ScienceLesson Plans - Macmillan GatewayScience - Grade10 - MacmillanEducationKazakhstan

10 сыныптарға арналған сабақ жоспарлар
Поурочные планы для 10 класса (естественно-математического цикла)

Lesson Plans for the 10th grade (Science)
2019-2020 оқу жылы/учебный год/academic year
Gateway Sciencefor KazakhstanGrade 10
Macmillan Education
Table of Contents
Module 1. Science and scientific phenomenon. Interesting facts about DNA: Animal and plant cells.
Lesson 1.................................................................................................................................................4
Module 1. Vocabulary: studying at university. Lesson 2......................................................................5
Module 1. Reading: Chat Room Lesson 3.............................................................................................9
Module 1. Grammar in context: Present Simple, Present Continuous and Present habits. Lesson 4. .12
Module 1. Developing vocabulary: do and make. Lesson 5................................................................16
Module 1. Gateway to life skills: managing study time. Lesson 6......................................................18
Module 1. Listening: two teenagers talking about revision. Lesson 7.................................................22
Module 1. Grammar in context: infinitives and gerunds – 1. Lesson 8...............................................24
Module 1. Developing speaking: negotiating and collaborating: giving personal information –
preferences. Lesson 9...........................................................................................................................28
Module 1. Developing writing: an informal email replying to a request for information. Lesson 10.31
Module 1. Language checkpoint: Unit 1/summative assessment on Module 1. Lesson 11................33
Module 1. Myth busters. CLIL: Engineering feat. Lesson 12.............................................................36
Module 2. Natural disasters. We won’t halt global warming until … Lesson 13................................39
Module 2. Vocabulary: work conditions and responsibilities. Lesson 14...........................................41
Module 2. Reading: working life. Lesson 15.......................................................................................44
Module 2. Grammar in context: Past Simple and Past Continuous. Lesson 16...................................47
Module 2. Developing vocabulary: phrasal verbs connected with work. Lesson 17...........................51
Module 2. Gateway to life skills: The world of work. Lesson 18........................................................53
Module 2. Listening: talking about the gap year experiences. Lesson 19...........................................57
Module 2. Grammar in context: Past Perfect Simple/summative assessment on Module 2. Lesson 20
..............................................................................................................................................................59
Module 2. Developing speaking: negotiating and collaborating – 1. Lesson 21................................63
Module 2. Developing writing: an opinion essay – 1. Lesson 22........................................................66
Module 2. Summative assessment on Term 1. (Teachers choose their own assessment). Lesson 23. 69
Module 2. KZ Culture Spot: The Aral Sea. Lesson 24........................................................................69
Module 3. Virtual reality. Developing and evaluating mobile applications: Britain’s youngest app
developer. Lesson 25............................................................................................................................71
Module 3. Vocabulary: words connected with transport and travel. Lesson 26..................................73
Module 3. Grammar in context: future forms. Lesson 28....................................................................78
Module 3. Developing vocabulary: prefixes. Lesson 29.....................................................................81
Module 3. Life skills: The world around you: investigating food miles. Lesson 30...........................83
Module 3. Listening: the future of drones. Lesson 31.........................................................................87
Module 3. Grammar in context: future continuous, future perfect simple and future perfect
continuous. Lesson 32..........................................................................................................................90
Module 3. Developing speaking: Talking about photos - 1. Lesson 33...............................................93
Module 3. Developing writing: A story. Lesson 34.............................................................................95
Module 3. Language Checkpoint: Unit 3/Summative assessment on Module 3. Lesson 35...............98
Module 3. Culture: Forms of transport. Lesson 36............................................................................100
Module 4. KZ Culture spot: Kazakh national drinks. Lesson 37.......................................................103
Module 4. Vocabulary: Personality adjectives. Lesson 38................................................................104
Module 4. Grammar in context: comparative and superlative adjectives and adverbs. Lesson 40...110
Module 4. Developing vocabulary: noun suffixes. Lesson 41...........................................................115
Module 4. Gateway to life skills: learning to learn. Lesson 42.........................................................117
Module 4. Grammar in context: articles. Lesson 43..........................................................................121
Module 4. Language checkpoint: Unit 4/Summative assessment on Module 4. Lesson 44..............123
Module 4. Developing speaking: Presentations - 1. Lesson 45.........................................................125
Module 4. Developing writing: An article-1. Lesson 46...................................................................129
Module 4. Summative assessment on Term 2 (Teachers conduct the summative assessment). Lesson
47........................................................................................................................................................132
Module 4. Everyday English: Study skills (Teacher’s Resource Pack). Lesson 48..........................132
Module 3. Scientific texts: Famous scientists. Lesson 49..................................................................134
Module 5. Vocabulary: buying and selling, money, and banking. Lesson 50...................................136
Module 5. Reading. Money: A brief history. Lesson 51....................................................................139
Module 5. Grammar in context: model verbs of obligation, prohibition, and advice – present and
past. Lesson 52...................................................................................................................................142
Module 5. Developing vocabulary: Phrasal verbs connected with money and shopping. Lesson 53145
Module 5. Life skills. Money and finance: Avoiding debt. Lesson 54..............................................147
Module 5. Grammar in context: making predictions and speculations about the past, present and
future. Lesson 55................................................................................................................................151
Module 5. Developing speaking: Making present and past speculations about photos. Lesson 56. .154
Module 5. Developing writing: writing a formal letter/email of complaint. Lesson 57....................158
Module 5. CLIL History and medicine: The history of the vaccine. Lesson 58................................161
Module 6. Capabilities of human brain. Lesson 59...........................................................................164
Module 6. Vocabulary: Talking about the body and health using a range of vocabulary. Lesson 60
............................................................................................................................................................167
Module 6. Reading: Health news. Lesson 61.....................................................................................171
Module 6. Grammar in context: using the zero, first and second conditionals and unless, as long as,
provide/providing (that) and in case. Lesson 62................................................................................174
Module 6. Developing vocabulary: using idioms connected with health and illness. Lesson 63......178
Module 6. Gateway to life skills: understanding nutrition. Lesson 64..............................................179
Module 6. Developing speaking: negotiating with a partner using different expressions to agree,
disagree and make choices. Lesson 65...............................................................................................183
Module 6. Developing writing: Writing a for-and-against essay. Lesson 66....................................187
Module 6. Grammar in context: using the third conditional and I wish/if only/summative assessment
on Module 6. Lesson 67.....................................................................................................................190
Module 6. Multiple intelligence. Culture: intelligence. Lesson 68....................................................193
Module 7. Nanotechnologies: digital footprints. Lesson 69..............................................................196
Module 7. Vocabulary: music and film. Lesson 70...........................................................................198
Module 7. Reading: Aloe Blacc. Lesson 71.......................................................................................201
Module 7. Grammar in context: Reported speech - statements, Reported speech -
questions/Developing vocabulary: compound nouns and adjectives. Lesson 72a.............................204
Module 7. Grammar in context: Reported speech - statements, Reported speech -
questions/Developing vocabulary: compound nouns and adjectives. Lesson 72b............................208
Module 7. Gateway to life skills: autonomy and enterprise: bringing ideas to life. Lesson 73.........210
Module 7. Grammar in context: Reported speech- other reporting verbs, Reported speech - other
reporting structures/Summative assessment on Module 7. Lesson 74...............................................214
Module 7. Developing speaking. Lesson 75......................................................................................218
Module 7. Developing writing: writing a review. Lesson 76............................................................221
Module 7. Summative assessment on Term 3 (Teachers choose their assessment materials) Lesson 77
............................................................................................................................................................223
Module 7. Robotics. Lesson 78..........................................................................................................223
Module 8. Things you didn’t know about space. The observatory. Lesson 79.................................226
Module 8. Vocabulary: talking about natural disasters. Lesson 80...................................................229
Module 8. Reading: Tsunami! a 21st century survival solution. Lesson 81......................................233
Module 8. Grammar in context: the passive, the passive – verbs with two objects. Lesson 82........236
Module 8. Developing vocabulary: prepositional phrases with verbs. Lesson 83.............................239
Module 8. Gateway to life skills: helping a charity. Lesson 84.........................................................240
Module 8. Listening: the tsunami survivor who is an example to all of us. Lesson 85.....................246
Module 8. Developing speaking: Talking about statistics. Lesson 86...............................................248
Module 8. Developing writing: An opinion essay – 2. Lesson 87.....................................................251
Module 8. Grammar in context: the passive with say, know, believe, etc. Lesson 88......................255
Module 4. Language checkpoint: Unit 8/Summative assessment on Module 8. Lesson 89..............259
Module 8. CLIL Architecture. Lesson 90..........................................................................................263
Module 9. Independent project/Vocabulary: everyday technology. Lesson 91a...............................265
Module 9. Independent project/Vocabulary: everyday technology. Lesson 91b...............................267
Module 9. Reading: Gen Z. Lesson 92..............................................................................................269
Module 8. Grammar in context: defining and non-defining relative clauses. Lesson 93..................272
Module 9. Developing vocabulary: phrasal verbs connected with technology and computers. Lesson
94........................................................................................................................................................276
Module 9. Gateway to life skills. ICT: Using technology for study. Lesson 95................................278
Module 9. Listening: solving problems. Lesson 96...........................................................................281
Module 9. Grammar in context: using gerunds and infinitives - 2. Lesson 97..................................283
Module 9. Language checkpoint Unit 9/Summative assessment on Module 9. Lesson 98...............286
Module 9. Developing speaking clarifying and checking understanding. Lesson 99........................288
Module 9. Developing writing: writing a report. Lesson 100............................................................293
Module 9. Summative assessment on Term 4. (Teachers choose their assessment materials). Lesson
101......................................................................................................................................................297
Module 9. Culture: User generated videos (project). Lesson 102.....................................................297
Module 1. Science and scientific phenomenon. Interesting facts about DNA: Animal and plant cells.
Lesson 1
Unit of a long-term School: ____________________________
plan:
Science and
scientific
phenomenon
Date: Teacher name:
Class: Number present: absent:
Lesson title Interesting facts about DNA. Animal and plant cells.
Learning 10.2.2. to understand specific information without support on a wide range of
objective(as) general and academic topics including discussion of new topics
10.4.3. to read long texts quickly to understand the content
10.5.2. to use different vocabulary according to a topic and genre
Level of thinking Knowledge, Understanding, Application
skills
Lesson objectives All learners will be able to:
- to read the text and put information into the correct columns
Most learners will be able to:
- to read the text and put the phrases in the correct order to summarize the
functions of the cell components
Some learners will be able to:
-skim the text quickly and use the vocabulary related to animal and plant cells
Assessment criteria - Read the text and present the main ideas from the text
- Use a growing range of vocabulary related to the animal and plant cells
Values links
Cross-curricular Biology
Previous learning CLIL Biology
Plan
Planned timings Planned activities (replace the notes below with Resources
your planned activities)
Start Greeting and organisational moment: Gateway Companion Science
10 min How are you? What did we learn at the Unit 1
previous lesson?
Checking homework and giving feedback.
Middle 1 Gateway Companion Science
25 min  Draw STs’ attention to the picture and Unit 1
ask their opinion about the picture
 Give STs enough time to work with the
text, when they have finished,
introduce words from the Glossary.
 Ask the STs complete the table about
plant and animal cells.
2
 Ask STs to do the task about organs
and functions, choose endings of the
sentences and complete them.
Answers
1b 5a
9l
2j 6c
10 d
3f 7e
11 k
4h 8g
End 3 Gateway Companion Science

5 minutes  Ask STs to make statements putting the Unit 1
phrases in the order.
 Check the task with the class.
Homework: Gateway Companion Unit 1.

Exercise 4. Systems and functions
Additional
information
Differentiation – how do you plan to give more Assessment – how are you planning to check
support? How do you plan to challenge fast students’ learning?
finishers? Oral feedback
Differentiation by questioning: Positive reinforcement
1. Why is it important to understand how animal
and plant cells function?
Differentiation for other students:
1. What do plant and animal cells contain?
Reflection Use the space below to reflect on your lesson. Answer the most relevant
Were the lesson questions from the box on the left about your lesson?
objectives/learning
objectives realistic?
Did all the learners
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
differentiation work
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
What two things went really well? Consider both teaching and learning.
1.
2.
What two things would have improved the lesson? Consider both teaching and learning.
1.
2.
What have I learned from this lesson about the class or an individual student that will inform my next
lesson?
Module 1. Vocabulary: studying at university. Lesson 2

Unit of a long-term plan: School: __________________________________________
Science and scientific
phenomenon
Date: Teacher name:
Lesson title Vocabulary: studying at university
Learning objective(as) 10.5.2 - use a growing range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately
10.3.4 - evaluate and comment on the views of others in a growing variety
of talk contexts on a growing range of general and curricular topics;
Level of thinking skills Knowledge, Understanding, Application
- practise saying the names of subjects
-talk about studying and life at university
-write vocabulary quiz questions using the vocabulary related to university
life and to conduct quiz for their peers
Assessment criteria - Use a growing range of vocabulary related to university life
Values links Lifelong learning
Cross-curricular Study skills
Previous learning
Plan
Start Greetings, organisational moments, and warmer. Gateway Science
10 min Teacher introduces a new theme, learning Grade 10
objectives, and assessment criteria.
Student’s Book
WARMER Presentation Kit
Ask students to look at the expression Study Unit 1, p. 6
helpline and the photo strip. Elicit a definition of
helpline(a telephone line, email or Internet forum
where people can access information and support).
Ask students to provide examples of helplines they
know. Elicit what they think the unit is going to be
about (information about going to university and
guidelines on studying).
Checking homework.
Studying at university
1a Speaking: Divide the class into pairs to look at
the subjects in the box and say how many they
know. Encourage students to look up any words
they are not sure about in their dictionaries, or they
can look up the words in the Macmillan Online
Dictionary.
(If time: use the Extra Activity, TB, page 29).
1b In pairs, students think of other university

subjects. Encourage students to race against each
other by setting a three-minute time limit. Ask the
pair with the longest list to write their answers on
the board. Remind students that we write language
subjects with a
capital letter.
Example answers
anthropology, archaeology, art, science (biology,
chemistry, physics), economics, languages
(English, French, Spanish, German, etc.),
geography, history
1c In pairs, students discuss which subjects in
exercises 1a and 1b interest them and say why.
Elicit feedback in open class.
Middle 2 Speaking: In pairs, students read the email Gateway Science
25 min paying special attention to the words in red. Ask Grade 10
them to decide if each word is a noun or a verb and
what they think the meaning is. Ask different Student’s Book
students around the class to say if each word is a Presentation Kit
noun or a verb. Unit 1
Answers
(see Answers in exercise 3 below)
3 Encourage students to check the meaning of any
words in exercise 2 they are not sure about. Remind
students that many English words have more than
one meaning and can have more than one form so
they should find the correct meaning for their
context. Elicit definitions of the words in open
class.
Answers
undergraduate (noun) /ˌʌndə(r)ˈɡrædʒʊət/ – a
student who is studying for a first degree at a
college or university. (A student who already has a
first degree is a graduate.) graduate (verb)
/ˈɡrædʒueɪt/ – to complete your studies at a
university or college, usually by getting a degree
degree (noun) /dɪˈɡriː/ – a course of study at a
university, or the qualification that you get after
completing the course
master’s (noun) /ˈmɑːstə(r)z/ – a university degree
that students get if they study for one or two years
after their first degree
course (noun) /kɔː(r)s/ – a series of lessons or
lectures in an academic subject or a practical skill
lecture (noun) /ˈlektʃə(r)/ – a talk to a group of
people about a particular subject, especially at a
college or university
tutorial (noun) /tjuːˈtɔːriəl/ – a lesson in which a
student or a small group of students discusses a
subject with a tutor, especially at university or
college
term (noun) /tɜː(r)m/ – one of the periods of time
into which the year is divided for students. In the
UK, there are usually three terms: the autumn term,
the spring term and the summer term
continuous assessment (noun) /kənˈtɪnjʊəs ə
ˈsesmənt/ – a way of judging a student by looking
at the work that they do during the year instead of
or in addition to looking at their examination results
coursework (noun) /ˈkɔː(r)sˌwɜː(r)k/ – schoolwork
that a student must do as part of a course of study,
with the mark that they achieve forming part of
their exam result assignment (noun) /əˈsaɪnmənt/ –
work that you must do as part of a course of study
or as part of your job
tutor (noun) /ˈtjuːtə(r)/ – a teacher in a college or
university
grade (noun) /ɡreɪd/ – a letter or number that shows
the quality of a student’s work
mark (noun) /mɑː(r)k/ – a school score
notes (noun plural) /nəʊts/ – details from something
such
as a lecture or a book that you write down so that
you can remember them
revise (verb) /rɪˈvaɪz/ – to read and learn
information that you have studied in order to
prepare for an examination. The American word is
review.
fail (verb) /feɪl/ – to be unsuccessful in achieving a
satisfactory level or standard
resit (verb) /ˌriːˈsɪt/ – to take an examination again
after failing it previously
4. Listening 01 Play the track for students to listen
to the vocabulary quiz and answer the questions 1–
8. Point out to students that the words are from
exercises 1 and 2
Elicit answers from students around the class. See
p171 for the audioscript for this exercise.
Answers
1 veterinary medicine 2 lecture 3 mark
4 undergraduate 5 tutor 6 coursework/assignment 7
psychology 8 resit it
End Life at university Gateway Science
5 minutes 5 Ask students to complete the sentences with Grade 10
words a–g. Answers
1a2f3e4c5d6b7g Student’s Book
6a Ask students to complete the questions with the Presentation Kit
words a–g in exercise 5. Elicit the answers in open Unit 1, p. 6
class.
Answers
1 activities 2 facilities 3 friends 4 independent 5
abroad 6 residence 7 loan
6b Speaking In pairs, students use the questions in
exercise 6a to interview their partner.
Homework: Assign students page 4 in their Workbook

Workbook
Additional information
Differentiation – how do Assessment – how are you planning to check students’ learning?
you plan to give more
support? How do you plan
to challenge fast finishers?
Fast finishers:
Students write vocabulary
quiz questions, similar to
those in exercise 4, for
other words from the
lesson, e.g. Which
university subject studies
the Earth? (geology). Ask
students to read them out
for other students to say the
word.
questions from the box on the left about your lesson?
Were the lesson
objectives/learning
Did all the learners achieve
lesson objectives/learning
objectives? If not, why?
Did my planned
differentiation work well?
Did I stick to timings?
What changes did I make
from my plan and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 1. Reading: Chat Room Lesson 3

Unit of a long-term School:____________________________________________________
plan:
phenomenon
Date: Teacher name:
Lesson title Reading: Chat Room Lesson 3
Learning 10.3.3 - explain and justify own and others’ point of view on a wide range of
objective(as) general and curricular topics;
10.4.2 - understand specific information and detail in extended texts on a range
of familiar general and curricular topics, and some unfamiliar topics
Level of thinking Understanding, knowledge, application
skills
- to read the text and understand the main information
- master matching activities when working with extended texts
-scan the text for specific information, use the thematic vocabulary and give
their opinion
Assessment criteria -Scan the text for specific information
-Use a growing range of relevant vocabulary
Values links
Cross-curricular Critical thinking
Previous learning
Plan
Start Greetings, organisational moments, and warmer. Gateway Science Grade
10 min Teacher introduces a new theme, learning 10
Student’s Book
WARMER Unit 1, p. 7
Put students in groups and ask them to discuss
whether any of their hobbies or interests can be Presentation Kit
studied at university. Do they think any of them
would be suitable for formal study?
Teacher introduces the topic of the lesson,
learning objectives, and assessment criteria.
1 Speaking: In pairs, students discuss what they
can see in pictures 1–5 and say if they think you
can study these things at university. Ask them to
give reasons why or why not. Elicit opinions from
students in open class.
2 Reading: Ask students to read the comments
from an Internet forum and match the comments
to the pictures in exercise 1. Set a time limit of
two minutes to encourage students not to get stuck
on difficult vocabulary at this stage. Let students
compare their answers in pairs before checking in
open class.
Answers a3b1c4d2e5
Middle Exam success: Students read the Exam Success Gateway Science Grade
25 min tip. Then ask them how they approach 10
matching activities for reading texts. Elicit
ideas and ask them to read the information on Student’s Book
page 144 (Reading: Matching activities). Unit 1, p. 7
3 Ask students to read the text again and match
the people a–e with the questions 1–6. Remind Presentation Kit
them that the people may be chosen more than
once. Elicit answers from different students
around the class and ask them to identify key
sentences in the text that helped them choose their
answers.
Answers
1 d (Undergraduates spend their third year in a
Scandinavian university, which I’m looking
forward to.)
2 c (Maybe that’s why 91% of students who
study this course find a job as soon as they
graduate.)
3 b (I don’t see why they think it’s OK to study
classical music or literature but not the music and
words of a group that changed the modern world.)
4 a (Some people think that all I do is bake bread
and cakes.)
5 e (People are usually really jealous when I tell
them that I’m studying surf science and
technology.)
6 c (But for me the best thing about the course is
that it’s very hands-on.)
4 Critical thinking: Individually, students read the
question and make notes before comparing their
ideas with the rest of the class.
Example answers
I think these subjects aren’t too specialised. It’s a
good idea to study something unusual because
you are more likely to be interested and study
more. Also they often give you very specific skills
that are more useful in the workplace.
Furthermore, an unusual degree could make your
CV stand out in a competitive marketplace.
In my opinion, these subjects are too specialised
and they are a bad thing because your
employment options are very narrow when you
finish your degree. You can’t transfer your skills
easily to another subject area. Also, they are often
not very academically rigorous so they don’t show
what you are intellectually capable of.
5 Encourage students to guess the meaning of the
underlined words in the text. Allow them to use a
dictionary to check their answers.
Answers
uni = short form of ‘university’
drives me mad = makes someone feel extremely
angry or upset
in great depth = in a very detailed way and giving
a lot of information
implications = possible results or effects
hands-on = hands-on experience or training
involves you doing something rather than just
reading about it or watching other people do it
specialise = to be an expert in a particular part of a
subject or profession
End 6 Speaking: What about you? Ask students to
5 minutes think about their answers to the questions, and
then to discuss them with a partner. Elicit some
answers from different students
Homework: Assign students page 5 in their
Workbook
Differentiation – how Assessment – how are you planning to check students’ learning?
do you plan to give
more support? How do
you plan to challenge
fast finishers?
Fast finishers:
Ask students to note
down what the exact
name of each subject
is.
Answers
baking technology
management
The Beatles, Popular
music and Society
Digital and Social
Media
Viking studies
surf science and
technology
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 1. Grammar in context: Present Simple, Present Continuous and Present habits. Lesson 4
plan:
phenomenon
Date: Teacher name:
Lesson title Grammar in context: Present Simple, Present Continuous and Present
habits
Learning objective(as) 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of general and curricular topics
10.5.3 - write with grammatical accuracy on a range of familiar general and
curricular topics
10.6.9 - use appropriately a wide variety of active and passive simple present and
past forms and past perfect simple forms in narrative and reported speech on a
wide range of familiar general and curricular topics;
Level of thinking skills Understanding, knowledge, application
- to look at the verbs in the sentences and name the tenses used
- differentiate between state and action verbs
- talk about why and how we use the words that often go with the present perfect
simple and present perfect continuous
- talk about their habits using Present Simple and Present Continuous
Assessment criteria - Use Present Simple and Present Continuous accurately in their speaking and
writing
Values links
Cross-curricular Present Habits
Previous learning
Plan
Start Greetings, organisational moments, and warmer. Gateway Science Grade
10 min Teacher introduces a new theme, learning 10
Student’s Book
Test before you teach Unit 1, pp. 8-9
Do this exercise to find out how much students
remember about the present simple/present
continuous and present perfect simple/present Presentation Kit
perfect continuous tenses.
Tell students to write three true sentences and one
false sentence about themselves or other people
using the four tenses. In pairs, students read their
sentences to each other for their partner to guess
which is the false sentence. If they seem to be
familiar with the use and form of these tenses, move
through the Grammar guide exercises quickly in
open class.
Teacher introduces the topic of the lesson, learning

Present simple, present continuous and present

habits
1a Ask students to look at the verbs in the sentences
and name the tenses.
Answers
1 present simple 2 present continuous 3 present
simple 4 present continuous 5 present simple
1b Ask students to read the explanations and match
them with the sentences in exercise 1a. Check
answers in open class.
Answers a1b3c5d2e4
2Ask students to choose the correct alternative.
Have students compare in pairs before you check
their answers.
Answers
1 understand 2 goes 3 is coming 4 are getting 5
usually walks, is going 6 Do you wear 7 don’t agree
8 sounds
TEACHER DEVELOPMENT: LANGUAGE

STATE AND ACTION VERBS (SEE TEACHER’S
BOOK, P. 32)
Middle 3a Pronunciation 02 Play the track for students Gateway Science Grade
25 min to listen to the sentences and mark the word which 10
the speaker stresses most. Check their answers.
Answers Student’s Book
1 constantly 2 always 3 forever 4 continually Unit 1, pp. 8-9
Teacher development: language
Present continuous for annoying habits (See Presentation Kit
Teacher’s Book, page 32).
3b In pairs, students practise saying the sentences
with the stress on the correct words.
Teacher development: pronunciation
Emphatic stress (See Teacher’s Book, page 32).
4a Ask students to complete the dialogues with the
correct form of the verbs in the box. Remind them to
use the present simple for general routines and
habits or the present continuous with always,
constantly, continually or forever for annoying
habits. Let students compare their answers in pairs
before checking in open class.
Suggested answers
1 ’s forever playing 2 studies
4 ’s constantly saying 5 coach
3 ’re always leaving
4b Speaking In pairs, students practise saying the
dialogues. Remind them to stress some of the words
when necessary.
Extra activity
In pairs, student invent a dialogue similar to the
ones in exercise 4a using the present continuous
with always, constantly, continually or forever.
They then read out their dialogues for the rest of the
class stressing some of the words when necessary.
5 Speaking In pairs or small groups, students talk
about things people do that annoy them. In a less
confident class, brainstorm a few ideas and write
them on the board, e.g. biting their nails, whistling,
eating withtheir mouth open, speaking too loudly.
Walk round, monitoring students and helping them
if necessary. Ask some students around the class to
tell the rest of the class about the things that annoy
them.
Teacher development: classroom tips and planning
Pyramid discussion (See Teacher’s Book, page 33)
Present Perfect Simple and Present Perfect
Continuous
6a Ask students to match sentences 1–4 with the
explanations of their uses a–d.
Answers 1a2b3d4c
6b Ask students to look at the sentences and say
which is present perfect simple and which is present
perfect continuous. Elicit how we form these two
tenses.
Answers
1 present perfect continuous 2 present perfect simple
Present perfect simple: subject + has/have + past
participle
Present perfect continuous: subject + has/have +
been + verb + -ing
6c Students match the tenses to the correct usage.
Answers
1 present perfect simple 3 present perfect simple
2 present perfect continuous 4 present perfect
continuous
7 Speaking:In pairs, students talk about why and
how we use the words that often go with the present
perfect simple and present perfect continuous. You
may wish to discuss the first one in open class as an
example. Elicit answers from different students
around the class and ask students to write example
sentences on the board.
Answers
1 for goes with periods of time, like three hours, ten
minutes, a long time. It goes just before the time
period.
2 since goes with points in time, like 1990,
Christmas, last week. It goes just before the time
period.
3 ever means ‘sometime before now’. It is used in
questions, e.g. Have you ever/Haven’t you ever ...?,
and in negative statements, e.g. Nobody has ever
travelled there before. It goes between have +
subject pronoun and the past participle.
4 never means ‘at no time before’ and it is used in
negative statements, e.g. I’ve never been to New
York before. It goes between have and the past
participle.
5 just means ‘not so long ago’. It comes between
have and the past participle, e.g. They have just gone
out.
6 already shows an action has been completed. It
comes between have and the past participle, e.g. I
have already heard that song.
7 yet means ‘up to a specified time’ and is used only
in the negative and question forms of the present
perfect tense. It is normally placed at the end of a
sentence, e.g. I haven’t been to the supermarket yet.
8 Ask students to rewrite the sentences using the
correct tense and the words in exercise 7, if
necessary.
Answers
1 She’s failed 2 since 2012 3 We went 4 I’ve been
doing 5 has just had 6 has painted 7 for five hours 8
I’ve lost 9 I haven’t done 10 I’ve been waiting
9a Ask students to complete the questions with the
present perfect simple or present perfect continuous.
Example answers
1 How long have you lived here? 2 How long have
you been watching TV? 3 Have you ever done a
bungee jump? 4 How many times have you eaten
sushi? 5 What have you been doing all day? 6 Have
you just had your lunch?
End 9b Speaking: In pairs, students take it in turns to Grammar Reference on
5 minutes interview their partner using their completed page 16
questions. Round up the activity by asking students
to tell the class one interesting thing they found out
about their partner.
+Extra activity:
Students think of things that they have done more of
or have been doing for longer than their partner (i.e.
things where the number in their answer is bigger
than their partner’s). Individually, they note down
questions using the present perfect simple or present
perfect continuous tense. In pairs, students take
turns asking and answering questions, e.g. How long
have you been wearing the shoes you have on now?
How many countries have you visited? How long
have you been studying in this class?
Teacher development: classroom tips and planning.

Homework (See Teacher’s Book, page 34)
Refer students to the Grammar Reference on page
16 if necessary
Workbook
do you plan to give
fast finishers?
Fast finishers:
+Extra activity:
Students think of things
that they have done
more of or have been
doing for longer than
their partner (i.e. things
where the number in
their answer is bigger
than their partner’s).
Individually, they note
down questions using
the present perfect
simple or present
perfect continuous
tense. In pairs, students
take turns asking and
answering questions,
e.g. How long have you
been wearing the shoes
you have on now? How
many countries have
you visited? How long
have you been studying
in this class?
objectives/learning
achieve lesson
objectives/learning
objectives? If not, why?
Did my planned
well?
What changes did I
make from my plan and
why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 1. Developing vocabulary: do and make. Lesson 5

plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Developing vocabulary: do and make.
Learning 10.6.14 - use a variety of prepositional phrases before nouns and adjectives; use
objective(as) a number of dependent prepositions following nouns and adjectives and a variety
of prepositions following verbs on a wide range of familiar general and
curricular topics
10.3.4 - evaluate and comment on the views of others in a growing variety of talk
contexts on a growing range of general and curricular topics;
skills
- to become familiar with the target vocabulary
- use do and make appropriately
- interview their peers
Assessment criteria - ask and answer the questions using make and do
- match the words with the verb they usually go with
Values links
Cross-curricular
Previous learning
Plan
Start 1.Greeting, checking homework, and warmer: Gateway Science Grade
1. min Teacher introduces the topic of the lesson, learning 10
FAST TRACK Student’s Book
If students are familiar with the target vocabulary, Unit 1, p. 9
you could do exercise 1 as a class activity by
inviting individual students to read out the words Presentation Kit
and the rest of the class to call out do or make.
Middle Do and make Gateway Science Grade
25 min 1 Ask students to match the words with the verb 10
they usually go with (do or make) and write two
lists. Student’s Book
Answers Unit 1, p. 9
do – a course, an assignment, an exam, chores,
homework, the shopping, the washing, well Presentation Kit
make – a cake, a decision, a noise, friends, the
dinner
Teacher development: language
do and make
Collocations with the verbs do and make are very
often confused by students. These verb + noun
combinations just sound ‘right’ to native English
speakers, who use them all the time. In the next
exercise, students learn some general usage
guidelines. However, there are many exceptions and
students must regularly revise and memorise words
which collocate with make and do to avoid making
mistakes.
2 Ask students to complete the rules with do and
make. Answers
1do 2do 3make 4do 5make 6do
3 Students complete the text with the correct form of
do or make. Elicit answers from different students
around the class.
Answers
a made b made c do d is doing e is making f do g do
h are making i do j do k make lmake mdo ndo
4a Students choose three expressions with do and
three expressions with make and write questions to
ask other people in the class. Draw students’
attention to the example questions.
End 4b Speaking Students use their questions to Gateway Science Grade
5 minutes interview as many people as possible. Round up the 10Student’s Book
activity by asking them to tell the class something Unit 1, p. 9
interesting they found out about the other students.
Presentation Kit
Workbook
Workbook
Additional
information
Differentiation – Assessment – how are you planning to check students’ learning?
how do you plan to Oral feedback
give more support? Peer review
How do you plan to Positive reinforcement
challenge fast
finishers?
Assign Fast Track
activity for Fast
finishers
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 1. Gateway to life skills: managing study time. Lesson 6.

plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Gateway to life skills: managing study time. Lesson 6
Learning 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
objective(as) genre, and which is spelt accurately
contexts on a growing range of general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of unfamiliar
general and curricular topics
skills
- to discuss which of the ideas in the video/listening they like
-offer strategies to help them plan, prioritize and deal with distractions
Assessment criteria - Give their opinion and justify it
-Use a growing range of relevant vocabulary
Values links
Cross-curricular
Previous learning
Plan
Start Greeting, checking homework, and warmer. Gateway Science Grade
1. min Teacher introduces the topic of the lesson, learning 10
Student’s Book
Fast track: Unit 1, pp. 10-11
Students could do the quiz in exercise 1a at home
and discuss the results in exercise 1b in class as a Life skills video Unit 1:
first activity. Managing study time and
Life skills video
Bring some balloons to class. Elicit different things worksheet Unit 1
that students dedicate their time to during the (Teacher’s Resource
day, e.g. school, family life, homework, etc. Ask a Centre)
volunteer to come to the front of the class and toss
him/her a balloon to keep it in the air. This balloon Presentation Kit
represents school. Toss in additional balloons, one
by one, which could represent homework, family
life, assignments, extracurricular activities, etc.
Keep going until the balloons start falling to the
ground. Tell students that the lesson is going to be
about how they manage time. Ask students to look
at Key concepts on page 10 to see if they are
familiar with these words.
1a. Individually, students read the statements in the

quiz and decide how true each one is for them –
very true (VT), quite true (QT) or not true (NT).
1b SPEAKING In pairs, students discuss if their
answers are similar. Refer them to the key and ask
them to read it and then discuss the questions.
2 Speaking: In pairs, ask students to look at the
headings from a study guide about effective time
management and say what advice each section will
give. Elicit some ideas in open class.
Middle 3 Reading Ask students to read the text and match Gateway Science Grade
25 min each heading in exercise 2 with the correct section. 10Student’s Book
Check their answers and ask students to read out the Unit 1, p. 10-11
key sentences that helped them decide on their
answers. Life skills video Unit 1:
Answers Managing study time and
1 D (The only way you can remember all that is by Life skills video
having it written down somewhere.) worksheet Unit 1
2 A (Decide on a specific time to start and finish ...) (Teacher’s Resource
3 B (Break a big task into smaller pieces.) Centre)
4 F (Don’t let yourself get distracted ...)
5 G (... have a plan B ...)
6 E ( When you know the deadline for handing in a Presentation Kit
piece of work ...)
7 C (... have more time to relax!)
4 Ask students to read the text again and answer the
questions. Give students a minute to compare in
pairs before you check their answers in open class.
Answers
1 Students are busy people.
2 The sooner you start, the earlier you finish.
3 It can encourage you to continue.
4 Your phone, social media networks, friends’ posts,
videos, your family.
5 No, you have to be prepared for potential
problems. 6 Start at the date you need to finish and
calculate how long you need to do each step, and
you will find the date you need to start.
+Extra activity
In pairs, ask students to discuss how they think the
advice can save them time with their studies. Elicit
opinions from different students around the class.
Vocabulary focus
The video contains some useful words and
phrases about managing study time that students
may not be familiar with. You could pre-teach
the following vocabulary with the class before
watching:
leisure [n]: time for relaxation (i.e. not spent
working or studying)
study buddy/buddies [n]: study companion
concept [n]: an idea of something that exists
Go for it! [v]: exclamation of encouragement
5 Listening 03 Tell students they are going to watch
a video or listen to four students talking
about their time management. Play the video
Suggested answers
Sam: He wants advice on managing free time and
study time.
Vanessa: She wants to know more about study
buddies and if they help.
Bea: She wants to know how to schedule her time in
a more balanced way.
Chris: He wants advice on any tools or resources to
help with time management.
6 03 Play the video or audio track again for students
to make notes about the tips Deana gives to the four
students. Nominate different students around the
class to read out the tips.
Answers
Sam: prioritise your tasks, have a timetable
Vanessa: study buddies help you focus, and help
you to understand difficult concepts and your
position
Bea: prioritise your work, set yourself a timer
Chris: talk to your teacher, use websites and books,
use a timer and set yourself half-hour working time
and five- minute breaks.
Teacher development: classroom tips and planning.
Using video in the classroom (See Teacher’s Book,
page 36).
End 7 Speaking: In pairs, students discuss which of the Gateway Science Grade
5 minutes ideas in the video/listening they do already or think 10Student’s Book
are a good idea to try out. Encourage students to Unit 1, p. 10-11
share their ideas in open class.
Homework: Assign students Life Task Life skills video Unit 1:
Step 1 Managing study time and
Ask students to work individually and read the Life skills video
instructions. Students start by making a list of all the worksheet Unit 1
schoolwork they have to do in the next few weeks, (Teacher’s Resource
plus the deadline for each piece of work. Centre)
Step 2
Then ask students to work backwards from the
deadline dates and decide when they should start Presentation Kit
each piece of work.
Step 3
Students write a plan for the next few weeks and
mark any work which is most urgent in one colour
and any work that can wait in another colour.
Step 4
Finally, ask students to make signs with the five
most useful tips for them to manage their study time
better. Draw students’ attention to the example.
Encourage them to keep the signs with them or in
their room and to try and follow the advice.
Additional
information
how do you plan to Oral feedback
give more support? Peer review
How do you plan to Positive reinforcement
challenge fast
finishers?
Fast track:
Students could do
the quiz in exercise
1a at home and
discuss the results in
exercise 1b in class
as a first activity.
+Extra activity
In pairs, ask students
to discuss how they
think the advice can
save them time with
their studies. Elicit
opinions from
different students
around the class.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 1. Listening: two teenagers talking about revision. Lesson 7

Unit of a long-term School:_________________________________________
plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Listening: two teenagers talking about revision.
Learning 10.2.2 - understand specific information in unsupported extended talk on a
objective(as) wide range of general and curricular topics, including talk on a limited range
of unfamiliar topics
10.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics, including talk
on a limited range of unfamiliar topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a growing range of general and curricular topics;
Level of thinking Understanding, Knowledge, Application
skills
- learn tips on listening more effectively
- learn how to predict content from the key words in the questions or visual
clues
- learn how to take good notes during listening to help them choose the right
answer
Assessment criteria - Use different strategies to listen for specific information
- Express a viewpoint
Values links -Respecting each other
Cross-curricular -Lifelong learning
Previous learning - Studying
Plan
Start Greeting, organisational moments, and Gateway Science Student
10 min warmer. Book, Unit 1,
Teacher introduces a new theme, learning page 12
Write the words continuous assessment on the
board. In small teams, students use these letters
to make as many words as they can in three
minutes. The team with the most correctly spelt
words wins.
Suggested answers
aim, assess, contain, continue, count, meat,
mess, minute, mountain, mouse, neat, nine,
nose, seat, section, see, seen, steam, team,
tease, ten, tent, time, etc.
Checking homework.
1 SpeakingIn pairs, students read the

statements made by students about revising for
exams and decide which ones are good ideas.
Elicit opinions from different students around
the class.
Suggested answers
Useful ideas are 1, 2 (as long as all the students
are focused on revising), 3, 4, 6, 8 (breaks
should be short and involve drinking water and
taking some exercise), 9.
Middle 2 Listening 04 Play the track for students to
25 min listen to two teenagers talking about revision
and ask them to decide which three ideas in
exercise 1 the boy mentions. Ask students if the
boy has prepared well for the exam. See p171
for the audioscript for this exercise.
Answers
The boy mentions ideas 7, 5 and 10. He hasn’t
prepared well for the exam.
3 Listening 04 Play the track again for students
to choose the best answer. Elicit from students
which key phrases helped them decide on their
answers for each question.
Answers
1 b (... didn’t go to sleep until half three.)
2 a (We’ve known about it for a month!)
3 b (I’ve got basketball practice ... on Mondays,
Wednesdays and Fridays.)
4 c (... I haven’t got any notes for some of
them.)
5 a (... in this exam you have to answer
everything.)
4 SpeakingWhat about you? In pairs or small
groups, students discuss the questions about
preparing for exams.
End TEACHER DEVELOPMENT: Gateway Science Student
5 minutes CLASSROOM TIPS AND PLANNING Book, Unit 1,
Listening tasks page 12
At the end of a listening task, try to develop a
class discussion on how students can listen Presentation Kit
more effectively. Remind students that they
must always read the instructions and questions
before the first listening.
This will help them know what they are
listening for and predict content (from key
words in the questions or visual clues, etc.).
Students need to learn how to take good notes
during the listening to help them choose the
right answer.
Ask students to evaluate how well they did and Workbook or online
if they thought it was a difficult task and why. workbook
For self-assessment and reflection, students
could record the listening activities they have
done in class on a self-evaluation sheet. They
can write the subject and date and evaluate their
progress:
I understood the first time I listened. 1 2 3 4 5 I
understood when we had finished listening. 1 2
3 4 5 I understood after listening with the
audioscript. 1 2 3 4 5

Workbook
Additional
information
how do you plan to -Oral feedback
give more support? - Positive reinforcement
How do you plan to
challenge fast
finishers?
+EXTRA
ACTIVITY
Students develop a
list of top five
revision tips. Elicit
ideas from students
around the class and
agree on a list that
students can copy
into their notebooks
and add new ideas to
during the unit.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 1. Grammar in context: infinitives and gerunds – 1. Lesson 8

plan:
Natural disasters
Date: Teacher name:
Lesson title Grammar: infinitives and gerunds – 1.
Learning 10.5.3 - write with grammatical accuracy on a range of familiar general and
objective(as) curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and
adjectives, to use gerund forms after a variety of verbs and prepositions, to
use a variety of prepositional and phrasal verb on a wide range of familiar
skills
- Decide if the gerund or infinitive is used correctly in each sentence
- Complete the gaps with gerund or infinitive of the verbs given
- Interview others using their questions
Assessment criteria - Use the gerund or infinitive forms accurately
Values links Respecting each other
Cross-curricular
Previous learning Gerunds
Plan
Start Greetings, organisational moment, and Gateway Science Student
10 min warmer. Book, Unit 1
FAST TRACK Grammar in context: using
You could do exercise 1 as a class activity by gerunds and infinitives,
inviting different students to read out the pages 12-13
sentences in Listening exercise 1 and
nominating another student to say the answer. Presentation Kit
Test before you teach: Flipped classroom
Set the Flipped classroom video for homework The Flipped classroom:
before the lesson. You can check the students’ gerunds and infinitive,
Flipped classroom video answers on the Teacher’s Resource
Flipped classroom worksheet which you can Centre/Student’s Resource
give them to complete while watching the Centre Unit 1 video and
video or in the Online Workbook. This will tasks
allow you to assess the needs of the students
before the class. Students can then move on to
the relevant grammar practice activities.
Talk to students about this change in the
classroom model. Go over the guidelines for
watching the videos and discuss the procedure
in class. After the students have completed
several Flipped classroom lessons, encourage
them to evaluate if they think the learning
video has been effective and helpful.
The Flipped classroom
Flipped classroom videos ‘flip’ the traditional
teaching methods for presenting grammar by
moving parts of a lesson outside the classroom.
The teacher has more class time to help
students develop their communication skills
and give feedback and assistance. In this way,
students have more talk time in English during
class using the target language.
The Flipped classroom videos enable students
to take an active role in their learning and give
them confidence in their capacity for
autonomous study. Flipped classroom videos
cater for different learning styles as students
have more control over the pace of their
learning. Students can come to class prepared
with any questions and they can identify which
areas they are confident in or the areas they
might need to practise more. You can have
more time to work with students individually
rather than whole-class teaching. Remind
students that they can refer to the videos at any
time for homework help.
Gerund and infinitives – 1

1 Students match statements 1–10 from
Listening exercise 1 with the rules. Point out
that they can use one rule twice.
Answers
2 g 3 f 4 c 5 d 6 b 7 e 8 i 9 h 10 e
2a Start by setting a time limit of 20 seconds
and asking students to read and identify the two
unusual techniques in the text. Then ask
students to read the text and choose the correct
alternative for a–o.
Answers
a to think b revising g to check l cycling
c to use h to get d keeping e doing j singing f
Leaving k singing o listening m to help i to
have n to keep
Middle 2b Speaking In pairs, students discuss if they Gateway Science Student
25 min would use either of the techniques and say why Book, Unit 1
or why not. Elicit any unusual revision Grammar in context: using
techniques students know or use. gerunds and infinitives,
3 Individually, students decide if the gerund or pages 12-13
infinitive is used correctly in each sentence.
Ask them to rewrite the incorrect sentences. Presentation Kit
Students compare their answers in pairs before
you check in open class.
Answers
1 to pass 2 studying 3 correct 4 to find
5 to pass 6 correct 7 failing 8 studying
4 Ask students to complete the exam advice
with the gerund or infinitive form of the verbs
given. Check answers in open class.
Answers
1 to finish 2 Starting 3 taking 4 creating
5 leaving, to check 6 to complete 7 to answer
5a In pairs, students complete the questions
with the gerund or infinitive form of an
appropriate verb.
Example answers
1 Do you enjoy going out in the evening?
2 When you sleep, do you ever dream of
falling?
3 Have you ever thought of being famous?
4 Do you find it difficult to study?
5 Have you ever considered changing schools?
6 Do you think that you are brave enough to
jump out of a plane?
7 Would you like to be the first person to live
on Mars?
8 Are you interested in studying surf science
and technology?
9 At the weekend, do you ever go mountain
biking?
10 Next year do you want to study another
language?
End 5b SPEAKING Students interview others Workbook or online
5 minutes using their questions and make notes of any workbook
funny or interesting answers. You could ask a
more confident pair to model this activity first. Refer students to the
Monitor students and note down errors and Grammar reference on page
good use of language to go over in a feedback 16 if necessary.
session at the end of the class. Finally, ask
students to tell the class some of the things they
have discovered.
TEACHER DEVELOPMENT:
CLASSROOM TIPS AND PLANNING.
Error correction (See Teacher’s Book, page
38)
Workbook
Additional
information
Differentiation – how do you plan to give more Assessment – how are you planning to
support? How do you plan to challenge fast check students’ learning?
finishers?
FAST FINISHERS
+Extra activity
Students write answers to their own questions in
exercise 5a.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 1. Developing speaking: negotiating and collaborating: giving personal information –

preferences. Lesson 9
plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Developing speaking: negotiating and collaborating. Lesson 8
Learning 10.3.2 - ask and respond to complex questions to get information about a wide
objective(as) range of general and curricular topics;
10.6.5 - use a wide variety of question types on a wide range of familiar general
and curricular topics;
skills
- master matching activities when working with extended texts
-scan the text for specific information, use the thematic vocabulary and give their
opinion
Assessment criteria -Use a growing range of relevant vocabulary
- Ask and answer the questions
Values links
Cross-curricular
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your Resources
planned activities)
Start Greeting, checking homework, and warmer: Gateway Science
11 min Grade 10, Student’s
Teacher introduces the topic of the lesson, learning Book, Unit 1, page
objectives, and assessment criteria. 14
Fast track Presentation Kit

You could ask students to complete exercise 1 at home in
preparation for the listening activity. They can then
compare their answers in pairs before you check their
answers.
Warmer
Students think of typical questions connected with

personal information that are usually in the first part
of an oral exam, e.g. What’s your first name? What’s
your first surname? How do you spell that? How old
are you? Where are you from? What’s your favourite
school subject?
1 Ask students to read questions 1–6 and match each one
with one of the categories a–d.
Answers 1a2d3c4b5b6c
2 Listening 05 Tell students they are going to listen
to six students answering the questions in exercise 1.
Play the track for them to match each student to one
of the questions. As you check answers, elicit the key
sentences that helped students decide. See p171 for the
audioscript for this exercise.
Answers
Student A: question 2 (I think I’d like to study
languages at university.)
Student B: question 4 (We go to the cinema if there’s a
good film on ...)
Student C: question 5 (Yes, I like reading.)
Student D: question 3 (I prefer revising alone ...)
Student E: question 6 (I prefer doing mental work.)
Student F: question 1 (... I like being able to walk
everywhere ...)
Middle 05 Play the track again for students to listen and decide if Gateway Science
25 min each student gives a reason or any personal details to Grade 10, Student’s
support their answer. Encourage students to discuss if it Book, Unit 1, page
is a good idea to give reasons and/or personal details and 14
say why or why not.
Answers Student’s Book
All the students answer the questions well except Student Presentation Kit
C who does not give reasons or personal details to Unit 1
support their answer.
It’s a good idea to give reasons and personal details
because it helps promote further conversation. A
short response can indicate that you are annoyed,
uninterested or very shy.
TEACHER DEVELOPMENT: STUDENT TRAINING.
Developing conversational skills (See Teacher’s Book,
page 39)
4 Speaking In pairs, students take it in turns to ask and

answer the questions in exercise 1. Remind them to give
reasons and personal details. In a less confident class,
give students time to make notes before they do this as a
speaking activity.
5 Ask students to look at the different ways of
expressing preferences in the Speaking bank before they
do exercise 6.
TEACHER DEVELOPMENT: LANGUAGE.
Expressing preferences. (See Teacher’s Book, page 39).
6 Ask students to put the verbs in the correct form.
Check answers in open class.
Answers
1 playing, doing 2 go, walk 3 not to stay 4 writing
5 write, do 6 to go, (to) fly
PRACTICE MAKES PERFECT
7a SPEAKING In pairs, ask students to take it in turns to
ask and answer the questions. Remind them to give
reasons and personal details and to use the expressions
from the Speaking bank. Walk around checking students
are on task and speaking English to each other. Note
down errors and good use of language you can talk about
when you give feedback on this activity.
For students who are less confident, photocopy the
model dialogue below, and either read it aloud yourself,
or alternate the roles with you and a strong student. Then
instruct students to read aloud in pairs, alternating
between roles A and B. Then ask them to read it again,
changing the underlined information so that it is true for
them.
Model dialogue
A: Which subjects do you prefer studying?
B: I prefer studying literature and languages. I spend
hours reading books and I love finding out about
different cultures and speaking other languages.
A: Would you rather study at home or in a library?
B: I would rather study at home because I have a desk in
my bedroom and it is quiet and I can concentrate better
when I am on my own. When I go to the library, I
usually meet my friends and we don’t do as much work.
A: Would you like to have an end-of-year school trip this
year or would you prefer to go somewhere with your
family?
B: I’d prefer to have an end-of-year school trip because I
think it’s nice to finish the academic year with your
schoolmates.
B: Would you prefer to study in your country or abroad?
A: I’d prefer to study abroad because I can learn another
language better and enjoy living in another culture.
B: Do you prefer studying with books or using a
computer?
A: I prefer using a computer because it’s more fun and
you can store and change the information you find.
B: Would you rather have a school uniform or wear
what you like?
A: I’d rather wear what I like. I prefer wearing my own
clothes and being individual to wearing the same clothes
as other people.
End 7b Ask students to change partners and repeat the
5 minutes activity. You can change pairs easily by taking a chair
and putting it at the end of the row of students. The
student from the other end of the row then moves to that
chair, and all the other students turn to their other side to
work with someone new.
Homework:Assign students page 9 in their Workbook
Additional
information
how do you plan to
give more support?
How do you plan to
challenge fast
finishers?
Fast track
You could ask
students to complete
exercise 1 at home
in preparation for
the listening activity.
They can then
compare their
answers in pairs
before you check
their answers.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 1. Developing writing: an informal email replying to a request for information. Lesson 10
plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Developing writing: an informal email replying to a request for
information.
Learning 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
objective(as) 10.4.7 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of general and curricular topics;
10.5.4 - use style and register to achieve appropriate degree of formality in a
growing variety of written genres on a range of general and curricular topics;
skills
- describe the difference between formal and informal emails
- match the topics with the groups of expression
- make a paragraph plan and decide what to include in each paragraph
Assessment criteria - write an informal email following the model text and using relevant
vocabulary
Cross-curricular IT
Previous learning Informal writing
Plan
planned activities)
Start Greetings, organisational moments. Teacher introduces a Gateway Science
10 min new theme, learning objectives, and assessment criteria. Student Book,
Checking homework. Unit 1,
FAST TRACK developing
You could ask students to do exercise 1 at home writing, page 15
and check their answers at the start of the lesson.
Alternatively, you could set the writing task in exercise 6 Presentation Kit
as homework.
WARMER
Write these three statements on the board and ask
students to discuss if they are true or false:
1 We start an informal email with the words ‘Dear
Sir or Madam’. (false)
2 We end an informal email with words like ‘I look
forward to hearing from you soon’. (false)
3 When we finish an informal email, we usually only
write our first name. (true)
1 Ask students to read the email from a British girl
called Amy to a friend who lives in Italy. Encourage
them to underline the four pieces of information that
Amy asks for. Check their answers in open class.
Answers
What have you been doing recently?
Which month do you think is better, July or August?
What do you think is the best way for me to do that?
Please let me know what type of things you’d like to do
here.
Middle Gateway Science
25 min 2 Ask students to look at the style of the email in Student Book,
exercise 1 and say what things in it are typical of Unit 1,
informal emails. Elicit answers from different students developing
around the class. writing, page 15
Answers
informal words Presentation Kit
HI! As a greeting,
Module 1. Language checkpoint: Unit 1/summative assessment on Module 1. Lesson 11
plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Language checkpoint: Unit 1/summative assessment on Module 1
Learning 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
10.6.9 - use appropriately a wide variety of active and passive simple present
and past forms and past perfect simple forms in narrative and reported speech
on a wide range of familiar general and curricular topics
skills
- use the adverbs of time
- differentiate between present perfect simple and continuous
- write sentences using gerunds and infinitives and use vocabulary related to
studying
Assessment criteria - Write with grammatical accuracy
- Use a growing range of vocabulary
Cross-curricular Lifelong learning
Previous learning Adverbs of time
Plan
Start Greetings, organisational moments, and Gateway Science Student’s
10 min warmer. Book Unit 1
Teacher introduces a new theme, learning
Checking homework.
FAST TRACK
The extra support provided in the Grammar and
Vocabulary reference sections makes the
Grammar and Vocabulary revision sections
ideal for setting as homework. You could get
students to complete the whole revision page or
just certain exercises for homework.
Grammar revision p. 17
Present simple, present continuous and
present habits
1 Ask students to complete the sentences with
an appropriate word. Point out that, in some
questions, there may be more than one option.
Answers
1 don’t 2 are 3 start 4
always/constantly/forever
5 always/constantly/continually/forever 6
asking
Present perfect simple and continuous

2 Ask students to choose the correct alternative.
Answers
1 switched 2 for 3 been standing 4 seen 5 been
staying 6 been reading 7 finished
Middle Gerunds and infinitives Gateway Science Student’s
25 min 3 Ask students to read the first sentence, and Book Unit 1
then complete the second sentence so that it has
a similar meaning to the first. Point out that
they must use between two and five words
including the word given. Remind students that
they mustn’t change the word given.
Answers
1 risk failing 2 go cycling 3 can’t stand getting
up 4 consider joining 5 having a valid passport
6 the first to finish 7 ’d love to see
Vocabulary revision
Studying at university
the words. Remind them there are two extra
words.
Answers
1 resit 2 grades 3 notes 4 tutor 5 degree 6
undergraduate 7 lecture
Life at university
2 Ask students to write words to complete the
sentences.
Answers
1 abroad 2 loan 3 facilities 4 independent 5 hall
6Extracurricular
End DO and MAKE Gateway Science Student’s

5 minutes Book Unit 1
Answers
1 do 2 make 3 do 4 make 5 make 6 make 7 do

Workbook
Additional
information
how do you plan to
give more support?
How do you plan to
challenge fast
finishers?
FAST FINISHERS
You can give fast
finishers Grammar
extension
worksheet from
Teacher’s Resource
Centre,
Worksheets Unit 1
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 1. Myth busters. CLIL: Engineering feat. Lesson 12

plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Myth busters. CLIL. Engineering feat
objective(as) 10.2.2. to understand specific information without support on a wide range of
general and academic topics including discussion of new topics
10.3.7. to use specific vocabulary and syntax to discuss a wide range of
general and academic topics
skills
- Look at the photos and discuss the question
- Read the text quickly and answer the questions
- Discuss the questions, give and justify their opinion, and present information
to the class
Assessment criteria - Express their opinion and justify it
- Use a growing range of vocabulary related to engineering
Cross-curricular Physics
Previous learning Technology
Plan
Start Greetings, organisational moments, and Gateway Science Teacher
10 min warmer. Resource Centre,
Teacher introduces a new theme, learning Worksheets,
objectives, and assessment criteria. Unit 3
Checking homework. CLIL
Warmer
Ask the students to think of the landscapewhere
they live and the infrastructure within it. Ask
them to say what features there are and write
them on the board. Ask them if they ever think
about who planned and built the infrastructure
and what it might involve. Tell them that
innovations in engineering and technology are
enabling us to build more exciting and
adventurous projects to travel within the
environment in which we live.
Suggested answers
roads, bridges, canals, tunnels, mountains,
lakes, rivers, towns, cities
1 Direct students to the photo of tunnel

construction and ask them if they think it’s
easier/cheaper to build bridges or tunnels. Elicit
the answer, bridges, and then ask them to
discuss why engineers sometimes decide to
build tunnels instead. Write ideas on the board.
Suggested answers
to improve journey times, reduce traffic and
pollution, improve local environment, reduce
costs for businesses, geographical/geological
factors
2 Students read the text quickly before

choosing the statement they think best
describes it.
Answer
2 Before reading the text again, write the words
from the Vocabulary focus box on the board
and ask students to find them in the text. Pre-
teach some of the more complex words if
necessary.
Middle 3 Students read the text carefully and answer Gateway Science Teacher
25 min the questions. Resource Centre,
Answers Worksheets,
1 Because the population is growing and so is Unit 3
our demand for products, so more traffic is on CLIL
the road.
2 You can hit pockets of water-filled rock
which can destroy the construction project and
risk lives.
3 They bring in refrigerated units and fans to
cool the air, and build emergency exits.
4 They use a combination of GPS and a
network of reference points both above and
below ground.
4 Ask students to find the numbers in the text
and write what they refer to.
Answers
1 the temperature (45oC) it can reach
underground when constructing tunnels
2 the distance in metres between emergency
exits in the tunnel
3 how many years the GBT project took/the
force (in tonnes) of trains that the doors were
designed to withstand
4 the depth in metres of the GBT under the
Alps/Alpine peaks
5 the number of people it took to dig the GBT
project
5 Ask students to think about why different
people are attracted to certain kinds of work. In
pairs, ask them to make a list of adjectives for
the kind of person who would be good at
engineering. Collect ideas on the board and
find out who in the class wants to be an
engineer and why/why not.
Suggested answers
ambitious, calm, determined, confident,
creative, talented, etc.
?? DID YOU KNOW?
Direct the students’ attention to the Did you

know box and ask them to read how the
GBT project mentioned in the text was
ground-breaking with its environmentally-
friendly recycling idea.
PROJECT
1 In pairs, students choose an innovative
engineering project from either their country or
elsewhere in the world. This could include
tunnels, bridges, unusual public buildings,
dams, etc.
2 Ask them to focus on how and why it was
constructed, using the ideas in the box as
guidance, and collecting interesting statistics
and photos. Ask them to assess both the
positive and negative impact it has had on the
local environment.
End PROJECT Gateway Science Teacher

5 minutes 3 The group decides how to present their Resource Centre,
information to the rest of the class. Allow some Worksheets,
class time for preparation and set time limits Unit 3
for the presentations. CLIL
Homework: If students have not finished the

project, assign it as homework
Additional
information
how do you plan to
give more support?
How do you plan to
challenge fast
finishers?
FAST FINISHERS
Ask students to
discuss DID YOU
KNOW in pairs or
move to the
PROJECT
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Natural disasters. We won’t halt global warming until … Lesson 13

plan:
Natural disasters
Date: Teacher name:
Lesson title
Learning 10.4.2 - understand specific information and detail in extended texts on a
objective(as) range of familiar general and curricular topics, and some unfamiliar topics
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately
skills
- read the text about global warming and discuss the main ideas
- read the glossary and make sentences using the new words
- Talk about global warming
- Use a growing range of vocabulary related to natural disasters
Cross-curricular Geography
Previous learning Nature
Plan
Start Greetings, organisational moments, and Gateway Science
10 min warmer. Companion Unit 2
Teacher introduces a new theme, learning We won’t halt global
objectives, and assessment criteria. warming until ………
Checking homework.
Warmer
1
 Draw STs’ attention to the title of the
lesson, look up any words they don’t
understand.
 Ask STs to discuss in pairs which of
those words and phrases they expect in
it and report their ideas.
Middle 2 Gateway Science
25 min  Ask the STs to read A Question of Companion Unit 2
Balance, to look up the words in We won’t halt global
Glossary and explain to them if warming until ………
necessary.
 STs express their versions, which
sentences in exercise 2 Gina Freeman
agrees with.
Answer:
Gina agrees with statement 1
3
 STs read the text again and decide if
sentences 1-8 are true or false
 Check the answers before STs write
corrections for the false sentences.
Monitor and help where necessary.
 Ask the STs to read their answers to the
class
Answers
1 Fales. When carbon emissions
decrease, air pollution will decrease
too.
2 True.
3 Fales. We will reduce carbon
emissions if we fly less often.
4 Fales. If we travel by train we will
only produce 12.5%of the emissions of
a flight.
5 True.
6 True.
7 False. They won’t solve the problem
of global warming.
8 True
End Homework: assign students Exercise 4 (writing Gateway Companion

5 minutes a short letter to a politician). Science
Unit 2. Natural disasters.
We Won’t Halt Global
Warming Until ….
Additional
information
how do you plan to
give more support?
How do you plan to
challenge fast
finishers?
FAST FINISHERS
You may ask fast
finishers to make
sentences using
words from the
glossary.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Vocabulary: work conditions and responsibilities. Lesson 14

plan:
phenomenon
Date: Teacher name:
Lesson title Vocabulary: work conditions and responsibilities
Learning objective(as) 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
10.4.1 - understand main points in extended texts on a wide range of
unfamiliar general and curricular topics
skills
- describe and name the jobs
- match expressions related to work with the definitions
- talk about their work plans
Assessment criteria - Talk about issues related to the world of work
- Use a growing range of vocabulary related to the world of work
Cross-curricular
Previous learning Jobs
Plan
10 min warmer. Book, page 18
objectives, and assessment criteria. Presentation Kit
Checking homework.
FAST TRACK
You could ask students to do exercises 2 and 3
at home. They can look up any words they are
not sure about in their dictionaries or the
Macmillan Online Dictionary.
WARMER
Ask students to look at the expression Nine to
five and discuss what they think it refers to
(typical working hours in many European
countries). Elicit what they think the expression
means. Write these questions on the board for
students to discuss in pairs: What are the
typical working hours in your country? How
many hours a week do most people work? At
what age do people usually start work in your
country? At what age do people usually retire
(stop work) in your country?
TEACHER DEVELOPMENT: CLASSROOM

TIPS AND PLANNING. Organising the board
(See Teacher’s Book, page 45)
Work conditions and responsibilities

1 SPEAKING In pairs, students try to think of
one job for each letter of the alphabet.
Example answers
A – architect, B – builder, C – chef, D – doctor,
E – engineer, F – farmer, G – grocer, H –
historian,
I – investigator, J – judge, K – karate instructor,
L – lawyer, M – mechanic, N – novelist, O –
ophthalmologist, P – photographer, Q –
quantum physicist,
R – receptionist, S – shop assistant, T – teacher,
U – umpire, V – violinist, W – waiter, X – X-
ray technician, Y – yachtsman, Z – zoo-keeper
2 Students read the job descriptions and name

the jobs.
Answers
a taxi driver b police officer
3 Students look at the expressions in red in the
texts in exercise 2 and check that they
understand what they mean. Provide
dictionaries if necessary. Elicit definitions from
students around the class.
Answers (See Teacher’s Book, page 45)
Middle 4 LISTENING 06 Play the track for students Gateway Science Student’s
25 min to listen to four people describing their jobs. Book, page 18
Ask students to match each person to one of the
jobs. Elicit the key words that helped students Presentation Kit
decide on their answer. See page 171 for the
Answers
1 school caretaker (key words: indoors, manual
work, fixing things, school building)
2 software engineer (key words: designing
special computer systems, work for banks or
big offices, big companies)
3 personal assistant (PA) (key words:
employee, arranging meetings, taking calls,
writing letters, deal with ... paperwork)
4 physiotherapist (key words: injuries, moving
again using special physical exercises, walk or
run again)
5 SPEAKING In pairs, students take turns to
describe a job using the expressions in red in
exercise 2 for their partner to guess. In a less
confident class, ask students to note down some
key words to use in their description before this
speaking activity.
Working life
6 Students match the expressions on the right
with the definitions 1–5. Point out that there are
two extra expressions and check that students
understand what these extra expressions mean.
Answers
1e2b3g4a5f
work full-time – work the number of hours that
people normally work in a complete week
work from nine to five – work ‘normal’
working hours (from 9 am to 5 pm)
7 SPEAKING In pairs, students discuss in
which jobs or situations they think it is
common to work in each way.
Suggested answers
1 in a normal office job
2 people with a lot of responsibility and who
are wellpaid often work long hours, e.g.
managers, directors
3 in a stressful job when there is a lot of work
to do;
when you can earn extra money; when there is
a chance of promotion
8a Ask students to put the different events in a

logical order.
8b LISTENING 07 Play the track for students
to listen and check their answers. See p171 for
the audioscript for this exercise.
Answers
2 apply for a job 3 be offered a job 4 sign a
contract 5 get a promotion
9 Students match the expressions 1–5 with

meanings a–e. They can look up any words
they are not sure about in their dictionaries or
the Macmillan Online Dictionary.
Answers 1a2e3d4c5b
End 10 SPEAKINGIn pairs, students talk about Gateway Science Student’s

5 minutes their work plans. Draw their attention to the Book, page 18
example. In a less confident class, give students
time to prepare their ideas in written form Presentation Kit
before doing this as a speaking activity. Elicit
comments and ideas from different students
around the class.
TEACHER DEVELOPMENT: STUDENT

TRAINING. Recording vocabulary (See

Workbook
Additional
information
do you plan to give
more support? How
do you plan to
challenge fast
finishers?
FAST
FINISHERS/EXTRA
ACTIVITY
Students order the

jobs in exercise 4 from
most to least well
paid. They then
compare their list in
pairs to see if they
have got the same
order and discuss any
differences.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Reading: working life. Lesson 15

plan:
phenomenon
Date: Teacher name:
Theme: Reading: working life
Learning objective(as) 10.3.5 - interact with peers to make hypotheses about a wide range of general
10.4.5 - deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics
Class: 10 A Teacher: S.Zh. Shunkeyeva
skills
- skim the article
- predict content
- critically analyse the questions and compare their ideas with peers
- Use a growing range of vocabulary related to work
Previous learning Work conditions
Plan
Start Greetings, organisational moments, and
10 min warmer.
WARMER
T tells definitions, SS answer
Checking homework.
Gallery activity Pictures

You could ask students to think about the
questions in exercise 4 at home and make some
notes in preparation for a class discussion.
Scrumbled words envelopes
New words pictures+words
Encourage students to guess the meaning of the
underlined words in the texts. Allow them to
use a dictionary to check their answers.
Answers
resort = a place where many people go for a
holiday trials = the process of testing a product,
plan or person over a period of time
all-inclusive = including everyone or
everything, especially all the costs, charges and
services that make up the total price of
something
drawback = a feature of something that makes
it worse than it could be
defying = to happen in a way that is different
from what usually happens or what you expect
put up with = to accept someone or something
unpleasant in a patient way
still = without movement
at a time = continuously for this period of time
spot = the particular place where someone or
something is
Middle Jigsaw reading activity
20 min CRITICAL THINKING Individually,
students read the questions and make notes Gateway Science Student’s
before comparing their ideas with the rest of Book, page 19
the class. cutted paragraphs
Ask students to read the articles again and
decide if the statements are True (T), False (F)
or the information is Not Mentioned (NM).
Elicit from students where they found their
answer when the answer is true or false.
Anwers
1 T (While 22-year-old student Sebastian Smith
was doing his final university assignment, he
heard an advert on the radio ...)
2 F (Sebastian felt that the job was a dream
come true.)
3 NM
4 T (And Sebastian was also responsible for
evaluating other factors, such as safety.)
5 T (He hid the structure in his gold-painted
suit and learnt to sit back with just one foot on
the ground and make it look as if he was
defying gravity.)
6 T (These statues have to put up with children
and adults coming up to them and touching
them to see if they are real.)
7 F (And standing still for hours can bring
serious health problems.)
8 NM
5
End Revision of grammar: Running dictation cards
5 minutes
Homework:Assign students page 13 in their
workbook or relevant sections of the online
workbook
Summary evaluation - PADLET
1.
2.
1.
2.
lesson?
Module 2. Grammar in context: Past Simple and Past Continuous. Lesson 16
plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Grammar in context: Past Simple and Past Continuous
Learning 10.3.2 - ask and respond to complex questions to get information about a
objective(as) wide range of general and curricular topics
curricular topics;
skills
- explain the different between past simple and past continuous
- use ‘used to’ and ‘would’ structures
- write with grammatical accuracy using ‘used to’, ‘would’ or the past simple
of the verbs
Assessment criteria - talk about past events, situations and habits using a variety of tenses and
structures
Previous learning Past tenses
Plan
10 min warmer. Book, pages 20-21
Checking homework.
FAST TRACK The Flipped classroom

You could ask students to do exercises 1 and 2a video and worksheet Unit
at home. Then they could do exercise 2b at the 2: Past habits
beginning of the lesson. (Teacher’s Resource
Centre)
Test before you teach
Tell students a short personalised story using
both the past simple and past continuous tenses
(see example below). Tell the story twice – the
first time students just listen and the second
time they note down key points. Ask them to
retell the story in pairs. Elicit the story from
students around the class and check how
familiar they are with these tenses.
Example story
Last week I was trying to think of a good
present to buy for my friend Aisha’s birthday,
but I couldn’t think of anything. On Friday, I
walked into town and as I was standing outside
a shop, I saw Aisha inside. What a coincidence!
I saw that she was looking at a scarf and she
obviously liked it, but then her phone rang, she
answered it, and she rushed out of the shop.
When
I next saw her, she was waving to someone
who was waiting for her over the road. I went
into the shop and bought the scarf.
Last night we had a dinner to celebrate Aisha’s
birthday. I gave her the scarf and she was very
happy, and amazed!
If they seem to be familiar with their use, move
through the Grammar guide exercises quickly
in open class.
Past simple and past continuous

Past simple and past continuous (See Teacher’s
Book, page 48).

Past simple spelling rules (See Teacher’s Book,
page 49).
2b PRONUNCIATION 08 Elicit from

students how we pronounce the -ed form of the
verbs in exercise 2a: /d/, /t/ or
/ɪd/. Play the track for students to listen and
check their answers. See p171 for the
Answers
/d/: cried, happened, mentioned, occurred,
planned, preferred, studied, travelled, tried
/t/: developed, stepped, stopped
/ɪd/: hated, visited

The -ed ending (See Teacher’s Book, page 49).
Middle 3 Ask students to decide if the underlined verbs Gateway Science Student’s
25 min are in the correct tense and rewrite them if they Book, pages 20-21
are not correct. Check their answers.
Answers Presentation Kit
1 made 2 correct 3 correct, was raining
4 spent 5 correct, was doing, correct 6 was The Flipped classroom
walking 7 was crying video and worksheet Unit
4a Ask students to write the correct questions 2: Past habits
for the answers. Let students compare their (Teacher’s Resource
answers in pairs before checking in open class. Centre)
Answers
1 What did you do when you got home after
school yesterday?
2 Were you watching TV at 9 o’clock last
night?
3 What were your parents doing yesterday at 10
am?
4 Where did you go last summer?
5 Were you listening to music while you were
doing your homework yesterday?
6 What did you do last Saturday?
7 What were you doing at 6 o’clock this
morning?
4b SPEAKING In pairs, students interview
their partner using the questions in exercise 4a.

Set the Flipped classroom video and tasks for
homework before the lesson. This will allow
you to assess the needs of the students before
the class. Students can then move on to the
relevant grammar practice activities.
Past habits
5a Ask students to read the sentences and
answer the questions below.
Answers
1 a, b, c 2 d

Did you use to …? (See Teacher’s Book, page
49).
5b Ask students to read rules 1–5 and complete

1–3 with used to, would or the past simple.
Answers
1 used to, would 2 the past simple 3 would

Used to and Would (See Teacher’s Book, page
49).
6 Ask students to choose the best alternative.

Point out that if they think both alternatives are
correct, they should choose both.
Answers
1 used to 2 lived 3 didn’t use to 4 both 5 met 6
both 7 used to
7 Ask students to complete the text with used

to, would or the past simple form of the verbs
given. Remind them that sometimes there is
more than one possible answer. When both
used to and would are possible, ask them to use
would. Check their answers and ask them if
Ben’s job would be their idea of a dream job.
Answers
a lived b didn’t have c used to work
d would do e would write f used to love
g jumped h died i saved
End 8a Individually, students complete the Gateway Science Student’s
5 minutes sentences and make some of them true and Book, pages 20-21
some false.
8b SPEAKING In pairs, students read out their Presentation Kit
sentences for their partner to say which ones
are true and which are false. Walk round,
monitoring students and helping them if
necessary. Round up the activity by asking
students to tell the class one interesting thing
they found out about their partner.
Refer students to the Grammar reference on
page 28 if necessary.
HOMEWORK: Assign students page 14 in

their Workbook
Additional
information
how do you plan to
give more support?
How do you plan to
challenge fast
finishers?
FAST FINISHERS
Write these
definitions on the
board and ask
students to find the
words that match
them in the text.
large meetings
(conferences)
when something
(plant or animal)
penetrates into your
skin and hurts you
(sting)
attract people’s
attention to
something (promote)
a soft round,
transparent sea
animal (jellyfish)
expensive and of
very good quality
(luxurious)
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Developing vocabulary: phrasal verbs connected with work. Lesson 17

plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Developing vocabulary: phrasal verbs connected with work
objective(as) wide range of general and curricular topics;
genre, and which is spelt accurately;
10.6.15 - use infinitive forms after an increased number of verbs and
adjectives use gerund forms after a variety of verbs and prepositions use a
variety of prepositional and phrasal verb on a wide range of familiar general
and curricular topics
skills
- match the phrasal verbs with their meanings
- complete the questions with the correct preposition or adverb
- understand the different between five types of phrasal verbs
Assessment criteria - Use phrasal verbs connected with work
- Ask and answer questions about work
Plan
Start Greetings, organisational moments, and Gateway Science
10 min warmer. Student’s Book, page 21
Checking homework.
FAST TRACK
If students are familiar with the target
vocabulary, you could do exercise 1 as a class
activity by inviting individual students to read
out the phrasal verbs and the rest of the class to
call out the meanings.
Phrasal verbs connected with work
1 Ask students to match the phrasal verbs in red

in sentences 1–8 with their meanings a–h.
Answers 1d2g3h4b5c6a7f8e
Phrasal verbs (See Teacher’s Book, page 50).
Middle 2 Ask students to complete the sentences with Gateway Science
25 min the correct form of the phrasal verbs in exercise Student’s Book, page 21
1. Check their answers.
1 Keep at 2 get ahead 3 fill in 4 turned, down 5
set up 6 keep up with 7 work on 8 took, over
3a Ask students to complete the questions with

the correct preposition or adverb. Elicit answers
from different students around the class.
Answers
1 on 2 up with 3 ahead 4 up
End 3b SPEAKING In pairs, students take it in Gateway Science
5 minutes turns to ask and answer the questions in Student’s Book, page 21
exercise 3a. Round up the activity by asking
them to tell the class anything interesting they Presentation Kit
found out about their partner.
their Workbook
Additional
information
how do you plan to
give more support?
How do you plan to
challenge fast
finishers?
FAST FINISHERS
Ask fast finishers to
write a short
description of their
dream jobs using the
phrasal verbs related
to work
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Gateway to life skills: The world of work. Lesson 18

plan:
phenomenon
Date: Teacher name:
Lesson title Gateway to life skills: The world of work
Learning objective(as) 10.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported
10.3.3 - explain and justify own and others’ point of view on a wide range of
general and curricular topics;
10.4.2 - understand specific information and detail in extended texts on a
range of familiar general and curricular topics, and some unfamiliar topics
skills
- talk about important factors when choosing a job
- learn the colloquial language about the world of work
- write up a fact file about their potential job in the future
Assessment criteria - Evaluate jobs and justify their opinion
- Use a growing range of vocabulary related to work
Cross-curricular Careers; Lifelong learning
Plan
Checking homework.
FAST TRACK Presentation Kit
Students could read the careers advice leaflet in
exercise 2 in preparation for the class activity. Life skills video worksheet
WARMER Unit 2
Play 20 questions. Ask students to think of a
job without telling anybody what it is. In small
groups, students take it in turns to ask questions
to discover the job. The group can ask up to 20
questions to each student and the student can
only answer yes or no. Then ask students to
look at Key concepts on page 22. Elicit from
students if they can apply these words to the
jobs they thought of.
1 SPEAKING In pairs, students make a list of

important factors when choosing a job. Draw
students’ attention to the examples given.
2 READING Ask students to read the careers
advice leaflet to see if it mentions any of their
ideas in exercise 1. Elicit some ideas in open
class.
Middle 3 Ask students to read the text again and find Gateway Science Student’s
25 min the key factor in each speech bubble (1–9). Book, pages 22-13
Draw students’ attention to the example given.
Suggested answers Life skills video Unit 2:
2 salary, well paid Evaluating jobs (TRC)
3 enjoy, salary isn’t ... important
4 in-service training, chance to keep on Life skills video worksheet
learning, Unit 2 (TRC)
interesting, new opportunities
5 working with others, team, deal with people
6 long holidays, flexibility to work from home, Presentation Kit
fewer hours
7 outdoor, connected with the environment or
nature
8 travel, different countries, see the world
9 prospects, getting ahead, more responsibility,
getting a promotion, challenging
4a Individually, students give each factor (1–9)

a mark from 0 (you completely disagree) to 5
(you completely agree).
4b Ask students to use their marks in exercise
4a to create a ‘factors diamond’. Remind them
to put the most important factor at the top of
the diamond and the least important factor at
the bottom of the diamond. Draw their attention
to the example and elicit what the person thinks
is most and least important in a job.
Answer
The example shows most important = in-
service training, least important = outdoors
4c SPEAKINGIn pairs, ask students to
compare diamonds and justify their answers.
Elicit from students if their diamonds are
similar or different.
VOCABULARY FOCUS
The video contains some useful colloquial
language about the world of work that students
may not be familiar with. You could pre-teach
the following with the class before watching:
passionate [adj]: feeling strongly about
something
handle the workload [phr]: be able to manage
the amount of work
adulthood [n]: the state of being an adult
worthy [adj]: to deserve respect or admiration
first and foremost [phr]: before everything,
and above all
knowledgeable [adj]: knowing a lot of things
carpenter [n]: a person who works with wood
copywriter [n]: a person who writes the words
for ads
5 LISTENING 09 Tell students they are going

to watch or listen to three people talking about
their jobs. Play the video or audio track and ask
students to note who works with young people.
See the Teacher’s Resource Centre for the
audioscript/videoscript for this exercise.
Answers
Deana: Yes James: No Tope: Yes
6 09 Play the video or audio track again for
students to decide which speaker or speakers
say the prompts 1–8. Nominate different
students around the class to say the answers.
Answers
1 D 2 T 3 D 4 J 5 D, J 6 D, T 7 J 8 J
End Tell students they are going to try and find the Gateway Science Student’s
5 minutes right job for themselves. Ask them to follow Book, pages 22-13
the plan: Life skills video Unit 2:
■ Step 1 Evaluating jobs (TRC)
Individually, students choose a job that they
think they might possibly be interested in doing Life skills video worksheet
in Unit 2 (TRC)
the future. Ask them to research the job and
find out which factors from the leaflet in
exercise 2 it involves.
■ Step 2 Presentation Kit
Ask students to write up a fact file about the
job. Encourage them to use their chosen job in
the title, e.g. So you want to be a (software
engineer)? and then write a list based on their
research: This job is good for people who ...
■ Step 3
Ask students to share job fact files with other
members of the class. Finally, elicit from
students which jobs they can find that fit with
their ‘factors diamond’ in exercise 4b.
HOMEWORK: Assign students to finish

working on their LIFE TASK.
Additional
information
do you plan to give
more support? How
do you plan to
challenge fast
finishers?
FAST FINISHERS
Books closed. Play a
few sentences of the
audio or video track
and do a Dictogloss
activity:
Ask students to listen
intensively and write
down as many words
as they can. Then, in
pairs, students try to
combine their
versions to get the
version as close to the
original as possible.
Play the section one
more time. Then give
students two minutes
to write their final
version. Ask pairs to
combine to make
groups of four to work
together on the final
version. Groups swap
texts to peer-correct
any mistakes they see
(misspelled words,
bad punctuation, etc.)
and count them. The
team with the fewest
mistakes is the
winner.
TEACHER
DEVELOPMENT:
CLASSROOM TIPS
AND PLANNING.
Dictogloss (See
Teacher’s Book, page
52)
ALTERNATIVELY:
Ask fast finishers to
start working on
LIFE TASK
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Listening: talking about the gap year experiences. Lesson 19

plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Listening: talking about the gap year experiences.
objective(as) wide range of general and curricular topics, including talk on a limited range
of unfamiliar topics
skills
- understand the definition of a gap year
- master inference in listening strategy
- discuss their opinion of the different students’ gap years and then to describe
their ideal gap year
- Use a growing range of vocabulary related to studying
Cross-curricular Self-learning
Plan
10 min warmer. Book, page 24
Checking homework. Presentation Kit
WARMER
Play the game First to five. Divide the class
into groups of three or four. Explain that you
are going to give them a category. The first
group to write down five words from that
category and shout Stop! gets
a point for their team if they are all correct.
Repeat with five or six categories: work
conditions, stagesin a job, professions, phrasal
verbs connected with work, important factors
when choosing a job, etc.
1 SPEAKING In pairs, students read the

definition of a gap year and decide if it sounds
interesting. Elicit answers from students and
ask them to justify their answers.
Example answers
I think a gap year sounds good because you can
have a break from studying before you go to
university.
I think a gap year is a bad thing because many
people don’t do anything useful or interesting,
and they get out of the habit of studying.
Middle EXAM SUCCESS Ask students how they Gateway Science Student’s
25 min prepare for listening tasks. Ask them to read the Book, page 24
advice in the Exam success box and then turn
to page 144 for more information on how to do
this type of activity (Listening: Matching Presentation Kit
people and statements).
TRAINING. Inference in listening. (See

to listen to five young people talking about
their gap year experiences. Play the track for
students to match each statement (A–F) with
the correct speaker (1–5). Remind students that
they can use the letters only once and that there
is one extra letter. See p172 for the audioscript
for this exercise.
Answers
Speaker 1: C Speaker 2: B Speaker 3: F
Speaker 4: E Speaker 5: A
End 3 SPEAKING What about you? Ask students Gateway Science Student’s
5 minutes to consider and discuss their own opinions of Book, page 24
the different students’ gap years and then to
describe their ideal gap year.
Presentation Kit
their Workbook
Workbook
Additional
information
finishers?
FAST FINISHERS
+EXTRA ACTIVITY
Write these comprehension questions on the board
or dictate them to students. Play the track again and
ask students to match each statement with the
correct speaker (1–5).
Which student(s) ...
1 planned their gap year for a long time?
2 didn’t make any plans?
3 worked first and then travelled?
4 enjoyed being with or seeing unusual animals?
5 say the gap year has helped them to be more
positive when things go wrong?
Answers
1 Speaker 5 2 Speakers 1, 2 3 Speakers 1, 2, 4 4
Speakers 4, 5 5 Speaker 3
FAST FINISHERS:
Students research their perfect gap year and write

an advertisement with details about the cost,
accommodation, activities and benefits. Students
could swap adverts and decide which gap year
looks the most interesting.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Grammar in context: Past Perfect Simple/summative assessment on Module 2. Lesson 20

plan:
Natural disasters
Date: Teacher name:
Lesson title Grammar in context: Past Perfect Simple/summative assessment on
Module 2.
familiar general and curricular topics, and some unfamiliar topics;
skills
- read the sentences and decide which action happened first
- form the past perfect simple and past perfect continuous
- write sentences in the past perfect simple or past perfect continuous to
explain the situations
- Talk about past events and situations using the past perfect simple and the
past perfect continuous
Previous learning Past tenses
Plan
Checking homework.
FAST TRACK
at home. Check their answers and start the next
lesson on exercise 3.

Tell students a short personalised story using
the past perfect simple (see example below).
Tell the story twice
– the first time students just listen and the
second time they note down key points. Ask
them to retell the story in pairs. Elicit the story
from students around the class and check how
familiar they are with these tenses.
Example story
I went to the theatre last night. I had bought
tickets
months ago because I had read some very good
reviews. I had arranged to meet my friend in
the café in front of the theatre before the show,
but she didn’t arrive. By the time I left the café,
I had already drunk five coffees and had waited
for over an hour. When I walked out the café, I
saw my friend standing on the other side of the
street. She had already picked up the tickets
and was angry because she had waited for a
long time. She hadn’t got my message about
meeting in the café.
Monitor to see how comfortable students are

with using the past perfect simple. If they seem
to be familiar with its use, move through the
Grammar guide exercises quickly in open class.

TIPS AND PLANNING. Personalised
presentations (See Teacher’s Book, page 53)
Past perfect simple

1a Ask students to look at the sentence and
decide which action happened first.
Answer
a I finished school.
1b Ask students to choose the correct
alternative. Answer
before
1c Elicit from students how we form the past
perfect simple. Check students are also familiar
with the negative and question form. Elicit
some examples from around the class.
Answer
subject + had/hadn’t + past participle
PRONUNCIATION. Had/’d (See Teacher’s
Book, page 54)
Middle 2 Ask students to complete the sentences with Gateway Science Student’s
25 min the past simple or past perfect simple form of Book, pages 24-25
the verbs given.
1 had written 2 had started 3 stepped 4 hadn’t
spoken 5 blew 6 had seen 7 had eaten
3 Ask students to complete the sentences in a

logical way using a verb in the past perfect
simple and the words
in bold. Students compare their answers in
pairs before you elicit possible sentence
endings in open class.
Suggested answers
1 someone had locked it.
2 she had answered the questions well. 3 I
hadn’t done my homework.
4 she had missed the bus.
5 he had dropped his ice cream.
6 someone had seen a shark.
7 he had eaten too much pizza.
8 they hadn’t taken an umbrella with them.
Past perfect continuous

4a Ask students to look at the sentences and
say if they contain verbs in the past perfect
simple or the past perfect continuous. Check
their answers.
Answers
1 past perfect continuous 2 past perfect simple
3 past perfect continuous 4 past perfect simple
4b Ask students to decide which sentences give
more importance to the duration of the action
and which give more importance to the
completion of the action.
Answers
Sentences 1 and 3 with the past perfect
continuous give more importance to duration.
Sentences 2 and 4 with the past perfect simple
give more importance to the completion of the
action.
4c Elicit from students how we form the past
perfect continuous.
Answer
had + been + verb -ing
5 Ask students to choose the best alternative in

each sentence.
Answers
1 been waiting 2 had 3 eaten 4 written 5 lost 6
been crying 7 been talking
6 Ask students to write sentences in the past

perfect simple or past perfect continuous to
explain the situations. Draw students’ attention
to the example sentence. Check their answers.
Answers
2 He hadn’t studied hard enough.
3 She’d been working all morning in the
garden. 4 She’d been studying for hours.
5 He’d read it twice before.
6 He hadn’t paid attention to his teacher all
year.
7a Students read the story of Yu Youzhen to

find out what she did and why. Ask students to
ignore the gaps for the moment and read to get
a gist of the text. Nominate a student to say the
answer.
Answer
She kept working even though she was a
millionaire; to set a good example to her
children.
7b Ask students to read the text again and think

of the word that best fits each gap. Remind
students to use only one word in each gap.
Answers
a been b had c for d up e didn’t f made
g were h doing i earned j have
End 7c SPEAKING In pairs, students discuss what Gateway Science Student’s
5 minutes they think of the story of Yu Youzhen. Elicit Book, pages 24-25
opinions from different students around the
class. Presentation Kit
page 28 if necessary. Workbook

their Workbook
Additional
information
how do you plan to
give more support?
How do you plan to
challenge fast
finishers?
FAST FINISHERS
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Developing speaking: negotiating and collaborating – 1. Lesson 21

plan:
phenomenon
Date: Teacher name:
Lesson title
Learning objective(as) 10.2.2 - understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
10.3.5 - interact with peers to make hypotheses about a wide range of
skills
- Categorise words related to studying
- Learn the useful expressions related to negotiating and collaborating
- Develop a dialogue using the expressions from the Speaking bank and the
model dialogue
- Use expressions from the model dialogue and the Speaking bank
Previous learning Communication
Plan
planned activities)
Start Greetings, organisational moments, and warmer. Gateway
10 min Teacher introduces a new theme, learning objectives, Science
and assessment criteria. Student’s Book,
Checking homework. page 26
FAST TRACK
You could ask students to note down ideas for exercise 1
at home in preparation for the speaking activity.
Students can then compare their ideas in pairs at the
beginning of the class.
WARMER
Play the game First to five. Divide the class into groups
of three or four. Explain that you are going to give them
a category. The first group to write down five words
from that category and shout Stop! gets a point for their
team if they are all correct. Repeat with five or six
categories, e.g. verbs that go with ‘do’, verbs that go
with ‘make’, university subjects, words related to
studying or life at university, words related to work, etc.
1 SPEAKINGIn pairs, students look at the jobs in the

diagram and discuss if they would like to do any of these
jobs. Ask them to give reasons why or why not. Elicit
answers from different students around the class.
Collaborative tasks in oral exams.
(See Teacher’s Book, page 55).
2 LISTENING 11 Tell students they are going to listen

to two students doing a speaking task. Give them time to
read the questions and then play the track. See p172 for
Answers
1 how dangerous the different jobs are
2 decide which of the jobs you think is the most
dangerous
3 firefighter
4 Students’ own answers
Middle 3 11 Play the track again for students to listen and Gateway
25 min answer the questions. Elicit answers from different Science
students around the class. Student’s Book,
Answers page 26
1yes 2yes 3no 4yes 5no
EXAM SUCCESS Ask students to turn to page 144 for

more information on how to do this type of activity
(Speaking: Negotiating and collaborating).
4 Ask students to look at the expressions in the Speaking
bank and write titles for the three different categories.
Suggested answers
1 Asking your partner’s opinion 2 Agreeing 3
Disagreeing
5 SPEAKINGIn pairs, ask students to practise doing the

task in exercise 2 giving their own opinions. Note down
errors and good use of language you can talk about when
you give feedback

6 SPEAKINGRead out the instructions. In pairs,
students do the task. Remind them to use expressions
from the Speaking bank. After two minutes ask them to
move towards an agreement. Stop them at the end of
three minutes and say What did you decide? Ask for
feedback.
model dialogue below, and either read it aloud yourself,
or with a strong student. Then instruct students to read
aloud in pairs, alternating between roles A and B. Then
ask them to read it again, changing the underlined
information so that it is true for them.
MODEL DIALOGUE
A: OK. How do you think being an architect improves
society?
B: Well, I think they can improve society quite a lot.
Architects create the environment we live in. Many
architects are involved in sustainable designs that help
the environment.
A: Maybe, but I don’t think they improve society as
much as journalists, for example. I think journalists
improve society by telling us news that is vital to the
public. They have to be honest and courageous.
B: I see what you mean, but a lot of journalists are not
exactly neutral. What about scientists, then. How do you
think they improve society?
A: Well, they certainly improve our quality of life.
B: Yes, I agree. Think of all the things scientists have
invented and discovered.
A: And what about software engineers? I think they do a
lot to improve how we communicate with each other.
Do you agree?
B: Yes, I see what you mean. What about artists,
though?
They help us reflect on where we are and where we are
going.
Teacher: Now you have a minute to decide which job
you think helps society the most.
A: I think scientists help society the most. They research
and innovate to improve society.
B: I agree up to a point, but I think technology improves
society more than science so I think software engineers
help society the most.
A: That’s true. And software engineers can create new
technology that can change our world.
B: OK, so why don’t we choose the software engineer?
A: OK, let’s do that.
End If time, give feedback. Gateway
5 minutes HOMEWORK: Assign students page 17 in their Science
Workbook Student’s Book,
page 26
Workbook
do you plan to give
fast finishers?
+EXTRA
ACTIVITY/FAST
FINISHERS
Ask students to change
partners and repeat the
activity. Tell students
the person who ‘wins’
the task is the one who
makes their partner
talk the most. Divide
the class into groups of
three where one
student is the secretary
who monitors turn-
taking language and
equal speaking time.
Tell secretaries to stop
the pairs after three
minutes and give
feedback.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Developing writing: an opinion essay – 1. Lesson 22

Unit of a long-term School: _______________________________________
plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Writing: an opinion essay -1
Learning 10.5.1 - plan, write, edit and proofread work at text level independently on a
objective(as) range of general and curricular topics
10.5.6 - write coherently at text level using a variety of connectors on a range of
familiar general and curricular topics
skills
- to read the essay and decide if it follows the paragraph plan
- match the expressions and paragraphs
- write an opinion essay
Assessment criteria - express their opinion in writing
- use a growing range of vocabulary and linking words
Previous learning Writing
Plan
10 min warmer. Book,
Teacher introduces a new theme, learning Unit 2, p. 27
Presentation Kit
FAST TRACK
You could ask students to do exercise 1 at
home in preparation for the writing activity.
WARMER
Write two true sentences and one false one
about part-time jobs you had when you were
a teenager on the board, e.g. I picked cherries
when I was a teenager. I used to deliver
newspapers on Saturday mornings. I worked
in a sweet shop at the weekends. Ask students
to guess which one is the false sentence by
asking you questions about the jobs.
Checking homework.
1 Speaking In pairs, students read the writing

task and discuss whether they agree or disagree
with the statement and explain why. Tell
students to write notes about their ideas.
2 In pairs, students complete the paragraph
plan with their ideas.

TRAINING. Paragraph organisation (See
Middle 3 Students read the essay, ignoring the gaps, Gateway Science Student’s
25 min and decide if it follows the paragraph plan in Book,
exercise 2. Elicit from them if the writer’s Unit 2, p. 27
opinion is similar to theirs.
Answer Presentation Kit
Yes, it follows the paragraph plan in exercise 2.
4 Students complete the essay with the phrases
given and check answers in pairs before
checking in open class.
Answers
a As far as I’m concerned b To begin with c
Furthermore d On the other hand
e I agree with this f To sum up
5 Students write the words and expressions

from exercise 4 in the correct place in the
Writing bank.
Answers
Expressing opinions
As far as I’m concerned I agree with this
Adding opinions
To begin with Furthermore
Contrasting opinions
On the other hand
Concluding
To sum up
Practice makes perfect

6a In pairs, students look at the task and write
notes about their ideas. Ask them to complete a
paragraph plan like the one in exercise 2 for
this topic.
6b Students use their plan from exercise 6a as
well as words and expressions from the Writing
bank to write their essay. Remind them to
follow the advice in the Writing bank on page
151. For students who are less confident,
photocopy the model text below for extra
support during the writing task.
End 6b Students use their plan from exercise 6a as Gateway Science Student’s
5 minutes well as words and expressions from the Writing Book,
bank to write their essay. Remind them to Unit 2, p. 27
151. For students who are less confident, Presentation Kit
Model text
The world of work is constantly changing due
to new technology and the global economy.
Personally, I think school does prepare you for
the future job market, although there could be
some improvements.
Firstly, school teaches you how to read and
write, and about science and maths. These are
essential skills that everyone needs for the
future. Secondly, school teaches you English
and ICT, invaluable skills that can help you get
a well-paid job. Furthermore, school also
teaches you to communicate, work in a team
and solve problems. All these skills are
important in the world of work.
On the other hand, I think there should be a
stronger connection between school subjects
and the job market. Teachers should make it
clear how the things we learn in class relate to
the world of work. What is more, we need to
learn to have initiative and be adaptable.
In conclusion, I believe school prepares us for
the world of work if we take advantage of all
the opportunities that are offered. Nevertheless,
I think we should make the connection between
school and work much stronger and study more
about how to find and keep a job.

Workbook
Additional
information
how do you plan to - Oral and written feedback
give more support? - Peer-review
How do you plan to - Positive reinforcement
challenge fast
finishers?
FAST TRACK
You could ask
students to do
exercise 1 at home
in preparation for
the writing activity.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 2. Summative assessment on Term 1. (Teachers choose their own assessment). Lesson 23
Module 2. KZ Culture Spot: The Aral Sea. Lesson 24
plan:
Natural disasters
Date: Teacher name:
Lesson title KZ Culture spot: The Aral Sea
Learning 10.1.1 - use speaking and listening skills to solve problems creatively and
objective(as) cooperatively in groups;
10.3.5 - interact with peers to make hypotheses about a wide range of general
skills
- to read the text and understand main information
- ask and answer questions
- find and present information about natural and man-made disasters in other
regions
Assessment criteria - discuss natural and man-made disaster and use relevant vocabulary
- present information clearly
Previous learning Nature
Plan
Start Greetings, organisational moments. Checking Gateway Science
10 min homework. Teacher introduces a new theme, Companion Unit 2
learning objectives, and assessment criteria. The Aral Sea
1
 Ask STs to answer the questions what
they know about polluted regions in
Kazakhstan and discuss their ideas in
pairs.
 You may ask STs to answer
individually or work together as a
class.
2
 Ask STs to read the text and check
their ideas. Encourage them to ignore
all unknown vocabulary at this stage.
 When STs have finished, introduce
words from the Glossary.
25 min  Ask STs to read the text again. Companion Unit 2
 Tell students they should answer the The Aral Sea
questions 1-4.
 Check answers together when STs have
finished.
Now You!
 Ask students to go online and try to
find out more information about other
regions and special commissions.
 Give students enough time to
exchange information in their groups.
 Encourage STs from each group to tell
their information to the class.
End Students present information and exchange
5 minutes opinions. Gateway Companion
Homework: You may want to ask STs to find Science, Unit 2, the Aral
out about other polluted regions not only in Sea
Kazakhstan but also in the world.
Additional
information
finishers? -Oral feedback
FAST FINISHERS -Peer review
Ask fast finishers to add more information to their - Positive reinforcement
project and if time, present it using the visual
prompts.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Virtual reality. Developing and evaluating mobile applications: Britain’s youngest app
developer. Lesson 25
plan:
Virtual reality
Date: Teacher name:
Lesson title Developing and evaluating mobile applications: Britain’s youngest app developer
Learning 10.4.1 - understand main points in extended texts on a wide range of unfamiliar
objective(as) general and curricular topics
skills
- pronounce and learn new words related to app development
- read the text and decide if the sentences are true or false
- talk developing mobile applications
Assessment criteria - discuss the development and evaluation of mobile applications and use relevant
vocabulary
Cross-curricular ICT
Plan
Start Greetings and organisational moments. Gateway Science Companion,
10 min Teacher introduces a new theme, learning Unit 3 Virtual reality, lesson 6,
objectives, and assessment criteria. Britain’s youngest app
Checking homework. developer, exercise 5
1
 Ask STs to read the title and look at the
picture.
 Check the understanding of the word
app (short for application, used for
smartphones and tablet PCs).
 Set a time limit of one minute for
students to read the text very quickly.
 Check answers as a class.
Answers
1a 2b
Middle 2 Gateway Science Companion,

25 min  Ask the STs to read the text again, Unit 3 Virtual reality, lesson 6,
decide if the sentences are true or Britain’s youngest app
false, correct the false sentences. developer, exercise 5
 Check the answers with the class.
Answers
1. F Aaron Bond released three
smartphone apps when he was 13.
2. T
3. F Sebastian lent him a computer
4. T
5. F They were unable to get into the
man’s phone contacts. His phone was
locked
6. F He might go to university
3
 STs find the words and phrases in the
text then read the definitions and
match them.
Answers 1e 2d 3f 4b 5a 6
c
End 4 Gateway Science Companion,
5 minutes  Ask the STs to read the questions and Unit 3 Virtual reality, lesson 6,
answer them from memory, using Britain’s youngest app
complete sentences. developer, exercise 5
 STs compare their answers with a
partner before reading the text again
to check.
Answers
1. He taught himself how to design an app
using books and videos on YouTube.
2. He helped invent the characters and
design the graphics.
3. They set up a company together.
4. They saw a man collapse on the bus
and they had no way of contacting his
relatives.
5. He’s concentrating on improving the
apps he’s already designed.
Homework: Assign students exercise 5
Additional
information
Ask fast finishers to brainstorm what mobile - Positive reinforcement
application they would love to design and why.
If time, in pairs, ask them to present their ideas using
relevant vocabulary and visual prompts
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Vocabulary: words connected with transport and travel. Lesson 26

plan:
Virtual reality
Date: Teacher name:
Lesson title Vocabulary: words connected with transport and travel
Gateway Unit 3
Learning 10.2.2 - understand specific information in unsupported extended talk on a wide
objective(as) range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.3.2 - ask and respond to complex questions to get information about a wide
range of general and curricular topics;
skills
- discuss the photos using words connected with transport and travel
- understand main information while listening to six travel announcements
- ask and answer the questions about transport and travelling and use the
dictionary entries to help them
Assessment criteria - talk about transport and travel using vocabulary connected with transport and
travel
Cross-curricular Geography, physics
Previous learning Technology; Travelling
Plan
Start Greetings and organisational moments. Gateway Science Student’s
10 min Teacher introduces a new theme, learning Book, Unit 3, p. 32
FAST TRACK
at home in preparation for the speaking
activities. They can look up any words they are
WARMER
Discuss the meaning of the expression On the
move (an adjective or adverb to describe
something mobile
or while moving, e.g. My smartphone helps
keep me informed while I’m on the move./He
was constantly on the move.). Elicit from
students what it means to have a job where you
are always on the move (you travel a lot). Ask
students what they think about this expression.
Write four types of transport on the board –
three that have something in common and an
‘odd one out’. Ask students to say which word
they think is the odd one out and why, e.g.
train, underground, bus, car (car – because the
others are all forms of public transport)
bus, coach, lorry, tram (tram – it goes by rail
not road)
plane, helicopter, jet, rocket (rocket – it’s the
only one that travels in space)
journey, get in, board, take off (journey – all
the others are verbs)
Brainstorm more words connected to transport
and travel. Ask students to open their books on
page 32 to see if they have thought of similar
words.
Words connected with transport and travel

1 Speaking In pairs, students look at and
discuss the photos using as many of the words
in the box as they can, e.g. rocket: spacecraft,
take off; high-speed train: get on/off,
passenger, platform; traffic jam: motorway.
Elicit some ideas from students around the
class.
Middle 2 Ask students to match words in exercise 1 Gateway Science Student’s
25 min with the definitions. Check their answers. Book, Unit 3, p. 32
Answers
1 crew 2 traffic jam 3 the Presentation Kit
Underground/subway/
tube 4 spacecraft 5 take off 6 land 7 gate
3 LISTENING 13 Play the track for students
to listen to six short travel announcements. Ask
students to choose the correct alternative.
Elicit answers from students around the class.
See p173 for the audioscript for this exercise.
Answers
1 stand away from the edge of the platform 2
shouldn’t 3 shouldn’t 4 a, West 5 need 6 bags
journey, travel, trip, voyage
4 Ask students to choose the correct alternative
in each sentence, using the dictionary entries to
help them.
Answers
1 trip 2 voyage 3 Travel 4 journey 5 trips
6 voyages 7 travel 8 trip
End 5 Speaking In pairs, students take it in turns to Gateway Science Student’s
5 minutes ask and answer the questions. In a less Book, Unit 3, p. 32
confident class, students can make notes on
their answers before doing this as a speaking Presentation Kit
activity. Elicit answers from students around
the class.
Workbook. Workbook
Additional
information
finishers? - Feedback
Ask students to categorise the words in exercise 1 - Positive reinforcement
into vocabulary connected with space, road vehicles
and trains. Students can use the same word more than
once if necessary.
+EXTRA ACTIVITY
Play Just a minute. In pairs, students take turns to
talk about one of the photos for one minute without
any repetition, deviation or hesitation. If a student
repeats a word, goes off the topic or hesitates, they
are challenged by their partner. It is, of course, very
difficult to do this, but adding a fun, challenging
element to this speaking activity can be motivating
for students and can help them feel more confident in
speaking exams.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Reading: a journey into the future. Critical thinking: evaluating future transport projects.Lesson 27
plan:
Virtual reality
Date: Teacher name:
Lesson title Reading: a journey into the future.
Learning 10.3.4 - evaluate and comment on the views of others in a growing variety of talk
objective(as) contexts on a growing range of general and curricular topics;
skills
- to discuss the photograph in relation to the article
- read the text and complete missing sentence activities
- evaluate future transport projects
Assessment criteria - evaluate future transport projects
- use relevant vocabulary
Cross-curricular Physics; Technology
Previous learning Critical thinking
Plan
Checking homework. Gateway Science Presentation
FAST TRACK Kit
You could ask students to read the text and do
exercise 2 at home in preparation for in-class
activities.
WARMER
Students write two true and two false
sentences about themselves using these
words from the previous lesson: trip, travel,
voyage, journey, e.g. I have recently been on a
trip to London. I travel to Paris monthly. I
have never been on a voyage around the
world. The journey to my grandparents’ house
takes more than five hours. In pairs, students
take it in turns to read their sentences to
each other. Their partner must guess which
sentences are true and which are false.
1 Speaking In pairs, students discuss what they
think the photo in the article shows. Elicit ideas
from students in open class.
2 Ask students to read the article quickly and
answer the questions. Set a time limit of three
minutes and remind students that it is not
necessary for them to understand everything at
this stage, they just need to answer the
questions.
Answers
1 Hyperloop
2 electric car, sports car, high-speed train,
planes, supersonic air travel, self-driving car,
flying cars, drones, elevator
Middle 3 Ask students to read the text more carefully Gateway Science Student’s
25 min and complete the gaps with sentences a–f. Book, Unit 3, p. 33
Elicit from students the key sentences, before
or after the gap, which helped them decide on Gateway Science Presentation
their answers. Kit
Answers
1 c (Our world is on the move.)
2 b (With his Tesla Motors company he has
managed ...)
3 f (per capsule ... With no friction ...)
4 a (In the last 50 years, there has been a sharp
increase in the number ...)
5 e (flying cars in our skies ... Soon, when you
look up, you’ll see hundreds ...)
6 d (Maybe that’s one of the reasons why
Japanese engineers ... using a massive
elevator ...)
EXAM SUCCESS Ask students to read
about missing sentences activities in Exam
success. Tell them to turn to page 144 for
more tips on how to do this kind of activity
(Reading: Missing sentences activities).
TRAINING. Missing sentence activities (See
Teacher’s Book, p.62).
4 CRITICAL THINKING Individually,
students note down ideas on how useful they
think the future transport projects mentioned in
the text are before comparing their ideas with
the rest of the class.
Example answers
I think the Hyperloop is very useful as it is
much faster than ordinary transport and more
ecological.
I think the self-driving car is useful because
while you are on the move you can do anything
you want.
I think drones are very useful because they can
do dangerous work more cheaply and safely
than humans can.
I think the lunar space elevator is a fascinating
idea, but it’s not very useful.
TRAINING. Critical thinking (See Teacher’s
Book, p.62).
5 Encourage students to guess the meaning of
the underlined words in the text. Allow them to
Answers
boldest = riskiest
capsule = the part of a space vehicle in which
people travel
currently = at the present time
sharp increase = sudden rise
self-driving = an autonomous or driverless
vehicle norm = something that is normal or
expected drawing up = to prepare or write
something
End 6 SPEAKING What about you? In pairs or Gateway Science Student’s
5 minutes small groups, students take it in turns to ask Book, Unit 3, p. 33
and answer the questions and share their
thoughts. Elicit some answers from different
pairs/groups.
Workbook.
Workbook
Additional
information
FAST FINISHERS/+EXTRA ACTIVITY -Peer review
Divide the class into small groups. Ask students to - Positive reinforcement
choose one of the types of future transport and
research more information about it to present in
class.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Grammar in context: future forms. Lesson 28
plan:
Virtual reality
Date: Teacher name:
Lesson title Grammar in context: future forms
10.6.8 - use a variety of future active and passive and future continuous forms on
a wide range of familiar general and curricular topics
skills
- Complete the rules with will, be going to, the present simple or the present
continuous
- complete the sentences with an appropriate future form of the verbs given
- to ask the questions in turn and answer using a variety of tenses
Assessment criteria - talk about the future using a variety of tenses

Cross-curricular
Previous learning Future tenses
Plan
10 min Teacher introduces a new theme, learning Book, pp. 34-35
Checking homework. Presentation kit
FAST TRACK
home. Then they start the next class with the
speaking activity in exercise 2.
Write these sentences on the board and ask
students to choose the correct alternative:
1 That’s the phone! I’ll / I’m going to answer
it!
2 Look at those clouds. It will / is going to rain.
3 What are your plans? What are you doing /
will you do this Friday?
4 I think that the world will be / is going to be
more dangerous in the future.
Monitor to see how comfortable students are
with these future forms. If they seem to be
familiar with their use, move through the
1a Ask students to decide what tense the verb
in blue is in each sentence.
Answers
a be going to b present continuous c be going
to d will e present simple
1b Ask students to complete the rules with will,

be going to, the present simple or the present
continuous.
Answers
1 be going to 2 be going to 3 will 4 the present
continuous 5 the present simple
1c Ask students to look at sentences a-c and
complete the rules 1-3 with will or the present
simple
Answers
1 will 2 will 3 the present simple
Future forms (See Teacher’s Book, p. 63).
PRONUNCIATION. will (See Teacher’s Book,
p. 63).
Middle 2 Speaking In pairs, students look at the Gateway Science Student’s
25 min sentences and explain why will is used in each Book, pp. 34-35
sentence. Elicit answers from different students
around the class. Presentation kit
Answers
1 future fact 2 sudden decision 3 prediction
based on opinion 4 prediction based on
expectations 5 future fact 6 sudden decision
3 Ask students to decide if the underlined part
of the sentence is correct. If it is not correct,
they rewrite it. Check their answers.
Answers
1 starts 2 ’ll 3 ’s going to rain 4 correct
5 ‘s taking 6 are going 7 are, doing 8 ’m going
to eat 9 correct 10 ’s going to drop
4a Ask students to complete the sentences with
an appropriate future form of the verbs given.
Answers
1 will land, am 2 will be/is 3 are meeting
4 are, going to do 5 will snow 6 ’s going to
have 7 ’ll open 8 get, ’ll switch 9 ’m seeing 10
’s going to rain
4b SpeakingIn pairs, ask students to compare
their answers in exercise 4a and be ready to
explain their choices. Draw attention to the
mini-dialogue and remind students that you
expect them to discuss this in English. Elicit
answers from different students around the
class.
5 Ask students to read the text and choose the
correct alternative. In pairs, students compare
their answers before you check in open class.
Answers
a have b are going to become c are
d will be e off f will be g won’t h are talking
6a Ask students to complete the Yes/No
questions about the future with their own ideas.
Draw students’ attention to the example
sentence.
6b Students try to predict their partner’s
answers to each of their questions, and write
down their predictions.
End 6c SPEAKING Ask students to take it in turns Gateway Science Student’s
5 minutes to ask their partner their questions. Ask them to Book, pp. 34-35
tell each other how many predictions they got
right.
page 42 if necessary. Workbook
Workbook.
Additional
information
You can assign extra grammar practice extension - Positive reinforcement
worksheets from Teacher’s Resource Centre.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Developing vocabulary: prefixes. Lesson 29

plan:
Virtual reality
Date: Teacher name:
Lesson title Developing vocabulary: prefixes.
Learning 10.3.5 - interact with peers to make hypotheses about a wide range of general and
curricular topics
skills
- Match the prefixes with their meanings
- spell the words with prefixes correctly
- write sentences using negative prefixes
Assessment criteria - use prefixes correctly in speaking and writing

Cross-curricular
Previous learning Prefixes
Plan
FAST TRACK
home and then check the answers in open class
at the beginning of the lesson.
Prefixes
1 In pairs, students find the prefix in each word
and think about what meaning the prefix gives
to the word. Ask them to match the prefixes
with the meanings 1–10.
Answers
1mis 2post 3under 4over 5inter 6dis 7re 8co
9sub 10super
Prefixes (See Teacher’s Book, p. 64).
Spelling of words with prefixes (See Teacher’s
Book, p. 64).
2 Ask students to complete each sentence by
adding one of the given prefixes to one of the
words in the box. Check their answers in open
class and make sure they have spelt the words
correctly.
Answers
1 disappeared 2 underpaid 3 misunderstood
4 sub-zero 5 rewrite 6 overbooked 7
superhuman
Middle 3a Ask students to make the negative form of Gateway Science Student’s
25 min the words using the prefixes dis-, il-, im-, in-, Book, Unit 3, p. 35
ir- or un-. Provide dictionaries if necessary.
3b LISTENING 14 Students listen and check Presentation Kit
their answers. See p173 for the audioscript for
this exercise.
Answers
disadvantage, disagree, unbelievable,
incapable, incomplete, unexpected, unlikely,
illogical, unnecessary, disobey, impatient,
impossible, irregular, irresponsible,
unsuccessful, invisible
3c PrOnUnCiatiOn 14 Ask students to
underline the stress in the negative form of the
words in exercise 3a. Then play the track again
for them to check and repeat the words (see
Answers in exercise 3b above).
4a Ask students to write three sentences using a
negative word from exercise 3a in each
sentence. Draw students’ attention to the
example. Encourage them to use three different
prefixes
End 4b SPEaking Ask students to read out their Gateway Science Student’s
5 minutes sentences without saying the negative word for Book, Unit 3, p. 35
their partner to guess the missing word. At the
end of the activity, ask different students to Workbook
read out their sentences for the rest of the class
to guess.
Workbook.
Additional
information
Ask students to find patterns in exercise 3 that can - Positive reinforcement
be used as rules of thumb. For example, im- is
used before some words beginning with p or m, il-
is used before some words beginning with l. It is a
good idea to emphasise that there are exceptions.
+EXTRA ACTIVITY
Students write more sentences with the three negative
prefixes they did not use in exercise 4a.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Life skills: The world around you: investigating food miles. Lesson 30
plan:
Virtual reality
Date: Teacher name:
Lesson title Life skills: The world around you: investigating food miles.
Learning 10.2.1 - understand the main points in unsupported extended talk on a wide range
objective(as) of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of general and curricular topics
skills
- discuss the concept of “food miles”
- listen to information about food miles and discuss three topics mentioned
- explain why food miles are a serious problem and why the alternative to food
miles can be worse
Assessment criteria - to discuss and evaluate our own food buying habits using relevant vocabulary
- present their findings to the class
Cross-curricular
Previous learning
Plan
10 min Teacher introduces a new theme, learning Book, pp. 36-37
Checking homework.
FAST TRACK
Divide the class into A and B pairs. Ask
Student A to read Text A and Student B to read
Text B in preparation for the lesson.
WARMER
Play Snowman with the word
ENVIRONMENT. Draw 11 short lines on
the board and ask students to choose letters
from the alphabet to try and complete the
word. If they guess correctly, fill in the blank
with that letter(s) in the right place(s). If the
word does not contain the suggested letter,
draw one element of a snowman figure. The
objective is to guess the word before the
snowman is complete. You could give
students a tip at the end of the game.
Elicit the meaning and drill the
pronunciation: /ɪnˈvaɪrənmənt/. Ask students
to work in pairs and brainstorm as many
causes, problems and solutions connected to
this topic as they can. Ask students to turn to
Key concepts on page 36 to check the
meaning of other key words related to this
lesson.
1a SPEaking In pairs, students look at the food
label of a product sold in the US. Ask them to
estimate how far it travelled before getting to
the US. Point out the spelling of fiber in
American English as the label is from the US.
In British English the correct spelling is fibre.
Answer
It travelled from Turkey to Thailand, and then
eventually to the US – approximately 22,000
km/14,000 miles.
1b Ask students to look at the title of the article
Food miles: The great debate and discuss what
they think ‘food miles’ are. Elicit some ideas in
open class.
Answer
The distance food travels from where it is
produced to our table.
Middle 2 rEaDing Ask students to read the introduction Gateway Science
25 min to the article to check if their ideas in exercise 1
were correct. Discuss in open class how serious
a problem students think food miles are and ask
them to give reasons for their answers.
3 rEaDing Divide the class into A and B pairs.
Ask Student A to read Text A and Student B to
read Text B and answer the corresponding
questions. Tell students to make a note of their
answers. Go round and monitor or assist
students as they work. Weaker students could
compare their answers with another student
who read the same text before moving on to
exercise 4.
Answers
Text A
1 They weren’t in season then.
2 They produce 25% of all CO2 emissions.
3 They are responsible for 11% of all carbon
emissions.
4 They are an example of unnecessary food
travel.
5 We need to produce more food locally and
buy locally
produced food.
Text B
1 We need to keep them cool for a year or buy
them from another country.
2 Buying them from another country as the
energy used in keeping them fresh for ten
months is worse for the environment.
3 Because they have conditions to grow
tomatoes all year and if they are produced in
the UK, you need energy to heat the
greenhouses.
4 The workers and economy of these countries
depend on selling fruit, etc. to other markets.
5 Food miles are not good, but sometimes they
are better than the alternative.
4 SPEaking In pairs, ask Student A to explain
why food miles are a serious problem and
Student B to explain why
the alternative to food miles can be worse.
Remind students to use their notes in exercise 3
to help them. Walk round, monitoring and
noting down good use of language and errors to
go over in a feedback session at the end of this
exercise.
TIPS AND PLANNING. Delayed correction
(See Teacher’s Book, p. 66).
5 In pairs, ask students to talk about how
serious they think the question of food miles is
and what they think is good advice when they
go to buy food. Remind students to use the
information in texts A and B to help them.
Elicit ideas from different students around the
class.
VOCABULARY FOCUS
The video contains some useful words and
phrases about food miles and sourcing
produce that students may not be familiar
with. You could pre-teach the following with
the class before watching:
source [v]: research and find something
particular from its place of origin
found [v]: start a company, institution, etc
field to fork [phr]: the process from (food)
producer to the consumer
accessible [adj]: easy to use or obtain
harvest [v]: to collect a growing crop (food,
plants, etc.) sums (of money) [n]:
mathematical calculations
shipping out [phr v]: sending goods from one
country to another (usually by sea)
agribusiness [n]: business/farm that produces
as much food for profit as possible
deceptive [adj]: appearing to be something
different from what it is
make an assumption [phr v]: to decide
without evidence, based on your feelings rather
than information
decipher (information) [v]: to succeed in
understanding something difficult (usually
writing)
6a 15 Tell students they are going to watch or
listen to a man named Ben talking about his
job. Play the video or audio track for students
to listen and find out if he mentions any of their
ideas in exercises 4 and 4. See the Teacher’s
Resource Centre for the audioscript/videoscript
for this exercise.
6b 15 Ask students to complete the sentences
with one or two words. Play the video or audio
track again for students to watch or listen again
and check their answers. Nominate different
students around the class to say the answers.
Answers
1 running 2 to fork 3 cold storage 4 seasonally
5 food miles 6 market
End 6c In pairs, students discuss the three topics Gateway Science Student’s
5 minutes Ben talks about, and exchange examples of Book, 21st CENTURY TASK,
each. Monitor students and note down errors p.37
and good use of language for feedback at the
end of the class. Finally, elicit ideas from
different pairs around the class.
TIPS AND PLANNING. Recording in class
(See Teacher’s Book, p. 67).
Homework:21st CENTURY TASK
Additional
information
- Positive reinforcement
Write two lists of definitions on the board and ask
students to find the words in the text that match
the definitions. (Alternatively, students could do
this activity while you check the other group’s
comprehension of their text.)
Student A
something that is likely to have a sudden and bad
effect on a situation in the future (time bomb)
put in a packet (packaged)
a particular distance in all directions from a
central point (radius)
in the area where you live or that you are talking
about (locally)
Student B
something that shocks you because it seems unfair
or wrong (scandalous)
a building made of glass used for growing plants
(greenhouse)
to make something exist again (recreate)
to consider something when you are trying to
make a decision (take into account)
+EXTRA ACTIVITY
In groups of three, ask students to perform an
improvised interview between a host and two
guests on a fictional radio show, talking about
food miles. The main task of the host is to conduct
the interview, keep the time and to be in control.
The main task
of the guests is to answer the questions and defend
their argument (one student should defend the
ideas in Text A, the other student defends the
ideas in Text B). Encourage them to use
information from the texts and the sentences in
exercise 6. Give students time to prepare their
interview and, if possible, record them for review
and feedback.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
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2.
lesson?
Module 3. Listening: the future of drones. Lesson 31

plan:
Virtual reality
Date: Teacher name:
Lesson title Listening: the future of drones.
Learning 10.2.4 - understand implied meaning in unsupported extended talk on a wide
unfamiliar topics;
skills
- look at the photo of a drone and make a list of ways a drone could be used
- to listen to a radio programme about the drones and take notes about main ideas
- to discuss if students think UAVS will change the world in a bad or good way
Assessment criteria - to discuss if students think UAVS will change the world in a bad or good way
- justify their opinions using relevant vocabulary
Cross-curricular Technology; Physics
Previous learning Prefixes
Plan
WARMER
Elicit all the prefixes students can remember
from the Developing vocabulary lesson and
write them on the board. Students then play
Word tennis in pairs or teams. Student A
says a prefix and Student B must
immediately say a word using that prefix.
Then Student B says a prefix, and so on.
Students win a point for each correct word
they say. The student or team with the most
points wins the game.
1 SPEAKING In pairs, ask students to look at
the photo of a drone and make a list of ways a
drone could be used. Draw students’ attention
to the example. Elicit ideas from students
around the class.
Middle TEACHER DEVELOPMENT: STUDENT Gateway Science Student’s
25 min TRAINING. Before you listen (see Teacher’s Book, Unit 3, p. 38
Book, p. 67).
2 LISTENING 16 Tell students they are going Presentation Kit
to listen to a radio programme about drones.
Play the track for students to tick any of the
ideas in their list they mention. See p173 for
3 16 Play the track again for students to listen
and choose the correct alternative.
Answers
1 Aerial 2 negative 3 stop 4 aerial images
5 offers us new reporting possibilities 6 quite
possible 7 thinks
4 Ask students to note down positive points of
UAVs according to Scott and Kim. Elicit
answers from students and ask them if they
mention any possible negative points and if so,
what.
Answers
Positive points: patrolling parks/protecting
wild animals; examining sites of natural
disasters; taking medicine, water or food to
victims; making movies; filming sports events
Negative points: privacy – spying on ordinary
people; create laws on why/how/when/who can
use them
End 5 SPEAKINGWhat about you? In pairs or Gateway Science Student’s
5 minutes small groups, students say if they think UAVs Book, Unit 3, p. 38
will change the world in a good or bad way.
Ask them to justify their opinions. Workbook
Example answers
I think drones will change the world in a good
way. They can save lives and do dangerous
jobs. Moreover, drones will generate a lot of
money and jobs.
I think drones will change the world in a bad
way. It’s possible for terrorists to take control
of drones and use them against us.
Workbook.
Additional
information
Ask fast finishers to brainstorm how would they use - Positive reinforcement
a drone if they had one.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Grammar in context: future continuous, future perfect simple and future perfect continuous.
Lesson 32
plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Grammar in context: future continuous, future perfect simple and future perfect
continuous.
Learning 10.5.3. - write with grammatical accuracy on a range of familiar general and
objective(as) curricular topics
skills
- differentiate between future continuous, future perfect simple, and future
perfect continuous
- write questions about a daily schedule using the future continuous and future
perfect
- write predictions about themselves in the year 2040 and use the variety of future
tenses and compare their sentences with their peers.
Assessment criteria - talk about the future using the future continuous, future perfect simple, and
future perfect continuous
Cross-curricular
Previous learning Future tenses
Plan
10 min Teacher introduces a new theme, learning Book, Unit 3, pp. 38-39
Checking homework. Flipped classroom video and
FAST TRACK worksheet Unit 3: Future
Students could do exercises 1 and 2 at home. continuous, future perfect
Check their answers at the beginning of the simple, and future perfect
class and go on to exercise 3a. continuous
(Teacher’s/Student’s Resource
TEST BEFORE YOU TEACH: FLIPPED Centre, Unit 3, worksheet and
CLASSROOM video)
Future continuous, future perfect simple and
future perfect continuous
1a Students look at the sentences and decide
what tense the verbs in blue are. Elicit how we
form the tenses.
Answers
1 future continuous 2 future continuous 3 future
perfect simple 4 future perfect simple 5 future
perfect continuous
Future continuous: will/won’t + be + verb-ing
Future perfect simple: will/won’t + have + past
participle Future perfect continuous: will/won’t
+ have + been + verb-ing
Future tenses (See Teacher’s Book, p.68).
1b Students complete the rules with future

continuous, future perfect simple or future
perfect continuous. Check the answers in open
class.
Answers
1 future perfect simple 2 future continuous 3
future perfect continuous 4 future perfect
simple, future perfect continuous
PRONUNCIATION. Future tenses (See
PRONUNCIATION. Drilling (See Teacher’s
Book, p.68).
Middle 2 Ask students to explain the difference Gateway Science Student’s
25 min between the sentences in each pair. Elicit Book, Unit 3, pp. 38-39
class. Flipped classroom video and
Answers worksheet Unit 3: Future
1a At 7 o’clock, the activity is in progress. continuous, future perfect
1b At 7 o’clock, the activity has finished. simple, and future perfect
2a In half an hour the activity will start. continuous
2b In half an hour, the activity will be finished. (Teacher’s/Student’s Resource
3a This action will happen sometime before Centre, Unit 3, worksheet and
2050. video)
3b This action will happen in 2050.
4a I have a plan to have lunch at 1 pm
tomorrow.
4b At 1 pm tomorrow, lunch will be in
progress.
3a Ask students to read Sarah’s schedule for

tomorrow and complete the sentences with the
future continuous, future perfect simple or
future perfect continuous form of the verbs
given.
Answers
1 will be having 2 will have eaten 3 will have
arrived 4 will have been going 5 will be having
6 will have seen 7 will be watching 8 will have
been watching
3b Ask students to write four questions about
the schedule, two using the future continuous
and two using the future perfect. Draw
attention to the example.
3c SPEAKING Ask students to take it in turns
to ask and answer their questions.
4 Ask students to put the verbs in the correct
form of the future continuous or future perfect
simple
Answers
a will, be doing b will, be working c will have
finished d will have left e won’t be living f will
have learnt g will have bought h will be saving
5a Individually, students write predictions
about themselves in the year 2040. Remind
them to use the future continuous, future
perfect simple or future perfect continuous.
Draw attention to the example sentences. Go
round and assist students while they work.
End 5b SPEaking In small groups, students compare Gateway Science Student’s
5 minutes their sentences from exercise 5a and ask Book, Unit 3, pp. 38-39
questions to find out what their partners have
written. Students discuss Flipped classroom video and
if there are any particularly common answers. worksheet Unit 3: Future
In a less confident class, elicit the question continuous, future perfect
form for each phrase in exercise 5a before simple, and future perfect
starting this activity, e.g. live with my parents continuous
→ Will you be living with your parents? Draw (Teacher’s/Student’s Resource
students’ attention to the examples. Centre, Unit 3, worksheet and
5c Encourage students to share any common video)
answers with the class. Draw students’
attention to the example sentence. You could
put up these prompts on the board to help
students in a less confident class:
All of us… Most of us… Some of us…
A few of us… None of us…
Workbook.
Workbook
Additional
information
- Students write a short text predicting their lives in - Positive reinforcement
2040 based on their answers from the speaking
activity.
Refer students to the Grammar reference on page 42
if necessary.
- You can also assign Grammar communication
activity Unit 3: In thefuture (Teacher’s Resource
Centre, worksheets, Unit 3)
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Developing speaking: Talking about photos - 1. Lesson 33

plan:
Virtual reality
Date: Teacher name:
Lesson title Developing speaking: Talking about photos - 1
Learning 10.2.3 - understand the detail of an argument in unsupported extended talk on a
objective(as) wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
skills
- look at the photos and write down the similarities and differences between the
two photos
- listen to a student doing a speaking task and take notes
- talk about similarities and differences between their two photos
Assessment criteria - Compare and contrast photos using phrases in the Speaking bank to talk about
similarities and differences
Cross-curricular Physics
Previous learning Travelling; Transport
Plan
FAST TRACK
You could ask students to note down ideas for
exercise 1 at home in preparation for the
speaking activity. Students can then compare
their ideas in pairs at the beginning of the class.
WARMER
Play Hot seat. One volunteer from each team
sits with their back to the board. Write a word
from the unit on the board so that only the
teams can see the word. Teams give clues to
their volunteer so that he/ she guesses the word
and gets a point for their team. The first one to
guess the word gets a point for their team.
1 SPEAKING In pairs, students look at the
photos and write down the similarities and
differences between the two photos in a simple
two-column table. Elicit ideas.
to listen to a student doing a speaking task. Ask
them to read the task and then play the track for
them to listen and answer the questions. Check
their answers. See pp173–174 for the
Answers
1 Students’ own answers 2 yes 3 yes
Middle 3 17 Ask students to complete what the student Gateway Science Student’s
25 min said with phrases from the Speaking bank. Play Book, Unit 3, p. 40
the track again if necessary. Elicit answers
from different students. Presentation Kit
Answers
a Both photos show b In the first photo c
whereas d One big difference between the
photos is that e while f Compared with g
Another important difference h One similarity
4 SPEAKING In pairs, students use the phrases
in the Speaking bank to talk about the
similarities and differences between the photos
in exercise 1.
5a SPEaking Divide the class into A and B
pairs. Ask Student A to look at the photos on
the page. Ask Student B to look at the photos
on page 158. Ask them to think about the
similarities and differences between their two
photos.
5b Ask Student A to do the task and Student B
to listen.
End 5c Ask students to swap roles. Tell Student B Gateway Science Student’s
5 minutes to look at their task on page 158 and Student A Book, Unit 3, p. 40
to listen to their partner. For students who are
less confident, photocopy the model text below. Workbook
Model text
Both photos show people using different types
of transport. In the first photo, I can see an
astronaut walking in space, whereas in the
second photo there is a family at an airport. In
both photos, the people look prepared for their
journey. The astronaut is probably feeling a bit
nervous, but he’s enjoying the sensation of
being in space. In the second photo, the family
is probably feeling excited about going on
holiday, but they may also be feeling nervous
about flying. One big difference between the
photos is that the astronaut is doing something
as part of his or her job, while the family are
going to enjoy free time together on holiday.
Another important difference is that travelling
into space is very dangerous and travelling by
plane is not. Compared with other forms of
transport, travelling by plane is a very safe
form of transport.
Workbook
Additional
information
FAST FINISHERS/EXTRA ACTIVITY -Peer review
Ask students to change partners and photos, and
repeat the activity. Tell students the person who
‘wins’ the task is the one who uses all the
expressions in the Speaking bank. The student who
listens should time them for a minute and note down
all the expressions their partner uses.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
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1.
2.
lesson?
Module 3. Developing writing: A story. Lesson 34

plan:
Virtual reality
Date: Teacher name:
Lesson title Developing writing: A story
Learning 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings
objective(as) 10.3.5 - interact with peers to make hypotheses about a wide range of general and
curricular topics;
familiar general and curricular topics
skills
- describe the picture and write down ideas for a story
- learn the tips about story writing and plan their story
- write their own story following the advice in the Writing bank and exam
success.
Assessment criteria - write a story using a variety of tenses, structures, and linkers
Previous learning
Plan
FAST TRACK
home in preparation for the writing activity.
WARMER
In pairs, students describe the picture in
exercise 2 on page 41.
Suggested answer
The photo shows a person looking through a
telescope to observe the stars.
1SPEAKING In pairs, students read the
writing task and note down some ideas for a
story. In a less confident class, elicit ideas from
different students around the class and write
key vocabulary on the board.
2 Students read the story and decide if there are
any similarities with their ideas.
3 Ask students if this type of trip would interest
them and elicit reasons why or why not.
Middle 4 Ask students to put the events of the story in Gateway Science Student’s
25 min order. Check their answers. Book, Unit 3, p. 41
Answers 1f2d3a4g5c6e7b
5 Ask students to look at the advice in the Presentation Kit
Writing bank and find examples in the story in
exercise 2 for each one. Draw students’
attention to the example and ask them to find
examples of other tenses that the writer uses.
Answers
Variety of past tenses: past continuous: ... We
were soon preparing for landing; past simple ...
I learnt that ..., past perfect simple: ... I had
flown ..., past perfect continuous: ... I had been
waiting ..., past with ‘would’: ... we would
observe ..., future with ‘will’: I’ll never forget
Participle clauses: Having collected my
luggage, I immediately saw ...
Linkers of time and sequence: Four months
ago, Luckily
Adjectives and adverbs: excited and nervous,
brilliant, immediately, amazing
EXAM SUCCESS Ask students to read the
exam tips
about writing a narrative. Then tell them to turn
to Exam success on page 145 for more ideas
(Writing: Stories).
TRAINING. Story writing (See Teacher’s
Book, p. 69).
6a Ask students to look at the task in exercise
1 again and plan their own story. Ask them to
think about the main events, the background
and any important scenes.
6b Ask students to write their own story.
Remind them to follow the advice in the
Writing bank and Exam success. They can also
152. For students who are less confident,
Model text
I was both excited and nervous as I stood there
waiting at the airport. It was the first time I had
flown alone andI didn’t know what to expect
when I arrived. Five months ago, I had applied
to a voluntary agency to teach English in a
foreign country in my gap year. It was a
brilliant surprise when I found out I had got a
place working in a rural school in Cambodia.
Now the moment had arrived and I was going
on my way – and on my own!
It was a long flight and I had to stop over in
three
places. Having collected my luggage, I was
happy tosee a young woman with a sign with
my name on it. A small group of people were
waiting with her and I soon realised that they
were other volunteers on the same programme.
Teaching English to children in Cambodia was
an amazing experience. My fellow teachers
were from all over the world and I made
fantastic friends. I learnt a lot about their
culture and I met some incredible people. At
first, it was quite difficult because the classes
were very large and there were no books. In the
end, I discovered a lot of ways to keep my
students happy and learning. Apart from
learning more about teaching English, it was a
trip I’ll never forget.
End Homework:Assign students page 28 in their Gateway Science Student’s
5 minutes Workbook Book, Unit 3, p. 41
Workbook
Additional
information
Ask fast finishers to exchange their stories and - Positive reinforcement
provide a constructive positive feedback.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Language Checkpoint: Unit 3/Summative assessment on Module 3. Lesson 35

plan:
Virtual reality
Date: Teacher name:
Lesson title Language Checkpoint: Unit 3/Summative assessment on Module 3
Learning 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and
objective(as) genre, and which is spelt accurately;
skills
-
-
-
Assessment criteria - discuss the development and evaluation of mobile applications and use relevant
vocabulary
Cross-curricular
Previous learning
Plan
Checking homework.
FAST TRACK
ideal for setting as homework. You could just
get students to complete the whole revision
page or just certain exercises for homework.
Future forms
1 Students write the correct future form of the
verbs given, using will, be going to, the present
simple or the present continuous.
Answers
1 comes 2 ’ll help 3 ’m going to do 4 are
getting 5 will take 6 leaves
2 Students match the sentences in exercise 1 to

the correct use of each future form.
Answers a4b5c6d3e2f1
Middle Future continuous, future perfect simple, Gateway Science Student’s
25 min future perfect continuous Book, Unit 3
3 Students tick the correct sentences and
rewrite the incorrect ones.
Answers
1 I can’t go out at 7 o’clock because I’ll be
doing my homework then.
2✔ 3✔
4 I can write a summary of the book tomorrow
because I’ll have read it by then.
5 At 5 o’clock next Saturday I’ll be playing
basketball.
6 I can’t give you my assignment tomorrow
because I won’t have finished it.
7✔
8✔
Vocabulary revision p. 43
WORDS CONNECTED WITH TRAVEL
AND TRANSPORT
1 Students complete the sentences with the
correct word.
Answers
1 platform 2 crew 3 landed 4 traffic jam 5 gate
6 high-speed 7 space station 8 launch
JOURNEY, TRAVEL, TRIP, VOYAGE
2 Students complete the sentences with
journey, travel, trip or voyage.
Answers
1 trip 2 travel 3 voyage 4 journey 5 trip
End PREFIXES Gateway Science Student’s
5 minutes 3 Students complete the sentences with prefixes Book, Unit 3
added to the words in capitals.
Answers
1 misunderstand 2 unexpected 3 incapable Workbook
4 overbooked 7 postgraduate 5 unnecessary

Workbook
Additional
information
You can assign grammar communication activity - Positive reinforcement
Unit 3: In the future
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 3. Culture: Forms of transport. Lesson 36

plan:
Virtual reality
Date: Teacher name:
Lesson title Culture: Forms of transport.
Learning 10.1.6 - organize and present information clearly to others;
objective(as) 10.3.2 - ask and respond to complex questions to get information about a wide
skills
- look at the infographic and discuss the information with a partner
- discuss what they know about the forms of transport available in other countries
- compare three forms of transport from their own country and another three from
a country of their choice
Assessment criteria - discuss different forms of transport used around the world using relevant
vocabulary
Cross-curricular Geography; Physics
Previous learning Travelling
Plan
Start Greetings and organisational moments. Gateway Science Gateway
10 min Teacher introduces a new theme, learning Teacher’s Resource Centre
objectives, and assessment criteria. Worksheets, Unit 4, Culture:
Checking homework. Forms of transport
WARMER
Ask students about what comes to mind
when you say 'travel'. Write some of these
questions on the board: What do people tend
to do if they don't have a car? How do you
travel around? Do you think this is the same
in other countries? Did people travel in
different ways 70 years ago? Do you prefer to
travel quickly or slowly? Have a class
discussion to find out students' answers to
the questions.
1 Ask students to look at the infographic and
discuss the information with a partner. Elicit
thoughts from students, then ask them what
they know about the forms of transport
available in other countries.
2a Students read the article about different
forms of transport from around the world and
answer the questions.
Answers
Because of cost, tourism, business,
affordability, tradition. Coco taxis, tuk tuks and
reed boats are common in some regions.
2b Ask students to read the article again and
choose the best alternative to answer the
questions. Have students work alone before
checking their answers with a partner.
Answers 1a2a3a4a5a6b
2c Ask students to read the article again and
answer the questions. Ask them to work with a
partner to check their answers. Finally, check
the answers as a whole class.
Answers
1 Because it brings tourism and business.
2 Because there are generally more tourists
coming to Peru.
3 They are affordable to a wider number of
people.
4 memorable and adrenalin-filled
5 It's a family tradition and it's a native plant.
6 Boats, especially reed boats, as locals
continue to use and make these.
Middle Gateway to culture Gateway Science Gateway
25 min 3a In pairs, students discuss and answer the Teacher Resource Centre
questions. Elicit ideas and thoughts as a class. Worksheets, Unit 4, Culture:
Answers Forms of transport
Students' own answers
PROJECT
3b Explain to students that they are going to
work in small groups of three or four to prepare
a project. The project will compare three forms
of transport from their own country and another
three from a country of their choice. They will
make comparisons with their own country and
experiences.
For Step 1, they can choose a country or you
could write a selection of countries that have
some interesting or varied forms of transport on
pieces of paper and ask groups to pick one from
a box. For Step 2, they will need Internet access
to do their research, and this can either be done
in class or at home. Students can share their
findings with their group in the next class.
3c Students present their work to the class,
comparing the forms of travel in another
country to their own country. Encourage
students to discuss their findings, their personal
experiences, and what they think the future
might hold for some of these forms of
transport.
End Homework:Assign students to finalise their Gateway Science Gateway
5 minutes project at home. Teacher Resource Centre
Worksheets, Unit 4, Culture
Project.
Additional
information
Assign fast finishers to start working on the project. - Positive reinforcement
Once they finish, ask them to finalise it and reflect on
what they have learned and what would they do
differently next time.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 4. KZ Culture spot: Kazakh national drinks. Lesson 37

plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title KZ Culture spot: Kazakh national drinks.
skills
- exchange ideas about Kazakh national drinks
- ask and answer higher order open questions about Kazakh national drinks
and use relevant vocabulary
- find information about national drinks and present information to the class
Assessment criteria - present information clearly and justify their opinion using relevant
vocabulary
Cross-curricular History; Geography; Culture
Previous learning Culture; National quisine
Plan
planned activities)
Start Greetings, organisational moments. Teacher introduces a Gateway Science
10 min new theme, learning objectives, and assessment criteria. Companion, Unit
Checking homework. 4, lesson 7, KZ
1 Culture Spot: The
 Ask STs to answer the questions about what Kazakh national
they know about the Kazakh national drinks and drinks
exchange their ideas.
 You may ask STs to answer individually or
work together.
2
 Ask STs to silently and individually read the
text and check their ideas. Encourage them to
ignore all unknown vocabulary in the text.
 When STs have finished, introduce words from
the Glossary.

25 min  Ask STs to read the text again. Companion, Unit
 Tell them to answer the questions 1-5. 4, lesson 7, KZ
 Check answers together when STs have finished. Culture Spot: The
Now You! Kazakh national
 Ask students to go online and try to find out drinks
more information about national drinks.
 Give students enough time to exchange
information in their groups.
 Encourage STs from each group to tell their
stories to the class.
End Students finalise Now You! exercise and present Gateway
5 minutes information to the class. Allow students to give and Companion Unit
receive feedback. 5, Kazakh
Homework: Assign students to find information about national drinks (to
other healthy Kazakh national drinks. find information
other Kazakh
healthy national
drinks)
Additional
information
finishers?
FAST FINISHERS/+EXTRA ACTIVITY
You can assign students to compare and contrast
Kazakh national drinks with the national drinks
around the world. Ask students to write down the
similarities and differences. If time allows, ask them
to present information using the Venn diagram.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
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Module 4. Vocabulary: Personality adjectives. Lesson 38

plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Vocabulary: Personality adjectives.
10.6.3 - use a variety of compound adjectives, adjectives as participles,
comparative structures indicating degree, and intensifying adjectives on a wide
range of familiar general and curricular topics
skills
- match the words with their opposites
- listen to descriptions of three people and use adjectives to describe each one
- discuss what type of personality is necessary in order to do the jobs and give
reasons for their answers.
Assessment criteria - talk about someone’s personality using personality adjectives

Cross-curricular Psychology; Self-learning
Previous learning Adjectives
Plan
Checking homework.
FAST TRACK
You could ask students to do exercises 1, 2 and
3 at home in preparation for the speaking
activity. They can look up any words they are
WARMER
Discuss the meaning of the expression
Extraordinary talents (people with very
unusual or surprising abilities). Elicit from
students any people they know who have
extraordinary talent. Ask students what they
think about talented people and what makes
people talented.
Personality adjectives
1 SPEAKING In pairs, students think of the
possible opposites and synonyms of the words
in the box. Elicit answers from students around
the class. Draw students’ attention to the
example.
Suggested answers
friendly – unfriendly, kind/outgoing hard-
working – lazy, diligent patient – impatient,
considerate polite – impolite/rude, courteous
quiet – noisy, reserved
reliable – unreliable, dependable serious – fun-
loving, solemn
tidy – untidy/messy, neat
2 Ask students to read the description of a

teenager called Luke and say if they think they
would like him. Elicit reasons why or why not
3 Ask students to match the words in red in the
text with their opposites in the box. Ask
students which two words in the text do not
have an opposite in the box and elicit what they
mean.
Answers
big-headed – modest, down-to-earth good-
natured/easygoing – bad-tempered immature –
mature
narrow-minded – broad-minded
outgoing – shy, reserved
self-confident – insecure
tactless – sensitive, tactful
gifted = with an impressive natural ability
talented = someone who is talented is very
good at something
Middle 4 From each pair of adjectives in exercise 3, Gateway Science Student’s
25 min students choose the adjective that describes Book, Unit 4, p. 44
them best. Remind them that they can qualify
their answers with very, quite or a little bit.
5 SPEAKING In pairs, students discuss the
adjectives they chose in exercise 4 and say why
they chose them.
6 Ask students to decide which adjective in
each pair has a positive (+) meaning and which
has a negative (–) meaning. Provide
dictionaries if necessary.
Answers
1 ambitious +/pushy –
2 self-confident +/arrogant –
3 bossy –/assertive +
4 frank +/brusque –
5 stubborn –/determined +
TRAINING. Vocabulary records (see
Teacher’s Book, p. 73).
7 LISTENING 18 Play the track for students to
listen to descriptions of three people. Ask
students to write down two adjectives from the
page to describe each one. Elicit answers from
students around the class. See p174 for the
Answers
1 bossy/self-confident 2 tactless/big-headed
3 stubborn/slow
8a SPEAKING In pairs. Students decide what
type of personality is necessary in order to do
the jobs and give reasons for their answers.
Example answers
1 A professional musician needs to be gifted
and
play at least one instrument extremely well. To
be a professional musician, you have to be very
ambitious as it is very difficult to succeed as a
musician.
2 The director of an international bank needs to
be clever, because you need to understand
complex numerical operations. You need to be
self-confident, serious, reliable and assertive
because you are the leader.
3 To be the President, you need to be very self-
confident and determined because you receive
a lot of criticism. You need to be hard-working
and serious because there are many difficult
situations that you have to face.
4 A Formula 1 driver has to be hard-working
and talented. You also need to be self-confident
as drivers deal with the media a lot. They work
in teams so it helps to be outgoing and friendly.
5 A TV presenter needs to be outgoing and
friendly. It usually involves many hours in the
studio so you need to be hard-working, patient
and ambitious to succeed in this job. Because
you are in the public eye, you need to be self-
confident
End 8b Invite students to discuss their ideas in open Gateway Science Student’s
5 minutes class. Book, Unit 4, p. 44
Workbook
Workbook
Additional
information
Students think of a job and write a brief description - Positive reinforcement
of the kind of personality you need in order to do it,
without mentioning the job. In pairs, students take
turns to read out their texts for their partner to guess
which job is being described.
objectives/learning
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Module 3. Reading: the incredible rise of Dynamo. Lesson 39

plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Reading: the incredible rise of Dynamo.
10.4.2 - understand specific information and detail in extended texts on a range of
skills
- describe the photographs
- read the text for general and specific information
- discuss the reasons for Dynamo’s success and plan what skills they could
become really good at if they practiced for 10 000 hours
Assessment criteria - discuss the reasons for Dynamo’s success and justify their opinion using
relevant vocabulary

Cross-curricular
Previous learning
Plan
Checking homework.
FAST TRACK
You could ask students to read the text in
activities.
WARMER
Write the names of these people on the
board: Matt Groening, Judit Polgár, Pau
Gasol, Lionel Messi, Pablo Picasso. Ask
students if they know what any of them are
famous for. Ask students to work in pairs to
match the people with these occupations:
NBA basketball player, chess grandmaster,
creator of The Simpsons, artist, football
player. Ask students if they know the names
of any famous illusionists.
Answers
Matt Groening – creator of The Simpsons Judit
Polgár – chess grandmaster
Pau Gasol – NBA basketball player Lionel
Messi – football player
Pablo Picasso – artist
1 SPEAKING In pairs, students describe what

they can see in the photos.
Suggested answer
In one photo, I can see Dynamo walking on
water. In the other photo, he is holding a pack
of cards.
Middle 2 Ask students to read the article quickly to Gateway Science Student’s
25 min find out if Dynamo had an easy childhood and Book, Unit 4, p. 74
note down why or why not. Set a time limit of Presentation Kit
three minutes to encourage students not to
focus on difficult vocabulary at this stage.
Answer
No, he didn’t have an easy childhood. He had a
serious stomach illness and was bullied for
being weak and shy.
Ask students to read the text again and choose
the best answers. Elicit from students the key
sentences which helped them decide on their
answers.
Answers
1 b (... we all want to feel young again ... tricks
and illusions can give us that feeling.)
2 a (... he wasn’t as strong as his classmates.
Weak and shy ...)
3 c (... nobody wanted to be near him. So he
spent his time in his bedroom practising ...)
4 c (He started doing tricks in the street.)
5 c (... if I started explaining it all ... you’d be
begging me to stop after a minute.)
4 CRITICAL THINKING Individually,

students think about the reasons for Dynamo’s
success. Then ask students to say what they
think and justify their opinion. For less
confident classes, you could write some ideas
on the board to start students off, e.g. talent,
hard work, getting/taking opportunities,
resilience or creativity.
Example answer
I think Dynamo is successful because he works
hard. He spent thousands of hours practising
tricks when he was younger.
Encourage students to guess what the
underlined words in the text mean and then
check in their dictionaries. If students have
access to computers, they can look up the
words in the Macmillan Online Dictionary.
Answers
pack of cards = a box containing cards for
playing games talked his way = to persuade
someone to let you do something
surface = the top layer or outside part of
something begging = asking for something in a
way that shows you want it very much
distraction = something that gets your attention
and prevents you from concentrating on
anything else
5 minutes small groups, students discuss the questions. Book, Unit 4, p. 74
Elicit some answers from different Presentation Kit
pairs/groups.
Workbook
Additional
information
In pairs, students tell each other about a skill they - Positive reinforcement
could become really good at if they practised for
10,000 hours. Ask them to calculate how many
hours they have spent practising this skill up to
now and work out at what age they could be really
talented at this skill.
objectives/learning
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objectives/learning
objectives? If not,
why?
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well?
Did I stick to
timings?
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make from my plan
and why?
Summary evaluation
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lesson?
Module 4. Grammar in context: comparative and superlative adjectives and adverbs. Lesson 40
plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Grammar in context: comparative and superlative adjectives and adverbs
Learning 10.3.5 - interact with peers to make hypotheses about a wide range of general and
objective(as) curricular topics
10.6.3 - use a variety of compound adjectives, adjectives as participles,
comparative structures indicating degree, and intensifying adjectives on a wide
10.6.12 - use a variety of comparative degree adverb structures with regular and
irregular adverbs; use a wide variety of pre-verbal, post-verbal and end- position
adverbs on a wide range of familiar general and curricular topics
skills
- apply the rules for comparative and superlative adverbs
- rewrite the sentences using the correct comparative and superlative forms
- make dialogues using the relevant expressions and other ways of making
comparisons
Assessment criteria - make comparisons using a variety of structures, including comparative and
superlative adjectives and adverbs
Cross-curricular History; Geography
Previous learning Adjectives
Plan
FAST TRACK
home. Then they start the next class with the Flipped classroom video and
speaking activity in exercise 2. worksheet, Teacher’s Resource
Test before you teach Centre, Unit 4 worksheets
Ask the class to name eight countries and write
them on the board. Divide the class into four to
six teams and give them five minutes to write
comparative and superlative sentences about
the countries, e.g. Canada is colder than Japan.
Russia is the biggest country. At the end of the
five minutes, the teams win a point for each
correct sentence. The team with the most points
is the winner. If students seem familiar with
comparative and superlative forms, move
in open class.
Comparative and superlative adjectives and

adverbs
decide which contain comparative forms and
which contain superlative forms.
Answers
Comparative: 1, 3, 4, 7 Superlative: 2, 5, 6
Comparatives and superlatives (See Teacher’s
Book, p.75).
1b Ask students to look at the sentences again
and decide which contain adjectives and which
contain adverbs.
Answers
Adjectives: 2, 4, 7 Adverbs: 1, 3, 5, 6

Adjectives and adverbs (see Teacher’s Book, p.
74).
2 SPEAKING In pairs, students complete the

table and then explain the rules for the different
groups of adjectives. Draw students’ attention
to the examples. Elicit and check their answers
in open class.
Answers
Adjective Comparative Superlative
the longest the
long slow longer slower
slowest
the biggest the
big thin bigger thinner
thinnest
the friendliest
friendly tidy friendlier tidier
the tidiest
more the most
ambitious ambitious ambitious
hard-working more hard- the most hard-
working working
the best the
better
good bad far worst
worse
little the farthest/
farther/further
(determiner) furthest
less
the least
Rules:
For one-syllable adjectives, add -er to make the
comparative and -est to make the superlative.
(If an adjective ends in -e, this is removed
before adding -er/-est, e.g. wide, wider, widest.)
If a one-syllable adjective ends in a single
vowel letter followed by a single consonant
letter, the consonant letter is doubled before
adding -er/-est, e.g. big, bigger, biggest.
If an adjective ends in a consonant followed by
-y, -y is replaced by -i when adding -er/-est, e.g.
friendly, friendlier, friendliest.
For many two-syllable and all three-syllable
adjectives, form the comparative with more and
the superlative with most. (For some two
syllable adjectives, both -er and more forms are
possible.)

Less/the least (see Teacher’s Book, p. 76).
Middle 3a Ask students to match the rules for Gateway Science Student’s
25 min comparative and superlative adverbs 1–3 with Book, Unit 4, pp. 46-47
the examples a–c.
1b2c3a
3b Ask students to make the comparative form
of the adverbs in exercise 3a (a–c).
Answers
a better, worse, less
b more carefully, more quietly, more easily,
more
beautifully, more often
c faster, harder, earlier, later, longer, sooner,
nearer
4 Ask students to rewrite the sentences using
the correct comparative and superlative forms.
Answers
1 In my opinion, Caleb is the friendliest person
in this class.
2 I think Emma is slightly taller than Claire.
3 That is definitely the silliest thing I’ve heard
today!
4 You can write much more quickly on a
computer than
by hand.
5 Sorry I couldn’t come sooner.
6 Is it much further to your house?
7 You need to try harder if you want to be a
professional illusionist.
8 Houdini was one of the most famous
illusionists in the world.
9 That film was terrible! It’s the least
interesting film I’ve ever seen.
10 She did better than me in the test.
5a SPEAKINGIn pairs, students discuss and

decide who in the class matches the
descriptions.
5b As a class, students take turns to say one of
the names they chose in exercise 5a for their
classmates to guess the description.
Other ways of making comparisons

6 Ask students to look at the sentences and
answer questions a–c.
Answers
a We use as ... as to say two things are the
same.
b We use not as ... as, not so ... as or less ...
than to say that the second person or thing is
more ... than the first one.
c Students’ own answers
7 Ask students to complete the second
sentence so that it has a similar meaning to the
first sentence, using the word given. Remind
students that they cannot change the word
given and they must use between two and five
words including the word given.
Answers
1 is as enjoyable as playing 2 is less healthy
than
3 faster you walk, the 4 is not as good as 5 as
quickly as 6 much less difficult to write 7 taller
you are, the easier 8 better and better
PRONUNCIATION than/as (see Teacher’s
Book, p. 75).
End 8 SPEAKING In pairs, students match the Gateway Science Student’s
5 minutes halves of the common expressions. Check that Book, Unit 4, pp. 46-47
they understand what they mean and ask them
to think of a situation when they might use Workbook
them. Draw students’ attention to the example.
Answers
2 c (You use this to say it’s better to do
something late than not to do it at all.)
3 a (You use this to say that something will be
difficult to achieve in practice.)
4 g (You use this to say that you should behave
cautiously, even if it seems difficult or
unnecessary, in order to avoid problems later.)
5 e (You use this to say you will be happy if
more people come or take part in what you are
doing.)
6 b (You use this to say a bad situation is
deteriorating/ getting worse.)
7 d (You use this to say that more powerful
people/ organisations have more to lose.)
Workbook
Additional
information
In pairs, students invent dialogues using the - Positive reinforcement
expressions in exercise 8. For example:
A: I’m having a party on Saturday.
B: Who have you invited?
A: Oh, loads of people!
B: Aren’t you worried there will be too many? A:
No, the more the merrier.
Ask different pairs to act out their dialogues for
the class.
Refer students to the Grammar reference on page
54 if necessary.
objectives/learning
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objectives/learning
objectives? If not,
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Did I stick to
timings?
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make from my plan
and why?
Summary evaluation
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lesson?
Module 4. Developing vocabulary: noun suffixes. Lesson 41

plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Developing vocabulary: noun suffixes.
Learning 10.5.3 - write with grammatical accuracy on a range of familiar general and
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on
a range of familiar general and curricular topics, and some unfamiliar general and
curricular topics
skills
- change the words into nouns or a different type of noun using the suffixes.
- learn noun suffixes and be able to recognise different parts of speech more
easily
- complete the word-formation exercises
Assessment criteria - to form nouns by using suffixes.

Cross-curricular
Previous learning Word formation
Plan
Checking homework.
FAST TRACK
Students could do exercises 1 and 2 at home
using a dictionary to help them check the
spelling. Check the answers in open class and
practise the pronunciation.
Noun suffixes
1 Ask students to look at the words with noun
suffixes and decide which of the nouns are for a
person.
Answer
actor, artist, politician, writer
Middle 2Ask students to change the words into nouns Gateway Science Student’s
25 min or a different type of noun using the suffixes in Book, Unit 4, p. 47
exercise 1. Remind them that they may need to
change the spelling and that sometimes they
can make more than onenoun from each word.
Let them compare their answers in pairs before
you check them in open class. Drill the
pronunciation of any difficult words.
Answers
actor, action
appearance
confidence
creator, creation
difference
education, educator
electricity, electrician employment, employer
happiness
improvement, improver
invention, inventor investigation, investigator
madness
musician, musicality
relevance
scientist
Noun suffixes (see Teacher’s Book, p. 77).
EXAM SUCCESS Ask students to read the
tip for completing word-formation exercises
and then turn to page 145 (Use of English:
Word formation cloze activities) for more
ideas.
End 3 Ask students to complete the text with the Gateway Science Student’s
5 minutes correct form of the words given. Students Book, Unit 4, p. 47
compare in pairs before you check their
answers. Workbook
Answers
a scientists b importance c electricity d creation
e inventor f improvements g disappearance
h ability i difference
TRAINING. Word formation (see Teacher’s
Book, p. 77).
Workbook
Additional
information
Students write a word formation exercise to test
their partner using one of the words from exercise
2, e.g. There was lots of _____ in the film so it was
very exciting. ACT
objectives/learning
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objectives/learning
objectives? If not,
why?
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well?
Did I stick to
timings?
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make from my plan
and why?
Summary evaluation
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lesson?
Module 4. Gateway to life skills: learning to learn. Lesson 42

plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Gateway to life skills: learning to learn.
unfamiliar topics;
skills
- discuss what we mean when we call somebody “intelligent”
- identify the writer’s arguments and opinion after reading a text about one theory
of human intelligence
- listen to the study tips and discuss which of these things they already do and
which they would like to try
Assessment criteria - discuss the Gardner’s Theory of Multiple Intelligences and if they agree with it
- use relevant vocabulary (spatial, kinaesthetic, interpersonal, clarify, etc.)
Cross-curricular Biology; Psychology
Previous learning Learning styles
Plan
FAST TRACK
Students could do the Multiple Intelligence Test
on page 159 at home in preparation for the
Academic task at the end of the lesson.
WARMER
Encourage students to reflect on the lessons
they have had so far and look back over the
first units of their Student’s Book. Individually,
ask students to copy this diagram into their
books and make notes on the four areas. Tell
students to refer to Key concepts if they are
unsure of the meaning of grasp or strength. In
pairs, students then compare their notes and
discuss any similarities or differences.
1 SPEAKING In pairs, ask students to discuss

what we mean when we call somebody
‘intelligent’. Encourage them to think of people
they think are, or were, intelligent. Elicit
examples from different students around the
class.
Suggested answers
Garry Kasparov, Marie Curie, William
Shakespeare, Galileo Galilei, Nicolaus
Copernicus, Leonardo da Vinci, Albert Einstein
2a Ask students to choose the best alternative
in each sentence and think about why.
2b SPEAKING Ask students to compare with a
partner to see if they have similar answers.
Elicit answers from students around the class
and ask them to explain their choices. Do not
confirm any answers at this point.
Middle 3 READING Ask students to read a text about Gateway Science Student’s
25 min one theory of human intelligence and say which Book, Unit 4, pp. 48-49
of the alternatives in exercise 2a the writer
agrees with. Elicit the arguments the writer Presentation Kit
gives to justify the answers.
Answers
1 doesn’t mean 2 isn’t 3 can’t 4 doesn’t stay
5 affect
4 Ask students to read the text again and
answer the questions. Check their answers.
Answers
1 That some people believe this is what shows
you are clever, but this is only one type of
intelligence.
2 Because people are good at different things.
3 It is difficult to measure intelligence because
it depends on what type of intelligence you are
talking about.
4 Children who have access to musical
instruments can become great musicians if they
start early; bilingual or multilingual children.
5Ask students to look at the list of Gardner’s
Multiple Intelligences and say where they think
the activities and concepts should go. Give
students a minute to compare in pairs before
you check their answers in open class.
Answers a5b4c1d3e7f2g6
VOCABULARY FOCUS
The video contains some useful words about
different learning styles that students may
not be familiar with. You might want to pre-
teach these words and phrases with students
before watching:
spatial [adj]: related to space, size or position
of things kinaesthetic [adj]: the use
interpersonal [adj]: about relationships
between people clarify [v]: make clear and
comprehensible
intrapersonal [adj]: happening or existing
within the mind
6 SPEAKINGIn pairs, ask students to discuss
what they think of Gardner’s Theory of
Multiple Intelligences and if they agree with it.
Ask them to give reasons why or why not.
to watch or listen to someone named Deana
talking about study tips. Play the video or audio
track for students to make notes about her study
tips for each of the seven intelligences. Check
their answers. See the Teacher’s Resource
Centre for the audioscript/videoscript for this
exercise.
Answers
Intelligence 1: use flashcards for difficult
concepts, extensive notes
Intelligence 2: organise notes in
alphabetical/numerical order
Intelligence 3: use graphs or mind maps
Intelligence 4: use music to remember
concepts and words
Intelligence 5: use real-life examples to relate
to concepts
Intelligence 6: set up a study group, talk to a
classmate Intelligence 7: keep a journal, study
in a quiet area
End 8 SPEAKING 19 Play the video or audio track Gateway Science Student’s
5 minutes again. In pairs, students talk about each tip and Book, Academic Task,
say which of these things they already do and Gateway to life skills Unit 4
which they would like to try. Ask them to give
reasons for their choices. Encourage students to
share their ideas in open class.
Homework:Assign students Academic Task,
Gateway to life skills Unit 4.
ACADEMIC TASK
Tell students they are going to work on a task
to find out what type of learner they are. Ask
them to follow the plan:
■ Step 1
Individually, students do the Multiple
Intelligence Test on page 159.
■ Step 2
In pairs, students discuss their results in the test
and decide if they agree with the results. Ask
students to discuss how the results might help
them in
their studies.
■ Step 3
Ask students to do some research to find a
study tip or activity that can help learners with
their natural strengths. When they are ready,
divide the class into groups and ask students to
share their tips
and activities.
Additional
information
FAST FINISHERS/EXTRA ACTIVITY -Peer review
Ask students to dub the video. Prepare copies of a
section or all of the audioscript and divide the
class into pairs. Students take it in turns to read
sections of the video and try to synchronise their
speaking with the video. Play the video with the
sound down.
TEACHER DEVELOPMENT: CLASSROOM TIPS
AND PLANNING. Dubbing a video (see Teacher’s
Book, p.79).
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
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lesson?
Module 4. Grammar in context: articles. Lesson 43
plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Grammar in context: articles.
objective(as) 10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a
variety of noun phrases on a wide range of familiar general and curricular topics
skills
- distinguish between the definite and indefinite articles
- correct mistakes in the use of articles
- complete the second sentences so they have a similar meaning to the first
sentences, using the word given.
Assessment criteria - use articles and so, such, too, and enough accurately in speaking and writing

Cross-curricular
Previous learning Articles
Plan
Start FAST TRACK Gateway Science Student’s
10 min Students could do exercises 1, 2 and 3 at home. Book, Unit 4, pp. 50-51
Check their answers and start the class on
exercise 4.
Write these sentences on the board for students
to complete with articles (where necessary):
_______________ Chinese is a difficult
language to learn. _______________ teenagers
talked about what happened yesterday.
I like to play _______________ music.
_______________ dress she is wearing is blue.
The chimp is _______________ really
intelligent animal. Elicit when we use the
definite and indefinite article, and when articles
can be omitted. If students seem familiar
with the use of articles, then move through the
Articles
1 Ask students to read the sentences, focusing
on the articles in blue.
2 Ask students to match the sentence halves to
make rules. Then ask them to look back at
exercise 1 and find an example of each rule.
Answers
1 a, a programme 2 b, the programme, the
series 3 d, the world 4 e, the best diver, the first
5 c, nurses, patients, emergencies

A/an.
PRONUNCIATION. The/a (see Teacher’s
Book, p. 80).
Elicit answers from different students.
Answers
1 –, – 2 a, a, a 3 the, – 4 – 5 The, the 6 a,-,- 7
an, the, a 8 -, the
4 Ask students to complete the text with a, an,
the or - (no article).
Answers
a a b an c an d - e a f the g the h ai the
j the
Middle 5 Ask students to read the text and correct Gateway Science Student’s
25 min seven mistakes in the use of articles. Give them Book, Unit 4, pp. 50-51
time to compare answers in pairs before
checking them.
Answers
One of the most interesting episodes of Hidden
Talent was about a boy called James Whinnery.
He was only 19. They discovered that the boy
had a special talent for (1) the languages. He
learnt (2) the Arabic in just 19 weeks. He did a
test working in (3) a Turkish restaurant for a
day, talking to the waiters in Arabic. Then, for
his training, they say he learnt (4) the new
words – one hundred words each day! At the
end of the episode, he travelled to Jordan and
they interviewed him in Arabic on a special
programme. Of course, nobody can really learn
(5) a new language in just 19 weeks. But James
learnt a lot of things in that time. It seems that
sometimes (6) the TV programmes can have (7)
a positive effect on people and their lives.
So, such, too, enough
6 Ask students to look at the sentences a–f and
complete the rules 1–6 with so, such, too or
enough.
Answers
1 too 2 enough 3 such 4 so 5 too, enough 6 so,
such
the words in the box. Remind students that they
can use a word more than once if necessary. If
no word is necessary, tell students to put –.
Answers
1too 2a 3enough 4to 5– 6so 7enough
8 such 9 so
8 Ask students to complete the second sentence
so that it has a similar meaning to the first
sentence, using the word given. Remind
students that they must not change the word
given and they should use between two and
five words including the word given.
Answers
1 are so good that everyone 2 too cold to 3 are
good enough to 4 such a cold day that 5 isn’t
self- confident enough to 6 sing well enough
9a Encourage students to use their imagination
to complete the sentences.
Example answers
1 they could go all day without seeing each
other!
2 she built herself a golden palace.
3 he ended up without any friends.
4 get up in the morning and spent every day in
bed.
5 climb that mountain.
6 I’ll pass all my exams first time.
7 he can do university-level maths.
End 9b SPEAKING In small groups, students Gateway Science Student’s
5 minutes compare their sentences in exercise 9a and Book, Unit 4, pp. 50-51
choose the best ones. Students then read out the
best sentences to the class. Workbook
Workbook.
Additional
information
You can assign extra grammar activities from the - Positive reinforcement
Teacher’s Resource Centre.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 4. Language checkpoint: Unit 4/Summative assessment on Module 4. Lesson 44

plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Language checkpoint: Unit 4/Summative assessment on Module 4
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a
variety of noun phrases on a wide range of familiar general and curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and
irregular adverbs;
use a wide variety of pre-verbal, post-verbal and end- position adverbs on a wide
range of familiar general and curricular topics;
skills
- to make comparisons using different structures
- to match the sentence halves and complete the sentences with so, such, too or
enough
Complete the sentences with the correct noun form of the words given
Assessment criteria - to form nouns by using suffixes, to use articles correctly, and to use relevant
vocabulary

Cross-curricular
Previous learning Articles; comparative structures; so, such, too, enough
Plan
Start FAST TRACK Gateway Science Student’s
10 min The extra support provided in the Grammar and Book, Unit 4
Making comparisons
1 Students choose the correct alternative.
Answers
1 hard 2 than 3 the hotter it gets 4 faster 5 as 6
most 7 earlier 8 carefully
Articles
2 Students add seven articles in the correct
places in the sentences.
Answers
1 I met a friend yesterday in the city centre.
2 The most important thing in life are good
friends.
3 Experts say the government is having
problems.
4 When I’m bored I pick up a book and read.
5 I like listening to actors and the things they
say about life in Hollywood.
6 The programmes I watch are all on late at
night.
Middle So, such, too, enough Gateway Science Student’s
25 min 3 Students match the sentence halves and Book, Unit 4
complete the sentences with so, such, too or
enough.
Answers
1 h(too) 2 f(so) 3 e(enough) 4 a(too) 5 b(such)
6 d (enough) 7 g (so) 8 c (such)
Personality
1 Students complete the sentences with
adjectives of personality.
Answers
1 tactless 2 down-to-earth 3 broad-minded 4
insecure 5 pushy 6 stubborn 7 immature 8
gifted 9 frank/hones
End NOUN SUFFIXES Gateway Science Student’s
5 minutes 2 Students complete the sentences with the Book, Unit 4
correct noun form of the words given.
Answers Workbook
1 musician 2 improvement 3 confidence
4 education 5 darkness 6 creator 7 electrician 8
appearance
Workbook
Additional
information
Assign extra grammar practice/extension/revision - Positive reinforcement
worksheets from the Teacher’s Resource Centre.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 4. Developing speaking: Presentations - 1. Lesson 45
plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Developing speaking: Presentations - 1.
Learning 10.1.6 - organize and present information clearly to others; 10.2.5 - recognize the
objective(as) attitude or opinion of the speaker(s) in unsupported extended talk on a wide range
of general and curricular topics, including talk on a limited range of unfamiliar
topics;
contexts on a growing range of general and curricular topics
skills
- to discuss if they agree or disagree with the statement “There are no hero’s in
today’s world, just celebrities”
- listen to a student giving a presentation on the topic and say what the speaker’s
opinion is
- give a presentation with their opinion
Assessment criteria - give structured presentations on different topics following four steps: planning,
structuring, preparing, presenting
- focus on content, organisation, and delivery
- use expressions from the Speaking bank
Cross-curricular
Previous learning Giving presentation
Plan
Start Greetings, organisational moment, and warmer. Gateway Science Student’s
10 min Teacher introduces the theme, learning Book, Unit 4, p,52
You could ask students to note down ideas for
speaking activity.
WARMER
Write these words on the board: HUMAN
INTELLIGENCE. In pairs, students race to
make
as many words as they can from these letters in
three minutes. The students with the most
correctly spelt words are the winners (and have
the highest ‘linguistic intelligence’!).
Suggested answers
man, main, tell, huge, night, light, tight, let,
melt, nice, team, meat, tan, the, time, game,
neat, hate, gate, mate, gene, lime, tin, name,
nail, etc.
1 SPEAKINGIn pairs, students talk about the
people in the photos and say who they are and
why they are famous. Elicit ideas from students
around the class.
Answers
A Martin Luther King Junior – US civil rights
campaigner
B Marie Curie – scientist famous for work on
radioactivity
C Cristiano Ronaldo – international football
player
D Emma Watson – actor (in Harry Potter
films); UN Ambassador
2 SPEAKINGAsk students to say how they
would define a ‘hero’. Elicit from students if
they would call any of the people in exercise 1
heroes and ask them to give reasons why or
why not.
Middle 3 SPEAKING In pairs, ask students to look at Gateway Science Student’s
25 min the presentation topic ‘There are no heroes in Book, Unit 4, p,52
today’s world, just celebrities.’ and discuss if
they agree or disagree with the statement. Give
them a few minutes to make notes of their ideas
and think of arguments to justify and explain
their opinions. Point out that both students
should make notes as these notes will be used
later to prepare a presentation. Elicit ideas from
4 LISTENING 21Play the track for students
to listen to a student giving a presentation on
the topic in exercise 3. Ask students to say
what the speaker’s opinion is and if the speaker
mentions any of their ideas in exercise 3. See
pp174–175 for the audioscript for this exercise.
Answer
The student disagrees with the statement and
believes there are celebrities who can be called
heroes.
5 21 Draw students’ attention to the
expressions in the Speaking bank. Then play
the track again for students to listen and tick the
expressions that they hear.
Answers
I’d like to begin by saying, First of all,
Furthermore, What’s more, It’s also true that,
To sum up, In short
6 Ask students to work individually to
organise their notes from exercise 3 in a logical
order, with an introduction and a conclusion.
7 SPEAKINGAsk students to read the advice
in Exam success. In pairs, students then take it
in turns to give a presentation with their
opinion. Remind them to use expressions from
the Speaking bank. When they finish, ask
students to discuss how well they did their
presentations.
EXAM SUCCESS Students read some tips
on how to give an interesting presentation.
Elicit other ‘do and don’ts’ from students
(do take your time, do be enthusiastic, do
remember to breathe, don’t fidget, don’t put
your hands in your pockets, etc.). Then ask
students to turn to page 145 (Speaking:
Giving presentations) for more ideas.
8a SPEAKING Ask students to prepare a
presentation about somebody that they admire.
Point out that it can be a famous person or
someone in their life, for example a friend or
relative, and remind them to give reasons why
they admire them.
8b Students give their presentation to the class,
or to a group of classmates if time is short. For
students who are less confident, photocopy the
model presentation below, and either read it
aloud yourself, or ask a strong student to do so.
Tell students to use this as a basis for their own
presentation.
Model presentation
I’m going to talk about someone I admire very
much, my cousin Laurence. He’s six years
older than me and he lives in Canada. He’s
extremely fit because he’s a dancer. Firstly, I’d
like to talk about when he was at school.
Secondly, I want to talk about how he is now.
At school, he was often bullied because he
liked classical ballet while his classmates
preferred hip hop and street dance. He was
insecure and he didn’t have many friends.
Nowadays, he’s very friendly and confident.
This is because he had a fantastic teacher who
changed his life and believed in him.
It’s important to remember that dancing is a
very difficult profession because it’s so
competitive. He doesn’t have a lot of free time,
but he teaches dance to young children who
have difficult times at home. What’s more, his
groups have won prizes in different
competitions.
In conclusion, I think Laurence is a very hard-
working and gifted person and I admire him
very much.
End TEACHER DEVELOPMENT: STUDENT Gateway Science Student’s
5 minutes TRAINING. Presentations (See Teacher’s Book, Unit 4, p,52
Book, p. 82).
Ask students to evaluate each other using the Workbook
simple form below. This will encourage
students to listen to each other’s presentations
and provide positive feedback at the end:
Content 12345
Organisation 1 2 3 4 5
Delivery 12345

Workbook.
Additional
information
Develop the ideas from the presentations into a - Positive reinforcement
class debate to close the activity.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 4. Developing writing: An article-1. Lesson 46

plan:
Science and
scientific
phenomenon
Date: Teacher name:
Lesson title Writing an article - 1
objective(as) 10.4.2 - understand specific information and detail in extended texts on a
range of familiar general and curricular topics, and some unfamiliar topics;
10.5.7 - use independently appropriate layout at text level on a range of
skills
- Match the paragraphs to the topics
- Use the expressions in the Writing bank to talk about the people they chose
in exercise 1
- Write an article an article and follow the paragraph plan in exercise 3
Assessment criteria - Use a growing range of relevant vocabulary from the Writing bank and
follow the paragraph plan
- Use connectors to ensure coherence and cohesion
- Write with grammatical accuracy and punctuate properly
Values links
Cross-curricular History
Previous learning Personal descriptions
Plan
Start Greetings, organisational moments, and Gateway Science Student
10 min warmer. Book
Teacher introduces a new theme, learning Unit 4
objectives, and assessment criteria. Developing writing
FAST TRACK page 53
You could ask students to make the list in
exercise 2 at home in preparation for the Gateway Science
writing activity. Presentation Kit
WARMER
In pairs, students study each other for one
minute before turning to sit back-to-back.
Students describe their partner, remembering as
many details as they can about their appearance
today.
1 Speaking In pairs, students read the

announcement and talk about people they could
write about and talents they have.
2 Ask students to read an article written about
the singer Ed Sheeran. Ask students to make a
list of the talents the writer of the article says
that Ed Sheeran has.
Answers
He writes great songs and performs concerts on
his own. He’s modest, funny and friendly. He
plays and sings in lots of different styles. He
can write lyrics. Hemakes brilliant videos. He’s
a talented dancer.
3 Ask students to match the paragraphs A–D to
the topics.
Answers
D, A, C, B
4 Ask students to read the Writing bank and

underline any examples of this language in the
article in exercise 2.
Suggested answers
doesn’t look very special, he tends to wear ...,
incredibly special, what I love about him ...,
most important talents, great talents, he shows
that, great singer, most exciting thing
Middle 5 Speaking Ask students to use the expressions Gateway Science Student
25 min in the Writing bank to talk about the people Book
they chose in exercise 1. Draw students’ Unit 4
attention to the example. Developing writing
PRACTICE MAKES PERFECT page 53
6a Ask students to choose one person and write
an article. Remind them to follow the Gateway Science
paragraph plan in exercise 3 and use Presentation Kit
expressions from the Writing bank. They can
also follow the advice in the Writing bank on
p153. For students who are less confident,
Model text
Aung San Suu Kyi is a Burmese politician. She
was born in 1945 in Rangoon, Burma
(Myanmar). Her father, a national hero who
helped Burma to gain its independence from
Britain, was assassinated when Aung San Suu
Kyi was only two years old. She left Burma,
studied at Oxford University and worked for
the United Nations in Japan and Bhutan. When
she returned to Burma in 1988, Aung San Suu
Kyi became involved in political protests
against the government. A few months later,
without charge and without trial, Aung San Suu
Kyi was placed under house arrest. She spent
more than ten years under house arrest.
She is older now, and she is very beautiful. She
is quite small and thin, but she has got a strong
and determined look. She has a kind face and
bright brown eyes. She often wears flowers in
her hair. She is extremely patient and kind, but
she is a very intelligent and brave person. She
also seems to be a very modest person.
Aung San Suu Kyi is a very talented politician.
She has had many difficult moments but she is
an expert negotiator and peacemaker. In 1991
she won the Nobel Prize for Peace. She is a
Buddhist and I think this helps her be such a
calm person.
In conclusion, I think Aung San Suu Kyi is one
of the most talented people in the world. What I
like most about her is her strength. She fights
for democracy without using violence and her
courage is a lesson to us all.
End 6b When students finish writing their articles, Gateway Science Student
5 minutes remind them to check them carefully. Ask them Book
to check that they have included all the relevant Unit 4
information and that it is easy to understand the Developing writing
ideas and information. Students should also page 53
check for grammar or spelling mistakes.
TEACHER DEVELOPMENT: WRITING Gateway Science
Checking your writing Presentation Kit
Encourage students to use this checklist to
check their work before they hand it in to you:
Have I answered the question?
Does the text answer the task?
Is the writing style appropriate for the task?
Is the text logically ordered with good
paragraph organisation?
Is it the right length?
Is the grammar, punctuation and spelling
acceptable? Is there a wide variety of
vocabulary and structures? Is it neat and
legibly written?
Workbook
Workbook or online
workbook
Additional
information
finishers?
Assign fast finishers a peer review using the

writing checklist:
Checking your writing
Encourage students to use this checklist to check
their work before they hand it in to you:
Have I answered the question?
Does the text answer the task?
Is the writing style appropriate for the task?
Is the text logically ordered with good paragraph
organisation?
Is it the right length?
Is the grammar, punctuation and spelling
acceptable? Is there a wide variety of vocabulary
and structures? Is it neat and legibly written?
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 4. Summative assessment on Term 2 (Teachers conduct the summative assessment). Lesson 47
Module 4. Everyday English: Study skills (Teacher’s Resource Pack). Lesson 48
plan:
Organic and non-
organic world
Date: Teacher name:
Lesson title Everyday English: Study skills
Learning 10.4.2 - understand specific information and detail in extended texts on a range of
objective(as) familiar general and curricular topics, and some unfamiliar topics;
skills
- learn the tips how to expand their vocabulary
- read the feedback and match study tips
- discuss how they can expand their vocabulary and remember new words
Assessment criteria - discuss how to expand and remember vocabulary in speaking and writing using
relevant vocabulary from study tips
Cross-curricular Study skills
Previous learning Study skills
Plan
Start Greetings, organisational moments, and Gateway Teacher’s Resource
10 min warmer. Centre, Worksheets, Everyday
Teacher introduces a new theme, learning English Units 3-4
WARMER
Ask students to discuss in pairs how they
expand their vocabulary and what helps them to
remember new words.
1 Students read the Study tips (1-8) and match

them with the reasons (a-h).
Answers
1a 5b 2c 6d 7e 1f 3 g4h8
2 Students read the feedback that a teacher
gave to four students about their work. Students
match the Study tips (1-8) with the students (a-
d).
Answers
a 1,3 b 5 c 7 d 1,2,3
Middle 3 Students look at the extract from a thesaurus Gateway Teacher’s Resource
25 min and write the correct synonym next to the Centre, Worksheets, Everyday
definitions (1-4). Encourage students to use a English Unit 3-4
dictionary if necessary.
Answers
1 inflate 2 magnify 3 enlarge 4 maximise
4 Students complete the sentences (a-d) with
the correct form of a synonym from 3. Remind
students that more than one synonym maybe be
possible.
Answers
a enlarged b maximise c inflate d magnified
End 5 Students read how four students remember Gateway Teacher’s Resource
5 minutes new vocabulary and discuss which method they Centre, Worksheets, Everyday
think is the most effective. English Unit 3-4, exercise 6
Answers
Students’ own answers.
Homework:Assign students exercise 6 in
their Everyday English worksheet.
Additional
information
You can assign fast finishers any tasks on Reading, - Positive reinforcement
Use of English, Speaking, and Writing from Gateway
to exams: Units 3-4 in their Student’s books (pp. 56-
57).
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Term 3
Module 3. Scientific texts: Famous scientists. Lesson 49

plan:
Reading for pleasure
Date: Teacher name:
Lesson title Scientific texts: Famous scientists.
familiar general and curricular topics, and some unfamiliar topics;
skills
- read the text and understand the main idea
- take notes about famous Kazakh scientist
- present information about famous Kazakh scientists
Assessment criteria - discuss famous Kazakh scientists using relevant vocabulary from the Glossary
- present information clearly and justify their answers
Cross-curricular Physics; Chemistry
Previous learning STEM
Plan
Start Greetings, organisational moments, and Gateway Companion Unit 5,
10 min warmer. Kanysh Satbaev
WARMER
Ask students to list famous Kazakh scientists
they have heard about.
1
 Ask STs to tell you about famous
scientists and their work.
 Ask STs to silently and individually
read the text. Encourage them to
ignore all unknown vocabulary.
Middle 2 Gateway Companion Unit 5,
25 min  Ask STs to answer questions 1 - 8 Kanysh Satbaev
individually, making brief notes on
their ideas.
 Check answers orally.
3
 Give STs time to read the text again
and complete the statements.
Now You!
 Ask students to go online and try to
find out more information about other
famous Kazakh scientists.
exchange information in their groups.
 Encourage STs from each group to
tell their information to the class.
End TEACHER DEVELOPMENT: STUDENT Gateway Companion Unit 5.
5 minutes TRAINING. Presentations (See Teacher’s Kanysh Satbaev, exercise 5
Book, p. 82).
Ask students to evaluate each other using the
simple form below. This will encourage
students to listen to each other’s presentations
and provide positive feedback at the end:
Content 12345
Organisation 1 2 3 4 5
Delivery 1234

their Gateway Science Companion: You may
want to ask STs to find out about other
scientists not only in Kazakhstan, but also
around the world.
Additional
information
You can assign fast finishers to write a short - Positive reinforcement
description of any famous scientist in Kazakhstan
they admire. Ask students to exchange their
descriptions and provide a constructive peer
feedback.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 5. Vocabulary: buying and selling, money, and banking. Lesson 50

plan:
Date: Teacher name:
Lesson title Vocabulary: buying and selling, money, and banking.
unfamiliar topics
skills
- listen to the audiotrack and answer the eight questions
-ask and answer questions about buying and selling
- discuss what they can buy in a shop using words related to buying and selling
Assessment criteria - talk about issues related to buying and selling and to money and banking using
relevant vocabulary
Cross-curricular Mathematics; Economics
Previous learning Shopping; Finance
Plan
10 min warmer. Book, Unit 5, p. 58
FAST TRACK
WARMER
Ask students to brainstorm the meaning of the
phrase “money matters”.
Answer
Money matters is a play on words. The word
matters means the subject (things related to
money) but it can also mean to be of
importance (money is important).
Buying and selling
1 SPEAKINGIn pairs, students write down as
many different names for shops as they can in
two minutes. Elicit answers from the class and
encourage students to add any that they missed
to their list.
Example answers
baker’s, bank, bookshop, butcher’s, charity
shop, clothes shop, DIY/hardware shop,
department store, electrical goods store,
greengrocer’s, jeweller’s, music shop,
newsagent’s, post office, shoe shop, sports
shop, stationery shop, supermarket, travel
agent’s.
Possessive ‘s in shop names (See Teacher’s
Book, p. 88).
2 Ask students to complete the text with the
words. Provide dictionaries if necessary.
Answers
a afford /əˈfɔː(r)d/ b sale /seɪl/ c discount /ˈdɪs
ˌkaʊnt/ d bargain /ˈbɑː(r)ɡɪn/ e value for money
/ˈvæljuː fə(r) ˈmʌni/ f cash /kæʃ/ g change
/tʃeɪndʒ/ h receipt /rɪˈsiːt/
i waste /weɪst/ j refund /ˈriːfʌnd/
Middle 3 SPEAKINGIn pairs, students take it in turns Gateway Science Student’s
25 min to ask and answer the questions. Elicit answers Book, Unit 5, p. 58
Example answers Presentation Kit
1 Yes, I have a few coins and a couple of notes.
It’s useful for simple, everyday transactions.
2 They usually pay by credit card.
3 We often go to the sales to buy coats and
shoes.
4 I always keep the receipt in case I need to
exchange my purchase or get a refund.
5 My dad asked for a refund on a fridge that
didn’t work.
6 Students get special discounts on public
transport and at many leisure centres.
7 I wasted my money on some fake designer
trainers. They were really bad quality.
8 I bought some boots in a second-hand shop
last year and they were a real bargain and great
value for money.
Money and banking
4 Ask students to match the words and phrases

with the definitions. Provide dictionaries if
necessary.
Answers
1 overdraft 2 savings account 3 lend money/
give somebody a loan 4 bank charges/fees 5
current account 6 withdraw money 7 interest 8
bill 9 ATM/cashpoint 10 get into debt
to listen and answer the eight questions. Point
out that they will hear each question twice.
Check their answers. See p175 for the
Answers
1 £45 2 £7 3 no 4 yes 5 yes 6 £4 7 yes 8 no
End 6a PRONUNCIATIONElicit from students Gateway Science Student’s
5 minutes how we say the words in the box and what they Book, Unit 5, p. 58
all have in common.
Answer Presentation Kit
All the words have a silent letter. Workbook
6b 23 Play the track for students to listen to the
words and correct their pronunciation if
necessary.
Workbook
Additional
information
Students say things that they can buy in a shop on - Positive reinforcement
their list for their partner to name the shop.
FAST FINISHERS
Students mark the stressed syllables and practise the
pronunciation of the words (see Answers in exercise
2 above).
+EXTRA ACTIVITY
Students write down the words in their notebooks
and put a line through the silent letters.
Answers
answer /ˈɑːnsə(r)/ business /ˈbɪznəs/ climb /klaɪm/
debt /det/ doubt /daʊt/ eight /eɪt/ half /hɑːf/
honest /ˈɒnɪst/ knowledge /ˈnɒlɪdʒ/ listen /ˈlɪs(ə)n/
litre /ˈliːtə(r)/ psychological /ˌsaɪkəˈlɒdʒɪk(ə)l/
receipt /rɪˈsiːt/ talk /tɔːk/ through /θruː/ written
/ˈrɪt(ə)n/
TEACHER DEVELOPMENT: PRONUNCIATION.
Silent letters (see Teacher’s Book, p. 89).
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 5. Reading. Money: A brief history. Lesson 51

plan:
Date: Teacher name:
Lesson title Reading. Money: A brief history
skills
- look at the photos and answer the questions
- skim and scan for global and specific information
- discuss how money will evolve over time and justify their opinion
Assessment criteria - to discuss whether society gives too much importance to having money using
relevant vocabulary and justifying their opinion
Cross-curricular Economics; Mathematics; Technology
Previous learning Technology; Social changes
Plan
FAST TRACK
You could ask students to read the article in
activities.
WARMER
Divide the class into two teams: A and B.
Choose a word from the unit so far and say it to
Team A for them to spell out, letter by letter. If
they spell the whole word correctly, they score
one point. However, if at any point they say an
incorrect letter, the ‘part- word’ is handed over
to Team B to complete (and back again if they
make an error). This continues until one team
finishes off the word and wins a point. The
team with the most points wins the game.
1 SPEAKING In pairs, students look at the
photos and answer the questions.
2 READINGAsk students to skim-read the
article and check their answers in exercise 1.
Set a time limit of three minutes to encourage
students not to focus on difficult vocabulary at
this stage.
Answers
1 The objects were all used as money over the
years.
2 Not now, because their value changes.
TRAINING. Skimming (See Teacher’s Book,
p. 89).
Middle 3 Ask students to read the text again and Gateway Science Student’s
25 min answer the questions with information from the Book, Unit 5, p. 59
text. Elicit answers from different students
around the class. Presentation Kit
Answers
1 We exchange items for services.
2 You have to find the right person to barter
with.
3 You don’t have to find ‘the right person’.
4 Their uses gave them a basic value.
5 They last for such a short time.
6 They maintained their value over time, can be
easily translated into prices and were widely
accepted.
7 They were heavy to carry around.
8 The first paper money was a type of receipt
or note.
9 The cash we carry around with us.
10 It leads to higher prices and money loses its
value.
4 CRITICAL THINKINGIndividually,
students think about how money will evolve
over time and then compare their ideas with the
rest of the class. Ask students to justify their
opinions.
Example answer
I think society will become more collaborative
and we will share our things. The more you
share, the more points you will get.
5 Encourage students to guess the meaning of
the underlined words in the text. Allow them to
Answers
barter = to exchange goods or services for other
goods or services instead of using money
medium = a way of communicating
information and ideas, especially to a lot of
people
standardising = keeping something the same
widely = by a lot of people, or in a lot of places
worthless = not having any value, or not useful
5 minutes small groups, students discuss whether society Book, Unit 5, p. 59
gives too much importance to having money.
Ask students to say why or why not. In a less
confident class, ask students to write down Workbook
their ideas first before doing this as a speaking
activity.
Example answers
I think many people are thinking about giving
up money. Money is the cause of
unemployment, wars, crime, terrorism,
pollution, etc. A lot of people are beginning to
share resources and build a better world for
everyone.
I think people in general are motivated by
money and profits. We have been doing this for
so long that it seems like a very important part
of our lives.
Workbook
Additional
information
Ask fast finishers to form pairs and hold a debate on - Positive reinforcement
the topic. Encourage fast finisher to provide peer
feedback on this activity.
AND PLANNING. Promoting class debate (see
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 5. Grammar in context: model verbs of obligation, prohibition, and advice – present and past.
Lesson 52
plan:
Date: Teacher name:
Lesson title Grammar in context: model verbs of obligation, prohibition, and advice – present
and past
Learning 10.4.3 - skim a range of lengthy texts with speed to identify content meriting
objective(as) closer reading on a range of general and curricular topics;
10.6. 13 - use a growing variety of past modal forms including must have, can’t
have, might have to express speculation and deduction about the past on a wide
skills
Assessment criteria - Use modal verbs of obligation, prohibition and advice to talk about the present
and past
Appreciating peers and school environment
Cross-curricular
Previous learning Modal verbs
Plan
10 min warmer. Book, Unit 5, pp. 60-61
objectives, and assessment criteria. – Flipped classroom video and
Test before you teach worksheet Unit 5: Modal verbs
In pairs, students think of a board game that of obligation, prohibition and
other students will know well, e.g. Monopoly. advice – past (Teacher’s
Write these sentence stems on the board and Resource Centre, Worksheets.
ask students to complete them with the rules of Unit 5)
the game: You ought to ..., You should ..., You
have to ..., You don’t have to ..., You must ..., – Grammar Practice worksheet
You mustn’t ..., You’d better ..., You aren’t Unit 5
allowed to ..., You need to ..., You don’t need
to ..., You can’t ...
If students seem to be familiar with these
modals, move through the Grammar guide
exercises quickly in open class.
Modal verbs of obligation, prohibition, and
advice
answer questions 1–4.
Answers
1 have to/must/need to 2 don’t have to/doesn’t
need to/needn’t 3 mustn’t/aren’t allowed
to/can’t 4 ought to/should/’d better
1b Students answer the questions.
Answers
1 to + infinitive: ought, have/don’t have,
allowed, need/ don’t need
the infinitive without to: should, must/mustn’t,
’d better, needn’t, can’t
2 Do we all have to use money?
3 It shouldn’t be something that maintains its
value.
You’d better not keep your money in your
pocket. 4 You need to carry it all with you.
5 had
PRONUNCIATION. Modal verbs (see
2 Ask students to correct the sentences. Give
them time to compare their answers in pairs
before checking them in open class.
Answers
1 You mustn’t 2 Do you have to 3 You needn’t
open 4 She’d/had better 5 We ought to 6 don’t
need to have
the words in the box. Point out that there are
four extra words.
Answers
1 had 2 has 3 ought 4 aren’t 5 needn’t 6 mustn’t
Middle 4 SPEAKINGIn pairs, students use the words Gateway Science Student’s
25 min and expressions in the box to write sentences Book, Unit
with useful information for a British student
who is coming to study at their school for one
month. In a less confident class, brainstorm
some ideas first in open class. Elicit answers
and ask students to decide on the five most
useful pieces of information.
Suggested answers
You can’t use your mobile phone at school.
You don’t have to wear a school uniform.
You had better not talk in Mrs Williams’ class
– she’s very strict.
You must start learning our language because
most of our lessons aren’t in English.
You mustn’t chew gum in the class.
You needn’t buy textbooks – the school will
lend them to you.
You ought to buy a big rucksack to carry your
books.
TEST BEFORE YOU TEACH: FLIPPED

CLASSROOM
Modal verbs of obligation, prohibition and
advice - past
Answers
1 had to/needed to 2 needn’t have 3 didn’t
have to/didn’t need to 4 weren’t allowed to/
couldn’t 5 should have/ought to have/shouldn’t
have
5b Ask students to complete the structure.
Answer
have + past particle
6 Ask students to write the sentences in the
past.
Answers
1 You should have asked them for advice.
2 She had to arrive on time every morning. 3
Did you have to go to the meeting?
4 We couldn’t wear jeans and T-shirts.
5 I needn’t have got up early (but I did).
6 She didn’t need to wear a uniform (so she
didn’t). 7 We ought to/should have worked as a
team.
7 Ask students to rewrite the sentences.
Remind them they should use each of the
expressions once.
Answers
1 I had to do the exercises last night.
2 We needn’t have taken food to the party, but
we did. 3 She ought to have revised for the
exam.
4 They weren’t allowed to go into the office.
5 The plane needed to land.
6 I didn’t have to show my receipt to the shop
assistant. 7 I shouldn’t have got angry with you
yesterday.
8a Encourage students to think about when
they were at primary school and write
sentences about things that were obligatory, not
obligatory, prohibited and that they should or
shouldn’t have done. Remind students to use
the structures in exercise 5a. Draw attention to
the example sentence.
Example answers
I didn’t have to wear a tie, but I had to wear
short trousers.
I couldn’t run in the corridors.
I had to arrive on time.
I needed to go to the school doctor a couple of
times.
I needn’t have worried about secondary school,
but I did. I ought to have studied more.
I shouldn’t have talked so much in class.
I wasn’t allowed to leave before three o’clock.
End 8b SPEAKINGHave students compare their Gateway Science Student’s
5 minutes sentences in small groups and find out if their Book, Unit
experiences were similar.
Refer students to the Grammar reference on Workbook
Workbook
Additional
information
- Students write a sentence for each of the four - Positive reinforcement
extra words in the box in exercise 3;
- You can assign fast finishers Grammar Practice
worksheet Unit 5 (Teacher’s Resource Centre,
Worksheets, Unit 5).
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 5. Developing vocabulary: Phrasal verbs connected with money and shopping. Lesson 53
plan:
Date: Teacher name:
Lesson title Developing vocabulary: Phrasal verbs connected with money and shopping
10.6.15 - use infinitive forms after an increased number of verbs and adjectives,
use gerund forms after a variety of verbs and prepositions use a variety of
prepositional and phrasal verb on a wide range of familiar general and curricular
topics
skills
- match the phrasal verbs with definitions
- rewrite the sentences using the correct form of phrasal verbs
- ask and answer the questions using phrasal verbs from exercise 1
Assessment criteria - use phrasal verbs connected with money and shopping in speaking and writing
Cross-curricular Economics
Previous learning Phrasal verbs
Plan
FAST TRACK
Students could do exercise 1 at home and check
answers before doing exercise 2 in class.
Phrasal verbs connected with money and
shopping
1 Ask students to match the phrasal verbs used
in sentences 1–8 with the definitions a–h.
Answers 1b 2c 3a 4g 5f 6d 7h 8e
TRAINING Learning phrasal verbs (see
Middle 2 Students rewrite the sentences using the Gateway Science Student’s
25 min correct form of one of the phrasal verbs in Book, Unit 5, p. 61
exercise 1.
1 Can you pick up some milk on the way
home?
2 That coat is expensive, but I’m going to
splash out on it.
3 We need to cut back on luxury items.
4 We haven’t got much money, but we get by.
5 I can’t go to the concert because I need to set
money aside for the summer holidays.
6 You should buy the game now because
they’re selling out fast.
7 I’ll pay back the money you lent me
tomorrow.
8 The book was £10 and the magazine was
£2.50 so the total came to £12.50.
Check their answers.
Answers
1 aside 2 back 3 out 4 out 5 by 6 up
4 SPEAKING Students take it in turns to ask
and answer the questions in exercise 3. Remind
students that if their partner answers yes, they
should ask questions to find out more
information. In a less confident class, give
students time to make some notes on their
answers before they do this as a speaking
activity.
End Ask students to provide feedback to each other. Gateway Science Student’s
5 minutes Homework:Assign students page 43 in their Book, Unit 5, p. 61
Workbook
Workbook
Workbook
Additional
information
Students write a short text using all the phrasal verbs - Positive reinforcement
in exercise 1. They then write out the text with the
phrasal verbs missing and give it to another student
for him/her to complete.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 5. Life skills. Money and finance: Avoiding debt. Lesson 54

plan:
Date: Teacher name:
Lesson title Life skills. Money and finance: Avoiding debt
unfamiliar topics
10.4.3 - skim a range of lengthy texts with speed to identify content meriting
closer reading on a range of general and curricular topics
Level of thinking Application, Analysis, Evaluation
skills
- watch a video of a student explaining how to manage money and discuss the
suggestions
- skim the article about dangers of debt and decide if the statements are True (T)
or False (F)
- ask and answer the questions about managing finances and debts
Assessment criteria - talk about student debt and its different causes, ways of planning a simple
budget using some colloquial language about managing finances

Cross-curricular Economics; Mathematics
Previous learning Finances; Money management; Life skills
Plan
10 min warmer. Book, Unit 5, pp 62-63
objectives, and assessment criteria. Life skills video Unit 5:
FAST TRACK Avoiding debt and
You could ask students to do exercises 1 and 2 Life skills video worksheet
at home and then elicit their ideas in a brief Unit 5 (Teacher’s Resource
class discussion at the beginning of the next Centre)
class.
In pairs, students imagine that they are
going to open a bank account and make a list
of questions they would like to ask before
they open the account. Elicit ideas from
students around the class and pre-teach
some of the vocabulary for the lesson. Ask
students to open their books on page 62 to
check they know the vocabulary in Key
concepts. Suggested questions:
Do they give you a debit/credit card?
Are there any charges for using the account?
What happens if I run out of money?
What happens if I go into the red?
What information do I need to give to open an
account?
How much money do I need to deposit in the
account?
How much money can I withdraw each day?
1 In pairs, ask students to match the
expressions with their definitions. Provide
dictionaries if necessary. Elicit answers from
different students around the class.
Answers 1b2a3d4c
2 Ask students to discuss in pairs or small
groups how they think the things in exercise 1
could encourage young people to spend too
much money. Elicit ideas from students in open
class.
Middle 3 READINGAsk students to read the article Gateway Science Student’s
25 min called ‘The dangers of debt’ quickly and decide Book, Unit 5, pp 62-63
what the numbers refer to. Elicit ideas from
students around the class. Life skills video Unit 5:
Answers Avoiding debt and
1 £750 a month for accommodation Life skills video worksheet
2 Average credit card debt £3,657 Unit 5 (Teacher’s Resource
3 38% splash out more often than they should 4 Centre)
Average overdraft £1,509
Presentation Kit
4 Ask students to read the article again and
decide if the statements are True (T) or False
(F). Check answers and ask students to identify
the sentences that helped them decide.
Answers
1 T (38% admit that they splash out more often
than they should)
2 F (... may need as much as £750 a month ...
leave ... just £400 to live on each month.)
3 T (... into the red on their overdrafts ... help
with credit card debt ... payday-loan debt ...)
4 T (... so many financial companies are
throwing credit at students ...)
5 T (There is not enough financial education at
school or in the home ...)
6 F (Most universities and colleges now offer
some form of face-to-face debt advice
service ...)
7 T (Limiting yourself to cash really helps you
to control your spending.)
8 F (... avoid accounts that offer large
overdrafts ...)
5 SPEAKING In pairs, ask students to answer
the questions.
Answers
1 Both – students are often influenced to spend
more than they have; banks throw credit at
students
2 payday loans, store cards, not enough
financial education at school or at home
4 withdraw cash and only spend that; resist
temptation
to use debit card; avoid accounts with large
overdraft facilities; check bank account
regularly; discuss money with friends; use
discount card
VOCABULARY FOCUS
language about managing finances and debt
that students may not be familiar with. You
might want to pre- teach these words and
phrases with students before watching:
cut through [phr v]: go through an area
instead of around it
cashpoint [n]: also called ATM, where we
withdraw money from a bank
likely [adj]: probably going to happen
workshop(s) [n]: where people meet to learn
about (or discuss and study) a subject
specifically [adv]: for one particular thing or
type of thing keep a log [phr]: keep a record of
things that happen keep a lockdown [phr,
coll.]: take total control of something
contactless payment [n]: using a credit card to
pay through a device that recognises
information without typing in numbers
6 24 Tell students they are going

to watch or listen to Tope explaining how to
manage your money. Play the video or audio
track and ask students to answer the questions
1-5. Check their answers. See the Teacher’s
Resource Centre for the audioscript/videoscript
for this exercise.
Answers
1 developing budgeting skills as a teenager will
help you in the future
2 before you buy anything, ask if it is an
essential purchase; only take out the cash you
need from the cashpoint
3 look at your income; look at how much
you’re spending; look how much money you
have left
4 to trace where your money is going in order
to better plan your money
5contactless payment means that sometimes we
spend more money than we want to
7 24 Play the video or audio track again, then

encourage students to discuss in pairs how
many of the things Tope suggests they do.
Elicit students’ opinions in open class.
TIPS AND PLANNING Video clips and
questions (see Teacher’s Book, p. 93).
End Homework:Assign studentsLIFE TASK in Gateway Science Student’s
5 minutes their Student’s Book. Book, Unit 5, LIFE TASK, p.
Tell students they are going to work on a task 63
to plan a simple budget. Ask them to follow the
plan:
■ Step 1
Ask students to read the information about a
student called Samara on page 159.
■ Step 2
Encourage students to use the information to
plan a monthly budget for Samara following
their answers in exercise 6.
■ Step 3
Ask students to work in a small group and
compare their budgets to see if they are similar
or not. Encourage students to discuss if they
agree about what is essential and non-essential.
Additional
information
Ask students to write three questions about the video. - Positive reinforcement
In pairs, students give their partner their questions
and have them write the answers.
Question 1: ..........................................................
Answer: ...............................................................
Question 2: .........................................................
Answer: ...............................................................
Question 3: .........................................................
Answer: ...............................................................
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 5. Grammar in context: making predictions and speculations about the past, present and
future. Lesson 55
plan:
Date: Teacher name:
Lesson title Grammar in context: making predictions and speculations about the past, present
and future
10.6.13 - use a growing variety of past modal forms including must have, can’t
have, might have to express speculation and deduction about the past on a wide
skills
- explain the difference between can’t, may, might, could, and must
- to complete the text with past modal verbs of speculation
- look at the situations and write at least two sentences with must have, might
have and can’t have to explain them.
Assessment criteria - make speculations and deductions about the past, present and future
- use modal verbs correctly in speaking and writing

Cross-curricular
Previous learning Modal verbs
Plan
FAST TRACK
Students could do exercises 1, 2 and 3 at home.
Check their answers and start the class on
exercise 4.
To test the use of modals in the present/future
and the past, write this mystery riddle on the
board: Tim and Tom are in the living room
dead on the floor. They are surrounded by
glass and water. How did they die?
Write can’t, may, might, could, must on the
board and ask students to use these words to
speculate about what happened to Tim and
Tom, e.g. It could be a crime. They might have
cut themselves with the glass. If students seem
familiar with modal verbs of deduction, move
in open class.
Answer
Tim and Tom are goldfish. A cat came through
the window and the bowl smashed on the floor.

Modal verbs of speculation and deduction (see
Modal verbs of speculation and deduction -

past
4 Ask students to look at sentences a–d and

complete rules 1–3 with the verbs in blue.
Answers
1 We use may have, might have and could have
when there is a 50% possibility that something
was true, but we cannot use could have + past
participle in the negative form with this
meaning.
2 We use must have when we are 90% certain
that something was true.
3 We use can’t have when we are 90% certain
that something wasn’t true.

Modal verbs of speculation and deduction -
past (see Teacher’s Book, p. 95).
PRONUNCIATION have (see Teacher’s Book,
p. 95).
Middle 5 Ask students to correct the mistakes in the Gateway Science Student’s
25 min sentences. Book, Unit 5, pp. 64-65
Answers
1 It’s only lunchtime and you look terrible. You Presentation Kit
must have had a bad morning.
2 Somebody’s unlocked the door. It can’t have
been Mike because he hasn’t got a key.
3 I think Josh might have sent me an email last
night.
4 Emma hasn’t replied to my email. She might
not have received it.
5 William isn’t here. He must have gone
already.
6 Let’s not buy her that DVD. I’m not sure, but
I think she might have bought it already.
7 You can’t have read that book already! It’s
600 pages long and you only started yesterday!
8 It can’t have rained last night because all the
streets are dry.
6 Ask students to complete the text with past

modal verbs of speculation and the verbs given.
Answers
a must have been b can’t have left c must have
had d may/might (not) have been e may/might
have worked f must have moved g may/might
have had.
End 7a SPEAKING In pairs, students look at the Gateway Science Student’s
5 minutes situations and write at least two sentences with Book, Unit 5, pp. 64-65
must have, might have and can’t have to
explain them. Presentation Kit
Suggested answers
1 He must have won the lottery. He might have
been successful in his business.
2 She might have been tired. She can’t have
studied enough.
3 He must have done something wrong. He
might have missed school.
4 He can’t have been concentrating on driving.
He must have been tired.
5 She must have been playing a better player.
She might have been ill that day.
6 They must have lost the game. The team
might have played really badly.
7 She must have gone on a fitness programme.
She might have started a new sport.
8 She might have gone to an English-speaking
country. She must have practised a lot.
7b Ask students to compare their ideas with the

rest of the class.
Workbook
Additional
information
Brainstorm problematic situations and write them
on the board, e.g. I can’t find my textbook. I haven’t
got enough money. The lights have gone out. No
students came to school today. The students respond
with an explanation using must have/could have/
might have.
Refer students to the Grammar reference on page 68
if necessary.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 5. Developing speaking: Making present and past speculations about photos. Lesson 56
plan:
Date: Teacher name:
Lesson title Developing speaking: Making present and past speculations about photos
objective(as) 10.2.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of
unfamiliar topics
Level of thinking Application, Analysis, Evaluation
skills
- make a list of words and expressions they can use to talk about similarities and
differences between photos
- listen to a student talking about the photos, understand the main information,
and answer the questions
- Carry out a “compare and contrast” task using words and expressions from the
Speaking Bank
Assessment criteria - Make present and past speculations about photos using words and expressions
from the Speaking Bank
Previous learning Descriptions
Plan
FAST TRACK
home in preparation for the speaking activity.
WARMER
Play Noughts and crosses with words from
previous lessons. Draw a 3 x 3 grid on the
board. Choose a word and draw a short line on
the board to represent each letter. Write small
numbers 1 to 9 in each square on the grid so it
is easy for students to name the square. Divide
the class into two teams and toss a coin to see
who goes first. Assign noughts(0) to one group
and crosses (X) to the other. The first group
chooses a square from the grid and says a letter.
If the letter is in the word, write it on the
corresponding short line. That group can then
continue guessing letters. If they say a letter
which is not in the word, play passes to the
other team. If they guess the word correctly,
their symbol (0 or X) goes in the space they
nominated. The other team can then choose a
square and try to guess a new word. The first
team to get three noughts or crosses in a row
(horizontal, vertical or diagonal) is the winner.
1 SPEAKING In pairs, students make a list of

words and expressions they can use to talk
about similarities and differences between
photos. Draw their attention to the expressions
given as examples. Allow them to look back at
page 40 to remind themselves if necessary.
Suggested answers
In both photos, ...
In the first photo ..., but in the second photo ...
One similarity/big difference is ...
Another important difference is ...
Compared with ...
2 Ask students to use the words and
expressions in exercise 1 to talk about the two
photos. Walk round, monitoring and noting
down good use of language and errors to go
over in a feedback session at the end of the
activity.
Middle 3 LISTENING 26 Play the track for students Gateway Science Student’s
25 min to listen to a student talking about the photos Book, Unit 5, p. 66
and answer the questions. Check their answers.
See pp175–176 for the audioscript for this Presentation Kit
exercise.
Answers
2 No, just briefly and then she moves on to
compare them.
3 Which kind of shopping is more successful?
or What kind of shopping do you enjoy more?
about the importance of following
instructions in a speaking exam and how to
carry out a ‘compare and contrast’ task. Tell
students to turn to page 145 (Speaking:
Talking about photos) for more ideas.
TRAINING. Talking about photos.
In many exams there is an oral examination, in
which students are often asked to compare and
contrast photos. Students can easily panic and
they need to have a lot of practice to reduce
their anxiety. These simple tips can help them:
1 Brief description of each photo: You do not
have to describe them in detail. If you are not
sure what the picture is, use your imagination
and say what you think it is. It doesn’t matter if
you are wrong.
2 Compare and contrast: Talk about the first
photo in one sentence. Talk about the other
photo in one sentence. Compare and contrast
them.
3 Give personal feelings: Use phrases such as
I think, In my opinion, If you ask me, It looks
like, etc.
Students also need to know the vocabulary for
referring to the different parts of a photo or a
picture: at the top, at the bottom, in the left-
hand corner, in the background, at the front,
behind, next to, on the right, on the left, in the
middle, etc
4 Ask students to look at the lists of words and

expressions in the Speaking bank and match a
title to each list. Elicit when each list of
expressions is useful in a speaking exam.
Answers
Speculating (when you are not exactly sure
what is happening in the photo)
Comparing (to compare and contrast two
photographs) Using fillers (when you are trying
to find a word or need time to think)
Describing (to give a general and then more
specific description of the photo(s) at the
beginning of the speaking exam)
Giving opinions (to respond to a task which
asks you to state your opinion or preference)
5 SPEAKINGIn pairs, students use each

expression in exercise 4 to talk about the
photos in exercise 2.
TRAINING. Practising for an oral exam (see
6a SPEAKING Divide the class into A and B
pairs. Student A looks at the photos and does
the task; Student B listens to their partner. Set a
time limit of one minute.
End 6b Ask students to change roles and tell Gateway Science Student’s
5 minutes Student B to look at their task on page 158. Book, Unit 5, p. 66
For students who are less confident, photocopy
the model description below, and either read it Presentation Kit
aloud yourself, or ask a strong student to do so. Workbook
Tell students to use this as a basis for the
speaking activity, using the underlined phrases
as a frame.
Model description (Task A)
Both photos show groups of teenagers enjoying
their free time. In this photo there is a group of
teenagers eating out, sitting round a table. They
may be having coffee or they might be eating
some food. In the other photo there is a group
of teenagers together in a park. One big
difference is that the first photo is taken inside
and the second photo is taken outside. In the
background, we can see several bikes, so it
looks like they might have cycled to the park. It
seems like a sunny day. In my opinion, I think
people enjoy meeting in these ways because it
is fun and relaxing. Personally, I prefer meeting
my friends in the park because I like being in
the fresh air.
Workbook
Additional
information
Give students practice at saying things in another - Positive reinforcement
way, so they get used to describing things if
they can’t remember the exact word. Words and
expressions such as It’s a kind of, It’s sort of, It’s a
thing that you use when, It’s something that you do
when help students explain a word they can’t
remember.
In pairs, students look at the vocabulary list for the
unit in the Student’s Book on page 68. Students
choose two words and rephrase them for their partner
to guess. Each acceptable rephrasing is worth one
point. The student with the most points wins.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
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1.
2.
lesson?
Module 5. Developing writing: writing a formal letter/email of complaint. Lesson 57.

plan:
Date: Teacher name:
Lesson title Developing writing: writing a formal letter/email of complaint.
Learning 10.1.7 - develop and sustain a consistent argument when speaking or writing;
objective(as) 10.3.5 - interact with peers to make hypotheses about a wide range of general and
curricular topics
10.5.7 - use independently appropriate layout at text level on a range of general
Level of thinking Analysis, Evaluation, Creation
skills
- analyse the email and answer the questions
- discuss the characteristics of the formal email/letter of complaint
- follow the advice in the Writing bank and write a formal letter/email of
complaint
Assessment criteria - write a formal letter/email of complaint using their notes and the information in
the Writing bank
Cross-curricular Technology
Previous learning Formal writing
Plan
FAST TRACK
home in preparation for the speaking activity in
exercise 2.
WARMER
Students take turns to describe the photo on
page 67. Elicit what they think the formal
letter/email is going to be about.
1 Ask students to look at the instructions about
how to use a cashpoint to withdraw money and
put the steps in the correct order.
Answers
1d 2e 3a 4b 5f 6c
2 SPEAKINGIn pairs, students explain the
different steps in exercise 1 using must,
shouldn’t, etc. Elicit answers from different
students.
3 Ask students to read the email and answer the
questions. Check their answers.
Answers
1 He is writing to complain to the bank about
bad customer service after the cash machine
took his card.
2 He wants a new card urgently, without paying
bank fees for the issue of this card.
3 If there is no solution, he will consider
moving his current account to another bank.
Middle 4 Ask students to find the formal equivalents of Gateway Science Student’s
25 min the words and expressions in the letter. Check Book, Unit 5, p. 67
their answers.
2 caused me a great deal of inconvenience 3
selected 4 wished 5 sufficient 6 informed 7 I
shall be forced to
5 SPEAKINGIn pairs, ask students to read the
information in the Writing bank and find
examples of the characteristics in the email in
exercise 3.
Answers
 Dear Sir or Madam; Yours faithfully,
Jonathan Squire
 I am writing; I am disappointed; I have
received; The
incident has left; I would also like
 has caused me a great deal of
inconvenience;
through no fault of my own; I shall be
forced to
 insert (put in); withdraw (take out);
contact (call up)
 The incident has left me without my
debit card and has caused me a great
deal of inconvenience.
 Anderson Street; Sunday 21st
December
 I am writing to complain about; I look
forward to hearing from you very soon.

6a Ask students to look at the task and write
notes and add their own details.
TRAINING Writing a letter/email of complaint
(see Teacher’s Book, p. 98).
6b Ask students to write their letter using their

notes and the information in the Writing bank.
Remind them that they can also follow the
advice in the Writing bank on page 154. For
students who are less confident, photocopy the
model text below for extra support during the
writing task.
Model text
Dear Sir or Madam,
I am writing to complain about an incident that
took place last week at Reading Station. The
incident has caused a great deal of
inconvenience and no solution has been
provided.
On the evening of Friday 21st September I
inserted the correct amount of money into your
vending machine selling books – £12.50. I
wanted a book to read on the train because it
was a very long journey. I selected the book I
wished to read – Ken Follett’s Fall of Giants –
but the machine didn’t give me the book or any
change.
I tried to cancel the operation, but the machine
had already swallowed my money.
I contacted your company the next day and
they informed me that they could not give me
my money back because I had no proof of
purchase. I asked for a complaint form to be
sent by post, but they told me there was no
form available.
I am very disappointed with the treatment I
have received from your company. I now have
no book and I have paid you £12.50, through
no fault of my own. I demand an apology and I
expect you to send me the book urgently or a
full refund of my money. I would also like
assurance that you will not charge me for
postage for sending me the book. If I do not
hear from you in the next fourteen days, I shall
be forced to consider contacting the Consumer
Advice Bureau.
I look forward to hearing from you very soon.
Yours faithfully, Hattie Jacks
End Gateway Science Student’s
5 minutes Homework:Assign students page 46 in their Book, Unit 5, p. 67
Workbook
Presentation Kit
Workbook
Additional
information
Ask fast finishers to exchange their emails and - Positive reinforcement
provide peer feedback.
+EXTRA ACTIVITY
Students make a mind map of the words they have

learnt for far in this unit related to the theme of
money
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
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2.
lesson?
Module 5. CLIL History and medicine: The history of the vaccine. Lesson 58.
plan:
Date: Teacher name:
Lesson title CLIL History and medicine: The history of the vaccine
skills
- read the scientific text about the history of the vaccine and complete the
diagram
- discuss the questions about the history of vaccination and its importance
- write a short newspaper article about the ground-breaking discovery of a chosen
scientist and present it
Assessment criteria - discuss the history of vaccination and the impact it has had through recent
centuries using words from the Vocabulary Focus

Cross-curricular Biology; History
Previous learning Science
Plan
Start Greetings, organisational moments, and Gateway Science Teacher’s
10 min warmer. Resource Centre, Worksheets,
Teacher introduces a new theme, learning Unit 5-6, CLIL
WARMER
Write the major infectious diseases mentioned
in the text on the board (smallpox, cowpox,
rabies, tetanus, diphtheria) and translate them if
necessary. Find out what the students know
about them. Do they still exist and, if so, how
can they be prevented? Elicit the idea of
vaccination and any further diseases prevented
by immunisation (e.g. influenza, mumps,
measles, whooping cough, meningitis,
hepatitis). Add these to the board. Explain that
they are going to read a text about the history
of the vaccine. Ask if they can remember the
last vaccination they had and how they felt
about it.
1 Ask the students if they know when the

concept of vaccination was first discovered.
Collect their ideas on the board. Don’t confirm
answers yet. Explain that students will find the
answer in the text.
Middle 2 Draw the students’ attention to the photos Gateway Science Teacher’s
25 min and, in pairs, ask them to guess who Edward Resource Centre, Worksheets,
Jenner was. Tell the students to read the text Unit 5-6, CLIL
quickly and find the answer to the questions in
1 and 2.
Answer
1 The vaccination as we recognise it today was
invented in 1796 by Edward Jenner. However,
the concept of immunity to disease was first
observed in Ancient Greece in 429 BC, and
practised by the Chinese in 900 AD.
2 Jenner was a British doctor who discovered
vaccination as we know it today. Before
reading the text again, remind students of the
diseases they learned in the Warmer, and go
through the words in the Vocabulary focus box.
Ask students to find them in the text and pre-
teach some of the more complex words if
necessary.
VOCABULARY FOCUS
compulsory [adj]: something that must be
done by law
controversial [adj]: something that creates
discussion and sometimes anger
civil liberties [n]: personal freedom
devastating [adj]: extremely harmful,
destructive eradicate [v]: remove completely
milkmaid [n]: a woman who milks cows
inoculate [v]: inject with a vaccine
immune [adj]: resistant to a disease
prevent [v]: stop
ridicule [v]: make fun of someone
vaccine [n]: injection to prevent disease
vulnerable [adj]: defenceless, weak
3Students read the text again in detail and fill in

the missing information in the timeline.
Answers
1 429 BC
2 The Chinese discovered variolation, the first
basic form of vaccination.
3 British doctor, Edward Jenner, discovered
vaccination as we know it today.
4 The 19th century
5 The WHO declared that smallpox was
officially eradicated.
Answers
1 controversial 2 diseased 3 cowpox 4 rabies 5
1890s
5 These are open questions to which the
students can give their own supported answers.
Ask them to justify their answers to the class.
In larger classes, divide the students into
groups to discuss their opinions. The second
question is hypothetical and aims to practise the
third conditional. Elicit the sentence starter: If
the vaccine had never been invented ... and
write it on the board. In small groups, ask the
students to discuss a world without vaccines
using the sentence starter as a prompt. You may
like to go through the Did you know? box
before answering this question. Nominate
students to give feedback.
DID YOU KNOW?
Direct the students to the Did you know? Box.
Read through the information on community or
“herd” immunity. Explain that “herd’ is a
collective noun for a group of cows. Ask the
students to think of a synonym for contagious
(infectious). You may like to focus on this box
before doing 5.
End Homework:Assign students a Project in CLIL The History of the
5 minutes their CLIL The history of the vaccine vaccine, Unit 5, Project
worksheet, Unit 5. (Teacher’s Resource Centre,
PROJECT Worksheets, Unit 5)
1 If possible, show the class photos of the main
historical figures from the text. Either let the
students choose or divide the class into groups
and give them one of the men to research.
2 Tell them to imagine they are journalists from
the time of their chosen person. They are going
to write a newspaper article telling everyone
about the breakthrough discovery. They must
find out more about the scientist and collect
lots of interesting information about their
scientific discovery. They should also imagine
how people reacted, both positively and
negatively, and include photos and made up
quotes.
3 Pairs prepare their newspaper articles. Allow
some class time for research and writing. If
possible, use computers to make the newspaper
article layout look authentic. You could display
their writing on the classroom walls.
Additional
information
Ask fast finishers to start brainstorming their - Positive reinforcement
project work. If time allows, ask students to note
down the ideas for this project.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 6. Capabilities of human brain. Lesson 59

plan:
Capabilities of
human brain
Date: Teacher name:
Lesson title Capabilities of human brain
Learning 10.4.2 - understand specific information and detail in extended texts on a range of
objective(as) familiar general and curricular topics, and some unfamiliar topics;
skills
- ask and answer the questions about memory and memory tools
- read the text about human brain and complete the diagram
- prepare a memory tool to remember the function of each brain part, referring
back to the text in exercise 2
Assessment criteria - discuss the structure of human brain and its’ functions using relevant
vocabulary

Previous learning Human brain
Plan
Start Greetings, organisational moments, and Gateway Companion Science,
10 min warmer. Remember more with a
Teacher introduces a new theme, learning memory tool
1
 Write the following questions on
board: What is a memory tool? How
can it help you develop their memory?
What two examples of memory tools
are described in the text?
 Ask STs to read the text about what a
“memory tool” is and how it can help
them to develop their memory.
 Ask STs to work in pairs and find
answers to the questions,
Middle 2 Gateway Companion Science,

25 min  Ask STs to read the instructions Remember more with a
carefully. memory tool
 STs repeat the names of the four parts
of the brain after the teacher (brain-
stem, ce-re-bel-lum, hy-po-thal-a-mus,
ce-re-bral, cor-tex)
 STs should underline the sentences in
the text that explain where the four
sections of the brain are found.
 Ask STs to work individually, then
compare their answers in pairs,
discussing any differences.
3
 Cerebral cortex. Ask students to look at
the example of the memory tool and
elicit that this memory tool uses the
initial letters of a set of simple words.
 Point out that Boys Hate stands for
brainstem, hypothalamus.
 Ask STs to complete the memory tool
for the for parts of the brain.
Answers
cerebral cortex / cerebellum
cerebellum / cerebral cortex
4
 Read the instructions to the class.
 Ask STs to prepare a memory tool to
remember the function of each brain
part, referring back to the text in Ex.2
for details of the functions.
 Give STs time to use their memory to
remember the functions of the four
sections
End 5 Gateway Companion Science,
5 minutes  Elicit feedback from the class. Did they Remember more with a
manage to remember all four functions memory tool, exercise 5
using their memory tool?
Homework:Assign students Gateway

Companion Science, Remember more with a
memory tool, exercise 5.
 Encourage STs to explore various ways
to memorise information, point out that
for different memory tools. Ask them if
they know and use any other memory
tools.
Additional
information
Ask fast finishers to look for applications that help to - Positive reinforcement
develop memory and find and present information
about memory techniques.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 6. Vocabulary: Talking about the body and health using a range of vocabulary. Lesson 60
plan:
Capabilities of
human brain
Date: Teacher name:
Lesson title
unfamiliar topics;
skills
- listen to an audio track and check if they understand the meaning of words in
read in the text
- talk about the photos and provide the descriptions
- ask and answer the questions and give details
Assessment criteria - talk about the body and health using a range of vocabulary

Previous learning Medicine; Human body
Plan
FAST TRACK
home by drawing a simple diagram of the
human body and labelling the parts of the body
in the box. They can look up any words they
are not sure about in their dictionaries or the
WARMER
In pairs, students discuss the meaning of the
expression “healthy living”. Elicit suggestions
for complete physical and social well-being.
Drill the pronunciation of the title: /ˈhelθi
ˈlɪvɪŋ/.
Suggested answers
Physical: good nutrition, appropriate weight,
drinking water, regular exercise, adequate rest
and proper stress management ...
Social: positive thoughts, laugh a lot, strong
relationships with others ...
Parts of the body
1 SPEAKING In pairs, students check that they
understand the words. Provide dictionaries if
necessary. If possible, use a diagram to check
answers.
Answers
ankle /ˈæŋk(ə)l/ – the part at the bottom of your
leg where your foot joins your leg
bone /bəʊn/ – one of the hard parts that form a
frame inside the body of a human or animal
brain /breɪn/ – the organ inside your head that
allows you to think and feel, and controls your
body
chest /tʃest/ – the upper front part of your body
between your neck and your stomach
chin /tʃɪn/ – the centre of the bottom part of
your face, below your mouth and above your
neck
forehead /ˈfɒrɪd/ or /ˈfɔː(r)ˌhed/ – the upper
part of your face between your eyes and your
hair
heart /hɑː(r)t/ – the organ in your chest that
makes blood flow around your body
heel /hiːl/ – the back part of your foot, below
your ankle hip /hɪp/ – one of the two parts at
either side of your body between your waist
and the top of your legs kidney /ˈkɪdni/ – one of
the two organs in your body that clean your
blood and remove waste
liver /ˈlɪvə(r)/ – the organ in your body that
cleans your blood and produces bile (= a liquid
that helps your body process fat)
lungs /lʌŋz/ – one of the two organs in your
chest that fill with air when you breathe
skin /skɪn/ – the outer layer of a person’s or
animal’s body thigh /θaɪ/ – the top part of your
leg, above your knee
throat /θrəʊt/ – the area at the back of your
mouth and inside your neck
toe /təʊ/ – one of the five individual parts at the
end of your foot. Your big toe is the largest and
your little toe is the smallest
tongue /tʌŋ/ – the long soft piece of flesh fixed
to the bottom of your mouth that you use for
tasting, speaking, etc.
veins and arteries /ˈveɪnz n ˈɑː(r)təriz/ – a tube
that returns blood to your heart is called a vein.
A tube that carries blood away from your heart
is called an artery
wrist /rɪst/ – the part of your body between your
hand and your arm
Middle Words connected with health Gateway Science Student’s
25 min 2 SPEAKING In pairs, students take it in turns Book, Unit 6, p. 70
to talk about the photos. Elicit descriptions
from different students around the class. Presentation Kit
Suggested answers
1 Someone with a bandaged hand and wrist in a
sling
2 A healthy meal/salad
3 An unhealthy meal/junk food
4 A woman with a headache/temperature
3 Ask students to read the texts, ignoring the
gaps for the moment, and match each one to the
correct photo.
Answers 1D2A3B4C
4a Ask students to complete the texts in
exercise 3 with the words in the box. Provide
dictionaries if necessary. Do not check the
answers yet.
Answers
a balanced b allergic c putting on
d addicted e infection f prescription g
dislocated h painful
4b LISTENING 27 Play the track for students

to listen and check their answers in exercise 4a
(see Answers in exercise 4a above). Students
then look at the words in red in the texts and
check they understand what they mean. Tell
students to use a dictionary if necessary. See
p176 for the audioscript for this exercise.
Answers
work out – to do physical exercise as a way of
keeping fit check-up – a medical examination,
especially one taken
at regular intervals to verify a normal state of
health or discover a disease in its early stages
blood pressure – the pressure at which blood
flows from your heart around your body. Blood
pressure that is either very high or very low can
be dangerous to your health
injection – a drug or another substance that is
injected into your body
relieves – makes pain or another bad physical
feeling less unpleasant
symptoms – the unpleasant effects of an illness
fatty food – food that contains fat
processed food – food that has had chemicals
or other substances added to it to keep it fresh
for a long time high in – have a large amount of
in danger of – at risk of
obese – too fat, in a way that is dangerous for
your health
increasing the risk of heart disease –
multiplying the possibilities of developing a
serious medical condition in your heart
a temperature – the feeling of being hot
because you are ill
dizzy – feeling as if you or the things around
you are spinning, especially when you think
you are going to fall shivering – shaking
slightly, for example, because you are cold or
frightened
treated – cured
got over – recovered from
injured myself – did damage to myself/hurt
myself twisted – injured a part of your body by
bending it in the wrong direction
sprained – injured a joint such as your wrist by
suddenly stretching or turning it too much
fracture – to crack a bone (but not completely
break it) break – to crack or separate into two
pieces
operation – surgical intervention
5a PRONUNCIATION Ask students to mark
where the stress goes in the words in exercise
4a.
Answers
addicted /əˈdɪktɪd/
allergic /əˈlɜː(r)dʒɪk/ balanced /ˈbælənst/
dislocated /ˈdɪsləkeɪtɪd/ infection /ɪnˈfekʃ(ə)n/
painful /ˈpeɪnf(ə)l/ prescription /prɪˈskrɪpʃ(ə)n/
putting on /ˈpʊtɪŋ ɒn/
PRONUNCIATION Word stress (see
End 5b LISTENING 28 Play the track for students Gateway Science Student’s
5 minutes to listen and check their answers (see Answers Book, Unit 6, p. 70
in exercise 5a above). In pairs, students practise
saying the words with the correct stress. Presentation Kit
6 SPEAKING In pairs, students take it in turns Workbook
to ask and answer the questions and give
details.
Example answers
1 I go to a local gym three times a week. It
makes me feel good and I enjoy seeing the
changes in my body. 2 I am allergic to peaches.
I have to have an injection at the hospital if I
eat one accidentally.
3 I injured myself when I was playing hockey. I
broke my arm.
4 I’m not afraid of injections, but I don’t like
them very much!
5 I don’t feel dizzy when I see blood, but I
know a lot of people who do.
Workbook
Additional
information
In pairs, students role-play a visit to a doctor. Each - Positive reinforcement
student thinks of a complaint and explains it to their
doctor (their partner). The doctor then gives advice
on how to relieve the symptoms. In a less confident
class, students could prepare a written dialogue
before doing this as a speaking activity.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 6. Reading: Health news. Lesson 61

plan:
Capabilities of
human brain
Date: Teacher name:
Lesson title Reading: Health news.
skills
- to read four articles from a health website and elicit the basic message of each
text
- discuss information they read and tell how much they believe this kind of
article
- discuss which information from the articles could make a difference to them
and their health
Assessment criteria - critically evaluate information and justify their opinion using relevant
vocabulary
Previous learning Health; Critical thinking
Plan
FAST TRACK
You could ask students to read the articles in
activities.
WARMER
In pairs, students take it in turns to say a part
of the body. If they repeat a word, say an
incorrect word or can’t think of a word, they
lose the game.
1 SPEAKINGIn pairs, students discuss if they
think the things are good or bad for us and say
why.
TRAINING Prediction (see Teacher’s Book, p.
103).
2 Students read the four articles from a health
website to check their answers in exercise 1.
Elicit from students what the basic message of
each text is.
Answers
A says that ‘drinking eight glasses of water is
good’ is a myth. Our bodies adjust, and drinks
don’t have to be water.
B says action films make you eat more (junk
food).
C says feeling pain is better than not feeling
pain.
D says brain freeze is painful but disappears
fast.
3 Ask students to read the articles again and
decide if the sentences are True (T) or False
(F). Ask students to point out the part of the
text where they found their answer.
Answers
1 F (It’s also true that the water we need each
day can be contained in other drinks such as
coffee, tea or juice, or even in food. It certainly
does not have to be mineral water.)
2 F (... some ‘scientific’ articles ... are
sponsored by mineral water manufacturers.)
3 T (The volunteers watching the action film
with sound ate 98% more than those watching
the talk show. Even those watching the action
film without sound ate 36% more!)
4 T (It seems that faster programmes make you
eat faster and pay less attention to how much
food you’re eating.)
5 T (Pain prevents us from injuring a body part
even more ...)
6 T (You can also put your tongue up to the
roof of your mouth or drink something neither
hot nor cold to normalise the temperature in
your mouth.)
4 CRITICAL THINKINGEncourage students
to think about the information they read and to
say how much they believe this kind of article.
Encourage them to explain their answers. Ask
students to discuss how they can check any
information they read.
Example answers
I don’t believe everything I read because a lot
of what people say is marketing not science.
I always check the website to find out what
kind of domain it is
(.edu, .gov, .org, .net, .com), as well as finding
out who the author is and when the articlewas
published. I check who the organisation is, who
is paying for the article and what they want to
sell. I try to crosscheck information using at
least three independent resources if I have a
doubt. I ask myself about authority,
objectivity and reliability.
TRAINING.
Checking information
Students need to learn to evaluate the quality of
information they find on the web as well as
other information resources such as books,
magazines and television. Ask students to be
sceptical of everything they find. Encourage
them to compare and contrast different
information resources and consider the
following ideas:
Authority
Who created this information and why? Are
they stating fact or opinion?
What else has this author written?
Objectivity
Is the information objective or subjective? Is it
full of fact or opinion?
Authenticity
Where does the information originate?
Is the information from an established
organisation? Is this a primary source or
secondary source of information?
Are original sources clear and documented?
Is there a bibliography that provides a list of the
sources used?
Reliability
Who is sponsoring this publication?
What’s the purpose of the information
resource: to inform, instruct, persuade, sell?
Does this matter? How current are the
resources or links?
5 Ask students to work out the meaning of the
underlined words in the text by looking at the
context and guessing before they check in their
dictionaries.
Answers
adjusts = to change something slightly in order
to make it better
sponsored = paid for as a way to advertise
products or services
marketing = the ways in which a company
encourages people to buy its products
lack = a situation in which you do not have any,
or enough, of something that you need or want
disorder = an illness or medical condition
prevents us from = to stop us from doing
something
roof (of mouth) = the hard top part of the inside
of your mouth
Middle Gateway Science Student’s
25 min Book, Unit 6, p. 71
5 minutes small groups, students discuss which Book, Unit 6, p. 71
information from the articles could make a
difference to them and their health. Elicit Workbook
class.
Workbook
Additional
information
Ask students to discuss if they think they should - Positive reinforcement
change their lifestyle after reading the articles, e.g. I
think I will stop drinking two litres of water a day
and calculate my total liquid intake instead./I think I
will prepare healthy food to eat when I’m watching
action films.
+EXTRA ACTIVITY
In pairs, students choose a word from the reading and
say it to their partner for them to spell out, letter by
letter. If they spell the whole word correctly, they
score one point. The one with the most points wins
the game.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 6. Grammar in context: using the zero, first and second conditionals and unless, as long as,
provide/providing (that) and in case. Lesson 62
plan:
Capabilities of
human brain
Date: Teacher name:
Lesson title Grammar in context: using the zero, first and second conditionals and
unless, as long as, provide/providing (that) and in case.
10.5.3 - write with grammatical accuracy on a range of familiar general
11.6.17 - use if / if only in third conditional structures use a variety of
relative clauses including with which [whole previous clause reference] on
skills
- distinguish between zero, first, and second conditionals
- ask and answer questions using zero, first, and second conditionals
- apply sentence transformation rules and complete the second sentence so that it
has a similar meaning to the first sentence
Assessment criteria - Use the zero, first and second conditionals and unless, as long as,
provided/providing (that) and in case in speaking and writing

Previous learning Conditionals
Plan
FAST TRACK
You could ask students to do exercises 1, 2, 3
and 4 at home. Then they start the next class
with the speaking activity in exercise 5a.
TEST BEFORE YOU TEACH

Write these prompts on the board and ask
students to make full sentences: If you don’t
eat, ___________. If I study hard for the
exams, ___________. If I found a bag of
money, ___________.
Monitor closely and ask students to read out
their sentences to the class. If students seem to
be familiar with these conditionals, move
through the Grammar guide exercises quickly,
eliciting answers from students in open class.
Zero, first, and second conditionals

1a Students decide which type of conditional
each sentence uses.
Answers
1 zero conditional 2 second conditional 3 first
conditional
1b Ask students to read the rules and decide
which type of conditional each rule applies to.
Answers
zero conditional: 3, 5
first conditional: 2, 4
second conditional: 1, 6

Conditionals (see Teacher’s Book, p. 105).
2 Ask students to complete each sentence to
make a general statement using the zero
conditional.
Suggested answers
1 If you drink too much coffee, your heart beats
fast.
2 If you never do any exercise, you are unfit.
3 If you only sleep a few hours a night, you get
sick.
4 If you eat a lot of junk food, you risk your
health.
5 If you sit in front of a computer all day, you
get bad eyesight.
3 Ask students to decide if the sentences are correct

and rewrite the incorrect sentences.
Answers
1 If I were/was the Prime Minister, I would ban
junk food.
2 We’ll go to the concert if the tickets aren’t too
expensive./We’d go to the concert if the tickets
weren’t too expensive.
3 correct
4 What will you do if it rains all day tomorrow?
5 If I had a million pounds, I’d travel around the
world. I
6 f you mix blue and yellow, you get green.
7 correct
8 What will you do if you lose the match?/What
would you do if you lost the match?
4 Ask students to complete the questions with

the correct form of the verbs given.
Answers
1 would, live 2 had 3 go 4 would, meet
Middle 5a SPEAKING In pairs, students take it in turns to Gateway Science Student’s
25 min ask and answer the questions in exercise 4. Book, Unit 6, pp. 72-73
5b Encourage students to tell the class something
interesting they discovered about their partner. Presentation Kit
unless, as long as, provided/providing (that),
in case
6 Ask students to look at the sentences and match

the words in blue with the expressions a–c.
Answers
a unless b Provided/Providing (that), As long as
c in case

Answers
1 in case 2 as long as 3 unless 4 as long as
5 providing 6 in case 7 as long as
EXAM SUCCESS Ask students to read the tip for

doing sentence transformation exercises. Elicit other
strategies and techniques students may have for
doing these exercises and tell them to turn to page
146 (Use of English: Sentence transformation
activities) for more ideas.

TRAINING Sentence transformation (see
8Ask students to complete the second sentence so

that it has a similar meaning to the first sentence,
using the word given. Remind students that they
must not change the word given and they should use
between two and five words including the word
given.
Answers
1 unless you want to lose 2 provided (that) you
bring 3 if I were/was tall 4 if you don’t switch it 5 as
long as you promise 6 unless I meant 7 would go if I
were/was 8 in case it
End 9 Ask students to complete the sentences in a logical Gateway Science Student’s
5 minutes way. Then invite them to read one of their sentences Book, Unit 6, pp. 72-73
to the class.
Suggested answers Presentation Kit
1 your computer breaks down.
2 she finishes all her homework.
3 he hears you.
Workbook
4 you are over 18.
5 I am sensible.
6 the TV is switched off

Workbook.
Additional
information
In pairs, students compare their sentences from - Positive reinforcement
exercise 9.
Refer students to the Grammar reference on page 80 if
necessary.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 6. Developing vocabulary: using idioms connected with health and illness. Lesson 63
plan:
Capabilities of
human brain
Date: Teacher name:
Lesson title Developing vocabulary: using idioms connected with health and illness
Learning 10.5.3 - write with grammatical accuracy on a range of familiar general
objective(as) and curricular topics;
10.3.2 - ask and respond to complex questions to get information about a
wide range of general and curricular topics
skills
- match the pictures to the idioms
- match the idioms with the explanations and correct mistakes in the sentences
- complete the questions with idioms and interview their partner
Assessment criteria - use idioms connected with health and illness

Previous learning Health
Plan
FAST TRACK
Students could do exercises 1a and 1b at home.
Idioms connected with health and illness

1a Ask students to match the pictures to two of the
idioms in red.
Answers
a2
b4
1b Ask students to match the idioms in

exercise 1a with the explanations a–g.
Answers
1c 2g 3b 4e 5a 6f 7d
Middle 2 Ask students to correct the mistakes in the Gateway Science Student’s
25 min sentences. Give them time to compare their answers Book, Unit 6, p. 73
in pairs before you check them in open class.
1 back on your feet 2 keeps in shape 3 pull through
4 black out 5 under the weather
3 SPEAKINGAsk students to complete the questions

with the correct word and then interview their
partner. Encourage students to share their answers in
open class.
Answers
1keep 2out 3down 4under
4 Ask students to draw a cartoon to represent one of
the idioms from exercise 1. In pairs or small groups,
students swap cartoons for the others to guess the
idiom.
End Homework:Assign students page 51 in their Gateway Science Student’s
5 minutes Workbook. Book, Unit 6, p. 73
Presentation Kit
Workbook
Additional
information
You can assign fast finishers the Everyday English - Positive reinforcement
worksheet from Teacher’s Resource Centre, Unit 6.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 6. Gateway to life skills: understanding nutrition. Lesson 64
plan:
Capabilities of
human brain
Date: Teacher name:
Lesson title Gateway to life skills: understanding nutrition
Learning 11.2.7 - understand speaker viewpoints and extent of explicit agreement
objective(as) between speakers on a range of general and curricular topics;
10.3.2 - ask and respond to complex questions to get information about a
wide range of general and curricular topics;
skills
- listen to four students in the UK talking about their university and take notes
about what each student said
- read the summary of the survey in the UK and complete the table with specific
information from the text
- discuss the questions and make a list of things that schools can do to promote
healthy eating
Assessment criteria - to discuss the nutritional needs of teenagers and plan a healthy eating campaign
at school using colloquial language about healthy eating
- present information clearly and justify their opinion

Previous learning Health; Nutrition
Plan
FAST TRACK Understanding nutrition and
Students could read the text in exercise 2 in Life skills video worksheet
preparation for the in-class activities. Unit 6 (Teacher’s Resource
WARMER Centre)
In pairs or small groups, students race to think
of the names of food and drink items for each Presentation Kit
letter of the alphabet. Tell them they don’t need
to find wordsfor letters U, X or Z. Set a time
limit of five minutes. The winner is the first
pair or group to complete their list, or the
pair/group with the longest list of correct words
at the end of the time. Ask students to read
through the Key concepts and check any
vocabulary they don’t understand.
1 SPEAKING In pairs, students discuss the
questions. Elicit some answers from different
2 READING Ask students to read the
summary of the results of a survey about
British teenagers and nutrition and complete
the table with information they find in the text.
Remind students that they can refer to Key
concepts for definitions of words they are not
sure about. Elicit answers from students around
the class.
Answers
Short-term benefits of healthy eating: appearance
(hair, skin), energy
Long-term benefits of healthy eating: prevent
chronic diseases
British teenagers eat too much/many ...: saturated
fat, added sugars
British teenagers eat too little/few ...: dietary fibre,
iron, vitamin A, riboflavin, calcium, magnesium,
etc.
Middle 3Ask students to read the text again and answer Gateway Science Student’s
25 min the questions. Check and ask students to Book, Unit
identify the sentences that helped them decide
on their answers.
Answers
1 slightly better
2 teenage girls
3 children from families with higher incomes
4 none
5 o, it is highest in socially deprived children.
6 Schools need to highlight the importance of good
nutrition and provide healthy food and drink in
schools.
7 Quite positive – there have been improvements,
but there is still room for improvement.
4 SPEAKINGIn pairs, ask students to discuss the

questions and make a list of the things that schools
can do to help. Encourage students to share some of
their ideas with the class.
VOCABULARY FOCUS
language about healthy eating that students
may not be familiar with. You might want
to pre-teach these words and phrases with
students before watching:
tempting [adj]:making you want it
orientated towards [adj]:positioned in the
direction of something
aimed at [phr]:having the goal of
achieving a particular thing
conflicted agenda [phr]:having different,
often contrasting priorities
to deal with consequences [phr v]:to
accept the outcome of something
tactics [n]:methods to follow
on display [adj]: arranged attractively so
that people can choose something
stalls [n]:temporary shops (usually in
markets)
readily available [adj]:easy to find
on the move [phr]:while walking or
travelling
patronising [adj]:with an attitude of
looking down at someone
in-your-face [adj]:bold or aggressive
(especially for advertising)
5 Listening 29Tell students that they are

going to watch or listen to four students in
the UK talking about how they university
and government helps to encourage good
nutrition. Play the video or audio track for
students to tick any of the ideas on their list
in exercise 4 that they mention. See
Teacher’s Resource Centre for the
6 LISTENING 29 Play the video or audio

track again for students to complete the
table with notes about what each student
said. Point out they should write between
one andfive words. Ask them to check in
pairs before checking answers as a class.
Answers
Sam: (healthy options at uni) fruit and vegetables at
cafés, no posters or campaigns; (UK government)
campaigns for younger children; (encourage healthy
eating) change school menu, water more available
Vanessa: (healthy options at uni) salad bar in
Students’ Union but next to fast-food place; (UK
government) schools and canteens more healthy
options, students – limited budget, unhealthy foods;
(encourage healthy eating) try something new,
exotic fruits
Bea: (healthy options at uni) fresh produce, salads;
(UK government) sugar tax, dentists, supermarkets,
conflicted agenda; (encourage healthy eating)
change general attitude, good relationship with food
Chris: (healthy options at uni) fast-food chains;
(UK government) individual’s own choice;
(encourage healthy eating) knowledge about what’s
in food
7 SPEAKINGIn pairs, students discuss what the
speakers say about healthy eating in the UK and
how it compares with the situation in their country.
Ask them to think of similarities and differences.
Elicit answers in open class.
End Homework:Assign students the LIFE TASK Gateway Science Student’s
5 minutes in their Student’s Book. Book, Unit 6, LIFE TASK
LIFE TASK
Tell students that their school wants to promote

healthy eating for teenagers. Ask them to think
of ideas that could help teenagers to eat well, in
and outside school, and a way to present those
ideas to other students. Ask them to follow the
plan:
■ Step 1
Ask students to discuss the ideas on the two
pages
that they think would be useful.
■ Step 2
Ask students to think of other ideas that could
work, e.g. making people pay extra for fizzy
drinks.
■ Step 3
Ask students to plan and prepare a healthy
eating campaign for their school. Ask students
how they are going to present their campaign –
a poster, a video, a presentation and/or an
information leaflet – and make sure they have
all the resources they need.
■ Step 4
Ask students to present their campaign ideas to
the rest of the class. Encourage them to
compare the different ideas and come up with
the best selection to make a school campaign.
Additional
information
Write these questions on the board: - Positive reinforcement
What do you usually eat for lunch at school?
What do you usually eat for lunch at the weekend?
What changes do you think you should make?
Divide the class into A and B pairs. Students role-
play an interview with each other. Student A chooses
healthy food options and Student B chooses
unhealthy options. Ask students to plan their answers
and practise their interview. Students could act out
their interviews in front of the class. You could
record students and play the interviews back for
discussion.
AND PLANNING Using a video camera (see
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 6. Developing speaking: negotiating with a partner using different expressions to agree,
disagree and make choices. Lesson 65
plan:
Capabilities of
human brain
Date: Teacher name:
Lesson title Developing speaking: negotiating with a partner using different
expressions to agree, disagree and make choices
Learning 10.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported
objective(as) extended talk on a wide range of general and curricular topics, including
talk on a limited range of unfamiliar topics;
10.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a range of familiar general and curricular topics
skills
- listen to the audiotrack and evaluate the performance of speakers doing the task
-learn the expressions for negotiating and collaborating with a partner
- negotiate and collaborate with their partner using expressions from the
Speaking bank
Assessment criteria - Negotiating and collaborating with a partner using different expressions to
agree, disagree and make choices following the model dialogue

Previous learning Negotiations
Plan
FAST TRACK
You could ask students to do exercise 1 and
remind themselves of the Exam success for
Unit 2 (Speaking: Negotiating and
collaborating) on page 144 in preparation for
the speaking activity.
WARMER
Play Hot seat to start the class. Divide the class
into two teams: Team A and Team B. A
volunteer from Team A sits with their back to
the board. Select vocabulary from the unit and
write the words on the board one by one. Team
A defines as many wordsas they can in one
minute for the volunteer student to guess.
Repeat with Team B. The student who
correctly guesses the most words in one minute
wins the round for their team.
1 SPEAKING In pairs, students look at both
parts of the task and make a list of advice on
how to do this type of task. Remind students
that they can look at Exam success for Unit 2
(Speaking: Negotiating and collaborating) on
page 144 if necessary. Elicit ideas from
Answers
See Exam success (Speaking: Negotiating and
collaborating) on page 144.
Middle 2 SPEAKING Ask students to do both parts of Gateway Science Student’s
25 min the task with their partner. Walk round, Book, Unit 6, p. 78
monitoring to get an idea of how well students
are performing the task at this stage. Presentation Kit
to listen to two students doing the task. Elicit
from students if they think the speakers do the
task well and ask them to give reasons why or
why not. Ask pairs to discuss how well they
think they did in comparison and elicit opinions
from students round the class. See pp176–177
for the audioscript for this exercise.
TRAINING Two-part discussion tasks (see
4a Ask students to complete the expressions in
section 4 of the Speaking bank with the words in the
box.
Answers
a choice b choose c best d better e Let’s
4b In pairs, students make a list of expressions for
sections 1–3 of the Speaking bank. Ask them to
compare their answers with the Speaking bank on
page 26.
Answers
See Speaking bank on page 26
5 SPEAKINGIn pairs, students do the task together.
Remind them to use expressions from the Speaking
bank.
model dialogue below, and either read it aloud
yourself, or alternate the roles with you and a strong
student. Then instruct students to read aloud in
pairs, alternating between roles A and B.
Model dialogue
Part One
A: OK. So what do you think about yoga classes?
They can help you beat stress.
B: Yes, I agree. I think regular yoga classes are a
really good way to help you relax and calm your
mind, but I think it may be a bit boring.
A: I see what you mean, but I don’t think yoga is
boring. There are lots of different types of yoga.
Maybe we could suggest a faster, more active type
of yoga. What’s your opinion on relaxation rooms
with sofas?
B: It’s a really good idea because it gives you
somewhere to rest and helps calm your nerves. I
think it’s a good idea to have a special place to relax
in.
A: Yes, you’re right. We could suggest some
relaxing music in the background.
B: That’s true. Classical music and chill-out music
are best for stress, I think. The idea of playing table
tennis is good too; it’s good exercise and it’s good
for your brain. What about you? What do you think
about table tennis?
A: I agree with you. I think it’s a good way to beat
stress and make friends.
B: What about starting school later? I think that’s
one of the best ways to beat stress.
A: I suppose so, but I like getting up early. What’s
your view on outdoor pianos?
B: I’m not sure. It’s a good idea but only for some
people. Not everyone plays the piano.
A: I agree. Part Two
A: OK, so which two ideas are the best ways to
beat stress?
B: I like the idea of table tennis tables around the
school. It’s a sport everyone can play.
A: I’m not sure. I think we should choose yoga.
That way everyone will have a class. I think table
tennis and outdoor pianos are good solutions, but
they won’t help everyone. Good yoga classes help
beat stress and teach us how to be relaxed.
B: You have a point. What about the relaxation
rooms with sofas? They do the same thing, don’t
they?
A: Yes, they are similar, but you’re not learning
about how to deal with stress. I prefer yoga.
B: What about yoga and table tennis tables, then?
A: OK. I think they’re the best ideas, too.
End Encourage students to provide peer Gateway Science Student’s
5 minutes feedback. Book, Unit 6, p. 78

Workbook.
Additional
information
Play Just a minute. Have a list of subjects to talk - Positive reinforcement
about, e.g. football, cooking. Tell students they have
one minute and choose one person to start talking
about the subject. If the person repeats a word,
hesitates or makes a grammatical error, another
person in the class can take over by saying repetition,
hesitation or error. Pause the clock and decide if
the interruption is valid. If so, tell the person who
interrupted to continue talking about the same subject
and start the clock again. The winner is the person
talking at the end of the minute.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 6. Developing writing: Writing a for-and-against essay. Lesson 66
plan:
Capabilities of
human brain
Date: Teacher name:
Lesson title Developing writing: Writing a for-and-against essay
Learning 10.3.3 - explain and justify own and others’ point of view on a wide range
objective(as) of general and curricular topics
10.4.6 - recognize the attitude or opinion of the writer in extended texts on
a wide range of familiar general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a
skills
- describe the photo and discuss what it says about modern life
- read the essay and analyse its’ structure and argumentation
- write a for-and-against essay using their notes and expressions in the Writing
bank
Assessment criteria - Write a for-and-against essay focusing on task achievement, coherence and
cohesion, lexical resource, and accuracy (grammar, spelling, punctuation
- Use the expressions from the Writing bank

Cross-curricular
Previous learning
Plan
FAST TRACK
You could ask students to research ideas for the
essay task in exercise 6.
WARMER
Play Snowman to start the class with the phrase
unhealthy lifestyle. Draw short lines for each
letter of the phrase. Students take turns to say a
letter. If that letter is in the word, then write the
letter on the correct lines. If the letter isn’t in
the word, draw part of the snowman. The
students continue guessing letters until they can
either say the phrase (they win) or you have
completed the snowman drawing (they lose).
Elicit examples of the activities which might
form part of an unhealthy lifestyle.
1 SPEAKING In pairs, students describe what
they can see in the photo and discuss what it
says about modern life.
Example answers
The photo shows a stressed-out woman eating
fast food, speaking on the phone, and driving,
all at the same time. It shows the stress of
modern life and how people need to do too
many things.
2 In pairs, students read the essay title ‘Life
today is unhealthier than 50 years ago.’ and
make notes with ideas for and against the
statement.
3 Ask students to read the essay to see if any
of their ideas from exercise 2 appear in it. Ask
students to decide if they agree with the writer
and their conclusion, and say why or why not.
Elicit answers from different students around
the class.
Middle 4 Ask students to look at the essay again and Gateway Science Student’s
25 min answer the questions. Book, Unit 6, p. 79
Answers
1 Paragraph 1: Introduce the topic Presentation Kit
Paragraph 2: Arguments for Paragraph 3:
Arguments against Paragraph 4: Conclusion
2 In for-and-against essays, the arguments are
objective and equally balanced. An opinion essay is
subjective as you only give your side of the
argument.
5 Ask students to put the underlined words in the
essay in the correct place in the Writing bank.
Answers
Introducing and sequencing arguments
Firstly,
Adding arguments
What is more, Furthermore,
In addition,
Making contrasts
On the other hand, despite ...
However,
Expressing consequences As a result,
Expressing opinions
I think that
Concluding
All in all,
6 In pairs, students read the essay task and make a

paragraph plan with notes of ideas for each
paragraph.
EXAM SUCCESS Students read about writing for-
and- against essays in exams. Then tell them to turn
to page 146 (Writing: For-and-against and opinion
essays) for more ideas.
TRAINING A for-and-against essay (see
7 Individually, students write their essays. Remind
them to use their notes and the expressions in the
Writing bank. They can also follow the advice in the
Writing bank on page 155. For students who are less
confident, photocopy the model text below for extra
Model text
The use of animals for the testing of medical
products is a topic that a lot of people feel very
strongly about, and there are different points of
view. It is clear that we would not have the same
range of medicines today if scientists had not tested
their products on animals, but what about the future?
Many people nowadays believe that testing new
medical products on animals is wrong. Firstly, many
people protest against the torture that these animals
suffer during medical testing, and believe that it is
wrong
to take the life of an innocent animal just because
humans are stronger. Animal rights activists argue
that we must fight for laws to stop this cruelty and
injustice. Furthermore, people blame the greed of
medical and pharmaceutical companies who do all
these tests just to make money.
On the other hand, many people argue that testing
new medical products on animals is necessary and
has been very important throughout our history.
Louis Pasteur experimented on rabbits and dogs and
his results have saved millions of humans. Most
deadly diseases have been cured because of this type
of medical research, which has not only improved
people’s lives but has increased life expectancy
greatly.
In conclusion, in spite of all the arguments in favour
of animal experimentation, personally I am against
it. Most people will continue to support
experimentation on animals when it is absolutely
necessary, but I wish they would put themselves in
an animal’s position. Imagine that you are made to
suffer for the benefit of humans. I have pets and I’m
against animal testing. Many research and scientific
experiments are impractical and immoral, and I
think we should fight for better laws to prevent
testing on animals.
End Encourage students to provide feedback to each Gateway Science Student’s
5 minutes other. Book, Unit 6, p. 79

Workbook
Additional
information
Students review their texts from exercise 7 (or their - Positive reinforcement
partner’s text) giving a grade from 1–5 according to
these criteria:
 My ideas are structured clearly, with sentences
organised into appropriate paragraphs.
 I think carefully about the way I develop ideas
in the texts I write (e.g. closings refer back to
openings; I develop ideas in different ways).
 Within paragraphs/sections, I use linking
words to support cohesion (e.g. pronouns,
connectors).
 I make clear links between paragraphs and
make sure that these support the overall
direction of the text.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 6. Grammar in context: using the third conditional and I wish/if only/summative assessment on
Module 6. Lesson 67
plan:
Capabilities of human
brain
Date: Teacher name:
Lesson title Grammar in context: using the third conditional and I wish/if only
Learning objective(as) 10.3.2 - ask and respond to complex questions to get information about a wide range
of general and curricular topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular
topics;
10.6.17 - use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause
reference] on a wide range of familiar general and curricular topics
Level of thinking Understanding, Application, Analysis
skills
- learn how to form the third conditional
- write sentences about the past situations using the third conditional
- use three distinct types of I wish/if only sentences and create their own dialogue
Assessment criteria - use the third conditional and I wish/if only
Cross-curricular
Previous learning Conditionals
Plan
Start Greetings, organisational moment, and warmer. Gateway Science Student
10 min Teacher introduces a new theme, learning Book, Unit 6, grammar in
objectives, and assessment criteria. context: using the third
Checking homework. conditional and I wish/if only,
FAST TRACK pages 76-77
You could ask students to do exercises 1, 2 and 3 at
home. Check their answers and then start the class Presentation Kit
on exercise 4.
Write these situations and prompts on the board:
1 I can’t go to university because my grades aren’t
good enough. (work harder/get better grades)
2 I didn’t have time to see him and now it’s too late.
3 We arrived late. (catch an earlier train/arrive on
time)
Ask students to use the prompts to write sentences
in the third conditional. If students seem familiar
with the use and form of the third conditional, move
quickly through the Grammar guide exercises
quickly in open class.
Answers
1 If I’d worked harder at school, I would have got
better grades.
2 If I’d had time, I would have seen him.
3 If we’d caught an earlier train, we would have
arrived on time
Third conditional (See Teacher’s Book, page
106).
4 Ask students to look at the situations and write

third conditional sentences. Draw students’ attention
to the example sentence.
Answers
2 If he’d had enough time yesterday, he would have
done sport./He would have done sport yesterday if
he’d had enough time.
3 If she hadn’t got up late, she wouldn’t have missed
the bus./She wouldn’t have missed the bus if she
hadn’t got up late.
4 If the water hadn’t been cold, I would have
swum./I would have swum if the water hadn’t been
cold.
5 If we’d had rackets, we would have played./We
would have played if we’d had rackets.
6 If I’d had some sun cream, I would have
sunbathed./I would have sunbathed if I’d had some
sun cream.
7 If he hadn’t been afraid of water, he would have
learnt to surf./He would have learnt to surf if he
hadn’t been afraid of water.
8 If her knee hadn’t hurt, she would have gone for a
run./She would have gone for a run if her knee
hadn’t hurt.
Middle I wish/If only Gateway Science Student
25 min Test before you teach: Flipped classroom Book, Unit 6, grammar in
Set the Flipped classroom video and tasks for context: using the third
homework before the lesson. This will allow you to conditional and I wish/if only,
assess the needs of the students before the class. pages 76-77
Students can then move on to the relevant grammar
practice activities. Presentation Kit
5 Ask students to look at sentences a–c and answer
the questions 1–6. The flipped classroom video
Answers and worksheet Unit 6: I
1 the past perfect wish/if only
2 a past situation
3 the past simple
4 a present situation
5 would + infinitive
6 habitual behaviour that we want to change
TEACHER DEVELOPMENT: LANGUAGE. I
wish/If only (See Teacher’s Book, page 110).
I wish/If only
There are three distinct types of I wish/If only
sentences: 1 regret with the past perfect
2 wanting change for the present or future with the
simple past
3 complaints with would + infinitive
Remind students that when we use the verb to be,
we often use were in the first and third person, e.g. I
wish I were a millionaire! He wishes he were richer.
If only is used as a means of stressing the
importance of the wish or hypothetical situation.
This form is often used with an exclamation mark.
6 Ask students to complete the sentences with the
correct form of the verb given.
Answers
1 had gone 2 would listen 3 knew 4 would make 5
had seen 6 had
7 Ask students to complete the text with one word in
each space. Elicit answers from different students
around the class.
Answers
a only b hadn’t c wouldn’t d Unless e didn’t
f long g wouldn’t h take
8 Ask students to rewrite the incorrect sentences.
Ask them to compare in pairs before you check their
answers.
Answers
1 I wish I was/were on a beach right now.
2 I wish you wouldn’t interrupt me when I’m
talking. 3 If only I had studied more last night.
4 correct
5 correct
6 If only I could pass my exams without studying.
9a Ask students to write three true sentences with I
wish using each of the tenses and situations in
exercise 5.
End 9b SPEAKING In small groups, students compare
5 minutes their sentences. Encourage students to ask follow-up
questions to find out more information. Draw Workbook or online
students’ attention to the model dialogue. workbook

Workbook.
Differentiation – how do you plan to give more support? Assessment – how are you planning to check
How do you plan to challenge fast finishers? students’ learning?
FAST FINISHERS -Feedback
+EXTRA ACTIVITY -Peer review
Students think about five things they wish were different
about their lives and make a Wish list poster. They should
write complete sentences using I wish/If only and illustrate
their wishes. Remind them that their wishes don’t have to
all be materialistic!
necessary.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions
Were the lesson from the box on the left about your lesson?
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
What have I learned from this lesson about the class or an individual student that will inform my next lesson?
Module 6. Multiple intelligence. Culture: intelligence.Lesson 68

plan:
Capabilities of
human brain
Date: Teacher name:
Lesson title Multiple intelligence. Culture: intelligence.
Learning 10.1.6 - organize and present information clearly to others
objective(as) 10.3.5 - interact with peers to make hypotheses about a wide range of
skills
- read the article and decide if the sentences are true or false
- compare different perceptions of intelligence around the world and make
connections with their own culture
- compare and contrast different perceptions of intelligence in Western and
Eastern cultures
Assessment criteria - discuss different perceptions of intelligence using words from the Vocabulary
focus and justifying their opinion
Values links Respecting each other and different cultures

Cross-curricular Biology; History; Geography
Previous learning Culture
Plan
Teacher introduces a new theme, learning Unit 4 Culture
WARMER
Ask students to think of a high-profile person in
their country that they think is intelligent. Write
some
of these questions on the board: What do they do
that makes them intelligent? Have they done well
academically? Are they good at communicating
with people? Can they problem-solve? Do you
think they work hard to be intelligent? Have a
class discussion to find out students' answers to
the questions.
1 Students discuss the infographic. Elicit thoughts
from students, and ask them to answer the question.
Find out if any of their answers are different for
different countries.
You may want to pre-teach some vocabulary
from the Vocabulary focus.
VOCABULARY FOCUS
articulate [adj]: able to express your thoughts,
arguments and ideas clearly and effectively
competent [adj]: capable of doing something in a
satisfactory or effective way
connotation [n]: an additional idea or emotion that
a word suggests to you, in addition to its literal or
main meaning
considerable [adj]: large in size, amount or degree
illiterate [adj]: someone who is illiterate cannot
read or write
manifest [v]: to show something such as a feeling
or ability, so that it is easy to notice
orator [n]: someone who makes speeches in public,
especially someone who is good at doing this
overcome [v]: to succeed in dealing with or
controlling a problem
permutation [n]: one of the various ways in which
you can combine or arrange a group of things
prominent [adj]: important and well known
strategic [adj]: carefully planned in order to
achieve a particular goal, especially in war,
business or politics tactics [n]: particular methods
or plans for achieving something
tally up [v]: if you tally numbers or amounts, or if
you tally them up, you calculate their total
2a Have students read the article about different
concepts of intelligence and answer the question.
Answers
Answers may vary – yes and no depending on how
it is measured and what it is compared against.
Middle 2b Students read the article again and decide if the Gateway Science Teacher’s
25 min sentences are true or false. They correct the false Resource Centre, Worksheets,
sentences in pairs. Unit 4 Culture
Answers
1 T 2 F (It's a Chinese concept.) 3 T 4 T 5 F (Most
couldn't read or write.) 6 T 7 F (A supercomputer
recently beat a grand master.) 8 F (It has a negative
meaning.)
2c Students read the article again and answer the
questions. Have them check answers as a whole
class.
Answers
1 a weakness in Western cultures and an aspect of
intelligence in Eastern cultures 2 tests 3 through
creative thought and tactics 4 Chinese 5 through
language, words and phrases – their use are terms
for intelligence, but their meanings are negative
End 3a In pairs, students discuss and answer the Gateway Teacher Resource
5 minutes questions. Elicit students’ thoughts and ideas as a Centre Worksheets, Unit 4,
whole class.
Culture, project
Answers
Homework:Assign students the PROJECT Workbook
in their Culture worksheets.
PROJECT
3b Explain to students that they are going to
work in small groups of three or four to prepare
a project on intelligence. They will make
comparisons between two people (one from
their country and another from a country of
their choice) and what makes them intelligent.
Encourage students to discuss the points given
and any other areas they find of interest.
For Step 1, they can choose one person in
another country or you could write a selection
of names of researchable people on pieces of
paper and ask groups to pick one from a box.
For Step 2, they will need Internet access to do
their research, and this can either be done in
class or at home. Students can share their
findings with their group in the next class.
3c Students use their notes to make a
presentation comparing the two people.
Encourage students
to discuss what their thoughts and opinions are.
Have them discuss whether they disagree or
agree with any of the points raised in their
group or research that they came upon.
Encourage them to view intelligence from
different viewpoints and to communicate this to
the class.
Additional
information
Ask fast finishers to find a film or documentary about - Positive reinforcement
different perceptions of intelligence. Encourage them
to describe the plot to their partner and connect it to
the topic of the lesson.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 7. Breakthrough technologies.

Module 7. Nanotechnologies: digital footprints. Lesson 69
plan:
Breakthrough
technologies
Date: Teacher name:
Lesson title Nanotechnologies: digital footprints
objective(as) of general and curricular topics;
a wide range of familiar general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic
skills
- describe the connection between the photographs and brainstorm the topic of
the lesson
- predict the content of the article The digital London blog
- discuss the development of digital technologies using words from the glossary
Assessment criteria - talk about the digital world using words related to technological devices and
breakthrough technologies

Cross-curricular Physics; STEM
Plan
10 min warmer. Unit 7, Lesson: Digital
Teacher introduces a new theme, learning footprints!
1
 Divide the class into pairs to
describe the photos and discuss
what the connection is between
them. Set a time limit of three
minutes for this.
 Discuss their ideas in open class,
Elicit key vocabulary, e. g. CCTV,
mobile phone, travel card,
smartphone, cashpoint or cash
machine. Point out that in American
English a cash machine is called an
ATM, in colloquial English, people
sometimes call a cash machine the
hole in the wall.
25 min  Invite a volunteer to read out the Unit 7, Lesson: Digital
instructions. Ask STs to read the footprints!
text The digital London blog to
check their predictions from
Exercise 1 and answer the
questions.
 Check answers in open class.
 Introduce words from the Glossary
Background information
HDstands for high definition.CCTV stands
for closed-circuit television. The term blog
is short for weblog (a log is a written
record, similar to a diary, that records data,
especially on a ship). The blog was first
used as a term in1999.
End 3 Gateway Companion Science,

5 minutes  Ask STs to read the instructions and Unit 7, Lesson: Digital
look at the network. Highlight the footprints!
different sections, e. g. devices,
verbs.
 Divide the class into pairs to add
vocabulary from the text in Exercise
2 and other related words to the
digital world.
Answers
devices: computer, camera, CD
player, console DVD player, laptop,
mobile, MP3 player, tablet
parts of devices: Ethernet port,
headphones, keyboard, monitor,
mouse, printer, speaker, USB port,
webcam
verbs: connect, upload, turn off,
search
apps: maps, app store, calculator,
calendar, compass, games, mail,
messages, notes, social networking,
videos.

their Gateway Companion Science.
4
 Ask STs to match the words in the
box to the definitions and also write
in the opposites for b – f.
 Check answers in open class. Point
out that log off can be used with the
same meaning as log out.
Answers
b download; upload c turn up;
turn down d log on; log out
e back up f swipe
Additional
information
You can ask fast finishers to brainstorm ideas for - Positive reinforcement
their own blog and make notes.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 7. Vocabulary: music and film. Lesson 70

plan:
Breakthrough
technologies
Date: Teacher name:
Lesson title Vocabulary: music and film.
objective(as) wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics;
skills
- to listen to definitions and take notes of the correct form of the words that
match definitions
- complete the blogs texts with the words related to media
- ask and answer questions in the questionnaire about media habits
Assessment criteria - talk about music, film, and media habits using relevant vocabulary and
justifying their answers

Cross-curricular Arts; Technology
Previous learning Media; Culture
Plan
FAST TRACK
home. They can look up any words they are not
sure about in their dictionaries or the
WARMER
In open class, discuss the meaning of the
expression Creative arts and what they think it
is about (creative arts include drama or theatre,
music, film, creative writing, graphic design,
photography and visual arts. Creative arts are
studied at various levels in education). Elicit
areas of the creative arts and design sector that
students canwork in (advertising; animation;
architecture; arts heritage and conservation;
craft; design; fashion; film; literature; music;
performing arts; photography). Drill the
pronunciation of creative /kriˈeɪtɪv/ and
brainstorm words in the same word family
(creativity, creativeness, creatively, uncreative,
create, creator).
Music and film

1 SPEAKING Individually, students
brainstorm different types of music. In pairs,
students compare their answers and score one
point for a correct word and two points for any
word their partner does not have. Students total
their points to see who has the most. Elicit
types of music from different students around
the class. Then students repeat the same
procedure with different types of film.
Example answers
Music: alternative, blues, classical, country,
dance, folk, funk, heavy metal, hip hop, house,
indie, jazz, pop, punk, rap, rock, ska, soul, techno,
world
Film: action, adventure, animated, biographical,
comedy, crime, documentary, drama, fantasy,
historical, horror, martial arts, musical, mystery,
romance, science fiction, sports, spy, thriller, war,
western
Middle 2 Ask students to complete the blog texts with the Gateway Science Student’s
25 min words. Provide them with dictionaries if Book, Unit 7, p. 84
necessary.
Presentation Kit
Answers
a gig b live c stage d crowd e recorded f tracks
g lighting h lyrics i starred j role k performance
l acting m plot n sceneo soundtrack
3 LISTENING 33 Play the track for students to

listen to the definitions of eight words and write
the correct form of the words in exercise 2 that
match them. See p177 for the audioscript for this
exercise.
Answers
1 gig 2 lyrics 3 live 4 crowd
7 record 8 soundtrack
5 tracks
6 scene
Media habits
4 Ask students to match words or expressions in

red in the questionnaire to the definitions.
Answers
1 download 2 stream 3 live streams 4 mobile
device 5 purchase 6 file-sharing sites
7 peer-to-peer 8 transfer
End 5 SPEAKINGIn pairs, students take it in turns Gateway Science Student’s
5 minutes to ask and answer the questions in the Book, Unit 7, p. 84
questionnaire. Elicit answers from students
around the class. Workbook

Workbook.
Additional
information
-Peer review
FAST FINISHERS/+EXTRA ACTIVITY - Positive reinforcement
Students write a definition for another word from the
box in exercise 2 to test their partner.

Students write a short text about their partner’s media
habits.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 7. Reading: Aloe Blacc. Lesson 71

plan:
Breakthrough
technologies
Date: Teacher name:
Lesson title Reading: Aloe Blacc
Learning 10.1.7 - develop and sustain a consistent argument when speaking or
objective(as) writing;
10.3.3 - explain and justify own and others’ point of view on a wide range
skills
- discuss if they like using music streaming services and justify their opinion
- discuss where and how they prefer to listen to music
- critically analyse the arguments given by Aloe Blacc and say why they agree or
disagree
Assessment criteria - discuss streaming music services using relevant vocabulary and backing up with
arguments

Previous learning Music; Arts and technology
Plan
FAST TRACK
You could ask students to read the article in
activities.
WARMER
Play Noughts and crosses with words from the
previous lesson. Draw a 3 x 3 grid on the
board. Choose a word and draw a short line on
the board to represent each letter. Write small
numbers 1–9 in each square on the grid so it is
easy for students to name the square. Divide the
class into two teams and toss a coin to see who
goes first. Assign noughts (0) to one group and
crosses (X) to the other. The first group
chooses a square from the grid and says a letter.
If the letter is in the word, write it on the
corresponding short line. That group can then
continue guessing letters. If they say a letter
which is not in the word, play passes to the
other team. If they guess the word correctly,
their symbol (0 or X) goes in the space they
nominated. The other team can then choose a
square and try to guess a new word. The first
team to get three noughts or crosses in a row
(horizontal, vertical or diagonal) is the winner.
1 SPEAKING In pairs, students discuss if they

like using streaming music services. Elicit
opinions from different students around the
class.
2 Elicit from students what they know about the

singer and songwriter Aloe Blacc. Ask them to
read the article and decide what he is
complaining about and why. Check the answer.
Answer
legal streaming of songs because songwriters
aren’t paid fairly for their songs which are
streamed.
Middle 3 Ask students to read the article again and Gateway Science Student’s
25 min answer the questions. Book, Unit 7, p. 85
Suggested answers Presentation Kit

1 Power to capture people’s emotions and
imaginations, to transcend traditional barriers
of age, language and culture, and to generate
positive social change.
2 She wants to be fairly paid for her work.
3 They have more control over their work.
4 It was the most streamed song on Spotify and
13th most played song on Pandora.
5 Streaming services make big profits, but
songwriters don’t.
6 Buy albums and encourage streaming
services to respect the value of song writing.
4 CRITICAL THINKING Encourage

students to discuss if they agree with the
arguments Aloe Blacc gives in his article and
say why or why not.
Example answers
I don’t agree with Aloe Blacc’s arguments.
Artists and musicians make enough money as it
is, and downloading a few songs won’t hurt
them much. True fans will still buy their
albums or support them in other ways. People
already download music for free, so let’s just
leave it as
it is.
I agree with Aloe Blacc. Music isn’t going to
be around much longer. I wouldn’t like to work
and not get paid. When we download music for
free we are essentially doing this to the
musician. We are, in effect, stealing their
music.
5 Ask students to work out the meaning of the

underlined words in the text by looking at the
context and guessing before they check in their
dictionaries.
Answers
master his craft = become good at the skill
needed for his profession
high-end = more expensive and more advanced
devalued = reduce the value
spins = in radio broadcasting, a spin is a single
play of a song
royalties = a payment that someone such as a
writer or musician gets each time their work is
sold or performed is it any wonder that = an
expression that means
that something isn’t surprising or that the
following conclusion is obvious. You can
replace it with ‘I think it’s obvious why ...’
given way to = to be replaced by something,
especially something newer or better
imbalanced = unevenly or unfairly arranged

TRAINING
Deducing the meaning of new words
Students who guess the meaning of words by
looking at the context read better and quicker.
This strategy involves four steps: 1 determining
the part of speech of the word; 2 looking at the
immediate grammar; 3 studying the wider
context (usually the conjunction relationships);
4 guessing the word and checking the guess.

5 minutes small groups, students discuss where and how Book, Unit 7, p. 85
they prefer to listen to music. Elicit answers
from different students around the class and try Workbook
to develop a class discussion.

Workbook.
Additional
information
Ask students to write a for-and-against essay with the - Positive reinforcement
arguments Aloe Blacc gives and their ideas in
exercise 4.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 7. Grammar in context: Reported speech - statements, Reported speech - questions/Developing

vocabulary: compound nouns and adjectives. Lesson 72a
Unit of a long-term School: ____________________________________

plan:
Breakthrough
technologies
Date: Teacher name:
Lesson title Grammar: reported speech – statements. Reported speech – questions
Learning objective(as) 10.3.2 - ask and respond to complex questions to get information about a
wide range of general and curricular topics;
and genre, and which is spelt accurately;
10.6.11 - use a variety of reported statements and question forms on a
wide range of familiar general and curricular topics
10.6.1 - use a variety of abstract compound nouns and complex noun
phrases on a range of familiar general and curricular topics, and some
skills
- say some simple sentences and report them back
- ask questions and report the conversations
- interview each other, write reports and report this information to the rest of the class
using reported speech
Assessment criteria - report what other people have said or asked
- use a variety of reporting verbs and structures
Values links Respecting each other; learning how to work together
Previous learning Reported speech
Plan
Start Greeting, organisational moments, and warmer. Gateway Science Student’s
10 min Teacher introduces pupils with the theme, learning Book, Unit 7, page 86-87
Fast track:
You could ask students to do exercises 1, 2 and 3 at Presentation Kit
home.
Write these direct statements on the board:
Jill: I love chocolate.
Kate: I went to the beach.
Sam: Do you like rock music?
Paul: Where are you going tomorrow?
Ask students to rewrite the statements and questions
using reported speech, i.e. Jill/Kate said/asked ...
Monitor carefully. If students seem to be familiar
with reported speech, move through the Grammar
guide exercises quickly in open class.
Answers
Jill said (that) she loved chocolate.
Kate said (that) she had gone to the beach. Sam
asked if I liked rock music.
Paul asked where I was going the next day.
Checking homework.
Reported speech – statements

1 Ask students to read the sentences and answer
questions 1–5.
Answers
1 The tense of the verbs usually goes one tense
‘back’ in reported speech. Some tenses cannot go
any further back and stay the same.
2 If the reporting verb is in the present simple or
present perfect (i.e. He says/He has said ), the tense
does not change.
3 I changes to he in the reported speech.
4 When we use say, we do not need a personal
object to say who you are saying something to. With
tell, we must use a personal object to say who we
are saying something to.
5 No, we do not always need to use that after say
and tell.

Reporting verbs (See Teacher’s Book, page 120).
+Extra activity
Say some simple sentences and ask students to

report them back to you, e.g. I like English. →
She said she liked English. He’s going to the bank.
→ He said he was going to the bank.
2 Ask students to complete the table showing how

the tenses change when we use reported speech.
Draw students’ attention to the example. Elicit if all
tenses change.
Answers
Most tenses move one tense back, but some tenses
(i.e. past perfect/would ) can’t go any further back
and stay the same.
1 past continuous 2 past perfect 3 past perfect
continuous 4 past perfect 5 past perfect 6 would 7
would 8 could 9 might 10 had to
Middle 3 Ask students to complete the table to show how Gateway Science Student’s
25 min the words change when they go into reported Book, Unit 7, page 86-87
speech. Draw students’ attention to the example.
1 there 2 that day 3 the day before 4 the next/
following day 5 that night 6 the following (week/
month/year) 7 the previous (week/month/year)
8 a (week/month/year) before
4 Ask students to complete the sentences with said

or told.
Answers
1said 2said 3told 4told 5said 6said
5 Ask students to put the sentences in direct speech

into reported speech.
Answers
1 Steve says (that) he never buys DVDs.
2 Sam told us (that) we had to leave if we wanted to
get to the cinema on time.
3 Emma said (that) those books were hers.
4 Alicia said (that) she was going to record a new
album.
5 Juliet said (that) the crowd had been screaming
throughout the concert.
6 Dave told Simon (that) he would see him the next
day.
Reported speech – questions

6 Ask students to read the sentences and answer
questions 1-5
1 Yes, they do.
2 No, we don’t.
3 Yes, the subject goes before the verb in reported
questions (i.e. normal word order).
4 No, reported questions are not real questions and
therefore do not need question marks.
5 Questions that do not begin with a question word
are reported by using ask + if/whether.
7 Ask students to report the conversation using said,

told, asked and wanted to know.
Suggested answer
Olivia wanted to know if Tom had ever been to a
music festival.
Tom said he had and that he had been to one the
previous year.
Olivia asked who had been the best band.
Tom told her that he had really enjoyed the Foo
Fighters
and that he was going to see them again later that
year. Olivia said she might go if it wasn’t too
expensive. She asked him when they were playing.
Tom said he thought the concert would be in July
and asked her if she was going to be there in July.
Olivia said she thought so. She told him that she had
been saving up money to go to the US, but she still
hadn’t got enough.
Tom wanted to know when Olivia thought she
would be able to go. Olivia said she was probably
going to go the following year and that she would
love to go to a festival there.
8a Students write five questions to ask people in the

class about music.
8b Speaking Students ask as many people as

possible their questions and make notes about the
answers.
End 8c Ask students to write a report about some of the Gateway Science Student’s
5 minutes questions they asked and the answers people gave. Book, Unit 7, page 86-87
Draw their attention to the example report.
Homework: Workbook
Assign students page 60 in their Workbook.
Differentiation – how do you plan to give more Assessment – how are you planning to check students’
support? How do you plan to challenge fast learning?
- Peer review
FAST FINISHERS
In small groups, students compare their reports
and choose the most interesting information.
Ask students to report this information to the
rest of the class using reported speech.
+EXTRA ACTIVITY
Say some simple sentences and ask students

to report them back to you, e.g. I like
English. → She said she liked English. He’s
going to the bank. → He said he was going to
the bank
Refer students to the Grammar reference, page

94, SB, if necessary
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
Were the lesson the box on the left about your lesson?
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
Module 7. Grammar in context: Reported speech - statements, Reported speech - questions/Developing

vocabulary: compound nouns and adjectives. Lesson 72b
plan:
Breakthrough
technologies
Date: Teacher name:
Lesson title Developing vocabulary/grammar: compound nouns and adjectives
Learning objective(as) 10.3.2 - ask and respond to complex questions to get information about
a wide range of general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
10.6.1 - use a variety of abstract compound nouns and complex noun
phrases on a range of familiar general and curricular topics, and some
skills
- pronounce compound nouns and adjectives and match the compound nouns with the
definitions
- write the sentences with the compound nouns
- match and make compound nouns
Assessment criteria - form and use compound nous and adjectives
Previous learning Word formation
Plan
Start Greetings and organisational moments. Gateway Science Student
10 min Teacher introduces a new theme, learning Book, Unit 7, developing
objectives, and assessment criteria. vocabulary: using compound
Checking homework. nouns and adjectives, page 87
FAST TRACK
You could ask students to do exercise 3 before class Presentation Kit
and compare answers in pairs in preparation for
exercise 4.
Compound nouns and adjectives
Middle 1 Students look at the compounds and decide which Gateway Science Student
25 min are compound nouns and which are compound Book, Unit 7, developing
adjectives. vocabulary: using compound
Answers nouns and adjectives, page 87
Nouns: download, file-sharing, marketplace,
songwriter, soundtrack Presentation Kit
Adjectives: brand new, fast-moving, thought-
provoking
Compound adjectives (See Teacher’s Book, page
121).
2 PRONUNCIATION 34 Play the track for
students to listen to the words. They decide where
the stress is in the compound nouns – on the first
word, the last word or both and then say if this is the
same with compound adjectives.
Answers
In compound nouns, the stress usually falls on the
first word. For compound adjectives, we usually
pronounce both parts with equal stress.
download, file-sharing, marketplace, songwriter,
soundtrack
brand new, fast-moving, thought-provoking
PRONUNCIATION. Stress in compound adjectives
(See Teacher’s Book, page 122).
3 Students match the compound nouns 1–8 with the
definitions a–h.
Answers
1c 2 b 3g 4h 5f 6e 7d 8d
End 4 Students complete the sentences with the Gateway Science Student
5 minutes compound nouns in exercise 3. Give them time to Book, Unit 7, developing
compare their answers in pairs. vocabulary: using compound
Answers nouns and adjectives, page 87
1 blockbuster 2 outcome 3 page-turner
4 drawback 5 feedback 6 box office 7 turnout 8
screenplay
Homework: Assign students page 61 in their Workbook.

Workbook.
FAST FINISHERS/+EXTRA ACTIVITY -Oral feedback
Write these words in columns on the board for students -Peer review
to match and make compound adjectives: - Positive reinforcement
world famous
good skinned
middle handed
thick humoured
left aged
Ask them to write a sentence using each compound
adjective, e.g. Rihanna is a world-famous pop star.
Answers
world-famous good-humoured middle-aged thick-skinned
left-handed
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
Module 7. Gateway to life skills: autonomy and enterprise: bringing ideas to life. Lesson 73
plan:
Breakthrough
technologies
Date: Teacher name:
Lesson title Gateway to life skills: autonomy and enterprise: bringing ideas to life.
Learning 10.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported
objective(as) extended talk on a wide range of general and curricular topics, including
10.4.1 - understand main points in extended texts on a wide range of
skills
- listen to a person talking about his experience of crowdfunding and take notes
- read the article with Frequently Asked Questions on a website about
crowdfunding and discuss how this could help people using Key concepts for
definitions
- discuss what they think of the idea of crowdfunding and justify their opinions
Assessment criteria - talk about crowdfunding, discuss how to make a crowdfunding video and to
create a crowdfunding campaign for a project using words from the Vocabulary
focus and justifying their opinion

Cross-curricular Technology; Business Studies; IT
Previous learning IT; Social projects
Plan
10 min warmer. Book, Unit 7, p. 88-89
FAST TRACK Bringing ideas to life and Life
Students could do exercises 2 and 3 at home. skills video worksheet Unit 7
(Teacher’s Resource Centre)
WARMER
In pairs or small groups, students race to think Presentation Kit
of as many music festivals as they can. Set a
time limit of two minutes and find out which
pair/group has the longest list. Ask students to
read through the Key concepts and check any
1 SPEAKING In pairs, students imagine that

they play in a band and they want to record an
album. Ask them to brainstorm ways they can
do this. Draw students’ attention to the
example. Elicit some answers from different
2 READINGElicit what the abbreviation FAQs
stands for (Frequently Asked Questions) and
ask students to read the answers to the FAQs on
a website about crowdfunding. In open class,
discuss how this could help them make their
album. Remind students that they can refer to
Key concepts for definitions of words they are
not sure about. Elicit answers from students
around the class.
Middle 3 Ask students to read the text again and match Gateway Science Student’s
25 min the questions to answers 1–8 in the text. Book, Unit 7, p. 88-89
Students can compare their answers in pairs.
Check answers in open class by asking one
partner to read the correct question and the Life skills video Unit 7:
other to read out the corresponding answer. Bringing ideas to life and Life
This way it becomes evident that they are a skills video worksheet Unit 7
natural match. (Teacher’s Resource Centre)
Answers
1f 2c 3a 4d 5g 6h 7b 8e Presentation Kit
4 SPEAKING Ask students to work in pairs
and take turns to answer the questions in
exercise 3 in their own words. Ask them to try
and answer without looking at the text. Draw
students’ attention to the example.
Suggested answers
b Some examples of successful projects include
a video game and a digital music player.
c Crowdfunding can work well for albums,
books, films, video games, new technology, or
even charities.
d The artist or creator can make the item as
they want to make it without commercial
pressures, for example.
e You have to decide what you want to achieve
and offer in return, and then you can make a
video explaining the project and the rewards.
f A way to raise money for a project from a
large number of people, usually via the
Internet.
g They usually get rewards, and they feel part
of the project.
h It’s very successful – in 2013 it was worth
over $5.1 billion.
5 SPEAKING In pairs, students discuss what

they think of the idea of crowdfunding and
justify their opinions. Elicit answers from
6 SPEAKINGRemind students that for

crowdfunding, it’s a good idea to make a video
to attract backers. In pairs, students discuss
how important they think the points 1–5 are for
a successful video. Elicit opinions from
VOCABULARY FOCUS
The video about crowdfunding contains
some useful words and phrases that students
may not be familiar with. You might want to
pre-teach these words and phrases with
students before watching:
platform (hosting) [n]: the type of computer
system that you have and the programs that you
can use with it hosting capabilities [n]: in
computing, the functions that a platform has
backer/s [n]: people who give you money to
allow you to do something (sponsors)
hiring [v]: giving people work
streamline [v]: make things work as easily and
smoothly as possible
target [v]: to aim something at a particular
person or people
underestimate [v]: to expect less than
someone or something is capable of
to have creative control (over) [phr]: to be
responsible for the development of something
7 LISTENING35 Tell students they are going

to watch or listen to James talking about his
experience of crowdfunding. Play the video or
a track for students to note down what he used
a crowdfunding for and how many people were
involved in funding his project. See the
Teacher’s Resource Centre for the
Answers
He used crowdfunding to fund making a short
film that he had written.
Eighty people (backers) were involved in
funding his project.

track again. Students then work in pairs to
ask and answer questions 1–6. Check
answers in open class.
Answers
1 He chose the host for his campaign
because it was the biggest and most well-
known host, and it offered international
backers.
2 The money was mainly used for hiring
equipment and locations, and actors.
3 James’s crowdfunding video was a
simple and personal video of James talking
directly to the camera.
4 It was a very effective video because
James reached his target of £3,500.
5 If he did it again, he would have allowed
more time for getting all the information
ready before beginning the crowdfunding
campaign.
6 Yes, he does. Because you get to keep
creative control of the project and there
aren’t many other ways to get the funding.
End Homework:Assign students 21st Century Gateway Science Student’s
5 minutes Task, Gateway to life skills in their Book, Unit 7, p. 88-89
Student’s Book.
Tell students they want to create a

crowdfunding campaign. Ask them to work
in groups of three to five students and
follow the plan:
■ Step 1
Ask students to decide on a project that
they would like to bring to life, e.g. a
movie, video game, new technology, work
of art or an item of fashion.
■ Step 2
Ask students to outline the crowdfunding
campaign for their project. Ask them to
think about what
they will create to publicise their project
and
attract backers (it could be a video, a
poster, a presentation, etc.). Encourage
them to think about what rewards they
could offer.
■ Step 3
Ask students to create the publicity for their
crowdfunding campaign. Encourage them
to make it as informative and attractive as
possible. Refer them to the ideas from
exercise 6.
■ Step 4
Ask students to present their crowdfunding
campaign to the other groups. Give time for
each group to agree on which project to
back (they cannot back their own!). Ask
students to raise their hands to vote for the
project they would like to back. Count
hands to see which project got the most
backers.
Additional
information
-Peer review
FAST FINISHERS/+EXTRA ACTIVITY - Positive reinforcement
Ask students to work in pairs and make a list of all
the projects they can think of that could benefit from
crowdfunding. Students compare their list with
another pair.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 7. Grammar in context: Reported speech- other reporting verbs, Reported speech - other
reporting structures/Summative assessment on Module 7. Lesson 74
plan:
Date: Teacher name:

Lesson title Grammar in context: Reported speech-other reporting verbs, Reported
speech - other reporting structures/Summative assessment on Module 7
10.6.11 - use a variety of reported statements and question forms on a
wide range of familiar general and curricular topics
skills
- look at the sentences and explain the difference between the reporting verbs tell,
say, warn, explain, remind, and claim
- rewrite the sentences in reported speech using the reporting verbs
- Write the sentences with information about themselves and compare their
sentences with their peer to find out if any are similar or the same
Assessment criteria - to report speech with a variety of reporting verbs and structures

Previous learning Reported speech
Plan
FAST TRACK Flipped classroom video Unit

Students could do exercises 1 and 2a at home. 7: Reported speech – other
Check their answers and start the class on reporting structures and
exercise 2b. Flipped classroom video
Test before you teach worksheet Unit 7: Reported
Write these sentences on the board: speech – other reporting
1 She ________ me that we needed to buy structures (Teacher’s Resource
milk. Centre).
2 My mum ________ me not to talk to
strangers.
3 The teacher ________ that the tense usually
changes in
reported speech.
4 My brother ________ that he would come
and watchme play football.
Ask students to complete the sentences with
one of these verbs: promise, warn, remind,
explain. Monitor and check if students seem
familiar with these other reporting verbs. If so,
move through the Grammar guide exercises
quickly in open class.
Answers
1 reminded 2 warned 3 explained 4 promised
Reported speech - other reporting verbs

1aStudents look at the sentences and decide
which reporting verbs have a person (like told)
and which don’t (like said).
Answers
Reporting verbs that have a person: warn,
remind
Reporting verbs that don’t have a person:
explain, claim
1b Elicit the meaning of the reporting verbs in

the sentences in exercise 1a.
Answers
explain – to tell someone something in a way
that helps them understand it better
warn – to make someone conscious of a
possible problem or danger so that they will not
be hurt
remind – to help someone to remember
something that they have forgotten or not
considered
claim – to say that something is true, even
though there is no definite proof
2a Ask students to choose the best alternative.

Answers
a announced b claimed c agreed d admitted e
added f complained g warned h promised
2b Ask students to rewrite the sentences in

exercise 2a in direct speech. Draw their
attention to the example. Elicit answers from
Answers
b ‘Critics have destroyed my career.’
c ‘I deserve criticism for my last film.’
d ‘I didn’t put much effort into the role.’
e ‘And it was made too quickly.’
f ‘Critics have been making personal insults
about me intheir reviews.’
g ‘I will do something if they continue.’
h ‘I will take legal action against them.’
Middle 3Ask students to rewrite the sentences in Gateway Science Student’s

25 min reported speech using the verbs in the box. Ask Book, Unit 7, pp. 90-91
them to compare their answers in pairs before
you check them. Presentation Kit
Answers
1 Tom complained that the film was too short. Flipped classroom video Unit
2 Andy admitted that he wasn’t very good at 7: Reported speech – other
remembering film titles. reporting structures and
3 Danny promised that he would remember to Flipped classroom video
give memy DVD back. worksheet Unit 7: Reported
4 The Prime Minister announced that the speech – other reporting
governmentwas going to spend more money on structures (Teacher’s Resource
the arts. Centre).
5 Jack claimed that he hadn’t known it was
illegal todownload the film.
6 Kate warned Josh that it was dangerous to sit
tooclose to the screen.
7 Jamie reminded Dave that the match started
at 7 pm.
Reported speech-other reporting structures

4a Check students understand the reporting

verbs in a–e. Then ask them to look at the
structure in each sentence and write each verb
in the correct list in 1–5.
Answers
1 refuse 2 ask 3 suggest 4 apologise for
5 criticise somebody for
4b Check that students understand the other
reporting verbs in lists 1–5 in exercise 4a. Tell
students to use their dictionaries if necessary.

Answers
1 seeing 2 arriving 3 for watching 4 to go
5 not to tell 6 liking 7 to buy 8 knowing
6 Ask students to rewrite the sentences using

reported speech.
Answers
1 Connor apologised to Emma for not waiting
for her.
2 She warned Ashley not to come that way
because it was dangerous.
3 She accused Ella of taking the book from the
library.
4 Elizabeth promised to tell her mum exactly
what had happened.
5 Taylor denied taking the CD.
6 William’s dad told him not to go out with his
friends that weekend.
7 Cathy and Lucas agreed to help Lara with her
homework the next day.
8 The actor refused to let them take his photo

information about themselves. Remind students
that they must use a verb in the correct form.
Example answers
1 Once somebody accused me of taking
something in a shop.
2 I once refused to go to school.
3 When I was small, my parents insisted on
visiting my relatives every week.
4 Once I promised to cook dinner for my mum.
5 If you want to take up a new hobby, I suggest
you join the sports club.
6 Somebody once congratulated me on scoring
a goal in a football match.
7 My parents have always warned me not to
walk home alone at night.
8 At school, they always tell you to work
harder.
5 minutes 8 SPEAKING In pairs, students compare their Book, Unit 7, pp. 90-91
sentences to find out if any are similar or the
same. Elicit sentences from different students Workbook
around the class.

Workbook.
Additional
information
Ask students to choose a verb from each list in - Positive reinforcement
exercise 4a and write an example sentence.
You can also assign fast finishers Grammar Practice

worksheet Unit 7 and/or Grammar communication
activity Unit 7: Party plans (Teacher’s Resource
Centre).
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 7. Developing speaking. Lesson 75

plan:
Breakthrough
technologies
Date: Teacher name:
Lesson title
Learning objective(as) 10.1.7 - develop and sustain a consistent argument when speaking or writing;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
of general and curricular topics
skills
- listen to two teenagers discussing the website article, take notes, and write down the
expressions they hear
- discuss their opinions about the article and give examples
- discuss different topics and use the expressions from the Speaking bank
Assessment criteria - discuss films and media presenting solid arguments in discussions and using
expressions from the Speaking bank and following the model dialogue
Cross-curricular Media and ICT
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned Resources
activities)
Start Greetings, organisational moments. Teacher introduces a new Gateway Science
10 min theme, learning objectives, and assessment criteria. Checking Student Book,
homework. Unit 7,
FAST TRACK developing
You could ask students to read the website article in exercise 2 speaking:
at home in preparation for the speaking activity. presenting solid
WARMER arguments in
Give students some strips of paper with famous lines from films discussions, page
or songs, e.g. I’ll be back. (Terminator). Each student reads out 92
their sentence in reported speech, e.g. He said he would be back.
The others try to guess who said it/which film it is from and Presentation Kit
transform the sentence back into direct speech. More ideas for
sentences include: I see dead people. (Sixth Sense), Luke, I’m
your father. (Darth Vader in Star Wars), It’s a thin line between
love and hate. (Aloe Blacc), I’ll think about that tomorrow.
(Gone with the Wind), etc.
1 SPEAKING In pairs, students look at the posters and think of
other films they know where the star is female. Elicit names of
films from different pairs around the class
2 Students read the website article. In pairs, students discuss if
the information surprises them and say why or why not.
3 LISTENING 37 Play the track for students to listen to two
teenagers discussing the website article and answer the
questions. Check their answers. See p178 for the audioscript for
this exercise.
Answers
Girl: films don’t give enough importance to women; the movie
business needs more female writers and directors; female stars
can be just as successful as male stars; examples are Sandra
Bullock in Gravity and Anne Hathaway in Interstellar.
Boy: agrees that there are not enough female heroes in films, but
he thinks the situation is changing e.g. The Hunger Games. They
should use the test to evaluate a new film when writing the
screenplay.
Middle 4 37 Ask students to read through the expressions in the Gateway Science
25 min Speaking bank. Then play the track again for students to listen Student Book, Unit
and tick the expressions they hear. Check their answers. 7, developing
Answers speaking:
Giving emphasis presenting solid
Don’t forget that ... arguments in
There’s no doubt in my mind that ... I really do think that ... discussions, page
I’m totally convinced that ... 92
You can’t deny that ...
Giving examples Presentation Kit
For instance,
Take ..., for example
What about the case of ...?
Look at ...
You only have to think of ...
... such as ...
5 SPEAKING Divide students into groups of three. Ask them
to discuss their own opinions about the article in exercise 2 and
give examples. Walk round, monitoring students and noting
down good use of language and errors to go over in a short
feedback session at the end of the activity.
EXAM SUCCESS Students read about how important it is to
listen carefully to what other people are saying and react to it.
Tell students to turn to page 146 (Speaking: Discussions) for
more ideas.
Discussing and negotiating (See Teacher’s Book, page 126)
Practice makes perfect
6a SPEAKING Individually, students look at the discussion
topics and decide what their opinion is for each one. Ask them
to make a note of their arguments and some examples.
6b In groups of three, students discuss the different topics in
exercise 6a. Remind them to use expressions from the
Speaking bank.
For students who are less confident, photocopy the model
dialogue below, and either read it aloud yourself, or alternate
the roles with you and two strong students. Then instruct
students to read aloud in threes, alternating between roles A, B
and C. Then ask them to conduct their own discussion using
the model dialogue as a guide.
Model dialogue (topic 2)
1. A: Anna, what do you think about the topic ‘Violent
films and video games create violent teenagers’?
2. B: I’m totally convinced that it’s true. You only have
to think of the shootings in schools in recent years.
One of those was related to the video game Doom.
3. C: Yes, but you have to remember that millions of
people play those video games and watch violent
films and only a small number are violent in real life.
Maybe they would be violent people anyway – with
or without the video games and films.
A: There’s no doubt in my mind that violent films and video
games have a negative effect on teenagers, but there is no
evidence to say they make people do violent things.
End 6c Ask groups to share their ideas with the whole class and Workbook or online
5 minutes find out if they have similar opinions or not. Try to develop a workbook
class discussion.
Homework: Assign students page 63 in their Workbook
Students write a brief report about their discussion.
Remind them to use the reporting verbs and structures
they have seen in this unit. Students swap their reports
with other groups for them to read and correct.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
Module 7. Developing writing: writing a review. Lesson 76
plan:
Breakthrough
technologies
Date: Teacher name:
Lesson title Connectors (linkers): writing an opinion essay using linkers
Learning objective(as) 10.4.1 - understand main points in extended texts on a wide range of familiar and
some unfamiliar general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on a range
familiar general and curricular topics;
skills
- read the review and prepare their opinion for discussion
- read the text and decide what the purpose of each paragraph is
- organise their notes into paragraphs and follow the paragraph plan
Assessment criteria - write the review following the model text and use descriptive adjectives and
connectors
Cross-curricular Literature; Media and Technology
Previous learning Media; Culture; Reading for pleasure
Plan
activities)
Start Greetings, organisational moments. Teacher introduces a new Gateway Science
10 min theme, learning objectives, and assessment criteria. Checking Student Book, Unit
homework. 7, developing
FAST TRACK writing, page 93
You could ask students to read the review of a book in exercise
2 and prepare their opinion for discussion in class. Presentation Kit
WARMER
In groups, students discuss which books are most popular
with teenagers, and the names of popular authors and
books that they have read recently.
1 SPEAKING In pairs, students look at the notice on a
website and decide which book(s) they would recommend and
say why.
2 Ask students to read the review of a book for teenagers and
decide if they would like to read the book after reading the
review. Elicit opinions from different students around the
class.
3 Ask students to read the review again and decide what the
purpose of each paragraph is.
Answers
Paragraph 1: introduction; facts about the book and overview
Paragraph 2: plot
Paragraph 3: opinion
Paragraph 4: summary and recommendation
4 Ask students what they think of the use of adjectives in

the book review. Ask them to justify their opinions.
Suggested answer
The use of the adjective good is limited and repetitive.
Descriptive adjectives (See Teacher’s Book, page 127)
5a In pairs, students look at the adjectives in the Writing bank
and say which ones they know. Provide dictionaries if
necessary for students to check the meaning of any words they
don’t know.
Middle 5b Ask students which adjectives they think are positive and Gateway Science
25 min which are negative. Check their answers. Student Book, Unit
Answers 7, page 93
Most are positive. The negative adjectives are: awful, clichéd,
predictable, scary (could be positive), stupid, terrible, Presentation Kit
unconvincing, uninspiring
6Ask students to use adjectives from the Writing bank to

replace the adjective good in the review in exercise 2.
Suggested answer
Legend is a really amazing book for teenagers written by an
American writer called Marie Lu.
The plot of the story is gripping because you’re never really
sure what is going to happen next.
One clever thing about the book is both June and Day are
narrators, so you know exactly what each of them thinks.
There are some convincing scenes where June and Day’s
feelings for each other change and the plot takes a lot of
spectacular turns that you don’t expect.
In my opinion, this book is really appealing for teenagers
because there is action and romance, but it also makes
perceptive points about loyalty to family, friends, and your
country. I also like the brilliant descriptions of how our world
might be in the future.
If you are a fan of stories that combine action, realistic
characters and vivid descriptions, you’ll love Legend.
EXAM SUCCESS Students read about how to make
reviews interesting for the reader. Tell students to turn to
page 146 (Writing: Reviews) for more ideas.
Writing reviews (See Teacher’s Book, page 128).
7a Ask students to make notes about one of the books they
thought about in exercise 1. Remind them to organise their
notes into paragraphs and follow the paragraph plan in exercise
3. They can also follow the advice in the Writing bank on page
156.
7b Ask students to write their review.
End 7c Encourage students to exchange their reviews with other Gateway Science
5 minutes students and decide which of the books they want to read. For Student Book, Unit
students who are less confident, photocopy the model text 7, page 93
below for extra support during the writing task.
Model text Presentation Kit
The Name of the Wind is a brilliant fantasy novel by novelist
Patrick Rothfuss. It was written in 2007 and is 900 pages long.
It’s hot at the moment because everyone is waiting for the
second book to come out (it’s a trilogy). The plot of the story is
incredible, rich and realistic. It
is the chronicle of a young boy called Kvothe, from his happy
beginnings with his family as a troupe of travelling entertainers
to his life on the streets, and then to his time at university
where he starts on the road to becoming
a powerful wizard. There is a thrilling scene when Ben,
an old man who has special powers, tells Kvothe of the powers
and great things he can learn at the university.
In my opinion, this book is gripping. The story starts rather
typically and you feel you are reading a familiar and
comfortable story, until Rothfuss changes gears in the most
intriguing way. One of the things that I liked most about the
novel is the power of story. From the stories Kvothe
remembers his father telling, to the
stories and plays his family performed, the book has many
stories within stories. There are, however, some predictable
parts, like when Kvothe says goodbye to Denna.
All things considered, if you are a fan of fantasy fiction that
combines thought-provoking characters, fascinating landscapes
and a fast-moving story, this is the book for you!
Homework: Assign students to finish their review and Workbook or online
proofread their work using the writing checklist workbook
Ask fast finishers to use the writing checklist and
proofread their review. Also you can ask fast finishers to
read the review of their peers and provide a constructive
and positive feedback.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
Module 7. Summative assessment on Term 3 (Teachers choose their assessment materials)Lesson 77

Module 7. Robotics. Lesson 78
plan:
Breakthrough
technologies
Date: Teacher name:
Lesson title Robotics
Learning 10.1.9 - use imagination to express thoughts, ideas, experiences and
objective(as) feelings;
10.4.4 - read a wide range of extended fiction and non- fiction texts on
familiar and unfamiliar general and curricular topics;
Level of thinking Application; Analysis; Evaluation
skills
- read the text about robotics and decide if the sentences are true or false
- give their opinion about films and stories about robotics
- discuss the Three Laws of robotics
Assessment criteria - discuss the laws of robotics using relevant vocabulary from the glossary and
justify their opinions
Cross-curricular Physics; Technology; Literature
Previous learning Scientific texts; Word formation
Plan
Start Greetings, organisational moments, and Gateway Companion Science
10 min warmer. Law and Order, Unit 5
1
 Ask STs about famous stories and
films about robots and their ideas
about them.
Middle 2
25 min  Explain that STs are going to read a
text about the science of robotics.
Ask them to look through the text
and answer the questions.
 Clarify the unknown words from
the Glossary
Glossary
coin /kɔɪn/(v) to use a word or phrase that
no one has used before
ethics/ˈeθɪks/(n) a set of principles that
people use to decide what is right andwhat
is wrong
vice versa/ˌvaɪsi ˈvɜː(r)sə/(adv) the posite
of what has been said
Answers
1. So that robots don’t attack the
humans that created them, a
constant fear
used in robot fiction.
2. No robots are programmed yet to
follow all Three Laws.
3
 Ask STs to read the text again. This
task focuses more on a critical
reading of the text by asking STs to
read between the lines.
 Find the sentences which are true
from the information in the text.
1. T (although I did it
unknowingly)
2. T (I’m not going to let anyone in
the world forget it)
3. F (we read about unique
features of these stories being
robot laws but we cannot infer
that there weren't other robot
stories.)
4. F (Some scientists view the
Three Laws as an idea)
5. T (the military is one of the
biggest financial donors for
robotic research)
6. F (it is very unlikely that any
attempt to follow these rules will
happen)
End Homework:Assign students exercise 4, lesson Gateway Companion Science,
5 minutes Law and Order in their Gateway Law and Order, Unit 5,
Companion Science. exercise 4
4
 Ask STs to read the information
about suffixes in the box.
 Tell STs to complete the exercise
identifying the roots and suffixes of
the words and translate them into
their language.
Additional
information
Ask fast finishers to write predictions about the - Positive reinforcement
future of Artificial Intelligence and robotics.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
TERM 4 Module 8: Space X

Module 8. Things you didn’t know about space. The observatory. Lesson 79
plan:
Space X
Date: Teacher name:
Lesson title Things you didn’t know about space. The observatory
range of familiar general and curricular topics, and some unfamiliar topics;
10.4.8 - use a wide range of familiar and unfamiliar paper and digital
reference resources to check meaning and extend understanding

skills
- interview each other about the Observatory in Kazakhstan
- Read the scientific text and understand the specific information
- Discuss the scientific text and justify their answers
Assessment criteria - discuss the importance of the Observatory in Kazakhstan using words from the
Glossary and justifying their answers

Cross-curricular Physics; Astronomy;
Previous learning Space
Plan
10 min warmer. Unit 8, The observatory
1
 Ask STs what they know about the
Observatory in Kazakhstan.
 You may ask STs to answer
individually or work together as a
class.
25 min 
Ask STs to silently and Unit 8, The observatory
individually read the text about The
Observatory. Try to find out if they
have been in the Observatory or
visited. Encourage them to ignore
all unknown words in the text.
Glossary
boundary [ˈbaʊndərɪ] (n)the line that

marks the edge an area of land
orbit [ˈɔːbɪt] (v)to travel in a curved path
around a much larger object
spin[spɪn](v)to turn around and around
very quickly
3
 Ask STs to read the text again.
 Ask them to work in pairs.
Encourage them to answer the
questions.
 Check answers together when STs
have finished.
End Homework:Assign students Now You! Gateway Companion Unit 8,
5 minutes exercise in their Gateway Science The Observatory, Now you!
Companion, The Observatory, Unit 8. (Work in groups, go online
and find more information
Now You! about the observatory, and
 Ask students to go online and try to share with others).
find out more information about
The Observatory which is not
mentioned in the text.
exchange information in their
groups.
 Encourage STs from each group to
tell about the information they
found to class.
Additional
information
You may want to ask STs to find out more
information about planets and the solar system.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 8. Vocabulary: talking about natural disasters. Lesson 80
plan:
Space X
Date: Teacher name:
Lesson title Causes and consequences of natural disasters. Vocabulary: talking about natural
disasters.
Learning objective(as) 10.2.2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics;
reference resources to check meaning and extend understanding
skills
-listen to three short reports on natural disasters and complete the notes
- discuss which parts of the world they associate with the natural disasters and which
ones could happen in their country
- talk about a natural disaster which has happened recently or that is very famous
Assessment criteria - discuss a natural disaster and use relevant vocabulary
Previous learning
Plan
Start Greetings, organisational moments, and warmer. Gateway Science Student
10 min Teacher introduces a new theme, learning Book, Unit 8, Vocabulary:
objectives, and assessment criteria. talking about natural disasters,
Checking homework. page 96
FAST TRACK
You could ask students to do exercises 1a and 1b at Presentation Kit
home. They can look up any words they are not sure
about in their dictionaries or the Macmillan Online
Dictionary.
In pairs, students discuss the meaning of the
expression Surviving disaster and what they think it
is about. Ask students: What is a disaster?
(Something very bad that happens and causes a lot
of damage or kills a lot of people.) What is the
difference between a natural disaster and a man-
made disaster? (A natural disaster is something that
is created by a natural event, e.g. an earthquake,
volcanic eruption, flood).
Natural disasters
1a Ask students to match the photos to the words.
Remind them there are five extra words. Check their
answers.
Answers
a earthquake b landslide c flood d volcanic eruption
e drought
1b Ask students to match the extra words in exercise
1a with the definitions.
Answers
1 epidemic /ˌepɪˈdemɪk/
2 tsunami /tsuːˈnɑːmi/
3 avalanche /ˈævəˌlɑːntʃ/
4 forest fire /ˈfɒrɪst ˈfaɪə(r)/ 5 hurricane /ˈhʌrɪkən/
Middle 2 Pronunciation 38 Ask students to say where the Gateway Science Student
25 min stress goes in the words in exercise 1a. Then play Book, Unit 8, Vocabulary:
the track for students to check their answers. Drill talking about natural disasters,
the words in open class. page 96

avalanche, drought, earthquake, epidemic, flood,
forest fire, hurricane, landslide, tsunami, volcanic
eruption

TIPS AND PLANNING. Drilling (See Teacher’s
Book, page 8)
3 Speaking In pairs, students discuss which parts of

the world they associate with the natural disasters in
exercise 1a and which ones could happen in their
country.
Suggested answers
avalanches: snowy mountainous regions, e.g. the
Alps droughts: usually happen between 15 and 20
degrees latitude
tsunamis, volcanic eruptions, earthquakes: 80–
90% of these happen in the Pacific Ocean’s ‘Ring of
Fire’ epidemics: can occur anywhere, but most
likely to occur in countries with poor health and
hygiene standards floods: most common in
countries with monsoons (periods of very heavy
rainfall) such as India, Bangladesh and Sri Lanka
forest fires: common in the western USA and
Australia, sometimes in Mediterranean countries
hurricanes: the Atlantic Ocean (these same tropical
storms are known as cyclones in the northern Indian
Ocean and Bay of Bengal, and as typhoons in the
western Pacific Ocean)
landslides: can occur anywhere in the world, but
they are most likely to happen in places at the bases
of steep slopes, at the bases of drainage channels
and on developed hillsides
Words connected with natural disasters

4 Speaking Students work in groups of three. Each
student reads one of the texts A–C and checks the
words in red in a dictionary if necessary. Students
then explain the words to the others in their group.
Answers
casualties – people who are injured or killed in an
accident or military action
aftershock – a small earthquake (= occasion when
the Earth shakes) that happens after a bigger one
victims – people who have been affected by a bad
situation, such as an accident or an illness
survivors – people who are still alive after an event
that could have killed or destroyed them
injuries – physical damage done to a person or a
part of their body
collapsing – suddenly falling down
put out – to make something stop burning
tremors – movements in the Earth caused by an
earthquake
ash – the grey powder that remains after something
has burnt
molten lava – rock in the form of hot liquid
heading towards – moving in the direction of
panic – a sudden strong feeling of fear or worry that
makes you unable to think clearly or calmly
spreading – affecting more people as it is passed
from one person or place to another
refugees – people who leave their country or their
homes, especially during a war or other threatening
event torrential (rain) – rain that falls fast and in
large amounts swept across – moved or spread
quickly through an area burst their banks – if a river
bursts its banks, water rises above its sides and
spreads over the surrounding area evacuated – made
to leave a building or area because it is not safe
mud – very soft wet earth
destruction – damage that is so severe that
something stops existing or can never return to its
normal state
correct form of words in exercise 4.
6 Listening 39 Play the track for students to listen
to three short reports on natural disasters and
complete the notes. See pp178–179 for the
Answers
1 2 3
tsunami
Type of
landslide forest fires caused by
disaster
earthquake
north-east
Where Spain Samoa
Peru
28 people
dead
25 people 4 firefighters
Casualties none
missing dead
50 people
injured
serious
120 no material
Damage damage to
houses damage
many houses
End 7 SPEAKING In pairs, students talk about a natural
5 minutes disaster that has happened recently or that is very
famous. Students use question words (where, when, Workbook or online
what, etc.) to help them to think of what to say. workbook

Workbook.
FAST FINISHERS
Elicit definitions of the five words in exercise 1a.

Answers
earthquake /ˈɜː(r)θˌkweɪk/ – a sudden shaking movement
of the ground
landslide /ˈlæn(d)ˌslaɪd/ – a heavy fall of earth and rocks
down the side of a mountain or steep slope flood /flʌd/ – if
water floods a place, it covers it volcanic eruption /vɒl
ˈkænɪk ɪˈrʌptʃ(ə)n/ – if a volcano erupts, it explodes inside
and flames, rocks and lava come out of the top
drought /draʊt/ – a long period of time when there is little
or no rain and crops die
+EXTRA ACTIVITY
In pairs, students list as many different types of
weather as they can in two minutes. Find out who has
the longest list.
Suggested answers
breezy, cold, cool, damp, dry, foggy, freezing, frosty, hot,
icy, mild, snowy, stormy, sunny, warm, wet, windy
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
Module 8. Reading: Tsunami! a 21st century survival solution. Lesson 81
plan:
Space X
Date: Teacher name:
Lesson title Reading: Tsunami! a 21st century survival solution
Learning 10.1.7 - develop and sustain a consistent argument when speaking or
objective(as) writing;
skills
- learn how to carry out multiple-choice reading activities
- guess the meaning of the underlined words in the text from the context
- discuss how they can prepare for a natural disaster
Assessment criteria - to discuss if they think the Survival Capsule is a useful, practical invention and
give reasons why or why not
Cross-curricular Physics; Geography
Previous learning Critical thinking
Plan
FAST TRACK
You could ask students to read the text in
activities.
WARMER
Play Noughts and crosses with words from the
previous lesson. See the instructions on p118.
1 SPEAKINGIn pairs, students look at the

photo at the bottom of the page and discuss
what they think it could be. Elicit answers from
2 Ask students to read the article and answer
the questions. Elicit answers from students
around the class.
Answers
1 a Survival Capsule
2 to increase the chances of survivors being

able to survive a tsunami; to protect people
from both fire and blood
Middle 3Ask students to read the text again and choose Gateway Science Student’s
25 min the best answer. Ask students to say where in Book, Unit 8, p. 97
the text they found their answers.
Presentation Kit
Answers
1 b (... had evacuation towers ... The
tsunami was much higher than expected ...)
2 c (... many coastal areas with beaches
have a similar landscape, with long, gradual
slopes ... it’s impossible to get to
sufficiently high ground fast enough.)
3 b (... (PSS) is designed to protect
survivors not only in tsunamis, but also in
hurricanes, earthquakes and tornadoes. ...
There are currently five versions of the
capsule. They range in size from a basic
two-person model ... to one capable of
holding ten adults ...)
4 b (If the sea rises, the line tying the
capsule to the ground gets longer.)
5 c (This is a small price to pay if, as
Sharpe hopes, the Survival Capsules
increase people’s chances of surviving the
next tsunami.)
EXAM SUCCESS Students read about

how to carry out multiple-choice reading
activities. Tell students to turn to page
146 (Reading: Multiple-choice activities)
for more ideas.

TRAINING Multiple choice reading
activities (see Teacher’s Book, p. 133).
4 CRITICAL THINKING Encourage

students to say if they think the Survival
Capsule is a useful, practical invention and
give reasons why or why not.
Example answers
I think a Survival Capsule is a good idea
because it can save lives in many types of
disastrous situations.
I think it’s a bad idea, because you can get
trapped in the capsule. I also think they are
very expensive and many people will not
be able to afford to buy one.
5 Give students a few minutes to try to

guess the meaning of the underlined words
in the text from the context. Students then
check their ideas in their dictionaries.
Answers
in anticipation of = if you do something in
anticipation of an event, you expect it to
happen and you prepare yourself for it
slopes = a straight surface that has one end
higher than the other
range in size = vary in size
debris = the broken pieces that are left
when something
large has been destroyed, especially by an
explosion, fire or accident
storage = space where things can be stored
recedes = moves back from a high point or
level
5 minutes small groups, students discuss how they Book, Unit 8, p. 97
can prepare for a natural disaster. Elicit
ideas from different students around the Workbook
class.
Homework: Assign students page 67 in

their Workbook.
Additional
information
Students investigate one type of natural disaster from - Positive reinforcement
the Vocabulary lesson in depth and present their
findings to the other students in the next class.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 8. Grammar in context: the passive, the passive – verbs with two objects. Lesson 82
plan:
Space X
Date: Teacher name:
Lesson title Grammar: The passive, the passive – verbs with two objects
Learning objective(as) 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
10.6.9 - use appropriately a wide variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a wide range of familiar general and curricular
topics;
skills
- learn the rules for forming the past simple passive, present simple passive, present
perfect passive
- Decide if it is more common to use the thing or the person as the subject
- use the passive with say, believe, etc.
Assessment criteria - use different passive structures to talk about processes and procedures
- write the sentences with grammatical accuracy
Previous learning Passive voice
Plan
activities)
Start Greetings, organisational moments, and warmer. Teacher Gateway Science
10 min introduces a new theme, learning objectives, and assessment Student Book,
criteria. Unit 8, grammar
FAST TRACK in context: using
You could ask students to do exercises 1 and 2 at home. different passive
Test before you teach structures to talk
Write the following sentences on the board. Ask students to about processes
complete the sentences with the correct form of the verbs given: and procedures,
1 Many coastal towns in Japan __________ by the pages 98-99
tsunami in 2011. (destroy)
2 Sugar __________ to make caramel. (heat) Presentation Kit
3 If you lie there too long, you __________ by the sun.
(burn)
If the students are familiar with the form and use of the
passive, move through the Grammar guide exercises quickly
in open class.
Answers
1 were destroyed 2 is heated 3 will be burnt
TEACHER DEVELOPMENT: LANGUAGE. The passive (See
Teacher’s Book, page 134)
TEACHER DEVELOPMENT: PRONUNCIATION. Word
stress – the passive voice (See Teacher’s Book, page 134)
TEACHER DEVELOPMENT: LANGUAGE. By + agent (See
Teacher’s Book, page 134)
The passive – verbs with two objects
4a Students look at the sentences and read the explanation.
4b Students decide if it is more common to use the thing (2a) or
the person (2b) as the subject.
Answer
It is more common to use the person (the indirect object) as the
subject of passive sentences – 2b.
4c Ask students to look at the common verbs that can be
followed by two objects and check their meanings in a
dictionary if necessary. Elicit definitions of the verbs.
5 Students decide which sentence in each pair is more natural.
When checking answers, point out that in sentence 4, the urgent
message is the preferred subject, not the person, because it is
more natural to stress this by putting it at the start of the
sentence.
Answers
1a 2b 3a 4b 5b
6 Ask students to rewrite the sentences using the passive.
Remind students to use the person or people as the subject.
Focus students’ attention on the example sentence.
Answers
2 The president of the company was paid $40,000 for two
Survival Capsules.
3 The survivors are being offered financial aid.
4 I have been given information about surviving earthquakes by
my teacher.
5 Perhaps the casualties will be offered medical help.
6 She was told the news when she arrived.
7 The refugees are not going to be refused entrance into the
country.
8 The scientists have been promised money for research by the
government.
8 SpeakingWith less confident classes, you could tell students

that you received a prize one day, and encourage them to ask
questions to find out more details about this. Draw attention to
the example questions. Then ask them to talk to each of the
people they wrote in the squares and make brief notes about
what happened.
TEACHER DEVELOPMENT: CLASSROOM TIPS AND
PLANNING. Find someone who … (See Teacher’s Book, page
134.
Middle FAST TRACK Gateway Science
25 min Students could do exercises 1 and 2 at home. Check their Student Book,
answers and start the class on exercise 3. Unit 8, grammar
Test before you teach: Flipped classroom in context: using
Set the Flipped classroom video and tasks for different passive
homework before the lesson. This will allow you to assess the structures with
needs of the students before the class. Students can then move say, know,
on to the relevant grammar practice activities. believe, etc.
The passive with say, know, believe, etc. – 2 The Flipped

3Students look at sentences a–e and decide if statements 1–5 are classroom video
True (T) or False (F). and tasks
Answers Unit 8
1 T 2T 3T 4T 4T (Teacher’s
Resource
4 Ask students to rewrite the sentences. Ask different students Centre)
around the class to read out their sentences.
1 Toads are said to sense earthquakes.
2 Bees are known to be very important for the environment.
3 Global warming is claimed to be responsible for many natural
disasters.
4 Many people were reported to have gone missing after the
eruption.
5The Titanic was believed to have been unsinkable.
6 Everest wasn’t known to be the highest mountain until 1852.
7 Pompeii is said to be one of the most popular tourist attractions
in Italy.
8A meteorite is believed to have caused the extinction of
dinosaurs.
5 Ask students to read the text and choose the correct alternative.
Check answers in open class by asking different students to read
out a section of the text.
Answers
a have died b it was c reported d thought
e Some animals are known f that animals are g is h claimed
End 6 Ask students to complete the sentences in a logical way. You
5 minutes could allow less confident students to do this exercise in pairs.
Example answers Workbook
1 People from my country are said to have a good sense of
humour
2 It’s well known that eating too much salt is bad for your
health.
3 In the past, it was believed that the sun revolved around the
Earth.
4 Last week in the news it was reported that the number of
robberies had gone up.
5 Students are expected to do their homework.
6 Sometimes I’m known to be a bit forgetful.
7 SPEAKING Students compare their sentences with a partner

and see if they agree with their partner’s sentences.

necessary.
Homework: Assign students page 68 in their Workbook.

Differentiation – how do you plan to give more support? How do you plan to Assessment – how are you
challenge fast finishers? planning to check students’
learning?
+EXTRA ACTIVITY -Feedback
Students write sentences about each activity from the Find someone who ... -Peer review
task, giving the name of the person and details, e.g. Lucia has been given a - Positive reinforcement
prize for scoring the most goals in her football team. Students then choose the
most interesting information and compare it with others in small groups.
Refer students to the Grammar reference on page 106 if necessary.
FAST FINISHERS
Write these sentences on the board and ask students to say if they are true or
false.
The 2004 tsunami flooded a national park in Thailand. (F – Sri Lanka)
Only a few animals could detect the tsunami before it arrived. (F – Most
animals ...)
All the water buffalos survived. (F – The only animals that died were two or
three water buffalos.) Elephants can detect small movements of earth. (T) The
writer says that humans may once have had a ‘sixth sense’. (T)
You can also assign Grammar Practice worksheet Unit 8 (Teacher’s Resource
Centre)
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
Module 8. Developing vocabulary: prepositional phrases with verbs. Lesson 83

plan:
Space X
Date: Teacher name:
Lesson title Developing vocabulary: prepositional phrases with verbs
Learning objective(as) 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular
topics;
10.6.14 - use a variety of prepositional phrases before nouns and adjectives use a
number of dependent prepositions following nouns and adjectives and a variety of
prepositions following verbs on a wide range of familiar general and curricular
topics;
Level of thinking Application, Analysis, Synthesis
skills
- look at the verbs in the sentences and decide which preposition they need
- use preposition + gerund structures
- talk about themselves using prepositional phrases with verbs
Assessment criteria - use prepositional phrases with verbs
Values links Respect each other
Previous learning Prepositions
Plan
Start Greetings, organisational moments. Gateway Science Student
10 min Teacher introduces a new theme, learning Book, Unit 8, Developing
objectives, and assessment criteria. vocabulary: using
FAST TRACK prepositional phrases with
If students are familiar with the target vocabulary, verbs, page 99
you could do exercises 1 and 2 as a class activity by
inviting individual students to read out the sentences Presentation Kit
and checking if the rest of the class agrees.
Prepositional phrases with verbs
1 Ask students to look at the verbs in the sentences
and decide which prepositions they need.
Answers
1 on 2 from
prepositions in the box. Encourage less confident
students to cross off each preposition as they use it.
Give them time to compare their answers in pairs.
Answers
1to 2with 3in 4on 5for 6about 7of
8for 9to 10on
Middle TEACHER DEVELOPMENT: LANGUAGE Gateway Science Student
25 min Preposition + gerund Book, Unit 8,
Remind students that if a verb comes after a Developing vocabulary: using
preposition, we use the gerund. A gerund is the form prepositional phrases with
of the verb that ends in -ing and functions as the verbs, page 99
object of the preposition, e.g. She apologised for
forgetting my birthday. Presentation Kit
3 Ask students to complete the sentences so that
they are true for them. Remind them to use a
preposition.
Example answers
1 I occasionally spend money on designer clothes.
2 I hate waiting for the bus.
3 For the future, I dream of travelling around Peru.
4 I know I can rely on my family and friends.
5 I never listen to heavy metal.
6 Once I had to apologise for being late for school.
7 I nearly always agree with what that TV presenter
says. 8 I don’t usually complain about having a
headache.
End 4 Speaking In small groups, students compare their Gateway Science Student
5 minutes sentences in exercise 3. Students then tell the class Book, Unit 8,
any sentences they have in common. Developing vocabulary: using
Homework: Assign students page 69 in their prepositional phrases with
Workbook.. verbs, page 99/Presentation
Kit
Workbook
Differentiation – how do you plan to give more support? How do you Assessment – how are you planning
plan to challenge fast finishers? to check students’ learning?
+EXTRA ACTIVITY
Play Preposition tennis. In pairs, one student says
a verb from exercises 1 or 2 for the other player
to say the correct preposition, e.g. A: rely; B: on. If correct, Student B
scores a point (use the traditional scoring for tennis: 15, 30, 40, Deuce,
etc.). Play then continues by Student B saying a verb, and so on.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
Module 8. Gateway to life skills: helping a charity. Lesson 84

plan:
Space X
Date: Teacher name:
Lesson title Gateway to life skills: helping a charity
Learning 10.1.10 - use talk or writing as a means of reflecting on and exploring a
objective(as) range of perspectives on the world;
10.2.7 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics;
skills
- listen to four speakers discussing charity fund-raising and take notes
- discuss reasons for helping with charity work
- evaluate the poster about Ebola created by MSF and justify their answers
Assessment criteria - to discuss the work of a humanitarian organisation using vocabulary about
charities and fund-raising organisation from the Vocabulary Focus
Values links Respecting and helping each other
Cross-curricular Geography; Biology; Economics
Previous learning Social projects
Plan
FAST TRACK Helping disaster victims and
Students could do research into a current or Life skills video worksheet
recent disaster or a typical problem affecting Unit 8 (Teacher’s Resource
people in any part of the world in preparation Centre)
for the Life task.
Presentation Kit
WARMER
Ask students to brainstorm disaster movies they
know. Disaster movies are often about
impending or actual disaster on an epic scale.
Examples of different kinds of disaster movies
include: Environmental disaster: Earthquake
(1974), The Core (2003), Waterworld (1995),
Deep Impact (1998), Armageddon (1998), 2012
(2009), The Day After Tomorrow (2004);
Pandemic: Twelve Monkeys (1995), Outbreak
(1995), I Am Legend (2007), Contagion (2011)
and The Epidemic (2015). Ask students to read
through the Key concepts and check any
1 SPEAKING In pairs, students discuss what

they know about Ebola and the organisation
Médecins Sans Frontières/ Doctors Without
Borders (MSF). Elicit some answers from
2 Ask students to look at the poster about
Ebola created by MSF. Direct them to the
introduction at the top and ask them to read it
and answer the questions. Remind students that
they can refer to Key concepts for definitions
of words they are not sure about. Elicit answers
from students around the class.
Answers
1 Ebola is a haemorrhagic fever. It is highly
infectious and deadly, so patients need to be
treated in isolation by staff wearing special
protective clothing.
2 MSF has set up three specialised treatment
centres in the worst-hit areas.
3 In the rest of the poster, there will be detailed
information about how the treatment centres
are set up.
Middle 3 SPEAKING In pairs, students look at Gateway Science Student’s
25 min the map of the centre and discuss the Book, Unit 8, pp. 100-101
questions
Life skills video Unit 8:
Helping disaster victims and
Suggested answers
Life skills video worksheet
1 (see text on poster) Unit 8 (Teacher’s Resource
2 Purple route = high-risk zone for Centre)
confirmed cases:
On the purple route, staff change into
protective clothing, enter the wards in the Presentation Kit
high-risk zone to monitor suspected cases
and treat confirmed cases in the treatment
wards. They then leave the high-risk zone
and go to the laundry, to wash and recycle
their clothes.
3 They want people to know that the
special equipment is a significant cost and
they want people to know what they are
going to buy with their donations.
4 The poster helps people understand how
complex treating Ebola is, what the process
involves and to visualise how donations
will be used.
4 Ask students to read texts 1–12 and

Answers
1 Staff are not allowed to touch each other
to prevent infection.
2 They plan exactly what they are going to
do and what equipment they need.
3 They remove their suits and disinfect
themselves.
4 To prevent the spread of Ebola to people
who have other diseases with similar
symptoms.
5 They have to have had two negative lab
tests in a row, they shower in chlorinated
water and receive clean clothes and a
food/vitamin pack.
6 They continue to get support from
psychologists and health promoters.
5 SPEAKING In pairs, students discuss if
they think the poster is successful and give
reasons why or why not.
Example answers
I think it is a successful poster because it is
very informative on a general and specific
level about what Ebola is and how it can be
cured.
VOCABULARY FOCUS

language about charities and fund raising
that students may not be familiar with. You
might want to pre-teach these words and
hold/put on events [phr v]: organise and
manage events bake/cake sale [n]: an occasion
where people sell homemade cakes for charity
carols [n]: traditional songs sung at Christmas
care home [n]: a place where old or sick
people can be looked after which is not a
hospital
human interaction [n]: the relationships
between people harassing [v]: to keep
annoying or irritating someone raise awareness
(of/about) [phr v] : to bring a matter to people’s
attention
ethical [adj]: involved in the principles of
deciding what is right or wrong
vulnerable [adj]: being unable to look after or
defend oneself
6 LISTENING Tell students that they are

going to watch or listen to four speakers
discussing charity fundraising. Play the
video or audio track for students to note
which speakers they agree or disagree with
the four statements in exercise 6. They
answer the questions by ticking a-d in the
table. See the Teacher’s Resource Centre
for the audioscript/videoscript for this
exercise.

track again for students to note down what
each speaker says about their own
experiences of raising money for charity.
Students then discuss their answers in pairs.
Check answers and ask students to give
examples in open class.
Answers
Sam: spent a day raising money for an
environmental charity at his school, sold
cakes, held events, a fun day Bea: has done
a lot of fundraising for different charities,
cancer and disaster charities, organised fun
runs and cake schools with her school, a
few summers of door-to- door fundraising,
fantastic
Vanessa: a fundraising event for a health
charity, children from local village did a
bake sale and put on a performance
Chris: dressed in fancy dress with a few
friends and sung Christmas carols in a local
shop, a lot of fun, raised quite a lot of
money for a care home for the elderly.
End Homework: Assign students a LIFE TASK Life skills video Unit 8:
5 minutes in their Student’s Book. Helping disaster victims and
Life skills video worksheet
Tell students that they are going to Unit 8 (Teacher’s Resource
Centre)
investigate a problem and ways they can
help. Divide the class into groups and ask
Student’s Book, Life Task,
them to follow the plan: Gateway to Life skills, Unit
 Step 1
8
Ask students to choose a current or recent
disaster or a typical problem affecting
people in any part of the world.
 Step 2
Students then research the problem and find
out the causes, effects and importance of
the problem. Encourage them to divide the
topics among the members of the group and
arrange to report back to each other and
share their notes.
 Step 3
Ask students to find out what type of help
could be given to the people suffering the
problem, if any, and what kind of help they
need.
 Step 4
Students then make a poster to inform
members of the public about the problem
and how they can help.
Additional
information
Ask fast finisher to list and discuss charity - Positive reinforcement
organisations they know in Kazakhstan and what
they do.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 8. Listening: the tsunami survivor who is an example to all of us. Lesson 85
plan:
Space X
Date: Teacher name:
Lesson title Listening: the tsunami survivor who is an example to all of us
Learning 10.2.4 - understand implied meaning in unsupported extended talk on a
objective(as) wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics;
10.3.3 - explain and justify own and others’ point of view on a wide range
skills
- listen to a radio programme and make predictions about what it will be about
- learn how to carry out listening - True/False/Not Mentioned activities
- discuss what they think of the story of Petra Nemcova
Assessment criteria - discuss charity work using relevant vocabulary and justifying their answers
Values links Respecting and helping each other
Cross-curricular Geography; Social studies
Previous learning Listening for gist
Plan
WARMER
Brainstorm the names of charities students
know.
In pairs, students tell each other if they have
participated in a charity event, and explain
what the charity was and what they did to raise
money. Elicit from the class different ways
money can be raised for charity (a raffle, a
lottery, a sponsored run, auction, etc.).
1 SPEAKINGIn pairs, students look at the

photo and caption and answer the question.
Encourage them to share their ideas with
another pair.
Middle 2 LISTENING 41 Tell students they are Gateway Science Student’s

25 min going to listen to a radio programme about the Book, Unit 8, p. 102
woman in the photo. Play the track for students
to check the predictions they made in exercise
1. See p179 for the audioscript for this exercise.
Presentation Kit
3 LISTENING 41 Play the track again for
students to listen and decide if the statements
are True (T), False (F) or the information is Not
Mentioned (NM). Elicit from students which
phrases in the listening text helped them to
decide on their answers.
Answers
1 T (Her friend’s body was only found
three months later.)
2 T (The idea of this organisation is to
rebuild schools in areas around the
world ...)
3 T (It’s thought that Tilly saved around a
hundred lives ...)
4 NM (The text says that Petra’s known to
have been very impressed by Tilly, but it
doesn’t say that she has met her.)
5 F (She uses her status as a supermodel to
get support from big companies that work
in the world of beauty and fashion.)
6 NM (There is no reference to this in the
listening text.)
7 T (... her organisation has become a
specialist in helping out two or three
months after a disaster strikes.)
8 NM (There is no reference to this in the
listening text.)

how to do exercises where there are three
possibilities: True/False/ Not mentioned.
Tell them to turn to page 146 (Listening:
True/False activities) for more ideas.
STUDENT TRAINING Listening -
True/False/Not Mentioned
Students should read all the statements first
before they listen. It can be helpful to point
out to students that the answers usually
appear in the listening text in the same
order as the questions. At this stage they
should identify key words in the statements
and listen out for similar vocabulary. If, at
the end of the activity, they are still not
sure, remind students to choose an answer
(there is a 33% chance they will be
correct!).
End 4 SPEAKINGWhat about you? Students Gateway Science Student’s
5 minutes discuss what they think of the story of Petra Book, Unit 8, p. 102
Nemcova. Encourage them to share their
thoughts with the class.
Answers
1 (She was ... with a friend of hers ...) Workbook
5 F (Petra uses her contacts in beauty and
fashion to raise money.)

their Workbook.
Additional
information
In pairs, students correct the false statement in - Positive reinforcement
exercise 3 (5).
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 8. Developing speaking: Talking about statistics. Lesson 86

plan:
Space X
Date: Teacher name:
Lesson title Statistics. Developing speaking: talking about statistics
Learning objective(as) 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics
reference resources to check meaning and extend understanding;
10.6.2 - use a variety of quantifiers for countable and uncountable
nouns and a variety of noun phrases on a wide range of familiar general
skills
- listen and practise saying the fractions and percentages
- read the description of the graph and check the meaning of highlighted words
- describe the pie chart to their partner using words and expressions in the Speaking
bank
Assessment criteria - discuss a natural disaster using the pie chart and relevant vocabulary
Cross-curricular Geography; Mathematics
Previous learning Presenting information
Plan
10 min Teacher introduces a new theme, learning Book, Unit 8, Developing
objectives, and assessment criteria. speaking, page 104
Checking homework.
You could ask students to do exercises 1 and 2a at
home in preparation for the listening activity.
WARMER
Think of a famous natural disaster that students are
familiar with, e.g. Pompeii, the 2011 Japan
earthquake/tsunami and play 20 questions. Students
can ask up to 20 Yes/No questions to find out which
disaster you are thinking of. You can only answer
yes or no. When they have guessed the answer,
students play again in small groups.
1 Students look at the pie chart and decide if the

statements are True (T) or False (F).
Answers 1T2F3T4T5T6F
2a Students rewrite the fractions as percentages and
vice versa.
2b Listening 42 Play the track for students to listen
and check. Students then practise saying the
fractions and percentages. See p179 for the
Answers
1 25% 2 1/5 3 1/10 4 2/3
5 50% 6 4/5
3 Ask students to look at the graph and read the text.
Encourage students to check the meaning of the
words in bold, looking them up in their dictionaries
if necessary.
Answers
rose gradually – went up slowly
a sharp increase – a very quick rise
tripled – multiplied by three
fell sharply – went down quickly and by a large
amount a slight increase – a small rise
fluctuated – changed frequently
stayed the same – did not change
a dramatic rise – a large increase
a significant decrease – an important fall
4 Ask students to find a word or words in the
Speaking bank to match the definitions. Have them
compare their answers in pairs before you check
them in open class.
Answers
1 rise, increase
2 rise significant(ly)/sharp(ly)/dramatic(ally) 3 fall
significant(ly)/sharp(ly)/dramatic(ally) 4 a third
5 steadily
6 significant
7 significant(ly), sharp(ly), dramatic(ally)
8 the majority
Middle PRACTICE MAKES PERFECT Gateway Science Student
25 min 5aSPEAKING Divide the class into A and B pairs. Book, Unit 8, Developing
Ask Student A to describe the pie chart to their speaking, page 104
partner using words and expressions in the Speaking
bank.
Suggested answer
The pie chart shows different types of natural
disasters. If we relate the effects of these disasters to
the population of a place, we can say that over one
third of people were affected by storms. Over one
quarter of people were affected by droughts and a
similar number of people were affected by floods.
Over one in twenty people were affected by
earthquakes. Only about three in every hundred
people were affected by extreme temperatures and
just over one per cent by epidemics.
5b Now ask Student B to describe the graph to their
partner using words and expressions in the Speaking
bank.
Suggested answer
This graph shows how the number of floods around
the world rose gradually between 1980 and 1999.
Then there was a sharp increase in the number of
floods between 2000 and 2003. Between 2000 and
2004, the number of floods increased by over 50%.
In 2004 there was a significant decrease, but in
2005, the number of floods rose sharply. The
highest point was in 2006 when there were over
200 floods around the world. The number of floods
then dropped and fluctuated between 2006 and
2008.
End 5c Students compare the two pie charts on the page Gateway Science Student
5 minutes and then the two graphs. Ask them to discuss what Book, Unit 8, page 104
information they find surprising, interesting or
worrying. Elicit opinions in open class and try to Presentation Kit
develop a discussion. For students who are less
confident, photocopy the model dialogue below, and
either read it aloud yourself, or ask a strong student
to read it with you. Students can then use this as a
guide for their discussion.
Model dialogue
A: Well, the graphs and pie charts all relate to
natural disasters since the 1980s.
B: Yes, they all show the different types of disasters
around the world and how many people were
affected in each part of the world.
A: The first pie chart shows that almost two-thirds
of the disasters in Oceania are caused by drought
and extreme temperatures. Over 40% of people are
affected by droughts.
B: Yes, that’s very interesting because in the
Americas, flooding is a problem that affects over a
quarter of people, but only three in every hundred in
Oceania. In the Americas, over a quarter of people
are also affected by drought, but it is worse in
Oceania.
A: I think it’s interesting that storms have affected
over a third of people in both Oceania and the
Americas.
B: And what surprises me is that earthquakes and
epidemics don’t affect people in Oceania and people
in the Americas haven’t been affected by volcanoes.
A: Yes, and I think the significant difference in
floods and extreme temperatures is really surprising.
Floods don’t affect Oceania much, but they suffer
from extreme temperatures. In the Americas, it’s the
other way round.
B: And what about the graphs that show the number
of floods and storms around the world between 1980
and 2011?
A: It seems to me that the number of storms rarely
stays the same, but it decreased in 2006 after a
dramatic
rise in numbers. However, the number of floods rose
dramatically and although there was a sharp
decrease in 2008, it is still much higher than the
number of storms.
B: That’s true, the number of floods reached over
200 in 2004–2005 and then dropped to 150, but the
number of storms never reached more than 150 a
year. In my opinion this is a significant and
surprising difference.
A: Yes, and many of the disasters are related to
weather. Climate change is likely to cause a
significant increase in the number of these disasters,
which could have a dramatic financial impact on
many parts of the world.
Workbook
+EXTRA ACTIVITY -Feedback
In pairs, students write five to ten words from the unit on -Peer review
slips of paper and give them to another pair. Each pair - Positive reinforcement
divides the slips of paper between them and takes it in turn
to describe their words for their partner to guess, e.g. A:
when the ground moves
a lot; B: earthquake. Encourage students to use synonyms,
to paraphrase and give examples in both asking and
guessing the words.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
Module 8. Developing writing: An opinion essay – 2. Lesson 87
plan:
Space X
Date: Teacher name:
Lesson title Developing writing: An opinion essay – 2.
Learning 10.3.5 - interact with peers to make hypotheses about a wide range of
10.4.7 - recognize patterns of development in lengthy texts [inter-
paragraph level] on a range of general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a
range of familiar general and curricular topics;
skills
- read the essay and decide on the purpose of each paragraph
- categorise linking words (connectors) based on their meaning and purpose
- write an opinion essay, include appropriate linkers, and refer to the information
in the Writing bank
Assessment criteria - write an opinion essay using linkers following advice in the Writing bank and
the Model text
Previous learning Writing an opinion essay
Plan
FAST TRACK
You could ask students to prepare ideas for
writing activity.
WARMER
Write this question on the board: Should we
give money to charity? Why/Why not? Ask
students to discuss the question in small
groups and share their ideas with the class.
Example answers
I think we should all give money to charity,
if we can, as people who can afford to
should share their money with people who
need help.
I don’t give money to charity because it all
gets spent on administration and people’s
salaries. The people who need help don’t
see very much of the money.
1 SPEAKING In pairs, students read the

task and discuss at least two ideas for each
of the points 1 and 2. Then ask them to
decide on a third point that they consider
important, and to think of two more
relevant ideas.
2 Ask students to read the essay to see if it
includes any of their ideas in exercise 1.
Then ask them to make some brief notes
about whether they agree or not with the
writer.
Middle 3 Ask students to read the essay again and Gateway Science Student’s
25 min decide on the purpose of each paragraph. Book, Unit
Paragraph 1: Introduction. General
statement on the topic and opinion
Paragraph 2: First and most important
reason for opinion
Paragraphs 3 and 4: One or two other
reasons for opinion
Paragraph 5: Summary and conclusion.
Restate opinion
4 Ask students to categorise and write the

underlined words and expressions in the
text in the correct list.
Answers
Expressing opinions: In my opinion, I
believe that
Adding ideas: What is more, Another
thing to bear in mind is that, Furthermore
Putting ideas in order: The first point to
make is that Contrasting ideas: However,
Although
Concluding: In conclusion
5 Ask students to look at how although,

even though and however are used in the
text. Elicit which word(s) join two halves
of a sentence and which word(s) introduce
a new sentence. Students then check their
answers by reading the information in the
Writing bank and check that they
understand the meaning of all the linkers.
6a In pairs, students read the task carefully
and think about ideas and information they
could include.
STUDENT TRAINING
Brainstorming
It is important to spend time on this
brainstorming stage as it makes the next
steps easier. Students can then select and
order their ideas to write a first draft of
their text.
Their goal at this point is to include the
main points from the brainstorming phase
in one text. Students should not rewrite,
revise or edit at this stage. In the first draft,
spelling, grammar, punctuation or word
choice are not important.
6b Ask students to write their essay.

Remind them to include appropriate linkers
and to refer to the information in the
Writing bank. They can also follow the
advice in the Writing bank on page 151.
For students who are less confident,
Model text
All around the world, we can see changing
weather conditions. Countries are suffering
from massive droughts, floods and
fluctuating temperatures. In my opinion, it
is strange that hardly anybody is doing
anything to slow down and stop the
damage, even though we all know it’s
happening. I believe people are not
informed enough about the dramatic
consequences. The first point to make is
that people need to be educated about how
changing weather conditions impact on our
planet. However, many people don’t trust
scientists and politicians and don’t believe
that making sacrifices now will make a
difference in the future. What’s more, some
people think that global warming is a good
thing because of the warmer weather.
Another thing to bear in mind is that most
people think changing weather conditions
will not seriously affect them in their
lifetime so it is not their problem. Although
people read and hear about the terrible
effects of weather every day, they always
seem to have other problems in their lives,
which seem more urgent and important.
In conclusion, I believe that very few
people are prepared to change their lifestyle
to help the situation even though there
could be disastrous consequences. Unless
we fight for society to wake up, the
situation will get worse and it will be too
late.
End TEACHER DEVELOPMENT: Gateway Science Student’s
5 minutes STUDENT TRAINING Book, Unit
Editing
Once they have written a first draft, Workbook
students should proofread their text for
spelling, grammar and punctuation
mistakes and make sure they have used a
variety of structures. Editing is the revision
process when students take a global look at
their text and decide if the text flows in a
clear, well-organised way. Students should
concern themselves with clarity, coherence
and unity. Tell students to reread the essay,
out loud if possible, to make sure that it
flows well and that it makes sense as a
whole. Repetitive sentences are irritating
and distract the reader’s attention from
content – students should ask themselves if
everything in their essay is there for a
reason.

their Workbook.
Additional
information
In pairs, students read out their texts to each other for - Positive reinforcement
their partner to comment on their ideas and correct
any errors they hear. Encourage them to do this
constructively.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 8. Grammar in context: the passive with say, know, believe, etc. Lesson 88
plan:
Space X
Date: Teacher name:
Lesson title Grammar in context: the passive with say, know, believe, etc.
objective(as) of general and curricular topics;
reference resources to check meaning and extend understanding;
reported speech on a wide range of familiar general and curricular topics;
skills
- explain the meaning of verbs, which are frequently used in the passive using
dictionaries if necessary
- rewrite the sentences using different passive structures
- discuss the sentences they have written and compare their answers with their
partner’s sentences
Assessment criteria - use different passive structures with say, know, believe, etc. in speaking and
writing
Cross-curricular Geography; Biology
Previous learning Passive voice; Nature
Plan
objectives, and assessment criteria. Flipped classroom video Unit
FAST TRACK 8: The passive with say, know,
Students could do exercises 1 and 2 at home. believe, etc. – 1 and lipped
Check their answers and start the class on classroom video worksheet
exercise 3. Unit 8: The passive with say,
know, believe, etc. – 1
Test before you teach: Flipped classroom (Teacher’s Resource Centre)
the class. Students can then move on to the Presentation Kit
The passive with say, believe, etc. - 1

1a Students look at sentences a–d and answer
questions 1–3.
Answers
1 It is the subject in the first part of the
sentences.
2 We use the passive in the first part of the
sentencebecause we want to make a general
statement aboutpeople’s views, beliefs or
opinions.
3 The different tense shows if we are talking
about apresent or past belief, thought, claim,
expectation or knowledge.

The passive with say, know, etc.
We use this structure to talk about what
people in general say, know or believe
about something. These structures are
common in the impersonal style of news
reports. Encourage students to use them in
formal writing, for example opinion or for-
and-against essays.
1b Students check they know the meanings

of the verbs in the box, which are
frequently used in the passive. Encourage
students to look them up in their
dictionaries if necessary.
Answers
believe – to think that a fact is true
claim – to say that something is true, even
though there is no definite proof
expect – to think that something will
happen
know – to have learnt or found out about
something report – to provide information
about something that exists or has
happened
say – to think something, or to have a
particular opinion think – to believe
something based on facts or ideas
2Students write complete sentences using the

structures in exercise 1. Draw their attention to
the example sentence.
Answers
2 It was thought that the Earth was flat.
3 It is claimed that natural disasters are
becoming morefrequent.
4 It has been said that an asteroid will destroy
the worldone day.
5 It is expected that a big volcano will erupt in
Icelandsoon.
6 It is known that volcanic ash can have a
terrible effecton planes.
7 It was reported that people heard the eruption
ofKrakatoa over 3,000 km away.
8 It is said that one day an enormous
earthquake willstrike Los Angeles.
The passive with say, know, believe, etc. - 2
3 Students look at the sentences and decide if

statements 1-5 are True (T) or False (F).
Answers
1 T 2 T 3 T 4 T 5T
Middle 4Ask students to rewrite the sentences. Ask Gateway Science Student’s
25 min different students around the class to read Book, Unit 8, pp. 102-103
out their sentences.
The passive with say, know, believe, etc. – 2
1 Toads are said to sense earthquakes.
2 Bees are known to be very important for
the environment.
3Global warming is claimed to be
responsible for many natural disasters.
4Many people were reported to have gone
missing after the eruption.
5The Titanic was believed to have been
unsinkable.
6Everest wasn’t known to be the highest
mountain until 1852.
7 Pompeii is said to be one of the most
popular tourist attractions in Italy.
8A meteorite is believed to have caused the
extinction of dinosaurs.
5Ask students to read the text and choose

the correct alternative. Check answers in
open class by asking different students to
read out a section of the text.
Answers
a have died b it was c reported d thought e
Some animals are known f that animals are
g is h claimed
6 Ask students to complete the sentences in

a logical way. You could allow less
confident students to do this exercise in
pairs.
Example answers
1 People from my country are said to have
a good sense of humour.
2 It’s well known that eating too much salt
is bad for your health.
3 In the past, it was believed that the sun
revolved around the Earth.
4 Last week in the news it was reported that
the number of robberies had gone up.
5 Students are expected to do their
homework. 6 Sometimes I’m known to be a
bit forgetful.
End 7 SPEAKING Students compare their Gateway Science Student’s

5 minutes sentences with a partner and see if they Book, Unit 8, pp. 102-103
agree with their partner’s sentences.
Refer students to the Grammar Reference Workbook
on page 106 if necessary.

their Workbook.
Additional
information
Write these sentences on the board and ask
students to say if they are true or false.
The 2004 tsunami flooded a national park in
Thailand. (F – Sri Lanka)
Only a few animals could detect the tsunami
before it arrived. (F – Most animals ...)
All the water buffalos survived. (F – The only
animals that died were two or three water
buffalos.) Elephants can detect small movements
of earth. (T) The writer says that humans may
once have had a ‘sixth sense’. (T)
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 4. Language checkpoint: Unit 8/Summative assessment on Module 8. Lesson 89.

plan:
Space X
Date: Teacher name:
Lesson title Language checkpoint: Unit 8/Summative assessment on Module 8.
Learning 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
objective(as) about a range of general and curricular topics;
reported speech on a wide range of familiar general and curricular topics
skills
- rewrite the sentences to change the form from active to passive or passive to
active
- write simple definitions or explanations for the words
- match the definitions to the words related to natural disasters
Assessment criteria - use passive structures in writing
- use vocabulary related to natural disasters and prepositional phrases with verbs
accurately in writing
Previous learning Passive; Prepositional phrases with verbs
Plan
10 min warmer. Book, Unit
FAST TRACK

1 Students rewrite the sentences to change
the form from active to passive or passive
to active.
Answers
1 The boy and girl were rescued by a boat.
2 The damaged towers are going to be
rebuilt by a Japanese company.
3 A famous architect had designed the
airport.
4 The port won’t have been destroyed by
the waves.
5 The awards are being presented by Petra
Nemcova tonight.
6 A report should have been written about
the catastrophe.
7 A local politician might open the school.
Middle The passive - verbs with two objects Gateway Science Student’s
25 min 2Students put the words in the correct order Book, Unit
and then make the sentences active. Draw
students’ attention to the example sentence. Presentation Kit
Answers
2 I was given a camera for my birthday.
They gave me a camera for my birthday.
3 They are being shown a film about
natural disasters. They are showing them a
film about natural disasters.
4 Young children are often told stories by
their parents.
Parents often tell their young children
stories.
5 The actor has been paid a million dollars.
They have
paid the actor a million dollars.
6 I was lent some money by my sister. My
sister lent me some money.
7 We were taught mathematics by a new
teacher. A new teacher taught us
mathematics.
8 He has been offered a job by the
government. The government has offered
him a job.
The passive with say, know, believe, etc.
3 Students find the mistakes in the
sentences and rewrite them correctly.
Answers
1 It is often claimed that Paris is one of the
most beautiful cities in the world./Paris is
often claimed to be one of the most
beautiful cities in the world.
2 Galileo Galilei is said to have invented
the telescope.
3 An accident was reported to have started
the fire./The fire was reported to have been
started by an accident.
4 Avalanches are said to be caused by loud
noises.
5 A long time ago the Moon was believed
to be made of cheese.
6 The eruption of Krakatoa in 1883 is
thought to have turned the skies orange.
Natural disasters
Students write simple definitions or
explanations for the words.
Suggested answers
1 If water floods a place, it covers it.
2 a situation in which a disease spreads
very quickly and infects many people
3 a heavy fall of earth and rocks down the
side of a mountain or steep slope
4 a long period of time when there is little
or no rain and crops die
5 when a large area of land and trees is
burnt
Words connected with natural disasters
2 Students match the definitions to the
words in the corresponding section on page
106.
Answers
1 torrential 2 casualty 3 put out 4 spread
5 head towards 6 evacuate 7 collapse
8 ash
End Prepositional phrases with verbs Gateway Science Student’s
5 minutes 3 Students match the verbs and prepositions Book, Unit
Answers
1e 2b 3 d/g 4 a 5f 6c 7d/g Workbook

their Workbook.
Additional
information
You can assign fast finishers Grammar practice - Positive reinforcement
worksheet Unit 8 and/or Everyday English worksheet
Unit 8 (Teacher’s Resource Centre).
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 8. CLIL Architecture. Lesson 90
plan:
Space X
Date: Teacher name:
Lesson title Forecasting and preventing natural disasters: Floating homes (CLIL)
Learning objective(as) 10.3.5 - interact with peers to make hypotheses about a wide range of general and
curricular topics;
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar
general and curricular topics, and some unfamiliar topics;
skills
- brainstorm different kinds of natural disasters and any symptoms of climate change
- read the text and answer the questions about floating homes
- discuss how and why architects need to build homes to survive natural disasters
Assessment criteria - discuss disaster management and prevention and use relevant vocabulary
Cross-curricular Geography, architecture
Previous learning Passive voice
Plan
activities)
Start Greetings, organisational moments, and warmer. Teacher Gateway Science
10 min introduces a new theme, learning objectives, and assessment Teacher’s
criteria. Resource Centre,
Checking homework. Worksheets, Unit
8, CLIL: Floating
Ask the students to brainstorm different kinds of natural homes
disasters and any symptoms of climate change. Write their ideas
on the board.
Suggested answers
Natural disasters: earthquakes, volcanic eruptions, tsunamis,
flash floods
Symptoms of climate change: rising temperatures, ice caps
melting, sea levels rising, frequent floods
1 Acknowledge the huge impact natural disasters have on

humans, but explain that they are going to focus on buildings in
this lesson. Ask the students how natural disasters affect our
homes. Write the following points on the board:
 Describe the damage these events create.
 Describe how these events might change where we live
in the future.
 Describe how these events might change the buildings
we live in.
Suggested answers
 destroy buildings, create cracks, floods, damage
contents and possessions
 build houses on higher ground/further inland/away from
rivers to avoid floods
 raise houses off the ground; use materials that can
withstand water
Ask for feedback and write it next to the points on the board.
Explain they will find out more in the text.
2 Draw a picture of a house on the board with a wavy blue line
(to represent the water level) half way up it. Elicit the word
‘flood’ from the students and write it on the board. Pay attention
to the pronunciation /flʌd/. Draw the students’ attention to the
photos and ask them to read the text quickly before labelling
them.
Answers
Photo A: houses on stilts in Bangladesh; Photo B: New Orleans,
flooded after Hurricane Katrina; Photo C: the Thames Barrier in
London; Photo D: floating houses in the Maasbommel project in
the Netherlands.
Before reading the text again, write the words from the
Vocabulary focus box on the board and ask students to find them
in the text. Pre-teach some of the more complex words if
necessary.
amphibious [adj]: something able to live on land and in water

barrier [n]: blockade, obstruction
brownfield sites [n]: disused industrial land ready for
redevelopment
dwelling [n]: house
dykes and levees [n]: banks built next to rivers and seas to
prevent flooding
flood plains [n]: natural flat area near water that floods
regularly
flood-prone [adj]: at risk from flooding
innovative [adj]: inventive and modern
mass [adj]: large, big-scale
stilts [n]: tall poles often used to support and lift a building
withstand [v]: survive, tolerate
Middle 3 Students read the text carefully and complete the list. Tell Gateway Science
25 min students that for question 2, there are more than four possible Teacher’s
answers to choose from. Resource Centre,
Answers Worksheets, Unit
1 an increase in demand for housing; building houses that 8, CLIL: Floating
withstand climate change homes
2 location; cost; function for homeowner; materials; visual
impact; environmental impact
3 Bangladesh; Thailand; Myanmar 4 Thames Barrier; dyke;
levee
5 They are fixed to two large piles
4 Students use words from the text to fill in the gaps.
Answers 1 flooding 2 flood plains 3 burst through
4 60% 5 platforms
5 In pairs, ask students to discuss the questions. Ask how many
of the class would like to live in an amphibious/ floating home
and find out why/why not. You might like to read the Did you
know? box here before moving to the next question. Ask pairs to
write a list of advantages and disadvantages to the amphibious
house idea.
Ask them to consider the wider benefits as well as difficulties.
Elicit feedback.
Suggested answers
Advantages: during floods they will keep you dry, no need to
move, no need to protect your home, reduces anxiety during
floods, might be fun to live in!
Disadvantages: expensive, not possible in some poorer areas of
the world, possible isolation during floods, possible engineering
malfunction, might feel seasick!
?? DID YOU KNOW?
Tell the students that floating homes have actually existed
for centuries before asking them to read the Did you know?
box. Ask them if they had heard of the Uros tribe before.
PROJECT
1 Brainstorm other natural disasters and symptoms of climate
change. In pairs, students find out more about other innovative
ways to build houses, focusing on location, cost, materials and
design features. Divide the class into groups with different
research projects so they can compare findings.
2 Using the information gathered in the first question and the
ideas in the box, students design their own house to survive
natural disasters and climate change.
3 Ask students to present their designs to the class. You could
then display their designs on the wall. They should produce a
labelled diagram of their design, highlighting the features and
materials used to help protect the house.
End Students brainstorm and work on their project. Gateway Science
5 minutes Homework: Assign students to finish their project at home. Student’s
Resource Centre,
Worksheets, Unit
8, CLIL: Floating
homes
FAST FINISHERS
Ask fast finishers to present their ideas using different
visual prompts.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
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1.
2.
Module 9. Independent project.
Module 9. Independent project/Vocabulary: everyday technology. Lesson 91a

plan:
Independent project
Date: Teacher name:
Lesson title Independent project
10.4.7 - recognize patterns of development in lengthy texts [inter-
paragraph level] on a range of general and curricular topics
skills
- discuss the structure of a postcard
- find examples of useful vocabulary and distinguish between formal and
informal letters
- write their own postcard
Assessment criteria - write a postcard using linkers and following the model text
Cross-curricular Communication
Previous learning Writing
Plan
10 min warmer. Unit 9, Independent project
1
 Ask STs to read the postcard about
the trip to Kazakhstan.
 Ask STs to work in pairs, ask and
answer the questions each other.

25 min  STs read the postcard again and Unit 9, Independent project
complete the sentences.
 Check answers together when STs
have finished.
3
 Ask STs to work individually and
match each part of the postcard with
a statement.
 Check their answers in open class.
4
 STs read the postcard again and
find and underline examples to each
sentence in the postcard.
 Ask STs to work individually, then
compare their answers in pairs.
5
 Emphasise the rule that if a letter
begins with Dear Sir or Dear
Madam, it should end with Yours
faithfully. If it begins with Dear Mr
Smith (for example), Yours
sincerely should be used.
 STs write their postcards about their
interesting trip. Remind them to use
the postcard as a model and use
linkers and expressions.
End Homework: Assign students finish their Gateway Companion Science,
5 minutes postcard at home. Unit 9, Independent project
Additional
information
Ask fast finishers to exchange their writing and give - Positive reinforcement
positive, constructive feedback.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
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1.
2.
lesson?
Module 9. Independent project/Vocabulary: everyday technology. Lesson 91b

plan:
Independent project
Date: Teacher name:
Lesson title Vocabulary: everyday technology
skills
- match the definitions and words related to everyday technology
- listen to somebody giving instructions and decide what exactly the instructions
are for
- discuss something that they typically do with their phone or tablet and prepare
instructions to describe the process
Assessment criteria - talk about everyday technology using a wide variety of words, expressions, and
phrasal verbs
Cross-curricular Physics; Technology
Plan
FAST TRACK
WARMER
Discuss the meaning of the expression Digital
world. Elicit examples of digital technology, e.g.
MP3 player, smartphone, Internet broadband, etc.
Everyday technology
1 SPEAKING In pairs, students match the words in

the columns to make everyday items and decide
what we use each thing for.
Answers
1 f dishwasher – a machine that washes
dishes
2 j washing machine – a machine that
washes clothes
3 l webcam – a camera connected to a
computer that produces images that can be
seen on a website
4 a remote control – a piece of equipment
that you use for controlling a machine, such
as a television or stereo system, from a
short distance away
5 e headphones – a piece of equipment that
you wear over your ears to listen to
something without other people hearing it
6 k flash drive – a small plastic disk drive
that stores information and that you can
carry around with you. You connect the
flash drive to a computer when you want to
use the information
7 c microwave – an oven that cooks food
very quickly by passing electricity through
it, instead of using heat
8 g vacuum cleaner – a piece of electrical
equipment that cleans floors by sucking up
dirt
9 b food processor – a piece of electrical
equipment used for cutting food into very
small pieces or mixing different foods
together
10 i digital camera – a camera that takes
and stores pictures in the form of electronic
signals
11 h satnav – satellite navigation: a system
for finding the best way to a place using
information from satellites. It is often found
in cars
12 d keyboard – a piece of computer
equipment with keys on it, used for putting
information into a computer

25 min Book, Unit 9, p. 110
Presentation Kit
5 minutes Book, Unit 9, p. 110
their Workbook. Workbook
Additional
information
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
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2.
lesson?
Module 9. Reading: Gen Z. Lesson 92

plan:
Independent project
Date: Teacher name:
Lesson title Reading: Gen Z
skills
- predict the content of the article by describing the photograph and analysing the
title
- write down a response to the article and say if they agree with the description of
Gen Z and say why or why not
- discuss their screen time and what device they use most and why
Assessment criteria - discuss the digital habits of Gen Z using relevant vocabulary and justifying their
answer
Plan
FAST TRACK
You could ask students to read the text at home
in preparation for the in-class activities. They
can look up any words they are not sure about
in their dictionaries or the Macmillan Online
Dictionary.
WARMER
In pairs or small groups, students discuss which
everyday item from page 110 they use most
and which they never use, and say why. Then
have them think about their parents and answer
the same questions.
Example answers
The everyday item I use most is a mobile phone
because I use it several times a day to call or
text my friends and family.
I never use a satnav because I can’t drive.
1A SPEAKINGIn pairs, students look at the
photo and the title of the article and say what
they can see and what they think a ‘screenager’
is. Elicit ideas from students around the class.
1b READING Ask students to read the text
through, ignoring the spaces, in order to check
their ideas about ‘screenagers’ in exercise 1a.
Middle 2Ask students to read the text again and Gateway Science Student’s
25 min complete the gaps with sentences A–G. Book, Unit 9, p. 111
Give them time to compare their answers in
pairs before you check them in open class. Presentation Kit
Answers
1E2C3B4F5A6G7D
3 CRITICAL THINKING Give students
time to note down a very brief response
saying if they agree with the description of
Gen Z and saying why or why not. Then
encourage a class discussion.
Example answers
I agree with the description of Gen Z. We
can quickly sort through and assess
enormous amounts of information. If we
are interested in something, we are very
committed and focused.
I don’t agree with everything in the text. It
implies that we are very different from
previous generations, but I think we still
have to be able to communicate clearly in
person, and this is the number-one skill for
our future success. This is the same for
every generation.
4Ask students to try to work out the
meaning of the underlined words in the text
by looking at the context. They then look
up the words in their dictionaries to check
their answers.
Answers
at the heart of = something central or
important
the norm = something that is usual or
expected ingenious = uses new or clever
ideas
recession = a period when trade and
industry are not successful and there is a lot
of unemployment burying their heads in =
to give all your attention to something
End 5 SPEAKINGWhat about you? In pairs Gateway Science Student’s
5 minutes or small groups, students discuss how long Book, Unit 9, p. 111
they spend looking at a screen per day and
what device they use the most and what Workbook
they use it for. Elicit answers from students
around the class and try to develop a class
discussion about reasons to reduce screen
hours.
their Workbook.
Additional
information
Ask fast finishers to discuss the pros and cons of - Positive reinforcement
being screenagers.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 8. Grammar in context: defining and non-defining relative clauses. Lesson 93

plan:
Independent project
Date: Teacher name:
Lesson title Grammar in context: defining and non-defining relative clauses
Learning 10.4.2 - understand specific information and detail in extended texts on a
objective(as) range of familiar general and curricular topics, and some unfamiliar topics;
10.6.17 - use if / if only in third conditional structures use a variety of
skills
- distinguish between defining and non-defining relative clauses
- rewrite the sentences as one sentence using a non-defining relative clause
- read the text and describe the boy in the photo using relative clauses
Assessment criteria - use defining and non-defining relative clauses in speaking and writing
Previous learning Relative clauses
Plan
FAST TRACK
at home. Check the answers to exercise 1 in
open class and allow students to compare their
answers to exercise 2.

Divide the class into two teams. Team A is
noughts (0) and Team B is crosses (X). Draw a
3 x 3 grid on the board and write relative
pronouns (which, who, that, whose, when, why)
in the spaces (some will appear more than
once). Add a question mark (?), plus sign (+) or
minus sign (-) next to each pronoun depending
on whether you want students to form an
interrogative (?), affirmative (+) or negative (-)
sentence. Teams take it in turns to choose a
square and say a correct sentence using the
relevant relative pronoun, e.g. which (?): Have
you ever been to a cinema which has ten
screens? If their sentence is correct, write a 0
or an X in that square. The first team to win
three squares in a row (horizontally, vertically
or diagonally) wins the game.
If the students are familiar with relative
clauses, move through the Grammar guide
exercises quickly, eliciting answers from
students in open class.
1 Ask students to look at the sentences and

Answers
1 a, c, d. They do not have commas.
2 b, e, f. They have commas.
3 We use which with things. We use who with
people.
4 We use whose for possessions, when for
times, wherefor places and why for reasons.
5 Yes, we can replace which with that in
definingrelative clauses.
6 No, we can’t replace which with that in non-
definingrelative clauses.
7 No, we can’t omit the relative pronoun in
non-definingrelative clauses.
8 No, we can’t omit the relative pronoun in
sentences aor d because which and who are
followed by verbs.
9 Yes, we can omit the relative pronoun in
sentence c because it is followed by a
noun/pronoun.

Relative clauses (see Teacher’s Book, p. 148).
Middle 2Students decide if the sentences are Gateway Science Student’s
25 min correct and rewrite the incorrect sentences. Book, Unit 9, pp. 112-113
Give them time to compare their answers
before you check them in open class.
Presentation Kit
Answers
1 My tablet, which I bought last week, is
already broken!
2 I think that’s the phone that I saw it.
3 correct
4 correct
5 They’re the two people whose invention
became really popular.
6 correct
7 correct
8 This is the friend who/that/– I told you
about.
3 Students omit the relative pronouns

where possible. Elicit why it is possible and
not possible in each case.
Answers
The relative pronouns can be omitted in: a,
d, h and l, because these are all defining
relative clauses where the relative pronoun
is followed by a noun or pronoun.
(b, c, e, i, j, k are also defining relative
clauses but the relative pronouns are
followed by a verb. f and g are non-
defining relative clauses.)
4Ask students to rewrite the sentences as

one sentence using a non-defining relative
clause. Do the first one as an example with
the class. Point out that in some cases there
is more than one correct way to do this.
Answers
1 The inventor of the remote control, whose
name was Robert Adler, didn’t like
watching TV.
2 Remote controls, which first appeared in
1956, were originally called ‘space
commands’.
3 Robert Adler went to university in
Vienna, where he was born./Robert Adler,
who was born in Vienna, went to university
there.
4 Adler, who invented more than 180
different things, was a brilliant
physicist./Adler, who was a brilliant
physicist, invented more than 180 different
things.
5 Adler, whose most successful invention
was the remote control, was especially
proud of his work on touch screens.
6 His remote control, which was replaced
by infrared systems in the 1980s, used
ultrasonic frequencies.
7 In 2007, when he was ninety-three,
Robert Adler died./ Robert Adler died in
2007, when he was ninety-three./ Robert
Adler, who was ninety-three, died in 2007.
8 Adler wasn’t very interested in his own
invention, which changed the way we
live./Adler, whose invention changed the
way we live, wasn’t very interested in it
himself.
5Ask students to read the text and say who
the boy in the photo is and what he did.
Elicit from students what was so surprising
about what he did.
Answers
The boy in the photo is Adam Cudworth.
He sent a camera up into space. The photos
that Adam took look like they could be
images from NASA.
End 6Ask students to read the text again and Gateway Science Student’s
5 minutes choose which answer (A, B, C or D) best Book, Unit 9, pp. 112-113
fits in each gap. Check their answers.
Answers
1B 2B 3D 4B 5B 6C 7B 8C 9A 10 B Workbook
the tip about multiple-choice cloze
activities. Tell them to turn to Exam
success on page 147 for more tips (Use of
English: Cloze activities).
their Workbook.
Additional
information
Hold a Sentence auction. Divide the class into three - Positive reinforcement
teams: Teams A, B and C. Each team writes three
correct and three incorrect sentences with relative
clauses and then hands their sentences to you. Tell
each team they have €1,000 to spend at the Sentence
auction and the aim is to buy correct sentences.
Read out one of Team A’s sentences for Teams B
and C to decide if the sentence is correct. If they
think it is correct, they must bid for the sentence. To
buy the sentence, a team must offer more money than
the other team. Every time they win a bid, they must
write down the amount they paid. Read out each
team’s sentences for the other two teams. At the end
of the auction, students subtract the amount they
spent from their €1,000 total to get their new total.
Ask a member of each team to read out the sentences
they bought for the class to decide if they are correct
or incorrect. If it is correct, students add the amount
they paid for that sentence to their new total. If it is
incorrect, they subtract the amount they paid. The
team with the most money is the winner.
Refer students to the Grammar reference on page

120 if necessary.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
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1.
2.
lesson?
Module 9. Developing vocabulary: phrasal verbs connected with technology and computers. Lesson 94
plan:
Independent project
Date: Teacher name:
Lesson title Developing vocabulary: Phrasal verbs connected with technology and computers
Learning objective(as) 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range
skills
- match the phrasal verbs with their meanings
- describe a picture and answer the questions using a phrasal verb
- describe a picture to illustrate another phrasal verb
Assessment criteria - talk about everyday technology using a wide variety of words, expressions, and
phrasal verbs
Cross-curricular ICT
Previous learning
Plan
Start Greetings, organisational moments. Teacher Gateway Science Student
10 min introduces a new theme, learning objectives, and Book, Unit 9, Developing
assessment criteria. Checking homework. vocabulary: using phrasal
FAST TRACK verbs connected with
Students could do exercise 1 at home. technology and computers,
page 113
Phrasal verbs connected with technology and
computers Presentation Kit
1 Students look at the sentences and match the

phrasal verbs in red with their meanings a–j.
Answers
1 g 2 b 3 e 4 h 5 d 6 c 7 j 8 a 9 f 10 i
Middle 2 SPEAKING In pairs, ask students to look at the Gateway Science Student
25 min pictures and answer the questions using a phrasal Book, Unit 9, Developing
verb, vocabulary: using phrasal
Answers verbs connected with
1 to scroll up/down 2 to print something out 3 It technology and computers,
zooms in. 4 It isn’t picking up a signal. 5 The page 113
battery’s running out. 6 The alarm is going off.
Presentation Kit
End Homework: Assign students page 79 in their Workbook

5 minutes Workbook.
FAST FINISHERS -Oral feedback
Students draw a picture to illustrate another phrasal -Peer review
verb from exercise 1 and get another student to guess - Positive reinforcement
the word.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
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2.
1.
2.
Module 9. Gateway to life skills. ICT: Using technology for study. Lesson 95
plan:
Independent project
Date: Teacher name:
Lesson title Gateway to life skills. ICT: Using technology for study
Learning 10.1.10 - use talk or writing as a means of reflecting on and exploring a
objective(as) range of perspectives on the world;
skills
- listen to four students talking about using technology for study and write notes
on what the speakers say
- interview each other using the questionnaire on the phone screen
- discuss the advantages and disadvantages of using technology
Assessment criteria - talk about the uses of technology for study and plan how to integrate technology
in their future study plan using words from the Vocabulary focus and justifying
their answers
Cross-curricular Technology; IT
Previous learning Technology; Study skills
Plan
objectives, and assessment criteria. Life skills video Unit 9: Using
FAST TRACK technology for study and Life
Students could do the questionnaire in exercise skills video worksheet Unit 9
3 at home in preparation for the speaking (Teacher’s Resource Centre)
activity in exercise 4.
Presentation Kit
WARMER
Individually, students note down advantages
and disadvantages to studying online. Tell
students to refer to Key concepts for ideas and
help with vocabulary. In pairs, students then
compare their ideas and discuss any similarities
or differences. Elicit ideas in open class and
encourage students to write their ideas on the
board so that they can be referred to later on in
the lesson.
Suggested answers
Advantages
can offer educational access to all convenient
cheaper
increased time on task
Disadvantages
impersonal
less interaction with students less access to
resources more written texts
lack of immediate feedback
1 READING Ask students to look at the

statistics about university students and
technology and discuss if any of the statistics
surprise them and if so, which ones and why.
Elicit answers from students in open class.
2 SPEAKING In pairs, students answer the
questions. Elicit from students if their answers
coincide with the most common answers in
exercise 1.
Middle 3 Individually, ask students to do the Gateway Science Student’s
25 min questionnaire on the phone screen. Book, Unit 9, pp. 114-115
4 SPEAKING In pairs, ask students to
compare their answers in exercise 3 and Life skills video Unit 9: Using
technology for study and Life
discuss points 1–3. Elicit the answers from
skills video worksheet Unit 9
students around the class. (Teacher’s Resource Centre)
5 In pairs, ask students to make two lists,
one with the advantages of using Presentation Kit
technology for study and one with the
disadvantages.
VOCABULARY FOCUS
The video contains some useful
colloquial language about using
technology for studying that students
may not be familiar with. You might
want to pre- teach these words and
entire [adj]: extensive or complete
type up [phr v]: to transform handwritten
notes into text on a keyboard
aid [v]: help or assist
hugely [adv]: very/very much
presentation slides [n]: images projected
on a screen during a talk or lecture
become reliant (upon/on) [phr v]: to start
depending on someone or something
enhance [v]: to make better
highly doubt [adv/v]: doubt very much
cater to [v]: to provide something people
want or need thrive [v]: to get stronger and
grow
immersive [adj]: creating a 3D image
which appears to surround you (computing)
6 LISTENING 45 Tell students that they
are going to watch or listen to four students
talking about using technology for study.
Play the video or audio track for students to
note down if students mention any of their
ideas in exercise 5. See the Teacher’s
Resource Centre for audioscript/videoscript
for this exercise.
6 LISTENING 45In groups of four,
students choose one speaker each (Sam,
Vanessa, Bea or Chris). Play the video or
audio track again for students to write notes
on what the speaker they chose says about
the questions. Students then compare their
notes and discuss whether they agree more
with their speaker or with the other
speakers, explaining why or why not.
Answers
Sam: 1 university has online system of
resources, types up essays and
communicates with lecturer on computer; 2
variety of resources online; 4 doubt face-to-
face teaching will disappear – people learn
more from human teachers; 5 a reliable
digital word- or essay-checker to improve
writing and take work away from teachers
Vanessa: 1 phone, but mostly laptop; 2
saving copies, editing documents, sending
information; 3 too reliant on the Internet; 4
face-to-face interaction is how we thrive; 5
a gadget to allow data to be downloaded
straight into your brain
Bea: 1 Internet, university’s database; 2 all
the information at your fingertips; 3
spelling and grammar suffer; 4 face-to-face
teaching will continue; 5 a virtual helmet
for an immersive learning experience
Chris: 1 coding course – software and
hardware he needs; 2 access presentation
slides after lectures; 3 no disadvantages; 4
face-to-face teaching won’t disappear –
certain things need experts for; 5 free wi-fi
for everybody
8 SPEAKINGIn pairs, students take it in
turns to ask and answer the questions. In
open class, elicit students’ opinions on the
advantages and disadvantages of using
technology mentioned in exercise 7 and
encourage students to think of solutions to
the problems mentioned.
End Homework: Assign students the Academic Gateway Science Student’s
5 minutes task in their Student’s Book. Book, Unit 9, pp. 114-115
Divide the class into groups and tell them
they want to integrate technology into Life skills video Unit 9: Using
technology for study and Life
their English studies. Ask them to follow
skills video worksheet Unit 9
the plan: (Teacher’s Resource Centre)
 Step 1
Discuss which hardware, programs or Presentation Kit
websites they could use to study English,
either in the classroom or out. Remind them Gateway Science Student’s
to use the general ideas from this lesson for Book, Unit 9, Academic
ideas. Task, Gateway to life skills
 Step 2
Ask students to research which topics,
areas and tasks they are going to do in
English in the next two or three weeks.
 Step 3
Ask students to write up a plan with
suggestions for using technology to help
with the tasks and try some of their
suggestions out. Ask students to evaluate
how successful each experience is and why.
Students could write a short report or give a
short presentation to the class about their
experiences.
Additional
information
Play a section of the video or audio track of one of - Positive reinforcement
the four students and do a Dictogloss activity. Ask
students to listen intensively and write down as many
words as they can. Then, in pairs, students try to
combine their versions to get the version as close to
the original as possible. Play the section one more
time. Then give students two minutes to write their
final version. Ask pairs to combine to make groups
of four to work together on the final version. Groups
swap texts to peer correct any mistakes they see
(misspelled words, bad punctuation, etc.) and count
them. The team with the fewest mistakes is the
winner.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 9. Listening: solving problems. Lesson 96

plan:
Independent project
Date: Teacher name:
Lesson title Listening: solving problems.
extended talk on a wide range of general and curricular topics, including
skills
- listen to the track and match the problems with speakers
- make notes about tech troubles and discuss them in the group
- discuss their experiences of using different devices and answer the questions
Assessment criteria - discuss problems related to technology using relevant vocabulary and justifying
their answers
Plan
WARMER
In pairs, students try to think of a word
connected to technology for each letter of
the alphabet (except Q, X and Y). Set a
time limit of three minutes. The pair
with the most correct words is the
winner.
Example answers
antenna, browser, chat room, disk drive,
email, firewall, gateway, hard disk,
Internet, JPEG, keyboard, laptop, modem,
network, online, PDF, ROM, scanner,
television, URL, virus, website, zip
1 SPEAKING In pairs, students look at
pictures a–d and discuss what the problem
could be in each situation. Elicit opinions
from different students around the class and
what they could or should do in each case.
Middle 2 LISTENING 46Play the track for Gateway Science Student’s
25 min students to listen and match the problems Book, Unit 7, p.116
a–d to speakers 1–4. Check answers and
elicit if any of the ideas are similar to Presentation Kit
students’ideas in exercise 1. See p180 for
Answers
Speaker 1: b Speaker 2: c Speaker 3: d
Speaker 4: a
3 LISTENING 46 Play the track again for
students to listen and decide which problem
the statements refer to. Check their
answers.
Answers
1b 2d 3a 4c 5d 6b 7b 8a 9a 10d
4 SPEAKING 46 In groups, ask students
to make notes about one of the problems.
They then explain it to
the rest of the class. Ask if everybody
agrees that the information is correct.
Students can listen again to check if
necessary. Make sure that all four problems
are selected.
End 5 SPEAKING What’s about you? In pairs Gateway Science Student’s
5 minutes or small groups students discuss their own Book, Unit 7, p. 116
experiences and answer the questions.
Elicit answers in open class Workbook
their Workbook.
Additional
information
Assign fast finishers the Everyday English worksheet - Positive reinforcement
Unit 9 (Teacher’s Resource Centre).
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 9. Grammar in context: using gerunds and infinitives - 2. Lesson 97

plan:
Independent project
Date: Teacher name:
Lesson title Grammar: gerunds and infinitives – 2
Learning objective(as) 10.3.2 - ask and respond to complex questions to get information about a wide range
10.6.15 - use infinitive forms after an increased number of verbs and adjectives, use
gerund forms after a variety of verbs and prepositions, use a variety of prepositional
and phrasal verb on a wide range of familiar general and curricular topics
skills
- apply the rules for using gerunds and infinitives
- write complete sentences about different things using gerunds and infinitives
- develop a conversation by asking follow-up question and using gerunds/infinitives
Assessment criteria - use gerunds and infinitives correctly
- develop a conversation following the model dialogue

Cross-curricular
Previous learning
Plan
10 min Teacher introduces a new theme, learning Book, Unit 9, grammar in
objectives, and assessment criteria. context: using gerunds and
Checking homework. infinitives, pp. 116-117
FAST TRACK
Students could do exercises 1a and 1b at home. The Flipped classroom video
Check their answers and start the class on exercise and worksheet Unit 9:
2. Gerunds and infinitives – 2
(Teacher’s Resource
Test before you teach: Flipped classroom Centre/Student’s Resource
Set the Flipped classroom video and tasks for Centre)
homework before the lesson. This will allow you to
assess the needs of the students before the class. Presentation Kit
Students can then move on to the relevant grammar
practice activities.
1a Students read the pairs of sentences and say in

which pair the two sentences have the same
meaning.
Answer
sentences 2a and 2b
1b Ask students to match the verbs +
gerund/infinitive with the correct meaning (a or b).
Answers 1a2b3b4a5a6b7b8a
Gerunds/infinitives (See Teacher’s Book, page 152)

Elicit answers from different students around the
class.
Answers
1 playing 2 to do 3 to go 4 to eat 5 to bring
6 to give 7 eating 8 to get
Middle 3 Ask students to complete the second sentence so Gateway Science Student
25 min that it has a similar meaning to the first sentence, Book, Unit 9, grammar in
using the word given. Remind students that they context: using gerunds and
mustn’t change the word given and they can only infinitives, pp. 116-117
use between two and five words including the word
given. You could do the first one together as an The Flipped classroom video
example. and worksheet Unit 9:
Answers Gerunds and infinitives – 2
1 forgot to send that email 2 likes to wear a (Teacher’s Resource
tie 3 stop interrupting me 4 I remembered to send 5 Centre/Student’s Resource
like making 6 work to have 7 remember losing 8 Centre)
remember to meet me 9 stopped 10 never forget
spilling orange juice Presentation Kit
4 Ask students to decide if the sentences are correct
and rewrite the incorrect sentences.
Answers
1 I have to go back home because I forgot to switch
the oven off.
2 Can you remember to bring me my book
tomorrow because I need it?
3 correct
4 Stop playing that song because it’s awful.
5 I like to get up early when I have an exam.
6 correct
7 I’ll always remember meeting you for the first
time last summer.
8 correct
5 Ask students to write complete sentences about

the different things. Monitor and give help as
necessary as they work.
End 6 Speaking In pairs, ask students to compare their Gateway Science Student’s
5 minutes sentences and encourage them to develop a Book, Unit 9, pp. 116-117
conversation by asking follow-up questions. Draw
students’ attention to the model dialogue.
Workbook.
Workbook
FAST FINISHERS/+EXTRA ACTIVITY -Feedback
Play the game of consequences. Give each student -Peer review
a piece of blank paper where you dictate the first part - Positive reinforcement
of a story and they complete it. Everyone then folds
over the paper so that the writing is hidden and passes
it to the person on their right. Dictate the second part
of the story for students to complete before folding over
the paper and passing it on again. Once the story is
finished the last student unfolds the paper and reads
the often funny story. Remind the students before the
exercise that they are practising verbs followed by -ing
forms or infinitives.
Once upon a time (students write the name of character
one) was walking in the park when he/she (student then
folds the paper concealing their writing and the paper
is then passed to the next person)
... met (students write the name of character two) and
they started ...
They liked ...
but then they stopped …
They forgot …
Finally, they remembered …
necessary.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
Module 9. Language checkpoint Unit 9/Summative assessment on Module 9. Lesson 98

plan:
Date: Teacher name:

Lesson title Language checkpoint Unit 9/Summative assessment on Module 9
11.6.17 - use if / if only in third conditional structures, use a variety of
skills
- write definitions with defining relative clauses for people, places, times or
things
- complete the sentences with the correct form of the verbs
- match the words connected with technology with the definitions
Assessment criteria - write about everyday technology using a wide variety of words, expressions and
phrasal verbs
- describe or give extra information about people, things or places using defining
or non-defining relative clauses
Previous learning Relative clauses; Gerunds and infinitives; Technology
Plan
FAST TRACK

Relative clauses
Remind them that if they think both are
possible, they should choose both.
Answers
1 who 2 when 3 which 4 which 5 that/– 6
whose
2 Students write definitions with defining
relative clauses for the people, places, times
or things.
Example answers
1 Argentina is a country where you can find
lots of natural wonders.
2 2014 was the year when Germany won
the World Cup for the fourth time.
3 Caviar is a type of food which/that comes
from a fish called a sturgeon.
4 Ice hockey is a sport that/which is played
in Canada.
5 Marie Curie was a scientist who created
the theory of radioactivity.
6 Tea is a drink which/that can be drunk
hot or cold.
7 Glass is a material which/that breaks
easily if it’s dropped.
Middle Gerunds and infinitives - 2 Gateway Science Student’s
25 min 3 Students complete the sentences with the Book, Unit 9, p. 121
correct form of the verbs.
1 to switch 2 painting 3 writing 4 to go 5
seeing 6 to do 7 playing
Everyday technology
1 Students complete the words.
Answers
1 network 2 drop-down menu 3 webcam 4
headphones 5 broadband 6 wireless
Verbs connected with technology
2 Students match the words with the
definitions. Remind them there are four
extra words.
Answers
1 press 2 pinch 3 insert 4 freeze 5 adjust
6 delete 7 recharge
End Phrasal verbs connected with technology Gateway Science Student’s
5 minutes and computers Book, Unit
Answers Workbook
1 up 2 pick 3 out 4 popped 5 on 6 in 7 off
their Workbook.
Additional
information
You can assign fast finishers Grammar - Positive reinforcement
communication activity Unit 9: Invention or no
invention? and/or Everyday English worksheet Unit
9 (Teacher’s Resource Centre).
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 9. Developing speaking clarifying and checking understanding. Lesson 99

plan:
Independent project
Date: Teacher name:
Lesson title Developing speaking clarifying and checking understanding
10.3.6 - navigate talk and modify language through paraphrase and
correction in talk on a range of familiar general and curricular topics
skills
- listen to two people discussing whether students should be allowed to take
mobile phones into class and note down each person’s opinion
- write arguments in favour of using smartphones in the classroom and against
- discuss the statements and prepare notes giving their opinion and arguments to
support it following the model dialogue and
Assessment criteria - clarify and check understanding when discussing topics using expressions from
the Speaking bank
Cross-curricular
Previous learning
Plan
FAST TRACK
Students could prepare their arguments for and
against smartphones in exercise 2a at home in
preparation for the speaking activity.
WARMER
Write these questions on the board: Do you
have a mobile phone? What kind of
features does your mobile phone have?
Who is the youngest person you know who
has a mobile phone? How long have you
had a mobile phone? Could you live
without your mobile phone? How much do
you spend a month on your mobile phone?
Have you ever lost your phone? Has your
phone ever been stolen? Has your mobile
phone ever broken? In small groups,
students take turns to ask and answer the
questions. Ask different students to share
any interesting information they found out
about their partners with the class.
1 SPEAKINGIn pairs, students compare
and contrast the two photos. Elicit
descriptions from students around the class
and ask what they think is happening in
each photo.
2a In pairs, students draw a simple two-
column table in their notebooks and make
two lists – one with arguments in favour of
using smartphones in the classroom and
one with arguments against.
2b In open class, elicit from students if
they have more arguments for or against
smartphones in the classroom and
encourage them to express their overall
feelings as to whether they think it is a
good idea or a bad idea.
Example answers
For:
 Times have changed and schools
should be making the most of
modern technology.
 It is more important for pupils to
use the latest technology than learn
dates in history: use smartphones to
create apps or record videos.
 In class we should use the good
things that smartphones can offer –
applications and access to the
Internet.
 It’s fun: smartphones motivate
students.
 Students look after smartphones.
 Not every classroom offers students
access to a computer, so devices
like smartphones, even if you have
to pair up, are very useful.
Against:
 Smartphones are easily lost
or stolen.
 They distract students’
attention.
 There can be a misuse of
technology: cyberbullying,
texting friends in class, etc.
Middle 3 LISTENING 47Tell students they are Gateway Science Student’s
25 min going to listen to two people discussing Book, Unit
whether students should be allowed to take
mobile phones into class. Ask them to note Presentation Kit
down each person’s opinion. Elicit what the
two people say to justify their opinions. See
pp180–181 for the audioscript for this
exercise.
Answers
The man is for the idea of students taking
smartphones into class and the woman is
against it.
Man: They’re a part of daily life now ...
use your phone as a dictionary in English
lessons ... Or ... connect to a map if you’re
studying geography ... smartphone ... like a
pen.
Woman: They can do that at the
weekend ... take a photo instead of copying
the information down ... lazy ... students
will forget how to write ... take photos or
video teachers, or other students ... cheat in
exams.
4 Ask students to read through the
expressions in the Speaking bank and
complete the headings with options a and b.
Answers
1 checking someone has understood you 2
asking someone to clarify something
5a PRONUNCIATIONStudents look at
the first sentence from the Speaking bank
and discuss what they think the circles
represent. Drill the question with the class.
Answer
The circles mark where the stress falls in
the sentence.
5b Students mark where they think the
stress should go in the other sentences in
the Speaking bank. Ask them to compare
their answers in pairs.
5c LISTENING 48 Play the track for
students to listen and check their answers.
Answers
Do you get what I’m saying? Are you
following me?
Are you with me?
What I mean is ...
Yes, that’s exactly what I mean. No, that’s
not quite what I mean. Are you saying
that ...?
If I understand you correctly, ... In other
words ...
What do you mean when you say ...? I’m
not sure what you mean by ... Could you go
over that again?
Sorry, I’m not with you.
I don’t understand what you’re getting at
5d Students listen again and repeat, paying
attention to the stress and intonation.
6 Ask students to look at the statement and
prepare some notes, giving their opinion
and arguments to support it.
7 SPEaking Divide the class into small
groups and ask them to discuss the
statement in exercise 6. Remind them to
use expressions from the Speaking bank.
For students who are less confident,
photocopy themodel dialogue below, and
either read it aloud yourself,or alternate the
roles with you and two strong students.
Then instruct students to read aloud in
groups of three, alternating between roles
A, B and C. Students then use the dialogue
as a guide for their own discussion.
Model dialogue
A: I don’t think students should spend so
many hours a day in front of the screen. It’s
bad for your eyes and you are sitting in a
chair for too long. Are you with me?
B: I agree with you. It’s very bad for your
back. Another thing is that screens produce
radiation and that’s a health risk.
C: Are you two saying that you don’t spend
hours every day on a screen? Life has
changed and most people need to be
connected for many hours a day. I don’t
think it’s a problem if you take regular
breaks. Do you see what I mean?
B: If I understand you correctly, it’s fine to
spend hours in front of the screen as long as
you get up for ten minutes every four
hours!
C: No, that’s not quite what I meant. What
I meant is that we can compensate for the
physical effects by taking breaks and doing
sport.
A: I don’t understand what you’re getting
at. Screen time is not just a physical
problem, it’s a psychological one, too. Are
you following me?
B: In other words, screen time doesn’t just
damage your health, it also affects your
social life. You can become very isolated.
C: What do you mean when you say ‘very
isolated’? I have friends from around the
world and a really big circle of contacts. Do
you see what I mean?
A: Well, it would be interesting to try to
spend less time in front of the screen and
go out with friends that are not just virtual.
B: Yes, I think you have to find a balance –
you can have the best of both worlds.
End Encourage students to provide peer Gateway Science Student’s

5 minutes feedback constructively. Book, Unit
their Workbook. Workbook
Additional
information
Students write a short text about the advantages - Positive reinforcement
and disadvantages of having smartphones in class.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 9. Developing writing: writing a report. Lesson 100

plan:
Independent project
Date: Teacher name:
Lesson title Developing writing: writing a report
10.5.4 - use style and register to achieve appropriate degree of formality in
a growing variety of written genres on a range of general and curricular
topics;
skills
- read the student’s report and decide what style it is written in
- use linkers to write a report
- Write their report using words and expressions from the Writing bank and
following the Model text
Assessment criteria - write a report using determiners and quantifiers and following the advice in the
Writing bank
Previous learning Formal writing
Plan
FAST TRACK
You could ask students to read the report in
writing activity.
WARMER
Write these questions on the board: 1 Do
you think it is OK for a teenager to spend
ten hours a day in front of a screen? 2 Do
you think every student should have a
smartphone or tablet to use in the
classroom as standard equipment? Ask
students to choose one of the questions and
to go round and ask ten classmates. Then
have them write a sentence to explain their
results, e.g. The majority of/70% of/ Seven
out of ten students think/don’t think that ...
Ask students to read out their results to the
class.
1 SPEAKING In pairs, students discuss
the answers to the questions. Invite them to
share any interesting comments or ideas
with the class.
2Students read the writing task and discuss
if they should use a formal or informal style
for the task.
Answer
The style should be formal because it is a
report for the head of the school.
Middle 3Ask students to read the student’s report Gateway Science Student’s
25 min and decide what style it is written in. Elicit Book, Unit 9, p. 119
if the student mentions any of the things
they talked about in exercise 1. Presentation Kit
Answer
The report is in a formal style
writing a report. Tell them to turn to page
147 for more ideas.
TRAINING Writing a report
A report has to be formal. In their reports,
students should include a title and subtitles:
Title: Report on ...
Introduction: The aim of this report is to ...
The current situation/findings: At the
moment ...; Currently ...; My findings show
that ...; The current situation is that ...
Our opinion/recommendation(s): I would
like to recommend you ...; It would be ideal
if ...; I would suggest ...; My suggestion
would be ... Conclusion: To conclude ...; In
conclusion ...; To summarise ...
4Students decide if the words in orange are

used correctly and rewrite the incorrect
sentences. Remind them to use the helpful
information in the Writing bank
Answers
1 Each student thinks that it is important.
2 correct
3 None of the students wanted to visit the
website.
4 correct
5 A good website needs a lot of/lots of time
and effort.
6 correct
7 correct
8 Most of the people in our class find the
website boring.

5 Ask students to read the task and write
their report. Remind them to use words and
expressions from the Writing bank. They
can also follow the advice in the Writing
bank on page 157. For students who are
less confident, photocopy the model text
below for extra support during the writing
task.
Model text
Websites that teenagers like and why
they like them Introduction
The aim of this report is to explain which
websites teenagers I know like and what it
is they like about them. This report will
detail what types of websites are most
popular amongst teenagers in my country
and how we enjoy visiting them.
The most popular websites
We visit websites to help us with our
homework like Wikipedia and the Internet
Public Library. We like sites that let us
write, share, chat and meet new friends. We
also like websites where we can micro-blog
like Tumblr. We often visit Google Maps to
find out about how to get to places. We also
visit sites related to our hobbies or other
special interests, including learning new
skills or finding fun activities. We like
websites that offer entertainment, including
music and games and news about our
favourite celebrities. Most teenagers also
visit websites where we can find out about
the news and current events. A large
number of teenagers like to do their
shopping on the Internet.
What we like about these sites
It may seem more complicated for older
generations,
but we are Generation Z and we like to post
secrets on Whisper and share jokes on
Twitter. All of the teenagers
I know like to visit mobile chat services
like WeChat, and photo-sharing apps like
Instagram and Snapchat. It’s a way for us
to share funny moments without the risk of
having them go public. They also send and
load much faster than email or text. We like
to visit sites where we can share, exchange
videos or listen to songs. We also visit sites
where we can watch films on the Internet.
Conclusion
In conclusion, what’s cool with teens is
constantly changing and new websites are
being created daily. Some years ago,
everybody liked Facebook, but now we use
Snapchat or Instagram to keep up with
friends. Every teenager I know visits a lot
of different websites, but they bookmark
their favourites so they don’t forget
thegood ones!
End Homework: Assign students page 82 in Gateway Science Student’s

5 minutes their Workbook. Book, Unit 9, p. 119
Workbook
Additional
information
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?
Module 9. Summative assessment on Term 4. (Teachers choose their assessment materials). Lesson 101
Module 9. Culture: User generated videos (project). Lesson 102

plan:
Independent project
Date: Teacher name:
Lesson title Culture: User generated videos (project)
Learning 10.1.6 - organize and present information clearly to others;
objective(as) 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk
10.4.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of general and curricular topics
skills
- read the article about video channels what went viral and complete the
sentences with the relevant figures from the article
- discuss unboxing videos from around the world and make connections with
their own culture
- prepare a presentation on the cultural value and lessons people can get from
YouTube videos
Assessment criteria - discuss unboxing videos using words and expressions from the Vocabulary
focus and justifying their answers
Values links Respecting each other and different cultures
Cross-curricular IT; Culture
Plan
Teacher introduces a new theme, learning Unit 9, Culture
WARMER
Ask students about a new and exciting
product that they couldn't wait to launch.
Write some of these questions on the board:
What was it? How did you find out
information about it before it was
launched? Was the product launched
earlier elsewhere? Do you ever watch
videos about new products? Why/Why not?
Did you look at reviews from people in
other countries? Have a class discussion to
find out students' answers to the questions.
1 Ask students to read the statement and
discuss the information with their partner.
Elicit thoughts from students, then ask
them to answer the questions. Find out
which students have watched unboxing
videos before.
You may want to pre-teach some words
from the Vocabulary focus.
VOCABULARY FOCUS
amateur [adj]: done for pleasure instead of
as a job carry out [v]: to do a particular
piece of work, research etc
curiosity [n]: a strong feeling of wanting to
find out about something
differentiate [v]: to be the quality or fact
that makes one thing different from another
genre [n]: a particular style used in cinema,
writing or art, which can be recognised by
certain features heritage [n]: the art,
buildings, traditions, and beliefs that a
society considers important to its history
and culture
slick [adj]: done in a very impressive way
that seems to need very little effort
toddler [n]: a very young child who is
learning how to walk
user-generated [adj]: relating to material
on a website that is voluntarily contributed
by members of the public who use the site
Middle 2a Students read the article about unboxing Gateway Science Teacher’s
25 min and answer the question. Resource Centre, Worksheets,
Answers Unit 9, Culture
To help decide whether to buy a product, to
experience the anticipation of a new
product and to learn about a product.
2b Have students read the article again.
Ask them to answer the questions in pairs,
then check as a whole class.
Answers
1 from watching certain YouTube videos
2 Sri Lanka, Pakistan, India and the
Philippines
3 anyone
4 For younger kids this could be curiosity.
For adults it's often to help make a decision
on their purchases.
5 It educated people on the community,
music, traditions and heritage of Toksook
Bay.
6 more understanding of different cultures
7 the US
2c Ask students to complete the sentences

with the relevant figures from the article.
Have them check answers in pairs before
checking as a whole class.
Answers
1 (just over) 600 2 57% 3 62% 4 over 4
million 5 48 6 over 9,000
End Gateway to culture Gateway Science Teacher’s

5 minutes 3a Put students into pairs to discuss the Resource Centre, Worksheets,
questions. Elicit ideas from the class. Unit 9, Culture, PROJECT
Answers
Homework: Assign students the PROJECT
in their Culture worksheets.
3b You are going to prepare a small
presentation to demonstrate how a
selection of YouTube videos can help
others to learn about different cultures.
Read the questions and prepare for your
project research.
1 Work with a partner. Choose three
different videos.
2 In your pairs, make notes on the
following questions when you do your
research online:
 Who made the video?
 Why did they make the video?
 What is the video about?
 What did you learn from the video?
 What are the cultural differences
compared to your country?
 Are the cultural differences obvious
or subtle?
 Any other useful information.
3c Present your findings to the class.
Describe your chosen videos and talk the
class through your experience of
watching each video. Highlight what it
teaches us about culture and the
differences to your country.
Additional
information
Ask fast finishers to work in pairs and discuss - Positive reinforcement
their favourite YouTube Channels. Encourage
students to explain the reasons why they like these
channels.
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?

plan:
Independent project
Date: Teacher name:
Lesson title Developing writing: writing a report
10.5.4 - use style and register to achieve appropriate degree of formality in
a growing variety of written genres on a range of general and curricular
topics;
skills
Assessment criteria
Cross-curricular
Previous learning
Plan
FAST TRACK
WARMER

25 min Book, Unit
Presentation Kit
5 minutes Homework: Assign students page 82 in Book, Unit
their Workbook.
Workbook
Additional
information
objectives/learning
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1.
2.
1.
2.
lesson?

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10 сыныптарға арналған сабақ жоспарлар

Поурочные планы для 10 класса (естественно-математического цикла)

End 3 Gateway Companion Science

Homework: Gateway Companion Unit 1.

Module 1. Vocabulary: studying at university. Lesson 2

(If time: use the Extra Activity, TB, page 29).

1b In pairs, students think of other university

Homework: Assign students page 4 in their Workbook

Module 1. Reading: Chat Room Lesson 3

Teacher introduces the topic of the lesson, learning

Present simple, present continuous and present

TEACHER DEVELOPMENT: LANGUAGE

Teacher development: classroom tips and planning.

Module 1. Developing vocabulary: do and make. Lesson 5

Module 1. Gateway to life skills: managing study time. Lesson 6.

1a. Individually, students read the statements in the

Module 1. Listening: two teenagers talking about revision. Lesson 7

1 SpeakingIn pairs, students read the

Homework: Assign students page 7 in their

Module 1. Grammar in context: infinitives and gerunds – 1. Lesson 8

Gerund and infinitives – 1

Module 1. Developing speaking: negotiating and collaborating: giving personal information –

Fast track Presentation Kit

Students think of typical questions connected with

4 Speaking In pairs, students take it in turns to ask and

Present perfect simple and continuous

End DO and MAKE Gateway Science Student’s

Homework: Assign students page 11 in their

Module 1. Myth busters. CLIL: Engineering feat. Lesson 12

1 Direct students to the photo of tunnel

2 Students read the text quickly before

?? DID YOU KNOW?

Direct the students’ attention to the Did you

End PROJECT Gateway Science Teacher

Homework: If students have not finished the

Module 2. Natural disasters. We won’t halt global warming until … Lesson 13

End Homework: assign students Exercise 4 (writing Gateway Companion

Module 2. Vocabulary: work conditions and responsibilities. Lesson 14

TEACHER DEVELOPMENT: CLASSROOM

Work conditions and responsibilities

2 Students read the job descriptions and name

8a Ask students to put the different events in a

9 Students match the expressions 1–5 with

End 10 SPEAKINGIn pairs, students talk about Gateway Science Student’s

TEACHER DEVELOPMENT: STUDENT

Homework: Assign students page 12 in their

Students order the

Module 2. Reading: working life. Lesson 15

Gallery activity Pictures

FAST TRACK The Flipped classroom

Past simple and past continuous

TEACHER DEVELOPMENT: LANGUAGE.

TEACHER DEVELOPMENT: LANGUAGE.

2b PRONUNCIATION 08 Elicit from

TEACHER DEVELOPMENT: LANGUAGE.

Test before you teach: Flipped classroom

TEACHER DEVELOPMENT: LANGUAGE.

5b Ask students to read rules 1–5 and complete