Gateway 3 Workbook
Gateway to pięciopoziomowy kurs dla uczniów szkół ponadgimnazjalnych. Zawarte w nim materiały nie tylko umożliwiają doskonałe przygotowanie do matury, lecz także uczą języka niezbędnego w rzeczywistych, pozaszkolnych sytuacjach.
W zeszycie ćwiczeń Gateway uczeń znajdzie: • dodatkowe ćwiczenia leksykalne i gramatyczne utrwalające materiał z podręcznika • sekcje Developing speaking oraz Developing Writing rozwijające zdobyte umiejętności • strony Gateway to matura dedykowane pokonywaniu trudności zadań maturalnych • strony Revision umożliwiające powtórzenie materiału i dokonanie samooceny
COMMON EUROPEAN FRAMEWORK
A1 A2 B1 B2 C1 C2
www.macmillan.pl
ISBN 978-83-7621-136-7
Annie Cornford
• kulminacyjne Progress tests przeznaczone do samodzielnego monitorowania postępów
3
Workbook Annie Cornford
Grammar
Reported speech – statements Reported speech – questions and commands Vocabulary Art, theatre, music Artists Adjectives ending in -ing and -ed Speaking Describing a past event Writing An announcement
8 Art attack Vocabulary Art, theatre, music 1 Can you find these words connected to the theatre in the word search? actor ballet conductor dancer lighting orchestra stage theatre writer t
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2 Add the missing vowels (a, e, i, o, u) to form words connected with art. 1 2 3 4 5 6 7 8
m st rp c sk tch p rtr t bstr ct sc lpt r dr w ng st d xh b t n
3 Now match the words in 2 with the definitions. 1 place where a painter works 2 painting of a person
4 Who does what? Put these names in the correct columns. Then add two more of your own to each column. Daniel Craig Rembrandt Bob Marley Alanis Morissette Rudolf Nureyev Ludwig van Beethoven
3 picture made with a pen or pencil 4 public show of art that people can go to look at
Actor
Artist
Musician/ composer
Dancer
5 solid object made as a work of art from metal, wood etc. 6 excellent work of art 7 art that expresses ideas or feelings, not exact appearances. 8 drawing done quickly without many details
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Reading 1 Look at the picture and the title of the text. What type of text do you think this is? a a review of a famous art exhibition b a scientific report on artists’ creativity
c a singer-songwriter’s autobiography d an artist’s guide to using brains in modern art
2 Now read the text and check your answer.
Advanced brain activity in artists and musicians Many people who are not artistic believe that trained artists and musicians think differently from them, and they are right. Psychologists have discovered that professionally trained musicians use both the left and the right sides of their brain more than the average person. People whose left hemisphere is well developed are known to be strong in academic areas such as reading, maths and logic. More creative people often have better developed right hemispheres, so they are talented in creative areas like art and music. Experiments to discover how different types of people solve different types of problems have shown that artists and musicians use both sides of the brain more right hemisphere: often than people who are not ‘artistic’ activities – art, music, creativity creative. Non-musicians are often impressed at how pianists, for example, can read two lines of music, and play the top line with the right hand and the bottom line with the left. Violin players, too, can simultaneously perform one action with the hand holding the bow and another, different action with the hand on the strings. Long hours of practice give musicians excellent coordination and skills that non-musicians simply don’t have. Reading the music and translating the notes into hand movements uses the left hemisphere, but performing music is associated with right hemisphere
3 Find words in the text which mean: 1 people who study how the human mind works (paragraph 1) 2 very good at doing something (paragraph 2) 3 scientific tests (paragraph 2) 4 at the same time (paragraph 3) 5 related to (paragraph 4) 4 Choose the correct alternative. 1 Professional musicians use both sides of the brain more artistically/often than average people. 2 The researchers say that creative thinking is normal for psychologists/musicians. 3 Musicians’ use of both hands could explain their interest in music/interesting brain activity. 4 The research showed that musicians were better with words/musical symbols than non-musicians. 5 Non-musicians had more/fewer original ideas for uses of common objects.
activity. The same is true of visual artists, who translate ideas and emotions into images by a process that uses both sides of the brain. Researchers wanted to see how creative people solved problems by thinking ‘outside the box’. To compare the thinking processes of musicians and non-musical people, a group of students were shown some everyday left hemisphere: objects and asked to invent ‘academic’ activities – new uses for them. They reading, maths, logic were then given a word test. The musicians showed more advanced language skills in the word test, and they also had more original ideas for alternative uses for the objects. What the research does not prove is whether musical skill is something that you are born with, or whether it can be learnt. A child who starts to play a musical instrument at a very early age and continues playing it for many years may be changing his or her brain activity by doing so. This suggests that the differences in a creative brain are caused as much by training as by genetics.
5 Answer the questions with information from the text. 1 Who have always believed that artistic people don’t think in the same way as people with no artistic talent?
2 The psychologists concentrated on problems that could be solved by thinking ‘outside the box’. What do you think this expression means? a logically b creatively c musically 3 Find a sentence in the text which gives an example of what the right side of the brain does, and what the left side of the brain does.
6 What about you? Are the people you know who play a musical instrument good at other things? If so, what?
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Grammar in context Reported speech – statements 1 Complete the table with the reported speech. Direct speech
Reported speech
‘I listen to the CD a lot.’
He said he listened to the CD a lot.
‘I’m listening to the CD.’
He said he
He said he ‘I have listened to the CD.’
‘I had listened to the CD.’
He said he
‘I will listen to the CD.’
He said he
‘I can listen to the CD.’
He said he
3 ‘I’m painting a picture just for you.’ He told me (that)
‘I may listen to the CD.’
He said he
4 ‘We’re hoping to make a new album this year.’ The band said (that)
‘I must/have to listen to the CD.’
He said he
3 Complete the reported sentences. 1 ‘I’ll be here at ten.’ She said she’d be there at ten. 2 ‘We saw the exhibition yesterday.’ They said they’d seen the exhibition . 3 ‘I’ll never forget tonight’s performance.’ She said she’d never forget performance. 4 ‘I may go to the play next month.’ She said she might go to the play . 5 ‘We went to the same gallery a week ago.’ They told me they’d been to the same gallery .
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1 ‘I’ve always hated modern art.’ She told me (that)
He said he
1 ‘You have to be careful!’ The museum guide told us that we had to be careful. 2 ‘I don’t know anything about modern sculpture.’ Grandad said that he anything about modern sculpture. 3 ‘It may take a while for the paint to dry.’ The artist told her that it a while for the paint to dry. 4 ‘I can get you some cheap tickets for the gig.’ My friend said that he us cheap tickets for the gig. 5 ‘Non-musicians did not do so well in the tests.’ The researcher told us that non-musicians so well in the tests.
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4 Rewrite the direct sentences in reported speech.
‘I listened to the CD.’
2 Complete the sentences with reported speech.
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6 ‘I’m having my portrait painted tomorrow.’ He said he was having his portrait painted 7 ‘We had a much friendlier audience last year.’ They said they’d had a much friendlier audience
2 ‘We are going to the sculpture park next week.’ They said (that)
5 ‘I can’t sketch any more tonight, because it’s too dark.’ She said (that)
Grammar extension 5 Rewrite the sentences in reported speech. Use the reporting verbs given. advise invite offer refuse remind suggest 1 Don said to me: ‘I’ll carry your suitcases.’
Don offered to carry my suitcases. 2 Helen asked us: ‘Would you like to come to my party?’ Helen 3 Babs said: ‘I won’t wear a coat!’ Babs 4 Bernie said to me: ‘Why don’t we go to the cinema together?’ Bernie 5 The doctor told me: ‘You should rest your leg for two weeks.’ The doctor 6 She said to her son: ‘Don’t forget to feed the cat.’ She
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Developing vocabulary Adjectives ending in -ing and -ed 1 Choose the correct alternative. 1 2 3 4 5
She was amazed/amazing when her painting was sold for £5,000. The lecture wasn’t very interested/interesting, but the show was. The success of his first play was really surprised/surprising. I’m afraid I was rather uninspired/uninspiring by the works of art I saw. The horror movie we watched last night wasn’t very frightened/ frightening. 6 The artist wasn’t very relaxed/relaxing at the start of his exhibition. 7 The kids got bored/boring waiting for the show to start. 8 They had the best seats in the theatre, but the play itself was disappointed/disappointing.
2 Look at the pictures and make two sentences for each with the words given.
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3 Look at the example, then complete the six sentences so that they are true for you. satisfy 1 The most satisfying experience I’ve had is helping
homeless people in my city.
2 I was most satisfied when I helped homeless people
in my city.
terrify 1 The most terrifying movie I’ve ever seen is 2 I was terrified the other day when horrify 1 The most horrifying news I’ve heard recently is 2 I was horrified when worry 1 The most worrying thing about school for me is 2 The last time I got really worried about something was
Vocabulary extension 3
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4 Here are more adjectives ending in -ing and -ed. Check you know the meaning of each one, then complete the sentences.
1 embarrassed
I get very embarrassed when dad starts singing. embarrassing Dad’s singing is always so embarrassing. 2 3 4
confused confusing disappointed disappointing excited exciting
amusing annoyed exhausted fascinated pleased thrilling 1 The last pop video Michael Jackson ever made was really . 2 I was absolutely by the way he used colour. 3 She was totally after her visit to the Tate Gallery, but still couldn’t sleep. 4 The model was very with the finished portrait. 5 The security guard in the art gallery gets if you touch anything. 6 Some people find her work but personally, I don’t find it funny at all. 5 Write four sentences about yourself using adjectives from 4 and your own ideas. 1 2 3 4
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Grammar in context Reported speech – questions and commands 3 Look at the grammar rule and choose the correct alternative.
1 Complete the grammar rules with these words. do not same statements subject whether 1 Tenses and pronouns in reported questions change in the way as with reported . 2 There is no inversion of the questions, and question marks are
and verb as in direct needed.
3 We do not use the auxiliary verb reported questions. 4 If there is no question word, we use if or
in .
2 Complete the reported questions.
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1 ‘Did you see the portrait of the Queen?’ He asked him
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2 ‘Why are you putting your chewing gum under the desk?’ She wanted to know
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3 ‘Who is your favourite singer?’ He wanted to know
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4 ‘Do you often go to the theatre?’ He asked him
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For reported commands we use asked to or not to + (a) auxiliary/ infinitive. If (b) necessary/possible, we change pronouns and other words in the same way as in reported statements. We use (c) asked/told to report stronger commands and (d) asked/told for more polite commands. 4 Rewrite the sentences in direct speech. 1 2 3 4 5 6 7 8
The painter asked her to stand still.
‘Please stand still.’ He told her to shut the door. The teacher told the kids not to go near the water. He asked her to wait for him. He told them not to take any photos. The man told her to turn her music down. Their mother asked them to sing their song. She asked the cleaners not to touch the sculpture.
Grammar extension 5 Complete Emma’s email using these new reporting verbs.
5 ‘Where are the paintings by Lowry?’ They wanted to know
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6 ‘Will you be able to clean the marks off the painting?’ He wanted to know
.
accuse apologise congratulate insist promise warn
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Developing speaking Describing a past event
Describing photos
1 Put these useful words and expressions into the correct column.
4 Look at this photo and answer the questions. If you are not sure of something, say I think and/or I imagine.
a few minutes later after a while after that at first finally first in the end next then at the beginning of a description
in the middle of a description
at the end of a description
2 Read this dialogue and choose the correct alternative. JAKE: What’s the most embarrassing thing that’s happened to you? SAm: That’s easy! It was when my mum asked me to go to a modern ballet with her. JAKE: So what happened? SAm: (a) At first/Next, I said I didn’t want to go, but she was disappointed so I went and it was awful. (b) After a while/ First, we missed the bus and were nearly late. (c) In the end/Next, we realised that everybody was wearing smart clothes when I was in jeans and trainers! Then, the curtain went up and nothing happened for ages. (d) After a while/ After that, I asked mum what was going on, and people behind me told me to be quiet and I started laughing. I know it was bad but I couldn’t stop. (e) First/Finally, mum got so angry that she said we had to leave. (f) In the end/ A few minutes later, we stayed until the interval but she’s never forgotten that evening. And she’ll never take me to the ballet again …
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Who is in the photo? Where is he? What is he doing? How do you think the artist is feeling?
5 Now look at this photo and answer the same questions.
3 Write some notes about an embarrassing event that happened to you. Remember to use the words and expressions from 1.
6 What about you? What are your reactions to the two artists’ work? Write two questions that you would like to ask each artist. 1 2
1 2
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Developing writing An announcement 1 Look at these tips for writing announcements and correct the mistakes.
3 Look at these notes about another event in the school calendar. Make a poster announcing this event, using the space below.
talent competition organisers want singers/dancers/bands/stand-up comedians names in by Dec 3rd chance to appear on local TV for winner event on Dec 17th over-16s only talk to Mr Barnes for more info
1 Use long complicated sentences. Use short, clear sentences. 2 Don’t have a slogan. 3 Remember that a title that attracts attention is not usually necessary. 4 Give as much information as possible. 2 Complete the announcement with these words. categories contact December 1st December 10th model shy
The Greatest Fashion Show on Earth! Saturday (a)
in the school hall.
Have you got the coolest outfit? Could you (b) it at our fashion show? Don’t be (c) ! We need clothes for our show – and models to wear them! There are three (d) Casual, Sporty and Out on the Town.
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Tell us what clothes you are planning to bring by (e)
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There will be a prize for the best outfit for each category. For more information, (f)
09765 483005
Bernie on
4 Think of an event of your own – funny or serious. Write an announcement in which you give all the necessary information and try to get all your friends to participate.
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Gateway to matura Unit 8 1 Which grammatical structures from the box do you associate the phrases below with?
4 Complete the second sentence so that it has a similar meaning to the first one. Use the words from the table in 3.
present perfect reported speech conditional sentences passive voice 1 2 3 4 5 6 7 8 9
1 It is necessary to water the flowers today. You water the flowers today. 2 It’s forbidden to take pets to the cinema. You to the cinema. 3 Students aren’t allowed to eat during the lesson. Students during the lesson. 4 It’s a good idea to go to the dentist. You to the dentist.
if by since was (done) unless If I were you for whether (She) told (me)
5 Complete the second sentence so that it has a similar meaning to the first one. Use the words in brackets. 1 Meeting Colm was really surprising. (EXPECT) I didn’t Colm in town. 2 Why don’t you start doing a sport? (TAKE) Why don’t you a sport? 3 I’m studying hard so that I can earn a lot in the future. (MAKE) I’m studying hard so that I can in the future. 4 Have you decided yet? (MIND) Have you yet? 5 Did you manage to pass the exam? (SUCCESSFUL)
2 Complete the second sentence so that it has a similar meaning to the first one. Use appropriate words from 1 and any other words you need.
Were you
1 ‘Did anyone notice anything unusual?’ asked the police officer. The police officer asked anything unusual. 2 Antoni Gaudi designed La Sagrada Familia in Barcelona. La Sagrada Familia Antoni Gaudi. 3 Miss Peterson first came to teach us two months ago. Miss Peterson two months. 4 You should eat more vegetables. If 5 I last watched TV in January. I haven’t
more vegetables. January.
6 I’ll call her if she gives me her number. I won’t
her number.
7 ‘I’ll talk to Mark.’ said Mary. Mary
talk to Mark.
3 Match the phrases below with the appropriate columns in the table. can/can’t should/shouldn’t mustn’t have to/not have to you are/aren’t allowed to
it’s forbidden to
it is/isn’t necessary to
the exam?
Which sentence tests your knowledge of: a b c d e
collocations? idioms/fixed expressions? phrasal verbs? verbs followed by a gerund? verbs followed by an infinitive?
Zadanie egzaminacyjne 6 Wykorzystując wyrazy podane w nawiasach, uzupełnij każde zdanie, 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. 6.1 I haven’t been to London for at least five years. (WENT) The last time at least five years ago. 6.2 You should study Law at university. (WERE) If study Law at university. 6.3 She can’t go to the party. (ALLOWED) She go to the party. 6.4 Will you take care of my cats while I’m away? (AFTER) Will you my cats while I’m away? 6.5 I’d like to discuss this project with you. (WORD) I’d like to about this project.
it is/isn’t a good idea to
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