Oxford Excellence for Matura (Builder + Extender)
New Exam Builder + New Exam Extender. Nowe wydanie bestsellerowego repetytorium, z uwzględnieniem nowej podstawy programowej oraz zmian na maturze ustnej od 2012 roku. Nowe wydanie to 5 w 1: podręcznik + zeszyt ćwiczeń + zbiór testów + repetytorium + oba poziomy matury.
Jenny Quintana Joanna Sosnowska Danuta Gryca konsultacja: Ilona Gsiorkiewicz-Kozlowska Oxford Excellence for matura NEW EXAM BUILDER Podrcznik z repetytorium do jzyka angielskiego przykladowe strony Z h h W OK. E E Z Zadanie 1 Zadanie 2 rozmowa z odgrywaniem roli Z rozmowa na podstawie ilustracji t E Zadanie 3 h d W E < Jakie wyzwania stawia nowa matura ustna przed ,,mocnym" uczniem? W d / : D W K D W Matura speaking tests 1 SZKOLA 3 Rozmowa z odgrywaniem roli 5X�K LPMFHB [F 4[XFDKJ [BTUBOBXJB TJ OBE QPEK DJFN TUVEJ�X XZ T[ZDI X 1PMTDF 3P[NBXJBT[ [ OJN OB UFNBU TUVEJPXBOJB OB QPMTLJDI VD[FMOJBDI 8 SP[NPXJF [ FH[BNJOVK DZN QPSVT[ QPOJ T[F D[UFSZ LXFTUJF Rozmowa na podstawie materialu stymulujcego 5 rodzaje zakwaterowania 1PQBUS[ OB [EK DJF J [EK DJF 0QSBDPXVKFT[ [ LPMFHBNJ J LPMF BOLBNJ JOGPSNBDKF P EPEBULPXZDI [BK DJBDI BSUZTUZD[OZDI X XBT[FK T[LPMF 8ZSB TXPKF [EBOJF OB UFNBU EX�DI QPOJ T[ZDI [EK EP VNJFT[D[FOJB OB TUSPOJF JOUFSOFUPXFK T[LP�Z 8ZCJFS[ UP [EK DJF LU�SF UXPJN [EBOJFN C E[JF CBSE[JFK PEQPXJFEOJF J V[BTBEOJK TX�K XZC�S 8ZKB OJK EMBD[FHP PES[VDBT[ ESVH QSPQP[ZDK nauka jzyka polskiego koszty utrzymania ycie towarzyskie (Rozmow rozpoczyna egzaminujcy) 4 Rozmowa na podstawie ilustracji Describe the picture. Pytania dla egzaminujcego: 1 8IZ EP ZPV UIJOL UIF UFFOBHFS JT TUVEZJOH JO CFE 2 %P ZPV QSFGFS TUVEZJOH PO ZPVS PXO PS XJUI PUIFS QFPQMF 8IZ 3 5FMM NF BCPVU B EBZ BU TDIPPM ZPV SFBMMZ FOKPZFE SFDFOUMZ Pytania dla egzaminujcego: 1 8IBU LJOE PG FYUSB TDIPPM BDUJWJUJFT BSF CFTU GPS QFPQMF ZPVS BHF 8IZ 2 4PNF QFPQMF TBZ UIBU TDIPPMT TIPVME FODPVSBHF DPNQFUJUJPO BNPOH TUVEFOUT 8IBU EP ZPV UIJOL 3 )PX JNQPSUBOU JT JU GPS TDIPPMT UP QSFQBSF ZPVOH QFPQMF GPS XPSLJOH MJGF 4 )PX EP ZPV UIJOL TDIPPMT OPX BSF EJ FSFOU GSPN UIPTF JO UIF QBTU MATURA SPEAKING TESTS 247 SPIS TRECI Wprowadzenie s. 4 VOCABULARY AND SPEAKING VOCABULARY AND READING Zadanie wielokrotnego wyboru GRAMMAR AND SPEAKING Present simple and present continuous Rozmowa na podstawie ilustracji 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Szkola s. 6 School life Rozmowa z odgrywaniem roli Zdrowie s. 18 Ilnesses, symptoms and treatment Rozmowa na podstawie ilustracji Medical care Dobieranie zda do luk w tekcie Vocabulary: Modern addictions Present perfect and past simple Rozmowa na podstawie materialu stymulujcego Defining relative clauses Rozmowa na podstawie ilustracji Dom s. 30 Flat sharing and flat renting Rozmowa na podstawie materialu stymulujcego Daily routine and leisure Rozmowa z odgrywaniem roli Describing houses Dobieranie nagl�wk�w do fragment�w tekstu Stages of life Zadanie prawda / falsz ycie rodzinne i towarzyskie s. 42 Modal verbs: may, might, could, must, can't Rozmowa na podstawie ilustracji Indirect questions Rozmowa z odgrywaniem roli Praca s. 54 Jobs Rozmowa na podstawie materialu stymulujcego Going on holiday Rozmowa z odgrywaniem roli The job market Dobieranie informacji do tekst�w Transport: accidents and problems Zadanie wielokrotnego wyboru British and American food Dobieranie informacji do miejsc Advertising Dobieranie zda do luk w tekcie Feelings Zadanie wielokrotnego wyboru Podr�owanie i turystyka s. 66 Comparison of adjectives and adverbs Rozmowa na podstawie ilustracji ywienie s. 78 Meals and their preparation Rozmowa na podstawie ilustracji Modal verbs: must, mustn't and have to; make, let, be allowed to Rozmowa z odgrywaniem roli Countable and uncountable nouns; plurals of nouns Rozmowa na podstawie ilustracji Vocabulary: Appearance Questions with `like' Rozmowa na podstawie ilustracji Each other and -selves, every and each Vocabulary: Films Rozmowa na podstawie materialu stymulujcego Gerund and infinitive Vocabulary: Sports equipment Rozmowa na podstawie materialu stymulujcego Articles a/an, the and zero article Rozmowa na podstawie ilustracji Zakupy i uslugi s. 90 Shops Rozmowa z odgrywaniem roli Czlowiek s. 102 Personality Rozmowa na podstawie materialu stymulujcego Mass media Rozmowa z odgrywaniem roli Kultura s. 114 Visual arts Zadanie prawda / falsz Sport s. 126 Doing a sport Rozmowa na podstawie ilustracji Places to do sports Dobieranie informacji do tekst�w Nauka i technika s. 138 Science Rozmowa na podstawie materialu stymulujcego Environmental problems and solutions Rozmowa na podstawie materialu stymulujcego Crime and punishment Rozmowa z odgrywaniem roli Information and communication technology Zadanie wielokrotnego wyboru Space Dobieranie nagl�wk�w do akapit�w wiat przyrody s. 150 Vocabulary: Weather There and It Rozmowa na podstawie ilustracji Vocabulary: Politics Place names and `the' Rozmowa na podstawie ilustracji Pastwo i spoleczestwo s. 162 Zadanie wielokrotnego wyboru Word Bank s. 174 Vocabulary Expander s. 189 Grammar Expander s. 204 Irregular Verbs s. 218 Functions Bank s. 220 Writing Bank s. 222 Use of English s. 232 Matura speaking tests s. 246 Matura practice tests s. 261 Quiz answers s. 279 VOCABULARY, LISTENING AND CULTURE The system of education Zadanie prawda / falsz Education in the USA The disabled Zadanie wielokrotnego wyboru Health care in Britain GRAMMAR AND SPEAKING Prepositions Verbs and adjectives Rozmowa na podstawie materialu stymulujcego Present perfect and present perfect continuous Mixed tenses Rozmowa z odgrywaniem roli VOCABULARY AND WRITING Extra-curricular activities Zaproszenie Healthy lifestyle List prywatny Rooms and furniture Zadanie wielokrotnego wyboru Daniel Libeskind Family conflicts and problems Dobieranie zda podsumowujcych Greetings in Britain Looking for a job Zadanie wielokrotnego wyboru Finding a job in Britain Holiday activities Dobieranie informacji do nazw czynnoci New Zealand Diets Zadanie prawda / falsz Chefs in Britain Services Dobieranie wypowiedzi do nazw uslug Online services in the UK Interests and hobbies Zadanie wielokrotnego wyboru Free time activities in England Performing arts and music Dobieranie zda podsumowujcych Edinburgh Fringe Question formation Rozmowa z odgrywaniem roli Jobs in the house Culture: Household jobs in the UK Ankieta Culture: Holidays in Englishspeaking countries List prywatny Working conditions List oficjalny: podanie o prac Narrative tenses Rozmowa na podstawie materialu stymulujcego Present and past tenses Rozmowa na podstawie ilustracji Future: present continuous, will, going to, present simple Rozmowa na podstawie materialu stymulujcego At a hotel Poczt�wka First and second conditional; time clauses Rozmowa na podstawie materialu stymulujcego Adjectives to describe healthy and unhealthy food List prywatny Complaining List oficjalny: reklamacja Determiners: many, much, a lot (of), (a) little, (a) few, all, whole Rozmowa na podstawie materialu stymulujcego Reported speech Rozmowa z odgrywaniem roli Clothes Wiadomo Non-defining relative clauses Relative clauses review Rozmowa na podstawie ilustracji Literature List prywatny Competitive sports Zadanie wielokrotnego wyboru Oxford and Cambridge boat racing I wish and If only Rozmowa z odgrywaniem roli Sporting events List oficjalny: zapytanie Inventions and discoveries Zadanie prawda / falsz Garret Morgan Natural disasters Zadanie wielokrotnego wyboru Tornadoes in Britain Charity Dobieranie informacji do os�b Red Nose Day Passive voice Rozmowa z odgrywaniem roli Machines and gadgets Ogloszenie Linking words Rozmowa z odgrywaniem roli Pets List oficjalny: list do redakcji Third conditional Conditionals: review Rozmowa na podstawie materialu stymulujcego Economy Wiadomo List prywatny 1 Szkola Szkola 1 1Szkola VOCABULARY AND SPEAKING 1 Look at the board and finish the sentences. I like school because ... I think exams should ... Breaks are ... VOCABULARY School life 2 Complete gaps 1�6 with the words in the box. review exercises assigned browse by heart project 3 Make a list of all the homework you got this week (or last week). Compare your answers with a partner. Do you think it is a fair amount? Why? 4 Match verbs 1�9 with phrases a�i to make the names of activities related to school subjects. 1 read 2 solve 3 carry out 4 memorize 5 do 6 draw 7 examine 8 combine 9 play 10 study a b c d e f g h i j handball insects under the microscope maps problems (e.g. multiplication, division) human rights and politics text and graphics sketches dates grammar and vocabulary exercises experiments Too much pain, no gain? Last week the teachers in my school decided to bury us alive. With homework. First it was the maths teacher with his fifty tedious practice 1 on linear equations. Next was Ms Frame, who told us to write a 500-word 2 of the play we saw recently. On Tuesday, our English teacher asked us to do a 3 on American and British education. On Wednesday we had German, and we were 4 an essay on German teenagers. Thursday wasn't any better � we had to learn all the formulas and chemical tables for chemistry 5 . Finally, on Friday, our social sciences teacher told us `no pain, no gain' and asked us to 6 several national news websites which cover the latest political stories. So on Saturday my friend and I decided to research local entertainment options � and went to the cinema! What subjects do the activities refer to? 1c - geography 5 Work in pairs. Cover the verb column in exercise 4 and see how many phrases you can recall from memory. 6 SZKOLA 1 VOCABULARY AND SPEAKING 6 Write the types of subjects next to the definitions. Then, for each category give at least two examples. optional 1 compulsory arts science 10 subjects in which you learn about painting, music, sculpture, etc.: 2 subjects in which you learn about the natural and physical world: 3 subjects that you can choose to do if you want to: 4 subjects that you must do: 1.02 Listen to a student performing the task below. Tick 9 the box for each topic that the student covers. topic 1 topic 2 topic 3 topic 4 11 Read the point the student has missed. What would you say? 12 EXAM TASK Do the exam task in pairs. Use the model below. Then swap roles and do the task again. 7 Work in a group of three or four. 1 Each choose a number from 1 to 10. 2 Go back to exercise 4 and see what subject it is. 3 Try to convince the other people in your group that it is the most important subject for students. REMEMBER! learn = uczy si czego, np. learn English / learn to sing study (for) = spdza czas, uczc si, np. study French / study for a test revise (for) = powtarza material, np. revise for exams VOCABULARY EXPANDER PAGE 189 W ramach programu wymiany midzynarodowej do twojej klasy bdzie uczszcza ucze z liceum w Danii. Rozmawiasz z nim na temat organizacji pracy w twojej szkole. W rozmowie z egzaminujcym porusz nastpujce cztery kwestie: organizacja roku szkolnego, przedmioty obowizkowe, obowizujcy str�j, zadania domowe. (Rozmow rozpoczyna egzaminujcy) EXAMINER EXAM TRAINING Rozmowa z odgrywaniem roli Wskaz�wki ustnym, udzielaj pelnych odpowiedzi na zadane pytania. pierwszego zadania egzaminacyjnego, aby dowiedzie si, w jak rol masz si wcieli. podane w poleceniu. Do I have to do PE? I hate it! Explain which subjects are compulsory in your school. Well. I'll have to start to like it then! And are there any rules about clothes? Say what clothes are allowed and what are not allowed. Sounds... (good / fair / terrible). Is there anything else I should know? Tell your friend how much and what kind of homework you get. What is your school life like? STUDENT Say how the school year is organized in your school: semesters, holidays, breaks. 8 Work in pairs. Ask and answer the questions. When it is your turn to answer, give as much information as you can. 1 When do you start lessons? 2 How do get to school? 3 What are your teachers like? 4 Which subject do you enjoy most? 5 What do you do after school? 9 Read the exam task. Then answer questions 1�3 below. Compare your answers with a partner. W ramach programu wymiany midzynarodowej do twojej klasy bdzie uczszcza uczennica z liceum w Szwecji. Rozmawiasz z ni na temat organizacji zaj w twojej szkole. W rozmowie z egzaminujcym porusz nastpujce cztery kwestie: tygodniowy rozklad zaj, przedmioty obowizkowe, przedmioty dodatkowe, punktualno. (Rozmow rozpoczyna egzaminujcy) 1 Who starts the conversation - you or the examiner? 2 What specific subjects do you need to provide? 3 Who are you in the conversation - a student from Poland or a student from Sweden? 13 Write down the student's role in the exam task. 1 SZKOLA 7 VOCABULARY AND READING 1 Describe the photos. Which of these learning environments is closest to your own? EXAM TRAINING Zadanie wielokrotnego wyboru Wskaz�wki 3 Read the text again and choose the best answer A, B or C. 1 What is true about the island of Herm? A The pupils travel daily from a nearby island. B There are fifteen pupils in the whole school. C The teacher lives close to the school. D The school is for children aged up to eleven. 2 Why do some schools have to close? A They are too expensive to run. B It's difficult to find teachers for them. C Too many pupils want to go to them. D The teachers want to be paid more. 3 What does the writer say about schools with fewer than fifty children? A Class sizes have to increase. B Pupils behave badly. C Pupils generally learn more. D There is one age group in each class. znaczenia nie znasz. odpowiedzie na pytania szczeg�lowe zawarte w treci zadania. 2 Read the exam tip. Then read the text and choose the best answer A, B or C. The text is about A general life in remote places. B being a student in a small school. C becoming a teacher in the Channel Islands. Living and Learning on an Island 1 5 Children living on remote islands and in other areas where the population is very small often end up being educated in very small schools. These schools often have fewer than a hundred children and sometimes no more than fifty. Herm, for example, is one of the smallest of Britain's Channel Islands. About fifteen families live on Herm all year round and the school has around ten pupils of primary school age, and a teacher who comes over from the larger island of Guernsey every day. Children over the age of ten attend school on Guernsey as weekly boarders. 20 25 10 30 15 The problem is that these small schools are often threatened with closure usually because they are not considered financially viable. This is because the cost per pupil increases as the school size falls. When schools close, the teachers lose their jobs and pupils are sent to another school in the area. Usually this is quite some distance away and is often disruptive for the pupils' education. 35 40 45 Another concern with small schools is that there aren't enough students to make a full class. This means classes often contain mixed ages and mixed abilities and this can be difficult for teachers to deal with. On the other hand, it has been shown that when there are fewer than fifty pupils in a school, higher standards of pupil behaviour and achievement are more likely � one benefit of small class sizes is that pupils receive more individual attention. 8 SZKOLA 1 VOCABULARY AND READING LEARNING AT HOME 1 5 Have you ever thought about leaving school and learning at home? Thousands of young people do exactly that. It's called `home schooling' or `home education'. So why do parents make the decision to do this? Some parents take their children out of school due to bullying or other serious problems, but there are a growing number of British parents who choose to home-educate their children from the start. We spoke to Erin Morgan who chose home-schooling for her children. `We took our children out of school when my son Joseph was six and Lily was eight. There were no problems with teachers and neither of the children was being bullied - in fact they were quite popular - they were simply bored. With large class sizes, low resources and other problems, it's difficult for teachers to give some children the individual attention they need. When we started home-schooling, I was worried the children wouldn't fit in socially, so they have a few organized activities a week. Joseph is learning the trumpet and plays in a band. Lily goes to ballet classes and they both have swimming lessons. This means they learn skills and enjoy the company of other children at the same time. In addition, I belong to a home-schooling network so we often get together for trips with other home-schoolers. 30 We don't have a set timetable, but negotiate what we're going to do every day. Morning activities include using the computer, writing, spelling, reading, maths and science. After lunch, we generally choose something more creative like art, sewing, or gardening. I have to admit that some activities are more popular than others, but in my view, it's important to get through every subject in order to get a good general education. People ask what happens when home-schoolers get to secondary school age. I have friends with teenage children and most of them have decided to follow a curriculum and take GCSE exams. This has meant a more organized day but the young people still take a great deal of responsibility for their own learning. One boy I know is planning to stop home-schooling when he is sixteen, do a part-time college course and then go on to university. Whatever the age of your children home-schooling is a challenge, but in my opinion, the worst thing to do is to turn the home into a formal school. Learning should be fun, and children and young people need to feel happy in order to achieve. I'm not saying you shouldn't have rules - we all need rules to be able to learn and live within society - but learning in a formal environment at school isn't the answer for everyone.' 10 35 15 40 20 45 25 50 4 EXAM TASK Przeczytaj powyszy tekst i odpowiedz na pytania 1�6. Zakrel liter A, B, C lub D. 1 What does the writer say about home-schooling in Britain? A It's a serious problem. B It only occurs when children are unhappy. C It's rare for young children to learn at home. D It's becoming more common. 5 In pairs, discuss the questions. What do you think are the advantages and disadvantages of: a learning in a very small school? b learning at home? VOCABULARY Build your vocabulary 6 Find words 1-8 in the two texts above and match them with definitions a-h. Then use them in sentences of your own. 1 remote (1.01) a disturbing or upsetting 2 viable (1.23) b finish at least a part of something 3 disruptive (1.30) c remove 4 take out (2.10) d decide or agree something by talking about it 5 fit in (2.18) e far away from where other people live 6 get together (2.24) f socialize 7 negotiate (2.26) g practical or possible 8 get through (2.32) h be able to live and work with other people 2 What does Erin Morgan say about her children at school? A They were in big classes. B They enjoyed some of their lessons. C They had no friends. D They disliked the teachers. 3 What does Erin say about her children? A They avoid meeting children. B They dislike groups of children. C They only meet other home-schoolers. D They often meet children of their own age. 4 What does Erin say about daily activities? A They are always the same. B The children can choose them. C The children like all of them. D They all involve writing. 5 What does Erin say about home-schooling older children? A It's better to send them to college. B It's important to change your method. C It makes no difference. D It generally isn't done. 6 Erin thinks that children learn best A without rules. B in formal situations. C when they enjoy it. D with other children. 7 Find three other interesting words in the texts in exercises 5 and 6 and write their definitions. Read the definitions to the class and let other students guess the words. 1 SZKOLA 9 GRAMMAR AND SPEAKING GRAMMAR Present simple and present continuous 1 Look at the timetable for students in their final year of secondary school in England. Answer the questions in pairs. Monday 8.30�8.55 8.55�9.55 9.55�10.55 10.55�11.15 11.15�12.15 12.15�13.15 13.15�14.05 14.05�15.06 Free Sociology Art History Sociology Art History Free Registration English Free Tuesday Registration Free English Wednesday Registration General Studies Free ����������� Break ����������� English Sociology ����������� Lunch ����������� Art History English Free Free Sociology Art History Free Thursday Registration Free Art History Friday Registration Art History Sociology 1 How similar is this timetable to your timetable? 2 What are the differences? 3 Would you like to go to this school? Why? 3 Find and correct a mistake in each sentence. 1 2 3 4 5 I learn maths. What are you doing? We're always having gym in the morning. What languages do you study this year? Are you remembering we've got extra history tomorrow? I'm not speaking French so I can't help you. 2 Use the verbs in brackets in the present simple or continuous to complete gaps 1�5. Then read the rules below to check your answers. Joe Why 1 (you / look) at the timetable? Sue I 2 (believe) it's been updated and that there are fewer lessons on Friday. Joe Look! We 3 (have) Spanish tomorrow. Sue Oh no! The project ... Joe Take it easy! I 4 (only joke). Tomorrow is Saturday. We 5 (not go) to school at the weekend, remember? present simple stosujemy wtedy, gdy: m�wimy o czynnociach rutynowych, powtarzajcych si, np. I usually start school at 8. m�wimy o stalych, niezmiennych sytuacjach, np. My teacher lives in the suburbs. przytaczamy znane prawdy lub fakty, np. The Earth goes around the Sun. m�wimy o ustalonych terminach, rozkladach, np. History starts at 10 tomorrow. love, like, hate), stany umyslu (know, hope, seem, believe, remember, want) i doznania zmyslowe (feel, hear, see), np. I hope our timetable isn't as bad as last year. present continuous stosujemy wtedy, gdy: m�wimy o czynnociach majcych miejsce teraz lub My sister is studying in her room at the moment. I'm doing extra Spanish this year. opisujemy zachodzce zmiany, np. The number of students in primary school is going down these days. m�wimy o cudzych nawykach, kt�re nas irytuj i kt�re maj tendencj do powtarzania si, np. Daniel is always talking on his phone in my class. 4 Use the verbs in brackets in the present simple or continuous. Hello Sam How are you? You probably think I 1 (have) a great time here, but I'm not. I picked this course because my guidebook says it 2 (not rain) in Spain in summer. You won't believe it but it 3 (rain) now! And you 4 (know) 5 how I (hate) the rain. We 6 (have) classes from 9 till 4 every day! Can you imagine? It's summer and I 7 (study). Well, to be honest, we sometimes 8 (finish) earlier or go to watch a play (in Spanish of course!). 10 The teacher 9 (seem) friendly. She (speak) slowly so I can understand her. But Spanish people 11 (speak) so fast! I can't possibly understand more than just a few words. I 12 (feel) I 13 (not make) any progress. The teacher says I 14 (do) very well but I 15 (think) she 16 (try) to be kind. Can you come and visit me next weekend? Please! There is a plane from London which 17 (arrive) in Madrid at 6 p.m. on Friday so I can pick you up at the airport. Miss you a lot! Love Ania 10 SZKOLA 1 GRAMMAR AND SPEAKING 5 Work in pairs. Read the task below and plan what you want to say. You will have to talk for at least one minute. Describe your ideal school day. Discuss: ideal time to start and finish school number of lessons (per day) breaks: how many and how long they are organization of lessons (length, what teachers and students do) tests 10 1.04 Listen to another student describing the photo in exercise 7 and write down five mistakes in present tenses he makes. Then correct them. 11 The examiner is going to ask you three questions. Read the questions below and decide which category they belong to: I = interpretation (interpretacja materialu) O = opinion (wyraanie opinii) R = relating an event (relacjonowanie wydarze) Which question is the odd one out? Why? a Tell us about the last time you did experiments at school. b Do you think the students are enjoying the lesson? Why / Why not? c What is more important to students: theory or practice? Why? d What do you know about the American system of education? 6 Listen to your partner. Note the time. Then swap roles. GRAMMAR EXPANDER PAGE 204 EXAM TRAINING Rozmowa na podstawie ilustracji Wskaz�wki na zdjciu oraz powiedzie, co one robi. present continuous. i relacjonowania. USE IT! The picture / photograph shows ... In the picture I can see ... At the front / back ... On the right / left ... In the middle ... 7 Look at the photo. In pairs, answer the questions below. 1 Where is it? 2 Who and what is there? 3 What are they doing? 12 Do the exam task in pairs. Then swap roles and do the task again. Use the phrases from the USE IT! box above. EXAM TASK Describe the picture. 8 Read the description and try to guess the missing words. The picture shows a typical 1 . The 2 are sitting at the desks. On the desks there are 3 and test tubes. The 4 , who is standing at the front, looks friendly. I think she is 5 something to the students. And they seem to be very busy. They are carrying out 6 with chemical solutions. The girl and boy in safety glasses are really involved in the lesson. I guess they are enjoying it. 9 1.03 Listen to a student performing the task and complete gaps 1�6. Pytania dla egzaminujcego: 1 Why do you think the students are so happy? 2 Should students be allowed to wear casual clothes for school ceremonies? Why / Why not? 3 Tell us about a school ceremony you took part in. 1 SZKOLA 11 VOCABULARY, LISTENING AND CULTURE 1 Describe the photos. Do you have schools like this in Poland? What kind of school is it? VOCABULARY The system of education 2 Match the names of the schools with their descriptions 1�10. independent comprehensive state school secondary primary boarding single-sex nursery grammar mixed / co-educational 1 2 3 4 5 6 7 8 9 10 It's a free school for pupils aged 11-18, but you have to do an entrance exam. It's a day-school that parents pay for. It's a free school for anybody. It's a school for children aged 5-11. It's a school for children aged 11-18. It's a school for under 5s. It's a school for girls or boys only. It's a school where pupils also eat and sleep. It's a school that allows both boys and girls to attend. It's a school that's run by the government. 3 Read and complete the young people's memories with words from exercise 2. I had to do an exam called the 11 Plus. I passed it and then I went to the local school. I started school when I was three years old. I remember playing with sand and looking at picture books. I didn't enjoy school because I didn't like school. I thought it being at a was more interesting to learn with boys as well as girls! We moved house when I was fourteen, so I school. It had to start at a new was really difficult to make friends. I hated school because I was bullied. In the end, my parents decided to pay for my education, so they sent me to school. an I went to a school because my parents lived abroad. It was very strange at first sharing my bedroom with other people. 12 SZKOLA 1 VOCABULARY, LISTENING AND CULTURE EXAM TRAINING Zadanie prawda / falsz Wskaz�wki 5 1.05 Now listen to Yukimi describing her life at a boarding school in England. Decide if the sentences 1-3 in exercise 4 are true or false. 6 zdania. EXAM TASK 1.06 Wysluchaj nagrania i okrel, kt�re zdania s zgodne z jego treci (True), a kt�re � nie (False). Wstaw znak X w odpowiedniej rubryce tabeli. True 1 False 4 Read the true/false statements. Match the words from the box with the words in bold in the statements. There is one word that has a similar meaning and one word which has an opposite meaning for each word in bold. enjoys relaxed lots of different nationalities mono-cultural isn't keen on nervous True 1 2 3 Yukimi was worried about going to boarding school. Her school is very multi-cultural. She loves everything about being at boarding school. False 2 3 4 5 6 7 Charlie suggested the idea of a boarding school. Charlie was homesick when he started boarding school. The students have breakfast in their rooms. The teachers help the students with their homework. There are a lot of organized events. Charlie dislikes sharing a room. Charlie describes general life at boarding school. 7 In pairs, talk about the advantages and disadvantages of going to a boarding school. Do you think you would enjoy it? CULTURE 8 Complete the text with the words and phrases from the box. loans schooling curriculum report cards post-secondary extra-curricular activities mandatory scholarships elective courses elementary junior 9 Work in pairs. Make a list of similarities and differences between American and Polish systems of education. Compare your list with another pair. Similarities compulsory in PL and the USA Differences elective school subjects in the USA Education in the USA is compulsory for all children in the USA. In most states education is 2 until the age of eighteen. First, children attend 3 school (up to the fifth grade) where basic subjects are taught. Then they go on to 4 high school followed by senior high school. The 5 (the set of 1 courses) is determined by school districts, not the government. Many high schools offer a variety which students of 6 can choose from, e.g. visual arts, publishing or foreign languages. At the end of the school year students get 7 with their results on them. A high priority is given to 8 , such as sports programmes or bands. education is known as college or university. Students have to pay for their education at college or university. Many have to rely on student 10 or 11 from the university to cover the costs. 9 1 SZKOLA 13 GRAMMAR AND SPEAKING GRAMMAR Prepositions 1 Describe the picture. Why do you think the student looks upset? 4 Tell your partner about how you were caught cheating at school. The story does not have to be true. a Plan your story. Say: b Listen to your partner's story. Decide if it is true. It was on a Monday morning in March last year ... 2 Answer the questions in pairs. 1 Where do you prefer to study: at a desk in your room, in the living room or perhaps in the kitchen? 2 When is the best time for you to study? In the morning, in the afternoon or at night? 3 When you are studying for a test do you divide the material into small chunks or cram the day before the test? 4 Do you ever study in bed? Why / Why not? 5 Read what a specialist said about studying. Do you agree? You should study only when you are rested and have planned for it. Last minute studying just before a class is usually a waste of time. Verbs with prepositions 5 Complete the phrases with: at, for, from, on, in, by. a b c d e f g h study tests get a 3 a test take an active part a lesson arrive lessons graduate school / university learn heart apply a scholarship cheat tests 6 Complete the text with the phrases from exercise 5. Use the correct form of the verbs. 3 Complete the sentences with at, in, on or nothing (�). Then check with the rules below. 1 I'd like to study law university. 2 We have to hand in our work to the teacher next Monday. 3 Hurry! The lesson starts 5 minutes. 4 My school is 11 Szeroka Street, right the city centre. 5 Don't be late for the ceremony. You know it always starts time. 6 the back of this photo there are three students laughing at something. 7 fifty years' time traditional notebooks will be a thing of the past. 8 Some students cannot concentrate when sitting their desks. 9 Let's meet the front of the school building. 10 We're having a school party Saturday night. Przyimki miejsca In: a classroom, the gym, the picture, the book, bed, the city centre, the playground At: school / university, the desk, the party, the front, the back, 10 Downing street On: the floor, the map, the right / left Przyimki czasu On: Monday, Tuesday morning, Teachers' Day, 6th May, time At: 11 o'clock, lunch break, the moment, this / that time, the weekend In: 2011, November, winter, the morning, two years' time, three minutes' time No preposition: this week, last September, next Saturday Advice to new students Congratulations! You have just started a new and exciting (!) life at Dubois High. Here are just a few tips on how to avoid problems and 1 this school in three years' time. 2 3 lessons punctually. lessons, especially in the first month. A positive first impression is important in a new school. a test is a pass, so don't worry if you don't do any better in the first year. 5 4 6 7 of friends. Two heads are better than one. And it's more fun! 8 Good luck! Year 3 GRAMMAR EXPANDER PAGE 214 14 SZKOLA 1 GRAMMAR AND SPEAKING EXAM TRAINING Rozmowa na podstawie materialu stymulujcego Wskaz�wki zadanie masz wykona. argumenty za wybran opcj i powody, dla kt�rych 8 1.07 Listen to a student giving reasons for her choice of a language school and answer the questions. 1 The student said which school she would like to go to. T / F 2 The student gave reasons for her choice. T / F 3 The student said why she wouldn't like to study at the other school. T / F 9 EXAM TASK Do the exam task in pairs. Then swap roles and do the task again. 7 Read the exam task and the examiner's questions below and choose the correct words in the text. Check your answers with a partner. You 1can / must choose one advert and say why you would like to learn English in this school. The course is in 2winter / summer. You 3have to / don't have to say why you don't like the other school. Then the examiner will ask you 4one / one or two questions. The questions 5are / are not connected with the main topic (learning a foreign language). The examiner 6wants / doesn't want to know your opinion about the problem and check if you can give reasons (explain why you think so). Wybierz ten uniwersytet, kt�ry, twoim zdaniem, bdzie bardziej odpowiedni, i uzasadnij sw�j wyb�r. Wyjanij, dlaczego odrzucasz drug propozycj. Excellent teaching! Cheap accommodation Lively social life angielskiego w szkole jzykowej w Wielkiej Brytanii. Wybierz t szkol, kt�ra, twoim zdaniem, bdzie bardziej odpowiednia, i uzasadnij sw�j wyb�r. Wyjanij, dlaczego odrzucasz drug propozycj. Tradition speaks for itself! Fun time with English! Learn real-life English in the heart of London Personalized teaching for every student We will teach you English or you'll get you money back! Pytania dla egzaminujcego: Student A 1 What are the disadvantages of studying abroad? 2 Do you agree that all students in Poland should pay for their university education? Why / Why not? Student B 1 What are the advantages of studying abroad? 2 Why do you think some students decide to take a part-time job? Preparation for English exams and job opportunities Pytania dla egzaminujcego: 1 What are the advantages of learning a foreign language in the country where it is spoken? 2 Do you agree that the best time to learn a foreign language is when you are at school / a teenager? Why? 10 Make a list of the advantages and disadvantages of studying abroad. 1 SZKOLA 15 VOCABULARY AND WRITING VOCABULARY Extra-curricular activities 1 Look at the three photos. What extra-curricular activities do they show? How popular are they in your school? 2 Complete the chart with the words from the box. environmental club gymnastics photography newspapers volleyball the radio yearbook the debating team weightlifting choir the student union rock band sports teams art clubs drama 3 Complete the text with the correct form of the verbs in the box. learn participate get increase stay challenge share meet explore join social and political clubs 4 If you could join any of the clubs or teams in exercise 2, which one would you join and why? Tell your partner. BENEFITS OF EXTRA-CURRICULAR ACTIVITIES The most basic reason for 1 a club or a team is that it gives you something better to do with your afternoons than staring at the wall or taking a nap. Here are some more 2 in extra-curricular activities helps you to: 3 * * * * your interests with like-minded people yourself in a fun way fit by playing in team sports new people 4 5 6 * * * 7 away from bad habits (like smoking or drinking) leadership and management skills by being a group leader or the president your yet undiscovered abilities, such as singing or acting 8 9 And finally, it can 10 your chances of getting a good job in the future � it shows employers that you are well-rounded and responsible. 16 SZKOLA 1 VOCABULARY AND WRITING EXAM TRAINING Zaproszenie Wskaz�wki wymagane informacje. wypowiedzi s zgodnie z treci polecenia. 6 EXAM TASK Do the exam task. Use the phrases from the USE IT! box. W ramach wymiany midzynarodowej do twojej szkoly zaproszenie na zajcia sportowe, kt�re twoja klasa organizuje dla goci. 5 Read the task and the two sample answers. Have all the points been covered? Tick 9 the right box in the table at the bottom of the page. W ramach dodatkowych zaj na kursie jzykowym, kr�tkie zaproszenie dla uczestnik�w kursu, w kt�rym: napiszesz, kiedy odbdzie si pierwsze spotkanie, poinformujesz o temacie pierwszej debaty, zachcisz do udzialu w spotkaniu, poprosisz o punktualne przybycie. Podpisz si jako XYZ. W zadaniu nie jest okrelony limit sl�w. 7 Complete each sentence with one suitable word. The first letter has been given. The alphabet race p a the state of not being present: a b the time when you don't go to school, i.e. winter or summer: b c the subjects you have to learn are called (adj): c d the practice of training people to obey rules: d e you have to take them at school: e f the opposite of `pass' (e.g. a test): f you get at school. A International Debating Team! If you like discussion, come to the library! Our weekly debates will focus on current topics � social and political. Do come and join us! Please arrive on time. B g 1, 2, 3, 4, 5 and 6 are g h what teachers give students to do after lessons: h i j a high-tech board that is connected to a computer: whiteboard i schools for children below the age of 11(in the USA): j Discussion Club for everyone! Do you like talking? Then come to the first meeting of our club on Monday at 6 p.m. We are going to discuss the changes in our timetable. We will provide crisps and cola. k the facts and information that you get at school: k l the place at school where books are kept: l m an exam that looks like a real one but in fact it is not: exam m n information that students write down during a lesson: n o a day when a school invites the public to see the work day done by students and teachers: o p an organization of parents and teachers that work together at school: p organization q a short test that a teacher gives to a class: q r s t the work of studying again before a test and exam: r books that you have to read for a particular subject (e.g. books Polish): s a list of the times of classes in a school: t Don't be late! Wiadomo A Wiadomo B Informacja 1: termin pierwszego spotkania Informacja 2: temat pierwszej debaty Informacja 3: zachta do udzialu w spotkaniu Informacja 4: proba o punktualne przybycie USE IT! Do come and join us. Don't be late. u clothes that all students have to wear at some schools: u w a book for students which contains exercises: w y a particular level that students stay at in a school: (e.g. twelve) y z an area in a school: e.g. a mobile-free z 1 SZKOLA 17 Word Bank Lista skr�t�w sb = somebody LUP sth = something DP US = BOHJFMT[D[Z[OB BNFSZLB TLB UK = angielszczyzna brytyjska Opp = opposite wyraz o znaczeniu przeciwstawnym pl.= plural liczba mnoga creative UX�SD[Z fair Opp unfair TQSBXJFEMJXZ � OJFTQSBXJFEMJXZ gifted, talented utalentowany hard-working pracowity lazy leniwy motivated zmotywowany nervous nerwowy passive pasywny, bierny professional profesjonalny punctual punktualny relaxed [SFMBLTPXBOZ PEQS POZ sloppy OJFECB�Z systematic systematyczny knowledge wiedza learn sth by heart VD[Z TJ D[FHP OB QBNJ make mistakes SPCJ C� EZ take notes SPCJ OPUBULJ give a presentation XZLPOB QSF[FOUBDK make progress SPCJ QPTU QZ memorize dates [BQBNJ UZXB EBUZ multiplification NOP FOJF open day E[JF PUXBSUZ parent-teacher organization komitet rodzicielski play handball HSB X QJ�L S D[O read a map QPT�VHJXB TJ NBQ ring a bell CS[NJF [OBKPNP school trip wycieczka szkolna set books lektury szkolne skill VNJFK UOP solve a problem SP[XJ [B [BEBOJF spelling PSUPHSBmB study human rights and politics TUVEJPXB QSBXB D[�PXJFLB J QPMJUZL take a break [SPCJ TPCJF QS[FSX textbook, coursebook QPES D[OJL uniform mundurek write a review OBQJTB SFDFO[K 1 SZKOLA 1.1 People in a school classmate, schoolmate LPMFHB LPMF BOLB [ LMBTZ MVC [F T[LP�Z (college / university) student student deputy head (US assistant principal) [BTU QDB dyrektora examiner egzaminator head teacher (US principal) dyrektor lecturer XZL�BEPXDB (personal) tutor korepetytor schoolboy VD[F schoolgirl uczennica student, pupil VD[F teacher nauczyciel teaching staff grono pedagogiczne 1.6 Going to / leaving / finishing school attend (a course / a school) VD[ T[D[B (na kurs / EP T[LP�Z attendance PCFDOP be absent CZ OJFPCFDOZN be expelled from school [PTUB VTVOJ UZN [F T[LP�Z be present CZ PCFDOZN be suspended [PTUB [BXJFT[POZN X QSBXBDI VD[OJB doctor of philosophy (PhD) EPLUPS TUPQJF OBVLPXZ drop out from (a course / a school) QS[FTUB DIPE[J OB LVST EP T[LP�Z get, obtain V[ZTLB PUS[ZNB ~ a certificate XJBEFDUXP ~ a degree TUPQJF OBVLPXZ ~ a diploma dyplom get into university EPTUB TJ OB VD[FMOJ graduate BCTPMXFOU VOJXFSTZUFUV graduate from (a university) TLP D[Z VD[FMOJ leave school VLP D[Z T[LP� Master of Arts (MA) magister nauk humanistycznych Master of Science (MSc) NBHJTUFS OBVL DJT�ZDI pay a fee Q�BDJ D[FTOF play truant XBHBSPXB register dziennik school leaver absolwent skip classes PQVT[D[B MFLDKF VDJFLB take the register TQSBXE[B PCFDOP 1.8 Examinations assessment ocenianie cheat in an exam PT[VLJXB DJ HB OB FH[BNJOJF do an entrance exam QS[ZTU QJ EP FH[BNJOV XTU QOFHP exam egzamin do well / badly in an ~ [EB EPCS[F MF fail an ~ PCMFXB mock ~ QS�COZ pass an ~ [EBXB revise for ~ QPXUBS[B EP retake / re-sit an ~ QS[ZTU QPXB QP SB[ ESVHJ do take an ~ QS[ZTU QPXB EP school-leaving ~ LP DPXZ exam paper arkusz egzaminacyjny mark / correct exam papers TQSBXE[B QPQSBXJB FH[BNJOZ prepare for sth QS[ZHPUPXZXB TJ EP D[FHP test test do a ~ [SPCJ get the results of a ~ PUS[ZNB XZOJLJ give a ~ [SPCJ EB ~ in [ D[FHP KBLJFHP QS[FENJPUV study for (a test / an exam) VD[Z TJ EP LMBT�XLJ FH[BNJOV 1.2 The school building cafeteria, canteen CVGFU TUP��XLB classroom klasa computer lab, IT suite, ICT unit sala komputerowa gym, gymnasium sala gimnastyczna hall korytarz, hol headmaster's office gabinet dyrektora laboratory, lab laboratorium library biblioteka locker szafka office sekretariat playground plac zabaw science lab QSBDPXOJB m[ CJPM MVC DIFN sports field boisko sportowe staff room QPL�K OBVD[ZDJFMTLJ 1.3 School year break przerwa free period wolna lekcja, okienko holidays (US vacation) wakacje lunch break E�VHB QS[FSXB term semestr timetable (US schedule) plan lekcji winter break przerwa zimowa the bell goes at E[XPOFL E[XPOJ P HPE[JOJF school breaks up on [BK DJB X T[LPMF LP D[ TJ w dniu 1.7 School life ability [EPMOP assign an essay (on sth) [BEB XZQSBDPXBOJF OB UFNBU be at a class / a lesson CZ OB MFLDKJ browse websites QS[FHM EB TUSPOZ JOUFSOFUPXF bully sb [O DB TJ OBE LJN carry out an experiment QS[FQSPXBE[B eksperyment combine text and graphics � D[Z XJ [B UFLTU [ HSBmL copybook, exercise-book, notebook, folder zeszyt count MJD[Z cram, swot XLVXB deadline PTUBUFD[OZ UFSNJO XZLPOBOJB QSBDZ division dzielenie discipline dyscyplina do XZLPOB ~ a project (on sth) QSPKFLU OB KBLJ UFNBU ~ an exercise / a task / an activity XJD[FOJF do one's best NPDOP TJ TUBSB draw a sketch SZTPXB T[LJD examine sth under the microscope CBEB DP QPE mikroskopem get extra lessons CSB EPEBULPXF MFLDKF grade, mark ocena get a ~ EPTUBXB give a ~ TUBXJB have a good head for figures NJF H�PX EP MJD[C have sth on the tip of the tongue NJF DP OB LP DV K [ZLB homework praca domowa do ~ PESBCJB get ~ PUS[ZNZXB hand in ~ PEEBXB set ~ [BEBXB interactive whiteboard tablica interaktywna 1.9 The system of education college szkola pomaturalna oraz wydzialy niekt�rych uniwersytet�w comprehensive school (UK) pastwowa szkola rednia przyjmujca uczni�w bez wzgldu na dotychczasowe wyniki w nauce elective / optional courses [BK DJB EP XZCPSV grammar school (UK) szkola rednia z egzaminami wstpnymi junior high school (US) szkola rednia dla uczni�w w wieku 13-15 lat nursery �PCFL report (US report card) XJBEFDUXP szkolne scholarship stypendium school T[LP�B boarding ~ z internatem independent / private / public (UK) ~ prywatna mixed / co-educational (co-ed) ~ koedukacyjna post-secondary ~ policealna primary (US elementary) ~ podstawowa secondary (US high) ~ SFEOJB single-sex ~ UZMLP EMB DI�PQD�X MVC E[JFXD[ U state (US public) QB TUXPXB vocational ~ zawodowa schooling LT[UB�DFOJF senior high school (US) szkola rednia dla uczni�w w wieku 14-18 lat student loan QP ZD[LB TUVEFODLB syllabus, curriculum program nauczania university VOJXFSTZUFU T[LP�B XZ T[B 1.4 School subjects and activities art, arts plastyka business studies QS[FETJ CJPSD[P computer studies, information technology (IT) informatyka foreign languages K [ZLJ PCDF geography HFPHSBmB humanities przedmioty humanistyczne history historia mathematics, maths matematyka music muzyka physical education (PE) wychowanie m[ZD[OF religious education (RE) religia social sciences OBVLJ TQP�FD[OF subjects przedmioty szkolne arts ~ BSUZTUZD[OF [XJ [BOF [F T[UVL compulsory / mandatory ~ PCPXJ [LPXF optional ~ OJFPCPXJ [LPXF science ~ DJT�F 1.5 Teachers and students' characteristics active aktywny ambitious ambitny co-operative Opp uncooperative QPNPDOZ � niepomocny conscientious skrupulatny, sumienny 174 WORD BANK Vocabulary Expander 1 SZKOLA 1 Match people 1-8 with places a-h. You can find the words in sections 1.1 and 1.9 of the Word Bank. 1 2 3 4 5 6 7 8 a fourteen-year-old schoolgirl a twenty-year-old chemistry student a six-year-old schoolboy a schoolgirl whose classmates are all girls a British pupil whose school costs a lot of money the head teacher of a school for boys and girls a sixteen-year-old who has left school, and is studying for university a twelve-year-old student in the USA a b c d e f g h college public school high school university a co-educational state school a single-sex school primary school secondary 2 Answer the questions a student has asked during her first day at school. Use words from section 1.2 of the Word Bank. 1 8IFSF DBO * mOE B EJDUJPOBSZ 2 8IFSF DBO * LFFQ NZ CBH BOE TQPSUT DMPUIFT 3 8IFSF DBO * mOE UIF UFBDIFST 4 8IFSF DBO * HFU MVODI 5 * N TUVEZJOH *5 8IFSF TIPVME * HP 6 8IFSF EP * HP GPS 1& 7 8IFSF JT UIF DIFNJTUSZ DMBTT 8 8IFSF JT UIF IFBE UFBDIFS 9 * N QMBZJOH GPPUCBMM UIJT BGUFSOPPO 8IFSF TIPVME * HP 10 8IFSF EP UIF TUVEFOUT QMBZ BU CSFBL *O UIF . *O ZPVS . FZ BSF JO UIF *O UIF . (P UP UIF . (P UP UIF . *O UIF . *O IFS . 5P UIF . *O UIF . . 3 Complete John's timetable with the names of subjects from the box. You can find the words in section 1.4 of the Word Bank. chemistry maths foreign languages history music geography PE computer studies art MONDAY 1 2 3 bring calculator room 2 TUESDAY 4 bring guitar to class room 10 don't forget homework on the French Revolution room 7 5 6 bring dictionary room 4 WEDNESDAY 7 bring map of Africa room 9 bring sports kit sports hall 8 9 don't forget paint and paint brushes room 1 making salt crystals today science lab researching websites today room 6 VOCABULARY EXPANDER 189 Grammar Expander VERBS AND TENSES Present simple and present continuous 1 Choose the correct form of the verb to complete sentences 1-8. Explain your choice. 1 I usually do / am doing my homework in the evening. 2 Do you do / Are you doing French at school this year? 3 More and more people learn / are learning English these days. 4 My aunt and uncle live / are living in Warsaw. 5 Elephants don't eat / aren't eating meat. 6 What time does the exam start / is the exam starting? 7 F DIJMESFO don't watch / aren't watching 57 OPX FZ SF JO the garden. 8 We always have / 're always having NBUIT UFTUT� * DBO U TUBOE them. Present perfect simple and past simple Time expressions We use the present perfect simple and the past simple with different time expressions: The present perfect is used: ever and never to talk about experiences. Have you ever eaten Japanese food? I've never been to Australia. just and already in affirmative sentences. We've already had lunch. They've just gone out. yet in negative sentences and questions. I haven't had breakfast yet. Have you done your homework yet? for and since to talk about how long something has lasted and when it began. I've known him for three years / five minutes / a long time. We've lived here since 1999 / March / we were children. The past simple is used with time expressions which refer to actions that happened at a specific time in the past. I first met Joe last year / yesterday / two days ago / in 2004. 2 Use the verb in brackets in the present simple or present continuous. The Harrogate School of Performing Arts Our school of performing arts 1 3 Choose the correct word to complete each sentence. 1 Have you travelled around Europe? a ever b never c already d yet 2 8F WF IBE PVS &OHMJTI UFBDIFS the beginning of term. a for b just c yet d since 3 .BY IBTO U CFFO PO IPMJEBZ . a since b ago c yet d never 4 * N TPSSZ :PV DBO U TQFBL UP +BDL )F T gone out. a since b just c yet d never 5 My sister met her boyfriend summer. a since b for c last d ago 6 * N OPU IVOHSZ * WF had a sandwich. a yet b since c ever d already (be) well known for its variety of opportunity and this year, we 2 (offer) even more exciting and original courses in modern dance, drama and singing. One of our bestestablished music teachers 3 a new jazz group, and she 4 All our instructors 5 performers and 6 employ) anyone who 8 commitment and enthusiasm. Lessons 9 also 10 We 11 (currently / start) (plan) to take this group on a European tour later in the year. (be) talented and successful (have) recognised teaching (not (not have) talent, certificates. We have a policy that we 7 4 Complete the second sentence so that it means the same as the first. 1 8F WF BMSFBEZ EPOF B NBUIT UFTU UPEBZ We it earlier today. 2 I last ate meat three years ago. I meat for three years. 3 *U T B MPOH UJNF TJODF * WF QMBZFE GPPUCBMM I football for a long time. 4 * WF KVTU TFFO 5BSB I Tara a few minutes ago. 5 * EJEO U IBWF CSFBLGBTU XIFO * HPU VQ I breakfast yet. 6 He moved to Warsaw years ago. He in Warsaw for years. (take) place every evening. They (have) lessons on Saturday mornings. (organise) two performances every year, (not have to) take part in these (not want) to. There are plenty of usually start at 7 p.m. and finish at 9 p.m. Students can but students 12 if they really 13 opportunities backstage. Here is what some of our students said: `I'm quite a shy person. I 14 in front of other people. But now, I to it and 16 (not like) performing 15 (get) used (begin) to enjoy the stage. It's thanks to all my great teachers.' Lucy aged 15. `My daughter started dance lessons last term. She 17 18 (seem) really happy and her teachers (say) that she 19 (make) really good (love) going each progress! She certainly 20 week.' Mrs Jones - her daughter, Jess aged 4. 204 GRAMMAR EXPANDER Functions Bank Rozpoczynanie rozmowy Excuse me. Can I tell / ask you something? 1S[FQSBT[BN $[Z NPH DJ DP QPXJFE[JF P DP DJ [BQZUB Excuse me, Can I talk to you for a moment? 1S[FQSBT[BN $[Z NPH [ UPC DIXJML QPSP[NBXJB Can we have a word? $[Z NP FNZ [BNJFOJ T�PXP Opisywanie przedmiot�w It's (a box) made of (wood) where (somebody keeps ...) +FTU UP QVEF�LP XZLPOBOF [ ESFXOB X LU�SZN US[ZNB TJ y It's a kind of (exercise bike) that you can (use when you work out in a gym). +FTU UP SPE[BK SPXFSV USFOJOHPXFHP LU�SFHP NP OB V Z X D[BTJF XJD[F OB TJ�PXOJ It looks a bit like an (alarm clock). 5P QS[ZQPNJOB USPDI CVE[JL This is a thing that you (use) when you (want to time a race). +FTU UP S[FD[ LU�SFK TJ V ZXB LJFEZ DIDF TJ [NJFS[Z D[BT X USBLDJF XZ DJHV This is a thing / These are things you may use for (making your arm muscles stronger). +FTU UP S[FD[ LU�S 4 UP S[FD[Z LU�SF NP OB XZLPS[ZTUB EP X[NBDOJBOJB NJ OJ Przepraszanie (I'm) sorry for (sth / doing sth). 1S[FQSBT[BN [B DP [SPCJFOJF D[FHP I'm really sorry. #BSE[P QS[FQSBT[BN I'm awfully sorry. (informal) 4USBT[OJF NJ QS[ZLSP I apologise. (formal) 1SPT[ NJ XZCBD[Z Dzikowanie Thanks a lot. / Many thanks. 8JFMLJF E[J LJ Thank you very much. %[J LVK CBSE[P That was / is very kind of you. (formal) 5P CZ�P KFTU CBSE[P NJ�F [ QBOBQBOJ TUSPOZ Wyraanie przypuszczenia It seems to me (the woman is ...) 8ZEBKF NJ TJ F UB LPCJFUB KFTUy I suppose (the woman is ...) 1S[ZQVT[D[BN F UB LPCJFUB KFTUy (I guess) they might / could be (brother and sister). $IZCB T SPE[F TUXFN It must be (some kind of a machine). 5P NVTJ CZ KBLB NBT[ZOB She is probably (more than 17). 0OB QFXOJF NB XJ DFK OJ MBU She can't be (on holiday). /B QFXOP OJF KFTU OB XBLBDKBDI She could be ... or ... 0OB CZ NP F KFTUy MVCy He looks as if ... 0O XZHM EB KBLCZy It looks like (they're friends). 8ZHM EB KBLCZ CZMJ QS[ZKBDJ��NJ They seem / appear to (be in love). 8ZEBK TJ CZ [BLPDIBOJ They look (tired). 8ZHM EBK OB [N D[POZDI Odpowiadanie na podzikowanie No problem. / Don't mention it. / Any time. /JF NB TQSBXZ That's OK. 8 QPS[ ELV You're welcome. 1SPT[ CBSE[P It's a pleasure. / My pleasure. $B�B QS[ZKFNOP QP NPKFK TUSPOJF Zastanawianie si Let me see, ... /JFDI [PCBD[ y Well, let me think, ... $� OJFDI QPNZ M y Um, let me think about that for a moment ... )NN /JFDI TJ [BTUBOPXJ OBE UZN QS[F[ DIXJM y I'll have to think about it. # E NVTJB�# E NVTJB�B TJ OBE UZN [BTUBOPXJ How shall / can I put it? +BLCZ UP VK Wymienianie w kolejnoci To start with, ... Zaczn od... First of all, ... / In the first place... 1S[FEF XT[ZTULJN y Secondly, ... 1P ESVHJF y Another thing is that ... *OO TQSBX KFTU UP ey On the other hand, ... ; ESVHJFK TUSPOZy The main reason is ... (��XOZN QPXPEFN KFTUy Another reason is ... *OOZ QPX�E UPy Well, the thing is that ... $� DIPE[J P UP e... It's also true that ... 1SBXE KFTU S�XOJF UP e... And on top of that ... " OB EPEBUFLy And finally ... * X LP DVy Proba o powt�rzenie Pardon? / Sorry? 4�VDIBN Sorry, I didn't quite catch that. 1S[FQSBT[BN OJF DB�LJFN UP [SP[VNJB�FN [SP[VNJB�BN Sorry, I missed that. 1S[FQSBT[BN VNLO �P NJ UP Can you say it / that again, please? $[Z NP FT[ QPXU�S[Z Would you mind repeating that please? (formal) $[Z N�H�CZNNPH�BCZN QSPTJ P QPXU�S[FOJF Wyraanie uczu I felt great / fantastic / OK / all right. $[V�FN TJ $[V�BN TJ XJFUOJF GBOUBTUZD[OJF EPCS[F X QPS[ ELV I felt awful / terrible / tired. $[V�FN TJ $[V�BN TJ TUSBT[OJF PLSPQOJF [N D[POZ[N D[POB I'm a bit upset / worried. +FTUFN USPDI [EFOFSXPXBOZ[EFOFSXPXBOB [NBSUXJPOZ[NBSUXJPOB Opisywanie ilustracji In the picture I can see ... /B PCSB[LV XJE[ y The picture / photograph shows ... 0CSB[FL ;EK DJF QS[FETUBXJBy On the right / left there is ... ; QSBXFK MFXFK TUSPOZ [OBKEVKF TJ y At the top / bottom there are ... /B H�S[F OB EPMF T y In the top right-hand corner there seems to be... 8 QSBXZN H�SOZN SPHV KFTU DIZCBy In the foreground / background ... /B QJFSXT[ZN QMBOJF 8 UMFy At the front / back ... ; QS[PEV UZ�Vy In the middle ... 8 SPELVy Wyraanie opinii In my opinion, ... .PJN [EBOJFN y I think that ... / I believe that ... 6XB BN Fy To be honest, ... 4[D[FS[F N�XJ D y I don't see any problem with (doing) ... /JF XJE[ BEOFHP QSPCMFNV Xy It seems to me that ... 8ZEBKF NJ TJ Fy I don't think it's right to (do). /JF T E[ F UP X QPS[ ELV BCZy On one hand ... but on the other hand ... ; KFEOFK TUSPOZy BMF [ ESVHJFK TUSPOZy I don't really have any strong opinions about ... 8�B DJXJF OJF NBN KFEOP[OBD[OFK PQJOJJ OB UFNBUy Opisywanie materialu stymulujcego I would not choose picture 1 because ... /JF XZCSB�CZN/JF XZCSB�BCZN [EK DJB QPOJFXB y I would go for photo 1 because ... (informal) ;EFDZEPXB�CZN TJ ;EFDZEPXB�BCZN TJ OB [EK DJF QPOJFXB y My choice would be photo 2. .PJN XZCPSFN CZ�PCZ [EK DJF I don't think picture 1 is a good choice because ... .Z M F JMVTUSBDKB UP OJF[CZU EPCSZ XZC�S QPOJFXB y The slogan / advert / text suggests / implies ... )BT�P 0H�PT[FOJF 5FLTU TVHFSVKF Fy According to the slogan / advert / text, ... ;HPEOJF [ UZN IBT�FN PH�PT[FOJFN UFLTUFNy I think that the best picture for a brochure encouraging young people to (give up smoking) would be the second picture. 6XB BN [F OBKMFQT[ZN [EK DJFN EP CSPT[VSZ [BDI DBK DFK N�PEZDI MVE[J EP S[VDFOJB QBMFOJB CZ�PCZ [EK DJF ESVHJF Personally, I believe this picture is extremely suggestive. 0TPCJ DJF VXB BN F UP [EK DJF KFTU CBSE[P TVHFTUZXOF Zgadzanie si ze zdaniem rozm�wcy Yes, I agree. 5BL [HBE[BN TJ Right. / That's right. / You're right. ;HBE[B TJ .BT[ SBDK I know. 8JFN I suppose so. 5BL QS[ZQVT[D[BN Absolutely. (informal) "CTPMVUOJF Exactly! (informal) %PL�BEOJF Niezgadzanie si ze zdaniem rozm�wcy Yes / True, but ... 5BL 5P QSBXEB BMFy I'm afraid I can't agree with you. (formal) 0CBXJBN TJ F OJF NPH TJ [ UPC QBOFNQBOJ [HPE[J I take / see your point, but ... 3P[VNJFN DP NBT[ OB NZ MJ BMFy I see what you mean, but ... 8JFN P DP DJ DIPE[J BMFy I'm not sure about that. /JF KFTUFN UFHP QFXOZQFXOB I agree to some extent, but ... (formal) ;HBE[BN TJ X QFXOZN TUPQOJV BMFy There might be some truth in that, but ... .P F CZ X UZN USPDI QSBXEZ BMFy I can't agree / go along with that. /JF NPH TJ [ UZN [HPE[J I disagree. /JF [HBE[BN TJ With all due respect ... (formal) ; DB�ZN T[BDVOLJFN y You must be joking! (informal) $IZCB BSUVKFT[! FUNCTIONS BANK 220 Use of English ROZPOZNAWANIE STRUKTUR LEKSYKALNOGRAMATYCZNYCH Test luk sterowanych W kadym tekcie uzupelnij luki jedn z podanych moliwoci, tak aby otrzyma logiczny, sp�jny i poprawny gramatycznie tekst. 1 Health Smart 2 Evergreen? for recent brutal heat waves Global warming may be 1 and deadly storms. But at least our plants have been 2 the weather. According to a study published last week, regional a 6% climate changes over the past two decades have 3 increase in plant growth around the world. Rising temperatures, , increased rainfall and decreased cloud cover have all 4 The '80s and the '90s were two of the warmest decades 5 and the vegetation in its ecosystem flourished. In the Amazon, plants; decreased cloud cover allowed more sunlight 6 in India, monsoon-dependent trees benefited from increased rainfall. Despite these positive repercussions, climate change could on plant life in the long term. Scientists argue that well 7 ecosystems that have continued growth could disrupt 8 been in place for thousands of years. The cold and flu season is back again, so it's time to �b on . to popular belief, cooler prevention and treatment. � weather doesn't cause colds. What is more likely is that we stay to spread from person indoors more, giving viruses an � to person. In addition, the cold months are associated with low � , and the dry air makes the nasal cavity more susceptible � bugs. Consequently, causes of colds and flu surge gets two to four between September and spring (the � respiratory infections a year; children, even more). Because the revising a few cold and flu tactics. season is upon us, it is � To prevent an infection, the best defence is a good offence. physical contact with the cold sufferer. The first step is to � When someone with a cold sneezes, coughs or sniffles, � your distance. Hugging, kissing and shaking hands are sure ways to get sick. 1 a accused c is responsible 2 a enjoying c gratifying 3 a added c spurred 4 a performed a role c taken a role 5 a on record c on the calendar 6 a gaining c to gain 7 a cast a shadow c entail the risk 8 a frail c slender b answering d to blame b entertaining d satisfying b contributed d supplemented b played a part d taken part b in stock d in evidence b reaching d to reach b cause danger d pose a threat b fragile d slight 0 a bring up c get up 1 a Contrary c Similar 2 a chance c occasion 3 a dryness c moisture 4 a for c to 5 a average adult c ordinary citizen 6 a advisable c useful 7 a break c limit 8 a cover c keep b brush up d take up b Opposite d Unlike b encouragement d opportunity b humidity d steam b on d with b normal patient d usual person b sensible d worth b control d lose b judge d remember 3 L'Australie � c'est chic! in Paris One of the most surprising business success 1 these days is the Australian Bookshop. Since the shop opened . two years ago, French interest in Australian literature 2 Located in the heart of the city's literary district, the shop is 3 by Elaine Lewis of Sydney. Lewis said she couldn't find to books by Australian writers on Paris shelves, so she 4 remedy the situation. Angus Mackenzie of the Australian embassy 5 surprising that the French want to read Australian books of it, but because of the � `not because the books are not 6 language barrier', he said. French publisher Marc de Gouvenain . `In Europe, we thinks the trend is easy to explain, 7 8 see the landscape with young eyes. Australian authors have a fresh way of seeing things.' 232 USE OF ENGLISH Writing Bank Dluszy tekst uytkowy z dw�ch informacji, czyli musisz przekaza razem osiem informacji. elementach listu: zwrocie grzecznociowym rozpoczynajcym list, wstpie, rozwiniciu, zakoczeniu oraz zwrocie grzecznociowym koczcym list. poprawnoci gramatycznej i ortograficznej. Przeznacz na to okolo 5�7 min. Thanks for your letter. Dziki za list. It was great to hear from you. Fajnie, e napisale/ napisala. I'm sorry I haven t written for so long / for ages. Przepraszam, e od dawna / od wiek�w nie pisalem/nie pisalam. It was a nice surprise to hear from you again after so many months. Mil niespodziank bylo otrzymanie wiadomoci od Ciebie po tak wielu miesicach. Guess what? Nie uwierzysz, co si stalo. You won't believe that! Na pewno mi nie uwierzysz! I am just writing to tell you my news. Pisz, eby powiedzie Ci, co u mnie. Write soon. Napisz wkr�tce. Looking forward to hearing from you. Czekam z niecierpliwoci na wiadomo od Ciebie. Anyway, I have to finish now. No c�, musz ju koczy. Well, that's all my news. C�, to tyle nowoci. Do drop me a line soon. Napisz, prosz, wkr�tce. Hope to hear from you. Mam nadziej, e wkr�tce si odezwiesz. Keep in touch. Bd w kontakcie. Give my regards / love to your parents / Jim. Przeka pozdrowienia / uciski rodzicom / Jimowi. Regards, Pozdrowienia, All the best, Wszystkiego dobrego, Take care, Trzymaj si. Lots of love, Uciski. List prywatny on zbyt oficjalnie. Moesz zatem uywa stylu nieoficjalnego (form skr�conych, wyrae potocznych). 8S�DJ�F 8S�DJ�B X�B OJF [ GFSJJ X 8JFMLJFK #SZUBOJJ 1P QPXSPDJF [PSJFOUPXB�F TJ [PSJFOUPXB�B TJ F [BCSB�F [BCSB�B QS[F[ QPNZ�L KBL S[FD[ OBMF D EP LPMF BOLJ [ %BOJJ [ LU�S XZOBKNPXB�F XZOBKNPXB�B QPL�K /BQJT[ MJTU X LU�SZN XZKB OJT[ OB D[ZN QPMFHB QPNZ�LB J QPJOGPSNVKFT[ KBL EP OJFK EPT[�P PQJT[FT[ QPNZ�LPXP [BCSBO S[FD[ QPEBK D QS[ZOBKNOJFK KFK EXJF DFDIZ QPQSPTJT[ P TQSBXE[FOJF D[Z LPMF BOLB OJF [BCSB�B QPEPCOFK S[FD[Z OBMF DFK EP DJFCJF J QPEBT[ FMFNFOU LU�SZ KF S� OJ PCJFDBT[ PEFT�BOJF QPNZ�LPXP [BCSBOFK S[FD[Z J QPQSPTJT[ P UP TBNP Pamitaj o zachowaniu odpowiedniej formy i wlaciwego stylu listu. Nie umieszczaj adnych adres�w. Podpisz si jako XYZ. Dlugo listu powinna wynosi od 120 do 150 sl�w. Po imieniu postaw przecinek, lub nie stosuj adnego znaku interpunkcyjnego. Zwr� si do kolegi lub koleanki po imieniu. Rozpocznij list odpowiednim zwrotem. Dear Ruth, How are you? I hope you're well and looking forward to your next holiday. I wish the school year was over so I could pack my bags and set off on a long journey. Instead, I've got to study for my final exams! I'm writing to let you know that I think I brought one of your shirts back with me to Poland. I must have packed it by accident. It's a red V-necked T-shirt with a small black Levis logo on the front. I remember you wearing it when we were in London. Could you do me a favor and check if you've taken my red shirt to Denmark with you? I had a very similar one to yours except that instead of a Levis logo on the front, there is a Wrangler one. You might have put it into your suitcase when leaving the flat. If you did, please send it to my address in Poland, and I'll send you the one I have. Well, that's all for now. Best wishes, XYZ Zakocz list potocznym zwrotem. Pamitaj o kr�tkim zakoczeniu. Podpisz si jako XYZ. WRITING BANK 225 Joanna Sosnowska Danuta Gryca Jenny Quintana Oxford Excellence for matura NEW EXAM EXTENDER Podrcznik z repetytorium do jzyka angielskiego SPIS TRECI VOCABULARY AND LISTENING USE OF ENGLISH Would rather, would prefer, prefer, had better Przeksztalcanie zda Test luk sterowanych Phrasal verbs READING AND VOCABULARY Dobieranie zda do luk w tekcie Build your vocabulary Dobieranie zda do luk w tekcie Reacting to news Dobieranie informacji do miejsc Compound adjectives WRITING AND VOCABULARY Opowiadanie (1) Learning and remembering: idioms Rozprawka za i przeciw (1) Addiction: drugs 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Szkola s. 4 School life Zadanie prawda / falsz Zdrowie s. 10 Health care Zadanie prawda / falsz Dom s. 16 Buying and renting a property Dobieranie informacji do os�b Family life Dobieranie informacji do os�b Have something done Czciowe tlumaczenie Opis miejsca Adjectives to describe a place ycie rodzinne i towarzyskie s. 22 Other(s), the other(s) and another Test luk sterowanych Collocations Dobieranie informacji do opis�w ksiek Adjectives Collocations Recenzja ksiki Praca s. 28 The job market Zadanie wielokrotnego wyboru Tourist industry Zadanie wielokrotnego wyboru Healthy eating Dobieranie informacji do os�b Banking Dobieranie informacji do os�b Idioms for success and failure Zadanie wielokrotnego wyboru Headlines Dobieranie rozm�wc�w do zda Sport words Zadanie prawda / falsz Negative adjectives Slowotw�rstwo Expressions with `come' Zadanie wielokrotnego wyboru Zadanie wielokrotnego wyboru Phrasal verbs with `look' Zadanie prawda / falsz Adjective + preposition Rozprawka za i przeciw (2) Freelance jobs Podr�owanie i turystyka s. 34 Test luk Collocations Opowiadanie (2) Driving a car ywienie s. 40 Noun suffixes Slowotw�rstwo Inversion Przeksztalcanie zda Rozprawka za i przeciw (3) Zakupy i uslugi s. 46 Dobieranie zda do luk w tekcie Expressions with `take' Dobieranie fragment�w do luk w tekcie Phrasal verbs with `up' Rozprawka: wyraanie opinii (1) Czlowiek s. 52 Reporting verbs Czciowe tlumaczenie Opis osoby Personality adjectives Body movement and emotions Recenzja filmu Films Kultura s. 58 Future perfect and future continuous Test luk sterowanych Mixed conditionals Transformacje Dobieranie informacji do opis�w Build your vocabulary Zadanie wielokrotnego wyboru Compounds with `ever' Zadanie prawda / falsz Sport s. 64 Opis wydarzenia (1) Sport words Nauka i technika s. 70 Science words Zadanie wielokrotnego wyboru Animals Dobieranie informacji do os�b Modal verbs in the past Transformacje Rozprawka: wyraanie opinii (2) Technology Opis wydarzenia (2) Animal idioms wiat przyrody s. 76 Passive voice with gerund and infinitive Test luk Zadanie wielokrotnego wyboru Prefixes Pastwo i spoleczestwo s. 76 War and terrorism Zadanie prawda / falsz Cleft sentences Test luk sterowanych Dobieranie fragment�w do luk Build your vocabulary Rozprawka: wyraanie opinii (3) Punishment 1 Szkola Szkola 1 1Szkola VOCABULARY AND LISTENING 1 Your English teacher has given you the assignment below. Which reaction is the closest to yours? Choose a, b, c or d. `Higher education in Poland and the UK' 4 In pairs, ask and answer the questions. 1 Which of the things from exercise 3 are part of your school life? 2 How do you think the life of a secondary school student is different from the life of a university student? 3 Would you consider taking a gap year before university? Why/ Why not? a b EXAM TRAINING Zadanie prawda / falsz Wskaz�wka What exactly do you want me to do? How about this ... or that ...? And ... what if I do it this way? Gdy sluchasz nagrania, nie skupiaj swojej uwagi na pojedynczych slowach. Aby poprawnie rozwiza zadanie, czsto naley zrozumie dluszy fragment nagrania. c d 5 Read a fragment of the transcript of a programme about gifted students. Decide if the sentence is true or false. Use the questions below to help you. Some secondary schools have separate curricula for average students. T / F 1 Who are the school curricula for: gifted students? average students? all students? 2 Does the speaker say any separate programmes exist, or that they should be introduced ? Research into secondary schools across the country has shown that there are schools which follow their own curricula and the instruction is tailored only to meet the needs of `average' students. Having separate programmes for talented individuals would create more opportunities for students of all abilities: gifted and average. I know what I would like to do. Oh no! Not another assignment. 2 Work in pairs. Look back at your choice in exercise 1 and check what type of student you are. Do you agree? Why/Why not? Which learner types are most popular in your class? a High Achiever c Gifted Learner b Creative Thinker d Bored Learner VOCABULARY Student life 3 Complete sentences 1�10 with the correct form of the verbs from the box. attend assemble sign receive play sit skip hand submit cram 6 EXAM TASK Zapoznaj si z poniszymi zdaniami. 02 Uslyszysz dwukrotnie fragment powieci. Okrel, kt�re zdania s zgodne z treci nagrania (True), a kt�re � nie (False). Zaznacz znakiem X wlaciw rubryk tabeli. True 1 Miss Honey taught geometry to the senior class. 2 Matilda was ahead of the rest of her form. 3 The headmistress wanted to move Matilda to a higher form. 4 During the lesson, Matilda couldn't concentrate on geometry. 5 Miss Honey wanted to meet Matilda's parents. 6 Miss Honey thought many parents didn't realize they had gifted children. 7 It was Miss Honey's wish to give Matilda individual lessons. 8 Miss Honey decided to phone the Wormwoods in the evening. False 1 University students up for courses at the beginning of their university studies. 2 When my father was a student he never lectures. He found them fascinating. 3 Quite a high number of students in our school truant since the beginning of the school year. a master's degree in 4 My great grandfather engineering before World War II started. his dissertation by tomorrow, he will 5 If Sam not be allowed to continue his studies. mock exams next week. 6 My class in our 7 The history teacher said we had to assignments by next Monday. extra classes after school tend 8 Students who to have better results. seems to be the worst method of studying. 9 for classes at 8.30. 10 All pupils were told to 4 SZKOLA 1 7 In pairs, answer the questions. Give reasons for your opinions. 1 Do you think gifted students should receive more attention in class? 2 Can teachers have `secret talks' with a student's parents? Why/ Why not? GRAMMAR AND SPEAKING USE OF ENGLISH LANGUAGE PRACTICE Would rather, would prefer, prefer, had better 1 Decide if sentences a and b have a similar or different meaning. Check with the rules below. 1 a I'd rather start writing the essay now. b I'd prefer to write the essay now. 2 a I prefer listening to speaking. b I'd rather listen than speak. 3 a I'd rather work on my own. b I'd rather you worked on your own. 4 a We'd better sign up for the course now. b We should sign up for the course now. Do wyraania preferencji uywamy konstrukcji would rather i would prefer, np. I'd rather go. I'd prefer to learn Spanish. Gdy m�wimy o tym, e wolimy co bardziej od czego innego, stosujemy prefer i would rather, np. I prefer (studying) history to biology. I'd rather study history than biology. Gdy chcemy powiedzie, e kto inny woli, abymy co zrobili, stosujemy konstrukcj would rather sb (+ czas przeszly), np. My mom would rather I studied more. Zwrot had better stosujemy wtedy, gdy udzielamy komu rady. You'd better not talk so much. 3 Complete the second sentence so that it means the same as the first, using the word given. Do not change the word given. Can you say which structure is being tested in each sentence? I'd rather sign up for extra classes than fail the test. (SIGNING) I prefer signing up for extra classes to failing the test. Structure tested: `prefer doing sth to doing sth' 1 You should leave for school now or you'll be late. (HAD) You for school now or you'll be late. Structure tested: 2 I would like you to be punctual. (RATHER) punctual. I would Structure tested: 3 There aren't many male teachers who teach in primary school. (FEW) male teachers who teach in There primary school. Structure tested: 4 We had less homework last year but now we have a lot. (USED) have less homework last year We but we have a lot now. Structure tested: 4 2 Complete the sentences with would rather, would prefer, prefer and had better. Use the correct form of the verbs in brackets. 1 The maths teacher we (email) our homework instead of bringing it on paper. us 2 Our form teacher (not be) late for classes. 3 Ms Berry, can I skip the test tomorrow? not! You (study) on my own to (do) homework 4 I with a friend. (not tell) her parents what she scored in 5 Mary physics. the students (not wear) 6 The head teacher jeans to school ceremonies. (live) in a dormitory than 7 Some students (commute) to school every day. (take) more time to think this question over. 8 You EXAM TRAINING Przeksztalcanie zda Wskaz�wka W zadaniu polegajcym na przeksztalceniu zda sprawdzana jest znajomo struktur leksykalno-gramatycznych. Na podstawie wyraz�w podanych w nawiasach postaraj si rozpozna, jaka to struktura. EXAM TASK Uzupelnij kade z niedokoczonych zda tak, aby zachowa znaczenie zdania wyjciowego. Wykorzystaj wyrazy w nawiasie w niezmienionej formie. Nie zmieniaj r�wnie podanych fragment�w zda. Wymagana jest pelna poprawno ortograficzna. 1 Somebody is marking your examination papers right now. (MARKED) Your right now. 2 My parents would prefer me to study medicine abroad (RATHER) medicine abroad. My parents 3 `Congratulations,' said the teacher to Sheila. `You received the highest score in the test.' (RECEIVING) the highest score in The teacher the test. 4 I am sure Martin wasn't cheating in the examination. (BEEN) examination. Martin 5 I advise you to concentrate on your coursework now. (HAD) now. You 6 Josh left Oxford when he graduated. (LIVING) he graduated. Josh 7 Miss Lindsay is too impatient to teach small children. (NOT) small children. Miss Lindsay 8 People think Mr Cadloff studied at the military academy. (THOUGHT) at the military academy. Mr Cadloff 9 If you have more practice, you'll remember more of what you have learnt. (MORE) what you have learnt. The 10 `Friday is the latest I'll hand in my essay,' Steve promised. (BY) Friday. Steve promised he 1 SZKOLA 5 READING AND VOCABULARY 1 Work in pairs. Which questions refer to a comprehensive school and which refer to an independent school? Write (C) or (I). Which school: a is financed through taxes? b requires a fee? c is referred to as `public'? d is often a boarding school? e takes children from a wide range of abilities? f do the boys in the photo attend? EXAM TRAINING Dobieranie zda do luk w tekcie Wskaz�wka Rozpocznij od przeczytania calego tekstu. Nastpnie przeczytaj kady akapit i zastan�w si, jaka jest jego gl�wna myl. 2 Read the first paragraph of the article below, ignoring the gaps. Which sentence best sums up its main idea? Choose A, B or C. A Manhattan Comp is not what it seems at first sight. B The students who attend Manhattan Comp make friends there. C The school building looks frightening. 5 10 The first impressions are rather menacing. Visitors must sign in and show identification before being allowed into the building. 1 But what a deceptive first impression. Manhattan Comprehensive Night High School may be the friendliest, most caring institution in all of New York City. A last resort for many of its students, it is their best chance to turn their lives around, and make friends in the process. Manhattan Comp, as it's called, is the first full-time night high school in America. High school is compulsory until the age of sixteen in America, but many students drop out, either before or after they reach sixteen, and before receiving their high school diplomas. 20 Until now, night education programs for dropouts only provided the basics and then awarded an The students equivalency certificate. 2 receive an academic diploma, which they say is more helpful in getting a job than an equivalency certificate. More than sixty percent of Manhattan Comp's students go on to college. 15 3 What is the main idea of the second paragraph? Share your ideas with a partner. 4 Choose the best sentence A-D to complete gaps 1-2 in the article in exercise 2. There are two extra sentences which you do not need to use. A But now, Manhattan Comp offers the total high school experience, complete with a `lunch' break, physical education and clubs. B The principal greets students by name, asks about their families or jobs and jokes with them about the lack of variety in the school cafeteria. C Most students already have some academic credits from previous schools, so instead of the normal four years in high school, they spend, on average, between six months and two years at Manhattan Comp. D Such tight security gives one the feeling of entering a prison or some other dangerous place. 6 SZKOLA 1 READING AND VOCABULARY 5 EXAM TASK Przeczytaj poniszy tekst, z kt�rego usunito sze zda. Wstaw zdania oznaczone literami A-G w luki 1-6 tak, aby powstal sp�jny i logiczny tekst. Jedno zdanie nie pasuje do adnej luki. VOCABULARY Build your vocabulary 6 Choose the correct word to complete the sentence. Then, check with the text in the exam task. The school produces outstanding outcomes / repercussions / results / consequences. Which of the words above means: a a thing which is caused or produced by something else? b what comes out of a meeting, discussion, event, etc., especially when we don't know what to expect? c effect of an action or set of conditions, usually bad? d an indirect effect, usually bad, of an action that continues for some time? Nul points for frills, mais regardez les r�sultats A class of studious 15-year-olds is sitting silently as the maths teacher, dressed in a white coat, a piece of chalk in her whitegloved hand, writes equations on the board. The children, all with neatly brushed hair and not a piercing in sight, dutifully copy down the work, 1 This, however, is not a normal school. It's the French Lyc�e, to which Madonna sends her children Lourdes and Rocco. Despite her admiration for anything English, it was this French-style education that she chose. The Lyc�e Fran�ais is a huge nursery-to-university school that educates more than 3,500 pupils from 50 countries. 2 Unlike state schools in Britain and France, the Lyc�e is not free, even to French nationals. Parents generally pay �955 a term. The school is located in South Kensington, its pupils mostly have university-educated parents, and many are evidently affluent. 3 To the British observer, it's not immediately obvious why. There are no playing fields, no theatre, no music rooms. The library is overcrowded, the class sizes over thirty. 4 And yet it produces outstanding results. For Andr� Becherand, the headteacher, achievement comes from motivation and hard work. Lessons start at 8.40 a.m. and often don't finish until 6 p.m. Then there's homework: six hours a week from age six (including learning poetry by heart), ten hours between ages eleven and fifteen, and fifteen hours in the final two years. 5 Andr�a Duras is a French woman who has taught in London comprehensive schools for fifteen years. She sent her son, Nicolas - who is now doing his A-levels - to the Lyc�e when he was three. `I was quite determined he'd never go to a British school. In the French system, I don't think you'll find a seven-year-old who doesn't know how to present his work. 6 When I first started teaching, I felt that kids in English schools were happier, but I'm not convinced any more. They're naughtier, but not necessarily happier. They don't get the self-confidence that comes from knowing things, having power over their language and being able to express it. My son has perhaps had less of a childhood, but his education has prepared him better for the outside world.' 5 7 Complete sentences 1�6 with the words from exercise 6 in the correct form. 1 The end of Bob's hard work was a place in law school. 2 Seth's decision to change school had serious for his exam results. 3 He failed as a of his laziness. 4 The students waited a week to hear the of the negotiations with the head teacher. In the end, they were allowed to organize a Halloween party. 5 The frequent absenteeism of our chemistry teacher may have serious for our knowledge and skills in the future. 6 I knew how to answer most of the questions on the test. I am confident of a positive . 10 15 20 25 8 In pairs, take it in turns to ask and answer the questions. 1 Do you get nervous about test results? Why/Why not? 2 At what age are people ready to accept the consequences of their decisions? 3 What do you think will be the outcome of the Matura in your school this year? 4 Are there any repercussions in your school for students who misbehave? 30 35 9 Work in pairs. Choose one topic each and plan what you want to say. 1 Independent schools offer better education and facilities. 2 Attending a school abroad can enhance your future career. 3 IT and business studies are more important for students' development than PE. 4 Achievement comes mainly from motivation. A For those who don't work, there's the threat of re-sitting the year. B The Lyc�e shrugs its shoulders at IT and business studies, neither of which is taught. C This is not a scene from a 1940s movie, but a secondary class in a London school. D The sanctions that exist in English schools are difficult to implement. E Like a British comprehensive, it is busy and noisy, but there the comparison ends. F But living locally is not a requirement, and pupils travel from all over London. G In London, I see kids all the time who can't write on lines or use a ruler. Student A: Tell your partner what you think. Student B: Agree or disagree. Then, swap roles. 1 SZKOLA 7 WRITING AND VOCABULARY 1 Work in pairs. Describe the photos. Then tell each other about an unfortunate event that has happened at school recently. EXAM TRAINING Opowiadanie (1) Wskaz�wki Przed rozpoczciem opowiadania zawsze zaplanuj jego fabul. Pilnuj tego, aby tre twojego opowiadania byla zgodna z poleceniem. Uywaj wlaciwych wyrae lczcych zdania i akapity. Pamitaj o tym, e interpunkcja podlega ocenie, wic staraj si poprawnie stosowa znaki interpunkcyjne. Zachowaj szczeg�ln czujno wtedy, gdy cytujesz slowa bohater�w. 3 Read a student's sample answer below. Have all the elements of the task been included in the story? Choose the correct answer. 1 The event was unfortunate. Yes / No 2 The event took place at school. Yes / No 3 The result of the event was positive. Yes / No I had been studying for this test for two weeks. I don't have a good head for figures, so this maths test was a real challenge. As if this were not enough, a neighbour had asked me to look after his dog 1 he was away in Paris. I felt exhausted. The night before the exam, I set the alarm clock for 6 a.m., with plenty of time to get ready. I was woken up by Ara's warm tongue. I glanced at the clock - it said 7.15. `Oh gosh, I'm going to be late,' I muttered. I got dressed, grabbed my bag and rushed off to catch the bus. I had 2 reached the bus stop 3 I realized I had left my notes at home. I sprinted back down the street. 4 2 Read the exam task and plan your story. Share your ideas with a partner. Napisz opowiadanie, w kt�rym nieszczliwe zdarzenie w szkole mialo pozytywne konsekwencje dla bohatera. Set the scene * Time: * Place: * People: * Describe what happened before the main event(s): Describe the main event * Details of the event: * Feelings of the people involved: End the story * Result(s): * People's reactions: * People's feelings: I flung the door open, I saw Ara sitting on the floor. I couldn't believe my eyes! The lousy creature was chewing my notes. 5 , I dashed across the hall, but the dog bared her teeth at me. `Give back my notes!' I hissed with anger. 6 I grabbed hold of the notebook, I slipped and fell on the floor, unconscious. I came round 7 an hour or so. A friend was bending over me. `Wake up!' he exclaimed. `The test has been postponed! I've dropped in to check what kept you at home.' 8 , I had plenty of time to redo my notes. A week later, I passed the test with flying colours. 8 SZKOLA 1 WRITING AND VOCABULARY 4 Complete the student's answer in exercise 3 with the words from the box. immediately when as soon as while after finally just the moment 5 Cover the text from exercise 3 and write the missing speech and other punctuation marks in sentences 1-3. Then check your ideas against the text. 1 I glanced at the clock it said 7.15 Oh gosh I'm going to be late I muttered 2 Give back my notes I hissed with anger 3 A friend was bending over me Wake up he exclaimed 4 9 EXAM TASK Do the exam task. 6 Write the missing speech marks in sentences 1-6. 1 Can you tell me what the correct answer is whispered Ania 2 Don't be silly If we get caught cheating we will fail the test muttered Tomek 3 I've made it I knew I'd win shrieked Kasia excitedly 4 Leave the classroom Now the teacher yelled 5 I will never be able to find this notebook I grumbled 6 Mr Kowalski was puzzled So you did it to please me he chuckled Napisz opowiadanie, w kt�rym gl�wny bohater otrzymuje nietypow nagrod za swoje osignicia w szkole. Wypowied powinna zawiera od 200 do 250 sl�w i spelnia wszystkie wymogi typowe dla formy wskazanej w poleceniu. Jeli praca bdzie zawiera wicej ni 300 sl�w, otrzymasz za jej kompozycj 0 punkt�w. 10 Check your work using the list below. 1 Czy okrelile/okrelila czas, miejsce wydarzenia i opisale/opisala bohater�w? 2 Czy bohater opowiadania otrzymal jak nietypow nagrod? 3 Czy nagroda dotyczyla osigni szkolnych? 4 Czy wydarzeniu gl�wnemu, czyli otrzymaniu nagrody, powicile/powicila najwicej uwagi? 5 Czy opisale/opisala reakcje bohater�w i przedstawile/przedstawila konsekwencje zdarzenia? 6 Czy opowiadanie mieci si w limicie 200�250 sl�w? 7 Match definitions a-f with the highlighted verbs from exercise 6. a give a loud high shout when you're excited or frightened b shout loudly because you're angry, excited or frightened c complain about something in a bad-tempered way d laugh quietly e speak in a quiet voice that is difficult to hear, especially because you're annoyed about something f speak very quietly to somebody so that other people cannot hear what you're saying 8 Work in pairs. Use four of the highlighted verbs from exercise 6 to make captions for photographs 1�4. VOCABULARY Learning and remembering: idioms 11 Choose the correct word to complete sentences a-i. a It's on the tip / end of my tongue. b I learn them by heart / head. c It rings a bell / familiar. d I haven't an idea / a clue. e My brain / mind went blank. f I have a good head for figures / numbers. g It crossed my mind / head. h It exercised / jogged my memory. i It's a piece of cake / bread. 1 12 Match questions 1-9 with the answers from exercise 11. 2 1 How long do tarantulas live? 2 The teacher asked you the simplest of questions and you still couldn't say a thing! What happened? 3 What's the capital of Wales? I'm sure you know it. 4 It's amazing how fast you did all these sums! 5 Ms Kowalska, the English teacher my class had last year - she is so strict! Have you heard this name? 6 How difficult is it to count from 1 to 10 in German? 7 Have you ever thought of taking extra lessons for the matura exam? 8 What do you do to remember important historical dates? 9 It's amazing you remembered our teacher's birthday today! How did you know it's on St. Patrick's Day? 3 1 SZKOLA 9 Oxford Excellence for matura NEW EXAM BUILDER Nowe wydanie bestsellerowego repetytorium - z uwzgldnieniem zmian w maturze ustnej od 2012 roku Przygotuje Ci: do matury pisemnej do matury ustnej Wszystko, czego potrzebujesz, by zda matur ustn na maksimum punkt�w: duo sl�w, aby olni egzaminator�w bogatym slownictwem, wiele wicze gramatycznych w lekcjach SPEAKING AND GRAMMAR, aby m�wi swobodnie i poprawnie, ciekawe ujcie temat�w maturalnych, aby zawsze mie co do powiedzenia, zadania egzaminacyjne w kadym rozdziale, by dokladnie 3 zapozna si z egzaminem, tematycznych zestaw�w do egzaminu ustnego na kocu 14 ksiki, by sprawdzi si przed matur, zestawy egzaminacyjne na kocu ksiki + 1 zestaw 2 dostpny online. 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Z pomoc kodu, kt�ry znajdziesz na dolczonej do ksiki plycie MultiROM, wejd na stron www.oxfordenglishtesting.com i napisz egzamin maturalny online. 3 www.oup.com/elt www.wydawnictwo.oxford.pl