Gatewayplus sb2 unit6 by Macmillan Polska Sp. z o.o.

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David Spencer

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COMMON EUROPEAN FRAMEWORK

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David Spencer

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M ac mi llan Pub lish ers

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M ac mi llan Pub lish ers

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12.12.2013 10:39

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 desert mountain range 2

forest ice cap rainforest and jungle

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, for example

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

8 a large quantity of water that suddenly covers an area

3 the natural world around us

9 the increase in the temperature on earth

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

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

5 a long period of time when there is no rain

11 an accident with nuclear power, usually causing radioactivity

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

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

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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 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 c What is a carbon footprint? Paragraph b Predictions for the future Paragraph d Your lifestyle and your carbon footprint Paragraph

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

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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

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

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 deciding, calculating results routines the mark that your foot leaves on the ground

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.

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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?

2c 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 (disappear) one day. 2 It’s only 10:00 am but the sun is already strong. It (be) a hot day. 3 A: What’s the matter? B: I’m really hot. A: I (open) the window.

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

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

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

I think the planet will get hotter in the future. 6

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

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. 3 Perhaps some places will have more rain.

4 Next week there (be) the anniversary of the world’s worst oil spill.

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

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

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

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

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

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

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. 3 to make a general prediction. We often use think, hope, expect with this use.

6 The temperature may go up by 5ºC in the next fifty years. 7 The changes probably won’t be immediate. 8 Things definitely won’t get better until we do something. 7b Look at the position of the adverbs definitely and probably in sentences 1 and 2 and sentences 7 and 8. What do you notice? Grammar Reference

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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 Some parts of the earth deserts. 3 There’s a possibility that the consequences will be catastrophic. perhaps catastrophic. 4 It’s 100% certain life on the planet won’t end in the next twenty years. definitely Life on the planet in the next twenty years. 5 It’s quite probable that people won’t change their habits. won’t People

habits.

6 The situation might get worse before it gets better. possible It’s get worse before it gets better. 9 How certain do you think these predictions are? 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. 3 Last week she got a book about pollution. 4 What time will you get to the meeting? 5 Can you get me the pen that’s on the desk? a 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 getting . 2 My brother needs to eat more. He’s getting very . 3 Come on! You need to get for the meeting. 4 Scientists are very worried because they say the situation is getting . 5 Come on! It’s getting . Time for bed. 6 I’ll switch the light on. It’s got very in here. 3 What usually happens in these situations? Write sentences 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. 3 It’s your birthday tomorrow. 4 You’re out at 11:00 pm and there are no buses. 5 You’re in a supermarket because you want to make a sandwich for lunch. 6 Your friend in the USA writes to tell you about what happened to her last week. 7 Somebody is talking to you on the phone and wants to leave a message. 4a Work in pairs. 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? 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 (go) to the beach. 2 If it (not rain) for months, the result is usually a drought. 3 If it rains a lot for months, there (be) often floods. 2

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.

4 Correct the false sentences. Listen again if necessary. 5

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? Speaking

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

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

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

Unit 6

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5 If it (be) very sunny, it’s bad for your eyes. 6 If the sun (shine) all day, the temperature goes up. T/F

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,

3 If you go to bed late,

T/F

4 I feel sad if

5 I enjoy English classes if

6 My parents are happy if

T/F 4

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 02.10.2013 13:34

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.

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7 Put the verbs in the correct tenses using the first conditional. (not do) ‘If we (a) something soon, electronic products (create) serious (b) problems for the environment. We use more and more energy because we buy more and more electronic gadgets. If this situation (continue), each house (c) (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 (not be) able to brush their (e) (not have) teeth if they (f) an electric toothbrush. And if we (forget) to switch off all these (g) (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.

Work in groups. Begin with this sentence. Speaking

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

3 Complete the dialogue. Listen again if necessary. Jamie: Hi, Danny. Danny: Hi, Jamie. Jamie: Listen. Are you up to anything this weekend? Danny: Not really. What about you? Jamie: If the weather’s (a) , Alex and I are going to go to the (b) . Do you fancy coming? Danny: Sure. What time shall we meet?

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

Speaking Bank Useful expressions for making arrangements Asking about somebody’s plans • What are you up to at the weekend? • Are you up to anything at the weekend? • Do you fancy + verb + -ing?



Arranging to meet • What time shall we meet? • Where shall we meet? • Why don’t we meet at … ? Responding to plans and arrangements • Sure/Fine/OK/Great/Good idea. • Not really/Sorry, I can’t/I prefer … Remember that we can use present continuous as well as be going to to talk about future arrangements.

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

Jamie: How about (c) ? Danny: OK. Why don’t we meet at the (d) ? Jamie: Fine. I know. I’ll bring some (e) and we can (f) . Danny: What will we do if it (g) ? Jamie: I’ll give you a (h) and we’ll go somewhere else. Danny: OK. Listen, I’ll ring (i) too and see if she wants to come. Jamie: Good idea. See you tomorrow at (j) Danny: See you.

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5 Work in pairs. Practise the dialogue in 3. 1.34 Listen to the start of the dialogue again. 6a Pronunciation 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. 7b Speaking Now change partners and practise again with your book closed. Mówienie Rozmowa z odgrywaniem roli 02.10.2013 13:34

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, • Addition: Furthermore, • Contrast: However,

5 Complete the sentences with linkers from the Writing Bank. 1 I think recycling is easy. , it is cheap. 2 Let me explain what I think. , I want to explain my opinions about recycling paper. Next, I want to tell you what I think about recycling glass. , I want to talk about plastic. 3 In general, I agree with the article. , there are some things in it that I don’t agree with.

Practice makes 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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Self-check

Unit 6

Grammar revision Be going to and will

Zero conditional

1 Correct the mistakes in these sentences. 1 Scientists think that they’ll to find a solution for this problem. 2 What are your plans? What do you do tomorrow? 3 They say it’s raining next week. 4 I can’t meet you tomorrow because I’ll do an exam.

ZESZYT ĆWICZEŃ

str. 48

3 Answer these questions with complete sentences. 1 What happens if you mix blue and yellow? 2 What happens if you study for an exam? 3 What happens if you never brush your teeth? 4 What happens if you eat too much?

/ 4 points

Will, may, might

2 Complete the sentences with these words.

str. 48

/ 4 points

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

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

str. 50

First conditional

definitely may perhaps probably will won’t

ZESZYT ĆWICZEŃ

1 If the sun (shine), we’ll be able to go out. 2 We’ll go shopping if my mum (finish) work early. 3 If you do the exercise carefully today, you (get) all the answers right. 4 It’ll be great if she (come) tonight. 5 She’ll leave hospital today if she (feel) OK. 6 I (not bring) the dog if you don’t want me to.

/ 6 points

ZESZYT ĆWICZEŃ

str. 50

/ 6 points

Vocabulary revision Geographical features 1 Read the names. What are the geographical features? 1 The Sahara _ _ _ _ _ _ 2 The Amazon River and _ _ _ _ _ _ _ _ _ _ 3 The Andes _ _ _ _ _ _ _ _ _ _ _ _ _

ZESZYT ĆWICZEŃ

4 5 6 7

str. 46

Ipanema in Rio de Janeiro _ _ _ _ _ The Costa del Sol _ _ _ _ _ The North Pole _ _ _ _ _ _ Sherwood _ _ _ _ _ _

/ 7 points

The environment 2 Complete the text with these words. droughts

floods

global warming

ozone layer

recycle

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

ZESZYT ĆWICZEŃ

save

waste

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

str. 46

/ 7 points

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

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ZESZYT ĆWICZEŃ

str. 49

/ 6 points

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

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.

1 Listening 1.35 Read part of the speaking matura task 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.

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

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. 2. 3.

my / view / the / poster / worst / in / it’s is / unsuitable / this / to / mind / photo / my the best / would / no / I / doubt / have / that / slogan / be / this

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 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 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 B. that the third project would be the best for an environmental campaign.

Zadanie maturalne

4 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. yy Wybierz ten plakat, który Twoim zdaniem najbardziej zachęci uczniów do udziału w akcji, i uzasadnij swój wybór. yy Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

Earth Hour

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

Rem emb er abo ut Ear th Hou r!

1.36 Listen to two example answers to the task in 2 Listening 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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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 to matura

Unit 6

Tłumaczenie fragmentów zdań – wybór wielokrotny

Parafraza zdań – wybór wielokrotny

1 Complete the sentences with one of the options (A–C), which is the correct translation of the text in bold.

2 Complete the sentences with one of the options (A–C), which has the same meaning as the phrase in bold. 1. Look, the boy is riding too fast and may crash. We may not be able to stop him. A. It will be difficult to stop him B. It will be impossible to stop him C. It will be easy to stop him 2. What are you up to at the weekend? Let’s go to a lake or river. A. Why don’t we do something B. Are you doing anything C. Do you fancy doing anything 3. Football and cricket are equally popular in the UK. A. Cricket is more popular than football B. Cricket is less popular than football C. Cricket is as popular as football 4. Using cars for commuting produces a lot of pollution. Moreover, it may take longer to get somewhere in a big city than using public transport. A. Finally B. Nevertheless C. What’s more 5. It’s not just governments that are responsible for pollution, it’s individual people as well. A. cause B. send C. bring 6. You heat ice and then it melts. A. If you’re going to heat ice, B. If you heat ice, C. If you could heat ice,

1. Look at that dark black cloud. (Na pewno będzie padać) A. I imagine it will rain. B. It’s going to rain. C. It might rain. 2. So, we’re going to the beach tomorrow, aren’t we? (Może się spotkamy przy recepcji?) A. We’ll meet at the reception desk. B. I expect we’ll meet at the reception desk. C. Why don’t we meet at the reception desk? 3. X: Why are you up? You should be in bed. Y: Come on! (Nie pogorszy mi się) if I get up for 10 minutes. A. I won’t get any worse B. I’m not getting any worse C. I don’t get any worse 4. Agnieszka Radwańska wasn’t (dość silna) Lisicki at Wimbledon 2013. A. enough strength B. too strong C. strong enough

to beat Sabina

5. Are you going to the basketball game? Wait! (Pójdę z tobą) A. I might go with you. B. I’ll go with you. C. I’m going with you.

6. You will waste a lot of water if (będziesz podlewać) the garden with tap water. A. you will water B. you might water C. you water

1 Complete the dialogue below with the words from the box. There are two words you do not need to use. better bored going hot mad ready sleep touch worse HUGH: Look how late it is! I need to get (1.) I must leave now because if I don’t, my mum will get really (2.) at me. MATT: That’s a pity. I thought I might show you the photos my sister Amy sent me from her winter camp. HUGH: Another time then. So, is Amy getting any (3.)

MATT: Well, she’s really unhappy that she can’t ski anymore, but her leg isn’t broken, so she’s just getting (4.) doing nothing all day. HUGH: OK, then. I need to help my mum before I get some (5.) before the game tomorrow. MATT: Sure. So, we’ll get in (6.) HUGH: Yeah. Get (7.) Matt. MATT: See you, Hugh.

after school, right?

for the game of the century! Bye,

2 Solve the crossword below and find the password. 2

4 7

of the USA 1. a large flat area of land eg the Great 2. a low area of land between mountains or hills eg Death in the USA 3. very large masses of ice moving very slowly eg Antarctica’s 4. a very small part of an ocean, sea or lake partly enclosed by land eg the of Biscay 5. a large area of land with few plants, little water and very dry weather eg the Gobi in Africa 6. the top of a mountain eg the of Mount Everest 7. a long piece of land bordered by water on three sides, eg Hel in Poland 8. the side of a hill or a mountain Password:

Unit 6

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unit6.

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

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Matura checkpoint

Units 5–6

Rozumienie ze słuchu Zadanie 1. LISTENING 1.38 Usłyszysz dwukrotnie sześć krótkich tekstów. Z podanych odpowiedzi (1.1.–1.6.) wybierz właściwą, zgodną z treścią nagrania. Zakreśl literę A, B albo C.

1.1. Maggie and Chris are A. at home. B. at the cinema. C. at school.

Do celebrities really help charities? This is a question every charity and the general public need to answer. If you checked the website www. looktothestars.org/about, you would find the names of over 3,000 celebrities promoting almost 2,000 different charities. Do they get involved to really help the charities, or do they promote themselves?

1.2. The speaker is A. a student. B. a teacher. C. a parent. 1.3. The professor likes the film because A. it shows an imaginary story. B. Ewan McGregor plays in it. C. a tsunami and its effects are shown really accurately. 1.4. The speaker says that the Little Ice Age A. was the result of global warming. B. ended in about 1200 AD. C. lasted for a few hundred years. 1.5. The girl is not going to watch the programme because A. it’s not good entertainment. B. it’s moving. C. people choose life stories, not the best voices. 1.6. The main topic of the next episode of the show will be A. how many TV sets families have. B. who decides what is watched at home. C. whether children have got TV sets in their rooms.

Rozumienie tekstów pisanych Matura pointer W trakcie lektury fragmentów tekstów podkreślaj w nich słowa niosące najważniejsze informacje, a następnie postaraj się odszukać ich synonimy w nagłówkach.

Zadanie 2. Przeczytaj tekst. Dobierz właściwy nagłówek (A–F) do każdego fragmentu tekstu. Wpisz odpowiednią literę w miejsca 2.1.–2.4. Uwaga: dwa nagłówki zostały podane dodatkowo i nie pasują do żadnego fragmentu tekstu. A. B. C. D. E. F.

People in action Inspiration in music When good-guys-turn-into-bad-guys Disaster relief Informing the public Out of the limelight

2.1. Some experts say that the benefits are real. The support of a celebrity can help the message of a charity to reach new audiences with the message of a charity. Millions of people in the world may not know much about famine, poverty or human rights, but the same people are inspired by sport, film or music. So, why not use this inspiration, with the help of Leo Messi, Angelina Jolie or Bono, to inform the masses about the injustices of the world? 2.2. Celebrities do not just play a marketing role, informing the public about the poor and the hungry of the world. Chances are that the public will start paying more attention and may donate money or goods to the advertised cause after they see Brad Pitt actively involved in building houses in New Orleans for the victims of hurricane Katrina. Some people might even become active in charities as well. 2.3. However, celebrities often lose interest in a cause when the public and media lose interest in it. When you are Steven Spielberg or Jay-Z, it is not a big problem to donate a huge cheque for a good cause, which is fair enough. But how many of these celebrities remain involved and do some real work while the media are not watching, though? And how many just sign a cheque to feel good about themselves and to present a positive image to the world? 2.4. Another danger is that the general public may react negatively if a celebrity helping a charity uses inappropriate language, is involved in a scandal, and gains a bad reputation. Will that affect the image of the charity as well? This could definitely be the case. What is worse, it may lead to the public turning away from the charity’s goals and objectives.

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Znajomość środków językowych

Zadanie 3. Przeczytaj pary wypowiedzi (3.1.–3.5.). Uzupełnij drugie zdanie z każdej pary brakującym fragmentem (A–C) – w taki sposób, aby jego znaczenie było jak najbardziej zbliżone do zdania pierwszego. 3.1. Scientists say it is possible that winters in Poland will be snowy and very cold. snowy and very cold. Scientists say that winters in Poland A. may be B. will definitely be C. probably won’t be 3.2. You should buy a dishwasher. You would use less water then. If you buy a dishwasher, you water. A. will use more B. won’t use less C. will use less 3.3. Would you like to go to the beach on Sunday? going to the beach on Sunday? A. Are you B. Do you fancy C. What time will you be

1. What types of TV programmes are the most popular today among children and young people? 2. What groups of people might benefit from watching TV the most?

3.4. Look at the clouds! It looks like it will rain soon. Look at the clouds! I think it soon. A. is going to rain B. might rain C. is raining 3.5. You must water this plant every day, otherwise it will die. If you every day, it will die. A. water this plant B. will water this plant C. don’t water this plant

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

Część ustna Matura pointer Nie rezygnuj z odpowiedzi na pytanie zadane ci przez egzaminującego tylko dlatego, że go nie zrozumiałeś/zrozumiałaś. Poproś o powtórzenie, a jeśli trzeba, wyjaśnij, której części pytania nie rozumiesz. Egzaminujący postara się je sparafrazować.

a b c

Zadanie 4. Pracujcie w parach. Popatrzcie na plakaty. Wykonajcie zadanie egzaminacyjne, odgrywając na zmianę role egzaminującego i zdającego. Następnie odpowiedzcie na dwa pytania. 1

Organizujesz w swojej szkole debatę dotyczącą edukacyjnej roli telewizji. Wyraź swoje zdanie na temat propozycji plakatów, które mają zachęcić do wzięcia udziału w debacie. y

Wybierz ten plakat, który będzie Twoim zdaniem najbardziej odpowiedni, i uzasadnij swój wybór. Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.

d e f g h i j

= = = =

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

I can talk about routines and what’s happening now using the present simple and present continuous. I can ask for and give basic personal information. I can make nouns using the suffixes -ment, -ion, -ence. I can understand conversations about families and family life. I can write a basic informal email about myself or somebody I know well. I can report past events using the past simple and past continuous. I can explain sequences of events in the past using expressions of sequence and time. I can understand written and spoken texts about crimes and the police. I can talk about different crimes and investigations. I can write a basic informal letter about a past event.

2 Decide what you need to do to improve. 1 Look again at my book/notes. 2 Do more practice exercises.  ZESZYT ĆWICZEŃ str. 38–55 3 Other:

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David Spencer

• Strony Click onto … (Cross-curricular, Literature and International Cultural Knowledge), poszerzające wiedzę językową o treści międzykulturowe oraz międzyprzedmiotowe

Workbook David Spencer

COMMON EUROPEAN FRAMEWORK

A1 A2 B1 B2 C1 C2

www.macmillan.pl

David Spencer

CD 1 Units 1– 6

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M ac mi llan Pub lish ers

CD 2 Units 7– 10 Click onto...

Audio CDs David Spencer

. 14 20

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M ac mi llan Pub lish ers

Test CD Lynda Edwards Karolina Kotorowicz-Jasiƒska Piotr Najduchowski

. 14 20

Audio CDs

Level Level Level Level Level

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Teacher’s Resource Multi-ROM

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Test CD

ISBN 978-83-7621-240-1

Lynda Edwards Karolina Kotorowicz-Jasiƒska Piotr Najduchowski

ac mi llan

. 14 20

Test CD-ROM

Teacher’s Resource Multi-ROM

• sekcje powtórzeniowe Matura checkpoint sprawdzające umiejętność rozwiązywania zadań maturalnych

Gateway Interactive Classroom

• Gateway Interactive Classroom, czyli cyfrową wersję podręcznika do wykorzystania na tablicy interaktywnej • Workbook Online, czyli elektroniczną wersję zeszytu ćwiczeń Workbook Online

COMMON EUROPEAN FRAMEWORK

A1 A2 B1 B2 C1 C2

David Spencer

• sekcje Can Do Progress Check, w których poprzez regularne dokonywanie samooceny uczeń buduje swoją świadomość językową

2 Student’s Book

• sekcje Vocabulary plus wzbogacające słownictwo ucznia

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Audio CDs

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• sekcje poszerzające znajomość środków językowych

Teacher’s Book

Gateway

• zestawy zadań do egzaminu ustnego

Anna Cole

Workbook Gateway

• strony Gateway to matura, które analizują źródła trudności poszczególnych zadań maturalnych i prezentują ich praktyczne rozwiązania

Teacher’s Book

Workbook online

ISBN 978-83-7621-236-4

W kursie Gateway plus uczeń znajdzie: • oryginalne teksty stanowiące naturalny kontekst dla wprowadzanego słownictwa i gramatyki

Student’s Book David Spencer

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• dodatkowe ćwiczenia leksykalne i gramatyczne utrwalające materiał z podręcznika

2 Workbook

W zeszycie ćwiczeń Gateway plus uczeń znajdzie:

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ISBN 978-83-7621-235-7

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