Gateway Plus 2 Książka nauczyciela by Macmillan Polska Sp. z o.o.

6 Living planet

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

Vocabulary

Geographical features 1 Work in pairs and match the photos to these words. beach c desert f mountain range e 2

forest a ice cap d rainforest and jungle b

1.29 Listen and repeat. b

The environment 3 Work in pairs. Match the words with the definitions. drought oil spill

environment ozone layer

flood pollution

global warming recycle save

nuclear disaster

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

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

2 to use something again or change something so that you can recycle use it again environment 3 the natural world around us

8 a large quantity of water that suddenly covers an area flood 9 the increase in the temperature on earth

global warming

4 to stop using something (for example water, money, save electricity) or to use less of it

10 to use something more than necessary, or in an incorrect way waste

5 a long period of time when there is no rain drought

11 an accident with nuclear power, usually causing radioactivity nuclear disaster

6 the part of the earth’s atmosphere which protects the earth ozone layer from the sun

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

SpeakinG

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

photos. a

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

greenhouse effect waste

Unit 6

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LiSTeninG 1.30 Listen to four descriptions of environmental problems. Match each description to a photo in 4.

6a Read the questions and make a note of your answers. 1 How is global warming affecting your country? 2 Where and when do you have floods or droughts in Poland? 3 What do you do to protect the environment? 4 What products or materials do you recycle? 5 How do people waste water or electricity in your country? 6 What do you do to save water or electricity? 6b

SpeakinG

Work in pairs. Ask and answer the questions.

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Reading Unit 6 Lesson 1

Vocabulary

Geographical features

Warmer

Suggested answers a You can recycle bottles here. It’s good for the environment. b This is the ozone layer. It protects us from the sun’s rays. c There is a drought in this place. It is very dry. d This is a flood. It has rained a lot.

In pairs, students discuss the meaning of the unit title Living planet and what they think the unit is going to be about. Elicit ideas from around the class. Brainstorm geographical features and ask students to turn to page 80 in their Student’s Books to see if they thought of the words mentioned there. Suggested answer The unit is about the planet’s ecosystems. The Living Planet was also the title of a well-known nature documentary presented by Sir David Attenborough. Ask students if they have seen any nature documentaries and what they were about.

Cultural information Sir David Attenborough is one of Britain’s best-known naturalists and broadcasters. Attenborough’s most famous TV documentary work is the Life series: Life on Earth (1979), The Living Planet (1984) and The Trials of Life (1990).

Geographical features 1 In pairs, students match the photos to the words in the box. 2

1.29 Play the CD for students to listen, check and repeat. Point out the different pronunciation and stress for these three words: desert (v) – to leave /dɪˈzɜː(r)t/; desert (n) – a dry and arid region /ˈdezə(r)t/; dessert (n) – the sweet course at the end of a meal /dɪˈzɜː(r)t/. Refer students to the Pronunciation guide in the Student’s Book, page 170.

Audioscript beach forest desert ice cap

mountain range rainforest

jungle

The environment 3 In pairs, students match the words with the definitions. You may like to provide dictionaries for this task. Check answers by asking different students. Ask students to underline the stressed syllables in the words.

Fast finishers Students write definitions of other words related to the environment. They then read their definitions for the class to guess the word, e.g. ecology, deforestation, acid rain, etc.

Teacher development: Classroom tips

Choral drilling Choral drilling involves you giving an oral model of a word or phrase for the whole class to repeat. Use choral drilling to practise new words or phrases, especially phrases that will be useful in future communicative activities. 4

Students look at the photos and describe what they see in pairs. Draw attention to the example sentence. With a less confident class, elicit key words to describe the photos before they begin, e.g. recycle, ozone layer, sun, drought, flood, etc. SPEAKING

The environment

Listening 1.30 Play the CD and ask students to match the four short recordings to the photos in 4. Tell students to note down key words which help them decide on their answer as they listen (see underlined words in the audioscript). You may like to pre-teach these words: sort out rubbish – to get rid of things you don’t need; bin – a container for putting rubbish in; ultraviolet radiation – rays from the sun which are harmful to humans. Check answers with the class.

Audioscript 1 Girl: Isn’t it terrible what’s happening in the village? Boy: I know, it started raining on Sunday and it just hasn’t stopped for days. Girl: Yeah, and with all that water, lots of people are leaving their homes. It’s just too dangerous to stay there. Boy: Yeah, and have you seen how the water just carries away all the cars? Scary! Really scary. 2 Teacher: OK and what’s this? Well, it’s a region of the upper atmosphere, between about 15 and 30 kilometres in altitude. It has quite a lot of ozone and the ozone absorbs the sun’s ultraviolet radiation. But the big problem is the hole right here, over the Antarctic and the Arctic. This hole is caused by CFC gases and other gases. 3 Man: Well, it’s stupid, isn’t it? Woman: I know, they always tell us to sort our rubbish and to recycle it, but then they don’t give us anywhere to put bottles and glass. Man: That’s right. And in the end there’s no alternative. You have to put all the rubbish in the same bin. 4 Woman: It’s so hot today, though, isn’t it? Man: Certainly is. They say it’s the hottest day of the year. Well, no, not of the year, the hottest day in the last ten years. Woman: And they say it’s going to get hotter. Man: One day this is all just going to be desert, believe me. 6a Individually, students write their answers to the questions. The dictionary may be useful for this task. Suggested answers 1 very hot summers, less rain, some areas becoming desert 2 floods in low-lying and coastal areas in spring and autumn, droughts in the summer 3 recycle rubbish, try to save electricity and water 4 plastic, glass and clothes 5 have baths instead of showers, leave lights and the TV on 6 switch off the tap when I brush my teeth, switch off my computer when I’m not using it 6b SPEAKING In pairs, students ask and answer the questions. Monitor students and note down errors or good language to review in the feedback session. At the end of the activity, ask students to ask and answer across the class in open pairs. Encourage students to have a class discussion.

Homework

Refer students to the Workbook, page 46.

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Lesson 2

Reading

Warmer

Skimming and scanning for global and specific information Protecting the environment Świat przyrody klimat, krajobraz, zagrożenia i ochrona środowiska naturalnego, klęski żywiołowe

Write the following words in two columns on the board: switch off less Vocabulary turn off school fly lights recycle more walk to taps Ask students to work in pairs and match the words to make phrases. Then ask them to say what the phrases relate to (being green/ protecting the environment).Key Key switch off lights, turn off taps, fly less, recycle more, walk to school 1 Students match the titles with the paragraphs. Set a strict time limit of three minutes and give them a couple of updates, e.g. one minute to go. Students compare their answers in pairs before you elicit the answers from the class. 2 Students choose the correct alternatives and write the number of the paragraph where they found the answer. 3 Students match the underlined words in the text with their definitions. 4

SPEAKING Individually, students choose six words in the text which they think are the most important. In pairs, students compare their answers and explain their choices. Draw attention to the model sentence. Monitor as students compare answers, helping if necessary. Elicit words and explanations from different students.

Extra activity Individually, students write their own definition of the word connected to the environment. Each student reads out their definition and the rest of the class guesses the word. 5 Students use their words in 4 to write a summary of the text. Suggested answer The text talks about the effect global warming will have on the climate and life on earth. It discusses how we must reduce our carbon footprint and help others to change their habits. 6 SPEAKING What about you? In pairs, students discuss the questions. For question 1, draw attention to the model dialogue. Elicit opinions and encourage the class to say whether they agree.

Extra activity Students choose several words from the unit so far and enter them in an Internet search engine to build up more associations/collocations for each word.

Homework

Refer students to the Workbook, page 47.

Suggested answers climate – the text is talking about how the climate is changing global warming – one of the biggest problems facing the environment carbon footprint – a good way to assess how our actions affect the planet earth – the name of the planet we need to protect life – all our lives will be affected by global warming habits – what we need to change in order to stop climate change

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Reading 1 You are going to read a text about things we can do to protect the environment. You have three minutes to read the four paragraphs and match them to these titles. a Young people can make a difference Paragraph 4 c What is a carbon footprint? Paragraph 2 b Predictions for the future Paragraph 1 d Your lifestyle and your carbon footprint Paragraph 3

1 It’s difficult to know exactly how our climate will change. Scientists think that the global temperature may go up by between 1.4ºC and 5.8ºC in the next fifty years. This global warming will definitely make a big change to life on earth. Most areas will become warmer. Some parts of the world might have terrible floods, but some may have droughts. This will probably be bad for plants and animals in all parts of the world. In the Arctic, we can already see that the changing weather is going to make life very difficult for polar bears. 2 So what can we do about this? One thing we can do is to think about our carbon footprint. A carbon footprint is a way of working out the difference that each person makes to the environment. It shows the pollution that we, as individuals, are responsible for. For example, when you go to school by car every day, your carbon footprint gets bigger because you are adding to the pollution. When you walk to school or go by bike, your footprint is much smaller.

2 Choose the correct alternative. Write the number of the paragraph where you found the answer.

1 2 3 4 5 6

2 The text suggests that teenagers can take decisions for their parents/influence their parents’ decisions. Paragraph 4 4

4 The effects of climate change will probably/will probably not affect nature all over the planet. Paragraph 1 5 Everyday activities make/don’t make a big difference to your carbon footprint. Paragraph 2, 3 6 Scientists are/are not sure what will happen in the next fifty years. Paragraph 1 7 Scientists predict that the changes will/won’t be the same in different places. Paragraph 1

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

3 Match the underlined words in the text with their definitions.

1 A carbon footprint works out the difference that each human being/type of transport makes to the environment. Paragraph 2

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

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

cause (v) are responsible for the plastic that covers things you buy working out deciding, calculating consequences results habits routines

plastic packaging

the mark that your foot leaves on the ground

footprint

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

I chose ‘climate’ because the text talks about how the climate is changing. 5 Use your words in 4 to write a short summary of the text. 6

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

I think global warming is the most important problem in the world right now. I don’t agree. There are other big problems too.

Unit 6

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Grammar in context Grammar Guide

Be going to and will 1a Read the sentences. a I think global warming will get worse. b Greenpeace began in 1971. In 2021 it will celebrate its 50th anniversary. c What can I do to help? I know! I’ll keep a record of my carbon footprint. d Yesterday I decided what to do in the summer. I’m going to work for Greenpeace. e Look at the sky. It’s going to rain. Grammar reference

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

Listen again and repeat the sentences with the correct stress.

3 Complete the sentences with the correct form of the verbs using will or be going to. 1 Experts expect that the polar ice cap will disappear (disappear) one day. 2 It’s only 10:00 am but the sun is already strong. It is/’s going to be (be) a hot day. 3 A: What’s the matter? B: I’m really hot. A: I ’ll open (open) the window. (be) the anniversary

5 My friends have decided they are going to write (write) a letter about the environment to the local newspaper. will cause 6 People think that global warming (cause) lots of problems in the future. 7 A: Where are you going? B: To see a documentary about the environment. A: Wait! I ’ll come (come) with you. 8 A: Come to my house this evening. B: I can’t. I ’m going to go (go) to a meeting about making our school ‘green’.

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

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

will be 4 Next week there of the world’s worst oil spill.

1b Match these explanations of the use of will and be going to with example sentences a–e in 1a. We use will … 1 for decisions that we take at the moment of speaking. C 2 to talk about an objective truth. b 3 to make a general prediction. We often use think, hope, expect with this use. a

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

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

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

I think the planet will get hotter in the future.

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

Grammar Guide

Will, may, might 7a Look at the sentences and give an approximate percentage of certainty for each expression in bold. 1 This will probably affect plants and animals.

70–80% certain 2 Global warming will definitely make a big difference. 100% certain 3 Perhaps some places will have more rain. 50% certain 4 It’s possible that other places will become drier. 50% certain 5 Different parts of the world might have terrible floods or droughts. 50% certain 6 The temperature may go up by 5ºC in the next fifty years. 50% certain 7 The changes probably won’t be immediate. 70% certain 8 Things definitely won’t get better until we do something. 100% certain 7b Look at the position of the adverbs definitely and probably in sentences 1 and 2 and sentences 7 and 8. What do you notice? Grammar reference

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Unit 6

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Lesson 3

Grammar in context

Be going to and will

Be going to and will Test before you teach Write these four sentences on the board: 1 The President ____ be in office for four years. 2 I hope you ____ come to my house one day. 3 Not a cloud in the sky – it ____ another warm day. 4 Did you buy some bread? No, I forgot. I ____ buy some now. Ask students to complete the sentences with will or be going to. Monitor to see if students are familiar with these structures. Elicit their answers and the reasons why they chose will or going to. Key 1 will 2 will

3 ’is/s going to 4 will/’ll

1a Ask students to read the sentences with be going to and will.

Will, may, might

Extra activity As an extra activity or an activity for fast finishers, students underline the stressed words in the sentences in 3 and practise saying the sentences using correct sentence stress.

Teacher development: Classroom tips

Fast finishers If you have students who always finish before everyone else, look at their answers and tell them how many they have got wrong, but not which ones. This is a good way to keep a fast finisher busy for a little while longer while the others catch up. It’s also a good way to get students to look at their answers again, which is a useful exam strategy. 4 Ask students to write down a plan or intention for each category. Focus their attention on the example sentence.

1b Tell students to match the explanations to the example sentences in 1a.

Example answers 1 I’m going to do a project about biology at school next week. 2 I’m going to clean my bedroom. 3 I’m going to apply for a part-time job in a local shop. 4 I’m going to play in a football match this Friday. 5 I’m going to visit my cousins this weekend. 6 I’m going to go out with my friends this Saturday.

Refer students to the Grammar reference on page 88.

Extra practice Write these problems on the board: 1 I can’t decide what to do after school today. 2 I don’t know what to buy my friend for his birthday. 3 I don’t know what to wear to the party tonight. 4 I’m tired of being a teacher, but I don’t know what job to do. Ask students to call out a decision on how to solve each problem using I know! I’ll …, e.g. 1 I know! I’ll read a book. I know! I’ll play football with my friends, etc. 2a

Teacher development: Pronunciation

Sentence stress Remind students that information/content words are the ones that are usually stressed. These are words you hear more clearly when someone speaks to you. The unstressed words are heard much less clearly and sometimes hardly at all. Words that are usually unstressed are articles, conjunctions, prepositions and auxiliary verbs. 1.31 Play the CD for students to listen to the sentences and decide what happens to the words in bold and the pronunciation of be going to. Key The words in bold are pronounced longer and louder and have a higher pitch. The pronunciation of be going to is unstressed and the words are contracted. 2c

Suggested answers 1 I think the planet will get hotter in the future. 2 Everyone will watch TV on the Internet in the future. 3 I think green politicians will do well in the next elections. 4 We will see new products made from recycled materials. 5 The next Olympics will be held in an African country. 6 We will find a cure for AIDS in the near future.

pronunciation Ask students to read the sentences and decide why some of the words are marked in bold.

Key The words in bold are stressed because they are the content words. The other words are unstressed because they are function words.

5 Now ask students to write a prediction for each category. Focus their attention on the example sentence.

Play the CD again for students to listen and repeat the sentences with the correct stress.

3 Students complete the sentences with the correct form of the verbs, plus will and be going to.

SPEAKING In pairs, students compare their plans and predictions from 4 and 5 and see if they are the same or different. Elicit some examples from different students around the class.

Will, may, might 7a Ask students to read the sentences and give an approximate percentage of certainty for each expression in bold. Students could compare their answers in pairs before you elicit answers from the class.

Teacher development: Classroom tips

Checking answers Asking students to check their answers together with a partner before open-class feedback gives students confidence and a chance to confirm their answers. Give them useful language for this task: I think ... What do you think about ...? I think so too./ Me too. I don’t agree. 7b Ask students what they notice about the position of the adverbs definitely and probably in sentences 1 and 2 and sentences 7 and 8. Key In sentences 1 and 2 the adverbs come after will. In sentences 7 and 8 the adverbs come before won’t. Refer students to the Grammar reference on page 88.

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Grammar in context Extra activity Tell students they are going to walk around the class and talk to each other trying to find someone in the group who matches the situation on the slips of paper you have prepared earlier. Ensure there is a slip of paper for every student in the class, e.g. Find someone who: has received something valuable lately; has already been annoyed today; didn’t arrive home until after midnight last week; has forgotten to bring something someone else asked him for; has made their parents buy them something they really wanted; has contracted flu/a cold from someone lately; etc. Explain that students have to write down the names of their classmates who give affirmative responses. Have a class feedback. Ask students to work in groups of 3–4 and to read their slips again. Tell them to find one word that could replace all the underlined words (get).

Teacher development: Student training

Key word transformations Key word transformations are popular in Use of English exam papers. Remind students to always use the key word in their answer and to keep the meaning of the original sentence and the tense form. Students should read each sentence very carefully so they do not miss any information and check the number of words they have used. Tell them that contractions count as one word, e.g. I’ll, it’s, etc.

Lesson 4

Developing vocabulary Listening

9 Students write sentences with the expressions in 8 to say how certain they are about the predictions. Note down errors to go over with students before the speaking activity.

Teacher development: Classroom tips

Accuracy before fluency While students are preparing for a speaking activity, focus on accuracy and correct errors so they have a chance to put this feedback immediately into practice. An important advantage of doing error correction at this stage is to avoid ending the lesson on accuracy work and to enable free communication as students report back on their discussions. 10

SPEAKING In pairs, students compare their answers in 9. Ask a pair to read out the model dialogue before they begin. Elicit opinions from different students and try to develop a class debate.

Homework Refer students to the Workbook, page 48.

Different uses of get Listening for gist and specific information

Different uses of get Warmer Write the following quotations on the board or distribute them to the students on handouts. Tell them they need to find just one word that fits all the gaps (get). Ask students to discuss the quotations in pairs or small groups and think of different examples from their own lives that illustrate these quotations. 1 A lie ________s halfway around the world before the truth has a chance to ________ its pants on. (Winston Churchill) 2 It’s not whether you ________ knocked down, it’s whether you ________ up. (Vince Lombardi) 3 Take care to________ what you like or you will be forced to like what you ________. (George Bernard Shaw) 1 Students look at the different uses of get in the sentences and match each one to the correct meaning (a–e).

Teacher development: Language

Get

8 Students rewrite the sentences keeping the same meaning. Remind them that they must not change the word given and can only use between two and five words.

When we use get with a direct object (a noun or pronoun), it often means receive, obtain, bring, catch give. When we use get before an adjective, it can mean become. Get also means travel and when we use it before a word like up, out, to, or away, it usually refers to a movement of some kind.

A school meeting

2 Students complete the sentences with the words and decide what the meaning of get is in each sentence. 3 Students read the situations and write sentences with get and the words in the box to say what usually happens in each case. 4a In pairs, students write a story using get as many times as possible. Draw attention to the example sentence before they begin. With a less confident class, you could brainstorm other uses of get and write the suggestions on the board for students to use in their stories, e.g. get up, get dressed, get ill, get bored, get off, get on, get over, get under, get a shock, etc.

Teacher development: Student training

Writing stories When writing stories, students need to think about these three main points: characters (Who?); setting (Where? When?); plot (What happens? How and why?). Encourage students to discuss each of these aspects in pairs and make a visual story map (a graphic organizer that maps out the story) before they start writing. 4b SPEAKING Students tell their story to the class. Ask a volunteer to count the number of times get is used correctly in each story. The pair with the most correct uses is the winner.

Homework

Refer students to the Workbook, page 49.

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Developing vocabulary 8 Rewrite the sentences keeping the same meaning. Do not change the word given. Use between two and five words, including the word given. 1 It’s possible that the sea level will go up in the next fifty years. may The sea level may go up in the next fifty years. 2 It’s 100% certain that some parts of the earth will become deserts. definitely will definitely become Some parts of the earth deserts. 3 There’s a possibility that the consequences will be catastrophic. perhaps The consequences will perhaps be catastrophic. 4 It’s 100% certain life on the planet won’t end in the next twenty years. definitely Life on the planet definitely won’t end in the next twenty years. 5 It’s quite probable that people won’t change their habits. won’t probably won’t change their People

habits.

6 The situation might get worse before it gets better. possible It’s possible that the situation will get worse before it gets better. 9 How certain do you think these predictions are? Write sentences with the expressions in 8. 1 Summers will get hotter. 2 Polar bears will become extinct. 3 Cars of the future won’t use petrol. 4 We will have another Ice Age. 5 One day there will be a terrible nuclear disaster in the USA.

I think summers will definitely get hotter. 10

SpeakinG

Work in pairs. Compare your answers in 9.

I think summers will definitely get hotter. I think they may get hotter. I’m not sure.

different uses of get 1 Look at get in these sentences and match each one to the correct meaning (a–e). 1 Summers are getting very hot. C 2 I got your email yesterday. e 3 Last week she got a book about pollution. d 4 What time will you get to the meeting? a 5 Can you get me the pen that’s on the desk? b a arrive b bring

c become d obtain or buy

e receive

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

late

ready

red

thin

worse

1 I can see that you’re hot. Your face is red getting . 2 My brother needs to eat more. He’s getting thin very . ready 3 Come on! You need to get for the meeting. 4 Scientists are very worried because they say the worse situation is getting . late 5 Come on! It’s getting . Time for bed. dark 6 I’ll switch the light on. It’s got very in here. Get means become in each sentence. 3 What usually happens in these situations? Write sentences with get and these words. an email with the news angry bread home late paper and a pen presents tired 1 Somebody is saying horrible things to you.

You get angry. 2 You run for an hour or more. You get tired. 3 It’s your birthday tomorrow. You get presents. 4 You’re out at 11:00 pm and there are no buses. You get home late. 5 You’re in a supermarket because you want to make a sandwich for lunch. You get bread. 6 Your friend in the USA writes to tell you about what happened to her last week. You get an email with news. 7 Somebody is talking to you on the phone and wants to leave a message. You get paper and a pen. 4a Work in pairs. Write a story where you use get as many times as possible. 4b SpeakinG Tell your story to the class. Who uses get the most? Yesterday I got up at 7:00 am and I got ready for school.

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Listening 1

Grammar in context

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

GRAMMAR GUIDE

Zero conditional 1a Read the sentences in the zero conditional. Then choose the correct alternative. 1 If you have very long showers, you waste water. 2 You die if you don’t drink. We use the zero conditional to talk about specific situations/things that are generally true.

1b Read again the sentences in 1a. 1 What tenses do we use in the zero conditional? present tense , present tense If + 2 Does the half of the sentence with if always come first? 3 When do we use a comma in conditional sentences?

GRAMMAR REFERENCE

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2 Complete these sentences by putting the verb in the correct form. 1 If it’s sunny, people often the beach.

(go) to

2 If it doesn’t rain (not rain) for months, the result is usually a drought. 3 If it rains a lot for months, there often floods. 2

4 If you don’t water plants, they

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

Listen again. Are these sentences true (T) or false (F)? 1 The teacher has given the students time to think of ideas. 2 The first student, William, wants to separate paper into different boxes. 3 William wants only one person in the class to take paper for recycling. 4 The school has already told students to switch the lights off. 5 Isabelle’s idea is to help people remember to switch the lights off. 6 The last idea, from Jack, is to save water in the school canteen.

5 If it eyes. 6 If the sun goes up. T/F

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

die

(die).

(be) very sunny, it’s bad for your shines

(shine) all day, the temperature

3 Write sentences to make general statements using the zero conditional. 1 If I’m late for school,

T/F

my teacher gets angry with

T/F T/F

2 If you sit too close to the TV, your eyes get sore

3 If you go to bed late, you feel tired in the morning

T/F

4 I feel sad if my parents argue

5 I enjoy English classes if I listen and participate

6 My parents are happy if I get good marks at school

T/F

4 Correct the false sentences. Listen again if necessary. 3 William wants everyone to take turns to take the paper for recycling. 6 Jack’s idea is to tell people to turn off the tap and save water in the toilets. 5 SPEAKING What about you? Discuss in pairs. 1 Do you do any of these things in your school? 2 How ‘green’ do you think your school is? Why? We recycle paper.

(be)

are

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

I feel sad if I watch a sad story on the news. Me too. But I have written that I feel sad if I argue with my friends.

Mówienie Opis ilustracji • Rozumienie ze słuchu Prawda/Fałsz 03.07.2014 00:58

Before you listen Write these words on the board: layer, warming, level, greenhouse, sea, climate, disaster, global, ozone, carbon, cap, change, nuclear, ice, footprint, effect. Give students two minutes to make eight compound nouns using the words. Key global warming, greenhouse effect, ozone layer, nuclear disaster, carbon footprint, climate change, ice cap, sea level 1

SPEAKING In pairs, students discuss what they can see in each photo and if the situation is good for the environment or not and why. Elicit answers from different students.

Key a tap with water running; not good because it is a waste of water b normal bin with recyclable materials in it; not good because this rubbish will go to a landfill site and will not be recycled c a recycling bin; good because this rubbish will be recycled d lots of people sharing a car; public transport = less pollution 2

Listening 1.32 Play the CD for students to listen to part of a school meeting and answer the questions.

Audioscript Teacher: OK everyone, you remember that this week we’ve looked at global warming – a really big problem for the planet in the future. We think it’s super important for schools to set an example, so last week I asked you all to think of some ideas to make our school ‘green’. Today we’re going to make a list of your ideas and see what we can all do together to make the school ‘greener’. So … who wants to start? William: Well, in a school like this we use lots of paper and sometimes I see people putting paper in the bin, just throwing it away. And sometimes they’ve only written on one side. My idea is to have two boxes in each classroom, one with paper that we can use again and one with paper to recycle. If we reuse and recycle all the paper in the school, it’ll help to save trees. Teacher: Good idea, William. Marie: Just one question. Who’ll actually take the paper for recycling? That’s a big job. A job like that can be a bit of a pain.

Lesson 5

Grammar in context

Zero conditional

William: If we all help, it won’t be so bad. Why don’t we use the class list and go in alphabetical order? At the end of the week, we’ll all take it in turns to take the paper away and recycle it. Teacher: OK. And the teachers will take turns too. Chloe, can you write that idea down? Now, any other ideas? Isabelle? Isabelle: Well, I know this isn’t very original, but, like, at the end of the day, there are always classrooms where all the lights are on and everyone’s gone home. The rooms are empty, but the lights are still on. Teacher: Well, Isabelle, you know that it’s actually a school rule. The last person to leave the room switches the lights off. Isabelle: I know. Teachers have told us to switch the lights off, but we forget sometimes or people don’t think it’s that important. So why don’t we make signs or posters to put on the doors, saying why it’s important to switch the lights off? If we put posters up, maybe people won’t forget to do it. If we remember to switch the lights off when we leave the classroom, we’ll save lots of electricity. Teacher: True. Good point. Chloe, make a note of that too, would you? Posters on the doors to tell people to switch the lights off. Yes, Jack? Jack: And why not have signs and posters in the toilets too, Miss? The thing is, people often forget to turn the tap off after they wash their hands. If you don’t turn the tap off, you waste a lot of water, especially if it’s the end of break and nobody goes into the toilet until the next break. Teacher: Yep, you’re right, Jack. Let’s put that idea down too. Now I had an idea as well. I was thinking … Key 1 The meeting is to discuss ideas to make the school ‘greener’ (more environmentally-friendly). 2 They write down three ideas. 3 4

First conditional Key 1 If + present tense, present tense. 2 No, it can come second with no difference in meaning. 3 There is a comma after the part of the sentence with if when it is at the beginning of the sentence.

Test before you teach

Suggested answers When I have a shower, I try to be as quick as possible. When I leave a room, I switch off the lights. 1a Students read the sentences in the zero conditional and choose the correct alternative to complete the rule. 1b Students read again the sentences in 1a and answer the questions.

Students correct the false sentences. Play the CD again if necessary.

5 SPEAKING What about you? In pairs, students discuss the questions. Draw attention to the model dialogue.

Zero conditional Write these two half sentences on the board and ask students to complete them so they are true for them: If/When I have a shower, ____________. If/When I leave a room, _____________. Monitor to see if students have a good grasp of the form and use of the zero conditional.

Play the CD again. Check students’ answers to the T/F task.

Refer students to the Grammar reference on page 88. 2 Students complete the sentences with the verb in the correct form. 3 Students write sentences to make general statements in the zero conditional. Draw attention to the example sentence. 4

SPEAKING In pairs, students compare their sentences in 3 to see if they are the same or different. Focus attention on the model dialogue. Elicit sentences from different students.

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Grammar in context

First conditional

Teacher development: Pronunciation

Chanting and backchaining

Test before you teach Ask students the following question: What would you do if you won £100,000? Ask them to write a sentence to answer the question. Tell them that their sentence should begin: If I won £100,000 … . Monitor to check they are able to form first conditional sentences. Ask a few students to read their sentences aloud and gently correct any errors. 5a Students read the sentences in the first conditional and choose the correct alternative to complete the rule.

Teacher development: Language

First conditional When we use the first conditional, we’re talking about a particular situation in the future and the result of this situation. There is a real possibility that this condition will happen. 5b Students read 5a again and choose the correct alternatives.

6 Students choose the correct alternatives. 7 Students put the verbs in the correct tenses using the first conditional. 8

SPEAKING Students work in groups and take turns to say a first conditional sentence. Each sentence must begin with the second half of the previous sentence as shown in the model dialogue. Ask three students to read out the model dialogue and continue it in open class to demonstrate the activity.

eacher’s Resource Multi-ROM: See Unit 6 Grammar worksheet T Sets of three.

Extra activity Introduce the idea of Murphy’s law: the opposite of what you want/expect is what usually happens. Ask students to complete the following sentences using the first conditional and thinking about the concept of Murphy’s law: 1 If I bring an umbrella, _______________. 2 If I don’t bring an umbrella, _______________. 3 If I study hard for the test, _______________. Suggested answers 1 it won’t rain 2 it will rain

Chant some first conditional sentences with students to practise rhythm in conditional sentences. Say these chunks in turn and ask students to repeat each one after you: If; If he comes; If he comes, we will go; If he comes, we will go to the party. You could also choose to backchain. This means you start with the last word and work backwards through the sentence. Again, say these chunks in turn for students to repeat: party; we will go to the party; If he comes, we will go to the party.

Homework

Refer students to the Workbook, page 50.

3 I’ll be ill that day

Refer students to the Grammar reference on page 88.

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unit6

Grammar Guide

First conditional 5a Read these sentences in the first conditional. Then choose the correct alternative. 1 If you see the poster, you’ll remember to switch the lights off. 2 It won’t be so bad if we all help. We use the first conditional to talk about possible/impossible situations and their consequences. 5b Read the sentences again and choose the correct alternative. 1 In the part of the sentence with if we use present simple/ will or won’t. 2 In the other part of the sentence we use present simple/ will or won’t. Grammar reference

6 Choose the correct alternatives.

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

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

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

str. 88

7 Put the verbs in the correct tenses using the first conditional. ‘If we (a) don’t/do not do (not do) something soon, electronic products will create (create) serious (b) problems for the environment. We use more and more energy because we buy more and more electronic gadgets. If this situation continues (continue), each house (c) will need (need) an incredible (d) quantity of energy. The popularity of computers and games consoles has created an enormous need for more power. In the 1970s, homes contained, on average, just 17 electronic products. But now some people think that they will not be (not be) able to brush their (e) don’t have (not have) teeth if they (f) an electric toothbrush. And if we forget (forget) to switch off all these (g) will use (use) electronic gadgets, we (h) up all of our electricity for nothing.’ 8

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

SpeakinG Work in groups. Begin with this sentence.

If I pass all my exams this year, I’ll have a holiday in the summer. Take it in turns to add conditional sentences. How many sentences can you make? If I pass all my exams this year, I’ll have a holiday in the summer.

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

If I have a holiday in the summer, I’ll go with my friends. If I go with my friends, I’ll … Unit 6

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Developing speaking

Making arrangements d

SPEAKING

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

4 Tick the expressions in the Speaking Bank that appear in the dialogue.

Speaking Bank

1.33 Listen to two people making arrangements for the weekend and answer the questions. 1 Where are they going to go? They’re going to go the beach. 2 When and where are they going to meet? 11 o’clock at the station. 3 What are they going to take? Some sandwiches. 4 What will they do if it rains? They will go somewhere else. LISTENING

Useful expressions for making arrangements Asking about somebody’s plans • What are you up to at the weekend? • Are you up to anything at the weekend? • Do you fancy + verb + -ing? ✓ Arranging to meet • What time shall we meet? ✓ • Where shall we meet? • Why don’t we meet at … ? ✓

3 Complete the dialogue. Listen again if necessary. Jamie:

Hi, Danny.

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

Danny: Hi, Jamie. Jamie:

Listen. Are you up to anything this weekend?

Danny: Not really. What about you? Jamie:

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

If the weather’s (a) good , Alex and I are going to go to the (b) beach . Do you fancy coming?

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

Danny: Sure. What time shall we meet? Jamie:

How about (c) 11 o’clock ?

Danny: OK. Why don’t we meet at the (d) Jamie:

Liz

too and see if

Good idea. See you tomorrow at (j)

Danny: See you.

rains

I’ll give you a (h) ring on your mobile and we’ll go somewhere else.

Danny: OK. Listen, I’ll ring (i) she wants to come. Jamie:

station ?

Fine. I know. I’ll bring some (e) sandwiches and we can (f) have lunch on the beach .

Danny: What will we do if it (g) Jamie:



Unit 6

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5 Work in pairs. Practise the dialogue in 3. 6a

PRONUNCIATION 1.34 Listen to the start of the dialogue again. How do the speakers use their voices to show enthusiasm?

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

Practice makes perfect 7a

SPEAKING Work in pairs. Practise the dialogue in 3, changing the information. Use a different place, time, etc.

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

eleven

Mówienie Rozmowa z odgrywaniem roli 01.06.2014 03.07.2014 16:08 00:58

Developing writingspeaking A formalMaking letter arrangements Lesson 6 Developing

Making arrangements Warmer Play Hangman with some key words from the unit. Write the correct number of spaces on the board and ask different students around the class for a letter. If they say a letter in the word, write it on one of the spaces. If they say a letter which isn’t in the word, draw part of the hanged man. 1

SPEAKING In pairs, students answer the questions about the photos.

Key a a shopping centre b a cinema c a beach 2

d an indoor tennis court e a swimming pool

Listening 1.33 Play the CD for students to listen and answer the questions.

Audioscript Jamie: Hi, Danny! Danny: Hi, Jamie! Jamie: Listen. Are you up to anything this weekend? Danny: Not really. What about you? Jamie: If the weather’s good, Alex and I are going to go to the beach. Do you fancy coming? Danny: Sure. What time shall we meet? Jamie: How about 11 o’clock? Danny: OK. Why don’t we meet at the station? Jamie: Fine. I know. I’ll bring some sandwiches and we can have lunch on the beach. Danny: What will we do if it rains? Jamie: I’ll give you a ring on your mobile and we’ll go somewhere else. Danny: OK. Listen. I’ll ring Liz too and see if she wants to come. Jamie: Good idea. See you tomorrow at 11. Danny: See you.

6b Students practise the first six sentences of the dialogue again, paying attention to their intonation, and remembering to show enthusiasm.

Teacher development: Student training

Active listening Active listening helps students communicate more effectively. Offer students some tips on how to become active listeners: • Face the speaker, sit up straight or lean forward slightly to show you are attentive. • Maintain eye contact. • Respond appropriately to show that you understand. Say uh-huh/Really?/That’s interesting and ask questions, e.g. What did you do then? What did she say? etc. • Focus on what the speaker is saying. Try not to think about what you are going to say next.

Practice makes perfect 7a

SPEAKING In pairs, students practise the dialogue again, but this time with a different place, time, etc. Remind them to use expressions from the Speaking Bank where possible. For students who are less confident, photocopy the model dialogue and either read it aloud yourself or alternate the roles with you and a strong student. Then instruct students to read aloud in pairs, alternating between roles A and B. Then ask them to read it again, changing the underlined information so it is true for themselves.

7b SPEAKING Students swap partners and repeat the activity, this time with their books closed.

Model dialogue A: Hi, Lucy. B: Hi, Jack. A: What are you up to at the weekend? B: Nothing, why?

Students complete the dialogue. Play the CD again if necessary.

4 Students tick the expressions in the Speaking Bank that appear in the dialogue.

A: Do you fancy going to the cinema? B: Sure. Why don’t we meet at the cinema at eight o’clock?

Teacher development: Language

A: Good idea. We can go to that pizza restaurant after the film.

Present continuous for arrangements

B: I prefer the burger bar.

Ask students to read the reminder at the bottom of the Speaking Bank regarding the use of present continuous for talking about future arrangements. English teachers often call the present continuous future form the ‘diary form’ because you can use it for anything you write in your diary, e.g. On 23rd September, I’m seeing the dentist.

A: Good idea. Which film do you want to see? B: I’m not sure. I’ll look on the Internet and I’ll ring you on your mobile. A: Fine. See you tomorrow at eight o’clock. B: See you!

5 In pairs, students read the dialogue in 3 aloud. 6a

pronunciation 1.34 Play the CD for students to listen and decide how the speakers use their voices to show enthusiasm.

Key To show enthusiasm, the voice starts high, then goes down and then goes up again.

eacher’s Resource Multi-ROM: See Unit 6 Communication T worksheet Find someone green.

Homework

Refer students to the Workbook, page 51.

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Developing speaking Making arrangements Lesson 7 Developing writing A formal letter

A formal letter Warmer Ask students to discuss the advantages and disadvantages of recycling in pairs or small groups. Suggested answers Advantages: less rubbish goes to landfill sites, fewer raw materials are taken from the earth, the earth’s resources will last longer Disadvantages: you have to sort your rubbish, in some countries you have to take your recyclable rubbish to special bins, it takes a lot of energy to recycle some materials, some people don’t know what can and can’t be recycled 1 Students read the newspaper article about recycling and decide what the writer thinks about it and why. You could ask students to compare in pairs before you elicit the answers. Key Harry Macdonald disagrees with recycling. He says it is more expensive to recycle than to use new materials and that we can burn rubbish for energy. He also says that it is a waste of time because most people don’t separate their rubbish so that it can be recycled effectively. 2

In pairs, students note down their opinions on recycling. Draw attention to the example sentence. Walk round, helping students with any language difficulties they may have. SPEAKING

Suggested answers For recycling: Recycling may be expensive, but it’s better than using new materials. If we recycle, we will help protect the environment. If we don’t recycle, the resources we use cannot be replaced and will eventually run out. Plastic bags can take 500 years to decompose. It’s very easy to recycle; most people have recycling bins near their homes. Against recycling: Landfill is an environmentally safe way of disposing of rubbish. Recycling costs and pollutes more than making a new product. People should be free to choose what they want to do. Rubbish collection gives jobs to thousands of people. Recycling takes too much time. It is more important to save electricity and water at home. 3 Students read the letter to the editor of a newspaper and decide if the reader agrees or disagrees with Harry Macdonald. Ask students if any of their ideas from 2 are in the letter. Key The reader agrees with Harry Macdonald. 4 Tell students to complete the Writing Bank with the linkers in the letter. You could elicit other linkers students may know and ask them to add them to their lists, e.g. then, besides, in addition, on the other hand, moreover, etc.

Teacher development: Language

Linkers and connectors Linkers (sometimes called connectors) are words that join simple and complex sentences with others. Some frequent connectors are: and, but, or, so. Linkers have different functions (in this unit students see connectors which express sequence, addition and contrast). Remind students that a logical argument needs few linkers and they should not overuse them. Point out that nevertheless is slightly more formal than however. However and nevertheless are normally placed at the beginning of a sentence when contrasting two ideas. They can also come in the middle or at the end. Furthermore is quite formal and what’s more has the same meaning, but is more idiomatic. 5 Students complete the sentences with the linkers from the Writing Bank. Ask students to check in pairs before you elicit answers from the class.

Practice makes perfect 6a Students read the task and make notes with their ideas about the topic in preparation for writing their letter. 6b Students write a letter using the one in 3 as a model. Remind them to use the notes they have made and include the linkers from the Writing Bank. You could do this activity as an exam simulation. For students who are less confident, photocopy the model text below for extra support during the writing task.

Model text Dear Editor, I am writing in response to your article ‘Humans aren’t responsible for climate change. It’s just a natural process.’ which appeared in your newspaper last week. Personally I agree with you and I will explain why in my letter. Firstly, it’s true that there are high levels of carbon dioxide in the atmosphere that are causing global temperatures to rise. In addition, animal agriculture and deforestation are changing environments around the world. However, the planet has always had constant climate change – ice ages followed by interglacial periods. Furthermore, recent reports suggest the temperature change is slowing down and sea levels are not rising as much. Finally, many people say we should find ways to reduce our impact on the environment. Nevertheless, I don’t think it’s clear that climate change is really related to our actions. Yours faithfully, Sally Shorter, Lincolnshire

Homework

Refer students to the Workbook, page 52.

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Developing writing

A formal letter

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

Recycling is a waste of time Harry macdonald’s Viewpoint

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

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

4 The words in bold in the letter are all linkers. Put them in the correct place in the Writing Bank below.

Writing Bank Linkers of sequence, addition and contrast • Sequence: Firstly, Next Finally • Addition: Furthermore, What’s more • Contrast: However, Nevertheless 5 Complete the sentences with linkers from the Writing Bank. 1 I think recycling is easy. is cheap.

Furthermore/ What’s more

, it

Firstly 2 Let me explain what I think. , I want to explain my opinions about recycling paper. Next, I want to tell you what I think Finally about recycling glass. , I want to talk about plastic. 3 In general, I agree with the article. However/Nevertheless , there are some things in it that I don’t agree with.

practice makes perfect 6a Read this topic and make notes.

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

1 Recycling may be expensive but it’s better than using new materials. 3 Here is a letter to the editor of the newspaper. Does the reader agree or disagree with Harry Macdonald? Are any of your ideas from 2 here?

Letters to the editor Dear Editor,

I am writing in response to Harry Macdonald’s article Recycling is a waste of time, which appeared in your newspaper last week. Personally, I agree with many of the things that Mr Macdonald says.

Firstly, recycling is more expensive than we think. Furthermore, it is difficult or impossible to recycle some materials.

Next, some people say that burning rubbish is bad for the environment because of the fumes. Nevertheless, burning rubbish is a very efficient way to generate electricity. Finally, many people say they recycle their rubbish. However, not many people take the time to separate glass, paper and plastic. What’s more, I totally disagree with the idea of making people recycle. I will be interested to hear other readers’ opinions on this question. Yours faithfully,

A newspaper journalist writes: ‘Humans aren’t responsible for climate change. It’s just a natural process.’ Write a letter to the newspaper editor expressing your own opinion on this topic. • Begin by explaining why you are writing. • Express your opinion and explain your main reason for it. • Give additional reasons for your opinion. • End your letter. 6b Write your letter using the model in 3, your notes and the Writing Bank to help you.

Letters to the editor Dear Editor,

Helen Horton, Manchester

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Grammar reference

Unit 6

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

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

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

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

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

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

I don’t think he will win the election.

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

Will i won’t używamy także do oznajmiania właśnie podjętych decyzji, np. gdy spontanicznie coś komuś proponujemy. A: It’s hot in here. B: I’ll open the window.

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

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

It’ll definitely rain. It definitely won’t rain. May, might forma Affirmative Negative

Użycie podmiot + may/might + bezokolicznik

Temperatures may get higher. podmiot + may not/might not (mightn’t) + bezokolicznik

We may not be able to stop it.

Zero conditional

First conditional

forma

If + present simple, … present simple

If + present simple, … will + infinitive

Użycie

W części zdania ze słowem if używamy czasu present simple. W tej części zdania nie stosujemy will.

If you take a fish out of water, it dies. If we arrive late to school, the teachers get angry. Zerowego trybu warunkowego używamy, gdy mówimy o rzeczach oczywistych lub zawsze prawdziwych.

If you don’t drink any liquids, you die. (To nie jest wyjątkowa sytuacja, tak dzieje się zawsze.)

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

If the situation gets worse, it will be terrible. If we don’t recycle, we won’t have enough resources. If I will go to the shops, I will buy some bread. Użycie Pierwszego trybu warunkowego używamy, gdy mówimy o wydarzeniach/sytuacjach, które mogą się zdarzyć lub prawdopodobnie się zdarzą w przyszłości, i o ich następstwach. If it doesn’t rain (możliwa sytuacja w przyszłości), we won’t have enough water (konsekwencja tej sytuacji).

Unit 6

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3 22:42

Self-check

Unit 6

Grammar revision Be going to and will

Zero conditional

1 Correct the mistakes in these sentences. 3 Answer these questions with complete sentences. 1 What happens if you mix blue and yellow? 1 Scientists think that they’ll to find a solution for this problem. If you mix blue and yellow, you get green. 2 What are your plans? What do you do tomorrow? are you going to 2 What happens if you study for an exam? 3 They say it’s raining next week. going to rain If you study for an exam, you get a good mark. 4 I can’t meet you tomorrow because I’ll do an exam. I’m going to do 3 What happens if you never brush your teeth? If you never brush your teeth, they go bad and fall out. / 4 points ZESZYT ĆWICZEŃ str. 48 4 What happens if you eat too much? If you eat too much, you get fat.

Will, may, might

ZESZYT ĆWICZEŃ

2 Complete the sentences with these words.

First conditional

definitely may perhaps probably will won’t

4 Complete the sentences with the correct form of the words.

definitely 1 My team will win tonight. I’m totally sure. may 2 Paula go to see him next week but I don’t really know. Perhaps 3 the problem will disappear but we aren’t certain. probably won’t go out tonight because they have 4 They an exam tomorrow, but it’s not impossible. won’t 5 She definitely run tomorrow because she’s got a broken leg. will 6 It’s possible that I see him tomorrow. ZESZYT ĆWICZEŃ

str. 48

/ 4 points

str. 50

1 If the sun

shines

(shine), we’ll be able to go out.

2 We’ll go shopping if my mum

finishes

(finish) work early.

3 If you do the exercise carefully today, you ’ll get all the answers right. 4 It’ll be great if she

comes

5 She’ll leave hospital today if she 6 I

/ 6 points

won’t bring

(get)

(come) tonight. feels

(feel) OK.

(not bring) the dog if you don’t want me to.

ZESZYT ĆWICZEŃ

/ 6 points

str. 50

Vocabulary revision Geographical features 1 Read the names. What are the geographical features? 1 The Sahara _d _e _s _e _r _t 2 The Amazon River and _r _a _i _n _f _o _r _e _s _t 3 The Andes m _ _o _u _n _t _a _i _n _r a_ _n _g _e ZESZYT ĆWICZEŃ

4 5 6 7

str. 46

Ipanema in Rio de Janeiro _b _e _a _c _h The Costa del Sol _c _o _a _s _t The North Pole _i _c _e _c _a _p Sherwood _f _o _r _e _s _t

/ 7 points

The environment 2 Complete the text with these words. droughts

floods

global warming

ozone layer

recycle

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

save

waste

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

str. 46

/ 7 points

Different uses of get 3 Decide on a synonym for get in these sentences. buy 1 I’m going to get some bread from the supermarket. arrive 2 Did you get home late last night? 3 The book started off really well but then it got boring in the end. became ZESZYT ĆWICZEŃ

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str. 49

/ 6 points

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

Total

/ 40 points

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Gateway to matura

Unit 6

Część ustna – zadanie 3 Tip W rozmowie na podstawie materiału stymulującego osoba egzaminowana musi najpierw wybrać element (plakat, rysunek, zdjęcie) najlepiej spełniający warunki wskazane w poleceniu, a następnie uzasadnić wybór oraz wyjaśnić powód odrzucenia pozostałych propozycji. Następnie trzeba jeszcze odpowiedzieć na dwa pytania egzaminatora związane ogólnie z tematyką plakatów czy zdjęć. Na realizację zadania przewidziane jest 5 minut, łącznie z przygotowaniem się do odpowiedzi.

Tip W tym zadaniu niezwykle ważne jest wyrażanie własnej opinii. Używaj zwrotów I think..., For me..., To my mind..., In my view... itp.

3a Put the words in the correct order to make sentences. 1. my / view / the / poster / worst / in / it’s

In my view, it’s the worst poster. 2. is / unsuitable / this / to / mind / photo / my

To my mind, this photo is unsuitable.

1.35 Read part of the speaking matura task

LiSTeninG

3. the best / would / no / I / doubt / have / that / slogan / be / this

and listen to three example answers. Tick the one that you think best covers the instructions. Tip Pamiętaj, że w tym zadaniu nie chodzi o opis poszczególnych zdjęć, a o wybór jednego z nich i przedstawienie uzasadnienia, o które jesteś proszony/proszona w poleceniu.

I have no doubt that this slogan would be the best. 3b Complete sentence B in each pair of sentences so that it has the same meaning as sentence A. Use the words given in bold. 1. A. I believe picture two would be better for teenagers. MIND To my mind, B. picture number two would be better for teenagers. 2. A. In my opinion, the first project is the most suitable for this campaign. vIeW In my view, B. the first project is the most suitable for this campaign. 3. A. I’m convinced that the third project would be the best for an environmental campaign. DoUBT I have no doubt B. that the third project would be the best for an environmental campaign.

W Twojej szkole organizowana jest akcja sprzątania świata. Wyraź swoje zdanie na temat poniższych plakatów zachęcających do udziału w akcji. y Wybierz ten plakat, który Twoim zdaniem najbardziej zachęca do udziału w akcji. 1

Zadanie maturalne

LiSTeninG 1.37 Pracujcie w parach. Popatrzcie na plakaty i wykonajcie zadanie egzaminacyjne, odgrywając na zmianę role egzaminującego i zdającego. Następnie odpowiedzcie na dwa pytania i posłuchajcie modelowych odpowiedzi.

Tip Uzasadniając wybór zdjęcia czy plakatu, unikaj zdawkowych wyrażeń typu: because it’s the most interesting/nice. Postaraj się dodać parę zdań na poparcie swojego wyboru.

Wspólnie z kolegami i koleżankami z klasy chcecie przypomnieć pozostałym uczniom szkoły o zbliżającej się akcji Godzina dla Ziemi, podczas której należy wyłączyć – na godzinę – wszystkie urządzenia elektryczne znajdujące się w domu. Wyraź swoje zdanie na temat poniższych projektów plakatów. y Wybierz ten plakat, który Twoim zdaniem najbardziej zachęci uczniów do udziału w akcji, i uzasadnij swój wybór. y Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

Earth Hour

– together we can do more! 60 minutes can really make a difference! 1

3 ✓

Rem emb er abo ut Ear th Hou r!

1 LiSTeninG 1.36 Listen to two example answers to the task in 1. Who made a mistake mentioned in the TIP below?

Tip Zawsze dokonuj wyboru – błędem jest odrzucenie wszystkich propozycji czy mówienie, że wszystkie propozycje są równie ciekawe.

2 1. What do you do to protect our planet? 2. What are the disadvantages of recycling?

Unit 6

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3 22:42

Gateway to matura Unit Unit 6 6 Lesson 8 Gateway to matura Warmer Część ustna – zestaw zadań

Cut out various advertisements from magazines and newspapers. Choose some which are not that well-known. Cut off all Zadanie minuty) so that students can’t see what is the names of 1. the(4products, being advertised. Stick the adverts up onegzaminacyjne. the walls. Tell students Pracujcie w parach. Odegrajcie zadanie to walk around the classroom looking at the adverts and Następnie zamieńcie się rolami. Rozmowę rozpoczyna uczeń A. speculating about what they might be advertising. Stick back Uczeń A the cut-outs, and check the students’ reactions. Get feedback Razem z kolegą z Wielkiej Brytanii, który przebywa na wymianie from the class. językowej w Twojej szkole, przygotowujecie prezentację na temat polityki segregowania śmieci w Polsce. Poniżej podane są cztery kwestie, które information musiszCultural omówić z uczniem B.

Clean Up the World is a global, community-based, environmental campaign that encourages communities to clean up, repair, Sposoby Argumenty and help preserve their environment. It was established in 1993 motywowania za segregowaniem and isodpadów held in partnership with thespołeczeństwa United Nations Environment Programme. It mobilises about 35 million people across 130 Edukacja countries each year.i wychowanie The campaign’s most important event is Potencjalne trudności a Clean Up the World Weekend, celebrated globally on the 3rd dzieci weekend in September each year. Uczeń B

Listening 1.35 Brytanii, Studentsprzebywasz analyse the TIPs and read 1 Jesteś uczniem z Wielkiej w Polsce na wymianie the task. Playzthe CD. Students zlisten the recording, językowej. Razem kolegą/koleżanką Polskito przygotowujecie and mark Ask them tośmieci justifywtheir answers. prezentację na their tematanswers. polityki segregowania Polsce.

W zależności od tego, jak potoczy się rozmowa, spróbuj włączyć do niej wszystkie/wybrane punkty: Audioscript y Onepoproś ucznia A o dokładniejsze objaśnienie jakiejś kwestii, y I like grzecznie nie zgódźthree. się z uczniem A, takThere’s aby musiał podać kolejne poster number It’s very nice. a group of young argumenty lubpicking zaproponować rozwiązanie, people who are up someinne rubbish. They are all wearing y green wyraź wątpliwość, czy łatwo będzie nakłonić ludzi do segregowania T-shirts. śmieci w krótkim czasie, Two y I really zapytaj, uczeń A miał one. w szkole lekcje lub wykłady temat likeczy poster number I think it’s much betterna than poster segregowania śmieci. number two.

Three Zadanie 2. the (3 minuty) In my opinion, first poster would be better for the ‘Clean Up the World’ campaign than theswoje otherzdjęcia, two. a następnie Pracujcie w parach. Opiszcie zadawajcie sobie na zmianę pytania i odpowiadajcie na nie. Uczeń A Extra activity 1. How do you think the man In pairs, students tell each other which poster they would is feeling about the animals choose andbywhy. Get feedback from the class. affected the environmental pollution? Why? Listening 1.36 Students read the task and listen to 2 2. Why do you think some the CD.people They then decide young volunteer to which speaker has made the mistake described in the TIP. help and preserve the Check the answers with the class. natural environment? 3.Audioscript Describe the last time Oneyou and/or your friends to help some Forvolunteered me, poster number one is really interesting. Poster number two animals.

would also encourage me to take part in the action. Two Uczeń B that the posters presented in this task are very convincing. I believe They would make young people want to take part in the ‘Clean up the World’ campaign. Key Both speakers made this mistake.

Extra activity Students work in groups of three. They choose any three objects

1.in the Do you think theand children are things having they a good time? classroom look for have in Why?/Why common: not? 2.colour, How shape, important is itpurpose for children respect and support theone natural size, etc. to Each student compares whenthe they are very of environment the objects with other twoyoung? e.g. Student A: My backpack 3.is the Tell most us about the lastStudent time yourB:parents, school isorbigger friendsthan taught you colourful. My backpack protect theStudent natural environment. thetoother two. C: My backpack is the oldest of the three.

If necessary, elicit from the class how to make comparative and superlative Zadanie 3. (5sentences. minut) Pracujcie w parach. Popatrzcie na zdjęcia. Wykonajcie zadanie

3a Students analyse the TIP and read the task. They then make egzaminacyjne, odgrywając na zmianę role egzaminującego sentencesNastępnie and compare them in pairs. Nominate different i zdającego. odpowiedzcie na dwa pytania. students to read out their sentences to the rest of the class. Bierzesz udział w ankiecie na temat tego, jak najskuteczniej informować You may brainstorm expressionsjej forochrony. giving opinions dzieci o znaczeniu przyrodyother oraz konieczności Wyraź swoje e.g.naI’mtemat sure/certain/convinced that…; I feel/believe that…; zdanie trzech poniższych propozycji. It seems to me that…; In my opinion…; As for me… etc. y

Wybierz zdjęcie przedstawiające ten sposób nauczania, który

uważasz zaread najskuteczniejszy, uzasadnij swój wybór. 3b Students the task and icomplete the sentences. Ask them y to Wyjaśnij, dlaczego odrzucaszinpozostałe propozycje. compare their answers pairs before you check them with the whole class.

Listening 1.37 Students analyse the TIP and read the task. 1 Allow some time for preparation. Students do the exam task in pairs, swapping roles once. Fast finishers can swap partners, if it’s possible. Monitor and help out wherever necessary. Ask two pairs of volunteers to act out their conversations in front of the rest of the class. * You may play the CD for students to listen to the model answer: – before they start doing the task to provide them with a good example to copy, – after they have finished doing the task, to check and discuss whether they have done it correctly, – after they have done the task with one partner and before they continue doing it in new pairs.

Audioscript and Model answer 2 Teenager: In my opinion, the best poster to remind students about the action would be the third one because it gives them the information about ‘Earth Hour’ directly. It shows them what3 they should do, namely switch off the lights. I think that this poster would be the most successful. I wouldn’t choose the first poster because the children in the photo seem sad. I also don’t like poster number two because of the slogan. Students may not know what kind of action it promotes. Examiner: What do you do to protect our planet? Teenager: These are really simple things: I turn the lights off when I leave the room; I try to take showers instead of baths; I rarely ask my mum to drive me to school because I prefer to go there by bike or if the weather’s bad, I use public means of transport. When I go shopping, I always remember to take an eco-friendly shopping bag with me. Examiner: What are the disadvantages of recycling? Teenager: One of the disadvantages of recycling is the fact that it is expensive. Experts say that the process of recycling glass, plastic and paper costs more than producing them from new materials. What is more, paper, glass and plastic need to be recycled in separate factories, which in turn, causes more pollution. 1. Who should be more responsible for protecting the environment: And finally, many people say it’s extremely governments or individual people? Why? time-consuming. 2. Do you think it is right to spend money on helping animals when

there is so much poverty and hunger among people in the world? Homework Why?/Why Refer studentsnot? to the Workbook, page 53.

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Zadanie 1. (4 minuty) A: Peter, I’m working on our presentation and I’m afraid I can think of only two arguments for segregating rubbish. B: What are they? A: Well, firstly, we should segregate rubbish for the benefit of the environment and secondly – to protect our health. B: Good, but there is more to it than that. There are also the economic benefits, for example, it is often cheaper to make products using recycled materials. Also, with recycling, everything can achieve its maximum potential. Nothing is wasted. Didn’t they teach you that at school? A: I don’t remember, to be honest. B: Never mind. What else should we include in our presentation? A: We need to think about the best ways to motivate society to segregate rubbish. The new rules will be in place soon. People haven’t got much time to understand what it is all about. B: I agree. I’m believe it’s important to change the way people think. They need to understand why it’s important to segregate rubbish and get used to it, and this takes time. A: I know it might be difficult to convince people to make the effort to segregate rubbish, but we should at least try. Why don’t we include some pictures in our presentation showing how much waste is produced every day or how much rubbish there is in forests, seas and oceans? Maybe they do not realise how serious the current situation is, and our visuals will make them more enthusiastic about the idea of segregation? A: That sounds like a good idea to me. B: We should also say how important it is to educate children and to set a good example. A: True. I think that this is the only way to change people’s attitude towards segregating rubbish in the future. B: Right. A: If children realise from an early age that their parents care about the environment, they will hopefully follow in their footsteps. Segregating rubbish will become a part of their everyday life. B: Let’s hope lots of people will come to our presentation. A: I’m afraid they won’t come unless we let them know when and where the presentation is taking place. Have we got any leaflets or posters advertising our presentation? B: Well, we’ve got one. It’s on the front door of our school. A: One poster isn’t enough. B: OK. I’ll copy the poster and put it in different places so that more people can see it. Probably in the post office and some local shops? A: Great. I’ll help you. Let’s go.

Zadanie 2. (3 minuty) Uczeń A The photo shows a man holding two birds covered in oil. Thy are probably sea birds such as sea gulls or geese. I’m afraid the birds are dead. The man is wearing orange overalls and thick, plastic gloves. I think he’s a member of a rescue team trying to save oil-covered birds. Behind the man I can see an oil spill which could have been caused by the collision of a tanker with another ship or a rock. Oil spills at sea are extremely damaging as they can spread for hundreds of miles. 1. How do you think the man is feeling about the animals affected by the environmental pollution? Why? The man who’s holding the two oil-covered birds looks shattered. His facial expression shows both sorrow and hopelessness. I’m sure he’s doing his best to help the animals affected by the oil spill, but the scope of the disaster is so huge that there’s little he can do. I have no doubt that this rescue team worker is ashamed of the dreadful effects of human activities on the environment. 2. Why do you think some young people volunteer to help and preserve the natural environment? If you ask me, there are a lot of reasons why young people volunteer to help to preserve the natural environment. First of all, they may feel strongly about the issue and wish to do something to protect our planet. Moreover, volunteering helps to make new friends and contacts. Another reason might be the fact that doing something for a good cause can boost a volunteer’s self-confidence and give a lot of satisfaction as well as a sense of pride. 3. Describe the last time you and/or your friends volunteered to help some animals. I love animals and that is why I have always wanted to volunteer to help them. Last year I saw an advertisement of our local shelter saying that they were looking for volunteers. I called them immediately and they asked me to come and see what I could do. Since I’m pretty good with computers,

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I decided to help them create a webpage. I also took pictures of pets for adoption and put them on the Internet. Since that time I have done a lot of voluntary work for this shelter and I have enjoyed it immensely. Uczeń B In the picture there are two children: a girl and a boy. They could be brother and sister, friends or neighbours. The children are in a park or big garden. They are both crouching down to plant some flowers or trees. The girl is looking at the camera, but the boy is looking down at the plants and pressing down the soil around them with his hand. I suppose that the picture was taken in summer as the sun is shining and both children are wearing summer clothes. 1. Do you think the children are having a good time? Why?/Why not? I’m of the impression that they are having a good time. The boy looks really interested in what he’s doing. He seems to be very focused, too. The girl is smiling and she looks quite content. I think she’s happy and satisfied. I guess the children are proud of what they have done because they must know how important it is to plant new trees. 2. How important is it for children to respect and support the natural environment? From my point of view, it’s extremely important for children to learn to respect the natural environment. Teaching children how to protect and support the natural environment plays a critical role in shaping their attitudes, values, and patterns of behaviour towards nature. Therefore, parents should provide their children with tools for experimenting and investigating, e.g. a magnifying glass, a rake or a watering can and let them discover the natural world around them. 3. Tell us about the last time your parents, school or friends taught you to protect the natural environment. Last spring a friend of mine asked me to help her create a butterfly garden. I agreed although I had no idea what a butterfly garden was. She explained that many natural butterfly habitats had been lost to human activities such as building new homes or roads. She showed me how to create a butterfly garden by growing the plants that caterpillars like to feed on, and the plants that adult butterflies feed on. My friend taught me a lot about protecting butterflies and I really enjoyed helping her.

Zadanie 3. (5 minut) For me, the best option would be picture one. In my opinion children learn best through exploring the word around them. Under the guidance and with the companionship of caring adults, they learn a lot more and also enjoy the experience of learning a lot more. I would definitely not choose the third option. I think lessons which take place in the classroom are a lot more boring than those which take place in outdoors. Most children prefer learning through active involvement rather than through listening and watching. Moreover, giving a presentation may also be stressful for the two boys and you can’t learn much when you’re stressed. I wouldn’t choose the second option, either. I think it’s good for a child to have a pet but I’m not sure it’s the best way to learn about the natural environment. What’s more, sharing one’s experience with other children enhances learning, and this boy probably hasn’t got many people to share his experience with. Therefore, I think option one would be the best. 1. Who should be more responsible for protecting the environment: governments or individual people? Why? I dare say that it’s the responsibility of each and every one of us to protect the natural environment. Firstly, we all use the Earth’s resources, therefore we must realise the importance of segregating rubbish, planting more trees or saving water. Secondly, we’re also responsible for providing future generations with a clean and healthy environment. Of course, the government can help individuals protect the natural world by introducing certain laws and regulations. However, if individuals don’t make the effort to protect the natural environment themselves, the government’s actions will have no results whatsoever. 2. Do you think it is right to spend money on helping animals when there is so much poverty and hunger among people in the world? Why?/Why not? I believe it’s right to help every living creature in need, no matter whether it’s an animal or a human being. Animals can feel and suffer just like us. Besides, very often human beings are responsible for animals’ suffering, so it’s our responsibility to help them. I know that there’s a lot of poverty and hunger in the word and that millions of people need help. However, lots of these people could change their situation if they wanted. Yet, animals don’t have this opportunity. If we don’t help them, they will surely die.

You can find the Unit 6 tests on the Gateway plus 2 Test CD. There is also a progress test in the Workbook, page 104.

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unit6

Gateway to matura

Unit 6

Część ustna – zestaw zadań Zadanie 1. (4 minuty) Pracujcie w parach. Odegrajcie zadanie egzaminacyjne. Następnie zamieńcie się rolami. Rozmowę rozpoczyna uczeń A. Uczeń A Razem z kolegą z Wielkiej Brytanii, który przebywa na wymianie językowej w Twojej szkole, przygotowujecie prezentację na temat polityki segregowania śmieci w Polsce. Poniżej podane są cztery kwestie, które musisz omówić z uczniem B. Sposoby motywowania społeczeństwa

Argumenty za segregowaniem odpadów Edukacja i wychowanie dzieci

Potencjalne trudności

Uczeń B Jesteś uczniem z Wielkiej Brytanii, przebywasz w Polsce na wymianie językowej. Razem z kolegą/koleżanką z Polski przygotowujecie prezentację na temat polityki segregowania śmieci w Polsce. W zależności od tego, jak potoczy się rozmowa, spróbuj włączyć do niej wszystkie/wybrane punkty: y poproś ucznia A o dokładniejsze objaśnienie jakiejś kwestii, y grzecznie nie zgódź się z uczniem A, tak aby musiał podać kolejne argumenty lub zaproponować inne rozwiązanie, y wyraź wątpliwość, czy łatwo będzie nakłonić ludzi do segregowania śmieci w krótkim czasie, y zapytaj, czy uczeń A miał w szkole lekcje lub wykłady na temat segregowania śmieci.

1. Do you think the children are having a good time? Why?/Why not? 2. How important is it for children to respect and support the natural environment when they are very young? 3. Tell us about the last time your parents, school or friends taught you to protect the natural environment.

Zadanie 3. (5 minut) Pracujcie w parach. Popatrzcie na zdjęcia. Wykonajcie zadanie egzaminacyjne, odgrywając na zmianę role egzaminującego i zdającego. Następnie odpowiedzcie na dwa pytania. Bierzesz udział w ankiecie na temat tego, jak najskuteczniej informować dzieci o znaczeniu przyrody oraz konieczności jej ochrony. Wyraź swoje zdanie na temat trzech poniższych propozycji. y Wybierz zdjęcie przedstawiające ten sposób nauczania, który uważasz za najskuteczniejszy, i uzasadnij swój wybór. y Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

Zadanie 2. (3 minuty) Pracujcie w parach. Opiszcie swoje zdjęcia, a następnie zadawajcie sobie na zmianę pytania i odpowiadajcie na nie.

Uczeń A 1. How do you think the man is feeling about the animals affected by the environmental pollution? Why? 2. Why do you think some young people volunteer to help and preserve the natural environment? 3. Describe the last time you and/or your friends volunteered to help some animals.

Uczeń B

1. Who should be more responsible for protecting the environment: governments or individual people? Why? 2. Do you think it is right to spend money on helping animals when there is so much poverty and hunger among people in the world? Why?/Why not?

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Gateway Gateway to to matura matura Unit Unit66

Tłumaczenie Tłumaczeniefragmentów fragmentówzdań zdań––wybór wybórwielokrotny wielokrotny 11 Complete Completethe thesentences sentenceswith withone oneofofthe theoptions options(A–C), (A–C), which whichisisthe thecorrect correcttranslation translationofofthe thetext textininbold. bold. 1.1. Look Lookatatthat thatdark darkblack blackcloud. cloud.(Na (Napewno pewnobędzie będziepadać) padać) A. I imagine it will rain. A. I imagine it will rain. B.B. It’s It’sgoing goingtotorain. rain. C. C. ItItmight mightrain. rain. 2.2. So, So,we’re we’regoing goingtotothe thebeach beachtomorrow, tomorrow,aren’t aren’twe? we? (Może się spotkamy przy recepcji?) (Może się spotkamy przy recepcji?) A. A. We’ll We’llmeet meetatatthe thereception receptiondesk. desk. B.B. I Iexpect we’ll meet expect we’ll meetatatthe thereception receptiondesk. desk. C. C. Why Whydon’t don’twe wemeet meetatatthe thereception receptiondesk? desk? 3.3. X:X:Why Whyare areyou youup? up?You Youshould shouldbebeininbed. bed. Y:Y:Come if ifI get Comeon! on!(Nie (Niepogorszy pogorszymi misię) się) I getupupforfor 10 10minutes. minutes. A. A. I Iwon’t won’tget getany anyworse worse B.B. I’m not getting I’m not gettingany anyworse worse C. I don’t get any worse C. I don’t get any worse totobeat 4.4. Agnieszka beatSabina Sabina AgnieszkaRadwańska Radwańskawasn’t wasn’t(dość (dośćsilna) silna) Lisicki at Wimbledon 2013. Lisicki at Wimbledon 2013. A. enough strength A. enough strength B. too strong B. too strong C. strong enough C. strong enough . 5. Are you going to the basketball game? Wait! (Pójdę z tobą) . 5. Are you going to the basketball game? Wait! (Pójdę z tobą) A. I might go with you. A. I might go with you. B. I’ll go with you. B. I’ll go with you. C. I’m going with you. C. I’m going with you. 6. You will waste a lot of water if (będziesz podlewać) 6. You will waste a lot of water if (będziesz podlewać) the garden with tap water. the garden with tap water. A. you will water A. you will water B. you might water B. you might water C. you water C. you water

Parafraza – wybór wielokrotny Parafrazazdań zdań – wybór wielokrotny 2 2 Complete the sentences with one of of thethe options (A–C), Complete the sentences with one options (A–C), which has the same meaning asas thethe phrase in in bold. which has the same meaning phrase bold. 1.1. Look, thethe boy is riding tootoo fastfast and may crash. Look, boy is riding and may crash. We not bebe able toto stop him. Wemay may not able stop him. A.A.It will bebe difficult to to stop him It will difficult stop him B.B. It will be impossible to stop him It will be impossible to stop him C.C.It will be easy to stop him It will be easy to stop him 2.2. What are you upup toto at at thethe weekend? Let’s gogo to to a lake or river. What are you weekend? Let’s a lake or river. A.A.Why don’t we do something Why don’t we do something B.B. Are you doing anything Are you doing anything C.C.DoDo you fancy doing anything you fancy doing anything 3.3. Football and cricket are equally popular in the UK.UK. Football and cricket are equally popular in the A.A.Cricket is more popular than football Cricket is more popular than football B.B. Cricket is less popular than football Cricket is less popular than football C.C.Cricket is as popular as football Cricket is as popular as football 4.4. Using cars forfor commuting produces a lot of of pollution. Using cars commuting produces a lot pollution. Moreover, it may take longer to to getget somewhere in ainbig citycity Moreover, it may take longer somewhere a big than using public transport. than using public transport. A.A.Finally Finally B. Nevertheless B. Nevertheless C. What’s more C. What’s more 5. It’s not just governments that are responsible for pollution, it’s 5. It’s not just governments that are responsible for pollution, it’s individual people as well. individual people as well. A. cause A. cause B. send B. send C. bring C. bring 6. You heat ice and then it melts. 6. You heat ice and then it melts. A. If you’re going to heat ice, A. If you’re going to heat ice, B. If you heat ice, B. If you heat ice, C. If you could heat ice, C. If you could heat ice,

1 Complete the dialogue below with the words from the box. 1 There Complete thewords dialogue are two youbelow do notwith needthe to words use. from the box. There are two words you do not need to use.

2 Solve the crossword below and find the hidden word. 2 Solve the crossword below and find the hidden word.

better bored going hot mad ready sleep touch worse better bored going hot mad ready sleep touch worse HUGH: Look how late it is! I need to get (1.) . I must leave HUGH:now Lookbecause how lateif itI don’t, is! I need to getwill (1.)getgoing I must leave my mum really .(2.) now because if I don’t, my mum will get really (2.) mad at me. at me. MATT: That’s a pity. I thought I might show you the photos my sister MATT: Amy That’s a pity. thought I mightcamp. show you the photos my sister sent me Ifrom her winter Amy sent me from her winter camp. HUGH: Another time then. So, is Amy getting any (3.) ? HUGH: Another time then. So, is Amy getting any (3.) better ? MATT: Well, she’s really unhappy that she can’t ski anymore, but MATT: her Well, unhappy can’t(4.) ski anymore,doing but legshe’s isn’treally broken, so she’sthat justshe getting her leg isn’t broken, so she’s just getting (4.) bored doing nothing all day. nothing all day. HUGH: OK, then. I need to help my mum before I get some

HUGH:(5.) OK, then. I need to the helpgame my mum before I get some before tomorrow. sleep (5.) before the game tomorrow. after school, right? MATT: Sure. So, we’ll get in (6.)

touch school, right? MATT: Yeah. Sure. Get So, we’ll for the gameafter of the century! Bye, HUGH: (7.) get in (6.) HUGH:Matt. Yeah. Get (7.) ready for the game of the century! Bye, Matt. MATT: See you, Hugh. MATT: See you, Hugh.

92 92

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1. a large flat area of land eg the Great of the USA Plains the USA a large land egmountains the Great or 2.1. a low areaflat of area land of between hills egofDeath 2. a low area of USA land between mountains or hills eg Death in the in the USA 3. veryValley large masses of ice moving very slowly eg Antarctica’s 3. very large masses of ice moving very slowly eg Antarctica’s

glaciers 4. a very small part of an ocean, sea or lake partly enclosed by land 4. egathe very small part of an ocean, sea or lake partly enclosed by land of Biscay eg theareaBay Biscay 5. a large of landofwith few plants, little water and very dry 5. weather a large eg area land with fewinplants, theofGobi Africa little water and very dry Desert weather eg the Gobi in Africa 6. the top of a mountain eg the of Mount Everest summit 6. the top of a mountain eg the Mount Everest 7. a long piece of land bordered by water onofthree sides, 7. egaHel long piece ofinland bordered by water on three sides, Poland Peninsula eg Hel in Poland 8. the side of a hill or a mountain 8. the side of a hill or a mountain slope Hidden word: Hidden word: paradise

Unit 6 Unit 6

158-185_Gat Plus_2TB_Unit_6.indd 180 Gateway s2-3U1-10.indd 92

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Wordlist

Unit 6

= słowo bardzo często używane

Świat przyrody – krajobraz beach (n) ★★★ desert (n) ★★ forest (n) ★★★ ice cap (n) jungle (n) ★ mountain range (n) rainforest (n) ★

/biːtʃ/ /ˈdezə(r)t/ /ˈfɒrɪst/ /ˈaɪs ˌkæp/ /ˈdʒʌŋg(ə)l/ /ˈmaʊntɪn ˌreɪndʒ/ /ˈreɪnˌfɒrɪst/

plaża pustynia las czapa lodowa dżungla pasmo górskie las tropikalny

Świat przyrody – zagrożenia i ochrona środowiska naturalnego; klęski żywiołowe affect (v) ★★★ arsonist (n) burn (v) ★★★ bushfire (n) drought (n) environment (n) ★★★ flood (n) ★★ fumes (n) ★ global warming (n) ★ greenhouse effect (n) nuclear disaster (n) oil spill (n) ozone layer (n) pollution (n) ★★★ protect (v) ★★★ recycle (v) ★

/əˈfekt/ /ˈɑː(r)s(ə)nɪst/ /bɜː(r)n/ /ˈbʊʃˌfaɪə(r)/ /draʊt/ /ɪnˈvaɪrənmənt/ /flʌd/ /fjuːmz/ /ˌgləʊb(ə)l ˈwɔː(r)mɪŋ/ /ˈgriːnhaʊs ɪˌfekt/ /ˌnjuːkliə(r) dɪˈzɑːstə(r)/ /ˈɔɪl ˌspɪl/ /ˈəʊzəʊn ˌleɪə(r)/ /pəˈluːʃ(ə)n/ /prəˈtekt/ /riːˈsaɪk(ə)l/

save (v) ★★★ waste (n/v) ★★★

/seɪv/ /weɪst/

Inne anniversary (n) ★★ arrive (v) ★★★ atmosphere (n) ★★ attraction (n) ★★ become (v) ★★★ bring (v) ★★★ canteen (n) ★ catastrophic (adj) celebrate (v) ★★★ cheap (adj) ★★★ close to (adj/adv) community (n) ★★★ consequence (n) ★★★ convict (n) cut down (v) ★★★ definitely (adv) ★★

/ˌænɪˈvɜː(r)s(ə)ri/ /əˈraɪv/ /ˈætməsˌfɪə(r)/ /əˈtrækʃ(ə)n/ /bɪˈkʌm/ /brɪŋ/ /kænˈtiːn/ /ˌkætəˈstrɒfɪk/ /ˈseləˌbreɪt/ /tʃiːp/ /ˈkləʊs ˌtʊ/ /kəˈmjuːnəti/ /ˈkɒnsɪkwəns/ /ˈkɒnvɪkt/ /ˌkʌt ˈdaʊn/ /ˈdef(ə)nətli/

deliberately (adv) ★★ east (adj/adv) (n) ★★★ efficient (adj) ★★★ energy (n) ★★★

/dɪˈlɪb(ə)rətli/ /iːst/ /iːst/ /ɪˈfɪʃ(ə)nt/ /ˈenə(r)dʒi/

mieć wpływ na podpalacz palić pożar lasu susza środowisko powódź wyziewy, opary globalne ocieplenie efekt cieplarniany katastrofa nuklearna wyciek ropy warstwa ozonowa zanieczyszczenie chronić odzyskiwać surowce wtórne oszczędzać, chronić strata, odpady, marnować

rocznica przybywać, docierać atmosfera atrakcja stawać się przynosić stołówka katastrofalny świętować tani blisko do/od społeczność konsekwencja skazany ścinać zdecydowanie, na pewno celowo wschodni/na wschód wschód wydajny energia

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

= często używane

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

= dosyć często używane

fancy (v) ★★ farmer (n) ★★★ (carbon) footprint (n)

/ˈfænsi/ /ˈfɑː(r)mə(r)/ /ˈfʊtˌprɪnt/

frequent (adj) ★★ generate (v) ★★★ glass (n) ★★★ habit (n) ★★★ heat (n) ★★★ honest (adj) ★★ increase (n) ★★★ (v) ★★★ indigenous (adj) influence (v) ★★★ lifestyle (n) ★★ material (n) ★★★ mix (v) ★★★ obtain (v) ★★★ packaging (n) ★ perhaps (adv) ★★★ petrol (n) ★★ population (n) ★★★ power (n) ★★★ receive (v) ★★★ reef (n) ★ relatively (adv) ★★★ scientist (n) ★★★ shower (n) ★★ silly (adj) ★★ slow down (v) ★★★ space (outer) (n) ★★★ suggestion (n) ★★★ toothbrush (n) water (v) ★★★ wild (adj) ★★★

/ˈfriːkwənt/ /ˈdʒenəreɪt/ /glɑːs/ /ˈhæbɪt/ /hiːt/ /ˈɒnɪst/ /ˈɪŋkriːs/ /ɪnˈkriːs/ /ɪnˈdɪdʒənəs/ /ˈɪnfluəns/ /ˈlaɪfˌstaɪl/ /məˈtɪəriəl/ /mɪks/ /əbˈteɪn/ /ˈpækɪdʒɪŋ/ /pə(r)ˈhæps/ /ˈpetrəl/ /ˌpɒpjʊˈleɪʃ(ə)n/ /ˈpaʊə(r)/ /rɪˈsiːv/ /riːf/ /ˈrelətɪvli/ /ˈsaɪəntɪst/ /ˈʃaʊə(r)/ /ˈsɪli/ /ˌsləʊ ˈdaʊn/ /speɪs/ /səˈdʒestʃ(ə)n/ /ˈtuːθˌbrʌʃ/ /ˈwɔːtə(r)/ /waɪld/

mieć ochotę rolnik ekwiwalent sumy emitowanych zanieczyszczeń częsty wytwarzać szkło zwyczaj ciepło szczery wzrost wzrastać, rosnąć tubylczy, miejscowy wpływać, oddziaływać styl życia tworzywo, surowiec mieszać otrzymywać, dostawać opakowanie być może benzyna populacja energia otrzymywać rafa względnie naukowiec prysznic głupi zwalniać przestrzeń (kosmiczna) sugestia szczoteczka do zębów podlewać dziki

Vocabulary plus bay (n) ★★ get better (phr)

/beɪ/ /ˌɡet ˈbetə(r)/

get in touch (phr) ★★★ get ready (phr) ★★★ get some sleep (phr) get worse (phr)

/ˌɡet ˌɪn ˈtʌtʃ/ /ˌɡet ˈredi/ /ˌɡet ˌsəm ˈsliːp/ /ˌɡet ˈwɜː(r)s/

glacier (n) peninsula (n) plain (n) ★★ slope (n) ★★ summit (n) ★★ valley (n) ★★★

/ˈɡlæsiə(r)/ /pəˈnɪnsjʊlə/ /pleɪn/ /sləʊp/ /ˈsʌmɪt/ /ˈvæli/

zatoka dojść do siebie, poczuć się lepiej skontaktować się przygotować się wyspać się pogorszyć się, czuć się gorzej lodowiec półwysep równina zbocze szczyt, wierzchołek dolina

Unit 6 158-185_Gat 181 unit6 80-95.indd 93 unit6.indd 93Plus_2TB_Unit_6.indd

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