1

? ??
Study plans
vocabulary/ Studying at university developing An informal email replying to a request for
developing Life at university writing p15 information
vocabulary Language Grammar: present tenses, past tenses,
p6, 9 do and make
reference present perfect simple and continuous,
reading p7 Reading for global and specific information and revision gerunds and infinitives
Studying in your home town or another city p16–17 Vocabulary: studying at university, life at
Grammar in Present and past simple and continuous university, do and make
context p8–9, Present perfect simple and continuous Study skills Vocabulary: Using a dictionary
12–13 p145
Gerunds and infinitives 1 Speaking: Accuracy and fluency
cLIcK onto International cultural knowledge Exam success Reading: Matching activities
… Gap years Gap years p149 Writing: Transactional tasks
p10–11
mATErIALS DVD (optional): Into the Wild
Listening p12 Listening for general and specific information
Resource materials teacher’s notes: p168
Revision strategies
Resource materials: p178–180
developing Giving personal information – preferences Test 1A and B – Gateway Tests CD
speaking p14

Vocabulary p6 Extra activity

Ask students to underline the stressed syllables in the words
Studying at university in exercise 2 (see Key above) and mark in the schwa /ə/ sounds
– the most frequent sound in the English language. Drill the
Warmer pronunciation of the words.
In pairs, students discuss the meaning of the unit title Study plans 3 Students read the text and note if the words in bold are nouns
and what they think the unit is going to be about. Elicit ideas or verbs. They also try to deduce their meaning.
from around the class and discuss how planning ahead can help
students prepare for their exams. 4 Students use their dictionaries to check their ideas in 3.

Suggested answer Key

A study plan defi nes a path that leads to a qualifi cation or exam. undergraduate (noun) /ˌʌndə(r)ˈɡrædʒʊət/ – a student who is
If students spread out study times and break up the information studying for a fi rst degree at a college or university. A student
they need to revise into weekly or monthly blocks, they will who already has a fi rst degree is a graduate.
develop a regular study routine, and absorb and retain the degree (noun) /dɪˈɡriː/ – a course of study at a university, or the
necessary material more eff ectively. qualifi cation that you get after completing the course
continuous assessment (noun) /kənˈtɪnjʊəs əˈsesmənt/ – a way of
1 In pairs, students make a list of all the school or university judging a student by looking at the work that they do during the
subjects they can think of. Encourage students to race against year instead of or in addition to looking at their examination results
each other by setting a two-minute time limit. Find out which grade (noun) /ɡreɪd/ – a letter or number that shows the quality
pair has the longest list and ask one of the students to write of a student’s work
their answers on the board. mark (noun) /mɑː(r)k/ – a school score
revise (verb) /rɪˈvaɪz/ – to read and learn information that you
Suggested answers have studied in order to prepare for an examination
history, geography, science (chemistry, physics, biology), fail (verb) /feɪl/ – to be unsuccessful in achieving a satisfactory
languages (English, German, Spanish, French, etc.), maths, level or standard
information and communication technology (ICT), physical resit (verb) /ˌriːˈsɪt/ – to take an examination again after failing it
education (PE), art, music, drama, religious studies, business previously
studies, medicine, architecture, etc. cheat (verb) /tʃiːt/ – to behave dishonestly, or to not obey rules,
2 Students match the words with the definitions 1–8. for example in order to win a game or do well in an examination
pass (verb) /pɑːs/ – to be successful in an examination or test by
Key achieving a satisfactory standard
1 assignment /əˈsaɪnmənt/ 5 research /rɪˈsɜː(r)tʃ/ graduate (verb) /ˈɡrædʒueɪt/ – to complete your studies at a
2 tutorial /tjuːˈtɔːriəl/ 6 tutor /ˈtjuːtə(r)/ university or college, usually by getting a degree
3 lecture /ˈlektʃə(r)/ 7 course /kɔːs/
4 term /tзːm/ 8 notes /nəʊts/ Study skills
Students read about looking up words in a dictionary and discuss
how their dictionary gives information about types of word and
how it shows the pronunciation of the word. Tell students to turn
to page 145 (Vocabulary: Using a dictionary) and compare their
answers.

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 Teacher development: Student training Life at university
How to use a dictionary 6 Students complete the sentences with words a–g.
Use this opportunity to review how to use a dictionary as a
key way to develop learner autonomy. You could ask your Key
students these questions in an open-class discussion: How is 1 a 3 e 5 d 7 g
your dictionary organised? Do you understand all the symbols, 2 f 4 c 6 b
abbreviations and note markers? Do you use the phonological
7a SPEAKING Students complete the questions with words a–g
information? What other information does your dictionary
from exercise 6.
provide? How do you keep a record of the information you
look up in a dictionary? (e.g. write example sentences in your Key
notebook, etc.) Do you use a dictionary when you do homework? 1 abroad 4 friends 6 facilities
Words defined in the dictionary are called ‘entry words’; they 2 residence 5 activities 7 independent
are listed alphabetically from a to z. Two ‘guide words’ are 3 loan
printed at the top of each page to help you find the word you 7b In pairs, students take it in turns to ask and answer the
want. The guide word on the left is the first word on that page questions from 7a.
and the one on the right is the last word on that page. ‘Root
words’ are the basic forms of words with no endings added. Teacher development: Student training
For example, play is a root word but playing and played are not.
Pairwork
Many words have more than one definition. Some dictionaries
Insist students use English when working in pairs or in groups,
– like the Macmillan Essential Dictionary – highlight common
even when they are setting up a task. Students could make
words in red and give them a star rating based on their
posters with key expressions for pair and group work and hang
importance and frequency.
them on the classroom walls, e.g. I’m A and you’re B, OK? Are
Dictionary entries contain a number of grammar codes you ready? I think ... How about you? etc.
and abbreviations to refer to parts of speech. Some of the
In the first few lessons, change students around for pairwork.
most common abbreviations are: v – verb; n – noun; abbr
Students of a similar level can be paired and grouped together
– abbreviation; adj – adjective; adv – adverb; suf – suffix; coll
or you can pair students of different proficiency levels, so that
– colloquialism.
higher-level students can help the lower-level students.
Symbols also provide important information about
While the students are doing pairwork activities, walk round
pronunciation. The entire word is spelled out phonetically and
the classroom and listen to their conversations. Monitoring
a stress mark (ˈ) shows which syllable is emphasised. Long
gives you the opportunity to make notes about pronunciation,
words have a primary stress and a secondary stress because
vocabulary and grammar points that are causing difficulty.
two of the syllables have more stress than the other syllables.
Always carry a notepad and a pen and write down errors
Primary stress marks mean that this syllable is stressed the
and examples of good language to review at the end of the
most – the sound is longer, higher or louder.
activity. Offer encouragement and praise where possible. A
useful tip is to look at one pair, but listen to a different pair
5 Listening 1.01 Play the CD for students to listen to the nearby. Correct the pair you are listening to. This will mean
vocabulary quiz and answer questions 1–8. students are more on their toes, as they won’t know when
you’re listening to them!
Audioscript
1 What is the opposite of pass?
2 Where are there more students, in a lecture or in a tutorial?
Extra activity
Students write vocabulary quiz questions, similar to those in
3 Which word is similar to grade: note or mark? exercise 5, for other new words from the lesson. Ask them to
4 Is an undergraduate a student who has a degree or a student test each other in the next class.
who doesn’t have a degree?
5 Is a tutor a person or a thing? Resource materials: See Unit 1 Communication worksheet on
6 What is another name for a piece of work you do as part of page 180.
your course?
7 How many terms are there each year at your school? Homework
Refer students to the Workbook, page 2.
8 What can you usually do if you fail an exam at university?

Key
1 fail
2 in a lecture
3 mark
4 a student who doesn’t have a degree
5 a person
6 assignment
7 Students’ own answers.
8 resit the exam

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 Reading p7 3 Students read the forum comments again and match
questions 1–10 with the four people, A–D. Remind students
that the people may be chosen more than once.
Warmer
Play Hot Seat to start the class. Divide the class into two teams. A Key
volunteer from Team A sits with their back to the board. Choose 1 B 3 D 5 D 7 B 9 A
words from the previous lesson and write them on the board one 2 A 4 C 6 C 8 D 10 C
by one. Team A defines as many words as they can in one minute
for the volunteer student to guess. Repeat with Team B. The team 4 Students find words in the text with similar meanings to the
that defines and guesses the most words wins. words in the exercise.

1a Students discuss the questions in pairs. Key

1b Students compare their ideas in small groups or in an open- 1 uni 4 issues 6 occasions
class discussion. Elicit answers from different students around 2 like 5 ages 7 chores
3 relationship
the class.
5 SPEAKING What about you?
TEAchEr dEvELoPmENT: cLASSroom TIPS In pairs or small groups, students discuss the questions. In a
Groupwork less confident class, ask students to write down their ideas
Getting students into groups should be done as quickly and as first before doing this as a speaking activity.
effectively as possible so as not to waste time. In classrooms
where furniture is not easy to move around, ask every other homework
pair to turn around and work with the pair behind them. Refer students to the Workbook, page 3.

2 Students read the comments from an Internet forum on

the right of the page and match the names with the three
Grammar in context p8–9
comments. Set a time limit of three minutes to encourage
students to skim read. Present simple, past simple, present
Recording: Unit 1 p7 Reading on www.gateway-online.net continuous and past continuous
Key Test before you teach
Top Cat 2 Storm 2 Lotus 3 Sa-Ra 1 Do this exercise to find out how much students remember about
the present/past simple and present/past continuous. If students
seem to be very familiar with the use and form of these tenses,
cultural information move quickly through the exercises in the Grammar guide,
An ‘online/Internet forum’ is a discussion group where eliciting answers from students in open class.
individuals discuss various topics. People add their comments Tell students to write three true sentences and one false sentence
by posting a block of text with their views and opinions. Others about themselves or other people using the four tenses. In pairs,
can then comment and respond. Forums differ from chatrooms students read their sentences out to each other for their partner
and instant messaging because they usually deal with one to guess which is the false sentence.
topic. Students should be aware that if they participate in
forums, their comments are usually archived in a thread (along TEAchEr dEvELoPmENT: cLASSroom TIPS
with similar discussions) and can be referred to at a later date.
Forums are usually very helpful for solving practical problems
Test before you teach
Diagnostic testing determines what students can and cannot do –
or dilemmas. Discussions similar to the one in this reading can
this helps teachers to identify a starting point and adapt the lesson
be found at: http://www.thestudentroom.co.uk
to best suit students’ needs. By assessing existing knowledge,
teachers can find out more about each student’s strengths and
Exam success weaknesses and tailor instruction to meet individual needs.
Students discuss how to approach matching activities for reading
texts. Tell them to turn to page 149 (Reading: Matching activities) 1a Students look at the verbs in the sentences and name the tenses.
and check their ideas.
Key
TEAchEr dEvELoPmENT: STudENT TrAINING 1 present continuous 4 present continuous
matching activities for reading texts 2 past simple 5 present simple
3 past continuous 6 present simple
In exercise 3, students are asked to match the questions to the
people. The first step is to read the forum comments again. 1b Students match the tenses to questions a–i.
Students then read the questions and identify key words that
help them connect the questions to the people. If students are Key
unsure, tell them to note down the people they think might a present simple f present simple
match (e.g. A, D?) and then move on to the next question. b present continuous g past continuous
When they have matched the others, they can go back to c present continuous h present simple
these and make a final decision. Remind students to guess d present continuous i present continuous
when there is no penalty for doing so. e past simple
Refer students to the Grammar reference on page 16.

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 Fast finishers Teacher development: Pronunciation
Students match the sentences in 1a with the uses described in Intonation in questions
1b. Remind students that the intonation goes down at the end of
a Wh- question (a question that begins with who, where, when,
Key what, why or how) and up at the end of a yes/no question (a
1 c 2 e 3 g 4 i 5 f 6 h question that can be answered with either yes or no).

INTONATION
2 Students choose the correct alternative in each sentence.
Yes/No Questions Wh- Questions
Key
1 understand 6 usually walks, is going
Is his name Juan? What is his name?
2 goes 7 is always taking
3 is coming 8 Do you wear
4 are getting 9 don’t agree Is she from China? Where is she from?
5 love, always go 10 sounds
Is he the teacher? Who is the teacher?
Teacher development: Language Is class at nine? Where does class start?
State and action verbs
State verbs generally fall into four groups:
Verbs of feeling – love, like, hate, want, prefer, need
Verbs of thinking – know, understand, believe, remember, mean Fast finishers
Verbs of the senses – sounds, looks, hear, see, taste, smell, feel, Students can write another question like those in 4 and
seem continue interviewing their partner. At the end of the activity,
Verbs of possession – have, own, belong ask students to read out their questions and interview other
When a verb describes a state and not an action, we do not students in open class.
use the continuous tense. Remind students that some words
can be both state verbs and action verbs, and in each case the
meaning of these verbs is different. For example: Present perfect simple and present
I have a car. ­(state verb showing possession) perfect continuous
I’m having a bath. ­(action verb which, in this case, means taking)
I think you are cool. (state verb meaning in my opinion) 6a Students match sentences 1–4 with the explanations of their
I’m thinking about buying a motorbike. (action verb meaning uses in a–d.
considering)
Key
1 b 2 a 3 d 4 c
3 Students read the pairs of sentences and explain the
difference in meaning. Ask them to discuss in pairs before you 6b Students decide which sentences use the present perfect
review the answers with the whole class. simple and which use the present perfect continuous. Elicit
how we form these tenses.
Key
Key
1a The students stood up immediately after the tutor came in
the classroom. 1 present perfect continuous
1b The students were already standing up when the tutor came 2 present perfect simple
into the classroom. 3 present perfect continuous
2a At quarter past ten, the tutorial finished completely. 4 present perfect simple
2b At quarter past ten, the tutorial was in the process of Present perfect simple: subject + has/have + past participle
finishing. Present perfect continuous: subject + has/have been + verb +
3a When we arrived, they were in the process of having lunch. -ing
3b They waited until we arrived and then they had lunch. 6c Students match the tenses to questions 1–4.
4a She was making a film, but we do not know if she completed
this activity. Key
4b She finished making the film. 1 present perfect simple 3 present perfect simple
4 Students complete the questions with the correct form of the 2 present perfect continuous 4 present perfect continuous
verbs. Refer students to the Grammar reference on page 16.
Key 7 In pairs, students say how and why we use the words in the
1 did … do 5 are … doing box. Draw attention to the example. Elicit answers from
2 were … doing 6 do … come around the class and ask students to write example sentences
3 do … do 7 were … doing on the board.
4 Do … like 8 did … go
Key
5 SPEAKING In pairs, students take turns to ask and answer the For goes with periods of time, like three hours, ten minutes, a long
questions in 4. You could do this activity in open pairs first time. It goes just before the time period.
before students continue in closed pairs.

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 Since goes with points in time, like 1990, Christmas, last week. It Teacher development: Classroom tips
goes just before the time period.
Ever means ‘sometime before now’. It is used in questions, e.g. Homework
Have you ever/Haven’t you ever …?, and in negative statements, Vary the length of homework assignments between those that
e.g. Nobody has ever travelled there before. It goes between have last 30 minutes to an hour and quick ten-minute activities. Set
and the past participle. homework in every class and make sure you write it on the
Never means ‘at no time before’ and it is used in negative board before the end of the class. (Students might miss the
statements, e.g. I’ve never been to New York before. It goes homework because they are rushing out of class.) Take some
between have and the past participle. time to go over the exercise to make sure the students know
Just means ‘not so long ago’. It comes between have and the past what is expected.
participle, e.g. They have just gone out.
Go over homework in the next class and correct it together.
Already shows an action has been completed. It comes between
Students can check their own work or that of another student.
have and the past participle: I have already heard that song.
Yet means ‘up to a specified time’ and is used only in the Keep a note of who does their homework and who doesn’t and
negative and question forms of the present perfect tense. It is note grades as part of your ongoing assessment of students’
normally placed at the end of a sentence, e.g. I haven’t been to the progress.
supermarket yet.

Developing vocabulary p9
8 Students rewrite the sentences using the correct tenses and
the words in 7, if necessary.

Key do and make

1 That artist has painted more than a hundred paintings.
2 I’ve lived here since 2005. 1 Students match the words with the verb they usually go with
3 We went to that city in 2008. (do or make).
4 I’ve been doing this assignment for two weeks but I haven’t
Key
finished yet.
5 My friend has had an accident. do – an assignment, well, an exam, the shopping, the washing,
6 I’ve been waiting here for a bus for twenty minutes. chores, a course, homework
7 She’s failed six exams. make – a decision, the dinner, a noise, friends, a cake
8 They’ve been revising for that exam for five hours.
9 Oh no! My keys and wallet! I’ve lost them.
Teacher development: Language
10 I haven’t done this exercise yet. do and make
Collocations with the verbs do and make are very often
9 Students complete the questions with the present perfect
confused by students. These verb + noun combinations just
simple or present perfect continuous.
sound ‘right’ to native English speakers, who use them all the
Example answers time. In the next exercise, students learn some general usage
1 How long have you lived here? guidelines. However, there are many exceptions and students
2 How long have you been watching TV? must regularly revise and memorise words which collocate
3 Have you ever done a bungee jump? with make and do to avoid making mistakes.
4 How many times have you eaten sushi?
5 What have you been doing all day? 2 Students complete the rules with do or make.
10 SPEAKING In pairs, students interview their partner with the Key
completed questions in 9. Round up the activity by asking
1 do 3 make 5 make
students to tell the class one interesting thing they found out 2 do 4 do 6 do
about their partner.
3 Students complete the text with the correct form of do or
make.
Extra activity
Students think of things that they have done more of or have Key
been doing for longer than their partner (i.e. things where a made f do k make
the number in their answer is bigger than their partner’s). b made g do l make
Individually, they note down questions using the present c do h are making m do
perfect simple or present perfect continuous tense. In pairs, d is doing i do n do
students take turns asking and answering questions, e.g. e is making j do
How long have you been wearing the shoes you have on now? 4a Students choose three expressions with do and three with
How many countries have you visited? How long have you been make and write questions to ask other people in the class.
studying in this class? Draw attention to the example questions.
4b Students use their questions to interview as many people as
Homework possible.
Refer students to the Workbook, page 4.
4c Students tell the class something they found out about the
other students.

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 Teacher development: Student training Presenter:  I see.
Communicative activities Monica:  But sometimes people just take a gap year because they
In monolingual classrooms, it can be difficult to get students need money to study so they spend a year working and saving
to talk in English during pair and groupwork. Point out to money. And there are other people who can’t decide what
your class that in a one-hour lesson with 25 learners, each course they want to study at university. They decide to spend
learner will speak for just 60 seconds if the teacher speaks for a year doing other things to help them to decide what course
half the lesson. However, they can increase that percentage they want to do.
substantially if they try to use English in group activities. Presenter:  What type of things can you do in your gap year?
What are some popular options?
You could put some quiet music on while students ‘mingle’
(move around) asking each other their do and make questions. Monica:  Well, travelling is always a popular choice. There are
If you have enough space, you could organise an ‘onion ring’. quite a lot of people who travel around the world in their gap
Half the class form a small circle in the middle, with their backs year, or they go and visit places that are far away, like Australia or
to the centre, and the other half stand facing one person in New Zealand. Of course, to do this people usually work at home
first to save up enough money. A cheaper option is to travel
the circle, so forming a larger outer ring. The students ask
around Europe, for example, by train.
and answer with their partner for a couple of minutes. The
students in the outer circle, then move one person to the left Presenter:  What about working?
to change partners. Monica:  Hmm. A lot of people do humanitarian work or
volunteer work. They do jobs helping other people, maybe in a
Resource materials: See Unit 1 Vocabulary worksheet on page 179. poor country, or in a place where there’s been a natural disaster.
They don’t usually get any money for it but they get a place to
Homework sleep and they get food.
Refer students to the Workbook, page 5. Presenter:  And languages?
Monica:  Yes, a lot of people use their gap year as a way to learn

Click onto … Gap years or improve a language. They either have lessons or just learn by
working and living in the country. And some people do a course

p10–11 to learn how to teach English and make some money by doing
that.
Presenter:  OK. You’ve talked about the students. What do
Warmer
universities think about gap years?
Draw a rucksack (or backpack) on the board and introduce the
idea of backpacking (going travelling around the world). Ask Monica:  In general, they see them as a positive thing. They know
students to write a list of five things they would take with them. that working and travelling usually help students to become
In pairs, students then compare and merge their lists to agree on more independent and mature. But it depends because if you
a final list of five items to take with them. They should explain take a gap year and don’t do anything – you just sit at home
watching TV – that’s obviously completely different.
why they chose their items and what they would be useful for.
Presenter:  One last question, Monica. Is a gap year always
International cultural knowledge: between school and university?
Monica:  No, now all kinds of people take gap years. Some people
Gap years have a year’s break between university and their first job, or
1 In pairs, students describe the photos showing students doing sometimes people work for a few years and then they decide
voluntary work and people walking with backpacks. They tell to stop and spend a year doing something completely different
before they go back and work again.
each other if they would like to do either of these activities
and say why or why not.
Key
2 Listening 1.02 Play the CD for students to listen to a radio
programme about gap years and answer the questions. 1 A gap year is a year when people decide to spend their time
doing other things before they start their university course.
2 They are usually students who are between school and
Audioscript university, but people who work can also take a gap year.
Presenter:  Today on Student Hour, our guest is Monica Miller. 3 People usually take a gap year between finishing school and
Monica is here to talk to us about gap years. Monica, most of our starting university or college.
listeners will know what a gap year is but, just in case, could you
explain? 3 1.02 Play the CD again for students to decide if the
statements are true (T) or false (F). Give students time to read
Monica:  Yes, of course. In the past, almost everybody went straight
the questions before you play the listening.
from school to university. But now thousands of students make
the decision to spend a year doing other things before they start Key
their university course. That’s basically what we call a gap year.
1 T 3 F 5 F 7 T
Presenter:  What reasons do people have for taking a gap year? 2 T 4 T 6 F 8 F
Monica:  Different people have different reasons. But I suppose
4 SPEAKING What about you?
that a typical reason is that they have been studying really hard
for a long time, and they feel that they need a rest from books In pairs or small groups, students discuss the questions about
and exams and assessment. They want fun, excitement, and they gap years.
want to do things they’ve never done before.

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 Example answers Project
I think a gap year sounds good because you can have a break 9a Students use the Internet to plan a perfect gap year in groups.
from studying before you go to university.
9b Students prepare a poster to advertise their gap year
I think a gap year is a bad thing because many people don’t do
– tell them to include all the details of the gap year
anything useful or interesting.
(cost, accommodation, activities, benefits) and photos or
I would like to have a gap year when I fi nish school because I
want to volunteer in Africa. illustrations. The class then votes on the best poster.

5 In pairs, students look at the titles for the texts about how five TEAchEr dEvELoPmENT: cLASSroom TIPS
different people spent their gap years and predict what the how to teach a project
people did. Elicit ideas from students around the class. Projects help promote autonomous learning and provide
6 Students read the newspaper article on page 11 and match a motivating break from routine in the classroom. here is a
the titles in 5 with texts A–E. suggested plan for this gap year project.

Recording: Unit 1 p11 Click onto … on • Planning (20 minutes at the end of class, plus homework)
www.gateway-online.net Ask students to plan what they want to include in their project
Key and the resources they will need. Walk round and discuss
the proposals with each group. It can be helpful if you have
1 E 2 B 3 C 4 A 5 D examples of past projects to show students, as they will have
a clear idea of the expected outcome. Encourage students to
Word booster
research their chosen topic and find images for homework,
Students match the words and definitions.
either at home or on the school computers.
Key • Preparation (20 minutes in the next class)
1 b 3 c 5 f
2 d 4 e 6 a Provide the students with materials they need to produce a
poster: card, scissors, glue, paper, etc. They should also take
7 Students read the texts again and match the students A–E some time to plan and practise their presentation (what they
with the statements. want to say, who will say it, etc.).
Key • Presentation (30 minutes to listen to and evaluate
1 E 5 B 8 A, B students’ presentations)
2 A, B 6 D, E 9 D Students come to the front of the class, display their poster
3 A, B, D 7 C 10 C and describe their perfect gap year. Use a simple project
4 E
evaluation sheet to comment on the different aspects of each
8 SPEAKING What about you? project:
In pairs or small groups, students discuss their opinions of the
Content 1 2 3 4 5
different students’ gap years and describe their ideal gap year.
Design 1 2 3 4 5
Example answers
Language work 1 2 3 4 5
I think the most interesting experience is Yvonne’s. She did some
really interesting work in an amazing place and learnt how to Oral presentation skills 1 2 3 4 5
dive and teach English.
I’d like to travel around South America and learn how to speak
Spanish.
dvd (optional)
Inside information Into the Wild (director: Sean Penn; 2007)
Students read about Prince William and Prince harry’s gap years. Themes: Self-discovery; Adventure; Wilderness; Backpacking;
Charity
cultural information Plot: After graduating from Emory University, top student and
After leaving Eton, Prince harry took a gap year to experience athlete Christopher McCandless abandons his possessions, gives
a range of different professions and to travel. he visited his entire $24,000 savings account to charity and hitchhikes
Australia for two months and then worked for a time with to Alaska to live in the wilderness. Along the way, Christopher
charities and organisations in Lesotho in Southern Africa. encounters a series of characters that shape his life.
After that, he returned to Africa and prepared for the difficult
entry test for the Royal Military Academy, Sandhurst. he
homework
also trained to become a rugby coach for young people and
Refer students to the Workbook, page 6.
worked on a farm to learn about land management.

Listening p12
Prince William chose to have a gap year before beginning his
university course in order to travel and gain a variety of new
experiences. he prepared for survival exercises with the Welsh Warmer
Guards in Belize, worked as a volunteer with Raleigh International Write the words ‘CONTINUOUS ASSESSMENT’ on the board. In
in Chile where he taught English in local schools, and worked on small teams, students use these letters to make as many words
a dairy farm in the UK, as well as visiting countries in Africa. as they can in three minutes. The team with the most correctly
spelled words wins.
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 Example answers
Girl:  Well, last night did you have time to revise all of the seven
continue, assess, count, time, mess, aim, ten, tease, mouse, different topics that come up in the exam?
mountain, nose, steam, minute, section, team, meat, nine, tent,
Boy:  Seven? I thought there were only five! Anyway, I only studied
see, seen, contain, neat, seat, etc.
three of the topics, because I haven’t got any notes for some
Teacher development: Classroom tips of them. I don’t know if I’ve lost them or if I just didn’t write
anything down in the first place. Anyway, there are only three
Listening tasks questions in today’s exam, aren’t there?
At the end of a listening task, try to develop a class discussion Girl:  Yes but what if the questions are about the topics you
on how students can listen more effectively. Remind students haven’t studied?
that they must always read the instructions and questions
Boy:  I looked at last year’s exam and chose the topics that didn’t
before the first listening. This will help them know what they
come last year. Anyway, if I do two questions really well, I can
are listening for and predict content (from key words in the
pass.
questions or visual clues, etc.). Students need to learn how to
take good notes during the listening to help them choose the Girl:  Didn’t you hear what the teacher said? He said that in this
right answer. exam you have to answer everything.
Boy:  Did he? I don’t remember that! Oh dear, I’m going to fail,
Ask students to evaluate how well they did and if they thought aren’t I?
it was a difficult task and why. For the CEFR dossier, students
Girl:  Look, the exam’s after lunch. You can study some of the
could record the listening activities they have done in class on
other topics during the lunch break.
a self-evaluation sheet. They can write the subject and date
and evaluate their progress. Boy:  Yes, in theory, I could. But Mum brought me to school in her
car this morning because I was so tired and I left my books and
I understood the first time 1 2 3 4 5 papers in the car. She goes home for lunch but it’d take too long
I listened. to go home and come back again.
I understood when we 1 2 3 4 5 Girl:  Listen, Scott, the only good thing is that this is the first exam
had finished listening. of the term. There are lots of exams this year so you can try to
get a higher mark next time.
I understood after listening 1 2 3 4 5
with the audioscript.
Key
The boy mentions ideas 7, 5 and 10.
1 SPEAKING In pairs, students read the statements made by
He hasn’t prepared well for the exam.
students about revising for exams and decide which ones
are good ideas. Draw attention to the model dialogue. Elicit 3 Ask students to read the statements and options. Then
opinions from different students around the class. play the CD again and ask them to choose the best answer: A,
B or C.
Suggested answers
Useful ideas are 1, 2 (as long as all the students are focused on Key
revising), 3, 4, 6, 8 (breaks should be short and involve drinking 1 B 2 A 3 B 4 C 5 A 6 C
water and taking some exercise), 9
4 SPEAKING What about you?
2 Listening 1.03 Play the CD for students to listen to two In pairs or small groups, students take it in turns to ask and
teenagers talking about revision and decide which three ideas answer the questions about preparing for exams.
in 1 the boy mentions. Ask students if the boy has prepared
well for the exam. Extra activity
Students develop a list of top five revision tips. Elicit ideas from
Audioscript students around the class and agree on a list that students can
Girl:  Hi, Scott. Are you OK? You don’t look very well. copy into their notebooks and add new ideas to during the unit.
Boy:  I’m not brilliant, no. I was up late last night studying for the
history exam we’ve got this afternoon. I probably drank five cups
of coffee and didn’t go to sleep until half three.
Girl:  I can’t do that. It just makes me too tired to think on the day
Grammar in context p12–13
of the exam.
Boy:  The problem is that I only started studying for the exam yesterday.
Gerunds and infinitives 1
Girl:  Why? We’ve known about it for a month! Test before you teach
Boy:  I know but I hate revising. I prefer to leave revision to the last Ask students to think of an example sentence for each rule in
minute. exercise 1. If they seem familiar with the use of gerunds and
Girl:  Really? I remember more if I study for short periods every infinitives, go through the Grammar guide exercises quickly with
day. the whole class.
Boy:  The problem is that I never have time to study. I’ve got 1 Students match statements 1–10 from Listening 1 with the
basketball practice three times a week so I don’t have time to rules. Remind students that they can use one rule twice.
study at all on Mondays, Wednesdays and Fridays. And I always
have a match on Saturday. And then I need to go out at the
weekend too, you know, to relax.

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 Key line 11: managed to pass
a 1 c 4 e 7, 10 g 2 i 8 line 13: not to cheat
b 6 d 5 f 3 h 9 5 Students complete the sentences with a true statement about
Refer students to the Grammar reference on page 16. themselves, using a verb in the gerund or infinitive form. You
could elicit an example for each sentence in an open class
2a Students read the text and choose the correct alternative. before students do this individually.
Key Key
a to think i revising Students’ own answers, using the following forms:
b to revise j discussing 1 gerund 4 infinitive 7 gerund
c revising k to check 2 gerund 5 gerund 8 infinitive
d sitting l to ask 3 gerund 6 gerund
e to take m to keep
f reading and reading n to sleep and take 6 SPEAKING In groups, students compare their sentences in 5 to
g doing o cycling see if any of their sentences are the same. Ask some students
h To see to share their sentences with the class.
2b Students discuss what they think about the ideas in the text. 7a SPEAKING In pairs, students complete the questions with a
Draw attention to the example sentences. In a less confident verb in the gerund or the infinitive form.
class, give students time to note down their ideas before they
discuss them in pairs or small groups. Example answers
1 listening to music 5 leaving home
3a Students complete the sentences with the gerund or the 2 falling 6 to do an extreme sport
infinitive form of the verbs given. 3 moving to another country 7 to live in space
Key 4 to revise for exams 8 dancing
1 to finish 4 creating 7 answering 7b Students use their questions to interview other students and
2 Starting 5 leaving, to check 8 to complete make notes of any interesting or funny answers.
3 taking 6 writing 9 to answer
7c Students tell the class some of the things they have
3b In pairs, students think of more good advice for taking exams. discovered.

Teacher development: Student training

Extra activity
Tips for revising Students write answers to their own questions from 7a.
Students should now have a variety of strategies they can
use to revise for exams. It is very useful to share and discuss
Resource materials: See Unit 1 Grammar worksheet on page 178.
strategies together in class. Further useful revision tips include:
• Practise writing against the clock using past exam papers. Homework
Refer students to the Workbook, page 7.
• Test your knowledge at the end of a study session – you
must be able to produce something without notes.
• Make good quality notes and refine them further onto Developing speaking p14
small pieces of card (condense them into lists, diagrams
and mindmaps, and use colour-coding). Visual memory Giving personal information –
is strongest in 3D, so spend some time constructing your
own mental images of concepts.
preferences
• Have a checklist of 10–15 key points for every topic and Warmer
define key trigger words. Number your points (try to Students think of typical questions connected with personal
remember how many points there are to jog your memory). information that are usually in the first part of an oral exam, e.g.
What’s your first name? What’s your surname? How do you spell
• Prioritise subjects you find most difficult or want to do that? How old are you? Where are you from? What’s your favourite
best in. Identify and improve your performance in non- school subject? etc.
preferred exam tasks.
• Take notes from your revision material three times. Teacher development: Student training
Giving personal information
Giving personal information is often the first part of an oral
4 Students find eight mistakes with gerunds and infinitives in exam. This part of the test gives candidates the opportunity
the text. to show their ability to give basic personal information about
Key themselves, e.g. their name, age, family life, school life, daily
routines, free-time activities, etc. If the student is in a pair in
line 3: admitted to cheating
a speaking exam, the interlocutor usually asks each student
line 4: to pass
line 5: by studying different questions about these topics and students should be
line 6/7: suggested studying prepared to give personal information on a variety of topics.
line 7: agreed to meet
line 10: appeared to find

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 1 Students read questions 1–6 and match them with one of the Suggested answers
categories A–D. All the students answer the questions well except Student C who
does not give reasons or personal details to support his answer.
Key
1 A 3 C 5 B 4 SPEAKING In pairs, students take it in turns to ask and answer
2 C/D 4 B 6 C the questions in 1. Remind students to give reasons and
personal details. In a less confident class, give students time to
2 Listening 1.04 Play the CD for students to listen to six make notes before they do this as a speaking exercise.
students answering the questions in 1. Tell them to match
each student to one of the questions. 5 Students look at the different ways of expressing preferences
in the Speaking Bank and then do exercise 6.
Audioscript Teacher development: Language
Student A:  I need to think about this question at the moment
because this is my last year at school. I really like studying Expressing preferences
languages. I study English and French at school and I also study We often use words like prefer, would prefer, would rather to
German outside school. I think I’d like to study languages at talk or ask about preferences. We tend to use prefer to talk
university. My parents would rather I studied music because I generally about likes, dislikes and what we want.
play the piano really well. But I’d prefer to be a translator or an The expressions would prefer and would rather are used when
interpreter than a musician. we want to be a little more specific, e.g. I would prefer to be a
Student B:  I enjoy going out with my friends at the weekend. translator (not a musician).
We don’t have much time to go out during the week but on Draw students’ attention to the differences in form:
Saturday or Sunday we try to meet up in the city centre. We go
to the cinema if there’s a good film on. If not, we eat out, you I prefer living in a city. (followed by the gerund)
know, just have a hamburger or a pizza or something and talk. I would prefer not to study music. (followed by the infinitive
with to)
Student C:  Yes, I do. Parties are good. I like them ... Yes, I like
Would you rather stay at a hotel? (followed by the base form of
parties.
the verb without to)
Student D:  It depends. I like doing projects and things like that
with other people. But when I have exams, I prefer revising alone Would rather is very common in spoken English and is usually
because I find it easier to concentrate when I’m on my own. abbreviated to ´d rather. Would rather is also followed by a past
You have a good time when you work with other people but tense when we want to involve other people in the action,
sometimes you don’t do much work. even though it has a present or future meaning, e.g. They’d
Student E:  I prefer doing mental work. That’s because I’m not very rather I studied music.
strong, and I don’t really like sport. My parents would prefer
me to do more exercise because they say I’m always reading or 6 Students complete the sentences with the correct form of the
playing computer games. The thing is I don’t mind spending verbs given.
hours reading at the weekend. But when my mum makes me do
chores I get bored really quickly. Key
Student F:  Hmm. It’s quite a small place and so I like being able to 1 playing, doing 4 didn’t use 6 writing
walk everywhere. For example, I can walk to school; I don’t need 2 go, walk 5 to do 7 sent
to catch a bus or anything. But it can be a bit boring too because 3 not to stay
there aren’t many places to go. At least I live quite close to a big
city so I can go there quite easily, at the weekend for example. Practice makes perfect
But personally I think I’d rather not live in a small town, I’d rather
live in a city. 7a SPEAKING In pairs, students ask and answer the questions.
Remind them to give reasons and personal details and to use
examples from the Speaking Bank.
Key
For students who are less confident, photocopy the model
Student A – question 2 Student D – question 3
Student B – question 4 Student E – question 6 dialogue below, and either read it aloud yourself, or alternate the
Student C – question 5 Student F – question 1 roles with you and a strong student. Then instruct students to
read aloud in pairs, alternating between roles A and B. Then ask
3 Students listen again and make a note of the answers, them to read it again, changing the underlined information so
reasons and personal details each person gives. Elicit from that it is true for themselves.
students if they think the people answer the questions well
and ask them to say why or why not.

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 Model dialogue Teacher development: Student training
CEFR portfolio: speaking
The CEFR portfolio consists of three parts:
A: Which subjects do you prefer studying?
1 The Language Passport with information about a student’s
B: I prefer studying literature and languages. I spend
proficiency in one or more languages, i.e. qualifications.
hours reading books and I love finding out about
different cultures and speaking other languages. 2 The Language Biography where students reflect on their
learning progress and say what they can do in their foreign
A: Would you rather study at home or in a library?
language(s).
B: I would rather study at home because I have a desk
3 The Dossier, a collection of materials and data put
in my bedroom and it is quiet and I can concentrate
together by students to document and illustrate their
better when I am on my own. When I go to the library,
learning experiences.
I usually meet my friends and we don’t do as much
work. Within each unit there are several opportunities for students
to practise speaking and record their conversations for
A: Would you like to have a gap year between school and
the dossier in their CEFR portfolio. They could record their
university/work, or would you prefer to start straight
conversations, date them and include them in their portfolio.
away?
Ask students to assess their performance in each speaking
B: I’d prefer to have a gap year because I think it’s a good
activity and give themselves a mark from 1 to 5 according to
idea to see the world and get some work experience
the following self-assessment criteria:
before starting university.
Content: Did I say what I wanted to say? Was I interesting? Did I
B: Would you prefer to study in your country or abroad?
speak in English for a long turn? Did I hesitate a lot?
A: I’d prefer to study abroad because I can learn another
Vocabulary and grammar: Did I use different words?
language better and enjoy living in another culture.
Did I use words I’ve learned recently? Were my sentences well
B: Do you prefer studying with books or using a constructed? Did I make a lot of errors?
computer?
Cooperation: Did I listen to my partner? Did we help each other
A: I prefer using a computer because it’s more fun and if we had problems? Did we both speak for approximately the
you can store and change the information you find. same length of time?
B: Would you rather have a school uniform or wear what In English! When I didn’t know how to say something, did I use
you like? English to solve my problem? Did we use English to talk about
A: I’d rather wear what I like. I prefer wearing my own whose turn it was to speak?, etc.
clothes and being individual to wearing the same
clothes as other people.
Homework
Refer students to the Workbook, page 8.
7b Students change partners and repeat the exercise.

Study skills Developing writing p15

Students read the information about the balance between
accuracy and fluency. Discuss the importance of both for An informal email replying to a
speaking and tell students to turn to page 145 (Speaking: Accuracy
and fluency) to compare their ideas.
request for information
Warmer
Teacher development: Student training Write these three statements on the board and ask students to
Accuracy vs. fluency discuss if they are true or false:
Often too much emphasis is placed upon accuracy with no 1 We start an informal email with the words ‘Dear Sir or Madam’.
progression towards fluency. Many learners can score high (false)
marks in exams, yet are unable to communicate well. At the 2 We end an informal email with words like ‘I look forward to hearing
beginning of a new school year or when you are dealing with a from you soon’. (false)
group that doesn’t know each other well, the emphasis should 3 When we finish an informal email, we usually only write our first
be on creating a safe atmosphere so that you can slowly start name. (true)
focusing on fluency. 1 Students read the email from an English boy called Paul to a
friend who lives in another country. They underline the four
main pieces of information Paul wants from his friend.

Key
What have you been doing recently?
When is the best time of the year to visit your country?
What do you think is a good way for me to learn your language?
Tell me what type of things you would like to do in England.

This page is taken from Gateway B2 Teacher’s Book. It is photocopiable and may be used within the class.
© Macmillan Publishers Limited 2012 33

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 2 Students make notes about the things in the letter that are Model text
typical of informal emails.

Key Hi Paul!
exclamation marks informal words Thanks for your email. Sorry I haven’t written for a long
‘Hi!’ as a greeting simple sentences time but we’ve had lots of exams recently at school. I
contractions (I’ve, it’d, etc.) ‘Best wishes’ at the end hope I’ve passed everything! How are you? What have
3 Students look at the expressions in the Writing Bank and you been doing recently?
decide what we use each group of expressions for. Elicit more The best time of the year to visit my country is in spring.
expressions to add to each group. It’s warm but it’s not too hot in April and May and all
the flowers and trees are in bloom. It’s really pretty and
Suggested answers the mosquitoes haven’t started to bite yet! If you want
• Greetings (Hello …, Hey …) to start learning Spanish while you’re here, the best idea
• Opening remarks (Great to hear from you. Thanks for telling me is to do a language course in the morning. I can find a
all your news. I just wanted to get in touch about …) good school that is close to my home if you want. In the
• Asking about a person’s health and current activities (What afternoon, we can speak in Spanish and I can take you to
have you been up to? What have you been doing recently/lately? see some exciting places in Madrid.
How have you been? ) I’d really like to come back with you and visit your family
• Changing topic (On another note, …, That reminds me – …,) in England. I’ve always wanted to visit London, so we
• Signing off (I’ll be in touch soon. See you! ) could spend a day there. I know you like science so maybe
4 In pairs, students imagine they have received Paul’s email and we could visit the Science Museum. I would also like
make notes about the information he wants. to do some shopping because I love British fashion and
music!
5 Students make a paragraph plan and decide what information Anyway, I’ve got to go and revise for my last exam!
they are going to include in each paragraph.
Bye for now,
Suggested answers Sonia
Paragraph 1: Thank Paul for his letter. Tell him what I’ve been
doing.
Paragraph 2: Describe the best time to visit my country/the best Teacher development: Classroom tips
way to learn my language
Paragraph 3: Describe things I’d like to do in England How to use model texts in class
Paragraph 4: Say goodbye A model is a text that provides a good example of how texts
of a particular kind can be written. As students become
Teacher development: Student training familiar with the structures of different text types, they will
Penpals feel more comfortable in approaching written exam tasks. The
Students may want to find an English-speaking friend to write overall aim is to provide the students with a solid framework
to (perhaps someone with similar interests or who is interested from which they can notice features (such as layout, structure
in their culture). They may prefer to use email (this kind of and fixed phrases) that they can make use of in their own
penpal is called an e-pal). written text. Always read the model text provided and go
through the writing tasks in detail so that students are fully
Recommend these websites to students: aware of why they are writing and who they are writing to.
http://www.pen-friends.net/england.html
http://www.ipfeurope.com Exam success
http://www.europa-pages.com/penpal_form.html Students discuss the importance of using the correct style and
Remind students that they should not give out their personal including the correct information in their written texts. Tell
address or phone number to someone until they are sure they students to turn to page 149 (Writing: Transactional tasks) to
can trust the person. If they decide to meet their e-pal, make compare their ideas.
sure that the first meeting is in a public place, and, if possible,
take a friend.

Practice makes perfect

6 Students write their reply to Paul, using their notes and
paragraph plan to help them. Remind them to write between
120 and 150 words. For students who are less confident,
photocopy the model text below for extra support during the
writing task.

This page is taken from Gateway B2 Teacher’s Book. It is photocopiable and may be used within the class.
34 © Macmillan Publishers Limited 2012

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 TEAchEr dEvELoPmENT: STudENT TrAINING Gerunds and infinitives
Transactional tasks 3 Students complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. Remind
A ‘transactional’ letter is one that is written for the purpose
students that they mustn’t change the word given and they
of getting something done in the real world, as opposed to a
must use between two and five words.
‘non-transactional’ letter, which might be just to share feelings,
opinions or experiences with someone else. Key
In order to successfully complete transactional writing tasks 1 risk failing 5 consider joining
in exams, students must analyse the instructions carefully and 2 go cycling 6 the fi rst to fi nish
identify the key information they must include: 3 can’t stand getting up 7 ´d love to see
4 having a valid passport
• Who is writing – students may be asked to assume a role,
e.g. Paul’s friend
• Who you are writing to, e.g. Paul, a penpal Vocabulary revision p17
• The purpose for writing the text, e.g. to reply to Paul’s Studying at university
request for information, and the reader’s purpose for
1 Students complete the sentences with the words. Remind
reading it, e.g. to find out information
students that there are two extra words.
• The format (informal email) and number of words required
(120–150 words) Key
1 fail 4 tutor 6 undergraduate
This information guides the students’ choice of style, content
2 marks 5 degree 7 lecture
and tone. Remind students that marks are awarded for 3 notes
appropriate response to the task and if all the necessary
information is included. Life at university
2 Students write words to complete the sentences.
homework
Refer students to the Workbook, page 9. Key
1 abroad 3 facilities 5 hall
2 loan 4 independent 6 Extra-curricular
Grammar revision p17
do and make
Students read the Grammar reference and Vocabulary sections on
page 16 before completing the revision exercises on the following 3 Students put the words in the correct columns.
page.
Key
Present simple, past simple, present continuous do: a favour, the shopping
and past continuous make: a decision, the lunch, progress, a plan, a suggestion

1 Students complete the sentences with the correct form of the You can find the unit 1 tests on the Gateway Tests cd.
verbs given.

Key Gatewayonline
a don’t study d was studying f gave
b ’m going e came g ’m doing For useful and motivating additional practice across a range
c want of skills and task types, students can access Gateway Online:
www.gateway-online.net
Present perfect simple and present perfect • Video activities • Test yourself activities
continuous
• Listening activities • Language games
2 Students choose the correct alternative.
• Writing activities
Key
1 switched 4 been staying
2 been standing 5 been crying
3 seen 6 fi nished

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