Gateway A2 Student's Book Pask Full Answers PDF [PDF]

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- - -i--,,o.-i---1lf-y.0U-cic;m!t 1J-r.r,:i..g.ff..0lec.tr,iGal-e91:1-ipr-r-ieAkGmp-le-t-e , it still uses electricity. It's called standby power.)



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Predicting content from pictures and listening for gist



b F (I always wear a jumper around the house in winter ... think of the energy and money you save!)



CT dT eT f F (Do you know that in the UK televisions consume £190 mill ion worth of electricity waiting on standby



Students write words from the unit so far in a pyramid, with one-syllable words at the top and three-syllable words at the bottom. For example: 1 syllable bed sink chair 2 syllables cooker poster table cupboard 3 syllables microwave computer radiator DVD ironing



every year?)



7b0 25 Tell students to put the sentences in exercise 7a in the order that they appear in the video . Play the track again for students to watch or listen and check .



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Answers



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In pairs, students describe what they can see in the pictures. Ask students to share their thoughts with the class.



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SPEAKING In pairs, students discuss how often they and their fomilies do the things that appear in the video. Remind them to use always, sometimes, never when they answer. Elicit answers from students around the class .



LIFE TASK



Divide the class into groups of three or four and ask students to read the instructions. Students start by discussing their ideas and making a note of the best one for each room of the house. If students have access to the Internet, they can search for other ideas, either in class or at home.



Step 2 Set up a timetable and explain to the students how they are going to present their leaflets, e.g . a presentation in the next class; display the leaflets around the classroom for students to vote on, etc. Students discuss and decide how they are going to divide up the task equally.



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1a I can see two girls outside a night club. 1b I can see a girl talking on the phone. 2a I can see two boys playing computer games. 2b I can see two people watching TV. 3a I can see a boy laying the table.



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Tell students they are going to prepare a leaflet to give teenagers ideas on what they can do in the home to protect the environment. ■ Step 1



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Suggested answers



Step 3 Walk around and monitor while students organise their ideas in a logical way and think about how to illustrate their ideas. Help them with any questions about the task and language difficulties.



3b I can see a boy cooking. 4a I can see a computer with a celebrity website.



4b I can see a computer with a study-centre website.



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2 -LISTENING 26 Ask students to look again at the pictures. Tell them that they are going to hear four short telephone conversations. Play the track for students to . listen and tick the correct picture for each one. Remind students that they will hear each dialogue twice. The first time they should form a general idea what each one is about, and the second time they should focus on choosing the correct picture. See p 152 for the audioscript for this exercise.



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1 b



3



2 b



3 b



4 b



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26 Ask students to read the questions below the pictures. Play the track again for students to listen and answer the questions. Encourage stronger classes to try to answer before listening to the track again. Check their answers in open class, eliciting the relevant details.



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1 She's at home. She's taking the rubbish out. 2 She thinks that the boys are playing computer games an s e oesn't i et at. 3 He says he isn't a great cook, but he isn't bad at cooking.



4 He wants to use the computer to find some information on the Internet for his biology homework.



Assign students page 23 in their Workbook or the relevant sections of the Online Workbook.



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4a Students look at the picture and write about what the



Using the present continuous and present simple



people are doing, using the present continuous form of the verbs in the box. Point out that there are two extra verbs that they do not have to use.



>>>FASTTRACK If students are familiar with the present continuous, you could do exercises 4a and 46 as class activities by asking different students to give the answers and asking the rest of the class if they agree.



Answers 1 Dexter is drawing. 2 Mum is washing the dishes. 3 4 5 6



Test before you teach Think of an action and mime it for your students, e.g. making a cake, eating a bowl of soup, driving to school, etc. Ask students to guess what you are doing and elicit a sentence in the present continuous, e.g. You're making a cake. Ask other students to mime actions for the class to guess and check how comfortable they are with forming sentences in the present continuous. If they already have a good knowledge of the structure and use of this tense, move through the Grammar guide exercise quickly in open class. -



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Lucas and Harry are playing computer games. Dad is doing the ironing. Megan is brushing her teeth. Billy is doing his homework.



4b Students put the words in order to make questions.



Answers 1 2 3 4 5 6



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Present:' contiiiuo·us •



What is Billy doing? What is Dexter drawing? Are Lucas and Harry playing golf? Is Mum taking the rubbish out? What is Megan doing? Who is doing the ironing?



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1



Students look at sentences a-e and then choose the correct alternatives in rules 1 and 2.



5



SPEAKING Ask students to work in small groups. One student asks the questions in exercise 46 and, without looking at the picture, the other members of the group answer the questions. Draw attention to the model dialogue.



Answers 1 be 2 things that are happening now



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Answers 1 He's doing his homework. 2 He's drawing a sun.



TEACHER DEVELOPMENT: LANGUAGE Present continuous Remind students that we use the present continuous to talk about things that are happening now. It may help students to know that words/phrases such as now, at the moment, at this time and right now are often used with the present continuous.



2 Students look at the spelling rules for the -ing form of the verb. They then put the verbs in the correct place in the table and write the -ing form of each one.



Answers



3 4 5 6



No, they aren't. They're playing computer games. No, she isn't. She's washing the dishes. She's brushing her teeth. Dad is doing the ironing.



+♦ EXTRA ACTIVITY In pairs, students discuss what they think people in their family are doing at the moment, e.g. I think my mum's working. I think my brother's playing



basketball.



Most verbs: add -ing do - doing; eat - eating; study - studying; tidy - tidying; wash - washing



Verbs ending in consonant + e: take away e and add -ing dance - dancin ; have - havin ; take - ta kin



6 Students look at sentences a-d and then answer the questions.



Verbs ending in one vowel + one consonant: double the consonant and add -ing chat - chatting; put - putting; sit - sitting



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3a ,PRONUNCIATION 27 Play the track for students to listen to the pronunciation of the -ing form of the verbs in the table and decide if the stress is on the first or second syllable . See p152 for the audioscript for this exercise.



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Answer



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1 present simple: a and d; present continuous: b and c



2 routine actions: a and d; actions that are happening now: band c



7 Ask students to read quickly through the text to get the gist of it before they start to complete the gaps. Students check answers in pairs by reading the dialogue aloud.



The stress is on the first syllable ~ing).



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