Материал: Gateway Учебник английский ключи A2

Student’s Book answer key

B2+

8 Facial expressions reflect what a person is thinking, so if you smile and relax it gives a positive message.

4

Suggested answers

In pair one, Hector communicates more effectively than Robert. In pair two, both students show areas for improvement

in their communication skills, although perhaps Anna communicates more effectively than Aisha overall. Robert and Hector communicate more effectively than Anna and Aisha.

5

Suggested answers Effective communication

Robert: Listened to the other person well.

Hector: Listened to his partner and paused to think before he spoke. Stayed calm.

Anna: Speaks her mind. Asks questions. Aisha: Pauses and thinks about what words to use. Listens to others.

Areas for improvement

Robert: Needs to keep calm and not lose his temper.

Hector: Could ask more questions.

Anna: Interrupted her partner and didn’t let her speak – she needs to listen. Needs to stay calm and not get upset.

Aisha: Needs to improve her body language. Needs to think before speaking and listen to others.

6

Students’ own answers

Listening p12

1

Students’ own answers

2

Students’ own answers

3

They are social groups of men and women who form a society. Their characteristics include: using Greek letters in their society name, having secret rituals for new members, advocating social change and forming an often lifelong bond with other members.

4

1  F    2​   T    3​   T    4​   NG    5​   NG    6​   F    ​ 7  T    8​   F    9​   NG    10  T

5

Students’ own answers

6

1  e    2​   b    3​   d    4​   c    5​   f    6​   a Present habit (neutral) a, c Present habit (annoying) e

Past habit (neutral) b, d Past habit (annoying) f

7

2 would/’d/used to

4will/’ll

5would/’d/used to

Students’ own answers

Developing speaking p13

1

Language learning: 6 (Past) Friends, family and relationships: 3 (Present), 7 (Past), 8

(Present), 10 (Past)

Holidays: 9 (Present), 12 (Past) Free time: 2 (Present), 4 (Present), 5 (Present), 11 (Present)

2

cYes. By giving a lot of information and by using expressions like let me see, for example and to my mind.

3

Playing for time: 2, 4

Adding examples and ideas: 5 Expressing opinions: 1, 3

4

Students’ own answers

5

Students’ own answers

6

Suggested answers

Language learning: What aspect of learning English do you enjoy the most and why? What has been your favourite lesson so far this year?

Studies: How do you keep notes and revise what you are learning? Which subject did you used to like when you were younger?

Friends, family and relationships: Which person in your life inspires you and why? Is it better to have lots of good friends or a few very close friends?

Holidays: Where would you most like to go on holiday? Why? What is the most amazing thing you have ever done on holiday?

Free time: Which sports are you interested in? How did you spend last Sunday afternoon?

7

Students’ own answers

Developing writing pp14–15

1

Suggested answers

3interesting to read believable characters an exciting plot

a surprising ending – a ‘twist in the tale’

2

Students’ own answers

3

Students’ own answers

4a

1  dream    2​   sheet    3​   flash    ​ 4  house on fire

4b

1  h    2​   c    3​   f    4​   b    5​   i    6​   e    7​   a    ​ 8  g    9​   d    10​   j

5

Students’ own answers

6

Students’ own answers

7a

a  5 sighed /saɪd/    b  6 gasped /ɡɑːspd/    c  2 yelled /jeld/    d​   7 whined /waɪnd/    ​ e  1  shrieked /ʃriːkd/    f​  3 whispered

/ˈwɪspə(r)d/    g​   8 muttered /ˈmʌtə(r)d/    ​ h  4 groaned /ɡrəʊnd/

7b

Suggested answers

1  sighed    2​   yelled    3​   shrieked    ​ 4  muttered    5​   whined    ​

6  groaned/gasped

8

Suggested answers

Using a variety of past tenses: He immediately returned to the park to look for it; Greg was flicking through …;

The person who had found it …; Greg was about to leave …

Using a variety of adjectives and adverbs: a new camera; a pleasant afternoon; immediately returned Short sections of direct speech using a variety of verbs expressing different ways of speaking:

‘Oh no!’ he groaned; ‘I’ll never find my camera or see my photos again,’ he sighed.

Similes: as white as a sheet; get on like a house on fire Linkers and expressions of time and sequence: After a pleasant afternoon; One day; A few weeks later

9

Students’ own answers

10

Students’ own answers

Language checkpoint: Unit 1

Grammar revision p17

1

1  been waiting    2​   have been    3​   ’d    ​ 4  read    5​   was 6 was    7​   stepped    ​ 8  had had

2

1My parents buy me presents every week.

2When he was five, he had/used to have a bike.

5I went to Brazil once for a holiday.

6I love films so I usually go to the cinema once a week.

Vocabulary revision p17

1

1  importance    2​   loneliness    3​       ​ 4  freedom    ​5  invention    6​       ​

7  safety    8​   intelligence

Student’s Book answer key

B2+

2

Students read the definitions and complete the idioms with parts of the body.

Answers

1  back    2​   thumb    3​   leg    4​   shoulder    ​ 5  neck    6​   chest

3

1  fresh    2​   quick    3​   quiet    4​   solid    ​ 5  white    6​   cold

4

1  whisper    2​   gasp    3​   yell    4​   shriek    ​ 5  mutter    6​   whine

Unit 2

Reading pp18–19

1a

1  d motorways    2​   i seat belt    ​

3  f driving licence    4​   b road signs    ​ 5  a speed limit    6​   j steering wheel    ​ 7  g traffic lights / c traffic jam    ​

8  c traffic jam / g traffic lights    ​

9  e roundabout    10​   h petrol station

1b

1  seat belt    2​   speed limit    3​   traffic jams 4  steering wheel    5​   road signs    ​

6  motorways    7​   traffic lights    ​ 8  driving licence

2

1New Zealand 16, the US 14 (in some states), UK 17

2It will probably rise.

3

1  E    2​   G    3​   C    4​   B    5​   D    6​   H    ​ 7  A    8​   F

4

Answers

Reasons in the text: a part of the brain that helps to control impulsive behaviour … only fully develops by the age of 25; a lot of development happens between the ages of 16 and 18; there is a scientific reason why teenagers can at times be more careless and rash; Sixteen-year-old drivers are … involved in thousands of fatal accidents each year; accidents are more likely when a teenage driver is accompanied; teenagers are more likely to take risks and break speed limits when driving with their friends; young motorists only have an average of 29.9 hours of professional lessons before taking and passing their test

Other possible reasons: Teenagers drive cars that aren’t very roadworthy and they don’t look after their cars; Teenagers are more likely to be distracted by mobile phones, music on the radio, etc.; Teenagers are impatient and lose their temper; Teenagers panic and make bad decisions when driving because of their inexperience; Teenagers often drive when they are tired

– coming home from a party, for example.

5

Example answers

It’s hard to know the opinion of the writer, because a lot of the article is statistics and

facts rather than his/her opinion. However, I think the writer thinks that teenage drivers aren’t very safe as he/she uses words like ‘careless’, ‘rash’ and ‘impetuous’.

I think the main aim of the article is to inform people as the majority of the text is facts and statistics. However, the writer seems to want to persuade people that having a licence at an older age is better because he/she says that the statistics are ‘horrifying’.

6

requirements = things that a rule or law says that you must do

toughen up = make stricter

gone down = been received or accepted bothered = make the effort to do something

impulsive, rash, impetuous = acting or done too quickly, without considering the effects of your actions

show off = behave in a way that is intended to attract people’s attention and make them admire you

implementing = making an idea, plan or law start to work and be used

lowering = reducing something in number, value or strength

7

Students’ own answers

Grammar in context p20

1a

•had to (+ infinitive): an obligation or rule in the past

•shouldn’t have (+ past participle): regret about or criticism of the past

•are not allowed (to + infinitive): prohibition in the present

•need to (+ infinitive): obligation in the present

•should (+ infinitive): advice in the present

•must (+ infinitive): obligation in the present

1b

9 have to be/must be: have to be is better here because we tend to use must to talk about personal obligations when the speaker feels that something is necessary (I must get up earlier at the weekends.) whereas we use have to to talk about obligations when the situation makes something necessary (You have to be 17 to drive because that’s the law.).

10  shouldn’t pass: in the present this form expresses mild obligation or strong advice, whereas in the past it expresses a regret or criticism

11  were not allowed

12  needed to/had to: both forms express a past necessity

13  should have had: this form expresses regret that the advice was not taken

14  had to: the past form of must for obligation is had to

2

1No: didn’t need to means there was no necessity to go – it does not say whether the speaker went to school or not; needn’t have gone means the speaker went to school then discovered it was unnecessary.

2No: don’t have to expresses a lack of obligation or necessity – the speaker means to say that you can eat the food or not depending on whether you want to or not; mustn’t expresses a prohibition – the speaker is prohibiting you from eating the food. (Note that some European speakers get confused between these forms because in their L1 a form that looks similar to must not is used to express a lack of obligation.)

3Yes: ought to, like should, expresses advice or mild obligation; ’d (had) better means the same but is stronger – it is used to say what is the best thing to do in a situation.

4Yes: but have got to is considered

less formal and is generally only used in spoken English.

5No: wasn’t allowed to is a prohibition; in the present; may not + infinitive is used to prohibit (You may not go out looking like that!), but it cannot be used in a past form in this way – the form may + have + past participle is only used to form the past of may to express possibility, so this sentence effectively means ‘It is possible that I didn’t stay up late when I was smaller’.

6No: had to + infinitive expresses a past obligation or rule; must + have + past participle can’t be used to form the past of must for obligation – this form expresses the past of must to express likelihood, so it effectively means ‘I am certain that I wore …’

7Yes: the basic meaning is the same although shouldn’t + infinitive is used to give strong advice or a mild obligation, and be supposed to is used when we talk about the normal or correct way of doing something.

8Yes: they are not expressing obligation. They are being used to make a request for quiet. The speaker is also showing annoyance.

1mustn’t send/aren’t allowed to send

2had to walk/needed to walk

3shouldn’t have written

4needn’t have got up/didn’t have to get up

5wasn’t allowed to wear

6should find/ought to find/had better find

1should have told you

2aren’t/weren’t allowed to go

3have got to buy

4shouldn’t have driven

5needn’t have worried about

6shouldn’t have gone to the party

7ought to have got

Student’s Book answer key

B2+

5

Students’ own answers

6

Students’ own answers

Developing vocabulary p21

1

1  A    2​   B    3​   C

2

3

1  make an apology    2​   correct    ​ 3  take offence    4​   do business    ​

5  make a formal complaint    6​   correct

4

1  B    2​   B    3​   C    4​   D    5​   A    6​   B    7​   C 8  D    9​   A 10 B

Gateway to life skills pp22−23

1

Students’ own answers

2

Students’ own answers

3 a

4

1  F    2​   F    3​   T    4​   T    5​   F    6​   T    7​   T    8​   F

5

Students’ own answers

6

Yes – she identifies the issue (how to spend the summer) and describes the two options she has (the invitation to go away with her cousins or the offer of a summer job in her dad’s architectural studio). She talks about the pros and cons of the first option and then the pros and cons of the second option, although she mentions the disadvantages first for the second option. She doesn’t reach her decision on the video, although she says she would be mad to turn down the chance to gain work experience.

Listening p24

1

Students’ own answers

2

1  C    2​   A    3​   C    4​   A    5​   B    6​   A    7​   B

3

Students’ own answers

4

Students’ own answers

Developing speaking p25

1

Students’ own answers

2

He describes the first and third photos. He does perform all parts of the task.

3

1must have + past participle: in the past. It is used to express a logical

deduction – the situation is very likely or certainly true given the evidence.

2could + infinitive: in the present. It is used to express possibility.

3can’t have + past participle: in

the past. It is used to express a logical deduction – the situation is impossible or highly unlikely given the evidence.

4might have + past participle: in the past. It is used to express possibility.

5may well have + past participle: in the past. It is used to express a strong possibility.

1  can’t    2​   may/might/could    ​ 3  may/might    4​   can’t/mustn’t    ​ 5  must    6​   might not/may not

5

Students’ own answers

6

Students’ own answers

Developing writing pp26–27

1

Students’ own answers

2

The writer believes that it is a good idea to lower the legal age for obtaining a driving licence to 16 in the UK.; Students’ own answers

3

Suggested answers

Paragraph 1: The idea of lowering minimum age to 16 is a sensitive one. The writer believes it should be lowered. Paragraph 2: A driving

licence is essential. 16-year-olds are at a disadvantage if they can’t drive. Paragraph 3: 16-year-olds are capable drivers – their reactions are quicker than older people’s.

Paragraph 4: Safety is a problem, but accidents usually happen in the driver’s first year at any age. There should be ways to prevent accidents.

Paragraph 5: The majority of 16-year-olds are mature and sensible enough to drive and it would benefit them to do so.

4

Expressing strong opinions: I certainly believe that …; To my mind, there is no question that …; I am convinced that …

Expressing opposing views and giving counterarguments: Whilst it is true that …, …

Giving general opinions: It is widely accepted that …

5

Students’ own answers

6

Students’ own answers

7

Students’ own answers

Language checkpoint: Unit 2

Grammar revision p29

1

1  ought    2​   had    3​   supposed    ​ 4  had to go    ​5  didn’t need to go    ​ 6  Do we have    7​   needn’t    ​

8  needn’t have bothered    ​

9  didn’t have to dress    10​   can’t park

2

1  can’t be    2​   may not have remembered ​ 3      4​   could/may/might have been    ​

5  must have made    6​       7​   must be    ​ 8  must earn    9​       10  may/might not be

Vocabulary revision p29

1

1  makes    2​   made    3​   took    4​   do    ​ 5  make    6​   take    7​   made

2

1  driving licence    2​   motorway    ​ 3  petrol station    4​   roundabout    ​ 5  seat belt    6​   steering wheel    ​ 7  traffic lights

3

1  traffic lights    2​   steering wheel    ​ 3  seat belt    4​   driving licence    ​

5  motorway    6​   Roundabouts

Gateway to exams: Units 1–2

Reading p30

1

1  B    2​   C    3​   A    4​   A    5​   B    6​   B    7​   C 8  C    9​   A

Use of English p31

2

1  B    2​   A    3​   C    4​   B    5​   D    6​   A    7​   D 8  C    9​   B    10​   B

Listening p31

3

1  B    2​   C    3​   B    4​   A    5​   A    6​   B

Writing p31

4

Students’ own answers

Unit 3

Reading pp32–33

1a

Students’ own answers

1b

Students’ own answers

Student’s Book answer key

B2+

2

Students’ own answers

3

The ability to perform complex calculations; speak multiple languages; play any piece of music or recall any song ever heard; remember historical dates over thousands of years, and use a photographic memory to recall detailed landscapes seen only once.

4

1  a    2​   c    3​   c    4​   d    5​   c    6​   d

5

Example answers

I think hard work is probably more important. If you have a talent, for example being musical or good at sport, but you don’t train then you won’t get better and someone with less natural talent could end up being better than you because they have trained every day.

In my opinion, it would be better to have good social skills as it could be lonely if you don’t know how to make friends. However, you would feel really special if you had an exceptional talent and people might want to get to know you because of it.

6

lightning speed = something that happens very quickly

devised = to invent a method of doing something

groundbreaking = using new methods or achieving new results

flawlessly = perfectly

clap of thunder = the loud sound that thunder makes

assigned = to give someone/something a job or use

running into = hitting something by accident

spanning = to last for a particular period of time, especially a long period

locked up = to fasten something such as a door or container, usually with a key, so people can’t open it

layer = an amount or sheet of a substance that covers a surface or that lies between two things or two other substances

7

Students’ own answers

Grammar in context p34

1

a, c, e and f can be used with both forms.

There is a change in meaning with f (remember).

2

Verb + -ing form: admit, avoid, consider, deny, feel like, finish, include, keep on, recommend, risk, suggest,

take up

Verb + to-infinitive: afford, agree, decide, expect, help, manage, promise, refuse, volunteer

Verb + -ing form or to-infinitive with little or no change in meaning: begin, bother, can’t stand, continue, start

3

a  to understand    b  to drive    c  flying    d  doing    e​   hugging    f​ knocking    ​

g to sit    h​ to sign    i​ eating    j​  to be

4

1a  remember to = active – you have agreed to do it

1b  remember putting = state – I did it and now have a memory of it

2a/b  similar in meaning (though the tense is different)

3a  stopped to = we saw each other then we stopped what we were doing in order to chat

3b  stopped running = we were running then we did something else (sat down)

4a  means = state – signifies or involves something

4b  mean to = intend to

5a  went on to talk = finished talking about one thing and started talking about something else

5b  went on talking = talked continuously for a long time

6a/b  are similar in meaning, although a slight difference might be: like to = it’s a habit you choose to do; like meeting = state – it’s something I enjoy

5

1  stopped to buy bread    2​   correct    ​ 3  went on talking    4​   correct    5​   correct 6  mean to be rude    7​   stopped buying newspapers    8​   remember leaving    ​

9  stopped to have    10  correct

6

Students’ own answers

Developing vocabulary p35

1

1  c    2​   a    3​   b    4​   e    5​   h    6​   f    ​ 7  g    8​   d

2

In sentences 1–7, all of the verbs have an object. In sentence 8 catch on is an intransitive verb and therefore does not take an object.

With come up with and hit on, the object or object pronoun comes after the phrasal verb.

Pick up is separable so the object can go before or after the particle. If the object is a pronoun, it must go between the verb and particle.

3 and 4

Two-part phrasal verb (inseparable): hit on

Two-part phrasal verb (separable): pick up, piece together, talk through

Three-part phrasal verb (inseparable): come up with, keep up with, leap out at

1

look for – try to find

stand out – be easy to notice because they are different

fit in – be accepted by a group of people get on with – have a good relationship with take up – start a hobby or activity

look down on – think you are better than work out – to calculate or find the answer to write down – to write on paper

Two-part phrasal verb (no object): stand out, fit in Two-part phrasal verb (inseparable): look for

Two-part phrasal verb (separable): take up, work out, write down

Three-part phrasal verb (inseparable): get on with, look down on

2

1  picked it up    2​   look for patterns    ​ 3  leapt out at him    4​   talk it through    ​ 5  correct    6​   hit on a new way    ​

7  take it up    8​   keep up with me

3

Students’ own answers

Gateway to life skills pp36−37

1

Students’ own answers

2

Students’ own answers

3

Yes, he says anyone can have a memory like his. He says you have to exercise your mind every day, just like doing physical exercise.

4

1It takes about eight seconds of intense concentration to take in information.

2After an hour and a half no more new information is taken in.

3He uses linking words and pictures, making up a story or linking numbers with a word or picture. He uses them for lists, words, names and numbers.

4In sets, as it expands short-term memory.

5Because we store information in related groups in our memory.

6You are 50% more likely to remember

it.

5

Students’ own answers

6

Suggested answers

Easy to remember: creative things, quotations (Sam); song lyrics (Chloe); numbers and images (Nancy) Difficult to remember: images (Chloe); words, strings to words (Nancy)

7

Suggested answers

Techniques included: summaries (organise); mind maps (organise); repeating information out loud (repeat); visualising using audiobooks; rephrasing quotations in

Student’s Book answer key

B2+

your own words (repeat); using gestures; chunking (chunking); colour-coding notes (organise); putting sticky notes around the house (practice)

8

Students’ own answers

Listening p38

1

Suggested answers

1A game of sudoku.

2People often do this while travelling to and from work or school, or during a break from work. They do sudoku to pass the time, relax or keep their brain sharp (especially older people).

Task 1: 1  D    2​   C    3​   A    4​   H    5​   F Task 2: 6 B    7​   C    8​   A    9​   G    10  D

3

Students’ own answers

4

Students’ own answers

5

verb + object + -ing form: hear, catch

verb + object + to-infinitive: ask, encourage, allow, teach verb + object + infinitive without to: make, hear

6

verb + object + -ing form: feel, find, notice, overhear, see, watch

verb + object + to-infinitive: advise, beg, choose, force, inspire, invite, order, persuade, remind, teach, tell, warn verb + object + infinitive without to: feel, let, overhear, see, watch

7

1  advise, to do    2​   asked, to help    ​ 3  let, rest    4​   overhear, say/saying    ​ 5  caught, solving    ​6  force, to read    ​

7  feel, blowing    8​   encourages, to learn

Developing speaking p39

1

Carr thinks that our increasing dependence on the Internet is altering the way our brains work and making us shallower and less able to think deeply about things.

Sir Tom Stoppard and President Barack Obama agree with him.

2

Students’ own answers

3

She thinks that the Internet has brought changes mainly for the better. Her arguments are (a) that the human brain adapts to change, (b) that the Internet has improved our minds and the way we think because we can concentrate on useful things and not just on memorising things, and (c) that we can still read books in addition to using the Internet. (She also mentions that we read things more superficially on the Internet.)

4

Beginning your presentation: 1 Ordering your arguments: 3, 6 Presenting opposing points of view: 4, 8

Responding to opposing points of view: 2, 5 Concluding your presentation: 7, 9

5

Students’ own answers

6

Students’ own answers

7

Students’ own answers

Developing writing pp40–41

1

Students’ own answers

2

Students’ own answers

3

The reviewer is very positive and calls the film a ‘masterpiece’ so it is likely that he or she would give it four or five stars.

4a

Students’ own answers

4b

1  f    2​   g    3​   h    4​   j    5​   d    6​   a    7​   e    ​ 8  i    9​   l    10  b    11​   k    12​ c    13  m

4c

1  co-starred    2​   sub-plot    3​   underage 4  post-production    5​   unrealistic    ​

6  misinterpreted    7​   remake    ​ 8  overcritical

5

Suggested answers

Disappointing is a negative adjective which can describe, e.g. a film, a plot, a performance, special effects, an adaptation (not as good as you had hoped for or expected).

Disjointed is a negative adjective which can describe, e.g. a film, a plot, action (the parts don’t join together clearly).

Epic is a positive adjective which can describe, e.g. an epic battle scene with thousands of people in it, a film, a plot, a performance, a soundtrack (something that is on a very large scale). Far-fetched is a negative adjective which can describe, e.g. a plot, action (unbelievable).

Fast-moving is a positive adjective which can describe, e.g. a thriller, a film, a plot, action (moves in a fast and exciting way). Flawed is a negative adjective which can describe, e.g. a film, a plot, a performance, a character, a screenplay (having mistakes).

Gripping is a positive adjective which can describe, e.g. a thriller, a film, a plot, a performance, a portrayal, a soundtrack, special effects (exciting or thrilling). Inspiring is a positive adjective which can describe, e.g. a film, a plot, a performance, a soundtrack (makes you feel very positive about life, yourself, the future, etc.).

Intriguing is a positive adjective which can describe, e.g. a film, a plot, a performance, a character, a soundtrack, an adaptation (very interesting in that you don’t know what’s happening, but you really want to find out).

Light-hearted is usually a positive adjective which can describe, e.g. a film, a plot, a performance, an adaptation (gentle, funny or not serious). Low-budget is a neutral (or sometimes negative) adjective which can describe, e.g. a film, special effects (didn’t cost very much to make).

Memorable is a positive adjective which can describe, e.g. a film, a plot, a performance, a character, a soundtrack, special effects (so good you will remember it).

Mesmerising is a positive adjective which can describe, e.g. a film, a plot, a performance, a character, a soundtrack, special effects (so interesting and/or complicated that you can’t stop watching even though you are being carried along without knowing what’s happening). Mind-blowing is a positive adjective which can describe, e.g. a film, a plot,

a performance, a soundtrack, special effects (really amazing).

Moving is usually a positive adjective which can describe, e.g. a film, a plot, a performance, a portrayal, a soundtrack (makes you feel very sad or sentimental). Risqué is an adjective that can be positive or negative and can describe, e.g. a film, a plot, a performance, a soundtrack, an adaptation (a little bit controversial or daring).

Thought-provoking is a positive adjective which can describe, e.g. a film, a plot, a performance, a soundtrack (makes you think seriously about something). Up-and-coming is a positive adjective which can describe, e.g. an actor, a director (a person who doesn’t have much experience of something but who is talented and likely to get better or become more well known).

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1  risqué    2​   a box-office flop    3​   bombed 4  up-and-coming    5​   sequel    6​   grossed 7  hit the big screen    8​   cliché    ​

9  received rave reviews    ​

10  twists and turns    11​   far-fetched    ​ 12  gripping, mesmerising

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Students’ own answers

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Students’ own answers

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Students’ own answers