Unit 2 - Macmillan

2Teacher’s BookAnna ColeFREE SAMPLE FREE SAMPLE

Unit 2 Lesson 1 Vocabulary Crimes CriminalsWarmerIn pairs, students discuss the meaning of the unit title Criminalrecords and what they think the unit is going to be about. Elicitideas from the class.Suggested answerA criminal record is an official list of crimes that someone hascommitted. This record of a person’s criminal history can beinvestigated by banks and employers to find out if someone istrustworthy. It can include traffic offences such as speeding.TEACHER DEVELOPMENT: PRONUNCIATIONWord stress and part of speechDrill the pronunciation of record. Remind students that inEnglish there are many words that change stress dependingon the part of speech, e.g. when it is a verb, the stress movesto the second syllable: record.Crimes1 In pairs, students match the pictures with the words. Drawattention to the example.2 1.11 Play the CD for students to listen, check and repeat.Audioscript and Keyburglary (picture d)mugging (picture g)murder (picture b)piracy (picture f )robbery (picture c)shoplifting (picture e)theft (picture a)vandalism (picture h)Extra activityPlay the CD again and ask students to underline the stressedsyllables and circle the schwa /ə/ sounds (see the Key in 2 foranswers).TEACHER DEVELOPMENT: PRONUNCIATIONThe /ɵ/ soundSome students may have difficulty pronouncing the /ɵ/sound in theft. Tell students to put their finger on their lips.Their tongue should lightly touch their finger when theymake this sound. Chorally drill the word. Refer students to thePronunciation guide in the Student’s Book, page 170.3 Individually, students complete the sentences with the correctform of the verbs. Remind them that they can use one wordthree times. Check answers by asking different students.4 Students try to guess the difference between rob and stealbefore they check their answers in their dictionaries. Point outthat theft is the noun form for the verb steal and that a thief isthe general name for someone who steals something.KeyTo rob means to take money or property from someone illegally.To steal means to take something that belongs to someone elsewithout permission.Extra practiceWrite these extra example sentences on the board and givefurther explanations:He robbed a bank. (He took things from the bank; he didn’t takethe bank.)She robbed an old man. (She took things from the man; she didnot take him.)She stole food from the supermarket. (She took food.)Study skillsAsk students for reasons why it is a good study skill to guessinformation about words before looking them up in thedictionary. Direct students to page 157 (Vocabulary: Usinga dictionary) to compare their answers.5 LISTENING 1.12 Play the CD for students to listen to the fourradio news items and name the crimes. Tell students to notedown key words which help them decide on their answer asthey listen.Audioscript1 Three men entered the National Bank in Bristol last nightand took over a million pounds. Police do not know howthe criminals entered the bank, but they are looking to tracea white van which was parked outside the bank yesterdayafternoon.2 Police arrested six young men in Brighton city centre yesterday.The men broke the windows of several shops and damageda number of cars parked there.3 In entertainment news, pop star Pink has a new album outthis week, but the artist is unhappy because there are alreadythousands of illegal copies on sale. The singer is asking her fansnot to buy these illegal copies.4 Supermarket chain Bestco said yesterday that they are veryworried about the number of thefts in their supermarkets.Bestco lose millions of pounds each year because of the theftof all kinds of products, from milk to perfume.Criminals6 First, students complete the table without using a dictionary.Then they use the Macmillan Dictionary to complete the table.7a SPEAKING Individually, students put the crimes in 6 in orderfrom 8 (very serious) to 1 (not so serious).7b In pairs, students compare their ideas. Focus their attention onthe model dialogue before they begin.HomeworkRefer students to the Workbook, page 10.FREE SAMPLE FREE SAMPLET18

Lesson 2 ReadingWarmerIf possible, make copies of some English newspaper stories. Youcan also print them from the following websites: www.bbc.co.uk/news, www.guardian.co.uk, www.timesonline.co.uk. Cut out theheadline so it is separate from the main story. Divide the class intosmall groups and give each group at least three newspaper storieswith the corresponding headlines. Students must read the storiesand match the headlines to the stories. Tell them not to worry ifthey don’t understand every word. They should just look for keywords that identify what the story is about.T19TEACHER DEVELOPMENT: CLASSROOM TIPSWarmersMost students need a warmer at the beginning of a classto get used to speaking English again. For students (andteachers), this is where short five-minute activities come inuseful. They can also be used during and at the end of class,when there is some time to fill or a change of pace is needed.1 Students match the titles of the news stories with the pictures.Remind them there is one title they will not need. Studentscompare their answers in pairs before you elicit the answersfrom the class.2 In pairs, students discuss what they think each story is aboutby looking at the titles and the pictures. Draw students’attention to the model dialogue and elicit a few ideas.3 Students read the stories and match the pictures, titles andtexts. Set a time limit of two minutes to encourage them toread quickly and not worry about difficult vocabulary. Remindthem that once they have the general idea of the whole text,they may find they can guess the meaning of new wordsmuch more easily.In a less confident class, you may want to pre-teach somevocabulary for the reading texts: surprise – an unusual eventor unexpected piece of news; discover – to find somethingthat is hidden or that no one knew about before; prefer – tolike or want someone or something more than someone orsomething else; get back – to return to a place; gang – a groupof criminals working together; magician – someone whose jobit is to entertain people by performing magic tricks; pockets –a small bag that forms part of a piece of clothing and is usedfor holding small objects; run away – to secretly leave a placebecause you are not happy there.Recording: Unit 2 p19 Reading onwww.gateway-online.netPredicting content, reading for gist and for detailNewspaper stories about crimeStudy skillsDiscuss why it is useful to look at the pictures and the titles oftexts before they read them. Students compare their answers withthe information on page 156 (Reading: Prediction).4 Students read the texts again and answer the questions intheir notebooks using complete sentences. Monitor andprovide help if necessary. Elicit answers from the class.Key1 The guards were surprised to see Detlef Federsohn outsidethe prison because he had been released from prison andwas trying to get back in.2 Because his mum didn’t give him meals, wash his clothes orlet him watch television, like they do in prison.3 A gang of robbers/Four young people attacked DavidCopperfield.4 The robbers didn’t steal anything because DavidCopperfield made the objects disappear.5 Lee Hoskins took photos of himself and his girlfriend next tothe stolen car.6 The police identified Lee Hoskins from the photos that wereon the camera he left in the car.7 The Colombian burglar got inside a box and his friend senthim by post to the rich man’s house.8 The rich man didn’t think it was normal to receive a bigparcel and called the police.5 Students match the underlined words in the text with theirdefinitions.6 SPEAKING What about you?In pairs, students ask each other which story they preferand why. Draw attention to the model dialogue. Elicit someopinions from different students.HomeworkRefer students to the Workbook, page 11.FREE SAMPLE FREE SAMPLE

AReading1 Look at these pictures. They illustrate newspaper storiesabout crimes or criminals. Can you match the titles ofthe stories with the pictures? There is one title you donot need.1 Now you see it, now you don’t c2 And this photo is me stealing your car a3 The perfect police officer4 Burglar in a box d5 Let me back in! b2 Work with a partner. From the titles and pictures,what do you think happens in each story? Guess.What about the story with the car?Prison guards in Vienna gota big surprise yesterday.They discovered a youngman just outside the prison.They thought that he wasescaping. But they found outthat the young man, DetlefFedersohn, was trying toget back in! Federsohn wasin prison for two years fortheft. When he left prisonand lived on the outside, hedecided that he preferredlife inside. ‘Life is greatin prison,’ said Federsohn.‘They give you your meals,wash your clothes and letyou watch television. I can’tdo that with my mum.’I think that somebody steals the carwhen the boy is taking a photo of it.3 Read the stories and match the pictures, titles and texts.Story A Title 5Picture bStory B Title 1 Picture cStory C Title 2 Picture aStory D Title 4 Picture d4 Read the stories again and answerthe questions.1 Why were the prison guards in Viennasurprised by Detlef Federsohn?2 Why didn’t Detlef Federsohn want to live withhis mum?3 Who attacked David Copperfield?4 Why didn’t they steal anything fromCopperfield?5 What photos did Lee Hoskins take?6 How did the police catch Lee Hoskins?7 How did the Colombian burglar get into therich man’s house?8 Why wasn’t the burglar’s plan successful?Rozumienie tekstów pisanych DobieranieBA gang of robbers wanted torob the famous magician DavidCopperfield last week. Theylearnt an important lesson: nevermug a magician. Four youngpeople attacked Copperfieldafter a show in Florida lastweek. Copperfield had money,his passport, and his mobilephone in his pockets. But whenthe robbers were looking forsomething to steal, he showedhis pockets to the thieves and theobjects weren’t there! The thievesdidn’t wait to look for them. Thepolice arrested the men whenthey were running away … aftera call from Copperfield on hisdisappearing phone.abSTUDY SKILLSDlaczego warto przyjrzeć się ilustracjom/fotografiom do tekstui zapoznać z jego tytułem przed przeczytaniem całości?STUDY SKILLS str. 156CA British car thief madea basic mistake. LeeHoskins was stealing anOpel Astra when he cameacross a camera insidethe car. So what did hedo? He and his girlfriendtook photos of each othernext to the car. Soonafterwards, they crashedthe car. They quicklyran away from the sceneof the crime but theyleft the camera insidethe car. The police soonworked out who the thiefwas! ‘Some criminals canbe really stupid,’ said apolice officer looking intothe case.5 Match the underlined words in the stories with their i definitions.iti1 stopped and took to the police station arrested2 people who look after a place or person guards3 a box or package that you send by post parcel4 breakfast, lunch, dinner meals5 how you feel when you think something is not normal and could bebad or dangerous suspicious6 crime, incidentcase7 using the postal service by post8 let somebody see something showed6 SPEAKING What about you?Which story do you prefer and why?I like the story about the magician.A Colombian criminalhad an original idea fora burglary. He got insidea box and a friend senthim by post to the houseof a rich businessman.But the businessman wassurprised and suspiciouswhen the large parcelturned up at his house.He didn’t think it wasnormal to receive this bigparcel and so he calledthe police. When thethief finally came outof the box, he saw tenpolice officers standingthere waiting for him.Why?Because he’s very clever. The criminals didn’t steal anything from him.FREE SAMPLE FREE SAMPLEdcDUnit 2T47 19

Grammar in context2a PRONUNCIATION Look at the three lists. How do we pronounce the -ed ending in each list?List A: finished watched liked passedList B: wanted needed painted startedList C: stayed arrived discovered planned2bT48 20GRAMMAR GUIDEPast simple1a Look at these sentences. Whichsentences are in the present simpleand which are in the past simple?aFour young people attacked him.b What did he do?cdefghThey give you your meals.He was outside the prison.He had money in his pockets.My mother doesn’t do that.He didn’t think about it.The objects weren’t there.1b When do we use the past simple?We use the past simple to describe actions orsituations that started and finished in the past.1.13 Listen, check and repeat.2c In which list is the -ed ending pronounced /ɪd/? Which letters come just before -ed in the words in this list?3 Work with a partner. Write an A to Z of irregular past simple forms. How many can you think of in five minutes?A – ate, B – bought, C – …4 Complete the text with the past simple form of the verbs.1c In 1a find a sentence with …1 a form of be in the past simple affirmative d2 a form of be in the past simple negative h3 a regular verb in the past simple affirmative a4 an irregular verb in the past simple affirmative e5 a past simple question b6 a verb in the past simple negative gOne night a girl and her boyfriend (a) were (be) in the middle of a long phoneconversation about their future. Suddenly the boyfriend (b)5 Complete these questions about the text in 4 with the past simple form of the verbs.1 What were (be) the boy and girl in the middle of?2 What did the boy do (do)?3 Why did the girl start (start) shouting?4 What did she think (think)?6 SPEAKING Work with a partner. Take it in turns to ask and answer the questions in 5.Unit 21d Complete the sentences with the correct past simple forms of be, walk and go.Affirmative: He was/walked/went there yesterday.Negative: He wasn’t/didn’t walk/didn’t gothere yesterday.Question: Was he/Did he walk/Did he go there yesterday?GRAMMAR REFERENCE str. 26(stop) talking.The girl (c) became (become) very worried. She (d) began (begin) to shoutbut he (e) didn’t reply (not reply). She (f) thought (think) that her boyfriend(g) was (be) in some kind of danger. At first, the girl (h) didn’t know (not know)what to do. But then she (i) made (make) a decision and (j) called (call)the police. Officers (k)They (l)expectedran(run) to her boyfriend’s house in Nuremburg, Germany.(expect) to find a murderer or a burglar, but they(m) didn’t find (not find) any criminals. They just (n) found (find)the boyfriend sleeping next to the phone!stopped5 What did she decide (decide) to do?6 What action did the police take (take)?7 Did they find (find) any criminals?FREE SAMPLE FREE SAMPLE

Lesson 3 Grammar in contextWarmerAsk students to read the sentences in 1a and match them to a newsstory from page 19. Tell them to ignore sentences b and g for now.Keya Story B d Story A g N/Ab N/A e Story B h Story Bc Story A f Story APast simpleTest before you teachWrite these five sentences on the board: I ________ (have)lunch at school last week. They ________ (be) at school yesterday.Last weekend I ________ (not go) to the cinema. ________ they________ (go) to the cinema last weekend? No, they ________.Ask students to complete them with the past simple form of theverb in brackets. Then ask them to write five similar sentences inthe past simple in their notebooks. Monitor carefully to see if theyhave consolidated knowledge of the past simple tense.Keyhad, were, didn’t go, Did … go, didn’t1a Ask students to identify which tense the sentences are in: pastsimple or present simple.KeyPast simple: a, b, d, e, g, hPresent simple: c, f1b Elicit from students when we use the past simple.1c Students find a sentence in 1a to match each description ofa past simple form.1d Students complete the sentences with the correct past simpleforms of be, walk and go. Elicit the answers.Extra practiceWrite these additional examples on the board:Affirmative: They ________ on the phone last night.Negative: They ________ on the phone last night.Question: ________ they ________ on the phone last night?Ask students to complete the sentences with the correct pastsimple forms be, talk and speak.KeyAffirmative: were/talked/spokeNegative: weren’t/didn’t talk/didn’t speakQuestion: Were they/Did they talk/Did they speakRefer students to the Grammar reference on page 26.TEACHER DEVELOPMENT: LANGUAGEPast tense formsThe major difficulty students have with the past tense is thatnegative and question forms use auxiliary verbs and infinitives.It may help to present this visually and explain that the -edending transforms into an auxiliary verb:Affirmative: He walked to school yesterday.Question: Did he walk to school yesterday?Past simple2a PRONUNCIATION Ask students to practise saying the words ineach list and decide on the pronunciation of the -ed ending ineach list.2bKeyList A: /t/ List B: /ɪd/ List C: /d/1.13 Play the CD for students to listen, check and repeat.AudioscriptList A: finished watched liked passedList B: wanted needed painted startedList C: stayed arrived discovered planned2c Ask students to find the list in which the -ed ending ispronounced /ɪd/ and look at which letters come before -ed inthis list.KeyIn List B, d or t always come before the -ed ending.Extra practiceWrite these past tense forms on the board: kissed, stayed,decided, talked, rained, turned, demanded, planted, played,worked, cooked, celebrated. Ask students to say the words andmatch them to the correct pronunciation of -ed (/t/, /d/ or /ɪd/).Key/t/: worked, talked, cooked, kissed/d/: played, turned, stayed, rained/ɪd/: planted, demanded, celebrated, decided3 Set a strict five-minute time limit. In pairs, students write anA to Z of irregular past simple forms with one verb for eachletter. Warn students that it will be very difficult for studentsto think of irregular verbs for v, y and z. Elicit answers fromdifferent pairs. Refer to the irregular verb list in the Student’sBook, page 168.4 Students complete the text with the correct past simple formof the verbs, as in the example.5 Students complete the questions about the story with thecorrect past simple forms.6 SPEAKING In pairs, students take it in turns to ask and answerthe questions in 5.Suggested answers1 They were in the middle of a long phone conversation.2 The boy fell asleep on the phone.3 The girl started shouting because the boy didn’t reply.4 The girl thought that the boy was in danger.5 She decided to call the police.6 The police officers ran to the boy’s house.7 They didn’t find any criminals. They found the boy sleeping!FREE SAMPLE FREE SAMPLET20

7a SPEAKING Students work in pairs. Ask Student A to look at theinformation on page 21 and Student B to turn to page 169.Tell them to prepare the questions they need to ask to find outthe missing information.7b Students use their questions from 7a to interview each other.Monitor and provide help if necessary.Lesson 4 Developing vocabularyPhrasal verbs connected withinvestigating and findingWarmerBrainstorm what students know about phrasal verbs (e.g. verb +particle; literal/non-literal meaning, etc.) Draw a 4x4 grid on theboard, with the particles along the top and the verbs down the side.All the verbs must form phrasal verbs with all the particles. Dividethe class into two teams: 0 – noughts and X – crosses. In order towin a square, a team must use the phrasal verb in a sentence. Thefirst team to get three squares in a row is the winner.Example:getgotakeT21over up off1 Students look at the phrasal verbs and look at how they areused in the texts on page 19. Tell students to match them tothe definitions.Extra activityStudents decide whether the phrasal verbs in 1 are separable ornon-separable.Key1 non-separable2 non-separable3 separableKeyStudent A:When was Bonnie Parker born?What was Clyde’s full name?What did Bonnie do in 1930?How many banks did they rob?What did Clyde tell Henry Ford?Who helped some friends escape from prison in 1934?Who killed Bonnie and Clyde?Student B:Was Bonnie very intelligent?Where was Clyde born?What did they do after they met in 1930?Who did Clyde send a letter to?What did Clyde do to ten or eleven people?What did the Texas police decide to do?What did people try to do when the police killed Bonnie andClyde?HomeworkRefer students to the Workbook, page 12.Phrasal verbs connected with investigating and findingListening Listening for specific information and inferring Shoplifting4 non-separable5 separable6 non-separableTEACHER DEVELOPMENT: LANGUAGEPhrasal verbsPhrasal verbs are usually verbs + prepositions or verbs +particles. Students tend to sound more natural if they usephrasal verbs when they speak. Associating phrasal verbs witha topic can help students remember them more easily.Point out that phrasal verbs are either separable or non-separable.A separable phrasal verb can have the object of the phrasalverb either in the middle of the phrasal verb or after it, e.g.find something out or find out something. With non-separablephrasal verbs, the object can only come after the phrasal verb,e.g. Police are looking into the crime NOT Police are lookingthe crime into. See also the Unit 8 Teacher development box,Phrasal verbs on page 96.2 Students rewrite each sentence using the correct formof a phrasal verb from 1. Remind them that this kind oftransformation exercise is very common in examinations.3 Students make as many sentences as they can with the wordsin the table. Draw attention to the example sentence.KeyI looked for the key. I looked for the answer. I looked for theidentity of the criminal. I found out the answer. I found out theidentity of the criminal. I came across the key. I came across theanswer. I came across the identity of the criminal. I worked outthe answer. I worked out the identity of the criminal.HomeworkRefer students to the Workbook, page 13.FREE SAMPLE FREE SAMPLE

7a SPEAKING Work in pairs. Student A: look at the information below.Student B: turn to page 169. Prepare questions to ask your partnerto find the missing information.1 When was Bonnie Parker born?7b Interview your partner.Student ABonnie and Clyde were a pair of notorious criminals.Bonnie Parker was born in (a) 1910 in Rowena,Texas. She was very intelligent.Clyde’s full name was (b) Clyde Barrow . He wasborn in 1909 in Ellis County, Texas.Bonnie (c) met Clyde in 1930. Theycommitted many crimes in the next four years.They robbed (d) 15 banks, although generallythey preferred small shops and petrol stations.They often stole cars too. Once Clyde sent a letterto Henry Ford to thank him. He told him that(e) his cars were his favorite cars to steal!But Clyde also had a violent side. He probablykilled ten or eleven people.In January 1934, (f) Clyde helped some friendsto escape from a Texas prison. But the Texas policedecided that it was time to stop Bonnie and Clyde.(g) six police officers killed the pair of criminalswhen they were in their car.Bonnie and Clyde were so famous that many peoplewent to see the car and tried to steal their clothes!Developing vocabularyPhrasal verbs connected withinvestigating and fi nding1 Find the phrasal verbs in the stories on page 19and match them to the definitions below.come across find out look forlook into turn up work out1 investigate look into2 find by accident3 solve a problem by considering the factswork out4 try to find5 discover6 arrive or appear unexpectedly2 Rewrite these sentences using the correct formof the phrasal verbs in 1.1 Detectives are trying to find the murderer.Detectives are looking for the murderer .2 The CIA began to investigate the case.The CIA began to look into the case .3 They found the knife by accident in the garden.They came across the knife by accident in the garden.4 The knife appeared unexpectedly in the garden.The knife turned up in the garden .5 Sherlock Holmes used logic to solve crimes.Sherlock Holmes worked out the crimes .6 After their investigation, they soon discoveredwhere the thief was.After their investigation, they found out wherethe thief was.3 How many sentences can you make withthe words in the table? Your sentences mustinclude the phrasal verbs in 1.II looked for the key.lookedfoundcameworkedoutforacrosslook forfind outcome acrossthe key.the answer.the identity of the criminal.FREE SAMPLE FREE SAMPLEUnit 2turn upT51 21

Listening Grammar in context1 SPEAKING Work with a partner and discuss thesequestions.1 What can you see in the photo?2 What type of objects do people steal from shops?T52 22STUDY SKILLSJak myślisz, co należy zrobić najpierw, mając do czynieniaz zadaniem na rozumienie ze słuchu typu T/F (prawda/fałsz)?STUDY SKILLS str. 1572 LISTENING 1.14 You are going to hear two teenagerstalking about a shoplifting incident. Listen and decide ifeach statement is true (T) or false (F).1 The boy stole a pair of sunglasseswhen he was five.2 The boy was staying with hisuncle at the time.3 The boy’s mum was looking for apair of sunglasses too.3 Compare your answers with your partner.4 Listen again and check your answers. What did theboy decide to do after this crime?T/FT/FT/F4 The sunglasses were cheap. T/F5 An old man saw the boy when hewas stealing the sunglasses.6 A policeman arrested theboy while he was leaving thesupermarket.7 The boy had to pay forthe sunglasses.T/FT/FT/FGRAMMAR GUIDEPast continuous1a Look at sentences 1–4 and match them to theexplanation of their uses in a–d.1 My mum was looking for something. c2 While I was waiting for my mum, I saw somesunglasses. d3 I just put the sunglasses in my pocket. a4 She took me back to the supermarket and I gavethe sunglasses back. babcdA completed action in the past.Two completed actions in the past that happenedone after the other.An activity in progress in the past.An activity in progress in the past interrupted by asudden action.1b Complete the rule.We make the past continuous with the past simpleof be (was/were) + verb -ing.GRAMMAR REFERENCE str. 262 SPEAKING This supermarket needs a new security officer.Have you got good powers of observation and memory?Look at the scene for two minutes. Then work witha partner. Take it in turns. One of you closes the bookand the other asks questions.What was the old man doing?What was he wearing?He was stealing bread.FREE SAMPLE FREE SAMPLEUnit 2 Mówienie Opis ilustracji • Rozumienie ze słuchu Prawda/Fałsz

Before you listenWrite these statistics on the board and ask students to discuss ifthey think they are true or false:1 1–2% of all shoppers enter a shop to steal. True2 Male shoplifters outnumber females by 20 to 1. False (the otherway round)3 Most shoplifters are under 21, with a peak age of 15. True4 Of all shoplifters, 45% are middle income, 28% are high income,and 27% are low income. True1 SPEAKING In pairs, students discuss the questions. Elicitanswers from different students.Suggested answers1 We can see two people in a shop.2 People steal things they can easily hide.Study skillsAsk students what they should do first in a ‘true/false/notmentioned’ listening activity. Students turn to page 157 (Listening:True/false activities) to check their answers.2 LISTENING 1.14 Play the CD for students to listen to the textand decide if the information is true or false.With a less confident class, you may want to pre-teach somevocabulary before playing the CD. Write the words on theboard, then read out the definitions for students to identifythe corresponding words: admit – to agree that somethingbad is true or to agree that you have done something wrong;amazing – very good, surprising or impressive; checkout – theplace where you pay in a supermarket or other large shop;nervous – feeling excited and worried, or slightly afraid;apologise – to tell someone that you are sorry for doingsomething wrong; zebra crossing – a set of black and whitelines across a road showing where vehicles must stop whenpeople want to cross the road; embarrassing – making you feelnervous, ashamed or stupid.3 In pairs, students compare their answers. Ask students ifthey were surprised at the number of people in Britain whoadmitted to shoplifting.4 Play the recording again for students to check theiranswers. Ask students to justify their choices by givingrelevant information they can remember from the text.KeyThe boy decided never to steal again.Lesson 5 Grammar in contextPast continuousTest before you teachPast continuousWrite some times on the board, e.g. 7 am, 8.15 am, 9.30 am,13.30 pm, 17 pm, 19 pm, 23.30 pm. Ask students to write sentencesabout what they were doing at these times using the pastcontinuous. Monitor to see if students are familiar with the formand use of the past continuous tense.1a Point out to students that the sentences are from the listeningactivity. Students look at sentences 1–4 and match them tothe explanation of their uses (a–d).AudioscriptGIRL: Hey! Just look at this. I can’t believe it!BOY: Sorry, what d’you say?GIRL: Well, I was reading something about shoplifting. It sayshere in this magazine that, in the last five years, three and a halfmillion people in Britain admitted to shoplifting. Three and a halfmillion! That’s incredible!BOY: Mmm, yeah, well, I suppose so.GIRL: What’s the matter? You don’t seem very surprised.BOY: Well, no, not really. You see … well … the thing is … I oncestole something from a shop.GIRL: You what?! Really? I don’t believe it.BOY: Yeah, well, it was five years ago. I was only ten.GIRL: Where was it?BOY: It was in a big supermarket in Eastbourne. My uncle livesthere and we were staying with him for the holidays. It was inthe summer.GIRL: Who were you with?BOY: My mum and my sister. My mum was looking for something,I can’t remember what. Oh … I remember! She was looking fora T-shirt for my sister. I was bored … I hated buying clothes.GIRL: You still do!BOY: Yeah, that’s true. Anyway, while I was waiting for my mum andmy sister, I suddenly saw some really cool sunglasses. I wanted tobuy them, but I didn’t have any money. I knew my mum wasn’tgoing to buy them for me because they were pretty expensive.I looked around quickly, but there was nobody around. Well,except for an old man who was buying shampoo or something,but he wasn’t watching me. I didn’t think twice about it. I just putthe sunglasses in my jacket pocket. Two seconds later, my mumand my sister appeared and we went to the check out.GIRL: Were you nervous?BOY: Nervous? I was in a total panic! Just as we were leaving thesupermarket and crossing the road a policeman called out to mymum. I thought, ‘uh-oh, this is it’. Anyway, it turned out that hewas telling her that we had to cross at the zebra crossing!GIRL: Did your mum ever find out about the sunglasses?BOY: Of course. She found them the next day when she was puttingmy jacket away. She was not happy. She took me straight back tothe supermarket and made me give them back and apologise. Itwas really embarrassing. I felt terrible about it for days afterwards.Never again. That was the end of my life of crime!1b Students complete the rule.Refer students to the Grammar reference on page 26.2 SPEAKING Set a two-minute time limit for students tomemorise the supermarket scene. In pairs, students then takeit in turns to ask and answer questions about the scene usingthe past continuous. Draw attention to the model dialogue.Monitor to assess students’ oral ability.FREE SAMPLE FREE SAMPLET22

3 Work individually. Write complete sentences to answerthe questions about the story.One afternoon a young girl was sitting in a café drinking coffee.1 What else was she doing? She was talking on her mobile phone.Suddenly a man ran into the café and shouted her name.2 What was the girl’s name?3 What was the man wearing?4 What was the man carrying?The young girl didn’t appear to be very happy to see the man.She immediately started to look inside her bag.5 What was she looking for?6 What did she take out of her bag?The man ran quickly towards the girl.7 Then what did he do?8 What did the girl do and why?9 How did the story end?4 Read your complete story to your partner. Are your storiessimilar or different? Which story do you prefer?One afternoon a young girl was sitting ina café drinking coffee. She was talking onher mobile phone. Her name was …5 Complete the dialogue by putting the verbs in the correctform of the past continuous or past simple.were youPOLICE OFFICER: So, can you tell us, sir? What (a)doing (do) at 10 pm last night?ROBIN BANKS: Let’s see. I think I (b) was helping (help) mymum with the shopping at 10 pm.POLICE OFFICER: Really? When we (c) rang (ring)your mum last night at 10 pm she(d) wasn’t doing (not do) the shopping. She(e) was watching (watch) TV at home.ROBIN BANKS: Ah, now I remember. I (f) was running (run) atthat time.POLICE OFFICER: (g) Did anybody (h) see (see)you while you (i) were running (run)?ROBIN BANKS: Erm. Yes, my friend Jack Door saw me.POLICE OFFICER: Jack Door? Impossible. Didn’t you know? He’s in prison.ROBIN BANKS: Oops! Anyway, why are you asking me all thesequestions?POLICE OFFICER: Well, Mr Banks, our cameras (j) caught(catch) you running last night. You(k) were running (run) out of the NationalBank and you (l) were carrying (carry) a bagwith ten thousand pounds in it.6a SPEAKING What you were doing at these times? Think ofthree things that are true and three that are false. You needto make your partner think that your false stories are true.1 at 8 am last Saturday2 at 10 pm last Saturday3 at 9 am on Sunday4 at 7 pm yesterday5 at midnight last night6 at 7.30 am this morning6b Interview your partner. Which information do you think isfalse? Look at this example.What were you doing at 8 am last Saturday?Why were you revising English at 8 am?Why not?I think it’s false!I was revising English.Because I had an exam last week and Ididn’t have any other time to study.Because at ten o’clock I went awaywith my friends for the weekend.FREE SAMPLE FREE SAMPLEUnit 2T55 23

Developing speaking Reporting a past event1 SPEAKING Work with a partner. Say what you can see in each picture.ba2 LISTENING 1.15 Listen to two teenagers talking aboutlast weekend. Which pictures from 1 appear in the story?3 Work in pairs. Student A: complete the gaps in Sophie’sdialogue. Student B: complete the gaps in Jake’s dialogue.T56 24SOPHIE: Hi there. How are you? Did you havea good (a) weekend ?JAKE: No, not really.SOPHIE: Why not? What was the (b) problem ?JAKE: Well, I went out with my friends on Saturday nightand something terrible (1) happened .SOPHIE: (c) What ?JAKE: We were in the town centre. We went to that new(2) pizza place , Gino’s. We had a great time butwhen we were leaving, a boy and a girl suddenly cameup to me and asked me the time. I told them and thenwe left. A few minutes later, when we were going homeon the bus, I wanted to call my parents. I looked for my(3) mobile everywhere but I couldn’t find it.SOPHIE: (d) So what did you do next?JAKE: We went back to look for it but it wasn’t there.I think the boy and girl (4) stole itwhen they were asking me the time.SOPHIE: Oh no! So what happened (e) in the end ?JAKE: After that, I called the (5) phone company to block thenumber. But now I haven’t got a (6) mobile phone .SOPHIE: That’s (f) awful !4 Listen again and check your answers.PLACES5 SPEAKING Work in pairs. Practise reading the dialogue aloud.Unit 2dhceg6 Look at the words and expressions in the Speaking Bank.Tick the ones which appear in the dialogue.Speaking BankOBJECTSfCRIMESUseful words andexpressions of sequence and time• At first• In the end ✓• First of all• Finally• Then ✓• Suddenly ✓• Next • A few minutes/hours/days later✓• After that ✓ • The next dayPractice makes perfect7a SPEAKING Choose a place, object and crime from 1. Makenotes to invent what happened to you last weekend.7b Work with a partner. Student A: Ask Sophie’s questionsfrom 3. Student B: Answer the questions. Use the SpeakingBank and your notes to help you. Now change roles.FREE SAMPLE FREE SAMPLEMówienie Opis ilustracji • Rozmowa z odgrywaniem rolii

Lesson 6 Developing speakingReporting a past eventReporting a past eventWarmerWrite these discussion questions on the board: Have you everbeen the victim of a crime? Have you ever witnessed (seen) a crime?Have you ever committed a crime? If you were in a shop and you sawsomeone shoplifting, what would you do? Ask students to discussthe questions in pairs or small groups. Ask someone from eachgroup to share their ideas with the class.1 In pairs, students tell each other what they can see in eachpicture.Keya pizza restaurant f moneyb disco/nightclub g muggingc house h burglaryd mobile phone i shopliftinge jacket2 LISTENING 1.15 Play the CD for students to decide whichpictures in 1 are referred to in the story. Check answers andelicit the meaning of awful (extremely bad or unpleasant) andpoint out the heavy stress on the first syllable.AudioscriptSOPHIE: Hi there. How are you? Did you have a good weekend?JAKE: No, not really.SOPHIE: Why not? What was the problem?JAKE: Well, I went out with my friends on Saturday night andsomething terrible happened.SOPHIE: What?JAKE: We were in the town centre. We went to that new pizzaplace, Gino’s. We had a great time, but when we wereleaving a boy and a girl suddenly came up to me and askedme the time. I told them and then we left. A few minuteslater, when we were going home on the bus, I wanted to callmy parents. I looked for my mobile everywhere but I couldn’tfind it.SOPHIE: So what did you do next?JAKE: We went back to look for it, but it wasn’t there. I think theboy and girl stole it when they were asking me the time.SOPHIE: Oh no! So what happened in the end?JAKE: After that, I called the phone company to block the number.But now I haven’t got a mobile phone.SOPHIE: That’s awful!KeyPictures a, d and g3 Ask students to work in pairs. Tell Student A to completeSophie’s part of the dialogue and Student B to complete Jake’spart.4 Play the CD again for students to listen and check theiranswers.5 SPEAKING In pairs, students practise reading the dialogue.6 Students look at the words and expressions in the SpeakingBank and tick the ones which appear in the dialogue.Practice makes perfect7a SPEAKING Students choose an object, place and crime fromthe pictures in 1 and invent a story about what happened tothem last weekend in their notebook.7b In pairs, students ask and answer Sophie’s questions in 3to share their stories. Remind them to use the words andexpressions from the Speaking Bank. For students who are lessconfident, photocopy the model dialogue below, and eitherread it aloud yourself or alternate the roles with you and astrong student. Then instruct students to read aloud in pairs,alternating between roles A and B. Then ask them to read itagain, changing the underlined information so it is true forthemselves.Model dialogueA: Hi there. How are you? Did you have a good weekend?B: No, not really.A: Why not? What was the problem?B: Well, I went out with my best mate on Sunday andsomething terrible happened!A: What?B: We were in the town centre. We went to that newdisco that’s open on Sunday afternoons, Jambo. I waswearing my new jacket, you know – the one I boughtwith all the money I saved. First of all, it was hot soI took it off and put it on a chair. Suddenly, this girlcame up to talk to me. A few minutes later, she askedme for my mobile number and said she had to go.I looked for my jacket everywhere, but I couldn’t find it!A: So what did you do next?B: We asked at reception, but it wasn’t there. That girltook it, I know.A: Oh no! So what happened in the end?B: The next day I saw a boy wearing exactly the samejacket. I wanted to talk to him, but he ran away.A: That’s awful!Extra activityStudents investigate a topic related to crime in their countryand write a short report to present in class. They could focus ona particular type of crime, e.g. piracy, a famous/recent crime orgive an overview of crime in their society.Teacher’s Resource Multi-ROM: See Unit 2 Communicationworksheet As far as I know …HomeworkRefer students to the Workbook, page 15.FREE SAMPLE FREE SAMPLET24

Lesson 7 Developing writingAn informal letterT25An informal letterWarmerIn pairs, students look at the picture story and try to guess whathappened.1 Students find as many differences as they can between theletter and the picture story. Elicit answers from differentstudents.KeyThere are two friends in the letter, but only one in the picturestory.There’s a big bag in the picture story, but in the letter there isa handbag.The friends in the picture story took the bag to the police station.In the letter, the friends opened the bag.In the picture story, there is an identification card in the bag.In the letter, there is a mobile phone and money, but noidentification.In the picture story, the bag belongs to the boy’s dad.In the letter, the bag belongs to his mum.2 Students look again at the letter in 1 and complete theinformation in the Writing Bank.3 Individually, students imagine they found something unusuallast week and make notes to answer the questions. Monitorand help students with vocabulary.Practice makes perfect4 Students look at the task and write a letter to a friend usingtheir information from 3 and the model letter in 1. Remindthem to include expressions and conventions from the Writingand Speaking Banks. For students who are less confident,photocopy the model text on this page for extra supportduring the writing task.TEACHER DEVELOPMENT: STUDENT TRAININGHow to use model textsA model text provides a good example of how texts ofa particular kind can be written. As students becomemore familiar with different text types, they will feel morecomfortable with written exam tasks. Students will noticefeatures, such as layout, structure and fixed phrases, thatthey can make use of in their own written text. Using modeltexts can also help develop useful exam techniques such asplanning and self-correction. Always read the model textprovided and go through the writing tasks in detail, so thatstudents are fully aware of why they are writing and who theyare writing to.Model textAlways write theaddress of the personyou are writing to in thetop right-hand corner ofthe letter.19 Brightman Road,NewnhamCB3 2LG20 th May 2010 The date goeson the right,under theaddress.Hi Janie,Write the greetingI’m writing to tell you about something (Hi, Hello or Dear),unusual that happened to me last week.I was helping mum in the garden, movingsome plants from one corner to another.Suddenly, I uncovered some broken pots.plus the name of therecipient on the lefthandside, belowthe date.At fi rst, we thought they were modern, butour neighbour got very excited when he sawThe main bodyof the letter isthem.often dividedI called the local town hall and, a few hours into paragraphs.later, some local archaeologists came toour house. In the end, they said they wereRoman pots that go back nearly 2,000 yearsand that our garden could be an importantsite. Now they want to excavateour garden to fi nd more! I’m not To close the letter, yousure what mum thinks aboutshould say Write back soon,all this!Yours truly or other similarWrite back soon,words, followed by yourname.FreddieStudy skillsStudents discuss what they need to get a good mark for theirpiece of writing. Tell them to turn to page 157 (Writing: Knowingabout evaluation) and use the criteria to evaluate their letter.HomeworkRefer students to the Workbook, page 16.FREE SAMPLE FREE SAMPLE

Developing writing An informal letter1 Read the letter and look at the picture story. Whatdifferences can you find between the letter and thepictures?There are two friends in the letter, but only one in thepicture story.Wypowiedź pisemna List prywatny2 Look again at the letter in 1 and complete theinformation in the Writing Bank.Writing BankUseful expressions and conventionsin informal letters• In informal letters, we write our address anddate• Then we write Dear orthe person.in the top right corner.• We often begin with Thanks for yourI’m writing to tell you about …and the name of• To end an informal letter we can use Write back soonand Love .3 Imagine that you found something unusual last week.Make notes to answer the questions.1 When did you find it? 5 Why was it unusual?2 Where were you? 6 What did you do with the3 Who were you with? object?4 What did you find? 7 What happened in the end?Practice makes perfect4 Look at the task and write the letter. Use your notesfrom 3 and the Speaking and Writing Banks to help you.Last week you found something unusual. Write a letter toa friend telling them about what you found. Tell them:• what you found and where,• why the object was unusual,• what you did next and what happened in the end.STUDY SKILLSDad! Itsyour bag!Czy znasz kryteria oceniania prac pisemnych, aby wiedzieć,na czym się skupić, pisząc wypracowanie?HiletterUnit 2orSTUDY SKILLS str. 157FREE SAMPLE FREE SAMPLE25

Grammar reference Unit 2T60 26Past simple of beFormaAffirmativeNegativeQuestionShortanswersFormaAffirmativeNegativeQuestionShortanswersFormaAffirmativeNegativeQuestionShortanswersI/He/She/It was there.You/We/They were there.I/He/She/It wasn’t (was not) there.You/We/They weren’t (were not) there.Was I/he/she/it there?Were you/we/they there?Yes, I/he/she/it was.Yes, you/we/they were.No, I/he/she/it wasn’t.No, you/we/they weren’t.Past simple of regular and irregular verbsPast continuousUnit 2I/You/He/She/It/We/They walked home.I/You/He/She/It/We/They went home.I/You/He/She/It/We/They didn’t (did not) walk home.I/You/He/She/It/We/They didn’t (did not) go home.Did I/you/he/she/it/we/they walk home?Did I/you/he/she/it/we/they go home?Yes, I/you/he/she/it/we/they did.No, I/you/he/she/it/we/they didn’t.I/He/She/It was watching.You/We/They were watching.I/He/She/It wasn’t (was not) watching.You/We/They weren’t (were not) watching.Was I/he/she/it watching?Were you/we/they watching?Yes, I/he/she/it was.Yes, you/we/they were.No, I/he/she/it wasn’t.No, you/we/they weren’t.UycieCzasu przeszłego prostego używamy, gdy mówimy o:1 zakończonych czynnościach lub wydarzeniachz przeszłości, np.:I went to San Francisco in 2005.2 dwóch lub więcej rzeczach, które wydarzyły się tużpo sobie w przeszłości, np.:When the letter arrived, he opened it and read it.UycieCzasu przeszłego ciągłego używamy, gdy mówimy o:1 czynnościach trwających w danym momencie w przeszłości, np.:At six o’clock I was watching a film.2 tle innych wydarzeń w przeszłości, np.:The sun was shining and the birds were singing.3 czynnościach trwających w przeszłości, które zostały przerwaneinnymi, krótszymi zdarzeniami, np.:I was crossing the road when I saw an accident.Określenia często używane z czasem past continuous to while i as.While/As I was crossing the road, I saw an accident.Pamiętaj, że niektórych czasowników zazwyczaj nie używamyw formie ciągłej (z końcówką -ing). Ich listę znajdziesz na stronie 14podręcznika.I wanted to see the concert.I was wanting to see the concert.FREE SAMPLE FREE SAMPLE

Self-check Unit 2Grammar revisionPast simple Past continuous1 Change these sentences from present simple to past simple.1 Richard and I are students at this school.Richard and I were students at this school.2 What’s the problem?What was the problem?3 We leave school at 5 o’clock.We left school at 5 o’clock.4 She catches the bus at that stop.She caught the bus at that stop.5 What time do you finish work?What time did you finish work?6 She doesn’t teach English.She didn’t teach English.7 Running makes me tired.Running made me tired.8 They’ve got a problem.They’d got a problem.ZESZYT ĆWICZEŃ str. 12 / 8 pointsPast continuous and past simpleVocabulary revisionCrimes1 Complete the sentences with these words. There are morewords than sentences.burglary burgle kill mug mugger murderer piracypirate rob shoplifter shoplifting steal theft thief vandal1 When you mug someone, you attack them tosteal from them.2 When you steal from a person or a place, youtake money or objects illegally.3 Burglary is the crime of entering a house orbuilding illegally to take things.4 When you kill someone, you take their life.5 Theft is when you take something illegally.ZESZYT ĆWICZEŃ str. 10 / 5 pointsPhrasal verbs connected with investigating and finding3 Complete the sentences with these prepositions.2 Complete the sentences with the past continuous form ofthese verbs.cry listen read ride sit sleep wait write1 At nine o’clock last night I was reading a detective novel.2 Which CD were you listening to?3 He wasn’t writing a letter, it was an email.4 Was the baby sleeping at 2 am?5 I was riding my bike this morning.6 They weren’t waiting for the bus, it was a taxi.7 Which chair were you sitting in?8 My grandmother was crying because she was very sad.ZESZYT ĆWICZEŃ str. 14 / 8 points3 Choose the correct alternative.1 While I travelled/was travelling to work, my phone suddenly rang/was ringing.2 The boy stole/was stealing the apple while nobody looked/was looking.3 Craig drove/was driving home when he remembered/was remembering it was his mum’s birthday.4 Sam broke/was breaking the window and then he ran/was running away. ZESZYT ĆWICZEŃ str. 14 / 8 points1 I was looking (a) for my keys yesterday but I couldn’t find them anywhere. I hope they turn (b) up soon. If you come(c) across them, could you tell me?2 They can’t find the murderer, so a new detective is going to look (d) into the case. If they use logic, they can probably work(e) out who the criminal is. It’s urgent to find (f) out who did it.ZESZYT ĆWICZEŃ str. 13 / 6 pointsCriminals2 Complete the sentences with words from 1.1 A pirate is someone who makes and sells illegalcopies of software, for example.2 A shoplifter is someone who steals from a shop.3 A vandal is someone who damages and destroysthings for no reason.4 A murderer is someone who takes another person’slife.5 A thief is somebody who steals things ingeneral.ZESZYT ĆWICZEŃ str. 10 / 5 pointsacross for into out out upTotal/ 40 pointsFREE SAMPLE FREE SAMPLET6127

Gateway to matura Unit 21a Przeczytaj opis poniszego zdjcia. Wstaw w kratkiznak przy zrealizowanych elementach.T62Cz ustna – Zadanie 2TIP Na pełny opis ilustracji składają się następujące elementy: opis wyglądu, ubioru, uczuć osoby/osób na zdjęciu, opis wykonywanej czynności z uzasadnieniem lub powodemjej wykonywania, opis miejsca, w którym osoba się znajduje/osoby się znajdują.Czas na opis zdjęcia i odpowiedź na trzy pytania egzaminującego to pięćminut łącznie z przygotowaniem się.28 Unit 2Peny opis osobyPeny opis czynnociPeny opis miejscaThe picture shows a youngman standing next to a car.He is holding a metal barin his hands and is tryingto break into the car.He must be a car thief.He is standing in the streetin a housing estate district.There are many cars parkedalong the road and the thiefwants to steal one of them.1b Dopowiedz informacje, których brakuje w powyszym opisie.TIP Opisując ilustrację, skoncentruj się tylko na najważniejszychelementach. Szkoda czasu na nieistotne szczegóły, bo na całą wypowiedź,nie licząc przygotowania, masz tylko cztery minuty.2a Przeczytaj opis poniszego zdjcia. Wstaw w kratkiznak przy zrealizowanych elementach. Podkrelzbdne elementy opisu.In the picture, I can see four people: two men and two women.All the people are in a bank. One of the men is a robber. He isholding a gun in his right hand. The other people have theirhands up. One of the women is sitting at a desk and the robberis standing in front of it. There’s a computer, but it hasn’t gota at screen monitor, so it must bereally old. Next to the computer,there’s a printer. It looks old too.There’s a bag lled with moneyon the desk.✓Peny opis osobyPeny opis czynnociPeny opis miejsca2b Dopowiedz informacje, których brakuje w powyszym opisie.✓✓3a Popatrz na ponisze zdjcie. Czy znasz wszystkie sowaniezbdne do jego penego opisu?3b Dopisz synonimy lub definicje i podanych poniej sów.A metal bar – _______________A burglar – _________________3c Opisz ilustracj z wiczenia 3a.A torch – _______________A mask – _______________TIP Czynności przedstawione na zdjęciu opisuj czasem present continuous.4 1.16 Posuchaj trzech wypowiedzi na poniszytemat. Zaznacz najlepsz, twoim zdaniem, wypowiedznakiem . Wyjanij, dlaczego odrzucasz pozostae.Describe a crime or detective story that you have read recently.Wypowied 1 Wypowied 2 ✓ Wypowied 3TIP Oprócz opisania zdjęcia musisz odpowiedzieć na trzy pytaniaegzaminującego. Pierwsze – bezpośrednio na temat zdjęcia, drugie –generalizujące temat zdjęcia, a trzecie – odwołujące się do twoichdoświadczeń w temacie.5 1.17 Pracujcie w parach. Opiszcie swoje zdjcia,a nastpnie zadawajcie sobie na zmian podane pytaniai odpowiadajcie na nie. Posuchajcie modelowychodpowiedzi.TIP Odpowiadając na pytanie o twoje doświadczenia, nie musisz mówićprawdy! Jeśli prawdziwa odpowiedź byłaby zdawkowa albo wymagałaskomplikowanego słownictwa, użyj wyobraźni i opisz wymyślonedoświadczenie.Ucze AUcze BTIP Jeśli zapomniszlub nie znasz jakiegośsłowa, użyj synonimulub definicji, np.a man who stealszamiast a thief.Pytania do ucznia B:1. What do youthink will happento the arrested man?2. Would you liketo work as a policeof cer? Why (not)?3. Tell me about the lastcrime committedby teenagers youheard about.Pytania do ucznia A:1. Why is the mansmashing the car?2. What is the mostserious crime in youropinion? Why?3. Describe the lastcrime you heard orread about.FREE SAMPLE FREE SAMPLE

Lesson 8 Gateway to matura Unit 2WarmerBring a picture related to the topic of crime. Show it to the classfor five seconds. In pairs, students describe the picture to eachother. Get feedback on what they saw.1a Students analyse the TIP, look at the picture, read thedescription and decide which points have been included.1b Students read the task, analyse the TIP and do the taskindividually in writing.Suggested answerThe man is in his early 20s. He is wearing jeans and a navy bluehooded top. He looks suspicious. I think he is waiting for thestreet to become empty, so that he can break into a car.2a Students look at the picture, read the description anddecide which points have been included. They then read thedescription again, underlining all the irrelevant information.2b Individually, students complete the description for 2a with themissing information.3a Students read the task and analyse the TIP. Elicit the words,their synonyms and definitions from around the class.*Students might want to know the English word for ‘wytrych’– a skeleton key.3b Individually, students write synonyms or definitions for thewords and then compare them with those of their partner.Keya metal bar – a long narrow piece of metala burglar – someone who enters a building illegally to steala torch – a small electric light operated by batteries that youhold in your hand (a flashlight in American English)a mask – something that you wear to cover part or all of yourface to hide who you are3c Individually, students write a description of the picture in 3a.Monitor and help out where necessary. Ask volunteers to readout their descriptions to the rest of the class. If you intend tomark the descriptions at home, tell students to write theirpieces on separate sheets of paper.4 1.16 Students read the task and analyse the TIP. Play theCD for students to listen to and choose the best answer 1–3.AudioscriptONE I don’t remember the last time I read a detective story. It wascertainly a long time ago. Besides, I don’t like crime stories much. ButI watched a movie about an anti-terrorist group recently. It was cool.TWO Two days ago, I finished reading a detective story. The titleof the book is The Adventures of Detective Brown and it tells thestory of the murder of a young woman whose name is Julia.Her sister comes to detective Brown and asks him for helpwith finding the murderer of her sister. I found the story reallyinteresting and the ending very surprising. I enjoyed solving themystery together with the detective and I am definitely going toread more detective stories in my free time.THREE I’ve read a very interesting crime story recently.Unfortunately, I don’t remember either the title or the author. Thestory was about a burglar who was breaking into houses whilethe house (er …) właściciele… I don’t know … were at home.But they couldn’t identify him, because he was wearing a (er …)kominiarka, I don’t know how to say it in English. And he wascarrying a (er …) paralizator…5 1.17 Students read the task and analyse the TIP. Studentsget into pairs and take turns at describing their pictures andasking and answering the three questions.* You may play the CD for students to listen to the model answer:– before they start doing the task to provide them witha good example to copy,– after they have finished doing the task, to check anddiscuss whether they have done it correctly,– after they have done the task with one partner and beforethey continue doing it in new pairs.Audioscript and Model answerSTUDENT A:The photo shows a middle-aged man with short black hair. He iswearing dark elegant trousers and a grey coat. He has black gloves onhis hands. I think the man is very angry because he’s standing nextto a red car and smashing one of its windows with a baseball bat.The man is in a place where you can leave a car when you don’t wantto use it anymore. In the background, I can see some other old carswhich have been left there by their owners.Why is the man smashing the car?I think that the man is destroying the car because he doesn’t like itanymore. It is also possible that the car didn’t want to start and theman got furious. I don’t think that the man wants to steal the car. Hedoesn’t look like a typical car thief.What is the most serious crime in your opinion? Why?In my opinion, the most serious of all crimes is murder becauseeven if a murderer is sent to prison for many years, it won’t bringthe murderer’s victim back to life. The family of the person who wasmurdered suffers great loss and can’t overcome the feeling of sadnessafter the death of a close person.Describe the last crime you heard or read about.In yesterday’s news, I heard about a group of 12-year-old vandals.They were all drunk, destroyed three bus shelters and smashed shopwindows in two department stores. Such crimes are certainly not asserious as murder, but I think those teenagers should be punished forwhat they have done and their parents should pay for the damagethat they have caused.STUDENT B:The photo shows three people: two police officers and a criminal.The police officers are wearing black police uniforms and the arrestedman is in jeans and a striped T-shirt. The policeman who is standingon the right is holding a gun and looking at his friend who is arrestingthe man. The criminal is lying on the ground face down. In thebackground, there is a black car. I think that it has been stolen by thecriminal. The people are in front of a building, perhaps in a car park.What do you think will happen to the arrested man?I think that the police officers will take the man to the police stationand will ask him questions about the car. If he is guilty, he will be sentto prison.Would you like to work as a police officer? Why? Why not?I wouldn’t like to work as a police officer because the job is toodangerous. You can get hurt or even killed because some of thecriminals can be really aggressive. What’s more, you have to carrya gun, often use violence and work under stress – and I don’t like that.People who want to be police officers should be responsible andmake their decisions quickly. I don’t think I’m that kind of person.Tell me about the last crime committed by teenagers you heardabout.I’ve heard about two teenage shoplifters recently. They skippedclasses and went to supermarkets to steal different products. Theyalways wore hoodies which covered their faces because they didn’twant to be identified by the security cameras. They usually stoleinexpensive things such as crisps or Coke. But the day they werecaught by the police, they were trying to steal something moreexpensive – an audio book. They admitted that they had beenshoplifting since the beginning of the school year.HomeworkRefer students to the Workbook, page 17.FREE SAMPLE FREE SAMPLET28

GatewayonlineFor useful and motivating additional practice across a rangeof skills and task types, students can access Gateway Online:www.gateway-online.net.T29• Video activities• Listening activities• Writing activities• Test yourself activities• Language gamesTeacher’s notesYou can fi nd the Unit 2 tests on the Gateway Tests CD.FREE SAMPLE FREE SAMPLE

Wordlist Unit 2= słowo bardzo często używane = często używane = dosyć często używanearrest (v) ★★ aresztowaćburglar (n) ★ włamywaczburglary (n) ★ włamanieburgle (v) włamywać się(criminal) case (n) ★★★ sprawacatch (v) ★★★ łapać, chwytaćcome across (v) ★★★ trafić na, natknąć sięcommit (v) ★★★ popełniaćdamage (v) ★★★ // niszczyć, uszkodzićdestroy (v) ★★★ niszczyćfind out (v) ★★★ odkryć, dowiedzieć sięgang (n) ★★ // gangguard (n) ★★★ strażnikguard (v) ★★ strzec, pilnowaćgun (n) ★★★ pistoletidentification (n) ★★ identyfikacjakidnap (v) ★ uprowadzać, porywaćkill (v) ★★★ zabićlook into (v) ★★★ badać, prowadzićdochodzenielook for (v) ★★★ szukaćmug (v) ★ napadać (na ulicy)mugger (n) rabuś, złodziejmugging (n) napad, rozbójmurder (n) ★★★ zabójstwo, morderstwomurderer (n) ★ mordercapiracy (n) piractwopirate (n & v) osoba naruszającaprawa autorskie,kopiować nielegalnieprison (n) ★★★ więzienierob (v) ★★ okradaćrobber (n) ★ rabuś, złodziejrobbery (n) ★ rabunek, kradzieżscene of the crime (phr) miejsce zbrodnishoplifter (n) złodziej sklepowyshoplifting (n) kradzież w sklepiesteal (v) ★★★ kraśćsuspicious (adj) ★★ podejrzliwytheft (n) ★★★ kradzieżthief (n) ★★ złodziejvandal (n) æ wandalviolence (n) ★★★ przemocwork out (v) ★★★ rozwiązać (problem)afterwards (adv) ★★★ potemahead (adv) ★★★ z przodubasic (adj) ★★★ podstawowybehind (adv) ★★★ z tyłublock (v) ★★★ zablokowaćbox (n) ★★★ pudełko, skrzyniabunker (n) bunkierby post (phr) pocztącamera (n) ★★★ aparat fotograficznycorner (n) ★★★ rógcrash (v) ★★ rozbijać (się)detail (n) ★★★ szczegółdisappear (v) ★★★ znikaćescape (v) uciekaćeverywhere (adv) ★★★ wszędzie(adj) = adjective – przymiotnik(adv) = adverb – przysłówek(conj) = conjunction – spójnik(det) = determiner – określnik (np.: a, an, the, that itp.)(n) = noun – rzeczownik(phr) = phrase – wyrażenie(prep) = preposition – przyimek(pron) = pronoun – zaimek(v) = verb – czasownikexpect (v) spodziewać sięfight (n & v) ★★★ walka, walczyćgadget (n) gadżetget ready (v) przygotować sięhandbag (n) ★ // torebka damskahappen (v) ★★★ zdarzać się, dziać sięheadlights (n) reflektoryjump out (v) wyskakiwaćlogic (n) ★★ logikamagician (n) iluzjonistamission (n) ★★ misjaneck (n) ★★★ szyjanote (n) ★★★ notatka, pismooutside (adv & n) ★★★ na zewnątrzpair (n) ★★★ paraparcel (n) ★ paczkapetrol station (n) stacja benzynowapocket (n) ★★★ kieszeńproperty (n) ★★★ własnośćquickly (adv) ★★★ szybkoregular (adj) ★★★ stały, normalnyreply (v) ★★★ odpowiadaćrevise (v) ★ powtarzać (lekcje)show (v) ★★★ pokazywaćside road (n) boczna drogasoftware (n) ★★★ oprogramowaniekomputerowesoldier (n) ★★★ żołnierzsolve (v) ★★★ rozwiązywaćspeed (v) ★★★ pędzićsuccessful (adj) ★★★ udanysuddenly (adv) ★★★ naglesunglasses (n) okularyprzeciwsłonecznesurprise (n) ★★★ zaskoczeniethick (adj) ★★★ grubytry (v) ★★★ próbowaćturn off (v) ★★★ wyłączaćturn up (v) ★★★ zjawiać sięunexpectedly (adv) ★★ niespodziewanieurgent (adj) ★★ pilnyworried (adj) ★★★ zmartwiony,zaniepokojonyarmy (n) ★★★ armiaby accident (phr) niechcący, przypadkiemcheque (n) ★★ czekcrossroads (n) skrzyżowanie drógdriving mirror (n) lusterko wstecznefranc (n) frank (szwajcarski)handle (n) ★★★ uchwytheadquarters (n) ★★ centrala, siedzibanavy (n & adj) ★★ marynarka wojenna,granatowypolice force (n) policjapopular (adj) ★★★ popularny, lubianyrope (n) ★★ linasack (n) ★★ worekuniform (n) ★★ mundurwalking stick (n) laskaFREE SAMPLE FREE SAMPLEUnit 2T65 29

Gateway_cover_2PL.indd 1 12-04-20 14:01is copyright andunauthorisedcopying is illegal.ISBN 978-83-7621-131-2First PolDavid SpencerThis recordingis copyright andunauthorisedCD 1 copying is illegal.Units 1–6 ISBN 978-83-7621-131-2First PoDavid SpencerCD 2Units 7–10This recordingis copyright andunauthorisedcopying is illegal.ISBN 978-0-230-72338-2This recordingis copyright andunauthorisedcopying is illegal.ISBN 978-83-7621-133-6133-6First PolLynda EdwardsKatarzynaZaremba-JaworskaGateway to pięciopoziomowy kurs dlauczniów szkół ponadgimnazjalnych.Gateway Teacher’s Book to doskonałeuzupełnienie kursu Gateway, któreułatwi i uatrakcyjni nauczycielowi pracęz uczniami.W Gateway Teacher’s Book nauczycielznajdzie:• szczegółowe scenariusze lekcji• strony z Gateway Student’s Book wrazz odpowiedziami do ćwiczeń• sekcje Teacher developmentz propozycjami dotyczącymi planowaniai przeprowadzania ćwiczeń zawartychw podręczniku oraz pomysłami narozwijanie strategii egzaminacyjnych• ramki Cultural information z ciekawostkamidotyczącymi tematów poruszanychw podręczniku• dodatkowe ćwiczenia dla grupo zróżnicowanych umiejętnościachjęzykowych• opis umiejętności według CEF, którypomaga nauczycielowi śledzić postępyuczniówCOMMON EUROPEAN FRAMEWORKA1 A2 B1 B2 C1 C2www.macmillan.pl2Gateway onlineStudent’s BookDavid SpencerNr MEN 421/2/2012Student’s Book2Class CDsDavid SpencerMacmillan Publishers 2011©2Class CDsFirst Polish Edition © Macmillan Polska 2012© Macmillan Publishers 2011acmillan Publishers 2011Audio CDsTeacher’s ResourceMulti-ROM2Class CDsFirst Polish Edition © Macmillan Polska 2012Macmillan ©Publis Publishers 20112WorkbookDavid SpencerWorkbook2Test CDFirst Polish Edition © Macmillan Polska 2012Lynda EdwardsKatarzyna Zaremba-JaworskaMacmillan ©Publish Publishers 2011shers 20112Test CDFirst Polish Edition © Macmillan Polska 2012Test CD-ROMTeacher’sResourceMulti-ROMTeacher’s Resource Multi-ROMGateway Interactive ClassroomGateway Onlinewww.gateway-online.netFREE SAMPLE FREE SAMPLE