N - WSiPnet

Projekt ok∏adki i strony tytu∏owej
Agata Muszalska
Redaktor inicjujàcy
Ma∏gorzata Gutowska
Redaktorzy merytoryczni
Katarzyna Billip, Dorota Niewiƒska
Redaktorzy techniczni
Ma∏gorzata Chmielewska, Jolanta Dàbrowska
Weryfikacja polonistyczna
Krystyna D∏ugosz-Kurczabowa
Ilustracje
Ewa Olejnik, Marek Rona
Opracowanie planu wynikowego
¸ukasz Salski
CD
Opracowanie scenariusza nagraƒ: Josh Skjold
W nagraniu udzia∏ wzi´li: Zuzanna Ananiew, Graham Carr, Colin Hinde, Laura Kennedy, Piers Moore,
Christopher Occhicone, Josh Skjold, Magdalena Szyrmer.
Realizator dêwi´ku: Krzysztof Wawrzak
Nagrania dokonano w Studiu HARD-Record
Warszawa, ul. Kredytowa 5/7
ISBN 83-02-08994-X
ISBN 83-02-08995-8 (CD)
© Copyright by Wydawnictwa Szkolne i Pedagogiczne Spó∏ka Akcyjna
Warszawa 2004
Wydawnictwa Szkolne i Pedagogiczne Spó∏ka Akcyjna
00-965 Warszawa, Al. Jerozolimskie 136, P-9
www.wsip.com.pl
Wydanie pierwsze
Arkuszy drukarskich: 17
Sk∏ad i ∏amanie: Justyna Butrymowicz/DTP WSiP SA, Warszawa
Druk i oprawa: Olsztyƒskie Zak∏ady Graficzne SA

Spis treÊci
UNIT 1 Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
UNIT 2 Mystery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Revision 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
UNIT 3 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
UNIT 4 Belifs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Revision 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
UNIT 5 Disaster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
UNIT 6 State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Revision 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Final Matura Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Za∏àczniki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Klucz – Zeszyt çwiczeƒ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Plan wynikowy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
www.wsip.com.pl
3

UNIT 1
Society
TEMAT
GRAMATYKA
S¸OWNICTWO
WYPOWIEDè USTNA
KONWERSACJA
CZYTANIE
S¸UCHANIE
INTERAKCJA
WYPOWIEDè PISEMNA
KULTURA
MATURA
˝ycie rodzinne i towarzyskie, normy zachowania, konflikty i problemy, wychowanie dzieci, moda,
uczucia, mi∏oÊç, zadowolenie, satysfakcja
powtórzenie wiadomoÊci o czasach teraêniejszych i przesz∏ych, czas Present Simple, Present
Continuous, Past Simple, Past Perfect, porównanie czasów, emfatyczne u˝ycie do i does
cechy charakteru, osobowoÊci, wyglàd zewn´trzny, dbanie o wyglàd zewn´trzny, rodzina, uczucia,
monarchia, czasowniki frazowe z get i give
typowy model rodziny w Polsce, ucieczki z domu – przyczyny i sposób zapobiegania im, wypowiedê
na temat monarchii brytyjskiej
rozmowa na temat mody na podstawie okreÊlonych pytaƒ, rozmowa na temat pierwszego wra-
˝enia, kiedy spotykamy innà osob´
J´zyk cia∏a, Kiedy moda wyrzàdza krzywd´, Model rodziny
Niebezpieczna moda – rozmowa, ucieczka dziecka z domu – wspomnienia, wypowiedzi osób
na temat monarchii brytyjskiej
pierwsze wra˝enie, pierwsze spotkanie, moda
uciek∏em z domu – pisanie pami´tnika
Monarchia brytyjska – kwiz, dynastie w Wielkiej Brytanii
rozumienie ze s∏uchu, rozumienie tekstu czytanego, dyskusja
TEST YOUR MIND – GRAMMAR
W cz´Êci TEST YOUR MIND U sprawdzajà wiedz´ oraz umiej´tnoÊci nabyte we wczeÊniejszym toku nauki.
Ta cz´Êç pojawia si´ na poczàtku ka˝dego rozdzia∏u – zmusza U do przypomnienia s∏ownictwa oraz struktur gramatycznych,
które b´dà utrwalane, rozwijane w danej jednostce. N mo˝e zadaç wszystkie çwiczenia na poczàtku
lekcji lub jako prac´ domowà przed przystàpieniem do realizacji danej jednostki.
1 a. U pracujà indywidualnie – wybierajà odpowiedê, która najlepiej uzupe∏nia dane zdanie. Po wykonaniu
çwiczenia jeden U g∏oÊno czyta odpowiedzi, pozostali U sprawdzajà.
1. b) 2. c) 3. d) 4. a) 5. a) 6. d) 7. b)
b. U dopasowujà nazwy czasów gramatycznych do podanych struktur, zakresu u˝ycia danego czasu oraz wybierajà
przyk∏ad z cz´Êci a, który obrazuje jego u˝ycie.
USE PATTERN EXAMPLE
PRESENT SIMPLE to talk about repeated actions, everyday A. verb / verb+(e)s 5
routines, feelings, beliefs
PRESENT to talk about actions happening now, D. am/is/are + 2
CONTINUOUS temporary situations, fixed arrangements (verb+ing)
in the near future
PRESENT PERFECT to talk about actions in the past which C. have/has 3
have results in the present
+ past participle
PRESENT PERFECT to talk about actions that started in the B. have/has + been + 7
CONTINUOUS past and are still happening, we don’t (verb+ing)
use this tense with be, know
PAST SIMPLE to talk about actions that happened in the F. verb+ed / irregular past 1
definite past
form
PAST CONTINUOUS to talk about actions that were happening G. was/were + (verb+ing) 6
at a particular time in the past
PAST PERFECT to talk about past actions that happened E. had + past participle 4
before other past actions
2 U uzupe∏niajà zdania odpowiednià formà podanego czasownika. U parami sprawdzajà, czy wpisane przez
nich formy sà poprawne.
1. is having 2. learns 3. Do you believe 4. was washing up 5. have you worked / have you been
working 6. Had Jessica known 7. didn’t go, was raining 8. had, was repairing 9. was she talking
10. has never been 11. are always quarrelling 12. had never seen
4

TEST YOUR MIND – VOCABULARY
1 a. U dopasowuje podane wyrazy do definicji.
How would you describe a person who…
never tells lies
can only see one side of things
works very hard
is not easily annoyed or worried
loves being with people
does not get annoyed when something takes a lot of time
says what you want to hear not what he / she thinks
loves money and loves all kind of possessions
has managed to achieve success
loves to plan everything
truthful
narrow-minded
hard working
easy-going
sociable
patient
insincere
materialistic
successful
organised
b. U porównujà wymow´ nieakcentowanych koƒcówek -able z wymowà wyrazów table, cable i able.
c. U uzupe∏niajà krzy˝ówk´ siedmioma wyrazami, które sà antonimami wyrazów z cz´Êci a çwiczenia.
L A Z Y
U N S O C I A B L E
D I S O R G A N I S E D
I M P A T I E N T
S I N C E R E
B R O A D M I N D E D
U N T R U T H F U L
d. U pracujà parami: piszà definicje utworzonych w krzy˝ówce wyrazów.
2 a. U wybierajà w ka˝dym zestawie wyraz, który nie pasuje do pozosta∏ych. Kilkoro U czyta na g∏os wyrazy,
które wybrali i uzasadnia, dlaczego nie pasujà one do pozosta∏ych.
1 tall pozosta∏e odnoszà si´ do wagi osoby (definiujà oty∏oÊç)
2 fat pozosta∏e okreÊlajà osoby szczup∏e
3 ugly pozosta∏e sà pozytywnymi okreÊleniami urody
4 freckled pozosta∏e odnoszà si´ do w∏osów
5 high ten wyraz nie odnosi si´ do wzrostu przy opisie cz∏owieka
6 white pozosta∏e kolory mogà opisywaç kolor oczu
b. U wybierajà przymiotniki z cz´Êci a çwiczenia, które opisujà wzrost, w∏osy czy budow´ cia∏a. Dzielà przymiotniki
na trzy grupy.
1
Interaction – First impressions
1 W pierwszej cz´Êci çwiczenia U pracujà indywidualnie: odpowiadajà na pytania ankiety. Nast´pnie parami
zadajà sobie wzajemnie pytania, nie zaglàdajàc do odpowiedzi kole˝anki/kolegi. Po zakoƒczeniu çwiczenia N
mo˝e wybraç kilkoro U, aby krótko przedstawili uzyskane odpowiedzi.
2 U pracujà parami: okreÊlajà trzy typy zachowaƒ, których powinniÊmy unikaç przy pierwszym spotkaniu, a nast´pnie
U porównujà zachowania przedstawione przez pozosta∏e osoby w klasie.
3 a. b. U czytajà przymiotniki – N sprawdza, czy znajà ich znaczenie, a nast´pnie U wybierajà przymiotniki,
które odnoszà si´ do osób towarzyskich oraz takich, które nie lubià towarzystwa innych osób.
4 U przyglàdajà si´ rysunkom czterech osób i wykonujà polecenia. Przyk∏adowe przymiotniki: polite,
optimistic, sociable, stubborn, laid-back, weird, well-spoken.
www.wsip.com.pl
5

Reading – Flirtatious body language
1 U czytajà pierwszà cz´Êç tekstu i starajà si´ wywnioskowaç, jakà cz´Êç przekazywanej informacji stanowi to,
co mówimy, a jakà ton naszego g∏osu oraz mowa cia∏a. U uzupe∏niajà zdania przy wykresie.
How much of the message comes from…
what we are actually saying 7%
the tone, speed and inflection of our voice 38%
and our body language 55%
2 U pracujà indywidualnie. Czytajà drugà cz´Êç tekstu. Starajà si´ dopasowaç rysunki twarzy do krótkiej charakterystyki.
Pozostajà 2 rysunki, które nie pasujà do ˝adnego z opisów.
a) we talk to people we are not close to – Rysunek 2
b) we talk to friends – Rysunek 5
c) we start flirting – Rysunek 1
3 a. U czytajà pozosta∏à cz´Êç tekstu. Zwracajà szczególnà uwag´ na wyró˝nione s∏owa, dopasowujà s∏owa do
definicji. U sprawdzajà çwiczenie parami.
understand get the hint prefer favour
without thinking subconsciously synchronise keep in sync
personal intimate completely totally
do the same things as imitate get capture
are interested
have got your eye on
b. W ka˝dym zestawie U wybierajà w∏aÊciwe zdanie. Nast´pnie okreÊlajà, w której cz´Êci tekstu znajduje si´ odpowiedê.
1. blinking b) you blink more.
2. pointing c) without realising it.
3. blinking b) increasing your blink rate.
4. mirroring b) that we like people who are like us.
5. mirroring d) capture the spirit rather than all the gestures.
6. pointing d) point your body in their direction.
Grammar – Emphatic use of do and does
*
1 a. U czytajà zdania z u˝yciem czasowników do i does. Z podanych czterech s∏ów muszà wybraç to, które
mo˝e je zastàpiç.
A. really
b. U wybierajà zdanie, które najlepiej odpowiada na zadane pytanie. N mo˝e udzieliç dodatkowego wyjaÊnienia,
je˝eli U nie rozumiejà s∏owa emphasise.
Odpowiedê:
– when we want to emphasise that what we say is true.
*
2 U pracujà parami. Czytajà zdania. Do podanych zdaƒ muszà dopasowaç osoby, które je wypowiedzia∏y
oraz miejsca, gdzie te zdania zosta∏y wypowiedziane. N prosi kilkoro U o podanie w∏aÊciwych odpowiedzi.
I do love you. a boy to a girl on a date
He does do his homework a mother to a teacher at school
You do drive too fast. a man to his driver in a car
I do learn English. a boy to his mother at home
They do work here. a manager to a security guard in an office
*
3 a. U pracujà indywidualnie. Uzupe∏niajà podane zdania czasownikiem do lub does u˝ytym emfatycznie.
Muszà dobraç równie˝ czasownik, który najlepiej pasowa∏by do kontekstu sytuacji.
1 do believe 3 do work 5 do go
2 do like 4 do remember
b. U pracujà parami: okreÊlajà, kto wypowiedzia∏ podane zdania i starajà si´ domyÊliç, w jakiej sytuacji zosta∏y
one wypowiedziane.
6

2
Vocabulary practice – Personality and appearance
1 2 U pracujà w grupach czteroosobowych. Otrzymujà od N karteczki z opisem osób. Do podanych w ksià˝ce
zdj´ç muszà dopasowaç opisy. W ka˝dym z opisów znajduje si´ jeden b∏àd. U, który czyta opis, musi go znaleêç.
Nast´pnie, ka˝dy z U czyta swój opis pozosta∏ym osobom w grupie, a U muszà zgadnàç, do kogo odnosi si´
dany opis i jaki jest w nim b∏àd. ZA¸ÑCZNIK 1
3 U pracujà w grupach. Odpowiadajà na pytania zwiàzane z wyglàdem, wiekiem i cechami osobowoÊci. Nast´pnie
U z dwóch grup porównujà swoje odpowiedzi dotyczàce zdj´ç.
Interaction – A most tyrannical mistress
*
1 a. U pracujà indywidualnie. Starajà si´ okreÊliç, czego dotyczy cytowany artyku∏. Uzupe∏niajà go jednym
s∏owem. N prosi kilkoro U o podanie swoich odpowiedzi dla sprawdzenia.
Odpowiedê: FASHION
b. U pracujà parami: wybierajà dwa akapity i t∏umaczà je na j´zyk polski. U mogà korzystaç z zamieszczonego
w podr´czniku s∏owniczka. Po zakoƒczeniu çwiczenia kilkoro U czyta swoje t∏umaczenie w j´zyku polskim.
c. U pracujà indywidualnie: podkreÊlajà te cz´Êci artyku∏u, z którymi si´ zgadzajà. N prosi kilkoro U o przeczytanie
tych cz´Êci. U mogà wybraç t´ cz´Êç, z którà zgadza si´ ca∏a grupa.
d. U parami zastanawiajà si´, co autor artyku∏u chcia∏ przekazaç w poni˝szych stwierdzeniach. N prosi kilkoro
U o przeczytanie swoich sugestii.
“…She makes people visit when they would rather stay at home…” – fashion makes people do things they don’t
want to do.
“…husbands, wives, fathers, mothers, sons and daughters, servants, black and white, voluntarily have become
her obedient servants and slaves…” – everyone is influenced by fashion.
e. U pracujà indywidualnie: wybierajà te cz´Êci cytatu, które odnoszà si´ tylko do lat 50. XIX wieku i nie sà ju˝
aktualne. U czytajà te cz´Êci na g∏os dla porównania z innymi.
*
2 a. U dobierajà sobie dwie osoby, z którymi b´dà wykonywaç zadanie. Muszà zdobyç okreÊlone w çwiczeniu
informacje. Kilkoro U przedstawia swoich rozmówców.
b. U pracujà w tych samych grupach. Ich zadaniem jest uzyskanie informacji na podane pytania. U muszà równie˝
okreÊliç, czy ich rozmówcy sà „niewolnikami mody”. U podajà dwa, trzy zdania uzasadniajàce swój osàd.
Reading and listening – A fashion victim
1 U czytajà szybko trzy cz´Êci artyku∏u i dopasowujà nag∏ówki do poszczególnych akapitów. N sprawdza poprawnoÊç
wpisanych nag∏ówków.
*
2 U czytajà tekst jeszcze raz. Uzupe∏niajà go s∏owami z apli – definicje tych s∏ów sà w tekÊcie zapisane kursywà.
PART 1 Time to hit the nail on the head
(1) manicured (2) encounter (3) undesirable (4) nail matrix (5) penetrate (6) nail hardeners (7) split
PART 2 Don’t live to dye another day
(8) rash (9) blisters (10) dye
PART 3 Maxi injury in a mini
(11) hazard (12) injure
*
3 U pracujà indywidualnie: zapisujà odpowiedzi na pytania, kilkoro U czyta zapisane pytania.
1. Fungal infections. 2. They can make the nail lift off the nail bed. 3. They can cause rash and blisters.
4. Women can injure their back or sprain their ankle. 5. Women wearing mini skirts in the cold are likely to
grow a thicker layer of fat and cellulite on their legs.
4 U1T1 U s∏uchajà nagrania – rozmowy pomi´dzy dziennikarzem i ekspertem od spraw mody. Zaznaczajà te
wyra˝enia, o których jest mowa w nagraniu: high heels, pointed-toed shoes, handbags
www.wsip.com.pl
7

unit 1 tapescript 1
Journalist: Welcome to our programme Fashion Weekly. Today we’re going to talk about dangerous fashion. Can fashion be
dangerous anyway This is the question we will be posing today to Prof. Melanie Foster.
Prof. Foster: Good afternoon. Today I’d like to talk about high heels and handbags as they are the most controversial items
nowadays.
J: Do you mean women can die because of high heels
Prof.: Maybe not die but suffer – it’s a much better word.
J: But they used to be so fashionable and sexy…
Prof.: And they are… High heels give you instant sex appeal – they make you taller, give the illusion of longer calves, and push
your pelvis out. But in the long run, they can leave you in pain, with corns on your feet, shorter calves and back problems.
J: Really
Prof.: Humans were designed to walk on a flat surface. On heels, the surface area is decreased. Your walking pattern is dramatically
abnormal. The average person takes 10,000 to 15,000 steps a day. Now imagine doing that on your toes. High heels throw the
weight forward. The back is arched and the knees are locked to compensate for the body leaning forward. The higher the
heels, the greater the weight is thrown to the front. There is also greater pressure on the knee-caps as they are in a constantly
bent position.
J: What about pointed-toed shoes
Prof.: Pointed-toed shoes can end up squeezing toes together. It is also easy to develop corns since the toes are rubbing together.
J: You’ve also mentioned bags. What’s wrong with handbags
Prof.: Some handbags can damage not just your bank accounts but your shoulders, too. A bag stuffed with your 170-g PDA,
215-g mobile phone, 500-g wallet, makeup pouch, vitamin box and numerous keys, can add up to a great burden on your
shoulder muscles and arms. Dr Chang Haw Chong says that chronic stress, and tightness in the neck and shoulder muscles
can result if shoulder bags are carried on the same shoulder every day.
J: What shall we do then to prevent such suffering
Prof.: Doctors advise women not to overload their handbags. Carry only the essentials. But if the essentials end up weighing
a tonne, avoid carrying the bag on one shoulder. Alternatively, use a backpack-style bag so that the weight is more evenly
distributed between both shoulders.
J: I hope as a result our listeners will change their high heeled shoes and bags. Thank you very much for the conversation. Next
week in our programme we will be talking to…
5 U1T1 U s∏uchajà rozmowy po raz drugi. W podanych zestawach zdaƒ wybierajà t´ odpowiedê, która jest niepoprawna.
Kilkoro U czyta swoje odpowiedzi – pozostali U sprawdzajà.
1. a. 2. c. 3. b. 4. d.
*
6 U1T1 U czytajà zdania i uzupe∏niajà je dwuwyrazowymi wyra˝eniami. Jeden wyraz z ka˝dego wyra˝enia
zosta∏ podany na apli. U s∏uchajà rozmowy po raz trzeci, aby sprawdziç poprawnoÊç wpisanych wyra˝eƒ.
1. long run 2. flat surface 3. walking pattern 4. bent position 5. squeezing toes 6. shoulder muscles
7. evenly distributed
Speaking and grammar practice – Fashion rules!
1 a. b. c. d. U pracujà parami. W pierwszej cz´Êci çwiczenia wpisujà czasowniki w nawiasie w odpowiedniej
formie czasu Present Simple lub Present Perfect. Nast´pnie podkreÊlajà pytania, które mogliby zadaç tylko kole˝ankom.
U odpowiadajà na pytania, po czym zadajà je drugiej osobie. W ostatniej cz´Êci çwiczenia U przedstawiajà
informacje, które uzyskali o danej osobie.
1. Have you ever dyed your hair
Do you know anyone who has
What do you think – does dyeing help
2. Have you ever painted your fingernails
Do you know anyone who has
Do you like it when girls paint their fingernails
3. Do you think that girls should wear mini skirts to exams or job interviews
Why / Why not
4. Do you think that high heeled shoes are sexy
Do you wear them
Do you know anyone who does
Are they comfortable
Why do women wear them
5. Do you often carry a heavy bag on your shoulder or do you carry a backpack
Which one is better to carry
6. Have you ever worn anything that wasn’t really comfortable
Why / Why not
8

7. Do you wear a hat when it’s freezing or do you think hats are for children
8. Do you buy clothes that are uncomfortable but your friends say you look nice in them
2 U pracujà indywidualnie. W podanych zdaniach poprawiajà b∏´dy tam, gdzie jest to konieczne.
1. correct
2. What you doing I’m putting on my skirt. What are you doing
3. How long are you waiting for me Half an hour. How long have you been waiting for me
4. I think she’s fancying you. Really! she fancies
5. correct
6. I have been having my camera for two years now. have had
7. correct
8. correct
9. Where she buys all her clothes Where does she buy
10. correct
Speaking and reading – When fashion hurts
1
U pracujà parami. Przyglàdajà si´ rysunkom i odpowiadajà na pytania.
2 U czytajà krótkie informacje, ka˝da informacja jest zwiàzana z jednym obrazkiem. Zadaniem U jest dopasowanie
obrazków do poszczególnych informacji. Zastanawiajà si´, jakie nowe informacje sà zawarte w tekÊcie
(oprócz tych, które zosta∏y ju˝ wczeÊniej omówione w trakcie odpowiedzi na pytania).
Scarf 2 Corsets 3 Metal rings 4 Clay rings 1
3
Vocabulary practice – Family
1 U pracujà indywidualnie: szukajà nazw cz∏onków rodziny, które zosta∏y zdefiniowane. Wybrany U czyta wyrazy,
aby pozostali sprawdzili poprawnoÊç çwiczenia.
your mother’s mother grandmother your father’s brother uncle
your sister’s son nephew your husband’s / wife’s mother mother-in-law
your brother’s daughter niece
2 U pracujà indywidualnie – czytajà tekst i uzupe∏niajà go podanymi na apli wyrazami. U parami sprawdzajà
poprawnoÊç wykonanego çwiczenia. N podkreÊla, ˝e niektóre z podanych s∏ów wymagajà zmiany.
Poprawna kolejnoÊç wpisywania wyrazów:
only child, widower, stepmother, got engaged, got married, match, settled down, brought up, twins, parentsin-law.
3 Przed wykonaniem çwiczenia N sprawdza, czy U znajà znaczenie podanych s∏ów. U mogà wykonaç çwiczenie
w grupach trzyosobowych. Zastanawiajà si´, które z podanych wyrazów sà zwiàzane ze szcz´Êciem rodzinnym,
a które nie zapewnià szcz´Êcia rodzinnego. N prosi przedstawicieli grup o podanie opinii grupy.
love + sympathy + hatred – respect + fear –
reliability + honesty + envy – aggression – kindness +
Reading – The changing shape of the nuclear family
1 U czytajà tekst samodzielnie: okreÊlajà, czy podane zdania sà prawdziwe, czy fa∏szywe.
1. T 2. F 3. T 4. T 5. F 6. T
2 U pracujà parami: przyglàdajà si´ wykresom, zastanawiajà si´, które z nich odnoszà si´ do tekstu. U powinni
znaleêç w tekÊcie te fragmenty, które opisujà dany wykres.
A Currently only 40% of families are made up of dependent children and a married couple, while 30% of married
couples in Australia don’t have children, and 13% are single parent families.
C Overall the size of households is also declining from 4.6 people in 1911 in every home to 2.7 in 1992.
3 U pracujà parami: odpowiadajà na pytania zwiàzane z rodzinà, kilkoro U prezentuje odpowiedzi swoich
partnerów.
www.wsip.com.pl
9

Listening and grammar practice – When my son ran away...
N powinien zwróciç uwag´ U na ró˝nice w pisowni i wymowie wyst´pujàce w brytyjskiej i amerykaƒskiej odmianie
j´zyka angielskiego. W podr´czniku teksty amerykaƒskie zosta∏y oznaczone symbolem flagi amerykaƒskiej.
1 U pracujà w grupach trzyosobowych, odpowiadajà na pytania zwiàzane z ucieczkà dziecka z domu. Przedstawiciele
grup przedstawiajà opinie grupy.
2 U1T2 U pracujà indywidualnie: s∏uchajà pierwszej cz´Êci nagrania, odpowiadajà na pytania.
unit 1 tapescript 2
Emergency Service: Nine-one-one emergency services, where can we direct your emergency call to
Woman: My son is missing.
ES: Is it a possible abduction or a runaway
W: It’s a runaway. He escaped, I mean, took off from camp in the Idaho country just outside of Boise. He’s been gone 5 hours.
The camp counsellors are on his trail, but it looks like now that it is more than a little adventure. He has hitched a ride with
a trucker and he says he won’t be coming home.
ES: Idaho. Correct, mam
W: Yes, Idaho.
ES: You’ve had contact, correct mam
W: Yes, he called and told me he was at a truck stop and would be leaving soon with a trucker. And when I pleaded... I pleaded,
he said he won’t be coming back soon. His voice was shaking, he was scared, I know he is scared. He said he was going to
experience real life, and not some caged up monkey life, like in that zoo of a camp. He is only fifteen years old...
ES: OK, mam. I know this is difficult, but please try to calm down and describe your son, we are alerting the state patrol. The more
detailed description the better. Now could you tell me what he was wearing...
What has happened Somebody has escaped.
Who is missing The woman’s son.
How does the woman feel Scared and nervous.
3 U indywidualnie dopasowujà wyrazy (wyra˝enia) do podanych definicji, nast´pnie parami zastanawiajà si´,
do kogo odnoszà si´ podane wyra˝enia.
CHILD / MOTHER overwhelmed having too many emotions to deal with at one time
CHILD life-or-death consequences when a situation could end in death
CHILD / MOTHER keep in touch when people remain in personal communication with one another
CHILD exhilarated
being extremely excited
CHILD newfound freedom
a feeling of previous boundaries and rules being lifted
POLICE pinpoint the location to find out where a person or an object is
POLICE to scour
to search an area thoroughly
CHILD to use pay-phones
to use a public telephone
POLICE to pin down
to find an exact place or solution
MOTHER uncertainty
a state of not being sure
4 U1T3 U s∏uchajà nagrania, uk∏adajà wydarzenia w odpowiedniej kolejnoÊci. Nast´pnie w grupach trzyosobowych
sprawdzajà kolejnoÊç – je˝eli pojawià si´ ró˝ne wersje, U mogà pos∏uchaç nagrania jeszcze raz.
unit 1 tapescript 3
At 7: 45 pm in August 1996, I received a call that began every parent’s nightmare. My 15-year-old son Mark had run away
from camp. He had slipped away from his camp in the Idaho desert and was apparently wandering lost in the wilderness.
For the next few hours, I paced the family room, my heart in my throat, wishing for the phone to ring. Finally, I got the call
from Idaho. He had been noticed at a truck stop in a nearby town. He had managed to walk ten miles in the darkness, then had
stolen a bike to get to the nearest town.
Half an hour later the phone rang again. At the sound of my son’s voice, I felt such a rush of emotions I could barely speak.
The thought that the phone call could literally have life-or-death consequences for my son, overwhelmed me. He told me about
his “escape”. From the truck stop, he had hitched a ride with a trucker. No, he wouldn’t tell me where he was, but he wanted to
let me know he was safe, that he loved me, and that he would keep in touch. He sounded both exhilarated by the adventure and
his new found freedom, and scared to death of the uncertainty of his situation. I listened to everything he said and tried to convince
him to go back to Idaho or to come home. After fifteen minutes, he said he had to hang up because the truck driver was ready to
go, but that he would call me again soon.
I immediately rang the staff in Idaho to let them know I’d heard from my son. Then, realizing that he was using the calling
card I’d given him, I contacted the customer service representative. Calling up the last few calls made on my account on her screen,
she was able to pinpoint his location to a public phone in a small town about three hours from the camp in Idaho. I quickly passed
10

the information on to the staff in Idaho, and two of the men raced off to try to find him. Hours later, they called back to let me
know they had scoured the town, but hadn’t found any trace of my son.
During the next few days, my son called me several times to let me know he was still okay. With the help of the calling card
system representative, I was able to follow his route west to Portland, Oregon.
In Portland again the calling card people were able to let me know what areas he had called from. Unfortunately, the numbers
were never private phone numbers, but always pay-phones located in different parts of the city. My son kept moving, and although
I was so grateful for his calls, which let me know he was still alive, I realized that I was probably not going to be able to pin him
down to any location.
Although he always talked as though his life was an exciting adventure, sometimes the emotion in his voice betrayed him, I felt
he missed me. I always tried to say just the right words that might bring him back home, or at least would encourage him to keep
in touch with me.
In October 1996 I got a call in the middle of the night. This time it was from the Portland Police Missing Persons’ Office. The
police had picked up my son for loitering. Did I want them to hold him For me, happiness was hearing that my son had been
arrested because for the first time in weeks, he was safe.
That was five years ago. These days my son lives the typical life of a college student not far from his home. He limits his traveling
adventures to his computer and his Internet connection. Although he undoubtedly has many stories to tell of his time as a runaway,
when I ask if he wants to add his story, he declines saying only that he would rather forget that time in his life. And I certainly
won’t argue with that.
KolejnoÊç wpisywania cyfr w kratki: 1, 8, 10, 5, 4, 6, 7, 3, 2, 9.
5 U pracujà indywidualnie: uzupe∏niajà zdania, wykorzystujàc podane wskazówki. N prosi o zrobienie pierwszych
dwóch przyk∏adów, sprawdzajàc, czy U u˝ywajà czasu Past Perfect. Je˝eli pojawiajà si´ inne wersje, N zwraca
uwag´, ˝e podane czasowniki powinny byç u˝yte w∏aÊnie w tym czasie.
1. The woman received a call from the camp after her son had run away.
2. The woman received a call from Idaho after her son had been noticed at a truck stop.
3. Before the woman rang the staff in Idaho her son had called.
4. Mark hitched a ride with a trucker after he had walked ten miles.
5. Mark used the phone card that his mother had given him.
6. Mark’s mother was happy that her son had been arrested.
6 U1T3 U uzupe∏niajà tekst odpowiednimi formami czasownika w czasach przesz∏ych. U s∏uchajà pierwszej
cz´Êci nagrania i sprawdzajà poprawnoÊç wpisanych form.
7 U pracujà indywidualnie: czytajà kilka pytaƒ i odpowiedzi i poprawiajà zauwa˝one b∏´dy gramatyczne.
1. What time had you received a phone call did you receive
I think it was about 7.45.
___________
2. When did you ring the staff in Idaho ___________
I had rang them immediately to let them know my son had phoned me. rang
3. Did you give him a phone card before he went to the camp Had you given
Yes, I did.
had
4. What did he tell you on the phone ___________
He told me he has hitched a ride with a trucker.
had
Vocabulary practice – Feelings 1
1 a. U pracujà indywidualnie: uzupe∏niajà tabel´ przymiotnikami. U mogà korzystaç ze s∏owników w trakcie
wykonywania çwiczenia. N mo˝e narysowaç tabel´ na tablicy, a U uzupe∏niajà poszczególne wiersze.
irritate irritated irritating
worry worried worrying
relax relaxed relaxing
satisfy satisfied satisfying
overwhelm overwhelmed overwhelming
embarrass embarrassed embarrassing
humiliate humiliated humiliating
depress depressed depressing
excite excited exciting
frighten frightened frightening
www.wsip.com.pl
11

. U pracujà indywidualnie. Uzupe∏niajà zdania odpowiednimi formami s∏ów podanych obok zdaƒ. N mo˝e poprosiç
kilkoro U o napisanie s∏ów na tablicy.
1. exciting 2. annoying 3. irritated 4. embarrassed 5. humiliated 6. satisfied 7. relaxing
8. worrying 9. frightened 10. overwhelming
*
2 a. U pracujà w grupach: czytajà podane s∏owa, N sprawdza, czy U znajà znaczenie s∏ów. Zadaniem U jest
okreÊlenie, czy podane wyrazy sà przymiotnikami, czy rzeczownikami. U mogà skorzystaç ze s∏owników, aby
znaleêç rzeczowniki odpowiadajàce podanym przymiotnikom i na odwrót.
A anxious N delight N happiness A tense
A guilty N grief N hope A grateful
b. U pracujà parami: czytajà przedstawione sytuacje, po czym próbujà wybraç wyraz, który najlepiej okreÊla
uczucia, jakie towarzyszy∏yby im w danej sytuacji. U mogà mieç ró˝ne koncepcje, jeÊli chodzi o uczucia, N prosi
o wykorzystanie wyrazów z poprzednich çwiczeƒ.
1 delight, happiness 2 happiness 3 hope 4 tense 5 anxiety (anxious) 6 guilty (guilt) 7 grief
8 grateful
Writing – I’m a runaway
Podane çwiczenie jest podsumowaniem ca∏ej cz´Êci. N mo˝e zadaç je jako prac´ domowà. Zadaniem U jest napisanie
pami´tnika: U wcielajà si´ w postaç uciekiniera, którego poznali w poprzednich cz´Êciach. N podkreÊla,
˝e w pami´tniku muszà znaleêç si´ elementy podane w çwiczeniu.
4
QUIZ – How much do you know about the British monarchy
1 U pracujà parami: rozwiàzujà kwiz dotyczàcy monarchii w Wielkiej Brytanii. N zadaje pytania ca∏ej klasie
dla sprawdzenia poprawnoÊci odpowiedzi. åwiczenie mo˝na przeprowadziç w formie konkursu. Zwyci´˝a ta
para, która odpowie poprawnie na jak najwi´kszà liczb´ pytaƒ.
1. b) 2. a) 3. c) 4. b) 5. c) 6. b) 7. a) 8. c)
2 Zadaniem U w çwiczeniu jest u∏o˝enie w odpowiedniej kolejnoÊci nazw dynastii panujàcych w Wielkiej Brytanii.
1. Saxons 2. Normans 3. Plantagenets 4. House of Lancaster 5. House of York 7. Tudors
8. Stuarts 9. Hanoverians 10. Saxe-Coburgs 11.Windsors
3 U pracujà indywidualnie: dopasowujà imiona w∏adców do lat panowania i wydarzeƒ. U sprawdzajà çwiczenie
w grupach, nast´pnie ca∏à klasà z N.
William the Conqueror 1066–1087 won the battle of Hastings (1066)
Henry II 1154–1189 had a quarrel with Thomas ∫ Beckett
Henry VI 1422–61, 1470–71 came to the throne aged nine months
Henry VIII 1509–1547 had six wives, broke off relations with the Pope by the Act of
Supremacy
Elizabeth I 1558–1603 ruled the country for 45 years, defeated the Spanish Armada
Victoria 1837–1901 became Empress of India, introduced the Education Act
Edward VIII 1936 (Jan.–Dec.) gave up the throne in order to marry a divorced woman
Listening – The British monarchy – Off with its Head or Long live the Queen
1 U pracujà parami: zaznaczajà zdania, z którymi si´ zgadzajà. Nast´pnie porównujà swoje opinie z opinià
innych par. N mo˝e poprosiç kilkoro U o podanie opinii innych par.
12

2 a. U pracujà indywidualnie: dopasowujà zdania do osób, które je wypowiedzia∏y.
unit 1 tapescript 4
Joel Andrews-Lowestoft – construction worker
To be quite honest it wouldn’t matter to me if the royal family packed up and moved out tomorrow, but my mum would be
devastated. When we were young, she was always talking about the queen this and the prince that. I suppose it makes us Britons
unique, still having royalty and all that. Not to mention how the whole world mourned when the Princess was killed. Guess the
world would be a little let down if we got rid of them.
Sophie Hartshorne – Independent marketing consultant – Cambridge
Impossible. We have always had the monarchy and always will. The queen is a living symbol of the nation and has always served
her civil duties with dignity and prestige. It is the last vestige of governance that stands above politics and has held our great nation
together by representing all races, creeds, classes, and political beliefs. Our monarchs can also be involved in a wide range of issues
forbidden to politicians such as promoting the ethics of high culture that make up the true identity of our great land.
Ahmed Al Khamani – Insurance claims adjuster – Greenwich
Don’t we live in a democracy As a second generation Briton, I, for all practical purposes, respect the history of the monarchy,
but if we are to live in a modern “classless society” where everyone has the same rights, isn’t it a little hypocritical for us to have
a queen who was born into the privilege of ruling over her “subjects” To be quite honest, I get a little tired of hearing about every
step they make, I wonder if they don’t feel the same.
Keith Farrington III – Independently wealthy international leisure seeker – London
Long live the Queen and everything the royals stand for: decency and good breeding. They should be an example to us all, if only
we all took the time to follow them. I, for one am a slave to tradition. I have all of my wardrobes fitted according to royal standards
seasonally. From tea to travel, only the best. If only those lower members of society had the sense to make do with living within
their means and yet live according to a higher aesthetic lifestyle such as those in my circles and the royals, which I might add are
often times one and the same.
Which of the speakers...
... thinks the monarchy makes the British people unique. Joel Andrews-Lowestoft
... is a slave to tradition. Keith Farrington
... says the Queen stands above politics. Sophie Hartshorne
... is a little tired of hearing about every step the Queen makes. Ahmed Al Khamani
... admires the Queen and everything the royals stand for. Keith Farrington
... says that the Queen is a living symbol. Sophie Hartshorne
b. U pracujà w grupach trzyosobowych: przedstawiajà osob´, której poglàdy sà im najbli˝sze. Uzasadniajà swój
wybór. Kilkoro U prezentuje poglàdy innych osób.
*
3 a. U czytajà wyrazy i dopasowujà je do podanych definicji. Nast´pnie N prosi kilkoro U o podanie prawid∏owych
definicji – pozostali sprawdzajà.
duties something you have to do in your job
dignity the sense of your own importance and value
beliefs religion
creeds views on e. g. political or religious matters
prestige if you have it, you are admired and respected
issues important subjects
vestige a small part of something that used to be larger or more important
identity the characteristics that distinguish you from other people
governance the way in which a country is governed
ethics moral beliefs and rules about right and wrong
b. U1T4 U uzupe∏niajà tekst wyrazami z cz´Êci a. Nast´pnie s∏uchajà wypowiedzi, aby sprawdziç poprawnoÊç
wpisanych wyrazów. Patrz unit 1 tapescript 4.
PHRASAL VERBS FOR MATURA
GET
1 a. U ∏àczà czasowniki frazowe z get z ich odpowiednikami.
1. get back e) move away
2. get on with c) have good relationship with
www.wsip.com.pl
13

3. get away with a) not be punished for something
4. get over d) recover from
5. get to b) manage to
b. U ∏àczà czasowniki z miejscami i Êrodkami transportu. U sprawdzajà çwiczenie parami.
get in, get out car, room
get on, get off bus, train, plane, tram
2 U poprawiajà podane zdania.
1. You did so many bad things, pal, you can’t just get on with them. get away with
2. Get in this bus. Get on
3. How are you getting to with your parents getting on
4. Finally, I got in speak to the Headmaster about the problem. got to
GIVE
3 U ∏àczà czasowniki frazowe z get z ich odpowiednikami. U sprawdzajà çwiczenie parami.
1. give in d) surrender 4. give out e) distribute
2. give up b) stop 5. give off c) emit
3. give away a) betray
4 U1T5 U s∏uchajà nagrania i uzupe∏niajà zdania odpowiednimi czasownikami frazowymi z listy. Kilkoro U czyta
zdania na g∏os.
unit 1 tapescript 5
1. She betrayed us!
2. Ugh! What’s emitting such a bad smell
3. OK, I surrender, I don’t know the answer.
4. They were distributing those leaflets yesterday.
5. I don’t wanna be fat. I stopped eating chocolate!
1. She gave us away!
2. What’s giving off such a bad smell
3. OK, I give in, I don’t know the answer.
4. They were giving out those leaflets yesterday.
5. I gave up eating chocolate!
5 U uzupe∏niajà zdania odpowiednimi czasownikami frazowymi, kilkoro U czyta zdania g∏oÊno.
1. get on 2. gave up 3. got over 4. get to 5. gave me away 6. Give in 7. Give it up! 8. gives off
W cz´Êci Look it up! U korzystajà ze s∏ownika: szukajà innych przyk∏adów czasowników frazowych z czasownikami
get i give i zapisujà z nimi zdania.
5
Matura practice
U mogà znaleêç potrzebne informacje dotyczàce rozwiàzywania zadaƒ maturalnych na stronach 158–162 podr´cznika.
Listening – Rozumienie ze s∏uchu
1 U1T6 U czytajà rady dotyczàce umawiania si´ na randk´ przez internet. Zaznaczajà te rady, o których jest
mowa w nagraniu.
If you’re cyberdating, it makes sense to...
arrange to meet for coffee or lunch rather than dinner.
stick to an area that’s well-lit with lots of people around.
give the details of your date to several friends.
ask your friends to be nearby.
14

unit 1 tapescript 6
Sam: Either you have had a great morning at school or they have started putting a little something extra in those vending
machine sandwiches. What’s going on
Evan: Can’t a man smile from time to time
Sam: Not in this place, now give us the dirt. You have found a new girlfriend, haven’t you
Evan: Well, you could say that...
Sam: Aha, “Mr. All I need is my computer” has found a liking for human companionship. When did you meet her
Evan: Well, we know each other, but we haven’t met.
Sam: Dating service
Evan: Something like that, we met in a Geek Romance chat room. You know, the ones where you can hang out on line and talk
about the latest software and get some really good technological advice.
Sam: Hmm... Technological advice, sounds romantic. Have you seen the girl Do you know it is a girl Man, I heard last week
some guy was attacked by another person he met through a chat room, I think an electronics chat room.
Evan: Man, you should try perform at the comedy club, hilarious. But you are right though. We are going to meet at Parsons coffee
bar this afternoon.
Sam: Yea, great place, sophisticated, on the mall, always busy, really happening. I was there with Sandra last week. It will be harder
to get in, than to get attacked at a place like that. Maybe we could join you
Evan: Sure, why not. She claims to be a real babe. I guess you will be out of the question. You know I like to get to know people
first, before I get close.
Sam: Not gonna have her over for a romantic dinner then
Evan: I have to check her out first. Safety first.
Sam: That’s right Evan, always “Mr. Excitement”. Probably it’s a good idea to play it safe though. We will be waiting for you at
Sal’s pizzeria next door, so let us in on all that happened. Hey, maybe there is a chat room for us.
Evan: Could be, even your type needs human contact.
Sam: Ha, ha.
2 U1T6 U s∏uchajà nagrania ponownie. Oceniajà, czy podane zdania sà prawdziwe (T), czy fa∏szywe (F).
F There is a kind of drug in vending machine sandwiches.
T Sam hasn’t met the girl yet.
F Evan thinks that Sam is laughing at him.
F It’s difficult to get into Parson’s coffee bar.
F Evan is going to meet the girl in Sal’s Pizzeria.
T The girl claims she is really attractive.
F The girl is not interested in computers at all.
T Sam is not going to take the girl for dinner.
Reading – Rozumienie tekstu czytanego
U czytajà tekst. Wybierajà odpowiedê, która najlepiej uzupe∏nia podane zdania:
1. a) 2. c) 3. c) 4. c) 5. b)
Speaking – Dyskusja
*
Pytania, jakie N mo˝e zadaç w dyskusji:
1. Do you have a big family Who are the people in it What do they do
2. What is a typical Polish family like
3. Why is the family important in our life
4. Has the family shape changed a lot in recent years Why
5. Are there any differences between families in the city and in the country (eg. number of children)
6. What is the best age to get married
www.wsip.com.pl
15

UNIT 2
Mystery
TEMAT
Êwiat nadprzyrodzony, Êwiat przyrody, wierzenia, sens ˝ycia, wartoÊci
GRAMATYKA
czas Past Perfect i Past Perfect Continuous, powtórzenie i porównanie, czasowniki modalne
z imies∏owem czasu przesz∏ego: must / can / can’t / could / may / might / should / shouldn’t /
needn’t + have + past participle, uk∏adanie pytaƒ – powtórzenie
S¸OWNICTWO
Êwiat nadprzyrodzony, d˝wi´ki, przymiotniki opisujàce uczucia, czasowniki frazowe z come
WYPOWIEDè USTNA wyra˝anie opinii na temat tajemniczych znaków w zbo˝u, wyra˝anie przypuszczeƒ
KONWERSACJA
rozmowa na temat opowiadaƒ o duchach
CZYTANIE ˚ycie jest zagadkà – tajemnice Êwiata, Wizyta przybyszów z kosmosu Znaki w zbo˝u –
tajemnicze znaki w uprawach rolnych, Dzieci wychowywane przez zwierz´ta, opowieÊci
o duchach, s∏uchowisko radiowe
S¸UCHANIE
Dzieci wychowywane przez zwierz´ta – rozmowa, Nawiedzony dom – relacja
INTERAKCJA
tajemnice Êwiata – praca w grupie, Opuszczamy Ziemi´! – osiàganie konsensusu, wyra˝anie
uczuç, wykorzystanie czasowników modalnych w ró˝nych sytuacjach
WYPOWIEDè PISEMNA artyku∏ prasowy, relacja ze spotkania UFO, opis paranormalnych zdolnoÊci, charakterystyka
poznanych duchów
KULTURA
s∏ynne duchy w Wielkiej Brytanii, Stonehenge
MATURA
rozumienie ze s∏uchu, rozumienie tekstu czytanego, dyskusja
TEST YOUR MIND – GRAMMAR
1 Przed wykonaniem çwiczenia N mo˝e poprosiç U o przypomnienie formy czasu Present Perfect Continuous.
U pracujà indywidualnie: piszà zdania, korzystajàc z podanych wskazówek.
1. He has been cooking.
2. They have been watching a sad film.
3. They have been painting the house.
4. She has been repairing her car.
5. They have been looking at the photos.
2 U pracujà indywidualnie: tworzà pytania, korzystajàc z podanych wskazówek, a nast´pnie kilkoro U czyta
pytania g∏oÊno dla sprawdzenia.
1. Why have they been fighting
2. How many books has she written
3. How many plums have they picked
4. What have you been doing
5. What have they been doing
3 U wstawiajà czasowniki w nawiasie w odpowiedniej formie. Nast´pnie parami sprawdzajà çwiczenie.
1. had been living / had lived (forma had been living nie zosta∏a jeszcze wprowadzona) 2. have never been
3. were 4. hadn’t passed 5. were you doing 6. has been producing 7. has been trying, hasn’t solved
8. had you known, got married 9. met 10. was watching
TEST YOUR MIND – VOCABULARY
1 U pracujà w grupach trzyosobowych: okreÊlajà, do jakich kategorii mo˝na zaliczyç podane s∏owa. U mogà
korzystaç ze s∏ownika, je˝eli nie znajà znaczeƒ niektórych s∏ów.
LIFE AFTER DEATH: ghost, poltergeist, spirit, apparition, medium, haunted, vampire
DEFYING PHYSICS: levitation
INSIDE OUR MIND: premonition, believable, will power, telepathy, intuition, déja vu
MAGIC: witch, to cast a spell, crystal ball
OUT OF THIS WORLD: extra-terrestrial, unidentified, flying saucer
2 U pracujà indywidualnie: uzupe∏niajà zdania podanymi s∏owami. Kilkoro U czyta zdania dla sprawdzenia.
1. unbelievable, poltergeists, ghosts, appear, vanish 2. unidentified, levitating, extra-terrestrial, coincidence
3. vampires, haunted 4. believable, premonitions, intuition, occur 5. myth, witches, spells, disappear
16

1
Reading and speaking – Life is a mystery
1 a. N zadaje pytanie What is a mystery, U podajà swoje definicje. Nast´pnie U okreÊlajà, jakie rodzaje zagadek
(tajemnic) sà pokazane na rysunkach (zdj´ciu).
b. U pracujà parami: zaznaczajà te z niewyjaÊnionych tajemnic, o których s∏yszeli. N prosi, aby U scharakteryzowali
ka˝dà z tajemnic w jednym – dwóch zdaniach. Kilkoro U czyta zapisane informacje.
2 a. U pracujà indywidualnie: czytajà teksty dotyczàce niewyjaÊnionych tajemnic. OkreÊlajà, do których
z wczeÊniej wymienionych odnoszà si´ te teksty.
A. The Bermuda Triangle B. Bigfoot C. Crystal Skulls D. Unidentified Flying Objects
b. U podkreÊlajà fragmenty w tekstach, które przestawiajà nowe, nieznane dla nich informacje. Kilkoro U czyta
fragmenty, które podkreÊlili.
3 Zadanie mo˝na przeprowadziç w formie konkursu w grupach czteroosobowych: U otrzymujà od N kartki
z informacjami dotyczàcymi niewyjaÊnionych tajemnic. Ka˝dy U przedstawia swojà zagadk´. Osoba, która
pierwsza odgadnie, o jakà tajemnic´ chodzi, wygrywa. ZA¸ÑCZNIK 2
4 åwiczenie mo˝na zadaç jako prac´ domowà. U wybierajà jednà z tajemnic okreÊlonych w çwiczeniu 1b.
U muszà znaleêç dodatkowe informacje w internecie dotyczàce danej zagadki. Ze zgromadzonych informacji
(zdj´ç) mo˝na zrobiç gazetk´ szkolnà. U mogà napisaç artyku∏y dotyczàce ró˝nych tajemnic (w nast´pnej cz´Êci
znajdujà si´ szczegó∏owe polecenia).
Writing – It has never been explained…
W tej cz´Êci U przygotowujà wypowiedê pisemnà. N mo˝e daç U jedno z trzech zadaƒ do wyboru lub zrealizowaç
jedno zadanie na lekcji, a dwa zadaç U jako prac´ domowà (równie˝ do wyboru). Wypowiedzi przygotowane
przez U mogà, po sprawdzeniu przez nauczyciela, staç si´ cz´Êcià sk∏adowà gazetki szkolnej.
1 åwiczenie mo˝na zadaç jako prac´ domowà, jest to kontynuacja çwiczenia 4 z poprzedniej cz´Êci. Zadaniem
U jest napisanie artyku∏u. U powinni wykorzystaç s∏ownictwo poznane w poprzedniej cz´Êci.
2 To zadanie równie˝ mo˝e byç jednym ze sk∏adników gazetki. U wcielajà si´ w postaç, która mia∏a kontakt
z UFO. Zadaniem U jest napisanie opowiadania zakoƒczonego podanymi s∏owami.
3 U opisujà spotkanie z cz∏owiekiem o niezwyk∏ych zdolnoÊciach i umiej´tnoÊciach. Spotkanie musi byç
opisane w formie listu do przyjaciela (przyjació∏ki) z zachowaniem tej formy wypowiedzi.
Reading and listening – Alien visit Crop circles remain a mystery
1 a. W çwiczeniu N przypomina konstrukcje u˝ywane do wyra˝ania przypuszczeƒ, wprowadzone w cz´Êci
Pre-Intermediate kursu. U przyglàdajà si´ zdj´ciu, a nast´pnie wyra˝ajà swoje przypuszczenia na temat dziwnych
znaków.
b. U czytajà pierwszà cz´Êç artyku∏u dla potwierdzenia swoich przypuszczeƒ.
2 U samodzielnie czytajà drugà cz´Êç artyku∏u i próbujà domyÊliç si´ z kontekstu, jakie znaczenie majà
poszczególne s∏owa – wybierajà w∏aÊciwà odpowiedê.
1. a) 2. d) 3. b) 4. b) 5. d) 6. b) 7. a) 8. d)
3 U czytajà tekst jeszcze raz. Wybierajà inne s∏owa, których nie rozumiejà, N podaje ich znaczenie. N prosi U,
aby zamkn´li ksià˝ki, zadaje pytania, na które U odpowiadajà.
1. Soybean plants. 2. Triangle, peace sign and a bull’s eye. 3. Football field. 4. No, he doesn’t.
4 U2T1 U s∏uchajà nagrania – okreÊlajà, która z podanych osób si´ wypowiada.
Researcher Laura Wilson 4 Sheriff Ron Nichols 3
Farmer Dale Mark 2 A town resident 1
www.wsip.com.pl
17

unit 2 tapescript 1
PERSON 1
I have never seen such circles before. The ground is very isolated and you can’t see it from any roadway, I don’t think it would be
the place a hoaxer would go because no one would see it. Anyway I think the sheriff should investigate it and punish the person
who has done it.
PERSON 2
I think it’s people who’ve done it, myself, I really don’t believe in aliens. I’m waiting to see whether anyone comes forward before
filing a report with the sheriff’s office. I’d just like to find out who it is. I don’t want them to do it again.”
PERSON 3
This is a serious offence. A man’s livelihood has been tampered with. We have no idea who did this but if we find them they will
be prosecuted. Potential copycats should be warned – those caught imitating the act on other fields could land up in jail or receive
a hefty fine.
PERSON 4
We found evidence of plant damage at the most delicate point of the plant which we believe came from direct heat. And the
boundary between the standing plants and laying plants was almost like a cookie-cutter effect with a deep reddish purple colour
on the standing plants facing the circles.
5 U2T1 U s∏uchajà nagrania ponownie i okreÊlajà, do kogo odnoszà si´ podane zdania. U sprawdzajà çwiczenie
parami.
1 PERSON 1 (a town resident) 5 PERSON 3 (sheriff Ron Nichols)
2 PERSON 1 (a town resident) 6 PERSON 2 (farmer Dale Mark)
3 PERSON 3 (sheriff Ron Nichols) 7 PERSON 3 (sheriff Ron Nichols)
4 PERSON 4 (researcher Laura Wilson) 8 PERSON 2 (farmer Dale Mark)
6
U pracujà parami: odpowiadajà na pytania. Kilkoro U relacjonuje wypowiedzi partnera.
Interaction – We’re leaving the Earth
U pracujà w grupach czteroosobowych. Wybierajà te rzeczy, które zabraliby na innà planet´, je˝eli zaistnia∏aby
* koniecznoÊç zbudowania tam kolonii. Oprócz wyboru poszczególnych przedmiotów (pomys∏ów) U muszà
uzasadniç, dlaczego je wybrali. Po zakoƒczeniu çwiczenia przedstawiciel ka˝dej grupy prezentuje, które
z przedmiotów (pomys∏ów) zosta∏y wybrane i dlaczego.
2
Vocabulary practice – Eerie (noises)
1 a. U pracujà indywidualnie: okreÊlajà, które z podanych s∏ów nie sà synonimami. Kilkoro U czyta s∏owa dla
sprawdzenia. W trakcie wykonywania çwiczenia U mogà korzystaç ze s∏owników.
1. breathtaking fearful, 4. eerie stunning,
2. boring odd, 5. peculiar exciting,
3. creepy disgusting, stimulating, 6. exciting provocative,
b. U pracujà indywidualnie: z podanych zestawów s∏ów wybierajà do ka˝dego s∏owa po dwa synonimy.
W çwiczeniu tym mo˝na skorzystaç z tezaurusa j´zyka angielskiego.
dull boring monotonous
disgusting nasty sickening
breathtaking amazing astonishing
weird bizarre odd
sensational amazing astounding
2 U2T2 U czytajà s∏owa na aplach. Sprawdzajà znaczenie nieznanych s∏ów w s∏owniku. N mo˝e poprosiç kilkoro
U o podanie polskich odpowiedników. U s∏uchajà nagrania. OkreÊlajà, które z poni˝szych s∏ów mogà odnosiç
si´ do s∏yszanych dêwi´ków.
3 U2T2 U sprawdzajà znaczenie s∏ów w s∏owniku. N mo˝e poprosiç o okreÊlenie, czy podane s∏owa sà
rzeczownikami, czasownikami, czy przymiotnikami. U s∏uchajà nagrania jeszcze raz. Dopasowujà znaczenie
s∏ów do us∏yszanego dêwi´ku.
1. c) 2. e) 3. d) 4. f) 5. b) 6. h) 7. i) 8. a) 9. j) 10. g)
18

Interaction – It was really creepy!
U pracujà parami. Otrzymujà od N karteczki z podanymi sytuacjami. Wyra˝ajà, jakie uczucia towarzyszy∏yby
im w okreÊlonej sytuacji. Po zakoƒczeniu pracy parami, N mo˝e zadaç kilka przyk∏adowych pytaƒ, na które
U odpowiadajà. ZA¸ÑCZNIK 3
Reading – Feral children
1 U czytajà podane definicje s∏owa “feral”, okreÊlajà, które dwie definicje trafnie okreÊlajà znaczenie tego
wyrazu. U mogà b∏´dnie wybraç odpowiedê zwiàzanà z pechem: feral = feralny (false friends). U indywidualnie
czytajà pierwszà cz´Êç. Po przeczytaniu pierwszego fragmentu U mogà równie˝ skorzystaç ze s∏ownika
angielsko-angielskiego, je˝eli nie sà pewni definicji.
FERAL
– refers to animals who are not owned or controlled by anyone, although the animals belong to species which
are normally kept by people,
– means wild, fierce and uncontrolled
2 U czytajà pierwszy tekst. Uzupe∏niajà go brakujàcymi fragmentami. Sprawdzajà poprawnoÊç swoich
wpisanych fragmentów z wykonaniem çwiczenia przez koleg´ / kole˝ank´ z ∏awki.
(1) C (2) D (3) B (4) F (5) A (6) E
3 U pracujà indywidualnie, poprawiajà podane zdania.
1. John Dent went to a Mexican-run goat ranch to inform the owners about his child’s birth. to get help
2. The Mexican couple witnessed Mollie’s death. John’s
3. When the girl was caught she attracted the wolves by screaming loudly. howling
4. The wolves opened the board nailed to the door. The girl
5. The girl was seen suckling two sheep. cuddling two wolf cubs
4 U czytajà drugie opowiadanie. Wybierajà form´ gramatycznà, która najlepiej uzupe∏nia podany tekst.
(1) b) (2) d) (3) c) (4) d) (5) a) (6) c)
5 U pracujà parami: uzupe∏niajà zdania odpowiednià formà czasownika w nawiasie, po czym dodajà
zakoƒczenie zgodne z treÊcià tekstu. Poni˝ej sà podane propozycje rozwiàzaƒ.
1. left he was disabled.
2. had probably been brought up he walked like chimpanzees.
3. moved he was using his legs and dragging his arms on the ground.
4. disturbed smashing and throwing things.
6 N prosi U o zakrycie tekstów i uzupe∏nienie tabeli. U wpisujà podstawowe informacje uzyskane z dwóch
tekstów. N mo˝e narysowaç tabel´ na tablicy, aby çwiczenie by∏o wykonane bez pomocy tekstu w ksià˝ce.
The Wolf Girl of Devil’s River
Born / Found 1835 1994 /1996
The Nigerian Chimp Boy
Parents died nomadic people from Africa, abandoned him
Brought up by wolves chimpanzees
Where Mexico Falgore forest
Behaviour ran on all fours, howled like a wolf walked and behaved like a chimpanzee
Grammar – The Past Perfect and Past Perfect Continuous – comparison
*
1 U pracujà parami: podkreÊlajà formy czasu Past Perfect. Nast´pnie wybierajà z ka˝dej pary zdaƒ poni˝ej
odpowiednie wyjaÊnienie i dopasowujà je do przyk∏adu.
1. A a) 2. D a) 3. C a) 4. B b)
*
2 a. U pracujà parami: uzupe∏niajà tabel´ okreÊleniami u˝ycia czasu Past Perfect i Past Perfect Continuous.
N zwraca uwag´, ˝e niektóre okreÊlenia z poprzedniego çwiczenia mogà odnosiç si´ do obydwu czasów. U czytajà
definicje na g∏os.
www.wsip.com.pl
19

We use the Past Perfect Simple
We use the Past Perfect Continuous
in all situations marked by you in exercise 1 (except point 2.)
– when we want to focus on the result of the action, – when we want to focus on the action itself,
– with verbs like know, have, be, believe (verbs – when the action had been completed shortly
expressing mental and emotional states, use of
before the time of speaking,
the senses),
– to emphasise the continuation of an activity.
– when there could be a long interval between the
two actions in the past,
– to emphasise the idea of completion.
b. W drugiej cz´Êci çwiczenia U równie˝ pracujà parami: uzupe∏niajà tabel´ na zasadzie analogii pomi´dzy
czasem Present Perfect Simple / Present Perfect Continuous i Past Perfect Simple / Continuous. N mo˝e
zwróciç uwag´ na podobieƒstwo form. U czytajà uwag´ pod tabelà.
Past Perfect Simple
had + past participle
Past Perfect Continuous
had + been + (verb+ing)
Present Perfect Simple
have / has + past participle
Present Perfect Continuous
have / has + been + (verb+ing)
*
3 U pracujà indywidualnie: uzupe∏niajà zdania czasownikami podanymi na apli w odpowiedniej formie czasu
Past Perfect Continuous.
1. had been trying 2. had been picking 3. had been looking for 4. had been working
*
4 a. U uzupe∏niajà zdania odpowiednià formà czasu Past Perfect i Past Perfect Continuous.
1. had been teaching had taught
2. had been searching had searched
3. had been living had lived
b. U odpowiadajà na pytania podane w poleceniu. W ostatnim przyk∏adzie (3) nie potrzeba innego kontekstu
dla dwóch form – przy czasownikach takich jak live czy work u˝ycie obydwu form jest poprawne w tym samym
kontekÊcie.
Listening – Wild animals eat babies, not look after them!
1 a. U pracujà indywidualnie: dopasowujà s∏owa do ich znaczeƒ. U sprawdzajà çwiczenie parami.
1. d) 2. f) 3. b) 4. c) 5. e) 6. a) small young animals (eg. lion, bear, fox, wolf)
b. U2T3 U uzupe∏niajà dialog s∏owami z cz´Êci a. çwiczenia. U s∏uchajà pierwszej cz´Êci nagrania, aby sprawdziç
poprawnoÊç wpisanych s∏ów.
unit 2 tapescript 3
Interviewer: Hello, in today’s programme What a strange world I’d like to welcome Prof. Mark Darwin, who has been conducting
research on feral children.
Prof. Darwin: Hello!
I: Surely the whole idea is preposterous. Wild animals eat babies, not look after them!
Prof.: You have a point. I don’t think crocodiles would make good surrogate parents. But from an evolutionary perspective, babies
are designed to be extremely cute, or they wouldn’t be nurtured even by their own parents. Evolution has done such a good
job that babies have cross-species appeal: we even think lion cubs are cute, although they’ll grow up into an adult that would
readily eat us. Animals can instinctively differentiate between a human baby and adult: a baby can get away with pulling a cat’s
tail, but I’d get scratched. Anyway, cases of cross-species nurturing among animals are common; why should human babies
be any different
2 U2T4 U s∏uchajà nagrania dwukrotnie. N zatrzymuje nagranie po ka˝dym pytaniu. U muszà zapisaç pytania,
korzystajàc z podanych rozsypanych s∏ów. U uk∏adajà pytania w kolejnoÊci, w jakiej pojawi∏y si´ w nagraniu: 2,
4, 6, 1, 5, 3.
unit 2 tapescript 4
20
I: (1) Can they survive in a normal human enviroment
Prof.: Some do (John Ssebunya), some don’t (Genie). What’s important is whether or not the child experienced normal human
contact and social interaction during a certain critical period of development. It’s not just language that is learnt during this

period, but also other aspects of behaviour that we associate with the state of “being human”, such as socialisation. Whether
it’s because of isolation, confinement or being brought up in a somehow seriously deficient environment, children whose
development lacks these critical elements appear to us to be somehow not quite fully human.
I: (2) How old do feral children live to be
Prof.: It varies. Victor lived to the age of 40; Wild Peter to about 80; but Amala died when she was probably only about 3.
I: (3) Was the story of Tarzan based on true events that happened to William Mildin, 14th Earl of Streatham
Prof.: No. That’s a complete myth. There never was such a person.
I: (4) Do feral or isolated children spontaneously develop language whilst in isolation
Prof.: No, there is no evidence to support that.
I: (5) Do feral children learn to speak after discovery, or have they missed out on a “critical period”
Prof.: They can be taught a few words, and very simple grammatical constructions; for example: look at the case of Isabelle.
However, feral children don’t provide the best evidence in support of the critical period hypothesis, partly because they may
have been abandoned because of subnormality (Victor) or suffered emotional and physical trauma (Genie) that would affect
their learning capability.
I: (6) If feral children can’t easily learn to speak, why aren’t they taught sign language
Prof.: Some are. The Kranenburg girl (found in 1717) was successfully taught some sign language, and attempts were made to
teach Genie sign language, to avoid repeating the mistakes of Victor.
3 U2T4 U s∏uchajà nagrania ponownie, odpowiadajà na pytania, korzystajàc z podanych wskazówek,
a nast´pnie zapisujà odpowiedzi.
Grammar practice – Past tenses
*
1 U pracujà indywidualnie: wstawiajà czasowniki w odpowiedniej formie czasu Past Simple, Past Perfect lub
Past Perfect Continuous. Kilkoro U czyta zdania g∏oÊno.
1. had given birth, found 2. had run, found 3. reached, had died 4. have been searching, caught
5. had been howling, attracted 6. managed, had removed
*
2 U czytajà tekst i indywidualnie uzupe∏niajà zdania czasownikami w odpowiedniej formie czasu Past Perfect.
Dopisujà odpowiednie zakoƒczenia zdaƒ. U sprawdzajà poprawnoÊç wykonania çwiczenia z çwiczeniem kolegi
/ kole˝anki z ∏awki
1. had been going on a cleansing course which lasted twenty one days.
2. hadn’t eaten anything on a cleansing course for seven days. 6. had drunk tea.
3. hadn’t drunk anything apart from water for seven days. 7. had eaten chocolate biscuits.
4. had written a diary. 8. hadn’t died because she had been hungry.
5. had been living on air since 1993. 9. hadn’t satisfied her spiritual needs.
3
Reading – Ghost stories
1 a. U pracujà parami: odpowiadajà na pytania zawarte w çwiczeniu. N prosi kilkoro U o zrelacjonowanie,
jakie informacje uzyskali od kolegi / kole˝anki.
b. U pracujà parami: zastanawiajà si´, o czym mogà opowiadaç historie, których tytu∏y sà podane. N prosi kilkoro
U o wyra˝enie swojej opinii.
2 U pracujà indywidualnie: czytajà fragmenty opowiadaƒ – muszà okreÊliç, które fragmenty odnoszà si´ do
opowiadania Residential care home ghost, a które do My cousin Sharon. U uk∏adajà fragmenty w logicznà ca∏oÊç.
N prosi U o przeczytanie poszczególnych fragmentów na g∏os.
Residential care home ghost
My cousin Sharon
1. F 2. B 3. D 1. E 2. C 3. A
3
U czytajà teksty raz jeszcze. Wypisujà zjawiska, które ich zdaniem sà dziwne.
Grammar – Modals + perfect infinitive
*
1 Wybrani przez N U czytajà dialog na g∏os. Zastanawiajà si´, która z podanych struktur jest w dialogu
powtórzona.
Odpowiedê: C modals + have + past participle
www.wsip.com.pl
21

*
2 a. U pracujà parami: czytajà zdania i dopasowujà je do komentarzy. Kilkoro U czyta zdania i komentarze
g∏oÊno.
1. c. 2. a. 3. f. 4. b. 5. e. 6. d.
b. U wybierajà struktur´ gramatycznà u˝ywanà do okreÊlenia podanych sytuacji. Po sprawdzeniu çwiczenia
U zapoznajà si´ z tekstem Remember.
you are sure that something happened in the past
must have + past participle
it is possible that something happened in the past
might have + past participle
something was possible in the past but it didn’t happen could have + past participle
you are sure that something didn’t happen in the past can’t have + past participle
someone did something which was unnecessary
needn’t have + past participle
you criticise someone’s behaviour referring to the past should have + past participle
*
3 U czytajà zdania, poprawiajà b∏´dnie u˝yte czasowniki modalne. U sprawdzajà parami: kilkoro U czyta
swoje sugestie na g∏os.
1. can’t needn’t 3. must can’t
2. can could 4. can’t should
*
4 U pracujà indywidualnie: okreÊlajà, jaka konstrukcja z czasownikiem modalnym powinna byç u˝yta
w podanych sytuacjach. U porównujà konstrukcje w grupach 3-4-osobowych.
1. should have 2. needn’t have 3. might have 4. can’t have 5. must have 6. could have
Listening and grammar practice – The lady of the house
1 U czytajà pierwszà cz´Êç opowiadania Tory. Próbujà odpowiedzieç na pytania, korzystajàc z podanego wzoru.
N pyta kilkoro U o ich sugestie.
2
22
U2T5 PART 1 U s∏uchajà pierwszej cz´Êci wypowiedzi Tory – potwierdzajà swoje przypuszczenia.
unit 2 tapescript 5
PART 1
We own this farmhouse. It’s haunted by a ghost named Catherine. The reason we know that the ghost’s name is Catherine is
because one day a lady stopped by and asked if she could see the house. We wanted to know why she wanted to see the house and
she told us that her father and grandfather had built the house in 1900. Her grandmother, Catherine, loved the house. Catherine
and her husband soon had to move out. Catherine didn’t want to move because she loved the house so much and, once she’d left
she died. I guess her spirit came back to the house. Let me tell you why I believe this.
PART 2
When we first bought the house, my Uncle Pat was living there. He used to sleep in the living room of the house and during
the night he would hear doors shut but no one else was in the house. This happened more than once. Then we rented the house
to some people. We never told them about the doors shutting. These people that we were renting the house to asked us if the
house was haunted because they could hear someone walk across the attic floor, slam a door, walk back across the floor and slam
another door. There are no doors up in the attic. When the tenants moved out, my grandma and grandpa moved into the house.
They said that they didn’t hear anything. My Uncle Pat would sometimes come and visit them and stay in the guest bedroom,
which we believe was Catherine’s bedroom, all night long he would hear something tapping on the window. There is nothing close
enough to even touch the window. Also Catherine has appeared before my Uncle Pat and even called his name. One thing that
freaks me out is that on New Year’s day I had a dream and in this dream Catherine told me why she kept my Uncle Pat up at night.
The day after I told my Uncle Pat this, he heard someone call his name and everyone else in the house was sound asleep. I know
that some of this is hard to believe, but it’s all true.
3 a. U2T5 PART 2 U s∏uchajà drugiej cz´Êci wypowiedzi Tory. Zapisujà dziwne zjawiska, które zdarzy∏y si´ w jej
domu, korzystajàc z podanych wskazówek. Kilkoro U czyta zdania.
1. doors: they heard the doors shut
2. attic: they heard someone walk across the attic floor, slam a door, walk back across the floor and slam another
door
3. window: tapping on the window
4. Uncle Pat: he heard the tapping on the window, he heard someone call his name
b. U odpowiadajà na pytania, korzystajàc z poznanych wczeÊniej struktur gramatycznych z czasownikami
modalnymi. U wyra˝ajà swoje przypuszczenia (opinie).

4 U pracujà parami: u˝ywajà konstrukcji z should / shouldn’t have + past participle dla wyra˝enia swojej opinii.
1. Catherine and her husband should have moved out.
2. Tory’s parents shouldn’t have rented the house.
3. Tory’s parents should have sold the house.
4. Uncle Pat shouldn’t have stayed in Catherine’s room.
5. Tory should have told Uncle Pat about her dream.
6. Uncle Pat should have taken some sleeping pills at night.
7. Tory’s parents should have called in ghostbusters.
5 U2T6 U czytajà opowiadanie ˝ony Eddiego o dziwnych zjawiskach, jakie wydarzy∏y si´ podczas kupowania
domu. Nast´pnie U s∏uchajà opowiadania Eddiego – ich zadaniem jest znalezienie b∏´dów w opowiadaniu ˝ony.
Fire victims
It was about four three years ago, we were looking for a house to rent to buy. The neighbourhood was rather
nice and we were quite happy when we saw this bungalow two-floor house. We phoned the local estate agent to
ask if we could rent it buy it. Unfortunately or fortunately as it later occurred the house was still under
construction (at least that was what the estate agent told us). We went to the house with the estate agent who
had permission to let us in on our own. The house had glazed paneless windows, plumbing and electric wiring,
but no interior walls or paint. The agent walked through the front door but my husband didn’t want to move.
He was staring at the windows. I was approaching the front door when I heard my husband calling me. He said
he saw the house on fire and a man a middle-aged woman and two children leaning out of the window. When
we were driving away I heard a squeal – I thought it was tyres but my husband told me he heard a scream. Later
on he phoned his cousin who works in the Town Hall the fire department. He found out in the files that the
house had been badly damaged by fire ten years earlier and the family had died in the house. Since that time
we’ve been avoiding the area.
unit 2 tapescript 6
Eddie: About three years ago, my wife and I were just doing some casual house-hunting, but we couldn’t afford anything special.
We just wanted to purchase a comfortable family house. We were in a nice neighbourhood when we came across what could be
called a beautiful two-floor house – but it was seemingly under construction. The property was a nice size, and the house was
about 75% complete (all the walls were there, no interior walls or paint, but the plumbing and the electrics were in). We called
the estate agent’s number to see if we could look around – and the agent told us to feel free to go in on our own and have a look.
There were no doors or fences. My wife and I began to drive up towards the house when fear grasped me and I opened the door
of the truck and sat down. As I looked at the house, I clearly saw, where before there were empty paneless windows, two children
and a middle-aged woman leaning out – reaching between windows. I saw fire. It was not crystal clear – but very definitely the top
of the house was on fire and those people were trapped. I called to my wife to leave immediately – I was so shaken that I had her
drive. As we drove away I HEARD screaming. My wife saw nothing but said that as she watched me looking at the house she
could definitely tell that I saw something. She also said she thought she heard a scream – but wrote it off as a squealing tyre. A few
days later, I decided to call my cousin who works in the fire department. I asked if he could get histories on properties from his
records – since he worked in the information office. He was able to pull the file on that address – and I told him nothing of what
had happened to me. His records indicated that ten years earlier that house was badly damaged by fire and the family died in the
flames. He mentioned that it probably wouldn’t be a good investment. To this day I have avoided driving past that house again.
Grammar practice – Modals + perfect infinitive
1 U pracujà indywidualnie: uzupe∏niajà zdania odpowiednimi konstrukcjami gramatycznymi z u˝yciem
czasowników modalnych. N prosi kilkoro U, aby przeczytali zdania, a pozostali sprawdzajà.
1. might have been killed 2. shouldn’t have bought 3. can’t have heard 4. could have drowned
5. needn’t have called 6. shouldn’t have screamed 7. must have been beheaded 8. can’t have been warned
2 U pracujà parami: zastanawiajà si´, jak zareagowaliby w podanych sytuacjach. Muszà u˝yç czasowników
modalnych oraz podanych wskazówek. U zapisujà zdania, a kilkoro U czyta swoje propozycje.
1. A pickpocket could have stolen it.
You might have lost it in a shop/restaurant.
2. You can’t have seen me. I never travel by train.
You must have seen somebody else.
3. You should have bought a present for her 18th birthday.
You should have bought flowers.
4. You should have called the police. Somebody might have been killed.
You could at least have phoned me.
www.wsip.com.pl
23

5. You needn’t have gone. We could have seen it on a DVD.
You should have told me. We could have gone together.
6. You can’t have met him. He’s in Australia.
You must have met his twin brother.
3 U pracujà indywidualnie: zamieniajà zdania w stronie czynnej na zdania w stronie biernej z wykorzystaniem
czasowników modalnych. N mo˝e zadaç to çwiczenie jako prac´ domowà.
1. Lady Di’s accident must have been caused by paparazzi.
2. The flowers should have been watered.
3. This document must have been written by his grandfather.
4. The walls needn’t have been painted.
5. This cake can’t have been baked by Tom.
6. The cat could have been run over by her.
Vocabulary practice – Feelings 2
1 a. U pracujà indywidualnie. Przyglàdajà si´ rysunkom. Dopasowujà przymiotniki do odpowiednich
rysunków.
1. confused 2. shocked 3. frightened 4. surprised 5. excited
b. U pracujà parami: opowiadajà nawzajem sytuacje, w których czuli si´ zaskoczeni, przera˝eni itd. N prosi
kilkoro U o przytoczenie wypowiedzi kolegi / kole˝anki.
2 U pracujà indywidualnie. Wybierajà w∏aÊciwà form´ pasujàcà do poszczególnych zdaƒ. W tym çwiczeniu
U mogà skorzystaç z dost´pnych s∏owników angielsko-angielskich lub internetowych s∏owników on-line.
1. b) 2. c) 3. b) 4. d) 5. a) 6. c)
3 åwiczenie stanowi podsumowanie i uzupe∏nienie çwiczeƒ poprzednich. U uzupe∏niajà tabel´ tak, aby powsta∏
minis∏owniczek. Wybrany U mo˝e zapisaç wyrazy na tablicy.
MINI DICTIONARY
confuse confused confusing
puzzle puzzled puzzling
baffle baffled baffling
frighten frightened frightening
terrify terrified terrifying
petrify petrified petrifying
thrill thrilled thrilling
excite excited exciting
surprise surprised surprising
astonish astonished astonishing
amaze amazed amazing
shock shocked shocking
stagger staggered staggering
shatter shattered shattering
4 W çwiczeniu ponownie wykorzystane sà rysunki z çwiczenia 1. U zast´pujà dobrane wczeÊniej do rysunków
przymiotniki takimi przymiotnikami, których znaczenie jest silniejsze i towarzyszy im s∏owo absolutely.
U wybierajà wyrazy spoÊród przymiotników podanych na apli. W trakcie wykonywania çwiczenia U powinni
korzystaç ze s∏owników. Po wykonaniu çwiczenia N zwraca uwag´ na cz´stotliwoÊç u˝ywania przymiotników,
w zale˝noÊci od intensywnoÊci okreÊlenia.
I was confused. I was absolutely baffled.
I was frightened. I was absolutely terrified.
I was surprised. I was absolutely amazed.
24

I was shocked.
I was excited.
I was absolutely staggered.
I was absolutely thrilled.
åwiczenie dodatkowe
U otrzymujà od N karteczki z sytuacjami. Pracujà parami: wyra˝ajà odczucia, wykorzystujàc podane
przymiotniki. ZA¸ÑCZNIK 4
4
QUIZ – Ghosts in Britain
1 U pracujà parami: rozwiàzujà kwiz o znanych duchach w Wielkiej Brytanii. U uzupe∏niajà tabel´, korzystajàc
z podanych informacji. N prosi kilkoro U o przeczytanie wpisanych zdaƒ dla sprawdzenia.
Town / City /
County
Place Ghost What the ghost(s) do(es)
Kent Leeds Castle a phantom dog brings bad luck to visitors
London Hampton Court Jane Seymour and scream
Catherine Howard
London the Tower of London Anne Boleyn walks on the walls
Durham Ruby Castle an old woman knits with red hot needles
Dartmoor – Lady Howard rides in a coach of bones
Dover Dover Castle headless drummer plays the drums
London St Thomas’s Hospital Florence Nightingale walks in the corridors with a candle
2 U, korzystajàc z informacji zawartych w tabeli, powinni napisaç krótkà charakterystyk´ ka˝dego ducha. N
zwraca uwag´, aby U w wypowiedziach o swoich przypuszczeniach dotyczàcych losów ka˝dego ducha
wykorzystali czasowniki modalne.
Reading and listening – Haunted places
*
1 U2T7 Celem tego çwiczenia jest zapoznanie U z formà s∏uchowiska radiowego. Zadanie w pierwszym
çwiczeniu nie jest zbyt trudne: w pierwszej cz´Êci U czytajà charakterystyk´ poszczególnych duchów, w drugiej
s∏uchajà nagrania, aby zidentyfikowaç wspomnianego ducha. Zadanie jest raczej pretekstem do uwa˝nego
s∏uchania ni˝ do çwiczenia jakiÊ konkretnych umiej´tnoÊci. Jest to zadanie relaksacyjne.
The naked ghost of Kitty Garthwaite is mentioned.
unit 2 tapescript 7
Interviewer John Howard: Is it on, are we live Man, this is the last time I ever do anything like this, what’s that hissing noise, is
that a snake…
Cameraman Steve: Howard, were on, we’re live.
John: Hello, we are live, all the way from deep in the Scottish Countryside to bring you Spook Tales! We have arranged a meeting
with Professor Langston Langhorn of Cambridge University creative writing department and Lola St. Ignace,
a self-proclaimed witch and a member of the Wiccan religion. She is also a forest dweller and has agreed to show the good
professor the spirit life in the woods and the professor has recorded a week of his experiences deep in the woods, we will hear
it all today on Spook Talessssss.
Steve: OK, and we are off. We have two minutes before we are on again, and we need to find those two fast, where could they have
gone
John: Well, it was your idea to leave them in the woods without any contact with the outside world for a week. I wanted to give
them a cell phone at least. We might have been able to contact them. This is really your best story idea ever. I thought to
myself, yea ghosts, that’s pretty harmless and interesting. In this spooky woods I am starting to believe in them.
Steve: The central meeting spot should be only 100 feet from here. It is marked right here on the map. Let’s keep moving forward.
Whooaa, did you see that
John: I sure felt it. It must have been a really big bird.
Steve: I haven’t seen too many birds that were glowing. Didn’t you hear that thing screeching
John: I certainly heard that. It couldn’t have been thunder, the sky is clear and the moon is making it nearly as light as day. Maybe
it was a hunter, did you hear that thud It sounded like they were shooting down an elephant and it fell to the ground. That
was no lightweight sound.
www.wsip.com.pl
25

Steve: I don’t see them and we are on in 30 seconds, you will have to improvise.
John: Improvise Hmmm, OK, I have this list of tales from this region. If we can do an action shot. Yes, that’s right, follow me…
not too fast… good.
Steve: OK, 3…2…. 1… and live.
John: Soon we will get to our experts, but right now we are hot on the trail of a real live, or maybe not so live apparition. We believe
it to be The Naked Ghost of Kitty Garthwaite. The legend is that when her boyfriend found out she was pregnant, she was
drowned in a nearby river. Before the camera started rolling we heard a loud screech and a nearly two tonne weight thudding
sound on the ground, and although the river is some distance away we heard a clear splash. The being was glowing and flew
by at a very fast pace, and now we are on the move.
OK, as we move we can hear the howls getting louder and even strange laughing. Can you pick this up on the camera
Or maybe it is the lost highwayman. He has been known to wander these parts, picking up wayward travellers like us. For
those of you who are non-believers, or a bit sceptical like me, this is too true not to believe. Come on, Steve, pick up the pace.
Wow, this laughter is really haunting, maybe we have come upon a new legend. Oh my, what is that light, I can see two clear
figures just ahead in the clearing, they look like they are bent over in pain. They are… They are… Oh, well, we must take
a commercial break… we’ll be back in a moment.
Steve: 3…2…1 and break. Very dramatic, John. I couldn’t have done better myself. Are those two bent over in laughter
John: OK, you two. Very funny. A professor and a witch playing a prank. Very professional.
Professor Langston: Sorry, but when you leave two people alone in the woods for a week, you tend to get a little crazy. We were
just having a little fun and were trying to get your attention. We thought a little sound effect might bring you closer. Just because
we are dealing with ghosts doesn’t mean we can’t have a sense of humour. You will need it after you see what I have seen.
John: You know we are trying to work here. We are in the middle of a live broadcast and now I have to explain that there is one
more ghost story that will end in a hoax. We have a minute and a half to come up with something. How did you make all of
those noises
Lola St. Ignace: I have ways and who said it was a hoax. Very strange things can happen in the woods.
John: Right, right. You know this cost us a lot of money and the TV station will not be happy with us. We all know how real ghosts are.
Prof. L: I have seen them. Let me get my notebook here. Let’s sit by the fire and I will do the talking.
Steve: We don’t have time to start a fire, we’re on in thirty.
Steve: Where did that come from OK, we are on in 10 seconds.
John: OK, let’s sit down, get the whole shot of the clearing. Now these are the questions that I will…
Lola: I think I will do the talking.
John: Is she floating
Prof. L: Yes, she is.
Steve: And we are on in 3... 2…1…
Lola: Welcome to my wood, you are here to SEE real Spook tales…
2
U2T7 W drugim çwiczeniu tej cz´Êci U s∏uchajà nagrania ponownie. OkreÊlajà dêwi´ki, jakie s∏yszà.
Reading and speaking – Stonehenge
*
*
U przyglàdajà si´ zdj´ciu, N zadaje pytania, U odpowiadajà, podajà swoje propozycje i interpretacje.
2 U pracujà indywidualnie: czytajà pierwszy fragment tekstu, a nast´pnie z podanych zdaƒ wybierajà te,
które sà zgodne z treÊcià tekstu.
q It can’t have been built recently.
q It might have been an astronomical laboratory.
q It might have been a temple.
*
3 U czytajà nast´pne fragmenty, okreÊlajà, do czego odnoszà si´ podane liczby i daty. N prosi kilkoro
U o podanie swoich odpowiedzi do sprawdzenia.
About 2000 BC, the first stone circle was set up.
The stones used in that first circle might have been taken from the Prescelly Mountains, located roughly 240
miles away.
80 stones were used in all.
The bluestones weigh up to 4 tonnes each.
The giant stones weigh as much as 50 tonnes each.
Stones were transported from the Marlborough Downs, roughly 20 miles to the north.
At least 600 men would have been needed just to get each stone.
Stonehenge was probably finally completed around 1500 BC.
*
1
4 U pracujà w grupach trzyosobowych: otrzymujà od N karteczki z informacjami dotyczàcymi pochodzenia
Stonehenge. Przedstawiajà teorie zawarte w tekstach innym osobom w grupie. Razem U wybierajà wyjaÊnienie,
które ich zdaniem jest najbardziej prawdopodobne i mo˝liwe. N zwraca uwag´ na koniecznoÊç wykorzystania
poznanych konstrukcji z czasownikami modalnymi. Grupy przedstawiajà swoje przemyÊlenia. ZA¸ÑCZNIK 5
26

PHRASAL VERBS FOR MATURA
1 a. b. U pracujà indywidualnie: czytajà podane zdania, zgadujà znaczenie czasowników frazowych w ka˝dym
zdaniu. JeÊli nie sà pewni, mogà skorzystaç z tabeli, gdzie podane sà dwie odpowiedzi – U wybierajà w∏aÊciwe
znaczenie.
phrasal verb
come across
znaczenie
a) znaleêç przypadkowo, natknàç si´
come along a) pójÊç z (kimÊ)
come around
= come round a) wpaÊç do (kogoÊ)
come upon
come down to
come off
come out
come out with
come up
come up with
a) wejÊç w posiadanie, znaleêç
b) sprowadzaç si´ do (czegoÊ)
a) (o jakimÊ przedsi´wzi´ciu) udaç si´
a) wyjÊç na jaw
b) (w rozmowie) wyskoczyç z (czymÊ)
b) podejÊç do (kogoÊ), zbli˝yç si´ do (kogoÊ)
a) zasugerowaç, wysunàç pomys∏
2 U odpowiadajà na pytania: podajà w∏asne odpowiedzi. U mogà pracowaç parami. N prosi osob´ z ka˝dej
pary o zrelacjonowanie odpowiedzi kolegi / kole˝anki.
W cz´Êci Look it up! U korzystajà ze s∏ownika: szukajà innych przyk∏adów czasowników frazowych z czasownikiem
come i zapisujà z nim zdania.
5
Matura practice
Reading – Rozumienie tekstu czytanego
1 U pracujà indywidualnie: czytajà fragmenty tekstu i uk∏adajà je w logicznà ca∏oÊç. åwiczenie mo˝na zadaç
jako prac´ domowà lub wykorzystaç na lekcji powtórzeniowej.
1. E 2. D 3. B 4. F 5. A 6. C
2 U czytajà tekst. Wybierajà nag∏ówki, które najlepiej pasujà do poszczególnych fragmentów tekstu. N zwraca
uwag´, ˝e trzy nag∏ówki nie b´dà wykorzystane.
(1) E. (2) G. (3) B. (4) H. (5) D.
Listening – Rozumienie ze s∏uchu
U2T8 U s∏uchajà tekstu, a nast´pnie okreÊlajà, do których z wymienionych zjawisk paranormalnych odnoszà si´
podane zdania. W razie potrzeby U mogà wys∏uchaç tekstu dwukrotnie. KolejnoÊç wpisywanych liter: A. D. C.
D. B. A. C.
unit 2 tapescript 8
Telekinesis is the ability to move an object with thought or will power alone, without the application of a physical force. We’re not
sure but the phenomenon is probably created by higher levels of consciousness, which have yet not been researched. What is
known for sure is that it can not be created by “wishing it” to happen on the physical level. The energy to move or bend an object
is created by a person’s thoughts created by their subconscious mind. There are very few individuals who possess this remarkable
ability. It is believed by some that prehistoric man could use it instinctively on a daily basis, and modern humans have simply
“forgotten” how to use it. Others believe that it is a sign that humans are on the verge of a new level of consciousness.
Human Magnetism is described as a phenomenon in which an individual can attach metal objects magnetically to their own skin.
A recent event held in Bulgaria aimed to find out who was the most “magnetic”, and managed to attract some 300 competitors
who all shared this most peculiar ability.
Levitation is another interesting phenomenon. It’s the act of being able to float in the air without support or without any apparent
physical means. Levitation has been performed by Magicians for centuries as a magic trick, however genuine levitation is also
www.wsip.com.pl
27

thought to be possible. Some believe that Levitation can be put down to a form of telekinesis. There have also been cases of alleged
Levitation related to haunting, spirit possession and other ghost related phenomena.
It is a common belief that all living things have a Spirit or “Soul”, a sentient entity that although it does not exist physically, is still
self-aware and capable of perceiving its surroundings. Many religions regard the spirit as the very essence of a living being, and
that it persists after death. Some also believe that the human body is simply a physical vessel that the spirit interfaces with during
the lifetime of the individual, and departs once the body has died.
Speaking – Dyskusja
U analizujà materia∏ zwiàzany ze zjawiskami paranormalnymi. W dyskusji N zadaje nast´pujàce pytania:
1. What paranormal phenomena have you heard of Have any of them been explained
2. How do people react when they hear about mysteries Are they fascinated / scared
3. What is your reaction to mysteries How did you use to react when you were a child when you heard about
ghosts Have your reactions changed in the last ten years
4. What is the role of newspapers / magazines and television in explaining strange phenomena
5. Are mysteries profitable
Revision 1 Units 1–2
Grammar
1. U wybierajà form´, która najlepiej uzupe∏nia dane zdanie.
1. b) 2. c) 3. b) 4. c) 5. a) 6. b) 7. d) 8. c) 9. b) 10. a)
2. U uzupe∏niajà zdania odpowiednimi formami czasowników modalnych.
1. can’t 2. should 3. might 4. shouldn’t 5. must 6. can’t 7. needn’t
8. could 9. might/must 10. can’t
3. U wpisujà czasowniki w odpowiedniej formie.
1. are these children doing, are they wearing
2. have you done
3. have been looking, have completely forgotten / was looking, had completely forgotten
4. returned, had seen, had done
5. had been working, had been picking, had picked
6. hadn’t had
7. was wondering, went, bought
8. were making, were whispering, was sending, saw, told
9. looked, saw, had made, had already melted
10. didn’t sleep, were having, were, had not apologised
4. U parafrazujà zdania, wykorzystujàc podane s∏owa.
1. She might have met a friend.
2. Before we went to the café we had done the shopping.
We had done the shopping before we went to the café.
3. You needn’t have informed them.
4. She can’t have written it by herself.
5. The signature must have been forged.
5. U t∏umaczà cz´Êci zdaƒ wyró˝nione kursywà.
1. You shouldn’t have invited / You needn’t have invited 2. You should have 3. What did you do
4. You might have broken 5. You can’t have seen
Vocabulary
1. U uzupe∏niajà zdania odpowiednimi wyrazami – liczba kresek odpowiada liczbie liter.
1. scour 2. puzzled 3. frighten 4. irritating 5. argumentative 6. runaway 7. synchronise
8. impolite 9. unidentified 10. bizarre
28

2. U wybierajà 10 z podanych s∏ów, aby uzupe∏niç zdania.
1. apparition 2. guilty 3. shocked 4. rumble 5. vanished 6. telepathy 7. overwhelmed
8. levitate 9. weird 10. uncertainty
3. PHRASAL VERBS – U zast´pujà podane s∏owa odpowiednimi czasownikami frazowymi.
1. got over 2. get on well 3. gave up 4. gave us away 5. give up 6. given out 7. come across
8. came up with 9. came up to 10. came out
Reading
1. U czytajà tekst o dzieciach wychowywanych przez zwierz´ta. Uzupe∏niajà teksty brakujàcymi wyra˝eniami.
(1) F (2) D (3) J (4) A (5) G (6) B (7) C (8) H (9) I (10) E
2. U okreÊlajà, które z podanych zdaƒ odnoszà si´ do Oxany (O), a które do Gazelle Boy (GB).
Which child
spent some time in the family house O
met adults and was not afraid of them GB
could run very fast
GB
has never been captured
GB
will never be considered a “normal” person O
is able to speak now
O
Listening
1. R1T1 U s∏uchajà rozmowy, a nast´pnie okreÊlajà, czy podane zdania sà prawdziwe, czy fa∏szywe.
revision 1 tapescript 1
Runaway Youth Support Crisis Centre, Boise Idaho, standard office. Ten years later
Counsellor: Hello. Welcome. Come in.
Second Mother: Thank you.
C: Could I get you a tea or coffee
SM: Coffee please, black, only the sixth today.
C: How long has it been since your child has been on the run.
SM: My daughter, Miranda, she has been on the run for two months. We are starting to lose hope. At first we were shocked and
scared, but felt that she would come home after a few weeks. Now we are downright petrified and overwhelmed by the time
that has passed.
C: How old is Miranda
SM: Fourteen.
C: Dan, my son, was fifteen when he took off. He went to Portland.
SM: Miranda has a stable family life, our confusion has grown since she left. Her father and I just keep asking “Why did she leave”
C: This is a common question many parents ask themselves. We can become trapped in a puzzling cycle between blaming ourselves
and feeling embarrassment by a failure to keep our children happy at home. Do you have some contact with Miranda
SM: At first, she called every few days. She seemed excited to be on the run, but we could hear worry in her voice. The last time
she called… I guess it was about a week and a half ago. She sounded frightened and distant, we pleaded for her to come home,
but she sounded more distant.
C: Have you been working with a phone trace
SM: Yes, we know she is somewhere in the Chicago area, we have been many times, to look and ask, but you know, the vastness
of the city and the humiliation because you have failed as a parent and...
C: After nearly three months the police eventually picked up Danny in the parking lot of a mall for loitering. There are lucky
breaks, don’t give up hope. We were so happy that he had been found. Sometimes now we even laugh about it. Now, though,
Danny doesn’t like to talk about his “adventure” as he called it when he first returned. Now he is a computer programmer.
We went to counselling after his return. Now he is dealing with feelings of guilt and shame. He was young. Young people are
fighting to create their identities, they do crazy things...
SM: Yea, Miranda had a different, no, has a different color of hair for each day of the week. We are trying our best not to worry
ourselves to death. She is a unique girl, outgoing, stands out in the crowd, talented. She plays the guitar like you wouldn’t
believe. Loves folk-music. Maybe that took her on the road
C: Our son was listening to classical music at home, he played the violin. There’s no telling. Now he is a homebody, lives not too
far away from home, keeps close contact, has a girlfriend. For you now, the most important thing is to find some time to relax.
It can be impossible when your home life has been shattered by the loss of a child, but keep faith, she is still alive and let her
know that your door is always open and that you love her. The amount of children who return home is staggering and I’m
amazed by the amount of families in which this has happened. Are you keeping close contact with youth crisis centers and
homeless shelters in Chicago
SM: Yes, we call them daily.
www.wsip.com.pl
29

C: Would you and your husband like to come in to our family group counselling sessions These are with former runaways and
parents of runaways. Sometimes it really helps.
SM: I don’t think it would help, it might just be a little irritating to hear from runaways who have caused so much pain, just to
have a little excitement, or a thrilling little vacation.
C: Miranda needs help and is probably very frightened and confused. Come and be supported, come and lend support. Stay as
healthy as possible, so you can welcome her back and let the healing begin. Now we have meetings on Wednesdays at...
1. F 2. T 3. T 4. F 5. T 6. F 7. T. 8. T 9. F 10. F
2. a. R1T1 U s∏uchajà nagrania ponownie i dopasowujà uczucia do poszczególnych osób.
Miranda excited frightened worried confused
Miranda’s parents petrified overwhelmed shocked
scared embarrassed guilty
Danny guilty ashamed
Counsellor
amazed
b. U opisujà uczucia osób w czasie rozmowy.
Miranda’s mother worried, troubled, stressed
Counsellor
calm, sympathetic
Writing
U piszà e-mail zgodnie z instrukcjà.
30

UNIT 3
Science
TEMAT
nauka, technika, post´p, rozwój nauki, odkrycia naukowe, eksperymenty, dyscypliny naukowe
GRAMATYKA
wyra˝anie przysz∏oÊci (powtórzenie) – Present Continuous, Future Simple, to be going to, Future
Continuous, czasy Future Perfect, Future Perfect Continuous, zdania przydawkowe opisujàce
i ograniczajàce, cleft sentences, liczba mnoga rzeczowników
S¸OWNICTWO
nauka, technika, odkrycia naukowe, symbole matematyczne, symbole geometryczne,
rzeczowniki z∏o˝one, czasowniki frazowe z go i take
WYPOWIEDè USTNA przewidywanie zdarzeƒ, czytanie symboli matematycznych
KONWERSACJA
rozmowa w biurze podró˝y
CZYTANIE
Problemy matematyczne – szukanie rozwiàzania, Zwierz´ta w nauce – czytanie dla ogólnego
zrozumienia, Cyborgi – czy ich istnienie jest mo˝liwe – najnowsze osiàgni´cia medycyny,
wiadomoÊci z przysz∏oÊci
S¸UCHANIE
najnowsze osiàgni´cia medycyny, pomoc osobom niepe∏nosprawnym, s∏uchanie w celu
wyszukania okreÊlonych informacji, Podró˝e kosmiczne – przysz∏oÊç biur podró˝y,
wprowadzanie nowej oferty, w biurze podró˝y – wyprawa na Marsa
INTERAKCJA rozwiàzywanie problemów matematycznych, eksperymenty naukowe z udzia∏em zwierzàt –
argumenty za i przeciw, wizje Êwiata w przysz∏oÊci
WYPOWIEDè PISEMNA pisanie artyku∏u do gazety dotyczàcego wydarzeƒ z przysz∏oÊci
KULTURA
wynalazki brytyjskie i amerykaƒskie, brytyjscy i amerykaƒscy naukowcy, James Watt, Michael
Faraday, Sir Isaac Newton
MATURA
rozumienie tekstu czytanego, dyskusja, wypowiedê pisemna: zaproszenie, rozprawka,
opowiadanie
TEST YOUR MIND – GRAMMAR
1 W cz´Êci TEST YOUR MIND – GRAMMAR U sprawdzajà zdobyte wczeÊniej wiadomoÊci dotyczàce
wyra˝ania przysz∏oÊci. W çwiczeniu U przypominajà sobie konstrukcje zwiàzane z wyra˝aniem przysz∏oÊci.
U pracujà parami: okreÊlajà, do której struktury gramatycznej odnoszà si´ podane definicje.
B. a definite arrangement in the near future,
C. an intention by the speaker to perform a certain action in the future,
C. the speaker’s feeling of certainty about some future events,
A. the speaker’s assumptions, opinions, speculations about the future,
D. an action which starts before a certain point in time in the future and probably continues after it,
D. an action which will occur in the normal course of events.
2 U pracujà indywidualnie: czytajà podane zdania, z podanych komentarzy wybierajà ten, który najlepiej pasuje
do zdania. Kilkoro U czyta g∏oÊno wybrane komentarze.
1. a. 2. b. 3. b. 4. a.
3 U pracujà indywidualnie: uzupe∏niajà zdania odpowiednimi konstrukcjami wyra˝ajàcymi przysz∏oÊç.
U wykorzystujà komentarze podane obok. U sprawdzajà poprawnoÊç wykonania çwiczenia z pracà kolegi /
kole˝anki z ∏awki.
1. (will) , ll be watching, (will) , ll call
2. (will) , ll wait.
3. (am) , m going to paint
4. (will) , ll be coming
5. (am) , m having
6. (are) , re going to crash
4 U czytajà cztery zdania, w których wykorzystane sà konstrukcje wyra˝ajàce przysz∏oÊç. Zadaniem U jest
znalezienie kontekstu, w którym te zdania zosta∏y wypowiedziane. U mogà mieç ró˝ne propozycje, muszà one
jednak spe∏niaç poni˝sze kryteria.
a. arranged (termin obiadu ustalony z Annà)
b. planned (plany na najbli˝szà przysz∏oÊç, ustalenia z drugà osobà niekonieczne)
c. normal course of events (zwykle np. w Êrody jem obiad z Annà)
d. fact or spontaneous decision (stwierdzenie faktu lub decyzja spontaniczna)
www.wsip.com.pl
31

TEST YOUR MIND – VOCABULARY
1 a. Przy wykonywaniu tego çwiczenia U mogà korzystaç ze s∏ownika. Zadaniem U jest okreÊlenie ró˝nicy
pomi´dzy podanymi wyrazami.
an inventor (wynalazca)
a discoverer (odkrywca)
an invention (wynalazek)
a discovery (odkrycie)
b. U pracujà samodzielnie: dopasowujà wyrazy z apli do podanych definicji.
1. discovery 2. inventor 3. analyse 4. experiment 5. discoverer 6. invention 7. laboratory
8. research 9. examine 10. design
2 U okreÊlajà dziedzin´ wiedzy, która kojarzy im si´ z podanymi zagadnieniami. Wybrany U czyta odpowiedzi,
pozostali U sprawdzajà.
maths (mathematics), biology, medicine, physics, chemistry
3 U pracujà indywidualnie: uzupe∏niajà podane zdania wyt∏uszczonymi s∏owami. Kilkoro U czyta uzupe∏nione
zdania.
1. Inventors, research, discover, invention 4. found out, biology, molecular test
2. experiments, laboratory, examine, discover 5. results, analysed, calculate, design
3. discovery, physics, plane, virtual reality 6. Maths, genetic cloning, advanced, clone
1
Listening and grammar practice – Strange laws of physics
1 U pracujà parami: przyglàdajà si´ obrazkom. Opisujà, co widzà na obrazkach. N pyta U, co si´ stanie
w podanych sytuacjach. U majà chwil´ czasu na przygotowanie odpowiedzi parami. Kilkoro U podaje swoje
propozycje.
2
U3T1 U s∏uchajà nagrania, aby sprawdziç swoje przypuszczenia.
unit 3 tapescript 1
1. When two people are on a merry-go-round and they try to shoot each other, the person near the edge is going to have a better
chance to live. It’s simply because this person is moving faster.
2. The strength of the blow will double because the boxer makes his muscles loose and lets the fist bounce.
3. The scales will show that the jumping ball is “heavier”.
4. Both boxes will reach the ground at the same time because their weight is identical.
5. It won’t sink as a bubble of air will keep it floating.
6. Yes, the comb will attract pieces of paper because while combing yourself you charge the comb, having taken some electrons
from your hair.
7. Four steps will be visible because the ladder will go up with the boat.
8. They won’t separate. They will stick together because the dynamic pressure caused by blown air inside is lower than the static
pressure outside the paper.
3 Zadaniem U jest przygotowanie wyjaÊnieƒ dotyczàcych rysunków na podstawie us∏yszanego tekstu.
U powinni jak najwierniej odtworzyç zdania z nagrania.
Vocabulary and speaking – How much do you know about maths
1 a. U dopasowujà rysunki do nazw kszta∏tów. N mo˝e narysowaç kszta∏ty na tablicy i poprosiç U o uzupe∏nienie
podpisów na tablicy.
KolejnoÊç rysunków: triangle – trójkàt, circle – okràg, square – kwadrat, pentagon – pi´ciokàt, octagon –
oÊmiokàt, rectangle – prostokàt, oval – owal, sphere – kula, pyramid – ostros∏up, cone – sto˝ek, cylinder – walec,
prism – graniastos∏up.
b. U pracujà parami. Ka˝dy U wybiera przedmioty, który mia∏yby kszta∏ty z poprzedniego çwiczenia. U zapisujà
nazwy przedmiotów, nast´pnie porównujà z nazwami przedmiotów zapisanych przez koleg´ / kole˝ank´.
åwiczenie mo˝na przeprowadziç w formie konkursu – wygrywa para, która wymieni najwi´cej nazw takich
samych przedmiotów.
32

2 U podpisujà rysunek podanymi s∏owami.
diameter – Êrednica
tangent – styczna
radius – promieƒ
perpendicular line – linia prostopad∏a
angle – kàt
parallel lines – linie równoleg∏e
3
a. U uzupe∏niajà tabel´ nazwami dzia∏aƒ matematycznych.
Symbol Noun Verb
5 + 7 addition add
12 – 3 subtraction to subtract
5 x 4 multiplication to multiply
20 ÷ 4 division to divide
√ − 4 square root to find the square root
b. U pracujà parami: dopasowujà symbole matematyczne do opisu s∏ownego.
2
√ − square root of x 3 x cubed
3
√ − cube root of x n x to the nth
n
√ − n root of ∞ infinity
x 2 x squared ≠ is not equal to
c. U3T2 U s∏uchajà nagrania: powtarzajà liczby za lektorem.
unit 3 tapescript 2
3/4, 1/2, 5/6, 0.75, 0.1
4 a. U czytajà i sprawdzajà obliczenia podanych dzia∏aƒ matematycznych. Zastanawiajà si´, jak przeczytaç
dzia∏ania.
b. U3T3 U s∏uchajà nagrania, aby sprawdziç poprawnoÊç sposobu czytania.
unit 3 tapescript 3
1. (5 + 7) x 3 + 20 ÷ 5 = 40
3
2. √27 − x 4 = 12
3. 4 3 x 2 = 128
4. √ − 9 + 50 ÷ 5 = 13
5. 2 3 (0.5 ÷ 2) = 2
Reading – Problem solving
1 U pracujà parami: majà oko∏o 20 minut na rozwiàzanie zadaƒ. åwiczenie mo˝na przeprowadziç w formie
konkursu. Para, która poprawnie rozwià˝e wi´cej zadaƒ, wygrywa.
1. Cztery godziny.
2. 20%
3. W ka˝dym nast´pnym wierszu suma cyfr jest równa sumie cyfr z wiersza powy˝ej plus 1, dlatego w dolnym
wierszu brakuje cyfry 2, aby suma wynosi∏a 12.
4. Brenda ma jednego psa i jednego kota.
5. 2 + 2 + 2 – 2 ÷ 2 = 5
a) 3 x 3 + 3 + 3 ÷ 3 = 5
b) 4 – 4 + 4 ÷ 4 + 4 = 5
c) 5 – 5 + 5 – 5 + 5 = 5
www.wsip.com.pl
33

6. Mary ma 22 lata.
7. Brakujàca liczba = 126. Ka˝da liczba jest sumà liczb w trzech sàsiadujàcych kwadratach (u góry, u do∏u
i w prawym górnym rogu) 50 + 50 + 26 = 126
8. Nale˝y dodaç wszystkie pieniàdze, które Lucy wyda∏a: $25+ $45 = $70, a nast´pnie dodaç wszystkie
pieniàdze, które otrzyma∏a $35 + $55 = $90. Z ró˝nicy tych dwóch liczb wynika, ˝e Lucy zarobi∏a $20.
9. Wiek 6 córek (od najm∏odszej do najstarszej): 10, 14, 18, 22, 26, 30.
10. Mo˝emy tylko jeden raz odjàç 2 od 32, potem odejmujemy 2 od 30, 28, 26 itd.
2 U podajà swoje odpowiedzi i sprawdzajà z nauczycielem. Przy podaniu ka˝dego rozwiàzania U podajà sposób,
w jaki obliczyli wynik.
Interaction – Are you good at maths
1 U pracujà parami i otrzymujà od N karteczki z podanymi kszta∏tami. Opisujà sobie nawzajem otrzymane
kszta∏ty. Zadaniem U jest narysowaç figur´ wed∏ug opisu drugiej osoby. ZA¸ÑCZNIK 6
2 U pracujà w grupach czteroosobowych. Otrzymujà kartki z dzia∏aniami matematycznymi. Dyktujà dzia∏ania
swoim kolegom / kole˝ankom z grupy, którzy je zapisujà. åwiczenie mo˝na przeprowadziç w formie konkursu.
Zwyci´˝a ta osoba, która poprawnie zapisze wszystkie dzia∏ania i poda ich wynik. ZA¸ÑCZNIK 7
2
Reading and speaking – Hello, Dolly! – the famous and the anonymous
1 U pracujà indywidualnie: uzupe∏niajà podane teksty nazwami zwierzàt.
A. Laika B. Dolly C. apes D. dolphins E. dogs F. rabbits, rats and mice
2 U odpowiadajà na pytania N.
1. dogs 2. Laika, Dolly 3. dolphins, dogs 4. apes
*
3 U, pracujàc wgrupach 4–6-osobowych, prowadzà dyskusj´ na temat eksperymentów naukowych zudzia∏em
zwierzàt. Cz´Êç grupy jest za eksperymentami, cz´Êç przeciwko. U powinni podaç argumenty na obron´ swojego
stanowiska i je rozwinàç. W drugiej cz´Êci çwiczenia U mogà pracowaç ca∏à klasà. Cz´Êç klasy opowie si´ za
udzia∏em zwierzàt w eksperymentach, cz´Êç przeciwko. N mo˝e spoÊród grupy wybraç moderatora dyskusji,
musi to byç U posiadajàcy umiej´tnoÊç dobrego komunikowania si´.
Grammar practice – Relative clauses and cleft sentences
*
1 a. U pracujà indywidualnie: parafrazujà zdania korzystajàc z podanego przyk∏adu. Kilkoro U czyta
napisane zdania na g∏os.
1. It’s the manager that I want to see.
The person that I want to see is the manager.
2. It was Jack who helped us.
The person who helped us was Jack.
3. It was Jason who phoned her in the morning.
The person who phoned her in the morning was Jason.
4. It was our teacher who solved the problem.
The person who solved the problem was our teacher.
5. It is Jackie who keeps 100 dogs on her farm.
The person who keeps 100 dogs on her farm is Jackie.
b. Kontynuacja cz´Êci a.
1. What I need is a cup of tea.
A cup of tea is what I need.
2. What I love is skiing.
Skiing was what I love.
3. What she enjoyed when she was younger was cooking.
Cooking is what she enjoyed when she was younger.
34

c. Kontynuacja çwiczenia – inne przyk∏ady.
1. What she does is (to) write love stories.
2. What they did was (to) open the safe.
3. What they did was (to) send a dog to the orbit.
4. What he did was (to) connect the two parts of the ship.
5. What he did was (to) discover a new medicine against cancer.
*
2 a. U pracujà indywidualnie: dopasowujà zdania do podanych komentarzy.
1. c) 2. a) 3. d) 4. b)
b. U pracujà indywidualnie: zapisujà parafrazy podanych zdaƒ z wykorzystaniem komentarzy. Sprawdzajà
poprawnoÊç zapisanych zdaƒ wspólnie z kolegà / kole˝ankà z ∏awki.
1. It was a CD that Margaret bought for Jack.
It was Jack that Margaret bought a CD for.
2. It was five minutes ago that Jane took a photograph of Tom.
It was Jane who took a photograph of Tom five minutes ago.
*
3 U pracujà indywidualnie: parafrazujà zdania wed∏ug przyk∏adu.
1. to spend some time in space. 2. to be cloned. 3. to write. 4. to realise the danger. 5. to be shot.
Vocabulary practice – Compound and plural nouns
1 a. b. U pracujà parami. Klasyfikujà podane rzeczowniki z∏o˝one wed∏ug trzech grup. Nast´pnie t∏umaczà
podane rzeczowniki na j´zyk polski. U mogà korzystaç ze s∏ownika, aby przet∏umaczyç podane s∏owa.
NOUN + NOUN NOUN + GERUND GERUND + NOUN
microwave oven (mikrofalówka) weight-lifting (podnoszenie swimming pool (basen)
bar code (kod paskowy) ci´˝arów) diving board (trampolina)
travel agent (biuro podró˝y) fruit picking (zrywanie washing machine (pralka)
river bank (brzeg rzeki) owoców) waiting list (lista oczekujàcych)
tin opener (otwieracz do konserw)
summer holiday (letnie wakacje)
2 a. b. U pracujà indywidualnie: dopasowujà s∏owa z kolumny A do s∏ów z kolumny B, nast´pnie t∏umaczà ca∏e
wyra˝enia. Wyra˝enia – rzeczowniki z∏o˝one – U mogà zapisaç na tablicy. N mo˝e poprosiç o wyszukanie
w s∏owniku innych rzeczowników z∏o˝onych i podanie ich znaczenia.
human speech (mowa ludzka) sign language (j´zyk migowy)
living creature (˝ywa istota)
science fiction (fantastyka naukowa)
brain implant (implant mózgu) health care (opieka zdrowotna)
3 U pracujà indywidualnie: uk∏adajà cztery rzeczowniki z∏o˝one, korzystajàc z definicji i s∏ów na apli.
1) space exploration 3) contest winner
2) film industry 4) brain activity
4 Korzystajàc z podanych s∏ów oraz definicji, U uk∏adajà trzywyrazowe rzeczowniki z∏o˝one. U sprawdzajà
zapisane rzeczowniki wspólnie z kolegà / kole˝ankà z ∏awki.
1. spinal cord injury
2. brain-controlled machines
3. hair-thin electrodes
4. air travel provider
5. space tourism industry
5 U pracujà indywidualnie: czytajà zdania i uzupe∏niajà je rzeczownikami z∏o˝onymi z poprzednich çwiczeƒ.
åwiczenie jest çwiczeniem podsumowujàcym poprzednie çwiczenia. N mo˝e zadaç je jako prac´ domowà.
1. film industry 2. Air travel providers 3. sign language 4. spinal cord injury 5. brain activity
6. space tourism industry
www.wsip.com.pl
35

Plural nouns
*
6 U pracujà parami: przyglàdajà si´ podanym przyk∏adom tworzenia liczby mnogiej rzeczowników, nast´pnie
uzupe∏niajà definicje odpowiednimi s∏owami. N mo˝e poprosiç kilkoro U o przeczytanie regu∏, aby sprawdziç,
czy çwiczenie zosta∏o wykonane poprawnie.
a. plural, singular b. singular c. plural d. plural, singular e. singular f. plural g. plural h. plural
*
7 U uzupe∏niajà tabel´ liczbà mnogà podanych rzeczowników na zasadzie analogii. N mo˝e poprosiç
U o zapisanie przyk∏adów na tablicy.
Rule Example Singular Plural
is – es crisis crises oasis oases
um – a memorandum memoranda erratum errata
us – i radius radii terminus termini
ix – ices appendix appendices index indices lub indexes
*
8 U uzupe∏niajà zdania odpowiednimi formami czasowników w nawiasach. N zwraca uwag´, ˝e w niektórych
zdaniach dwie formy czasownika, tzn. dla liczby mnogiej i dla liczby pojedynczej, mogà byç poprawne.
1. have / has 2. is 3. were found 4. is 5. have occurred 6. are 7. is 8. have been stolen.
Reading and listening – When science fiction becomes real
*
1 U czytajà krótkà notatk´ prasowà. Zastanawiajà si´, jakiej dziedziny nauki notatka dotyczy.
MEDICINE
*
2 U pracujà indywidualnie: czytajà tekst, uzupe∏niajà go podanymi zdaniami. N zwraca uwag´, ˝e jedno
zdanie nie jest wykorzystane w tekÊcie. U mogà przeczytaç tekst na g∏os, aby sprawdziç poprawnoÊç wpisanych
zdaƒ.
Zdanie B nie jest wykorzystane w tekÊcie.
(1) D. (2) E. (3) F. (4) A. (5) C.
*
3 a. U zastanawiajà si´, jakie znaczenie ma opisane w tekÊcie odkrycie, korzystajà z podanych wskazówek.
N prosi U, aby parami dopisali jeszcze 1–2 przyk∏ady zastosowania odkrycia w praktyce.
b. U samodzielnie piszà zdania wed∏ug wzoru, korzystajàc z podanych przyk∏adów, wskazówek z poprzedniego
çwiczenia oraz w∏asnych pomys∏ów.
Paralysed patients will be able to operate machines and tools.
Paralysed patients will be able to type and communicate on the Web.
Scientists and soldiers will be able to control, hand free, small robots.
Scientists and soldiers will be able to perform tasks in inhospitable environments.
Soldiers will be able to perform tasks in war zones.
*
4 U3T4 U s∏uchajà wyk∏adu zwiàzanego z przeczytanym artyku∏em. OkreÊlajà, o których zastosowaniach
odkrycia jest mowa w nagraniu (fragmenty wyró˝nione). U czytajà notatki.
unit 3 tapescript 4
36
Prof. Mclaughlin: Now that you have all had a chance to read the latest findings by Miguel A. L. Nicolelis of Duke University in
Durham, North Carolina, what are some of your responses Remember that today will be general discussion and during lab
we will investigate the technical aspects of how they ran their experiments. Maybe we could start with some ideas on how this
could help in the realm of health care Any ideas Yes, Darius.
Darius: At the end of the article we hear from University of Washington neuroscientist Eberhard E. Fetz, I don’t need to mention
who he is, but he says: “It’s a major advance, this bodes well for the success of brain-machine interfaces.” Taking this into
consideration, it seems as though this technology could be used for everything from space exploration to the evils of war,
maybe even war without the loss of lives. It could be used in surgery perhaps, but could we use it to control our own bodies
Sally: It could be used, perhaps, to control other people, a whole society of them, Oh, wait, we already have the Hollywood film
industry.
Prof. M: Some people say, while they might not have the same taste in film as Sally that we may not be far off from controlling
our body parts. Darius also made some important points. These could be some possible uses. Machines can tread where man

*
dare not, for now anyway. Does anyone have any ideas on how this could work in our own human bodies or how it could benefit
some
Rachael: THE TECHNOLOGY could someday allow people with paralysing spinal cord injuries to operate machines or tools
with their thoughts as naturally as others today do with their hands. It might even allow some paralysed people to move their
own arms or legs again, by transmitting the brain’s directions not to a machine but directly to the muscles. I researched this
of course, it seems quite plausible.
Donny: There’s further work being done with the FDA (Food and Drug Administration) and other testing bodies. It’s already
being used on some human patients with spinal cord injuries. These are wonderful prospects, but what about the animals
which have to undergo major surgery in the name of human science
Prof. M: What does Nicolelis say about this Does his team address this issue Anyone OK, Darius.
Darius: Well, can I quote
Prof. M: That’ll be fine.
Darius: Nicolelis states at the end of the article: “If anything, they’re enjoying themselves playing these games. It enriches their
lives,” he said. “You don’t have to do anything to get these guys into the chair. They go right there. That’s playtime.” I guess
we can all draw our own conclusions.
Prof. M: We’ll have to draw them during our next meeting. See you in lab this weekend. Take care all.
5 U3T4 U s∏uchajà nagrania ponownie. Z podanych odpowiedzi wybierajà t´, która odnosi si´ do danej osoby.
U sprawdzajà çwiczenie w grupach.
1. a) 2. b) 3. b) 4. b) 5. c)
*
6 U pracujà wgrupach czteroosobowych. U czytajà fragment artyku∏u oraz wypowiedê Dariusa. Zastanawiajà
si´, czy omawiane eksperymenty naukowe mia∏y jakikolwiek wp∏yw na ma∏py. U przedstawiajà swoje uwagi
g∏oÊno.
3
Listening and speaking – Your vision of the future
1 U3T5 U s∏uchajà wypowiedzi 5 osób, które przedstawiajà swoje wizje przysz∏oÊci. Dopasowujà zdania do
poszczególnych osób. U sprawdzajà çwiczenie parami.
Monica: There won’t be any real shops. People will buy things on the Internet.
Stan: People will live on some distant planets.
Stephen: There won’t be any real “private” letters. People will send SMS’s and emails.
Zeek: We will be able to replace our organs with new ones.
Penelope: A huge meteor will hit the Earth and destroy it.
unit 3 tapescript 5
1. Monica: No way, it’s never going to happen. I mean, people really love to do this. I know that you can do it at home and you
don’thave to do much just press the button, but we love to spend hours walking around, trying things on, that’s the thing… And
besides what’s the fun of just looking at things at your computer screen Anyway I think it’s impossible.
2. Zeek: It’s quite possible. I think there are a lot of things like that going on already. I mean not exactly this, but we learnt about
human genes, we have started cloning animals, we have learnt more and more about the world and medicine. So I think it’s
quite possible.
3. Stephen: It’s already happening so there is no escape from it. Nobody likes to use a pen and people are so lazy. So, it’s definitely
going to happen, it’s just a matter of a few years.
4. Penelope: No, no, no! I don’t think it’s possible. I mean it’s possible that something like that may happen, but I believe our
government and the governments of all the countries in the world will do something to prevent it. We’ve got so much knowledge
about space and we’ve got weapons that we could use. You know, if something like this happens, it’ll end like in that movie with
Bruce Willis and Ben Affleck.
5. Stan: Yes, it’s quite possible. Look, the Earth is not going to last forever and people will have to find somewhere else to live.
That’s a fact. When the sun dies the Earth will die as well and I think by this time we’ll have invented spacecrafts that could travel
with the speed of light and it’ll be possible. We’ve flown to the Moon and now we’re exploring Mars, so what’s the problem
2 U pracujà w grupach czteroosobowych. Rozwijajà wizje przysz∏oÊci, o których by∏a mowa w nagraniu.
Przedstawiciele poszczególnych grup prezentujà pomys∏y grupy.
www.wsip.com.pl
37

Grammar – The Future Perfect and the Future Perfect Continuous
*
1 a. U pracujà indywidualnie: okreÊlajà, jaka struktura gramatyczna zosta∏a u˝yta w poszczególnych
zdaniach.
A. will have + past participle
B. will have been + verb+ing
C. will have + past participle
D. will have been + verb+ing
b. U wybierajà zdania, które sà napisane w podanych czasach.
A, C – Future Perfect
B, D – Future Perfect Continuous
c. U uzupe∏niajà zasady u˝ycia czasu, podajàc odpowiednià nazw´.
We use Future Perfect to say that something will have been done, completed or achieved by a certain time in
the future.
We use Future Perfect Continuous to say that something will have been done, completed or achieved for
a specified period of time but the action is continuous or expressed as such.
We don’t use Future Perfect Continuous when we talk about the results rather than the action itself.
We don’t use Future Perfect Continuous when we use such verbs as be, have (possess), know, like, want.
*
38
U uzupe∏niajà tabel´.
FUTURE PERFECT
Active will have + past participle will have been + verb+ing
Passive will have been + past participle NOT USED
*
2
FUTURE PERFECT CONTINUOUS
3 U uzupe∏niajà zdania odpowiednià formà podanego czasownika w czasie Future Perfect lub Future Perfect
Continuous. Kilkoro U czyta zdania, aby pozostali mogli sprawdziç.
1. will have been 2. will have fixed 3. will have been learning 4. will have spent
5. will have been working 6. will have sent 7. will have been picking 8. will have died
Listening – Space tourism
1 U3T6 PART 1 U s∏uchajà pierwszej cz´Êci nagrania, odpowiadajà na pytania.
1. To a space tourism convention. 2. He doesn’t like it. 3. He thinks it’s boring.
unit 3 tapescript 6
Part 1
Craig: Alright fellas, I gotta take off.
Jim: Yea, guess I’m going too. Where ya headed I’ll give you a lift.
Craig: Uuum, that’s OK, I have my bike, I have a, uh meeting.
Jim: No problem, we’ll throw the bike in the car, I have some time to kill anyway. You know we haven’t had much time to shoot
the breeze lately anyway.
Craig: You sure
Jim: Sure, I’m sure.
Jim: So, where are we headed
Craig: Take me downtown to the civic center. You can drop me off near there.
Jim: Near the civic center, huh. Aren’t those folks holding some silly space tourism convention Aren’t people happy enough with
Hawaii or Paris. You would have to pay me a million bucks to get me out of this atmosphere. It was hard enough to get me on
the plane when we went on our family vacation last year.
Craig: Well, to tell you the truth, I am going downtown to see what those folks have to say. It is becoming more of a reality than
you think.
Jim: Man, you’ve got to be kidding me. First bungee jumping, then skydiving and now space travel! You always were adventurous
and a little looney.
Craig: OK, Mr. Mundane, live it up in your school life, computer games and TV lifestyle. I’m going to get to the Moon and
experience life to its fullest. Weren’t you complaining just last week about how routine your life was getting Liven things up,
at least come in and see what the fuss is all about.
Jim: Alright, could be good for a laugh.
2 a. U3T6 PART 2 U s∏uchajà drugiej cz´Êci nagrania. OkreÊlajà, czy podane zdania sà prawdziwe, czy fa∏szywe.
Zadaniem U jest poprawienie fa∏szywych zdaƒ tak, aby by∏y one zgodne z treÊcià nagrania.

unit 3 tapescript 6
Part 2
Rep: That’s right, reserve your place now, at least in your pocketbook. In the first 20 years after the space tourism industry gets
up and running, prices could drop to as low as a few thousand dollars, just to get you there. Before that time though, prices
could reach as high as 50,000 dollars. Yes, this is a high price to pay just for a vacation, but after all it is space. Start saving
a hundred a month now and make your voice be heard. Demand from your tourism and air travel providers services to space!
Keep up to date with the Space Journeys Incorporated Affiliated International Space Travel Society’s monthly journal.
Experiences can be varied – from luxury orbiting hotels to vertical and parabolic flights in a high-performance aircraft that
would expose us to brief periods of weightlessness and a sense of the Earth’s curvature. Imagine seeing the world from
a different perspective!
Dennis Tito did it when he flew to the ISS in 2001 as the first privately funded space tourist just for the fun and enjoyment of
being in space. Japan has sent a journalist and even a contest winner has traveled to Mir. That was back in 1991. Through our
analysis of projected private support reaching these numbers we can see tourist flight possible....
Jim: Wow, look at these photos, I had no idea that people without proper astronautical training made it off the Earth. This does
look amazing.
Craig: Just to see the world from a different perspective and to live in a really out-of-this world physical environment. Look here,
they even say there could be work opportunities in as little as twenty years.
Jim: Working in space I don’t know about that, but I suppose joining the International Space Travel Society couldn’t hurt. Do
you think we’ll be able to improve our science grades then
Craig: Guess I’m not as crazy as you thought I was!
Jim: Maybe I’m just joining the club.
Craig: Alright then, come aboard, hey let’s go over here and check out this film...
1. T 2. F (50,000) 3. F (brief periods) 4. F (they traveled) 5. T
b. U przekszta∏cajà zdania z poprzedniej cz´Êci, u˝ywajàc czasów przysz∏ych.
1. In the first 20 years prices will drop (will have dropped) to as low as a few thousand dollars.
2. You will need at least 50,000 dollars to pay for a holiday in space.
3. You will be exposed to brief periods of weightlessness during flights.
4. You will be able to travel in space without proper astronautical training.
5. You will be able to get a job in the space travel industry.
3 U3T6 PART 2 U pracujà indywidualnie: s∏uchajà nagrania ponownie, uzupe∏niajà zdania odpowiednimi
wyrazami.
(1) space tourism industry (2) few thousand dollars (3) air travel providers (4) International Space Travel
(5) luxury orbiting hotels (6) a high-performance aircraft (7) privately funded space tourist (8) contest winner
(9) tourist flight
Grammar practice – The Future Perfect and the Future Perfect Continuous
*
1 U wybierajà poprawnà form´ czasownika, sprawdzajà parami, a nast´pnie wyra˝ajà opini´ na temat
przedstawionych pomys∏ów.
1. a) 2. c) 3. c) 4. a) 5. b)
*
2 U czytajà fragmenty zdaƒ i je ze sobà ∏àczà. Nast´pnie uzupe∏niajà odpowiednià formà podanych
czasowników.
1. will have been reduced b) 2. will have taken d) 3. will have been writing c) 4. will have been booked e)
5. will have been made a)
*
3 U uzupe∏niajà zdania odpowiednimi formami czasownika w czasie Future Perfect Continuous. N mo˝e
zadaç çwiczenie jako prac´ domowà.
1. will have been training 2. will have been paying off 3. will have been working 4. will have been piloting
5. will have been lobbying
Listening and speaking – What time does it land on Mars
1 U3T7 PART 1 U pracujà indywidualnie: starajà si´ dopasowaç s∏owa pytajàce do podanych odpowiedzi.
Nast´pnie s∏uchajà rozmowy i uzupe∏niajà pytania. N zwraca uwag´, ˝e pytania U powinni utworzyç sami na
podstawie informacji w nagraniu.
1. Who wants to go into space b) 4. How much will he have to pay f)
2. Where does he want to go c) 5. What will he have to fill out a)
3. For how long is he going e) 6. Why can’t he be there for too long d)
www.wsip.com.pl
39

unit 3 tapescript 7
PART 1
Travel agent: So you want to go to the moon, hmm I only see 20-day trips available. How about a nice 4-day lunar orbit or a...
Client: Money is no object and I need to get far out! How about Mars
Agent: Money would have to be no object. These are very expensive journeys and are only available in month long blocks. I’ll
check if we still have them.
Client: Look, I have the money and I’d like to leave as soon as possible...
Agent: Well sir, you know these things take some time. First I’ll have you fill out this questionnaire. Crews are fairly selective with
who they will take for a month long voyage into space.
Client: I’ll do it at home.
Agent: Sorry, must be done in my presence.
Client: Sorry mam, but I’m on the run, I mean I have to run, and I can’t be here too long. I have to get my… to the gym. I have
my daily workout in ten minutes. Here is a cash advance on my ticket, with a little extra for you and I think you can figure out
all of those other details.
Agent: Well sir, it is good that you are working out because it says here that you will need two months of moderate physical training
before entering any space ship. But you do look as though you are in good shape. If you don’t mind me asking, are you an
athlete or body builder
Client: You could say that... uhh... it was a part of the routine at the facility.
Agent: Facility
Client: You know, housing, resort, facility, all us rich guys have them.
Agent: Ohh... where was this
2
a. U pracujà parami: odpowiadajà na pytania.
b. U3T7 PART 2 U s∏uchajà drugiej cz´Êci nagrania, a nast´pnie odpowiadajà na pytania, zgodnie z treÊcià
nagrania.
40
PART 2
Client: OK, the chit chat is over and I have to go. Here is a little extra incentive in the form of CASH and get me on the next trip
out of here. I will CALL back in 2 days.
Strong voice of police: Planning on going somewhere, Joe To space!
Client: Would have gotten there too if this place wasn’t so inefficient.
Agent: Guess we’ll have a little extra time to make that reservation.
Police: Yea, I’d say, about 20 to life.
3 U3T7 PART 1 U otrzymujà od N kartki z tekstem nagrania. Zadaniem U jest wybranie w∏aÊciwego s∏owa
z nagrania. ZA¸ÑCZNIK 8
4 U pracujà parami: otrzymujà kartki z przygotowanymi rolami. Ich zadaniem jest odegranie ról. U majà kilka
minut na przygotowanie dialogów. ZA¸ÑCZNIK 9
Reading and writing – Here is the latest news…
*
1 a. b. U czytajà nag∏ówki z gazet i próbujà okreÊliç, do jakich wydarzeƒ si´ odnoszà. Nast´pnie czytajà
wiadomoÊci i dopasowujà do nich podane nag∏ówki.
A. EARTH INVADED! 5000 D. SECOND TERM WOMAN’S PRESIDENCY 2050
B. TIME TRAVEL POSSIBLE! 3500 E. HUMAN ROBOT SURGERY 2300
C. THE SAFEST CAR SO FAR 2100
*
2 U pracujà parami: czytajà przewidywania wydarzeƒ w przysz∏oÊci. Próbujà dopasowaç podane zdania do
przeczytanych wiadomoÊci, aby w przybli˝eniu okreÊliç dat´ ich spe∏nienia.
1. There will be women only in the American Congress. –
2. Atomic engines will be used in cars. 2100
3. Cars will be running on water. 2100
4. The most complicated surgeries will be performed by robots. –
5. Robots will replace doctors in their surgeries. 2300
6. Robots will be cooking our meals. 2300
7. Travelling to the future will be possible. –
8. There will be a nuclear war on earth. –
9. People from the future will be visiting us because they will have a time machine. 3500
10.The Earth will be invaded by people from the future. –

*
*
U wybierajà jednà wiadomoÊç i piszà jà, u˝ywajàc czasu przysz∏ego. Kilkoro U czyta wiadomoÊci.
4 åwiczenie mo˝na zadaç jako prac´ domowà lub przeprowadziç na lekcji. U pracujà parami: ich zadaniem
jest przygotowanie krótkiej notatki prasowej dotyczàcej wiadomoÊci z przysz∏oÊci. Z napisanych wiadomoÊci
mo˝na stworzyç gazetk´. N mo˝e prosiç o przygotowanie projektu – sk∏ad gazetki na komputerze.
Interaction – Your vision of the future world
U pracujà w grupach czteroosobowych. Otrzymujà od N kartki z ró˝nymi wersjami wizji Êwiata w przysz∏oÊci.
* U dodajà swoje pomys∏y do wybranej wizji. Nast´pnie prezentujà wizj´ ca∏ej klasie. Klasa wybiera wizj´, która
jest najbardziej optymistyczna, pesymistyczna itd. ZA¸ÑCZNIK 10
4
3
Reading – British and American Science
1 U pracujà parami: dopasowujà zdania do osoby, która je wypowiedzia∏a. U czytajà odpowiedzi dla
sprawdzenia.
1. B. 2. C. 3.D. 4.E. 5.G. 6.A. 7. F.
2 a. U czytajà opisy i starajà si´ odgadnàç, jakich rzeczy dotyczà.
1. crossword puzzles 3. television 5. vacuum cleaner
2. antibiotic 4. fax machine
b. åwiczenie mo˝na zadaç jako prac´ domowà lub przeprowadziç na zaj´ciach z wykorzystaniem Internetu.
Zadaniem U jest dopasowanie wynalazku do jego wynalazcy. Aby rozwiàzaç çwiczenie U mogà równie˝
wykorzystaç dost´pne leksykony, encyklopedie itd. N mo˝e poprosiç U o znalezienie dodatkowych informacji
na temat ka˝dego wynalazku / wynalazcy.
Tin can
Peter Durand
Crossword puzzles Arthur Wynne
Electric motor
Michael Faraday
Fax machine
Alexander Bain
Penicillin
Alexander Fleming
Polyester
John Rex Whinfield and James Tennant Dickson
Steam engine
Thomas Savery, Thomas Newcomen, James Watt
Television
John Logie Baird
Vacuum cleaner
Hubert Cecil Booth
Waterproof fabric Charles Macintosh
3 U pracujà indywidualnie: czytajà tekst (wersja amerykaƒska). Wpisujà brakujàce s∏owa. Kilkoro U czyta
fragmenty tekstu g∏oÊno.
adhesive tape airplane safety pin sandwich blue jeans
4 U pracujà indywidualnie: na podstawie tekstu okreÊlajà, do jakich wynalazków odnoszà si´ podane daty,
osoby lub miejsca.
1. Levi Strauss jeans 4. Kitty Hawk airplane
2. Walter Hunt safety pin 5. 1762 sandwich
3. Wilber and Orville Wright airplane 6. Richard G. Drew adhesive tape
5 åwiczenie mo˝na zadaç jako prac´ domowà. U znajdujà wi´cej informacji o osobach wymienionych w tekÊcie.
U powinni korzystaç z dost´pnych leksykonów, encyklopedii, Internetu.
åwiczenie dodatkowe
U mogà poszukaç informacji o polskich wynalazkach, opisaç je i przedstawiç sylwetki ich wynalazców na
zaj´ciach.
www.wsip.com.pl
41

Listening – Watt, Faraday and Newton
*
1 a. U pracujà parami: czytajà informacje o s∏ynnych wynalazcach i naukowcach. Dopasowujà nazwiska do
miejsc, dat oraz krótkiej charakterystyki.
NAME PLACE DATES DESCRIPTION/EVENTS
James Watt Greenock, Scotland, 1739–1819 – a high quality engineer,
Glasgow
– produced a steam engine,
– worked with Matthew Boulton,
– introduced the term “horse-power”.
Michael Faraday London 1791–1867 – worked with Sir Humphry Davy,
– was professor of chemistry at the Royal Institution,
– worked on the condensation of gases, optical
deceptions and the isolation of benzene from gas oils,
– converted electrical energy into motive force,
– invented the electric motor and the first dynamo,
– developed theories on light and gravitational systems.
Sir Isaac Newton Woolshrope 1642–1727 – was interested in astronomy and mathematics,
Grantham
– formulated the universal law of gravitation,
Cambridge
– studied the nature of light and colour,
London
carrying out many experiments with a prism,
– worked as a Master of the Mint,
– was the first scientist to be given a knighthood.
b. U3T8 U s∏uchajà nagrania, aby sprawdziç poprawnoÊç çwiczenia.
unit 3 tapescript 8
James Watt was born in Greenock, Scotland in 1739. When he was 19, he was sent to Glasgow to learn to make mathematical
instruments. After establishing himself as a high quality engineer, in 1763, Watt was sent a Newcomen steam engine to repair. While
putting it back into working order, Watt discovered how he could make the engine more efficient. With the financial help of Matthew
Boulton, a successful businessman from Birmingham, he began to produce the Watt’s steam engines in Boulton’s factory.
In 1755 Watt was given a patent by Parliament that prevented anybody else from making a steam engine like the one he had
developed. For the next twenty-five years, the Boulton & Watt company had a virtual monopoly over the production of steam
engines. By 1800, there were over 500 of Watt’s machines in Britain’s mines and factories.
Watt was also a very shrewd businessman. He developed the idea of charging his customers a premium for using his steam engines
by comparing their power to that of a horse. Watt calculated that a horse exerted a pull of 180 lb. and when he made a machine,
he described its power in relation to a horse as in his “20 horse-power engine”. Watt figured out how much each company saved
by using his machine rather than a team of horses. The company then had to pay him one third of this figure every year, for the
next twenty-five years. When James Watt died in 1819 he was a very rich man.
Michael Faraday was an English scientist born in 1791 in London. He was apprenticed to a bookbinder at the age of 14. He had
very little school education, but acquired a large amount of scientific knowledge through reading and by going to lectures by Sir
Humphry Davy. In 1813 Faraday became assistant to Davy at the Royal Institution in London. He was made a member of the
institution in 1823 and a fellow of the Royal Society in 1824. In 1825 he became director of the laboratory, and from 1833 he was
Fullerian professor of chemistry at the Royal Institution. His experiments yielded some of the most important principles and
inventions in scientific history. He developed the first dynamo (in the form of a copper disk rotated between the poles of
a permanent magnet), the beginning of modern dynamos and generators. From his discovery of electromagnetic induction (1831)
stemmed a vast development of electrical machinery for industry. In 1825, Faraday discovered the compound benzene. In addition
to other contributions he did research on electrolysis, formulating Faraday’s law. Faraday also developed theories on light and
gravitational systems.
Sir Isaac Newton was born on December 25, 1642 in Woolsthorpe, England. Newton was educated at Trinity College, Cambridge
where he lived from 1661 to 1696. During this period he did most of his work on mathematics. In 1696 he was appointed Master
of the Royal Mint, and moved to London, where he lived until his death.
As a mathematician, Newton invented integral calculus, and with Leibnitz, differential calculus. He also calculated a formula for
finding the velocity of sound in a gas which was later corrected by Laplace.
Newton made a huge impact on theoretical astronomy. He defined the laws of motion and universal gravitation which he used to
predict precisely the motions of stars, and the planets around the sun. Using his discoveries in optics Newton constructed the first
reflecting telescope. He was also known for his studies on the nature of light and colour, carrying out many experiments with a prism.
Newton found science a confused mix of isolated facts and laws, capable of describing some phenomena, and predicting only
a few. He left science with a singular system of laws that could be applied to a large range of physical phenomena, and used to
make exact predictions. Newton published his works in two books, namely “Opticks” and “Principia”.
42

*
Newton died in London on March 20, 1727 and was buried in Westminster Abbey, the first scientist to be accorded this honour.
A review of an encyclopedia of science will reveal at least two to three times more references to Newton than any other individual
scientist. He was the first scientist to be given a knighthood. Sir Isaac Newton said: “If I have been able to see further, it was only
because I stood on the shoulders of giants.”
2 U3T8 U s∏uchajà nagrania ponownie. Ka˝dy U powinien wynotowaç o danej osobie co najmniej dwie nowe
informacje, których nie by∏o w tabeli. W drugiej cz´Êci U pracujà w grupach czteroosobowych, aby porównaç
i uzupe∏niç zgromadzone informacje.
*
3 N mo˝e zadaç çwiczenie jako prac´ domowà. Podobnie jak w przypadku innych çwiczeƒ tak i tu zadaniem
U jest wykonanie projektu. U korzystajà z dost´pnych êróde∏, aby znaleêç informacje o s∏ynnych kobietach
naukowcach.
PHRASAL VERBS FOR MATURA
GO
U pracujà parami i odpowiadajà na pytania.
1 yellow – green red – pink
2
a. lights alarm food bomb
b. go bad – food sound – alarm explode – bomb stop working – lights
3
4
5
6
7
8
b) go ahead.
N sprawdza, czy U znajà znaczenie czasownika frazowego go for. U odpowiadajà na pytanie indywidualnie.
b) went down
2. She has suffered a lot.
U wybierajà odpowiedê.
Wszystkie odpowiedzi pasujà do kontekstu zdania.
TAKE
9 U dopasowujà czasowniki frazowe do ich znaczeƒ. W tym çwiczeniu U powinni korzystaç ze s∏ownika.
take on accept
take apart separate into parts
take after resemble
take off leave the ground
take to like
10 U3T9 U s∏uchajà nagrania, a nast´pnie uzupe∏niajà tekst brakujàcymi czasownikami.
1. taken off 2. took the clock apart 3. takes after 4. taken on 5. took to
unit 3 tapescript 9
1. Dêwi´k startujàcego samolotu.
2. Dêwi´k rozbijanego budzika.
3. G∏os p∏aczàcego dziecka. G∏os jego mamy: He is exactly like his father.
4. G∏os maszynerii. S∏ychaç, ˝e coÊ si´ psuje. Dziewczyna: Right… so, er… I’m supposed to do… what exactly I mean, I should, er…
like press which button (panics!) Which button do I press!
5. Hello everybody, I’m Ms Stanton and you’ll remember this name for the rest of your lives. Questions (short pause) Good!
11 U uzupe∏niajà zdania czasownikami frazowymi w odpowiedniej formie.
1. goes off 2. go together 3. go ahead 4. go by 5. go on 6. take away 7. take on 8. take to
W cz´Êci Look it up! U korzystajà ze s∏ownika: szukajà innych przyk∏adów czasowników frazowych z czasownikami
go i take i zapisujà z nimi zdania.
www.wsip.com.pl
43

5
Matura practice
Reading – Rozumienie tekstu czytanego
åwiczenie mo˝na zrealizowaç w klasie jako form´ powtórzenia lub zadaç jako prac´ domowà. U czytajà tekst,
* z którego usuni´to 8 zdaƒ. U muszà uzupe∏niç tekst 8 zdaniami z 10 podanych.
(1) C (2) F (3) G (4) A (5) E (6) B (7) J (8) I
Speaking – Dyskusja
*
1 U analizujà przedstawiony materia∏ dotyczàcy eksperymentów na zwierz´tach. N zadaje nast´pujàce
pytania:
1. Where are animals used as guinea pigs
2. Do you think experiments on animals are justified
3. Can people use animals in order to save human life
4. Have you ever heard of the cruel treatment of animals in scientific experiments
5. What are alternative ways to test new products / medicine
*
2 U analizujà przedstawiony materia∏ dotyczàcy podró˝owania w przysz∏oÊci. N zadaje nast´pujàce pytania:
1. Do you think travelling in space will ever be possible for everyone
2. Why would people like to travel in space
3. Do you think the space travel industry will attract many people (work and travel)
4. What limitations can such travelling have
5. Would you like to travel to the Moon Why Why not
6. Would you like to live on Mars Why Why not
Writing – Wypowiedê pisemna: zaproszenie, rozprawka, opowiadanie
U mogà wykonaç wybrane zadanie na lekcji lub jako prac´ domowà.
44

UNIT 4
Beliefs
TEMAT
GRAMATYKA
S¸OWNICTWO
WYPOWIEDè USTNA
KONWERSACJA
CZYTANIE
S¸UCHANIE
INTERAKCJA
WYPOWIEDè PISEMNA
KULTURA
MATURA
sens ˝ycia, Êwiat wartoÊci, religia, Êwi´ta koÊcielne, ideologie, idea∏y, wierzenia, staroÊç,
tolerancja, normy zachowania
pytania – powtórzenie, konstrukcje typu It’s thought that…, 3. okres warunkowy, okresy
warunkowe mieszane, konstrukcje typu It’s high time, I’d rather, I’d prefer
religia, wiara, wyra˝anie opinii, okreÊlanie wieku, s∏owotwórstwo, czasowniki frazowe z keep
i break
jak zareagowa∏byÊ / zaregowa∏abyÊ na podane pytania zadane przez obcokrajowca
rozmowa na temat wieku – odpowiadanie na pytania
Religie Êwiata – judaizm, czytanie w celu wyszukania okreÊlonych informacji, nieporozumienia
wynikajàce z odr´bnych kultur, obyczaje na Êwiecie, Niesamowite zbiegi okolicznoÊci – çwiczenia
gramatyczne na 3. okres warunkowy, anegdoty o starszych osobach
Salam znaczy pokój – s∏uchanie w celu uzyskania informacji ogólnych, Niesamowity zbieg
okolicznoÊci – s∏uchanie po∏àczone z gramatykà, Wiek – wypowiedzi osób na temat wieku,
wypowiedzi na temat osób starszych – s∏uchanie w celu uzyskania okreÊlonych informacji
kwiz – religie Êwiata, dyskusja na podane tematy dotyczàce religii i norm kulturowych,
omawianie problemów ludzi starszych – znalezienie rozwiàzania niektórych problemów,
wyra˝anie opinii – I’d rather, I’d prefer...
wypracowanie na temat wieku, dzieciƒstwa, staroÊci
najwa˝niejsze religie Êwiata, Henryk VIII i jego ˝ony, purytanizm w Ameryce
rozumienie tekstu czytanego, rozumienie ze s∏uchu, wypowiedê pisemna: rozprawka,
opowiadanie, list prywatny
TEST YOUR MIND – GRAMMAR
W cz´Êci TEST YOUR MIND – GRAMMAR U przypominajà sobie i utrwalajà dotychczas poznane wiadomoÊci
dotyczàce zdaƒ warunkowych wszystkich typów oraz tworzenia pytaƒ. T´ cz´Êç mo˝na zrealizowaç w formie
krótkiego testu, U pracujà indywidualnie, N organizuje konkurs, który z U zrobi najwi´cej zadaƒ poprawnie.
1 a. b. U czytajà zdania. OkreÊlajà typ zdania warunkowego. U dobierajà odpowiednie struktury, nast´pnie N
prosi o przypomnienie regu∏ okreÊlajàcych u˝ycie tych zdaƒ.
Conditional 1 b. If you are late, we will go without you.
Conditional 2 c. If I won a big prize in a lottery, I would travel a lot.
Conditional 3 a. If she had known her husband was in hospital, she would have visited him.
2 U pracujà indywidualnie: uzupe∏niajà zdania odpowiednimi formami czasowników w nawiasie. Kilkoro
U czyta utworzone zdania.
1. could, had 2. like, will you buy 3. will ruin, sit 4. snowed, would ski
5. had taken, would have arrived 6. would keep, could
3 U pracujà indywidualnie: parafrazujà zdania, u˝ywajàc zdaƒ warunkowych. U sprawdzajà poprawnoÊç
w∏asnych zdaƒ oraz zdaƒ kolegi / kole˝anki z ∏awki. W przypadku wàtpliwoÊci mogà poradziç si´ N.
1. If you hadn’t forgotten the compasses, we wouldn’t have lost our way.
2. If she wasn’t very shy, she would enjoy meeting new people.
3. If I had the right change, we could get drinks from the vending machine.
4. If the examiner had read the passage more slowly, the candidates would have understood it.
5. If you had thought about it, you wouldn’t have made that mistake.
6. If the criminal hadn’t had a piece of metal in his pocket, the bullet would have killed him.
4 U pracujà indywidualnie: parafrazujà zdania, u˝ywajàc podanych struktur. Kilkoro U czyta zdania g∏oÊno.
1. I wish I could drive.
2. I wish I hadn’t called you a liar.
3. I wish we had visited you.
4. If only she had translated the documents on time.
5. If only they hadn’t travelled by bus.
6. She wishes she could play tennis with you.
www.wsip.com.pl
45

Questions
5 U dopasowujà odpowiedzi do pytaƒ. Nast´pnie uzupe∏niajà pytania w∏asnymi s∏owami, tak aby odpowiedzi
by∏y logiczne. åwiczenie mo˝na przeprowadziç w formie konkursu na najbardziej zaskakujàce pytanie.
Podane sà propozycje – odpowiedzi U mogà si´ ró˝niç.
Who did you talk to
To Jane.
Where is he from
From England.
Why did you go there
Because I wanted to see her.
When did you decide to quit
Last week.
Who was this letter written by
By Mark.
How long have you been learning Spanish Three months.
6 a. b. U pracujà parami: czytajà pytania i zastanawiajà si´, jakie b∏´dy si´ w nich pojawi∏y. W drugiej cz´Êci
dopasowujà wyjaÊnienia do pytaƒ.
1. How long you have known her have you known a.
2. When will she visits you visit d.
3. Where were they go last month did c.
4. Why didn’t you asked me before ask b.
5. Who was it translate by translated e.
TEST YOUR MIND – VOCABULARY
1 U uzupe∏niajà zdania odpowiednià formà podanego s∏owa.
1. behaviour, unacceptable 2. faithful, followers 3. doubtful, disagree
2 U uzupe∏niajà zdania podanymi na apli wyrazami. Kilkoro U czyta zdania na g∏os.
1. pray, prayer 2. view 3. believe 4. intolerant, beliefs 5. -minded, -mindedness
6. church 7. attitude
1
Interaction – How much do you know about religion
*
1 2 U pracujà parami. Jeden U rozwiàzuje cz´Êç A, drugi cz´Êç B. U otrzymujà od N kartki z danymi.
Parami zadajà sobie wzajemnie pytania, wykorzystujàc podane s∏owa. W ten sposób mogà sprawdziç, czy
poprawnie odpowiedzieli na pytania kwizu. ZA¸ÑCZNIK 11
QUIZ
A.
What is the sacred text of Hinduism a)
Which religion has the most members c)
When was Buddhism founded c)
What’s the oldest religion in the world c)
B.
Which is not the sacred text of Judaism a)
Which religion has the least members c)
When was Islam founded c)
What’s the youngest religion of the world c)
Poprawnie sformu∏owane pytania i dane w ZA∏ÀCZNIKU 11.
*
3 U pracujà parami: ∏àczà podane s∏owa z religià, z którà te s∏owa sà zwiàzane.
JUDAISM ISLAM CHRISTIANITY
Holocaust jihad Garden of Eden
Bar Mitzvah Ramadan Christmas
Sabbath Allah Easter
46

Reading and vocabulary – Religions in the world – JUDAISM
*
1 U zastanawiajà si´, czy podane stwierdzenia dotyczàce judaizmu sà prawdziwe, czy fa∏szywe.
Nast´pnie czytajà tekst, aby potwierdziç swoje przypuszczenia.
STATEMENT
AFTER
T F
Jews consider actions and behaviour as more important than beliefs. 3
About 6 million Jews were killed in the Holocaust. 3
Jews regard Jesus as the Messiah. 3
Boys are recognized as adults at the age of 18. 3
Religious services are held in mosques. 3
Any adult with enough knowledge can lead religious services. 3
Men over 13 can sign contracts. 3
Jewish people rest on Thursday. 3
The proper age for marriage according to the Talmud is between 18 and 24. 3
Jewish people celebrate New Year in the autumn. 3
*
U pracujà parami: definiujà podane terminy, korzystajàc ze wskazówek.
original sin
Passover
Bar Mitzvah
the Talmud
seder
Rosh Hashanah
synagogue
*
It’s the concept that all people have inherited Adam and Eve’s sin when they disobeyed
God’s instructions in the Garden of Eden.
It’s the holiday which recalls the Jews’ escape out of slavery in Egypt.
It’s the holiday when boys become recognised as adults.
It’s the book which contains stories, laws, medical knowledge and debates about moral
choices.
It’s the meal which is eaten during Passover.
It’s the holiday when the Jewish New Year is celebrated.
It’s the place where Jewish people pray.
3 U pracujà indywidualnie: uzupe∏niajà zdania odpowiednimi formami podanych s∏ów. U mogà korzystaç
z omówionego tekstu lub ze s∏ownika.
1. creator 2. religious 3. persecutions 4. knowledge 5. mediator 6. behaviour 7. instructions
8. attendance 9. marriage
Grammar practice – It’s thought that…
*
1 U ∏àczà podane zdania z odpowiednimi strukturami gramatycznymi.
A. 2 B. 1 C. 3
*
2 U pracujà parami: parafrazujà zdania, u˝ywajàc wskazanych konstrukcji gramatycznych. Kilkoro U czyta
zdania na g∏os dla sprawdzenia poprawnoÊci wpisanych zdaƒ.
1. The Talmud is regarded as the major source of religious knowledge by Jews.
2. It is claimed that traditional Jewish beliefs gave the basis for Christianity.
3. In Christianity beliefs are known to be more important than actions.
4. Jesus is seen as a great moral teacher.
5. Boys over 13 are recognised as adults.
6. It is believed that God is the creator of everything.
Listening – Salam means peace
1
2
Przed wys∏uchaniem rozmowy U zastanawiajà si´, o jakiej religii b´dzie mowa w nagraniu (Islam).
2 a. U4T1 U s∏uchajà rozmowy po raz pierwszy. Uk∏adajà podane pytania w kolejnoÊci, w jakiej pojawi∏y si´
w nagraniu. Nast´pnie parami sprawdzajà, czy kolejnoÊç jest poprawna.
2 9 4 3 1 6 8 7 5
www.wsip.com.pl
47

unit 4 tapescript 1
Interviewer: Good evening. Today in our series Religions of the World we’ll be talking about Islam. I’d like to welcome Mr Braxton,
a specialist in Islam and other major religions of the world. Good evening, Mr Braxton. I’m glad you accepted our invitation.
Mr Braxton: I’m pleased to be here.
Interviewer: My first question concerns the origins of the name of the religion. Where does Islam originate from
Mr Braxton: The name of this religion, Islam, comes from the word salam, which is often interpreted as meaning “peace”.
Interviewer: Could you explain the meaning of some other well-known words like Allah or Muslim
Mr Braxton: Allah is an Arabic word which means “the One True God”. A Muslim is a follower of Islam. Muslim is an Arabic word
that refers to a person who follows the will of God. Many Muslims feel that the phrase “Islamic terrorist” which can be heard
of so often in the media is a contradiction in terms.
Interviewer: When and where did the religion start Who was it founded by
Mr Braxton: Most religious historians think that Islam was founded in 622 CE by Muhammad the Prophet. He lived from about
570 to 632 CE. The religion originated in Mecca, when the angel Gabriel read the first revelation to Muhammad. Islam is
seen as the youngest of the world’s great religions. However, many if not most of the followers of Islam believe that Islam had
existed before Muhammad was born and the origins of Islam date back to the creation of the world.
Interviewer: How many Muslims are there in the world
Mr Braxton: It is believed that there are approximately 1.2 billion Muslims in the world and the number is still growing. They
represent about 20% of the world’s population. They are the second largest religion in the world; Christianity has 33%.
Interviewer: What’s the source of Muslims’ beliefs
Mr Braxton: Islamic beliefs are based on the Old Testament and the Koran which is composed of God’s words, dictated by the
Archangel Gabriel to Muhammad. They treat Jesus as a messenger of God (Muhammad’s message is considered the final,
universal message for all humanity). They are against racism – all people are considered children of Adam. They avoid the
use of alcohol and other drugs.
Interviewer: Do they pray If so, how often and where
Mr Braxton: Muslims perform the salat (prayer) 5 times a day, if possible. One recites it after orientating one’s body towards Mecca.
The first prayer is performed some time between the break of dawn and just before sunrise, the second just after midday, the
third in the late afternoon, the fourth between sunset and darkness, and the fifth at night time, often just before sleeping.
Interviewer: Let’s move on to the most used concept nowadays: jihad. What does it mean to Muslims
Mr Braxton: Jihad (struggle) is probably the most misunderstood religious word. It has often been mentioned on Western TV
and radio during news about the Middle East, where it is implied to be a synonym of “holy war” – a call to fight against
non-Muslims in the defence of Islam. The vast majority of Muslims have a completely different definition of jihad. It is seen
as a personal, internal struggle with one’s self leading to self-purification.
Interviewer: And this interesting sounding word Ramadan What does it mean
Mr Braxton: Ramadan is the holiest period in the Islamic year; it is held for the entire 9th lunar month of the year. This was the
month in which the Koran was revealed to the Prophet Muhammad. The first day of Ramadan is a time when almost all
Muslims over the age of 12 are expected to fast from sunrise to sunset.
Interviewer: How do Muslims get on with the state
Mr Braxton: Originally, in Islamic countries, there was no separation between religious and civil law, between Islam and the state.
Muhammad and his successors were both religious and political leaders. Turkey and some other countries have become secular
states during the 20th century. This is seen as a controversial move in conservative Islamic circles.
Interviewer: Thank you very much for this valuable information about Islam. I hope our listeners will now have a fresh look at
this religion. Next week…
b. U4T1 U pracujà parami: s∏uchajà nagrania ponownie i próbujà zanotowaç odpowiedzi na pytania. Kilka par
przedstawia swoje notatki.
3 U4T1 U s∏uchajà nagrania po raz trzeci, a nast´pnie z podanych zdaƒ wybierajà te, które nie zosta∏y u˝yte
w nagraniu.
They feel that it is in reality the faith taught by the ancient Prophets, Abraham, David, Moses and Jesus.
By 750 CE, Islam had expanded to China, India, along the Southern shore of the Mediterranean and into Spain.
Since their trading routes were mostly over the land, they did not develop an extensive sea trade.
Many do not look upon Islam as a new religion.
4 U uzupe∏niajà zdania, wykorzystujàc wiadomoÊci z nagrania oraz tekstu. Je˝eli U b´dà mieli trudnoÊci
z uzupe∏nieniem zdaƒ, to mogà wys∏uchaç rozmowy jeszcze raz.
Ramadan is regarded as the holiest period in the Islamic year.
The word Islam is known to have come from the word salam, which is often interpreted as meaning “peace”.
It is thought that Islam was founded in 622 CE.
It is believed that there is about 1.2 billion Muslims in the world.
Islam is seen as the youngest religion in the world.
Jesus is regarded as a messenger from God.
According to Muslims, jihad is seen as a personal, internal struggle with one’s self leading to self-purification.
Almost all people over twelve are expected to fast from sunrise to sunset.
Most religious leaders are recognised as political leaders.
48

2
Speaking and grammar – Beliefs and customs in the world
1
a. U pracujà parami: ∏àczà zdania oraz wybierajà kraj, którego pytanie dotyczy.
A B C
DRESS Where do they wear casual clothes in the office on Fridays
TIME In which countries can you get away with being late half an hour.
ADDRESSING PEOPLE In which countries do you say plural you or he / she instead of using
people’s names
FOOD AND DRINK Where don’t they eat beef
NUMBERS In which country is number 4 unlucky
DRESS d) USA, TIME a) Latin America, Spain, Italy, ADDRESSING PEOPLE e) France, Russia, Spain
FOOD AND DRINK b) India NUMBERS e) Japan
2 a. b. U uzupe∏niajà pytania, wykorzystujàc s∏owa w nawiasie. Nast´pnie otrzymujà od N karteczki
z dodatkowymi informacjami. Aby sprawdziç poprawnoÊç çwiczenia U muszà zadaç pytania, których odpowiedzi
nie znalaz∏y si´ na ich kartkach. ZA¸ÑCZNIK 12.
1. Where do women have to dress in a very conservative way
There is a very conservative dress for women in Islamic countries.
2. Where do you have to remove your shoes when entering someone’s home
Across Asia, Russian homes.
3. How many weeks of holiday do they have in Germany and France
Time off work: Germany, France, Scandinavia: 6 weeks vacation.
4. In which countries is it important to establish relationships before getting down to business
Latin America, Middle East, Japan.
5. Where do you address people with Mr and Mrs and not with their first names
You don’t use people’s first names in Germany, France, Poland.
6. Is personal space important in every country
Yes, but it differs in different countries. It’s much less in Latin America, Spain, or Italy, more in England,
France, Japan.
7. Where is late dining normal
Spain, Italy, Latin America.
8. In which countries do you have to avoid eating with your left hand
In the Arab world: the guest eats first, avoid using the left hand.
Muslim dietary restrictions: no pork, no alcohol.
9. In which cultures are small gifts (wine, flowers) appreciated
In Poland, Spain, Italy.
10. In which country is a gift of flowers unacceptable if it is an even number of flowers
In Russia and Poland.
Reading and listening – Misunderstanding is cultural clash
1 U4T2 U czytajà i s∏uchajà anegdoty. Z podanych zdaƒ wybierajà w∏aÊciwe.
Odpowiedê: 2
unit 4 tapescript 2
A young Chinese tourist sat in a Parisian café and ordered tea. Twice he asked for more hot water to top it up while putting the
saucer on top of the cup to keep the tea warm, as he would have done at home.
The waiter grew impatient.
“This Chinese tourist is too stingy to pay for more tea. And doesn’t he know the saucer goes under the cup to catch the drips”
The Chinese man noticed the displeasure on the waiter’s face and lost patience himself.
“This Western waiter is really stingy and silly! Why is he so reluctant to serve me hot water Why does he put the lid under the
cup” he fumed, and left the café steaming with resentment.
www.wsip.com.pl
49

2 U pracujà samodzielnie – czytajà tekst, z podanych odpowiedzi wybierajà w∏aÊciwe zakoƒczenie ka˝dego
zdania:
1. b) 2. c) 3. a) 4. b)
3 a. U4T3 U pracujà parami – uk∏adajà podane s∏owa tak, aby powsta∏y pytania. Nast´pnie s∏uchajà nagrania,
aby sprawdziç, czy u∏o˝one pytania sà poprawne.
unit 4 tapescript 3
1. Why are Polish shop assistants so rude
2. Why don’t cars stop on a zebra crossing when a pedestrian wants to cross the street
3. Is it true that the cost of living in Poland is high
4. How much do your parents earn
5. Why do Polish people complain when I ask them “How are you”
6. Do you have a girlfriend or boyfriend
7. Why do you make coffee in such a funny way and not use a coffee maker
8. Why do so many people live in blocks of flats Are these safe areas to live in
9. Why do you eat so little toasted bread
10. What’s the conflict between you and your sister about
11. Why doesn’t anybody clean up their dog’s mess in the streets in Poland
12. Do Polish people drink tea in glasses
b. U zastanawiajà si´, w jaki sposób zareagowaliby na pytania z cz´Êci a. Wybierajà z podanych wariantów. N
pyta kilkoro U o mo˝liwe reakcje.
4
U pracujà parami: zastanawiajà si´ nad przyczynami zadawania takich pytaƒ przez obcokrajowców.
Vocabulary practice – Prepositions
1 a. b. U pracujà indywidualnie: ∏àczà czasowniki z odpowiednimi przyimkami. Nast´pnie uzupe∏niajà zdania
powsta∏ymi w ten sposób wyra˝eniami.
to hold a view on to be obsessed with
to believe in to be opposed to
to be in favour of to be for, against
to think of, about to have doubts about
1. hold a view 2. believe 3. are generally in favour 4. think 5. Are teenagers obsessed
6. are opposed 7. have doubts 8. Are you for or
2 a. b. U uzupe∏niajà podane zestawy wyra˝eƒ podanymi s∏owami. Znajdujà polskie odpowiedniki. U mogà
korzystaç ze s∏ownika, po czym uzupe∏niajà zdania utworzonymi wyra˝eniami.
VIEW MIND SUPPORT
view on to make up one’s mind to support something
in one’s view to know one’s own mind a supporter of
point of view
to my mind
to share a view point
to change one’s mind
1. In my view / To my mind 2. changed her mind 3. share my view 4. view 5. support 6. know his own
mind 7. make up your mind 8. a supporter of 9. in my view / to my mind 10. point of view on
Interaction – Attitudes and beliefs
U pracujà w grupach trzyosobowych: otrzymujà od N tematy do dyskusji. Po krótkiej dyskusji w grupach
przedstawiajà * poglàdy ka˝dego z uczestników na dany temat oraz swoje. ZA¸ÑCZNIK 13
Reading and vocabulary practice – Some people believe they know English,
but believing is not enough
U pracujà parami: czytajà og∏oszenia, które pojawi∏y si´ w ró˝nych miejscach na ca∏ym Êwiecie. U próbujà
* ustaliç, jak nale˝a∏oby poprawiç u˝yte w nich sformu∏owania.
50

3
Reading and grammar – Conditional sentences: type 2 and 3 – Mixed conditionals
*
1 a. U pracujà parami. Odpowiadajà na pytania.
b. U czytajà opowiadanie i wybierajà najw∏aÊciwsze zakoƒczenie podanych zdaƒ warunkowych.
Odpowiedê: 1. b) 2. a)
c. d. U okreÊlajà, jaka konstrukcja gramatyczna jest u˝yta w drugim zdaniu, po czym ustalajà zasady u˝ycia zdaƒ
w okresie warunkowym mieszanym.
If clause
Main clause
type 3 type 2
*
2 U czytajà dwa opowiadania, po czym uzupe∏niajà zdania odpowiednià formà czasowników w nawiasie.
Zdania mogà byç w formie przeczàcej. N zwraca uwag´ na zdanie 1, gdzie jest zastosowany okres mieszany.
1. If Anne hadn’t found the book in the bookstore, the book would be in some other house.
2. If the monk hadn’t appeared, the man would have killed himself.
3. The man would’ve been hung if the monk hadn’t intervened.
4. If her husband hadn’t taken the book, he wouldn’t have found the inscription.
5. If Anne hadn’t browsed / hadn’t been browsing bookstores in Paris, she wouldn’t have come across the book.
*
3 U parafrazujà podane zdania, u˝ywajàc okresów warunkowych mieszanych.
1. If I had learned more, I would have better marks.
2. If Barbara hadn’t spent too much time in front of the computer, her eyes wouldn’t hurt.
3. If John hadn’t stolen $2,000 from the shop last year, he wouldn’t be in prison.
4. If Samantha hadn’t gone to the party yesterday, she wouldn’t regret it.
5. If Jackie had turned off the cooker, the house wouldn’t be on fire now.
6. If Mrs Smith hadn’t smoked a lot when she was younger, she wouldn’t have health problems.
*
4 U4T4 U s∏uchajà opowiadania o zbiegu okolicznoÊci, a nast´pnie na podstawie opowiadania, parami piszà
trzy zdania warunkowe – typ 3. Kilkoro U czyta zdania, a pozostali sprawdzajà, czy zdania logicznie pasujà do
opowiadania.
unit 4 tapescript 4
While on a business trip sometime in the late 1950’s, Mr. George D. Bryson stopped and registered at the Brown Hotel in Louisville,
Kentucky. After signing the register and being given his key to room 307, he stopped at the mail desk to see if any letters had
arrived for him. Indeed there was a letter, the mail girl told him, and handed him an envelope addressed to Mr. George D. Bryson,
room 307. This wouldn’t be so odd except the letter was not for him, but for room 307’s last occupant – another man named George
D. Bryson.
Listening and speaking – Age
1 U4T5 U czytajà pytania, nast´pnie s∏uchajà wypowiedzi 6 osób. Zadaniem U jest dopasowanie wypowiedzi
do pytaƒ i wpisanie numeru pytania do kratki obok imienia. U sprawdzajà çwiczenie parami.
unit 4 tapescript 5
Brad: I’ve been thinking about it a lot recently and honestly I don’t know. My father has passed away and I turned 40 this year
and I thought Oh, my God, I’m getting old, but then, on the other hand, it’s not so bad. I’ve got a beautiful wife, we’ve got a son,
Chris, he is 7, I’ve got everything I need, a house, a car, I can afford a holiday, so being the age I am is not bad at all. Don’t
know about the future but I’m positive that now is a better time than when I was in my twenties and still a student.
Jim: I don’t know. I guess it was when I was coming up to school age and one Christmas it turned out that he was my uncle.
Carol: Yeah, I think so. At some point they became less strict with me. I have more personal freedom, you know I can come back
home later than I used to, and I noticed that when you are still a youngster, adults don’t really listen to you. They are twice
your age so I’m not surprised. But now it’s changed, although I don’t feel like a grown-up person yet.
Martin: I don’t think people should do it before they are 25. I’m 27 and I don’t feel mature enough to do it. Not that I’m afraid
but I think you’ve got to be responsible. You’ve got to finish your studies first and find a good job and then do it, … I guess.
Monica: No, definitely not. You’ve got to be patient and like children. I mean, I love children, especially Alex, he is my sister’s
son, he is nearly 19 months, and it’s great when I see him once in a while and for half an hour or so. But I can’t imagine myself
taking care of children for hours on end. That’s not for me – too stressful.
www.wsip.com.pl
51

Debbie: Depends on how many hours a day or a week. This could teach them how to take care of their own money, they could get
some experience. But adolescence is such a difficult period of a person’s life so you should be careful, you know I guess they
can if it’s like 2 or 3 hours a week but studying should be their priority.
Brad: 4 Monica: 8 Debbie: 5 Martin: 3 Carol: 1 Jim: 7
2 a. U4T5 U ponownie s∏uchajà wypowiedzi osób. Uzupe∏niajà podane zdania. Wszystkie okreÊlenia zwiàzane
sà z wiekiem.
1. My father has passed away. 7. I don’t feel like a grown-up person yet.
2. I turned 40 this year. 8. I don’t feel mature enough to do it.
3. So being the age I am is not bad at all. 9. When you are still a youngster, adults don’t really listen
4. When I was coming up to school age... to you.
5. He is nearly 19 months... 10. Adolescence is such a difficult period of a person’s life...
6. They are twice your age...
b. U pracujà indywidualnie: dopasowujà wyra˝enia do podanego wieku. U sprawdzajà çwiczenie parami.
a teenager 18 in his late forties 48
in his mid-twenties 26 elderly lady 67
approaching middle-age 38 an octogenarian 80
3 U pracujà parami: odpowiadajà na pytania z çwiczenia 1. Kilkoro U przedstawia odpowiedzi kolegów /
kole˝anek.
Reading and listening – Enter the Wisemen
1
U pracujà indywidualnie: czytajà anegdoty (dowcipy) i dopasowujà zakoƒczenie: 1 C 2 B 3A
2 U parami zastanawiajà si´, jakie cechy starszych ludzi sà omawiane w anegdotach.
1. smart 2 old-fashioned 3 smart, witty
3 a. U pracujà parami: zaznaczajà te problemy, które ich zdaniem dotyczà ludzi starszych. U porównujà zinnymi
parami zaznaczone cechy.
b. U pracujà w grupach (3–4-osobowych). Zastanawiajà si´, w jaki sposób mo˝na pomóc ludziom starszym, je˝eli
napotykajà trudnoÊci wymienione powy˝ej. Reprezentanci grup przedstawiajà swoje pomys∏y ca∏ej klasie.
4 U4T6 U s∏uchajà czterech nagraƒ. Zastanawiajà si´, jakie problemy sà poruszane w nagraniach. N pyta U,
dlaczego nagranie nr 4 jest inne od wszystkich – w nagraniu nie ma przedstawionego problemu, a jedynie g∏ówna
myÊl, ˝e m∏odzie˝ mo˝e si´ wiele nauczyç od osób starszych.
A. health problems C. changes
B. memory problems D. we should learn from old people, they are a gift
unit 4 tapescript 6
Recording 1
Kristine: Have you seen all the pills on grandpa’s dresser
Henry: Sure, I have. What’s the big deal, he’s old.
Kristine: I know he’s old, but don’t you think he complains a lot about being sick all the time. Each time we visit there is a new
pain somewhere or a new problem with some organ.
Henry: You know, he is an old man, 78 years old. I think he’s got the right to complain a little. You will do the same when you’re
that age.
Kristine: But still you have to admit, he takes a pill for everything. I saw a program on TV once where doctors were making a little
extra money by taking advantage of the elderly, especially hypochondriacs, by over-prescribing medication. Do you think
grandpa could be a bit of a hypochondriac
Henry: Well, he could be a little. He does complain a lot. I guess I thought that it’s just what it’s like to get old. Maybe we should
ask grandma about his doctor
Recording 2
Interviewer: Do you feel like you have experienced some memory loss as you have gotten older
Person 1: Sometimes I get really confused. Especially with the names of people and places. It’s strange, but I’ve lived in this city
for over 70 years and only in the last few years, I’ve had trouble getting around. At first, I thought it was just new streets or
maybe a little “old man’s disease”, but I really got lost last week taking the bus home from the baseball game. There were so
52

many people and I couldn’t find a place to sit. I started getting tired and when I finally looked out the window to see where
I was, I didn’t recognize the streets. I panicked, got off the bus. I was too embarrassed to ask and admit that I didn’t know
where I was. I looked at the street signs and I didn’t recognize the streets. I finally found a public phone and called my grandson
to come pick me up. I was only a mile and a half from home. I ended up telling him a story that I was too tired to get home
from a meeting at a friends’ house.
Recording 3
Interviewer: Have things changed since you were younger
Person 2: Man, how things have changed. For one, people were nicer. We had time to help others and stop and chat a little. Now
people are so busy trying to get from one place to another that they don’t even stop to smell the roses. You don’t see folks
walking together in the park anymore, instead you see these young fellas hanging out, playing with their gadgets or talking
into those mobile phones. Usually up to no good. My friend Hal was in the park last month and fell on the ice. Nearly broke
his hip. Just a minor injury, if you want to know, he laid there for nearly half an hour, in pain. He said that some youngsters
walked by and laughed at him. Thought he was homeless and sleeping there. People just don’t seem to care enough to help
a stranger. Things are more important. Computers and gadgets and fancy clothes. I tell you, I just don’t understand it.
Recording 4
Interviewer: We are asking people today about the problem of the elderly
Person 3: The elderly, you mean old folks. What’s the problem We should learn from them. For example, I am a guitar player
and I go down to my neighbor every couple of days and he helps me to learn all those great blues and folk songs from way
back. You can’t learn those from a book. He likes to tell stories in between learning the songs. This is the real emotion behind
the music. I have learned to use a little of that old school style from him too. You know, like being really polite to the girls,
opening the doors and stuff. They love it. He even gave me this old hat. It’s a real hit at school. Everyone asks me where they
can buy one. I tell them they have to earn it. That’s what Will, that’s my neighbor’s name, told me when he gave it to me after
I played my first concert at the coffee shop. You’ve earned this, little man. He doesn’t ask for anything. My dad even offered
to pay him something. I just help him from time to time, shovelling the sidewalk, mowing the grass, cleaning the house a little.
He has done so much, it makes me want to go out and have a real adventurous life like his. How could old people be a problem
They’re a gift.
5 U4T6 U s∏uchajà nagrania ponownie i okreÊlajà, która z osób przekaza∏a danà myÊl. U sprawdzajà odpowiedzi
w grupach.
a) 4 b) 3 c) 4 d) 2 e) 3 f) 3 g) 1 h) 4 i) 2 j) 1
Grammar practice – It’s high time… / I’d rather / I’d prefer
*
1 a. U pracujà parami: zastanawiajà si´, kto móg∏ wypowiedzieç podane zdania i w jakich sytuacjach one
zosta∏y wypowiedziane.
A. It’s time for me to eat some honey. Winnie the Pooh
B. It’s time we destroyed the ring. Frodo (Lord of the Rings)
C. It’s time to do some magic. Harry Potter
b. U pracujà indywidualnie: uzupe∏niajà zdania odpowiednià konstrukcjà, korzystajàc z okreÊlonego wzoru.
1. washed 2. stopped 3. for her to get married 4. to practise 5. for them to visit her
6. for her to take up dance classes
2
* U czytajà przyk∏ady, po czym parafrazujà zdania, wykorzystujàc konstrukcj´ , d rather, , d prefer. U sami
wybierajà konstrukcj´ do ka˝dego zdania i w ka˝dym przypadku mo˝liwe jest wykorzystanie obydwu konstrukcji.
Poni˝ej podane sà przyk∏adowe wersje.
1. I’d rather you took a taxi. 5. I’d rather you wore trousers.
2. I’d rather we started on Wednesday. 6. I’d rather you didn’t.
3. I’d prefer us to sleep in the house. 7. I’d prefer you to study.
4. I’d prefer you to ring today. 8. I’d rather we painted them blue.
*
3 U pracujà parami: otrzymujà od N karteczki z podanymi sytuacjami – powinni zareagowaç zgodnie
z instrukcjami podanymi na kartkach. ZA¸ÑCZNIK 14
Writing – Childhood is not necessarily the best time of your life
åwiczenie mo˝na zadaç jako prac´ domowà i zorganizowaç w formie konkursu na najciekawszà wypowiedê.
* U wybierajà jeden temat i przygotowujà wypowiedê pisemnà. N zwraca uwag´ na limit s∏ów w zadaniu.
www.wsip.com.pl
53

4
Reading and listening – King Henry VIII
*
1 U pracujà parami: odpowiadajà na pytania kwizu, po czym czytajà tekst, aby sprawdziç odpowiedzi.
1. b) 2. b) 3. c) 4. b) 5. a) 6. a)
*
*
U zastanawiajà si´, na czym polega∏ konflikt Henryka VIII z KoÊcio∏em. U przedstawiajà swoje poglàdy.
3 U pracujà indywidualnie: uk∏adajà podane wydarzenia w odpowiedniej kolejnoÊci, po czym dopasowujà
je do dat. U sprawdzajà çwiczenie parami.
7 Henry died. 1547 6 Henry married his last wife. 1543
1 Henry married Catherine of Aragon. 1509 4 Ann Boleyn was beheaded. 1536
5 Henry’s son was born. 1537 2 Henry joined the Holy
3 The Act of Supremacy was issued. 1534 League against France. 1511
*
4 U4T7 PART 1 U s∏uchajà pierwszej cz´Êci nagrania o Henryku VIII. U odpowiadajà na pytania. Kilkoro
U przedstawia swoje odpowiedzi.
1. He was an egotist.
2. Two of them were beheaded. Henry divorced two of them.
3. He became grotesquely fat and unpredictable.
4. His most significant achievement was to create the Church of England.
unit 4 tapescript 7
PART 1
Henry VIII – a villain or a hero
Interviewer: Could you describe Henry the Eighth as a leader
Expert: Henry was a complete egotist. He cared more about his personal desires than those of his people, which led to the deaths
of many. He went from being a man of the Renaissance to being a bloody ruler. Later, when he got older, he became grotesquely
fat and unpredictable. This is the stereotypical image of the king who beheaded two wives and divorced two others.
Interviewer: Did Henry the Eighth have any special talents
Expert: The king loved music and wrote his own pieces. He enjoyed dancing and entertainment. He gave numerous banquets and
tournaments. He enjoyed all physical activities and excelled at most of them. When he grew older, these pleasures became
agony; he was very active when young, but then he became fat and not so handsome. What is more, England at that time was
a country of largely young people – almost half the population was 18 years old or younger! One can only imagine the effect
this had on his self-image.
Henry was destined for the church. His older brother was to become king and his role as a second child was to be the highest
churchman in England. He studied theology and was a devoted Christian. It’s both ironic and interesting then that his most
significant achievement was to ruin the Roman Catholic Church in England. His reformation changed the direction of English
history for good.
*
2
5 a. b. U4T7 PART 2 U s∏uchajà dwukrotnie drugiej cz´Êci nagrania, odpowiadajà na pytania i zapisujà
informacje, które zosta∏y podane w rozmowie. N zwraca uwag´, ˝e nie wszystkie informacje sà podane. U mogà
zanotowaç wi´cej informacji o ka˝dej z ˝on, aby potem napisaç krótkà charakterystyk´ ka˝dej postaci. åwiczenie
mo˝na przeprowadziç w formie konkursu na temat: kto zapami´ta i zapisze najwi´cej informacji.
Catherine of Aragon – 27 years, they didn’t have a son
Anne Boleyn – 3 years, she was unable to give Henry the son, accused of witchcraft and adultery she was executed
Jane Seymour – 1 year, she died 12 days after the long and difficult childbirth
Anne of Cleves – brief marriage of 6 months, she was ugly, died naturally
Catherine Howard – seventeen months, she betrayed the king, beheaded
Catherine Parr – 4 years, Henry died, she died naturally
unit 4 tapescript 7
PART 2
Interviewer: Tell us something about Catherine of Aragon and her connection with Henry the Eighth
Expert: She was a child of the “Catholic Kings” of Spain. At the age of three, she was engaged to marry Prince Arthur, Henry’s
older brother. In 1501, when she was 16, Catherine sailed to England. But her marriage to Arthur lasted less than six months.
When Henry became king in 1509, at the age of eighteen, he married Catherine and they lived together for many years.
54

Unfortunately, they didn’t have a son so Henry turned to another woman. This changed the course of English history… When
the Pope would not nullify their marriage Henry declared himself head of a new English church. Catherine was banished from
court and died in 1536.
Interviewer: What about Anne Boleyn, how did she fit into the picture
Expert: Anne Boleyn is one of the most famous queens in English history, though she ruled for just three years. Anne spent her
adolescence in France. When she returned to England, her wit and style were her greatest charms. She also entered the service
of Catherine of Aragon. But she soon caught the eye of Henry VIII. He ordered Percy (her fiancé) from court and tried to
make Anne his mistress. She refused and demanded that the king marry her. She waited nearly seven years for Henry to obtain
an annulment. But she was unable to give Henry the son he desperately needed and their marriage ended tragically for Anne.
She was executed on false charges of witchcraft and adultery on 19 May 1536. Her daughter, Elizabeth, would become
England’s greatest queen.
Interviewer: Was it Jane Seymour then that gave him a son
Expert: Yes, Henry VIII had six wives but only one gave him a son – Jane Seymour. But she died just twelve days after the long
and difficult childbirth. The birth of her son Edward allowed her two ambitious brothers into the king’s inner circle; however,
both would be executed during Edward’s reign.
Interviewer: Anne of Cleves was granted a divorce, what happened to this marriage
Expert: It was a very brief marriage. Henry simply didn’t like Anne. He thought she was ugly. She agreed to a divorce quickly. She
remained in England for the rest of her life. Henry was grateful for her cooperation and granted her a generous income and
several homes, including Hever Castle. The mysteries of physical attraction denied Anne her place on the throne, ended the
brilliant career of Thomas Cromwell, and pushed the king into the arms of his ill-fated fifth queen, Catherine Howard.
Interviewer: What happened to Catherine Howard Is it true that she committed adultery
Expert: Catherine Howard was a cousin of Anne Boleyn’s; and like Anne, Catherine would die on the scaffold at Tower Green.
Catherine had a powerful family name and thus secured an appointment as lady-in-waiting to Henry’s fourth queen, Anne of
Cleves. While at court, she caught the eye of the middle-aged king but her greatest crime was her silliness. She was a flirtatious
and emotional girl who rarely understood the consequences of her actions.
Henry was in love with her, he called her his “Rose without a Thorn” and showered her with gifts and public affection. Catherine
was understandably more attracted to men her own age and, after just seventeen months of marriage to the king, she was
arrested for adultery. Unlike Anne Boleyn, Catherine had betrayed the king. She was beheaded on 13 February 1542, only
nineteen or twenty years old.
Interviewer: And finally there was Catherine Parr...
Expert: Yes, Catherine Parr was the sixth and last wife of King Henry VIII, destined to outlive the ruler. She was already twice
widowed and childless when they wed in 1543; she was also in love with Thomas Seymour, the brother of Henry’s third queen,
Jane. She was an admirable wife to Henry and a loving stepmother to his two youngest children, Elizabeth and Edward. Upon
his death in 1547, she married Seymour, the only one of four husbands she had chosen herself.
Reading – The Pilgrim Fathers sail to the New World
*
1 U pracujà samodzielnie: czytajà tekst i odpowiadajà na pytania. U sprawdzajà çwiczenie w grupach
i redagujà odpowiedzi, po czym kilkoro U czyta ostateczne wersje. N mo˝e poprosiç U o zapami´tanie
odpowiedzi i ich odtworzenie bez korzystania z tekstu czy notatek.
1. A group of people felt the church establishment was too involved in politics and too Catholic in its liturgy,
vestments, and the structure of its hierarchy. They wanted to “purify” the church.
2. Because they were persecuted in England.
3. By 1640 nearly 35 churches had been formed. The Puritan’s religious leaders had great control in the local
governments, which offered much in the way of social control.
4. Attitudes such as self-reliance, frugality, industry, energy, and a focus on education are still current priorities
of American life.
*
2 U pracujà parami: okreÊlajà, do czego odnoszà si´ podane has∏a.
Congregationalists – a branch of Puritanism
Hampton Court Conference – a conference where Puritans started to impose their ideas on the established
English Church
Mayflower – a ship
Plymouth – the city where they set off from
Mayflower Compact – an agreement for a temporary government, which was voted in by majority rule
*
3 N mo˝e zadaç çwiczenie jako prac´ domowà. U znajdujà w dost´pnych êród∏ach wi´cej informacji na temat
purytanizmu, jego genezy oraz wp∏ywu na obecny stan USA. U w grupach mogà przygotowaç projekt.
www.wsip.com.pl
55

PHRASAL VERBS FOR MATURA
KEEP
1 U uzupe∏niajà luki podanymi s∏owami.
keep to: the plan, the agreement, the speed limit
keep up with the changes, the news
keep off the grass
keep it (what someone told you) to yourself
2 U dopasowujà czasowniki do przyimków zgodnie z instrukcjà.
trzymaç si´, np. ustalonego planu to
keep nadà˝yç za czymÊ up with
trzymaç si´ z dala od czegoÊ
off
zachowaç, np. sekret dla siebie something to yourself
3 U uzupe∏niajà podane zdania czasownikami frazowymi z keep.
1. keep it to 2. keep off 3. keep up with 4. keep to
BREAK
4 U dopasowujà znaczenie czasowników frazowych z break z ich odpowiednikami. Nast´pnie uzupe∏niajà zdania.
break
off
down
in
up
come off, be removed by force
car or machine: stop working
person: start crying
get into a building by force
interrupt a conversation
end a relationship
1. broke up 2. breaks in 3. broke down 4. broke it off
5
U pracujà parami: zadajà sobie podane pytania. Kilkoro U przedstawia odpowiedzi, które uzyskali.
W cz´Êci Look it up! U korzystajà ze s∏ownika: szukajà innych przyk∏adów czasowników frazowych z czasownikami
keep i break i zapisujà z nimi zdania.
5
Matura practice
Reading – Rozumienie tekstu czytanego
*
1 U czytajà tekst. Z podanych mo˝liwoÊci wybierajà jednà tak, aby otrzymaç poprawny logicznie
i gramatycznie tekst.
(1) c) (2) a) (3) c) (4) c) (5) b) (6) d) (7) c) (8) d) (9) b) (10) a) (11) b) (12) a)
2 U czytajà tekst ponownie. OkreÊlajà, czy podane zdania sà prawdziwe, czy fa∏szywe.
T Islam has more followers than Buddhism.
F Buddhism was founded circa 563 BCE. (Siddhartha Gautama was born)
T Buddha means the one who has awakened.
F Siddhartha Gautama, the Buddha, wrote Tripitaka. (it was written by monks)
T Buddhists believe that there is no hell or heaven.
F Karma will determine the next life to come. (and present life)
T When an important teacher dies a young child can be his successor.
F Buddhists do not celebrate New Year.
Listening – Rozumienie ze s∏uchu
1 U4T8 U s∏uchajà czterech osób wypowiadajàcych si´ na temat How do you like life after retirement Wybierajà
zdanie, które najlepiej podsumowuje wypowiedê danej osoby.
Grace – c. Edna – b. Henry – c. Patrick – a.
56

unit 4 tapescript 8
Patrick: How do I like life after retirement Life is grand! I thought I was heading into a life of complete boredom. But now, my
life has really opened up. I don’t have to listen to a cranky boss and be around fellow employees who are not happy with their
job. I was an accountant and enjoyed my work, but you can find many dissatisfied people working in an office. There is still
a lot of time to live and explore life. I have time to develop my fishing skills and have even taken up painting at the local
community center. I go there often. It’s a great place to meet people: people who are my age and even younger. I also volunteer
as a junior football coach. The kids are great and it’s a wonderful chance to stretch the old legs.
Henry: Well, to be honest, I’ve begun to feel a little useless. Sure the kids come around from time to time and we go to the grandkids
birthday parties, but it seems that as you get older, the world doesn’t seem to need me so much anymore. After retiring last
year as a bus driver, for over 40 years, I feel lonely. Susan, my wife, has her social engagements, playing cards and such. But
that really isn’t my cup of tea. I met people at work, going from place to place. I had a chance to feel the rhythm of life, even
drive it, literally. I could come home and feel like I had earned my rest at the end of the day. Now I just feel like they have
parked me in the garage and are ready to throw me on the scrap heap with all the other old buses.
Edna: Retirement is nice. After 30 years as a teacher and a musician, it’s nice to take a break knowing that I gave something back
to society. I have lots of nice memories of life inside the classroom and I still have a chance to sing in the church choir. I guess
I miss contact with my kids the most. Both the kids in the home and in the classroom. I feel like I am missing out on a great
opportunity to guide children in the right direction. It is horrible to see all that violence on TV and those video games. I had
a chance to introduce children to something new, well the classics actually, I was an English teacher. It was so nice to have
those victories when students would really become interested in something of substance. Now my kids have grown too old
and they have left home. Yes, in the end it does feel a bit lonely. That’s why I just try to keep active and socialise.
Grace: One word – freedom. Free from schedules and free from spending all my time trying to get people to buy things that they
didn’t really want. I worked in a big department store. Now I can be outside and enjoy the fresh air and play with my grandkids.
It’s great! Last week I had the whole family over for dinner. What was the occasion you might ask No occasion, just to fill
the house with love, family, and delicious food. Let me tell you, I can really cook if I have the time to do it, and now I do. I have
the time to share and help my grandkids with their homework and be the star. I sometimes wonder if my children aren’t a little
jealous. I’m sure they are. I don’t live an extravagant life but I am certainly enjoying these great moments of being able to
choose what to do with my life.
2 U4T8 U s∏uchajà nagrania jeszcze raz. Obok ka˝dego zdania wpisujà imi´ osoby, do której si´ ono odnosi.
Grace is satisfied with the choice she has made. Edna misses work.
Patrick would like to take up fishing.
Edna has a lot of nice memories.
Edna introduced her children to something new. Henry doesn’t care what his wife does.
Edna is anxious about violence on TV.
Parick thinks that a community center is a great place.
Henry has begun to feel a little useless.
Patrick (Grace) loves life after retirement.
Patrick was an accountant.
Patrick is a junior football coach.
Writing – Wypowiedê pisemna: list prywatny, rozprawka, opowiadanie
N zadaje wybrane tematy jako prac´ domowà.
Revision 2 Units 3–4
Grammar
1. U wybierajà form´, która najlepiej uzupe∏nia dane zdanie.
1. d) 2. b) 3. c) 4. b) 5. b) 6. b) 7. a) 8. c) 9. c) 10. b)
2. U uzupe∏niajà zdania podanymi konstrukcjami.
1. It is 2. I’d rather 3. It’s high time 4. It was 5. I’d prefer 6. It is 7. What 8. It’s high time
9. I’d rather 10. It was
3. U wpisujà czasowniki w odpowiedniej formie.
1. I’ll be sitting, admiring 2. isn’t going lub isn’t going to go lub won’t go 3. will have done 4. will have
been living lub will have lived 5. to get lub are you going to get, I’ll ask 6. knew, would translate 7. would
have helped 8. hadn’t missed 9. turned the light off 10. to have been assassinated
4. U parafrazujà zdania, wykorzystujàc podane s∏owa.
1. It is Jackie we want to talk to.
2. Jack was the last person to leave the class.
3. Her child is thought to have died in the accident.
4. If her bag hadn’t been stolen, she would have some money now.
5. It’s high time she left the house.
www.wsip.com.pl
57

5. U t∏umaczà cz´Êci zdaƒ wyró˝nione kursywà
1. It’s thought 2. I’d rather 3. It was Alice 4. It’s time 5. I regret
Vocabulary
1. U uzupe∏niajà zdania odpowiednimi wyrazami – liczba kresek odpowiada liczbie liter.
1. acoustics 2. molecular 3. unacceptable 4. forgetful 5. calculations 6. responsible 7. coincidence
8. scientific 9. multiplied 10. square
2. SpoÊród podanych wyra˝eƒ U wybierajà 10 i uzupe∏niajà nimi zdania.
1. brain activity 2. turning point 3. religious services 4. space exploration 5. sign language 6. science
fiction 7. film industry 8. adhesive tape 9. perpendicular lines 10. health care
3. PHRASAL VERBS
1. took off 2. has gone through 3. take after lub look like 4. take to 5. go off 6. keep to
7. broke down 8. keep up with 9. broke up 10. break in
Reading
1. U dopasowujà pierwsze zdanie do ka˝dego akapitu.
(1) F (2) B (3) A (4) E (5) D (6) C
2. U odpowiadajà na pytania, zakreÊlajàc odpowiednià opcj´.
1. YES 2. YES 3. YES 4. NO 5. DON’T KNOW lub NO 6. DON’T KNOW 7. NO 8. NO
Listening
1. R2T1 U dobierajà tytu∏y do wys∏uchanych historii, wpisujàc numery kolejno: 2, 4, 3, 1.
revision 2 tapescript 1
Story 1
In the 1920s, three Englishman were travelling separately by train through Peru. At the time of their introduction, they were the
only three men in the railroad car. Their introductions were more surprising than they could have imagined. One man’s last name
was Bingham, and the second man’s last name was Powell. The third man announced that his last name was Bingham-Powell.
Story 2
In 1953, television reporter Irv Kupcinet was in London to cover the coronation of Elizabeth II. In one of the drawers in his room at
the Savoy he found some items that, by the names on them, belonged to a man named Harry Hannin. Coincidentally, Harry Hannin
– a basketball star with the famed Harlem Globetrotters – was a good friend of Kupcinet’s. But the story has yet another twist. Just
two days later, and before he could tell Hannin of his lucky discovery, Kupcinet received a letter from Hannin. In the letter, Hannin
told Kupcinet that while staying at the Hotel Maurice in Paris, he found a tie in a drawer with Kupcinet’s name on it!
Story 3
This is a similar story of coincidence, not of twins but of two brothers. In 1975, while riding a moped in Bermuda, a man was
accidentally struck and killed by a taxi. One year later, this man’s brother was killed in the very same way. In fact, he was riding
the very same moped. And to stretch the odds even further, he was struck by the very same taxi driven by the same driver – and
even carrying the very same passenger!
Story 4
The stories of identical twins’ near identical lives are often astonishing, but perhaps none more so than those of the identical twins
born in Ohio. The twin boys were separated at birth, being adopted by different families. Unknown to each other, both families
named the boys James. And here the coincidences just begin. Both Jameses grew up not even knowing the other one existed, both
had abilities in mechanical drawing and carpentry, and each had married women named Linda. They both had sons whom they
named James Alan. The twin brothers also divorced their wives and married other women – both named Betty. And they both
owned dogs which they named Toy. Forty years after their childhood separation, the two men were reunited to share their
amazingly similar lives.
2. U wybierajà prawdziwe zdanie dla ka˝dej historii.
Story 1 – c. Story 2 – c. Story 3 – b. Story 4 – a.
3. U uzupe∏niajà histori´ odpowiednimi s∏owami (patrz tapescript).
Writing
N zadaje t´ cz´Êç jako prac´ domowà.
1. U piszà pocztówk´ do przyjaciela / przyjació∏ki wed∏ug wskazówek.
2. U wype∏niajà kwestionariusz.
58

UNIT 5
Disaster
TEMAT
GRAMATYKA
S¸OWNICTWO
WYPOWIEDè USTNA
KONWERSACJA
CZYTANIE
S¸UCHANIE
INTERAKCJA
WYPOWIEDè PISEMNA
KULTURA
MATURA
zagro˝enia wspó∏czesnego Êwiata, wojny, zagro˝enia Êrodowiska naturalnego, kataklizmy,
Êwiat przyrody, krajobraz, pogoda
strona bierna, konstrukcje typu: have something done, get something done, have somebody
do something
kataklizmy, si∏y przyrody, zniszczenia i straty, czasowniki frazowe z turn, let i run
przytaczanie us∏yszanych wypowiedzi, wypowiedê na temat prób z bronià jàdrowà
decyzje, które mogà mieç katastrofalne skutki
kataklizmy – informacje prasowe, czytanie w celu ogólnego zrozumienia tekstu i dla uzyskania
informacji szczegó∏owych, Wielkie kataklizmy 20. wieku – czytanie dla uzyskania informacji
ogólnych, Powodzie – praca w grupach, Trz´sienia ziemi w Kalifornii – czytanie w celu uzyskania
informacji ogólnych i szczegó∏owych
Powodzie – mechanizmy ich powstawania i sposoby zapobiegania, Tornado – opis zniszczeƒ
niesionych przez wiatr, TrzynaÊcie katastrofalnych decyzji – wypowiedzi osób dotyczàce decyzji
podejmowanych ka˝dego dnia, mogàcych mieç nieprzewidziane skutki, Zapobieganie skutkom
trz´sienia ziemi – s∏uchanie w celu uzyskania okreÊlonych informacji
po˝ary lasów – studium przypadku, radzenie sobie z po˝arem – praca w grupach
pisanie informacji prasowej – relacjonowanie katastrofy, streszczenie artyku∏u, przemówienie, wypracowanie,
list protestacyjny, opis obrazka – u˝ycie wprowadzonych konstrukcji gramatycznych
Kalifornia: informacje ogólne, geografia, trz´sienia ziemi
rozumienie tekstu czytanego, dyskusja, uzyskiwanie informacji, wypowiedê pisemna: list prywatny,
og∏oszenie, rozprawka
TEST YOUR MIND – GRAMMAR
Ta cz´Êç TEST YOUR MIND poÊwi´cona jest przypomnieniu zasad u˝ycia strony biernej. N mo˝e zadaç
çwiczenia do samodzielnego wykonania przez U jako rodzaj testu. U mogà równie˝ parami rozwiàzywaç zadania,
korzystajàc z dost´pnych notatek. Po zakoƒczeniu çwiczenia powinny byç sprawdzone w klasie.
1 U czytajà zdania. OkreÊlajà, które z nich zawierajà konstrukcje w stronie biernej i je podkreÊlajà.
1. The Adventures of Tom Sawyer was written by Mark Twain.
3. The streets were not swept yesterday.
4. He had been told about her debts before they got married.
5. Fortunately, she wasn’t injured in the accident.
2 a. b. U wybierajà konstrukcj´, która jest wykorzystywana do tworzenia strony biernej (3. to be + past
participle). N zwraca uwag´, ˝e “to be” odnosi si´ do odpowiedniej formy tego czasownika w danym czasie, co
jest przedstawione w tabeli. W drugiej cz´Êci çwiczenia U muszà wpisaç brakujàce elementy tabeli (m.in.
odmiana czasownika to be w ró˝nych czasach).
TENSE
Present Simple
Present Continuous
Past Simple
Past Continuous
Present Perfect
Past Perfect
Future Simple
Future Perfect
Modals
VERB TO BE
is / are
is being
was / were
was / were being
has /have been
had been
will be
will have been
can/might/must/etc. be
past participle
3 Z podanych regu∏ U wybierajà te, które odnoszà si´ do strony biernej.
Zdania: 1, 4, 6, 7.
4 W ka˝dym zdaniu U wybierajà w∏aÊciwà form´ czasownika.
1. were warned 2. was this report typed by 3. have demolished 4. will have been built
5. did not read 6. guard
www.wsip.com.pl
59

5 U uzupe∏niajà zdania podanymi czasownikami, u˝ywajàc podanych konstrukcji w stronie biernej.
1. wasn’t invited 2. has been watched 3. Will this essay have been prepared 4. is being repaired
5. is cleaned 6. can’t be washed 7. had been protected 8. was being served
6 U parafrazujà zdania, u˝ywajàc konstrukcji w stronie biernej.
1. All the copies of the magazine have been sold. 5. Why is she being laughed at
2. The fruit will be picked early in the morning. 6. All the exercises will have been done by Monday.
3. The documents weren’t signed. 7. Jane shouldn’t be asked so many questions.
4. A ghost has been seen in this area. 8. Why was he sacked
TEST YOUR MIND – VOCABULARY
1 a. b. U pracujà indywidualnie. U dopasowujà s∏owa z kolumny A do s∏ów z kolumny B. W drugiej cz´Êci
çwiczenia U okreÊlajà, jakie katastrofy naturalne przedstawione sà na zdj´ciach.
fire – flames, flood – water, landslide – soil, earthquake – trembling, hurricane – wind, avalanche
– snow, volcano – lava
2 U czytajà fragmenty informacji prasowych i okreÊlajà, do jakich katastrof naturalnych si´ odnoszà. N mo˝e
poprosiç U o podanie s∏ów, które u∏atwi∏y U przyporzàdkowanie danej informacji do katastrofy.
1. flood 2. fire 3. earthquake 4. volcano 5. hurricane 6. avalanche 7. landslide
1
Reading and listening – Natural disasters
1 U szybko czytajà podane notatki prasowe. OkreÊlajà, jakich katastrof one dotyczà (trz´sienie ziemi, powódê,
huragan, po˝ar lasu).
2 U czytajà pierwszà informacj´. W tekÊcie znajdujà przymiotniki do podanych rzeczowników. N mo˝e
poprosiç o przet∏umaczenie wyra˝eƒ.
powerful earthquake, property damage, foreign observatories, tidal waves, local officials
3 U czytajà pozosta∏e informacje i okreÊlajà, do których z nich odnoszà si´ podane zdania.
1. Bushfire 2. Floods 3. Floods 4. Hurricane 5. Bushfire 6. Floods
4 U zamieniajà zdania w stronie czynnej na zdania w stronie biernej.
1. 35,000 people were evacuated from an area of Prague which is threatened by floodwater.
3. A state of emergency for the capital and central and southern Bohemia has been declared.
4. Windows are being boarded up (by the islanders).
6. People’s crafts were moved to the mangrove swamps in the bays of southern Puerto Rico.
7. Two blocks out of the six-block community in which nearly 700 people live were burnt down.
8. Many of the firefighters were amazed by such a small amount of damage.
5 a. U5T1 U s∏uchajà nagrania po raz pierwszy. OkreÊlajà, o jakiej katastrofie mówi ka˝da z osób.
Anda – earthquake Pavel – flood Luis – hurricane Sandy – fire
unit 5 tapescript 1
Anda Waworuntu – Indonesia
I could feel it coming and I thought that it would be the end. We had very little water and I sent my husband out for more. Only
a small part of our home was damaged. A wall caved in. By the time the earthquake had finished and we were starting to feel the
aftershocks, my husband returned. The whole family cheered and relief set in. This time we were lucky. Even after 35 years of
living with earthquakes, I am still unable to get used to them.
60
Pavel Maladovy – The Czech Republic
By the time we had received the warning the ground already had 20 cm of water covering it. We could only pack what we could
carry and we headed out to a relief centre. While crossing the Charles bridge I could see that the Vltava river was steadily rising,
to our horror. We didn’t know where we would be staying or for how long. I thought about my work, my car, and especially my
older neighbour that I was walking with. I would be able to eventually recover or replace all of my things or move to a new apartment
after a year or two of work, but she might never be able to replace all that she had lost. She kept talking about the art she couldn’t
take with her, but most of all she was happy to be safe.

Luis Munoz – Puerto Rico
Mom and dad were running everywhere, getting water, putting away food, boarding up windows. I was busy packing things in the
house with my sisters and having fun. The wind and the sky were very exciting. I knew that nothing would happen. We were safe
at home and some way away from the waves. The only time I was a little scared was when our neighbour Jorge came to our door
with blood all over his face. His roof had collapsed and since my father is a doctor, he came looking for help. He said that the
waves near the beach were nearly 3 metres high. I wanted to go and look, but I knew by the look on mom’s face that it was better
not to ask.
Sandy Packington – Dayton, Wyoming
We could hear the crackling for a few hours before we saw the lights. As the sun set we saw the fire light on the horizon. Certainly
the smell of fire was in the air. This is a mixed sensation. Smoke can bring memories of campfires and winter nights in front of the
fireplace. When a forest fire is seen on the horizon, it can be very scary. It is an unstoppable force that takes everything with it.
This fire was the biggest I had ever seen. We packed our things in the truck, all that we could fit in, and said goodbye to all the
rest. Can you imagine our surprise when we returned home and the only damage was the excess amount of ash on and around
our home
b. U5T1 U s∏uchajà nagrania ponownie i korzystajàc z tabeli robià notatki, nast´pnie porównujà z pracà kolegi
*/ kole˝anki z ∏awki.
Anda Pavel Luis Sandy
Before the she could feel it, packed things packing things, could hear the
disaster sent her husband having fun crackling, saw fire
for water
on the horizon,
could smell it
Feelings felt the horrified little scared scared, surprised
aftershocks
later
Other people: family cheered neighbour talked parents were running, surprised
their feelings when her husband about art she couldn’t getting water,
/ behaviour returned take with her; boarding up windows
she was happy to be
safe
Damage a wall caved in, no information no damage ash on and around the
only a smart part
house
of the house was
damaged
Vocabulary practice – Disasters
*
1 U pracujà indywidualnie: dopasowujà wyrazy do ich definicji, sprawdzajà parami. N mo˝e poprosiç o przet∏umaczenie
wyrazów na j´zyk polski.
rescue workers people who help those suffering in a disaster
calamity
an event that causes a great deal of damage
casualty ward a hospital ward where people with severe injuries are treated
victim
someone who has been hurt or injured by something or someone
casualty
a person who has been injured in a war or accident
warning
it tells people of possible danger
emergency services the fire brigade, the police, the ambulance service
death trap
a dangerous place or situation you cannot escape from
emergency exits they make it possible to get out of the building in danger
badly injured with serious physical injuries
lost
thought to be killed, not found
homeless
without a home
2 U pracujà parami: czytajà tekst i uzupe∏niajà go wybranymi wyra˝eniami z çwiczenia 1. N podkreÊla, ˝e
* ka˝de s∏owo (wyra˝enie) mo˝e byç u˝yte tylko jeden raz. Jeden U czyta tekst na g∏os dla sprawdzenia.
1. lost 2. casualties 3. death trap 4. homeless 5. warning 6. emergency exits 7. badly injured
8.casualty ward 9. emergency services 10. rescue workers
3 U pracujà parami: czytajà zdania, w których b∏´dnie u˝yto niektórych s∏ów. U muszà znaleêç b∏´dy i zastàpiç
* je w∏aÊciwymi s∏owami (wyra˝eniami)
1. rescue – warning 2. death trap – casualty ward 3. rescue ward – emergency exit 4. injured –
homeless 5. homeless – badly injured
www.wsip.com.pl
61

Writing and grammar practice – The passive voice
*
1 U pracujà indywidualnie: uzupe∏niajà tekst odpowiednimi formami czasowników w nawiasie, przy czym
czasowniki mogà byç u˝yte w stronie czynnej lub stronie biernej w czasach przesz∏ych. Jeden U czyta tekst dla
sprawdzenia poprawnoÊci wpisanych form.
(1) was crossing (2) was struck (3) flung (4) drove (5) ran (6) drove (7) was gathering
(8) ploughed (9) came (10) scattered (11) was hit (12) was injured (13) suffered (14) was taken
(15) said
*
2 åwiczenie N mo˝e zadaç jako prac´ domowà. U piszà notatk´ prasowà zgodnie z podanymi wskazówkami.
Korzystajàc z notatek, U mogà przygotowaç specjalne wydanie gazetki (sk∏ad na komputerze lub zwyk∏a gazetka
szkolna). Przy opracowywaniu gazetki U mogà pracowaç w grupach. Zadanie mo˝na potraktowaç jako konkurs
na najciekawszà, najbardziej oryginalnà gazetk´.
2
Listening and reading – Floods
1 U5T2 U s∏uchajà experta wypowiadajàcego si´ na temat cyrkulacji wody w przyrodzie. U numerujà podane
zdania zgodnie z kolejnoÊcià przedstawionà w nagraniu. Jeden U w celu sprawdzenia czyta zdania w odpowiedniej
kolejnoÊci. KolejnoÊç wpisywania numerków: 3, 5, 1, 4, 2.
unit 5 tapescript 2
Teacher: OK students, quiet down. All right then, who has questions for our very nice tour guide and weather expert. Good, Lana.
Student 1: We all have studied some famous floods, and we certainly know the horrible personal effects they can have, but we are
wondering: how do floods work
Tour guide: Well, to understand how floods work, you have to know something about how water behaves on our planet. The total
amount of water on the Earth has remained fairly constant for millions of years (though its distribution has varied considerably
in that time). Every day, a small amount of water is lost high up in the atmosphere, where intense ultraviolet rays can break
a water molecule apart, but new water is also emitted from the inner part of the Earth, by volcanic activity. The amount of
water that is created and the amount that is lost are pretty much equal.
At any one time, this volume of water is in many different forms. It can be liquid, as in oceans, rivers and rain; solid, as in the
glaciers of the North and South Poles; or gaseous, as in the invisible water vapor in the air. Water changes from state to state
as it is moved around the planet by wind currents. Wind currents are generated by the heating activity of the sun. The sun
shines more on the area around the Earth’s equator than it does on areas farther north and south, causing a heat discrepancy
over the surface of the globe. In warmer regions, hot air rises up into the atmosphere, pulling cooler air into the vacated space.
In cooler regions, cold air sinks, pulling warmer air into the vacated space. The rotation of the Earth breaks this cycle up, so
there are several, smaller air-current cycles all along the globe.
Driven by these air-current cycles, the Earth’s water supply moves in a cycle of its own. When the sun heats the oceans, liquid
water from the ocean’s surface evaporates into water vapor in the air. The sun heats this air (water vapor and all) so that it
rises through the atmosphere and is carried along by wind currents. As this water vapor rises, it cools down again, condensing
into droplets of liquid water (or crystals of solid ice). Collections of these droplets are called clouds. If a cloud moves into a
cooler environment, more water may condense onto these droplets. If enough water accumulates in this way, the droplets
become heavy enough that they fall through the air as precipitation (rain, snow, sleet or hail). Some of this water collects in
large, underground reservoirs, but most of it forms rivers and streams that flow into the oceans, bringing the water back to
its starting point.
Teacher: Wow, that was a mouthful, I hope you kids were taking notes. We can review them again in class. Hmmm... who’s next
Lance, let’s make it a good one.
2 U5T2 U s∏uchajà nagrania jeszcze raz. Z podanych odpowiedzi wybierajà w∏aÊciwà. U sprawdzajà çwiczenie
parami.
1. a) 2. c) 3. b) 4. b)
3 U5T2 U pracujà indywidualnie: uzupe∏niajà podane zdania odpowiednimi wyrazami. Nast´pnie s∏uchajà
nagrania, aby sprawdziç poprawnoÊç wpisanych wyrazów. Wyrazy te zosta∏y wyró˝nione w tekÊcie nagrania.
1. cycle 2. evaporates 3. condensing 4. clouds 5. accumulates 6. reservoirs
*
4 U pracujà w grupach trzyosobowych. Ka˝dy U, pracujàc z tekstem, wykonuje inne zadanie.
STUDENT 1 – A: poprawia b∏´dy w podkreÊlonych cz´Êciach tekstu.
(1) lives (2) wash (3) a lot of (4) peacefully (5) being (6) strong enough (7) differently
(8) the most dangerous (9) due to (10) the greater (11) it’s (12) result from
62

STUDENT 2 – B: czyta tekst i wybiera w∏aÊciwà form´ z czterech podanych.
1 b) 2 a) 3 c) 4 c) 5 b) 6 d) 7 b) 8 a) 9 b) 10 d)
STUDENT 3 – C: czyta tekst i wybiera w∏aÊciwà form´ czasownika.
(1) aren’t built (2) brings (3) flows (4) picks up (5) drops (6) dries out (7) flooded (8) runs
(9) was overrun (10) was covered (11) have been restored (12) floats
*
5 U pracujà w grupach trzyosobowych: uzupe∏niajà pytania podanymi s∏owami, nast´pnie okreÊlajà, do
którego fragmentu odnosi si´ podane pytanie. N mo˝e poprosiç równie˝ o udzielenie odpowiedzi lub zadaç
podane pytania w koƒcowym etapie çwiczenia.
1. B. How (hundreds injured, 139 killed)
2. A. Why (due to the massive differences in water volume)
3. A. Why (Because water has great force)
4. B. What (accumulated water)
5. B. What (1976, in Big Thompson Canyon, Colorado)
6. C. How (by building sophisticated dams, levees, and canal systems)
7. A. Why (there is no pressure, no massive difference in water volume)
8. C. What (dampness)
9. C. Why (because diseases usually are more easily transferred by water)
10. C. What (almost everything stored in the city’s basements and ground-level rooms was covered with mud)
*
6 U w grupach zamieniajà si´ ksià˝kami i sprawdzajà çwiczenia, które wykonali ich koledzy / kole˝anki. W razie
wàtpliwoÊci U mogà si´ poradziç N.
Interaction – Wildfires
*
1 U pracujà parami: otrzymujà od N omówienie przypadków po˝aru. U muszà wybraç zdanie, które najlepiej
podsumowuje ich przypadek. Nast´pnie N zabiera kartki, U muszà opisaç swój przypadek koledze / kole˝ance.
ZA¸ÑCZNIK 15
*
2 U pracujà parami, otrzymujà od N kartki z opisem sposobów zwalczania po˝arów. U, korzystajàc z informacji
na kartkach, opisujà podane rysunki z uwzgl´dnieniem technik gaszenia, jakie sà wykorzystywane w ka˝dym
przypadku. ZA¸ÑCZNIK 16
3
Grammar – have (get) something done – get somebody to do something
*
1 U pracujà indywidualnie: czytajà pary zdaƒ, okreÊlajà, w których zdaniach jest zawarta informacja, ˝e osoba
sama wykona∏a danà czynnoÊç, a w których – ˝e zatrudni∏a (poprosi∏a) drugà osob´, aby wykona∏a danà czynnoÊç.
U mogà dopasowaç zdania do rysunków.
1.a. b I had the roof repaired.
1.b. a I have repaired the roof.
2.a. b She had Tom feed the dogs.
2.b. a She has fed the dogs.
3.a. a Brenda has cleaned the windows.
3.b. b Brenda got him to clean the windows.
4.a. b They will probably get the house redecorated.
4.b. a They will probably redecorate their house next week.
*
2 U wybierajà konstrukcje, które spe∏niajà warunki polecenia. Nast´pnie dobierajà odpowiedni przyk∏ad do
ka˝dej konstrukcji.
3. have + object + bare infinitive (without to) – 2.a.
4. have + object + past participle – 1.a.
6. get + object + infinitive – 3.b.
8. get + object + past participle – 4.a.
www.wsip.com.pl
63

*
3 U czytajà przyk∏ady zdaƒ, po czym okreÊlajà, jakà funkcj´ spe∏nia konstrukcja have something done w tych
zdaniach.
Odpowiedê: a. i d.
*
4 U pracujà indywidualnie: uzupe∏niajà zdania odpowiednià konstrukcjà gramatycznà. Kilkoro U czyta
napisane zdania, pozostali sprawdzajà.
1. are having their room redecorated 5. Did you have the trees cut
2. has (’s) had her hair done 6. will get the gardener to plant
3. get a famous architect to design 7. do you have your eyes tested
4. has/had/has had/will have her clothes made 8. have his arm set
Reading and grammar practice – I never thought it could happen to me
1 U czytajà notatk´ prasowà i opowiadanie, a nast´pnie okreÊlajà, jakiej katastrofy naturalnej dotyczà.
Odpowiedê: tornado. N mo˝e zadaç dodatkowe pytania do tekstu:
What area did the tornado hit
Who wrote the story
When did it hit Sacramento
What was the problem at school
Were there any people injured
How did the children feel
2 a. U pracujà indywidualnie: przyglàdajà si´ obrazkom, opisujà, co si´ wydarzy∏o, u˝ywajàc konstrukcji have
+ object + past participle. Kilkoro U czyta zdania g∏oÊno.
b. U pracujà indywidualnie: przyglàdajà si´ obrazkom, piszà, co zosta∏o zrobione, u˝ywajà wprowadzonych wcze-
Êniej konstrukcji. Kilkoro U czyta zdania g∏oÊno.
Przyk∏ad: First we had the roof repaired… then we had the chimney rebuilt and the windows glazed. We also
had the broken trees removed and the new ones planted. We had the pavement laid down. Finally we had the
fence fixed and the garage rebuilt.
Speaking and listening – 13 disastrous decisions
1 U pracujà parami, dopasowujà cz´Êci zdaƒ, w ten sposób powstanie zestaw 13 decyzji, których realizacje
mogà mieç katastrofalne skutki. N prosi kilkoro U o wypowiedê.
1. Taking up smoking in order to eat less and control your weight.
2. Living on unhealthy takeaways, because it’s simply easier than cooking.
3. Buying pets for children who will not take care of them.
4. Not going to university after secondary school.
5. Driving fast because you think you are such a good driver.
6. Not talking to your parents because they didn’t let you go out.
7. Jumping into the water without checking whether it’s safe.
8. Eating more sweets and chocolate after giving up meat.
9. Going out with people you hardly know.
10. Meeting people through the Internet.
11. Buying medication without consulting your doctor.
12. Having a tattoo done.
13. Visiting a hairdresser’s you have never been to.
2 U wybierajà trzy najbardziej ryzykowne decyzje i przewidujà, jakie mogà byç ich skutki. Przygotowujà krótkà
prezentacj´, w której opiszà skutki danej decyzji.
3 U5T3 U s∏uchajà pi´ciu osób, które podj´∏y fatalne decyzje. Zadaniem U jest zapisanie, jakie decyzje zosta∏y
podj´te. U sprawdzajà çwiczenie parami.
story 1 He had his arm tattooed.
story 2 She had her hair done.
story 3 She dated a man on the Internet.
story 4 He had his flat redecorated.
story 5 He borrowed his father’s car.
64

unit 5 tapescript 3
*
*
story 1
I wanted to have a tattoo. Yes, I know, everybody, I mean everybody told me not to do it. But obviously I knew better. So, I went
to a salon and I had it done. Did it itch Yeah, I mean it hurt a lot. Imagine a cat scratching you. That’s the feeling. I wanted to
have “love and peace” tattooed on my arm but I wanted it to be written in Japanese. The tattoo artist, as they like to call themselves,
did it and I was happy to have an Oriental sign on my skin. Unfortunately when I showed it off to my Japanese friend a couple of
months later he started to laugh. He said the symbol read: “Hot chicken soup”.
I want to have it removed now.
story 2
I didn’t like my hair-do. I used to have longish hair, sort of shoulder-length, no dye, nothing fancy, and then I decided I’d have it
cut or styled in a fancy way. Why not I thought and I decided to have it done at the nearest hairdresser’s. I didn’t ask anyone’s
advice, I didn’t even find a decent hairdresser’s, which was disastrous. I landed up on a chair in some dodgy place with plastic floor
tiles on the floor. Can you imagine Plastic floor tiles on the floor I mean, this place wasn’t nice, but hey I didn’t know it. So I asked
that lady, the so-called hairdresser, she should be a hair-messer actually, to trim my hair, then maybe dye it blonde and do something
fancy because I was bored with the way I looked. The lady didn’t say anything, she just said OK and started doing it. She burnt my
hair, totally messed it up and ripped 40 quid off me. Then I had to almost have my hair shaved off because it looked so horrible.
Now it’s not so bad but I still look too boyish.
story 3
It was a year ago. I thought the Internet was the best place that existed on earth. I had just broken up with my boyfriend and was
desperate to meet someone I could talk to, you know. I met this guy in a chat room. He seemed nice and interesting and I thought
well, why not meet him. After just three or four meetings in a chat room I gave him my phone number. A little piece of advice:
never give a stranger your phone number. He would call me and it wasn’t long before I realised that he wasn’t as nice and as
interesting as I’d thought. The guy called me the first time and he started giving advice about what I should do in my life, what his
perfect woman should look like… and then he made sexual comments! That was it! It was a disaster; I think you should be really
careful with cyberdating. You never know who you’re talking to on the net. Luckily, and I think this is the bright side of this story,
we never met in person. Just imagine – if he hadn’t called me I would’ve probably met him in a pub!
story 4
I decided to have my flat redecorated. I thought I needed some changes, because I was going through a miserable period in my
life, so I decided to start with the walls first. I didn’t know anyone who had had their flat redecorated so there was no one I could
ask for advice. I just called the first company that was in the Yellow Pages. They said yes, no problem, you can have your walls
painted and it’s not going to cost you much. They came, they saw and they conquered. They left an unbelievable mess; they
destroyed my chair – one of the guys was so fat that it broke when he sat on it; it took them ages to finish. The next day, after they’d
left, half of the paint fell off the wall. I woke up in the morning and went to the living room and I found the paint on the carpet!
I learnt my lesson, though. Now when I want to have my car or my radio repaired or my flat redecorated I always double check
who is going to do the work.
story 5
When I was 16 I was really mad about cars. I’d spend hours washing and polishing my father’s Mazda 626. Sometimes he would
let me drive it on an empty road. But sometimes I would sneak into the garage at night and borrow the car just to drive a bit. You
know my father never knew about it and luckily nothing bad ever happened until one unfortunate evening. A friend of mine Jacob
dropped in and we decided that we’d drive a bit. My father was asleep so I took the car key and pulled the car out of the garage.
When we were driving down the street Jacob started fooling around, he was shouting and singing songs and distracting me from
my driving. I hit the curb and boom... the tyre was gone. Well, I had to tell my dad about it and as you can imagine he wasn’t very
happy, but he didn’t shout at me. He just said that I had to buy the tyre myself. I really appreciated his not yelling at me. I could’ve
almost hugged him. But I know how stupid I was and I realise it could’ve been much worse. I mean I could’ve had a more serious
accident.
U5T4 U s∏uchajà nagrania ponownie i okreÊlajà, jakie konsekwencje mia∏y omawiane decyzje.
5 U5T4 U s∏uchajà nagrania jeszcze raz, s∏uchajà dwóch pierwszych historii. Uzupe∏niajà tekst w podr´czniku
odpowiednià formà konstrukcji have something done i u˝ytych czasowników. N mo˝e poprosiç U o przeczytanie
uzupe∏nionych historii. Odpowiedzi zaznaczone sà w zapisie nagrania.
*
4
6 a. b. U5T4 U s∏uchajà historyjek nr 3, 4 i 5. U˝ywajàc podanych s∏ów, budujà zdania, a nast´pnie próbujà
odtworzyç us∏yszanà wypowiedê. N zwraca uwag´, ˝e ka˝da z nich powinna byç zakoƒczona zdaniem w trzecim
okresie warunkowym. åwiczenie mo˝na przeprowadziç w grupach trzyosobowych: ka˝da osoba zapami´tuje
i przytacza jedno zdarzenie.
www.wsip.com.pl
65

4
Reading – Earthquakes in California
1 a. U pracujà parami, odpowiadajà na pytania kwizu. åwiczenie mo˝na przeprowadziç w formie konkursu.
Wygrywa ta para, która odpowie poprawnie na najwi´kszà liczb´ pytaƒ w jak najkrótszym czasie.
1. Sacramento 2. Eastern coast 3. Los Angeles, San Francisco 4. Alcatraz 5. Computers, film industry
6. In San Francisco. 7. It’s a road along the ocean coast where famous film stars have their houses.
8. In Los Angeles. 9. Desert, the highest temperatures, almost no living creatures 10. Surfing
b. N zadaje pytania zawarte w poleceniu. U starajà si´ odpowiedzieç. Je˝eli U nie b´dà wiedzieli, dowiedzà si´
z kolejnych çwiczeƒ.
Odpowiedê: Earthquakes in the 1980s and the ’90s.
2 U pracujà indywidualnie – czytajà tekst i uzupe∏niajà tabel´.
Capital city
Sacramento
Population
35 million
Land area
156,361 square miles
Mountain ranges Cascada, Modoc Plateau, the Coast Ranges, Sierra Nevada, and Trans Sierra
Valleys and deserts the Great Central Valley, Desert (Death) Valley, Mojave Desert, the Colorado desert
*
3 a. U pracujà indywidualnie: czytajà drugà cz´Êç tekstu, uzupe∏niajà jà brakujàcymi wyra˝eniami. Kilkoro
U czyta uzupe∏niony tekst g∏oÊno.
(1) F (2) H (3) I (4) E (5) J (6) G (7) C (8) D (9) B (10) A
b. N zadaje pytania, na które U indywidualnie odpowiadajà. N zwraca uwag´ na wyra˝enia shear stress i clamping
stress – definicje U znajdujà w tekÊcie.
1. The “Big One”, the Landers
2. The movement of the Pacific and North American Plates.
3. The clamping stress retards slippage. It runs perpendicular to the fault, pinning the sides together like an
invisible row of staples. The shear stress runs parallel to the fault, enhancing its tendency to slip.
Listening – Protective measures
1 U pracujà ze s∏ownikiem, dopasowujà wyrazy i wyra˝enia angielskie do ich polskich odpowiedników, po czym
uzupe∏niajà podane poni˝ej zdania. N zwraca uwag´, ˝e podane czasowniki powinny byç u˝yte w odpowiedniej
formie.
early warning system system wczesnego ostrzegania
guidelines
wskazówki
motion detecting systems systemy wykrywania drgaƒ
sensors
czujniki
telecommuting
praca na odleg∏oÊç
threshold
próg
to alert
postawiç w stan gotowoÊci
to divert
zawróciç
to minimize damage zminimalizowaç straty
to withstand the tremors przetrzymaç wstrzàsy
b. divert, minimize damage c. threshhold, d. guidelines e. motion detecting systems f. sensors
g. had withstood the tremors h. alert i. Telecommuting
2 U5T4 U s∏uchajà rozmowy z ekspertem, sprawdzajà poprawnoÊç wykonania poprzedniego çwiczenia –
uk∏adajà zdania w odpowiedniej kolejnoÊci, zgodnie z kolejnoÊcià poruszania poszczególnych problemów
w tekÊcie. Nie wszystkie zdania sà przytoczone dos∏ownie.
1.a. 2.e. 3.c. 4.f. 5.h. 6.b. 7.g 8.d. 9.i.
66

unit 5 tapescript 4
Journalist: Today I’d like to welcome Mr Williams, who is an engineer and has been dealing with earthquakes for many years.
Good afternoon, Mr Williams.
Mr Williams: Good afternoon.
Journalist: There were several earthquakes in California in the 1980’s and 90’s. What protective measures have been taken since
Mr Williams: What’s most important is the early warning system which would warn about imminent danger. Simple motion
detecting systems are now used in Japan and California. They can stop the subways and nudge elevators to the nearest floor
when ground motion exceeds a certain threshold. An effective system would require thousands of sensors along various highrisk
faults linked by sophisticated systems of transmitting data.
Journalist: Would it ever be possible to warn people of the imminent danger
Mr Williams: Yes, the system would make it possible to alert people as much as a minute before the area starts to shake. I think
in some cases it’s enough. The system could also divert incoming aircraft, warn rescue workers of aftershocks and minimize
damage to the computers, telecommunications and financial data networks.
Journalist: What about the buildings themselves It is the crumbling buildings that the danger comes from.
Mr Williams: Yes, indeed. After a series of minor earthquakes in February in Los Angeles Basin, the city was turned into a gigantic
laboratory. The scientists together with engineers figured out what had withstood the tremors, and what had not and why. As far
as the structural design is concerned the engineers emphasized two simple guidelines: houses should be made of wood rather
than static brick, and steel is far superior to concrete, which, no matter how it is reinforced, can crumble like a stale cake.
Journalist: Is there any alternative then
Mr Williams: Scientists and engineers have been looking for designs that would allow buildings to withstand heavy vibrations.
The one possible solution is suspension systems resembling rubber-and-steel sandwiches with a dense core to absorb energy.
The 73-storey Interstate Bank Tower in Los Angeles has been constructed in this way. It stands on a flexible spring-and-roller
suspension and is supposed to remain standing even if a big earthquake strikes.
Journalist: During earthquakes many people may die while stuck in traffic jams as the sections of the roads collapse.
Mr Williams: This can be changed by the idea of telecommuting – working from home with computers and faxes. People would
not only be safer, but they will have more time for work.
Journalist: I see there are many ways in which California and other parts of the world can be protected from destructive
earthquakes.
Mr Williams: Yes, but all solutions are extremely costly. Even LA, the city of millionaires, is not able to pay for all these protective
measures.
Journalist: Thank you for the conversation.
Mr Williams: Thank you.
3 U5T4 U pracujà indywidualnie: s∏uchajà nagrania ponownie i uzupe∏niajà zdania wyra˝eniami, które s∏yszà.
1. by sophisticated systems of transmitting data.
2. of wood (and steel) rather than brick (and concrete).
3. rubber-and-steel sandwiches.
4. have more time for work.
5. a flexible spring-and-roller suspension.
Reading and grammar practice – Nuclear tests
*
*
1 U, pracujàc parami, odpowiadajà na pytania.
2 U korzystajà z dost´pnych s∏owników, aby przet∏umaczyç podane s∏owa i wyra˝enia.
nuclear power energia jàdrowa
nuclear weapons broƒ jàdrowa
destructive
niszczàcy
armaments
zbrojenia
proliferation rozprzestrzenianie si´
deficiency
niedobór
to contaminate skaziç
radioactive fallout opad radioaktywny
to conduct a test przeprowadziç test
leak
wyciek
shock wave
fala uderzeniowa
marine environment Êrodowisko morskie
www.wsip.com.pl
67

*
3 U pracujà indywidualnie: czytajà tekst i poprawiajà b∏´dy w ka˝dej linijce (oprócz ostatniej).
Nast´pnie sprawdzajà prac´ kolegi / kole˝anki z ∏awki.
There is hardly anything that can to destroy the whole world
more rapidly that nuclear power. If we exclude the forces of
nature, such as hurricanes, floods and earthquakes, these is the
one force who is able to bring about complete destruction of the
Earth. Not until dropping the atom bomb on Hiroshima in 6th
August, 1945 did people realise the destructive power for this
new kind of energy, the introduction of whose was to ensure
superiority in the world. Ambitious politicians, who was
looking for power, were employed scientists to create deadlier
weapons. The two main participant and leaders in nuclear
proliferation – the former Soviet Union but the USA tried
blindly to outdo each another in armaments and they produced
a number of nuclear warheads sufficient blow up the whole
planet.
can destroy
than
this
which (that)
on
of
which
were
employed
participants
and
other
to blow up
*
4 U pracujà indywidualnie: czytajà drugà cz´Êç tekstu, uzupe∏niajà go czterowyrazowymi frazami, które
najpierw muszà u∏o˝yç w odpowiedniej kolejnoÊci. Kilkoro U czyta tekst dla sprawdzenia.
1. what to do with 6. comparable to those caused
2. have tried to use 7. the conditions of the
3. building nuclear power stations 8. in the nearest surroundings
4. when put into practice 9. radioactive fallout which touches
5. employed computer system there 10. eventually leading to death
*
5 a. b. U czytajà pozosta∏à cz´Êç artyku∏u. OkreÊlajà, jaki jest stosunek autora artyku∏u do poruszanych
spraw lub jakie opinie wyra˝a on na dany temat. Nast´pnie U uzupe∏niajà kolumn´ dotyczàcà ich opinii.
politicians
She / He thinks they are not responsible enough. They think they are safe which is
wrong.
society
She / He thinks the society can accept having nuclear power stations but not nuclear
test explosions. She / He understands the reluctancy of the society towards nuclear
power.
nuclear power stations They are OK.
protests
They won’t help much. She / He is quite pessimistic.
anti-nuclear activists She / He supports them but thinks their protests are not enough.
*
6 a. U pracujà indywidualnie: zamieniajà zdania w stronie czynnej na zdania w stronie biernej, a kilkoro U
czyta zdania g∏oÊno, pozostali sprawdzajà.
1. The world can be quickly destroyed by nuclear power.
2. A bomb was dropped on Hiroshima on 6th August 1945 (by the Americans).
3. Scientists were employed (by politicians) to create deadlier weapons.
4. A number of nuclear warheads sufficient to blow up the whole world have been produced in the former Soviet
Union and the USA.
5. People’s health may be affected by a small radioactive leak.
6. Areas situated far away are affected by the radioactive fallout.
7. Traditional coal and oil is being replaced by cheap energy.
8. The tests are observed by politicians from their offices.
b. U czytajà wskazówki dotyczàce mo˝liwych zagro˝eƒ p∏ynàcych z przeprowadzania prób jàdrowych. U uk∏adajà
zdania w stronie biernej, sprawdzajà parami.
1. Water can be polluted by radioactive substance. 4. Children can be born with defects.
2. Marine environment may be destroyed by shock waves. 5. People’s health may be affected.
3. Soil can be contaminated.
Writing – Nuclear power
U mogà wykonaç çwiczenie 1 z tej cz´Êci na zaj´ciach. N zadaje pozosta∏e do wyboru jako prac´ domowà.
U * wybierajà dwie z podanych propozycji i przygotowujà wypowiedê pisemnà. Na kolejnych zaj´ciach N zbiera
prace do sprawdzenia.
68

PHRASAL VERBS FOR MATURA
TURN
1 U5T5 U pracujà indywidualnie: s∏uchajà nagrania i uzupe∏niajà podane zdania odpowiednim czasownikiem
frazowym z turn.
1. turned out 2. turned off 3. turned up, turned down
unit 5 tapescript 5
1
Voice: This is a true story. Listen to this.
Caller: “Hello, is this Tech Support”
Tech: “Yes, it is. How may I help you”
Caller: “The cup holder on my PC is broken and I’m within my warranty period. How do I go about getting that fixed”
Tech: “I’m sorry, but did you say a ‘cup holder’”
Caller: “Yes, it’s attached to the front of my computer.”
Tech: “Please excuse me if I seem a bit stumped; it’s because I am. Did you receive this as a part of a promotion, like at a trade
show How did you get this cup holder Does it have any trademark on it”
Caller: “It came with my computer, I don’t know anything about a promotion. It just has ‘32X’ on it.”
Voice: At this point the Tech Rep had to mute the caller, because he couldn’t stand any more. The cup holder the caller had been
using turned out to be the load drawer of the CD-ROM drive!
2
A blonde pilot decided she wanted to learn how to fly a helicopter. She went to the airport, but the only one available was a solohelicopter.
The Instructor figured out he could let her go up alone since she was already a pilot for small planes and he could
instruct her via radio.
So up the blonde went. She reached 1,000 feet and everything was going smoothly. She reached 2,000 feet. The blonde and the
Instructor kept talking via the radio. Everything was going smoothly. At 3,000 feet the helicopter suddenly came down quickly!
It skimmed the top of some trees and crash-landed in the woods. The Instructor jumped into his jeep and rushed out to see if the
blonde was okay.
As he reached the edge of the woods, the blonde was walking out. “What happened” the Instructor asked. “All was going so well
until you reached 3,000 feet. What happened then”
“Well,” began the blonde, “I got cold. So I turned off the ceiling fan.”
3
A customer was bothering the waiter in a restaurant. First, he asked for the air conditioning to be turned up because he was too
hot, then he asked for it to be turned down because he was too cold, and so on for about half an hour.
Surprisingly, the waiter was very patient, he walked back and forth and never once got angry. So finally, a second customer asked
him why he didn’t throw out the annoying guest.
“Oh, I really don’t care or mind,” said the waiter with a smile. “We don’t even have air conditioning.”
2 U pracujà indywidualnie: dopasowujà czasowniki frazowe do ich wyjaÊnieƒ po angielsku i polskich odpowiedników.
Podczas wykonywania çwiczenia U mogà korzystaç ze s∏owników.
A B C
turn against somebody stop supporting, trusting or liking somebody obróciç si´ przeciwko komuÊ
turn down reduce Êciszyç, przykr´ciç
turn off stop wy∏àczyç
turn out happen in a certain way okazaç si´
LET
3 U dopasowujà zdania z prawej i lewej kolumny. Sprawdzajà çwiczenie parami.
1. Leave me alone. Let me be.
2. Did they find O.J. Simpson guilty of murder No, he was let off.
3. Don’t disappoint me. Don’t let me down.
4. He produced a sigh of relief. He let out a sigh of relief.
5. Stop holding me like that! Let go of me!
4 U ∏àczà czasowniki frazowe z ich polskimi odpowiednikami. Sprawdzajà w dost´pnym s∏owniku.
let down zawieÊç let go of puÊciç, przestaç trzymaç
let somebody be zostawiç kogoÊ w spokoju let off wypuÊciç
let out
wydaç z siebie
www.wsip.com.pl
69

RUN
5 U dopasowujà poczàtek zdania do jego zakoƒczenia. Kilkoro U czyta zdania dla sprawdzenia.
1.d) 2.e) 3.c) 4.a) 5.b)
6 U pracujà parami: piszà definicje podanych czasowników frazowych. U mogà korzystaç ze s∏ownika angielskoangielskiego
dla sprawdzenia poprawnoÊci utworzonych definicji. Poni˝ej podane sà polskie odpowiedniki.
run away uciec
run into wpaÊç na kogoÊ
run out of skoƒczyç si´ (o czymÊ)
run over przejechaç (kogoÊ, coÊ) samochodem
7 U pracujà indywidualnie: poprawiajà czasowniki frazowe, je˝eli ich u˝ycie jest b∏´dne. U razem z kolegà /
kole˝ankà z ∏awki sprawdzajà çwiczenie.
1. ran over away 2. Turn it out! off 3. Let go out me. of 4. correct 5. ran out off food. of
6. turn in opposition against
8 U uzupe∏niajà podpis pod rysunkiem.
We can always run him over and pretend it was an accident.
W cz´Êci Look it up! U korzystajà ze s∏ownika, szukajà innych przyk∏adów czasowników frazowych z czasownikami
turn, let i run i zapisujà z nimi zdania.
5
Matura practice
Reading – Rozumienie tekstu czytanego
1 U czytajà tekst. Z podanych zdaƒ wybierajà te, które si´ do niego odnoszà.
Odpowiedê: 1, 3, 5, 7, 8, 9
2 U czytajà tekst. Uk∏adajà podane zdania w odpowiedniej kolejnoÊci, zgodnie z informacjami zawartymi w tek-
Êcie. KolejnoÊç wpisanych cyfr: 8, 5, 1, 4, 7, 2, 6, 3.
Speaking – Dyskusja
*
1 U analizujà przedstawiony materia∏ dotyczàcy kataklizmów i katastrof naturalnych. U odpowiadajà na
pytania N:
What natural disasters do you know
Have you ever experienced any
Have you heard of any natural disasters recently
How do people behave when a natural disaster happens
What should be done to warn people before a disaster
What are some of the possible ways of preventing the damage a disaster can bring about
*
2 U analizujà przedstawiony materia∏ dotyczàcy energii jàdrowej. U odpowiadajà na pytania N:
What uses of nuclear energy have you heard about
Have you ever heard of nuclear tests Are they dangerous
Should nuclear tests be done at all
Can they be done in Poland Why Why not
How do people react to nuclear tests
What do you think Are people for or against building nuclear power stations
Would you object to building a nuclear power station in your neighbourhood Why Why not
What advantages of using nuclear power can you think of
Wypowiedê pisemna: list prywatny, og∏oszenie, rozprawka
U wybierajà jeden z tematów, który przygotowujà pisemnie. Zadanie mo˝na potraktowaç jako prac´ domowà.
N mo˝e poleciç napisanie jednego tematu w klasie oraz zadaç jeden z pozosta∏ych dwóch. N zwraca uwag´ na
zachowanie podanych limitów s∏ów.
70

UNIT 6
State
TEMAT
GRAMATYKA
S¸OWNICTWO
WYPOWIEDè USTNA
KONWERSACJA
CZYTANIE
S¸UCHANIE
INTERAKCJA
WYPOWIEDè PISEMNA
KULTURA
MATURA
polityka, paƒstwo, naród, obywatel, to˝samoÊç narodowa, ojczyzna, patriotyzm, spo∏eczeƒstwo,
prawa i obowiàzki obywateli, gospodarka, handel, przemys∏, rolnictwo, organizacje i instytucje
mi´dzynarodowe
mowa zale˝na, zasady nast´pstwa czasów, inwersja
paƒstwo, polityka, wojna, dzia∏ania wojenne, terroryzm, praca, ˝ycie zawodowe, czasowniki
frazowe z look i put
patriotyzm – Czy jesteÊ patriotà Jakie cechy powinien posiadaç patriota, terroryzm – definicja
s∏owa, najtragiczniejsze wydarzenia, protest – formy i przyczyny protestów, rozmowa w sprawie
pracy – podstawowe zasady
rozmowa z partnerem na temat przysz∏ej pracy – plany na przysz∏oÊç dotyczàce wybranego
zawodu, rozmowa w sprawie pracy – odgrywanie ról na podstawie scenariusza nagrania
Wojna niepodleg∏oÊciowa Stanów Zjednoczonych i Wojna Ró˝ – czytanie powiàzane
z çwiczeniem gramatyki, terroryzm – informacje prasowe dotyczàce terroryzmu, og∏oszenia
prasowe dotyczàce zatrudnienia – czytanie w celu ogólnego zrozumienia, CV i list motywacyjny
– wybór odpowiednich sformu∏owaƒ w liÊcie motywacyjnym, okreÊlanie poszczególnych
elementów CV
Jakim jesteÊ patriotà – s∏uchanie wypowiedzi osób dla ogólnego zrozumienia oraz w celu
uzyskania informacji szczegó∏owych, terroryzm – s∏uchanie w celu uzyskania okreÊlonych
informacji, s∏uchanie protest song – analiza piosenki, rozmowa w sprawie pracy – s∏uchanie
powiàzane z çwiczeniem gramatyki (mowy zale˝nej) – wybór osoby do odpowiedniej pracy,
Konstytucja Irokeska a Konstytucja Stanów Zjednoczonych – s∏uchowisko radiowe, okreÊlanie
podobieƒstw i ró˝nic
rozmowa w sprawie pracy – odgrywanie ról na podstawie podanych wskazówek
opis kraju na podstawie posiadanych informacji, przygotowanie broszury o Polsce, pisanie CV
i listu motywacyjnego w odniesieniu do okreÊlonych og∏oszeƒ prasowych
Wspólnota Narodów – paƒstwa wchodzàce w sk∏ad Wspólnoty, ich charakterystyka, Konstytucja
Irokeska a Konstytucja Stanów Zjednoczonych – s∏uchanie i czytanie
rozumienie tekstu czytanego, wypowiedê pisemna – list motywacyjny
TEST YOUR MIND – GRAMMAR
Reported speech
W cz´Êci TEST YOUR MIND U powtarzajà dotychczas zgromadzone wiadomoÊci i opanowane umiej´tnoÊci
dotyczàce zdaƒ w mowie zale˝nej oraz stosowania zasad nast´pstwa czasów w zdaniach oznajmujàcych,
pytajàcych oraz przeczeniach. U mogà wykonaç çwiczenia samodzielnie jako rodzaj sprawdzianu lub skorzystaç
z notatek. åwiczenia powinny byç sprawdzone w klasie.
1 U zamieniajà podane zdania w mowie niezale˝nej na zdania w mowie zale˝nej.
1. Jack said the door was open but there was nobody at home.
2. They told the receptionist they were going to stay for two days.
3. The guide says this castle was built in the 15th century
4. The flight attendant told her she couldn’t take so much hand luggage.
5. The courier says there’ll be a tour of the castle tomorrow.
6. She said it was the most beautiful place she’d ever seen.
7. My grandfather complained he had lost his wallet and couldn’t find it anywhere.
8. John said to me he knew I had seen that film the week before.
2 U zamieniajà podane pytania w mowie niezale˝nej na pytania w mowie zale˝nej. N zwraca uwag´ na form´
czasownika w zdaniu nadrz´dnym.
1. The man asked if I knew a good hotel in London.
2. The students want to know what the new girl is like.
3. He wondered if she had said it or not.
4. His brother asked him whose coat he had worn the night before.
5. The parents wanted to know if they (their children) were taught English.
6. John asked Barbara when she was coming back.
7. He wants to know if I have been to Edinburgh yet.
8. Sarah asked Tom when he would visit her.
www.wsip.com.pl
71

3 U zamieniajà podane polecenia i proÊby w mowie niezale˝nej na zdania w mowie zale˝nej.
1. They asked us to wait for them at the railway station.
2. Sarah’s mother told her not to disturb Peter.
3. He warned the children not to tease the cat.
4. The lady asked me to open the door.
4 U przypominajà zasady tworzenia zdaƒ w mowie zale˝nej oraz zasady nast´pstwa czasów. N mo˝e poprosiç
U o skorzystanie z notatek z wczeÊniejszych lat nauki – U przygotowujà si´ w domu.
TEST YOUR MIND – VOCABULARY
Cz´Êç VOCABULARY poÊwi´cona jest zagadnieniom politycznym i s∏owotwórstwu. U przypominajà
s∏ownictwo zwiàzane z politykà. Zadania w tej cz´Êci mo˝na potraktowaç jako rodzaj sprawdzianu. U powinni
mieç do dyspozycji s∏owniki. åwiczenia powinny byç sprawdzone w klasie.
1 U uzupe∏niajà zdania, wykorzystujàc wyt∏uszczone s∏owa.
1. politicians 2. government 3. unemployed 4. stabilisation 5. organisations 6. supporters
2 U uzupe∏niajà zdania dotyczàce struktury politycznej w Wielkiej Brytanii, wykorzystujàc podane s∏owa.
1. Commons 2. elected 3. judiciary 4. declare 5. Chancellor 6. community 7. national
8. independent
1
Reading and writing – The Commonwealth
1 a. U pracujà parami: rozwiàzujà kwiz. åwiczenie mo˝na przeprowadziç w formie konkursu. Zwyci´˝a ta
para, która w ustalonym przez N czasie odpowie poprawnie na najwi´kszà liczb´ pytaƒ.
1.c) 2.b) 3.a) 4.c) 5.b) 6.b) 7.c) 8.b) 9.a) 10.c)
b. U pracujà parami: czytajà tekst o Wspólnocie Narodów i przygotowujà odpowiedzi na podane pytania. Kilkoro
U czyta odpowiedzi, pozostali sprawdzajà.
1. It’s the association of Great Britain and its dependencies, certain former British dependencies that are now
sovereign states and their dependencies, and the associated states.
2. It’s main purpose is consultation and cooperation.
3. Great Britain, Ireland, Canada, Newfoundland, Australia, New Zealand, and South Africa.
4. Yes, they are.
5. It has traditional position of leadership in certain matters of mutual interest.
2
U pracujà parami: korzystajàc z zamieszczonych wykresów, ∏àczà poszczególne elementy w tabeli.
Country Area (square kilometres) Population (million) Capital city
Australia 7, 686,810 19 Canberra
New Zealand 270,534 3,9 Wellington
South Africa 1, 221,037 42 Cape Town/ Pretoria
Canada 9, 976,128 32 Ottawa
United Kingdom 244,044 60 London
3 U odpowiadajà na pytania indywidualnie, korzystajàc z informacji zawartych w tabeli i na wykresach.
Largest area: Canada, smallest: UK.
The largest population: UK, smallest: New Zealand.
Most densely populated: UK.
4 U czytajà fragmenty informacji dotyczàce wymienionych krajów. OkreÊlajà, do jakiego kraju odnoszà si´
podane informacje oraz jakiej dziedziny dotyczà. U mogà wykorzystaç wiadomoÊci dost´pne w Internecie dla
sprawdzenia poprawnoÊci wykonanego çwiczenia.
72

1. New Zealand, people 2. South Africa, people 3. Australia, people 4. Australia, government
5. New Zealand, government 6. Australia, economy 7. South Africa, government 8. New Zealand,
economy 9. South Africa, economy
5 åwiczenie mo˝na zadaç jako prac´ domowà. U wybierajà dwa z omawianych krajów i piszà krótkà
charakterystyk´ z uwzgl´dnieniem dost´pnych informacji.
6 åwiczenie mo˝na zadaç jako prac´ domowà. U w grupach przygotowujà projekt broszury dotyczàcej Polski
(mo˝liwe przygotowanie z wykorzystaniem programu graficznego). W broszurze U powinni uwzgl´dniç
wszystkie podane wymagania. U mogà wykorzystaç równie˝ dost´pne dane statystyczne i przedstawiç je w formie
wykresu. Broszura mo˝e równie˝ zawieraç wykonane przez U zdj´cia. Projekt mo˝na zorganizowaç w formie
konkursu na najciekawszà broszur´.
Speaking – Patriotism
1 U pracujà indywidualnie: zaznaczajà, które z podanych cech sà najwa˝niejsze (najmniej wa˝ne), jeÊli ktoÊ
jest patriotà. U podajà powody, nast´pnie porównujà odpowiedzi z odpowiedziami kolegi / kole˝anki z ∏awki.
2 a. b. U pracujà parami. Odpowiadajà na podane pytania. Kilka osób z poszczególnych par przedstawia
odpowiedzi kolegi / kole˝anki.
Listening and grammar practice – How patriotic are you
1 a. U6T1 U pracujà indywidualnie, czytajà krótkà charakterystyk´ podanych osób. S∏uchajà nagrania,
dopasowujà zdania do osób, które je wypowiedzia∏y.
unit 6 tapescript 1
Interviewer: We are out on the street asking people today: How patriotic are you
Interviewer: Hi, can we have a minute
John: I’m busy skating. Go get some guy in a suit.
Interviewer: No, we need your opinion, it’s important. Tell us a little bit about how patriotic you are
John: Patriotic, come on. I’m just trying to live my life. I wake up, I go to school, I like school, just not the people who run the
place. It’s a little bit like this country. I like the country, but the government I don’t like. I was in the Lake District on a camping
trip last year, probably the most beautiful place in the world. I haven’t traveled, but I would like to. Every time
I meet people from other countries, I think they are interesting. I want to meet them and get to know them. But when I see
our government on TV bombing other countries and killing people and thinking it’s a positive thing, it makes me angry. How
can killing people be good People are angry at us and it makes it hard to get along with others. Impossible! If patriotism
means waving the flag and being happy about killing foreign people, I am not patriotic. I got to go skating. Good luck.
Interviewer: Thank you for your time. Remember that your voice is important.
John: Whatever.
Javier: Hello, is there a specific piece you were looking for
Interviewer: Sure, I just love your art. Can your ceramics be used in the kitchen
Javier: Absolutely. People use it to decorate their homes or to serve special foods. It is also microwave safe.
Interviewer: You have a very nice ceramics gallery, did it take a long time to start it
Javier: Well, I came from Nicaragua about 7 years ago when I was 18. I went to an art school, and moved from an art collective
to opening my own shop. I have had a lot of help from clients and though it is a small place, but it is home.
Interviewer: Hmm… Home Would you consider yourself patriotic Does Boston feel like home
Javier: This is a good question. Yes, I think it has become home. Am I patriotic Yes, I guess, to some extent I am. I love this
country and the openness of Boston and I definitely love the opportunities here. I have had a lot of great chances and have
had to work hard, but it all seems possible. I also feel safe. I don’t agree with everything that goes on around here, but it is
much more settled than at home. That is, home, in Nicaragua. When I think of my family and my friends and the beautiful
and familiar landscape of Nicaragua, that is home, too. I will probably go back there one day but just for a short period. It
can be heartbreaking, but I guess I have two homes.
Interviewer: Excuse me, sir, could we ask you a question
Donald: Surely, if it doesn’t take too long.
Interviewer: Shouldn’t take too long. Can you tell us how patriotic you are
Donald: Let’s see. Patriotic Do you see this cane I need this because of my patriotism. I took bullets in the hip fighting for
America. I am a World War II veteran. It was patriotism and my love of freedom that got me through tough times in my life,
of course along with my faith in God. When we were fighting in France on our second tour and I was injured at the front, it
was my patriotism that got me through. All of those people in America were depending on me. This is what patriotism is,
www.wsip.com.pl
73

a nation as a family. Fighting together, working together, celebrating together, and mourning together. I feel a bond with my
fellow citizens. This is patriotism and I’m 100 percent patriotic. Waving a flag doesn’t make a person patriotic; giving something
back, feeling love, and pride in your country is what makes a person patriotic. Anything else
Interviewer: No, that will do. Thanks very much for your time and what you have given to our country.
Donald: It’s my honor.
KolejnoÊç wypowiedzi:
John Rafferty Donald Jackson Donald Jackson
Donald Jackson John Rafferty Javier Sanchez
John Rafferty Javier Sanchez Donald Jackson
Javier Sanchez Javier Sanchez John Rafferty
b. Na podstawie zdaƒ w mowie zale˝nej U piszà zdania w mowie niezale˝nej.
c. U6T1 U s∏uchajà nagrania ponownie dla sprawdzenia zdaƒ w mowie niezale˝nej. Zdania zosta∏y wyró˝nione
w tekÊcie nagrania.
2 a. b. U6T1 U s∏uchajà nagrania jeszcze raz. Zapisujà po dwa zdania wypowiedziane przez dane osoby
i zamieniajà je na zdania w mowie zale˝nej.
3 a. U6T2 U s∏uchajà nagrania – wypowiedzi Stephanie St. Clair. Zapisujà zdania, w których pojawi∏y si´
okreÊlone s∏owa. U sprawdzajà çwiczenie parami.
1. I’m really in a hurry. 2. I haven’t served in the military 3. I certainly love my country 4. will certainly
encourage the same for my children 5. We go to church and volunteer at the local community center
6. I don’t think that our history has been perfect 7. charity begins at home
unit 6 tapescript 2
Interviewer: Excuse me, mam Could we have a little of your time
Stephanie St. Claire: Sorry, I really don’t have the time, I’ve got to get the kids to soccer practice.
Interviewer: Just two minutes. We need a mom’s perspective.
Steph: OK, two minutes, usually I’d give more, but I’m really in a hurry.
Interviewer: All we need to know is how patriotic do you consider yourself
Steph: Well, I haven’t served in the military, but I certainly love my country. I’ve done my best to get a good education, worked
until I had children, I vote, and I will certainly encourage the same for my children. I think patriotism is being polite to your
neighbors and helping the country to work together. We go to church and volunteer at the local community center. I don’t
think that our history has been perfect, but it is extremely important to know something about it so that we can make the right
decisions in the future. But like they say, charity begins at home, and I think it begins at home and in your neighborhood.
Interviewer: Thank you, very well put, we are glad that we stopped you, thank you for your time.
Steph: Thank you, take care.
b. U zamieniajà zapisanie zdania na zdania w mowie zale˝nej, wykorzystujà podane czasowniki, nast´pnie
okreÊlajà, w których zdaniach nie jest przestrzegana zasada nast´pstwa czasów i dlaczego (zdania 3,6,7 –
czasownik w zdaniu nadrz´dnym jest w czasie teraêniejszym).
1. She said she really was in a hurry.
2. She admitted she hadn’t served in the military.
3. She assures us that she certainly loves her country.
4. She declared she would certainly encourage the same for her children.
5. She boasted they went to church and volunteered at the local community center.
6. She doesn’t think American history has been perfect.
7. She thinks charity begins at home.
4 a. b. U pracujà indywidualnie: dopasowujà czasowniki do zdaƒ, nast´pnie uk∏adajà zdania w mowie zale˝nej.
Kilkoro U czyta zdania na g∏os, a pozostali U sprawdzajà.
The man agreed to follow his advice.
Susan’s mother boasted that Susan had won several competitions.
Jack claimed I was using his computer.
The students admitted they hadn’t learnt a lot recently.
The man protested against their keeping him in custody for four days.
The boys suggested going to that new restaurant.
74

5 U czytajà informacje w ramce, po czym przytaczajà wypowiedzi, u˝ywajàc omówionych w ramce
czasowników. U sprawdzajà çwiczenie parami.
1. Jack agreed to go with us.
2. Mark refused to play with them.
3. The policeman threatened to shoot him if he moved.
4. His parents suggested that he read more.
5. Jack accused his brother of hiding his bike.
6. Mary suggested/insisted on spending the summer in the mountains.
7. Mark apologised to Barbara for losing her book.
8. Mark’s friend denied spending all the money.
2
Reading and grammar practice – The American Revolution
and the War of the Roses
1 a. b. U pracujà indywidualnie: przed przeczytaniem tekstu U rozwiàzujà kwiz i odpowiadajà na pytania.
U czytajà tekst dla sprawdzenia odpowiedzi.
The American Revolution
1. F (Britain and American Colonies) 2. T 3. F (citizens of Boston dumped the imported tea into the
harbour rather than pay a heavy tax on it) 4. T
The War of the Roses
1. F (between kings) 2. T 3. F (Richard put the king’s sons in the Tower of London) 4. T
2 U pracujà parami: jedna osoba czyta tekst The American Revolution, druga The War of the Roses. Ka˝dy
U musi uzupe∏niç tabel´. Je˝eli brakuje wymaganych informacji, to musi zadaç pytania drugiej osobie.
U wymieniajà si´ tekstami i sprawdzajà, czy wszystkie dane sà prawdziwe.
The American Revolution
Date(s) between 1775 and 1783 from 1455 to 1487
The War of the Roses
Participants Great Britain and its American Colonies Lancaster and York
Reason to be free from the tyranny of the British the issue of who should be king
Empire
Main events the increase in taxes and the diminishing wars between Lancaster and York;
freedom of the colonies;
Plantagenets take the throne;
Boston Tea Party;
the Lancastrians take it back
the British send troops – the war begins; and lose it again;
the Declaration of Independence;
Yorkist King Edward holds the
Washington made general;
throne until his death;
France joins the Colonists;
Edward’s brother puts the king’s sons in the
the British surrender to Lincoln.
Tower of London and takes the crown himself;
Henry Tudor, Lancastrian, invades from
France and becomes the king.
Main people Boston citizens Edward
George Washington
Richard
Benjamin Lincoln
Henry Tudor
General Cornwallis
End The war gave birth to the United States. Henry Tudor, Lancastrian, becomes the king.
3 U pracujà w grupach trzyosobowych. Post´pujà wed∏ug podanego schematu. Aby çwiczenie przebiega∏o
prawid∏owo, jedna grupa musi podaç przyk∏ad. ZA¸ÑCZNIK 17
www.wsip.com.pl
75

Vocabulary practice – War
1 a. U pracujà parami: okreÊlajà ró˝nice pomi´dzy podanymi wyrazami. U mogà korzystaç ze s∏ownika
angielsko-polskiego lub dost´pnych s∏owników internetowych.
1. battle (bitwa) / battlefield (pole bitwy)
2. a defeat (kl´ska)/ a surrender (poddanie si´)
3. civil war (wojna domowa) / war of independence (wojna o niepodleg∏oÊç)
4. religious war (wojna na tle religijnym)/ cold war (zimna wojna)
5. warship (okr´t wojenny) / submarine (∏ódê podwodna)
6. volunteer (ochotnik) / recruit (poborowy)
7. army (armia) / weapons (broƒ)
8. military service (s∏u˝ba wojskowa) / military intelligence (wywiad wojskowy)
b. U pracujà indywidualnie: uzupe∏niajà zdania s∏owami z cz´Êci a.
a. submarine b. battlefield c. cold war d. war of independence e. defeat, surrender f. army,
volunteers g. Military service
2 a. U pracujà indywidualnie: uzupe∏niajà wyra˝enia podanymi s∏owami i sprawdzajà razem z kolegà /
kole˝ankà z ∏awki. N mo˝e poprosiç o przet∏umaczenie utworzonych wyra˝eƒ na j´zyk polski.
martial law nuclear weapons prisoner of war (POW) peace treaty
declare war wear a uniform unarmed forces
b. U wykorzystujà wyra˝enia z cz´Êci a. çwiczenia, aby uzupe∏niç nimi zdania. U sprawdzajà çwiczenie parami.
1. peace treaty 2. nuclear weapons 3. POWs 4. declared war 5. martial law 6. wear uniforms 7. unarmed forces
Grammar practice – Not until…
*
1 U parami czytajà podane zdania: zastanawiajà si´, dlaczego u˝yte sà w nich operatory i inwersja.
U powinni zauwa˝yç, ˝e przy próbie t∏umaczenia na j´zyk polski podanych konstrukcji pojawiajà si´ problemy.
*
2 U czytajà list´ wyra˝eƒ, których u˝ycie wymaga zastosowania specjalnego szyku wyrazów w zdaniu.
U uzupe∏niajà zdania wybranymi wyra˝eniami, po czym sprawdzajà çwiczenia parami. Kilkoro U czyta zdania
na g∏os.
1. Hardly ever / Never before 2. Never before 3. No sooner _____ than 4. Only in this way 5. Not only
6. In no circumstances 7. Hardly _____ when 8. Seldom
*
3 U pracujà indywidualnie: parafrazujà podane zdania, u˝ywajàc wprowadzonych wczeÊniej konstrukcji.
N mo˝e poprosiç kilkoro U o zapisanie zdaƒ na tablicy.
1. No sooner had she heard somebody shouting “fire” when she saw smoke.
2. Seldom do they talk to each other.
3. Hardly had he locked the door when he felt somebody hit it with a stone.
4. Never before had he seen so many people in the streets.
Reading and listening – Terrorism
1 a. b. U pracujà w grupach czteroosobowych. Odpowiadajà na pytania. N prosi przedstawiciela ka˝dej grupy
o podanie odpowiedzi. Odpowiedzi U mogà znacznie odbiegaç od sugerowanych poni˝ej.
1. Use of violence and intimidation to achieve some goal.
2. People who employ terrorism to achieve their goals.
3. All are tragic, the most famous one was on September 11th, 2001.
4. Mainly because of political problems.
5., 6. W∏asne opinie U.
2 U pracujà indywidualnie: czytajà notatki prasowe dotyczàce terroryzmu i zamachów terrorystycznych. U
dopasowujà nag∏ówki do informacji, kolejno: E, A, C, B, D.
3 U6T3 U s∏uchajà wiadomoÊci radiowych: uzupe∏niajà teksty w podr´czniku, wpisujàc brakujàce informacje.
N mo˝e zatrzymaç nagranie po ka˝dej wiadomoÊci, aby U mieli czas na wpisanie brakujàcej informacji. Je˝eli
U majà trudnoÊci z uzupe∏nieniem tekstu, powinni wys∏uchaç wiadomoÊci jeszcze raz.
76

unit 6 tapescript 3
1. The Aum Shin Rikyo cult got major attention when they planned a deadly gas attack on the Tokyo underground system in
1995, which killed 12 people and injured thousands. That tragic incident continues to affect the victims and their families.
Citizens are asking the Japanese government to increase its support system for crime victims.
2. Assistant US Attorney Lloyd Meyer called the verdict “tremendous” even though jurors rejected three counts of a nine-count
indictment against North American Militia member Randy Graham. “An armed and dangerous man is no longer walking the
streets,” Meyer said, according to the Associated Press.
Graham, 42, was convicted of plotting to blow up federal property and threatening to attack and murder government officials.
He could get up to 30 years in prison when he is sentenced on May 5, 1999. In addition to these charges, Graham was found
guilty of growing marijuana to finance the conspiracy. The federal jury acquitted Graham on charges of possessing illegal
machine guns seized from another militia member’s home.
3. “There are big connections between religious cults and what has been discovered in the past year about al-Qaida and the
Taliban of Afghanistan. In both types of groups, the way they gather members, group their organisation, influence members’
thoughts, and how the members’ personality changes are very similar. Clark McCauley and Mary Segal point out that “in
terms of group dynamics, both cults and terrorist groups offer many of the same benefits to members: affective, social, cognitive,
and material. These rewards depend in both kinds of groups on powerful connections among group members.” Both types of
groups are able to change the thoughts and attitudes of the members to the extent that members put the ideals and doctrines
of the cult or terrorist organisation above even their value of human life. By attracting the disenfranchised and alienated and
combining strong methods of brainwashing, these groups are able to build a fully manipulated army of followers willing to die
for their cause.
4. SRINAGAR: The Central Reserve Police Force (CRPF) announced its takeover of counter-terrorism operations in Jammu
and Kashmir, near the Pakistani border, by killing two unidentified people who allegedly were terrorists on Saturday. The two
were killed in an ambush in Srinagar’s Soura area, CRPF officials said. Officials also claimed to have recovered one AK-47
rifle, three magazines, one pistol, one wireless set and four hand grenades. The identity of the militants or the group connection
is, so far, unknown.
5. With the US at code orange alert, we face another week of uncertainty over the terrorist threat from the air, international
airlines and foreign governments are feeling a mix of scepticism and support as flight cancellations and delays increase. “The
decision to operate next Monday’s flight to Riyadh (Saudi Arabia) will be kept under review throughout the weekend,” British
Airways says on its Web site. Airlines have cancelled seven flights since Wednesday, with Mexico City and London the points
of origin and Los Angeles, Washington Dulles International Airport and Riyadh, the destinations. Dulles was the takeoff point
for the hijacked flight that destroyed part of the Pentagon in the Sept. 11, 2001, attacks. South Korea’s national police agency
responded sympathetically to American requests for international cooperation, saying it would deploy armed officers on
individual US-bound flights if information about a terrorist threat to any specific flight warranted such a move.
4 a. b. U t∏umaczà wyró˝nione w tekÊcie s∏owa na j´zyk polski, korzystajàc ze s∏ownika. Nast´pnie uk∏adajà
pi´ç zdaƒ z wybranymi s∏owami i wyra˝eniami – t´ cz´Êç N mo˝e zadaç jako prac´ domowà.
crime victims – ofiary przest´pstwa
tremendous – pot´˝ny, niesamowity
indictment – akt oskar˝enia
to blow up federal property – wysadziç w powietrze w∏asnoÊç paƒstwowà (federalnà)
was found guilty of – zosta∏ uznany za winnego (czegoÊ)
acquit – uniewinniç
alienated – wyalienowany
brainwashing – pranie mózgu
army of followers – armia naÊladowców
takeover – przej´cie
allegedly – rzekomo
identity of the militants – to˝samoÊç bojowników
flight cancellations – odwo∏anie lotów
deploy – rozmieÊciç
Speaking and reading – Protest
*
1 U indywidualnie lub parami zastanawiajà si´ nad przyczynami protestu, a nast´pnie wymieniajà kilka
powodów do protestowania. U wypowiadajà si´ indywidualnie w klasie.
*
2 U czytajà tekst – znajdujà okreÊlone wyra˝enia, kilkoro U czyta wyra˝enia g∏oÊno w klasie.
call people to action
encourage people to do something
marches and rallies
when people walk and protest against something
politically conscious song a song expressing some political views
non-violent leader
a leader who is willing to solve a conflict without fighting
racial inequality
different behaviour towards people of different races
medium-sized cities
not very big cities
www.wsip.com.pl
77

*
3 U, pracujàc indywidualnie, wybierajà w ka˝dym zestawie nieprawid∏owà odpowiedê.
1.a) 2.c) 3.b) 4.b) 5.c) 6.a)
*
4 U pracujà w grupach czteroosobowych. Odpowiadajà na podane pytania. Przedstawiciele grup
wypowiadajà si´ g∏oÊno.
Listening – Protest song
*
1 U czytajà fragment tekstu, aby uzupe∏niç podane informacje.
Author Heliosoul
Kind of music acoustic folk
Where Minnesota
*
U6T4 U s∏uchajà piosenki – wpisujà brakujàce s∏owa.
unit 6 tapescript 4
*
Let Your Time Be Now
If you’re asking Why,
And wondering how,
An empty space inside,
Then let your time be now.
World in pain and no leader in distress,
Golden dress and stockholders impressed,
Smilin’ all the while – children die,
By toxic dump piles.
Gain in corporate accounts and no files,
To match murder on the conscience,
Conscious on the cash cow,
And let your time...
If you’re asking why,
Gold will tell you how,
To get your piece of the pie
And let your time be now.
Laugh and sit on top,
Even princely politicians will be caught,
Their time to rot – coming soon enough,
When those too hungry stand up,
Poisoned water and breath – no food, nothing left,
Except by the haves,
Who have more than they need,
Feeding us fast food cancer and heart disease,
But have no answers – only greed, so leave us be.
And please...
No need to ask why,
They’ll certainly tell you how,
Poison others and take them blind,
Stand up and fight,
Let your time be now.
3 U pracujà w grupach czteroosobowych lub parami. Odpowiadajà na pytania zwiàzane z tekstem piosenki.
Kilkoro U prezentuje przygotowane odpowiedzi.
*
2
4 U pracujà w grupach czteroosobowych i wspólnie piszà jednà zwrotk´ piosenki wyra˝ajàcej protest.
åwiczenie mo˝na przeprowadziç w formie konkursu na najciekawsze s∏owa. U mogà równie˝ dopisaç muzyk´,
je˝eli majà takie mo˝liwoÊci.
3
Speaking and vocabulary practice – Work
1 U pracujà indywidualnie: uzupe∏niajà podane definicje, a nast´pnie z kolegà / kole˝ankà z ∏awki sprawdzajà
çwiczenie.
1. unemployed people 2. employment 3. unemployment rate 4. labour force 5. employed
2 a. U pracujà indywidualnie: czytajà podane s∏owa i wyra˝enia i wpisujà je do podanych czterech kategorii.
N mo˝e poprosiç o przet∏umaczenie wyra˝eƒ na j´zyk polski.
BEFORE YOU START
curriculum vitae (CV)
a job interview (rozmowa kwalifikacyjna)
covering letter (list motywacyjny)
78

PEOPLE
director(dyrektor)
employee (pracownik)
employer (pracodawca)
blue-collar worker (pracownik fizyczny)
white-collar worker (pracownik umys∏owy/ biurowy)
WHEN YOU ARE AT WORK
get a pay rise (dostaç podwy˝k´)
steady job (sta∏a praca)
trade union (zwiàzek zawodowy)
get promoted (awansowaç)
self-employed (osoba prowadzàca dzia∏alnoÊç gospodarczà)
get sacked (zostaç zwolnionym)
WORKING HOURS
full-time job (praca na pe∏nym etacie)
overtime (nadgodziny)
flexitime job (ruchomy czas pracy)
part-time job (praca na pó∏ etatu)
b. U czytajà dialogi i uzupe∏niajà je odpowiednimi wyrazami z cz´Êci 2 a. Kilka par U czyta dialogi na g∏os,
a pozostali sprawdzajà.
1. curriculum vitae, covering letter 2. job interview 3. flexitime job, full-time job
4. get promoted, got a pay rise 5. overtime, trade union, white-collar workers, get sacked
*
3 U pracujà parami, otrzymujà od N kartki z pytaniami dotyczàcymi zatrudnienia. U zadajà pytania nawzajem
i na nie odpowiadajà. Nast´pnie U przedstawiajà odpowiedzi, jakich udzielili kolega / kole˝anka.
ZA¸ÑCZNIK 18
Listening, grammar practice and reading – Job advertisements
1 N prosi U o przyjrzenie si´ obrazkom, a U okreÊlajà, która z przedstawionych na rysunku osób ma szans´ na
zdobycie pracy. U uzasadniajà swój wybór.
2 U zamieniajà zdania podane w mowie zale˝nej na pytania w mowie niezale˝nej. Sà to typowe pytania
zadawane podczas rozmowy w sprawie pracy. Jeden U czyta pytania na g∏os, pozostali sprawdzajà.
1. How did you find out about our firm
2. What positive attributes will you be bringing to our firm
3. What are your negative characteristics
3 U6T5 U czytajà og∏oszenia dotyczàce pracy, po czym s∏uchajà nagrania – rozmowy i okreÊlajà, którego
og∏oszenia dotyczy nagranie (C).
unit 6 tapescript 5
Interviewer: How did you find out about this job opening
Ms Glover: I heard it on the radio and called the number.
Interviewer: What are some of your positive attributes that you will be bringing to our team
Ms Glover: I’m very good at setting goals and reaching them. I’m a hard worker, pleasant, and like working with others, especially
managing them. I got to a very high position at my last firm. I was a stockbroker. Your advertisement also said that candidates
should be able to deal with high pressure situations. No more stress than the stock exchange. In fact, too much, that is why I
had to get out.
Interviewer: I can see on your CV that you’ve had about a ten-year break. What were you doing during this time
Ms Glover: I made good money in the market and took a vacation. I was over-stressed and needed a break. I really needed a break
and a little counselling. I got a little help, started practising yoga, and now I am ready to get back into the working world.
Interviewer: Yes, I can promise you that this will not be as stressful as the stock market. But things can get busy, especially in the
pre-holiday rush. What would you describe as your negative characteristics
Ms Glover: I’m a perfectionist. This is why I was able to be so successful at school and work. I often take my job home with me.
Even if it means doing other people’s duties a little. I’m learning to let go a little more. But work certainly takes the priority
position with me.
Interviewer: OK, thank you, Ms Glover. We appreciate your time. It was a real pleasure.
www.wsip.com.pl
79

4 U6T6 Us∏uchajà rozmów z innymi osobami. Parami zastanawiajà si´, kto otrzyma∏ prac´. Uzasadniajà swój wybór.
unit 6 tapescript 6
INTERVIEW 1
Interviewer: How did you find out about our firm
Terry: I found you on the net. I’ll be graduating in a month and I’m on a mad job search.
Interviewer: Is this the kind of job you are looking for
Terry: To be honest, right now, I’m looking for any job that will give me some experience in the job market. I had a little experience
working in a logistics company last summer. I was working in customer service. I really liked it. I’m looking forward to working
for a few years before returning to higher education.
Interviewer: What positive attributes will you be bringing to our firm
Terry: Well, of course, I’m hard working. During my youth, I worked in our family business and kept regular part-time hours during
high school while playing sports and getting good grades. I’m also positive, very energetic, and am optimistic.
Interviewer: What was the family business
Terry: We had a small corner grocery store. I’m also a people person.
Interviewer: What would you describe as your negative characteristics
Terry: None, hire me! No, I’m just kidding. Sometimes people don’t take me seriously. I like to keep things light-hearted and
being 5 foot 4 and cute doesn’t help. But sometimes I think it helps me to get along with people right from the start. Some
people say I have a very nice smile. Also, I don’t have a lot of experience working in the travel industry, but I’m usually quite
successful in whatever I set my mind to.
Interviewer: You do have a nice smile and a very positive attitude. We’ll be contacting all applicants by the end of the week. Thank you.
INTERVIEW 2
Interviewer: How did you find out about our firm
Mr Harbinger: The unemployment agency sent me.
Interviewer: OK, what positive attributes will you be bringing to our firm
Mr Harbinger: I have a lot of time to work. I don’t do anything else. I will show up, hopefully. I’ve worked in a lot of jobs.
Interviewer: Where have you worked
Mr Harbinger: I’ve worked from pizza to tyres, from burgers to hardware. I’ve sold newspapers and movie tickets.
MMMmmm..popcorn. I miss the movies.
Interviewer: What happened to the cinema job
Mr Harbinger: Don’t know. Was watchin’ a film one day and the boss, who was more red in the face than usual, told me to get
out. Took my popcorn and everything. Very rude, couldn’t even finish watching the movie or finish my day of work.
Interviewer: Why do you think you’ve had so many different jobs, Mr Harbinger
Mr Harbinger: Oversensitive bosses!
Interviewer: OK, Mr Harbinger. We’ll be in contact with you by the end of the week. Good luck.
INTERVIEW 3
Interviewer: Hello, Mr Rubero, how did you find out that our firm was hiring
Mr Rubero: I saw your ad up at the public library. It looked interesting so I thought I would check it out.
Interviewer: I just need to ask one question first, it says here that you already have a job, you’re a teacher, right
Mr Rubero: Yes. I am.
Interviewer: Can I ask why you are considering leaving
Mr Rubero: Well, to be quite honest and you know I am a people person, I’m just getting a little burnt out and our school has a
surplus of teachers. They offered me a part-time position, while keeping my retirement package. I love the kids, but after 20
years of taking care of 3rd graders means I don’t have the same patience as I used to. I know my limits. I’ve had 20 great years
and I’m looking for a change.
Interviewer: You do have great work experience and references. What other positive attributes will you be bringing to this job
Mr Rubero: I like to work with people. I’m bored if I’m not working. I also like to travel. I don’t like to work too much overtime
though. I’ll have another part-time job, but you can see by my past work history that I’ve always done my job. Will we have
opportunities to travel
Interviewer: Yes, we have an excellent bonus package. Can you think of any of your negative points
Mr Rubero: I probably will be retiring in the next 15 years. I am looking forward to it. But I will give you a good 15 years. A lot
of people say that I couldn’t live without work anyway.
Interviewer: Alright, Mr Rubero, thank you for your time. We will get back to you by Friday.
INTERVIEW 4
Interviewer: Hello, Ms Robinson, can you tell me how you found out about our firm
Layla: Yea, you can call me Layla. My friend works here, she told me about it at the club last night. I’m lookin’ for a day job.
I don’t want to leave the kids with a sitter all night. Do you know Sandy, Sandy Johnson, she tends the bar at the Tipsy Hat
and works here during the day. I’m an entertainer there.
Interviewer: OK, Layla, I don’t know if I know Sandy Johnson, but the name sounds familiar. This is a rather large organisation.
Tell me something about your positive characteristics.
Layla: Well, I’m an entertainer and definitely a people person. I’m also able to deal with stress. Performing, dancing, singing. I do
all of these in front of people. It can be stressful. I’m used to it now. It’s just that I have the kids at home and I don’t want to
be sleepy all day. I really need this job. Now they’re at school and I have the time and I’m getting a little old for my kind of
stage life.
80

Interviewer: Have you had a job in an office environment
Layla: Not really, well once, after I dropped out of high school, I was working as a secretary for a few weeks, but it was a bad time
and then I got pregnant. I have three kids. The boss was always getting fresh too. I’m sure with bosses like you, oh you look
so sweet, a girl wouldn’t have any problems. Unless she wanted one.
Interviewer: We definitely try to be good to our employees, Layla. It was interesting. Have a good day and we’ll contact you by
Friday.
Layla: Did I get the job
Interviewer: Well, I don’t exactly make the final decisions. Take care now.
5 U6T5,6 U s∏uchajà nagrania ponownie. Uzupe∏niajà tabel´. N mo˝e narysowaç tabel´ na tablicy – kilkoro U
przepisuje swoje notatki.
Person
How did he / she find
out about the job
Previous experience Negative characteristics
Janine Gerry-Glover heard on the radio a stockbroker, had a high a perfectionist
position
Terry Mclaughlin on the net a little experience working light-hearted, little
in a logistics company
experience
Darin Harbinger unemployment agency from pizza to tyres, from –
burgers to hardware
Alphonso Rubero at the public library teacher for 20 years will be retiring (in the
next 15 years)
Layla Robinson from a friend entertainer, a secretary –
6 a. b. U pracujà indywidualnie: w pierwszej cz´Êci przytaczajà pytania, które us∏yszeli w rozmowie, w drugiej
przytaczajà odpowiedzi Terry. N podkreÊla, ˝e wypowiedê nie musi byç przytoczona bardzo dok∏adnie. W drugiej
cz´Êci s∏owa wyró˝nione kursywà wskazujà, ˝e w danym miejscu mo˝na u˝yç czasu teraêniejszego w zdaniu.
She asked me if this was the kind of job I was looking for.
She wanted to know what positive attributes I would be bringing to their firm.
She asked me about my family business.
She wanted to know my negative characteristics.
She said she was looking for any job to get experience. She also said she had been working in customer service
and she had liked it, and that she was looking forward to working for a few years before returning to higher
education. She said she was hard-working and that she had worked in a family business. She said they had had
a small grocery store. She said she was positive, energetic, optimistic, and people person. Then she said that
some people didn’t treat her seriously. She said that keeping things light-hearted helps her to get along with
people. She said she had a nice smile. She then said she didn’t have a lot of experience working in a travel agency.
Interaction – Did I get the job
1
U otrzymujà od N zapis nagrania z poprzedniej cz´Êci. U odgrywajà role. ZA¸ÑCZNIK 19
2 U pracujà parami: otrzymujà od N kartki z podanymi rolami i muszà przygotowaç rozmow´ dotyczàcà
zatrudnienia, korzystajàc z podanych wskazówek. Kilka par prezentuje przygotowane dialogi. ZA¸ÑCZNIK 20
Reading and writing – CV and covering letter
*
1 U czytajà podane informacje i odpowiadajà na pytania.
OkreÊlenie Curriculum Vitae (CV) jest g∏ównie u˝ywane w Wielkiej Brytanii, podczas gdy w Stanach
Zjednoczonych u˝ywa si´ okreÊlenia résumé.
*
2 Upracujà indywidualnie, dopasowujà nag∏ówki do odpowiednich cz´Êci CV. Usprawdzajà çwiczenie parami.
Odpowiedzi: (1) C. (2) A. (3) D. (4) E. (5) B.
*
3 a. U korzystajà z krótkiej notatki, aby odpowiedzieç na pytania N.
b. U pracujà parami: czytajà przyk∏adowe zdania, zastanawiajà si´, w których miejscach listu motywacyjnego
powinny si´ one pojawiç. Wybrany U czyta odpowiedzi, pozostali sprawdzajà.
A. 2 B. 4 C. 3 D. 1
www.wsip.com.pl
81

*
4 U pracujà parami: zastanawiajà si´, dlaczego podane zdania sà lepsze do umieszczenia w liÊcie
motywacyjnym.
Why you want this job – 2 (focused on one job, more professional)
Style – 2 (more formal)
Research – 1 (you should know about the company)
I want – 2 (not what you want but what you offer is more important for an employer)
*
5 U pracujà parami: zastanawiajà si´, dlaczego podanych zdaƒ nie powinno si´ umieszczaç w liÊcie
motywacyjnym.
1. irrelevant information 4. you shouldn’t write you’re unqualified
2. it’s just silly and unprofessional 5. irrelevant information
3. inadequate – begging is not a good policy
*
6 Nzadaje çwiczenie jako prac´ domowà. Uczytajà og∏oszenia, wybierajà jedno, piszà CV oraz list motywacyjny.
N podkreÊla, ˝e dane zawarte w przyk∏adowym CV mogà byç wymyÊlone, niekoniecznie zgodne z prawdà.
4
Listening – The Wave of Patriotism
*
1 U6T7 U s∏uchajà pierwszej cz´Êci nagrania i odpowiadajà na pytanie.
What is the program going to be about The influence of the Iroquois on the American constitution.
unit 6 tapescript 7
*
Director: OK, folks, we have 10 minutes before we go on the air with The Wave of Patriotism. I know we are all a little nervous,
this being our first show and all, but we have a very exciting guest, if he gets here.
Ronald Rerun: If our show is called The Wave of Patriotism, why are we having one of these academics on the show who only
criticize the constitution He will say it was based on the Iroquois constitution. They say that it only gave power to a few, while
excluding the majority of the country. I will be asking the hard questions. I did some personal reading and research for the
first show.
Sarah: Reading, Ronny!! I hope that you didn’t hurt yourself
Ronald: No, I didn’t hurt myself, it wasn’t the usual lighthearted and good natured American comics but... hey, were you being
sarcastic
Sarah: Sure, just joking, nothing gets by you, Ronny. Are you ready for your academic and your first chance to spread the “Wave
of Patriotism”.
Ronald: Never been more ready, researched and make-upped. My head looks good and is as full of patriotism as my heart.
Sarah: I will try to hold back these tears of pride. Anyway, your guest, Dr Albert Jefferson is waiting at your desk. You will have
a little over 7 minutes before showtime. Be nice to him, OK.
Director: Yes, we want to be nice. We don’t want to scare the academics away from the show.
Ronald: Of course, I’m always polite. Hello, Dr Jefferson. It’s very nice to meet you and thank you for being on our show and
helping us to spread “The Wave of Patriotism.”
Dr Albert: Hello, Mr Rerun. It’s quite nice to be here and yes, I am a Patriot, perhaps not quite the same as yourself, and I’m very
happy to spread some “Wave of Patriotism” maybe even an informed version.
Ronald: Yes, informed. OK, information. Maybe we should go through a few of the questions before we go live.
Dr Albert: OK, shoot away. I have a list of topics here that was sent to me. Let’s see, at the top we have the Iroquois and their
influence on the American constitution.
Ronald: Yes, very good. Some people have assumed, just because there are some similarities between the two constitutions that
the Iroquois had a direct influence on the constitution.
Dr Albert: Yes, there are some very close similarities such as the line from the Iroquois Treaty of 1520, “We, the people, to form
a union, to establish peace, equity and order...”
Ronald: Which does sound a lot like the Preamble, or the introduction to the constitution. But after that, there’s very little in
common...
2 U6T8 U s∏uchajà drugiej cz´Êci nagrania dwukrotnie i uzupe∏niajà tabel´ – wpisujà podobieƒstwa i ró˝nice
pomi´dzy konstytucjami.
Iroquois Constitution
American Constitution
similarities union of states
differences everybody could vote; the poor, women, and Native Americans couldn’t vote;
didn’t accept slavery
accepted slavery
82

unit 6 tapescript 8
Dr Albert: There I also agree with you. For the Iroquois, the concept of “the people” meant something very different from what
the Framers had in mind. Their law created a fairly even distribution of wealth, and all adult people could vote not just the
wealthy, white landowners who wanted to keep what they had and not let the others have what they had. There was also
a similarity in that the Iroquois constitution allowed for a union of states, very much like that in the U. S. Articles of
Constitution. Let me quote: an observer of the Iroquois constitution 1727 noted, “the Iroquois allow no sign of Superiority
of one over another, and remove all slavery from their Territories.” Iroquois leaders were regarded as servants of their people
and were generally “poorer than the common people, for they affect to give away and distribute all the presents or Plunder
they get in the Treaties or War, so as to leave nothing for themselves.” The creators or writers of the U. S. constitution, who
approved of the enslavement of human beings and who tried and did for many years prevent the political participation of the
poor, women, and Native Americans, are considered by many as terribly progressive for the eighteenth century, while actually
it sounds a little like they exploited those words “We the People”.
Ronald: Wow, I didn’t know that. I knew that there was slavery, but I thought that was just accepted at the time.
Dr Albert: That’s right, the more we know the more informed we are, perhaps even the more patriotic we are. The point about
slavery is probably partially right, though even though the Constitution was a beginning of a change in the way the U. S.
handled slavery – after a certain date, no new slaves could be “imported” to the U. S. All new slaves had to be naturally born
into slavery. So in some ways our government was accepting and allowing slavery, and in other ways they were trying to phase
it out slowly. Maybe to prevent the inevitable civil war, even though slavery was by no means the only reason for the Civil War.
Ronald: I didn’t know that either. But these are facts right, not just anti-patriotic conspiracy.
Dr Albert: I’m a teacher and it is my responsibility to educate and research in a balanced and clear way as much as possible. Many
people call me unpatriotic because I question the acts of our leaders past and present. I love this country and I want the best
for All People, not just a few. I think we get stronger and better as a nation when we employ all of our human resources. Not
just the rich and the powerful. You have a great opportunity here to educate, and not just be another source of misinformation.
For me, TV shows that defend injustice, by blindly accepting what corrupt leaders have done, are being unpatriotic to the
majority of the U. S. population that is not fairly treated.
Ronald: I don’t know what to say.
Stage hand: OK, we’re on in 30 seconds.
Dr Albert: You have a chance to be a real “Patriot for the People”.
Ronald: Yesssss, “Patriot for the People”. Can I use that “Patriot for the People”
Dr Albert: Of course.
Director: OK 5.... 4.... 3.... 2.... 1 and we’re on.
Ronald: Welcome to the first installment of The Wave of Patriotism. We are here to spread the wave as “Patriots for the People”.
Today we have our main Patriot for the People, Dr Albert Jefferson. Yes, and do not let his name confuse you. He is related
to Thomas Jefferson, our second president and one of the framers of the Constitution. But you may not hear the good doctor
defending all of the ideals of his historical family member. But you will hear some interesting truth that can make us all more,
a little more informed patriots. Dr Jefferson, welcome to our show.
Dr Albert: Thank you for having me. As you know I’ve been teaching constitutional history and theory at the University of
Washington for nearly twenty years. And I may be critical of our constitution and the ideals of its creators. I certainly realize
that there was much wisdom in there as well. Where do we start...
Reading and writing – Iroquois Constitution
1 U pracujà indywidualnie: czytajà tekst, zapisujà pytania dotyczàce brakujàcych fragmentów, nast´pnie
* dopasowujà pytania do brakujàcych fragmentów podanych pod tekstem. U sprawdzajà çwiczenie parami.
1. Why did many Native American tribes or nations form loose confederations
2. What did the constitution concentrate on
3. Who is the composition of the constitution generally credited to
4. What area did the League control
5. Why was the League unique
6. How long would the process continue
7. What process is added to the Roman model
8. Where does the power of veto of the president come from
KolejnoÊç brakujàcych fragmentów: (1) B. (2) C. (3) H. (4) G. (5) D. (6) E. (7) A. (8) F.
*
2 åwiczenie N zadaje jako prac´ domowà, zadaniem U jest napisanie streszczenia tekstu (do 120 s∏ów).
U mogà wykorzystaç informacje zawarte w nagraniu.
Interaction – Strange laws
1 U pracujà parami. Rozwiàzujà ∏amig∏ówk´ s∏ownà, aby dowiedzieç si´, w którym stanie obowiàzujà podane
prawa. N mo˝e zapytaç U, które z praw wydajà si´ najbardziej Êmieszne, nieprawdopodobne itd.:
Which of the laws is the most incredible / the funniest
v STATE: Alabama v STATE: Florida v STATE: Ohio v STATE: Texas
2
U parami odpowiadajà na pytania. Kilkoro U przedstawia swoje odpowiedzi.
www.wsip.com.pl
83

PHRASAL VERBS FOR MATURA
LOOK
1 U pracujà indywidualnie: wybierajà w∏aÊciwà odpowiedê.
1. a) 2. a) 3. c) 4. a) 5. b)
2 U pracujà indywidualnie: ∏àczà czasowniki frazowe z ich znaczeniami.
look after
keep (somebody, something) in a safe and good condition
look down on consider inferior
look into
investigate
look round
walk round and look at different parts of e. g. a building
look through read (something), examine
PUT
3 U pracujà indywidualnie: ∏àczà czasowniki frazowe z ich znaczeniami.
put away
put (something) into the place where it’s normally kept
put off
postpone
put out
make (fire) stop burning
put somebody up allow somebody to stay at your house for one night or a few days
put up with
tolerate, accept
4 U6T9 U s∏uchajà nagrania i domyÊlajà si´, jakie czasowniki frazowe zosta∏y u˝yte w miejscach zag∏uszonych
przez gwar. Sprawdzajà çwiczenie z kolegà / kole˝ankà z ∏awki.
Situation 1: put off
Situation 3: put you up
Situation 2: put up with Situation 4: put it out
unit 6 tapescript 9
1. Teacher to her class: Listen everyone, we won’t be writing the test tomorrow because I’ll be away, so it is put off till next week.
Quiet! Quiet!
2. Babysitter: Listen, I can’t stand it! Be quiet! Jon, what are you doing, Mary, what are you… I can’t put up with your behaviour!
That’s enough!!!
3. 3 or 4 people say: Please, please!
One voice: We’ll pay you, we’ve got lost and we need somewhere to stay at night.
Farmer: OK, I’ll do it, I will put you up…
One voice: My man!
Another voice: That’s right!
Yet another voice: You won’t regret it!
Farmer:... but only one night! One night, and that’s it!
4. Firefighter shouts: Get back! Everybody out of the building! We can’t put it out by ourselves. We need back-up! I repeat…
5 U uzupe∏niajà zdania odpowiednimi czasownikami frazowymi, kilkoro U czyta zdania g∏oÊno dla sprawdzenia
poprawnoÊci wpisanych form.
1. Put out 2. look round 3. looking after 4. Put your toys away 5. put up with 6. look down on
7. look through 8. put this decision off
W cz´Êci Look it up! U korzystajà ze s∏ownika: szukajà innych przyk∏adów czasowników frazowych z czasownikami
put i look i zapisujà z nimi zdania.
5
Matura practice
Reading – Rozumienie tekstu czytanego
1 U czytajà tekst i uzupe∏niajà go usuni´tymi fragmentami zdaƒ.
(1) C. (2) A. (3) D. (4) E. (5) F. (6)H. (7) G. (8) B.
2 U czytajà og∏oszenia prasowe dotyczàce zatrudnienia oraz krótkie charakterystyki osób. Zadaniem U jest
wybranie odpowiedniej pracy dla ka˝dej osoby.
H. Jane F. Samantha I. Barbara D. Mark A. Scott C. Juan G. Peter
84

Writing – Wypowiedê pisemna: list motywacyjny
U przygotowujà wypowiedê pisemnà, zgodnie z podanymi wskazówkami.
Revision 3 Units 5–6
Grammar
1. U wybierajà form´, która najlepiej uzupe∏nia dane zdanie.
1. c) 2. b) 3. c) 4. c) 5. a) 6. c) 7. a) 8. a) 9. c) 10. c)
2. U uzupe∏niajà zdania podanymi konstrukcjami.
1. Not only 2. Never before 3. In no circumstances 4. Hardly…when 5. Seldom
3. U wpisujà czasowniki w odpowiedniej formie.
1. has increased 2. be left 3. hasn’t been chosen 4. would be interviewed 5. have them counted
6. had been urged 7. will have been spent 8. hadn’t been inhabited, would be settled 9. she had been
employed, had been working 10. have to have the roof fixed
4. U parafrazujà zdania, wykorzystujàc podane s∏owa.
1. Prices have been reduced by 30% this week.
2. I wasn’t introduced to Alice’s father.
3. Over one hundred books will have been packed by 6.00 pm.
4. I will get Mark to fix this bookcase.
5. No sooner had we entered the house than it started raining.
6. Under no circumstances are they allowed to take cameras into the exhibition.
7. The people inquired how long the ground had been trembling.
8. Tom’s wife assured the police he had had the electricity system checked before the fire had started.
9. The trade union leader asked how many people (had) got the sack.
10. He admitted that coffee would have to be imported.
5. U t∏umaczà cz´Êci zdaƒ wyró˝nione kursywà.
1. have his car 2. suggested looking for 3. boasted he (had) got 4. The government assured that
5. Hardly, when
Vocabulary
1. U uzupe∏niajà zdania odpowiednimi wyrazami – liczba kresek odpowiada liczbie liter.
1. evacuated 2. earthquakes 3. contaminated 4. radioactive 5. agricultural 6. cancellations
7. unemployment 8. Telecommuting 9. Certificate 10. derailment
2. U wybierajà 10 z podanych wyra˝eƒ, aby uzupe∏niç zdania.
1. casualty ward 2. Emergency services 3. work overtime 4. curriculum vitae 5. official languages
6. seriously injured 7. trade union 8. nuclear weapons 9. White-collar 10. job interview
3. PHRASAL VERBS – U zast´pujà podane wyrazy odpowiednimi czasownikami frazowymi.
1. turn down 2. turn off 3. ran out of 4. ran away 5. put off 6. look round 7. put up with
8. look down on 9. look after 10. let out
Reading
1. U czytajà tekst o UNESCO i Czerwonym Krzy˝u. Dopasowujà zaznaczone wyrazy do ich polskich odpowiedników.
zagro˝ony – threatened
znoszony – endured
dotyczy – concerns
kraje zniszczone przez wojn´ – war-devastated countries
siedziba – headquarters
wymiana pomys∏ów – interchange of ideas
zosta∏a za∏o˝ona – was founded
www.wsip.com.pl
85

opieka spo∏eczna – welfare services
towarzystwa wsparcia – aid societies
podstawowa edukacja – fundamental education
z∏agodzenie – alleviation
osiàgni´cia naukowe – scientific achievements
komitet mi´dzynarodowy – international committee
polityka (strategia) – policy
2. U czytajà tekst ponownie. Uzupe∏niajà tabel´.
UNESCO
RED CROSS
Year of foundation 1945 1863
Important dates and 190 members, since 1950 educational 1862 publication of Un Souvenir de
people projects; Solférino, an account by Jean Henri
1959 an international committee to preserve Dunant
and restore cultural property
Where does it all over the world, HQ in Paris all over the world
operate
Main objectives world peace by encouraging free alleviation of human suffering and the
interchange of ideas regarding cultural
promotion of public health
and scientific achievements as well as
education
Major achievements building up library and museum collections formation of voluntary aid societies for
after World War II;
the relief of victims of war;
projects for primary education in Latin the Nobel Peace Prize in 1917,
America, Asia, and Africa;
1944, and, with the League
cultural exchanges between East and West; of Red Cross Societies, in 1963.
teaching people to read and write and
to meet the problems of their environment;
preservation of Egyptian monuments.
Listening
1. R3T1 U s∏uchajà rozmowy – muszà okreÊliç, czy podane zdania sà prawdziwe, czy fa∏szywe.
1.T 2.F 3.T 4.F 5.T 6.F 7.T 8.F 9.F 10.F
revision 3 tapescript 1
Journalist: Today the first edition of a new publication Consumers in Europe – facts and figures has been launched. What is it all
about
Mr Evans: It’s the publication which presents a comprehensive collection of the most important data available from different
sources on consumer issues in the EU. It should help evaluate and develop consumer policy. It also provides information on
European policy initiatives. The publication focuses on consumers and on their consumption patterns. Consumption patterns
are an important aspect of the publication: household expenditure is studied in depth, broken down according to: food and
beverages, clothing and footwear, housing, transport, communication, including the Internet, leisure and recreation. Readers
will also find data and information on the profile of EU consumers, consumer attitudes, and satisfaction.
Journalist: What are services of general interests
Mr Evans: They may be defined as market and non-market services which are of general interest and which are subject to specific
public service obligations. They are services that European consumers may use every day and which is a good indicator for
policy-makers.
Journalist: Which general services are the best in the survey
Mr Evans: In 2000, at least two thirds of EU users were generally satisfied with the following services of general interest: electricity,
gas and water supplies, fixed telephone and postal services. They were least satisfied with rail services between cities (rate of
satisfaction of 55%), mobile phones (57%) and urban transport (60%).
Journalist: Apart from these basic services people also need some entertainment. Does the publication include such data
Mr Evans: Yes, of course, leisure activities are expected to take an increasingly large share of the household budget in the coming
years. Recreation and culture covers purchases of audio-visual, photographic and information technology equipment, books
and newspapers, games and toys, expenditure for gardening, sports, pets, recreational and cultural services, and package
holidays.
86

Journalist: In which countries do people spend the most money on recreation
Mr Evans: In 1999, the share of the household budget spent on recreation and culture ranged from 3.7% in Portugal and 4.5%
in Greece to 13.4% in the United Kingdom and 14.6% in Sweden.
Another kind of expenditure related to leisure time is the money spent in restaurants: in 1999, the highest rates, expressed as
a percentage of total household expenditure, were recorded in Portugal (8.9%), Spain and Greece (7.3%), while Italy (3.1%)
and Denmark (3.5%) showed the lowest.
Journalist: Does the publication include data on price differences in various European countries
Mr Evans: The results of a survey based on collection of bar-code scanner data show that notable price differences exist across
the EU for food products. Among the selected products, the largest intra-EU variation was for mineral water, whose price
level in the most expensive country (Sweden: 199) was more than five times that of the cheapest country (Spain: 39). The same
applies to olive oil from 51 in Spain to 166 in Finland. The products with the smallest price variation were sugar (France with
120 and the United Kingdom with 77) and butter (Denmark with 127 and Ireland with 77).
Journalist: I hope our politicians will make use of the data included in the publication.
Mr Evans: That’s why it has been published.
Journalist: Thank you very much for the conversation.
Mr Evans: Thank you.
2. R3T1 U s∏uchajà nagrania po raz drugi. Uzupe∏niajà podane zdania. U mogà wys∏uchaç nagrania ponownie,
jeÊli majà problemy z dokoƒczeniem zdaƒ. W takim przypadku N mo˝e zatrzymaç nagranie przy ka˝dej
odpowiedzi.
The publication should help evaluate and develop consumer policy. It also provides information on European
policy initiatives.
The publication focuses on consumers and on their consumption patterns.
Household expenditure includes food and beverages, clothing and footwear, housing, transport,
communication, including the Internet, leisure and recreation.
In 2000 consumers were generally satisfied with electricity, gas and water supplies, fixed telephone and postal
services.
Recreation and culture covers the purchases of audio-visual, photographic and information technology
equipment, books and newspapers, games and toys, expenditure for gardening, sports, pets, recreational and
cultural services, and package holidays.
The least money was spent on leisure and entertainment in Portugal.
The most money was spent on leisure and entertainment in Sweden.
The cheapest mineral water is in Spain.
The most expensive olive oil is in Finland.
Writing
U czytajà og∏oszenie w sprawie pracy, nast´pnie czytajà list motywacyjny. OkreÊlajà, jakie b∏´dy w nim zauwa˝yli.
Zadaniem U jest poprawne napisanie listu, który spe∏nia∏by wymogi formalne oraz odpowiada∏ wymaganiom
okreÊlonym w og∏oszeniu.
www.wsip.com.pl
87

Final Matura Practice
U korzystajà ze wskazówek, jak rozwiàzywaç poszczególne typy zadaƒ maturalnych, na przyk∏adzie zadaƒ
zamieszczonych w podr´czniku. W tekÊcie podr´cznika zadaniom tym towarzyszà odsy∏acze do konkretnych
stron tej cz´Êci.
Nast´pnie U zapoznajà si´ z przyk∏adowymi zadaniami maturalnymi. N mo˝e zrealizowaç zadania na zaj´ciach
powtórzeniowych lub zadaç cz´Êç çwiczeƒ do domu. Podane zadania na ka˝dym z poziomów sà przyk∏adowe,
nie jest to pe∏ny egzamin maturalny.
Szczegó∏owy opis zadaƒ maturalnych znajdà Paƒstwo w broszurze wydanej przez WSiP Jak przygotowaç ucznia
do egzaminu maturalnego z j´zyka angielskiego. Open Mind – kurs kontynuacyjny.
ZESTAW 1
EGZAMIN WEWN¢TRZNY
Poziom podstawowy
Cz´Êç ustna egzaminu na poziomie podstawowym trwa 10 minut, zdajàcy ma 5 minut na przygotowanie.
Zadanie 1. Rozmowy sterowane
W rozmowie sterowanej U wypowiada si´ zgodnie z zawartymi w poleceniu wskazówkami. N mo˝e zleciç to
çwiczenie do realizacji parami, kilka par przedstawia przygotowane wypowiedzi.
Zadanie 2. Opis ilustracji
U opisuje ilustracj´, nast´pnie odpowiada na podane w podr´czniku pytania.
EGZAMIN WEWN¢TRZNY
Poziom rozszerzony
Zadanie 1. Rozmowa na podstawie materia∏u stymulujàcego
U dyskutujà na podane tematy, wykorzystujàc zawarty w zadaniu materia∏.
Pytania dla egzaminatora:
What dangers does civilisation bring to the environment
Are tourists dangerous as far as the natural environment is concerned
Is Poland a clean country
How do people react when they see somebody drop litter in the wood
What ways of protecting the environment are the most efficient
Zadanie 2. Prezentacja tematów
U wybierajà jeden temat do prezentacji i dyskusji z egzaminatorem. U prezentujà trwajàcà oko∏o 3 minut
wypowiedê, a nast´pnie wyra˝ajà i uzasadniajà w∏asne opinie w odpowiedziach na pytania egzaminatora.
ZESTAW A
1. Advertising products is the only way to sell them nowadays. What is your attitude towards advertising
2. Variety is the spice of life – do you know any extreme sports Why do you think people do such sports Would
you like to practise any
ZESTAW B
1. How has the model family changed in recent years What are advantages and disadvantages of having a lot
of brothers and sisters/being an only child
2. What does a “healthy lifestyle” mean Is your lifestyle healthy What can be done to keep fit and healthy
Are Polish people healthy Why (not)
ZESTAW C
1. Should smoking be banned Why do people smoke Why shouldn’t they smoke
2. Gossip can do more harm than good. Discuss.
88

ZESTAW 2
EGZAMIN WEWN¢TRZNY
Poziom podstawowy
Zadanie 1. Rozmowy sterowane
W rozmowie sterowanej U wypowiada si´ zgodnie z zawartymi w poleceniu wskazówkami. N mo˝e zleciç to
çwiczenie do realizacji parami, kilka par przestawia przygotowane wypowiedzi.
Zadanie 2. Opis ilustracji
U opisuje ilustracj´, nast´pnie odpowiada na podane w podr´czniku pytania.
EGZAMIN WEWN¢TRZNY
Poziom rozszerzony
Zadanie 1. Rozmowa na podstawie materia∏u stymulujàcego
U dyskutujà na podane tematy, wykorzystujàc zawarty w zadaniu materia∏.
Pytania dla egzaminatora:
What is a typical model family nowadays
Is this model different in other cultures
What are stereotypes of men’s and women’s roles at home
What do you think is the best age to get married
Would you let your wife do “typically” male jobs
Zadanie 2. Prezentacja tematów
U wybierajà jeden temat do prezentacji i dyskusji z egzaminatorem. U prezentujà trwajàcà oko∏o 3 minut
wypowiedê, a nast´pnie wyra˝ajà i uzasadniajà w∏asne opinie w odpowiedziach na pytania egzaminatora.
ZESTAW A
1. Is increasing violence a problem in our country What are the causes of increasing violence and what should
be done to stop it
2. Is drug-taking in sport a recent problem What are the main groups of drugs in sport and what effects do they
have on the body
ZESTAW B
1. Do you agree with the saying “When in Rome, do as the Romans do” Polish tradition and the European
Union – is adopting other nations’ customs and beliefs a way to lose Polish sovereignty
2. Money does not bring happiness – discuss. How important is money to you What would you do if you had
a lot of money
ZESTAW C
1. What changes have there been in the roles of men and women in the last 200 years
2. Older generation knows best. What is your attitude to older people What problems do they face in everyday
life
EGZAMIN ZEWN¢TRZNY
Poziom podstawowy
Rozumienie ze s∏uchu
MT1 U zapoznajà si´ z podanymi zdaniami. S∏uchajà dwukrotnie rozmowy, z podanych mo˝liwoÊci wybierajà
w∏aÊciwà – zgodnà z treÊcià us∏yszanych informacji.
1. c) 2. c) 3. b) 4. b) 5. b) 6. a)
www.wsip.com.pl
89

final matura practice tapescript 1
STEALING ART
Interviewer: Each year dozens of valuable paintings disappear from art galleries, museums, and private collections. They must be
worth huge sums of money.
Mr Fletcher: Yes, indeed. The value of stolen paintings, sculptures and other pieces of art is about 6 billion dollars a year worldwide.
I: Are there any countries where there are more acts of theft than in others
Mr F: Italy has suffered more than 300 thousand art thefts since 1970. A lot of them from unprotected churches. There are about
5,000 paintings stolen in Britain each year.
I: Who steals art It doesn’t seem an easy task.
Mr F: And it isn’t. For example, the Van Gogh Museum in Amsterdam had electronically timed doors, night sensors, TV monitors,
bulletproof glass and antitheft platforms, and still there was a robbery. Four men were arrested. Two of them were guards
from the museum. The police are sure that in many cases the thieves are from the inside.
I: Why do people do it
Mr F: No doubt, the main cause is money. The money involved in the art theft business can be compared to drug dealing and
computer theft.
I: Are there any other reasons
Mr F: Art theft has become the target of organised crime. Certain drug-barons have so much money that they don’t know what
to do with it. That’s why they buy priceless paintings to hang on their walls. The really famous paintings are typically sold for
10% of their market value and very often they disappear without a trace.
I: Thank you very much, Mr Fletcher.
Rozumienie tekstu czytanego
U czytajà notki prasowe. OkreÊlajà, jakiej dziedziny dotyczà.
1. B. 2. F. 3. A. 4. E. 5. G. 6. D.
Wypowiedê pisemna
W zadaniu 1. i 4. U piszà og∏oszenia prasowe, w zadaniu 2. i 3. – list do przyjaciela (N zwraca szczególnà uwag´
na podany limit s∏ów).
EGZAMIN ZEWN¢TRZNY
Poziom rozszerzony
Rozumienie ze s∏uchu
Zadanie 1.
MT2 U zapoznajà si´ ze zdaniami podanymi poni˝ej. S∏uchajà dwukrotnie tekstu dotyczàcego powodzi
i okreÊlajà, czy podane zdania sà prawdziwe, czy fa∏szywe.
TRUE
1. Certain areas experience the same sort of weather conditions from year to year. 3
2. Wind currents are not affected by geography. 3
3. The size of rivers is proportionally bigger than the amount of water that normally accumulates 3
in the area.
4. Storms bring a lot of rain causing excessive flooding. 3
5. In the winter the air over the land is warmer than the air over the ocean. 3
6. In summer more water from the ocean is picked up and carried over the land. 3
final matura practice tapescript 2
90
FALSE
Teacher: What is the importance of wind currents in water circulation
Tour Guide: Overall, wind currents in the atmosphere are fairly consistent. At any particular time of year, currents tend to move
in a certain way across the globe. Consequently, specific locations generally experience the same sort of weather conditions
year to year. But on a day-to-day basis, the weather is not so predictable. Wind currents and precipitation are affected by many
factors, chiefly geography and neighbouring weather conditions. A huge number of factors combine in an infinite variety of
ways, producing all sorts of weather. Occasionally, these factors interact in such a way that an atypical volume of liquid water
collects in one area. For example, conditions occasionally cause the formation of a hurricane which dumps a large quantity
of rain wherever it moves. If a hurricane lingers over a region, or multiple hurricanes happen to move through the area, the
land receives much more precipitation than normal.

Zadanie 2.
Student 1: Is it the direct cause of floods
Guide: We can say so. Since waterways are formed slowly over time, their size is proportionate to the amount of water that normally
accumulates in that area. When there is suddenly a much greater volume of water, the normal waterways overflow, and the
water spreads out over the surrounding land. At its most basic level, this is what a flood is – an anomalous accumulation of
water in an area of land. A series of storms bringing massive amounts of rain is the most common cause of flooding, but there
are others as well.
Student 2: What are the best, I mean worst, I mean... when do most floods happen, under what conditions Agghhh...
Guide: Well said, because floods can happen under different conditions and they are usually never good, but the sort of flooding
that most people are familiar with occurs when an unusually large number of rainstorms hit an area in a fairly short period of
time. In this case, the rivers and streams that divert the water to the ocean are simply overwhelmed. The varying temperatures
of different seasons lead to different weather patterns. In the winter, for example, the air over the ocean might be warmer than
the air over the land, causing the wind flow to move from the land out to the sea. But in the summer, the air over the land heats
up, becoming warmer than the air over the ocean. This causes the wind current to reverse, so that more water from the ocean
is picked up and carried over land. This monsoon wind system can cause a period of intense rain that is completely out of step
with the climate the rest of the year. In some areas, this flooding may be exacerbated by excess water from melting snow.
Teacher: Did you get all that, my lovely little geniuses OK, walk sharp and keep it down up there, fellas.
MT3 U zapoznajà si´ ze zdaniami. S∏uchajà drugiej cz´Êci dyskusji i uk∏adajà zdania w takiej kolejnoÊci, w jakiej
dane problemy by∏y poruszane. KolejnoÊç wpisywania cyfr w kratkach: 7, 2, 3, 9, 4, 1, 8, 6, 5, 10.
final matura practice tapescript 3
Guide: Perhaps the best known example of seasonal flooding is the annual expansion of the Nile River in Egypt. In Ancient Egypt,
monsoon rains at the source of the river would cause the waterway to extend out a good distance during the summer. In this
case, the flooding was not a disaster, but a godsend. The expanding waters would leave fertile silt all along the banks of the
river, making the area ideal farming land once the river had subsided again. This is one of the main factors that allowed
civilisation to thrive in the Egyptian desert. These days, the river is blocked off by a dam upstream, which collects the summer
rain and doles it out throughout the year. This has extended the planting season so that Egyptian farms can grow crops
year-round.
Another common source of flooding is unusual tidal activity that extends the reach of the ocean farther inland than normal.
This might be caused by particular wind patterns that push the ocean water in an unusual direction. It can also be caused by
tsunamis, large waves in the ocean triggered by a shift in the Earth’s crust.
Floods may also occur when a man-made dam breaks. We build dams to modify the flow of rivers to suit our own purposes.
Basically, the dam collects the river water in a large reservoir so that we can decide when to increase or decrease the river’s
flow, rather than letting nature decide. Engineers build dams that will stand up to any amount of water that is likely to
accumulate. Occasionally, however, more water accumulates than the engineers predicted, and the dam structure breaks
under pressure. When this happens, a massive amount of water is released all at once, causing a violent “wall” of water to
push across the land. In 1889, such a flood occurred in Johnstown, Pennsylvania. The townspeople were warned that the flood
was coming, but many dismissed the alert as unfounded panic. When the rushing wall of water did hit, more than 2,000 people
were killed in only a few minutes.
Student 2: What makes some floods more severe than others
Guide: The severity of a flood depends not only on the amount of water that accumulates in a period of time, but also on the land’s
ability to deal with this water. As we’ve seen, one element of this is the size of rivers and streams in an area. But an equally
important factor is the land’s absorbency. When it rains, soil acts as a sort of sponge. When the land is saturated – that is, has
soaked up all the water it can – any more water that accumulates must flow as runoff.
Some materials become saturated much more quickly than others. To see how this works, just take a bucket of water outside
and try wetting various surfaces. Soil in the middle of the forest is an excellent sponge. You could dump several buckets of
water on it and it would soak the water right up. Rock is not so absorbent – it doesn’t seem to soak up any water at all. Hard
clay falls somewhere in between. Generally, soil that has been tilled for crops is less absorbent than uncultivated land, so farm
areas may be more likely to experience flooding than natural areas.
One of the least absorbent surfaces around is concrete. In the next part of this tour, yes, walk this way, in this section of the
centre, we’ll see how concrete, asphalt and other man-made constructions can affect flooding.
Rozumienie tekstu czytanego
U czytajà tekst, z którego usuni´to 8 zdaƒ. Uzupe∏niajà brakujàce luki tak, aby powsta∏ spójny i logiczny tekst.
(1) C. (2) A. (3) E. (4) B. (5) D. (6) G. (7) H. (8) F.
Stosowanie w∏aÊciwych struktur leksykalno-gramatycznych
U wykonujà çwiczenia zgodnie z podanymi poleceniami.
Zadanie 1.
1. endless 2. disgusting 3. significance 4. happiness 5. sweeten 6. signature 7. invention
8. government 9. knowledge 10. instructions
www.wsip.com.pl
91

Zadanie 2.
1. Did you see 2. hasn’t sent 3. have you been waiting 4. will be flying 5. had already left 6. get
7.You mustn’t smoke 8. He may be reading 9. He may / might have left 10. I won’t be able to go
Zadanie 3.
1. We cannot use our car because / as it is being repaired in the garage.
2. If I had seen the signal, I would have stopped.
3. He is said to be a successful sales representative.
4. Mark Twain can’t have written this novel.
5. I won’t forget to feed your cat.
6. She suggested going to that new Indian restaurant.
7. I wish I could translate these documents.
8. I’d rather you didn’t make so much noise.
9. She hates being laughed at.
10. He had his arm broken while doing a parachute jump.
Wypowiedê pisemna
U wybierajà jeden z podanych tematów i piszà opowiadanie, rozprawk´ lub recenzj´.
92

ZA¸ÑCZNIK 1
PERSONALITY AND APPEARANCE
1. Greg always takes care of his appearance. He only wears suits and every day he irons his spotless black shirts
himself. His ties are very elegant and expensive-looking as this is the only extravagance he allows himself.
He is short-sighted but doesn’t like to wear glasses because he thinks they spoil his image.
2. Barbara is a good-looking blonde in her early thirties. She isn’t tall but wearing short skirts and high heels
makes her look taller and slimmer. She likes bright coloured clothes which reflect her character: she is
open-minded and friendly, ready to meet new people and adopt new ideas.
3. Bob is definitely a people person. He loves company, he laughs a lot and is very spontaneous. He doesn’t
care much about his appearance, he wears casual clothes but his ties and his Mohican hairstyle show he is
not an ordinary person. When meeting friends he almost dances with joy and is always ready to crack a new
joke. He is very popular in his class.
4. Paul seems to be sad. It’s not because he is unhappy but he prefers observing people rather than taking part
in their pranks and joking. He hasn’t decided yet if he wants to wear suits, so his choice for the moment is
blue jeans and a jacket. He wears comfortable white sports shoes, preferably trainers.
ZA¸ÑCZNIK 2
MYSTERIES
STUDENT A
1. It’s the ability to move an object with thought or will power alone, without the application of a physical
force.
2. This phenomenon is probably created by higher levels of consciousness.
3. It cannot be created by “wishing it” to happen on the physical level.
4. The energy to move or bend an object is created by a person’s thoughts which release the energy produced
by their subconscious mind.
5. Only a few select individuals seem to possess this remarkable ability. It is believed by some that prehistoric
man used it instinctively on a daily basis, and modern humans have simply “forgotten” how to use it.
Others believe that it is a sign that humans are on the verge of a new level of consciousness.
(Telekinesis)
STUDENT B
1. It is believed to have been one of the most advanced ancient civilisations.
2. On this island people, according to the legend, possessed technology that was far in advance of their time.
3. Although the people there lived with peace and dignity, fulfilling their daily chores, many of them were
soon overwhelmed with greed and power.
4. Therefore Zeus decided to punish the people and soon the whole continent was lost under the ocean.
5. Till the present day no evidence has been found to support the existence of the continent and for many
years it has been a source of mystery and intrigue.
6. Some people believe that people still live today somewhere under the ocean.
(Atlantis)
STUDENT C
1. This phenomenon is connected with a human being and metal objects.
2. An individual can attach metal objects magnetically to their own skin.
3. A recent event held in Bulgaria aimed to find out who was most “magnetic”, and managed to attract some
300 competitors who all shared this most peculiar affliction.
(Human Magnetism)
STUDENT D
1. It’s the act of being able to float in the air without support or without any apparent physical means.
2. It has been performed by magicians for centuries as a magic trick.
3. Some people believe that it can be put down to a form of telekinesis.
4. There have also been cases of this phenomenon related to haunting, spirit possession and other ghost
related phenomena.
(Levitation)
www.wsip.com.pl
93

ZA¸ÑCZNIK 3
IT WAS REALLY CREEPY!
STUDENT 1 STUDENT 2
Which adjective would you use to describe… Which adjective would you use to describe…
1)…riding on a roller coaster
1)…seeing a small green human-like creature in
2)…hearing a strange noise in your wardrobe your garden
in the middle of the night
2)…hearing somebody howling near the
3)…finding a dead snake in your bed
cemetery
4)…seeing a person who you thought had 3)…finding a skull in your garden
died a long time ago
4)…doing a bungee jump
5)…your last visit to a dentist
5)…walking at night in a wood
STUDENT 1 STUDENT 2
Which adjective would you use to describe… Which adjective would you use to describe…
1)…riding on a roller coaster
1)…seeing a small green human-like creature in
2)…hearing a strange noise in your wardrobe your garden
in the middle of the night
2)…hearing somebody howling near the
3)…finding a dead snake in your bed
cemetery
4)…seeing a person who you thought had 3)…finding a skull in your garden
died a long time ago
4)…doing a bungee jump
5)…your last visit to a dentist
5)…walking at night in a wood
ZA¸ÑCZNIK 4
FEELINGS
You have found out that your father has won
a lot of money in a lottery.
You can hear a crowd of people shouting “Chase
him!”
One of your friends, with whom you have had an You see a woman with a baby crossing the street
argument recently, wants to take you to the and a car heading towards them at great speed.
Bahamas on holiday.
The woman stumbles and falls down.
You have to fill in a form but you have no idea
how to do it.
You see three people fighting in the street,
one of them is your best friend. You want
to help him but he says you should go away.
You want to explore a cave but you know your
parents will not let you do it.
You see a man walking on the edge of the roof of
a 15-storey high rise.
You were just walking in the park when you saw
a man taking out a gun from the bag and shooting
in the air.
You can smell gas in your flat and you realise
it has been turned on for a long time.
94

ZA¸ÑCZNIK 5
WHO BUILT STONEHENGE
STUDENT 1
The question of who built Stonehenge is largely unanswered, even today. The monument’s
construction has been attributed to many ancient civilisations throughout the years, but the most
captivating and enduring attribution has been to the Druids. This incorrect connection was first
made around 3 centuries ago by the antiquary, John Aubrey. Julius Caesar and other Roman
writers told of a Celtic priesthood who flourished around the time of their first conquest (55 BC).
By this time, though, the stones had been standing for 2,000 years, and were, perhaps, already in
a ruined condition. Besides, the Druids worshipped in forest temples and had no need for stone
structures.
STUDENT 2
The best guess seems to be that the Stonehenge site was begun by the people of the late Neolithic
period (around 3000 BC) and further developed by people from the new economy which was
arising at this time. These “new” people, called Beaker People because of their use of pottery
drinking vessels, began to use metal implements and to live in a more communal fashion than their
ancestors. Some think that they may have been immigrants from the continent, but that contention
is not supported by archaeological evidence. It is likely that they were indigenous people doing the
same old things in new ways.
STUDENT 3
The legend of King Arthur provides another story of the construction of Stonehenge. It is told by
the twelfth century writer, Geoffrey of Monmouth, in his History of the Kings of Britain that Merlin
brought the stones to Salisbury Plain from Ireland. Sometime in the fifth century, there had been
a massacre of 300 British noblemen by the treacherous Saxon leader, Hengest. Geoffrey tells us
that the high king, Aurelius Ambrosius, wanted to create a fitting memorial to the slain men.
Merlin suggested an expedition to Ireland for the purpose of transplanting the Giant’s Ring stone
circle to Britain.
According to Geoffrey of Monmouth, the stones of the Giant’s Ring were originally brought from
Africa to Ireland by giants (who else but giants could handle the job). The stones were located on
“Mount Killaraus” and were used as a site for performing rituals and for healing. Led by King
Uther and Merlin, the expedition arrived at the spot in Ireland. The Britons, none of whom were
giants, apparently, were unsuccessful in their attempts to move the great stones. At this point,
Merlin realised that only his magic arts would do the trick. So, they were dismantled and shipped
back to Britain with his assistance where they were set up as they had been before, in a great circle,
around the mass grave of the murdered noblemen. The story goes on to tell that Aurelius, Uther
and Arthur’s successor, Constantine were also buried there in their time.
www.wsip.com.pl
95

ZA¸ÑCZNIK 6
WHAT SHAPE IS IT
STUDENT 1
STUDENT 2
ZA¸ÑCZNIK 8
CHOOSE THE RIGHT WORD
Part 1
Travel agent: So you want to go to the moon / Mars, hmm I only see 20-day trips available. How about a nice
4- day lunar / space orbit or a...
Client: Money is no object and I need to get far out! How about Mars
Agent: Money would have to be no object. These are very extensive / expensive journeys and are only possible
/ available in month long blocks. I’ll check if we still have them.
Client: Look, I have the money and I’d love / like to leave as soon as possible...
Agent: Well sir, you know these things take some time. First I’ll have you fill out this questionnaire. Crews are
fairly protective / selective with who they will take for a month long voyage into space / spacecraft.
Client: I’ll do it at home.
Agent: Sorry, must be done in my office / presence.
Client: Sorry mam, but I’m on the run, I mean I have to run, and I can’t be here too long. I have to get my…
to the bar / gym. I have my daily workout in ten minutes. Here is a cash advance on my flight / ticket, with
a little extra for you and I think you can figure out all of those other details.
Agent: Well sir, it is good that you are working out because it says here that you will need two months of
moderate physical / psychical training before boarding / entering any space ship. But you do look as though
you are in good mood / shape. If you don’t mind me asking, are you an athlete or body builder / exerciser
Client: You could say that... uhh... it was a part of the routine at the facility.
Agent: Facility
Client: You know, housing, resort, facility, all us rich guys have them.
Agent: Ohh... where was this
Part 2
Client: OK, the chit chat is over and I have to go. Here is a little extra incentive / initiative in the form of
CASH and get me on the next trip out of here. I will CALL back in 2 days.
Strong voice of police: Planning on going somewhere, Joe To space!
Client: Would have gotten there too if this place wasn’t so inefficient / ineffective.
Agent: Guess we’ll have a little extra time to make that reservation.
Police: Yea, I’d say, about 20 to life.
96

ZA¸ÑCZNIK 7
WHAT’S THE SCORE
STUDENT 1
1) 20√4 ¬ + 5 ÷ 1 =
2) 4 x 7 + 5 2 – 10 ÷ 2 =
3) 3 √ −¬ 27+ 12 – 15 ÷ 3 =
4) 2 3 + 51 ÷ 17 + 7 x 5 =
STUDENT 3
1) 10 3 √8 ¬ + 21÷ 7 =
2) 24 ÷ 6 + 4 3 – 34 x 2 =
3) 4 + √ −¬ 81 + 24 ÷ 2 =
4) 13 x 3 + 5 2 – 28 ÷ 7 =
STUDENT 2
1) 3 √ −¬ 64 + 18 ÷ 2 – 3 x 4 =
2) 2 4 + 48 ÷ 16 + 6 x 4 =
3) 5√ −¬ 36 + 44 ÷ 11 =
4) 14 ÷ 7 + 5 3 – 75 ÷ 3 =
STUDENT 4
1) 16 x 4 + 7 2 – 80 ÷ 2 =
2) 7 x 4 + √144 −¬ – 20 ÷ 2 =
3) 54 ÷ 9 + 3 3 – 5 x 3 =
4) 5√100+ −¬ 36 ÷ 12 =
ZA¸ÑCZNIK 9
I WOULD LIKE TO FLY TO MARS
STUDENT 1A
STUDENT 2A
You are a travel agent. You offer flights to Mars, You are a travel agent. You offer flights to Mars,
Venus and to the Moon.
Venus and to the Moon.
Cost
Venus Mars Moon Venus Mars Moon
$25,000 $30,000 $10,000
Cost
$28,000 $32,000 $12,000
Weeks 16 20 8 Weeks 20 24 16
Requirements 3 weeks 3 weeks none Requirements 4 weeks 3 weeks health
space space space space certificate
training training training training
($6,000) (free) ($1,000) (free)
Give all necessary information which the customer
asks about.
Give all necessary information which the customer
asks about.
STUDENT 1B
STUDENT 2B
You want to travel to Mars or Venus. You can’t You want to travel to the Moon or to Mars.
spend more than 22 weeks in space, you have You can’t spend more than 26 weeks on your
$30,000 to spend. holiday, you can spend up to $32,000.
You don’t like training programmes but you will You have a valid health certificate.
attend one if you have to.
Ask about:
Ask about:
– length of flight – length of flight
– accommodation – accommodation
– tour guide – tour guide
– health insurance – health insurance
– possibility of prolonging your stay – possibility of prolonging your stay
www.wsip.com.pl
97

ZA¸ÑCZNIK 10
YOUR VISION OF THE FUTURE
VISION 1
The United States becomes the most
powerful country in the world and it
dominates the world. English becomes the
official language of the world with some
other languages retaining the local flavour.
Africa becomes the biggest American state;
the former state of Russia becomes the
richest and the most cultural state; the
former EU is yet another important centre
of American culture and economy. The
Islamic world stays under autonomous
government but in fact it is connected with
the world by economic links. The world is
quite peaceful with some minor local
conflicts and there is no famine in the world.
VISION 2
The world is about to fall apart. Three great
world wars break out as a result of cultural
and economical clash. The Islamic coalition
along with some other eastern states
proclaims war on America. This makes
NATO have its say in the international
arena, which makes Russia declare war on
America and the EU. China, North Korea
and Cuba declare war on Japan, South
Korea and Australia. Many African states
fight against each other over who will be the
leader in the African diamond market. The
situation is more than serious and all
diplomatic steps are taken to stop the
conflicts but so far there is no effect from the
international talks.
VISION 3
The UN has a peace treaty signed by all the
countries in the world. This brings an end to
communism in China and North Korea and
makes all the dictatorship countries adopt
democratic rules. All this leads to peace and
economic growth all over the world, making
it a place of everlasting happiness and
content where all people are equal and free
and live their lives the way they want.
VISION 4
People lose interest in the outside world.
With the expansion of the Internet most
people prefer to date, meet, shop and visit
different places in the world through the
Ultra-Net. Ultra-Net is a new invention
which allows people from all over the world
to literally live in the cyberspace. There is
a special device called X-Gen Plug that is
pluggable directly into the brain, which
allows the wearer to enter a completely new
dimension. There are no real wars (only
computer generated ones) but we have to
pay a big price – our real lives are lived in
front of a computer.
98

ZA¸ÑCZNIK 11
HOW MUCH DO YOU KNOW ABOUT RELIGION
STUDENT A
Listen to your partner’s questions. Answer them only if they are correct grammatically (these forms are in bold).
You can use the information on your piece of paper.
Which is not the sacred text of Judaism
a) Koran
IS Koran / Talmud / Torah the sacred text of Judaism
Which religion has the least members
c) Judaism
HOW MANY members has Buddhism/ Judaism / Hinduism got
Buddhism – 360 million
Judaism – 14 million
Hinduism – 900 million
STUDENT B
Listen to your partner’s questions. Answer them only if they are correct grammatically (these forms are in bold).
You can use the information on your piece of paper.
What is the sacred text of Hinduism
a) the Veda
IS the Veda / the Bible / Torah the sacred text of Hinduism
Which religion has the most members
c) Christianity
HOW MANY members has Islam / Judaism / Christianity got
Islam – 1.3 billion
Judaism – 14 million
Christianity – 2 billion
When was Islam founded
c) 622 CE
WAS Islam founded in 30 CE / 1500 BCE /
622 CE
What’s the youngest religion of the world
c) Islam
WHEN was Buddhism / Judaism /Islam
formed
Buddhism – 523 BCE
Judaism – no consensus, BCE
Islam – 622 CE
When was Buddhism founded
c) 523 BCE
WAS Buddhism founded in 30 CE / 523 BCE
What’s the oldest religion in the world
c) Hinduism
WHEN was Christianity / Islam / Hinduism
formed
Christianity – 30 CE
Islam – 622 CE
Hinduism – 1500 BCE
STUDENT A
Listen to your partner’s questions. Answer them only if they are correct grammatically (these forms are in bold).
You can use the information on your piece of paper.
Which is not the sacred text of Judaism
a) Koran
IS Koran / Talmud / Torah the sacred text of Judaism
Which religion has the least members
c) Judaism
HOW MANY members has Buddhism/ Judaism / Hinduism got
Buddhism – 360 million
Judaism – 14 million
Hinduism – 900 million
STUDENT B
Listen to your partner’s questions. Answer them only if they are correct grammatically (these forms are in bold).
You can use the information on your piece of paper.
What is the sacred text of Hinduism
a) the Veda
IS the Veda / the Bible / Torah the sacred text of Hinduism
Which religion has the most members
c) Christianity
HOW MANY members has Islam / Judaism / Christianity got
Islam – 1.3 billion
Judaism – 14 million
Christianity – 2 billion
When was Islam founded
c) 622 CE
WAS Islam founded in 30 CE / 1500 BCE /
622 CE
What’s the youngest religion of the world
c) Islam
WHEN was Buddhism / Judaism /Islam
formed
Buddhism – 523 BCE
Judaism – no consensus, BCE
Islam – 622 CE
When was Buddhism founded
c) 523 BCE
WAS Buddhism founded in 30 CE / 523 BCE
What’s the oldest religion in the world
c) Hinduism
WHEN was Christianity / Islam / Hinduism
formed
Christianity – 30 CE
Islam – 622 CE
Hinduism – 1500 BCE
www.wsip.com.pl
99

ZA¸ÑCZNIK 12
BELIEFS AND CUSTOMS IN THE WORLD
STUDENT A
Answer your partner’s questions only if they are correct.
1. Where do women have to dress in a very conservative way
There is a very conservative dress for women in Islamic countries.
3. How many weeks of holiday do they have in Germany, France and Scandinavia
Time off work: Germany, France, Scandinavia: 6 weeks vacation.
5. Where do you address people with Mr and Mrs and not with their first names
You don’t use people’s first names in Germany, France, Poland.
7. Where is late dining normal
Spain, Italy, Latin America.
9. In which cultures are small gifts (wine, flowers) appreciated
In Poland, Spain, Italy.
STUDENT B
Answer your partner’s questions only if they are correct.
2. Where do you have to remove your shoes when entering someone’s home
Across Asia and in Russian homes.
4. In which countries is it important to establish relationships before getting down to business
Latin America, the Middle East, Japan.
6. Is personal space important in every country
Yes, but it differs in different countries. It’s much less in Latin America, Spain, or Italy,
more in England, France and Japan.
8. In which countries do you have to avoid eating with your left hand
In the Arab world: the guest eats first, avoid using the left hand.
Muslim dietary restrictions: no pork and no alcohol.
10. In which country is a gift of flowers unacceptable if it is an even number of flowers
In Russia and Poland.
ZA¸ÑCZNIK 13
ATTITUDES AND BELIEFS
Pop stars should always let paparazzi take
photos.
Dogs should not be kept in blocks of flats.
Men should always adore women and be
courteous.
When you have a lot of money you can spend it
in any way you like.
You should never invite your guests to the
restaurant, you should cook something at home
for them.
It is not possible to love two people at the same
time.
Dog owners should clean up their dog’s
mess.
You should always bring a gift when you
visit someone for the first time.
You should cook a vegetarian meal if one
of your guests is a vegetarian.
Boys and girls should not live together in
a hall of residence.
The police should be polite to everybody.
Because of European integration Poland
may lose its cultural heritage.
100

ZA¸ÑCZNIK 14
I’D RATHER YOU DIDN’T
STUDENT 1 STUDENT 2
TASK 1 TASK 1
Read the following cues. Ask questions with Listen to your friend’s questions. Respond using
Can I/we...
the following cues. Use I’d rather / I’d prefer
Listen to your friend’s suggestions.
grammar structures.
Be prepared to report your partner’s answers
like this:
He / She’d rather…
He / She’d prefer…
You would like to go on your holiday by plane.
You would like to come back home at 1 pm.
You would like to go with your friend to
a restaurant.
You would like to borrow your friend’s digital
camera.
You would like to play football with your friend.
coach
2 pm
fast-food outlet
not
go to the library
TASK 2 TASK 2
Listen to your friend’s questions. Respond using Read the following cues. Ask questions with
the following cues. Use I’d rather / I’d prefer Can I/we…
grammar structures.
Listen to your friend’s suggestions.
Be prepared to report your partner’s answers like
this:
He / She’d rather…
He / She’d prefer…
your friend Mary who is in hospital
You would like to visit your grandfather.
a legal copy
You would like to buy a pirate copy of an editing
program.
not watch animals in cages
You would like to spend Saturday morning at the
zoo with your friend.
not
You would like to ring your friend at 6 in the
morning.
go by bike
You would like to borrow your friend’s motorbike
to get to the post office.
www.wsip.com.pl
101

ZA¸ÑCZNIK 15
WILDFIRES
STUDENT 1 AND 2
In just seconds, a spark or even the sun’s heat alone sets off an inferno. The wildfire quickly spreads,
consuming the thick, dried-out vegetation and almost everything else in its path. What was once a forest
becomes a virtual powder keg of untapped fuel. In a seemingly instantaneous burst, the wildfire overtakes
thousands of acres of surrounding land, threatening the homes and lives of many in the vicinity.
Once a fire begins, it can spread at a rate of up to 14.29 miles per hour (23 kph), consuming everything in its
path. As a fire spreads over brush and trees, it may take on a life of its own – finding ways to keep itself
alive, even spawning smaller fires by sending embers miles away.
On a hot summer day, when drought conditions peak, something as small as a spark from a train car’s wheel
striking the track can ignite a raging wildfire. Sometimes, fires occur naturally, ignited by heat from the sun
or a lightning strike. However, the majority of wildfires are the result of human carelessness.
Common causes for wildfires include:
„ Arson
„ Campfires
„ Discarding lit cigarettes
„ Playing with matches or fireworks
„ Supervised fires
STUDENT 1
Case study number 1
Last night my son went out back to start a gas grill we
have and warm it up for a few minutes. A short time
later he went outside with some chicken. He said to me
you better come out here quickly. I went outside and
the grill had actually caught fire from underneath. We
couldn’t even turn off the knobs, they had melted.
I turned the propane off and we closed the lid for a few
minutes. It took a few minutes and it finally put itself
out. We were both pretty upset as we had just bought
that grill.
It’s weird because about 8 years ago we had another grill
and while it was in use the glass from the front of it blew
out. That is the reason I made sure not to ever get one
with a glass front again. That was a mess that took hours
to clean up.
STUDENT 2
Case study number 3
The U. K. Safety Commission estimates that each year
approximately 3,000 people require emergency room
treatment for injuries due to burns associated with
cigarettes, lighters, and lighter fluid. During this period,
over half of the people involved had also consumed
alcohol within the previous five hours. When a person
smokes and drinks alcohol, there is a tendency for them
to become drowsy and fall asleep. The lit cigarette drops
into the chair or bed, which sets that on fire.
Careless smoking and matches cause over 6,000 fires
(35% of all fires) and 200 deaths each year, along with
smoking near flammable liquids, using inadequate
ashtrays, falling asleep while smoking, discarding
smouldering butts, and smoking in hazardous places.
Case study number 2
Clothing, and the lint it leaves behind, can catch fire
in clothes dryers. Dryers were among the most
common types of equipment involved in home fires,
ranking third behind stoves and electric heaters.
From 1994 to 1998, they were involved in a yearly
average of 14,800 home fires, 16 civilian deaths, 309
civilian injuries and $75.8 million in direct property
damage.
Lack of maintenance was the No. 1 cause of dryer
fires. Other major causes were part failure, leaks and
breaks, short circuits or earthing faults, and
combustible materials too close to the dryer.
Clothing was the item first ignited in one-third of
dryer fires. Dust, fibre and lint were first ignited in
more than one-quarter of the incidents.
Case study number 4
The Los Alamos fire started because of a supervised
fire that went out of control. Park officials at
Bandelier National Monument in New Mexico had
hoped to clear 900 acres of brush and other tinder
when they started a fire on May 4. But the fire raced
out of control and blew through drought-parched
pine forests. Parts of the town of Los Alamos, and
the site of the laboratory where the world’s first
atomic bomb was built in 1945, went up in flames.
The fire ended up scorching 47,000 acres and
destroying more than 200 homes.
102

ZA¸ÑCZNIK 16
HOW TO FIGHT WILDFIRES
STUDENT 1
Imagine being inside an oven, wearing heavy clothing with smoke filling your lungs, and you can only
begin to understand what it’s like to fight a raging wildfire. Every year, thousands of firefighters put
their lives at risk to battle merciless blazes. The elite, ground-based firefighters fit into two categories:
Hotshots – Working in 20-person teams, the main job of these highly trained firefighters is to build
a firebreak around the fire to keep it from spreading. A firebreak is a tract of land that has been
stripped of any possible fuel for the fire. Smokejumpers – These firefighters are the paratroopers who
jump out of planes to get to small blazes located in remote areas. Their job is to suppress small fires
before they are able to spread into larger ones. Smokejumpers use the same firefighting techniques
as the Hotshots once they have landed on the ground. Ground crews may also use backfires. Backfires
are fires started by the ground crew that advance toward the burning wildfire. The goal of setting
a backfire is to burn up any potential fuel in the path of the progressing wildfire.
STUDENT 2
While support crews fight the battle on the ground, they are given a lot of support from the air. Air
tankers are often used to drop thousands of gallons of water and retardant onto fires. They often drop
a chemical retardant that contains phosphate fertilizer, which helps to slow and cool down the fire.
Helicopters are also used as a method of attacking the fire from above. Carrying buckets that can hold
hundreds of gallons of water, these aircraft fly over the fire and drop water bombs. Helicopters are also
valuable for transporting firefighters to and from the fire. Wildfires are powerful forces of nature that
can burn for as long as they have fuel, oxygen and heat. The job of the firefighters is to eliminate one,
if not all three, sides of the fire triangle to prevent further damage.
STUDENT 1
Imagine being inside an oven, wearing heavy clothing with smoke filling your lungs, and you can only
begin to understand what it’s like to fight a raging wildfire. Every year, thousands of firefighters put
their lives at risk to battle merciless blazes. The elite, ground-based firefighters fit into two categories:
Hotshots – Working in 20-person teams, the main job of these highly trained firefighters is to build
a firebreak around the fire to keep it from spreading. A firebreak is a tract of land that has been
stripped of any possible fuel for the fire. Smokejumpers – These firefighters are the paratroopers who
jump out of planes to get to small blazes located in remote areas. Their job is to suppress small fires
before they are able to spread into larger ones. Smokejumpers use the same firefighting techniques
as the Hotshots once they have landed on the ground. Ground crews may also use backfires. Backfires
are fires started by the ground crew that advance toward the burning wildfire. The goal of setting
a backfire is to burn up any potential fuel in the path of the progressing wildfire.
STUDENT 2
While support crews fight the battle on the ground, they are given a lot of support from the air. Air
tankers are often used to drop thousands of gallons of water and retardant onto fires. They often drop
a chemical retardant that contains phosphate fertilizer, which helps to slow and cool down the fire.
Helicopters are also used as a method of attacking the fire from above. Carrying buckets that can hold
hundreds of gallons of water, these aircraft fly over the fire and drop water bombs. Helicopters are also
valuable for transporting firefighters to and from the fire. Wildfires are powerful forces of nature that
can burn for as long as they have fuel, oxygen and heat. The job of the firefighters is to eliminate one,
if not all three, sides of the fire triangle to prevent further damage.
www.wsip.com.pl
103

ZA¸ÑCZNIK 17
THE AMERICAN REVOLUTION AND THE WAR OF THE ROSES
STUDENT A
The American Revolution
Part 1
The American Revolution was fought between Great Britain and its American Colonies between 1775
and 1783, after which the first thirteen colonies won their independence and freed themselves from the
tyranny of the British Empire. After the successful ending of the French and Indian War in 1763the British
government decided to make the colonies pay more of the cost of defence and government. Over the
next twelve years the taxes increased and the freedoms of the colonists diminished while at the same time
the latter were demanding more freedom. In 1773, the citizens of Boston organized the “Boston Tea
Party” where they dumped the imported tea into the harbour rather than paying a heavy tax on it. After
the “Boston Tea Party” Great Britain sent troops to support its authority. The war began on April 19th,
1775 when a group of colonists fought British soldiers at Lexington and hours later in nearby Concord,
colonists fired “the shot heard around the world” which would begin an 8-year war. On July 4th, 1776
the colonist government, the Second Continental Congress adopted the Declaration of Independence.
This marked the ending of ties between America and its British mother country. George Washington was
made “general and commander in chief of the forces raised and to be raised in the defense of American
liberty”.
STUDENT B
The American Revolution
Part 2
France recognised the American Declaration of Independence and officially joined the Colonists
in 1778. They provided badly needed troops and economic support. After 4 long years of fighting,
the American colonists slowly but surely took each British “Redcoat” post. Finally in late 1781 the
British general Cornwallis surrendered his sword and his army to Maj. Gen. Benjamin Lincoln on
October 19. Although minor fighting continued through 1782 the official peace treaty was signed on
September 3rd, 1783. The revolutionary war gave birth to the United States, which still stands as
a great example of a nation created by a colonial people, free and governed by its own people.
STUDENT C
The War of the Roses
The Wars of the Roses were a long series of dynastic struggles, which lasted from 1455 to 1487 and
were the last wars to be fought in England over the issue of who should be king.
Known during the period as the wars between Lancaster and York, it was not until much later that
it was remarked upon that the symbol of the House of York was the white rose and that the coat of
arms of the House of Lancaster included a red rose. Shakespeare made much of this in his historical
plays about the period and it is from this that we take the modern name for the wars. Following the
takeover of the throne in 1399 by a junior line of the Plantagenet family, the third of these Lancastrian
kings proved to be both incompetent and to have mental problems.
After a few years of increasing tension and violence, the throne was taken by the Yorkist line of the
Plantagenets in 1461. The Lancastrians, with the help of Warwick the Kingmaker, took it back in
1470 and lost it again in 1471. The popular Yorkist King Edward held the throne until his death in
1483. The king’s younger brother, Richard, put the king’s sons in the Tower of London and took the
crown himself. In 1485, Henry Tudor, an heir of the Lancastrians, invaded from France and won the
Battle of Bosworth killing King Richard. Thus Henry became the first king of the Tudor dynasty.
104

ZA¸ÑCZNIK 18
WORK
STUDENT 1 STUDENT 2
Ask STUDENT 2 the questions below.
Ask STUDENT 1 the questions below.
Write down the answers, then report them to Write down the answers, then report them to
the class.
the class.
1. Have you ever done any kind of job 1. Have you ever earned any money
What kind of job was it
How When was it
2. What job would you like to do in the future 2. What kind of job would you never do Why
Why Is it well paid Do you think it
3. What jobs are the most interesting
is interesting
4. What qualities do you need to become
3. What jobs are the most boring a doctor/receptionist/ IT specialist
4. What qualities do you need to become /bodyguard
a teacher /pilot/lawyer/sales representative 5. What qualities make you a good employer
5. What qualities make you a good employee
STUDENT 1 STUDENT 2
Ask STUDENT 2 the questions below.
Ask STUDENT 1 the questions below.
Write down the answers, then report them to Write down the answers, then report them to
the class.
the class.
1. Have you ever done any kind of job 1. Have you ever earned any money
What kind of job was it
How When was it
2. What job would you like to do in the future 2. What kind of job would you never do Why
Why Is it well paid Do you think it
3. What jobs are the most interesting
is interesting
4. What qualities do you need to become
3. What jobs are the most boring a doctor/receptionist/ IT specialist
4. What qualities do you need to become /bodyguard
a teacher /pilot/lawyer/sales representative 5. What qualities make you a good employer
5. What qualities make you a good employee
www.wsip.com.pl
105

ZA¸ÑCZNIK 19
Interviewer: How did you find out about this job opening
Ms Glover: I heard it on the radio and called the number.
Interviewer: What are some of your positive attributes that you will be bringing to our team
Ms Glover: I’m very good at setting goals and reaching them. I’m a hard worker, pleasant, and like working
with others, especially managing them. I got to a very high position at my last firm. I was a stockbroker.
Your advertisement also said that candidates should be able to deal with high pressure situations. No
more stress than the stock exchange. In fact, too much, that is why I had to get out.
Interviewer: I can see on your CV that you’ve had about a ten-year break. What were you doing during this
time
Ms Glover: I made good money in the market and took a vacation. I was over-stressed and needed a break.
I really needed a break and a little counselling. I got a little help, started practising yoga, and now I am
ready to get back into the working world.
Interviewer: Yes, I can promise you that this will not be as stressful as the stock market. But things can get
busy, especially in the pre-holiday rush. What would you describe as your negative characteristics
Ms Glover: I’m a perfectionist. This is why I was able to be so successful at school and work. I often take my
job home with me. Even if it means doing other people’s duties a little. I’m learning to let go a little more.
But work certainly takes the priority position with me.
Interviewer: OK, thank you, Ms Glover. We appreciate your time. It was a real pleasure.
Interviewer: How did you find out about our firm
Terry: I found you on the net. I’ll be graduating in a month and I’m on a mad job search.
Interviewer: Is this the kind of job you are looking for
Terry: To be honest, right now, I’m looking for any job that will give me some experience in the job market.
I had a little experience working in a logistics company last summer. I was working in customer service.
I really liked it. I’m looking forward to working for a few years before returning to higher education.
Interviewer: What positive attributes will you be bringing to our firm
Terry: Well, of course, I’m hard working. During my youth, I worked in our family business and kept regular
part-time hours during high school while playing sports and getting good grades. I’m also positive, very
energetic, and am optimistic.
Interviewer: What was the family business
Terry: We had a small corner grocery store. I’m also a people person.
Interviewer: What would you describe as your negative characteristics
Terry: None, hire me! No, I’m just kidding. Sometimes people don’t take me seriously. I like to keep things
light-hearted and being 5 foot 4 and cute doesn’t help. But sometimes I think it helps me to get along
with people right from the start. Some people say I have a very nice smile. Also, I don’t have a lot of
experience working in the travel industry, but I’m usually quite successful in whatever I set my mind to.
Interviewer: You do have a nice smile and a very positive attitude. We’ll be contacting all applicants by the end of
the week. Thank you.
Interviewer: How did you find out about our firm
Mr Harbinger: The unemployment agency sent me.
Interviewer: OK, what positive attributes will you be bringing to our firm
Mr Harbinger: I have a lot of time to work. I don’t do anything else. I will show up, hopefully. I’ve worked
in a lot of jobs.
Interviewer: Where have you worked
Mr Harbinger: I’ve worked from pizza to tyres, from burgers to hardware. I’ve sold newspapers and
movie tickets. MMMmmm.. popcorn. I miss the movies.
Interviewer: What happened to the cinema job
Mr Harbinger: Don’t know. Was watchin’ a film one day and the boss, who was more red in the face than
usual, told me to get out. Took my popcorn and everything. Very rude, couldn’t even finish watching
the movie or finish my day of work.
Interviewer: Why do you think you’ve had so many different jobs, Mr Harbinger
Mr Harbinger: Oversensitive bosses!
Interviewer: OK, Mr Harbinger. We’ll be in contact with you by the end of the week. Good luck.
106

Interviewer: Hello, Mr Rubero, how did you find out that our firm was hiring
Mr Rubero: I saw your ad up at the public library. It looked interesting so I thought I would check it out.
Interviewer: I just need to ask one question first, it says here that you already have a job, you’re a teacher,
right
Mr Rubero: Yes. I am.
Interviewer: Can I ask why you are considering leaving
Mr Rubero: Well, to be quite honest and you know I am a people person, I’m just getting a little burnt out
and our school has a surplus of teachers. They offered me a part-time position, while keeping my
retirement package. I love the kids, but after 20 years of taking care of 3rd graders means I don’t have
the same patience as I used to. I know my limits. I’ve had 20 great years and I’m looking for a change.
Interviewer: You do have great work experience and references. What other positive attributes will you be
bringing to this job
Mr Rubero: I like to work with people. I’m bored if I’m not working. I also like to travel. I don’t like to work
too much overtime though. I’ll have another part-time job, but you can see by my past work history that
I’ve always done my job. Will we have opportunities to travel
Interviewer: Yes, we have an excellent bonus package. Can you think of any of your negative points
Mr Rubero: I probably will be retiring in the next 15 years. I am looking forward to it. But I will give you
a good 15 years. A lot of people say that I couldn’t live without work anyway.
Interviewer: Alright, Mr Rubero, thank you for your time. We will get back to you by Friday.
Interviewer: Hello, Ms Robinson, can you tell me how you found out about our firm
Layla: Yea, you can call me Layla. My friend works here, she told me about it at the club last night. I’m
lookin’ for a day job. I don’t want to leave the kids with a sitter all night. Do you know Sandy, Sandy
Johnson, she tends the bar at the Tipsy Hat and works here during the day. I’m an entertainer there.
Interviewer: OK, Layla, I don’t know if I know Sandy Johnson, but the name sounds familiar. This is a rather
large organisation. Tell me something about your positive characteristics.
Layla: Well, I’m an entertainer and definitely a people person. I’m also able to deal with stress. Performing,
dancing, singing. I do all of these in front of people. It can be stressful. I’m used to it now. It’s just that I have
the kids at home and I don’t want to be sleepy all day. I really need this job. Now that they’re at school and I have
the time and I’m getting a little old for my kind of stage life.
Interviewer: Have you had a job in an office environment
Layla: Not really, well once, after I dropped out of high school, I was working as a secretary for a few weeks,
but it was a bad time and then I got pregnant. I have three kids. The boss was always getting fresh too.
I’m sure with bosses like you, oh you look so sweet, a girl wouldn’t have any problems. Unless she wanted
one.
Interviewer: We definitely try to be good to our employees, Layla. It was interesting. Have a good day and
we’ll contact you by Friday.
Layla: Did I get the job
Interviewer: Well, I don’t exactly make the final decisions. Take care now.
www.wsip.com.pl
107

ZA¸ÑCZNIK 20
DID I GET THE JOB
STUDENT 1A
You saw this advertisement in a newspaper and
applied for a position of a receptionist. You
wrote an application form and you have been
asked to come for an interview.
Hospitality Vacancies
Call 020 7298 6822
n Hotel Reception & Reservations, to £15K
n Restaurant & Bar Supervisors, to £16K
n Waiting & Bar Staff, to £16K
n Housekeeping Staff, to £14.5K
n Food & Beverage Supervisors, to £16K
n Experience and references are essential.
STUDENT 1B
You work in a company which put the following
job advertisement in a newspaper. You asked
STUDENT 1A, who applied for a position of
a receptionist, to come to the interview.
Hospitality Vacancies
Call 020 7298 6822
n Hotel Reception & Reservations, to £15K
n Restaurant & Bar Supervisors, to £16K
n Waiting & Bar Staff, to £16K
n Housekeeping Staff, to £14.5K
n Food & Beverage Supervisors, to £16K
n Experience and references are essential.
Be prepared to answer STUDENT’S 1B
questions. Remember about the following:
– you have never worked as a receptionist but
you’ve worked as a secretary,
– you can speak three foreign languages,
– you can provide good references from your
previous workplace.
STUDENT 2A
You saw this advertisement in a newspaper and
applied for a position of a receptionist. You
wrote an application form and you have been
asked to come for an interview.
Find out the following:
– how he / she found out about the firm,
– positive and negative characteristics,
– languages,
– previous job, reason for leaving,
– the reason why he / she wants to join the
company,
– his / her expectations.
STUDENT 2B
You work in a company which put the following
job advertisement in a newspaper. You asked
STUDENT 2A, who applied for a position of
a receptionist, to come to the interview.
MONEY FOR SUMMER!
Quick cash for your summer travels
We are looking for confident, outgoing
and well presented individuals to work
as sales assistants & stockroom workers in
Fashion Stores u Museums u Department Stores
EXPERIENCE ESSENTIAL
Call Michelle on 020 7246 1198
CV’s to michelleedlin@terget.com
MONEY FOR SUMMER!
Quick cash for your summer travels
We are looking for confident, outgoing
and well presented individuals to work
as sales assistants & stockroom workers in
Fashion Stores u Museums u Department Stores
EXPERIENCE ESSENTIAL
Call Michelle on 020 7246 1198
CV’s to michelleedlin@terget.com
Remember about the following:
– you have worked as a sales assistant last
summer,
– you can speak two foreign languages very
well,
– you can work only in July and August,
– you would like to have one Sunday once
a fortnight off.
Find out the following:
– how he / she found out about the firm,
– positive and negative characteristics,
– languages,
– previous job, reason for leaving,
– the reason why he / she wants to join the
company,
– his / her expectations.
108

ZA¸ÑCZNIK 1
Ka˝dy U otrzymuje opisy osób przedstawionych na zdj´ciach. Zadaniem U jest dopasowanie osoby do opisu
i znalezienie jednego b∏´du w ka˝dym opisie.
1. Greg – picture 2
He only wears suits and every day he irons his spotless black shirts himself.
2. Barbara – picture 1
Barbara is a good-looking blonde in her early thirties.
3. Bob – picture 4
He doesn’t care much about his appearance, he wears casual clothes but his ties and his Mohican hairstyle
show he is not an ordinary person.
4. Paul – picture 3
He wears comfortable white sports shoes, preferably trainers.
ZA¸ÑCZNIK 2
U sà dzieleni na grupy czteroosobowe. Ka˝dy U otrzymuje opis jednego zjawiska. U czyta zdania. Pozostali U muszà
odgadnàç o jakie zjawisko chodzi. Wygrywa ten U, który najwczeÊniej poprawnie odgadnie najwi´kszà liczb´ zjawisk.
ZA¸ÑCZNIK 3
U pracujà parami – otrzymujà po jednym zestawie sytuacji. U zadajà sobie wzajemnie pytania i odpowiadajà na nie,
u˝ywajàc poznanych przymiotników. N mo˝e poprosiç kilku U o zrelacjonowanie odpowiedzi np. He / She said he /
she would feel absolutely thrilling.
ZA¸ÑCZNIK 4
åWICZENIE JEST åWICZENIEM DODATKOWYM.
U otrzymujà wyci´te karteczki z podanymi sytuacjami. Uk∏adajà je odwrócone na ∏awkach. U odwracajà po kolei
karteczki i okreÊlajà, jakie uczucia towarzyszy∏yby im w podanej sytuacji.
ZA¸ÑCZNIK 5
U sà dzieleni na grupy trzyosobowe. Ka˝dy U z grupy otrzymuje innà teori´ powstania Stonehenge. U czytajà teksty
i starajà si´ je zapami´taç. Nast´pnie przedstawiajà swojà teori´ innym osobom w grupie i wybierajà najbardziej
prawdopodobnà. N mo˝e zabraç teksty przed ich omawianiem w grupie, aby U odtwarzali informacje z pami´ci.
ZA¸ÑCZNIK 6
U pracujà parami. Otrzymujà od N kartki z narysowanymi kszta∏tami. Opisujà te kszta∏ty drugiej osobie, której
zadaniem jest wierne ich odtworzenie. U porównujà rysunki i odnajdujà ewentualne b∏´dy.
ZA¸ÑCZNIK 7
U pracujà parami: otrzymujà od N kartki z dzia∏aniami matematycznymi. Dyktujà je drugiej osobie, a nast´pnie
sprawdzajà poprawnoÊç zapisanych dzia∏aƒ i otrzymany wynik.
STUDENT 1
1) 20√4 ¬ + 5 ÷ 1 = 45
2) 4 x 7 + 5 2 – 10 ÷ 2 = 48
3) 3 √ −¬ 27 + 12 – 15 ÷ 3 = 10
4) 2 3 + 51 ÷ 17 + 7 x 5 = 46
STUDENT 2
1) 3 √ −¬ 64 + 18 ÷ 2 – 3 x 4 = 1
2) 2 4 + 48 ÷ 16 + 6 x 4 = 43
3) 5√ −¬ 36 + 44 ÷ 11 = 34
4) 14 ÷ 7 + 5 3 – 75 ÷ 3 = 102
STUDENT 3
1) 10 3 √8 ¬ + 21 ÷ 7 = 23
2) 24 ÷ 6 + 4 3 – 34 x 2 = 0
3) 4 +√ −¬ 81 + 24 ÷ 2 = 25
4) 13 x 3 + 5 2 – 28 ÷ 7 = 60
STUDENT 4
1) 16 x 4 + 7 2 – 80 ÷ 2 = 73
2) 7 x 4 +√144 −¬ – 20 ÷ 2 = 30
3) 54 ÷ 9 + 3 3 – 5 x 3 = 18
4) 5√100 −¬ + 36 ÷ 12 = 53
ZA¸ÑCZNIK 8
U otrzymujà od N zapis nagraƒ. Zadaniem U jest zaznaczenie wyrazów, które by∏y u˝yte w nagraniu. (rozwiàzanie
– patrz tapescript)
www.wsip.com.pl
109

ZA¸ÑCZNIK 9
U pracujà parami. Ka˝dy U otrzymuje karteczk´ ze swojà rolà. U muszà przygotowaç dialog w biurze podró˝y,
korzystajàc z podanych wskazówek. Kilku U prezentuje swoje dialogi.
ZA¸ÑCZNIK 10
U sà dzieleni na grupy czteroosobowe. Ka˝da osoba w grupie otrzymuje kartk´ z innà wizjà przysz∏oÊci. Poszczególne
osoby przedstawiajà wizje podane na kartkach. Grupa musi wybraç wizj´ najbardziej optymistycznà, pesymistycznà,
najbardziej i najmniej prawdopodobnà. Poszczególne grupy przedstawiajà swoje stanowiska.
ZA¸ÑCZNIK 11
U pracujà parami. Ka˝da osoba z pary otrzymuje kartk´ z danymi dotyczàcymi religii. U zadajà wzajemnie pytania
wed∏ug wskazówek z podr´cznika i na nie odpowiadajà zgodnie z informacjami podanymi na kartkach. Po zakoƒczeniu
çwiczenia N mo˝e zadaç kilka pytaƒ z kwizu losowo wybranym U.
ZA¸ÑCZNIK 12
U pracujà parami. Otrzymujà kartki z poprawnymi pytaniami. Ka˝dy U z pary korzystajàc z podr´cznika zadaje te
pytania, na które nie zna odpowiedzi (nie ma informacji na swojej kartce). Je˝eli pytanie zadane jest poprawnie, drugi
U na nie odpowiada, korzystajàc z podanych wskazówek. Je˝eli pytanie zadane jest niepoprawnie, U, który je zadaje,
musi je poprawiç.
ZA¸ACZNIK 13
U pracujà w grupach trzyosobowych. Otrzymujà kartki z podanymi zagadnieniami. Zadaniem U jest wyra˝enie swojej
opinii na temat wybranego zagadnienia. N mo˝e ustaliç limit czasu np. 20 minut. U nie muszà omówiç wszystkich
zagadnieƒ. Przedstawiciele grupy relacjonujà, jakie opinie zosta∏y wyra˝one przez cz∏onków grupy.
ZA¸ÑCZNIK 14
U pracujà parami. Otrzymujà od N kartki z przygotowanymi rolami (sytuacjami). U wzajemnie zadajà pytania
i odpowiadajà na nie, u˝ywajàc podanych konstrukcji. N mo˝e poprosiç U o zapisanie zdaƒ z çwiczenia w zeszycie.
ZA¸ÑCZNIK 15
U pracujà parami: otrzymujà od N studium przypadku dotyczàce po˝arów. Zadaniem U jest dobranie w∏aÊciwego
zdania podsumowujàcego dany przypadek. N zabiera karteczki z podanymi przypadkami, natomiast U muszà opisaç
przynajmniej jeden przypadek ze swojej kartki.
ZA¸ÑCZNIK 16
U pracujà parami: otrzymujà od N teksty dotyczàce zwalczania po˝arów. U przyglàdajà si´ ilustracjom i wspólnie
opisujà, jakie techniki gaszenia po˝arów przedstawione sà na poszczególnych obrazkach. Kilku U przedstawia swoje
wersje z wyjaÊnieniem dotyczàcym stosowanej techniki.
ZA¸ÑCZNIK 17
U pracujà w grupach trzyosobowych. Ka˝dy U otrzymuje innà cz´Êç tekstu z uzupe∏nionymi datami. Zadaniem U jest
wpisanie dat do tekstu w podr´czniku. U post´pujà wed∏ug schematu przedstawionego w podr´czniku, u˝ywajàc pytaƒ
w mowie zale˝nej z wykorzystaniem czasu Past Perfect.
ZA¸ÑCZNIK 18
U pracujà parami. Otrzymujà od N zestawy pytaƒ. U zadajà sobie wzajemnie pytania i na nie odpowiadajà. Kilku
U relacjonuje wypowiedzi drugiej osoby.
ZA¸ÑCZNIK 19
U otrzymujà od N zapisy nagrania rozmów w sprawie pracy. U przygotowujà dialogi i odgrywajà je w klasie.
ZA¸ÑCZNIK 20
U pracujà parami: otrzymujà od N karteczki z rolami. Jedna osoba ubiega si´ o prac´, druga przeprowadza z nià
rozmow´ kwalifikacyjnà. Kilka par prezentuje swoje dialogi.
110

Klucz – Zeszyt çwiczeƒ
Unit 1
Part 1 Grammar
1
1. are you doing 2. is she speaking 3. are travelling 4. Are
you enjoying 5. hurts 6. does the train come 7. don’t
believe, are saying 8. Do you see, see 9. do you do 10. is
rising 11. is behaving 12. says, am not going 13. am driving
14. am having 15. is killing
2
1. What’s the favourite thing you possess How long have you
had it
2. How long have you been learning English
3. Have you ever been abroad Where
4. What things haven’t you done but you’d like to
5. What have you been doing for the last half an hour
6. Have you ever met anyone really interesting or famous
7. What two things haven’t you been able to do in your life
8. What’s your favourite CD How long have you had it
3
1. met, was doing
2. was, had met
3. was writing, had promised
4. didn’t get, had lost
5. have had, moved
6. thought, had done
7. was already lying, heard
8. Did you ever think
9. knew, arrived, had already started
10. was raining, was, set
4
1. Who are vegetarians
2. At what temperature does water boil
3. What are you looking at
4. How fast does the Earth revolve
5. For how long haven’t you seen him
6. Who has died
7. What have you been doing all day
8. How long has she been waiting for the bus
9. Where did you spend a beautiful evening
10. How did you do it
11. What were you doing last night at nine o’clock
12. What were you doing when you heard the scream
5
1. I haven’t seen 2. she had left 3. I did call him 4. Have I
told you 5. before she told him 6. I’ve been trying 7. I’m
thinking 8. hasn’t come 9. are you trying 10. It looks
11. I do love you 12. I’ve been waiting
6 Propozycje:
1. I think you don’t love me.
2. I don’t think she knows.
3. Why don’t you tell him
4. Maybe he’s forgotten about my birthday.
5. She doesn’t learn much.
6. I think she didn’t go there.
7
1. b) 2. a) 3. d) 4. a) 5. b) 6. b) 7. b) 8. d) 9. c)
10. d) 11. b) 12. c) 13. d) 14. d) 15. d)
www.wsip.com.pl
Part 2 Vocabulary
1 John: hard working, successful, patient, organised,
confident
Natasha: easy-going, sociable, blunt, weird, well-spoken
Nat: materialistic, nosy, impolite, narrow-minded,
quarrelsome
2 Propozycje:
1. sociable – likes being with other people
2. stubborn – has fixed opinions, doesn’t want to change
3. assertive – very confident
4. blunt – tells people the truth straightforwardly
5. stressed-out – nervous and tense
6. impatient – doesn’t like waiting
7. critical – likes criticising other people
8. materialistic – cares about money
9. loyal – faithful
10. generous – likes giving away things or money
11. modest – reserved or shy
12. dishonest – tells lies and cheats
13. shy – not at ease with other people
14. reliable – you can trust that person
15. laid-back – relaxed
3
adjective
noun
1. prejudiced prejudice
2. courageous courage
3. patient patience
4. vain vanity
5. arrogant arrogance
6. creative creativity
7. selfish selfishness
8. imaginative imagination
9. tolerant tolerance
10. mean meanness
11. shy shyness
12. ambitious ambition
13. aggressive aggressiveness
14. sensitive sensitivity
15. generous generosity
4 A.
A
dry, normal, greasy
blue, slanted, big
smooth, dark, tanned
long, white, false
a few grey
bushy
B
hair
eyes
skin
teeth
hairs
eyebrows
looks
French, American, etc.
is in his/her
forties, sixties, etc.
reminds me
of my uncle
seems
to be a nice person
aged 24
on the wrong
side of thirty
twice
my age
111

B.
face hair build
scar fringe tall
bags under the eyes crew cut good figure
wrinkles split ends well-built
spots plaits obese
Roman (nose) swept back muscular
sore side parting overweight
pierced completely straight skinny
dimple
C. Odpowiedzi uczniów
short
ponytail
5
1. He’s licking his lips. 2. He’s shrugging his shoulders.
3. He’s winking. 4. He’s grinning. 5. He’s frowning.
6. He’s scratching his head.
6
Beauty Heaven
Manicure & Pedicure
Facial treatments
Waxing
Eyelash/brow enhancement (tinting & perming)
Indian Head Massage
Non Surgical Face Lifting
Aromatherapy Body Massage
Make-up Application (Bridal/Special Occasion)
All treatments carried out professionally by a qualified
therapist
Nail enhancements and natural nail overlays
Permanent nail colours for hands and feet
Luxury manicures and pedicures
7
Trousers, shirt, vest, shoes, shirt, suit, tie, high-heeled shoes,
skirt, dress, T-shirt, cap, sandals, shorts, hat.
8
1. b) 2. b) 3. a) 4. a) 5. c) 6. b) 7. b) 8. a) 9. c) 10. b)
9
1. satisfied 2. irritated 3. afraid 4. humiliated
5. annoying 6. relaxing 7. exciting 8. embarrassing
9. worried 10. anxious
10 Get give
1. get away with 2. Get away 3. get on with
4. get into 5. giving away 6. give up 7. given away
8. give off
Part 3 Reading
1. c) 2. c) 3. c) 4. c) 5. a) 6. c) 7. c) 8. c)
Part 4 Writing
1
1. a) 2. c) 3. a) 4. b) 5. b) 6. c) 7. a) 8. b) 9. c)
10. d) 11. c) 12. c)
Unit 2
1 A.
Part 1 Grammar
Mr Riggs was tired because he had been repairing the car.
Mrs Riggs was tired because she had been cooking.
Mr and Mrs Riggs’ son was tired because he had been
playing football.
Mr and Mrs Riggs’ daughter was tired because she had been
playing with her dog.
B.
George was exhausted because he had been working in the
garden.
Stan was almost ready to go after he had been repairing the
tap in the kitchen for three hours.
Mr and Mrs Brickley had a very nice suntan because they
had been sunbathing all day.
Rob was tired but happy because he had been walking his
dog all morning.
Timothy had a great time because his wife had been trying
on clothes for only six hours.
Alex was tired because he had been taking care of the
children all day.
2
1. have been going out 2. had never done 3. had met
4. had been producing 5. had been lying 6. had been
working 7. had told 8. had you had
9. had been watching 10. had run
3
1. She wasn’t at home when I…
a) had called her.
b) called her. (zadzwoni∏em)
c) was calling her at five o’clock. (dzwoni∏em)
2. We’d been going out for three months before he…
a) asked if I wanted to marry him. (poprosi∏ mnie o r´k´)
b) had asked if I wanted to marry him.
c) asked if I had wanted to marry him. (zapyta∏, czy
chcia∏am za niego wyjÊç)
3. When I was working in the garden…
a) she cooked the dinner. (ugotowa∏a)
b) she was cooking the dinner. (gotowa∏a)
c) she had been cooking the dinner.
4. She said she…
a) had been reading. (czyta∏a od jakiegoÊ czasu)
b) was reading. (czyta∏a w tym momencie)
c) had read.
5. Fiona’s hair was in a mess because…
a) she has been sleeping.
b) she was sleeping. (spa∏a)
c) she had been sleeping. (wczeÊniej spa∏a i teraz jej w∏osy
by∏y w nie∏adzie)
4
1. +
2. +
3. I succeed in speaking three foreign languages. – can speak
4. +
5. Eventually they could escape the punishment. – managed to
6. +
112

5 Propozycje:
1. May I sit down here
Sure, go ahead.
2. Can I smoke here
No, you can’t!
3. Could I eat that
Sure, go ahead.
4. May I take the dogs inside
Of course, you may.
6
You aren’t allowed to smoke.
You mustn’t stand up till the aircraft stops.
You mustn’t feed the animals.
You aren’t allowed to trespass.
You mustn’t cheat during the exam.
Candidates aren’t allowed to use dictionaries.
7
1. d. 2. e. 3. f. 4. b. 5. a. 6. c.
8
1. could have been 9. you can’t be
2. might call 10. I might be
3. he could have been 11. she must have taken
4. he can’t have been 12. Robert can’t have been
5. he must have told 13. could have drowned
6. they might not see 14. she could have given
7. he must be 15. he must have been
8. he might not have come
9
1. must 2. should 3. had to 4. have to 5. shouldn’t
6. should (not) have 7. should have 8. should (not) have
10
must have left
could have put
could have taken
might have stolen it
www.wsip.com.pl
can’t have disappeared
must have lost
could have told
11
1. You can’t have seen her.
2. You must have left them on your desk.
3. Something must have happened to her. / She could have
done something.
4. You should have told me.
5. I might have put it somewhere.
Part 2 Vocabulary
1
paranormal – things that happen but can’t be explained by
science
supernatural powers or creatures – powers or creatures that
are connected with magic and can’t be explained by science
mystery – something you can’t understand
alien – creature from another planet
ghost – a dead person whose presence you can see or feel
spirit – a part of a person that continues to live after their
death
poltergeist – a ghost you can’t see that moves the furniture in
the house
haunted – with ghosts
ghostly – making you feel the presence of ghosts
spooky – strange and possibly connected with ghosts
psychic powers – ability to know, do or see things that are
impossible
telepathy – ability to know what someone is thinking
medium – someone that can communicate with ghosts
séance – meeting where medium tries to communicate with
spirits
premonition – feeling that you know something will happen
(often a bad event)
2 Odpowiedzi uczniów
3
1. a) 2. b) 3. b) 4. b) 5. c) 6. a) 7. b) 8. c) 9. a) 10. b)
4
1. thud – thick book falling on the floor
2. boom – thunder
3. creak – rusty hinges
4. scream – a frightened person
5. rustle – leaves
6. howl – wolf
7. snarl – a vampire
8. hiss – snake
9. screech – tyres, car wheels
10. rattle – an old engine, a car body
5
Sunday Monday Tuesday Wednesday
melancholic fed up confused touchy
sentimental bored uncertain enthusiastic
nostalgic moody hopeful thrilled
Thursday Friday Saturday
relaxed rash bitter
calm disappointed suicidal
confident depressed astonished
6
1. terrified of 2. keep his distance from 3. envy 4. get on
well 5. can’t stand 6. have a lot in common 7. amused by
8. very close, trust 9. jealous 10. fear, slightly afraid of
7
1. for 2. by 3. with 4. with 5. for 6. in 7. of 8. of
9. in, with 10. to
8
Graham: surprised
Tom: afraid
Nick: embarrassed
9
1. a) 2. c) 3. a) 4. b) 5. b) 6. a) 7. a) 8. c)
10 Odpowiedzi uczniów
11 Come
1. came up 2. come over 3. come off 4. Come along
5. came across 6. come down 7. came out 8. come up with
Part 3 Reading
1
1. Preferred life in the wild 2. Shunned by human society
3. A “critical period” for socialisation 4. Social behaviour
5. Animal bonds 6. Displays of emotion
113

2
Physical development in feral children – A D E G I
The dietary habits of feral children – B C F H
3
1. F 2. T 3. F 4. F 5. T 6. F 7. T 8. F
Unit 3
Part 1 Grammar
1 Odpowiedzi uczniów
2
1. will stop 2. will be writing 3. will be 4. will you be
doing 5. will answer 6. will forget 7. will be diving 8. will
be giving 9. Will you marry 10. will you be leaving / will
you leave
3
1. will have been living 2. will have fixed 3. will have been
working 4. will have finished 5. will have been married
6. will have spent 7. will have got, will have got 8. will have
read
4
1. after a week: 4 planets (˝eby przebyç drog´ z jednej do
drugiej planety potrzeba 24 godzin. Po pierwszych 24
godzinach podró˝nik dociera do pierwszej planety, zostaje na
niej przez kolejne 24 godziny i podró˝uje dalej, itd.), after a
month : 16 (4 tygodnie w miesiàcu) , after a year: 193 (12
miesi´cy w roku) 2. 144 mln kilometres 3. 7,200,000
kilometres 4. 80 (5 obcych x 16 planet) 5. 19 days
5 A.
2. will you have read 3. will you have been studying
4. will you have been going 5. will you have taken
B. Odpowiedzi uczniów
6
1. Where will you be having lunch
2. What time will you be getting up
3. What will you be visiting
4. Will you be having a meeting…
5. When will you be going shopping
6. When will you be coming back
7
1. We’re going to 2. leaves 3. are you going to
4. is coming 5. are flying 6. will 7. isn’t going to
8. does 9. will do 10. do
8
1. a) 2. b) 3. a) 4. a) 5. c) 6. c) 7. c) 8. c) 9. b)
10. a) 11. c) 12. b)
9
1. What I need is a rest, not another test.
2. It’s because he is so stubborn he doesn’t listen to me.
3. The person responsible for all this is Maya.
4. What I really hate is getting up early.
5. What’s very important in learning a language are good
speaking and listening skills.
6. The person who told her all about me was you.
7. It’s coffee he likes rather than tea.
8. It was when they arrived that everybody started having
a good time.
9. It’s your advice I need, not your money.
10. The person who is always late and never does her
homework is Fiona.
10
1. It’s metal music that Tom listens to. / It’s Tom that listens
to metal music.
2. It’s her wallet Drew is looking for. / It’s Drew that’s
looking for her wallet.
3. It’s next to Bruce that Alice always sits. / It’s Bruce that
Alice always sits next to.
4. It’s motorcycles that Bob talks about all the time. / It’s Bob
that talks about motorcycles all the time.
5. It’s his looks that Greg thinks about all the time. / It’s Greg
that thinks about his looks all the time.
11 Odpowiedzi uczniów
12
1. bus stop 2. lamp light 3. match box 4. book shelf
5. water pipe 6. can opener 7. plastic cup 8. shoe shop
9. university degree 10. wine glass
13
1. key car 2. car keys 3. horse races 4. race horses
5. chocolate milk 6. Milk chocolate 7. oil lamps
8. lamp oil 9. farm animals 10. Animal farms
14 Przyk∏adowe odpowiedzi:
1. man, woman, child, foot, medium, fungus 2. police,
scissors, trousers, troops 3. singular 4. school, class
5. sheep
15
1. a) 2. a) 3. b) 4. b) 5. a) 6. b) 7. b) 8. a) 9. a)
10. b) 11. b) 12. a) 13. a) 14. b) 15. a)
16
shoal of fish
flock of sheep
flock of birds
pack of wolves
pride of lions
herd of cattle
swarm of bees
Part 2 Vocabulary
1
1. a) 2. c) 3. a) 4. c) 5. b) 6. c) 7. b) 8. a) 9. c) 10. b)
2
text 1: experimented, analysing, find out, conducted
numerous experiments, concluded
text 2: experiment, concluded, reacted violently, acid, initial
hypothesis, patent, findings
3
a.5 b.4 c.2 d.7 e.6 f.1 g.3
4
1. geopolitics 2. Astrophysics 3. aeronautical
4. ergonomic 5. Civil 6. cryopreservation 7. cybernetic
8. Genetic
5
1. car 2. camera 3. TV 4. gun 5. tea pot 6. aircraft
6
width – szerokoÊç, tangent – styczna, right angle – kàt prosty,
parallel lines – linie równoleg∏e, diagonal line – przekàtna,
radius – promieƒ, top – wierzcho∏ek, vertical line – linia
114

prostopad∏a, diameter – Êrednica, length – d∏ugoÊç, height –
wysokoÊç, horizontal line – linia pozioma, perpendicular line
– linia pionowa / prostopad∏a, base – podstawa
7
1. loads 2. dozens 3. abundance 4. approximately 180 cm
5. Very little 6. astronomical 7. crumbs 8. trace
8 Odpowiedzi uczniów
9
1g 2k 3h 4j 5b 6e 7a 8c 9m 10d 11f 12i
10
wynik: 36
11
unilateral – relating to, or involving one side
bilateral – involving two fractions, sides
twins – two children born at the same birth
triplets – three children born at the same birth
biannual – happening every two years
annual – happening every year
decade – ten years
centipede – an insect with 100 legs
nanometre – one billionth of a metre
monochromatic – having one colour
tripod – three-legged stand for e.g. a camera
12 Go take
1. Go away 2. taken off 3. gone up 4. gone through
5. take out 6. take after 7. go off 8. take on
9. go together 10. go on
Part 3 Reading
1
1. f. There are 26 vitamins in all, but some of the letters are yet
to be discovered. Finding them all means living forever.
2. a. One horsepower is the amount of energy it takes to drag a
horse 500 feet in one second.
3. g. Genetics explain why you look like your father and if you
don’t why you should.
4. d. Most books now say our sun is a star. But it still knows
how to change back into a sun in the daytime.
5. e. Water freezes at 32 degrees and boils at 212 degrees. There
are 180 degrees between freezing and boiling because there
are 180 degrees between north and south.
6. j. In some rocks you can find the fossil footprints of fishes.
7. i. Clouds are high flying fogs. I am not sure how clouds get
formed. But the clouds know how to do it, and that is the
important thing. Clouds just keep circling around and
around the earth. There is not much else to do.
8. h. Vacuums are nothings. We only mention them to let them
know we know they’re there.
9. b. Talc is found in rocks and on babies.
10. c. Rainbows are just to look at, not to really understand.
2
1. What is the proper age to get married
Eighty-four! Because at that age, you don’t have to work
anymore, and you can spend all your time loving each other
in your bedroom.
Once I’m done with kindergarten, I’m going to find me a
wife!
2. How can one make love endure
Spend most of your time loving instead of going to work.
Don’t forget your wife’s name... That will mess up your love.
3. How does a person decide whom to marry
You flip a coin, and heads means you stay with him and tails
means you try the next one.
4. How can you tell if two adults at a restaurant are in love
Lovers will just be staring at each other and their food will get
cold. Other people care more about the food.
Romantic adults usually are all dressed up, so if they are just
wearing jeans it might mean they used to go out or they just
broke up.
See if the man has lipstick on his face.
5. How do you make a person fall in love with you
Shake your hips and hope for the best.
One way is to take the girl out to eat. Make sure it’s
something she likes to eat. French fries usually works for me.
6. What are most people thinking when they say “I love you”
The person is thinking: Yeah, I really do love him. But I hope
he showers at least once a day.Some lovers might be really
nervous, so they are glad that they finally found the courage and
asked them out and now they can go and eat.
Part 4 Writing
1
2 – 4: yes
5.
considering bioràc pod uwag´; even if nawet jeÊli; however
jednak˝e; although chocia˝; on the one hand z jednej strony;
on the other hand z drugiej strony; firstly po pierwsze;
secondly po drugie; last but not least i w koƒcu, wreszcie;
otherwise w przeciwnym razie; inaczej bowiem; in fact w
rzeczywistoÊci, faktycznie; in addition w dodatku; first of all
przede wszystkim; nevertheless niemniej jednak; whereas
podczas gdy, natomiast; as opposed to w przeciwieƒstwie do
Unit 4
Part 1 Grammar
1 A.
1. hadn’t been eating crisps 2. would’ve gone sailing
3. would you have phoned 4. hadn’t called 5. wouldn’t
have got 6. would it have made
B. Odpowiedzi uczniów
2
historia 1:
If he hadn’t stayed in room 307, he wouldn’t have got the
letter.
If some other Mr Bryson hadn’t stayed in the room, there
wouldn’t have been a mistake.
historia 2:
If Ziegland hadn’t broken off with his girlfriend, she
wouldn’t have committed suicide.
If she hadn’t committed suicide, her brother wouldn’t have
tried to kill Ziegland and he wouldn’t have taken his own life.
If Ziegland hadn’t decided to cut down the tree, he wouldn’t
have died.
3
1. If I hadn’t lent him the money, he wouldn’t have bought
this stupid CD player.
2. If I wasn’t shy, I’d talk to him.
3. I wouldn’t have found out the truth if she hadn’t told me
everything.
4. If she ate less, she wouldn’t have problems with losing
weight.
5. If it was my car, we’d take it.
www.wsip.com.pl
115

6. She could have talked to me if I’d been at home last
night.
7. My mother wouldn’t have got angry if they hadn’t asked her.
8. If he wasn’t so impolite, more people would like him.
9. Things would have been better if we had gone to that
meeting.
10. I’d go if I wanted to.
4 Propozycje:
He wouldn’t be afraid of dogs now if he hadn’t been bitten by
a dog before.
They wouldn’t be here now if they hadn’t missed their train.
If he hadn’t gone skiing, he wouldn’t be in hospital now.
If he had driven more carefully, he wouldn’t be worried now.
5
1. I’d visit 2. it snows 3. If I were you 4. hadn’t made
5. you get 6. If only my father had been there,
7. as soon as you get 8. unless I knew 9. would be
10. wouldn’t have done 11. Will you come 12. He wouldn’t
be able to / He couldn’t do it
6
1. It’s time you had your hair cut.
2. It’s time she went to see the doctor.
3. It’s time I had a long break.
4. It’s time you wrote this essay.
5. It’s time I told him.
6. It’s time Mike visited his grandparents.
7. It’s time we talked about it.
8. It’s time they bought a new washing machine.
9. It’s time you told me what you think.
10. It’s time you took Zoya for a walk.
7
Dziewczyna:
Ch∏opak:
1. I wish I didn’t always meet 1. I wish I knew if she’s the
the wrong guy.
right person.
2. I wish I knew if he likes me. 2. I wish I hadn’t been so
rude to her.
3. I wish I hadn’t gone to that 3. I wish I knew who was that
party with Robert.
guy with her.
4. I wish I had asked him out. 4. I wish I had talked to her
more.
5. I wish he asked me out. 5. I wish I was taller.
6. I wish I wasn’t so naïve. 6. I wish I was more
confident.
8
1c 2f 3g 4d 5h 6b 7e 8a
9
1. Will you be staying longer
2. Who won the match
3. How quickly can you develop pictures for me
4. What are you looking at, Tom
5. Which way did they go
6. What time do you get up
7. What times does the train leave for London
8. What else have you brought with you
9. Should I work more
10. What time would you have arrived if you had set off earlier
11. What would you do if you had a lot of money
12. Is there a decent restaurant on this street
13. What caused the problem
14. Who will be at the meeting
10
1. What about 2. Who for 3. Where to / Who with /
How long for 4. What for 5. Who from
6. How long for 7. Who to 8. Who with
11
1. It is thought that UFOs exist.
2. It is assumed that animals don’t have feelings.
3. It is believed that spilling salt brings bad luck.
4. Prof. Jenkins is considered to be an expert in mathematics.
5. You are supposed to be at school now.
6. Shakespeare is regarded as the best playwright in the
world.
7. Hemingway is recognised as one of the best novelists.
8. The Beatles are seen as the first rock and roll band.
12
The President of the United States is regarded as one of the
most influential people in the world.
Julius Caesar is seen as the greatest of the Roman emperors.
Coco Chanel is recognised as the mother of modern fashion.
Columbus is considered to be the first man to “discover”
America.
Pablo Picasso is reckoned to have the greatest talent of his
generation.
Part 2 Vocabulary
1
A: 1. c) 2. a) 3. b)
B: 1. b) 2. c) 3. a) 4. d)
C: 1. c) 2. a) 3. d) 4. f) 5. b) 6. g) 7. h) 8. e)
2
1. Jews were persecuted in Europe before the 1930’s.
2. Your behaviour is very important, not only what you
believe in.
3. Many people attended yesterday’s mass.
4. It’s not important what I believe.
5. Adam and Eve received God’s instructions on how to live.
6. Theologians have a great knowledge about religion.
7. Many people believe that everything was God’s creation.
3
1. b) 2. c) 3. c) 4. b) 5. a) 6. a) 7. a) 8. a)
4
1. Socialism: are in favour, view, For them, strongly believe
in, convinced
2. Conservatism: as far as this doctrine is concerned,
supporters, advocate, oppose
3. Vegetarianism: principle, views, followers, regard,
unacceptable
4. Pacifism: refuses to accept, are convinced
5. Darwinism: According to, theory
5
1. atheist 2. nationalist 3. agnostic 4. perfectionist
5. pacifist 6. patriot 7. realist 8. idealist 9. racist
10. anarchist
6
1. on 2. in 3. in, of 4. of/about 5. about 6. with, of
7. for, against 8. about 9. to 10. on 11. on 12. to
13. In 14. from 15. to
116

7
1. mature 2. feel my age 3. grown-up 4. twice
5. flies, turned 6. my age 7. minor 8. the youth, the
old/old people 9. passed away 10. by the age of
8. Keep break
1. keep to 2. broken down 3. broke up 4. keep up with
5. broke off 6. keep it to yourself 7. broke into 8. keep up
with 9. Keep off 10. broke down
Part 3 Reading
1
boskoÊç – deity
kaznodzieja – preacher
w∏adze – authorities
zmartwychwsta∏ – was resurrected
podstawy – foundations
wieczny – eternal
wyznania – denominations
rozwija∏y si´ osobno – grew apart
zburzenie – destruction
teolog – theologian
rozproszony, rozrzucony – scattered
uzna∏o za – recognised as
pomi´dzy – among
ekspansja – expansion
biskupi – bishops
2
1.F 2.F 3.T 4. F 5.T 6.F 7.F 8.T
3
1. 33% of the total population
2. Increase in agnostics, atheists, humanists, etc.; minority
religions; new spiritual/religious movements
3. Over 1,000.
4. Fundamentalists, Evangelical, and Mainline.
5. Anyone who follows the teachings of and about Jesus
Christ.
Unit 5
Part 1 Grammar
1
1. A new law has been passed.
2. The window was broken yesterday.
3. Trevor’s bicycle has been stolen.
4. Wait a minute; the food is still being cooked.
5. One hundred new houses are built a month.
6. Is it true that Tom was arrested for speeding
7. When is all this mess going to be cleaned up
8. Our house has been broken into.
9. Will the roof have been finished by tomorrow
10. Parking in the city centre has been banned.
2
1. were told 2. said 3. was this reported 4. was offered
5. will have been pulled down 6. will be opened 7. was
married 8. were you born 9. to be taught 10. says
3
1. We could have avoided this war.
2. Mozart wrote this piece of music.
3. Don’t you remember I told you.
4. bez zmiany
5. bez zmiany
www.wsip.com.pl
6. They have cancelled the meeting.
7. A dog bit me not your cat.
8. bez zmiany
9. Who wrote this poem
10. The police caught Malcolm Gravely in the act when he
was trying to steal the jewellery. (lub bez zmian)
4
1. He hates being looked at.
2. I like being given presents.
3. I remember being told about it.
4. Who doesn’t enjoy being treated like a king or queen
5. I’d love it to be taken there.
6. It’s fun when you are taken to the zoo.
7. I don’t mind being criticised as long as it’s fair.
8. She dislikes being ignored by him.
5
1. She was bought a present. / A present was bought for
Fiona.
2. We were brought some food. / Some food was brought for us.
3. I was sold Dana’s car. / Her car was sold to me.
4. She was offered a drink. / A drink was offered to her.
5. We were taught some maths by Mr Bringle. / Some maths
was taught to us by Mr Bringle.
6. He was presented with a proposal. / A proposal was
presented to him.
6
1. Viewed from the distance, the house looked like a castle.
2. On being told the news, she fainted.
3. Shot at several times, he survived.
4. After being informed about the robbery we called the
police.
5. Unless rebuilt, the house will lose its value.
6. When driven by an experienced driver, the car showed
its real value.
7. Given a chance, I’m going to try my best.
8. Being exposed to sunlight, the picture faded.
9. Being the oldest in the family, he made a speech first.
10. Before being taken to hospital, she had spent a week at
home.
7
1. Mr Truckery was heard to say: “I’ll see you tonight”.
2. He was seen riding a 22 bus.
3. He was seen to take money from a cash point.
4. He was heard to talk to someone on the phone.
5. He was heard singing in the shower, which was very
unusual.
6. He was seen putting his suit on. He’d never worn suits.
7. Mr Truckery was seen to buy flowers.
8. He was seen walking with a young woman.
9. He was seen standing under her balcony.
10. He was seen to kiss her.
8
She had her hair cut.
She had her TV repaired.
They had their room redecorated.
She had her car washed.
They had their house painted.
9
1. She got her bike stolen last week.
2. I’m having my car serviced tomorrow.
117

3. Eric had his tooth pulled out and he can’t eat now.
4. Get your eyes tested, Gary! You can’t see a thing.
5. They had Francoise teach their son French.
6. He lent his jacket to one of his friends and he got it torn.
7. What would you have me do
8. We had the walls painted.
9. Don’t join in their argument or you might get your nose
broken.
10. When are you going to get the picture developed
11. I will have you do it. Is that clear
12. I’m happy that we have the problem solved.
10
1. correct
2. I want to have my hair cutting tomorrow. cut
3. Who this poem was written for Who was this poem…
4. correct
5. Rome wasn’t build in a day. built
6. correct
7. Going for walks is loved by dogs. Dogs love going for
walks.
8. I saw him had waved to us. wave
9. After told us about it, she shouted with joy. telling
10. I had a professional stylist to do one of my hair-dos. do
11
1. I had my tooth taken out yesterday.
2. I bought a present for her.
3. I have to get my CD player repaired.
4. I’m having my car repaired.
5. On being taken home, Pam said something about her
boyfriend.
6. She got her windows all smashed.
7. Who was this song written by
8. I had her do it.
9. The witness is being interviewed.
10. He was seen getting into the car.
12
1. b) 2. a) 3. a) 4. a) 5. b) 6. b) 7. a) 8. c) 9. b)
10. c)
Part 2 Vocabulary
1
it shook the city… – earthquake
the whole area is flooded – flood
terrorists today. It swept…– explosion
and help the starving…– famine
number of diseases…– epidemics
erupted – volcano
The earth trembled. – earthquake
the area has never suffered… – drought
has broken out in…– war
swept through the Key… – hurricane, tornado
happened when a BMW… – accidents
2
1. typhoon 2. victims 3. survivors 4. draught 5.
refugees 6. Typhoid 7. prisoners of war 8. casualties
9. wounded 10. civilians
3 A.
rabies – viral disease of the nervous system…
malaria – attacks of chills and fever spread by mosquitoes,
cholera – sickness, diarrhoea caused by drinking infected…
yellow fever – characterized by fever, vomiting of blood…
B.
SARS
(1) contagious (2) symptoms (3) spreading (4) person-toperson
EHF
(5) viral diseases (6) transmitted (7) infected
(8) Transmission
AIDS
(9) virus (10) infected (11) pass on (12) transmitted
C.
1. virus 2. global outbreak 3. epidemic 4. infected
5. contagious
4
The windscreen is shattered and the door is scratched and
the whole side is dented...
The door won’t lock. This lock is too rusty.
The toilet is blocked, the pipe is leaking and the washing
machine has broken down again.
5
1. a) 2. c) 3. b) 4. a) 5. a) 6. a) 7. c) 8. a) 9. c)
10. c) 11. a) 12. b) 13. b) 14. c) 15. b)
6 Turn left run
1. turned out 2. let me down 3. ran out of 4. turn it
down 5. Let go of me! 6. ran away 7. turned against
8. run into
Part 3 Reading
1
1. F 2. T 3. T 4. T 5. F 6. F 7. T 8. F
2
reduce the number of weapons that a country possesses:
disarm
the central part of a living cell: nucleus
emitted: given off
unusually large, huge: immense
fragments of something destroyed: debris
clouds of fine radioactive particles of dust: fallout
produced: spawned
taken into body: ingested
people who survived: survivors
sickness in the stomach causing vomiting: nausea
evaluated: assessed
the act of dying out: extinction
people in favour of something: proponents
expansion: spread
Unit 6
Part 1 Grammar
1
1. He denied doing it.
2. She added that there was going to be a huge change in her
life.
3. She confessed to not loving him.
4. He boasted about having the best car in the world.
5. He agreed to do it.
6. He protested against going anywhere.
7. She informed her boss that she had quit.
8. He explained how to do it.
9. He warned me not to do it.
10. She complained about the weather and the people.
118

11. She whispered to be quiet.
12. He convinced me to do it.
2 Odpowiedzi uczniów
3 Odpowiedzi uczniów
4 Propozycje:
1. “Where is she” he demanded to know.
2. “Shall we go to the cinema” he suggested.
3. “Sit down!” he ordered.
4. “Don’t touch it,” he forbade me to do it.
5. “I’ll pay you a lot if you go there with me,” he persuaded me.
6. “Come on, hurry up!” he urged me.
7. “But you must go there,” he insisted.
8. “Come on, don’t be afraid,” he encouraged me.
5
1. She wanted to know if Roger could have been informed.
2. He asked if I was allowed to go out during the weekends.
3. They asked if I would have finished by the end of that
week.
4. She asked if he hadn’t told me / didn’t tell me about the
meeting the day before.
5. He wanted to know if I used to have long hair when I was
younger.
6. She asked if I had finished that book she had lent me two
weeks before.
7. She wanted to know if I was from Italy.
8. She needed to know if I was coming or not.
9. He asked me what I was doing when he called me.
10. She wanted to know if I had brought wine.
6 A.
They asked me how I (had) found out about their firm.
He wanted to know what positive attributes I would be
bringing to their firm and where I had worked.
They asked what (had) happened to the cinema job and they
wanted to know why I had had so many different jobs.
B.
They asked me how I (had) found out that their firm was
(had been) hiring.
They asked if I was a teacher and why I was considering
leaving.
They asked me what other positive attributes I would be
bringing to that job.
They also asked about my negative points.
7
1. He said he wouldn’t be able to come the following day.
2. She said I’d better stay there.
3. I denied it was the following day I said the day before.
4. He said he feels/felt sick.
5. You told me you loved me.
6. She said she has/had a dog.
7. She suggested meeting in an hour from now.
8. She said I must have been drunk.
9. They said that place didn’t look good.
10. She said she had to tell me something.
8
1. Would you like a cup of tea
2. Do not take this bus.
3. You are ill, aren’t you
4. The hotel room is awful.
www.wsip.com.pl
5. Don’t sit down.
6. Hurry up!
7. We didn’t break that window.
8. Let’s walk another way.
9. No, I can’t come, I’m busy.
10. You should take some extra lessons before taking your
driving test.
11. The train to Glasgow will be delayed 25 minutes.
12. You could have been killed!
9
Gina: Let’s go for a walk.
Thomas: Well, OK.
Gina: Great, the weather is so lovely…
Thomas: Look, can we go for just half an hour I’m tired.
And you shouldn’t walk for too long. I know your ankle
still hurts.
Gina: OK, half an hour sounds enough.
Gina: Do you love me, Thomas Are you going to marry me
You know, I’m not sure about that and I’m really worried
about our relationship.
Thomas: Gina, honey, everything is all right, and I do love
you very much.
Gina: Why don’t we sit down, there on that bench
Thomas: Sure.
Gina: Listen, will you let me go to teach English for a year in
Somalia
Thomas: I don’t know what to say… Well, what about our
relationship, our love, is it going to last when you’re
away A year seems so long.
Gina: Well then, I’m going home now and you think it over.
10
1. you are 2. Off we go. 3. Up goes the rocket.
4. can we bring him 5. you are 6. did he reveal
7. stood a little wooden house 8. comes my little sister
11
1. Under no circumstances would I agree to his terms.
2. Hardly had I gone outside when it started to rain.
3. Never will I cease to help the poor.
4. Seldom does the moon eclipse the sun.
5. No sooner had I got home than I told him the news.
6. Only when you ask will you know.
7. Little does he realise how serious matters are.
8. Only when I showed him did he notice the sign.
9. Not until she read it in the paper did she know about it.
10. Only yesterday were we informed about their escape.
Part 2 Vocabulary
1
1. nation 2. state 3. home 4. border with 5. citizens
6. domestic 7. left-wing 8. Ministry 9. held 10. voters
11. on 12. vetoes
2
KolejnoÊç wpisywania wyrazów: political, policy, home
affairs, full, executive, legislative, expenditures, heads,
foreign ministers, expansion
3
1. c) 2. b) 3. b) 4. c) 5. b) 6. a) 7. b) 8. c) 9. a)
10. c)
119

4
invade
mug
assault
ambush
retaliate
raid
attack a country, occupy and control it
attack and take money from someone in the
street
attack and hurt someone (crime)
hide and wait for someone and then attack
suddenly
attack someone because they attacked you first
attack a place without warning and cause a lot of
damage
5
be unemployed
look for a job
contact an unemployment agency
look up advertisements for employment
write a CV
apply for a job
have an interview
get the job
sign a contract
work full-time / part-time
do overtime
earn a decent salary
be on leave
not live up to your employer’s expectations
be sacked / fired
6
1. employer 2. employee 3. manager
4. pensioner 5. freelance 6. colleague 7. blue-collar
8. civil servant 9. unemployed 10. broker
7
1. did 2. work 3. takes 4. job 5. task 6. chores
7. duties 8. housework
8. Look put
1. put off 6. put out
2. looked after 7. put up
3. look down on 8. look round
4. Put your toys away 9. look through
5. looking into 10. put me up
Part 3 Reading
1
1.a) 2.b) 3.b) 4.a) 5.c) 6.a)
2
excitement – fuss
replaced – substituted
uncomfortable / strange – awkward
the state of being a leader – leadership
both men and women – mixed-gender
change – switch
careful – cautious
unnecessary – redundant
disturbance – hassle
continuously – constantly
controller – supervisor
especially – notably
stubbornly – adamantly
whole – entire
the state of being aware – awareness
3
follicularly challenged – PC, bald
fat – not PC, overweight
full figured – PC, fat
slow learner – not PC, intellectually disadvantaged
coloured – not PC, depending on a country of origin
drunk – not PC, intoxicated with alcohol
short – not PC, horizontally challenged
poor – not PC, financially disadvantaged
black person – not PC, Afro-American
aesthetically challenged – PC, ugly
financially disadvantaged – PC, poor
retarded – not PC, mentally challenged
crippled – not PC, disabled
Indian – not PC, Native American
old – not PC, advanced in years
4
a. 1. Political correctness uses euphemisms in order not to
offend different groups of people.
2. People with certain problems, ethnic groups, and gender
specific groups.
3. Positive aspects – different people are not offended.
4. Negative aspects – unnatural language, sometimes
funny or bizarre.
b. 1. Yes, it does.
120

Plan wynikowy
Szanowni Paƒstwo!
Oddajemy w Paƒstwa r´ce propozycj´ planu wynikowego do podr´cznika
Open Mind Upper-Intermediate.
Plan wynikowy w sposób zoperacjonalizowany przedstawia wiedz´ i sprawnoÊci, które uczeƒ zdobywa
w trakcie pracy z podr´cznikiem. Ujmuje wi´c on treÊci nauczania pod kàtem konkretnych wyników
osiàganych przez ucznia, a nie – jak to czyni rozk∏ad materia∏u – z punktu widzenia zakresu materia∏u
zawartego w podr´czniku.
Plan wynikowy powinien uwzgl´dniaç nie tylko za∏o˝enia realizowanego materia∏u, ale te˝ przyj´te
systemy oceniania: wewnàtrzszkolny i przedmiotowy oraz specyfik´ grupy i styl pracy nauczyciela.
Dlatego te˝ niniejsza propozycja mo˝e si´ dla Paƒstwa okazaç bazà do tworzenia w∏asnych planów
wynikowych dostosowanych do Paƒstwa potrzeb.
Proponowany tu plan wynikowy dzieli wymagania na podstawowe i ponadpodstawowe. SprawnoÊci
oznaczone gwiazdkà (*) odnoszà si´ do çwiczeƒ przygotowujàcych uczniów do zadaƒ maturalnych.
Aby uzyskaç poszczególne oceny, uczeƒ powinien spe∏niç wymagania podstawowe i/lub ponadpodstawowe
w nast´pujàcym stopniu:
ocena wymagania podstawowe wymagania ponadpodstawowe
dopuszczajàca co najmniej 50%
dostateczna co najmniej 75%
dobra co najmniej 75% co najmniej 50%
bardzo dobra co najmniej 75% co najmniej 75%
Mamy nadziej´, ˝e proponowany przez nas plan wynikowy pomo˝e Paƒstwu w planowaniu w∏asnej
pracy. ˚yczymy satysfakcji w pracy z podr´cznikiem Open Mind.
Wydawnictwa Szkolne i Pedagogiczne
Spó∏ka Akcyjna
www.wsip.com.pl
121

122
Rozdział
Treści
programowe
Wymagania programowe
Kultura; ścieżki
podstawowe ponadpodstawowe międzyprzedmiotowe
Uczeń:
Matura
UNIT 1
Society
• Czasy Present
Simple i Continuous;
Present Perfect
i Present Perfect
Continuous; Past Simple
i Past Continuous;
Past Perfect – powtórzenie.
• Zna większość słownictwa z rozdziału 1.
• Uzupełnia zdania, wybierając właściwą z podanych
form czasownikowych.
• Łączy nazwy czasów z przykładami ich użycia i formami.
• Łączy podane wyrazy z definicjami ich znaczeń.
• Poprawnie wymawia przymiotniki z końcówką -able.
• Uzupełnia krzyżówkę antonimami podanych wyrazów.
• Z podanych zestawów po cztery przymiotniki wybiera
po jednym nie pasującym.
• Określa, które z podanych przymiotników opisują
wzrost, które włosy, oczy, a które budowę i wagę ciała.
• Odpowiada na ankietę o zachowaniu przy poznawaniu
nowych osób.
• Opisuje osoby przedstawione na obrazkach.
• Na podstawie przeczytanego fragmentu tekstu o mowie
ciała łączy dane przestawione na wykresie z jego opisem.
• Na podstawie kolejnego fragmentu – o kontakcie wzrokowym
– wskazuje właściwe obrazki.
• Łączy wyrazy wyróżnione w pozostałej części tekstu
z podanymi znaczeniami (i wymową).
• Odpowiada na pytania wielokrotnego wyboru i łączy je
z odpowiednimi częściami przeczytanego tekstu
o mowie ciała.
• Łączy otrzymane opisy osób z właściwymi obrazkami
i odnajduje w nich błędy.
• Odpowiada na podane pytania dotyczące osób na obrazkach.
• W oparciu o podane przykłady odpowiada na pytania
o znaczenie emfatycznego użycia do i does.*
• Łączy podane przykłady emfatycznego użycia do i does
z podanymi sytuacjami.*
• Łączy fragmenty czytanego tekstu z podanymi nagłówkami.
• Uzupełnia luki w tekście wstawiając właściwe z podanych
wyrazów.*
• Odpowiada na pytania do przeczytanego tekstu.*
• Na podstawie wysłuchanego wywiadu ze specjalistą
w dziedzinie mody wskazuje tematy, które zostały
w nim poruszone.*
• W oparciu o wysłuchany wywiad wskazuje wśród podanych
zdań zdania nieprawdziwe.*
• Posługuje się słownictwem z rozdziału
1.
• W oparciu o ankietę uzyskuje
i udziela informacji dotyczących
zawartych w niej pytań.
• Mówi o zachowaniach niedopuszczalnych
przy poznawaniu nowych osób.
• W oparciu o podane przymiotniki
charakteryzuje osobę, która łatwo
nawiązuje kontakty i osobę, która nie
radzi sobie w kontaktach z ludźmi.
• W rozmowie wyraża swoją opinię
o osobach przedstawionych na obrazkach.
• Uzupełnia podane zdania emfatycznymi
formami czasowników i kontekst,
w którym każde z nich zostało wypowiedziane.*
• Odgaduje, czego dotyczy przeczytany
tekst (o modzie), tłumaczy wybrane
jego fragmenty i odpowiada na pytania
o znaczenie podanych zdań
z tekstu.*
• Rozmawia z kolegą o modzie i jego
stosunku do mody.*
• Uzupełnia zdania wyrazami, z których
niektóre są podane.*
• W podanych zdaniach poprawia
błędy w użyciu czasów.
• Ocenia, które z podanych słów opisują
uczucia prowadzące do szczęścia
w rodzinie, a które nie.
• Mówi o typowej polskiej rodzinie.
• Poprawia błędy w rozmowie matki
zaginionego chłopca z policją.
• Tworzy formy imiesłowowe od podanych
czasowników.*
• Uzupełnia zdania imiesłowami utworzonymi
od podanych czasowników.*
• Monarchia brytyjska; dynastie
i władcy.
• W oparciu o wysłuchany tekst
o umawianiu się na randkę
przez internet wyszukuje
wskazane informacje i odpowiada
na pytania prawda/fałsz.
• Odpowiada na pytania wielokrotnego
wyboru do przeczytanego
tekstu o wyglądzie
i zaburzeniach łaknienia.
• Prowadzi rozmowę o modelu
rodziny i jej roli we współczesnym
świecie.

www.wsip.com.pl
• Uzupełnia zdania, wstawiając podane czasowniki we
właściwym czasie.
• Łączy poszczególne fragmenty przeczytanego tekstu
o cierpieniach, do których doprowadziła moda, z właściwymi
ilustracjami.
• Wstawia wyrażenia związane z rodziną we właściwe
luki w tekście.
• Odpowiada na pytania prawda/fałsz do czytanego tekstu
o liczebności rodzin.
• Przypisuje podane wykresy do właściwych fragmentów
tekstu.
• Odpowiada na pytania do wysłuchanego tekstu o ucieczce
dziecka z domu.
• Łączy podane zwroty z ich wyjaśnieniami i podaje, do
których postaci występujących w tekście się odnoszą.
• Słuchając tekstu o zaginionym dziecku, uporządkowuje
chronologicznie wydarzenia.
• Uzupełnia zdania, wstawiając podane wyrazy we właściwej
formie.
• Uzupełnia tekst, wstawiając podane czasowniki we właściwej
formie.
• Rozwiązuje kwiz wiedzy o monarchii brytyjskiej.
• Słuchając rozmowy o monarchii brytyjskiej, łączy
podane stwierdzenia z osobami, które je wypowiedziały.
• Łączy podane czasowniki złożone z get ze zwrotami
o podobnym znaczeniu.
• Łączy podane czasowniki złożone z get z rzeczownikami,
z którymi się łączą.
• Łączy podane czasowniki złożone z give z ich synonimami.
• Uzupełnia zdania podanymi czasownikami złożonymi z give.
• Określa, jaką częścią mowy są podane
wyrazy i uzupełnia nimi zdania.
• Pisze dziennik osoby, która uciekła
z domu, opisując napotkanych ludzi,
swoje czynności i uczucia.
• Uporządkowuje nazwy dynastii brytyjskich
w porządku chronologicznym.
• Łączy władców brytyjskich z datami
ich panowania i faktami z ich życia.
• Łączy podane słowa związane
z monarchią z ich definicjami;
uzupełnia tymi słowami podany
tekst, a następnie sprawdza poprawność
swoich odpowiedzi, wysłuchując
nagrania.
• W podanych zdaniach poprawia
błędy w użyciu czasowników z get.
• Uzupełnia zdania właściwymi
czasownikami złożonymi.
• Wyszukuje dodatkowe przykłady
czasowników złożonych z get i give.
123
UNIT 2
Mystery
• Czasy Past Perfect
i Past Perfect
Continuous.
• Użycie czasowników
modalnych
z perfect infinitive.
• Zna większość słownictwa z rozdziału 2.
• Używając podanych wyrazów, tworzy zdania w czasach
Present Perfect i Present Perfect Continuous.
• W podanych zdaniach wstawia czasowniki we właściwej
formie.
• Przypisuje podane słowa związane ze zjawiskami nadprzyrodzonymi
do właściwych kategorii znaczeniowych.
• Uzupełnia zdania podanymi wyrazami.
• Przypisuje części czytanego tekstu do opisywanych
w nich zjawisk nadprzyrodzonych.
• Korzystając z podanych informacji, mówi o tajemniczych
zjawiskach nadprzyrodzonych.
• Posługuje się słownictwem z rozdziału
2.
• Wyszukuje w Internecie dodatkowe
informacje na temat wybranego
zjawiska nadprzyrodzonego i relacjonuje
uzyskane informacje klasie.
• Pisze artykuł o wybranym zjawisku.
• Pisze opowiadanie o lądowaniu UFO
na Ziemi.
• W liście do kolegi opisuje spotkanie
z człowiekiem o nadprzyrodzonych
zdolnościach.
• Dzieci wychowane przez zwierzęta.
• Stonehenge.
• Brytyjskie duchy.
• Układa fragmenty czytanego
tekstu we właściwej kolejności.
• Dopasowuje nagłówki do poszczególnych
części czytanego
tekstu.

124
Rozdział
Treści
programowe
Wymagania programowe
Kultura; ścieżki
podstawowe ponadpodstawowe międzyprzedmiotowe
Uczeń:
Matura
• Na podstawie obrazka odgaduje treść tekstu (o kręgach
w zbożu) zanim go przeczyta, po czym weryfikuje swoje
przypuszczenia, czytając początkowy akapit tekstu.
• W pozostałej części tekstu odgaduje z kontekstu
znaczenie zaznaczonych słów i wybiera ich synonimy
spośród podanych opcji.
• Odpowiada na pytania do tekstu.
• Identyfikuje osoby wypowiadające się w nagraniu
o kręgach w zbożu.
• Łączy podane wypowiedzi z właściwymi osobami.
• Spośród podanych wyrazów wybiera jeden, który nie
jest synonimem podanego przymiotnika.
• Zapisuje po dwa synonimy do podanych przymiotników.
• Spośród podanych przymiotników wybiera te, które opisują
odczucia wywołane przez usłyszane w nagraniu dźwięki.
• Łączy nagrane dźwięki z rzeczownikami, które je określają.
• Uzupełnia czytany tekst o dziewczynce wychowanej
przez wilki, wstawiając podane zdania we właściwe luki.
• Na podstawie przeczytanego tekstu poprawia błędy
w podanych zdaniach.
• Uzupełnia luki w czytanym tekście o chłopcu wychowanym
przez szympansy, wstawiając właściwą z podanych
form czasownika.
• Uzupełnia podane zdania dotyczące przeczytanego tekstu,
wstawiając czasowniki we właściwej formie.
• Porównuje dwie przeczytane historie dzieci wychowanych
przez zwierzęta, uzupełniając tabele właściwymi
informacjami z tekstu.
• Uzupełnia zdania, wstawiając podane czasowniki w formie
czasu Past Perfect Continuous.*
• Uzupełnia zdania, wstawiając podany czasownik w czasie
Past Perfect Simple lub Past Perfect Continuous.*
• Przed wysłuchaniem wywiadu o dzieciach wychowywanych
przez zwierzęta uzupełnia luki w podanym tekście,
po czym sprawdza swoje odpowiedzi, słuchając nagrania.
• Z rozsypanych wyrazów tworzy pytania zadane w dalszej
części tekstu i uporządkowuje pytania w kolejności,
w jakiej występują w nagraniu.
• W rozmowie z kolegą wypowiada
swoje zdanie na temat kręgów
w zbożu i różnych przypuszczeń
dotyczących ich pochodzenia.
• W dyskusji decyduje, co należy
zabrać z Ziemii do nowej kolonii na
innej planecie, gdyby Ziemi groziło
zniszczenie.
• Rozmawia o odczuciach wywołanych
przez podane sytuacje.
• Formułuje zasady użycia czasów Past
Perfect i Past Perfect Continuous
poprzez: identyfikację form czasów
w podanych zdaniach, wybranie
poprawnych zdań w podanych parach,
zestawienie użycia czasów Past Perfect
Simple i Past Perfect Continuous.*
• Na podstawie przeczytanego tekstu
uzupełnia zdania właściwymi formami
czasów Past Perfect i samodzielnie
je kończy.*
• Formułuje zasady użycia czasowników
modalnych z perfect infinitive poprzez:
identyfikację form gramatycznych, łączenie
zdań i dopisywanie właściwych
struktur do podanych sytuacji.*
• W podanych zdaniach poprawia błędy
w użyciu czasowników modalnych.*
• Wskazuje formy czasowników modalnych,
których należy użyć w podanych
sytuacjach.
• Przepisuje podane zdania z czasownikami
modalnymi i perfect infinitive,
używając strony biernej.
• W oparciu o obrazki, do podanych
przymiotników dopisuje przymiotniki
o silniejszym znaczeniu (np. great –
awesome).
• Łączy podane stwierdzenia ze
zjawiskami opisanymi w wysłuchanym
tekście.
• Rozmawia o znanych sobie tajemniczych
zjawiskach i wydarzeniach,
różnych postawach
ludzi wobec nich, o roli mediów
w rozwiązywaniu tych
tajemnic i o własnym do nich
stosunku.
• Parafrazuje zdania, używając
czasowników złożonych.
• Używa właściwych przymiotników
do opisania uczuć osób
opisanych w tekście o nastolatkach,
którzy uciekli z domu.
• Wykorzystując informacje
z przeczytanej wiadomości
e-mail, opisuje historię ucieczki
nastolatka z domu – używa
znanych sobie czasów przeszłych
i słów wyrażających
uczucia.

www.wsip.com.pl
• Słuchając wywiadu ponownie, robi notatki i udziela
odpowiedzi na pytania.
• Uzupełnia podane zdania, wstawiając czasowniki we
właściwym czasie: Past Simple, Past Perfect Simple
lub Past Perfect Continuous.
• Uporządkowuje przeczytane fragmenty dwóch historii
o duchach.
• Z przeczytanych historii wypisuje występujące w nich
zjawiska paranormalne.
• Na podstawie przeczytanego fragmentu przewiduje treść
historii o duchach i weryfikuje swoje przewidywania,
czytając dalsze fragmenty opowiadań.
• Korzystając z podanych wskazówek, opisuje przedstawione
w nagraniu wydarzenia.
• Używając właściwych czasowników modalnych, wyraża
swoją opinię o przedstawionych w nagraniu wydarzeniach.
• Po przeczytaniu tekstu o ofiarach pożaru, poprawia błędy,
opierając się na wysłuchanej innej wersji historii.
• Uzupełnia podane zdania, wstawiając właściwe formy
czasowników modalnych i perfect infinitive.
• Korzystając z podanych wyrazów, reaguje na podane sytuacje,
używając czasowników modalnych i perfect infinitive.
• Łączy sytuacje na obrazkach z właściwymi imiesłowami
opisującymi uczucia.
• Uzupełnia zdania, wybierając spośród czterech podanych
właściwy imiesłów.
• Uzupełnia tabelę formami bezokolicznika, imiesłowu
czynnego lub biernego.
• Po przeczytaniu informacji o duchach w Wielkiej Brytanii,
uzupełnia tabelę.
• Po przeczytaniu pięciu akapitów o różnych duchach wskazuje,
o którym z nich jest mowa w wysłuchanym nagraniu.
• Po przeczytaniu pierwszego akapitu tekstu o Stonehenge
wskazuje, które z podanych zdań są prawdziwe.*
• Po przeczytaniu reszty tekstu o Stonehenge łączy podane
liczby z wymienionymi w tekście informacjami.*
• Na podstawie kontekstu opisanych sytuacji wybiera jedno
z dwóch podanych znaczeń czasowników złożonych z come.
• Korzystając z podanych informacji,
relacjonuje teorie powstania
Stonehenge i dyskutuje o ich wiarygodności.
• Podaje własne przykłady użycia
czasowników złożonych z come
w zdaniach.
• Wyszukuje kolejne czasowniki
złożone z come.
125
Revision 1
• Utrwalenie wiadomości
z rozdziałów
1 i 2.
• W ćwiczeniu wielokrotnego wyboru uzupełnia zdania
wybierając właściwe formy gramatyczne.
• Uzupełnia zdania właściwymi czasownikami modalnymi.
• Uzupełnia zdania, wstawiając podane czasowniki we
właściwej formie.

126
Rozdział
Treści
programowe
Wymagania programowe
Kultura; ścieżki
podstawowe ponadpodstawowe międzyprzedmiotowe
Uczeń:
Matura
• Parafrazuje podane zdania, używając podanych
czasowników modalnych.
• Uzupełnia zdania, tłumacząc ich fragmenty na język angielski.
• Uzupełnia zdania właściwymi słowami (odgadniętymi
na podstawie kontekstu oraz sygnalizowanej kreskami
liczbie liter i podanych pojedynczych literach).
• Uzupełnia zdania, wybierając właściwe z podanych
słów. Czytając dwa teksty o dzieciach żyjących wśród
dzikich zwierząt, uzupełnia luki podanymi zwrotami.
• Wskazuje, do którego z tekstów odnoszą się wymienione
informacje.
• Odpowiada na pytania prawda/fałsz do wysłuchanego
tekstu o nastolatkach, którzy uciekli z domu.
UNIT 3
Science
• Sposoby wyrażania
przyszłości.
• Czasy Future
Perfect i Future
Perfect Continuous.
• Zdania względne.
• Zdania cleft
sentences.
• Zna większość słownictwa z rozdziału 3.
• Łączy nazwy struktur wyrażających czynności przyszłe
z ich formami i sytuacjami, w których są używane.
• Wybiera właściwe objaśnienia podanych przykładów
struktur wyrażających czynności przyszłe.
• Uzupełnia zdania, wstawiając podane czasowniki we
właściwej formie wyrażającej przyszłość.
• Zapisuje nazwy nauk związanych z podanymi wyrazami.
• Uzupełnia zdania, wstawiając podane wyrazy w odpowiednie
luki.
• Łączy opisy zjawisk fizycznych z przedstawiającymi je
obrazkami.
• Łączy podane terminy geometryczne z ilustrującymi je
rysunkami.
• Uzupełnia tabele, wpisując czasowniki i rzeczowniki
opisujące podane działania matematyczne.
• Czyta podane ułamki.
• Uzupełnia luki w tekście o zwierzętach biorących udział
w eksperymentach naukowych, wpisując nazwy gatunków
lub imiona.
• Odpowiada na pytania do przeczytanego tekstu.
• Parafrazuje podane zdania używając zdań względnych
i cleft sentences.*
• Posługuje się słownictwem
z rozdziału 3.
• Rozwiązuje podane przykłady matematyczne,
opisując wykonywane
działania.
• Rozwiązuje podane zadania i opisuje,
w jaki sposób je rozwiązał.
• Opisuje otrzymane kształty tak, aby
kolega mógł je narysować.
• W grupach dyskutuje o etyczności
eksperymentów z udziałem zwierząt.
• Do podanych zdań cleft sentences
dopasowuje właściwe komentarze
wyjaśniające ich znaczenie.*
• Parafrazuje podane zdania, używając
cleft sentences. *
• Na podstawie podanych przykładów
formułuje zasady użycia wyjątkowych
przypadków liczby mnogiej
rzeczowników.*
• W oparciu o podane przykłady wyszukuje
kolejne przykłady rzeczowników
pochodzenia łacińskiego i greckiego
zakończonych na -um/-a i -is/-es.*
• Matematyka i fizyka.
• Perspektywy i dylematy
współczesnej medycyny.
• Podbój kosmosu.
• Wynalazki i wynalazcy.
• Uzupełnia luki w tekście wybranymi
z podanych zdań.
• Rozmawia o eksperymentach
z udziałem zwierząt, alternatywach
dla nich i wyraża swoją
opinię o nich.*
• Rozmawia o masowych podróżach
kosmicznych, ich celowości,
ograniczeniach i perspektywach.*
• Pisze zaproszenie na konferencję
na temat postępu w nauce.
• W rozprawce wypowiada się,
czy cierpienie zwierząt w eksperymentach
naukowych jest
uzasadnione, czy nie.*
• Pisze opowiadanie opisujące
podróż kosmiczną.*

www.wsip.com.pl
127
• Parafrazuje zdania względne, używając bezokoliczników.*
• Grupuje podane rzeczowniki złożone ze względu na
części mowy ich elementów składowych.
• Łączy podane rzeczowniki tworząc rzeczowniki złożone.
• Z podanych rzeczowników tworzy rzeczowniki złożone
i dopasowuje je do definicji.
• Na podstawie podanych definicji z podanych słów tworzy
rzeczowniki złożone z trzech elementów.
• Uzupełnia zdania właściwymi rzeczownikami złożonymi.
• Uzupełnia podane zdania, wstawiając czasowniki
w formie liczby pojedynczej lub mnogiej w zależności
od użytych w nich rzeczowników.*
• Wskazuje główną myśl przeczytanego tekstu o pracach
nad cyborgami.*
• Uzupełnia przeczytany tekst, wstawiając podane zdania
we właściwe luki.*
• W oparciu o podany model opisuje znaczenie prac,
o których czytał w tekście.*
• W wysłuchanym nagraniu wychwytuje informacje opisane
w czytanym tekście.*
• Odpowiada na pytania wielokrotnego wyboru do wysłuchanej
rozmowy o pracach nad cyborgami.*
• Po wysłuchaniu rozmowy o przyszłości, określa, czego
dotyczą zdania wypowiedziane przez postaci biorące
udział w rozmowie.
• Uzupełnia zdania, wstawiając podane czasowniki we
właściwej formie czasu Future Perfect Simple lub
Future Perfect Continuous.
• Odpowiada na pytania do wysłuchanego fragmentu
tekstu o turystyce kosmicznej.
• Odpowiada na pytania prawda/fałsz do pozostałej części
tekstu i poprawia błędne stwierdzenia.
• Parafrazuje zdania z poprzedniego ćwiczenia, używając
właściwych czasów przyszłych.
• W oparciu o wysłuchany tekst uzupełnia luki w podanych
zdaniach.
• Uzupełnia zdania, wybierając właściwą z czterech podanych
form gramatycznych.*
• Łączy początki zdań z czasami przyszłymi z właściwymi
zakończeniami.*
• Na podstawie wysłuchanego dialogu łączy słowa pytające
z właściwymi odpowiedziami, po czym uzupełnia pytania.
• Wyraża swoją opinię na temat
opisanego w tekście eksperymentu
na zwierzętach.*
• Przedstawia swoją wizję przyszłości.
• W oparciu o podane przykłady
użycia czasów Future Perfect Simple
i Future Perfect Continuous, formułuje
zasady użycia tych czasów.
• Uzupełnia zdania, wstawiając podane
czasowniki we właściwej formie
czasu przyszłego.
• Korzystając z podanych informacji,
odgrywa role w kosmicznej agencji
turystycznej.
• W rozmowie przedstawia swoją
wizję przyszłości.*
• Wyszukuje dodatkowe informacje
o wybranym wynalazcy.
• W podanej tabeli dopasowuje nazwiska
wynalazców, miejsca i daty oraz
opisy działalności. Następnie weryfikuje
swoje odpowiedzi słuchając nagrania.*
• Wyszukuje dodatkowe informacje
o brytyjskich i amerykańskich kobietach-naukowcach.*
• W wysłuchanym tekście szuka
nowych informacji o wynalazcach
(J. Watt, M. Faraday, I. Newton).*
• Wyszukuje kolejne przykłady czasowników
złożonych z go i take.

128
Rozdział
Treści
programowe
Wymagania programowe
Kultura; ścieżki
podstawowe ponadpodstawowe międzyprzedmiotowe
Uczeń:
Matura
• Wyraża swoją opinię i przewiduje treść dalszej części
nagrania, po czym weryfikuje swoje przypuszczenia,
słuchając nagrania.
• Łączy podane nagłówki z odpowiednimi fragmentami
tekstu.*
• Na podstawie przeczytanego tekstu dopisuje przewidywane
daty do podanych przyszłych wydarzeń.*
• Łączy cytaty dotyczące wynalazków z osobami, które je
wypowiedziały.
• Czytając krótkie opisy, odgaduje, czego każdy z nich
dotyczy, a następnie łączy każdy z wynalazków z nazwiskiem
wynalazcy.
• Uzupełnia luki w czytanym tekście o wynalazkach,
wstawiając ich nazwy.
• Na podstawie przeczytanego tekstu łączy podane
nazwiska wynalazców z ich osiągnięciami.
• Na podstawie podanych przykładów określa znaczenia
czasowników złożonych z go i take.
• Uzupełnia zdania, wstawiając podane czasowniki złożone
z go i take.
UNIT 4
Beliefs
• Wyrażenie It’s
thought that.
• Pytania.
• Trzeci okres warunkowy.
• Mieszane okresy
warunkowe.
• Wyrażenia It’s high
time i I’d rather/I’d
prefer.
• Zna większość słownictwa z rozdziału 4.
• Łączy przykłady użycia zdań warunkowych z ich
nazwami i wzorami form gramatycznych.
• Uzupełnia zdania w okresach warunkowych, wstawiając
podane czasowniki we właściwych formach.
• Parafrazuje podane zdania, używając wish i if only.
• Łączy podane słowa pytające z właściwymi odpowiedziami,
po czym uzupełnia pytania.
• Poprawia błędy w podanych pytaniach.
• Łączy przykłady pytań z wyjaśnieniami zasad tworzenia
pytań.
• Uzupełnia zdania formami utworzonymi od podanych słów.
• Uzupełnia zdania, wybierając właściwe z podanych słów.
• Łączy podane słowa z trzema głównymi religiami świata.
• Odpowiada na pytania prawda/fałsz dotyczące judaizmu
przed przeczytaniem tekstu i ponownie, zapoznawszy
się z jego treścią.*
• Posługuje się słownictwem
z rozdziału 4.
• Tworzy zdania warunkowe odpowiednie
do podanych sytuacji.
• Rozwiązuje kwiz wiedzy o religiach
świata i w rozmowie z kolegą sprawdza
swoje odpowiedzi.
• Dopasowuje struktury w stronie biernej
wyrażające wierzenia i przekonania
(np. It’s thought that...) i zasady
ich użycia, a następnie używa ich
w parafrazach zdań.*
• Uzupełnia zdania w stronie biernej,
korzystając z informacji uzyskanych
z nagrania.
• Judaizm, islam, buddyzm.
• Henryk VIII.
• Purytanie.
• Uzupełnia luki w tekście
o buddyzmie, wybierając jedną
z czterech podanych form.*
• Odpowiada na pytania prawda/fałsz
do przeczytanego tekstu.*
• Z podanych zestawów trzech
zdań wybiera te, które najlepiej
podsumowują wysłuchane
opinie.
• Łączy podane zdania z postaciami
nagrania, do których się
odnoszą.

www.wsip.com.pl
• W przeczytanym tekście odnajduje wyrazy o podanym
znaczeniu.*
• Na podstawie przeczytanego tekstu uzupełnia zdania,
wstawiając właściwe formy leksykalne utworzone od
podanych słów.*
• Słuchając wywiadu o islamie, uporządkowuje podane
pytania w kolejności, w jakiej zostały zadane.
• Słuchając dialogu, odpowiada na pytania.
• Ponownie słuchając dialogu, zaznacza, które z podanych
zdań nie zostały w nim użyte.
• Łączy części pytań dotyczących wierzeń i obyczajów na
świecie ze sferami życia, których dotyczą, a następnie
wybiera właściwą odpowiedź dla każdego z nich.
• Uzupełnia pytania dotyczące wierzeń i obyczajów na
świecie, wstawiając podane słowa we właściwej formie,
po czym w rozmowie z kolegą zadaje pytania i udziela
odpowiedzi, korzystając z podanych informacji.
• Na podstawie przeczytanej i wysłuchanej anegdoty
o nieporozumieniu kulturowym wybiera właściwą odpowiedź
na podane pytanie.
• Odpowiada na pytania prawda/fałsz do przeczytanego
tekstu o różnicach kulturowych między Chinami i kulturą
zachodnią.
• Z podanych wyrazów tworzy pytania i udziela odpowiedzi
w oparciu o nagranie.
• Mówi, jak zachowałby się, gdyby zadano mu pytania z poprzedniego
ćwiczenia. W rozmowie z kolegą próbuje odgadnąć
powody, dla których Brytyjczyk mógłby je zadać.
• Łączy podane czasowniki i przyimki, a następnie używa
utworzonych wyrażeń do uzupełnienia zdań.
• Uzupełnia podane zestawy wyrażeń słowami mind,
support i view i uzupełnia nimi podane zdania.
• Na podstawie dwóch przeczytanych tekstów o zbiegach
okoliczności, uzupełnia podane zdania tworząc mieszane
okresy warunkowe.*
• Słuchając wypowiedzi sześciorga młodych ludzi, łączy
pytania z postaciami, które udzielają na nie odpowiedzi.
• Ponownie słuchając nagrania uzupełnia podane zdania.
• Udziela informacji o sobie, odpowiadając na pytania
podane w zadaniu na słuchanie.
• Uzupełnia trzy przeczytane dowcipy, wybierając dla
każdego właściwą z podanych point.
• W rozmowie w grupie trzyosobowej
uzyskuje informacje o punkcie widzenia
kolegów na podane tematy
i przedstawia je reszcie klasy.*
• Pracując z kolegą poprawia błędy
w obwieszczeniach z różnych miejsc
publicznych i próbuje odgadnąć
przyczyny ich powstania.*
• Na podstawie podanych przykładów
formułuje zasady tworzenia mieszanych
zdań warunkowych.*
• Parafrazuje podane zdania, tworząc
mieszane okresy warunkowe.
• Tworzy zdania w mieszanych
okresach warunkowych w oparciu
o wysłuchany tekst.*
• Rozmawia o trudnościach, jakie
spotykają w codziennym życiu
starsi ludzie i o sposobach złagodzenia
ich.
• W podanych sytuacjach reaguje poprawnie
używając zwrotów It’s high
time..., I’d rather/I’d prefer.
• Pisze rozprawkę na wybrany temat
dotyczący problemów związanych
z wiekiem.*
• Relacjonuje konflikt Henryka
VIII z Kościołem Katolickim.*
• Słuchając nagrania, robi notatki
o każdej z żon Henryka VIII.*
• Szuka dodatkowych informacji
o Purytanach i ich znaczeniu
dla Amerykanów.*
• Wyszukuje kolejne przykłady czasowników
złożonych z keep i break.
• W liście do angielskiej koleżanki
opisuje polskie zwyczaje.
• W liście do znajomego opisuje
członków swojej rodziny.
• Pisze rozprawkę nt. Czy Polska
jest krajem tolerancyjnym
• Pisze opowiadanie kończące
się podanymi słowami.
• W opowiadaniu opisuje niezwykły
zbieg okoliczności.
129

130
Rozdział
Treści
programowe
Wymagania programowe
Kultura; ścieżki
podstawowe ponadpodstawowe międzyprzedmiotowe
Uczeń:
Matura
• Łączy podane przymiotniki określające cechy osobowości
z postaciami z dowcipów.
• Określa główną ideę wysłuchanych tekstów, a następnie łączy
podane fakty z nagraniami, w których jest o nich mowa.
• Łączy podane przykłady użycia zwrotów It’s high
time..., I’d rather/I’d prefer z sytuacjami, w których
mogą być użyte.*
• Odgaduje odpowiedzi na pytania prawda/fałsz dotyczące
tekstu o Henryku VIII, po czym sprawdza poprawność
swoich odpowiedzi, czytając tekst.*
• Odpowiada na pytania do wysłuchanego tekstu.
• Łączy wydarzenia z życia Henryka VIII z właściwymi
datami.*
• Odpowiada na pytania do przeczytanego tekstu
o Ojcach Założycielach.
• Podaje, co oznaczają wymienione zwroty.
• Uzupełnia zwroty czasownikami złożonymi z keep, wstawiając
w luki właściwe z podanych słów.
• Łączy czasowniki złożone z keep z ich polskimi odpowiednikami.
• Uzupełnia zdania właściwymi czasownikami złożonymi
z keep.
• Łączy czasowniki złożone z break z ich polskimi odpowiednikami.
Revision 2
• Utrwalenie wiadomości
z rozdziałów
3 i 4.
• W ćwiczeniu wielokrotnego wyboru uzupełnia zdania,
wybierając właściwe formy gramatyczne.
• Uzupełnia zdania formami typu It’s high time..., I’d
rather/I’d prefer.
• Uzupełnia zdania, wstawiając podane czasowniki we
właściwej formie.
• Parafrazuje podane zdania, używając podanych słów.
• Uzupełnia zdania, tłumacząc ich fragmenty na język
angielski.
• Uzupełnia zdania właściwymi słowami (odgadniętymi
na podstawie kontekstu oraz sygnalizowanej kreskami
liczbie liter i podanych pojedynczych literach).
• W podanych zdaniach zastępuje
czasowniki proste czasownikami
złożonymi.
• Pisze pocztówkę z wakacji
na Marsie, uwzględniając wskazane
informacje.
• Wypełnia kwestionariusz osobowy
członka programu kosmicznego.

www.wsip.com.pl
• Uzupełnia zdania, wybierając właściwe z podanych
wyrażeń.
• Dopasowuje tytuły do czterech wysłuchanych historii.
• Na podstawie wysłuchanego nagrania z podanych
stwierdzeń wybiera prawdziwe.
• Na podstawie wysłuchanej historii uzupełnia podany tekst.
• Uzupełnia luki w czytanym tekście, wybierając właściwe
z podanych zdań.
• Odpowiada na pytania do przeczytanego tekstu, wybierając
odpowiedź tak, nie, nie wiem.
131
UNIT 5
Disaster
• Strona bierna.
• Have/get something
done.
Have somebody do
something.
• Zna większość słownictwa z rozdziału 5.
• Rozpoznaje struktury strony biernej i formułuje zasady
ich tworzenia i użycia.
• W podanych zdaniach decyduje o użyciu strony czynnej
bądź biernej.
• Uzupełnia zdania, wstawiając podane czasowniki we
właściwej formie strony biernej.
• Parafrazuje podane zdania, używając strony biernej.
• Łączy w pary podane słowa dotyczące kataklizmów.
• Uzupełnia podane zdania właściwymi nazwami kataklizmów.
• Identyfikuje tematykę przeczytanych fragmentów doniesień
o kataklizmach.
• Na podstawie przeczytanego doniesienia łączy podane
rzeczowniki i ich określenia.
• Łączy podane zdania z fragmentami doniesień, których
dotyczą.
• Parafrazuje podane zdania o kataklizmach, używając
strony biernej.
• Łączy imiona osób występujących w nagraniach z kataklizmami,
o których mówią.
• Uzupełnia tabelę szczegółowymi informacjami, uzyskanymi
z nagrań o kataklizmach.
• Dopasowuje podane wyrazy do ich definicji.*
• Uzupełnia luki w tekście wyrazami z poprzedniego
ćwiczenia.*
• Uzupełnia luki w czytanym tekście, wstawiając podane
czasowniki we właściwej formie strony czynnej
lub biernej.*
• Słuchając wywiadu o obiegu wody w przyrodzie,
uporządkowuje wypowiedziane w nim opinie.
• Posługuje się słownictwem z rozdziału
5.
• W podanych zdaniach poprawia
błędnie użyte wyrazy.*
• W oparciu o przeczytane informacje
pisze artykuły prasowe.*
• Czytając fragment tekstu o kataklizmach,
wykonuje jedno z następujących
zadań:
– poprawia błędy w użyciu słów,
– uzupełnia luki wybierając jedną
z czterech podanych form,
– wybiera właściwe formy czasownikowe
z dwóch podanych opcji.*
• Uzupełnia podane pytania właściwymi
słowami pytającymi i wskazuje,
który fragment tekstu podaje odpowiedź
na każde z pytań.*
• Korzystając z otrzymanych informacji
i obrazków mówi o sposobach gaszenia
pożarów.*
• W podanych sytuacjach decyduje, czy
można użyć have (get) something done
lub get somebody to do something
/have somebody do something.*
• Dopasowuje podane struktury i ich
funkcje.*
• W oparciu o obrazki opisuje zdarzenie,
używając struktury have something
done w funkcji strony biernej.*
• Klęski żywiołowe, kataklizmy.
• Kalifornia.
• Energia jądrowa.
• Czytając tekst o wiadomościach,
wybiera z podanych
zdań te, które się do niego
odnoszą.
• Na podstawie przeczytanego
tekstu uporządkowuje podane
informacje.
• Rozmawia o kataklizmach,
zagrożeniach, jakie się z nimi
wiążą, przeciwdziałaniu ich
skutkom i zachowaniach ludzi
w obliczu kataklizmów.
• Rozmawia o użyciu energii jądrowej
w celach pokojowych,
testach atomowych, reakcji
społeczeństwa na testy atomowe
i postaw wobec budowy
elektrowni jądrowych.
• Uzyskuje informacje o skutkach
trzęsienia ziemi i możliwościach
skontaktowania się
z poszkodowanymi.
• Uzyskuje informacje o sposobie
postępowania w razie
nieprzewidzianego wypadku.
• Uzyskuje informacje o skutkach
ulewnych deszczów
w Manchesterze.

132
Rozdział
Treści
programowe
Wymagania programowe
Kultura; ścieżki
podstawowe ponadpodstawowe międzyprzedmiotowe
Uczeń:
Matura
• Słuchając wywiadu ponownie, odpowiada na pytania
wielokrotnego wyboru.
• Uzupełniwszy podane zdania, sprawdza poprawność
swoich odpowiedzi, słuchając nagrania.
• Po przeczytaniu opisu zdarzenia dobiera do niego
właściwy nagłówek, a następnie relacjonuje koledze
wydarzenie, o którym czytał.*
• Uzupełnia zdania, używając podanych czasowników
we właściwych strukturach.
• Czytając tekst, określa, jaki kataklizm on opisuje.
• Łączy początki i zakończenia zdań o decyzjach prowadzących
do katastrofalnych skutków.
• Wybiera trzy najgorsze spośród przedstawionych decyzji.
• Słuchając pięciu historii określa, jaka brzemienna w skutki
decyzja została w każdej z nich opisana.
• Po ponownym wysłuchaniu nagrania, opisuje konsekwencje
każdej z decyzji.*
• Na podstawie nagrania uzupełnia tekst właściwymi
formami struktury have something done. *
• Odpowiada na pytania dotyczące Kalifornii i kataklizmów,
które ją nawiedziły.
• Uzupełnia tabelę informacjami uzyskanymi z przeczytanego
tekstu o Kalifornii.
• Łączy podane słowa dotyczące przeciwdziałania skutkom
trzęsienia ziemi z ich polskimi odpowiednikami,
po czym uzupełnia nimi luki w podanych zdaniach.
• Uporządkowuje zdania z poprzedniego ćwiczenia,
słuchając wypowiedzi eksperta o systemach ostrzegania
przed trzęsieniem ziemi.
• Uzupełnia drugi akapit tekstu o broni jądrowej podanymi
zwrotami.*
• Parafrazuje podane zdania, używając strony biernej.*
• Używa podanych słów dotyczących zagrożeń związanych
z energią jądrową, tworząc zdania w stronie biernej.*
• Na podstawie nagrania uzupełnia zdania czasownikami
złożonymi z turn.
• Łączy czasowniki złożone z turn z ich synonimami
i polskimi odpowiednikami.
• Przedstawia dłuższą wypowiedź o możliwych
skutkach błędnych decyzji.
• Używa podanych słów w zdaniach
nawiązujących do wysłuchanych
historii.*
• Relacjonuje wysłuchane historie
z użyciem utworzonych wcześniej
zdań i zastosowaniem trzeciego
okresu warunkowego.*
• Podaje polskie odpowiedniki
słów związanych z energią jądrową.*
• Na podstawie wysłuchanego nagrania
o systemach ostrzegania przed trzęsieniem
ziemi, dopisuje zakończenia
do podanych początków zdań.
• Poprawia błędy, czytając pierwszy
akapit tekstu o broni jądrowej.*
• Na podstawie pozostałej części tekstu
określa stosunek autora i swój do podanych
zagadnień.*
• Pisze streszczenie przeczytanego
artykułu, uwzględniając podane
informacje.
• Przygotowuje dłuższą wypowiedź,
w której przedstawia swój stosunek
do badań jądrowych oraz korzyści
i zagrożeń z nimi związanych.
• W liście do koleżanki opisuje
niedawny huragan.
• Pisze ogłoszenie do prasy
z prośbą o zdjęcia i relacje
świadków kataklizmu.
• Pisze rozprawkę o pokojowym
wykorzystaniu energii jądrowej.*

www.wsip.com.pl
• Łączy podane zdania ze zdaniami z użyciem czasowników
złożonych z let.
• Łączy czasowniki złożone z let z ich polskimi
odpowiednikami.
• Łączy początki i zakończenia zdań z czasownikami
złożonymi z run.
• Podaje własne definicje wymienionych czasowników
złożonych z run.
• Poprawia błędy w podanych zdaniach z czasownikami
złożonymi.
• Uzupełnia podpis pod rysunkiem czasownikiem złożonym
z run.
• Pisze rozprawkę o korzyściach i zagrożeniach
związanych z energią jądrową.
• Uwzględniając podane argumenty,
pisze list, w którym wyraża swój
protest przeciwko budowie elektrowni
jądrowej w okolicy.
• Wyszukuje kolejne przykłady czasowników
złożonych z turn, let
i run.
UNIT 6
State
• Mowa zależna.
• Inwersja.
• Zna większość słownictwa z rozdziału 6.
• Relacjonuje podane zdania twierdzące, pytania i polecenia,
używając mowy zależnej.
• Uzupełnia zdania, wstawiając podane słowa dotyczące
polityki we właściwe luki.
• Rozwiązuje kwiz wiedzy o Wspólnocie Brytyjskiej.
• Odpowiada na pytania do przeczytanego tekstu
o Wspólnocie Brytyjskiej.
• Czytając akapity o różnych krajach Wspólnoty Brytyjskiej,
określa, którego kraju każdy z nich dotyczy i jaką
sferę życia kraju opisuje.
• Pisze krótki opis dwóch wybranych krajów na podstawie
przeczytanego tekstu.
• Określa hierarchię ważności cech typowych dla patriotyzmu.*
• Pracując z kolegą, odpowiada na pytania związane
z polską tradycją i historią, po czym relacjonuje rozmowę
klasie.*
• Na podstawie wysłuchanego wywiadu łączy podane
stwierdzenia z osobami, które je wypowiedziały.
• Zapisuje podane stwierdzenia w mowie niezależnej
i sprawdza ich poprawność, słuchając ponownie nagrania.
• Zapisuje dwa inne stwierdzenia z wywiadu i relacjonuje
je w mowie zależnej.
• Słuchając wywiadu, zapisuje zdania, w których użyte są
podane wyrażenia.
• Posługuje się słownictwem
z rozdziału 6.
• Formułuje zasady użycia mowy
zależnej.
• Korzystając z informacji podanych
na wykresach, uporządkowuje dane
w tabeli, łącząc nazwy krajów
Wspólnoty Brytyjskiej z informacjami
dotyczącymi ich powierzchni
i ludności oraz stolicą; następnie
odpowiada na pytania dotyczące
poszczególnych krajów.
• Przygotowuje broszurę informacyjną
dla turystów odwiedzających Polskę,
uwzględniając wskazane informacje.
• Formułuje zasady stosowania inwersji.*
• Wstawia podane zwroty we właściwe
zdania z przestawnym szykiem wyrazów.*
• Odpowiada na pytania związane
z przeczytanym tekstem o protestach
politycznych,*
• Interpretuje wysłuchaną piosenkę,
korzystając z podanych pytań.*
• W grupie pisze zwrotkę protest songu.*
• Na podstawie przeczytanego dialogu
odgrywa scenkę rozmowy
kwalifikacyjnej.*
• Wspólnota Brytyjska.
• Amerykańska wojna o niepodległość.
• Wojna Dwóch Róż.
• Protesty polityczne w USA.
• Praca i zatrudnienie.
• CV i list motywacyjny.
• Konstytucja USA i „konstytucja
Irokezów”.
• Uzupełnia czytany tekst, wstawiając
podane zdania we właściwe
luki.
• Łączy przeczytane ogłoszenia
o pracy z opisami osób.
• W odpowiedzi na podane
ogłoszenie o pracy pisze list
motywacyjny.
133

134
Rozdział
Treści
programowe
Wymagania programowe
Kultura; ścieżki
podstawowe ponadpodstawowe międzyprzedmiotowe
Uczeń:
Matura
• Korzystając z podanych czasowników wprowadzających,
zapisuje usłyszane zdania w mowie zależnej.
• Łączy podane czasowniki wprowadzające i zdania, tworząc
zdania w mowie zależnej.
• Zapisuje podane zdania w mowie zależnej, korzystając
z podanych wskazówek.
• Odpowiada na pytania prawda/fałsz o amerykańskiej
wojnie o niepodległość i o Wojnie Dwóch Róż.
• Uzupełnia tabelę informacjami z przeczytanego tekstu
o amerykańskiej wojnie o niepodległość lub o Wojnie
Dwóch Róż, po czym uzyskuje podobne informacje od
kolegi, który przeczytał drugi tekst i odpowiada na jego
pytania.
• W grupie trzyosobowej na zmianę zadaje pytania, relacjonuje
je i udziela odpowiedzi, korzystając z podanych
informacji.
• Wyjaśnia różnice w znaczeniu między podanymi parami
wyrazów dotyczących wojny, a następnie używa ich
w zdaniach.
• Łączy podane słowa w związki frazeologiczne,
a następnie uzupełnia nimi zdania.
• Parafrazuje podane zdania, używając przestawnego
szyku wyrazów.*
• W grupie odpowiada na pytania dotyczące terroryzmu,
a następnie relacjonuje odpowiedzi klasie.
• Łączy przeczytane artykuły o terroryzmie z właściwymi
nagłówkami.
• Na podstawie nagrania uzupełnia przeczytane teksty
brakującymi informacjami.
• Tłumaczy słowa wskazane w tekście na język polski
i tworzy z nimi zdania.
• W czytanym tekście o protestach politycznych w USA
wyszukuje zwroty o podanym znaczeniu.*
• Na podstawie przeczytanego tekstu wskazuje nieprawdziwe
wśród możliwych zakończeń podanych zdań.*
• Uzupełnia brakujące słowa i zwroty w wysłuchanym
protest songu.
• Uzupełnia zdania podanymi słowami związanymi z zatrudnieniem.
• Z podanych par zdań wybiera
właściwe dla stylu listu motywacyjnego.*
• Pisze CV i list motywacyjny
w odpowiedzi na wybrane z podanych
ogłoszenie o pracy.*
• Pisze streszczenie przeczytanego
tekstu o „konstytucji Irokezów”.*
• Wyszukuje kolejne przykłady czasowników
złożonych z look i put.

www.wsip.com.pl
• Łączy podane słowa związane z zatrudnieniem w grupy
tematyczne, a następnie używa ich do uzupełnienia
dialogów.
• Pracując parami, odpowiada na otrzymane pytania
i relacjonuje odpowiedzi klasie.*
• Zapisuje w mowie niezależnej podane w mowie zależnej
zdania dotyczące rozmów kwalifikacyjnych.
• Określa, którego z podanych ogłoszeń o pracy dotyczy
wysłuchana rozmowa kwalifikacyjna.
• Po wysłuchaniu kolejnych rozmów kwalifikacyjnych
decyduje, który z kandydatów otrzymał pracę.
• Ponownie słuchając nagrania, uzupełnia tabelę właściwymi
informacjami.
• Parafrazuje pytania w przeczytanej rozmowie kwalifikacyjnej,
używając mowy zależnej.
• Uzupełnia CV, wstawiając podane nagłówki we właściwe
miejsca.*
• Uzupełnia list motywacyjny, wstawiając podane akapity
we właściwe miejsca.*
• Wysłuchawszy początku programu radiowego, odgaduje
jego tematykę.*
• Słuchając programu radiowego, uzupełnia tabelę informacjami
o „konstytucji Irokezów” i konstytucji USA.*
• Czytając tekst o „konstytucji Irokezów”, zadaje pytania
do brakujących jego fragmentów.
• Wstawia podane fragmenty we właściwe miejsca czytanego
tekstu.
• W podanych zdaniach przedstawiających zaskakujące
przepisy w różnych stanach USA wstawia brakujące
litery, które tworzą nazwy stanów, w których prawa te
obowiązują.
• Odpowiada na pytania wielokrotnego wyboru wybierając
właściwe czasowniki złożone z look.
• Łączy czasowniki złożone z look z ich synonimami.
• Łączy podane zdania z czasownikami złożonymi z put
z ich synonimami.
• Łączy początki i zakończenia zdań z czasownikami złożonymi
z run.
• W wysłuchanych sytuacjach odgaduje brakujące słowa –
czasowniki złożone z put.
• Uzupełnia luki w podanych zdaniach właściwymi
czasownikami złożonymi.
135

136
Rozdział
Treści
programowe
Wymagania programowe
Kultura; ścieżki
podstawowe ponadpodstawowe międzyprzedmiotowe
Uczeń:
Matura
Revision 3
• Utrwalenie wiadomości
z rozdziałów
5 i 6.
• W ćwiczeniu wielokrotnego wyboru uzupełnia zdania,
wybierając właściwe formy gramatyczne.
• Uzupełnia zdania zwrotami not only, hardly... when, in
no circumstances, seldom, never before.
• Uzupełnia zdania, wstawiając podane czasowniki we
właściwej formie.
• Parafrazuje podane zdania, używając podanych słów.
• Uzupełnia zdania, tłumacząc ich fragmenty na język
angielski.
• Uzupełnia zdania właściwymi słowami (odgadniętymi
na podstawie kontekstu oraz sygnalizowanej kreskami
liczbie liter i podanych pojedynczych literach).
• Łączy wyrazy zaznaczone w czytanym tekście z ich
polskimi odpowiednikami.
• Uzupełnia tabelę informacjami z przeczytanego tekstu.
• Na podstawie wysłuchanego wywiadu z ekspertem Unii
Europejskiej odpowiada na pytania prawda/fałsz.
• Ponownie słuchając nagrania, uzupełnia zdania
właściwymi informacjami.
• W podanych zdaniach zastępuje czasowniki
proste czasownikami złożonymi.
• Na podstawie przeczytanego ogłoszenia
poprawia błędy w podanym liście
motywacyjnym.