Jenny Quintana Joanna Sosnowska Danuta Gryca
konsultacja: Ilona Gąsiorkiewicz-Kozłowska
Oxford Excellence for matura NEW EXAM BUILDER Podręcznik z repetytorium do języka angielskiego
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Matura speaking tests 1 SZKOĹ A 3 /
Rozmowa z odgrywaniem roli
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Rozmowa na podstawie materiaĹ‚u stymulujÄ…cego
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MATURA SPEAKING TESTS 247
SPIS TREŚCI Wprowadzenie s. 4
VOCABULARY AND SPEAKING
VOCABULARY AND READING
GRAMMAR AND SPEAKING
School life Rozmowa z odgrywaniem roli
Zadanie wielokrotnego wyboru
Present simple and present continuous Rozmowa na podstawie ilustracji
Ilnesses, symptoms and treatment Rozmowa na podstawie ilustracji
Medical care Dobieranie zdań do luk w tekście
Vocabulary: Modern addictions Present perfect and past simple Rozmowa na podstawie materiału stymulującego
Describing houses Dobieranie nagłówków do fragmentów tekstu
Defining relative clauses Rozmowa na podstawie ilustracji
Flat sharing and flat renting Rozmowa na podstawie materiału stymulującego
Życie rodzinne i towarzyskie
Daily routine and leisure Rozmowa z odgrywaniem roli
Stages of life Zadanie prawda / fałsz
Modal verbs: may, might, could, must, can’t Rozmowa na podstawie ilustracji
The job market Dobieranie informacji do tekstów
Indirect questions Rozmowa z odgrywaniem roli
Jobs Rozmowa na podstawie materiału stymulującego
Podróżowanie i turystyka
Going on holiday Rozmowa z odgrywaniem roli
Transport: accidents and problems Zadanie wielokrotnego wyboru
Comparison of adjectives and adverbs Rozmowa na podstawie ilustracji
Meals and their preparation Rozmowa na podstawie ilustracji
British and American food Dobieranie informacji do miejsc
Modal verbs: must, mustn’t and have to; make, let, be allowed to Rozmowa z odgrywaniem roli
Shops Rozmowa z odgrywaniem roli
Advertising Dobieranie zdań do luk w tekście
Countable and uncountable nouns; plurals of nouns Rozmowa na podstawie ilustracji
Personality Rozmowa na podstawie materiału stymulującego
Feelings Zadanie wielokrotnego wyboru
Vocabulary: Appearance Questions with ‘like’ Rozmowa na podstawie ilustracji
Mass media Rozmowa z odgrywaniem roli
Visual arts Zadanie prawda / fałsz
Each other and -selves, every and each Vocabulary: Films Rozmowa na podstawie materiału stymulującego
Doing a sport Rozmowa na podstawie ilustracji
Places to do sports Dobieranie informacji do tekstów
Gerund and infinitive Vocabulary: Sports equipment Rozmowa na podstawie materiału stymulującego
Science Rozmowa na podstawie materiału stymulującego
Information and communication technology Zadanie wielokrotnego wyboru
Articles a/an, the and zero article Rozmowa na podstawie ilustracji
Space Dobieranie nagłówków do akapitów
Environmental problems and solutions Rozmowa na podstawie materiału stymulującego
Vocabulary: Weather There and It Rozmowa na podstawie ilustracji
Państwo i społeczeństwo
Crime and punishment Rozmowa z odgrywaniem roli
Zadanie wielokrotnego wyboru
Vocabulary: Politics Place names and ‘the’ Rozmowa na podstawie ilustracji
Szkoła s. 6
Zdrowie s. 18
Żywienie s. 78
Zakupy i usługi s. 90
Człowiek s. 102
Kultura s. 114
Sport s. 126
Nauka i technika s. 138
Word Bank s. 174 Vocabulary Expander s. 189 Grammar Expander s. 204 Irregular Verbs s. 218
Functions Bank s. 220 Writing Bank s. 222 Use of English s. 232
Matura speaking tests s. 246 Matura practice tests s. 261 Quiz answers s. 279
VOCABULARY, LISTENING AND CULTURE
GRAMMAR AND SPEAKING
VOCABULARY AND WRITING
The system of education Zadanie prawda / fałsz Education in the USA
Prepositions Verbs and adjectives Rozmowa na podstawie materiału stymulującego
Extra-curricular activities Zaproszenie
The disabled Zadanie wielokrotnego wyboru Health care in Britain
Present perfect and present perfect continuous Mixed tenses Rozmowa z odgrywaniem roli
Healthy lifestyle List prywatny
Rooms and furniture Zadanie wielokrotnego wyboru Daniel Libeskind
Question formation Rozmowa z odgrywaniem roli
Jobs in the house Culture: Household jobs in the UK Ankieta
Family conflicts and problems Dobieranie zdań podsumowujących Greetings in Britain
Narrative tenses Rozmowa na podstawie materiału stymulującego
Culture: Holidays in Englishspeaking countries List prywatny
Looking for a job Zadanie wielokrotnego wyboru Finding a job in Britain
Present and past tenses Rozmowa na podstawie ilustracji
Working conditions List oficjalny: podanie o pracę
Holiday activities Dobieranie informacji do nazw czynności New Zealand
Future: present continuous, will, going to, present simple Rozmowa na podstawie materiału stymulującego
At a hotel Pocztówka
Diets Zadanie prawda / fałsz Chefs in Britain
First and second conditional; time clauses Rozmowa na podstawie materiału stymulującego
Adjectives to describe healthy and unhealthy food List prywatny
Services Dobieranie wypowiedzi do nazw usług Online services in the UK
Determiners: many, much, a lot (of), (a) little, (a) few, all, whole Rozmowa na podstawie materiału stymulującego
Complaining List oficjalny: reklamacja
Interests and hobbies Zadanie wielokrotnego wyboru Free time activities in England
Reported speech Rozmowa z odgrywaniem roli
Performing arts and music Dobieranie zdań podsumowujących Edinburgh Fringe
Non-defining relative clauses Relative clauses review Rozmowa na podstawie ilustracji
Literature List prywatny
Competitive sports Zadanie wielokrotnego wyboru Oxford and Cambridge boat racing
I wish and If only Rozmowa z odgrywaniem roli
Sporting events List oficjalny: zapytanie
Inventions and discoveries Zadanie prawda / fałsz Garret Morgan
Passive voice Rozmowa z odgrywaniem roli
Machines and gadgets Ogłoszenie
Natural disasters Zadanie wielokrotnego wyboru Tornadoes in Britain
Linking words Rozmowa z odgrywaniem roli
Pets List oficjalny: list do redakcji
Charity Dobieranie informacji do osób Red Nose Day
Third conditional Conditionals: review Rozmowa na podstawie materiału stymulującego
Economy Wiadomość List prywatny
Szkoła Szkoła 111Szkoła VOCABULARY AND SPEAKING 1 Look at the board and finish the sentences.
I like school because ... I think exams should ...
Breaks are ...
VOCABULARY School life 2 Complete gaps 1–6 with the words in the box. review
3 Make a list of all the homework you got this week (or last project
week). Compare your answers with a partner. Do you think it is a fair amount? Why?
4 Match verbs 1–9 with phrases a–i to make the names of activities related to school subjects.
Too much pain, no gain? Last week the teachers in my school decided to bury us alive. With homework. First it was the maths teacher with his ﬁfty tedious practice 1 on linear equations. Next was Ms Frame, who told us to write a 500-word 2 of the play we saw recently. On Tuesday, our English teacher asked us to do a 3 on American and British education. On Wednesday we had German, and we were 4 an essay on German teenagers. Thursday wasn’t any better – we had to learn all the formulas and chemical tables for chemistry 5 . Finally, on Friday, our social sciences teacher told us ‘no pain, no gain’ and asked us to 6 several national news websites which cover the latest political stories. So on Saturday my friend and I decided to research local entertainment options – and went to the cinema!
1 2 3 4 5 6 7 8 9 10 a b c d e f g h i j
read solve carry out memorize do draw examine combine play study handball insects under the microscope maps problems (e.g. multiplication, division) human rights and politics text and graphics sketches dates grammar and vocabulary exercises experiments
What subjects do the activities refer to? 1c − geography
5 Work in pairs. Cover the verb column in exercise 4 and see how many phrases you can recall from memory.
VOCABULARY AND SPEAKING
6 Write the types of subjects next to the definitions. Then,
for each category give at least two examples. optional
topic 1 topic 2 topic 3 topic 4
subjects in which you learn about painting, music, sculpture, etc.: 2 subjects in which you learn about the natural and physical world: 3 subjects that you can choose to do if you want to: 4 subjects that you must do:
7 Work in a group of three or four. 1 Each choose a number from 1 to 10. 2 Go back to exercise 4 and see what subject it is. 3 Try to convince the other people in your group that it is the most important subject for students. REMEMBER! learn = uczyć się czegoś, np. learn English / learn to sing study (for) = spędzać czas, ucząc się, np. study French / study for a test revise (for) = powtarzać materiał, np. revise for exams
1.02 Listen to a student performing the task below. Tick 9 the box for each topic that the student covers.
11 Read the point the student has missed. What would you say?
EXAM TASK Do the exam task in pairs. Use the model below. Then swap roles and do the task again.
W ramach programu wymiany międzynarodowej do twojej klasy będzie uczęszczać uczeń z liceum w Danii. Rozmawiasz z nim na temat organizacji pracy w twojej szkole. W rozmowie z egzaminującym porusz następujące cztery kwestie: organizacja roku szkolnego, przedmioty obowiązkowe, obowiązujący strój, zadania domowe. (Rozmowę rozpoczyna egzaminujący)
t t t t
VOCABULARY EXPANDER PAGE 189
EXAMINER EXAM TRAINING Rozmowa z odgrywaniem roli
What is your school life like?
Wskazówki t $IPƥSP[NPXBXTUƬQOBOJFQPEMFHBPDFOJFOBFH[BNJOJF ustnym, udzielaj pełnych odpowiedzi na zadane pytania. t (EZXZMPTVKFT[[FTUBXFH[BNJOBDZKOZ QS[FD[ZUBKUSFƽƥ pierwszego zadania egzaminacyjnego, aby dowiedzieć się, w jaką rolę masz się wcielić. t 1BNJƬUBKPUZN BCZQPSVT[ZƥXT[ZTULJFD[UFSZUFNBUZ podane w poleceniu.
8 Work in pairs. Ask and answer the questions. When it is your turn to answer, give as much information as you can. 1 2 3 4 5
When do you start lessons? How do get to school? What are your teachers like? Which subject do you enjoy most? What do you do after school?
9 Read the exam task. Then answer questions 1–3 below. Compare your answers with a partner. W ramach programu wymiany międzynarodowej do twojej klasy będzie uczęszczać uczennica z liceum w Szwecji. Rozmawiasz z nią na temat organizacji zajęć w twojej szkole. W rozmowie z egzaminującym porusz następujące cztery kwestie: tygodniowy rozkład zajęć, przedmioty obowiązkowe, przedmioty dodatkowe, punktualność. (Rozmowę rozpoczyna egzaminujący)
STUDENT Say how the school year is organized in your school: semesters, holidays, breaks.
Do I have to do PE? I hate it! Explain which subjects are compulsory in your school. Well. I’ll have to start to like it then! And are there any rules about clothes? Say what clothes are allowed and what are not allowed. Sounds… (good / fair / terrible). Is there anything else I should know? Tell your friend how much and what kind of homework you get.
13 Write down the student’s role in the exam task.
t t t t
1 Who starts the conversation − you or the examiner? 2 What specific subjects do you need to provide? 3 Who are you in the conversation − a student from Poland or a student from Sweden?
VOCABULARY AND READING 1 Describe the photos. Which of these learning environments is closest to your own? ď›œ
EXAM TRAINING Zadanie wielokrotnego wyboru
3 Read the text again and choose the best answer A, B or C.
WskazĂłwki t /BKQJFSXQS[FD[ZUBKUZUVÂ’JDBÂ’ZUFLTU BCZ[PSJFOUPXBĆĽ TJĆŹ D[FHPEPUZD[Ć¤/JF[XSBDBKVXBHJOBXZSB[Z LUĂ˜SZDI znaczenia nie znasz. t ;SP[VNJFOJFHÂ’Ă˜XOFKNZĆ˝MJUFLTUVQPNPÇ‡FDJ odpowiedzieÄ‡ na pytania szczegĂłĹ‚owe zawarte w treĹ›ci zadania.
2 Read the exam tip. Then read the text and choose the best answer A, B or C. The text is about A general life in remote places. B being a student in a small school. C becoming a teacher in the Channel Islands.
1 What is true about the island of Herm? A The pupils travel daily from a nearby island. B There are fifteen pupils in the whole school. C The teacher lives close to the school. D The school is for children aged up to eleven. 2 Why do some schools have to close? A They are too expensive to run. B Itâ€™s difficult to find teachers for them. C Too many pupils want to go to them. D The teachers want to be paid more. 3 What does the writer say about schools with fewer than fifty children? A Class sizes have to increase. B Pupils behave badly. C Pupils generally learn more. D There is one age group in each class.
Living and Learning on an Island 1
Children living on remote islands and in other areas where the population is very small often end up being educated in very small schools. These schools often have fewer than a hundred children and sometimes no more than fifty. Herm, for example, is one of the smallest of Britainâ€™s Channel Islands. About fifteen families live on Herm all year round and the school has around ten pupils of primary school age, and a teacher who comes over from the larger island of Guernsey every day. Children over the age of ten
SZKOĹ A 1
attend school on Guernsey as weekly boarders. 20
The problem is that these small schools are often threatened with closure usually because they are not considered financially viable. This is because the cost per pupil increases as the school size falls. When schools close, the teachers lose their jobs and pupils are sent to another school in the area. Usually this is quite some distance away and is often disruptive for the pupilsâ€™ education.
Another concern with small schools is that there arenâ€™t enough students to make a full class. This means classes often contain mixed ages and mixed abilities and this can be difficult for teachers to deal with. On the other hand, it has been shown that when there are fewer than fifty pupils in a school, higher standards of pupil behaviour and achievement are more likely â€“ one benefit of small class sizes is that pupils receive more individual attention.
VOCABULARY AND READING
LEARNING AT HOME 1
Have you ever thought about leaving school and learning at home? Thousands of young people do exactly that. It’s called ‘home schooling’ or ‘home education’. So why do parents make the decision to do this? Some parents take their children out of school due to bullying or other serious problems, but there are a growing number of British parents who choose to home-educate their children from the start. We spoke to Erin Morgan who chose home-schooling for her children. ‘We took our children out of school when my son Joseph was six and Lily was eight. There were no problems with teachers and neither of the children was being bullied − in fact they were quite popular − they were simply bored. With large class sizes, low resources and other problems, it’s difficult for teachers to give some children the individual attention they need. When we started home-schooling, I was worried the children wouldn’t fit in socially, so they have a few organized activities a week. Joseph is learning the trumpet and plays in a band. Lily goes to ballet classes and they both have swimming lessons. This means they learn skills and enjoy the company of other children at the same time. In addition, I belong to a home-schooling network so we often get together for trips with other home-schoolers.
EXAM TASK Przeczytaj powyższy tekst i odpowiedz na pytania 1–6. Zakreśl literę A, B, C lub D.
1 What does the writer say about home-schooling in Britain? A It’s a serious problem. B It only occurs when children are unhappy. C It’s rare for young children to learn at home. D It’s becoming more common. 2 What does Erin Morgan say about her children at school? A They were in big classes. B They enjoyed some of their lessons. C They had no friends. D They disliked the teachers. 3 What does Erin say about her children? A They avoid meeting children. B They dislike groups of children. C They only meet other home-schoolers. D They often meet children of their own age. 4 What does Erin say about daily activities? A They are always the same. B The children can choose them. C The children like all of them. D They all involve writing. 5 What does Erin say about home-schooling older children? A It’s better to send them to college. B It’s important to change your method. C It makes no difference. D It generally isn’t done. 6 Erin thinks that children learn best A without rules. B in formal situations. C when they enjoy it. D with other children.
We don’t have a set timetable, but negotiate what we’re going to do every day. Morning activities include using the computer, writing, spelling, reading, maths and science. After lunch, we generally choose something more creative like art, sewing, or gardening. I have to admit that some activities are more popular than others, but in my view, it’s important to get through every subject in order to get a good general education. People ask what happens when home-schoolers get to secondary school age. I have friends with teenage children and most of them have decided to follow a curriculum and take GCSE exams. This has meant a more organized day but the young people still take a great deal of responsibility for their own learning. One boy I know is planning to stop home-schooling when he is sixteen, do a part-time college course and then go on to university. Whatever the age of your children home-schooling is a challenge, but in my opinion, the worst thing to do is to turn the home into a formal school. Learning should be fun, and children and young people need to feel happy in order to achieve. I’m not saying you shouldn’t have rules − we all need rules to be able to learn and live within society − but learning in a formal environment at school isn’t the answer for everyone.’
5 In pairs, discuss the questions. What do you think are the advantages and disadvantages of: a learning in a very small school? b learning at home?
VOCABULARY Build your vocabulary 6 Find words 1−8 in the two texts above and match them with definitions a−h. Then use them in sentences of your own. 1 remote (1.01) 2 viable (1.23) 3 disruptive (1.30) 4 take out (2.10) 5 fit in
6 get together (2.24) 7 negotiate (2.26) 8 get through (2.32)
a disturbing or upsetting b finish at least a part of something c remove d decide or agree something by talking about it e far away from where other people live f socialize g practical or possible h be able to live and work with other people
7 Find three other interesting words in the texts in exercises 5 and 6 and write their definitions. Read the definitions to the class and let other students guess the words.
GRAMMAR AND SPEAKING GRAMMAR Present simple and present continuous 1 Look at the timetable for students in their final year of secondary school in England. Answer the questions in pairs. Monday
â€“â€“â€“â€“â€“â€“â€“â€“â€“â€“â€“ Break â€“â€“â€“â€“â€“â€“â€“â€“â€“â€“â€“
â€“â€“â€“â€“â€“â€“â€“â€“â€“â€“â€“ Lunch â€“â€“â€“â€“â€“â€“â€“â€“â€“â€“â€“ Free
1 How similar is this timetable to your timetable? 2 What are the differences? 3 Would you like to go to this school? Why?
2 Use the verbs in brackets in the present simple or continuous to complete gaps 1â€“5. Then read the rules below to check your answers. Joe Why 1 (you / look) at the timetable? Sue I 2 (believe) itâ€™s been updated and that there are fewer lessons on Friday. Joe Look! We 3 (have) Spanish tomorrow. Sue Oh no! The project â€Ś Joe Take it easy! I 4 (only joke). Tomorrow is Saturday. We 5 (not go) to school at the weekend, remember? $[BTpresent simple stosujemy wtedy, gdy: t mĂłwimy o czynnoĹ›ciach rutynowych, powtarzajÄ…cych siÄ™, np. I usually start school at 8. t mĂłwimy o staĹ‚ych, niezmiennych sytuacjach, np. My teacher lives in the suburbs. t przytaczamy znane prawdy lub fakty, np. The Earth goes around the Sun. t mĂłwimy o ustalonych terminach, rozkĹ‚adach, np. History starts at 10 tomorrow. t XZSBÇ‡BNZVD[VDJB love, like, hate), stany umysĹ‚u (know, hope, seem, believe, remember, want) i doznania zmysĹ‚owe (feel, hear, see), np. I hope our timetable isnâ€™t as bad as last year. $[BTpresent continuous stosujemy wtedy, gdy: t mĂłwimy o czynnoĹ›ciach majÄ…cych miejsce teraz lub XCJFÇ‡Ć¤DZNPLSFTJF OQ My sister is studying in her room at the moment. Iâ€™m doing extra Spanish this year. t opisujemy zachodzÄ…ce zmiany, np. The number of students in primary school is going down these days. t mĂłwimy o cudzych nawykach, ktĂłre nas irytujÄ… i ktĂłre majÄ… tendencjÄ™ do powtarzania siÄ™, np. Daniel is always talking on his phone in my class.
3 Find and correct a mistake in each sentence. 1 2 3 4 5
I learn maths. What are you doing? Weâ€™re always having gym in the morning. What languages do you study this year? Are you remembering weâ€™ve got extra history tomorrow? Iâ€™m not speaking French so I canâ€™t help you.
4 Use the verbs in brackets in the present simple or continuous.
Hello Sam How are you? You probably think I 1 (have) a great time here, but Iâ€™m not. I picked this course because my guidebook says it 2 (not rain) in Spain in summer. You wonâ€™t believe it but it 3 (rain) now! And you 4 (know) 5 how I (hate) the rain. We 6 (have) classes from 9 till 4 every day! Can you imagine? Itâ€™s summer and I 7 (study). Well, to be honest, we sometimes 8 (finish) earlier or go to watch a play (in Spanish of course!). The teacher 9 (seem) friendly. She (speak) slowly so I can understand her. But Spanish people 11 (speak) so fast! I canâ€™t possibly understand more than just a few words. I 12 (feel) I 13 (not make) any progress. The teacher says I 14 (do) very well but I 15 (think) she 16 (try) to be kind.
Can you come and visit me next weekend? Please! There is a plane from London which 17 (arrive) in Madrid at 6 p.m. on Friday so I can pick you up at the airport. Miss you a lot! Love Ania
SZKOĹ A 1
GRAMMAR AND SPEAKING
5 Work in pairs. Read the task below and plan what you want to say. You will have to talk for at least one minute. Describe your ideal school day. Discuss: t ideal time to start and finish school t number of lessons (per day) t breaks: how many and how long they are t organization of lessons (length, what teachers and students do) t tests
6 Listen to your partner. Note the time. Then swap roles. GRAMMAR EXPANDER PAGE 204
EXAM TRAINING Rozmowa na podstawie ilustracji WskazĂłwki t 1BNJĆŹUBKPUZN BCZPQJTBĆĽNJFKTDFJPTPCZQS[FETUBXJPOF na zdjÄ™ciu oraz powiedzieÄ‡, co one robiÄ…. t %PPQJTVVÇ‡ZXBKD[BTVpresent continuous. t 1ZUBOJB LUĂ˜SF[BEBDJFH[BNJOVKĆ¤DZ TQSBXE[BKĆ¤US[Z SPE[BKFVNJFKĆŹUOPĆ˝DJJOUFSQSFUPXBOJB XZSBÇ‡BOJBPQJOJJ i relacjonowania.
1.04 Listen to another student describing the photo in exercise 7 and write down five mistakes in present tenses he makes. Then correct them.
11 The examiner is going to ask you three questions. Read the questions below and decide which category they belong to: I = interpretation (interpretacja materiaĹ‚u) O = opinion (wyraĹźanie opinii) R = relating an event (relacjonowanie wydarzeĹ„)
Which question is the odd one out? Why? a Tell us about the last time you did experiments at school. b Do you think the students are enjoying the lesson? Why / Why not? c What is more important to students: theory or practice? Why? d What do you know about the American system of education?
USE IT! The picture / photograph shows â€Ś In the picture I can see â€Ś At the front / back â€Ś On the right / left â€Ś In the middle â€Ś
7 Look at the photo. In pairs, answer the questions below. 1 Where is it? 2 Who and what is there? 3 What are they doing?
12 Do the exam task in pairs. Then swap roles and do the task again. Use the phrases from the USE IT! box above. EXAM TASK
Describe the picture.
8 Read the description and try to guess the missing words. The picture shows a typical 1 . The 2 are sitting at the desks. On the desks there are 3 and test tubes. The 4 , who is standing at the front, looks friendly. I think she is 5 something to the students. And they seem to be very busy. They are carrying out 6 with chemical solutions. The girl and boy in safety glasses are really involved in the lesson. I guess they are enjoying it.
1.03 Listen to a student performing the task and complete gaps 1â€“6.
Pytania dla egzaminujÄ…cego: 1 Why do you think the students are so happy? 2 Should students be allowed to wear casual clothes for school ceremonies? Why / Why not? 3 Tell us about a school ceremony you took part in.
1 SZKOĹ A
VOCABULARY, LISTENING AND CULTURE 1 Describe the photos. Do you have schools like this in Poland? What kind of school is it?
VOCABULARY The system of education 2 Match the names of the schools with their descriptions 1–10. independent comprehensive state school secondary primary boarding single-sex nursery grammar mixed / co-educational 1 2 3 4 5 6 7 8 9 10
It’s a free school for pupils aged 11−18, but you have to do an entrance exam. It’s a day-school that parents pay for. It’s a free school for anybody. It’s a school for children aged 5−11. It’s a school for children aged 11−18. It’s a school for under 5s. It’s a school for girls or boys only. It’s a school where pupils also eat and sleep. It’s a school that allows both boys and girls to attend. It’s a school that’s run by the government.
3 Read and complete the young people’s memories with words from exercise 2.
I had to do an exam called the 11 Plus. I passed it and then I went to the local school.
We moved house when I was fourteen, so I school. It had to start at a new was really difficult to make friends.
I started school when I was three years old. I remember playing with sand and looking at picture books.
I hated school because I was bullied. In the end, my parents decided to pay for my education, so they sent me to school. an
I didn’t enjoy school because I didn’t like school. I thought it being at a was more interesting to learn with boys as well as girls!
I went to a school because my parents lived abroad. It was very strange at first sharing my bedroom with other people.
VOCABULARY, LISTENING AND CULTURE
EXAM TRAINING Zadanie prawda / faĹ‚sz
1.05 Now listen to Yukimi describing her life at a boarding school in England. Decide if the sentences 1âˆ’3 in exercise 4 are true or false.
EXAM TASK 1.06 WysĹ‚uchaj nagrania i okreĹ›l, ktĂłre zdania sÄ… zgodne z jego treĹ›ciÄ… (True), a ktĂłre â€“ nie (False). Wstaw znak X w odpowiedniej rubryce tabeli.
WskazĂłwki t ;BOJNXZTÂ’VDIBT[OBHSBOJB QS[FD[ZUBKVXBÇ‡OJFQPEBOF zdania. t 1BNJĆŹUBKPUZN Ç‡FXOBHSBOJVUBTBNBNZĆ˝MXZSBÇ‡POB CĆŹE[JFJOBD[FKOJÇ‡X[BEBOJVFH[BNJOBDZKOZN OQ[B QPNPDĆ¤TÂ’Ă˜XP[CMJÇ‡POZNMVCQS[FDJXTUBXOZN[OBD[FOJV
Charlie suggested the idea of a boarding school.
Charlie was homesick when he started boarding school.
The students have breakfast in their rooms.
The teachers help the students with their homework.
There are a lot of organized events.
Charlie dislikes sharing a room.
Charlie describes general life at boarding school.
4 Read the true/false statements. Match the words from the box with the words in bold in the statements. There is one word that has a similar meaning and one word which has an opposite meaning for each word in bold. enjoys relaxed lots of different nationalities mono-cultural isnâ€™t keen on nervous True 1
Yukimi was worried about going to boarding school.
Her school is very multi-cultural.
She loves everything about being at boarding school.
7 In pairs, talk about the advantages and disadvantages of going to a boarding school. Do you think you would enjoy it?
CULTURE 8 Complete the text with the words and phrases from the box. loans schooling curriculum report cards post-secondary extra-curricular activities mandatory scholarships elective courses elementary junior
9 Work in pairs. Make a list of similarities and differences between American and Polish systems of education. Compare your list with another pair. Similarities
compulsory in PL and the USA
elective school subjects in the USA
Education in the USA 1
is compulsory for all children in the USA. In most states education is 2 until the age of eighteen. First, children attend 3 school (up to the fifth grade) where basic subjects are taught. Then they go on to 4 high school followed by senior high school. The 5 (the set of
courses) is determined by school districts, not the government. Many high schools offer a variety which students of 6 can choose from, e.g. visual arts, publishing or foreign languages. At the end of the school year students get 7 with their results on them. A high priority is given to 8 , such as
sports programmes or bands. education is known as college or university. Students have to pay for their education at college or university. Many have to rely on student 10 or 11 from the university to cover the costs. 9
1 SZKOĹ A
GRAMMAR AND SPEAKING GRAMMAR Prepositions 1 Describe the picture. Why do you think the student looks upset?
2 Answer the questions in pairs. 1 Where do you prefer to study: at a desk in your room, in the living room or perhaps in the kitchen? 2 When is the best time for you to study? In the morning, in the afternoon or at night? 3 When you are studying for a test do you divide the material into small chunks or cram the day before the test? 4 Do you ever study in bed? Why / Why not? 5 Read what a specialist said about studying. Do you agree? You should study only when you are rested and have planned for it. Last minute studying just before a class is usually a waste of time.
3 Complete the sentences with at, in, on or nothing (â€“). Then check with the rules below. 1 Iâ€™d like to study law university. 2 We have to hand in our work to the teacher next Monday. 3 Hurry! The lesson starts 5 minutes. 4 My school is 11 Szeroka Street, right the city centre. 5 Donâ€™t be late for the ceremony. You know it always starts time. 6 the back of this photo there are three students laughing at something. 7 fifty yearsâ€™ time traditional notebooks will be a thing of the past. 8 Some students cannot concentrate when sitting their desks. 9 Letâ€™s meet the front of the school building. 10 Weâ€™re having a school party Saturday night. Przyimki miejsca In: a classroom, the gym, the picture, the book, bed, the city centre, the playground At: school / university, the desk, the party, the front, the back, 10 Downing street On: the ďŹ‚oor, the map, the right / left Przyimki czasu On: Monday, Tuesday morning, Teachersâ€™ Day, 6th May, time At: 11 oâ€™clock, lunch break, the moment, this / that time, the weekend In: 2011, November, winter, the morning, two yearsâ€™ time, three minutesâ€™ time No preposition: this week, last September, next Saturday
SZKOĹ A 1
4 Tell your partner about how you were caught cheating at school. The story does not have to be true. a b
Plan your story. Say: t XIFOJUXBTEBUF QBSUPGEBZ t XIBUTVCKFDUMFTTPOJUXBT t XIFSFZPVXFSFTJUUJOH t IPXZPVDIFBUFE t XIFOZPVXFSFDBVHIU t JGZPVXFSFQVOJTIFEBOEIPX Listen to your partnerâ€™s story. Decide if it is true. It was on a Monday morning in March last year â€Ś
Verbs with prepositions 5 Complete the phrases with: at, for, from, on, in, by. a b c d e f g h
study tests get a 3 a test take an active part a lesson arrive lessons graduate school / university learn heart apply a scholarship cheat tests
6 Complete the text with the phrases from exercise 5. Use the correct form of the verbs.
Advice to new students Congratulations! You have just started a new and exciting (!) life at Dubois High. Here are just a few tips on how to avoid problems and 1 this school in three yearsâ€™ time. t #VZBHPPEXBUDI"UUFOEBODFDPVOUTTP 2 lessons punctually. t
lessons, especially in the first month. A positive first impression is important in a new school. a test is a pass, so donâ€™t worry if you donâ€™t do any better in the first year.
t *GZPVXPSLIBSEBOEEPWFSZXFMM ZPVDBO 6 BOEHFUQBJEUPTUVEZ t *GQPTTJCMF 7 XJUIBGSJFOEPSBHSPVQ of friends. Two heads are better than one. And itâ€™s more fun! t %POPU8 PSFYBNT#FMJFWFVT XFIBWF USJFEJUBGFXUJNFTBOEXFSFDBVHIU Good luck! Year 3 GRAMMAR EXPANDER PAGE 214
GRAMMAR AND SPEAKING
EXAM TRAINING Rozmowa na podstawie materiaĹ‚u stymulujÄ…cego
1 The student said which school she would like to go to. T / F 2 The student gave reasons for her choice. T / F 3 The student said why she wouldnâ€™t like to study at the other school. T / F
WskazĂłwki t 1S[FD[ZUBKVXBÇ‡OJFQPMFDFOJF BCZEPXJFE[JFĆĽTJĆŹ KBLJF zadanie masz wykonaÄ‡. t 0NBXJBKĆ¤DQS[FETUBXJPOFFMFNFOUZ [BXT[FQPEBXBK argumenty za wybranÄ… opcjÄ… i powody, dla ktĂłrych PES[VDBT[QP[PTUBÂ’FNPÇ‡MJXPĆ˝DJ
7 Read the exam task and the examinerâ€™s questions below and choose the correct words in the text. Check your answers with a partner. You 1can / must choose one advert and say why you would like to learn English in this school. The course is in 2winter / summer. You 3have to / donâ€™t have to say why you donâ€™t like the other school. Then the examiner will ask you 4one / one or two questions. The questions 5are / are not connected with the main topic (learning a foreign language). The examiner 6wants / doesnâ€™t want to know your opinion about the problem and check if you can give reasons (explain why you think so).
1.07 Listen to a student giving reasons for her choice of a language school and answer the questions.
EXAM TASK Do the exam task in pairs. Then swap roles and do the task again.
;BNJFS[BT[QPEKĆ¤ĆĽOBVLĆŹOBVOJXFSTZUFDJFX8JFMLJFK #SZUBOJJ.BT[EPXZCPSVEXJFQPOJÇ‡T[FPGFSUZ Wybierz ten uniwersytet, ktĂłry, twoim zdaniem, bÄ™dzie bardziej odpowiedni, i uzasadnij swĂłj wybĂłr. WyjaĹ›nij, dlaczego odrzucasz drugÄ… propozycjÄ™.
Excellent teaching! Cheap accommodation Lively social life
1PED[BTOBEDIPE[Ć¤DZDIXBLBDKJQMBOVKFT[QPEKĆ¤ĆĽOBVLĆŹ angielskiego w szkole jÄ™zykowej w Wielkiej Brytanii. Wybierz tÄ™ szkoĹ‚Ä™, ktĂłra, twoim zdaniem, bÄ™dzie bardziej odpowiednia, i uzasadnij swĂłj wybĂłr. WyjaĹ›nij, dlaczego odrzucasz drugÄ… propozycjÄ™.
Tradition speaks for itself! Fun time with English!
Personalized teaching for every student
Learn real-life English in the heart of London ď˜ş
We will teach you English or youâ€™ll get you money back!
Preparation for English exams and job opportunities
Pytania dla egzaminujÄ…cego: Student A 1 What are the disadvantages of studying abroad? 2 Do you agree that all students in Poland should pay for their university education? Why / Why not? Student B 1 What are the advantages of studying abroad? 2 Why do you think some students decide to take a part-time job?
10 Make a list of the advantages and disadvantages of studying abroad.
Pytania dla egzaminujÄ…cego: 1 What are the advantages of learning a foreign language in the country where it is spoken? 2 Do you agree that the best time to learn a foreign language is when you are at school / a teenager? Why?
1 SZKOĹ A
VOCABULARY AND WRITING VOCABULARY Extra-curricular activities 1 Look at the three photos. What extra-curricular activities do they show? How popular are they in your school?
2 Complete the chart with the words from the box.
3 Complete the text with the correct form of the verbs in the box.
environmental club gymnastics photography newspapers volleyball the radio yearbook the debating team weightlifting choir the student union rock band sports teams
social and political clubs
learn participate get increase stay challenge share meet
4 If you could join any of the clubs or teams in exercise 2, which one would you join and why? Tell your partner.
BENEFITS OF EXTRA-CURRICULAR ACTIVITIES The most basic reason for 1 a club or a team is that it gives you something better to do with your afternoons than staring at the wall or taking a nap.
Here are some more 2
* * * *
in extra-curricular activities helps you to: 3
your interests with like-minded people
yourself in a fun way
fit by playing in team sports
* * *
away from bad habits (like smoking or drinking)
leadership and management skills by being a group leader or the president
your yet undiscovered abilities, such as singing or acting
And finally, it can 10 your chances of getting a good job in the future – it shows employers that you are well-rounded and responsible.
VOCABULARY AND WRITING
EXAM TRAINING Zaproszenie
Do the exam task. Use the phrases from the
USE IT! box.
WskazĂłwki t ;BXT[FVQFXOJKTJĆŹ D[ZUXPKBXZQPXJFEÇ†[BXJFSBD[UFSZ wymagane informacje. t ;XSĂ˜ĆĽVXBHĆŹOBUP D[ZXT[ZTULJFJOGPSNBDKFXUXPKFK wypowiedzi sÄ… zgodnie z treĹ›ciÄ… polecenia.
5 Read the task and the two sample answers. Have all the points been covered? Tick 9 the right box in the table at the bottom of the page. W ramach dodatkowych zajÄ™Ä‡ na kursie jÄ™zykowym, PSHBOJ[VKFT[[LPMFHBNJLMVCEZTLVTZKOZ;SFEBHVK krĂłtkie zaproszenie dla uczestnikĂłw kursu, w ktĂłrym: napiszesz, kiedy odbÄ™dzie siÄ™ pierwsze spotkanie, poinformujesz o temacie pierwszej debaty, zachÄ™cisz do udziaĹ‚u w spotkaniu, poprosisz o punktualne przybycie.
W ramach wymiany miÄ™dzynarodowej do twojej szkoĹ‚y NBQS[ZKFDIBĆĽNÂ’PE[JFÇ‡[8JFMLJFK#SZUBOJJ/BQJT[ zaproszenie na zajÄ™cia sportowe, ktĂłre twoja klasa organizuje dla goĹ›ci. 1PJOGPSNVKPQMBOPXBOZDI[BKĆŹDJBDI 1PEBKUFSNJOJNQSF[Z 1PQSPĆ˝P[BCSBOJF[FTPCĆ¤PEQPXJFEOJFHPPCVXJB ;BDIĆŹĆĽEPVE[JBÂ’VX[BKĆŹDJBDI Podpisz siÄ™ jako XYZ. W zadaniu nie jest okreĹ›lony limit sĹ‚Ăłw.
t t t t
7 Complete each sentence with one suitable word. The first letter has been given.
t t t t
The alphabet p race a the state of not being present: a
International Debating Team! If you like discussion, come to the library! Our weekly debates will focus on current topics â€“ social and political. Do come and join us! Please arrive on time. B
Discussion Club for everyone! Do you like talking? Then come to the first meeting of our club on Monday at 6 p.m. We are going to discuss the changes in our timetable. We will provide crisps and cola.
Donâ€™t be late! WiadomoĹ›Ä‡ A WiadomoĹ›Ä‡ B Informacja 1: termin pierwszego spotkania Informacja 2: temat pierwszej debaty Informacja 3: zachÄ™ta do udziaĹ‚u w spotkaniu Informacja 4: proĹ›ba o punktualne przybycie
USE IT! $PNFUPPVSDMBTT Do come and join us. 1MFBTFBSSJWFPOUJNF Donâ€™t be late.
b the time when you donâ€™t go to school, i.e. winter or summer: b c the subjects you have to learn are called (adj): c d the practice of training people to obey rules: d e you have to take them at school: e f
the opposite of â€˜passâ€™ (e.g. a test): f
g 1, 2, 3, 4, 5 and 6 are g
you get at school.
h what teachers give students to do after lessons: h i
a high-tech board that is connected to a computer: whiteboard i
schools for children below the age of 11(in the USA): j
k the facts and information that you get at school: k l
the place at school where books are kept: l
m an exam that looks like a real one but in fact it is not: exam m n information that students write down during a lesson: n o a day when a school invites the public to see the work day done by students and teachers: o p an organization of parents and teachers that work together at school: p organization q a short test that a teacher gives to a class: q r
the work of studying again before a test and exam: r
books that you have to read for a particular subject (e.g. books Polish): s
a list of the times of classes in a school: t
u clothes that all students have to wear at some schools: u w a book for students which contains exercises: w y a particular level that students stay at in a school: (e.g. twelve) y z an area in a school: e.g. a mobile-free z
1 SZKOĹ A
Word Bank Lista skrĂłtĂłw sb = somebody sth = something US = UK = angielszczyzna brytyjska Opp = opposite wyraz o znaczeniu przeciwstawnym pl.= plural liczba mnoga
1 SZKOĹ A 1.1 People in a school classmate, schoolmate
(college / university) student student deputy head (US assistant principal) dyrektora examiner egzaminator head teacher (US principal) dyrektor lecturer (personal) tutor korepetytor schoolboy schoolgirl uczennica student, pupil teacher nauczyciel teaching staff grono pedagogiczne
1.2 The school building cafeteria, canteen classroom klasa computer lab, IT suite, ICT unit sala komputerowa gym, gymnasium sala gimnastyczna hall korytarz, hol headmasterâ€™s office gabinet dyrektora laboratory, lab laboratorium library biblioteka locker szafka office sekretariat playground plac zabaw science lab !" " #"$ sports field boisko sportowe staff room %
1.3 School year break przerwa free period wolna lekcja, okienko holidays (US vacation) wakacje lunch break term semestr timetable (US schedule) plan lekcji winter break przerwa zimowa the bell goes at $ school breaks up on % & w dniu
1.4 School subjects and activities art, arts plastyka business studies ' computer studies, information technology (IT) informatyka foreign languages % geography ! humanities przedmioty humanistyczne history historia mathematics, maths matematyka music muzyka physical education (PE) wychowanie ! religious education (RE) religia social sciences subjects przedmioty szkolne arts ~ & & compulsory / mandatory ~ & optional ~ & science ~
1.5 Teachers and studentsâ€™ characteristics active aktywny ambitious ambitny co-operative Opp uncooperative ( niepomocny conscientious skrupulatny, sumienny
174 WORD BANK
creative fair Opp unfair
gifted, talented utalentowany hard-working pracowity lazy leniwy motivated zmotywowany nervous nerwowy passive pasywny, bierny professional profesjonalny punctual punktualny relaxed sloppy systematic systematyczny
1.6 Going to / leaving / finishing school attend (a course / a school) ' (na kurs / $ attendance ' be absent ' be expelled from school ' be present ' be suspended ' # $ doctor of philosophy (PhD) $ drop out from (a course / a school) ' # ' * $ get, obtain '' ~ a certificate ~ a degree $ ~ a diploma dyplom get into university ' graduate $ graduate from (a university) ' $ leave school ' Master of Arts (MA) magister nauk humanistycznych Master of Science (MSc) # pay a fee ' play truant ' register dziennik school leaver absolwent skip classes ' % ' take the register ''
1.7 School life ability ' assign an essay (on sth) ' $ be at a class / a lesson ' %
browse websites &' bully sb ' carry out an experiment ' eksperyment combine text and graphics &' &' !& copybook, exercise-book, notebook, folder zeszyt count
' cram, swot ' deadline $ division dzielenie discipline dyscyplina do ' ~ a project (on sth) %% $ ~ an exercise / a task / an activity ' do oneâ€™s best ' draw a sketch ' examine sth under the microscope ' mikroskopem get extra lessons ' % grade, mark ocena get a ~ ' give a ~ ' have a good head for figures '
have sth on the tip of the tongue ' % homework praca domowa do ~ ' get ~ ' hand in ~ ' set ~ ' interactive whiteboard tablica interaktywna
knowledge wiedza learn sth by heart ' ' make mistakes ' take notes '
give a presentation '% make progress ' memorize dates ' multiplification open day parent-teacher organization komitet rodzicielski play handball ' & read a map ' & ring a bell '% school trip wycieczka szkolna set books lektury szkolne skill %' solve a problem &' spelling ! study human rights and politics '
take a break ' textbook, coursebook uniform mundurek write a review '%
1.8 Examinations assessment ocenianie cheat in an exam ' & ' do an entrance exam & ' exam egzamin do well / badly in an ~ '*+ fail an ~ ' mock ~ pass an ~ ' revise for ~ ' retake / re-sit an ~ ' do take an ~ ' school-leaving ~ exam paper arkusz egzaminacyjny mark / correct exam papers '* ' prepare for sth ' test test do a ~ ' get the results of a ~ '
give a ~ '' ~ in % $ study for (a test / an exam) ' * $
1.9 The system of education college szkoĹ‚a pomaturalna oraz wydziaĹ‚y niektĂłrych uniwersytetĂłw comprehensive school (UK) paĹ„stwowa szkoĹ‚a Ĺ›rednia przyjmujÄ…ca uczniĂłw bez wzglÄ™du na dotychczasowe wyniki w nauce elective / optional courses % grammar school (UK) szkoĹ‚a Ĺ›rednia z egzaminami wstÄ™pnymi junior high school (US) szkoĹ‚a Ĺ›rednia dla uczniĂłw w wieku 13âˆ’15 lat nursery report (US report card) szkolne scholarship stypendium school boarding ~ z internatem independent / private / public (UK) ~ prywatna mixed / co-educational (co-ed) ~ koedukacyjna post-secondary ~ policealna primary (US elementary) ~ podstawowa secondary (US high) ~ single-sex ~ # & state (US public) vocational ~ zawodowa schooling senior high school (US) szkoĹ‚a Ĺ›rednia dla uczniĂłw w wieku 14âˆ’18 lat student loan syllabus, curriculum program nauczania university
Vocabulary Expander 1 SZKOĹ A 1 Match people 1âˆ’8 with places aâˆ’h. You can ďŹ nd the words in sections 1.1 and 1.9 of the Word Bank. 1 2 3 4 5 6 7 8
a fourteen-year-old schoolgirl a twenty-year-old chemistry student a six-year-old schoolboy a schoolgirl whose classmates are all girls a British pupil whose school costs a lot of money the head teacher of a school for boys and girls a sixteen-year-old who has left school, and is studying for university a twelve-year-old student in the USA
a b c d e f g h
college public school high school university a co-educational state school a single-sex school primary school secondary
2 Answer the questions a student has asked during her ďŹ rst day at school. Use words from section 1.2 of the Word Bank. 1 2 3 4 5 6 7 8 9 10
.#0! 1 .#0 # 1 .#0!## 1 .#0 #1 04 05".# # 0 1 .#0 781 .# ## 1 .# ###1 04
# ".# # 0 1 .## 1
0# . 0 . 3 # 0# . 6# . 6# . 0# . 0# . 5# . 0# .
3 Complete Johnâ€™s timetable with the names of subjects from the box. You can ďŹ nd the words in section 1.4 of the Word Bank. chemistry maths foreign languages history music geography PE computer studies art
bring guitar to class
donâ€™t forget homework on the French Revolution
bring map of Africa
bring sports kit
donâ€™t forget paint and paint brushes
making salt crystals today
researching websites today
VOCABULARY EXPANDER 189
Grammar Expander Present perfect simple and past simple
VERBS AND TENSES Present simple and present continuous 1 Choose the correct form of the verb to complete sentences 1âˆ’8. Explain your choice. 1 I usually do / am doing my homework in the evening. 2 Do you do / Are you doing French at school this year? 3 More and more people learn / are learning English these days. 4 My aunt and uncle live / are living in Warsaw. 5 Elephants donâ€™t eat / arenâ€™t eating meat. 6 What time does the exam start / is the exam starting? 7 3#
donâ€™t watch / arenâ€™t watching59"34 the garden. 8 We always have / â€™re always having# :04 them.
2 Use the verb in brackets in the present simple or present continuous.
The Harrogate School of Performing Arts Our school of performing arts
3 Choose the correct word to complete each sentence.
(be) well known
for its variety of opportunity and this year, we 2 (offer) even more exciting and original courses in modern dance, drama and singing. One of our best(currently / start)
established music teachers 3 a new jazz group, and she 4
(plan) to take this
group on a European tour later in the year. All our instructors 5
(be) talented and successful
performers and 6
(have) recognised teaching
certificates. We have a policy that we 7 employ) anyone who 8
(not have) talent,
commitment and enthusiasm. Lessons 9
usually start at 7 p.m. and finish at 9 p.m. Students can also 10
(have) lessons on Saturday mornings.
(organise) two performances every year,
but students 12
(not have to) take part in these
if they really 13
(not want) to. There are plenty of
opportunities backstage. Here is what some of our students said: â€˜Iâ€™m quite a shy person. I 14
(not like) performing
in front of other people. But now, I
(begin) to enjoy the stage. Itâ€™s thanks
to all my great teachers.â€™ Lucy aged 15. â€˜My daughter started dance lessons last term. She 17
(seem) really happy and her teachers
(say) that she 19
progress! She certainly 20
(make) really good (love) going each
week.â€™ Mrs Jones âˆ’ her daughter, Jess aged 4.
204 GRAMMAR EXPANDER
1 Have you travelled around Europe? a ever b never c already d yet 2 .4;#8
## the beginning of term. a for b just c yet d since 3 <=# 4#
. a since b ago c yet d never 4 04 ">4 @"C4 gone out. a since b just c yet d never 5 My sister met her boyfriend summer. a since b for c last d ago 6 04# "04; had a sandwich. a yet b since c ever d already
4 Complete the second sentence so that it means the same
(take) place every evening. They
to it and 16
Time expressions We use the present perfect simple and the past simple with diďŹ€erent time expressions: The present perfect is used: t XJUIever and never to talk about experiences. Have you ever eaten Japanese food? Iâ€™ve never been to Australia. t XJUI just and already in aďŹƒrmative sentences. Weâ€™ve already had lunch. Theyâ€™ve just gone out. t XJUIyet in negative sentences and questions. I havenâ€™t had breakfast yet. Have you done your homework yet? t XJUIfor and since to talk about how long something has lasted and when it began. Iâ€™ve known him for three years / five minutes / a long time. Weâ€™ve lived here since 1999 / March / we were children. The past simple is used with time expressions which refer to actions that happened at a speciďŹ c time in the past. I first met Joe last year / yesterday / two days ago / in 2004.
as the ďŹ rst. 1 .4; # " We it earlier today. 2 I last ate meat three years ago. I meat for three years. 3 04 04;
" I football for a long time. 4 04;% 5" I Tara a few minutes ago. 5 0 4#; #0 " I breakfast yet. 6 He moved to Warsaw years ago. He in Warsaw for years.
Functions Bank Rozpoczynanie rozmowy
Excuse me. Can I tell / ask you something? 7 "D '* '1 Excuse me, Can I talk to you for a moment? 7 "D & #
'1 Can we have a word? D ' 1
Itâ€™s (a box) made of (wood) where (somebody keeps â€Ś) @ $ $ N$ Itâ€™s a kind of (exercise bike) that you can (use when you work out in a gym). @ % $ ' ' $" It looks a bit like an (alarm clock). 5 # $" This is aÂ thing that you (use) when you (want to time a race). @ % $ # ' $" This is aÂ thing / These are things you may use for (making your arm muscles stronger). @ &*J& ' $"
Przepraszanie (Iâ€™m) sorry for (sth / doing sth). 7 * $" Iâ€™m really sorry. G " Iâ€™m awfully sorry. (informal) J " I apologise. (formal) 7 '"
No problem. / Donâ€™t mention it. / Any time. L " Thatâ€™s OK. .&" Youâ€™re welcome. 7 " Itâ€™s a pleasure. / My pleasure. D%'%% "
It seems to me (the woman is â€Ś) .% % N$ I suppose (the woman is â€Ś) 7 % N$ (I guess) they might / could be (brother and sister). D# & $" It must be (some kind of a machine). 5 '% $" She is probably (more than 17). O % RY $" She canâ€™t be (on holiday). L % %#$" She could be â€Ś or â€Ś O'% N N He looks as if â€Ś O &%N It looks like (theyâ€™re friends). . &%
% $" They seem / appear to (be in love). .%& '# $" They look (tired). . &%&#$"
Wymienianie w kolejnoĹ›ci
Let me see, â€Ś L #N Well, let me think, â€Ś D # N Um, let me think about that for a moment â€Ś C"L # #
N Iâ€™ll have to think about it. G *G '" How shall / can I put it? @%&'1
To start with, â€Ś ZacznÄ™ odâ€Ś First of all, â€Ś / In the ďŹ rst placeâ€Ś 7 N Secondly, â€Ś 7 N Another thing is that â€Ś 0& &% ĹźeN On the other hand, â€Ś Q % N The main reason is â€Ś 6% N Another reason is â€Ś 0N Well, the thing is that â€Ś D# Ĺźeâ€Ś Itâ€™s also true that â€Ś 7&% Ĺźeâ€Ś And on top of that â€Ś ZN And ďŹ nally â€Ś 0N
Thanks a lot. / Many thanks. . " Thank you very much. K %" That was / is very kind of you. (formal) 5*% * "
Odpowiadanie na podziÄ™kowanie
ProĹ›ba o powtĂłrzenie Pardon? / Sorry? J#1 Sorry, I didnâ€™t quite catch that. 7 * " Sorry, I missed that. 7 " Can you say it / that again, please? D '1 Would you mind repeating that please? (formal) D * ' 1
Opisywanie ilustracji In the picture I can see â€Ś L N The picture / photograph shows â€Ś O*Q% N On the right / left there is â€Ś Q%* % %% N At the top / bottom there are â€Ś L * &N In the top right-hand corner there seems to beâ€Ś . % #N In the foreground / background â€Ś L *. N At the front / back â€Ś Q*N In the middle â€Ś .N
Opisywanie materiaĹ‚u stymulujÄ…cego I would not choose picture 1 because â€Ś L *L % R" N I would go for photo 1 because â€Ś (informal) Q * Q % R" N My choice would be photo 2. < % V" I donâ€™t think picture 1 is a good choice because â€Ś <
%R" N The slogan / advert / text suggests / implies â€Ś C *O *5 % N According to the slogan / advert / text, â€Ś Q # * * N I think that the best picture for a brochure encouraging young people to (give up smoking) would be the second picture. X% % #%&%# $% " Personally, I believe this picture is extremely suggestive. O % % "
WyraĹźanie uczuÄ‡ I felt great / fantastic / OK / all right. D *D * **&" I felt awful / terrible / tired. D *D * * *" Iâ€™m a bit upset / worried. @ #** * "
WyraĹźanie opinii In my opinion, â€Ś < N I think that â€Ś / I believe that â€Ś XN To be honest, â€Ś J &N I donâ€™t see any problem with (doing) â€Ś L N It seems to me that â€Ś .% N I donâ€™t think itâ€™s right to (do). L &&N$ On one hand â€Ś but on the other hand â€Ś Q%% N % N I donâ€™t really have any strong opinions about â€Ś . %%
Zgadzanie siÄ™ ze zdaniem rozmĂłwcy Yes, I agree. 5 " Right. / Thatâ€™s right. / Youâ€™re right. Q "*< %" I know. . " I suppose so. 5 " Absolutely. (informal) Z " Exactly! (informal) K "
Niezgadzanie siÄ™ ze zdaniem rozmĂłwcy Yes / True, but â€Ś 5*5 N Iâ€™m afraid I canâ€™t agree with you. (formal) O &* * & '" I take / see your point, but â€Ś [
N I see what you mean, but â€Ś . # N Iâ€™m not sure about that. L % *" I agree to some extent, but â€Ś (formal) Q N There might be some truth in that, but â€Ś <'# N I canâ€™t agree / go along with that. L '" I disagree. L " With all due respect â€Ś (formal) Q N You must be joking! (informal) D#% !
FUNCTIONS BANK 220
Use of English ROZPOZNAWANIE STRUKTUR LEKSYKALNOGRAMATYCZNYCH Test luk sterowanych W każdym tekście uzupełnij luki jedną z podanych możliwości, tak aby otrzymać logiczny, spójny i poprawny gramatycznie tekst. 1
The cold and flu season is back again, so it’s time to b on . to popular belief, cooler prevention and treatment. weather doesn’t cause colds. What is more likely is that we stay to spread from person indoors more, giving viruses an to person. In addition, the cold months are associated with low , and the dry air makes the nasal cavity more susceptible bugs. Consequently, causes of colds and flu surge gets two to four between September and spring (the respiratory infections a year; children, even more). Because the revising a few cold and flu tactics. season is upon us, it is To prevent an infection, the best defence is a good offence. physical contact with the cold sufferer. The first step is to When someone with a cold sneezes, coughs or sniffles, your distance. Hugging, kissing and shaking hands are sure ways to get sick.
0 a bring up c get up
b brush up d take up
1 a Contrary c Similar
b Opposite d Unlike
2 a chance c occasion
b encouragement d opportunity
3 a dryness c moisture
b humidity d steam
4 a for c to
b on d with
5 a average adult c ordinary citizen
b normal patient d usual person
6 a advisable c useful
b sensible d worth
7 a break c limit
b control d lose
8 a cover c keep
b judge d remember
232 USE OF ENGLISH
for recent brutal heat waves Global warming may be 1 and deadly storms. But at least our plants have been 2 the weather. According to a study published last week, regional a 6% climate changes over the past two decades have 3 increase in plant growth around the world. Rising temperatures, , increased rainfall and decreased cloud cover have all 4 The ’80s and the ’90s were two of the warmest decades 5 and the vegetation in its ecosystem flourished. In the Amazon, plants; decreased cloud cover allowed more sunlight 6 in India, monsoon-dependent trees benefited from increased rainfall. Despite these positive repercussions, climate change could on plant life in the long term. Scientists argue that well 7 ecosystems that have continued growth could disrupt 8 been in place for thousands of years.
1 a accused c is responsible
b answering d to blame
2 a enjoying c gratifying
b entertaining d satisfying
3 a added c spurred
b contributed d supplemented
4 a performed a role c taken a role
b played a part d taken part
5 a on record c on the calendar
b in stock d in evidence
6 a gaining c to gain
b reaching d to reach
7 a cast a shadow c entail the risk
b cause danger d pose a threat
8 a frail c slender
b fragile d slight
L’Australie – c’est chic!
in Paris One of the most surprising business success 1 these days is the Australian Bookshop. Since the shop opened . two years ago, French interest in Australian literature 2 Located in the heart of the city’s literary district, the shop is 3 by Elaine Lewis of Sydney. Lewis said she couldn’t find to books by Australian writers on Paris shelves, so she 4 remedy the situation. Angus Mackenzie of the Australian embassy 5 surprising that the French want to read Australian books of it, but because of the – ‘not because the books are not 6 language barrier’, he said. French publisher Marc de Gouvenain . ‘In Europe, we thinks the trend is easy to explain, 7 8 see the landscape with young eyes. Australian authors have a fresh way of seeing things.’
Writing Bank DĹ‚uĹźszy tekst uĹźytkowy t 1BNJĆŹUBK Ç‡FLBÇ‡EZ[D[UFSFDIQVOLUĂ˜XQPMFDFOJBTLÂ’BEBTJĆŹ z dwĂłch informacji, czyli musisz przekazaÄ‡ razem osiem informacji. t "CZ[EPCZĆĽEXBQVOLUZ[BĘ”GPSNĆŹ QBNJĆŹUBKPĘ”QJĆŹDJVXZNBHBOZDI elementach listu: zwrocie grzecznoĹ›ciowym rozpoczynajÄ…cym list, wstÄ™pie, rozwiniÄ™ciu, zakoĹ„czeniu oraz zwrocie grzecznoĹ›ciowym koĹ„czÄ…cym list. t 4QSBXEÇ† D[ZUXPKBQSBDBNJFĆ˝DJTJĆŹXQPEBOZNMJNJDJFTÂ’Ă˜X t ;BXT[FTQSBXEÇ†TXPKĆ¤QSBDĆŹQPKFKOBQJTBOJVQPELĆ¤UFN poprawnoĹ›ci gramatycznej i ortograďŹ cznej. Przeznacz na to okoĹ‚o 5â€“7 min.
List prywatny t +FĆ˝MJQJT[FT[MJTUEPLPMFHJMVCLPMFÇ‡BOLJ TUBSBKTJĆŹ CZOJFCS[NJBÂ’ on zbyt oďŹ cjalnie. MoĹźesz zatem uĹźywaÄ‡ stylu nieoďŹ cjalnego (form skrĂłconych, wyraĹźeĹ„ potocznych). t 3P[QMBOVKUSFĆ˝ĆĽMJTUVOBTQĂ˜KOFJMPHJD[OFBLBQJUZ t 0EQPXJFEOJPSP[QPD[OJKJ[BLPĆľD[MJTU t 4UBSBKTJĆŹVOJLBĆĽQPXUĂ˜S[FĆľXZSB[Ă˜XJĘ”VÇ‡ZXBĆĽ[BSĂ˜XOP[EBĆľ QPKFEZOD[ZDI KBLJĘ”[Â’PÇ‡POZDI t /JFVNJFT[D[BKÇ‡BEOZDIBESFTĂ˜X HEZÇ‡OJFKFTUUPXZNBHBOF . *.
"7 * *%& && K
^ t % % % % t &%&% %%% # t % &% % t % " PamiÄ™taj o zachowaniu odpowiedniej formy i wĹ‚aĹ›ciwego stylu listu. Nie umieszczaj Ĺźadnych adresĂłw. Podpisz siÄ™ jako XYZ. DĹ‚ugoĹ›Ä‡ listu powinna wynosiÄ‡ od 120 do 150 sĹ‚Ăłw.
ZwrĂłÄ‡ siÄ™ do kolegi lub koleĹźanki po imieniu. Rozpocznij list odpowiednim zwrotem.
PamiÄ™taj o krĂłtkim zakoĹ„czeniu. Podpisz siÄ™ jako XYZ.
Thanks for your letter. DziÄ™ki za list. It was great to hear from you. Fajnie, Ĺźe napisaĹ‚eĹ›/ napisaĹ‚aĹ›. Iâ€™m sorry I haven t written for so long / for ages. Przepraszam, Ĺźe od dawna / od wiekĂłw nie pisaĹ‚em/nie pisaĹ‚am. It was a nice surprise to hear from you again after so many months. MiĹ‚Ä… niespodziankÄ… byĹ‚o otrzymanie wiadomoĹ›ci od Ciebie po tak wielu miesiÄ…cach. Guess what? Nie uwierzysz, co siÄ™ staĹ‚o. You wonâ€™t believe that! Na pewno mi nie uwierzysz! I am just writing to tell you my news. PiszÄ™, Ĺźeby powiedzieÄ‡ Ci, co u mnie. Write soon. Napisz wkrĂłtce. Looking forward to hearing from you. Czekam z niecierpliwoĹ›ciÄ… na wiadomoĹ›Ä‡ od Ciebie. Anyway, I have to ďŹ nish now. No cĂłĹź, muszÄ™ juĹź koĹ„czyÄ‡. Well, thatâ€™s all my news. CĂłĹź, to tyle nowoĹ›ci. Do drop me a line soon. Napisz, proszÄ™, wkrĂłtce. Hope to hear from you. Mam nadziejÄ™, Ĺźe wkrĂłtce siÄ™ odezwiesz. Keep in touch. BÄ…dĹş w kontakcie. Give my regards / love to your parents / Jim. PrzekaĹź pozdrowienia / uĹ›ciski rodzicom / Jimowi. Regards, Pozdrowienia, All the best, Wszystkiego dobrego, Take care, Trzymaj siÄ™. Lots of love, UĹ›ciski.
Po imieniu postaw przecinek, lub nie stosuj Ĺźadnego znaku interpunkcyjnego.
Dear Ruth, How are you? I hope youâ€™re well and looking forward to your next holiday. I wish the school year was over so I could pack my bags and set off on a long journey. Instead, Iâ€™ve got to study for my final exams! Iâ€™m writing to let you know that I think I brought one of your shirts back with me to Poland. I must have packed it by accident. Itâ€™s a red V-necked T-shirt with a small black Levis logo on the front. I remember you wearing it when we were in London. Could you do me a favor and check if youâ€™ve taken my red shirt to Denmark with you? I had a very similar one to yours except that instead of a Levis logo on the front, there is a Wrangler one. You might have put it into your suitcase when leaving the flat. If you did, please send it to my address in Poland, and Iâ€™ll send you the one I have. Well, thatâ€™s all for now. Best wishes,
ZakoĹ„cz list potocznym zwrotem.
WRITING BANK 225
Joanna Sosnowska Danuta Gryca Jenny Quintana
Oxford Excellence for matura NEW EXAM EXTENDER Podręcznik z repetytorium do języka angielskiego
VOCABULARY AND LISTENING
USE OF ENGLISH
READING AND VOCABULARY
WRITING AND VOCABULARY
School life Zadanie prawda / fałsz
Would rather, would prefer, prefer, had better Przekształcanie zdań
Dobieranie zdań do luk w tekście Build your vocabulary
Opowiadanie (1) Learning and remembering: idioms
Health care Zadanie prawda / fałsz
Test luk sterowanych Phrasal verbs
Dobieranie zdań do luk w tekście Reacting to news
Rozprawka za i przeciw (1) Addiction: drugs
Have something done Częściowe tłumaczenie
Dobieranie informacji do miejsc Compound adjectives
Opis miejsca Adjectives to describe a place
Buying and renting a property Dobieranie informacji do osób
Życie rodzinne i towarzyskie
Family life Dobieranie informacji do osób
Other(s), the other(s) and another Test luk sterowanych
Collocations Dobieranie informacji do opisów książek
Adjectives Collocations Recenzja książki
The job market Zadanie wielokrotnego wyboru
Negative adjectives Słowotwórstwo
Expressions with ‘come’ Zadanie wielokrotnego wyboru
Rozprawka za i przeciw (2) Freelance jobs
Tourist industry Zadanie wielokrotnego wyboru
Test luk Collocations
Zadanie wielokrotnego wyboru Phrasal verbs with ‘look’
Opowiadanie (2) Driving a car
Zadanie prawda / fałsz Adjective + preposition
Rozprawka za i przeciw (3)
Szkoła s. 4
Zdrowie s. 10
Praca s. 28
Podróżowanie i turystyka s. 34
Żywienie s. 40
Zakupy i usługi s. 46
Człowiek s. 52
Kultura s. 58
Healthy eating Dobieranie informacji do osób
Banking Dobieranie informacji do osób
Inversion Przekształcanie zdań
Dobieranie zdań do luk w tekście Expressions with ‘take’
Rozprawka: wyrażanie opinii (1)
Idioms for success and failure Zadanie wielokrotnego wyboru
Reporting verbs Częściowe tłumaczenie
Dobieranie fragmentów do luk w tekście Phrasal verbs with ‘up’
Opis osoby Personality adjectives Body movement and emotions
Headlines Dobieranie rozmówców do zdań
Future perfect and future continuous Test luk sterowanych
Dobieranie informacji do opisów Build your vocabulary
Recenzja ﬁlmu Films
Sport words Zadanie prawda / fałsz
Mixed conditionals Transformacje
Zadanie wielokrotnego wyboru Compounds with ‘ever’
Opis wydarzenia (1) Sport words
Science words Zadanie wielokrotnego wyboru
Modal verbs in the past Transformacje
Zadanie prawda / fałsz
Rozprawka: wyrażanie opinii (2) Technology
Animals Dobieranie informacji do osób
Passive voice with gerund and inﬁnitive Test luk
Zadanie wielokrotnego wyboru Preﬁxes
Opis wydarzenia (2) Animal idioms
War and terrorism Zadanie prawda / fałsz
Cleft sentences Test luk sterowanych
Dobieranie fragmentów do luk Build your vocabulary
Rozprawka: wyrażanie opinii (3) Punishment
Nauka i technika s. 70
Świat przyrody s. 76
Państwo i społeczeństwo s. 76
Szkoła Szkoła 111Szkoła VOCABULARY AND LISTENING 1 Your English teacher has given you the assignment
4 In pairs, ask and answer the questions.
below. Which reaction is the closest to yours? Choose a, b, c or d.
1 Which of the things from exercise 3 are part of your school life? 2 How do you think the life of a secondary school student is diﬀerent from the life of a university student? 3 Would you consider taking a gap year before university? Why/ Why not?
‘Higher education in Poland and the UK’
EXAM TRAINING Zadanie prawda / fałsz Wskazówka What exactly do you want me to do?
How about this … or that …? And … what if I do it this way?
I know what I would like to do.
Oh no! Not another assignment.
Gdy słuchasz nagrania, nie skupiaj swojej uwagi na pojedynczych słowach. Aby poprawnie rozwiązać zadanie, często należy zrozumieć dłuższy fragment nagrania.
5 Read a fragment of the transcript of a programme about gifted students. Decide if the sentence is true or false. Use the questions below to help you. Some secondary schools have separate curricula for average students. T / F 1 Who are the school curricula for: gifted students? average students? all students? 2 Does the speaker say any separate programmes exist, or that they should be introduced ? Research into secondary schools across the country has shown that there are schools which follow their own curricula and the instruction is tailored only to meet the needs of ‘average’ students. Having separate programmes for talented individuals would create more opportunities for students of all abilities: gifted and average.
2 Work in pairs. Look back at your choice in exercise 1 and check what type of student you are. Do you agree? Why/Why not? Which learner types are most popular in your class? a High Achiever b Creative Thinker
c Gifted Learner d Bored Learner
VOCABULARY Student life 3 Complete sentences 1–10 with the correct form of
EXAM TASK Zapoznaj się z poniższymi zdaniami. 02 Usłyszysz dwukrotnie fragment powieści. Określ, które zdania są zgodne z treścią nagrania (True), a które – nie (False). Zaznacz znakiem X właściwą rubrykę tabeli.
the verbs from the box. attend assemble sign receive play sit skip hand submit cram
1 University students up for courses at the beginning of their university studies. 2 When my father was a student he never lectures. He found them fascinating. 3 Quite a high number of students in our school truant since the beginning of the school year. a master’s degree in 4 My great grandfather engineering before World War II started. his dissertation by tomorrow, he will 5 If Sam not be allowed to continue his studies. mock exams next week. 6 My class in our 7 The history teacher said we had to assignments by next Monday. extra classes after school tend 8 Students who to have better results. seems to be the worst method of studying. 9 for classes at 8.30. 10 All pupils were told to 4
1 Miss Honey taught geometry to the senior class. 2 Matilda was ahead of the rest of her form. 3 The headmistress wanted to move Matilda to a higher form. 4 During the lesson, Matilda couldn’t concentrate on geometry. 5 Miss Honey wanted to meet Matilda’s parents. 6 Miss Honey thought many parents didn’t realize they had gifted children. 7 It was Miss Honey’s wish to give Matilda individual lessons. 8 Miss Honey decided to phone the Wormwoods in the evening.
7 In pairs, answer the questions. Give reasons for your opinions. 1 Do you think gifted students should receive more attention in class? 2 Can teachers have ‘secret talks’ with a student’s parents? Why/ Why not?
GRAMMAR AND SPEAKING
USE OF ENGLISH LANGUAGE PRACTICE
3 Complete the second sentence so that it means the same as the ﬁrst, using the word given. Do not change the word given. Can you say which structure is being tested in each sentence?
Would rather, would prefer, prefer, had better 1 Decide if sentences a and b have a similar or diﬀerent meaning. Check with the rules below. 1 a I’d rather start writing the essay now. b I’d prefer to write the essay now. 2 a I prefer listening to speaking. b I’d rather listen than speak. 3 a I’d rather work on my own. b I’d rather you worked on your own. 4 a We’d better sign up for the course now. b We should sign up for the course now. Do wyrażania preferencji używamy konstrukcji would rather i would prefer, np. I’d rather go. I’d prefer to learn Spanish. Gdy mówimy o tym, że wolimy coś bardziej od czegoś innego, stosujemy prefer i would rather, np. I prefer (studying) history to biology. I’d rather study history than biology. Gdy chcemy powiedzieć, że ktoś inny woli, abyśmy coś zrobili, stosujemy konstrukcję would rather sb (+ czas przeszły), np. My mom would rather I studied more. Zwrot had better stosujemy wtedy, gdy udzielamy komuś rady. You’d better not talk so much.
2 Complete the sentences with would rather, would prefer, prefer and had better. Use the correct form of the verbs in brackets. 1 The maths teacher we (email) our homework instead of bringing it on paper. us 2 Our form teacher (not be) late for classes. 3 Ms Berry, can I skip the test tomorrow? not! You (study) on my own to (do) homework 4 I with a friend. (not tell) her parents what she scored in 5 Mary physics. the students (not wear) 6 The head teacher jeans to school ceremonies. (live) in a dormitory than 7 Some students (commute) to school every day. (take) more time to think this question over. 8 You
EXAM TRAINING Przekształcanie zdań Wskazówka W zadaniu polegającym na przekształceniu zdań sprawdzana jest znajomość struktur leksykalno-gramatycznych. Na podstawie wyrazów podanych w nawiasach postaraj się rozpoznać, jaka to struktura.
I’d rather sign up for extra classes than fail the test. (SIGNING) I prefer signing up for extra classes to failing the test. Structure tested: ‘prefer doing sth to doing sth’ 1 You should leave for school now or you’ll be late. (HAD) You for school now or you’ll be late. Structure tested: 2 I would like you to be punctual. (RATHER) punctual. I would Structure tested: 3 There aren’t many male teachers who teach in primary school. (FEW) male teachers who teach in There primary school. Structure tested: 4 We had less homework last year but now we have a lot. (USED) have less homework last year We but we have a lot now. Structure tested:
EXAM TASK Uzupełnij każde z niedokończonych zdań tak, aby zachować znaczenie zdania wyjściowego. Wykorzystaj wyrazy w nawiasie w niezmienionej formie. Nie zmieniaj również podanych fragmentów zdań. Wymagana jest pełna poprawność ortograﬁczna. 1 Somebody is marking your examination papers right now. (MARKED) Your right now. 2 My parents would prefer me to study medicine abroad (RATHER) medicine abroad. My parents 3 ‘Congratulations,’ said the teacher to Sheila. ‘You received the highest score in the test.’ (RECEIVING) the highest score in The teacher the test. 4 I am sure Martin wasn’t cheating in the examination. (BEEN) examination. Martin 5 I advise you to concentrate on your coursework now. (HAD) now. You 6 Josh left Oxford when he graduated. (LIVING) he graduated. Josh 7 Miss Lindsay is too impatient to teach small children. (NOT) small children. Miss Lindsay 8 People think Mr Cadloﬀ studied at the military academy. (THOUGHT) at the military academy. Mr Cadloﬀ 9 If you have more practice, you’ll remember more of what you have learnt. (MORE) what you have learnt. The 10 ‘Friday is the latest I’ll hand in my essay,’ Steve promised. (BY) Friday. Steve promised he
READING AND VOCABULARY 1 Work in pairs. Which questions refer to a comprehensive school and which refer to an independent school? Write (C) or (I). Which school: a is ﬁnanced through taxes? b requires a fee? c is referred to as ‘public’? d is often a boarding school? e takes children from a wide range of abilities? f do the boys in the photo attend?
EXAM TRAINING Dobieranie zdań do luk w tekście Wskazówka Rozpocznij od przeczytania całego tekstu. Następnie przeczytaj każdy akapit i zastanów się, jaka jest jego główna myśl.
2 Read the ﬁrst paragraph of the article below, ignoring the gaps. Which sentence best sums up its main idea? Choose A, B or C. A Manhattan Comp is not what it seems at ﬁrst sight. B The students who attend Manhattan Comp make friends there. C The school building looks frightening.
The first impressions are rather menacing. Visitors must sign in and show identification before being allowed into the building. 1 But what a deceptive first impression. Manhattan Comprehensive Night High School may be the friendliest, most caring institution in all of New York City. A last resort for many of its students, it is their best chance to turn their lives around, and make friends in the process. Manhattan Comp, as it’s called, is the first full-time night high school in America.
Until now, night education programs for dropouts only provided the basics and then awarded an The students equivalency certificate. 2 receive an academic diploma, which they say is more helpful in getting a job than an equivalency certificate. More than sixty percent of Manhattan Comp’s students go on to college.
High school is compulsory until the age of sixteen in America, but many students drop out, either before or after they reach sixteen, and before receiving their high school diplomas.
3 What is the main idea of the second paragraph? Share your ideas with a partner. 4 Choose the best sentence A−D to complete gaps 1−2 in the article in exercise 2. There are two extra sentences which you do not need to use. A But now, Manhattan Comp offers the total high school experience, complete with a ‘lunch’ break, physical education and clubs. B The principal greets students by name, asks about their families or jobs and jokes with them about the lack of variety in the school cafeteria. C Most students already have some academic credits from previous schools, so instead of the normal four years in high school, they spend, on average, between six months and two years at Manhattan Comp. D Such tight security gives one the feeling of entering a prison or some other dangerous place.
READING AND VOCABULARY
EXAM TASK Przeczytaj poniższy tekst, z którego usunięto sześć zdań. Wstaw zdania oznaczone literami A−G w luki 1−6 tak, aby powstał spójny i logiczny tekst. Jedno zdanie nie pasuje do żadnej luki.
VOCABULARY Build your vocabulary 6 Choose the correct word to complete the sentence. Then, check with the text in the exam task.
Nul points for frills, mais regardez les résultats
A class of studious 15-year-olds is sitting silently as the maths teacher, dressed in a white coat, a piece of chalk in her whitegloved hand, writes equations on the board. The children, all with neatly brushed hair and not a piercing in sight, dutifully copy down the work, 1 This, however, is not a normal school. It’s the French Lycée, to which Madonna sends her children Lourdes and Rocco. Despite her admiration for anything English, it was this French-style education that she chose. The Lycée Français is a huge nursery-to-university school that educates more than 3,500 pupils from 50 countries. 2 Unlike state schools in Britain and France, the Lycée is not free, even to French nationals. Parents generally pay £955 a term. The school is located in South Kensington, its pupils mostly have university-educated parents, and many are evidently affluent. 3 To the British observer, it’s not immediately obvious why. There are no playing fields, no theatre, no music rooms. The library is overcrowded, the class sizes over thirty. 4 And yet it produces outstanding results. For André Becherand, the headteacher, achievement comes from motivation and hard work. Lessons start at 8.40 a.m. and often don’t finish until 6 p.m. Then there’s homework: six hours a week from age six (including learning poetry by heart), ten hours between ages eleven and fifteen, and fifteen hours in the final two years. 5 Andréa Duras is a French woman who has taught in London comprehensive schools for fifteen years. She sent her son, Nicolas − who is now doing his A-levels − to the Lycée when he was three. ‘I was quite determined he’d never go to a British school. In the French system, I don’t think you’ll find a seven-year-old who doesn’t know how to present his work. 6 When I first started teaching, I felt that kids in English schools were happier, but I’m not convinced any more. They’re naughtier, but not necessarily happier. They don’t get the self-confidence that comes from knowing things, having power over their language and being able to express it. My son has perhaps had less of a childhood, but his education has prepared him better for the outside world.’
A For those who don’t work, there’s the threat of re-sitting the year. B The Lycée shrugs its shoulders at IT and business studies, neither of which is taught. C This is not a scene from a 1940s movie, but a secondary class in a London school. D The sanctions that exist in English schools are diﬃcult to implement. E Like a British comprehensive, it is busy and noisy, but there the comparison ends. F But living locally is not a requirement, and pupils travel from all over London. G In London, I see kids all the time who can’t write on lines or use a ruler.
The school produces outstanding outcomes / repercussions / results / consequences. Which of the words above means: a a thing which is caused or produced by something else? b what comes out of a meeting, discussion, event, etc., especially when we don’t know what to expect? c eﬀect of an action or set of conditions, usually bad? d an indirect eﬀect, usually bad, of an action that continues for some time?
7 Complete sentences 1–6 with the words from exercise 6 in the correct form. 1 The end of Bob’s hard work was a place in law school. 2 Seth’s decision to change school had serious for his exam results. 3 He failed as a of his laziness. 4 The students waited a week to hear the of the negotiations with the head teacher. In the end, they were allowed to organize a Halloween party. 5 The frequent absenteeism of our chemistry teacher may have serious for our knowledge and skills in the future. 6 I knew how to answer most of the questions on the test. I am conﬁdent of a positive .
8 In pairs, take it in turns to ask and answer the questions. 1 Do you get nervous about test results? Why/Why not? 2 At what age are people ready to accept the consequences of their decisions? 3 What do you think will be the outcome of the Matura in your school this year? 4 Are there any repercussions in your school for students who misbehave?
9 Work in pairs. Choose one topic each and plan what you want to say. 1 Independent schools oﬀer better education and facilities. 2 Attending a school abroad can enhance your future career. 3 IT and business studies are more important for students’ development than PE. 4 Achievement comes mainly from motivation.
Student A: Tell your partner what you think. Student B: Agree or disagree. Then, swap roles.
WRITING AND VOCABULARY 1 Work in pairs. Describe the photos. Then tell each other about an unfortunate event that has happened at school recently.
EXAM TRAINING Opowiadanie (1) Wskazówki rozpoczęciem opowiadania zawsze zaplanuj jego t Przed fabułę. tego, aby treść twojego opowiadania była zgodna t Pilnuj z poleceniem. właściwych wyrażeń łączących zdania t iUżywaj akapity. Pamiętaj o tym, że interpunkcja podlega ocenie, więc staraj t się poprawnie stosować znaki interpunkcyjne. Zachowaj szczególną czujność wtedy, gdy cytujesz słowa bohaterów.
2 Read the exam task and plan your story. Share your ideas with a partner. Napisz opowiadanie, w którym nieszczęśliwe zdarzenie w szkole miało pozytywne konsekwencje dla bohatera. Set the scene * Time: * Place: * People: * Describe what happened before the main event(s): Describe the main event * Details of the event: * Feelings of the people involved: End the story * Result(s): * People’s reactions: * People’s feelings:
3 Read a student’s sample answer below. Have all the elements of the task been included in the story? Choose the correct answer. 1 The event was unfortunate. Yes / No 2 The event took place at school. Yes / No 3 The result of the event was positive. Yes / No I had been studying for this test for two weeks. I don’t have a good head for figures, so this maths test was a real challenge. As if this were not enough, a neighbour had asked me to look after his dog 1 he was away in Paris. I felt exhausted. The night before the exam, I set the alarm clock for 6 a.m., with plenty of time to get ready. I was woken up by Ara’s warm tongue. I glanced at the clock − it said 7.15. ‘Oh gosh, I’m going to be late,’ I muttered. I got dressed, grabbed my bag and rushed off to catch the bus. I had 2 reached the bus stop 3 I realized I had left my notes at home. I sprinted back down the street. 4
I flung the door open, I saw Ara sitting on the floor. I couldn’t believe my eyes! The lousy creature was chewing my notes. 5 , I dashed across the hall, but the dog bared her teeth at me. ‘Give back my notes!’ I hissed with anger. 6 I grabbed hold of the notebook, I slipped and fell on the floor, unconscious. I came round 7 an hour or so. A friend was bending over me. ‘Wake up!’ he exclaimed. ‘The test has been postponed! I’ve dropped in to check what kept you at home.’ 8 , I had plenty of time to redo my notes. A week later, I passed the test with flying colours.
WRITING AND VOCABULARY
4 Complete the student’s answer in exercise 3 with the words from the box. immediately when as soon as while after ﬁnally just the moment
5 Cover the text from exercise 3 and write the missing speech and other punctuation marks in sentences 1−3. Then check your ideas against the text. 1 I glanced at the clock it said 7.15 Oh gosh I’m going to be late I muttered 2 Give back my notes I hissed with anger 3 A friend was bending over me Wake up he exclaimed
Napisz opowiadanie, w którym główny bohater otrzymuje nietypową nagrodę za swoje osiągnięcia w szkole. Wypowiedź powinna zawierać od 200 do 250 słów i spełniać wszystkie wymogi typowe dla formy wskazanej w poleceniu. Jeśli praca będzie zawierać więcej niż 300 słów, otrzymasz za jej kompozycję 0 punktów.
6 Write the missing speech marks in sentences 1−6. 1 Can you tell me what the correct answer is whispered Ania 2 Don’t be silly If we get caught cheating we will fail the test muttered Tomek 3 I’ve made it I knew I’d win shrieked Kasia excitedly 4 Leave the classroom Now the teacher yelled 5 I will never be able to ﬁnd this notebook I grumbled 6 Mr Kowalski was puzzled So you did it to please me he chuckled
7 Match deﬁnitions a−f with the highlighted verbs from exercise 6. a b c d e
give a loud high shout when you’re excited or frightened shout loudly because you’re angry, excited or frightened complain about something in a bad-tempered way laugh quietly speak in a quiet voice that is diﬃcult to hear, especially because you’re annoyed about something f speak very quietly to somebody so that other people cannot hear what you’re saying
8 Work in pairs. Use four of the highlighted verbs from exercise 6 to make captions for photographs 1–4.
Do the exam task.
10 Check your work using the list below. 1 Czy określiłeś/określiłaś czas, miejsce wydarzenia i opisałeś/opisałaś bohaterów? 2 Czy bohater opowiadania otrzymał jakąś nietypową nagrodę? 3 Czy nagroda dotyczyła osiągnięć szkolnych? 4 Czy wydarzeniu głównemu, czyli otrzymaniu nagrody, poświęciłeś/poświęciłaś najwięcej uwagi? 5 Czy opisałeś/opisałaś reakcje bohaterów i przedstawiłeś/przedstawiłaś konsekwencje zdarzenia? 6 Czy opowiadanie mieści się w limicie 200–250 słów?
VOCABULARY Learning and remembering: idioms 11 Choose the correct word to complete sentences a−i. a b c d e f g h i
It’s on the tip / end of my tongue. I learn them by heart / head. It rings a bell / familiar. I haven’t an idea / a clue. My brain / mind went blank. I have a good head for ﬁgures / numbers. It crossed my mind / head. It exercised / jogged my memory. It’s a piece of cake / bread.
12 Match questions 1−9 with the answers from exercise 11. 2
1 How long do tarantulas live? 2 The teacher asked you the simplest of questions and you still couldn’t say a thing! What happened? 3 What’s the capital of Wales? I’m sure you know it. 4 It’s amazing how fast you did all these sums! 5 Ms Kowalska, the English teacher my class had last year − she is so strict! Have you heard this name? 6 How diﬃcult is it to count from 1 to 10 in German? 7 Have you ever thought of taking extra lessons for the matura exam? 8 What do you do to remember important historical dates? 9 It’s amazing you remembered our teacher’s birthday today! How did you know it’s on St. Patrick’s Day?
Jenny Quintana Joanna Sosnowska Danuta Gryca
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Published on Apr 25, 2011
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