kurs przygotowujący do matury
new matura Pre-Intermediate Student’s Book
Tim Falla, Paul A Davies
1 The real
p4 Personality Personality adjectives (generous, lazy, rude, etc.) Negative prefixes: un-, in-, im-, ir- and dis M Rozumienie ze słuchu Dobieranie Describing people’s personalities
vocaBUlaRy and lIStenIng
Get ready for MatURa p12
p5 Present simple and continuous Verbs not used in continuous tenses
p14 A question of sport Sports (athletics, boxing, surfing, etc.) play/go/do + sport Collocations: sports and games (win a race, score a goal, etc.) M Rozumienie ze słuchu Dobieranie Sports commentaries
3 Town and
p24 Landscapes Rural and urban landscapes (pavement, field, roadworks, hedge, etc.) Prepositions of movement (across, through, etc.) Compound nouns (homework, weekend, etc.) Following directions
• Language review Units 1–2 p22
Get ready for MatURa p32
p44 At the shops M Mówienie Rozmowa na podstawie materiału stymulującego Shops (chemist’s, DIY store) Verbs: shopping and money (borrow, owe, spend, etc.) Conversations in shops
• Language review Units 3–4 p42
p64 Body language Gestures (bow, wave, wink, etc.) Phrasal verbs (stand up, turn over, lie down, etc.) Customs in different countries
• Language review Units 5–6 p62
p35 Comparatives and superlatives
p45 Present perfect been and gone for and since How long … ?
p65 must, mustn’t and needn’t
p36 Film fame M Mówienie Rozmowa na podstawie ilustracji M Rozumienie tekstów pisanych Dobieranie nagłówków do fragmentów tekstu The Oscars M Rozumienie ze słuchu Prawda / Fałsz The Razzie awards
p46 Street life Reading: Covent Garden Vocabulary: entertaining and performing (audition, busk, venue, etc.) M Rozumienie ze słuchu Prawda / Fałsz Announcements
p56 Screen time Reading: Social networking sites M Rozumienie ze słuchu Prawda / Fałsz A radio interview about social networking Vocabulary: websites: verb and noun phrases (upload photos, update a profile, etc.)
p66 Giving and receiving M Mówienie Rozmowa na podstawie ilustracji M Rozumienie tekstów pisanych Dobieranie zdań podsumowujących do tekstów Has Christmas become too commercial? M Rozumienie ze słuchu Dobieranie Gifts given and received Vocabulary: gifts and special occasions (perfume, wedding anniversary, etc.)
Lesson 7. Rozumienie ze słuchu Dobieranie • Rozumienie tekstów pisanych Dobieranie zdań do luk w tekście Lesson 8. Mówienie Rozmowa na podstawie materiału stymulującego • Rozmowa z odgrywaniem roli • Wypowiedź pisemna Wiadomość
9 Crime wave
p84 Crimes and criminals Crime (burgle, mug, rob a bank, deal drugs, etc.) Suffixes: -er, -ist and -ician M Rozumienie ze słuchu Dobieranie News reports about crimes
• Language review Units 7–8 p82
p26 Different views M Mówienie Rozmowa na podstawie ilustracji M Rozumienie tekstów pisanych Dobieranie nagłówków do fragmentów tekstu Fox-hunting M Rozumienie ze słuchu Dobieranie zdań do rozmówców
• Skills round-up Units 5–6 p63
p74 Planet Earth Natural disasters (avalanche, famine, tsunami, etc.) Word formation: noun suffixes (-ation, -ion, -ness) Pronunciation: natural disasters M Rozumienie ze słuchu Dobieranie News reports
10 The written
p25 some, any, much, many, a lot of, a little, a few
p55 will and going to Pronunciation: going to
8 What if … ?
Get ready for MatURa p92
p16 Village sports Reading: Bog snorkelling M Rozumienie ze słuchu Wielokrotny wybór A snail race
Lesson 5. Rozumienie ze słuchu Wielokrotny wybór • Rozumienie tekstów pisanych Dobieranie zdań do tekstów Lesson 6. Mówienie Rozmowa z odgrywaniem roli • Rozmowa na podstawie ilustracji • Wypowiedź pisemna List oficjalny
p54 Electronic devices High-tech devices (e-book reader, satnav) Phrasal verbs (turn on, switch off, pick up) M Rozumienie ze słuchu Dobieranie Radio advertisements
Get ready for MatURa p72
p15 Past simple Pronunciation: -ed endings
• Skills round-up Units 3–4 p43
p6 Teenage challenges M Mówienie Rozmowa na podstawie ilustracji Reading: The Duke of Edinburgh Award M Rozumienie ze słuchu Dobieranie Four teenagers doing the Duke of Edinburgh Award
Lesson 3. Rozumienie ze słuchu Prawda / Fałsz • Rozumienie tekstów pisanych Wielokrotny wybór Lesson 4. Mówienie Rozmowa na podstawie ilustracji • Rozmowa z odgrywaniem roli • Wypowiedź pisemna List prywatny
p34 At the cinema Types of film (action film, comedy, musical, etc.) Adjectives to describe films (dull, gripping, etc.) -ed and -ing adjectives (annoyed/annoying, disappointed/ disappointing, etc.) M Rozumienie ze słuchu Dobieranie Excerpts from films
Get ready for MatURa p52
• Skills round-up Units 1–2 p23
4 In the
Lesson 1. Introduction to the matura • Rozumienie tekstów pisanych Prawda / Fałsz Lesson 2. Mówienie Rozmowa z odgrywaniem roli • Rozmowa na podstawie ilustracji • Wypowiedź pisemna • Wiadomość
p75 Second conditional
p76 Rubbish Reading: Proud of their dustbin! M Rozumienie ze słuchu Dobieranie zdań podsumowujących do rozmówców Recycling
• Skills round-up Units 7–8 p83
p85 Past perfect
p86 Outlaws M Rozumienie tekstów pisanych Dobieranie zdań do luk w tekście The Legend of Robin Hood M Rozumienie ze słuchu Prawda / Fałsz Is it ever OK to steal?
Lesson 9. Rozumienie ze słuchu Dobieranie • Rozumienie tekstów pisanych Dobieranie nagłówków do fragmentów tekstu Lesson 10. Mówienie Rozmowa na podstawie materiału stymulującego • Rozmowa z odgrywaniem roli • Wypowiedź pisemna List prywatny
p94 Publications Publications (biography, comic, manual, etc.) Books and text (back cover, title, etc.) Pronunciation: word stress Rozumienie ze słuchu Dobieranie zdań do rozmówców Talking about books • Language review Units 9–10 p102
GRAMMAR BUILDER AnD REFEREnCE p104 VOCABULARy BUILDER p124 WORDLIST p134 Listening (1.01 = disk 1, track 1 / 2.01 = disk 2, track 1) M Matura task
p95 The passive (present and past simple) Publishing – past and present
• Skills round-up Units 9–10 p103
p96 Dracula Must Die M Rozumienie tekstów pisanych Prawda / Fałsz Jonathan Harker’s Diary M Rozumienie ze słuchu Kolejność wydarzeń
p7 Verb + infinitive or -ing form
p8 Music and personality M Rozumienie tekstów pisanych Dobieranie zdań podsumowujących do fragmentów tekstu What does your musical taste say about you? Song: I bet you look good on the dance floor
p10 Exchanging opinions Expressing likes and dislikes Vocabulary: hobbies and interests (playing sport, chatting online, etc.) M Mówienie Rozmowa z odgrywaniem roli
p11 A personal profile M Wypowiedź pisemna Wiadomość
p17 Past simple and continuous
p18 Surf’s up M Rozumienie tekstów pisanych Kolejność wydarzeń, Prawda / Fałsz Surfing superstar!
p20 Talking about the past Vocabulary: free-time activities (go bowling, have a barbecue, etc.) M Mówienie Rozmowa z odgrywaniem roli
p21 An informal letter M Wypowiedź pisemna List prywatny
p27 Articles Pronunciation: vowel sounds and the
p28 Urban farmers? M Rozumienie tekstów pisanych Dobieranie zdań do luk w tekście Who wants to be a farmer? Vocabulary: farming (crops, plough, etc.) Song: Country house
p30 Picture description Vocabulary: descriptive words (crowded, scary, indoors, etc.) Fillers (let me think, hmm, etc.) M Mówienie Rozmowa na podstawie ilustracji
p31 A postcard Vocabulary: holiday activities (buy souvenirs, sunbathe, etc.) M Wypowiedź pisemna Pocztówka
p37 (not) as … as, too, enough Pronunciation: weak forms
p38 Shaken and stirred M Mówienie Rozmowa na podstawie ilustracji M Rozumienie tekstów pisanych Wielokrotny wybór How did they do that? Vocabulary: films: compound nouns (special effects, slow motion, etc.)
p40 Buying tickets Checking understanding (Pardon? Sorry, did you say …?) Pronunciation: intonation in checking phrases M Mówienie Rozmowa z odgrywaniem roli
p41 A questionnaire Vocabulary: types of TV programme (cartoon, chat show, etc.) M Wypowiedź pisemna Ankieta
p47 Present perfect and past simple Have you ever … ?
p48 Bids to become famous M Rozumienie tekstów pisanych Wielokrotny wybór Online auctions Vocabulary: advertising and selling (bids, goods, bargain)
p50 Making a complaint Vocabulary: faulty goods (It doesn’t play. Can I have a refund?) Pronunciation: making a complaint M Mówienie Rozmowa z odgrywaniem roli
p51 A formal letter M Wypowiedź pisemna List oficjalny
p57 Zero conditional may, might and could
p58 Brainwaves M Rozumienie tekstów pisanych Prawda / Fałsz Crazy ways of getting around
p60 Invitations Vocabulary: Social activities (go skateboarding, have a barbecue, etc.) M Rozumienie ze słuchu Dobieranie Making invitations Pronunciation: intonation in invitations M Rozumienie ze słuchu Rozmowa z odgrywaniem roli
p61 Messages can for requests and permission (Can you buy some milk? Can I borrow your laptop?, etc.) M Wypowiedź pisemna Wiadomość
p67 First conditional Pronunciation: will and won’t
p68 Don’t get fooled again M Rozumienie tekstów pisanych Dobieranie zdań do luk w tekście April Fool!
p70 Giving advice and recommendations Asking about tourist attractions Vocabulary: events and places to visit (carnival, castle, shopping district, etc.) should and ought to for suggestions, advice and opinions M Mówienie Rozmowa na podstawie ilustracji, Rozmowa z odgrywaniem roli
p71 Invitations Abbreviations (PS, RSVP, asap, etc.) M Wypowiedź pisemna Zaproszenie
p77 I wish …
p78 A real danger? M Rozumienie tekstów pisanych Dobieranie nagłówków do fragmentów tekstu, Prawda / Fałsz A natural disaster Vocabulary (death/die, destruction/destroy, etc.)
p80 Stimulus discussion Vocabulary: fund-raising events: (get fit, sponsor a runner, collect money, etc.) Fund-raising methods M Mówienie Rozmowa na podstawie materiału stymulującego
p81 An announcement M Wypowiedź pisemna Ogłoszenie
p87 Reported speech
p88 High-tech crime M Rozumienie tekstów pisanych Dobieranie zdań do tekstÓw Cyber Crime Vocabulary: compound nouns (cash machine, PIN number, etc.)
p90 Reporting a theft M Rozumienie ze słuchu Wielokrotny wybór Reporting thefts M Mówienie Rozmowa na podstawie ilustracji, Rozmowa z odgrywaniem roli
p91 An email Colloquial expressions and abbreviations (a guy, LOL, BFN, etc.) M Wypowiedź pisemna List prywatny (email)
p97 The passive (present perfect and future)
p98 A writer’s story M Rozumienie tekstów pisanych Dobieranie nagłówków do fragmentów tekstu the story of Twilight Vocabulary: novels (chapter, plot, sequel, etc.) Song: Bloodletting (The Vampire Song)
p100 Arranging to meet Vocabulary: suggesting activities (Why don’t we go for a pizza?, etc.) M Rozumienie ze słuchu Wielokrotny wybór Arranging to meet M Mówienie Rozmowa z odgrywaniem roli
p101 An informal letter M Wypowiedź pisemna List prywatny
1 The real you 1A 1
vocaBUlaRy and lIStenIng
thIS UnIt InclUdeS vocabulary personality adjectives negative prefixes: un-, in-, im-, ir- and disgrammar present simple and continuous verbs not used in continuous tenses verb + infinitive or -ing form Speaking talking about personality expressing likes and dislikes Writing a personal profile
Personality I can describe someone’s personality.
Dłuższe i trudniejsze nagrania, Choose two or TV characters emu ze that you know. What probl mieli wie niefilm by3 ucznio adjectives can you use to describe them? zrozumieniem języka mówionego.
SPeakIng Do you know the film and TV characters in the
photos? Match four of them with the descriptions (a–d).
a She’s generous and kind. Her husband is quite lazy and rude, so she has to be patient. b He’s nasty and dishonest. He’s also very clever – but not in a good way. c She’s shy and quiet. But she’s also very strong and determined. d He’s strong and confident – almost arrogant. He’s usually serious, but he can be funny.
vocaBUlaRy BUIldeR (Pa P Rt 1): Page 124 Pa (PaRt
Listen to the dialogues. Match each person with an adjective. There are two extra adjectives. arrogant funny generous impatient lazy shy 1 Martha 2 Ryan
vocaBUlaRy Complete the pairs of opposites. Use the blue adjectives from the descriptions in exercise 1. Then listen, repeat and check.
Personality adjectives generous 1 mean 2 honest 3 hard-working 4 weak 5 talkative 6 modest
7 8 9 10 11 12
stupid shy funny polite impatient nice
Więcej słownictwa, by uczniowie posługiwali się bogatszym językiem.
3 Sam 4 Julie
Choose three adjectives to describe someone you like or do not like and three adjectives to describe you. Can you give reasons?
SPeakIng Work in pairs. Describe yourself or a person you like to your partner.
I really like Justyna. She’s kind and funny.
I think I’m quite generous. I’m also sometimes a bit lazy.
vocaBUlaRy BUIldeR (PaRt 2): Page 124 3
The real you
M Człowiek • Rozumienie ze słuchu Dobieranie
Present simple and continuous Starannie dobrane ćwiczenia gramatyczne,
ć pracę w klasach o zróżnicowanym ułatwinow. I can talk about what I usually do and what I’mbydoing poziomie zaawansowania.
SPeakIng Describe the scene in the picture. What are the people doing? Use the verbs below.
A boy is drinking orange juice.
Complete the rules in the Learn this! box with the correct tense.
chat dance drink eat laugh hold listen look at sit smile stand wear
1 We use the for something that always, regularly or never happens. 2 We use the for something that is happening now. 3 We use the for a fact that is always true. 4 We don’t normally use the with certain verbs, e.g. believe, hate, like, love, need, know, prefer, want. 5 We also use the present continuous for arrangements in the future. I’m meeting John at 10am. gRaMMaR BUIldeR 1B: page 104
Complete the dialogue with the present simple or present continuous form of the verbs in brackets. Matt Sam Matt Sam Alice Sam Matt Alice Matt Sam
Read and listen to the dialogue. Underline examples of the present simple and present continuous. Alice Matt Alice Matt Alice Matt Alice Matt
Hi, Matt. Are you having a good time? Not really. I don’t know anyone here. Do you know Sam? No. Who’s he? She. She lives next door to me. She’s over there. She’s wearing a yellow top. Is she dancing? No, that’s Zoe. Sam’s standing by the door. She isn’t talking to anyone. Do you want me to introduce you? OK.
Complete the table with the correct form of the verb wear. Present simple affirmative
She always 1
dresses. trainers to school.
a tie to school?
Present continuous affirmative
a blue cap. a jacket. you
(you / enjoy) the party? So, 1 Yes, it’s really good. Hey, I 2 (like) your shoes, Sam. They’re cool. Thanks. They hurt my feet, though. That’s why (not dance). You 4 I3 (wear) trainers. They’re much better for dancing. (you / want) to dance? Hey, you two. 5 No, thanks, Alice. Matt, you go ahead and dance. Uh, no thanks. But you 6 (love) dancing, Matt. Er, yes, but I 7 (not like) Lady Gaga. Really? I 8 (love) her. Actually, (go) to see her next month and I’ve I9 got a spare ticket. Do you want to come, Alice? Yes, please!
6 1.04 7
Listen and check.
SPeakIng Work in pairs. Look at the table. Ask and answer a question for each verb, using the present simple and present continuous, and the nouns and time phrases.
at the moment
to the cinema
Na początku lekcji łatwe (ćw. 3), skupiające się na No,byI’m not. Do you speak Are you ontycznych, słabsi grama rachgoing pojedynczych struktu English every day? holiday next month? uczniowie mogli nadrobić zaległości. Na koniec (ćw. 7) trudniejsze, wymagające użycia obu struktur. Unit 1
The real you
6B 1C 1
Lekcje kulturowe to kolejna porcja słownictwa i okazja, by rozwijać sprawność mówienia. To także czas na prawdziwe ciekawostki o krajach anglojęzycznych.
I can talk about hobbies and interests.
SPeakIng Look at the photos. What can you see? What are the people doing?
Read the text quickly. What is the Duke of Edinburgh Award? Choose the correct answer. 1 an award for the most active young person in the UK 2 a programme of challenging activities for young people 3 an opportunity for young people to learn new skills and make some money
The Duke of eDinburgh AwArD 3
Answer the questions. 1 2 3 4 5 6
Who started the award? Why did he start the award? How many levels of award are there? How old do you have to be to get a Gold award? How many activities do participants have to complete? Who plans the activities for the participants?
vocaBUlaRy Complete the useful phrases with the verbs below. The phrases are all in the text.
do do learn go on spend write 1 2 3
Would you like to learn to rock-climb? Or spend time working at an animal sanctuary? That’s what Andrea Black and Jenny Smith are doing as part of their Duke of Edinburgh Award programme. The award encourages young people to do exciting cultural, social and adventure activities in their free time. The Queen’s husband, the Duke of Edinburgh, started the award in 1956. He started it because he wanted young people to learn to help themselves and other people. The award is for people aged 14–25, and there are three levels: Bronze, for those aged 14 or over, Silver for over 15s, and Gold for over 16s. You have to complete four activities to achieve the award: • go on an expedition (e.g. hiking, kayaking or climbing) • learn a new practical or social skill (anything from painting to podcasting!) • take on a physical challenge (e.g. learn or improve at a sport) • do voluntary work, helping people or the environment (e.g. work with disabled or elderly people, or raise money for a charity) Young people usually do the award at a Duke of Edinburgh club at their school or at a local youth group. They decide what they are going to do, and write a plan. It usually takes between one and three years to finish an award.
The real you
time an activity an expedition
4 5 6
a new skill voluntary work a plan
Listen to four people who are taking part in the Duke of Edinburgh Award. Match each speaker with the four parts of the programme. 1 2 3 4
Jasmine Nathan Caitlin Dominic
a b c d
physical challenge new skill expedition voluntary work
Listen again and write J, N, C or D. Who …
1 is learning to make something? 2 is learning what life is like for people in other countries? 3 might continue with the activity later in life? 4 is spending a lot of time outdoors? 5 are learning to work in a team? and 6 feel stronger? and
Imagine you are going to do the Duke of Edinburgh Award. What would you do for your four activities, Expedition, Skill, Physical and Volunteer? Give reasons.
SPeakIng Tell your partner about your plans and reasons.
As for my expedition, I’d like to … because I want to … As for my skill, I’d like to learn how to … , so I’m planning to …
M Życie rodzinne i towarzyskie • Mówienie Rozmowa na podstawie ilustracji • Rozumienie ze słuchu Dobieranie
Verb + infinitive or -ing form I can identify and use different verb patterns.
SPeakIng Work in pairs. Ask and answer the questions. Make a note of your answers.
Are you fearful or fearless? 1 You are reading in bed, and you hear a strange noise outside the window. Do you a carry on reading? b hide under the bed covers and try to ignore it? 2 A friend suggests going on a really tall and fast rollercoaster. Do you a agree to go? b refuse to go, because it’s too scary? 3 You have to read a text out to your class. How do you feel? a Fine. I don’t mind reading to my class. b Terrible. I can’t help feeling really nervous. 4 Somebody offers to take you exploring in an underground cave. Do you a decide to go? b say no, because you can’t stand being in small spaces. 5 You get an invitation to a party from someone you don’t know very well. Do you a accept the invitation and look forward to meeting some new people? b pretend to be busy?
Look at your answers and count the a’s and b’s. Are you fearless (mostly a’s) or fearful (mostly b’s)?
Read the Learn this! box. Underline all the verbs in the questionnaire that are followed by the infinitive or -ing form of another verb.
Complete the table with the verbs that you underlined in the questionnaire.
talk be buy make lend pass send watch
me a text message as soon as his 1 He promised plane arrived. 2 If you suffer from ‘claustrophobia’, you can’t stand in small spaces. 3 Sam is very talkative. She carries on even when no one is listening to her! 4 Harry is very funny. He can’t help jokes all the time! 5 Liam is working hard. He expects all his exams in the summer. 6 I don’t really fancy TV this evening. 7 John is so mean! He refused me £1 for a coffee! 8 My grandparents offered me a computer, which was very generous of them.
1 Some verbs are followed by the infinitive of another verb. She’s pretending to be asleep. 2 Some verbs are followed by the -ing form of another verb. Danny suggested going out tonight. verb + infinitive
gRaMMaR BUIldeR 1d: page 104
Add these verbs to the correct group. Check in a dictionary if necessary. avoid hope expect fancy promise spend time
Complete the sentences with an infinitive or -ing form and true information about yourself. 1 2 3 4 5
verb + -ing form
Complete the sentences with the infinitive or -ing form of the verbs below.
I usually avoid … I really can’t stand … I don’t mind … I spend a lot of time … I really want …
6 7 8 9 10
I sometimes pretend … I never look forward to … I can’t help … I often decide … I never agree …
SPeakIng Tell yourPorcja partnergotowy your sentences. Does uczniowie by he/she ch zwrotów, have any similar answers? nie
mówili płynnie i popraw nie zastanawiając się jakiej struktur użyć. Unit 1
The real you
Music and personality I can understand an article about music and personality.
vocaBUlaRy Listen and match the music with six of the musical styles below.
blues classical country and western heavy metal indie jazz pop R&B rap reggae rock ‘n’ roll soul
SPeakIng Look at the photos. What kind of music do you think these people listen to? What type of personality do you think they have? Use the adjectives below to help you.
arrogant confident friendly funny generous hard-working impatient lazy modest polite quiet rude serious shy talkative unfriendly
I think the person in photo 1 listens to … I think she’s probably …
• Fans of pop songs aren’t creative, but are hard-working, gentle and outgoing.
Ciekawe ujęcie tematów, bogactwo
Read the article. Compare the results of the research with maturalne zadania your ideas from exercise 2.słownictwa oraz
• The best fan to be is a soul fan, because they are creative, confident, outgoing and gentle!
Perhaps the most surprising result was that classical D music fans and heavy metal fans have very similar personalities. People think of heavy metal fans as being very sad and unhappy. But like classical fans, they are in fact easy-going and creative, and not very outgoing.
What does your musical taste say about you? A We often have stereotypical images of rockers as rebellious, classical music fans as quiet and modest, and lovers of rap as talkative and outgoing. But is it really true that our musical tastes show our personality? According to recent research from a university in Edinburgh, it is.
Professor North says that the results explain why so E many people are good friends with people who like the same music. Heavy metal fans in Sweden have more in common with heavy metal fans in Brazil than with, say, Swedish fans of pop.
Professor North, who did research says that people often B express their identity through the kind of music they listen to, the kind of clothes they wear and their hobbies and interests. So it isn’t surprising that people’s taste in music says something about their personality.
The results also explain why some of us are so F passionate about what we listen to, since music is likely to be closely linked to our personality. However, the research doesn’t say what people who listen to lots of different types of music are like. Perhaps they are perfectly balanced! So, what does your music say about you?
The researchers interviewed more than 36,000 people C from around the world, asked them about their musical tastes and gave them personality tests. But did the research show that our stereotypical images are right? Here are some of the results: • Lovers of indie music aren’t very confident, gentle or hard-working, but they are very creative. • Country and western fans are hard-working and not shy. • Rap fans are outgoing and confident. 1 3
The real you
Match paragraphs A–F in the article with sentences 1–7. There is one sentence that you do not need. 1 The research described the personalities of groups of music fans. 2 One result from the research was very unexpected. 3 Are our traditional images of music fans true? 4 We like to make friends with people who enjoy the same music as us. 5 Music can change your personality in many ways. 6 There are lots of different things that show our personality. 7 We have very strong feelings about the kind of music we like and don’t like.
vocaBUlaRy Match the highlighted adjectives in the text with the definitions below.
7 1.07 below.
Listen again and complete the song. Use the nouns
despair dreams explosion eyes love robot romance shoulders tunes
SPeakIng Work in pairs. Discuss the questions.
1 What kind of music do you like, and do you think it shows your personality? 2 Do you have lots of friends with the same musical tastes as you? 3 In which of these ways do you show your personality? Can you give examples? clothes music language hobbies and interests places you go in your free time
1 2 3 4
has a good imagination and can make new things very friendly and interested in other people kind and calm not doing what your parents, teachers, etc. want you to do 5 calm and relaxed; not easily worried 6 having very strong feelings
Listen to the song. What is the musical style?
I bet that you look good on the dance floor Stop making the 1 at me, I’ll stop making the eyes at you. What it is that surprises me is that I don’t really want you to. And your 2 are frozen (as cold as the night). Oh, but you’re an 3 . (You’re dynamite!) Your name isn’t Rio, but I don’t care for sand. And lighting the fuse might result in a bang, with a bang-go.
Chorus Well, I bet that you look good on the dance floor. I don’t know if you’re looking for 4 or what. Don’t know what you’re looking for. I said, I bet that you look good on the dance floor, Dancing to electro-pop like a 5 from 1984, From 1984! I wish you’d stop ignoring me because you’re sending me to 6 . Without a sound, yeah, you’re calling me and I don’t think it’s very fair
M Kultura • Człowiek • Rozumienie tekstu czytanego Dobieranie zdań do luk w tekście
„All work and no play make Jack a dull boy” ;) That your 7 are frozen (as cold as the night). Oh, but you’re an 8 . (You’re dynamite!) Your name isn’t Rio, but I don’t care for sand. And lighting the fuse might result in a bang, with a bang-go.
Chorus Oh, there ain’t no 9 Capulets. They’re just banging 10 and... Dirty dance floors, and 11 tenderness!
, no Montagues or and DJ sets of
Chorus Unit 1
The real you
Exchanging opinions I can exchange information about hobbies.
Read and listen to the dialogue. Are Beth and Jamie good friends? How do you know?
absolutely a bit big 1 2 3 4 5 6 7
dancing eating out listening to music playing chess playing computer games shopping surfing the Net
Listen to four dialogues. Answer the questions.
1 What hobby does each pair discuss? 2 Which pairs of speakers make a social arrangement?
and repeat, copying the intonation.
The real you
Work in pairs. Take turns to say and react to the sentences. 1 2 3 4 5
I’m not really into heavy metal. I often go windsurfing at the weekend. I can’t stand chocolate. I prefer chatting on the phone to chatting online. I quite like gymnastics.
wskazÓwka maturalna Pamiętaj! 1 Gdy mówisz o tym, co lubisz i czego nie lubisz, używaj różnorodnych zwrotów. 2 Okazuj zainteresowanie tym, co mówi twój rozmówca/twoja rozmówczyni.
Work in pairs. Read the Matura tip and prepare a conversation. Follow the instructions below. You have met for the first time in a new class at school. • Ask and answer questions about your hobbies. • Give your opinion on your partner’s hobbies. • Agree on a hobby that you both like doing. • Suggest meeting this weekend to donia lekcji koniectogether. ćwicze thenahobby
SPeakIng Work in pairs. Practise reading the dialogue, changing the blue words. Use words from exercise 3.
into / What / you / are / ? like / do / at / doing / weekends / What / you / ? you / do / What / doing / like / else / ? Take That / do / you / of / What / think / ? you / into / are / films / of / kind / What / ?
W trakcie rozmowy reaguj na to, co mówi druga osoba, używając następujących wyrażeń: Cool! Wow! That’s interesting! Really? No way! Do you? Can you? Are you? Me too! Me neither.
4 Would you like to …? 5 I don’t like … very much
Work in pairs. Look at the list of hobbies and interests. How many more can you add in two minutes?
Underline phrases in the dialogue that mean: 1 I really like … 2 I hate … 3 I prefer …
. I’m not really a I prefer war films. I’m a fan of YouTube. I love blogs. I think the lives of celebrities are I’m of reading. I’m really sci-fi books.
1.11 PRonUncIatIon Read the speaking tip. Then listen
fan fond into much
Put the words in the correct order to make questions. Then ask and answer in pairs. 1 2 3 4 5
So, what do you like doing in your free time, Jamie? Jamie I love playing sport. How about you? Beth Oh, I can’t stand playing sport. I prefer watching TV. Jamie Really? I’m not that keen on watching TV. I’d rather chat to my friends online. What else do you like doing? Beth I quite like drawing. And I enjoy going to the cinema. Jamie Me too! Do you fancy going to the cinema this evening? Beth Yeah – sounds good!
Complete the sentences. Listen again and check.
maturalnych, by uczniowie jak najwcześniej oswoili się z egzaminem ustnym.
do zadań ce class. towują SPeakIng Act out yourprzygo dialogue to the
M Życie rodzinne i towarzyskie • MÓwienie Rozmowa z odgrywaniem roli
A personal profile I can write a message about myself for a website.
Read the messages. Where can you find messages like this?
What information do both the messages contain? Tick the boxes.
vocaBUlaRy Underline the personality adjectives in the messages. Are they positive or negative?
Complete the phrases for talking about hobbies and interests. Use the words below.
1 2 3 4 5 6
who they are looking for their personality the type of people they like their hobbies their ambitions their email address
Hi! I’m Ross. I’m 17 years old and I’d like to hear from girls of the same age as me. I’m quite a friendly person and rather sensitive. At least I think so! My friends say I’m sometimes slightly impatient and I can be a bit lazy about schoolwork! I like being around really confident people and also people who share the same interests as me. I enjoy outdoor activities. I do a lot of surfing and swimming, and a bit of rockclimbing too. Do you want to chat? Then email me at email@example.com.
1 2 3 4 5
do enjoy hobbies interested crazy
Więcej słownictwa about … a bit of / a lot of by … wesprzeć ucznia w tworzeniu poprawnej wypowiedzi pisemnej. are …
Modifying adverbs We use modifying adverbs to make the meaning of adjectives stronger or weaker. slightly a bit (informal) quite pretty rather not very (= not at all)
Find a phrase in each message that means ‘like to be with’.
Read the Learn this! box. Circle all the modifying adverbs in the messages. Translate them.
Look at the modifying adverbs in the messages in exercise 1. Choose the correct words in the rules. 1 Modifying adverbs usually go after / before the adjective. 2 The modifying adverb quite / very goes before a/an when there is a noun. 3 a bit and slightly are used with adjectives with a positive / negative meaning. Add the modifying adverbs in brackets to the sentences. 1 2 3 4 5
M Życie rodzinne i towarzyskie • Człowiek • Wypowiedź pisemna Wiadomość
in … …
Hi! I’m Abigail. I’m 16 years old and I’m looking for email friends aged between 15 and 17 from anywhere in the world. I’m pretty hardworking and very loyal. I get on well with funny people. I’m quite an ambitious person: I want to study medicine at university. So I’m not very tolerant of lazy people. I’m interested in books and I spend a lot of time reading. My hobbies are chess and computer games, and I’m crazy about rock music.
I’m I I’m I My
I’m creative. I’m ambitious. (pretty / not very) My best friend is confident but impatient. (rather / a bit) My brother is polite and intolerant. (pretty / slightly) He’s a nice person, but he’s irresponsible. (very / a bit) She’s an honest person. She’s sensitive. (quite / not very)
Write a personal profile about yourself for a website. • Include a greeting and information about yourself
(name, age). • Give some information about your personality. • Say what sort of person you would like to make contact
with. • Include information about your hobbies and interests.
nie ypomina zada ć rz p e ni ze ic w have you: Ostatnie ć iej zapozna jwcze śn9? k na ja y b e, included the information in the task in exercise ln ra cy jnymi matu ami egzamina ni a g a used some modifying adverbs? ym w z uczniów CheCk k your work
checked your spelling and grammar?
The real you
Introduction to the Matura
Zapoznaj się z opisem struktury ustnego i pisemnego egzaminu maturalnego z języka obcego, a następnie ustal, które zdania podane poniżej są zgodne z prawdą (TRUE), a które − nie (FALSE). Zaznacz znakiem X odpowiednią rubrykę w tabeli. Struktura egzaminu ustnego z języka obcego
Poziom podstawowy czas: ok. 14 minut
nie podlega ocenie
Zad. 1 Rozmowa z odgrywaniem roli
Zad. 2 Opis ilustracji i odpowiedź na trzy pytania
Zad. 3 Wypowiedź na podstawie materiału stymulującego i odpowiedź na dwa pytania
Struktura egzaminu pisemnego z języka obcego
czas: 120 minut (2h) Rozumienie ze słuchu
Rozumienie tekstów pisanych
15 pkt Razem
50 pkt t
1 Egzamin maturalny z języka obcego składa się z dwóch części: ustnej i pisemnej. 2 Część pisemna sprawdza dwie umiejętności: czytania i pisania. 3 Najwięcej punktów w części ustnej można uzyskać za treść, czyli sprawność komunikacyjną. 4 Najwięcej punktów w części pisemnej można uzyskać za zadania sprawdzające umiejętność pisania.
Reading 1 Get ready to READ
Work in pairs. Discuss these questions.
1 Do you like being on your own? Why? / Why not? 2 Do you think animals make good friends? Why? / Why not? Get ready for matura
Check the meaning of the adjectives. Then find six pairs with opposite meanings. There is one adjective you don’t need. afraid alive brave bright dark dead exciting friendly strange terrible uninteresting unkind wonderful
Read the Matura tip below and do the Matura reading task. Rozumienie tekstów pisanych Prawda / Fałsz
W sekcjach Get ready for MAT URA uczniowie mają okazję wielokrotnie przećwiczyć wszystkie typy zadań maturalnych.
Get ready for matura
Wskazówka maturalna Gdy wykonujesz zadanie typu prawda / fałsz, najpierw przeczytaj uważnie tekst, a następnie porównaj podane zdania z fragmentami tekstu. Podkreśl wyrazy o znaczeniach bliskoznacznych i upewnij się, czy sens fragmentów tekstu jest zgodny z treścią podanych zdań. Przeczytaj uważnie poniższy tekst, a następnie ustal, które zdania są zgodne z jego treścią (TRUE), a które − nie (FALSE). Zaznaczzaznakiem zebXaodpowiednią rubrykę ć eg min, tr a zd e rz b w tabeli. o d Żeby agania
ie są jego wym nie wiedzy iedzieć jakwas wConradin dzeand was often ill. ‘The boy sprawold więcyears k ten te zą c o p na –is not strong,’ said the doctor. ‘He will not live much maturze. But the doctor did not know about Conradin’s olonger.’
imagination. In Conradin’s lonely, loveless world, his imagination was the only thing that kept him alive. Conradin’s parents were dead and he lived with his aunt. The aunt did not like Conradin and was often unkind to him. Conradin hated her with all his heart, but he obeyed her quietly and took his medicine without arguing. Mostly he kept out of her way. She had no place in his world. His real, everyday life in his aunt’s colourless, comfortless house was narrow and uninteresting. But inside his small, dark head exciting and violent thoughts ran wild. In the bright world of his imagination Conradin was strong and brave. It was a wonderful world, and the aunt was locked out of it. The garden was no fun. There was nothing interesting to do. He was forbidden to pick the flowers. He was forbidden to eat the fruit. He was forbidden to play on the grass. But behind some trees, in a forgotten corner of the garden, there was an old shed. Nobody used the shed, and Conradin took it for his own. To him it became something between a playroom and a church. He filled it with ghosts and animals from his imagination. But there were also two living things in the shed. In one corner lived an old, untidy-looking chicken. Conradin had no people to love, and this chicken was the boy’s dearest friend. And in a dark, secret place at the back of the shed was a large wooden box with bars across the front. This was the home of a very large ferret with long, dangerous teeth and claws. Conradin had bought the ferret and its box from the friendly boy who lived in
Get ready for matura
the village. It cost him all his money but Conradin did not mind. He was most terribly afraid of the ferret, but he loved it with all his heart. t
1 Conradin’s health was very poor. 2 The boy had a good relationship with his aunt. 3 The boy was forbidden to go into in the garden. 4 A lot of animals lived in the shed. 5 The ferret was a gift from Conradin’s friend. 6 This text is about a boy who uses his imagination to escape from the real world.
Speaking (1) 1 Get ready to SPEAK questions.
Work in pairs. Ask and answer the
1 What do you like doing in your free time? Why? 2 What kind of music do you like listening to?
How does the student develop these things? Listen again and check your ideas. 1 The band? 3 The people they might go with?
2 The ticket prices? 4 Plans after the film?
now do the Matura role play.
Speaking (2) 6 Read the Matura tip and do the Matura speaking task. Mówienie – Opis ilustracji i odpowiedź na trzy pytania Wskazówka maturalna Pierwsza część drugiego zadania polega na opisaniu ilustracji. Ocenie podlega umiejętność szczegółowego opisu. Pamiętaj, żeby powiedzieć, kto jest na ilustracji, gdzie te osoby się znajdują i co robią. Opisz poniższą ilustrację i odpowiedz na pytania egzaminującego.
Read the Matura tip and the Matura role-play. Mówienie – Rozmowa z odgrywaniem roli Wskazówka maturalna Rozmawiając z egzaminującym, musisz poruszyć wszystkie wymienione w poleceniu kwestie i rozwinąć je. Pamiętaj, że krótka wzmianka dotycząca podanej kwestii nie wystarczy, żeby uzyskać maksymalną liczbę punktów za sprawność komunikacyjną. Ustalasz z kolegą szczegóły wspólnego wyjścia na koncert w najbliższą sobotę. W rozmowie z egzaminującym porusz następujące cztery kwestie: • preferencje dotyczące rodzaju muzyki, • cena biletów, • możliwość zaproszenia innych osób, • wasze plany po koncercie.
1.13 Listen to a student doing the task. Complete the
sentences with the words in the box.
don’t fancy let’s prefer really shall sounds want 1 2 3 4 5 6 7 8
doing something on Saturday? Do you Why we go out? I’m not into heavy metal. OK, then. go and see his band. we invite Jack and Martha? I’d to go with just you, really. And what do you to do after the film? OK, then. good.
Pytania dla egzaminującego: 1 How do you think the people in the picture are feeling? What makes you think this? 2 What other sorts of activities do young people do with friends in their free time? 3 Tell us about the last time you were out with your friends.
Writing 7 Read the Matura tip below and do the Matura writing task. Wypowiedź pisemna – Wiadomość Wskazówka maturalna Przeczytaj uważnie opis sytuacji. Pamiętaj, żeby odnieść się do każdego punktu polecenia i aby treść wiadomości była zgodna z opisaną sytuacją Chcesz nawiązać kontakt z rówieśnikami z zagranicy. Napisz wiadomość, którą umieścisz na portalu społecznościowym. Napisz: • skąd pochodzisz, • ile masz lat, • czym się interesujesz, • z jakimi osobami chcesz nawiązać kontakt. Get ready for matura
Grammar Builder and Reference reference
1B Present simple
and present continuous
cznika, sekcja Na końcu podrę upełnić i utrwalić uz kcji. gramatyczna, by ur4y poComplete the phone conversation with the present simple każdej le kt ru st ne na oz op w or the present continuous form of the verbs in brackets. no 1.3, 1.6 Emma Dan
Work in pairs. Look at the picture. Ask and answer the questions using the present continuous. 1.4,1.5
Emma Dan Emma Dan Emma Dan Emma Dan Emma 1 the girls / wearing / jeans? 2 3 4 5 6
Are the girls wearing jeans? Yes, they are. the dog / sitting down? the girls / standing up? they / drink ? the sun / shine? the girls / chatting / on their mobiles?
1D verb + infinitive or -ing 5
Make the affirmative statements negative. Make the negative statements affirmative. 1.1, 1.2, 1.4, 1.5 1 I play chess school after school. 2 3 4 5 6
I don’t play chess after school.
She’s wearing a brown dress today. He doesn’t like wearing suits. My dad works in Manchester every day. My sister isn’t going out this evening. It’s raining at the moment.
Complete the questions. 1.2, 1.4, 1.5 1 How many languages ? She speaks French, German and Italian. 2 Why ? I’m smiling because I’m happy. 3 Where his homework? He does his homework in his bedroom. 4 Why computer games? I’m playing computer games because I’m bored. 5 When on holiday? I’m going on holiday at the end of the month. 6 How to school? They go by tram.
Grammar Builder and Reference
Hi Dan. What 1 (you / do) ? Nothing much. I 2 (read) my horoscope in a magazine. (it / say)? What 3 ‘At the moment things 4 (not go) well. But be patient and optimistic.’ 5 (you / believe) in horoscopes? Not really. … Hey, 6 (you / want) to do something this evening? OK. What’s on at the cinema? (not like) Only a romantic comedy. I 7 them much. (you / like)? What kind of films 8 Action films. I really 9 (want) to see the new Matt Damon film. But it 10 (not come) out until July. That’s ages. Well, you’ll just have to be patient – like your horoscope says!
Match the two halves of the questions. Then answer them.
1.7, 1.8 1 2 3 4 5
Do you expect When you were a child, did you spend a lot of time Are you looking forward to Do you mind Do you promise
a b c d e
playing with cars and trains? not to tell anyone my secret? leaving school? to go to university? speaking in front of a lot of people?
Complete the sentences with the infinitive or -ing form of the verbs in brackets. 1.7, 1.8 1 2 3 4 5 6 7 8 9
Kay and Martin agreed (go) and see a film together. Who suggested (see) a film tonight? Why did Kate refuse (help) you? I don’t mind (help) my sister with her homework. I can’t help (eat) chocolate when I’m stressed. George decided (take) the bus to town. Jason expects (go) with Sally to the concert. Sara always avoids (ask) her parents for money. Do you fancy (come) to my house for dinner tomorrow? 10 We hope (finish) school early today.
Grammar Builder and Reference reference
Present simple 1.1
Czas present simple tworzymy następująco:
twierdzenia I play
he / she / it plays
Pisownia czasownika w 3. os. l. poj. W 3. os. l. poj. (he, she, it) dodajemy końcówkę -s do czasownika. + -s start starts play plays Jeśli czasownik kończy się na -ch, -ss, -sh lub -o, dodajemy do niego -es. + -es teach teaches miss misses do does go goes Jeśli czasownik kończy się spółgłoską i -y, to dodajemy końcówkę -es, a y zmienia się w i. -y -ies study studies carry carries
1.2 Przeczenia Formy pełne
I do not play
I don’t play
you do not play
you don’t play
he/ she/ it does not play
he /she / it doesn’t play
you do not play
you don’t play
we do not play
we don’t play
they do not play
they don’t play
Do I play …?
Yes, I do. / No, I don’t.
Do you play …?
Yes, you do. / No, you don’t.
Does he / she / it play …?
Yes, she does. / No, she doesn’t.
Do we / you / they / play …? Yes, we / you / they do. / No, we / you / they don’t.
Czasu present simple używamy:
• kiedy mówimy o czynnościach, które odbywają się zawsze
lub z pewną regularnością (np. co tydzień, często, czasem);
Sally cycles to school every day.
• kiedy mówimy o faktach;
Cows eat grass.
Czas present continuous tworzymy następująco:
• odpowiednia forma be + czasownik z końcówką -ing.
Daniel is eating. / Are you playing?
Pisownia czasownika z końcówką -ing Do większości czasowników dodajemy końcówkę -ing. play + -ing playing study + -ing studying Jeśli czasownik kończy się spółgłoską + -e, zazwyczaj opuszczamy e, kiedy dodajemy końcówkę -ing. -e -ing write writing make making
Czasu present continuous używamy:
• kiedy mówimy o czynnościach odbywających się w tej
chwili; Look! It’s raining.
• kiedy mówimy o czynnościach tymczasowych odbywających
się obecnie, ale niekoniecznie w chwili mówienia o nich;
My mum’s learning English in the evenings.
• kiedy mówimy o czynnościach przyszłych, już
zaaranżowanych. We’re playing tennis tomorrow. Czasu present continuous nie używamy: • z pewnymi czasownikami, np. believe, hate, like, love, need, know, prefer, want. I like this music. (NIE – I’m liking this music.)
czasownik + bezokolicznik lub forma z -ing 1.7
Kiedy umieszczamy dwa czasowniki obok siebie, drugi czasownik ma zazwyczaj formę bezokolicznika lub tzw. gerund, czyli formę z końcówką -ing. I want to go home. (bezokolicznik) John suggested playing chess. (forma z -ing) British teenagers like to watch TV. / British teenagers like watching TV. (bezokolicznik lub forma z -ing)
Oto lista czasowników, po których używa się bezokolicznika, formy z -ing lub obu form. czasownik + czasownik + forma czasownik + bezokolicznik z -ing bezokolicznik lub forma z -ing agree offer avoid finish begin decide
• z niektórymi czasownikami, nie występującymi w czasach
continuous, np. believe, hate, like, love, need, know, prefer, want. I like this music. (NIE – I’m liking this music.)
Grammar Builder and Reference
Part 1 1
Utrwalenie i rozwinięcie słownictwa w zakresie każdego tematu maturalnego.
Label the pictures with the adjectives below. arrogant clever generous impatient lazy nasty shy talkative
SPeakIng Work in pairs. Student A: Think of a film or TV character that you know. Say if it’s a man or a woman. Student B: Ask and answer questions about the person’s personality and guess who it is.
Is she talkative ?
Yes, she is.
Is she nasty?
No, she isn't.
Part 2: extension
negative prefixes: un-, in-, -im, -ir and disd) a very lazy girl, sitting with her feet up as others tidy up around her. (lazy)
negative prefixes: un-, in-, -im, -ir and disThe prefixes un-, in-, im-, ir-, and dis- are negative. When they come before an adjective, they make its meaning opposite. kind – unkind patient – impatient honest – dishonest responsible – irresponsible
Choose the correct words. 1 An honest / A dishonest person always tells the truth. 2 An ambitious / unambitious person tries very hard to be successful. 3 A sensitive / An insensitive person doesn’t think about other people’s feelings. 4 A rational / An irrational person thinks clearly and carefully. 5 A loyal / disloyal friend says nasty things about you when you’re not there. 6 A tolerant / An intolerant person doesn’t listen to other people’s opinions. 7 An active / inactive person gets a lot of exercise. 8 A lucky / An unlucky person often has bad luck. 9 A mature / An immature person behaves like a child. 10 A friendly /An unfriendly person makes a lot of friends.
wskazÓwka maturalna 8
Najczęściej występującym przedrostkiem przeczącym jest un-. Jeśli musisz odgadnąć, jaki przedrostek wybrać, najlepiej wybierz ten!
Write adjectives with the opposite meaning to those in exercise 1.
Choose the correct adjective.
attractive believable fair fit grateful safe
1 He’s funny / serious. He never tells jokes. 2 He’s honest / dishonest. He never tells the truth! 3 She’s lazy / hard-working. She always does her homework on time. 4 She’s rude / polite. She never says ‘please’ or ‘thank you’. 5 He’s strong / weak. He always thinks for himself.
1 2 3 4 5 6
Complete the sentences. Use the adjectives below with or without the prefix un-. . He could be a model or a film star. He’s very She’s very . She can run 10 kilometres. Don’t touch that electric cable. It’s . Thanks for the present. I’m very . England are beating Brazil 8–0. That’s ! My parents give my older sister more money than me. It’s really .
kurs przygotowujacy do matury
Pre-Intermediate Studentâ€™s Book
mobile phone app.
Tim Falla, Paul A Davies
1 The real you 1A 1
vocaBUlaRy and lIStenIng
I can describe someone’s personality.
Complete the puzzle with the opposites of these personality adjectives. 1 2 3 4 5 6 7 8 9 10 11
confident nice funny clever 4 strong rude mean quiet impatient dishonest modest
1.1 Listen again. Complete the extracts.
What is the opposite of the missing word ()?
How would you describe these people? Use adjectives from exercise 1.
3 Mike only had one sandwich, but he shared it with me. 4 Bill often interrupts people when they are talking. 5 Sally loves talking. 6 Harriet always comes top of the class. 7 Tom threw stones at the cat. 8 Max never helps with the housework. 9 Sue is always telling jokes. 10 Jo hates waiting for people.
Listen to four people describing family members. Match two adjectives with each person. There are two extra adjectives. funny generous hard-working honest modest nasty patient rude shy talkative
3 Martin’s sister 4 Emma’s sister
The real you
. Louise is the c
Make the adjectives negative by adding the correct prefix: un-, dis-, in-, in im- or ir-. 1 fit
2 Tom often tells lies.
2 Julie’s mum
, she just
o ze szytu ćwiczeń Więcej słuchania! D D, by uczniowie, czona jest płyta C dołą kontakt vocaBUlaRy BUIldeR UIldeR (Pa (PaRt P Rt Pa 2): negatIve eć PReFIxeS: ież w domu, mogli mi wn ró un-, in-, im-, iR-- and dis-. >>SB Page 8<< P . z językiem mówionym
1 Millie didn’t talk to many people at the party.
4 I’m f
2 She never l ab 3 Sonia f situations like that.
1 He can be r s
1 Terry’s uncle
Use the adjectives in exercise 5, with or without their prefixes, to complete the sentences. 1 You should be more other people’s feelings. 2 Cathy is very every evening.
and think about . She goes to the gym
3 He’s 17, but his behaviour is very a 12-year-old!
4 Every time I get on a plane I’m sure it’s going to crash. , but I can’t help it!
I know I’m being
of people who have 5 We should be different religions and beliefs from us. 6 Jake often says bad things about his friends when . they aren’t there. He’s very that richer people 7 Most people think it’s pay more tax than poorer people. 8 I can’t leave Tom on his own at the weekend. He’s too
Present simple and continuous I can talk about what I usually do and what I’m doing now.
Some of the verbs in these sentences are incorrect. Correct them if necessary.
Complete the pairs of sentences with the present simple or present continuous form of the verbs in brackets. 1 a you (come) with us to the cinema? b Where you (come) from? (wear) jeans to school. 2 a She never (wear) a new top. Do you like it? b I she (see) Martin very often? 3 a you (see) Oliver this evening? b (play) bass in a rock band. 4 a My sister (play) the guitar. What a terrible b My brother noise! 5 a I (hate) this ice-cream. It tastes funny. (enjoy) this pizza. It tastes great. b I
Complete the conversation. Use the present continuous.
1 She’s driving to work every day. ✗
She drives to work every day. 2 Do you need any help?
3 What are you doing on Friday evening?
4 I wear trainers today.
5 I don’t like fast food.
you (do)? Millie What 1 2 3 Tom I (text) Harry. We (go) to a football match on Saturday. Millie Can I come along? … Why 4 you (laugh)? Tom You don’t like football! You only want to go because Harry 5 (go)! Millie That’s not fair. I won’t go then. What 6 you (do) in the evening? Tom I 7 (go) to the cinema. But Sam 8 (not go). Do you want to come? Millie No, thanks.
6 Look. That man wears pink shoes.
7 ‘What’s Sam doing?’ ‘He’s a dentist.’
8 I don’t know that girl.
Complete the text messages with the present simple or present continuous form of the verbs in brackets.
Hi, Zoe. Help! Hey, Ryan. 1 you (have) a bad day? Where are you? I’m in town. I 2 with my mum ;-(
(shop) Oh dear. What 3 you (look for)?
A smart suit and shoes. I 4 (never / wear) smart clothes! I only 5 (like) T-shirts and trainers. I 6 you
(know). Why 7 (need) a suit?
I 8 (go) to my uncle’s birthday party this Saturday. ;-(
Look again at exercise 4. Decide whether the present continuous is being used (a) for something that is happening now or (b) for an arrangement in the future. Write a or b. 1
challenge! Write six sentences. Use the present simple or present continuous. Two things that happen always, often, sometimes or never. 1 2 Two things that are happening now. 3 4 Two arrangements for the future. 5 ia na nieco wyższym 6 Dodatkowe ćwiczen zych ić do pracy najleps
poziomie, by zachęc uczniów. Unit 1
The real you
Teenage challenges I can talk about hobbies and interests.
Revision: Student’s Book page 6 1
Listen to three teenagers who are having a gap year abroad. Complete the sentences. Write D for Daniel, C for Christine or T for Thomas.
Complete the text. Use the words in the box. activity expeditions a new skill a plan time voluntary work The Duke of Edinburgh Award started in 1956. In order to complete the award, young people have to spend 1 doing exciting but challenging activities. They 2 (e.g. helping disabled people), or learn do 3 (e.g. designing websites). Other people go . They all have to write 5 before on 4 . And when they finish, they get a they do the 6 bronze, silver or gold award.
Read the text below quickly. Answer the questions. 1 Where is Lauren working?
is learning a new language.
is helping to build something.
is teaching a language.
loves his/her students.
is taking care of people who are ill.
is living with relatives.
is working in his hometown.
Imagine you are going on a gap year. Answer the questions. Which country would you like to go to? I’d like to What would you like to do there? I’d like to
2 How long is she staying there?
Read the text again. Are sentences true (T) or false (F)? 1 Lauren doesn’t want to study maths at university next year. 2 She’s helping Ghanaian children with their maths. 3 She’s finding it hard work. 4 Lots of young people are doing a similar thing to Lauren. 5 When students take a gap year, it’s not good for their studies.
ar Taking a ye
Eighteen-year-old Lauren Clark is a student, but she isn’t at university yet. Instead she’s taking a gap year. ‘I decided not to start my maths course immediately. Instead I’m here in Ghana for six months. I’m teaching English and maths to school children. I’m also helping to build the school library. I’m so surprised I can actually do all of this. I’m developing qualities I didn’t know I had. I’m more patient and polite – and I’m certainly not lazy here! I feel more responsible and I think I’m growing up.’ In Europe, taking a gap year is very common. Instead of heading straight to college after school, more and more students take a year off to travel, work, explore special interests or volunteer. ‘Colleges find that students who made this choice are more confident and mature when they arrive and do better on their courses,’ said Dr Edwin Chance, Rector of York University.
The real you
Verb + infinitive or -ing form I can identify and use different verb patterns.
Complete the sentences. Use the -ing form of the verbs in the box. Then match the sentences with the pictures.
volleyball after school as 1 Joanna decided not she was feeling tired. (play)
eat out feel get go play wear 1 Tom can’t stand
a jacket and tie.
2 Beth avoided
2 Carry on
her hair wet.
3 Maria can’t help
that he is lying to me. (think)
5 Sally broke my MP3 player, but she refused a new one. (buy)
football in the rain.
6 Jo fancies
you again. (meet)
4 I can’t help
5 Henry doesn’t mind
. I’ll be back in a minute. (work)
3 I look forward to
nervous about the exam.
4 Zack suggested
Complete the sentences. Use the correct form of the verb in brackets.
on safari next year.
6 I don’t mind
you with your homework. (help).
7 Suzi offered
me a lift into town. (give)
8 I can’t stand
in the school canteen. (eat)
9 Toby suggested
to a CD. (listen)
10 Max is pretending a
asleep , but he isn’t really. (be)
11 Do you fancy
to eat this evening? (go out)
12 He promised
phone me before 10. (phone)
Write five sentences using the words in the chart. wash the dishes live in a foreign country
get up before 6am
get a good job
go out in the rain
go home this afternoon tidy my room be 20 years old
Complete the sentences. Use the infinitive form of the verbs in the box. answer arrive be carry come go hear pass tell 1 I hope
3 What time do you expect 4 Try
5 Mark pretended not
the teacher. me where he was going.
7 Sam didn’t want to come to my party on her own, so his sister agreed 8 They decided 9 He promised not
verb + infinitive
verb + -ing
home this evening?
all the questions in the test.
6 Jan refused
DICTIOnARy WORK Look up these verbs in a learner’s dictionary and put them in the correct column. dare deny imagine manage wish
all my exams next year.
2 I offered
Write a sentence using each verb. 1 2 3
skiing this winter.
late for school.
iem, by nauczyć Ćwiczenia ze słownik ić do pracy na chęc samodzielności i za językowym. własnym warsztatem Unit 1
The real you
Music and personality I can understand an article about music and personality.
Revision: Student’s Book page 8 1
Complete the sentences. Use the words in the box. creative easy-going gentle outgoing passionate rebellious 1 Harry is very . He never seems to get worried or angry about things. 2 Jason is very gym every evening.
about fitness. He goes to the
3 Teenagers are sometimes parents and teachers.
and disobey their
people in her family – 4 There are lots of artists, writers and musicians. 5 Don’t play rough games with your little brother. Try to with him. be more 6 Jack is very new people.
. He loves chatting and meeting
Complete the styles of music. Use a, e, i, o and u. 1 _ nd _ _ 2 c _ _ ntry _ nd w _ st _ rn
Choose the correct answers. 1 In one of the tests, Sam shows people photos of photos of his bedroom. photos of other people’s bedrooms. 2 Sam asks students to find new friends on the Internet. get to know someone on the Internet. 3 The students talk about music a lot with each other. exchange music a lot with each other. 4 Sam asks students to write a list of songs they like best. write a list of adjectives that describe themselves.
challenge! What personality types do you think these music fans have? Write adjectives that describe their personalities. 1 R&B fan 2 indie fan 3 heavy metal fan
3 cl _ ss _ c _ l 4 bl _ _ s 5 h _ _ vy m _ t _ l 6 j _ zz 7 s__l 8 r _ gg _ _ 9 r_p 10 p _ p 11 r _ ck ’n’ r _ ll
Read the text. Match the sentences (1–5) to the paragraphs (A–D). There is one extra sentence. 1 2 3 4 5
People talk about music a lot with new friends. People are good at judging personality from clues. How can we find out about someone we meet? How does music identify personality? You can identify someone’s personality from their song choices.
The real you
A Social psychologist Sam Gosling researches how we ll people can identify other people’s personalities. He re is one of his tests: he shows people a photo of someon e’s bedroom and asks them about that person’s perso nality. He found that people are quite good at reading som eone else’s personality from the ir bedroom or similar clu es. B But when you meet som eone for the first time, wh at is the quickest way of gettin g to know them? What clu es do people use to decide if the y like the person? What is one of the most common quest ions that young people ask ? C Sam thinks the question is, ‘What sort of music do you listen to?’ To test this, Sam gives university students a new Internet friend. Th e students have six weeks to get to know each other. Th en Sam reads all the onlin e conversations. Guess wh at? The students discuss music far more than any other sub ject! D But can people use mu sic to judge personality accurately? Sam asks the students to write a list of their ten favourite songs. Then he gives the lists to other students and asks them to describe the personalities. The results are amazing: The students are brilliant at judging people from their musical choices.
Exchanging opinions I can exchange information about hobbies.
Complete the names of the hobbies and interests.
2 e o
3 l t
5 p c
Complete the dialogue. Then listen and check your answers.
Sue Tom Sue Tom Sue
What do you like doing in your time, Tom? love going to cinema. I . What of films are you into? Me I like sci-fi films. really a fan sci-fi films. I I’m do you prefer romantic comedies. What like doing? quite fond of reading. Tom I. What of books do you Sue So like? you? Tom Detective stories. What big fan romantic novels. Sue I’m
g 7 s t
Listen to the questions and answer them.
Complete the phrases with the words in the box. fan fancy fond into keen rather stand 1 I
2 I can’t
3 I’m not that 4 I’d
on … …
5 I’m not really a 6 I’m
challenge! Write a sentence using each of the phrases in exercise 2. 1
Write a dialogue like the one in exercise 5. Use this information. Ann likes …
Rob likes …
listening to music
surfing the net
Rob Listen and choose the best reply.
1 A So do I. B Really? 2 A Yeah, sounds good. B Me too. 3 A So do I! B Yeah!
4 A Really? B Cool! 5 A Me too. B Good idea. 6 A Me neither. B Me too.
The real you
A personal profile
I can write a message about myself for a website.
Preparation 1 Read the message. Complete the information about the writer.
Name and age:
Personality of people she likes: Hobbies:
Correct the mistakes in the sentences. Rewrite them. Sometimes you need different words. 1 He’s a quite polite person. 2 Jane is a bit kind. 3 She’s fairly an ambitious person. 4 Liam rather is impatient.
Hi! My name’s Melanie and I’m 17. I’m looking for email friends in the USA or Canada, either guys or girls. I’m a fairly active and talkative person. I’m also quite confident, and my friends say I’m ambitious. But I actually enjoy the company of quiet, modest people. I’m crazy about fashion and films. I also enjoy gymnastics and dancing. I’m a member of a jazz dance group at school. Do you fancy getting in touch? Then send me an email: firstname.lastname@example.org.
5 Sue is hard-working not very.
Writing guide 5 Write a message for an electronic bulletin board, like the one in exercise 1. Use the writing guide and include this information. • • • • • • •
your name and age the kind of person you are looking for your personality what your friends say about your personality the personality of people you like your hobbies ask for a reply
I’m looking for
I’m a fairly I’m also
Find and underline phrases in the email that mean: 1 I’d like to exchange messages with … 2 I like being around … 3 Do you want to chat?
Put the words in the correct order. 1 in / I’m / photography / interested 2 a / rugby / fan / of / football / big / I’m / and 3 games / about / I’m / computer / crazy 4 swimming / of / I / a / bit / and / windsurfing / do 5 are / my / listening / hobbies / music / dancing / and / to
The real you
My friends say I’m
I get on well
My hobbies are I’m also interested in
Do you fancy Then email
CheCk your work Czy przekazałeś/przekazałaś wszystkie informacje wymienione w zadaniu 5? Czy użyłeś/użyłaś kilku przysłówków stopnia, np. rather, a bit itp.? Czy sprawdziłeś/sprawdziłaś pisownię i gramatykę?
Complete the adjectives with the endings in the box. ant ative ent
1 Jan suggested to eat out / eating out.
ent est ful ous ous
2 Although it past midnight, I carried on to work / working.
3 You promised to write / writing to me.
4 I usually avoid to go out / going out in the rain.
5 Josh can’t stand to wait / waiting for people.
6 Dave spends a lot of time to play / playing computer games.
5 arrog 6 confid
7 I look forward to see / seeing you again.
8 Do you expect to pass / passing your exams?
8 impati Mark:
Add negative prefixes to make adjectives with the opposite meaning. 1
I can …
a sprawdzające Na koniec rozdziału zadani Total: /30 poszło łatwo, i możliwość refleksji, co e zcz eży jes a które partie materiału nal powtórzyć
= I need more practice. /6
Complete the sentences with the verbs in the box. Use the present simple or the present continuous. not come drive have know laugh rain not understand watch wear
I can describe someone’s personality. (SB p.4) I can talk about what I usually do and what I’m doing now. (SB p.5) I can talk about hobbies and interests. (SB p.6)
I can identify and use different verb patterns. (SB p.7)
? It isn’t funny!
this word. Can I borrow your dictionary?
4 We 5 Why 6 Jason never 7 We usually 8 Dave and Ann They’re busy.
I can understand an article about music and personality. (SB p.8)
a party next Saturday. Can you come? you
gloves? It isn’t cold. to work as he hasn’t got a car. a DVD on Friday evening.
I can exchange information about hobbies. (SB p.10) I can write a message about myself for a website. (SB p.11)
to the concert on Friday. Mark:
= I sometimes find this difficult.
= No problem!
1 ‘ it a lot in Scotland?’ ‘Yes, it’s a very wet country.’ 3 I
Read the statements. Think about your progress and tick one of the boxes.
Choose the correct answers.
The real you
Unit 1 the real you
don’t mind (doing sth)
/%d@Unt "maInd (%du:IN ...)/
nie mieć nic przeciwko (czemuś)
Personality (Positive) clever (adj)
odrabiać pracę domową
jeść na mieście
iść do domu
tidy my room
/%taIdi %maI "ru:m/
sprzątać swój pokój
wash the dishes
/%wQS D@ "dISIz/
Personality (negative) arrogant (adj)
volunteer to do sth
/vQl@n%tI@ t@ "du: .../
do an activity
/%du: @n &k"tIv@ti/
zgłosić się jako wolontariusz do czegoś projektować strony internetowe rozwijać cechy (charakteru) wykonywać czynność, zadanie malować
Personality (opposites) fit / unfit (adj) /fIt, Vn"fIt/ fair / unfair (adj) /fe@(r), Vn"fe@(r)/ loyal / disloyal (adj)
mature / immature (adj) /m@"ÍU@(r), Im@"ÍU@(r)/ rational / irrational /"r&Sn@l, I"r&S@nl/ (adj) responsible / /rI"spQns@bl, irresponsible(adj) IrI"spQns@bl/ sensitive / insensitive /"sens@tIv, In"sens@tIv/ (adj) tolerant / intolerant /"tQl@r@nt, In"tQl@r@nt/ (adj)
w (dobrej / złej) formie
cannot help (doing sth) /%k&nQt "help (%du:IN ...)/ cannot imagine (doing /%k&nQt I"m&ÙIn sth) (%du:IN ...)/ cannot stand (doing sth)
/%k&nQt "st&nd (%du:IN ...)/
get angry about sth
/%get "&Ngri @%baUt .../
złościć się o coś
/%get "wVrid @%baUt .../
martwić się o coś
look forward to sth
/%lUk "fO:w@d t@ .../
cieszyć się na coś
leisure activities exciting (adj)
do voluntary work
/%du: "vQl@ntri %w3:k/
pracować jako wolonatriusz uprawiać wspinaczkę
/%g@U "klaImIN/ /%g@U %Qn @n eksp@"dISn/ wyruszyć na wyprawę pójść na pieszą /%g@U "haIkIN/ wycieczkę jechać na kajaki /%g@U "kaI&kIN/
/%g@U "rQk %klaImIN/
help disabled people
/%help dIs%eIbld "pi:pl/
learn a new skill
/%l3:n @ %nju: "skIl/
tolerancyjny / nietolerancyjny
take a gap year
/%teIk @ "g&p %jI@(r)/
sprawiedliwy / niesprawiedliwy lojalny / nielojalny dojrzały / niedojrzały racjonalny / nieracjonalny odpowiedzialny / nieodpowiedzialny wrażliwy / nieczuły
mieć ochotę (na coś)
nie móc sobie wyobrazić (zrobienia czegoś) nie znosić (robienia czegoś)
get worried about sth
go on an expedition go hiking
nie móc powstrzymać się od (robienia czegoś)
uprawiać wspinaczkę wysokogórską pomagać ludziom niepełnosprawnym zdobyć nową umiejętność zrobić sobie roczną przerwę (między studiami a szkołą średnią) spędzać czas
Matura Builder Phonetics
leisure activities (Music) bass (n) /beIs/
rock band (n)
country and western (n) /%kVntri @n "west@n/ heavy metal (n) /%hevi "metl/
R&B (rhythm and blues) /%A:r @n "bi: (%rIDm @n (n) "blu:z)/ rap (n) /r&p/
rock ‘n’ roll (n) soul (n)
I think I’m quite (generous). I’m also a bit (lazy). Are you going on holiday next month? I’d like to (go kayaking) because (I like sports). I’d like to (learn how to rock climb) so I’m planning to (go on a course). What do you do at the weekends? What are you into? What else do you like doing? What do you think of (Take That)? What kind of films are you into?
Naprawdę lubię (Marka). Jest (zabawny). Myślę, że jestem dość (hojny/hojna). Jestem też trochę (leniwy/leniwa). Czy w przyszłym miesiącu wyjeżdżasz na wakacje? Chciałbym/Chciałabym (pojechać na spływ kajakowy), bo (lubię sport). Chcę nauczyć się (wspinaczki wysokogórskiej), więc zamierzam (wybrać się na kurs). Co zwykle robisz w weekendy? Jakie są twoje zainteresowania? Co jeszcze lubisz robić? Co myślisz o (Take That)? Jakie filmy lubisz?
Writing a message about myself for a website Hi! My name’s (Anna). Cześć! Nazywam się (Anna). I’m looking for email friends in Chciałbym/Chciałabym (Canada). korespondować z osobami z (Kanady). I enjoy … Lubię... I’m crazy about … Mam bzika na punkcie… I’m really into … Moją pasją jest/są... I prefer … Wolę... I quite like … Całkiem lubię… I’m a fairly (friendly) person Jestem dość (przyjazną) osobą. I get on well with (funny) people. Lubię ludzi z (poczuciem humoru) My hobbies are… Moje zainteresowania to... I’m also interested in… Interesuje się także… Do you fancy getting in touch? Czy chciałbyś/chciałabyś ze mną korespondować? Then send me an e-mail: (email Proszę wyślij do mnie e-mail na address) adres: ...
exchanging xchanging opinions and information I really like (Mark). He’s (funny).
1 Draw a mindmap to help you remember adjectives of personality. You could group words as positive and negative, or pair words together (positive / negative).
otowaniu w prz pomocrock andyg roll ejsze soultkie najwa żni /s@Ul/do egzaminu – wszys ko na ńcu wyrażenia i zwroty zebrane zeszytu ćwiczeń. /%rQkDo @n da "r@Ul/ tkowa
2 Write three sentences about yourself describing your personality and what your interests are. 3 Look at the ‘Exchanging opinions and information’ phrases. Practise writing them down and then saying them aloud. Record yourself and then play the recording. Pause after each question and try to answer the questions. 4 Choose five words that you are finding difficult to learn. Use the Look / Cover / Write / Check method to help with your learning. Look at the words for a few minutes to try to remember them; cover up the words and try to write down each word and its meaning; then check in your book to see if you were right. 5 Write down the words and phrases from this page that you would find useful for (a) speaking; (b) writing. 6 Make a vocab booklet and write down any words / phrases that you find difficult. Try to look at them each week until you know them. 7 Choose five words that you would find useful in your own work and write five sentences using each of your chosen words.
Student’s Book transcript 1.01 Listen, repeat and check. 1 mean generous 2 honest dishonest 3 hard-working lazy 4 weak strong 5 talkative quiet 6 modest arrogant 1.02 1 Boy 1 Martha Boy 1 Martha Boy 1 Martha Boy 1 Martha Boy 1 Martha 2 Girl 1 Ryan Girl 1 Ryan Girl 1 Ryan Girl 1 Ryan Girl 1 Ryan Girl 1 Ryan Girl 1 Ryan 3 Girl 3 Sam
Girl 3 Sam Girl 3
7 8 9 10 11 12
stupid shy funny polite impatient nice
clever confident serious rude patient nasty
Look, Martha! Jason Mraz is playing in town on Saturday night. Jason Mraz. Wow. I love him. Let’s go. There won’t be any tickets left. Let’s have a look. Oooh! There are tickets left. Shall I book them? It’s £25 for a ticket. £25? Oh. I don’t have enough money for that. Don’t worry. I can pay for you. No, no, no, you can’t … Really. It’s fine. I want to pay for you. I want you to come. I’ll pay you back next month. It’s OK. It’s a present! Hi, Ryan. Hi. Shall we go in? We’re waiting for Emily. Well, where is she? She’s on her way, I’m sure. She’s never on time. … The film starts in fifteen minutes. She’ll be here in a minute. Can you phone her? Why? Tell her to be quick. Let’s wait a bit longer before we call her. We have time. Let’s call her now. No, Ryan. Let’s wait. (Sighs). I’m not looking forward to the maths exam! Aren’t you? I am. I think it’ll be really easy. I’ve definitely got the right kind of brain for maths. I always do well. I read all about it on a website the other day. Do you know about the different types of brain people have? No, I don’t. Some people can think really clearly. They understand things very quickly. They’re good at maths and science. That’s me! Lucky you! I’m really bad at maths.
The real you
Having said that, I’m good at most things. I learn things really quickly and I don’t have to do a lot of work. I don’t think I’ll get bad marks in any of the exams.
4 Dad Julie Dad Julie Dad Julie Dad Julie Dad Julie Dad 1.03 Alice Matt Alice Matt Alice Matt Alice Matt 1.04 Matt Sam Matt Sam Alice Sam Matt Alice Matt Sam Alice
Julie! … Julie! Yes? Can you come here, please? Yes, Dad? What is it? Your room is a complete mess. Clothes on the floor. Books on the bed… But I’ve just tidied it. How long did you spend on it? I don’t know. Five minutes. Mum always tidies my room. Well, you’re old enough to do it yourself. Go and get the vacuum cleaner. Oh Dad! I’m going out in ten minutes. Can you do it? No way! You’re not going out until you’ve tidied your room! Hi Matt. Are you having a good time? Not really. I don’t know anyone here. Do you know Sam? No. Who’s he? She. She lives next door to me. She’s over there. She’s wearing a yellow top. Is she dancing? No, that’s Zoe. Sam’s standing by the door. She isn’t talking to anyone. Do you want me to introduce you? OK. So, are you enjoying the party? Yes, it’s really good. Hey, I like your shoes, Sam. They’re cool. Thanks. They hurt my feet though. That’s why I’m not dancing. You’re wearing trainers. They’re much better for dancing. Hey, you two. Do you want to dance? No, thanks, Alice. Matt, you go ahead and dance. Uh, no thanks. But you love dancing, Matt. Er, yes, but I don’t like Lady Gaga. Really? I love her! Actually, I’m going to see her next month and I’ve got a spare ticket. Do you want to come, Alice? Yes, please!
1.05 Jasmine At the moment, I’m working in an Oxfam shop. Oxfam is a charity that raises money for poor people in developing countries. Working in a charity shop teaches me about real life. I’m learning to deal with the customers, and also to work in a team – with the other people who work in the shop. And I’m learning about the
work that Oxfam does in developing countries and about the lives of people who are much poorer than me. It really makes you think about how lucky you are. I love it. 2 nathan I’m preparing to go on a big hike. Me and two friends are going to walk from one side of Scotland to the other, without using roads. It’ll take about 10 days. Right now we are training for the expedition. Every weekend, we go walking in the hills near my house and sometimes we take a tent and camp. I’m practising how to read maps, how to build a fire – even how to cook. I think I’m becoming a stronger, more confident person. Now I try not to say ‘I can’t do this’ or ‘I can’t do that’. 3 Caitlin
I’m really into fashion, and I love drawing and making things. So I decided to learn how to make clothes. At the moment, I’m learning how to cut material and sew with a machine. Two of my friends are working with me and we’re organising a fashion show for the school. I’ve learned loads of new things: I’m becoming more organised and I’m learning how to work with other people in a team. We feel very grown up and hard-working!
4 Dominic As part of my Duke of Edinburgh award, I’m learning a new sport: rugby. I go to rugby training sessions every Saturday. I wanted to do something that was physically challenging, something that would make me stronger. In the morning, we train indoors – sometimes we do weightlifting in the gym, and sometimes we do keep fit. In the afternoon, we go outside to the field for a couple of hours and play matches, or practise ball skills and tactics. I feel much fitter and stronger, both physically and mentally. I’m thinking of joining a local rugby team when I finish school, so I can keep playing. 1.06 [Clips in different musical styles] 1 blues 2 jazz 3 reggae 4 country 5 indie 6 soul 1.07
What does your musical taste say about you?
We often have stereotypical images of rockers as rebellious, classical music fans as quiet and modest, and lovers of rap as talkative and outgoing. But is it really true that our musical tastes show our personality? According to recent research from a university in Edinburgh, it is. Professor North, who did the research says that people often express their identity through the kind of music they listen go, the kind of clothes they wear and their hobbies and
interests. So, it isn’t surprising tha tpeople’s taste in music says something about their personality. The researchers interviewed more than 36,000 people from around the world, asked them about their musical tastes and gave them personality tests. But did the research show that our stereotypical images are right? Here are some of the results: • Lovers of indie music aren’t very confident, gentle or hardworking, but they are very creative. • Country and western fans are hard-working and not shy. • Rap fans are outgoing and confident. • Fans of pop songs aren’t creative, but are hard-working, gentle and outgoing. • The best fan to be is a soul fan, because they are creative, confident, outgoing and gentle! Perhaps the most surprising result was that classical music fans and heavy metal fans have very similar personalities. People think of heavy metal fans as being very sad and unhappy. But like classical fans, they are in fact easy-going and creative, and not very outgoing. Professor North says that the results explain why so many people are good friends with people who like the same music. Heavy metal fans in Sweden have more in common with heavy metal fans in Brazil than with, say, Swedish fans of pop. The results also explain why some of us are so passionate about what we listen to, since music is likely to be closely linked to our personality. However, the research doesn’t say what people who listen to lots of different types of music are like. Perhaps they are perfectly balanced! So, what does your music say about you? 1.08
I bet that you look good on the dance floor
Arctic Monkeys Stop making the eyes at me, I’ll stop making the eyes at you. What it is that surprises me is that I don’t really want you to. And your shoulders are frozen (as cold as the night). Oh, but you’re an explosion. (You’re dynamite!) Your name isn’t Rio, but I don’t care for sand. And lighting the fuse might result in a bang, with a bang-go Chorus Well, I bet that you look good on the dance floor. I don’t know if you’re looking for romance or what. Don’t know what you’re looking for. I said, I bet that you look good on the dance floor, Dancing to electro-pop like a robot from 1984, From 1984! I wish you’d stop ignoring me because you’re sending me to despair. Without a sound, yeah, you’re calling me and I don’t think it’s very fair That your shoulders are frozen (as cold as the night). Oh, but you’re an explosion. (You’re dynamite!) Your name isn’t Rio, but I don’t care for sand. Unit 1
The real you
And lighting the fuse might result in a bang, with a bang-go Chorus Oh, there ain’t no love, no Montagues or Capulets. They’re just banging tunes and DJ sets and... Dirty dance floors, and dreams of tenderness! Chorus 1.09 Beth Jamie Beth Jamie Beth Jamie Beth
So, what do you like doing in your free time, Jamie? I love playing sport. How about you? Oh, I can’t stand playing sport. I prefer watching TV. I’m not that keen on watching TV. I’d rather chat to my friends online. What else do you like doing? I quite like drawing. And I enjoy going to the cinema. Me too! Do you fancy going to the cinema this evening? Yeah – sounds good!
1.10 1 Nathalie and Jacob nathalie What do you enjoy doing in your free time, Jacob? Jacob I’m really into music. nathalie Cool! What’s your favourite band, then? Jacob Kings of Leon. What do you think of them? nathalie I’m not really a fan. Jacob No? They’re amazing. Who do you like, then? nathalie I’m really into Maroon 5. Jacob Really? I quite like them too. nathalie I’ve just downloaded their new album. Do you want come round this evening and have a listen? Jacob Cool. I’d love to. 2 Ethan Issy Ethan Issy Ethan Issy Ethan Issy 3 Mike Ashley Mike Ashley Mike Ashley Mike
Ethan and Issy What are you into then, Issy? I love going to the cinema. I go every week. Me too. What kind of films are you into? I’m crazy about romantic comedies. I love them. Really? I much prefer war films. Rescue Dawn is my favourite film of all time. I’m not really a fan of war films. Too violent! Oh. Maybe we should get together anyway some time and go and see a film? I don’t think so! Do you know any violent romantic comedies? Mike and Ashley What do you like doing at weekends, Ashley? I like surfing the net. No way! Me too. I’m a big fan of YouTube – it’s so funny. I absolutely love blogs about famous people. I like reading about their lives. Really? I think the lives of celebrities are a bit boring. I prefer watching normal people. Well, I like Youtube too. Why don’t you come round on Saturday afternoon and I’ll show you a few of my favourite YouTube videos. Cool. Sounds good.
The real you
4 Alex Olivia Alex Olivia Alex Olivia Alex Olivia Alex
Alex and Olivia What do you like doing in your free time, Olivia? I’m fond of reading. That’s interesting. What kind of books do you like? Sci-fi. I’m really into sci-fi books. Are you? I prefer detective stories. I don’t really like detective stories. I find them a bit boring. I mean, they’re not very realistic, are they? And sci-fi stories are? Yeah, but sci-fi stories aren’t set in the real world, and they don’t pretend to be, so that’s different. Maybe. I won’t lend you my new detective book then!
1.11 1 I’m not really a fan. 2 I much prefer war films. 3 I’m a big fan of YouTube. 4 I absolutely love blogs. 5 I think the lives of celebrities are a bit boring. 6 I’m fond of reading. 7 I’m really into sci-fi books. 1.12 Listen and repeat. Boy I love shopping. Girl That’s interesting. Boy Girl
I’m not a big fan of computer games. Really?
I’m really into sci-fi films. Cool!
I’m fond of dancing. No way! Me too.
I’m not a big fan of Facebook. Me neither!
I quite like taking photos. Do you?
I’m really into surfing the net. Wow! Are you?
1.13 Student Examiner Student Examiner Student Examiner Student Examiner Student Examiner Student Examiner Student Examiner Student Examiner Student Examiner
Hi. Do you fancy doing something on Saturday? Sure. Why don’t we go out? Good idea. There’s a heavy metal band playing at the concert hall on Saturday. I’m really not into heavy metal. I know. But guess who the drummer is in the band? Who? Mr Smithson. You know, the music teacher at our school a few years ago. OK, then. Let’s go and see his band. Cool. How much are the tickets? I’ve got the information here … Between ten and fifteen pounds. Oh. That’s quite a lot of money. Oh, wait a moment. It’s only five pounds for students. Great. Shall we invite Jack and Martha? Jack’s away this weekend. I’d prefer to go with just you, really. You know I’m not very keen on Martha. She’s so talkative! OK, just you and me then. And what do you want to do after the film? Shall we get something to eat in town? No, let’s come back home. We can get a take-away. OK, then. Sounds good.
The real you
Workbook transcript 1.1 1 Terry I love going out with my Uncle Harry. He always pays for everybody. He just enjoys spending money! He’s so different from his brother (that’s my dad, of course). The only problem with Harry is that he can be rather impolite. He isn’t very sensitive and doesn’t think before he speaks. The other day he really upset my dad when he told him he was mean. 2 Julie My mum’s amazing, really. She never loses her temper, she just stays really calm. She’s got four children (me, my brother and my two sisters) and has to ask us to do things ten or twenty times before we actually do them – but she doesn’t get angry. She also works full-time at the supermarket and doesn’t get home till 6 o’clock. I don’t know how she fits it all in. She never stops! 3 Martin My sister and I have completely different personalities. I like meeting new people and am happy to chat to people I don’t know – at parties, for example. But Sonia feels a bit nervous in situations like that. She waits for people to come to her. But when she gets to know you and starts talking she really makes you laugh. 4 Emma We’re twins, but we aren’t identical. We don’t look alike, and our personalities aren’t alike, either. For example, I don’t say very much, normally. I’m fairly quiet. Louise is the complete opposite. She never stops! But she doesn’t talk about herself. Last summer for example she got fantastic marks in her exams but you never hear her talking about it.
Lesson C 1.2 1 Daniel I’m having an amazing time here in the Brazilian rainforest. We arrived from Macapau two weeks ago. There are ten students and we are staying with families in the village. We’re helping to build a new school. And we’re trying to study Portuguese, but it isn’t easy! 2 Christine I’m here in Cape Town, South Africa. I’m staying with my aunt and uncle. I’m working at a school in one of the townships outside the city. I teach English to young children. They are very poor, but they are always laughing. It’s hard work, but the children are wonderful. 3 Thomas I live in London and I’m working in an old people’s home in the city centre. There are fifty people living here. Some of them are quite sick. I help them read their letters, books and newspapers. I also help at mealtimes, and take people out for walks. It’s hard work, but very rewarding.
The real you
Lesson F 1.3 1 I’d rather listen to music. 2 Do you fancy eating out? 3 I love surfing the net. 4 I can’t stand shopping! 5 I like playing chess. 6 I’m not that keen on dancing. 1.4 1 What do you like doing after school? 2 What do you like doing at weekends? 3 What kind of music are you into? 4 Do you fancy going to the cinema this evening? 1.5 Sue Tom Sue Tom Sue Tom Sue Tom Sue
What do you like doing in your free time, Tom? I really love going to the cinema. Me too. What kind of films are you into? I like sci-fi films. I’m not really a fan of sci-fi films. I prefer romantic comedies. What else do you like doing? I’m quite fond of reading. So am I. What kind of books do you like? Detective stories. What about you? I’m a big fan of love stories.
1 Zadanie 1:
Człowiek Zestaw 21 dwustronnych Falshcard s z zadaniami w formacie matury maturalnym oraz wskazówki dla nauczyciela, by jak najlepiej przygotować uczniów do egzaminu ustnego.
Rozmowa z odgrywaniem roli
Teacher’s suggestions Preparation
Photocopy one copy of the task and dialogue for every two students.
Ask students: What type of concerts do you like going to? In a weaker class, write the words from the Useful vocabulary box below on the board.
Useful vocabulary: blues
Elicit some other ideas for the dialogue. Ask: What is your favourite band?; Who is your favourite singer?; How much do tickets to see them cost?; How do you usually travel to concerts?
Tell students that they are going to invite their friend to a concert. Ask them to suggest three ways in which they can do this. In a weaker class, write these prompts on the board:
Useful phrases: Do you fancy ...? Would you like to ...? How about ...? What about ...? Let’s ...?
Ask the students to work in pairs. In a weaker class, hand out the task and ask the students to prepare and act out the dialogue. Then they should swap roles and do the task again. In a stronger class, ask the students to create their own dialogues without using the printed dialogue on the page. Remind them that they need to mention all of the points specified in the exam task.
1 Zadanie 2:
CzĹ‚owiek Opis ilustracji i odpowiedzi na trzy pytania
Teacherâ€™s suggestions In a weaker class do exercises 1 and 2. In a stronger class, go straight to exercise 3.
Brainstorm vocabulary for describing the picture as a class. Write the words from the Useful vocabulary and phrases box below on the board, apart from the adjectives. Ask the students to decide which category the words belong to: Place, Time, People and things, or Activities.
Useful vocabulary and phrases: Place: theme park Time: summertime People and things: children boys and girls aged 7-8 summer clothes roller coaster Activities: go on a ride scream laugh have fun wave hands enjoy the ride sit in a car Adjectives: lovely beautiful terrified fun warm excited
Write the adjectives from the Useful vocabulary and phrases box on the board and ask the students to say how each adjective can be used, e.g. beautiful: to describe the weather; excited, terrified: to say how the children feel.
Instruct students to describe the photograph. In a weaker class, write the phrases from the Useful phrases box below on the board.
Useful phrases: The picture shows ... who are in... In the picture I can see ... They look ...
Ask students examiner question 1: Are the children excited or scared? Ask them to say why. In a weaker class, give prompts, e.g. Are the children crying or laughing? What are they doing with their hands?
Instruct students to answer examiner question 2 in pairs: Do you like going on roller coasters? Why? Why not?
Ask students: In what situations do you feel excited or scared? In a weaker class, write the phrases below on the board and ask the students if they feel excited or scared in these situations.
take a difficult test go on a plane visit the dentist get a present see a spider go to a party
meet an old friend
In a weaker class, write the words below on the board. In a stronger class go straight to exercise 8. The last time I felt excited/scared was (when) ... It was/I was ... (where) I felt excited/scared because ... (why)
Instruct the students to answer examiner question 3 in pairs: Tell me about the last time you felt excited or scared.
1 Zadanie 3:
Człowiek Wypowiedź na podstawie materiału stymulującego i odpowiedzi na dwa pytania
Teacher’s suggestions 1
Ask students to describe each picture. Elicit and write the key words on the board. In a weaker class, write the words from the Useful vocabulary and phrases box below on the board and ask students to match them to each photo.
Useful vocabulary and phrases: mountain bikers fields helmets mp3 players laptops surf the net get fit have a rest see beautiful scenery relax with friends
listen to music
Ask students: What do you think the think the benefits of each activity are? They should give two ideas/arguments for each photo. e.g. 1: you can get fit, see beautiful scenery 2: you can relax with friends, surf the net, listen to music
Ask students to work in pairs. They take it in turns to do the first part of the task (picture comparison). Write the words from the Useful phrases box below on the board.
Useful phrases: I would choose photograph ... The first reason is that ... Another argument is that ... I would not choose the other photograph because ...
In a weaker class, do exercises 4 – 6. In a stronger class, go straight to exercise 7.
Ask students to work in groups and brainstorm examples of outdoor hobbies, e.g. cycling, jogging, hiking, camping, boating, fishing. Set a time limit of two minutes. Then, ask students to rate the hobbies from most to least popular with teenagers in Poland.
As a class, look at examiner question 2 and discuss: Is playing computer games a healthy hobby? Why? Why not? Elicit reasons, for example: bad for eyes, sit for many hours, tiring, makes you unfit, etc.
Students answer examiner questions 1 and 2 in pairs.
In a stronger class, write the two extra questions below on the board. Ask students to take turns to ask and answer examiner questions 1 and 2 from the card, and these two extra questions. Each student should ask and answer two questions. Instruct students to give at least one argument/reason for each question. People spend less time outdoors now than they did in the past. Why do you think this is so? Do you think young people have enough free time? Why? Why not?
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Class audio CD Teacher’s website
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