E

SA
M
PL
FR
EE
E

SA
M
PL

Teachers Book

FR
EE

Anna Cole

Gateway 2TB cover.indd 1

12-05-30 14:13

SA
M
PL

Pastwo i spoeczestwo przestpczo

Vocabulary
Crimes
a

1 Work with a partner and match the pictures with these words.
burglary
robbery

mugging
shoplifting

murder
theft

piracy
vandalism

burglary
1.11 Listen and repeat.

FR
EE

g
f

kill

mug

pirate

rob

steal

vandalise

burgle

Criminals
6 Try to complete the table without using a
dictionary. Then use your dictionary to check and
complete the table.

SA
M
PL

1 A murder is when somebody

kills
another person.
burgles
2 A burglary is when somebody
a house and
steals
things from it.
robs
3 A robbery is when somebody
a bank or a person.
vandalises
4 Vandalism is when somebody
public property
and damages it.
steals
5 Shoplifting is when somebody
things from a shop.
pirates
6 Piracy is when somebody
software such as CDs
and DVDs by copying them illegally.
mugs
7 Mugging is when somebody
another person and
takes their money using violence.
steals
8 A theft is when somebody
something.
4 What is the difference between rob and steal? Use your dictionary
to check your answer.

FR
EE

STUDY SKILLS
Czy wiesz, dlaczego dobrze jest stara si odgadn znaczenie wyrazu,
zanim sprawdzi si jewsowniku?

T44
18

3 Complete the sentences with the correct form of these verbs.

You can use one word three times.

2 Criminal records

LISTENING

STUDY SKILLS

7a

Crime

Criminal

burglary

murder

2 murderer

robbery

3 robber

shoplifting

4 shoplifter

theft

5 thief

vandalism

6 vandal

piracy

7 pirate

mugging

8 mugger

burglar

SPEAKING All of these crimes are serious. Put them

in order of how serious you think they are, from 8
(very serious) to 1 (notso serious).

7b Work with a partner. Compare your ideas.

str. 157

I think murder is very serious. I give it an 8.

1.12 Listen to four radio news items. What are

the crimes?
1
robbery

piracy

shoplifting

vandalism

I agree. What do you

think about mugging?

Unit 2

Gateway_2_PL.indb
18
Gateway 2 TB.indb 44

12-04-03
12-05-30 19:03
13:49

Crimes

Vocabulary

Criminals

Warmer

Key
To rob means to take money or property from someone illegally.
To steal means to take something that belongs to someone else
without permission.

In pairs, students discuss the meaning of the unit title Criminal

records and what they think the unit is going to be about. Elicit
ideas from the class.
Suggested answer
A criminal record is an ocial list of crimes that someone has
committed. This record of a persons criminal history can be
investigated by banks and employers to nd out if someone is
trustworthy. It can include trac oences such as speeding.

TEACHER DEVELOPMENT: PRONUNCIATION

Word stress and part of speech

Crimes

1 In pairs, students match the pictures with the words. Draw

attention to the example.

1.11 Play the CD for students to listen, check and repeat.

SA
M
PL

Audioscript and Key

burglary (picture d)
mugging (picture g)
murder (picture b)
piracy (picture f )
robbery (picture c)
shoplifting (picture e)
theft (picture a)
vandalism (picture h)

Extra activity

Play the CD again and ask students to underline the stressed

syllables and circle the schwa // sounds (see the Key in 2 for
answers).

TEACHER DEVELOPMENT: PRONUNCIATION

The // sound

Some students may have diculty pronouncing the //

sound in theft. Tell students to put their nger on their lips.
Their tongue should lightly touch their nger when they
make this sound. Chorally drill the word. Refer students to the
Pronunciation guide in the Students Book, page 170.
3 Individually, students complete the sentences with the correct
form of the verbs. Remind them that they can use one word
three times. Check answers by asking dierent students.

FR
EE

Extra practice

Write these extra example sentences on the board and give

further explanations:
He robbed a bank. (He took things from the bank; he didnt take
the bank.)
She robbed an old man. (She took things from the man; she did
not take him.)
She stole food from the supermarket. (She took food.)

Study skills

Ask students for reasons why it is a good study skill to guess

information about words before looking them up in the
dictionary. Direct students to page 157 (Vocabulary: Using
a dictionary) to compare their answers.

FR
EE

Drill the pronunciation of record. Remind students that in

English there are many words that change stress depending
on the part of speech, e.g. when it is a verb, the stress moves
to the second syllable: record.

SA
M
PL

Unit 2 Lesson 1

LISTENING
1.12 Play the CD for students to listen to the four
radio news items and name the crimes. Tell students to note
down key words which help them decide on their answer as
they listen.

Audioscript
1 Three men entered the National Bank in Bristol last night
and took over a million pounds. Police do not know how
the criminals entered the bank, but they are looking to trace
a white van which was parked outside the bank yesterday
afternoon.
2 Police arrested six young men in Brighton city centre yesterday.
The men broke the windows of several shops and damaged
a number of cars parked there.
3 In entertainment news, pop star Pink has a new album out
this week, but the artist is unhappy because there are already
thousands of illegal copies on sale. The singer is asking her fans
not to buy these illegal copies.
4 Supermarket chain Bestco said yesterday that they are very
worried about the number of thefts in their supermarkets.
Bestco lose millions of pounds each year because of the theft
of all kinds of products, from milk to perfume.

Criminals
6 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 order
from 8 (very serious) to 1 (not so serious).
7b In pairs, students compare their ideas. Focus their attention on
the model dialogue before they begin.

Homework
Refer students to the Workbook, page 10.

4 Students try to guess the dierence between rob and steal

before they check their answers in their dictionaries. Point out
that theft is the noun form for the verb steal and that a thief is
the general name for someone who steals something.

19:03

Gateway 2 TB.indb 45

T18
12-05-30 13:49

Predicting content, reading for gist and for detail

Newspaper stories about crime

Reading

SA
M
PL

Lesson 2
Warmer

Study skills

If possible, make copies of some English newspaper stories. You

can also print them from the following websites: www.bbc.co.uk/
news, www.guardian.co.uk, www.timesonline.co.uk. Cut out the
headline so it is separate from the main story. Divide the class into
small groups and give each group at least three newspaper stories
with the corresponding headlines. Students must read the stories
and match the headlines to the stories. Tell them not to worry if
they dont understand every word. They should just look for key
words that identify what the story is about.

Discuss why it is useful to look at the pictures and the titles of

texts before they read them. Students compare their answers with
the information on page 156 (Reading: Prediction).
4 Students read the texts again and answer the questions in
their notebooks using complete sentences. Monitor and
provide help if necessary. Elicit answers from the class.

Key
1 The guards were surprised to see Detlef Federsohn outside
the prison because he had been released from prison and
was trying to get back in.
2 Because his mum didnt give him meals, wash his clothes or
let him watch television, like they do in prison.
3 A gang of robbers/Four young people attacked David
Coppereld.
4 The robbers didnt steal anything because David
Coppereld made the objects disappear.
5 Lee Hoskins took photos of himself and his girlfriend next to
the stolen car.
6 The police identied Lee Hoskins from the photos that were
on the camera he left in the car.
7 The Colombian burglar got inside a box and his friend sent
him by post to the rich mans house.
8 The rich man didnt think it was normal to receive a big
parcel and called the police.

TEACHER DEVELOPMENT: CLASSROOM TIPS

Most students need a warmer at the beginning of a class
to get used to speaking English again. For students (and
teachers), this is where short ve-minute activities come in
useful. They can also be used during and at the end of class,
when there is some time to ll or a change of pace is needed.

FR
EE

Warmers

1 Students match the titles of the news stories with the pictures.
Remind them there is one title they will not need. Students
compare their answers in pairs before you elicit the answers
from the class.
2 In pairs, students discuss what they think each story is about
by 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 and
texts. Set a time limit of two minutes to encourage them to
read quickly and not worry about dicult vocabulary. Remind
them that once they have the general idea of the whole text,
they may nd they can guess the meaning of new words
much more easily.

SPEAKING What about you?

In pairs, students ask each other which story they prefer
and why. Draw attention to the model dialogue. Elicit some
opinions from dierent students.

Homework
Refer students to the Workbook, page 11.

SA
M
PL

In a less condent class, you may want to pre-teach some

vocabulary for the reading texts: surprise an unusual event
or unexpected piece of news; discover to nd something
that is hidden or that no one knew about before; prefer to
like or want someone or something more than someone or
something else; get back to return to a place; gang a group
of criminals working together; magician someone whose job
it is to entertain people by performing magic tricks; pockets
a small bag that forms part of a piece of clothing and is used
for holding small objects; run away to secretly leave a place
because you are not happy there.

5 Students match the underlined words in the text with their

denitions.

FR
EE

Recording: Unit 2 p19 Reading on

www.gateway-online.net

T19

Gateway 2 TB.indb 46

12-05-30 13:49

Gatew

SA
M
PL

1 Look at these pictures. They illustrate newspaper stories

about crimes or criminals. Can you match the titles of
the stories with the pictures? There is one title you do
not need.
1 Now you see it, now you dont c
2 And this photo is me stealing your car a
3 The perfect police officer
4 Burglar in a box d
5 Let me back in! b

Reading

2 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?

FR
EE

I think that somebody steals the car

when the boy is taking a photo of it.
3 Read the stories and match the pictures, titles and texts.
Story A

Title 5

Picture

Story B

Title 1

Picture

Story C

Title 2

Picture

Story D

Title 4

Picture

Dlaczego warto przyjrze si ilustracjom/fotografiom dotekstu

izapozna zjego tytuem przed przeczytaniem caoci?

SA
M
PL

A gang of robbers wanted to

rob the famous magician David
Copperfield last week. They
learnt an important lesson: never
mug a magician. Four young
people attacked Copperfield
after a show in Florida last
week. Copperfield had money,
his passport, and his mobile
phone in his pockets. But when
the robbers were looking for
something to steal, he showed
his pockets to the thieves and the
objects werent there! The thieves
didnt wait to look for them. The
police arrested the men when
they were running away after
a call from Copperfield on his
disappearing phone.

4 Read
R d the
th stories
t i again
i and
d answer
the questions.

1 Why were the prison guards in Vienna

surprised by Detlef Federsohn?

2 Why didnt Detlef Federsohn want to live with

his mum?

FR
EE

3 Who attacked David Copperfield?

4 Why didnt they steal anything from
Copperfield?
5 What photos did Lee Hoskins take?
6 How did the police catch Lee Hoskins?
7 How did the Colombian burglar get into the
rich mans house?
8 Why wasnt the burglars plan successful?
Rozumienie tekstw pisanych Dobieranie

Gateway 2 TB.indb 47
Gateway_2_PL.indb
19

STUDY SKILLS

Prison guards in Vienna got

a big surprise yesterday.
They discovered a young
man just outside the prison.
They thought that he was
escaping. But they found out
that the young man, Detlef
Federsohn, was trying to
get back in! Federsohn was
in prison for two years for
theft. When he left prison
and lived on the outside, he
decided that he preferred
life inside. Life is great
in prison, said Federsohn.
They give you your meals,
wash your clothes and let
you watch television. I cant
do that with my mum.

A British car thief made

a basic mistake. Lee
Hoskins was stealing an
Opel Astra when he came
across a camera inside
the car. So what did he
do? He and his girlfriend
took photos of each other
next to the car. Soon
afterwards, they crashed
the car. They quickly
ran away from the scene
of the crime but they
left the camera inside
the car. The police soon
worked out who the thief
was! Some criminals can
be really stupid, said a
police officer looking into
the case.

STUDY SKILLS

str. 156

A Colombian
crim
had an original inal
idea for
a burglary. He
go
a box and a fr t inside
iend sent
him by post to
the house
of a rich busi
nessman.
But the busine
ssman was
surprised and
su
when the larg spicious
e pa
turned up at hi rcel
s
He didnt thin house.
k it was
normal to rece
iv
parcel and so e this big
he called
the police. W
hen
tthief finally ca the
m
oof the box, he e out
saw ten
police officers
p
standing
tthere waiting
for him.

5 Match
M t h th
the underlined
d
words in the stories with
ith their
th i definitions.
d fi iti
arrested
1 stopped and took to the police station
guards
2 people who look after a place or person
parcel
3 a box or package that you send by post
meals
4 breakfast, lunch, dinner
5 how you feel when you think something is not normal and could be
suspicious
bad or dangerous
case
6 crime, incident
by post
7 using the postal service
showed
8 let somebody see something

SPEAKING What about you?

Which story do you prefer and why?

I like the story about the magician.

Why?

Because hes very clever. The criminals didnt steal anything from him.
Unit 2

T47
19
12-05-30 19:03
13:49
12-04-03

Grammar in context

SA
M
PL

GRAMMAR GUIDE

Past simple
1a Look at these sentences. Which
sentences are in the present simple
and which are in the past simple?
Four young people attacked him.
What did he do?
They give you your meals.
He was outside the prison.
He had money in his pockets.
My mother doesnt do that.
He didnt think about it.
The objects werent there.

1d Complete the sentences with the correct past simple forms of be, walk and go.
Affirmative: He
was/walked/went
there yesterday.
Negative:

he

there yesterday?

walk/Did he go

GRAMMAR REFERENCE

str. 26

Look at the three lists. How do we pronounce the -ed ending in each list?
finished
watched
liked
passed
wanted
needed
painted
started
stayed
arrived
discovered
planned

PRONUNCIATION

List A:
List B:
List C:
2b

there yesterday.

wasnt/didnt walk/didnt go
Was he/Did

Question:

1b When do we use the past simple?

We use the past simple to describe actions or
situations that started and nished in the past.
2a

He

FR
EE

a
b
c
d
e
f
g
h

1c In 1a find a sentence with

1 a form of be in the past simple affirmative d
2 a form of be in the past simple negative h
3 a regular verb in the past simple affirmative a
4 an irregular verb in the past simple affirmative e
5 a past simple question b
6 a verb in the past simple negative g

1.13 Listen, check and repeat.

2c In which list is the -ed ending pronounced /d/? 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.

were

(be) in the middle of a long phone

SA
M
PL

One night a girl and her boyfriend (a)

conversation about their future. Suddenly the boyfriend (b)

The girl (c)

became

but he (e)

didnt reply

(g)

was

(become) very worried. She (d)

(not reply). She (f)

made

ran

the police. Officers (k)

(m)

expected

didnt nd

(stop) talking.

began

(begin) to shout

(think) that her boyfriend

(be) in some kind of danger. At first, the girl (h)

what to do. But then she (i)

They (l)

thought

stopped

didnt know

(make) a decision and (j)

(not know)

called

(call)

(run) to her boyfriends house in Nuremburg, Germany.

(expect) to find a murderer or a burglar, but they

(notfind) any criminals. They just (n)

found

(find)

the boyfriend sleeping next to the phone!

FR
EE

5 Complete these questions about the text in 4 with the past simple form of the verbs.

T48
20

1 What

were

2 What

did

the boy

3 Why

did

the girl

4 What

did

she

SPEAKING

(be) the boy and girl in the middle of?

do
start
think

(do)?
(start) shouting?

5 What

did

6 What action
7

Did

she

decide

did

they

(decide) to do?

the police
nd

take

(take)?

(find) any criminals?

(think)?

Work with a partner. Take it in turns to ask and answer the questions in 5.

Unit 2

Gateway_2_PL.indb
20
Gateway 2 TB.indb 48

12-04-03
12-05-30 19:03
13:49

Past simple

Warmer

2a

Ask students to read the sentences in 1a and match them to a news

story from page 19. Tell them to ignore sentences b and g for now.
Key
a Story B
b N/A
c Story A

d
e
f

Story A
Story B
Story A

PRONUNCIATION Ask students to practise saying the words in

each list and decide on the pronunciation of the -ed ending in
each list.

Key
List A: /t/

g N/A
h Story B
2b

Past simple
Test before you teach
Write these ve 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 ________.

List B: /d/

List C: /d/

1.13 Play the CD for students to listen, check and repeat.

Audioscript
List A:
nished
List B:
wanted
List C:
stayed

watched
needed
arrived

liked
painted
discovered

passed
started
planned

2c Ask students to nd the list in which the -ed ending is

pronounced /d/ and look at which letters come before -ed in
this list.

FR
EE

Ask students to complete them with the past simple form of the
verb in brackets. Then ask them to write ve similar sentences in
the past simple in their notebooks. Monitor carefully to see if they
have consolidated knowledge of the past simple tense.
Key
had, were, didnt go, Did go, didnt

Key
In List B, d or t always come before the -ed ending.

Extra practice

1a Ask students to identify which tense the sentences are in: past
simple or present simple.
Key
Past simple: a, b, d, e, g, h
Present simple: c, f

Write 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 and
match them to the correct pronunciation of -ed (/t/, /d/ or /d/).
Key
/t/: worked, talked, cooked, kissed
/d/: played, turned, stayed, rained
/d/: planted, demanded, celebrated, decided

1b Elicit from students when we use the past simple.

1c Students nd a sentence in 1a to match each description of

a past simple form.

SA
M
PL

1d Students complete the sentences with the correct past simple

forms of be, walk and go. Elicit the answers.

Extra practice

Write these additional examples on the board:

Armative: 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 past
simple forms be, talk and speak.
Key
Armative: were/talked/spoke
Negative: werent/didnt talk/didnt speak
Question: Were they/Did they talk/Did they speak
Refer students to the Grammar reference on page 26.

TEACHER DEVELOPMENT: LANGUAGE

FR
EE

Grammar in context

SA
M
PL

Lesson 3

Past tense forms

The major diculty students have with the past tense is that
negative and question forms use auxiliary verbs and innitives.
It may help to present this visually and explain that the -ed
ending transforms into an auxiliary verb:

3 Set a strict ve-minute time limit. In pairs, students write an

A to Z of irregular past simple forms with one verb for each
letter. Warn students that it will be very dicult for students
to think of irregular verbs for v, y and z. Elicit answers from
dierent pairs. Refer to the irregular verb list in the Students
Book, page 168.
4 Students complete the text with the correct past simple form
of the verbs, as in the example.
5 Students complete the questions about the story with the
correct past simple forms.
6

SPEAKING In pairs, students take it in turns to ask and answer

the questions in 5.

Suggested answers
1 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 didnt reply.
4 The girl thought that the boy was in danger.
5 She decided to call the police.
6 The police ocers ran to the boys house.
7 They didnt nd any criminals. They found the boy sleeping!

Armative: He walked to school yesterday.

Question: Did he walk to school yesterday?

19:03

Gateway 2 TB.indb 49

T20
12-05-30 13:49

Key
Student A:
When was Bonnie Parker born?
What was Clydes 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 and
Clyde?

FR
EE

7b Students use their questions from 7a to interview each other.

Monitor and provide help if necessary.

SPEAKING Students work in pairs. Ask Student A to look at the

information on page 21 and Student B to turn to page 169.
Tell them to prepare the questions they need to ask to nd out
the missing information.

SA
M
PL

7a

Homework

Refer students to the Workbook, page 12.

Lesson 4

Developing vocabulary

Listening

Phrasal verbs connected with investigating and nding

Listening for specic information and inferring
Shoplifting

Phrasal verbs connected with

investigating and nding
Warmer

SA
M
PL

Brainstorm what students know about phrasal verbs (e.g. verb +

particle; literal/non-literal meaning, etc.) Draw a 4x4 grid on the
board, with the particles along the top and the verbs down the side.
All the verbs must form phrasal verbs with all the particles. Divide
the class into two teams: 0 noughts and X crosses. In order to
win a square, a team must use the phrasal verb in a sentence. The
rst team to get three squares in a row is the winner.
Example:
over
get
go
take

up

1 Students look at the phrasal verbs and look at how they are
used in the texts on page 19. Tell students to match them to
the denitions.

Extra activity

FR
EE

Students decide whether the phrasal verbs in 1 are separable or

non-separable.
Key
1 non-separable
2 non-separable
3 separable

4 non-separable
5 separable
6 non-separable

TEACHER DEVELOPMENT: LANGUAGE

Phrasal verbs

Phrasal verbs are usually verbs + prepositions or verbs +

particles. Students tend to sound more natural if they use
phrasal verbs when they speak. Associating phrasal verbs with
a 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 phrasal
verb either in the middle of the phrasal verb or after it, e.g.
nd something out or nd out something. With non-separable
phrasal verbs, the object can only come after the phrasal verb,
e.g. Police are looking into the crime NOT Police are looking
the crime into. See also the Unit 8 Teacher development box,
Phrasal verbs on page 96.
2 Students rewrite each sentence using the correct form
of a phrasal verb from 1. Remind them that this kind of
transformation exercise is very common in examinations.
3 Students make as many sentences as they can with the words
in the table. Draw attention to the example sentence.
Key
I looked for the key. I looked for the answer. I looked for the
identity of the criminal. I found out the answer. I found out the
identity of the criminal. I came across the key. I came across the
answer. I came across the identity of the criminal. I worked out
the answer. I worked out the identity of the criminal.

Homework
Refer students to the Workbook, page 13.

T21

Gateway 2 TB.indb 50

12-05-30 13:49

SPEAKING Work in pairs. Student A: look at the information below.

Student B: turn to page 169. Prepare questions to ask your partner
to find the missing information.

1 When was Bonnie Parker born?

Phrasal verbs connected with

investigating and nding

SA
M
PL

7a

Developing vocabulary

1 Find the phrasal verbs in the stories on page 19

and match them to the definitions below.

7b Interview your partner.

come across
find out
look for
look into
turn up
work out

Student A
Bonnie and Clyde were a pair of
notorious criminals.
Bonnie Parker was born in (a) 1910
in Rowena,
Texas. She was very intelligent
.
Clydes full name was (b)
Clyde Barrow
born in 1909 in Ellis County, Tex
as.

come across

2 find by accident

3 solve a problem by considering the facts

work out

. He was

look for

4 try to find

nd out

5 discover

6 arrive or appear unexpectedly

turn up

FR
EE

Bonnie (c)
met Clyde
in 1930. They
committed many crimes in the
next four years.
They robbed (d)
15
banks, although generally
they preferred small shops and
petrol stations.
They often stole cars too. Once
Clyde sent a letter
to 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 probably
killed ten or eleven people.
In January 1934, (f)
Clyde
helped some friends
to escape from a Texas prison.
But the Texas police
decided that it was time to stop
Bonnie and Clyde.
(g)
six police ocers
killed the pair of criminals
when they were in their car.
Bonnie and Clyde were so famous
that many people
went to see the car and tried to
steal their clothes!

look into

1 investigate

2 Rewrite these sentences using the correct form

of the phrasal verbs in 1.

FR
EE

SA
M
PL

1 Detectives are trying to find the murderer.

Detectives
are looking for the murderer .

Gateway_2_PL.indb
21
Gateway
2 TB.indb 51

2 The CIA began to investigate the case.

began to look into the case
The CIA

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.
worked out the crimes
Sherlock Holmes

6 After their investigation, they soon discovered

where the thief was.
After their investigation, they found out where
the thief was
.
3 How many sentences can you make with
the words in the table? Your sentences must
include the phrasal verbs in 1.

I looked for the key.

I

looked
found
came
worked

out

the key.

for

the answer.

across

the identity of the criminal.

Unit 2

T51
21
12-04-03 13:49
19:03
12-05-30

Grammar in context

Listening

SA
M
PL

GRAMMAR GUIDE

Past continuous

1a Look at sentences 14 and match them to the

explanation of their uses in ad.

1 My mum was looking for something. c

2 While I was waiting for my mum, I saw some
sunglasses. d
3 I just put the sunglasses in my pocket.
a
4 She took me back to the supermarket and I gave
the sunglasses back. b

Work with a partner and discuss these

questions.
1 What can you see in the photo?
2 What type of objects do people steal from shops?
SPEAKING

FR
EE

a A completed action in the past.

b Two completed actions in the past that happened
one after the other.
c An activity in progress in the past.
d An activity in progress in the past interrupted by a
sudden action.

1b Complete the rule.

We make the past continuous with the past simple
be (was/were)
of
+ verb -ing.
GRAMMAR REFERENCE

STUDY SKILLS
Jak mylisz, conaley zrobi najpierw, majc doczynienia
zzadaniem narozumienie zesuchu typu T/F (prawda/fasz)?
STUDY SKILLS

str. 157

str. 26

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 with
a partner. Take it in turns. One of you closes the book
and the other asks questions.

LISTENING
1.14 You are going to hear two teenagers
talking about a shoplifting incident. Listen and decide if
each statement is true (T) or false (F).

SA
M
PL

T/F

2 The boy was staying with his

uncle at the time.

T/F

3 The boys mum was looking for a

pair of sunglasses too.

T/F

4 The sunglasses were cheap.

T/F

5 An old man saw the boy when he

was stealing the sunglasses.

T/F

6 A policeman arrested the

boy while he was leaving the
supermarket.

T/F

7 The boy had to pay for

the sunglasses.

T/F

FR
EE

1 The boy stole a pair of sunglasses

when he was five.

3 Compare your answers with your partner.

4

T52
22

Listen again and check your answers. What did the

boy decide to do after this crime?

Unit 2

Gateway_2_PL.indb
22
Gateway 2 TB.indb 52

What was the old man doing?

He was stealing bread.
What was he wearing?
Mwienie Opis ilustracji Rozumienie ze suchu Prawda/Fasz
12-04-03
12-05-30 19:03
13:49

Write these statistics on the board and ask students to discuss if

they think they are true or false:
1 12% of all shoppers enter a shop to steal. True
2 Male shoplifters outnumber females by 20 to 1. False (the other
way round)
3 Most shoplifters are under 21, with a peak age of 15. True
4 Of all shoplifters, 45% are middle income, 28% are high income,
and 27% are low income. True
1

SPEAKING In pairs, students discuss the questions. Elicit

answers from dierent students.

Suggested answers
1 We can see two people in a shop.
2 People steal things they can easily hide.

FR
EE

Study skills

Ask students what they should do rst in a true/false/not

mentioned 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 text
and decide if the information is true or false.

With a less condent class, you may want to pre-teach some

vocabulary before playing the CD. Write the words on the
board, then read out the denitions for students to identify
the corresponding words: admit to agree that something
bad is true or to agree that you have done something wrong;
amazing very good, surprising or impressive; checkout the
place 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 doing
something wrong; zebra crossing a set of black and white
lines across a road showing where vehicles must stop when
people want to cross the road; embarrassing making you feel
nervous, ashamed or stupid.

SA
M
PL

3 In pairs, students compare their answers. Ask students if

they were surprised at the number of people in Britain who
admitted to shoplifting.
4

Audioscript
GIRL: Hey! Just look at this. I cant believe it!
BOY: Sorry, what dyou say?
GIRL: Well, I was reading something about shoplifting. It says
here in this magazine that, in the last ve years, three and a half
million people in Britain admitted to shoplifting. Three and a half
million! Thats incredible!
BOY: Mmm, yeah, well, I suppose so.
GIRL: Whats the matter? You dont seem very surprised.
BOY: Well, no, not really. You see well the thing is I once
stole something from a shop.
GIRL: You what?! Really? I dont believe it.
BOY: Yeah, well, it was ve years ago. I was only ten.
GIRL: Where was it?
BOY: It was in a big supermarket in Eastbourne. My uncle lives
there and we were staying with him for the holidays. It was in
the summer.
GIRL: Who were you with?
BOY: My mum and my sister. My mum was looking for something,
I cant remember what. Oh I remember! She was looking for
a T-shirt for my sister. I was bored I hated buying clothes.
GIRL: You still do!
BOY: Yeah, thats true. Anyway, while I was waiting for my mum and
my sister, I suddenly saw some really cool sunglasses. I wanted to
buy them, but I didnt have any money. I knew my mum wasnt
going 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 wasnt watching me. I didnt think twice about it. I just put
the sunglasses in my jacket pocket. Two seconds later, my mum
and 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 the
supermarket and crossing the road a policeman called out to my
mum. I thought, uh-oh, this is it. Anyway, it turned out that he
was telling her that we had to cross at the zebra crossing!
GIRL: Did your mum ever nd out about the sunglasses?
BOY: Of course. She found them the next day when she was putting
my jacket away. She was not happy. She took me straight back to
the supermarket and made me give them back and apologise. It
was really embarrassing. I felt terrible about it for days afterwards.
Never again. That was the end of my life of crime!

SA
M
PL

Before you listen

Play the recording again for students to check their

answers. Ask students to justify their choices by giving
relevant information they can remember from the text.
Key
The boy decided never to steal again.

Lesson 5

Grammar in context

Past continuous

Past continuous

FR
EE

Test before you teach

Write some times on the board, e.g. 7 am, 8.15 am, 9.30 am,
13.30pm, 17 pm, 19 pm, 23.30 pm. Ask students to write sentences
about what they were doing at these times using the past
continuous. Monitor to see if students are familiar with the form
and use of the past continuous tense.

1b Students complete the rule.

Refer students to the Grammar reference on page 26.
2

SPEAKING Set a two-minute time limit for students to

memorise the supermarket scene. In pairs, students then take
it in turns to ask and answer questions about the scene using
the past continuous. Draw attention to the model dialogue.
Monitor to assess students oral ability.

1a Point out to students that the sentences are from the listening
activity. Students look at sentences 14 and match them to
the explanation of their uses (ad).

19:03

Gateway 2 TB.indb 53

T22
12-05-30 13:49

TEACHER DEVELOPMENT: PRONUNCIATION

Extra activity

Stressed and unstressed forms of was

Students role-play the dialogue in pairs.

Remind students that the pronunciation of was changes

according to whether it is stressed (at the beginning or end of
a sentence) or unstressed (in the middle of a sentence). Write
these examples on the board and chorally drill them:
Was he playing in the park? Yes, he was. /wz/
My friend was walking to school. /wz/

6a

Monitoring

It is important to monitor students while they are working,

so you can answer any language diculties, give advice on
how to structure sentences in a more natural way, provide
vocabulary that students are lacking and deal with individual
needs, as well as noting common problem areas.
To monitor your students, you need to get physically close
to pairs or groups and focus your attention on one pair or
group at a time. Try to be as unobtrusive as possible and
avoid eye contact. Make sure you have a notepad and a pen
to write down both errors and good language use. Write
common errors on the board at the end of the activity for the
class to consider, correct or rephrase. Praise students who
demonstrated good language use.

Fast nishers
Students now tell their partner what they were really doing at
the three times they wrote false sentences for.
Teachers Resource Multi-ROM: See Unit 2 Grammar worksheet
Prison break.

Homework
Refer students to the Workbook, page 14.

FR
EE

SA
M
PL

Some verbs are not often used in the past continuous

because they are not normally action verbs, e.g. believe,
belong, depend, hate, know, like, love, mean, need, prefer,
realise, suppose, want, understand.
While, as and when introduce information related to time.
They mean during the time that and indicate that something
was happening when another event occurred, e.g. I was
talking on the phone while I was getting dressed.
We use when, not while, to talk about something that
interrupts a longer action or event, e.g. I was sleeping when
Joanna rang to say she wasnt coming home.
We also use when, not while, to talk about one event that
happens immediately after another and to talk about
periods of time in the past, e.g. When the lights went out,
everybody screamed. When I was a little boy, we didnt have a
television.

TEACHER DEVELOPMENT: CLASSROOM TIPS

FR
EE

Past continuous

SPEAKING Individually, students write three true and three

false sentences about what they were doing at the six
dierent times.

6b In pairs, students interview each other and try to identify

the three false statements. Ask a pair to read out the model
dialogue before they begin.

4 In pairs, students take it in turns to read each other their

stories to see if they are similar or dierent. They then decide
which one they prefer. Ask two or three students to read their
stories to the class.

TEACHER DEVELOPMENT: LANGUAGE

5 Students complete the dialogue with either the past

continuous or past simple form of each verb.

SA
M
PL

3 Individually, students invent answers to the questions and

write full sentences to complete the story. Walk round,
helping students with any language questions they may have.

T23

Gateway 2 TB.indb 54

12-05-30 13:50

5 Complete the dialogue by putting the verbs in the correct

form of the past continuous or past simple.

SA
M
PL

3 Work individually. Write complete sentences to answer

thequestions about the story.

FR
EE

POLICE OFFICER: So, can you tell us, sir? What (a) were you
doing (do) at 10 pm last night?
ROBIN BANKS: Lets see. I think I (b) was helping (help) my
mum with the shopping at 10 pm.
rang
POLICE OFFICER: Really? When we (c)
(ring)
your mum last night at 10 pm she
(d) wasnt doing (not do) the shopping. She
(e) was watching (watch) TV at home.
ROBIN BANKS: Ah, now I remember. I (f) was running (run) at
that time.
Did
see
anybody (h)
(see)
POLICE OFFICER: (g)
you while you (i) were running (run)?
ROBIN BANKS: Erm. Yes, my friend Jack Door saw me.
POLICE OFFICER: Jack Door? Impossible. Didnt you know? Hes in prison.
ROBIN BANKS: Oops! Anyway, why are you asking me all these
questions?
POLICE OFFICER: Well, Mr Banks, our cameras (j)
caught
(catch) you running last night. You
(k) were running (run) out of the National
Bank and you (l) were carrying (carry) a bag
with ten thousand pounds in it.

One afternoon a young girl was sitting in a caf drinking coffee.

1 What else was she doing? She was talking on her mobile phone.
phone
Suddenly a man ran into the caf and shouted her name.
2 What was the girls name?
3 What was the man wearing?

4 What was the man carrying?

SA
M
PL

The young girl didnt 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?

6a

SPEAKING What you were doing at these times? Think of

three things that are true and three that are false. You need
to make your partner think that your false stories are true.

1 at 8 am last Saturday
2 at 10 pm last Saturday
3 at 9 am on Sunday

4 at 7 pm yesterday
5 at midnight last night
6 at 7.30 am this morning

6b Interview your partner. Which information do you think is

false? Look at this example.
What were you doing at 8 am last Saturday?
I was revising English.

FR
EE

9 How did the story end?

Why were you revising English at 8 am?

Because I had an exam last week and I
didnt have any other time to study.

4 Read your complete story to your partner. Are your stories

similar or different? Which story do you prefer?
One afternoon a young girl was sitting in
a caf drinking coffee. She was talking on
her mobile phone. Her name was

Gateway 2 TB.indb 55
Gateway_2_PL.indb
23

Why not?

Because at ten oclock I went away

with my friends for the weekend.

I think its false!

Unit 2

T55
23
12-05-30 19:03
13:50
12-04-03

SPEAKING

Work with a partner. Say what you can see in each picture.

P L AC E

SA
M
PL

Reporting a past event

Developing speaking

OBJEC

S
d

TS

FR
EE

CRI

MES

1.15 Listen to two teenagers talking about

last weekend. Which pictures from 1 appear in the story?
LISTENING

3 Work in pairs. Student A: complete the gaps in Sophies

dialogue. Student B: complete the gaps in Jakes dialogue.

FR
EE

SA
M
PL

SOPHIE: Hi there. How are you? Did you have

weekend
a good (a)
?
JAKE: No, not really.
problem
SOPHIE: Why not? What was the (b)
?
JAKE: Well, I went out with my friends on Saturday night
and something terrible (1) happened .
What
SOPHIE: (c)
?
JAKE: We were in the town centre. We went to that new
(2) pizza place , Ginos. We had a great time but
when we were leaving, a boy and a girl suddenly came
up to me and asked me the time. I told them and then
we left. A few minutes later, when we were going home
on the bus, I wanted to call my parents. I looked for my
mobile
(3)
everywhere but I couldnt find it.
So
SOPHIE: (d)
what did you do next?
JAKE: We went back to look for it but it wasnt there.
stole
I think the boy and girl (4)
it
when 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 the
number. But now I havent got a (6) mobile phone .
awful
!
SOPHIE: Thats (f)

T56
24

Listen again and check your answers.

SPEAKING

Work in pairs. Practise reading the dialogue aloud.

Unit 2

Gateway_2_PL.indb
24
Gateway 2 TB.indb 56

6 Look at the words and expressions in the Speaking Bank.

Tick the ones which appear in the dialogue.

Speaking Bank
Useful
Usef
Us
eful
ef
ul w
words
ords
or
ds and
and expressions
exp
xpre
ress
re
s ions of sequence and time
ss
In the end
At
At first
Finally
First
Firs
Fi
rst of all
Suddenly
Then
A few minutes/hours/days later
Next 9
The next day
After that

Practice makes perfect

7a

SPEAKING Choose a place, object and crime from 1. Make

notes to invent what happened to you last weekend.

7b Work with a partner. Student A: Ask Sophies questions

from 3. Student B: Answer the questions. Use the Speaking
Bank and your notes to help you. Now change roles.

Mwienie Opis ilustracji Rozmowa z odgrywaniem roli

12-04-03
12-05-30 19:04
13:50

Developing speaking

Reporting a past event

Practice makes perfect

Warmer

7a

Write these discussion questions on the board: Have you ever

been 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 saw
someone shoplifting, what would you do? Ask students to discuss
the questions in pairs or small groups. Ask someone from each
group to share their ideas with the class.
1 In pairs, students tell each other what they can see in each
picture.

f
g
h
i

money
mugging
burglary
shoplifting

A: Hi there. How are you? Did you have a good weekend?

1.15 Play the CD for students to decide which

pictures in 1 are referred to in the story. Check answers and
elicit the meaning of awful (extremely bad or unpleasant) and
point out the heavy stress on the rst syllable.
LISTENING

SA
M
PL

Key
Pictures a, d and g

FR
EE

3 Ask students to work in pairs. Tell Student A to complete

Sophies part of the dialogue and Student B to complete Jakes
part.

Play the CD again for students to listen and check their

answers.
SPEAKING

7b In pairs, students ask and answer Sophies questions in 3

to share their stories. Remind them to use the words and
expressions from the Speaking Bank. For students who are less
condent, photocopy the model dialogue below, and either
read it aloud yourself or alternate the roles with you and a
strong student. Then instruct students to read aloud in pairs,
alternating between roles A and B. Then ask them to read it
again, changing the underlined information so it is true for
themselves.

Model dialogue

Audioscript
SOPHIE: 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 and
something terrible happened.
SOPHIE: What?
JAKE: We were in the town centre. We went to that new pizza
place, Ginos. We had a great time, but when we were
leaving a boy and a girl suddenly came up to me and asked
me the time. I told them and then we left. A few minutes
later, when we were going home on the bus, I wanted to call
my parents. I looked for my mobile everywhere but I couldnt
nd it.
SOPHIE: So what did you do next?
JAKE: We went back to look for it, but it wasnt there. I think the
boy 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 havent got a mobile phone.
SOPHIE: Thats awful!

SPEAKING Students choose an object, place and crime from

the pictures in 1 and invent a story about what happened to
them last weekend in their notebook.

FR
EE

Key
a pizza restaurant
b disco/nightclub
c house
d mobile phone
e jacket

SA
M
PL

Reporting a past event

Lesson 6

B: No, not really.

A: Why not? What was the problem?

B: Well, I went out with my best mate on Sunday and
something terrible happened!
A: What?

B: We were in the town centre. We went to that new

disco thats open on Sunday afternoons, Jambo. I was
wearing my new jacket, you know the one I bought
with all the money I saved. First of all, it was hot so
I took it o and put it on a chair. Suddenly, this girl
came up to talk to me. A few minutes later, she asked
me for my mobile number and said she had to go.
I looked for my jacket everywhere, but I couldnt nd it!
A: So what did you do next?
B: We asked at reception, but it wasnt there. That girl
took it, I know.
A: Oh no! So what happened in the end?
B: The next day I saw a boy wearing exactly the same
jacket. I wanted to talk to him, but he ran away.
A: Thats awful!

Extra activity
Students investigate a topic related to crime in their country
and write a short report to present in class. They could focus on
a particular type of crime, e.g. piracy, a famous/recent crime or
give an overview of crime in their society.
Teachers Resource Multi-ROM: See Unit 2 Communication
worksheet As far as I know

Homework
Refer students to the Workbook, page 15.

In pairs, students practise reading the dialogue.

6 Students look at the words and expressions in the Speaking

Bank and tick the ones which appear in the dialogue.

19:04

Gateway 2 TB.indb 57

T24
12-05-30 13:50

Developing writing

An informal letter

Model text

An informal letter
Warmer

Always write the

address of the person
you are writing to in the
top right-hand corner of
the letter.

In pairs, students look at the picture story and try to guess what
happened.
1 Students nd as many dierences as they can between the
letter and the picture story. Elicit answers from dierent
students.

19 Brightman Road,
Newnham
CB3 2LG

20th May 2010 The date goes

on the right,
under the
address.

Hi Janie,

3 Individually, students imagine they found something unusual

last week and make notes to answer the questions. Monitor
and help students with vocabulary.

Write the greeting

Im writing to tell you about something

(Hi, Hello or Dear),
unusual that happened to me last week.
plus the name of the
I was helping mum in the garden, moving recipient on the leftsome plants from one corner to another. hand side, below
Suddenly, I uncovered some broken pots. the date.
At first, we thought they were modern, but
our neighbour got very excited when he saw The main body
of the letter is
them.
often divided

FR
EE

Key
There are two friends in the letter, but only one in the picture
story.
Theres a big bag in the picture story, but in the letter there is
a 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 identication card in the bag.
In the letter, there is a mobile phone and money, but no
identication.
In the picture story, the bag belongs to the boys dad.
In the letter, the bag belongs to his mum.
2 Students look again at the letter in 1 and complete the
information in the Writing Bank.

SA
M
PL

Lesson 7

I called the local town hall and, a few hours into paragraphs.
later, some local archaeologists came to
our house. In the end, they said they were
Roman pots that go back nearly 2,000 years
and that our garden could be an important
site. Now they want to excavate
our garden to find more! Im not
To close the letter, you
sure what mum thinks about
should say Write back soon,
all this!
Yours truly or other similar
Write back soon,

Freddie

words, followed by your

name.

Practice makes perfect

SA
M
PL

4 Students look at the task and write a letter to a friend using

their information from 3 and the model letter in 1. Remind
them to include expressions and conventions from the Writing
and Speaking Banks. For students who are less condent,
photocopy the model text on this page for extra support
during the writing task.

Study skills
Students discuss what they need to get a good mark for their
piece of writing. Tell them to turn to page 157 (Writing: Knowing
about evaluation) and use the criteria to evaluate their letter.

Homework
Refer students to the Workbook, page 16.

TEACHER DEVELOPMENT: STUDENT TRAINING

How to use model texts

FR
EE

A model text provides a good example of how texts of

a particular kind can be written. As students become
more familiar with dierent text types, they will feel more
comfortable with written exam tasks. Students will notice
features, such as layout, structure and xed phrases, that
they can make use of in their own written text. Using model
texts can also help develop useful exam techniques such as
planning and self-correction. Always read the model text
provided and go through the writing tasks in detail, so that
students are fully aware of why they are writing and who they
are writing to.

T25

Gateway 2 TB.indb 58

12-05-30 13:50

Gatew

An informal letter

SA
M
PL

Developing writing

1 Read the letter and look at the picture story. What

differences can you find between the letter and the
pictures?

FR
EE

SA
M
PL

There are two friends in the letter, but only one in the
picture story.

FR
EE

Dad! Its
your bag!

Wypowied pisemna List prywatny

Gateway 2 TB.indb 59
Gateway_2_PL.indb
25

2 Look again at the letter in 1 and complete the

information in the Writing Bank.

Writing Bank

Useful expressions
exp
pressions and conventions
conventi
ininformalletters
In inform
informal
mal lette
letters, we write our address and
in the top right corner.
date
Hi
and the name of
Then
Thee we write Dear or
Th
tthe person.
We often begin with Thanks for your
or
letter
Imwriting to tell you about
To end an informal letter we can use Write back soon
and
.
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 the
3 Who were you with?
object?
4 What did you find?
7 What happened in the end?

Practice makes perfect

4 Look at the task and write the letter. Use your notes
from 3 and the Speaking and Writing Banks to help you.

Last week you found something unusual. Write a letter to

a 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 SKILLS
Czy znasz kryteria oceniania prac pisemnych, aby wiedzie,
naczym si skupi, piszc wypracowanie?
STUDY SKILLS

str. 157

Unit 2

25
12-05-30 19:04
13:50
12-04-03

Past simple of be
Forma

Unit 2

SA
M
PL

Grammar reference
Affirmative

I/He/She/It was there.

You/We/They were there.

Negative

I/He/She/It wasnt (was not) there.

You/We/They werent (were not) there.

Question

Was I/he/she/it there?

Were you/we/they there?

Uycie

Short
answers

Yes, I/he/she/it was.

No, I/he/she/it wasnt.
Yes, you/we/they were. No, you/we/they werent.

Czasu przeszego prostego uywamy, gdy mwimy o:

1 zakoczonych czynnociach lub wydarzeniach
zprzeszoci, np.:

Forma

I went to San Francisco in 2005.

FR
EE

Past simple of regular and irregular verbs

Affirmative

I/You/He/She/It/We/They walked home.

I/You/He/She/It/We/They went home.

Negative

I/You/He/She/It/We/They didnt (did not) walk home.

I/You/He/She/It/We/They didnt (did not) go home.

Question

Did I/you/he/she/it/we/they walk home?

Did I/you/he/she/it/we/they go home?

Short
answers

Yes, I/you/he/she/it/we/they did.

No, I/you/he/she/it/we/they didnt.

2 dwch lub wicej rzeczach, ktre wydarzyy si tu

posobie wprzeszoci, np.:

When the letter arrived, he opened it and read it.

Past continuous
Uycie

Forma
I/He/She/It was watching.
You/We/They were watching.

Negative

I/He/She/It wasnt (was not) watching.

You/We/They werent (were not) watching.

Question

Was I/he/she/it watching?

Were you/we/they watching?

SA
M
PL

Affirmative

Yes, I/he/she/it was.

No, I/he/she/it wasnt.
Yes, you/we/they were. No, you/we/they werent.

At six oclock I was watching a film.

2 tle innych wydarze wprzeszoci, np.:

The sun was shining and the birds were singing.

3 czynnociach trwajcych wprzeszoci, ktre zostay przerwane
innymi, krtszymi zdarzeniami, np.:

I was crossing the road when I saw an accident.

Okrelenia czsto uywane zczasem past continuous to while i as.

While/As I was crossing the road, I saw an accident.

Pamitaj, eniektrych czasownikw zazwyczaj nie uywamy
wformie cigej (zkocwk -ing). Ich list znajdziesz nastronie 14
podrcznika.

I wanted to see the concert.

I was wanting to see the concert.

FR
EE

Short
answers

Czasu przeszego cigego uywamy, gdy mwimy o:

1 czynnociach trwajcych wdanym momencie wprzeszoci, np.:

T60
26

Unit 2

Gateway_2_PL.indb
26
Gateway 2 TB.indb 60

12-04-03
12-05-30 19:04
13:50

Unit 2

Grammar revision
Past simple

Past continuous

2 Complete the sentences with the past continuous form of

these verbs.
cry

listen

read

ride

1 At nine oclock last night I

2 Which CD
3 He
4
5 I
6 They

you

/ 8 points

str. 12

Past continuous and past simple

Crimes

SA
M
PL

1 Complete the sentences with these words. There are more

words than sentences.

sleeping

at 2 am?

7 Which chair

were

8 My grandmother

was crying

you

sitting

in?

because she was very sad.

/ 8 points

str. 14

str. 14

/ 8 points

2 Complete the sentences with words from 1.

pirate
1 A
is someone who makes and sells illegal
copies of software, for example.
2 A

1 When you
someone, you attack them to
mug
steal from them.
steal
2 When you
from a person or a place, you
take money or objects illegally.
Burglary
3
is the crime of entering a house or
building illegally to take things.
kill
4 When you
someone, you take their life.
Theft
5
is when you take something illegally.
str. 10

to?

listening

Criminals

burglary burgle kill mug mugger murderer piracy

pirate rob shoplifter shoplifting steal theft thief vandal

ZESZYT WICZE

a detective novel.

for the bus, it was a taxi.

3 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 mums birthday.
ZESZYT WICZE
4 Sam broke/was breaking the window and then he ran/was running away.

Vocabulary revision

write

my bike this morning.

werent waiting

ZESZYT WICZE

wait

a letter, it was an email.

the baby

was riding

sleep

was reading

were

wasnt writing
Was

sit

FR
EE

1 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 Whats the problem?
What was the problem?
3 We leave school at 5 oclock.
We left school at 5 oclock.
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 nish work?
6 She doesnt teach English.
She didnt teach English.
7 Running makes me tired.
Running made me tired.
8 Theyve got a problem.
Theyd got a problem.
ZESZYT WICZE

SA
M
PL

Self-check

shoplifter

is someone who steals from a shop.

vandal
3 A
is someone who damages and destroys
things for no reason.
4 A
life.

murderer

thief
5 A
general.
ZESZYT WICZE

is someone who takes another persons

is somebody who steals things in

str. 10

/ 5 points

/ 5 points

FR
EE

Phrasal verbs connected with investigating and nding

3 Complete the sentences with these prepositions.

across

for

into

out

out

up

for
up
1 I was looking (a)
my keys yesterday but I couldnt find them anywhere. I hope they turn (b)
soon. If you come
(c) across them, could you tell me?
into the case. If they use logic, they can probably work
2 They cant find the murderer, so a new detective is going to look (d)
out
out
(e)
who the criminal is. Its urgent to find (f)
who did it.
ZESZYT WICZE

19:04

Gateway_2_PL.indb
27
Gateway
2 TB.indb 61

str. 13

/ 6 points

Total

/ 40 points

T61
27
12-04-03 13:50
19:04
12-05-30

Unit 2

Gateway to matura

3a Popatrz na ponisze zdjcie. Czy znasz wszystkie sowa

SA
M
PL

Cz ustna Zadanie 2

niezbdne do jego penego opisu?

TIP Jeli zapomnisz

lub nie znasz jakiego
sowa, uyj synonimu
lub definicji, np.
a man who steals
zamiast a thief.

TIP Napeny opis ilustracji skadaj si nastpujce elementy:

opis wygldu, ubioru, uczu osoby/osb nazdjciu,
opis wykonywanej czynnoci zuzasadnieniem lub powodem
jej wykonywania,
opis miejsca, wktrym osoba si znajduje/osoby si znajduj.
Czas na opis zdjcia i odpowied na trzy pytania egzaminujcego to pi
minut cznie z przygotowaniem si.
1a Przeczytaj opis poniszego zdjcia. Wstaw w kratki
znak  przy zrealizowanych elementach.
Peny opis osoby

3b D
Dopisz
i synonimy
i
llub
bd
definicje
f i i j podanych
fi
d
h poniej
i sw.

Peny opis czynnoci

A metal bar _______________

A burglar _________________

T picture shows a young

The
man standing next to a car.
m
He is holding a metal bar
H
in his hands and is trying
to break into the car.
He must be a car thief.
H
He is standing in the street
H
in a housing estate district.
There are many cars parked
Th
along the road and the thief
al
wants to steal one of them.
w

FR
EE

Peny opis miejsca

3c Opisz ilustracj z wiczenia 3a.

TIP Czynnoci przedstawione na zdjciu opisuj czasem present continuous.

Wypowied 1

SA
M
PL

FR
EE

In the
h picture,
i
I can see ffour people:
l two men and
d two women.
All the people are in a bank. One of the men is a robber. He is
holding a gun in his right hand. The other people have their
hands up. One of the women is sitting at a desk and the robber
is standing in front of it. Theres a computer, but it hasnt got
a at screen monitor, so it must be
Peny opis osoby
really old. Next to the computer,
theres a printer. It looks old too.
Peny opis czynnoci
Theres a bag lled with money
Peny opis miejsca
on the desk.
2b Dopowiedz informacje, ktrych brakuje w powyszym opisie.

T62
28

Wypowied 2

Wypowied 3

TIP Oprcz opisania zdjcia musisz odpowiedzie na trzy pytania

egzaminujcego. Pierwsze bezporednio na temat zdjcia, drugie
generalizujce temat zdjcia, a trzecie odwoujce si do twoich
dowiadcze w temacie.

TIP Opisujc ilustracj, skoncentruj si tylko nanajwaniejszych

elementach. Szkoda czasu na nieistotne szczegy, bo na ca wypowied,
nie liczc przygotowania, masz tylko cztery minuty.

znak  przy zrealizowanych elementach. Podkrel

y opisu.
p
zbdne
elementy

1.16 Posuchaj trzech wypowiedzi na poniszy

temat. Zaznacz najlepsz, twoim zdaniem, wypowied
znakiem . Wyjanij, dlaczego odrzucasz pozostae.

Describe a crime or detective story that you have read recently.

1b Dopowiedz informacje, ktrych brakuje w powyszym opisie.

2a Przeczytaj opis poniszego zdjcia. Wstaw w kratki

A torch _______________
A mask _______________

1.17 Pracujcie w parach. Opiszcie swoje zdjcia,

a nastpnie zadawajcie sobie na zmian podane pytania
i odpowiadajcie na nie. Posuchajcie modelowych
odpowiedzi.
TIP Odpowiadajc na pytanie o twoje dowiadczenia, nie musisz mwi
prawdy! Jeli prawdziwa odpowied byaby zdawkowa albo wymagaa
skomplikowanego sownictwa, uyj wyobrani i opisz wymylone
dowiadczenie.
Ucze
Ucze
Uc
ze
ze
A

Pytania do ucznia B:
1. What do you
think will happen
to the arrested man?
2. Would you like
to work as a police
ofcer? Why (not)?
3. Tell me about the last
crime committed
by teenagers you
heard about.

Ucze
Uc
cze
ze
e B

Pytania do ucznia A:
1. Why is the man
smashing the car?
2. What is the most
serious crime in your
opinion? Why?
3. Describe the last
crime you heard or
read about.

Unit 2

Gateway_2_PL.indb
28
Gateway 2 TB.indb 62

12-04-03
12-05-30 19:04
13:50

Gateway to matura Unit 2

Warmer
Bring a picture related to the topic of crime. Show it to the class
for ve seconds. In pairs, students describe the picture to each
other. Get feedback on what they saw.
1a Students analyse the TIP, look at the picture, read the
description and decide which points have been included.
1b Students read the task, analyse the TIP and do the task
individually in writing.
Suggested answer
The man is in his early 20s. He is wearing jeans and a navy blue
hooded top. He looks suspicious. I think he is waiting for the
street to become empty, so that he can break into a car.

1.17 Students read the task and analyse the TIP. Students
get into pairs and take turns at describing their pictures and
asking 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 with
a good example to copy,
after they have nished doing the task, to check and
discuss whether they have done it correctly,
after they have done the task with one partner and before
they continue doing it in new pairs.

Audioscript and Model answer

STUDENT A:
The photo shows a middle-aged man with short black hair. He is
wearing dark elegant trousers and a grey coat. He has black gloves on
his hands. I think the man is very angry because hes standing next
to 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 dont want
to use it anymore. In the background, I can see some other old cars
which 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 doesnt like it
anymore. It is also possible that the car didnt want to start and the
man got furious. I dont think that the man wants to steal the car. He
doesnt 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 because
even if a murderer is sent to prison for many years, it wont bring
the murderers victim back to life. The family of the person who was
murdered suers great loss and cant overcome the feeling of sadness
after the death of a close person.
Describe the last crime you heard or read about.
In yesterdays news, I heard about a group of 12-year-old vandals.
They were all drunk, destroyed three bus shelters and smashed shop
windows in two department stores. Such crimes are certainly not as
serious as murder, but I think those teenagers should be punished for
what they have done and their parents should pay for the damage
that they have caused.
STUDENT B:
The photo shows three people: two police ocers and a criminal.
The police ocers are wearing black police uniforms and the arrested
man is in jeans and a striped T-shirt. The policeman who is standing
on the right is holding a gun and looking at his friend who is arresting
the man. The criminal is lying on the ground face down. In the
background, there is a black car. I think that it has been stolen by the
criminal. 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 ocers will take the man to the police station
and will ask him questions about the car. If he is guilty, he will be sent
to prison.
Would you like to work as a police ocer? Why? Why not?
I wouldnt like to work as a police ocer because the job is too
dangerous. You can get hurt or even killed because some of the
criminals can be really aggressive. Whats more, you have to carry
a gun, often use violence and work under stress and I dont like that.
People who want to be police ocers should be responsible and
make their decisions quickly. I dont think Im that kind of person.
Tell me about the last crime committed by teenagers you heard
about.
Ive heard about two teenage shoplifters recently. They skipped
classes and went to supermarkets to steal dierent products. They
always wore hoodies which covered their faces because they didnt
want to be identied by the security cameras. They usually stole
inexpensive things such as crisps or Coke. But the day they were
caught by the police, they were trying to steal something more
expensive an audio book. They admitted that they had been
shoplifting since the beginning of the school year.

FR
EE

2a Students look at the picture, read the description and

decide which points have been included. They then read the
description again, underlining all the irrelevant information.

SA
M
PL

Lesson 8

2b Individually, students complete the description for 2a with the

missing information.
3a Students read the task and analyse the TIP. Elicit the words,
their synonyms and denitions from around the class.
*Students might want to know the English word for wytrych
a skeleton key.
3b Individually, students write synonyms or denitions for the
words and then compare them with those of their partner.

Key
a metal bar a long narrow piece of metal
a burglar someone who enters a building illegally to steal
a torch a small electric light operated by batteries that you
hold in your hand (a ashlight in American English)
a mask something that you wear to cover part or all of your
face to hide who you are

SA
M
PL

3c Individually, students write a description of the picture in 3a.

Monitor and help out where necessary. Ask volunteers to read
out their descriptions to the rest of the class. If you intend to
mark the descriptions at home, tell students to write their
pieces on separate sheets of paper.
1.16 Students read the task and analyse the TIP. Play the
CD for students to listen to and choose the best answer 13.

FR
EE

Audioscript
ONE I dont remember the last time I read a detective story. It was
certainly a long time ago. Besides, I dont like crime stories much. But
I watched a movie about an anti-terrorist group recently. It was cool.
TWO Two days ago, I nished reading a detective story. The title
of the book is The Adventures of Detective Brown and it tells the
story of the murder of a young woman whose name is Julia.
Her sister comes to detective Brown and asks him for help
with nding the murderer of her sister. I found the story really
interesting and the ending very surprising. I enjoyed solving the
mystery together with the detective and I am denitely going to
read more detective stories in my free time.
THREE Ive read a very interesting crime story recently.
Unfortunately, I dont remember either the title or the author. The
story was about a burglar who was breaking into houses while
the house (er ) waciciele I dont know were at home.
But they couldnt identify him, because he was wearing a (er )
kominiarka, I dont know how to say it in English. And he was
carrying a (er ) paralizator

19:04

Gateway 2 TB.indb 63

Homework
Refer students to the Workbook, page 17.

T28
12-05-30 13:50

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

Test yourself activities

Language games

FR
EE

SA
M
PL

FR
EE

Teachers notes

SA
M
PL

You can nd the Unit 2 tests on the Gateway Tests CD.

T29

Gateway 2 TB.indb 64

12-05-30 13:50

= sowo bardzo czsto uywane

= czsto uywane

3DVWZRLVSRHF]HVWZRSU]HVWSF]R

ONIU
PJ
PJU
PJ
PUGU
PUGUU
SDUVL
SDUW

prison (n)
rob (v)
robber (n)
robbery (n)
scene of the crime (phr)
shoplifter (n)
shoplifting (n)
steal (v)
suspicious (adj)
theft (n)
thief (n)
vandal (n)
violence (n)
work out (v)

SU]Q
UE
UEU
UEUL
VLQY NUDP
SOIWU
SOIW
VWLO
VVSV
HIW
LI
YQGO
YDOQV
ZUNDW

,QQH

FR
EE

afterwards (adv)
ahead (adv)
basic (adj)
behind (adv)
block (v)
box (n)
bunker (n)
by post (phr)
camera (n)
corner (n)
crash (v)
detail (n)
disappear (v)
escape (v)
everywhere (adv)

Gateway 2 TB.indb 65

IWUZUG]
KHG
EHVN
EKDQG
EON
ENV
ENU
EDSVW
NPU
NUQU
NU
GLWHO
GVSU
VNHS
HYULZHU

= dosy czsto uywane

expect (v)
fight (n & v)
gadget (n)
get ready (v)
handbag (n)
happen (v)
headlights (n)
jump out (v)
logic (n)
magician (n)
mission (n)
neck (n)
note (n)
outside (adv & n)
pair (n)
parcel (n)
petrol station (n)
pocket (n)
property (n)
quickly (adv)
regular (adj)
reply (v)
revise (v)
show (v)
side road (n)
software (n)

NVSHNW
IDW
GW
JHWUHGL
/KQGE/
KSQ
KHGODWV
GPSDW
OGN
PGQ
PQ
QHN
QW
DWVDG
SHU
SUVO
SHWUOVWHQ
SNW
SUSUWL
NZNOL
UHJMOU
USOD
UYD]

VDGUG
VIWZHU

soldier (n)
solve (v)
speed (v)
successful (adj)
suddenly (adv)
sunglasses (n)

VOGU
VOY
VSLG
VNVHVIO
VGQOL
VQJOV]

surprise (n)
thick (adj)
try (v)
turn off (v)
turn up (v)
unexpectedly (adv)
urgent (adj)
worried (adj)

VUSUD]
N
WUD
WUQI
WUQS
QNVSHNWGOL
UGQW
ZULG

army (n)
by accident (phr)
cheque (n)
crossroads (n)
driving mirror (n)
franc (n)
handle (n)
headquarters (n)
navy (n & adj)

UPL
ED NVGQW
WHN
NUVUG]
GUDYPUU
IUN
KQGO
KHGNZUWU]
QHYL

police force (n)

popular (adj)
rope (n)
sack (n)
uniform (n)
walking stick (n)

SOLVIUV
SSMOU
US
VN
MXQIUP
ZNVWN

FR
EE

look for (v)

mug (v)
mugger (n)
mugging (n)
murder (n)
murderer (n)
piracy (n)
pirate (n & v)

aresztowa
wamywacz
wamanie
wamywa si
sprawa
apa, chwyta
trafi na, natkn si
popenia
niszczy, uszkodzi
niszczy
odkry, dowiedzie si
gang
stranik
strzec, pilnowa
pistolet
identyfikacja
uprowadza, porywa
zabi
bada, prowadzi
dochodzenie
szuka
napada (na ulicy)
rabu, zodziej
napad, rozbj
zabjstwo, morderstwo
morderca
piractwo
osoba naruszajca
prawa autorskie,
kopiowa nielegalnie
wizienie
okrada
rabu, zodziej
rabunek, kradzie
miejsce zbrodni
zodziej sklepowy
kradzie w sklepie
kra
podejrzliwy
kradzie
zodziej
wandal
przemoc
rozwiza (problem)

UHVW
EUJOU
EUJOUL
EUJO
NHV
NW
NPNUV
NPW
/GPG/
GVWU
IQGDW
//
JUG
JUG
JQ
DGHQWINHQ
NGQS
NO
ONQW

SA
M
PL

arrest (v)
burglar (n)
burglary (n)
burgle (v)
(criminal) case (n)
catch (v)
come across (v)
commit (v)
damage (v)
destroy (v)
find out (v)
gang (n)
guard (n)
guard (v)
gun (n)
identification (n)
kidnap (v)
kill (v)
look into (v)

potem
z przodu
podstawowy
z tyu
zablokowa
pudeko, skrzynia
bunkier
poczt
aparat fotograficzny
rg
rozbija (si)
szczeg
znika
ucieka
wszdzie

Unit 2

(phr) = phrase wyraenie

(prep) = preposition przyimek
(pron) = pronoun zaimek
(v) = verb czasownik

SA
M
PL

Wordlist

(adj) = adjective przymiotnik

(adv) = adverb przyswek
(conj) = conjunction spjnik
(det) = determiner okrelnik (np.: a, an, the, that itp.)
(n) = noun rzeczownik

spodziewa si
walka, walczy
gadet
przygotowa si
torebka damska
zdarza si, dzia si
reflektory
wyskakiwa
logika
iluzjonista
misja
szyja
notatka, pismo
na zewntrz
para
paczka
stacja benzynowa
kiesze
wasno
szybko
stay, normalny
odpowiada
powtarza (lekcje)
pokazywa
boczna droga
oprogramowanie
komputerowe
onierz
rozwizywa
pdzi
udany
nagle
okulary
przeciwsoneczne
zaskoczenie
gruby
prbowa
wycza
zjawia si
niespodziewanie
pilny
zmartwiony,
zaniepokojony

armia
niechccy, przypadkiem
czek
skrzyowanie drg
lusterko wsteczne
frank (szwajcarski)
uchwyt
centrala, siedziba
marynarka wojenna,
granatowy
policja
popularny, lubiany
lina
worek
mundur
laska

Unit 2

T65
29
12-05-30 13:50

Gateway to piciopoziomowy kurs dla

uczniw szk ponadgimnazjalnych.
Gateway Teachers Book to doskonae
uzupenienie kursu Gateway, ktre
uatwi i uatrakcyjni nauczycielowi prac
zuczniami.

SA
M
PL

Gateway online

2
Students Book

Workbook

David Spencer

David Spencer

Nr MEN 421/2/2012
Gateway_cover_2PL.indd 1

12-04-20 14:01

Students Book

Class CDs
David Spencer
This recording
iscopyright and
unauthorised
copying is illegal.
ISBN 978-83-7621-131
1-2
2
978-83-7621-131-2

Class CDs

Test CD

This rec
recording
cording
cor
iscopyright
iscopyrig
yrigh
ht and
unauthorised
unauthor
orise
ed
copying is illegal.
ille
978-83-7621-133-6
ISBN 978-8
8-83-762
621-1
133
3-6
6

Test CD
Lynda Edwards
Katarzyna
Zaremba-Jaworska

20
12

ac
m
illa
n

Pu
n
lla
bli
she
mi
ac
rs 2
M
011
First Polish Edition

ac
m
illa
n

a
lsk
Po

Pu
n
lla
bli
she
mi
ac
rs 2
M
011
First Polish Edition

a
lsk
Po

FR
EE

Audio CDs

Pu
n
lla
bli
she
mi
ac
rs 2
M
011
First Polish Edition

a
lsk
Po

Test CD-ROM

This
Th
hiss recording
recordin
ng
issc
copyrright a
nd
iscopyright
and
un
nautho
oriise
ed
unauthorised
c
opy
pyin
ng is illegal.
ille
egal
copying
IS
SBN 9
78-0--23
30-72
ISBN
978-0-230-72338-2

Teachers
Resource
Multi-ROM

ac
m
illa
n

dodatkowe wiczenia dla grup

ozrnicowanych umiejtnociach
jzykowych

CD 2
Units 7 10

ac
m
illa
n

Teachers Resource
Multi-ROM

ramki Cultural information z ciekawostkami

dotyczcymi tematw poruszanych
wpodrczniku

Class CDs
David Spencer

sekcje Teacher development

zpropozycjami dotyczcymi planowania
i przeprowadzania wicze zawartych
wpodrczniku oraz pomysami na
rozwijanie strategii egzaminacyjnych

Lynda Edwards
Katarzyna Zaremba-Jaworska

David Spencer

strony z Gateway Students Book wraz

zodpowiedziami do wicze

iscopyright and
unauthorised

al.
CD 1 copying is illegal.
21-1
131
1-2
2
Units 1ISBN
6 978-83-7621-131-2

20
12

20
12

szczegowe scenariusze lekcji

Workbook

20
12

W Gateway Teachers Book nauczyciel

znajdzie:

Pu
n
lla
bli
she
mi
ac
rs 2
M
011
First Polish Edition

a
lsk
Po

Teachers Resource Multi-ROM

SA
M
PL

opis umiejtnoci wedug CEF, ktry

pomaga nauczycielowi ledzi postpy
uczniw

Gateway Interactive Classroom

Gateway Online
www.gateway-online.net

COMMON EUROPEAN FRAMEWORK

FR
EE

A1 A2 B1 B2 C1 C2

www.macmillan.pl

Gateway 2TB cover.indd 4

12-05-30 14:13