Gateway david spencer b1 гдз

Dad: Let me call him to find out what (h)        (happen) … Mike? What (i)        you        (do)? Mike: Oh, hi, Dad. Well, you know I usually (j)        (play) football on Fridays. But because this Friday is Pete’s birthday we decided to come to the park. Dad: Why (l)        you        (not wear) a helmet? Mike: How (m)        you        (know) that? Dad! (n)       you        (spy) on me again?!Noun suffixes -ment, -ion, -ence 1 Look at these words from the text on page 7. equipment    independence    protection The parts of the word in bold are suffixes. When you finish, think of similar questions to ask. SpeakingWhat do you do on Fridays?3 Complete the sentences with nouns from 2. 1         is the period betweenchildhood and being an adult. 2 He and his brother are very similar.


Gateway B1 Workbook Answers P77

Paragraph 5 Everyday activities make/don’t make a big difference to your carbon footprint. Paragraph 6 Scientists are/are not sure what will happen in the next fifty years. Paragraph 7 Scientists predict that the changes will/won’t be the same in different places. Paragraph Rozumienie tekstów pisanych Dobieranie unit6 80-95.indd 814 You are a teenager. Perhaps you think that you are not responsible for your own carbon footprint because your parents and your school are responsible. But you can help your family and others to change their habits. And you can watch less TV and turn off the light when you leave a room. Each small action will make your carbon footprint smaller. And that will help to slow down global warming and its dangerous consequences.3 Match the underlined words in the text with their definitions.1 A carbon footprint works out the difference that each human being/type of transport makes to the environment. Paragraph 3 Rail travel/Flying is relatively good for the environment.

What is the meaning of get in each sentence? darklatereadyredthinworse1 I can see that you’re hot. Your face is getting . 2 My brother needs to eat more. He’s getting very . 3 Come on! You need to get for the meeting. 4 Scientists are very worried because they say the situation is getting . 5 Come on! It’s getting . Time for bed. 6 I’ll switch the light on. It’s got very in here. 3 What usually happens in these situations? Write a story where you use get as many times as possible. 4b Speaking Tell your story to the class. Yesterday I got up at 7:00 am and I got ready for school.Unit 6 unit6 80-95.indd 8383 02.10.2013 13:33Listening 1 Grammar in contextSpeaking Work in pairs. What can you see in each one? Is the situation good for the environment or not? Why?aGrammar guideZero conditional 1a Read the sentences in the zero conditional. Listen again if necessary. 5 What about you?

Wykonajcie zadanie egzaminacyjne, odgrywając na zmianę role egzaminującego i zdającego. Bierzesz udział w ankiecie na temat tego, jak najskuteczniej informować dzieci o znaczeniu przyrody oraz konieczności jej ochrony. Wyraź swoje zdanie na temat trzech poniższych propozycji. y Wybierz zdjęcie przedstawiające ten sposób nauczania, który uważasz za najskuteczniejszy, i uzasadnij swój wybór. y Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.1Zadanie 2. (3 minuty) Pracujcie w parach. Opiszcie swoje zdjęcia, a następnie zadawajcie sobie na zmianę pytania i odpowiadajcie na nie.2Uczeń A 1. How do you think the man is feeling about the animals affected by the environmental pollution?