Gateway 3 TB Unit 8 by Macmillan Polska Sp. z o.o.

3 Teacherâ&#x20AC;&#x2122;s Book Anna Cole

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8 Art attack

Kultura

dziedziny kultury, twórcy i ich dzieła

Vocabulary Art, theatre, A h music i

Artists i 4 Work with a partner. Look at the sentences. Complete the words in italics with -or, -er, -ian or -ist. 1 Will Smith is a famous Hollywood act or . 2 A sculptor

is a person who makes sculptures.

3 She’s a great music ian piano and the violin.

. She can play the guitar, the

4 Leonardo da Vinci was a great art ist 5 It must be difficult being a conductor for a whole orchestra.

and responsible

6 My cousin wants to be a ballet danc er

7 A paint er

usually needs a brush and canvas.

8 She’s a great perform er

. She loves being on stage.

9 Mozart is my favourite compos er 10 Bob Dylan is a famous singer He usually sings his own songs. 1 Use these words to talk about this photo. audience

cast

lighting

performance

5a play

stage

2 Work with a partner. Look at the words in bold. Check that you understand them. Use your dictionary if necessary.

He was a composer. He wrote lots of famous ballets. One of the most famous was ‘Swan Lake’.

4 What is it? Is it a still life painting, of fruit and flowers? Ah! Now I understand. They aren’t real objects. It’s an abstract painting. 6 Let’s go and see an exhibition of paintings at that new gallery in London. There are some masterpieces like Van Gogh’s Sunflowers.

drawing, sketch sketch, masterpieces self-portrait, still life audience, cast abstract painting lighting exhibition performance masterpieces play, stage landscapes sculptures

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gig, studio lyrics, audience lighting performance stage

an orchestra

2 a musician (guitarist)

8 He uses a lot of different materials like stone and wood for his sculptures.

Music

Tchaikovsky.

LISTENING 2.05 Which of these people or things can you hear in each clip?

7 The British artist Constable was famous for his landscapes, the pictures he painted of the English countryside.

Theatre

an actor performing an audience the cast of a play a conductor a composer a gig a musician an orchestra a portrait painter a sculptor

5 I like the music in this song but I hate the lyrics.

Art

-songwriter

5b Read out your information to the class. Can they guess who it is?

2 Do you think this painting looks like me? It’s a self-portrait.

3 Put the words in 1 and 2 in the correct column. Some words can go in more than one column.

SPEAKING Work with a partner. Think of a person for each of the words in italics in 4. Write one or two pieces of information about them.

1 Pass me the pencil. I haven’t finished the drawing yet. This is just a sketch. 3 After playing a lot of gigs, the band are in the studio again, making a new album.

a gig

a sculptor

an audience (clapping)

a portrait painter

an actor performing

the cast of a play

a conductor

10 a composer

SPEAKING Work with a partner. Ask and answer these questions. For each question, think of a follow-up question to get more information. 1 Do you ever go to gigs? 2 Which is more important for you in a song – the music or the lyrics? 3 Do you ever go to the theatre? 4 What plays have you seen or read? 5 Do you ever go to art exhibitions? 6 Which artists or paintings do you like?

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Unit 8 Lesson 1

Vocabulary

Art, theatre, music

Artists 5a

Warmer In pairs, students discuss the meaning of the unit title Art attack and why this is a play on words in English (heart attack). Discuss what they think the unit is going to be about.

Cultural information Art Attack A is a TV programme that ﬁrst began in the UK in 1989 and has been seen in 32 diﬀerent countries around the world, including six non-English speaking, local versions. The show involves Neil Buchanan producing do-it-yourself art projects. The aim is to stimulate creativity and prove that art can be fun. 1 In pairs, students use the words in the box to complete the text about the photo.

SPEAKING In pairs, students think of a famous example of each type of person in 4. They note down one or two pieces of information about them.

5b Students read out their information to the class for them to guess who it is. In a less conﬁdent class, students can do this activity in small groups. Draw students’ attention to the model dialogue. 6

LISTENING 2.05 Play the CD for students to listen for which people or things in the box they can hear in each clip. Students check their answers in pairs before you elicit answers from diﬀerent students around the class.

SPEAKING In pairs, students ask and answer the questions. Remind them to ask follow-up questions after each question to get more information. You may like to practise this in open pairs across the class before students continue in closed pairs.

TEACHER DEVELOPMENT: STUDENT TRAINING Example answer The cast of the play are standing on the stage at the end of the performance. They are smiling at the audience. I think it was a schoolplay because the actors are kids. 2 Students read the sentences and check they understand the words in bold. If necessary they should look them up in a dictionary. Encourage them to use the context to deduce the meaning ﬁrst. 3 Students put the words in 1 and 2 in the correct column. Remind students that some words can go in more than one column.

Artists 4 In pairs, students complete the words in italics with -or, -er, -ian, or -ist.

TEACHER DEVELOPMENT: LANGUAGE

Active listening Active listening is a skill that is crucial to positive and eﬀective communication in life. It improves conversation and gives a very good impression in the discussion section of an oral exam. Golden rules for active listening include: • Use appropriate body language: students should face each other and sit up straight or lean forward to show they are paying attention to their partner. They should maintain eye contact without making each other feel uncomfortable. • Respond appropriately: students should show each other they are listening by nodding and making short comments (Really? Uh huh. I see. That’s interesting, etc.). They should also encourage their partner to continue talking by asking questions: What did you do then? What happened next? What did you say? etc. • Ask questions for clariﬁcation, without interrupting, e.g. So you’re saying you went to …

Suffixes – jobs Unfortunately, there are no rules for which suffix goes with which job. Some general guidelines can be given, for example, many common jobs derived from a verb end in -er, whereas those in scientific or medical professions are often denoted with -ist, but there are many exceptions. Point out to students that the noun and verb forms relating to common occupations ending in -er and -or are closely linked: writers write, actors act, sculptors sculpt, conductors conduct, etc.

Extra activity Students research one of the famous people they talked about in 5a and write a short text about their life and work.

Homework Refer students to the Workbook, page 64.

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Lesson 2

Reading

Reading for general and speciﬁc information

Warmer Write these questions on the board. Students ask and answer the questions in pairs. Elicit answers from diﬀerent students around the class. 1 Can you draw pictures well? 2 Do you like paintings? 3 Do you prefer art, music or the theatre?

5 Students ﬁnd words in the text and guess their meaning from the context. Elicit guesses from students around the class and then ask students to check their answers in the dictionary. Key Text A 1 a long way down from the surface 2 extremely deep 3 something that happens which is unusual, violent or dangerous 4 very detailed in design or structure Text B 1 only one 2 smallest Text C 1 a large number of things on top of each other 2 got rid of 3 worth a lot of money

1 In pairs, students look at the photos and take it in turns to describe what they see. Elicit suggestions from different students around the class. Suggested answers a I can see a long crack in the floor. There are several people in the photo. The crack looks deep and dangerous. b It looks like a bride and a groom under a flower arch. They are standing on a diamond. Perhaps it’s a wedding ring. c Photo C is an abstract, colourful painting. The colours are very bright – purple, orange and yellow. 2 Students read the newspaper articles and match them with the correct headlines and photos. Key 1 Text A Photo a 2 Text C Photo c 3 Text B Photo b 3 Students read the articles in more detail and choose the best answers. Recording: Unit 8 p97 Reading on www.gateway-online.net 4 Students decide what the numbers refer to in the text. Key 1 1 million = how much the Rufino Tamayo painting is worth in dollars 2 two = the sculpture in the Tate Modern was worked on by artists on two continents 3 300,000 = how much the sculpture in the Tate Modern cost to install in pounds 4 42 = the number of US Presidents painted on a human hair 5 152 = the crack is 152m long 6 0.4 = the hair is 0.4mm in diameter 7 1970 = this is when the work was painted by Rufino Tamayo

The newspaper articles about art

Study skills Students discuss the diﬀerent reading strategies they can use to help them understand new words in a text. Tell them to turn to page 163 to check their answers. 6

SPEAKING What about you? In pairs or small groups, students discuss which work of art in 2 they like most and why, and which they think is the most unusual and why.

Example opinions I think the abstract painting is very special. I love the combination of colours. I think the crack in the ﬂoor is the most unusual. It is not the sort of art I usually look at.

Extra activity Students make a mind map of the words related to the unit theme of art. Suggested categories people: artist, micro-artist, sculptor places: studio, gallery adjectives to describe art: valuable, masterpiece, deep, delicate, intricate nouns related to art: works of art, portrait, painting, sculpture, paintbrush, installation

Homework Refer students to the Workbook, page 65.

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Reading 1 Work with a partner. Look at these photos. Take it in turns to describe whatt you can see. 2 Read the three newspaper articles and match them with the correct headlines and photos. 1 Danger! Artist at work 2 Recycling art can be good for you 3 Mini-masterpieces b c

a n hur t by falling A Th ree women have bee the Tate Moder n at e’ into the latest ‘sculptur ck in the floor. galler y in London – a cra s along the floor in The 152-metre crack run Tate Moder n. Some the Turbine Hall of the painted and realise is people think the crack l in! The work is fal y the en their mista ke wh ris Salcedo. It begins by Colombian artist Do s wider and wider. It’s as a small crack but get also nea rly a metre it’s 152 metres long, but ough the artist said, alth , ces deep in some pla deep as humanity.’ ‘It is bottom less. It is as galler y said that A representative for the in but that there three visitors had fallen uries. ‘Twelve inj s iou ser hadn’t been any the installation on thousand people visited e been no other the first day and there hav ative. The ent res incidents,’ said the rep took more and 00 0,0 £30 t installation cos te. The artist than six months to comple rk had needed told reporters that the wo ing by artists lpt scu delicate and intricate is impor tant at wh t ‘Bu s. on two continent ce. The ma king of is the meaning of the pie said that the crack it is not impor tant.’ She of im migrants n represented the divisio society. ean rop Eu integrating into

B Chinese artist Jing Ying Hua has just finished a portrait, the biggest he has ever done. Nothing too surprising, perhaps, for a professional artist. But you may be surprised to learn that it is on a single human hair and is only 6mm long. It’s a portrait of 42 US presidents. Each president’s face has a diameter of less than 0.4mm. Once the artist took ten days to paint a giant panda on a tiny part of another human hair. He used a paintbrush made with a single rabbit hair. This type of painting is called ‘micropainting’. Even more amazing is ‘microsculpture’. Willard Wigan is probably the world’s best micro-sculptor. He once told an interviewer that the slightest movement caused by traffic outside could affect his work. He said he had to control his breathing and heartbeat to keep the movement of his hands to a minimum. Obviously, mistakes are easy to make when you are sculpting grains of rice or sand. Once he accidentally inhaled one of his sculptures! The good thing is that you don’t need a big gallery for micro-art. But a microscope is essential!

3 Choose the best answers. 1 The crack in the floor of the Tate Modern gallery a doesn’t really exist. b is so deep that there is no bottom. c is deep enough to cause injuries. 2 Doris Salcedo a doesn’t know how the crack was made. b is most interested in the symbolic aspect of the crack. c is anti-European. 3 Jing Ying Hua paints normal things a in unusual periods of time. b with unusual materials. c for unusual reasons.

4 What do these numbers refer to in the texts? 1 1 million 5 152 2 two 6 0.4 3 300,000 7 1970 4 42 5 Find these words in the texts. Guess their meanings from the context. Then check your answers in your dictionary. Text A Text B Text C 1 deep 1 single 1 pile 2 bottomless 2 slightest 2 thrown away 3 incidents 3 valuable 4 intricate

4 Micro-sculpture a is made by mistake. b is not shown in big galleries. c is very delicate. 5 For sixteen years, the Rufino Tamayo painting was in a the possession of criminals. b Manhattan. c the owners’ house.

STUDY SKILLS What strategies can help you to understand new words in a text? STUDY SKILLS str. 163 6

What about you? 1 Which work of art in 1 do you like best? Why? 2 Which work of art do you think is the most unusual? Why? SPEAKING

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C A painting which was fou nd in the street has just been sold for over $1 million. One morning in 2003, Elizabeth Gibson was tak ing her morning walk in Manhattan when she came across an abstrac t painting lying in a pile of rubbish. She said the painting had caught her attention so she decided to take it home. ‘I know nothing abo ut moder n art but it didn’t seem right for any piece of art to be thrown away like tha t,’ she said. The painting tur ned out to be an interesting work by Mexican artist Rufino Tam ayo, from 1970. It was on her wall for months when a friend told her that it mig ht be valuable. Ms Gibson soon discovere d that it was. It was worth over a million dol lars! When Ms Gibson found out, she looked for the original owners and she gave the wo rk back to them. The painting had been stol en from them in 1987 but it only reappeare d when Ms Gibson found it in 2003. The owner s were amazed to get their painting back and gave Ms Gibson a reward and a percentage of the sale of the painting.

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Grammar in context GRAMMAR GUIDE

Reported speech – Statements 1a Match reported sentences 1–9 with direct sentences a–i. 1 He said that some of his works took him a year to complete. b 2 She told us that she knew nothing about modern art. d 3 The artist said the work had needed delicate sculpting. f 4 A friend told her that it might be valuable. a 5 She said she was working on a new project. h 6 He said he’d already painted lots of tiny pictures. g 7 He told the reporter he could paint with a single rabbit hair. c 8 He said he had to be very careful. i 9 He said he would finish the work soon. e 1b Choose the correct alternative. 1 Nouns/Pronouns usually change when they go from direct to reported speech. 2 The tenses of most verbs change/don’t change in reported speech. 3 With say we need/don’t need to add the person we spoke to.

a b c d e f g h i

‘It may be valuable.’ ‘Some of my works take me a year to complete.’ ‘I can paint with a single rabbit hair.’ ‘I know nothing about modern art.’ ‘I will finish the work soon.’ ‘The work needed delicate sculpting.’ ‘I’ve already painted lots of tiny pictures.’ ‘I’m working on a new project.’ ‘I have to be very careful.’

4 With tell we need/don’t need to add the person we spoke to. 5 With say and tell we always need/don’t always need to use that.

GRAMMAR REFERENCE

str. 104

2 How do these tenses change in reported speech? Look at the Grammar reference for help. Direct speech

Reported speech

1 present simple ➞

past simple

2 present continuous ➞

past continuous

3 present perfect ➞

past perfect

4 past simple ➞

past perfect

5 will ➞

would

6 can ➞

could

7 may ➞

might

8 must/have to ➞

had to

3 Complete the table with these words. a (week/month/year) ago here the day before the following (week/month/year) today tomorrow the previous (week/month/year) that that night

Direct speech

Reported speech

this

(1) that

(2) here

there

(3) today

that day

yesterday

(4) the day before

(5) tomorrow

the next/following day

tonight

(6) that night

next (week/month/year)

(7) the following (week/month/year)

last (week/month/year)

(8) the previous (week/month/year)

(9) a (week/month/year) ago a (week/month/year) before

4 Rewrite the sentences with told and the words in brackets. 1 The musicians said they couldn’t play because they didn’t know the music. (the audience)

The musicians told the audience they couldn’t play because they didn’t know the music. 2 3 4 5

You said you wanted to be a dancer. (me) Katie said she would never go on stage again. (her music teacher) She said the concert had been fantastic. (us) The artists said the exhibition was going to be a great success. (the reporters) 6 The singer said that she was recording new songs in her studio that day. (her fans) 7 The artist said he had to stop moving. (the model) 8 The conductor said they weren’t good enough to be in his orchestra. (the two musicians) 5 Now put the reported speech in 4 into direct speech.

We can’t play because we don’t know the music.

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Lesson 3

Grammar in context

Reported speech – Statements

Test before you teach Write the following direct statement on the board and ask students to relay what Pierre said using reported speech: Pierre: ‘I like modern art.’ Point out the diﬀerence between quoted speech – when we keep the speaker’s exact words and use quotation marks, and reported speech, where we express the idea by changing the tense, pronouns, etc. If students seem very familiar with reported speech, you could choose to quickly move through the exercises in the Grammar guide, eliciting answers from students as an openclass activity. Key Pierre said he liked modern art.

TEACHER DEVELOPMENT: LANGUAGE

Reported speech – Statements 1a Students match the sentences in direct and reported speech. 1b Students choose the correct alternative. Refer students to the Grammar reference on page 104.

Extra activity To give students further practice, you could drill some simple sentences and ask students to report them, e.g. ‘I like chocolate.’ She said she liked chocolate. ‘He’s going to the gallery.’ He said he was going to the gallery. etc. 2 Students complete the table with the tense change, in reported speech. Remind students that they can refer to the Grammar reference for help.

Reported speech

3 Students complete the table.

When we use reported speech, we have to take into account how circumstances have changed since the speaker originally spoke the words. For instance, we may now be reporting what was said from the point of view of a different time or place, or the person reporting the speech may be different from the original speaker. This will affect our choice of pronouns or adverbials of time and place. The tense of the verbs changes when they go into reported speech, usually going one tense ‘back’ and pronouns and possessive adjectives often have to change, depending on who says what. • Remind students that if the statement is a general statement about things which are still true and will be true, the tense of the verb in the second clause of the statement usually stays the same, e.g. He said that every holiday he usually visits several art museums. • Generally speaking, the past simple and continuous don't always need to be changed if there is a time context which makes everything clear. • The most common verbs used to report statements are say and tell. When tell is used in reporting speech, it is always followed by a noun or a pronoun indicating the person spoken to, e.g. Jane said (that) we were going to the cinema on Saturday. Jane told us (that) we were going to the cinema on Saturday. • Other reported speech verbs commonly used are: add, admit, claim, declare, explain, indicate, mention, observe, state, reply, point out, etc.

4 Students rewrite the sentences with told and the words in brackets. Focus students’ attention on the example sentence. Key 1 The musicians told the audience (that) they couldn’t play because they didn’t know the music. 2 You told me (that) you wanted to be a dancer. 3 Katie told her music teacher (that) she would never go on stage again. 4 She told us (that) the concert had been fantastic. 5 The artists told the reporters (that) the exhibition was going to be a great success. 6 The singer told her fans (that) she was recording new songs in her studio that day. 7 The artist told the model (that) he had to stop moving. 8 The conductor told the two musicians (that) they weren’t good enough to be in his orchestra. 5 Students put the reported speech in 4 into direct speech, as in the example. Key 1 We can’t play because we don’t know the music. 2 I want to be a dancer. 3 I will never go on the stage again. 4 The concert was fantastic. 5 The exhibition is going to be a great success. 6 I’m recording new songs in my studio today. 7 You must/have to stop moving. 8 You are not good enough to be in my orchestra.

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6 Students look at the statements made by famous artists and write them in reported speech. Do the ﬁrst one together as an example. Key 1 Salvador Dali said that at the age of six, he had wanted to be a cook. 2 Grandma Moses said painting was not important. She said the important thing was keeping busy. 3 Damien Hirst said that he had wanted to be stopped but no one would stop him. 4 Claude Monet said that his garden was his most beautiful masterpiece. 5 Pablo Picasso said that he didn’t say everything, but he painted everything. 6 Vincent Van Gogh said that the only time he felt alive was when he was painting. 7 Paul Klee said that colour had taken possession of him. 8 Andy Warhol said that in the future everyone would be famous for ﬁfteen minutes.

Lesson 4

Developing vocabulary

Listening

Warmer Students prepare three personal statements about art to tell their partner. Ask them to write two true statements and one false. Students tell each other the statements. Students report back to their partner and tell them which statement they think is false. 1 Students look at the words in bold in the two sentences. Elicit which adjective describes how someone feels and which adjective describes why they felt this way. Key 1 amazed (ending in -ed) describes how someone feels. 2 amazing (ending in -ing) describes why someone feels this way

TEACHER DEVELOPMENT: LANGUAGE

-ing and -ed adjectives Point out to students that adjectives ending in -ing describe the eﬀect that something has on your ideas and feelings. Like other adjectives, -ing and -ed adjectives can be used in front of a noun, modiﬁed by adverbials such as quite, really and very, and can be used in the comparative and superlative (e.g. This is one of the most boring books I’ve ever read.). 2 Students look at the adjectives and decide which ones are positive (+) or negative (–).

In pairs, students discuss what the statements mean and decide which one they like best and say why. Elicit answers from students around the class and discuss the statements in open class. 7a

SPEAKING Students write down things people have said or told them recently, at home, at school or anywhere they like.

7b In pairs, students tell each other the things that people have said. Their partner guesses who said the things. Teacher’s Resource Multi-ROM: See Unit 8 Grammar worksheet Old friends.

Homework Refer students to the Workbook, page 66.

Adjectives ending in -ing and -ed Listening for general and speciﬁc information

Adjectives ending in -ing and -ed

Extra activity

PRONUNCIATION Students look at the adjectives in 2 and decide in which adjectives we pronounce -ed as /ɪd/.

2.06 Play the CD for students to listen and check their answers. Elicit which letter comes before -ed in all those adjectives.

Bad behaviour in the museum

TEACHER DEVELOPMENT: PRONUNCIATION

-ed adjectives Remind students that -ed adjectives follow the same pronunciation rules as past tense endings: Voiced sound: if the stem ends with a vowel sound or the consonant b, g, l, m, n, th, v or z, we pronounce the -ed ending /d/, but if the stem ends with d or t, we pronounce the -ed ending /ɪd/. Voiceless sound: if the stem ends with f, p, k, s, sh, ch, x, h we pronounce the -ed ending /t/. However, tell students that the diﬀerence between /d/ and /t/ is insigniﬁcant phonetically and that the important thing is to remember when to pronounce /ɪd/. 4 Students choose the correct alternative. 5a

SPEAKING Students prepare things to say about the topics. In a less conﬁdent class, you could brainstorm some ideas for each topic ﬁrst.

5b In pairs, students discuss the topics with their partner. Remind them to ask questions to keep the conversation going. Elicit the question words and write them on the board as prompts: who, what, why, where, when and how. 5c Students tell the class what their partner told them about the topics. Draw students’ attention to the example.

Extra activity Write these words on the board and ask students to make notes with their opinions about them. In pairs or small groups, students discuss their ideas. Get class feedback. art museums, Irish music, Picasso, a TV documentary about the history of art, going on a sculpture course

3c Chorally drill all the adjectives in the box.

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Developing vocabulary Adjectives ending in -ing and -ed 1 Look at the two sentences. 1 The owners were amazed to get their painting back. 2 It was amazing that somebody had returned the painting to the owners. The words in bold are adjectives. Which adjective describes how somebody feels? Which adjective explains why they feel this way? 2 Look at these adjectives. Which are positive (+) and which are negative (–)? + amazed – bored – confused – disappointed – disgusted – embarrassed + excited – frightened + inspired + interested + relaxed + surprised – tired – uninspired 3a

PRONUNCIATION Look at the adjectives in 2 again. In which adjectives do we pronounce -ed as /ɪd/? disappointed, disgusted, excited, interested 3b 2.06 Listen and check your answers. What letter comes before -ed in all those adjectives? the letter ‘t’

3c Practise saying the adjectives in 2.

6 Look at the statements made by famous artists. Write them in reported speech. 1 Salvador Dali: ‘At the age of 6, I wanted to be a cook.’ 2 Grandma Moses: ‘Painting isn’t important. The important thing is keeping busy.’ 3 Damien Hirst: ‘I wanted to be stopped but no one will stop me.’ 4 Claude Monet: ‘My garden is my most beautiful masterpiece.’ 5 Pablo Picasso: ‘I don’t say everything, but I paint everything.’ 6 Vincent Van Gogh: ‘The only time I feel alive is when I’m painting.’ 7 Paul Klee: ‘Colour has taken possession of me.’ 8 Andy Warhol: ‘In the future, everyone will be famous for fifteen minutes.’ 7a

Write down things that your friends or family have said or told you recently.

4 Choose the correct alternative. 1 Artists are often inspiring/inspired by nature. 2 Yuck! This soup is disgusting/disgusted. 3 Working all day and studying at night is tiring/tired. 4 Many people are confusing/confused when they see modern art. 5 When artists explain their own work, it can be a bit boring/bored. 6 I would be embarrassing/embarrassed if I had to stand on stage and sing. 7 In my opinion, that band’s new CD is very disappointing/ disappointed – the songs are awful. 8 We’re really exciting/excited about going to see that play next week. 5a

Prepare things to say about the topics below. Two people you think are inspiring. Two activities you think are boring. A moment in your life when you were very surprised. A time when something embarrassing happened to you. The most exciting thing you have ever done. A time when you were frightened.

SPEAKING

1 2 3 4 5 6

SPEAKING

7b Tell your partner the things that people have said. Can your partner guess who said these things?

5b Talk about the topics with a partner. Ask questions to keep the conversation going. 5c Tell the class what your partner told you about one of the topics. Dana told me that she is inspired by her sister. Her sister works for a charity that helps children with family problems …

Someone told me that I had to get my hair cut. Was it your dad? Yes!

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Listening

Grammar in context

1 Look at these photos. What do you think the connection between them is? Guess.

GRAMMAR GUIDE

Reported speech – Questions 1 Look at the direct and reported questions. Then decide if rules a–e are true (T) or false (F). 1 ‘Why did you do it?’ 2 The people from the museum asked him why he’d done it. 3 ‘Do you realise the importance of your actions?’ 4 They asked him if he realised the importance of his actions. a Tenses and pronouns change in reported questions in the same way as in reported statements. T/F b We do not use the auxiliary verb do in reported questions. T/F c We put the subject before the verb in reported questions. T/F d We use question marks in reported questions. T/F e We use if or whether when there is no question word. T/F 2

LISTENING

2.07 Listen and check your ideas in 1.

GRAMMAR REFERENCE

str. 104

STUDY SKILLS What should you do when you are listening to English and there is a section that you do not understand? STUDY SKILLS

2 Choose the correct alternative.

str. 163

1 ‘Where are you from?’ They asked the boy where was he from/where he was from.

Listen again and choose the best answers. 1 The boy was a on his own in the art gallery. b with other students in the gallery. c with his parents in the gallery.

2 ‘Do you like art?’ They asked the boy why/if he liked art. 3 ‘Did you come alone?’ They wanted to know whether he had come alone/ had he come alone.

2 The painting a was not worth much because it wasn’t very old. b was worth between one and two million dollars. c should cost five million dollars.

4 ‘Do you behave well in class?’ They asked him if he did behave/he behaved well in class. 5 ‘Have you touched any paintings?’ They asked if he has touched any paintings/had touched any paintings.

3 Experts a couldn’t restore the painting. b restored the painting easily. c took time finding the best way to restore the painting. 4 The boy a had to pay for the painting. b was punished twice. c didn’t care about the punishment. 5 The two speakers think a the boy was completely responsible for his actions. b the teachers needed to make the boy behave. c the boy didn’t realise what he had done. 4

What about you? What would you say or do to the boy if you were his teacher or parent? SPEAKING

6 ‘Will you do it again?’ They asked him if he would do it again/would he do it again. 3a

SPEAKING Write five questions about art, theatre or music to ask a partner.

3b Work with a partner and ask your questions. 3c Change partners. Tell your new partner the five questions your first partner asked you, and your answers. She asked me if I liked going to the theatre. I told her that I didn’t like it much.

I would tell him that he couldn’t go on any more school trips.

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Before you listen Elicit from students some dos and don’ts for visiting a museum, (don’t take photographs, don’t eat in the museums, don’t touch the artwork, don’t try and see it all in one day, do stand back and appreciate the artwork from a distance, etc.). 1 Students look at the photos and guess the connection between them. 2

LISTENING 2.07 Play the CD for students to listen to check their predictions in 1. In a less conﬁdent class, pre-teach these words before students do the listening activity: behave, joke, punish.

Audioscript WOMAN: Have you read this story about the boy and this painting? MAN: No. What happened? WOMAN: Well, he was in an art gallery. Let’s see, the Detroit Institute of Arts it says here, in the USA. He was on a school trip. Anyway, it says here that when the kids were on the way out, this boy left his chewing gum on a painting. MAN: What, actually on the painting itself? WOMAN: Yeah! MAN: Wow. Was it a famous painting? WOMAN: Well, I’ve never heard of it. Erm. It says the painting is titled The Bay and it’s by an American artist called Helen Frankenthaler. Look, here’s a photo of it. MAN: Oh, yeah. So it was an abstract painting. That’s OK, you couldn’t see a piece of chewing gum on that! There’s just a big blue mass in the middle, with a bit of green and white. I could do that! WOMAN: Yeah? Go on then. Because it says here that it’s worth one and a half million dollars! MAN: 1.5 million dollars? What? Is it an old painting? WOMAN: Mmmm. It says it was painted in 1963, and it’s been in the museum since 1965. MAN: Humm. So, it’s not very old. Anyway, what happened? Did the boy ruin the painting? WOMAN: Well, as soon as the kids left the room where the painting was, a security guard saw that there was some chewing gum on the corner of the painting. They took the gum oﬀ quickly before it went dry. But you could still see a mark on the painting, so they had to examine what chemicals were in the chewing gum so that they could decide the best way to clean it. In the end it took TWO WEEKS to clean it.

Lesson 5

Grammar in context

MAN: So is it OK now? WOMAN: Yeah, they say it’s more or less perfect. MAN: And what happened to the boy? WOMAN: He got into big trouble! Before they went to the museum, the teachers told the children to be good and behave well. They told them not to touch the paintings. So when they found out what had happened they were really angry. The people from the museum asked him why he’d done it but he said he didn’t know. That it was just a joke. Then they asked him if he realised the importance of what he’d done, but he said he hadn’t really thought about it. MAN: So did they punish him? WOMAN: Yes, of course. In the end they decided to suspend him from school for a few days, and his parents punished him too. MAN: How old was he? WOMAN: Twelve. MAN: Hmm. I think if he was twelve he was old enough to know what he was doing. WOMAN: Yeah. Anyway, he was lucky he didn’t have to pay for the painting!

Study skills Students discuss what they should do if they don’t understand a section in a listening activity. Ask students to turn to page 163 to check their answers. 3

Students listen to the CD again and choose the best answers. Ask students to remember key information from the text that helped them decide on each answer.

SPEAKING What about you? Students discuss what they would say or do to the boy if they were his teacher or parent. Draw students’ attention to the model dialogue. Elicit suggestions from students around the class.

Extra activity Write this statement on the board: Modern art is rubbish. Divide the class into two groups (for and against) and give them ﬁve minutes to prepare their arguments. Hold a class debate.

Homework Refer students to the Workbook, page 67.

Reported speech – Questions

Reported speech – Questions Test before you teach Write this question on the board and ask students to make reported questions. She asked, ‘Can I visit the museum on Monday?’ If students are conﬁdent with reported questions, move quickly through the Grammar guide in open class. Key She asked if she could visit the museum on Monday.

Reported speech – Commands

1 Students look at the direct and reported questions and decide if the rules are true or false. Refer students to the Grammar reference on page 104. 2 Students choose the correct alternative. 3a

SPEAKING In pairs, students write ﬁve questions to ask each other about art, theatre or music.

3b Students take it in turns to ask and answer the questions. 3c Students change partners and tell their new partner the ﬁve questions their ﬁrst partner asked them and their answers. Refer students to the example.

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4 Students complete the reported questions.

6 Students report the commands.

TEACHER DEVELOPMENT: LANGUAGE

Reported questions

Reported commands

• Point out to students that reported questions are not real questions and therefore do not need question marks. • Yes/No questions in reported speech begin with the word if or whether. Information questions (who, what, etc.) in reported speech begin with the question word and also use the statement word order. • The intonation in reported speech questions usually falls at the end.

• In reported commands, the pronouns and other words change in the same way as in reported statements. • Verbs we often use in reported commands are order, recommend, instruct, warn and command, i.e. verbs that indicate commands. Remind students that tell is used to report commands and instructions and ask is used for more polite requests. • In English we report commands, orders, requests and suggestions to other people in a ﬁve-part format:

Extra activity Students write the conversation they had in 3c in reported speech. In pairs, students take it in turns to practise reading aloud the reported conversation with the correct intonation.

Reported speech – Commands 5 Students look at the direct and reported commands and then answer the questions. Key a The most common verbs are ask and tell. b We use to + infinitive in the reported command (i.e. the imperative changes to the infinitive). c not comes before to + infinitive i.e. not to do Refer students to the Grammar reference on page 104.

Somebody (he, she, they, etc.)

told/ ordered/ asked

somebody else (her friend, me, the student, etc.)

4 to or not to

5 inﬁnitive (+ something)

SPEAKING Divide the class in two teams. The teams take it in turns to try and remember things that teachers asked or told them to do last week. They score one point for each correct sentence. Draw students’ attention to the example sentences.

Extra activity Students write the teachers’ instructions as reported commands. In pairs, students take it in turns to practise reading aloud the reported commands. Teacher’s Resource Multi-ROM: See Unit 8 Communication worksheet Reporting questions.

Homework Refer students to the Workbook, page 68.

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GRAMMAR GUIDE

Reported speech – Commands 5 Look at the direct and reported commands and answer the questions. 1 ‘Be good!’ 2 The teachers told the children to be good. 3 ‘Please don’t touch the paintings!’ 4 They asked the children not to touch the paintings. a What verbs can we use to report commands? b Do we change the tense of the verb from the direct command or use the infinitive in the reported command? c Where does not come in reported commands that are negative?

GRAMMAR REFERENCE

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6 Report these commands. 1 ‘Pay attention!’ the teacher told the class. The teacher told the class to pay attention. 4 Complete the reported questions. 2 ‘Give me your tickets, please,’ the man at the entrance asked them.

1 ‘Did you like the exhibition?’ She asked him if he liked the exhibition.

The man at the entrance asked them to give him their tickets. 2 ‘Who is your favourite artist?’

3 ‘Don’t shout!’ his mum told him.

She wanted to know who his favourite artist was.

His mum told him not to shout.

3 ‘Do you often visit art galleries?’

4 ‘Please don’t take photos inside the museum,’ the guide asked the visitors.

She asked him if he often visited art galleries.

The guide asked the visitors not to take photos inside the museum.

4 ‘Will you recommend the exhibition to other people?’

5 ‘Don’t come home late!’ dad told me.

She asked him if he would recommend the exhibition to other

Dad told me not to come home late.

people. 5 ‘Why did you decide to see the exhibition?’

6 ‘Use a bigger brush,’ the art teacher told Jake.

She wanted to know why he had decided to see the exhibition.

The art teacher told Jake to use a bigger brush.

6 ‘Are you going to buy anything in the shop?’

7 ‘Please write a description of the painting for homework,’ the teacher asked the students.

She wanted to know if he was going to buy anything in the shop.

The teacher asked the students to write a description of the painting for homework.

7 ‘Have you ever bought an original painting?’ She asked him if he had ever bought an original painting.

SPEAKING Play in two teams. Take it in turns to try and remember things that teachers asked or told you to do last week. You get one point for each correct sentence.

Our English teacher asked us to do this exercise. She told us not to speak in our own language.

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Developing speaking 1

Describing a past event

Work with a partner. Discuss these questions. 1 Do you ever go on school trips? If so, what type of places do you usually go to? 2 Did you go on school trips when you were at primary school? Where did you go? SPEAKING

Work with a partner. Look at the pictures. Take it in turns to describe what you can see. SPEAKING

4 Work with a partner. Are these sentences true (T) or false (F)? Correct the false sentences. 1 The school trip was when the girl was at primary school. 2 The play was really good. 3 The girl really wanted to go on stage because she had a good voice. 4 The girl was very embarrassed at first, but later she really enjoyed herself. 5 She only sang one song. 5

T/F T/F T/F T/F T/F

Listen again and tick the words and expressions in the Speaking Bank that you hear.

Speaking Bank Useful words and expressions for reporting past events • • • • •

✓ ✓ ✓ At first, … • Next, … • Later, … ✓ First, … • Then, … A few seconds/minutes/hours/days later, … ✓ After ten minutes/half an hour/a while, … ✓ ✓ • In the end, … After that, … • Finally, …

STUDY SKILLS What can you do to prepare for a speaking exam where you have to talk about a past event? STUDY SKILLS

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6 Think about a memorable school trip or a trip to a concert, play or exhibition that you went on. Individually, make notes on these questions. 1 Where did you go? 2 When was it? 3 How old were you? 4 Who did you go with? 5 What happened first? And later? 6 How did you feel? 7 What happened in the end?

Practice makes perfect 7a Work with a partner. Take it in turns to do this task. When you are listening, ask your partner questions to find out details and to help him or her to continue talking. Use the words and expressions from the Speaking Bank.

Tell an English-speaking friend about a memorable school trip, or a memorable trip to a concer t, play or exhibition. Say: • where and when you went, and who you went with. • what happened first. • how you felt and how the trip ended. 7b Change partners and talk about your trip again. 3

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LISTENING 2.08 Listen to a teenager talking about a school trip that was special for her. Which pictures are similar to her experience? pictures 2 and 3

Unit 8

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Lesson 6

Developing speaking

Describing a past event

Talking about past events

Warmer Write the following groups of three words from the unit on the board. Don’t underline any words. Students ﬁnd the odd one out in each group and give reasons. Students could then invent another odd one out with vocabulary from the unit. classic, masterpiece, portrait sculpture, painting, still life gallery, museum, gig composer, musician, audience 1 2 3

SPEAKING

In pairs, students discuss the questions.

Students can prepare for the speaking exam by practising with a partner or recording themselves speaking for longer than a minute on typical exam topics. They can play back the recordings to see how easy they are to understand and how they could improve. Provide students with the following checklist to assess their performance: • Did I explain what happened? • Did I vary my vocabulary?

❑

SPEAKING In pairs, students look at the pictures and take it in turns to describe what they can see.

• Did I organise my ideas logically?

LISTENING 2.08 Play the CD for students to listen to a teenager talking about a school trip that was special to her. Tell students to choose which pictures are similar to her experience.

• Was my pronunciation clear?

Audioscript TEENAGE BOY: Do you remember any particular school trips? TEENAGE GIRL: Oh, yes! The one I remember the most was a long time ago, when I was in primary school. I went to see a play in English with my class, oh, and with our English teacher of course. TEENAGE BOY: Where was the play? TEENAGE GIRL: It was at a small theatre near to the centre of my home town. TEENAGE BOY: And what happened? Why do you remember it? TEENAGE GIRL: Well, at first the play wasn’t anything special. There were only two or three actors and the story was a bit boring. But later, after about half an hour, the actors had a break and two musicians went on stage. They sang one or two songs and then asked if anybody wanted to sing a song in English. I was really shy when I was smaller but everybody always said I had a good voice and was a good singer. So they started to say ‘Ewa wants to sing, Ewa wants to sing!’ One of the musicians came and took my hand and told me to go with him onto the stage. At first, I said I didn’t want to, but in the end he kept on insisting and so I went. TEENAGE BOY: How did you feel? TEENAGE GIRL: I was really frightened! It was embarrassing because I’d never been on a stage before, and I’d never sung in public, apart from with friends. Anyway, the musicians started playing a song I knew. I was so nervous that at first nobody could hear me, but after a minute or two I started to feel more relaxed and enjoy myself. In the end, all of the audience was clapping and shouting my name. It was an amazing experience! TEENAGE BOY: What happened next? TEENAGE GIRL: Next, they asked me to sing another song, and another. Finally, I had to stop because the actors had come back to finish the play. But later on, everybody said that the best thing about the school trip was my singing! I think that’s why I enjoy singing and playing music so much now! 4 In pairs, students decide if the sentences are true or false. Tell them to correct the false sentences. 5

TEACHER DEVELOPMENT: STUDENT TRAINING

Play the CD again for students to tick the words and expressions in the Speaking Bank that they hear.

Study skills Students discuss how they can prepare for a speaking exam where they have to talk about past events. Tell students to turn to page 163 to compare their ideas.

❑

• Would an examiner have understood me? • Did I answer the task?

❑

6 Individually, students make notes on the questions about a memorable school trip they went on.

Practice makes perfect 7a In pairs, students take it in turns to do the task. Remind students to use the words and expressions from the Speaking Bank to make the order of events clear. For students who are less conﬁdent, photocopy the model description below and read it aloud. Then instruct students to read it aloud in pairs, and change the underlined sections to talk about their personal experiences.

Model description of a past event I remember a school trip when I was in my first year at secondary school. We went to Paris with my class and our French teacher. At first, the trip was great. The weather was fantastic and we did a lot of sightseeing – we visited all the most important monuments in Paris. A few days later, we visited the Georges Pompidou Centre and we sat outside to have our lunch. We were watching some street performers. After about half an hour, I noticed that my school bag was missing. Then I noticed that I couldn’t see my jacket. A few seconds later, my friend said he couldn’t find his jacket or bag. Somebody had stolen our things! We told the teacher and in the end, we went to the police station. We spent the rest of the day there. Finally, we went back to the hotel. The next day, we went home. I enjoyed the first part of the school trip but I didn’t like the last part!

7b Students change partners and do the task again. They should try to improve on their ﬁrst performance.

Extra activity Students use the other pictures about school trips in 3 to talk about imaginary past events. They should use the words and expressions from the Speaking Bank and add their own details.

Homework Refer students to the Workbook, page 69.

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Lesson 7

Developing writing

An announcement

Model announcement

Warmer Write the word announcement on the board and elicit its meaning and use (a public statement that gives people information about something, e.g. make an announcement). Ask students where you usually see announcements (on noticeboards, in newspapers, magazines, etc.)

HAVE YOU GOT AN OPINION ABOUT OUR SCHOOL?

1 In pairs, students look at the school announcement and ﬁnd out the information.

We are meeting on the 20th February at 1.00pm in the school common room. We will decide on jobs, how the magazine will be distributed, the design, and how often it will be published.

Key 1 An art exhibition 2 The organisers want students to bring their art to the exhibition. 3 They need the work by 20th October. 4 You can win prizes. 5 The event starts on the 1st November. 6 Everyone can be in the event. 7 If you want to know more, you can speak to Lily Merchant, 10B. 2 Students put the questions in 1 in the order that the answers appear in the announcement.

Come to the first meeting to organise our SCHOOL MAGAZINE. We need journalists, a fashion columnist, a proof-reader, an editor, etc.

All articles for the new school magazine are welcome. We need articles for the first issue before 15th March. What are you waiting for? Get writing and make sure your voice is heard! For more information, speak to Jeremy Holmes, 9C.

Study skills Students discuss who they are writing to in the task and why it is important to know who you are writing to. Tell students to turn to page 163 to compare their ideas.

TEACHER DEVELOPMENT: STUDENT TRAINING Key 1, 6, 2, 3, 5, 4, 7 3 Students look at the advice in the Writing Bank and decide if the announcement in 1 follows the advice. Key Yes, it does. 4 In pairs, students choose one of the events. Tell them to complete a diagram with information that they need to include in an announcement for the event. Draw students’ attention to the example mind map.

Practice makes perfect 5 Students look at the task and use their diagram in 4 to write their announcement individually. Remind them to follow the advice in the Writing Bank. For students who are less conﬁdent, photocopy the model text for extra support during the writing task.

The target audience Students are expected to write with an audience in mind. They should always ask themselves the important question: Why am I writing? This actually means Who am I writing for? Students need to consider the target audience in order to choose which register they will write in (formal or informal), decide how much detail they need to give and be clear about what the audience expects from the text. Before they write, students should reﬂect on the following factors: • Do I know the person who is going to read this text? • Am I writing to one person or to a group of people? • Does the reader already know anything about the topic I am going to write about? For example, an announcement is a public notice that can be read by everybody. It has to attract the public’s eye – it must look and sound interesting. It should be a short text that gives all the necessary, practical information.

Homework Refer students to the Workbook, page 70.

Extra activity Students look at each other’s announcements and ask questions to ﬁnd out more about the event.

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Developing writing

An announcement

1 Look at the school announcement and find this information. 1 What is the event? 2 What exactly do the organisers want? 3 When do they want it? 4 Can you win anything if you participate? 5 When is the event? 6 Who can take part in the event? 7 What should you do if you want to know more?

2 Put the questions in 1 in the order in which the answers appear in the announcement. 3 Look at the advice in the Writing Bank. Does the announcement in 1 follow the advice?

Writing Bank Useful advice for writing announc announcements • Use Us short, short h t, clear cllear sentences. sen • In Invent nvent a slo slogan or a title which attracts attention. • Mak Make k the announcement easy to understand and interesting to read. • Include all the practical information and details that the reader needs to know.

4 Work with a partner. Choose one of these events below. 1 A school play 2 A school magazine 3 A school concert Complete the diagram with information that you would need to include in an announcement about the event.

Practice makes perfect 5 Look at the task and write an announcement following the advice in the Writing Bank.

Write an announcement to ask people to participate in a school play, a school magazine, or a school concer t. Include information about: • what the event is • what you need • when you need it.

STUDY SKILLS Who are you writing to in this task? Why is it important to know who you are writing to? STUDY SKILLS

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Grammar reference

Unit 8

Reported speech – Statements Kiedy czasownik wprowadzający w zdaniu w mowie zależnej (say, tell) występuje w czasie past simple, czasownik główny w zdaniu „cofa się” o jeden czas. Mowa niezależna – czasy

Mowa zależna – czasy

‘I work at home.’ present simple

She said she worked at home. past simple

‘I’m working.’ present continuous

She said she was working. past continuous

‘I have worked.’ present perfect

She said she had worked. past perfect

‘I worked.’ past simple

She said she had worked. past perfect

‘I had worked.’ past perfect

She said she had worked. past perfect

‘I will work.’ will

She said she would work. would

‘I can work.’ can

She said she could work. could

‘I may work.’ may

She said she might work. might

‘I must/have to work.’ must/have to

She said she had to work. had to

Could, would, should i might nie zmieniają się w mowie zależnej.

‘You should see his new exhibition.’ ➞ He said I should see his new exhibition. Kiedy czasownik wprowadzający w zdaniu w mowie zależnej występuje w czasie present simple, czasownik główny w zdaniu pozostaje niezmieniony.

‘I enjoy painting.’ ➞ He says he enjoys painting. Kiedy czasownik wprowadzający w zdaniu w mowie zależnej występuje w czasie przeszłym, ale zdanie dotyczy czegoś, co wciąż jest prawdziwe lub będzie takie zawsze, czasownik główny zazwyczaj się nie zmienia.

‘Museums are usually free.’ ➞ The guide told us that museums are usually free. W mowie zależnej zaimki i przymiotniki dzierżawcze także się zmieniają. ‘I’ve got your pen.’ ➞ Mark said he had my pen. Mowy zależnej używamy, aby zrelacjonować, co powiedziała inna osoba.

‘I painted that picture in 1990,’ said the artist. The artist said that she had painted that picture in 1990.

Reported speech – say and tell Czasownik say nie wymaga dopełnienia osobowego, czyli wyjaśnienia, do kogo mówimy.

Czasownik tell wymaga dopełnienia osobowego, czyli wyjaśnienia, do kogo mówimy.

He said he needed help. He said the teacher he needed help.

He told the teacher he needed help. He told he needed help.

Reported speech – Questions W pytaniach pośrednich nie używamy czasownika posiłkowego do. ‘Do you know my sister?’ ➞ She asked me if I knew her sister. W pytaniach pośrednich nie stosujemy inwersji. Orzeczenie stawiamy po podmiocie, jak w zdaniu twierdzącym. ‘Who are you?’ ➞ He asked me who I was.

Pytania pośrednie nie są tak naprawdę pytaniami, więc nie wymagają znaku zapytania. She asked me what I needed? Jeżeli w pytaniu nie ma zaimka pytającego (who, what, how, why itp.), używamy if lub whether. ‘Can you do it?’ ➞ They asked me if I

could do it.

Reported speech – Commands

104

Direct Speech

Reported Speech

‘Stand up!’

She told them to stand up.

‘Don’t write on the table!’

They told him not to write on the table.

‘Please write your name here.’

He asked me to write my name there.

W poleceniach w mowie zależnej używamy to + infinitive lub not to + infinitive. Na ogół zmieniamy zaimek i inne słowa w taki sam sposób jak w zdaniach twierdzących w mowie zależnej. Tell używamy do przekazywania poleceń i rozkazów, a ask do uprzejmych próśb.

Unit 8

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Self-check

Unit 8

Grammar revision Reported speech – Statements 1 Look at what a pop star said to a reporter and rewrite the sentences in reported speech. 1 I’m happy to be here today. 2 I’m writing a lot of new songs. 3 I’ll go to a studio to record them next month. 4 I was very inspired after travelling to Morocco last week. 5 I may go there again with my band next year. 6 I’ve never played on stage outside Europe. 7 I must go now because my fans are waiting for me.

a b c d e f g

She said she was happy to be there that day. She told the reporter that she was writing a lot of new songs. She said she would go to a studio to record them the following month. She said she had been very inspired after travelling to Morocco the previous week. She told the reporter that she might go again with her band the following year. She said she had never played on stage outside Europe. She said she had to go then because her fans were waiting for her.

ZESZYT ĆWICZEŃ

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/ 7 points

Reported speech – Questions 2 Rewrite these reported questions in direct speech. 1 She asked me what I was doing there. ‘ What are you doing here ?’ 2 They asked me when I had arrived. ?’ ‘ When did you arrive 3 The teacher asked him if he knew what the answer was. ‘ Do you know what the answer is ?’ 4 The interviewer wanted to know if she had ever written a love song. ‘ Have you ever written a love song ?’

5 I asked him what he would do with the money. ‘ What will you do with the money

?’

6 I asked him how many pages the book had. ‘ How many pages has the book got/does the book have

?’

7 I asked her if that bag was hers. ‘ Is that bag yours

?’

ZESZYT ĆWICZEŃ

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/ 7 points

Reported speech – Commands 3 Say the direct commands. 1 The police officer told him to get out of the car. ‘Get out of the car!’ 2 They told me not to panic. ‘Don’t panic!’ 3 She told him to do the exercise carefully. ‘Do the exercise carefully!’

4 I asked her not to sing that song. ‘Don’t sing that song!’ 5 They told me to turn round slowly. ‘Turn round slowly!’ 6 She asked him not to interrupt her. ‘Don’t interrupt me!’ ZESZYT ĆWICZEŃ

/ 6 points

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Vocabulary revision Art, theatre, music

3 Someone who plays music: m u s i c i a n 4 Someone who writes classical music: c o m p o s e r 5 Someone who makes sculptures: s c u l p t o r

1 Complete the definitions. 1 A still life is a painting of objects, not people. 2 3 4 5

A masterpiece is a work by an artist which is their best work. The lyrics are the part of the song which has words. The audience are the people who watch a play or go to a gig. The lighting is important because without it everything would be in darkness. 6 A sketch is a picture which is drawn quickly and doesn’t have many details. 7 At a gig, you watch and listen to a band. 8 A portraitt is a picture of a person. ZESZYT ĆWICZEŃ

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Artists 2 Complete the names of these people. 1 The person in charge of an orchestra: c o n d u c t o r 2 Someone who plays music or acts on stage: p e rf o r m e r

/ 8 points

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/ 5 points

Adjectives ending in -ing and -ed 3 Complete the sentences with the -ing or -ed d form of the words given. 1 Aren’t you ? You’ve been studying all day. TIRE tired 2 It’s embarrassing when an actor can’t remember their words in a play. EMBARRASS 3 I’m confused . I just don’t know what to think. CONFUSE 4 The result of the match was disappointing for us because we lost 6-0. DISAPPOINT 5 We were surprised because we had thought we were going to win. SURPRISE 6 This meal is disgusting . There’s a dead insect in it! DISGUST 7 She’s a very inspiring teacher because she makes you feel like you can do anything well. INSPIRE ZESZYT ĆWICZEŃ

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/ 7 points

Total

/ 40 points Unit 8

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Gateway to matura

Unit 8 3

Stosowanie struktur leksykalnogramatycznych – parafraza zdań

TIP Complete the gaps. vocabulary as well Remember that this part of the exam is a test of …………… grammar Thus, you are likely to be tested on e.g. collocations as …………… as well as reported speech.

TIP In this section of the exam, you must repeat the context and meaning of the original sentence in a new sentence. 1

Think of other ways of saying the questions / greetings below.

Match the pairs of sentences from 2 with the language areas they represent (1–10).

7a collocations: …………………

How are you doing? How are you getting on? 1 How are you? ……………………………………………………

10b phrasal verbs: …………………

…………………………………………………………………………

1c fixed expressions: …………………

How is it going? What’s up? 2 What’s new? ……………………………………………………

8d personal pronoun inversion: …………………

…………………………………………………………………………

5e shifting tenses: …………………

It’s good to see you. It’s great to see you. 3 It’s nice to see you. ……………………………………………

4f changing the gerund to the infinitive or vice versa: ……………

I’m pleased to see you. …………………………………………………………………………

2g passive voice: …………………

9h reported speech: …………………

3i conditional sentences: …………………

Complete the gaps in the sentences with the words from the box. Then match the sentences from columns A and B which have a similar meaning.

TIP While doing key word transformations, make sure that the two sentences mean the same thing. For example, if the sentence that is being transformed has names in it, the answer will need to have them, too.

6j modal verbs: …………………

Read the pairs of sentences. Some of them contain mistakes. Correct any mistakes that you find.

TIP Circle the correct option in italics. The word given must/doesn’t have to be included in the answer, and can/ cannot be changed in any way.

drives went giving was if thinking makes unless painted said should in planning since ought favourite doing round told like A

They’re doing a gig in Leeds tonight. (GIVING)

are

They’ll be giving a concert in Leeds tonight. 2

I’m glad you’ve dropped in – I haven’t seen you for ages! (ROUND) I haven’t been to the theatre for a year. (SINCE)

I’m glad you’ve come round – I haven’t seen you for ages! ✓

drives me crazy. 1 She ………….

doing a gig a She’s …………… tonight.

2 Leonardo da Vinci painted the Mona Lisa. …………

round if you have b Come ……….. time tonight.

She ought to take some painting classes. (SHOULD)

3 Tom will see the Mona Lisa if ………… he visits Paris.

makes me mad. c She ………….

We’ll win the competition if we are lucky. (UNLESS)

planning to go to a 4 I’m ……………. rock concert on Saturday.

favourite kind d Rock is my ………….. of music.

5 I haven’t been to a rock since last concert ………… Saturday.

went to e The last time I ……….. a rock concert was last Saturday.

should practise 6 You …………. harder if you want to play rock music well.

thinking of going to a f I’m ……………. rock concert on Saturday.

giving a concert 7 She’s ………… tonight.

was g The Mona Lisa ……….. painted by Leonardo da Vinci.

It’s been a year since I last went to the theatre. ✓

won’t

told me that he had h Tom ………. seen the Mona Lisa when he’d been to Paris.

9 ‘I saw the Mona Lisa when I was in Paris,’ said Tom. ………

i Tom won’t see the Mona unless he visits Paris. Lisa ………..

ought to practise j You ………….. harder if you want to play rock music well.

106

We’ll win the competition unless we are lucky.

Zadanie maturalne

like rock music. 8 I really ………

in if you are 10 Drop ……….. free tonight.

She should to take some painting classes.

Wykorzystując wyrazy podane w nawiasach, uzupełnij każde zdanie, tak aby zachować znaczenie zdania wyjściowego. Wymagana jest pełna poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań. Uwaga: nie zmieniaj formy podanych wyrazów. Za każde poprawne rozwiązanie otrzymasz 0,5 punktu. 5.1 This book really disappointed me. (DISAPPOINTING) this book really disappointing. I found …………………………………………………… 5.2 He is making this sculpture of stone and wood. (MADE) is being made This sculpture ……………………… of stone and wood. 5.3 I’m sure she isn’t in the gallery right now. (CAN’T) can’t be in the gallery She …………………………………………… right now. 5.4 ‘Have you ever been to the opera?’ asked my music teacher. (WHETHER) whether we had My music teacher wanted to know ……………………… ever been ……………………………………… to the opera or not. 5.5 My neighbour is going to throw away his old piano. (RID) get rid of My neighbour is going to ………………………………… his old piano.

Unit 8

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Lesson 8

Gateway to matura Unit 8

Warmer Brainstorm synonyms of diﬀerent words (e.g. angry – mad; a worker – an employee; to walk – to stroll, etc.). Divide the class into two teams (A and B) and give each team a diﬀerent list of 8 words, which students have to use in sentences. Give students about 5 minutes to prepare sentences. The teams sit opposite each other and take turns to read out their sentences and paraphrase the opposite team’s sentences. Each team scores a point for every correct paraphrase. 1 Students analyse the TIP and do the task. Invite volunteers to read out their expressions to the class.

3 Students complete the TIP. Check the answers with the class. Make sure students are familiar with language areas 1–10. Students do the task. Let them compare their answers in pairs before you check them with the class.

Extra activity Students work in pairs and tell each other about a ﬁlm, a concert or a performance they have seen recently. Students change partners and tell another classmate what they have heard but they try to use diﬀerent words.

TEACHER DEVELOPMENT: CLASSROOM TIPS

Extra activity Students work in small groups. Give the groups a topic to discuss, e.g. What’s the purpose of art? or Is graffiti art? Tell students they should try to confirm their partners’ opinions by asking questions to clarify. They should use the phrases below together with the paraphrases of the opinions they want to confirm. Put the expressions on the board: Are you saying …?, When you said … did you mean …?, If I understand you correctly, you are saying …, So what I heard you say was …, From what you said, I understand that …. 2 Students analyse the TIP. Students read the sentences in columns A and B and complete the gaps with the words from the box. Students decide which sentences from columns A and B have a similar meaning and match them. Get class feedback.

Extra practice In pairs, students think of other ways of saying sentences 1–10, e.g. She drives me crazy. – She gets on my nerves. She really annoys me., etc.

Reformulating When students have practised the speaking task, they change partners and talk about the event again. This is a good opportunity for them to think about what they could improve and to put their ideas into practice by reformulating their description. Monitor students the first time they describe the event and give feedback on students’ performance (correct important errors, praise students for good active listening techniques, use of intonation, organisation of ideas, etc.). 4 Students read the TIP and circle the correct option in italics. Check the answers with the class. Students read the pairs of sentences 1–5 and correct the mistakes. Students compare their answers in pairs. Get class feedback. 5 Tell students they are going to do an exam task which involves completing the second sentence so that it has a similar meaning to the first sentence, using the word given. Remind students that they are not allowed to change the word given. Students do the task. Nominate different students to read out the answers to the class.

Homework Refer students to the Workbook, page 71.

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Gatewayonline

You can ﬁnd the Unit 8 tests on the Gateway Tests CD.

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

• Test yourself activities • Language games

Teacher’s notes

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Wordlist

Unit 8

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

= słowo bardzo często używane

Kultura – twórcy i ich dzieła abstract painting (n) actor (n) ★★★ artist (n) ★★★ composer (n) ★★ conductor (n) ★ dancer (n) ★★ drawing (n) ★★★ exhibition (n) ★★★ gig (n) ★ lyrics (n) masterpiece (n) ★ musician (n) ★★ painter (n) ★★ performance (n) ★★★ performer (n) ★ play (n) ★★★ (self)-portrait (n) ★★ sketch (n) ★ sculptor (n) sculpture (n) ★★ singer-songwriter (n)

/ˌæbstrækt ˈpeɪntɪŋ/ /ˈæktə/ /ˈɑːtɪst/ /kəmˈpəʊzə/ /kənˈdʌktə/ /ˈdɑːnsə(r)/ /ˈdrɔːɪŋ/ /ˌeksɪˈbɪʃ(ə)n/ /gɪg/ /ˈlɪrɪks/ /ˈmɑːstəˌpiːs/ /mjuˈzɪʃ(ə)n/ /ˈpeɪntə/ /pəˈfɔːməns/ /pərˈfɔːmə/ /pleɪ/ (/ˌself/) /ˈpɔːtrɪt/ /sketʃ/ /ˈskʌlptə/ /ˈskʌlptʃə/ /ˌsɪŋəˈsɒŋraɪtə/

malarstwo abstrakcyjne aktor artysta kompozytor dyrygent tancerz rysunek, rysowanie wystawa występ tekst piosenki arcydzieło muzyk malarz przedstawienie artysta, wykonawca sztuka (teatralna) (auto-)portret szkic rzeźbiarz rzeźba piosenkarz-autor tekstów piosenek

/əˈmeɪzd/ /əˈmeɪzɪŋ/ /ˈɔːdiəns/ /ˈbægˌpaɪps/ /bɪˈheɪv/ /bɔːd/ /ˈbɔːrɪŋ/ /ˈbɒtəmləs/ /brʌʃ/ /ˈkændi/ /kɑːst/ /ˈtʃiːftən/ /kɔɪn/ /kənˈfjuːzd/ /kənˈfjuːzɪŋ/ /kræk/ /diːp/ /ˈdelɪkət/ /daɪˈæmɪtə/ /ˌdɪsəˈpɔɪntɪd/ /ˌdɪsəˈpɔɪntɪŋ/ /dɪsˈgʌstɪd/ /dɪsˈgʌstɪŋ/ /ɪmˈbærəst/ /ɪmˈbærəsɪŋ/ /ˈem(ə)rəld/ /ˈemɪgreɪt/ /ɪkˈsaɪtɪd/ /ɪkˈsaɪtɪŋ/ /ˈfraɪt(ə)nd/ /ˈfraɪt(ə)nɪŋ/

zdumiony zdumiewający publiczność dudy zachowywać się znudzony nudny bez dna pędzel cukierek obsada wódz moneta zdezorientowany zagmatwany szczelina głęboki delikatny średnica rozczarowany rozczarowujący zniesmaczony odrażający, obrzydliwy zakłopotany krępujący szmaragd emigrować podekscytowany ekscytujący przerażony przerażający

Inne amazed (adj) amazing (adj) ★★ audience (n) ★★★ bagpipes (n) behave (v) ★★ bored (adj) ★★ boring (adj) ★★ bottomless (adj) brush (n) ★★ candy (n) cast (n) ★ chieftain (n) coin (n) ★★ confused (adj) ★★ confusing (adj) ★ crack (n) ★★ deep (adj) ★★★ delicate (adj) ★★ diameter (n) ★ disappointed (adj) ★ disappointing (adj) ★ disgusted (adj) disgusting (adj) ★ embarrassed (adj) ★ embarrassing (adj) ★ emerald (n) emigrate (v) excited (adj) ★★ exciting (adj) ★★ frightened (adj) ★ frightening (adj) ★

= często używane

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

= dosyć często używane

gallery (n) ★★ inspired (adj) inspiring (adj) installation (n) ★★ interested (adj) ★★★ interesting (adj) ★★★ intricate (adj) isle (n) landscape (n) ★★ lighting (n) ★★ orchestra (n) ★★ panic (v) ★ pile (n) ★★ record (n) ★★★ record (v) ★★★ relaxed (adj) ★ relaxing (adj) restore (v) ★★★ rhythm (n) ★★ rubbish (n) ★★ single (adj) ★★★ slogan (n) ★ splendid (adj) ★★ stage (n) ★★★ still life (n) studio (n) ★★★ surprised (adj) ★★★ surprising (adj) ★★★ tap (n) ★★ throw away (v) tired (adj) ★★★ tiring (adj) uninspired (adj) uninspiring (adj) valuable (adj) ★★★ voice (n) ★★★ waste (n) ★★★ watercolour (n) wide (adj) ★★★ worth (adj) ★★★

/ˈgæləri/ /ɪnˈspaɪəd/ /ɪnˈspaɪərɪŋ/ /ˌɪnstəˈleɪʃ(ə)n/ /ˈɪntrəstɪd/ /ˈɪntrəstɪŋ/ /ˈɪntrɪkət/ /aɪl/ /ˈlæn(d)ˌskeɪp/ /ˈlaɪtɪŋ/ /ˈɔːkɪstrə/ /ˈpænɪk/ /paɪl/ /ˈrekɔː(r)d/ /rɪˈkɔː(r)d/ /rɪˈlækst/ /rɪˈlæksɪŋ/ /rɪˈstɔː/ /ˈrɪðəm/ /ˈrʌbɪʃ/ /ˈsɪŋg(ə)l/ /ˈsləʊgən/ /ˈsplendɪd/ /steɪdʒ/ /ˌstɪl ˈlaɪf/ /ˈstjuːdiəʊ/ /səˈpraɪzd/ /səˈpraɪzɪŋ/ /tæp/ /ˌθrəʊ əˈweɪ/ /ˈtaɪəd/ /ˈtaɪərɪŋ/ /ˌʌnɪnˈspaɪəd/ /ʌnɪnˈspaɪərɪŋ/ /ˈvæljʊb(ə)l/ /vɔɪs/ /weɪst/ /ˈwɔːtəˌkʌlə/ /waɪd/ /wɜːθ/

galeria zainspirowany inspirujący instalacja zainteresowany interesujący misterny wyspa krajobraz oświetlenie orkiestra panikować sterta rekord nagrywać zrelaksowany, wypoczęty relaksujący odnawiać, restaurować rytm śmieci pojedynczy slogan wspaniały scena martwa natura studio zaskoczony zaskakujący klepnięcie wyrzucać zmęczony męczący niezaciekawiony nieciekawy wartościowy głos odpady akwarela szeroki warty

bodhrán (n)

/ˈbəra:n/

creep (v) ★ fiddle (n) flood (n) ★★ harp (n) plague (n) renew (v) ★★ scream (n) ★ stab (v) ★ uilleann pipes (n) whisper (n) ★

/kriːp/ /ˈfɪd(ə)l/ /flʌd/ /hɑːp/ /pleɪg/ /rɪˈnjuː/ /skriːm/ /stæb/ /ˈɪlən ˈpaɪps/ /ˈwɪspə/

irlandzki bęben obręczowy skradać się, czołgać skrzypce powódź harfa plaga odświeżyć, odnowić krzyk dźgać dudy irlandzkie szept

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Matura checkpoint

Units 7–8

Rozumienie ze słuchu Matura pointer In true/ false activities, remember not to panic if you do not understand information the first time. If you don’t hear the answer to one question, start listening immediately for the answer to the next question. Use the second listening to find the answers you didn’t hear the first time.

Zadanie 1 LISTENING 2.09 Usłyszysz dwukrotnie rozmowę dwóch osób. Zakreśl, które zdania (1.1–1.8) są zgodne z treścią nagrania (T – True), a które nie (F – False). Za każde poprawne rozwiązanie otrzymasz 1 punkt.

1.1 The title of the work is a number.

T/F

1.2 The runners participate in the work of art for money.

T/F

1.3 The runners bring their own sports equipment.

T/F

1.4 The work of art has a message.

T/F

1.5 The athletes can choose what speed they run at.

T/F

1.6 The inspiration for the work came from an experience which the artist had in Italy.

T/F

1.7 Visitors can participate in the work of art.

T/F

1.8 The artist designed the work but he doesn’t run in it.

T/F

Rozumienie tekstów pisanych Matura pointer Don’t waste time lingering over any sentences that you find more difficult to understand at the start. Instead, start completing the gaps with the sentences that you find the easiest to understand, and leave the more difficult ones till later on.

Zadanie 2 Przeczytaj tekst, z którego usunięto cztery zdania. Dobierz brakujące zdania, tak aby otrzymać logiczny i spójny tekst. W każdą lukę (2.1–2.4) wpisz literę, którą oznaczone jest brakujące zdanie (A–F). Uwaga: dwa zdania zostały podane dodatkowo i nie pasują do tekstu. Za każde poprawne rozwiązanie otrzymasz 1 punkt. A There are two forms of bowling which are particularly wellliked. B The second is called curling and is particularly popular in northern hemisphere countries because it is played on ice! C The first standardised rules of bowling were established in New York City on September 9th 1895. D Its most popular form is tenpin bowling, where a bowler attempts to score points by knocking down as many of the ten pins as possible. E There is also archaeological evidence that an early form of the game was played in England during the reign of King Edward III and then, King Henry VIII. F In fact, there was a time when bowling was added to the Olympics.

Not everyone knows that bowling dates back to Ancient Egyptian and Roman times. According to archaeologists, both ancient Egyptians and Roman soldiers entertained themselves by tossing big round stones into different E The latter was very fond of the game but objects. (2.1) …… banned it for the poor. Fortunately, nowadays, everyone can enjoy the game of bowling. It is played by about 100 million people in more D Other types than 90 countries around the world. (2.2) …… as well as bowling of bowling include nine and fivepin numerous variations played outdoors. A The first one is called lawn bowling and since it (2.3) …… doesn’t require much physical fitness, it is enjoyed by both B In this winter version of the young and elderly. (2.4) …… stones towards the target heavy slide bowling, the players to increase the speed of order which is 32 metres away. In the stone, each player polishes the ice ahead of the stone with a broom. Apart from lawn bowling and curling, many other forms of bowling have developed over the years in different parts of the world. You may have a favourite version, but it is always nice to try a different one to add some thrill to the game.

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Matura checkpoint Units 7–8 Lesson 1

Matura listening Warmer Divide the class into two teams. Tell one team to brainstorm different difficulties students usually have while doing a listening comprehension task (e.g. there are words students don’t understand; students find it difficult to concentrate; students don’t understand the gist of the listening text, etc.). Tell the other team to brainstorm different ways of improving listening skills (e.g. students should relax and try to understand the gist of the text; students should try to guess the meaning of unknown words from the context, etc.). Have students from both teams work together in pairs. One person says what problems they have while doing listening comprehension tasks, and the other person says what to do to improve this skill. Get class feedback.

Matura pointer Students analyse the Matura pointer. 1

LISTENING 2.09 Students listen to two people and decide whether sentences 1.1–1.8 are true or false. Students compare their answers in pairs. Get class feedback.

Audioscript WOMAN: Come on, it’s about to start. MAN: What’s about to start? WOMAN: The running. MAN: The running? What is this??? A sports event? WOMAN: Just watch. MAN: Well, what was that all about? A man wearing sports clothes running through the gallery as fast as he can. Oh look, now there’s another runner, a woman this time. Are they running away from something? WOMAN: No, I don’t think so. It’s a work of art. It was designed by an artist called Martin Creed. And it’s called No. 850. MAN: No. 850?? What a title! What’s it all about? WOMAN: Well, he gives runners ten pounds an hour to run through the gallery. Apart from the ten pounds, they get free sports clothes and trainers. And then they have to run as fast as they can. MAN: All right. But what does it mean though? Is there a message? WOMAN: The artist said that when you’re dead, you don’t move, do you? So moving really fast, like when you run fast, is the opposite of death. It’s like a symbol of life. That’s why the runners have to run as fast as they possibly can. MAN: Hmm, yeah, right. Where did he get the idea from?

WOMAN: Apparently he was in Italy and he arrived really late to see a museum in Palermo. He only had five minutes to see it, so he and his friend just ran all the way through the museum as fast as they could. They spent the five minutes running and laughing. He said that he looked at the museum in a totally different way when he was running, not walking slowly. He also said that if you run through a museum, it gives you time to do other, more important things in life! MAN: He might be right about that. In fact, I think I’m gonna run with the next athlete who goes past! WOMAN: No! Don’t do that! The general public aren’t allowed to run. MAN: You’re joking! Anyway, what happens if you get in the way of a runner? WOMAN: The artist told them to run round visitors. In fact, one of the runners is the artist himself. MAN: Really? WOMAN: Yeah. He said he had to train hard to be part of his own work of art! MAN: If I see him, he’ll have to run fast! I’d like to say a few things to him, I can tell you!

Extra activity Ask students to write three questions connected with art that they would like to ask other students in the class, e.g. What do you think is the purpose of art? How important is art in your life? How often do you visit museums and art galleries? etc. Students mingle and ask each other their questions. Get class feedback.

Matura reading Matura pointer Students analyse the Matura Pointer. You may ask students how they usually tackle reading comprehension tasks which involve completing the gaps with the sentences which have been removed from the text (e.g. they ﬁrst read the text through to understand the gist of it; they look for clues before and after each gap; they try to narrow down the options; they guess which option is correct, etc.).

Extra practice Ask students to cover sentences A–F. Students read the text in 2 and try to guess the missing sentences. Students compare their sentences with those which have been removed from the text. 2 Students read the text and complete gaps 2.1–2.4 with sentences A–F. Remind students that there are two extra sentences they don’t have to use. Let students compare their answers in pairs before checking them with the class.

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Matura checkpoint Units 7–8 Lesson 2

Matura use of English

Extra activity

Matura pointer Students analyse the Matura pointer. You may ask students which words they usually misspell. 3 Students read the task and complete the second sentence so that it has a similar meaning to the ﬁrst one, using the word given. Remind students that they are not allowed to change the word given. Students do the task. Nominate diﬀerent students to read out the answers to the class.

Matura writing Matura pointer Students analyse the Matura pointer. You may ask students if they have ever failed a test because they haven’t read the instructions carefully. 4 Students read the task. Allow some time for preparation. You may elicit from students how many paragraphs the advertisement should have and what each paragraph should be about. Individually, students write their advertisements. Monitor the activity. You may ask one or two volunteers to read out their compositions to the class. Collect the compositions in order to mark them.

Students work in pairs. Student A writes 4 questions to ask about all the information in the bullet points. Student B follows the bullet points to prepare all the necessary information about the charity event. In pairs, students ask and answer questions. Invite volunteers to act out their conversations in front of the class.

‘Can Do’ Progress Check 1 Tell students to be honest while doing ‘Can Do’ Progress Check. Students read the statements and assess their own skills and knowledge. If you want students to compare their answers in pairs or present them to the class, ask them first if they are willing to do it. If not, don’t insist. 2 In pairs, students discuss how they can improve their English. Ask different pairs to report back to the class. Find out whether students find other pairs’ ideas useful.

Homework Refer students to the Workbook, pages 72–73.

Model text

TEN- KILOMETRE FUN RUN JOIN US AND SUPPORT

Family and Children’s Aid on Sunday, March 21st at 11.00 on The Green. Run or walk the ten-kilometre circuit for a great cause. Bring your friends and family. Everybody will get a prize: an ecological shopping bag or a pen. If you want to help organise this fantastic event, or for more information, contact Harry Ridge, 10C. If you don’t want to take part, maybe you could help us instead. We need LOTS of volunteer helpers! XYZ

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Stosowanie struktur leksykalno-gramatycznych – parafraza zdań Matura pointer Always make sure that you haven’t misspelt any words or changed the tense of the original sentence.

Zadanie 3 Wykorzystując wyrazy podane w nawiasach, uzupełnij każde zdanie z luką, tak aby zachować sens zdania wyjściowego. Wymagana jest pełna poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań. Uwaga: nie zmieniaj formy podanych wyrazów. Za każde poprawne rozwiązanie otrzymasz 0,5 punktu. 3.1 My brother, who paints really well, would like to participate in the school art exhibition. (TAKE) My brother, who paints really well, would like to take part in ………………………………… the school art exhibition. 3.2 People say that Michael Phelps is the best swimmer of all time. (BE) is said to be Michael Phelps …………………………………… the best swimmer of all time. 3.3 The play was so funny that I couldn’t stop laughing. (SUCH) such a funny play that It was ………………………………………… I couldn’t stop laughing. 3.4 Why are you interested in taking up tennis? (WANT) do you want to take Why ……………………………………………… up tennis? 3.5 ‘Are you going to the match?’ asked Rob. (IF) if I was going to Rob asked ……………………………………… the match.

Wypowiedź pisemna Matura pointer In writing exams, remember to always read the instructions carefully and check that you know exactly who you are writing to. Write in the correct style for that reader. You will usually get more marks if you write in an appropriate way for the task.

Zadanie 4 Napisz ogłoszenie, w którym zachęcisz uczniów twojej szkoły do wzięcia udziału w biegu, który ma pomóc zebrać pieniądze na cele charytatywne. ● Poinformuj, kiedy, gdzie i o której godzinie odbędzie się bieg. ● Poinformuj, ile kilometrów będzie miał odcinek, który trzeba będzie przebiec. ● Napisz, jakie nagrody będzie można wygrać. (Każdy z uczestników otrzyma jakąś nagrodę.) ● Poinformuj, na rzecz jakiej organizacji charytatywnej będą zbierane pieniądze. Podpisz się jako XYZ. W zadaniu nie jest określony limit słów. Oceniana jest umiejętność przekazania wszystkich informacji (4 punkty) oraz poprawność językowa (1 punkt).

‘Can Do’ Progress Check 1 How well can you do these things in English now? Give yourself a mark from 1 to 4. 1 2 3 4

= = = =

I can do it very well. I can do it quite well. I have some problems. I can’t do it.

a I can describe or give extra information about people, things or places, using defining or non-defining relative clauses. b I can talk about sports and use phrasal verbs connected with sport. c I can understand written and spoken texts about sports. d I can give simple oral presentations. e I can write a simple film review. f I can report what other people said, asked or ordered, using reported speech. g I can discuss art, theatre and music. h I can describe people and things, using adjectives ending in –ing and –ed. i I can describe past events and explain what order they happened in. j I can write an announcement. 2 Now decide what you need to do to improve. 1 Look again at my book/notes. 2 Do more practice activities. ➞ ZESZYT ĆWICZEŃ str. 56–73 3 Other:

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

Gateway online

Student’s Book

Workbook

David Spencer

Annie Cornford

Nr MEN 421/3/2013

W Gateway Teacher’s Book nauczyciel znajdzie: • szczegółowe scenariusze lekcji

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Student’s Book

CD 1 Units 1– 7

CD 2 Units 8– 10

Class CDs David Spencer

Workbook

Class CDs David Spencer

Class CDs

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

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

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Audio CDs

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Test CD Lynda Edwards Karolina Kotorowicz-Jasińska Piotr Najduchowski

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Test CD-ROM

Teacher’s Resource Multi-ROM

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Teacher’s Resource Multi-ROM

• ramki Cultural information z ciekawostkami dotyczącymi tematów poruszanych w podręczniku

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Teacher’s Resource Multi-ROM

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

Gateway Interactive Classroom

Gateway Online www.gateway-online.net

COMMON EUROPEAN FRAMEWORK

A1 A2 B1 B2 C1 C2

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