str. 104

Modal verbs of obligation, prohibition and advice

4 Choose the correct alternatives. If you think both alternatives are correct, choose both. Write the answers in your notebook.

1 You must/have to learn to play an instrument if you want to be a professional musician.

2 Builders mustn’t/don’t have to work in an office.

3 Doctors mustn’t/don’t have to tell others secrets about their patients’ health.

4 Do you must/have to wear a uniform in your job?

5 People who work in banks must/have to do a lot of paperwork.

6 A firefighter has to/have to work in a team.

7 A computer programmer mustn’t/doesn’t have to be fit to do his or her job.

8 My sister must deal/deals with the public in her job.

2a PRONUNCIATION The letter l is silent in the word should – we do not pronounce it. Look at these sentences. Which letters do you think are silent in each sentence?

1 Firefighters should be calm.2 You mustn’t ask actors for autographs.3 Discipline can be important.

4 My science teacher comes to school at half past eight.5 Fashion designers shouldn’t copy other people’s designs.6 Window cleaners often clean tall buildings.

2b Listen, check and repeat.

1 2

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21

Grammar in context

I want to be a police officer.

I want to be a doctor.

I want to be a chef.

I want to be a scientist.

You should …

You should …

You should …

You shouldn’t …

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5 Rewrite each sentence in your notebook using a modal verb of obligation, prohibition or advice.1 It is not necessary to have experience to do the job. You don’ t have to have experience to do the job . 2 It is obligatory for builders to wear hard hats here. Builders .3 It is a good idea for Frank to work in the summer. Frank .4 In our school, teachers are not allowed to wear jeans. In our school, .5 It isn’t a good idea to wear informal clothes to a job interview. You .6 It is not obligatory for our receptionists to speak French. Our receptionists .7 It is essential for Karen to be calm in her job. Karen .

6a Look at the photos and choose a job. In your notebook, make a note of things you have to/don’t have to/must/mustn’t/should/shouldn’t do in this job.

Compound adjectives1 Read these words. They are compound

adjectives – adjectives made by joining two words. The two words are usually connected with a hyphen (-).

well-organised hard-working Complete the compound adjectives in

the definitions with these words. Write the answers in your notebook.

1 when you don’t work all day in your job

-time

2 relaxed and calm

going

3 when you don’t get much money in your job

paid

4 when you work all day in your job

-time

5 when you get paid a lot of money in your job

-paid

6 with blue/brown/green eyes

-eyed

7 when you write with your right/left hand

-handed

8 attractive

-looking

2 Listen and check your answers.

3a PRONUNCIATION Listen again and repeat. Where is the stress in the compound adjectives?

3b Practise saying the words with the correct stress.

4 How many compound adjectives from this page can you use to describe a tennis-player

Rafael Nadal?

badly blue/brown/green easy full good part right/left well

6b SPEAKING Work in pairs. Describe the job. Can your partner guess what it is?

You have to work at the weekend. You have to work in a team. You should learn other languages in case you go to play in a different country. You shouldn’t eat fast food. You must be ambitious if you want to win competitions.

Yes, it is.

Is it a basketball player?

a

Work in pairs. Describe the job. Can your partner guess 6b SPEAKING Work in pairs. Describe the job. Can your partner guess Work in pairs. Describe the job. Can your partner guess

b

d

c

Grammar in context Developing vocabulary

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1 Look at the photos. They are connected to the conversation you are going to listen to. What do you think the conversation is going to be about? Guess.

2 Listen. Were your predictions correct?

3 Listen again and choose the best answer (A, B or C). Write the answers in your notebook.

1 Sarah doesn’t know what to do because A nobody has offered her a job for the summer. B she doesn’t want to go away. C she doesn’t know if she likes the job they’ve offered.

2 Sarah is worried because A she doesn’t have any experience of working with children. B she doesn’t like working hard. C she doesn’t like little children.

3 When Jim worked with kids, he was A tired. B bored. C angry all the time.

4 The family will A pay Sarah something. B pay for Sarah to go to New York but not to return. C give Sarah only free food and a room.

5 Jim thinks Sarah should A think hard before she takes the job. B get experience of working with kids before taking the job. C accept the job now and worry later.

4 SPEAKING What about you? Discuss in pairs.

1 Do you think that looking after little children is a difficult job?Why?/Why not?

2 Have you ever been to New York? Would you like to go?Why?/Why not?

4 Complete the text with the correct form of these verbs. Write the answers in your notebook.

brush eat frighten meet talk want wear

There are some very unusual jobs. For example, imagine that your

job was to try new products for a fast food restaurant. It sounds

good at first. But if you (a) hamburgers all the

time, you’d soon get fat. Some people have to try new types of

toothpaste all day. At least if you (b) your teeth

all day, they’d be white! Then imagine being an actor in

a House of Horrors at a theme park. If you (c) people too much, they’d probably turn round and hit you.

On the other hand, if you worked as a Father Christmas, people

(d) presents from you all the time. A friend of

mine once dressed up as a giant cheese to sell cheese at

a supermarket. If you (e) a stupid costume like

that, people would laugh at you! I also know someone who

worked in a safari park, looking after parrots. I suppose you

(f) to the parrots if you were lonely and bored.

And, finally, a good job for sports fans – collecting tennis balls at

international championships like Wimbledon. If you did that job,

you (g) the best tennis players in the world!

2 Complete the sentences in your notebook with the correct form of the words.1 If Mark was taller, he (play) basketball

professionally.2 If he (have) a job, he’d get up early in

the morning.3 If she didn’t work, she (not be) able to buy

a car.4 We would get bored if we (play)

computer games all day.5 He wouldn’t work in a restaurant if he (not

like) cooking.6 If they (know) more languages, they’d find

it easier to get a job.7 Frank (not do) much work if the boss

wasn’t there all the time.8 If they needed a professional chocolate tester,

I (offer) to do it.

3a Read these situations. Think of good advice to give somebody in these situations. 1 I need money.2 I want to work in the USA one day.3 I want to help to protect the environment.4 I’m always tired in the morning.5 I’ve got a toothache.6 I can’t sleep at night.7 I make a lot of spelling mistakes in exams.8 I haven’t got many friends.

3b SPEAKING Work in pairs. Take it in turns to ask for and give advice using If I were you …

I need money.

If I were you, I’d look for a job.

GRAMMAR GUIDE

1a Read these sentences. Then choose the correct alternatives in sentences a–c. Write the answers in your notebook.1 If I took the job, they would pay me.2 If I were you, I’d take the job.3 I’d take the job if it was well-paid.

a We use the second conditional for possible and probable/improbable and imaginary situations and their consequences.

b We use the second conditional to talk about the past/present or future.

c We can use the expression If I were/was you, I’d … to give advice/express obligation.

1b Choose the correct alternatives and write them in your notebook.1 In the part of the sentence with if we use past simple/

would(n’t) + infinitive.2 In the other part of the sentence we use past simple/

would(n’t) + infinitive.3 We can/can’t use was or were with if I/he/she …

GRAMMAR REFERENCE str. 104

Second conditional

I don’t think looking after littlechildren is very difficult.

Why not?

Because you can play lots of games with them.

Rozumienie ze słuchu Wybór wielokrotny • Mówienie Rozmowa wstępna

Listening Grammar in context

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4 Complete the text with the correct form of these verbs. Write the answers in your notebook.

brush eat frighten meet talk want wear

There are some very unusual jobs. For example, imagine that your

job was to try new products for a fast food restaurant. It sounds

good at first. But if you (a) hamburgers all the

time, you’d soon get fat. Some people have to try new types of

toothpaste all day. At least if you (b) your teeth

all day, they’d be white! Then imagine being an actor in

a House of Horrors at a theme park. If you (c) people too much, they’d probably turn round and hit you.

On the other hand, if you worked as a Father Christmas, people

(d) presents from you all the time. A friend of

mine once dressed up as a giant cheese to sell cheese at

a supermarket. If you (e) a stupid costume like

that, people would laugh at you! I also know someone who

worked in a safari park, looking after parrots. I suppose you

(f) to the parrots if you were lonely and bored.

And, finally, a good job for sports fans – collecting tennis balls at

international championships like Wimbledon. If you did that job,

you (g) the best tennis players in the world!

6a Read the situations and think about what you would do in each one and why.

1 You are in an exotic country, staying with some friends. Your friends prepare a very special meal which is very expensive and only for people who are considered great friends – fried insects! What would you do?

2 You see a thin old woman stealing some bread from a supermarket. What would you do?

3 You and your family are going to buy a new house. It’s perfect. But suddenly you discover that nobody wants the house because a murderer once lived there. What would you do?

4 You are walking past your local bank late at night and the door is open. What would you do?

5 You see two teenagers having a terrible argument. They start to fight. What would you do?

6 A man with a suit and tie says somebody has stolen all his money. He wants you to give him €20. What would you do?

7 You open the door to your house and you find a burglar. What would you do?

8 You and a friend have just had a great meal in a restaurant. But you find out that you haven’t brought any money. What would you do?

6b SPEAKING Work in pairs. Compare your ideas for each situation.

I would eat the insects. Why?

Because I would want my friends to be happy. And maybe fried insects taste nice!

5 Read the situations and write sentences in your notebook using the second conditional.

1 I don’t work because I’m still at school. If I wasn’t still at school, I’d work.

2 He isn’t a pilot because he can’t see very well.

3 They don’t work in that restaurant because they’re vegetarians.

4 She doesn’t repair computers because she doesn’t know how to.

5 I’m not a professional athlete because I’m not fast enough.

6 I don’t work as an interpreter because I speak only two languages.

7 She can’t take part in the concert because she doesn’t sing very well.

8 We want to leave this company because we aren’t happy here.

Grammar in context

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1 Read the adverts for summer jobs. Match the underlined words in the adverts with their definitions. Write the answers in your notebook.

1 questions to get specific information inquiries 2 money that you earn for your work, paid weekly or monthly

3 ask officially for 4 documents with a list of questions you answer to get a job

5 a document giving information about your education and

jobs you’ve done 6 people who are in charge of an attraction at a theme park

2a SPEAKING If you were looking for a job, which one would you be interested in and why? Work in pairs and compare your answers.

2b Work in pairs. Choose a job. In your notebook, make a list of questions that you would want to ask to find out more information about the job.

Is the job full-time or part-time? What are the wages?

3 Listen to a teenager calling about one of the adverts. Which advert is she calling about? Does she ask any of your questions from 2?

Useful expressions for making polite requests• Can you tell me what the wages are? • Could I ask for some information first? • Could you tell me if the job is full-time or part-time?

Useful expressions for making polite requests• Can you tell me what the wages are? • Could I ask for some information first?

Speaking Bank

4 All the expressions in the Speaking Bank are polite ways of requesting information. Listen to the dialogue again and put the requests in the order that you hear them in your notebook.

5 SPEAKING Work in pairs. Take it in turns to use the table to make polite requests for information.

Could you tell meCould I askCan you tell me

ifwhatwhenhowhow much

the job starts?I can apply?we have to do?you need experience?the basic wages are?

Practice makes perfect6a SPEAKING Work in pairs. Do this role-play using the polite

requests from the Speaking Bank.

You are speaking to somebody about a summer job. Find out:• the dates and wages,• if the job is full-time or part-time,• what necessary personal qualities a candidate

should have,• if experience is necessary or not.

6b SPEAKING Student A: Prepare questions to ask about the job at Grantham Gardens.

Student B: You have information about the job at Grantham Gardens on page 165.

Invent any extra information you need.

Good afternoon. I’m calling about your job offer in the newspaper yesterday.

Yes. What would you like to know?

6c SPEAKING Now change roles.

Student B: Prepare questions to ask about the job at Champions Camp.

Student A: You have information about the job at Champions Camp on page 165.

Invent any extra information you need.

We are looking for ride operators for the summer.If you’re sociable and reliable, we want you to join our team. Good conditions.Perfect for students.Phone 0151 897 6543 for information about how to apply.

Like sports? Want to meet new people from different countries? Then come and work at our international sports camp this summer. Phone 0191 121 5533 for information about where to send your CV.

SUMMER JOB OFFERS

Sherwood Theme Parka

Grantham GardensWe need assistant gardeners in the summer. Work outdoors in our beautiful park and gardens.

A love of nature is essential! Phone 0181 754 6022 for more information about wages and conditions.

b

AUSSIE AU PAIRSc

Ever wanted to visit Australia? Work as an au pair in Australia this summer. Free fl ights, food and accommodation! Phone 0121 977 2001 for inquiries and application forms.

d

Champions Camp

Mówienie Rozmowa z odgrywaniem roli

Developing speaking Making polite requests Developing writing A letter of application and CV

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1 Read this letter of application and CV. Which summer job offer on page 102 do you think this person is replying to? Why?

Ms Sheila Simpson63 Mason StreetBrightonES9 5FN

Dear Ms Simpson,I am writing in response to your advertisement in � e Stoke Times. I would like to apply for the job which you advertised in this newspaper on 10th February.

I enclose a CV with information about myself, including education and work experience. As you can see, I have experience of working with children and I also think that I am caring, patient and very hard-working.

I look forward to hearing from you.

Yours sincerely,

Diana Huxley

34 Norton RoadStokeSO3 6HT

14th February 2013

CURRICULUM VITAEDiana Huxley

General informationDate of birth 2/8/1990Nationality BritishPermanent address 34 Norton Road, Stoke, SO3 6HTTelephone (home) 01333 455 3212Telephone (mobile) 632 12 34 56Email [email protected]

Education and qualifi cationsGreen Coat School, StokeA levels in economics (Grade A), sociology (Grade B) and English (Grade B)

Work experienceMarch 2008 – March 2010 Part-time teaching assistant at Sunnydale Kindergarten, StokeJuly – August 2007 Helper at Supersport Summer Camp, Brighton

InterestsCookery, surfi ngGood knowledge of computers – MS Offi ce, PowerPoint, Excel, Word.

6 Work in pairs. Read this job advertisement. What qualities, skills or experience would be useful for this job?

THE MERSEY MIRROR 1 March 2013

Job Opportunity! Coffee’n’Cake Snack Bar We need a young person to serve at our fantastic snack bar. We’re always busy but always friendly!Join our young and dynamic team! Send a letter and CV to Gary Daly, 37 Wavertree Road, Southport, L76 3FP

You need to be sociable. Experience at another bar or restaurant would be useful.

Practice makes perfect7a Write a letter of application. Use the letter in 1, your ideas

from 6, and the Writing Bank to help you.

7b Read letters by other students. Who would you give the job to? Why?

Write a letter to apply for the job at the Coffee’n’Cake Snack Bar and: • state what job you are applying for, • say what experience you have, • describe your personal qualities, • end your letter.

Useful expressions and conventions in formal letters• In formal letters, we write our address and the date in

the top right corner.

• We write the address of the recipient a little lower on the .

• We write Mr for men, Mrs for married women and for women when we do not make any

distinction if they are married or not.

• We can use the phrase I to hearing from you at the end of formal letters.

• When we know the name of the person we are writing to in a formal letter, we end the letter Yours .

• We do not usually use in formal letters. We use I would like not I’d like.

Useful expressions and conventions in formal letters• In formal letters, we write

the top right corner.

• We write the address of the recipient a little lower on the

Writing Bank

2 Read the letter and CV again. Where does Diana give the following information: in her letter, in her CV or in both? Write the answers in your notebook.1 where and when she saw the job offer letter/CV/both2 her personal qualities letter/CV/both3 her contact details letter/CV/both 4 her age letter/CV/both5 her hobbies letter/CV/both6 information about her experience letter/CV/both

3 Read the letter and CV again and find the information listed in 2. Make notes in your notebook.

1 Where and when she saw the job offer The Stoke Times newspaper on 10th February

4 In your notebook, write your own CV. Use 1 as a model.

5 Read the letter in 1 again . In your notebook, complete the information in the Writing Bank.

Developing speaking Making polite requests Developing writing A letter of application and CV

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FormaAffirmative Police officers have to wear a uniform.

Negative Teachers don’t have to wear a uniform.

Question Do police officers have to wear a uniform?

Short answers Yes, they do./No, they don’t.

UżycieHave to używamy, gdy mówimy o sprawach, które są obowiązkowe lub konieczne.

Don’t have to używamy, gdy mówimy o sprawach, które nie są obowiązkowe lub konieczne.

FormaAffirmative Police officers must wear a uniform.

Negative You mustn’t smoke at school.

UżycieMust używamy, gdy mówimy o regułach, przepisach i obowiązkach.

Mustn’t używamy, gdy mówimy o zakazach.

W pytaniach raczej używamy have to niż must.

FormaAffirmative You should work hard.

Negative You shouldn’t worry if you make a mistake.

Question Should you wear formal clothes for an interview?

Short answers Yes, you should./No, you shouldn’t.

UżycieShould i shouldn’t używamy, gdy prosimy o radę lub rekomendację albo ich udzielamy.

FormaIf + past simple, … would/wouldn’t + bezokolicznikIf I worked outdoors, I’ d be really happy.If we didn’ t study, we wouldn’ t pass our exams.If I was the president, I would do more to protect the environment.

W części zdania z if używamy czasu past simple. Would nie pojawia się w tej części zdania.If I would see the director, I would give him your message.

Część zdania z if może znajdować się zarówno na początku, jak i na końcu zdania. Nie ma to wpływu na znaczenie. Jeśli jednak zdanie zaczynamy od if, przed drugą jego częścią stawiamy przecinek.If we had a crystal ball, we’ d know the future.We’ d know the future if we had a crystal ball.

Have to, don’t have to

Must, mustn’t

Should, shouldn’t

Second conditional

Grammar reference Unit 7

W zdaniach z if zamiast was możemy użyć were.If I were/was the president, I would do more to protect the environment.

UżycieDrugiego trybu warunkowego używamy, gdy mówimy o sytuacjach wyimaginowanych lub nieprawdopodobnych w teraźniejszości lub przyszłości i ich konsekwencjach.If I won an important competition (wyimaginowana obecna

sytuacja), I would be famous (konsekwencja zaistniałej sytuacji).

Konstrukcji If I were you, I’d … używamy, aby komuś coś doradzić lub zarekomendować.

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Vocabulary revisionJobs

1 Write definitions of these jobs in your notebook. Use these words to help you.

1 a builder

2 a journalist

3 a mechanic

4 a receptionist

5 a fashion designer

6 a nurse

7 a shop assistant

8 a computer programmer

/ 8 points

manual work office outdoors paperwork team travel work with the public

Grammar revision

1 Choose the correct alternatives. If two alternatives are correct, choose both. Write the answers in your notebook.

1 You must/mustn’t/don’t have to smoke at school.

2 You must/mustn’t/have to study a lot to be an architect.

3 People who work in a bank doesn’t have to/don’t have to/mustn’t wear a uniform.

4 You has to/have to/must know how to use a computer to work in a bank.

5 Visitors to the museum mustn’t/must/don’t have to take photos. It is prohibited.

6 A professional football player mustn’t/doesn’t have to/don’t have to work in an office.

7 You must/don’t have to/mustn’t drink and drive.

/ 7 points

2 Choose the correct alternatives and write them in your notebook.

SAM: I want to work in the States. Can you give me some advice?TANYA: You should (a) look for/to look for job adverts on the Internet.SAM: (b) I should/Should I send my CV?

TANYA: Yes, if I were you, I (c) sent/would send a letter and a CV by email. But you (d) should/shouldn’t worry if it takes a long time for them to answer. They probably have hundreds of people writing in and sending CVs. If I were you, I (e) would be/should be patient.

/ 5 points

3 Write complete sentences in your notebook in the second conditional.

1 I/see a ghost ➜ take a photo of it If I saw a ghost, I’ d take a photo of it.

2 the headmaster/be angry ➜ shout

3 my parents/win the lottery ➜ give me a present

4 I/not have a pen ➜ ask my friend for one

5 we/not have a TV ➜ talk more

6 he/not be very good at football ➜ not play in the First Division

7 I/live in Italy ➜ speak Italian

8 we/have wings ➜ be able to fly

/ 8 points

Must, mustn’t, have to, don’t have to

Should, shouldn’t, If I were you

Second conditional

105 / 40 points / 40 pointsTotal

Self-check Unit 7

Personal qualities

2 Complete the sentences in a logical way. Write the answers in your notebook.

1 Alex is very ambitious because ..2 He’s very reliable. He ..3 She’s very caring. Do you remember when she ??4 Irene is very fit because ..5 I think he’s clever because ..6 When you’re creative, you ..

/ 6 points

Compound adjectives

3 Complete the compound adjectives in your notebook with the appropriate word.

1 a job which gives you a lot of money: well-2 relaxed and calm: easy 3 with brown eyes: brown-4 when you write with your right hand: right-5 attractive: good-6 when you work all day in your job: full-

/ 6 points / 6 points

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Zadanie testujące

3 Usłyszysz dwukrotnie cztery wypowiedzi związane z pracą. Do każdej wypowiedzi (3.1.–3.4.) dopasuj odpowiadające jej zdanie (A–E). Zapisz odpowiedzi w zeszycie. Uwaga: jedno zdanie zostało podane dodatkowo i nie pasuje do żadnej wypowiedzi.

TIP Pamiętaj, że wyrażenia ze zdań podsumowujących mogą być w treści nagrania sformułowane innymi słowami. Warto więc pomyśleć w trakcie czytania zdań, jak dane wyrażenie można sparafrazować. Łatwiej będzie w ten sposób przewidzieć, jakie słowa mogą pojawić się w nagraniu.

Gateway to success Unit 7

Rozumienie ze słuchu – dobieranie

TIP W zadaniu na rozumienie ze słuchu (typu dobieranie) przed wysłuchaniem nagrania przeczytaj wszystkie podane zdania i znajdź w nich wyrazy kluczowe, czyli te mające największą wartość informacyjną. Najczęściej są to czasowniki, rzeczowniki i przymiotniki.

1a Read the sentences A and B and find the key words. Justify your choice.

A. I had some problems in the workplace.

B. I solved a big problem that my company had.

1b Listen to the man talking about his previous job and decide which sentence from task 1a (A or B) summarises what he says best.

1c Read the audioscript to task 1b below and find the sentences that justify your choice of answer in 1b.

2a Match phrases 1–4 with their paraphrases A–E. One paraphrase has been given additionally and does not match any of the phrases. Write the answers in your notebook.

1. have an ambitious boss

2. take care of the workers

3. do manual work

4. work from Monday to Sunday

A. work with your hands

B. look for ambitious workers

C. spend seven days a week at work

D. work with a manager who wants to be the best

E. look after the employees well

A. I’m fully satisfi ed with my job.

B. I get on well with my colleagues.

C. I found my current job as a teenager.

D. I would like to work elsewhere.

E. I don’t want to remember my job interview.

It was about two years ago when I worked for C&S Corporation. I was responsible for the preparation of the monthly department report. Unfortunately, I forgot to do the report one month and I created endless problems for the company. Twenty people didn’t get a pay rise because of me. My boss was furious as well. He started giving me extra work to do. To make matters worse, my colleagues didn’t want to talk to me, so soon after I resigned.

Unit 7106

2b Read the sentences A–E below and paraphrase them. Write the answers in your notebook. Use the words in bold.

A. It was diffi cult for me to get a job. EASY

B. I started work in June. SINCE

C. They didn’t even invite me to a job interview. INVITED

D. I remember the feeling of happiness when I heard I got that job. HAPPY

E. The job is badly paid. WELL

2c Read the sentences A–E below and paraphrase them. Write the answers in your notebook.

A. I’m fully satisfi ed with my job.

B. I get on well with my colleagues.

C. I found my current job as a teenager.

D. I would like to work elsewhere.

E. I don’t want to remember my job interview.

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Mówienie – zestaw zadań

Zadanie 1. (4 minuty)

Pracujcie w parach. Wykonajcie zadanie, a następnie zamieńcie się rolami. Rozmowę rozpoczyna uczeń A.

Uczeń ATwój znajomy z Wielkiej Brytanii, który przebywa w Polsce na rocznej wymianie studenckiej, zaczyna w przyszłym tygodniu pracę w szkole językowej. Będzie tam uczył języka angielskiego na kursach dla nastolatków. Rozmawiacie na temat specyfi ki pracy z polskimi uczniami. Poniżej podane są cztery kwestie, które musisz omówić z uczniem B.

Uczeń B

Jesteś studentem z Wielkiej Brytanii, który przebywa w Polsce na rocznej wymianie studenckiej. W przyszłym tygodniu zaczynasz pracę w szkole językowej, w której będziesz uczyć angielskiego na kursach dla nastolatków. Rozmawiasz ze znajomą/znajomym z Polski na temat realiów polskich szkół językowych. W zależności od tego, jak potoczy się rozmowa, spróbuj włączyć do niej wszystkie/wybrane punkty:

poproś ucznia A o dokładniejsze objaśnienie jakiejś kwestii, grzecznie nie zgódź się z uczniem A, tak aby musiał podać kolejne

argumenty lub zaproponować inne rozwiązanie, poproś o radę, jak przekonać uczniów, by nie używali na zajęciach

polskich słów i wyrażeń, których nie znasz, wyraź opinię, że nauczyciel powinien być ubrany formalnie

i elegancko.

Zadanie 2. (3 minuty)

Pracujcie w parach. Opiszcie swoje zdjęcia, a następnie zadawajcie sobie na zmianę pytania i odpowiadajcie na nie.

Uczeń A1. Do you think the man is

enjoying his job? Why?/Why not?

2. What are the advantages and disadvantages of being your own boss?

3. Describe the last time you did something creative.

Uczeń B1. Why do you think the man

chose to do this job?

2. Would you like to have a job where you had to take care of people? Why?/Why not?

3. Tell us about the last time you had to take care of someone.

Zadanie 3. (5 minut)

Pracujcie w parach. Popatrzcie na zdjęcia i wykonajcie zadanie. Następnie odpowiedzcie na dwa pytania.

Bierzesz udział w ankiecie na temat tego, co jest najważniejsze w miejscu pracy. Wyraź swoje zdanie na temat trzech poniższych propozycji.

Wybierz zdjęcie przedstawiające ten aspekt przyszłego miejsca pracy, który byłby dla ciebie najważniejszy, i uzasadnij swój wybór.

Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

1. Some people say that even if we love our work, we need some other hobby/hobbies. How far would you agree with this?

2. Would you like to work at the same place all your life or change jobs every 5–7 years? Why?

Unit 7

Wygląd i zachowanie nauczyciela

Źródła motywacji do uczęszczania na kursy

językowe

Sposoby urozmaicania

zajęćDyscyplina

i potencjalne problemy

2

1

3

Gateway to success Unit 7

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Page 59:  · 50 4 Fit and well Parts of the body 1 Work in pairs and name the body parts shown in the˜photo. Write the answers in your notebook. arm back chest ear elbow finger foot hand

108

Gateway to success Unit 7

Unit 7

Uzupełnianie luk – wybór wielokrotny1 Complete the gaps (1–5) to get a logical and grammatically

correct text. Choose the best answer A, B or C. Write the answers in your notebook.

Jobs for the futureIs it possible to predict what kind of education will provide you with good work in the future? If you (1.) the right people, they might give you some interesting data. According to the U.S. Bureau of Labour Statistics, there are quite a few jobs which will give you security and will be (2.) , at least in the United States. One such job is being a systems software developer. To apply for this, you (3.) have a strong background in computer programming and need to know all the latest developments in this fi eld. Another group of jobs which may lead to a good future is connected to health – for example, being a nurse, physiotherapist or dental hygienist. If you’re interested in this kind of profession, you need to have a warm, (4.) personality, not to mention the right qualifi cations. However, not all jobs require a lot of qualifi cations: if you’re interested in such a job, you (5.) train to be a plumber, electrician or painter, as these kinds of jobs will be in demand for years to come.

1. A. ask B. will ask C. asked2. A. well-paid B. full-time C. well-organised3. A. must B. might C. will4. A. careless B. caring C. carefree5. A. mustn’t B. should C. will be able to

Minidialogi – wybór wielokrotny2 Complete the dialogues with the best option (A–C). Write

the answers in your notebook.

1. X: Good morning. I’ m calling about your job off er.

Y: Yes. X: Could you tell me what the basic wage is, please? A. Why are you calling? B. Have you got any experience? C. What would you like to know?

2 In every column 1–7, choose the job that is the odd one out and decide why it is different from the other three. Remember that you need to give a logical explanation for each question.

2. X: Do you think I should wear some formal clothes for my job interview?

Y: I’m not sure. A. But if I were you, I would. B. You defi nitely have to. C. You mustn’t, of course.

3. X: Is it necessary to have a lot of experience to get this job?

Y: A. Yes, you should have some. B. No, you mustn’t have any. C. Yes, you could have some.

4. X: We’re going camping at the weekend. Do you fancy coming?

Y: I’m sorry, I can’t. A. I have to work on my biology project. B. I may work on my biology project. C. I mustn’t work on my biology project.

5. X: We’ll meet at the station then, right?

Y: X: I’ll give you a ring and we’ll go somewhere else. A. What will we do if it rains? B. What do we do if it rains? C. What would we do if it rains?

6. X: Let’s not go to the test. I’m sure I’m going to fail it, anyway.

Y: X: So what? We’ll retake it next week. A. Our science teacher should get really angry! B. Our science teacher will get really angry! C. Our science teacher won’t get angry!

1 Form compound adjectives from the words in the box. Then match them with definitons 1–6. Write the answers in your notebook.

1. My aunt Sally is really warm and helpful, she likes people and people like her.

2. I hate working with her – she easily gets angry because she is very moody.

3. Our maths teacher always plans and arranges his lessons very carefully.

4. I’m not surprised nobody likes Mandy – she thinks she’s the best, most intelligent and prettiest girl in class.

5. Jack is fun to work with – he’s always calm and relaxed, and doesn’t worry about anything.

6. Everyone likes to do projects with Kate – she likes to learn about new things and she’s very tolerant.

notebook.

BAD BIG EASY GOING

GOOD HEADED MINDED NATURED

OPEN ORGANISED TEMPERED WELL

1 2 3 4 5 6 7plumber kindergarten

teacherlifeguard pilot fi refi ghter machine operator mechanic

builder nurse gardener tour guide police offi cer interpreter landscape designerplasterer engineer builder interpreter doctor writer gardenernurse au-pair miner computer

programmerfactory worker journalist farmer

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Page 60:  · 50 4 Fit and well Parts of the body 1 Work in pairs and name the body parts shown in the˜photo. Write the answers in your notebook. arm back chest ear elbow finger foot hand

109Unit 7

Wordlist Unit 7

Praca – zawodyarchitect (n) ★★ /ˈɑː(r)kɪ t̩ekt/ architektassistant (n) ★★ /ə̍ sɪst(ə)nt/ asystent, pomocnikau pair (n) /̩ əʊ ˈpeə(r)/ opiekunka do dzieckabuilder (n) ★★ /ˈbɪldə(r)/ budowniczycomputer programmer (n) /kəmˌpjuːtə(r)

ˈprəʊgræmə(r)/programista

komputerowyfactory worker (n) /ˈfæktri ˌwɜː(r)kə(r)/ robotnik w fabrycefashion designer (n) /ˈfæʃ(ə)n dɪˌzaɪnə(r)/ projektant modyfirefighter (n) /ˈfaɪə(r)̩ faɪtə(r)/ strażakgardener (n) ★★ /ˈgɑː(r)d(ə)nə(r)/ ogrodnikinterpreter (n) ★ /ɪnˈtɜː(r)prɪtə(r)/ tłumacz ustnyjournalist (n) ★★ /ˈdʒɜː(r)nəlɪst/ dziennikarzmechanic (n) ★ /mɪ̍ kænɪk/ mechanikminer (n) ★ /ˈmaɪnə(r)/ górnikpolice officer (n) ★ /pə̍ liːs ˌɒfɪsə(r)/ policjantreceptionist (n) ★ /rɪ̍ sepʃ(ə)nɪst/ recepcjonistaride operator (n) /ˈraɪd ˌɒpəreɪtə(r)/ operator urządzeń

w parku rozrywkishop assistant (n) / ʃ̍ɒp əˌsɪst(ə)nt/ sprzedawca

Człowiek – cechy charakteruambitious (adj) ★★ /æmˈbɪʃəs/ ambitnycalm (adj) ★★ /kɑːm/ spokojnycaring (adj) /ˈkeərɪŋ/ troskliwy, opiekuńczyclever (adj) ★★ /ˈklevə(r)/ bystry, zdolnycreative (adj) ★★ /kriˈeɪtɪv/ kreatywnyfit (adj) ★★★ /fɪt/ wysportowanyhard-working (adj) ★ /̩ hɑː(r)d ˈwɜː(r)kɪŋ/ pracowityreliable (adj) ★★ /rɪ̍ laɪəb(ə)l/ niezawodny, solidnysociable (adj) /ˈsəʊʃəb(ə)l/ towarzyskiwell-organised (adj) /̩wel ɔ̍ː(r)gənaɪzd/ dobrze zorganizowany

Przymiotniki złożone opisujące ludzi i ich pracębadly-paid (adj) /̩ bædli ˈpeɪd/ źle płatnyblue/brown/green-

eyed (adj)/̩ bluː/̩ braʊn/̩ griːnˈaɪd/ niebiesko-/brązowo-/

zielonookieasygoing (adj) /̩ iːziˈgəʊɪŋ/ opanowany, spokojnyfull-time (adj) ★★ /̩ fʊlˈtaɪm/ na pełen etat, w pełnym

wymiarze godzingood-looking (adj) ★★ /̩ gʊdˈlʊkɪŋ/ atrakcyjny, przystojnypart-time (adj) ★★ /̩ pɑː(r)tˈtaɪm/ niepełnoetatowyright/left-handed (adj) /̩ raɪt/̩ left ˈhændɪd/ prawo-/leworęcznywell-paid (adj) /̩wel ˈpeɪd/ dobrze płatny

Inneaccept (v) ★★★ /əkˈsept/ przyjmowaćapplication form (n) ★★ /æplɪ̍ keɪʃ(ə)n ˌfɔː(r)m/ podanie o pracę,

formularz zgłoszeniaapply (for) (v) ★★★ /ə̍ plaɪ ˌfɔː(r)/ ubiegać się (o)autograph (n/v) / ɔ̍ːtəˌgrɑːf/ autograf, podpisywaćchewing gum (n) /ˈtʃuːɪŋ ˌgʌm/ guma do żuciacomplicated (adj) ★★ /ˈkɒmplɪˌkeɪtɪd/ skomplikowanycondition (n) ★★★ /kənˈdɪʃ(ə)n/ stan, warunekcookery (n) ★ /ˈkʊk(ə)ri/ gotowanieCV (n) ★ /̩ siː ˈviː/ życiorysdepend on (v) ★★★ /dɪ̍ pend ˌɒn/ polegać nadesign (v) ★★★ /dɪ̍ zaɪn/ projektować

dress up (v) ★★★ /̩ dres ʌ̍p/ przebierać siędynamic (adj) ★★ /daɪ̍ næmɪk/ dynamicznyeffort (n) ★★★ /ˈefə(r)t/ wysiłekenclose (v) ★ /ɪnˈkləʊz/ załączaćessential (adj) ★★★ /ɪ̍ senʃ(ə)l/ konieczny, nieodzownyexactly (adv) ★★★ /ɪgˈzæk(t)li/ dokładnieexcept (conj) ★★★ /ɪkˈsept/ z wyjątkiem, tyle żeexotic (adj) ★ /ɪgˈzɒtɪk/ egzotycznyextra (n) ★ /ˈekstrə/ statystaforce (n) ★★★ /fɔː(r)s/ siłagiant (adj) ★★ /ˈdʒaɪənt/ olbrzymi, wielkihard hat (n) /ˈhɑː(r)d ˌhæt/ kaskhit (n) ★★ /hɪt/ uderzeniehit (v) ★★ /hɪt/ uderzaćin response to (phr) /̩ ɪn rɪ̍ spɒns tʊ/ w odpowiedzi nainquiries (n) ★★★ /ɪnˈkwaɪəriːz/ pytaniaissue (n) ★★★ / ɪ̍ʃuː/ problem, zagadnienieknowledge (n) ★★★ /ˈnɒlɪdʒ/ wiedzalook forward to (phr) ★★★

/̩ lʊk ˈfɔː(r)wə(r)d tʊ/ oczekiwać na

lottery (n) ★ /ˈlɒtəri/ loterialucky (adj) ★★★ /ˈlʌki/ mający szczęście,

szczęśliwymanual (adj) ★★ /ˈmænjʊəl/ fizycznyoffer (v) ★★★ /ˈɒfə(r)/ proponowaćoutdoors (adv) /̩ aʊtˈdɔː(r)z/ na zewnątrzpaperwork (n) ★ /ˈpeɪpə(r)̩ wɜː(r)k/ praca papierkowaparrot (n) ★ /ˈpærət/ papugapeace (n) ★★★ /piːs/ pokójreport (n) ★★★ /rɪ̍ pɔː(r)t/ raportsign (v) ★★★ /saɪn/ podpisywaćsmoke (v) ★★ /sməʊk/ palićsuit (n) ★★★ /suːt/ garnitursuppose (v) ★★★ /sə̍ pəʊz/ przypuszczaćtake a long time (phr) /̩ teɪk ə lɒŋ ˈtaɪm/ zajmować dużo czasutoothpaste (n) /ˈtuːθˌpeɪst/ pasta do mycia zębówturn round (v) ★★ /̩ tɜː(r)n ˈraʊnd/ obracać (się)variety (n) ★★★ /və̍ raɪəti/ różnorodnośćvegetarian (n) /̩ vedʒə̍ teəriən/ wegetarianinwages (n) ★★★ /ˈweɪdʒɪz/ zarobki, płacawing (n) ★★★ /wɪŋ/ skrzydło

= słowo bardzo często używane = często używane = dosyć często używane

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

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

Vocabulary plus

bad-tempered (adj) ★ /̩bæd ˈtempə(r)d/ wybuchowy, o trudnym charakterze

big-headed (adj) /̩bɪɡˈhedɪd/ zarozumiałygood-natured (adj) /̩ɡʊd ˈneɪtʃə(r)d/ dobroduszny, życzliwyinterpreter (n) ★ /ɪnˈtɜː(r)prɪtə(r)/ tłumacz ustnylandscape designer (n) /ˈlæn(d)̩ skeɪp

dɪˌzaɪnə(r)/projektant krajobrazu

lifeguard (n) /ˈlaɪfˌɡɑː(r)d/ ratownikminer (n) ★ /ˈmaɪnə(r)/ górnikopen-minded (adj) /̩əʊpən ˈmaɪndɪd/ o otwartym umyśleplasterer (n) /ˈplɑːstərə(r)/ tynkarzplumber (n) ★ /ˈplʌmə(r)/ hydrauliktour guide (n) /ˈtʊə(r) ˌɡaɪd/ przewodnik wycieczek

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