Материал: Gateway Учебник английский ключи A2

Student’s Book answer key

B2+

Language checkpoint: Unit 3

Grammar revision p43

1

1  to help    2​   to listen    3​   dedicating    ​ 4  eating    5​   both    6​   doing    7​   both    ​ 8  both    9​   to bring    10​   preparing

2

a  reading    ​b  to give    c​   do    d​   to play e  to meet    f​ to use    g​ doing    h​ to share i  to understand/understand    j​  do/doing

Vocabulary revision p43

1    ​

1  it together    2​   through the presentation 3  pick up    4​   out at me    5​   up with    ​ 6  up    7​   on it

2

1  memorise    2​   bewildered    ​ 3  articulate    4​   have a gift for    ​ 5  perceive … as    6​   grasp

3

1  miscalculate    2​   sub-zero    3​   overrated 4  underpaid    5​   supersonic    ​

6  co-producer    7​   reconsider

Unit 4

Reading pp44–45

1a

1  transmit (a disease)    2​   species    ​

3  parasite    4​   resistant    5​   prevalent    ​ 6  genetic engineering   

7  contract (a disease)    8​   chromosome    ​ 9  enzyme    10​   genetically modified

1b

1  chromosomes    2​   genetically modified 3  transmit    4​   resistant    5​   contracted    ​ 6  genetic engineering    7​   Enzymes    ​ 8  Parasites    9​   species    10​   prevalent

2

Students’ own answers

3

Suggested answers

Malaria is still prevalent in sub-Saharan Africa with a child dying every minute.

Genetically modified mosquitoes could lead to an end to malaria by eliminating the female mosquitoes which transmit the disease.

4

1  D    2​   E    3​   B    4​   C    5​   F    6​   A

5

I-Ppol: the enzyme used in the DNA cutting process – essential for the process

Dr Nikolai Windbichler: lead researcher from the Department of Life Sciences at Imperial College London – leading the research programme

627,000: deaths from malaria per year – high figure, large proportion of health care spent on malaria cases

GMEP: a previous programme, halted through lack of funding – research could have come earlier

$12 billion: lost productivity due to malaria – economic implications of this

Pirbright Institute: say mosquitoes not vital to ecosystems – shows there shouldn’t be any long-term negative effects

6

Example answers

No, I don’t think humans have the right to do it, even though it might benefit our species and may make things better for us. Also, if you eliminate a whole species such as mosquitoes, other animals who relied on mosquitoes for food may also become extinct.

7

wipe out = to destroy, get rid of offspring = the baby or babies of an animal

die out = to become weaker or less common and then disappear completely

paves the way = to create a situation that makes it possible or easier for something to happen

rebound = to return to a better level or position

keystone = something that is very important

setback = a problem that delays or that stops progress

niche = a small hole or space

tackling = to make an organised and determined attempt to deal with a problem

self-sustaining = independently providing the conditions in which something can happen

8

Students’ own answers

Grammar in context p46

1

1 zero = if + present simple, present simple first conditional = if + present simple, will + infinitive second conditional = if + past simple, would + infinitive

third conditional = if + past perfect, would have + past participle

2zero for situations that are generally or always true; first conditional to talk about possible and probable situations in the future, and their consequences; second conditional to talk about imaginary

or improbable situations and their consequences; third conditional to talk about imaginary or impossible situations in the past and their consequences

3a first conditional    b​   second conditional c  zero conditional    d​   third conditional

1  would not have appeared    2​   is    ​ 3  weren’t    4​   should/will get    ​

5  hadn’t been    6​   will help    7​   would be 8  hadn’t been/weren’t

3

Suggested answers

3 If my brother gets good marks, he will be able to study medicine next year.

4If I had known you were at home last night, I would have called you for help with my homework.

5If you don’t water plants, they die.

6If scientists had more funding, they could/would do more research.

7If I hadn’t read this article, I wouldn’t have known/ wouldn’t know about this breakthrough.

8You’ll enjoy this film if you like sci-fi.

9If people read stories in the newspapers, they usually believe them.

10  If I wanted to do research on animals, I’d be a scientist.

4

Students’ own answers

5

1providing/provided that you

2Unless they succeed, they may lose

3I wish we had seen

4Suppose we can stop the situation

5in case you need me

6as long as you have

6

Students’ own answers

Developing vocabulary p47

1

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

2

1e, 2 words, compound adjective

2f, 1 word, compound noun

3g, hyphenated, compound adjective

4a, 1 word, compound noun

5b, 1 word, compound adjective

6c, 1 word, compound noun

7h, 1 word, compound noun

8d, 1 word, compound adjective

3

1  outset    2​   outcome    3​   crackdown    ​ 4  outbreak    5​   cutback    6​   outlook    ​ 7  feedback    ​8  drawbacks

4

a  breakthrough    b  genetically modified   c  offspring    d​   outset    e​   drawback   

f  lifetime    g​ worthwhile    h​   high-risk    i  crackdown    j​  outcome

Gateway to life skills pp48−49

1

Students’ own answers

2

1Franz Messerli of Columbia University, as part of a study looking at the link between chocolate and intelligence. He tested the theory by comparing Nobel Prize winners and national chocolate consumption.

2He found a clear correlation between intelligence and chocolate consumption, in most cases.

3Sweden donates the prize and has more winners despite low chocolate consumption so he suggests a possible bias.

Student’s Book answer key

B2+

4 Other studies have found that chocolate is beneficial for the mental and physical health both of people and animals.

3

Students’ own answers

4

Students’ own answers

5

1the news outlet: The quality and purpose of reporting will vary depending on the outlet.

2the source and quotes: Good reporting happens when reporters have time to speak to the source. Sometimes journalists will “parrot” (repeat) information from a press release instead of doing their own research.

3the references to scientific research:

If research has been done by a reputable scientist and published in a respected journal, there is reason to believe that

it is reliable. You can research these things online. Sometimes you can link from a journalist’s article to the

original published research, to see if the conclusions match up.

4the context and purpose: Good reporting is when the author talks to a range of scientists to try to get different perspectives. Sometimes scientific content is repurposed across lots of different channels. Each outlet has its own agenda. If there is no context then people don’t have enough information to understand the research.

5correlation and causation: Correlation is not cause. We don’t know what other influencing factors are, and so we can’t draw a conclusion from a correlation.

the news outlet: while information is given about the scientist and university, no information is given about the news outlet to judge the quality and purpose of the reporting.

the source and quotes: there are no direct quotes in the article

the references to scientific research: the research was done by a reputable scientist, but there are no links or references in the article to see where it was published or what source it came from

the context and purpose: the only context given for the research was that the scientist had read studies stating that cocoa was good for health, no other scientists are mentioned

correlation and causation: the article suggests a strong correlation between chocolate consumption and intelligence, and concludes that chocolate is beneficial for health. However, no other influencing factors are considered

Listening p50

1

Students’ own answers

2

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

3

Students’ own answers

4

1  Mixed    ​2  a, b    3​   c

5

1  choose    2​   be    3​   have gone    4​   feel 5  hadn’t lived    6​   speak    7​   be    ​

8  hadn’t lost

6

Students’ own answers

Developing speaking p51

1

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

2

Students work in pairs to carefully read the phrases in the Speaking bank and to check any they are not sure of in their

dictionaries. Elicit which words can be used to describe each of the charts and graphs.

3

Suggested answers

Image A is a bar chart. It shows a diagrammatic comparison of statistics …

The blue line in graph B shows that in 2008 13% strongly agreed that scientists made ….

In the table in D we can see that 34% of 16–24-year-olds obtained information about science from the TV news …

4

Students’ own answers

5

Students’ own answers

6

Students’ own answers

Developing writing pp52–53

1

Students’ own answers

2

Students work in pairs to read the task, discuss the question and prepare the paragraph plan.

Suggested answer

Paragraph 1: introduction saying what the argument is about

Paragraph 2: arguments to support the idea that creating viruses will help save lives in the future

Paragraph 3: counterarguments, supporting the idea there will be devastating consequences if viruses are created

Paragraph 4: students’ own opinion with reasons and examples

3

1  Yes    2​   Students’ own answers    ​ 3  Students’ own answers

4a and 4b

1Introducing and sequencing arguments

Last but not least

2Adding arguments

Moreover

A further criticism of

3Making contrasts

On the other hand Despite the fact that

4Expressing consequences

5Expressing your and other people’s opinions

Some scientists claim

There are people who argue that My own view is that

6Concluding

To sum up

7

1  given rise    2​   both    3​   in turn    4​   both 5  side    6​   both    7​   both    8​   sparked off 9  to change    10  both

8

Students’ own answers

9

Example answers

Positive: can avoid droughts; can stop crops dying because of heat or lack of rain; can make sure that key national events or sports events are not ruined by bad weather; can make sure we always have a white Christmas; could have a guaranteed week of sun every August

Negative: could be bad for global warming; could affect weather patterns in a bad way; by changing the weather in one place it could affect the weather in a bad way in another place; firing rockets sounds dangerous and bad for the environment; the weather should be unpredictable

10

Suggested answer

Paragraph 1: introducing the argument

Paragraph 2: arguments for changing the weather

Paragraph 3: arguments against changing the weather

Paragraph 4: personal opinion with reasons and examples

11

Students’ own answers

Language checkpoint: Unit 4

Grammar revision p55

1

1  would have done    2​   was/were    ​ 3  don’t see    4​   catch    5​   ‘ll walk    ​ 6  had seen    7​   wouldn’t be able

2

1  long    2​   case    3​   Supposing    4​   only 5  Providing    6​   Unless

3

•If you had helped me, I wouldn’t be annoyed today.

•If we didn’t have an exam today, we could have gone out last night.

Student’s Book answer key

B2+

f  starts/will start    g  are going to hand    ​ h will, reduce

6

Students’ own answers

Developing vocabulary p61

1    ​

1  addition    2​   aid    3​   account    4​   means 5  strength    6​   touch    7​   behalf    8​   process

2a

1  on account of    2​   by means of    ​ 3  on behalf of

2b

Students’ own answers

4

1  out of touch with    2​   on behalf of    ​ 3  on account of    4​   in the process of    ​ 5  by means of    6​   on the strength of    ​ 7  in aid of    8​   in addition to

5

The argument for a ban on smoking outdoors is less clear than for a ban on smoking indoors. The article gives both sides of the argument.

6

a  addition    b  in    c​   has    d​   whole    e​   on f  of    g​   being    h  out    i​  on    j​  well    ​ k  against    l​  of    m​   on    n​   in    o​ reason

7

Students’ own answers

Gateway to life skills pp62−63

1

Students’ own answers

2

Students’ own answers

3

Suggested answers

Easy to forget you have an audience, not being polite can disrupt online groups and spoil the atmosphere. Easy for misunderstandings to occur from the written word without any non-verbal

clues. Also the written word is permanent so you should reflect before sending angry communications.

4

1Fine to use emoticons and abbreviations in informal communications, but use more formal language and check grammar and spelling for more formal ones.

2Without non-verbal clues what you’ve written can be misunderstood.

3Make sure it reflects the content.

4You should never forward them without the author’s permission.

5To provoke a response. The sender may be busy or unable to reply immediately.

6No, unless it’s essential that they read it.

Students’ own answers

6

Students’ own answers

7

Students’ own answers

Student’s Book answer key

B2+

8

Suggested answers

1Have you ever had an experience of ‘bad netiquette’? What was it?

•Using abbreviations that are hard to understand.

•People being too informal in emails.

2Which rules of netiquette do you follow? Which behaviour could you improve?

•Yuvraj is careful to use the correct form of address in his emails.

•Chloe is careful about her tone and always tries to be polite.

•Sam doesn’t say anything online that he would not say in person.

•Emily thinks she uses too many exclamation marks and capital letters.

3Are there any other rules of netiquette you would like people to use?

•Yuvraj and Bea would like to see correct spelling, grammar and punctuation.

•Chloe likes when people respond to every point and question in her emails.

•Ousama likes people to say online what they would say in person.

4What do you think are the three most important rules?

Some examples:

•Know your audience. / Think about who you are writing to.

•Don’t use emoticons or abbreviations where they’re not appropriate.

•Be polite and only say what you would say in a face-to-face conversation.

•Be careful about your tone so that you’re not misinterpreted.

•Answer every question you are asked.

•Only criticise if it’s constructive.

•Remember that anything you say online is permanent, and will be there forever.

Listening p64

1

Students’ own answers

2

Suggested answers

1people

2by analysing past behaviour

3to make money

4parents don’t trust them

5learn from their mistakes​

6give the quickest route

7as a safety precaution

8They accept it.

8companies and their employees

9check the privacy policy

3

Students’ own answers

4

1  c    2​   b    3​   d    4​   a

5

1  finishing    2​   have been    3​   be doing    ​ 4  have started work    5​   of starting    ​

6  have been    7​   have got    8​   be living

6

Students’ own answers

Developing speaking p65

1

Students’ own answers

2

Students’ own answers

3

Students’ own answers

4

Students’ own answers

Developing writing pp66–67

1

1to improve language skills, develop soft skills

2The school has received strong support.

Students’ own answers

3

The writer is opposed to the ban as she thinks it wouldn’t work, and would be difficult to enforce. She thinks there are more important things to focus on.

4

Students’ own answers

5a

1  a number of    2​   the vast majority of    ​ 3  merely    4​   highly    5​   numerous    ​

6  providing

5b

Suggested answers

10It is highly inappropriate …

11Numerous schools …

12… a number of complaints

13The vast majority of students …

14This is merely another way …

15The school provides …

6

I am writing to complain/protest about … To make matters worse,

I should like to draw your attention to … Might I suggest (that) you …?

Yours faithfully

7

The letter uses:

fixed formal expressions: Dear Sir/ Madam, Yours faithfully, I am writing to …

conjunctions usually found in written English: On the one hand, In conclusion, etc.

modal verbs to add distance and be polite: I should like to, might I suggest that you, etc.

rhetorical questions at the end of paragraphs words in full – no contractions: I am writing to, etc.

8

1 The manager asked Michelle and her friends to wait outside the cinema because she said they had caused problems in the cinema on previous occasions.

2 and 3 Students’ own answers

9

Students’ own answers

Language checkpoint: Unit 5

Grammar revision p69

1

1  is going to    2​   ‘m leaving    3​   end    ​ 4  ‘ll go    5​   ‘re going    ​6  will fall

2

1  making    2​   will have been working    ​ 3  will be having    4​   will have fixed    ​

5  will have been running    6​   will be lying  ​ 7  will have been married

3

1a representative from the company will be waiting

2I’ll have been going

4I’ll have read

5it’s going to rain

7you’ll still be living

Vocabulary revision p69

1

1  on    2​   to    3​   on    4​   in    5​   by    6​   with 7  of

2

1  issued, non-    2​   lodge    3​   suspended 4  judge, community    5​   banned

3

Suggested answers

1I have a lot of/lots of friends.

2Some students are absent.

3Most of his fans like his new look.

4This manoeuvre can be very dangerous.

5The hotel will give us a hot meal.

6This is just a joke.

Unit 6

Reading pp70–71

1a

1  landlord/landlady    2​   move in    ​ 3  tenant    4​   flat-/house-hunt    ​

5  do up (a property)    6​   fully-furnished    ​ 7  put down a deposit    8​   flat/house share 9  squatter    10  lodger

2

ALives with an elderly person. To help with chores and benefit from quiet and comfortable accommodation.

BLives in a room in a flat. It’s in the area he wanted – he found speed flatsharing convenient and easy.

CLives in a former hospital to save money and live somewhere central.

DLives on a barge as it cost about the same to buy the barge as it would to pay for three years’ accommodation.

3

1  A/D    2​   D/A    3​   D    4​   A    5​   C    6​   B    7​   C 8  D    9​   A    10  D    11  B    12  B    13  C

Student’s Book answer key

B2+

4

Example answer

I would prioritise having friendly people to live with and a clean house because I’m a tidy person. I would want a property that’s fully-furnished, too, because it would be expensive to buy lots of new furniture when you’re a student. Location wouldn’t be a big priority, but I would want to live somewhere safe and with good public transport.

1b

Students’ own answers

5

ground rules = the limits or boundaries in terms of behaviour

a bit of a nightmare = difficult, unpleasant

turn up unannounced = visit without telling someone in advance

in the same boat = in the same difficult situation

beats trawling = it’s better than looking through a lot of information

handy with DIY = able to do repairs

it’s worth the hassle = the benefits compensate for the difficulties

mod cons = modern conveniences, e.g. fridge, microwave

pokey = small and uncomfortable dodgy = not reliable or safe

6

Students’ own answers

Grammar in context p72

1a

aHe said, ‘I didn’t do it.’

bA friend said, ‘Why don’t you try speed flatsharing?’

cHe said, ‘I won’t repair it.’

dThey said, ‘We were wondering if you would like to live on a boat.’

1b

3  wonder    4​   refuse    6​   deny    8​   suggest

2

a  4    b​   5    c​   1    d​   6

3

Suggested answers

2criticised

‘You’ve left the house in a mess,’ he told us.

3reminded

‘Don’t forget to take your keys,’ my landlady said.

4offered

‘Shall/Can I cook dinner?’ I asked Edith.

5wanted to know

‘Do we have to pay a deposit?’ we asked.

4

1  that I try/on me trying    2​   to have/that they had    3​   going/that he had gone    ​ 4  to pay    5​   all correct    6​   to visit/they would visit

5

1congratulated Cathy on/for painting her room

2threatened to call our parents

3asked Anita if she was doing

4accused Sandra of always making excuses

5ordered Sarah to pay her/the bill

6suggested Matt spoke to his

6

Students’ own answers

7

Students’ own answers

Developing vocabulary p73

1

Students’ own answers

2

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

8  b

3

1… it wasn’t anything to write home about.

2… like home from home.

3… homed in on them.

4… brings it home to you.

5… is (quite) at home with it.

6… home truths.

7… home and dry (yet).

4

1  B    2​   C    3​   A    4​   D    5​   B    6​   B    7​   D 8  D    9​   C    10​   A    11​   D    12​   A

5

Students’ own answers

Gateway to life skills pp74−75

1

In photo 1, one housemate has left all the dirty dishes in the sink. In photo 2, one boy is trying to study while the girl is playing the drums and making a lot of noise.

2

Students’ own answers

3

Students’ own answers

4

Suggested answers

1  It is normal.

2Pay attention when there are signs that your flatmate may be annoyed with you.

3Find a time when neither of you are busy.

4Talk about behaviour, not personality traits.

5Have another talk and find a solution both of you are happy with.

6Don’t talk about the problem behind your flatmate’s back.

7Don’t leave messages, speak to the other person.

8Be respectful and listen to each

other instead of losing your temper and shouting. Take time to cool off.

5

Suggested answers

Mark: Feels he has to nag Asha and Ethan to look after their guinea pig.

Clare: Feels as though she is constantly tidying up after the rest of the family.

Asha: Wants to watch TV while Ethan wants to use the TV to play on his games console.

Ethan: Gets into trouble with his dad for leaving lights on and wasting energy.

6

Suggested answers

The family are not very good at resolving conflict at the moment, because they get cross and shout, or nag each other.

However they have good ideas for resolving conflict in the future. For example, Mark and Asha suggest rotas so that cleaning out the guinea pig and screentime are shared. Clare suggests being patient, consistent and willing to compromise. Ethan suggests that he should try harder to remember his chores.

Listening p76

1

Students’ own answers

2

Students’ own answers

3

1  one billion dollars    2​   27    ​3  a mythical island    4​   three helicopter pads    ​

5  repairing and maintaining    ​6  oil    ​ 7  exterior/(opulent) appearance    ​ 8  (about) nine    9​   local materials

4

Students’ own answers

5a

The sentences in exercise 5a are passive because the person who is saying, reporting, claiming, etc. is not known or not important, and/or because the writer does not want the reader to think that he/ she is expressing his/her own opinion.

5b

Pattern A: c, e, f Pattern B: a, b, d

5c

1  a, b, d, e    2​   c, f    3​   a, d, e    4​   b, c, f

6

1It is suggested that the house took years to build.

2It is estimated that the house is worth

15times more.

3The house is known to have three helicopter pads.

4It has been reported that he is living in New York now.

5The house is believed to have been updated.

1The house is said to have a lot of space.

2The gardens are reported to be indoors.

3It has been suggested that there is a yoga room.

4Celebrities are known to have visited (the house).

5It is said that another house is being built.