Matura practice - WSiPnet

Mariusz Andryszczyk Marcin JaêwiecIntermediateKSIÑ˚KA NAUCZYCIELAdla liceum ogólnokszta∏càcego,liceum profilowanego i technikum

Projekt ok∏adki i strony tytu∏owejAgata MuszalskaRedaktor inicjujàcyMicha∏ NowackiRedaktorzy merytoryczniKatarzyna Billip, Dorota NiewiƒskaRedaktor technicznyMa∏gorzata ChmielewskaWeryfikacja polonistycznaKazimierz SprzàczkowskiIlustracje:Mariusz AndryszczykOpracowanie planu wynikowego:¸ukasz SalskiW nagraniu udzia∏ wzi´li: Lauren Gawne, John Walsh, Jennifer Fuller, Anna Wielopolska, Piers Moore,Graham Carr, Lucy BindulskaRe˝yser nagraƒ: Anna Jagie∏∏oRealizatorzy dêwi´ku: Andrzej Rewak, Krzysztof WawrzakNagrania dokonano w Studiu HARD-RecordWarszawa, ul. Kredytowa 5/7Unit 8, CD2 U8/T4 Winnie the Pooh, Copyright © www.curtisbrown.co.ukISBN 83-02-09126-XISBN 83-02-09127-8 (CD)© Copyright by Wydawnictwa Szkolne i Pedagogiczne Spó∏ka AkcyjnaWarszawa 2003Wydawnictwa Szkolne i Pedagogiczne Spó∏ka Akcyjna00-965 Warszawa, Al. Jerozolimskie 136, P-9www.wsip.com.plWydanie drugie zmienioneArkuszy drukarskich: 16,5Sk∏ad i ∏amanie: Monika Rudnik-Kulikowska DTP WSiP SA, WarszawaDruk i oprawa: ¸ódzka Drukarnia Dzie∏owa S.A.

Spis treÊciUNIT 1 Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4UNIT 2 Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12UNIT 3 Computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Revision 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32UNIT 4 Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33UNIT 5 Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45UNIT 6 Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Revision 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66UNIT 7 Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68UNIT 8 Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79UNIT 9 Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Revision 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Za∏àczniki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Noty kulturowe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Klucz – Zeszyt çwiczeƒ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Plan wynikowy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125www.wsip.com.pl3

Unit 1MindTEMATGRAMATYKAS¸OWNICTWOWYPOWIEDè USTNAKONWERSACJACZYTANIES¸UCHANIEINTERAKCJAWYPOWIEDè PISEMNAKULTURAMATURA1Interaction – It’s a colourful lifeuczucia – szcz´Êcie, sens ˝ycia – styl ˝ycia, rola koloru w ˝yciu cz∏owieka, Êwiat przyrody – poryroku a typ cz∏owiekaczas Present Simple, Present Continuous – u˝ycie, zdania oznajmujàce, pytajàce i przeczàce, porównanieczasównazwy kolorów, wyra˝enia idiomatyczne zwiàzane z kolorami, cechy charakterukolor w twoim ˝yciu, pory roku, stereotypyrozmowa o kolorach, rozmowa o szcz´Êciu, jego definicji i subiektywnym odczuwaniu szcz´-ÊciaPsychologiczne w∏aÊciwoÊci koloru, pory roku a typy osobowoÊci, szcz´Êciestereotypy zwiàzane ze Stanami Zjednoczonymido którego typu „pory roku” mo˝esz si´ zaliczyç, bingo – s∏ownictwo zwiàzane z cechami osobowoÊci,powitania i po˝egnania – odgrywanie rólstereotypy zwiàzane z wybranymi krajamipodstawowe informacje o Stanach Zjednoczonych – stereotypy zwiàzane z tym krajemrozumienie ze s∏uchu, rozumienie tekstu czytanegoZadania 1 i 2 w tej sekcji sà zadaniami integracyjnymi.1 a. W cz´Êci wprowadzajàcej do çwiczenia N mo˝e zapytaç U o ich ulubione kolory, kolory poszczególnychpór roku, kolory, które pobudzajà do pracy, relaksujà itd.U pracujà w grupach czteroosobowych. Zapisujà nazwy kolorów zgodnie z poleceniem, nast´pnie porównujàz innymi osobami, starajàc si´ znaleêç osob´, która udzieli∏a podobnych odpowiedzi.U odpowiadajà, kto w grupie mia∏ najbardziej zbli˝one odpowiedzi.b. W drugiej cz´Êci çwiczenia U pracujàc w parach uzupe∏niajà rysunek nazwami kolorów t´czy.2 U pracujà w parach. Odpowiadajà na pytania zwiàzane z kolorami – mogà zapisywaç odpowiedzi partnera,aby potem zrelacjonowaç je ca∏ej klasie.N mo˝e zadaç dodatkowe pytania zwiàzane z kolorem ubraƒ, mebli, sprz´tów, opakowaƒ, np.:What colour clothes do you wear when you go out on a date?What colour clothes do you wear at a wedding reception?What colour clothes do you wear when you go to the disco?Do you think that the colour of furniture in your room makes you feel calm/energetic/secure?Is it a good idea to paint the walls black in hospitals?Do you usually buy products packed in bright or dark colours?Reading and grammar – Psychological properties of colours1 U czytajà samodzielnie tekst Colour is light. Wybierajà w∏aÊciwe odpowiedzi: 1. c) balance 2. a) white3. b) electricity 4. b) eleven 5. a) pinkN zwraca uwag´ na wymow´ wyrazów w sekcji Pronunciation.2 Do podanych zestawów wyrazów U dopisujà s∏owo, które si´ z nimi kojarzy:yellow it is the colour of the sun, associated with lightprism it is the glass triangle which produces a rainbow when white light is shone through itblind blind people can identify objects not with eyes but with their fingertipsexperiment scientists usually make experiments in laboratoriesgreen is the colour of nature, it symbolises balance3 U przyglàdajà si´ tabeli, w której zestawione sà formy czasu Present Simple (strona czynna i bierna), po czymuzupe∏niajà zdania odpowiednià formà czasownika w nawiasie. Czas ten b´dzie çwiczony w póêniejszych sekcjach,w razie potrzeby N mo˝e odwo∏aç si´ do Zeszytu çwiczeƒ, gdzie U znajdà obszerniejsze objaÊnienia gramatyczne.1. travels 2. strikes, absorbs 3. are easily identified 4. Do we all see 5. is caused 6. does not/doesn’t matter4

Vocabulary practice – Idioms with colours1 Celem poni˝szych çwiczeƒ jest zapoznanie U z typowymi wyra˝eniami idiomatycznymi zawierajàcymi nazwykolorów. U pracujà indywidualnie lub w parach. Do ka˝dej z grup wyra˝eƒ dopasowujà jeden kolor – kolor tenmusi pasowaç do wszystkich wyra˝eƒ w danej grupie. Nast´pnie U wybierajà objaÊnienie, które najlepiej okre-Êla dany idiom.A. black1. a black look c)2. a black list a)3. a black day b)B. blue1. a blue-collar worker c)2. disappear into the blue b)3. out of the blue a)C. green1. be green b)2. have green fingers a)3. green with envy c)D. white1. white coffee c)2. a white-collar worker a)3. a white lie b)2 U pracujà indywidualnie – wpisujà odpowiednie idiomy z çwiczenia 1. U czytajà poszczególne zdania z wstawionymiidiomami. Jako zadanie domowe U mogà u∏o˝yç 4-6 zdaƒ z wybranymi idiomami.1. a black day 4. out of the blue2. blue-collar workers 5. a white lie3. has really green fingers 6. was green3 U pracujà indywidualnie. Wybierajà kolor, który powinien byç u˝yty w danym porównaniu. N mo˝e zapytaç,które z porównaƒ sà podobne do porównaƒ w j´zyku polskim. Poni˝ej podane sà propozycje t∏umaczenia wprowadzonychwyra˝eƒ idiomatycznych:turn as red as a beetroot byç czerwonym jak burakas white as a sheetbia∏y jak przeÊcierad∏oas black as coalczarny jak w´gielas brown as a berrybrak polskiego odpowiednika (opalony na bràz)U parafrazujà zdania korzystajàc z poznanych wyra˝eƒ.1. She turned as red as a beetroot when she saw that her skirt was torn.2. Tom’s face was as white as a sheet when he learnt about his grandfather’s death.3. Her son’s clothes were as black as coal when he came back from the yard.4. Jane’s skin was as brown as a berry from sunbathing.2Reading and speaking – The four seasons1 Przed przystàpieniem do çwiczenia N zadaje pytania z ramki SEASONS OF THE YEAR kilku wybranymU. U pracujà w parach. Przeprowadzajà ze sobà krótkà rozmow´ na temat pór roku. Nast´pnie relacjonujà klasie,czego dowiedzieli si´ o koledze / kole˝ance.N mo˝e dodatkowo zapytaç, jakie podobieƒstwa i ró˝nice wystàpi∏y w parach w odpowiedziach U.2 U pracujà indywidualnie. Czytajà wst´p do artyku∏u o porach roku. Zadaniem U jest okreÊlenie g∏ównej ideiartyku∏u. N powinien zwróciç uwag´ U na rodzaj çwiczenia – czytanie dla zrozumienia ogólnego przes∏ania,U nie muszà rozumieç wszystkich s∏ów, skupiajà si´ jedynie na najwa˝niejszym aspekcie.The article shows the connection between c) seasons of the year and personality.3 U pracujà w parach. Klasyfikujà kolory ze wzgl´du na pory roku – klasyfikacja jest uzale˝niona od indywidualnychspostrze˝eƒ U.www.wsip.com.pl5

4 a. b. U pracujà w grupach czteroosobowych. Ka˝dy U czyta jednà cz´Êç tekstu i uzupe∏nia tabel´. Tabel´ mo˝naprzerysowaç na du˝y arkusz papieru – ka˝dy U uzupe∏nia jednà kolumn´ – kiedy tabela jest ju˝ wype∏niona,pozostali U sprawdzajà poprawnoÊç zapisów – muszà przeczytaç pozosta∏e cz´Êci tekstu.N zwraca uwag´ na inny sposób pracy z tekstem – czytanie w celu wyszukania konkretnych informacji.spring – Type 2 summer – Type 4 autumn – Type 3 winter – Type 1appearanceblond, brunette,redhead, facesrounded and delicateblue, grey, pale green orbrown eyes, brown orblond hairblond, brunette,redhead; blue,brown or green eyesblond, brunettepersonality traitsexternally motivatedand young, charming,clever, practical, havea lot of energyinternally motivated,calm, sensitive toothers’ feelings, gentle,wittyexternally motivated,intense and strong,with strong sense ofjustice, inquisitiveinternally motivated,efficient, precise, notsentimental, confidentjobnursing, media andcommunications,sales, entertainment,PE (sports) teacherdiplomat,administrator,human resources, artist,musician, doctorpolice officer,psychiatrist,archaeologist, lawyer,journalistgovernment, finance,theatre and film,surgeonfamous peopleTony Blair, PrincessDiana, Bill ClintonHM the Queen, PrinceCharles, NelsonMandelaSir David Frost,Ernest Hemingway,Bob GeldofSean Connery, GordonBrown, MargaretThatcher, Diana RossInteraction – What “season” type are you?U pracujà w grupach czteroosobowych: próbujà okreÊliç, jaki typ charakteryzuje wybranà osob´. U mogà zadawaçdodatkowe pytania. Nast´pnie krótko charakteryzujà t´ osob´ i uzasadniajà, dlaczego mo˝na jà zaliczyç dodanego typu ludzi.Grammar practice – The Present Simple1 2 U pracujà indywidualnie. Uzupe∏niajà zdania odpowiednià formà podanego w nawiasie czasownika w czasiePresent Simple (strona czynna lub bierna). N mo˝e zasugerowaç odwo∏anie si´ do tabeli na stronie 7. Doka˝dego zdania U powinni przyporzàdkowaç por´ roku, opierajàc si´ na wiadomoÊciach zawartych w tekÊcie.U wybierajà 5 zdaƒ i zamieniajà zdania w stronie czynnej na biernà i na odwrót.1. treat WINTER 2. begins SUMMER 3. make SPRING 4. tone down SUMMER 5. are replaced AUTUMN6. shines, are bleached SUMMER 7. is covered WINTER 8. view WINTER 9. flood SPRING3 U pracujà indywidualnie lub w parach. Opisujà, jakie zmiany zachodzà w przyrodzie w poszczególnych porachroku. Aby sprawdziç çwiczenie, N mo˝e narysowaç tabel´ na tablicy – U jà wspólnie uzupe∏niajà.Przyk∏ady:Spring Summer Autumn WinterThe flowers bloom. The sun shines. It often rains. Some animals fall asleep.The ice and snow melt. Plants grow. The wind blows. It often snows.The sun shines. Leaves fall off the trees. Water freezes.Snow covers everything.4 U pracujà indywidualnie – piszà 5 zdaƒ o swoich zaj´ciach, które sà charakterystyczne dla poszczególnychpór roku. Kilku U czyta swoje prace. N mo˝e rozwinàç dyskusj´, zadajàc dodatkowe pytania.What do you usually do in the spring/summer/autumn/winter?What do you wear?Do you do any sports?What do your friends do?When do you spend more time outside?Do you like winter holidays? Why (not)?6

John:Mary:John:Mary:Aren’t they being too noisy?Yes, indeed they are. But they are always noisy/shouting when they are playing computer games.We must do something about it. They have too much energy.Don’t be so critical. They’re just kids. Anyway, I’ll go up there and try to calm them down.Mary: Mark, Cathy, what are you doing?Mark: We are just playing computer games.Mary: Why are you so noisy?Mark: Because Cathy wants to play all the time.Mary: You are being selfish, Cathy.Cathy: I’m sorry, mum.Mary: Be quiet, please, because dad is working.Mark: We promise we’ll be quiet, mum.Interaction – Personality BingoKa˝dy z U otrzymuje zestaw cech charakteru (9 pól) ZA¸ÑCZNIK 1. N opisuje pewne cechy charakteru – U szukajàich na swoich kartkach. JeÊli znajdà trzy cechy w rz´dzie, kolumnie lub po przekàtnej, krzyczà BINGOi otrzymujà jeden punkt.Inna wersja tego çwiczenia: N wymienia cechy charakteru po polsku – U znajdujà angielskie odpowiedniki naswoich kartkach.4Listening – Stereotypes about Americans1 U pracujà w parach – wypisujà 5 s∏ów, które kojarzà si´ im ze Stanami Zjednoczonymi Ameryki. U porównujàs∏owa, które napisali – N mo˝e przeprowadziç mini ankiet´, aby wybraç s∏owo, które najcz´Êciej si´ powtarza.2 U pracujà indywidualnie, odpowiadajàc na pytania kwizu.1. b) 276 2. c) fourth 3. c) George Washington 4. a) Washington DC 5. a) Sep 11 20013U pracujà indywidualnie – zastanawiajà si´, czy podane zdania o Amerykanach sà prawdziwe czy fa∏szywe.4 U1T1 U s∏uchajà brytyjskiego dziennikarza, który wypowiada si´ na temat amerykaƒskiego stylu ˝ycia. U zaznaczajàaspekty, które sà wymienione w rozmowie: TV, food, cars, sport, culture, highways.unit 1 tapescript 18Interviewer: Americans are a free people living almost without any restriction. That’s why we speak about the “American wayof life”. Today I’m going to interview George Johnson, a British journalist working for The Sunday Express. We’re going totalk about Americans and how they are seen by other nations. Free and independent, living without any restriction, this ishow they are perceived by us. Do you agree?George Johnson: There is probably some truth in this statement. Throughout its history, especially in the 18th century, manypeople from all over the world came to the States to start a new life. They had the freedom to do almost anything theywanted to do, and in those tough times when they started to conquer the West there was often no law but the law of strength.I: Has it changed a lot?G J: Some of these attitudes have survived until today. Americans still have the constitutional right to bear weapons with all theproblems it causes, they can make very fast money if they have a clever idea to start a new business and individuality is oneof the most important values in the American society.I: Does it mean they have no human feelings that they live only for themselves?G J: Most Americans are ordinary people like you and me. It’s easy to get in contact with them. They are often very polite, open--minded and sociable.I: Let’s move on to the American way of life. Most people associate the USA with McDonald’s and Burger King.G J: Yes, indeed America is the home of fast food. People often eat that sort of food and that’s why they’re overweight.Enterprises like McDonald’s and Burger King have conquered the whole world.I: Is it good for people?G J: The “fast food culture” is probably one of the most terrible things America has exported to the rest of the world! In return

Americans are getting fatter and fatter. Just look how many Americans are heavier than they should be for their size. Eventhough several “diet waves” swept over the country there are still incredible numbers of overweight guys on the streets andtheir number is still increasing.I: Another stereotype concerns cars and motorways. Thousands of miles of motorways with huge cars.G J: Americans have terrific highways and drive huge cars. Air conditioning and automatic transmissions are the minimum youcan expect when travelling with a real American car. There is no discussion about that point.I: Most Americans have their own car. Are they car obsessed?G J: American cars are not only much cheaper than cars in Europe, they also are much bigger and more comfortable. On theone hand it is probably the hot climate that makes everybody have air-conditioning in their car, you wouldn’t survive insummer without it. On the other hand there are those 101 little things that make driving even fancier: You have electricwindows, comfortable seats and normally a huge boot. The only disadvantage on American roads is the strict speed limit.Even on these big interstate highways you are not allowed to drive faster than a snail. In return American drivers are muchmore relaxed and seldom as aggressive as drivers in Europe.I: How do Americans spend their free time when they are not driving a car?G J: Americans spend most of their free time watching TV. For them it is probably as important as food and a roof over thehead. There are dozens of TV channels available in every household, so people watch it quite frequently. Because they spendso much time watching the screen, TV stations come up with even more programmes.Television probably plays a more important role in American society than anywhere else on earth. Americans start to watchTV in the morning and so special morning shows have been introduced. As Americans want to have TV for their specialhobby a huge amount of specialised channels are broadcast every year. Last but not least there is an amazing star“factory” called Hollywood that supports not only cinemas with the basic material but also TV channels. So nobody shouldwonder about the special relationship Americans have with their telly!I: That’s true. Anyway, is there anything that we could call American culture?G J: American culture is Disneyland, which basically means there is no culture at all. No doubt there is a lot of “subculture” inthe States. However, it would be quite unfair to blame Americans because they don’t have such a long history as Europe.Although a lot of historic artists, composers and writers lived in Europe, actual art does not necessarily come from the oldcontinent. Most Europeans like American music, films and other things belonging to modern American culture. If you lookbehind Disneyland and Barbie you will probably end up with some surprising facts.I: And the last thing – sport. Is there a national sport in the USA?G J: Americans go in for very strange kinds of sport like American football. If Europeans watch these games they haven’t a cluewhat’s going on and what all that running and jumping about is for.I: We learned from Darwin what happens if one species gets divided into two groups with no further contact between them:they start to develop in different directions depending on their natural environment. Thus the huge American prairies incontrast to well-kept British sports grounds might be the reason for the different types of sport in the old and the new world!That’s all for today. Next week we’ll be talking about Germans. Thank you, Mr Johnson.G J: Thank you very much.5 U1T1 U s∏uchajà nagrania po raz drugi. OkreÊlajà, czy podane zdania dotyczàce Amerykanów sà prawdziwe.Korygujà swoje opinie z çwiczenia 3.1. Don’t know 2. T 3. F (They are outgoing and sociable.) 4. T 5. T 6. F (They are usually overweight.)7. F (There is a very strict speed limit, even on highways.) 8. T 9. T 10. T6 a. U czytajà cz´Êç rozmowy (wypowiedê o samochodach) i uzupe∏niajà tekst podanymi wyrazami. Wpisanewyrazy wyró˝niono w unit 1 tapescript 1.b. U1T1 U s∏uchajà wywiadu lub jego cz´Êci ponownie i sprawdzajà poprawnoÊç wpisanych wyrazów.7 U pracujà indywidualnie. Uzupe∏niajà zdania wyrazami, które pojawi∏y si´ w nagraniu. N przypomina, ˝eiloÊç kresek odpowiada liczbie liter w danym wyrazie. U czytajà zdania z wpisanymi wyrazami.1. freedom 2. attitude 3. value 4. ordinary 5. conquer 6. society 7. Interstate 8. aggressiveSpeaking and writing – What are they like?1 U pracujà w parach. Wpisujà wyrazy, które kojarzà si´ im z Polskà, Anglià, Niemcami i Hiszpanià, nast´pnieporównujà wpisane przez siebie wyrazy z wyrazami kolegi / kole˝anki. Podobnie jak w çwiczeniu o stereotypachamerykaƒskich, N mo˝e przeprowadziç krótkà rozmow´ i znaleêç najcz´Êciej powtarzajàce si´ wyrazyw grupie.2 U pracujà w grupach trzy-, czteroosobowych. Zapisujà zdania – stereotypy – odnoszàce si´ do Polaków i Anglików.Ka˝da grupa wybiera jeden dodatkowy kraj i opisuje w kilku zdaniach zwiàzane z nim stereotypy.3 Przedstawiciele grup czytajà zdania – opinie na temat danej narodowoÊci – inni U wyra˝ajà swojà opini´, podajàinne stereotypy, o których s∏yszeli.www.wsip.com.pl9

4 Na podstawie zebranych opinii i dyskusji w klasie U piszà krótkà rozprawk´ na temat stereotypów zwiàzanychz wybranym przez siebie krajem. N zwraca uwag´ na koniecznoÊç rozwini´cia poszczególnych zagadnieƒi przedstawienie ich w interesujàcy sposób. U pracujà indywidualnie. Zadanie to mo˝na potraktowaç jako prac´domowà. Na nast´pne zaj´cia U mogà przygotowaç krótkà prezentacj´ lub scenk´. åwiczenie mo˝na zorganizowaçw formie zagadki lub konkursu na najciekawsze / najzabawniejsze przedstawienie danego narodu.Grammar practice – The Present Simple and Present Continuous1 a. b. Celem çwiczeƒ jest porównanie czasów Present Simple i Present Continuous. U pracujà indywidualnie.Uzupe∏niajà zdania podanymi formami czasowników, a nast´pnie regu∏´ – odpowiednià nazwà czasu.1. watches, is playing 2. lives, is living 3. make, are havingWe use the Present Simple to describe states which are permanent or a fact.We use the Present Continuous to describe events happening at this moment, which are in progress ortemporary.U wybierajà wyrazy pogrubione i wpisujà je obok zdaƒ, kolejno:1. permanent 2. temporary 3. fact 4. in progress2 U pracujà indywidualnie. Uzupe∏niajà zdania odpowiednià formà czasownika w nawiasie, po czym do ka˝degozdania uk∏adajà dwa pytania szczegó∏owe. Propozycje pytaƒ podane sà poni˝ej. N zwraca uwag´ na form´czasownika w pytaniu w czasie Present Simple i w czasie Present Contiunous. åwiczenie mo˝na zadaç jako prac´domowà.1. has, is having / Where does she usually have lunch? / Where is she having lunch today?2. plays, is playing / What does he sometimes play? / What is he playing today?3. visits, is visiting / What does he usually visit? / What is he visiting this month?4. records, is recording / Where does she usually record songs? / Where is she recording songs this week?3 Celem çwiczenia jest podsumowanie wiadomoÊci teoretycznych, dotyczàcych stosowania czasu PresentSimple i Present Continuous. U pracujà w parach. Wpisujà podane wyra˝enia do odpowiedniej kolumny.We use the Present ContinuousWe use the Present Simplea) for actions happening now, b) for repeated actions,c) for temporary situations, d) for states and permanent facts,e) for arranged future events, f) with personality traits,i) with always when something annoys us, g) with never, often, sometimes,j) with personality traits when they express h) with verbs of thinking and feeling.temporary behaviour.4 U pracujà indywidualnie. Uzupe∏niajà zdania czasownikiem w odpowiedniej formie czasu Present Simplelub Continuous, w stronie czynnej lub biernej:1. goes, travels 2. is always driving 3. turns on 4. are made 5. are they doing, are having6. spend, are going 7. are sold, have 8. watches, watches 9. does he use, is being 10. playEnglish for life – Small talkListening comprehension – Saying hello and goodbye1 U1T2 U s∏uchajà dialogu – odpowiadajà na pytania.The people are young.Do the following people know each other?Alice – Tim NO Tim – Sean YES Alice – Sean YESIt is an informal situation.10

unit 1 tapescript 2Sean: It must be her. Oh, hi Alice, how’s it going? Haven’t seen you for ages.Alice: Hi, nice to see you. How are you?Sean: I’m fine. Alice, this is Tim.Alice: Hi, Tim.Tim: Hi, nice to meet you.Sean: Have a seat. Would you like … Sorry, I have to take that. I’ll be back in a minute.Alice: So… you’re that copywriter Sean was telling me about.Tim: Yeah, er… You know, er, I work for this advertising company here in London.Alice: Must be interesting, I mean, ’cause you invent ads, and all…Tim: Not exactly…Alice: Sorry?Tim: I write words and slogans and I don’t really invent the ads, you know what I mean?Alice: Right.Tim: How about you? What do you do?...Sean: So, how are you guys doing?Alice: Tim was telling me about his job, and (fades)(Pause – the next part is at the end of their meeting.)Alice: Oh my God, it’s late, I’ve got to be going or I’ll miss the bus.Sean: Stay just a little bit longer.Alice: No, really, I’ve got to go. It was really nice meeting you. See you next week, Sean. Bye.Sean and Tim: Bye.2 U1T2 U s∏uchajà nagrania po raz drugi. Uk∏adajà podane zwroty w kolejnoÊci, w jakiej pojawiajà si´ onew dialogu.a. 1. b. 3. c. 6. d. 4. e. 5. f. 2.N pyta, które z podanych zwrotów u˝ywane sà na poczàtku rozmowy (a, b, d, f), a które na koƒcu (c, e).3 U pracujà w parach – do ka˝dego zestawu wyra˝eƒ przyporzàdkowujà odpowiedni nag∏ówek. Wyra˝enia teb´dà potem wykorzystane w sekcji Interaction.A. Saying hello C. When you are introduced E. Saying goodbyeB. Introducing yourself D. Introducing somebody else F. Finishing a conversation4 U czytajà wyra˝enia w ramce – dopasowujà je do przedstawionych sytuacji.a) So…; Right. c) Anyway, e)Pardon? Could you repeat that? Sorry?b) Well, d) Uh-huh; Yeah. f) I know, but…Interaction – IntroductionsU pracujà w grupach trzyosobowych – otrzymujà od N karteczki z podanymi rolami do odegrania (ZA¸ÑCZ-NIK 2). Grupy mogà przygotowaç scenki i odegraç je w klasie.5Matura practiceW sekcji Matura practice prezentowane sà zadania zbli˝one do tych, które pojawià si´ na egzaminie maturalnym.U powinni pracowaç samodzielnie. Zadania powinny byç sprawdzone i omówione w klasie. U przygotowujàsi´ do radzenia sobie z technikami testowania stosowanymi na egzaminie maturalnym. Poziom prezentowanegomateria∏u w tej sekcji zbli˝ony jest do poziomu materia∏u na egzaminie maturalnym; mo˝e zatem odbiegaçod poziomu intermediate. Materia∏ zawarty w tej sekcji jest powiàzany tematycznie z materia∏em realizowanymw danej jednostce i stanowi doskona∏e powtórzenie przed samym egzaminem.Przed przystàpieniem do wykonywania poszczególnych zadaƒ N powinien zapoznaç U ze s∏ownictwem znajdujàcymsi´ w Matura safe.Rozumienie ze s∏uchu1 U1T3 U s∏uchajà wypowiedzi pi´ciu osób mówiàcych o kolorach. Zadaniem U jest okreÊlenie, o jakim kolorzemówià te osoby. W wypowiedzi ka˝dej z osób pada kilka nazw kolorów – U muszà jednak wpisaç ten, któryjest kolorem opisywanym w danej wypowiedzi.www.wsip.com.pl11

unit 1 tapescript 3John: The shortest wavelength is violet, often described as purple. It encourages deep contemplation, or meditation. It hasassociations with royalty and usually communicates the best possible quality. Being the last visible wavelength before theultra-violet ray, it has associations with time and space and the cosmos. Luxury and truth are its positive qualities.Olivia: Since it is a combination of red and yellow, orange is stimulating and we react to it both physically and emotionally. Itfocuses our minds on physical comfort – food, warmth, spacing, etc. It is a “fun” colour. Negatively too much orangesuggests a lack of serious intellectual values or frustration.David: Pure grey is the only colour that has no direct psychological properties. When the world turns grey we instinctivelyprepare for hibernation. Heavy use of grey usually indicates a lack of confidence.Stephanie: Black is made up of all the colours and is therefore completely absorbed. It creates protective barriers, as it absorbsall the energy coming towards you. Positively, it communicates absolute clarity. It works particularly well with white. Itcreates a sense of seriousness (it is a myth that black clothes are slimming). Black is essentially an absence of light, since nowavelengths are reflected; many people are afraid of the dark.Jackie: Brown usually consists of red and yellow, with a large percentage of black. Consequently, it is almost as serious as black,but it’s warmer and softer. It has elements of red and yellow. Brown has associations with the earth and the natural world.John violet Stephanie black David greyOlivia orange Jackie brown2 U1T3 U s∏uchajà nagrania po raz drugi. Dopasowujà zdania do odpowiedniego koloru.Brown b., d. Grey a., e. Black f., h. Violet c., i. Orange g., j.Rozumienie tekstu czytanegoU pracujà samodzielnie: czytajà zamieszczone teksty, nast´pnie wybierajà zdania zgodne z treÊcià tekstu. Posprawdzeniu çwiczenia U mogà uzasadniç, dlaczego wybrali okreÊlone zdania. Teksty w tej cz´Êci (unit 1) sà stosunkowokrótkie w porównaniu z tekstami na egzaminie maturalnym – N powinien zapoznaç U z technikà wykonywaniatego rodzaju çwiczenia.Packaging and colours: 1. c. 2. b. 3. b. 4. a. Colour in fashion: 1. b. 2. a. 3. a. 4. b.Unit 2MediaTEMATGRAMATYKAS¸OWNICTWOWYPOWIEDè USTNAKONWERSACJACZYTANIES¸UCHANIEINTERAKCJAWYPOWIEDè PISEMNAKULTURAMATURA1kultura masowa, telewizja, prasa, reklama, reality showsczas Past Simple, Past Continuous, Past Perfect – u˝ycie w zdaniach oznajmujàcych, pytajàcychi przeczàcych w stronie czynnej i biernej, porównanie czasówj´zyk reklamy, s∏ownictwo zwiàzane z dziennikarstwem, prasà, telewizjàreklama – omówienie przedstawionej reklamyreklama – twój stosunek do reklam, twoja ulubiona / najmniej lubiana reklama, ulubione programytelewizyjne, zostawianie wiadomoÊci na automatycznej sekretarcereklamy – czytanie w celu uzyskania informacji ogólnej, reality shows – czytanie dla zrozumieniaogólnego przes∏ania i wyszukania okreÊlonych informacjiNiewiarygodny zbieg okolicznoÊci – czytanie zwiàzane z çwiczeniem okreÊlonych struktur gramatycznychMoja ulubiona reklama – s∏uchanie w celu uzyskania informacji szczegó∏owej, s∏uchanie rozmowytrójki przyjació∏ mówiàcych o reality shows – s∏uchanie dla uzyskania okreÊlonych informacji,Diamenty w kuchence mikrofalowej – czytanie i s∏uchanie dla uzyskania szczegó∏owych informacjiomawianie chybionych reklam, rozmowa przez telefon, wybieranie odpowiedniego nag∏ówkado podanych artyku∏ówkrótka notatka / artyku∏ prasowy, okreÊlanie stylu notatki prasowejprasa brytyjska, historia telewizjirozumienie ze s∏uchu, rozumienie tekstu czytanego, dyskusjaSpeaking – Advertising1 U przyglàdajà si´ reklamie. N zadaje pytania dotyczàce przedstawionej reklamy – U odpowiadajà indywidualnie.2 a. U pracujà w parach: czytajà pytania ankiety, nast´pnie korzystajà z podanych pytaƒ, aby przeprowadziçkrótkà rozmow´ z kole˝ankà / kolegà. Po przeprowadzeniu rozmowy U piszà krótkie sprawozdanie – 5 zdaƒ.12

. W parach U zastanawiajà si´, co lubià w reklamach, a co ich denerwuje. N pyta kilku wybranych U o zdaniai wyra˝enia, które zaznaczyli. Inni U wyra˝ajà swojà opini´. N mo˝e zebraç te aspekty dotyczàce reklam, którepowtarzajà si´ najcz´Êciej.Reading – Advertisements1 U pracujà samodzielnie, czytajà tekst, dopasowujà produkty, techniki stosowane w reklamie oraz krótkà charakterystyk´danej techniki.Item Advertising technique Descriptionyoghurt facts and figures statistics and objective information is used to prove that the product is the bestwater plain folks the product is a practical product of good value for ordinary peopletoothpaste magic ingredients a recent innovation makes the product exceptionally effectiveVanish hidden fears this product will protect you from potential risksshampoo avant-garde by using this product the user is put ahead of othersT-shirt famous person a famous person advertises the product which means that if they’re so famous andsuccessful and they use this product, it must be goodchampagne snob appeal the use of the product makes the customer part of an elite group with a luxuriousand glamorous lifestylemobile phone everybody has it everybody is using the product and you should too, in order to be part of the group2 a. U czytajà krótkà charakterystyk´ stosowanej w reklamie techniki, nast´pnie okreÊlajà, jaka technika zosta∏azastosowana.1. avant-garde 2. facts and figures 3. hidden fears 4. magic ingredients 5. plain folks 6. snob appealb. U pracujà w parach: wpisujà produkty, przy których reklamie stosowane sà podane techniki. U mogà korzystaçz reklam, które obecnie sà pokazywane w telewizji, zamieszczane w gazetach, na planszach.Grammar – The Past Simple1 a. b. Celem çwiczenia jest przypomnienie wiadomoÊci o formie orzeczenia w czasie Past Simple. U przyglàdajàsi´ tabeli, by poprawiç b∏´dne elementy w definicjach:verb+s ending = verb+ed ending; do = did; are = were2 a. b. U czytajà zdania i wybierajà te, które napisane sà w czasie Past Simple. OkreÊlajà, czy sà to zdania w stronieczynnej czy biernej. Nast´pnie przekszta∏cajà zdania w stronie czynnej na zdania w stronie biernej i odwrotnie.N mo˝e równie˝ zapytaç, czy podane zdania sà oznajmujàce, przeczàce czy pytajàce.a. P b. Present Simple c. A d. A e. Present Simple f. Aa. They (The company) advertised the products several times.c. The commercial was not shown on TV because it was too disgusting.d. She was persuaded to try a sample of a new washing powder.f. I was encouraged (by the woman) to have a look at their latest catalogue.2Listening and speaking – My favourite commercial1 U2T1 U pracujà indywidualnie: s∏uchajà nagrania – wypowiedzi dwóch osób: Marka i Lisy. Zadaniem U jestokreÊlenie, kto wypowiada podane zdania. U wpisujà M lub L obok ka˝dego zdania. Po wys∏uchaniu N sprawdzapoprawnoÊç wykonanego çwiczenia.www.wsip.com.pl13

unit 2 tapescript 1Lisa: I have two favourite commercials... One is for Diet Pepsi where a middle-aged businessman is asked what he would like tohave back from his youth. This man is bald, and he says “I’d like to have my hair back from when I was a teenager.” The nextscene shows the man with his original hair style from the 80’s. The hair style is exactly like the hair style of a Flock of Seagulls(a well known band from the 80’s known for their hair styles) and the background music is the band’s as well. He changes hismind when he gets into an accident caused by the hair. The logo for that Pepsi commercial is something that has to do withrecapturing your youth if you drink it. I like it ’cause it’s funny and it makes fun of the 80’s.The second is a nutritional bar ad. A woman is sitting at her desk at work. The phone rings and she answers it. On the otherend of the phone you can hear this annoying bossy voice telling the woman that there is a doughnut waiting for her in theoffice kitchen and she should come out and “eat me”. Basically it represents the type of fast food that people typically eat inan office and that they should eat the “nutria bar” instead. It’s funny because it gives the doughnut a character.My least favourite commercials are all those that have something to do with the Red Cross or starving children in Ethiopia.I feel guilty seeing these.Mark: Well, my favourite commercial? Wow! There are so few of these nowadays. They all seem to be shameless pleas for us tobuy something. My favourite right now is a commercial for headache medicine Motrin. It is a mother driving her kids homeand she has a terrible headache. The camera shows that the kids have just eaten a bag of chocolate covered coffeebeans. The kids are singing this really annoying song that goes something like this. “This is the song that never ends, it is soso so so so long my friends, they don’t know why they started singing it, but they’ll continue singing it forever just because, thisis the song that never ends....” Then the mother pulls up beside a school bus full of children singing the same song. She rubsher head because it hurts.My least favourite commercials are tourism ads for Ontario that have really bad jingles or songs. I hate them because I livein Ontario, I don’t need my own region advertised to me. Then of course Ontario borders several USA states which arealso advertising themselves. I hate that. Who wants to visit Cleveland in the summer? Not me! Who wants to visit Detroit inplus 40 degree c weather? Definitely not me!1. L 2. M 3. L 4. M 5. M 6. L 7. L 8. M2 U2T1 U s∏uchajà cz´Êci nagrania po raz drugi (wypowiedê Lisy) – uzupe∏niajà podany tekst odpowiednimiwyrazami. Nast´pnie s∏uchajà po raz trzeci, by sprawdziç poprawnoÊç wpisanych wyrazów. N powinien zwróciçuwag´, ˝e tekst napisany odbiega od tekstu nagranego – przed wys∏uchaniem nagrania po raz drugi, U powinniprzeczytaç tekst – wpisanie odpowiednich wyrazów b´dzie ∏atwiejsze.Lisa has two favourite commercials. One is for Diet Pepsi and the second one is for a nutritional (snack) bar.In the first commercial a middle-aged man would like to have his hair back from when he was a teenager. Hegets his original hairstyle from the 80’s. The hairstyle is exactly like the hairstyle of a Flock of Seagulls. The manchanges his mind when he gets into an accident caused by his hair. Lisa likes the commercial because it isfunny and makes fun of the 80’s.The second is for a nutritional snack bar, where a woman is sitting at her desk at work. When the phone ringsshe answers it. She can hear an annoying bossy voice telling her that there is a doughnut waiting for her in theoffice kitchen and she should go and “eat me”. The ad represents the type of fast food that people typically eatin an office and Lisa likes it because it is funny and gives the doughnut a character.Lisa’s least favourite commercials are all those that have something to do with the Red Cross or starvingchildren. She does not like these commercials because she feels guilty seeing these.3 U pracujà w parach. Przeprowadzajà wywiad z kolegà / kole˝ankà na temat ulubionych / nie lubianych reklamtelewizyjnych / radiowych / prasowych. Na podstawie podanych wskazówek uk∏adajà pytania. N zwracauwag´ na koniecznoÊç uzyskania informacji szczegó∏owych – U nie powinni ograniczyç si´ tylko do odpowiedzina pytania – mogà dodaç w∏asne uwagi, spostrze˝enia, opinie. Po zakoƒczeniu çwiczenia N pyta kilku U, czegosi´ dowiedzieli od kole˝anki / kolegi. Podsumowujàc çwiczenie, U mogà w grupach przeprowadziç ranking najpopularniejszychreklam.åwiczenie mo˝na przeprowadziç w formie konkursu zagadek. U opisujà wybrane reklamy, nie podajàc, jakiegoproduktu dotyczà – pozostali muszà zgadnàç, o jaki produkt chodzi.Jako prac´ domowà U mogà napisaç o swojej ulubionej / o nielubianej reklamie, korzystajàc z podanych pytaƒ.Interaction – What’s wrong with them?a. b. W pierwszej cz´Êci çwiczenia U przyglàdajà si´ reklamie na rysunku. OkreÊlajà, dlaczego ta reklama by∏achybiona. U pracujà w grupach trzyosobowych – otrzymujà od N karteczki (ZA¸ÑCZNIK 3) z opisem reklamyi komentarzem. Ka˝dy z U w grupie przedstawia komentarz, dlaczego dana reklama jest nieodpowiednia. Grupamusi zdecydowaç, który komentarz jest uzasadniony i najbardziej prawdopodobny. W drugiej cz´Êci çwiczeniaU przedstawiajà swoje reklamy innym, by sprawdziç, czy wiedzà oni, jaki b∏àd wystàpi∏ w danej reklamie.Racj´ majà nast´pujàce osoby: Ad1 S1 Ad2 S2 Ad3 S3 Ad4 S1 Ad5 S214

Vocabulary practice and speaking – TV shows1 Przed przystàpieniem do pracy w grupach N sprawdza, czy U znajà s∏owa wyró˝nione kursywà. U pracujàw grupach szeÊcioosobowych. Wpisujà nazwy swoich ulubionych programów, nast´pnie zadajà pytania osobomw grupie – zapisujà imiona osób, które równie˝ lubià ten program. N prosi kilku U o relacj´ z przeprowadzonejrozmowy.2 a. N sprawdza, czy U znajà s∏owa wyró˝nione kursywà. U pracujà samodzielnie: ∏àczà cz´Êci zdaƒ. W parachU sprawdzajà poprawnoÊç zdaƒ.I never watch cartoonsI seldom watch breakfast showsI always watch phone-insI sometimes watch the weather forecastI often watch documentariesbecause I think they are for kids.because my lessons usually start at nine.because I like listening to other people talking about their problems.because I want to know if it’s going to rain the next day.because I can learn a lot from them.b. U pracujà w parach: wypowiadajà si´ na temat wybranych programów telewizyjnych, uzasadniajàc swojà opini´.U korzystajà z podanych wyra˝eƒ. Kilku U wypowiada si´ w klasie.3 a. b. U pracujà w parach: zadajà pytania dotyczàce jednego, wybranego przez nich programu. Pytania sàszczegó∏owe, a celem çwiczenia jest uzupe∏nienie „karty widza”. Po przeprowadzeniu wywiadu U prezentujàuzyskane od kolegi / kole˝anki informacje.Reading – Reality shows1 U pracujà indywidualnie: czytajà tekst Chocolate and reality TV, z ka˝dego zestawu zdaƒ wybierajà jedno,które jest niezgodne z przeczytanym tekstem: A c. B a. C a. D b.åwiczenie to jest zbli˝one do zadaƒ, z jakimi U mogà si´ spotkaç na egzaminie maturalnym.N prosi U o uzasadnienie wyboru okreÊlonych zdaƒ.2 U czytajà tekst po raz drugi. Starajà si´ znaleêç s∏owa / wyra˝enia, które sà zdefiniowane:a) understandable d) large audience f) nationwideb) after the show’s over e) put on TV g) viewersc) provides us3 U czytajà zdania – opinie autora tekstu na temat reality shows i zaznaczajà te, z którymi si´ zgadzajà. U muszàkrótko uzasadniç swój wybór.Listening – It’s just pop culture1 U2T2 U s∏uchajà trójki przyjació∏ rozmawiajàcych o programach telewizyjnych (reality shows). Zaznaczajàw kratkach tylko te nazwy programów, o których by∏a mowa w nagraniu.unit 2 tapescript 2Eric: Have you seen the latest episode of “Big Brother”, Jenny?Jenny: No, I haven’t, but I’ve seen several previous episodes.Eric: Did you enjoy them?Jenny: No, not very much. I prefer “American Idol”.Mike: “American Idol”? What’s it about?Jenny: Mike, haven’t you seen it yet?Mike: No, never.Jenny: People sing songs in a contest and the viewers choose the one who is going to be the idol. Or, in other words, the best.Mike: It sounds simple.Eric: And it is…as most of the shows are today.Mike: I know what you mean. I mainly watch “Cops” and “Survivor”. I think they’re great. Anyway, reality shows aren’t foreveryone.Eric: I agree with you. Some of them are not suitable for young children. But even if their parents don’t let them watch theshow on TV they can always watch the show on the Internet. I’ve never done it but I know many people do.Jenny: Do you think that producers have to pay all the contestants?www.wsip.com.pl15

Eric: I don’t think so. In some reality shows the winner can win a lot of money – producers don’t need to pay everyone.The fact that you’re on TV should be enough.Mike: In “Big Brother” it’s as if you’re in prison. The contestants are not allowed to leave the house.Eric: Unless they want to.Jenny: I wouldn’t like to be watched by thousands of people locked in a house with twelve people I don’t know. That’sterrible.Mike: But if you win the money…Jenny: But it’s three months before you find out. Anyway…Eric: Stop quarrelling. There’s a new show on TV.Jenny and Mike: Oh, no. Another one?W nagraniu pojawi∏y si´ nazwy nast´pujàcych programów: “Big Brother”, “American Idol”, “Survivor”, “Cops”.2 U2T2 U s∏uchajà rozmowy po raz drugi. OkreÊlajà, czy podane zdania sà prawdziwe czy fa∏szywe.Eric... F Jenny... T The contestants... T Jenny’s favourite... T Producers... F Mike... FGrammar – The Past Continuous and Past Simple1 Celem çwiczenia jest powtórzenie i usystematyzowanie wiadomoÊci o czasie Past Continuous, z którym U zetkn´lisi´ we wczeÊniejszych etapach nauki. W pierwszej cz´Êci U pracujà samodzielnie: poprawiajà b∏´dy w podanychzdaniach. Nast´pnie dostosowujà odpowiednie wyjaÊnienie – regu∏´ – do zauwa˝onych b∏´dów.1. D I was look looking through the window when I heard my friend’s voice on TV.2. E She were was going home when she met a friend of hers.3. B I was ringing rang the bell four times.4. C When I got up this morning the sun shone was shining.5. A I wasn’t knowing didn’t know them at that time.2 U przyglàdajà si´ tabeli, po czym zamieniajà zdania w stronie czynnej na zdania w stronie biernej. NiektórzyU mogli nie spotkaç si´ wczeÊniej z formà czasu Past Continuous w stronie biernej. Przekszta∏cone zdaniamo˝na zapisaç na tablicy, podkreÊlajàc form´ orzeczenia.1. The walls were being painted when Adam fell off the ladder and broke his leg.2. Dinner was being cooked when Mark broke the window.3. The picture was being hung when Linda found a gold coin on the floor.4. The floor was being cleaned when the cat jumped into the bucket of water.3 a. U pracujà indywidualnie: wpisujà czasowniki w odpowiedniej formie czasu Past Continuous lub PastSimple (zarówno w stronie biernej jak i czynnej). Dwóch U czyta ca∏y tekst uzupe∏niony formami czasowników.I was just looking through the window in my new flat when I heard my friend’s voice. I looked around but I didn’tsee him anywhere. I realised that the voice was coming from the TV set. I was surprised. “What is he doing onTV?” I thought. I sat in the armchair and started watching the programme. It was a reality show. My friend –Jack – was talking to a girl at a table – she was about 19. Then they got up and went to the garden. In thegarden another boy was watering the flowers and one girl was feeding the chickens. Suddenly I saw anotherpicture. Two girls were sitting on the floor of the living room and were painting flowers on the sheets of paper.Then they cut out the flowers and hung them on the wall…b. T´ cz´Êç N mo˝e zadaç jako prac´ domowà. Zadaniem U jest dokoƒczenie opowiadania w∏asnymi s∏owami.N mo˝e okreÊliç minimalnà liczb´ zdaƒ – 6, oraz koniecznoÊç u˝ycia czasowników zarówno w formie czasu PastSimple jak i Past Continuous.3Reading and listening – Diamonds in the microwave oven1 U pracujà indywidualnie: czytajà artyku∏ z gazety zwracajàc uwag´ na wyt∏uszczone s∏owa. Wybierajà t∏umaczenie,które najlepiej pasuje do danego s∏owa. U sprawdzajà poprawnoÊç wybranych odpowiedników z kolegà/ kole˝ankà z ∏awki. N mo˝e poprosiç U o przeczytanie çwiczenia g∏oÊno. N zwraca uwag´ na wymow´ s∏ów z sekcjiPronunciation.1. a) 2. b) 3. b) 4. a) 5. b) 6. c)16

2 U czytajà artyku∏ po raz kolejny – odpowiadajà na pytania, które zadaje N. U majà oko∏o 3 minut na przygotowanieodpowiedzi.1. He was 25.2. The theft was discovered on Sunday morning.3. The diamonds were worth £5 million.4. No, they weren’t.5. Yes, they did.3 a. U pracujà w parach: rozmawiajà, korzystajàc z podanych pytaƒ. N pyta kilku U o ich opinie na temat przeczytanegoartyku∏u.b. U2T3 U s∏uchajà nagrania – wypowiedzi stra˝nika. Muszà zdecydowaç, czy stra˝nik, podejrzewany o kradzie˝diamentów, by∏ winien czy nie.unit 2 tapescript 3I hated working as a chef. They paid low wages and I had to work long hours. I tried to work here and there and finally I got thisjob as a guard at a diamond merchant’s. I was really happy to get it after I had spent so much time looking for a job. The job wasclean and you could carry a gun, which I liked. Gradually I got to know more and more about the security. There were cameraseverywhere, metal detectors and a lot of guards. As one of them I had access to all the rooms. One day I had an idea that I wouldsteal some diamonds. The more I thought about it I realised it was quite possible. Each guard at the end of his shift wasresponsible for locking and securing the safe. Unfortunately it was never my duty to do that. One Friday morning I was walkingto work and I saw a big SALE sign in one of the shops. I went in and I bought a microwave oven – my wife always wanted one andit was a real bargain. I went to work and I told everyone how happy I was with my new microwave oven, and how cheap it was.Then, when I finished my shift I changed my clothes and started going home. As I was leaving I said goodbye to the front deskguard. I never saw him again but I think he was the guy who stole the diamonds. I couldn’t go back to work the next day becauseof the following unbelievable coincidence: on Saturday morning my wife was talking on the phone with her friend Josh. He askedher to bring him his flight tickets which he had forgotten. She had to hurry because his flight was in half an hour. Suddenly sheslipped and broke her leg. When she was falling she dropped the telephone which broke, so I couldn’t phone anyone. I had totake my wife to hospital. Then I went to the airport. When I was driving there the police stopped me – they knew everythingabout the robbery and they said it was me. Then they found the flight tickets and that was it. Nobody believed me.4 U2T3 U s∏uchajà nagrania po raz drugi – uk∏adajà wydarzenia w odpowiedniej kolejnoÊci. Po wykonaniu çwiczeniasprawdzajà poprawnà kolejnoÊç z kole˝ankà / kolegà z ∏awki.1. He worked as a chef. 2. He saw a big SALE sign in one of the shops. 3. He bought a microwave oven.4. He changed his clothes. 5. He said goodbye to the front desk guard. 6. His wife slipped and broke her leg.7. He couldn’t phone anyone. 8. He took his wife to hospital. 9. He went to the airport. 10. He wascaught by the police.Grammar – The Past Perfect1 U przyglàdajà si´ obrazkom – okreÊlajà, która z wymienionych czynnoÊci mia∏a miejsce wczeÊniej.(1) He had worked as a chef before (2) he got a job at a diamond merchant’s.(1) When she slipped, (2) she dropped the phone.(2) He took his wife to hospital after (1) she had broken her leg.2 a. U uzupe∏niajà regu∏´ mówiàcà o u˝yciu czasu Past Perfect.We use the Past Perfect to talk about…an action which happened before a past time.b. U przyglàdajà si´ tabeli, po czym uzupe∏niajà zdania – regu∏y gramatyczne – brakujàcymi s∏owami:To make the Past Perfect active we use had + Past Participle.To make the Past Perfect passive we use had + been + Past Participle.In negatives we add not to had. In questions we put had before the subject of the sentence.3 U pracujà indywidualnie: ∏àczà podane zdania pojedyncze w jedno zdanie z∏o˝one z wykorzystaniem podanegowyrazu. U czytajà zdania w klasie.1. The safe had been locked before the guards left the building.2. She dropped the phone after she had slipped.3. He had changed his clothes before he left.4. Her friend phoned her because he had left the plane tickets at her house.5. Before he “stole” the diamonds he had worked for the firm for three months.www.wsip.com.pl17

Reading and grammar – An incredible coincidence1 U pracujà w parach: czytajà nag∏ówek artyku∏u z gazety – zastanawiajà si´, o czym jest artyku∏.2 U pracujà w parach: czytajà artyku∏ – samodzielnie wstawiajà odpowiednie formy czasowników w nawiasachw czasie Past Simple lub Past Perfect. Nast´pnie sprawdzajà poprawnoÊç wpisanych form z kolegà / kole˝ankàz ∏awki. Jeden U mo˝e przeczytaç ca∏oÊç tekstu g∏oÊno dla powtórnego sprawdzenia. Czasami dwie formy sà poprawne.A taxi driver was shocked when he realised that the man who (had) got into his cab was his long-lost son.Barry Begshaw, 61, was doubly lucky because his son Colin, a chef, had planned to leave the area for good. The39-year-old thought his father was dead and had no idea they (had) lived only streets apart for a very longtime. Barry said: “I didn’t recognise Colin at first but when I did I was shocked. It was an amazing moment.”The chance meeting happened in Peacehaven, near Brighton, when Barry picked up Colin and his girlfriend ata motel. The taxi driver, who has another son and daughter, had lost touch with them when his wife had run offwith his best friend while he had been a soldier serving in Hong Kong. His taxi had brought him good luckbefore. In 1999, he picked up a woman, started a conversation and eventually married her.3 U czytajà fragment wspomnieƒ pana Begshaw – podkreÊlajà fragmenty, które dostarczajà dodatkowych informacjio wydarzeniu.Once I met this famous singer Sting when I was working night shifts. It was just after Sting’s concert. Hewanted to go back to his hotel. ...I had been a taxi driver before joining the army so when I came back toBritain that was the only thing I knew how to do and I liked it too. A few months ago I picked up a couple froma motel. ...I had tears in my eyes. ...We went to a restaurant where we had a big dinner and we talked andtalked. I told him the story of my life, he told me his. I was so happy.4 U pracujà samodzielnie: uk∏adajà 5 prawdziwych zdaƒ, opierajàc si´ na przeczytanych tekstach.Barry had met his second wife before he found his long-lost son.His wife left him after he had gone to Hong Kong.Barry had been a taxi driver before he joined the army.Barry lost touch with his son after his wife had run off with his best friend.Colin thought that his father had died a long time ago.Interaction – People read headlines, not articlesU pracujà w grupach trzyosobowych: czytajà dwa artyku∏y. N zwraca uwagà na s∏owa napisane kursywà – U mogàsprawdziç ich znaczenie w s∏owniku. Zadaniem U jest u∏o˝enie dwóch nag∏ówków do artyku∏ów. åwiczeniemo˝na przeprowadziç w formie konkursu na najzabawniejszy / najciekawszy nag∏ówek. N zwraca uwag´ na wskazówki,którymi U powinni si´ kierowaç.Writing – Headline newsU wybierajà jeden z podanych nag∏ówków i piszà artyku∏, korzystajàc z zamieszczonych wskazówek. N zwracauwag´ na limit s∏ów oraz koniecznoÊç u˝ycia czasów Past Simple, Past Continuous i Past Perfect. åwiczenie tomo˝na zadaç jako prac´ domowà.4Vocabulary practice – A journalist or a reporter?1 U pracujà w parach: dopasowujà s∏owa w ka˝dym zestawie do definicji. N sprawdza poprawnoÊç wykonanegoçwiczenia przez zadanie pytaƒ, np.: What do you call (a person who...)?S∏owa zdefiniowane sà w nast´pujàcej kolejnoÊci:A journalist, journal, journalism C to report, reportage, reporterB publisher, publication, to publish D censorship, a censor, to censor2 a. U czytajà zdania i uzupe∏niajà je s∏owami, które zosta∏y zdefiniowane w nawiasie.1. published 2. censored 3. journalism, journalist 4. reporters 5. reportageb. U uzupe∏niajà zdania s∏owami umieszczonymi na apli.circulation, copies, newspapers, tabloids.18

Reading – British newspapers1 U czytajà tekst o prasie brytyjskiej – zapisujà odpowiedzi na pytania w zeszycie. N zadaje pytania – U odpowiadajà,korzystajàc z notatek. åwiczenie mo˝na przeprowadziç bezpoÊrednio zadajàc pytania – U nie robiàwczeÊniej notatek. Zapisanie odpowiedzi do pytaƒ mo˝na wtedy zadaç jako prac´ domowà.a. The official journal of record and the newspaper e. The Manchester Guardian was founded inof the Crown was the London Gazette (first published on Manchester in 1821.November 16, 1665 as the Oxford Gazette).f. It was made into a world-famous newspaperb. Fifty two. by Charles Prestwich Scott.c. Because the public needed more information. g. The first newspapers were read by elites.d. The Times was the most significant newspaper h. The Daily Mail became the mother of cheapof the first half of the 19th century.press.2 N upewnia si´, czy U znajà znaczenie s∏ów umieszczonych na apli. U czytajà tekst o prasie „brukowej” i uzupe∏niajàgo podanymi s∏owami. U sprawdzajà poprawnoÊç wstawionych s∏ów z kolegà / kole˝ankà z ∏awki.KolejnoÊç wpisywanych wyrazów: broadsheets, scandals, tabloids, gossip, paparazzi, celebrities.Interaction – Broadsheet or tabloid? – register and style1 N upewnia si´, czy U dobrze zrozumieli znaczenie s∏ów tabloid i broadsheet w odniesieniu do prasy. U podajàw∏asne definicje tych s∏ów – starajà si´ wyjaÊniç ich znaczenie w j´zyku angielskim. U pracujà w parach: czytajàfragmenty artyku∏ów z gazet – muszà okreÊliç z jakiego rodzaju prasy pochodzà (tabloid – T) czybroadsheet (B): 1. T 2. B 3. T 4. T 5. B2a. U pracujà w parach: klasyfikujà podane tytu∏y do kategorii broadsheets lub tabloids.BroadsheetsTabloidsThe Times (1785), Evening Standard (1827),The Observer (1791), Daily Mail (1896),The Guardian / Manchester Guardian (1821), News of the World (1843),Sunday Times (1822), The People (1881),Financial Times (1888), Daily Express (1900),The Independent (1986) Daily Mirror (1903),The Daily Telegraph (1855) Sunday Mirror (1915/1963),Sunday Telegraph (1961), Sunday Express (1918),Independent on Sunday (1990). The Sun (1964),Daily Star (1978),The Mail on Sunday (1982).b. U odnajdujà nazwy ukrytych wÊród liter siedmiu czasopism (wymienionych w cz´Êci a.).I N D E P E N D E N TA H NI E EL P WY E SM O OS U N D A Y T I M E S P FI L TL E HET H E G U A R D I A N WOS U N D A Y M I R R O R RLF I N A N C I A L T I M E S Dwww.wsip.com.pl19

Reading and grammar practice – The beginnings of TV1 U czytajà tekst o telewizji, uzupe∏niajà go czasownikami w odpowiedniej formie czasu Past Simple, zarównow stronie czynnej jak i biernej. Po uzupe∏nieniu tekstu jeden U czyta tekst na g∏os dla sprawdzenia poprawno-Êci wpisanych form: managed, transmitted, were, were not, was, made, was sent, was demonstrated, replaced.2 U tworzà zdania z∏o˝one na podstawie podanych wskazówek, u˝ywajàc czasu Past Simple i Past Perfect. U czytajàutworzone zdania na g∏os.1. John Logie Baird had sent pictures through telephone lines to Glasgow before engineers made soundsynchronisation.2. John Logie Baird had sent pictures to Glasgow before he sent pictures to New York.3. Colour TV had been demonstrated before sound synchronisation was made.English for life – On the phoneU czytajà wyra˝enia po prawej stronie kartki. N sprawdza, czy wszystkie wyra˝enia sà U znane. N mo˝e zapytaç,w jakiej sytuacji U u˝yliby wybranych wyra˝eƒ. U w jednym, dwóch zdaniach opisujà sytuacj´ po angielsku.Listening and writing – Leaving a message1 U2T4 U s∏uchajà nagrania przedstawiajàcego pi´ç sytuacji. Muszà zdecydowaç, jak si´ zachowaç w ka˝dejz tych sytuacji. Propozycje podane sà w punktach A-D. U przyporzàdkowujà sposób zachowania do danej sytuacji.unit 2 tapescript 41. Thank you for calling British Telecom. You are in a queue for the operator. If you know the extension number you wish toreach, please dial it now. Thank you for calling British…2. This is Bob. I’m not at home at the moment but if you leave a message, I’ll call you back as soon as possible. Thank you.3. You have called the BCT. The operator will be with you shortly. Please hold. You have called the BCT. The operator…4. The number you have dialled has not been recognised. The number you have dialled has not been...5. Thank you for calling Victoria Railway Station. For national departures press 1, for international departures press 2, forarrivals press 3. If you have any further questions, please hold the line and the operator will be with you shortly.1. C 2. D 3. B 4. A 5. C or B2 U2T5 U pracujà indywidualnie. Piszà krótkie wiadomoÊci dotyczàce podanych sytuacji. N mo˝e poprosiç kilkuU o odczytanie tych wiadomoÊci, które zosta∏yby nagrane na automatycznej sekretarce. Nast´pnie U s∏uchajànagraƒ – sprawdzajà, czy ich wiadomoÊci by∏y podobne do wiadomoÊci w nagraniu.unit 2 tapescript 5Susie: Of course, you aren’t picking up the phone! Listen, I’m sick of this, do you understand? I’ve had enough! No more. You’renever on time and I’ve had enough! And you’re always late. That’s it. Good bye!Nick: Hello?... Hello?... Oh, Zoya? This is Nick. Remember me? Er… I was wondering if we could, er…, if you’d like to go forpizza with me. (3 sec pause) So call me. Bye.Brad: Hi there, I know you’re mad and all and, er, listen, I’m really sorry, I do apologise for Sarah, but look, I thought you’dbroke up. I saw her with this guy the other day, you know. I think you should know. Sorry once more. Talk to you later.Interaction – Talking on the phoneU pracujà w parach. Korzystajàc z podanych wskazówek dla osoby A i B, uk∏adajà dialogi, które nast´pnie prezentujàw klasie.20

5Matura practiceRozumienie ze s∏uchu1 U2T6 Przed przystàpieniem do wykonania çwiczenia N zapoznaje U ze s∏ownictwem w sekcji Matura safe.U czytajà zdania odnoszàce si´ do wiadomoÊci, które us∏yszà. Do ka˝dego zdania muszà wybraç w∏aÊciwe zakoƒczenie,zgodne z treÊcià us∏yszanych wiadomoÊci. U s∏uchajà nagrania dwukrotnie. Je˝eli U b´dà mieli trudnoÊciz wyszukaniem w∏aÊciwego zakoƒczenia, mogà wys∏uchaç tekstu po raz kolejny lub N mo˝e rozdaç kserokopiezapisanego nagrania i razem z U je przeanalizowaç. Jest to pierwsze çwiczenie Rozumienia ze s∏uchu zbli-˝one do zadaƒ maturalnych, N powinien zapoznaç U z technikà rozwiàzywania tego rodzaju zadaƒ.unit 2 tapescript 6News item one: Air traffic controllers in Switzerland say an automatic warning system in their operations room was switched offat the time when a Russian airliner and a cargo jet collided. The revelation came as officials from Russia, Germany andSwitzerland accused each other of the collision over southern Germany on Monday night.The Swiss air traffic controllers say that the 50-second warning they gave the pilot of the Russian plane to move to a loweraltitude was sufficient to prevent the collision, but Russian officials say it came too late.Seventy-one people were killed, most of them Russian children going on holiday to Spain, when the Tupolev 154 airlinercollided with a DHL Boeing 757 cargo plane near the town of Ueberlingen on the shores of Lake Constance. German andRussian investigators – along with US colleagues – are analysing the flight data and cockpit voice recorders of the two planesinvolved.News item two: The space probe Contour launched by NASA in 2000 has returned. The mission’s aim was to take close-upphotos of at least two comets and to explain how the planets were formed.The spacecraft orbited Earth until 15 August, when it fired its main engine and began its comet quest. On Monday it endedits mission by sending the last photos and data. The target comets were chosen because of their relative closeness to Earthduring the encounter time – less than 50 million kilometres (31 million miles).Contour flew as close as 100 kilometres (62 miles) to the heart of each comet. To protect it against violent impact, it had afive-layer dust shield of heavy metallic fabric.News item three: Parents have been warned against letting their children spend too much time on their mobile phones by thehead of the World Health Organization (WHO). “I would be careful about letting children use mobile phones for hoursevery day, because we don’t know enough about the possible health dangers,” said WHO Director-General Gro HarlemBrundtland. Some tests have shown higher electromagnetic waves in places where mobiles are frequently used. But there isno scientific evidence to prove any long-term negative effects of mobile phone usage. Two years ago, a UK Governmentinquiry concluded that mobile phones caused no proven health risk. According to scientists in Finland, radiation frommobile phones causes changes in the brain.They found that exposing human cells to mobile phone radiation damaged the blood-brain barrier, a safety barrier in thebody that stops harmful substances in the blood from entering the brain.Experts have suggested that any risks can be kept to a minimum by keeping mobile phone conversations short and usinghands-free kits for longer conversations.News item four: Sven-Goran Erriksson suffered defeat for the first time as England manager last night. His side lost 2-0 toHolland in a friendly match at White Hart Lane, ending a five-match winning run since he took over as coach seven months ago.ITEM ONE: 1. B. 2. C. ITEM TWO: 3. A. 4. A. ITEM THREE: 5. C. 6. D. ITEM FOUR: 7. B. 8. D2 U2T7 U czytajà pytania. Wys∏uchujà dwukrotnie tekstu – wypowiedzi dwóch osób na temat reality shows.OkreÊlajà, czyjej wypowiedzi dotyczà pytania. U powinni wykonaç çwiczenie samodzielnie – mogà sprawdziçodpowiedzi z kolegà / kole˝ankà z ∏awki.unit 2 tapescript 7Interviewer: What’s your favourite reality show?Melanie: “Sex and the city”. Well, do I have to say more? The women are gorgeous, and their obsession with shoes is also veryfunny. I like some reality based shows. Such as “Big Brother” and “American Idol”. I just like seeing other real people’sproblems and success stories. I can’t say I really like soap operas. I do however like “Buffy the vampire slayer”.Tom: I have several favourite television shows. “Everybody Loves Raymond”, “The West Wing”, “Alias”, and any news type show.I love watching the news. I think though that “The Simpsons” is perhaps my favourite because it’s so smart. Of courseI realise that it’s a cartoon, but it is so intelligent in how it makes fun of American culture and the American way. The jokesare always funny, and of course it is re-run on almost every channel at all times of the day, so if you need something to watch,“The Simpsons” is almost always on. No matter what episodes I have seen, when I see them again, I laugh just as hard.I enjoy the very dark, sarcastic, and witty humour.Who thinks that the women in the show are gorgeous? M Who likes “American Idol”? MWho likes “The Simpsons”? T Who enjoys the very dark, sarcastic humour? Twww.wsip.com.pl21

Who laughs a lot while watching the show? T Who loves watching the news? TWho likes reality based shows? M Who mentions soap operas? MRozumienie tekstu czytanegoU czytajà samodzielnie fragmenty notatek prasowych – dopasowujà nag∏ówki do wiadomoÊci: 1. E. 2. F. 3. A.Jako prac´ domowà N mo˝e poleciç zmodyfikowanie wiadomoÊci tak, aby pasowa∏y do nich niewykorzystanenag∏ówki.DyskusjaU analizujà materia∏ zawiàzany z programami typu reality shows. N zadaje dodatkowe pytania:Do you often watch reality shows?Would you ever take part in a reality show?Do your friends / parents watch reality shows? YES: What kind of reality show?Why / Why not?NO: Why not?Do you like watching such programmes? Are reality shows dangerous? Why do you think so?What is your favourite reality show?Can it bring fame and fortune?Unit 3ComputersTEMATGRAMATYKAS¸OWNICTWOWYPOWIEDè USTNAKONWERSACJACZYTANIES¸UCHANIEINTERAKCJAWYPOWIEDè PISEMNAKULTURAMATURA1Vocabulary practice – Computers22nauka, technika, post´p – komputeryzacjastopniowanie przymiotników, neither, either, both, all…, reflexive pronouns, each other, czasyprzesz∏e – podsumowaniekomputery – oprogramowanie, urzàdzenia wyjÊcia, wejÊcia, Internet, wykorzystanie komputerów,gry komputerowew jakich dziedzinach wykorzystywane sà komputerygry komputerowe – U wypowiadajà si´ na temat gier komputerowychRozwój Internetu – czytanie w celu zrozumienia ogólnego przes∏ania, Gry komputerowe – uzupe∏nianietekstu brakujàcymi fragmentami, Historia Microsoftu – çwiczenie interaktywneZa ma∏o pami´ci – s∏uchanie w celu uzyskania okreÊlonych informacji, Do czego wykorzystywanyjest Internet s∏uchanie w celu uzyskania informacji szczegó∏owych, On za du˝o czasu sp´dzaprzed komputerem – sluchanie dla uzyskania informacji ogólnej, Wirusy komputerowe – s∏uchaniew celu uzyskania informacji szczegó∏owych, instrukcja zainstalowania oprogramowaniau˝ytkowegodyskusja na temat zalet i wad Internetupisanie biografii z wykorzystaniem notatek, formu∏owanie wiadomoÊci internetowych na czacieHistoria Microsofturozumienie tekstu czytanego, uzyskiwanie i udzielanie informacji i wskazówek, negocjowanie,dyskusja1 U podpisujà rysunek odpowiednimi s∏owami.Od lewej: monitor, keyboard, mouse, mouse pad, floppy disk,joystick, speakers, microphone, modem, scanner.2 U pracujà indywidualnie: zaznaczajà te skróty, z którymi si´ wczeÊniej spotkali. Nast´pnie korzystajàc ze s∏óww ramce podajà rozwini´cia skrótów. N mo˝e poprosiç U o napisanie pe∏nych nazw na tablicy.CD = Compact Disk; DOS = Disk Operating System; DVD = Digital Video Disk; FD = Floppy Disk; IT =Information Technology; MPEG = Moving Pictures Experts Group; ROM = Read Only Memory; RAM =Random Access Memory; CPU = Central Processing UnitPo zakoƒczeniu çwiczenia N czyta definicje – zadaniem U jest wybranie odpowiedniego s∏owa z çwiczenia 1 i 2.1. You use it to draw images which are displayed on the screen. lightpen2. Memory which is permanent. ROM3. An output device which prints documents or pictures. printer4. Memory which stores temporary information. RAM5. A small disk on which data is stored on magnetic tracks. floppy disk6. The “brain” of the computer. CPU (Central Processing Unit)

3 U rozwiàzujà kwiz. Je˝eli nie znajà niektórych s∏ów, mogà sprawdziç je w s∏owniku informatycznym lub jednymz dost´pnych s∏owników internetowych. U rozwiàzujà kwiz w oparciu o posiadanà wiedz´ informatycznà. Porozwiàzaniu kwizu U czytajà odpowiedzi na g∏os. Kwiz mo˝na przeprowadziç w formie konkursu – wygrywa U,który pierwszy poprawnie odpowie na wszystkie pytania. Poprawne odpowiedzi: 1.c) 2.b) 3.c) 4.a) 5.a) 6.b)Speaking – What do you use it for?1 N pyta, w jakich dziedzinach majà zastosowanie komputery. U podajà dziedziny oraz funkcje, jakie komputerype∏nià. U czytajà wyra˝enia z tabeli – N sprawdza zrozumienie wyra˝eƒ. Zadaniem U jest dopasowanie doka˝dych dwóch wyra˝eƒ – funkcji komputera – dziedziny, w której te funkcje sà wykorzystywane.perform mathematical operations SCIENCEsolveproblemskeep records of students/workers etc. ADMINISTRATIONstoreinformationmanage radar system AIR TRAFFICregulateair trafficteach courses SCHOOLteststudents’ knowledgecarry out financial transactions BANKINGcontrolcash dispensersfind information for people LIBRARYcataloguethe books2 U pracujà w grupach czteroosobowych. Zastanawiajà si´, jakie jest znaczenie komputerów w podanych dziedzinach.U wykorzystujà podane czasowniki do budowania zdaƒ.3 a. Po uzupe∏nieniu tabeli i dyskusji w grupach U przygotowujà spójnà wypowiedê na temat zastosowaniakomputerów z wykorzystaniem podanych zwrotów. Kilku U prezentuje swoje wypowiedzi.b. U przygotowujà wypowiedê na podany temat. åwiczenie to N mo˝e zadaç jako prac´ domowà.Listening – Insufficient memory1 U czytajà samodzielnie tekst Insufficient memory. Nast´pnie N zadaje pytania – U odpowiadajà.a. Because there was insufficient memory.b. U podajà swoje w∏asne pomys∏y, np.It was too slow.She couldn’t play computer games.She couldn’t watch films.It often stopped working without reason.c. N sprawdza, czy U znajà s∏owo upgrade. U podajà swoje w∏asne pomys∏y.2 U3T1 U s∏uchajà nagrania jeden raz – wybierajà z tabeli komputery, o których jest mowa w nagraniu: AppleiMac M989DL/X (uses different standard, she doesn’t have to buy a monitor) oraz Sony VAIO PCV-RX2 (ithas the most RAM – 640 MB and the fastest processor 3.9 GHz).unit 3 tapescript 1Shop assistant: (talking on the phone) Yes, yes… really…Monica: Excuse me…Shop assistant: Hold on a sec. (To Monica) Yes?Monica: I’d like to ask you something about my computer.Shop assistant: I’ll call you in a minute. How can I help you?Monica: You see I have this problem with the memory in my computer.Shop assistant: Is it your computer or your brother’s because it’d be easier if he was here. Girls don’t really know…Monica: No, the computer is mine and I need to upgrade it. I’m having problems with the memory so I need someRAM extension boards, plus I think I’ll need a new hard disk.Shop assistant: Oh, I see. Good, so, you need more RAM. And what processor have you got?Monica: It’s a Pentium MMX 166MHz.www.wsip.com.pl23

Shop assistant: Oh my goodness! It’s a dinosaur. Aren’t you having problems with running different programs?Monica: That’s the point I need more RAM.Shop assistant: And how big is your hard disk?Monica: 2 Gigabytes.Shop assistant: Uuuu. I see. How old is it, your computer that is?Monica: Four years.Shop assistant: Oh, dear. It’s more suitable for a museum than for a young lady like yourself. Look, I’d recommend you buyinga new one. I’m serious. You’ll only have more trouble with your old junk. You can upgrade it but you’ll need a completely newmain board, a new processor, and a new hard disk. So, really, you need a new computer. You have to buy the most expensivepart, processor, main board, and hard disk, so it’d be better for you and your computer – you will pay a bit more, but…Monica: Is it really necessary?Shop assistant: I’m afraid that it’s the best thing you can do. What do you use your computer for?Monica: Well, I don’t use my old one much for obvious reasons, but…Shop assistant: Do you need it to write an essay, to listen to some music, or to maybe watch films on the Internet or play a game?Monica: I see. I need it to write essays, listen to music and play games. I also need a good graphics card – I’d like to makecomputer graphics maybe.Shop assistant: I see. Here’s a list of possible computers for you.Monica: I like this one the best.Shop assistant: Yes, it has a good graphics card and you don’t have to buy a monitor, but it uses a different standard. You won’tbe able to swap files with the other computers.Monica: I see. What about this one?Shop assistant: It’s a very good machine. The graphics card is OK, and the strongest point here is the price.Monica: And the colour of the case. And this one has the most RAM.Shop assistant: And it’s the fastest, too. I think it’ll last for years…Monica: That’s what the other guy told me when I was buying my old computer…Shop assistant: Well, I think you’ll have to talk to your parents and think it over.Monica: Can I take this leaflet?Shop assistant: Of course.Monica: Thanks.Shop assistant: You’re welcome.Monica: Bye.Shop assistant: Bye, bye.3 U3T1 U wybierajà wyra˝enia – odpowiedzi, które sà niepoprawne. N zwraca uwag´, ˝e w jednym zestawiemo˝e byç wi´cej ni˝ jedna niepoprawna odpowiedê.Odpowiedzi: 1.c) 2.c)d) 3.c) 4.a) 5.b)Grammar – both, neither, either, all, every1 a. b. U przyglàdajà si´ danym komputerowym. Czytajà przyk∏ady zdaƒ, po czym starajà si´ wyjaÊniç znaczenies∏ów both... and, all, neither, either, either of, every. N sprawdza zrozumienie s∏ów – U mogà przet∏umaczyçzdania na j´zyk polski. U dopasowujà wyjaÊnienia do podanych przyk∏adów.e) Both Compaq Presario and HP Pavilion 1000n have 512 MB RAM.f) All computers have got a modem.a) Neither Compaq Presario nor HP Pavilion has got a monitor.b) You can buy either Sony VAIO PCV-RX2 or Apple iMac M989DL/X.d) Thinking of buying Compaq Presario or HP Pavilion? Either of the computers is good for a literaturestudent.c) Every computer has got one year warranty.2 U pracujà indywidualnie: uk∏adajà zdania wykorzystujàc podane wskazówki.a) Every computer has got a modem.b) Both Sony VAIO PCV-RX2 and Apple iMac M989DL/X have got 640 MB RAM.c) All computers have one year warranty.d) Both Compaq Presario and Sony VAIO PCV-RX2 have Windows XP operating system.3 U budujà zdania u˝ywajàc konstrukcji either… or, neither… nor i either… N przypomina, ˝e U muszà wykorzystaçnazwy komputerów w pisanych zdaniach.1. ... you can choose either... HP Pavilion 1000n or Sony VAIO PCV-RX2.2. Neither Compaq Presario nor Apple iMac M989DL/X has got...3. Look at HP Pavilion 1000n and Sony VAIO PCV-RX2. Either of the computers...24

2Grammar practice – Comparative and superlative forms of adjectives1 a. U pracujà w parach. Przyglàdajà si´ danym czterech notebooków. Poprawiajà zdania. N zwraca uwag´, ˝eniektóre zdania mogà byç poprawione nie tylko w jeden sposób.1. Sony Vaio is lighter than Compaq Presario.Sony Vaio is less heavy than Compaq Presario.2. Toshiba Satellite has got a slower processor than Sony Vaio.3. Apple iBook is less expensive than Compaq Presario.Apple iBook is cheaper than Compaq Presario.4. Compaq Presario has less RAM than Toshiba Satellite.5. Sony Vaio has more hard disk capacity than Apple iBook.b. U pracujà w parach: uzupe∏niajà podane regu∏y gramatyczne. Kilku U czyta uzupe∏nione regu∏y.To make comparative forms of one-syllable and some two-syllable adjectives we add -er.To make superlative forms of one-syllable and some two-syllable adjectives we add -est.To make comparative forms of long adjectives we add the word more in front of the adjective.To make superlative forms of long adjectives we add the word (the) most in front of the adjective.To make comparative and superlative forms of most adjectives we can also add less / (the) least in front of theadjective.c. U poprawiajà b∏´dy i dopasowujà odpowiednià regu∏´ gramatycznà.bad worse worst D.careful more careful most careful E.thin thinner thinnest F.wide wider widest A.interesting more interesting most interesting B.happy happier happiest C.2 U pracujà indywidualnie. Wybierajà z podanych notebooków egzemplarz o lepszych parametrach – uzasadniajàswój wybór wykorzystujàc konstrukcj´ (not) as... as, comparative + than (dwa zdania). U przedstawiajàswój wybór i jego uzasadnienie w klasie.a) Sony Vaio is faster than Compaq Presario.Compaq Presario is not as fast as Sony Vaio.b) Toshiba Satellite has more RAM than Apple iBook.Apple iBook has less RAM than Toshiba Satellite.c) Toshiba Satellite is heavier than Compaq Presario.Compaq Presario is lighter than Toshiba Satellite.Compaq Presario is not as heavy as Toshiba Satellite.d) Sony Vaio has more hard disk capacity than Toshiba Satellite.Toshiba Satellite has not as much hard disk capacity as Sony Vaio.e) Compaq Presario is more expensive than Apple iBook.Apple iBook is cheaper than Compaq Presario.Apple iBook is not as expensive as Compaq Presario.f) Sony Vaio has larger screen than Toshiba Satellite.Toshiba Satellite has smaller screen than Sony Vaio.Toshiba Satellite has not as large screen as Sony Vaio.Listening and speaking – What do you need the Internet for?1 U3T2 U s∏uchajà dwukrotnie wypowiedzi czterech osób. Przy drugim s∏uchaniu N mo˝e zatrzymaç p∏yt´ poka˝dej wypowiedzi. U zastanawiajà si´, która osoba w jaki sposób odpowiedzia∏a na zadane pytanie. WpisujàE – Edna, C – Colin, D – Daniel, J – Jessica. W ka˝dym zestawie jest jedna odpowiedê, która nie by∏a u˝yta przez˝adnego z mówiàcych.www.wsip.com.pl25

unit 3 tapescript 2Man’s voice: Edna, what do you need the Internet for?Edna: Well, I don’t like the Internet to tell you the truth. I know why it’s so popular, people can find a lot of information, butI use… I use it only when I have to. And I have to check my mail every once in a while. So I sit down and click the button andI see who’s written to me. It’s sort of fun, but I prefer “real” letters. I write them myself any time I can, but I know it’s muchquicker to send your letter through the Internet. Times change.Man’s voice: Colin, what do you need the Internet for?Colin: What do I need the Internet for? Oh my… for everything! I use it for both my work and for fun. I’m a businessman, soI check all sorts of information on my computer every day. Actually, the first thing I do at work is switch my computer on.I visit all the business pages, I read the news, I contact my contractors and people I do business with. I must say it’s mucheasier. I just can’t imagine my life without the Internet. No, it’s impossible. And then at home I sometimes, just out ofcuriosity surf the Net to look for some interesting information. There’s always something there.Man’s voice: Daniel, what do you need the Internet for?Daniel: Chat rooms and games… and maybe some on-line music magazines. I have this favourite chat room for teenagers, whichI visit at least three times a week. The funny thing about chat rooms is that you don’t give your real name. Just yournickname. It’s great ’cause I can be someone else. Once I told them I was Monika. I had a lot of fun. And then it’s games. TheNet comes in handy when it comes to all sorts of tournaments on-line. It’s so cool, as you meet real people. You’re a soldierand there is a mission you have to go on and your computer-animated friends, the other soldiers are your real friends – youcan talk to them, you can do things together, you can kill them or they can kill you.Man’s voice: Jessica, what do you need the Internet for?Jessica: Well, I read about cosmetics. Really. I’m obsessed with cosmetics so every time I have some spare time I turn mycomputer on and I browse cosmetic sites. It’s so useful. You don’t have to buy magazines. Everything is there. Oh, andI read the news, as well. And horoscopes. And I also... I also check the weather forecast. And, I often read this magazine...I forgot what it’s called… it’s a new thing so I don’t remember the name, but it’s about keeping fit. They have these fantastictips on how to keep fit and what to eat and how to lose weight.1. nobody, E, J, C, D. 2. J, nobody, E, D, C. 3. E, D, J, nobody, C. 4. J, E, C, nobody, D.2 U czytajà pytania i odpowiedzi – zastanawiajà si´, z którà z wypowiadajàcych si´ osób mogliby si´ uto˝samiç.N zadaje pytania z çwiczenia 1 – U odpowiadajà o w∏asnych odczuciach i doÊwiadczeniach zwiàzanych z Internetem.3 U3T2 U s∏uchajà nagrania po raz kolejny – uzupe∏niajà podane zdania odpowiednimi wyrazami. U sprawdzajàz kolegà / kole˝ankà z ∏awki poprawnoÊç wpisania wyrazów: a. information b. check c. click d. newse. pages f. contact g. surf h. chat i. browse j. weather.4 a. b. U pracujà w parach: odpowiadajà na pytania, nast´pnie piszà krótkie sprawozdanie. Kilku U czyta sprawozdania.U mogà zadaç pytania wykorzystane w çwiczeniu 1.5 U podzieleni sà na dwie grupy – jedna grupa jest za korzystaniem z Internetu, druga przeciwko. U majà podaneargumenty, ich zadaniem jest: a) wyraziç i uzasadniç swojà opini´, b) zgodziç si´ lub si´ nie zgodziç z opiniàprzedmówców. Po zakoƒczeniu dyskusji N prosi kilku U o jej podsumowanie.åwiczenie to mo˝na przeprowadziç w inny sposób: jedna grupa U nigdy nie korzysta∏a z Internetu – jest sceptyczniedo niego nastawiona. Druga grupa musi ich do Internetu zach´caç.Jako prac´ domowà N mo˝e zadaç napisanie rozprawki, w której U wypowiedzà si´ za korzystaniem i przeciwkokorzystaniu z Internetu.Reading – Origins of the Internet1 U czytajà samodzielnie tekst – do ka˝dej z cz´Êci dobierajà odpowiedni obrazek. U nie muszà znaç wszystkichs∏ów wyst´pujàcych w tekÊcie. N sprawdza kolejnoÊç wpisanà przez U. Poprawna kolejnoÊç: b, c, a, d.2 N zwraca uwag´ na u˝ycie s∏ów thousand / thousands.U przyglàdajà si´ tabeli, w której podane sà jednostki pami´ci. Nast´pnie dokonujà przeliczeƒ.1 megabyte = 2 20 bytes; 3 gigabytes = 3 x 2 30 bytes; 2 terabytes = 2 x 2 20 kilobytes; 1 kilobyte = 8 x 2 10 bits3 U uk∏adajà pytania do podkreÊlonych cz´Êci tekstu. U czytajà pytania – N mo˝e poprosiç U o zapisanie ichna tablicy. Nast´pnie U majà chwil´ czasu, aby przeczytaç tekst jeszcze raz – zamykajà ksià˝ki – N zadaje pytania– U odpowiadajà.(1) When did researchers begin experimenting with linking computers to each other?(2) What technology did ARPA use to link computers in different locations?(3) What was each packet given?(4) What did the system let computers and the researchers do?(5) Where did new links develop by the close of the 1970’s?26

3Vocabulary practice – From tape recorder to…1 N sprawdza, czy wszystkie podane wyrazy sà U znane. U pracujà w parach – uk∏adajà zestawy wyrazów wed∏ugkolejnoÊci, w jakiej dane technologie (sprz´ty) pojawia∏y si´ na rynku. N pyta, które z podanych technologii(sprz´tów) sà U znane. KolejnoÊç: 1) tape recorder, 2) adventure games, 3) CD-ROM, 4) perspective game.2 U pracujà indywidualnie: ∏àczà podane wyrazy z kolumn A i B w logiczne wyra˝enia. Wyra˝enia mo˝na zapisaçna tablicy. Poprawne odpowiedzi: solve puzzles, fly airplanes, fight with monsters, save princesses, finddiamonds, become a new person, build cities, conquer new lands.3 U czytajà zdania i uzupe∏niajà je s∏owami (wyra˝eniami) z çwiczenia 1 i 2.1. tape recorder 2. speaker 3. perspective games 4. real 5. graphics card 6. Flight simulators 7. adventure,conquer 8. loadingReading and speaking – Computer games1 U czytajà tekst Play – uzupe∏niajà go podanymi zdaniami. Kilku U czyta tekst na g∏os dla sprawdzenia.(1) (c) (2) (e) (3) (d) (4) (g) (5) (h) (6) (b) (7) (f) (8) (a)åwiczenie dodatkoweN rozdaje U kartki z porozrzucanymi wyrazami – ZA¸ÑCZNIK 4. U muszà u∏o˝yç z nich pytania, a nast´pniena nie odpowiedzieç, wykorzystujàc informacje z tekstu.Poprawne pytania i odpowiedzi:1. How much time does Ted spend every day playing computer games?He spends more than 5 hours a day playing computer games.2. How old are computers?Computers (Counting machines) are probably 300 years old.3. When was the first personal computer introduced?The first personal computer was introduced in 1981.4. What computer games were popular in the early 80’s?“Digger”, “Zork”.5. Where does “Tetris” come from?“Tetris” comes from Russia.6. What adventure games were popular in the mid 80’s?“Tetris”, “Prince of Persia”, “Ultima”, “Pirates”.7. When did CD-ROM’s become popular?CD ROM’s became popular in the 90’s.8. Why did “Doom”-like games become so popular?It was the first perspective game where everything was seen with the players’ eyes.2 U pracujà w parach: zadajà sobie wzajemnie pytania na temat gier komputerowych – opowiadajà, czego si´dowiedzieli o kole˝ance / koledze.N mo˝e zadaç pytania dodatkowe, aby ustaliç: jaka jest najpopularniejsza gra wÊród uczniów (ewentualnie zorganizowaçranking gier), jaka jest najnowsza / najstarsza znana U gra.Listening – He spends so much time in front of the computer1 U3T3 U s∏uchajà wypowiedzi 5 osób – wpisujà, kim jest mówiàcy / mówiàca.unit 3 tapescript 3Ted’s mother: He’s always sitting in front of the computer screen, playing computer games. I’d rather he played some sports orsomething else more active. His teachers always complain when I meet them because he doesn’t have time to do hishomework. I’m very worried about it.Ted, a teenager: Playing computer games is cool. I don’t spend much time because my mum makes me do my homework. If I didn’thave to go to school, I’d play computer games all the time.www.wsip.com.pl27

Ted’s father: I’m really worried about my son. He doesn’t talk about anything but computer games, if he has time to talk to us, ofcourse. Sometimes he talks to himself when he’s playing a game. He meets friends only to exchange new games. I’m afraid hewill get addicted to computer games, if he hasn’t already.Ted’s sister: It’s very annoying as we share the room. I can’t sleep when the monitor is on making all these strange sounds. I’vetold him to use the headphones hundreds of times but he won’t listen. The next day I’m sleepy and I can’t concentrate atschool. Sometimes I’m really angry. I don’t understand him. That’s why we don’t talk to each other very often.Ted’s friend: We often exchange new games. Ted likes flight simulators and I like adventure games. They’re cool. Sometimes weplay together but I never win.1. Ted’s mother 2. Ted, a teenager 3. Ted’s father 4. Ted’s sister 5. Ted’s friend2 U3T3 U s∏uchajà nagrania ponownie – muszà ustaliç, na co podane osoby narzekajà.1. Mother: He’s always sitting in front of the computer screen, playing computer games. He doesn’t have timeto do his homework.2. Ted: His mother makes him do his homework.3. Father: He doesn’t talk about anything but computer games. He doesn’t have time. He meets friends only toexchange games.4. Sister: She can’t sleep when the monitor is on making all these strange sounds. She’s sleepy and she can’tconcentrate at school.5. Friend: he never wins.Grammar practice – Reflexive pronouns, each other, one another1 U przyglàdajà si´ obrazkom i podpisom. N pyta, kiedy u˝ywamy zwrotów himself, herself, a kiedy each other.2a. U uzupe∏niajà tabel´ odpowiednimi zaimkami zwrotnymi:I myself we ourselvesyou yourself you yourselveshehimselfshe herself they themselvesititselfb. U zaznaczajà zdania, które odpowiadajà na pytanie Kiedy u˝ywamy zaimka zwrotnego? U czytajà zaznaczonezdania.✓ when the same person is the subject and the object of the sentence✓ to emphasise that it was this person and nobody else✓ often with the verbs hurt, introduce, kill, cut, enjoy✓ to emphasise that somebody has done something without other people’s help3 U pracujà indywidualnie: uzupe∏niajà zdania zaimkami zwrotnymi i each other.a. each other c. themselves e. ourselves / each other g. yourselves i. himselfb. yourself d. herself f. herself h. yourself j. each other4Reading and interaction – The history of Microsoft1 U pracujà indywidualnie: czytajà tekst i odpowiadajà na pytania:a. The text is about Bill Gates.b. He was born in 1955 in Seattle.c. His father was an attorney and his mother was a schoolteacher.d. He was interested in maths and science.e. In the spring of 1968 he was introduced to computers.2 a. U pracujà w grupach trzyosobowych. Ka˝dy U ma przeczytaç jednà cz´Êç tekstu i wykonaç swoje zadanie.Part 2 U1– uzupe∏nia tekst s∏owami, wybierajàc z podanych mo˝liwoÊci: (1) a) (2) b) (3) c) (4) c) (5) c)(6) b) (7) a) (8) c)Part 3 U2– uzupe∏nia tekst s∏owami podanymi w zestawie: was hiring, had to, enjoyed, fix, enrolled, centre,projects, continue, full time.28

Part 4 U 3– wybiera s∏owo poprawnie napisane: microcomputer, magazine, immediately, business, explode,software, program, appointment, impressed, quit, success, success, software, million.b. U pracujà razem w grupach trzyosobowych – okreÊlajà, czy podane zdania sà prawdziwe czy fa∏szywe, orazw której cz´Êci mo˝na znaleêç odpowiedê. U wpisujà T (prawda) lub F (fa∏sz) oraz oznaczenie cz´Êci tekstu –PART 1, PART 2, PART 3.Part Statement True False2 Bill Gates skipped computer classes because he was bored. +4 The first version of Windows was introduced in 1987. +4 Microsoft was founded in 1975. +4 The first program which Gates wrote for Altair manufacturer did not work. +3 In 1973 Gates entered Harvard University. +2 Bill and his friends were employed by the computer company to find bugs. +2 The first company where Bill Gates worked did not pay him. +2 Lakeside Prep School could not afford to buy computers. +3 Information Sciences Inc. employed the boys to write a program for viruses. +2 Bill Gates was very bad at maths. +3 While at Harvard Gates did not keep in touch with Paul Allen. +4 Gates showed Allen the first microcomputer on the cover of a magazine. +c. U zamieniajà si´ tekstami – sprawdzajà, czy inne osoby w grupie poprawnie wykona∏y zadania.d. U sprawdzajà wyt∏uszczone w tekÊcie s∏owa – starajà si´ znaleêç odpowiedniki nast´pujàcych polskich s∏ów:zapisali go (na kurs) enrolled zakoƒczyli dzia∏alnoÊç went out of businesspobudzaç stimulate wiedza knowledgeosiàgn´li porozumienie reached agreements s∏aboÊci weaknessesopuszczali (lekcje) skipped (classes) inne sposoby alternate sourcespodr´czniki manuals lista p∏ac payrollzabrali si´ zatook toGrammar practice – Past tenses1 U czytajà zdania – uzupe∏niajà je odpowiednimi formami czasów przesz∏ych w stronie czynnej lub biernej.U czytajà g∏oÊno zdania. Czasami dwie formy czasownika sà mo˝liwe.a. was, became b. had read, were hired c. were working / worked, didn’t get d. founded, had studied, hadasked e. was studying, spent f. was reading, saw g. was introduced h. wrote, had been made i. werewriting, worked j. had been sold2 U pracujà w parach: czytajà wydarzenia z biografii Gatesa oraz dodatkowe informacje – nast´pnie dopasowujàwydarzenie do daty.N mo˝e poprosiç U o napisanie 4-5 zdaƒ z wykorzystaniem czasu Past Perfect na podstawie wiadomoÊci z tabeli.Year Event1955 He was born.1968 His parents enrolled him in Lakeside Prep School.1973 He entered Harvard University.1975 He founded Microsoft.1994 He got married to Melinda French.1995 He published The Road Ahead.1996 His daughter was born.1999 He wrote Business @ the Speed of Thought.www.wsip.com.pl29

Listening – Computer viruses1 U3T4 U s∏uchajà nagrania – rozmowy z ekspertem na temat wirusów komputerowych. Uk∏adajà podane tematyw kolejnoÊci, w jakiej poruszane sà one w rozmowie.unit 3 tapescript 4Interviewer and Jack Norton – computer expertInterviewer: Good afternoon. Today in our series Computers for everyone we’ll be talking about computer viruses. I’d like towelcome Mr Jack Norton, an IT specialist.Jack Norton: Good afternoon.I: My first question today is: Why do we call them viruses?J N: They are called viruses because they are like biological viruses – they pass from computer to computer like the flu fromperson to person and then they infect and destroy computer programs. There are really dangerous biological infections(e. g. cholera) and really dangerous computer infections that can ruin the whole system.I: If they’re not biological viruses what are they?J N: They are pieces of software designed to reproduce and destroy files. They “travel” on real programs or files. So every timea program is run the virus runs as well, it replicates itself and damages files.I: How do computer viruses travel?J N: Some viruses “travel” with email messages. Usually such viruses replicate by mailing themselves to different people. Howdo they do that? They have access to an address book and from there they send themselves to many different people.There was a virus called “Melissa”. It travelled with Microsoft Word documents. When a person opened the document thevirus sent 50 copies of it to the people from that person’s address book. The document had a nice and friendly note sopeople opened it without thinking it might be harmful. So the virus sent another 50 copies of itself to another group of 50people from the address book. It went on and on. Many companies, offices and homes had to close their emailing systemuntil they had proper anti-virus software. Other viruses pretend they are real programs. You click on them thinking it’s agame and woops! It infects your whole computer.I: The most frequently asked question by our listeners is: What to do to avoid such problems?J N: If you don’t have a computer there is no problem, but if you do… Then you must be careful. The best thing to do is to checkeverything that comes into your computer. Check the floppies, especially if they’ve been used on other computers. Checkyour mail – always check attachments, they might be infected. Be careful with macros in documents. Always buy programsthat are commercially available. Commercially released CD-ROMs are always clean as opposed to pirate copies. It’sbetter to pay a bit more and be on the safe side.I: And my last question. You may think I’m being naïve but why would people want to create viruses?J N: Why would people want to create viruses? Well, out of stupidity. Why do people break bus stops or spray walls with paint?Because they are vandals and it gives them a thrill. They like destroying things but they don’t think about peoplewhose work, time and money is wasted.I: Thank you very much for your visit to our studio. I hope our listeners will be more aware of computer viruses now. Nexttime we’ll be talking about modems and the Internet. Thank you, Mr Norton.KolejnoÊç wpisywanych cyfr: 4, 2, 1, 3.2 U3T4 U s∏uchajà nagrania po raz kolejny – uzupe∏niajà fragmenty wypowiedzi czasownikami:Why virus? pass, infect, destroy, ruin What is it? reproduce, destroy, “travel”, replicate, pretend, click, infectsWhat to do? check, comes, buy Why do people create viruses? break, sprayEnglish for life – Computers talkReading and writing – Online chat1 U czytajà tekst i wpisujà rozwini´cie podanych symboli (skrótów) cz´sto u˝ywanych w czatach.2 to cu l8r see you later IMO in my opinionU you :-) happy BTW by the way2 U pracujà w parach: starajà si´ „odszyfrowaç” podanà wiadomoÊç, zapisanà skrótami. Hi, there. What’s up? I’m trying to reinstall my Explorer. Do you have any problems with your Explorer? Yes, it crashes the system, I think there is something wrong with exe. files. Good luck! Thanks. By the way, did you see The Lord of the Rings? The new one?30

Yes. Not yet. It’s really good. You should see it. I know but right now I have problems with my computer and I can’t go anywhere. I’m sad. You can deal a new Explorer from the net. I did that already. I’ve got to be going now. See you later. See you.Interaction – Can you understand me?U pracujà w parach. N rozdaje karteczki z „wiadomoÊciami” (ZA¸ÑCZNIK 5). Zadaniem U jest „zaszyfrowanie”ich na j´zyk czata komputerowego. Zadaniem drugiej osoby jest odszyfrowanie wiadomoÊci.Listening – Installing and viewing STAR-656 Utilities on CD1 U3T5 U s∏uchajà nagrania – instrukcji dotyczàcej instalacji programu u˝ytkowego – zaznaczajà ikony, którychu˝yliby do instalacji tego programu.unit 3 tapescript 5The following steps will guide you through the full software installation and configuration for the STAR 656 Card. Werecommend that you listen carefully and become familiar with them before installing the software.First: turn the computer on and start Windows XP.Secondly: Insert the STAR 656 Installation CD into your CD-ROM drive.Then: Select File and Run.Next type D:\INST656 and click OK.When the “Starwalker Soundsystem Setup” screen shows up, click on “Install Driver” then click on “Install DOS/WINdows XPdriver” and the program will copy the installation files to your hard disk.After the install files are copied, the installation program will restart the system.I hope you will enjoy our STAR 656 software.Wykorzystane ikony: 1. FILE 2. RUN 3. DRIVER 4. INSTALL DOS/WINDOWS XP DRIVER2 U3T5 U pracujà indywidualnie: uk∏adajà opisane czynnoÊci w odpowiedniej kolejnoÊci. Nast´pnie s∏uchajànagrania po raz drugi dla sprawdzenia. KolejnoÊç wpisanych cyfr: 3, 2, 6, 5, 1, 4.5Matura practiceRozumienie tekstu czytanegoU czytajà tekst i uzupe∏niajà go brakujàcymi fragmentami:(1) C. (2) B. (3) G. (4) A. (5) D. (6) F. (7) E.DyskusjaU analizujà przedstawiony materia∏ i wypowiadajà si´ na temat roli komputerów we wspó∏czesnym Êwiecie. Nzadaje nast´pujàce pytania:Have you got a computer?YES: What do you use it for?NO: Would you like to have one? Why? Why not?Do you play computer games? How much time do you spend playing computer games?What is your favourite computer game? How often do you play it?Do you know anyone who is addicted to computers?Can playing computer games be addictive / dangerous? Why/ Why not?What do you think? Do computer games have an influence on people’s behaviour?www.wsip.com.pl31

Revision 1 Units 1 – 3Grammar1. U wybierajà form´, która najlepiej uzupe∏nia dane zdanie:1. d) 2. b) 3. a) 4. c) 5. b) 6. c) 7. b) 8. d) 9. b) 10. a)2. U uzupe∏niajà zdania wyrazami each other, myself itd.: 1. each other 2. herself 3. themselves 4. himself5. yourself3. U wpisujà czasowniki w odpowiedniej formie: 1. came, encouraged 2. was reading, saw 3. left, had received4. was, became 5. had read, were hired 6. found out, was, had asked 7. spent, was studying4. U uzupe∏niajà zdania odpowiednim przyimkiem lub zostawiajà puste miejsce: 1. on 2. in 3. to 4. of5. for 6. – 7. with 8. as 9. at 10. ofVocabulary1. U uzupe∏niajà zdania odpowiednimi wyrazami – liczba kresek odpowiada liczbie liter: 1. disorganised2. Tabloids 3. hard-working 4. coincidence 5. cartoons 6. forecast 7. journalism 8. publisher9. circulation 10. censorship2. U wykorzystujà podane s∏owa, aby uzupe∏niç zdania: 1. compose 2. insufficient 3. dimensional4. diagnose 5. Paparazzi 6. community 7. successful 8. channel 9. network 10. aggressiveMeeting peopleU wybierajà odpowiedê, która jest najlepszà reakcjà w danej sytuacji: 1. b. 2. a. 3. a. 4. a. 5. a.Pronunciation # 11. U czytajà s∏owa ze zwróceniem uwagi na akcentowane sylaby. Opierajàc si´ na zapisie fonetycznym,U zapisujà dane s∏owa.2.a. U czytajà s∏owa – zastanawiajà si´, co te s∏owa znaczà jako rzeczownik i czasownik.b. P1T1 U s∏uchajà przyk∏adów zdaƒ, po czym uzupe∏niajà regu∏´.Pronunciation 1, tapescript 1Yesterday, Otylia J´drzejczak broke a new world record.Madonna is going to record a new album.Well, I’m not going to protest.Their protest wasn’t only about money.I object! I don’t agree with that.Take this object as an example. Isn’t it beautiful?S∏owa, które mogà byç rzeczownikami i czasownikami, np. record.JeÊli sà rzeczownikami, akcentowana jest pierwsza sylaba.JeÊli sà czasownikami, akcentowana jest ostatnia sylaba.3. a. U zapoznajà si´ z przyrostkami, które zmieniajà akcent wyrazowy i z tymi, które akcentu nie zmieniajà.b. P1T2 U podkreÊlajà akcentowanà cz´Êç wyrazu – nast´pnie s∏uchajà nagrania i sprawdzajà.Pronunciation 1, tapescript 21. social – sociable 3. academy – academic 5. wonder – wonderful2. institute – institution 4. lonely – loneliness 6. problem – problematic32

Unit 4CultureTEMATGRAMATYKAS¸OWNICTWOWYPOWIEDè USTNAKONWERSACJACZYTANIES¸UCHANIEINTERAKCJAWYPOWIEDè PISEMNAKULTURAMATURAsens ˝ycia – Êwiat wartoÊci, wierzenia, obyczaje, przesàdy, przepowiednie, kultura i sztuka – malarstwo,ksià˝kaczas Future Simple i Future Continuous – u˝ycie, zdania oznajmujàce, pytajàce i przeczàce, porównanieobydwu czasów, czasowniki modalne, zwroty typu question tags, udzielanie porad,wyra˝enia: should / ‘d better, komplementacja czasownikasztuka: malarstwo, rzeêba, muzyka; angielskie przys∏owiaopisywanie obrazów, opisywanie sytuacji z wykorzystaniem czasu Future ContinuousCzy jesteÊ przesàdny? – wypowiedê na temat przesàdów w ˝yciu, Za dwadzieÊcia lat... – wypowiedêU dotyczàca przysz∏oÊciCzarne koty i spó∏ka – czytanie w celu wyszukania okreÊlonych informacji i przeprowadzeniaçwiczeƒ interaktywnych, Nostradamus – czytanie dla zrozumienia ogólnego sensu – uk∏adaniecz´Êci tekstu w jednà ca∏oÊçW galerii sztuki – s∏uchanie dla wprowadzenia okreÊlonych struktur gramatycznych, Przesàdykomplikujà ˝ycie – s∏uchanie w celu potwierdzenia przypuszczeƒ i uzyskania informacji szczegó∏owych,Wizyta u jasnowidza – s∏uchanie w celu wyszukania okreÊlonych informacji, JohnRonald Reuel Tolkien – biografia, wp∏ywy kulturowe na napisanie W∏adcy pierÊcieni – s∏uchaniei czytanie, B´dziesz czyÊci∏ rekwizyty – s∏uchanie w celu utrwalenia konstrukcji gramatycznychrysowanie i opisywanie obiektów, „przepowiadanie” przysz∏oÊci na podstawie „magicznychkart”opowiadanie, list opisujàcy przygod´ z przesàdamiJohn Ronald Reuel Tolkien – biografia, wp∏ywy kulturowe na napisanie W∏adcy pierÊcienirozumienie tekstu czytanego, wypowiedê pisemna – list prywatny, negocjowanie, dyskusja1Speaking – Describing picturesU pracujà w parach – wypowiadajà si´ na temat przedstawionego obrazu. N wykorzystuje podane pytania, abypoznaç opinie U.Vocabulary practice – Art1U uzupe∏niajà podany schemat s∏owami.SCULPTORPOETWRITER PORTRAIT STILL LIFEPEOPLEPEOPLEABSTRACTLANDSCAPESCULPTURELITERATUREPICTUREPERSONSINGERMUSICIANARTTOOLSPAINTINGPLACESPAINTERPEOPLEMUSICOIL PAINTMUSEUMWATERCOLOUREXHIBITIONCOMPOSERBRUSH CANVAS ART GALLERYwww.wsip.com.pl33

2 U pracujà samodzielnie: uzupe∏niajà zdania wyrazami – liczba kresek odpowida liczbie liter w danym wyrazie:a. painter, sculptor b. composer c. exhibition d. landscapes e. abstract f. sculpture g. art galleriesGrammar and interaction – What is it?1 a. b. U czytajà wyra˝enia – okreÊlajà, które objaÊnienie pasuje do danego wyra˝enia. Nast´pnie opisujà przedstawioneobrazy u˝ywajàc podanych konstrukcji.3. It may be… 3. It might be… 3. It could be… 1. It must be… 2. It can’t be…3. I, you, he, etc. may be + verb+ing3. I, you, he, etc. could be + verb+ing3. I, you, he, etc. might be + verb+ing2. I, you, he, etc. can’t be + verb+ing1. I, you, he, etc. must be + verb+ing2 U pracujà samodzielnie: czytajà tekst i odpowiadajà na pytania.a. People think they can’t draw naturalistically.b. It has feelings, it has a message, it is objective.c. You don’t have to have any knowledge of technical skills.3 a. U pracujà w grupach czteroosobowych: rysujà obrazek zatutu∏owany My dream. Przedstawiajà rysunek innymosobom w grupie – U muszà zinterpretowaç swój obrazek: co on przedstawia, jakie uczucia sà w nim wyra˝one,co U chcia∏ przekazaç. U zamieniajà si´ rolami.b. U pracujà w parach: otrzymujà od N obrazki. U mogà równie˝ sami przygotowaç obrazki – rysunki wyci´tez czasopism, gazet, ciekawe zdj´cia. Jeden U opisuje obrazek, drugi U stara si´ go narysowaç. Nast´pnie U zamieniajàsi´ rolami – porównujà narysowane przez siebie obrazki.c. U pracujà indywidualnie: wykorzystujà zamieszczone figury geometryczne, aby narysowaç obiekt, jaki si´z nimi kojarzy. U porównujà swoje rysunki. N podsumowuje, jakie obiekty powtarza∏y si´ najcz´Êciej. U cz´storysujà dom w kwadracie, s∏oƒce w okr´gu i choink´ w trójkàcie.Grammar – “verb+ing” or “to + infinitive”?1 U uzupe∏niajà zdania, które równoczeÊnie sà podsumowaniem wiadomoÊci na temat formy bezokolicznikai formy gerundialnej jako komplementacji czasownika. U w parach sprawdzajà poprawnoÊç wpisanych form.a. walking c. Taking e. falling g. to buy i. to talk k. to listenb. going d. Smoking f. eating h. to see j. to be l. to tell2 N zwraca uwag´ na czasowniki, po których mo˝e wystàpiç zarówno forma bezokolicznika jak i forma gerundialna.W przypadku niektórych czasowników (przyk∏ad a) mo˝na wymiennie u˝ywaç ka˝dej z tych form, bezzmiany ich znaczenia. Sà jednak takie czasowniki (przyk∏ad b), które zale˝nie od u˝ytej formy zmieniajà swojeznaczenie.U dopasowujà podpisy do rysunków. N mo˝e poprosiç o przet∏umaczenie tych dwóch zdaƒ.A He stopped smoking. – Przesta∏ paliç.B He stopped to smoke. – Zatrzyma∏ si´, ˝eby zapaliç.3U dopasowujà zdania do wyjaÊnieƒ: 1. d. 2. a. 3. b. 4. c.4 U wypowiadajà si´ na temat dzieciƒstwa – jakie czynnoÊci zapami´tali, np.:I remember riding a bike for the first time.Listening and grammar practice – At the gallery1 U4T1 U s∏uchajà wypowiedzi osób w galerii sztuki. Wpisujà, o czym jest mowa w danym dialogu: np. rzeêba,obraz, fotografia.34

unit 4 tapescript 1A.Speaker A: Well, painting such a large picture must be very difficult. This one is 3 metres high and…four metres long. Incredible!And the objects look so real, you almost want to touch them.B.Speaker B: Is that supposed to be art? I could do better. I mean, I’m tired of watching those red squares. I can’t see anythinginteresting about them.Speaker C: How about going to the cafe?Speaker B: Sounds better.C.Speaker D: It’s so lovely. Just two people but the image is so powerful. Look at it from here. I love watching them from everyside, every possible angle… From here it looks like two birds, and when you walk around it, it is like a big cat. I want to buyit.D.Speaker E: Wow! Man, look at that! Isn’t it beautiful? It’s black and white but it’s got so much energy. Look at that womanwalking towards this car. She is so bizarre. I think she is going there to talk to this man. It seems like they know each other.Speaker F: I think he is afraid to talk to her.E.Speaker G: Now, what do you think, Janice?Speaker H: We came here to have a look, and it’s been two hours, and we’re still here.Speaker G: But honey, we only saw the Impressionists. Now I’d like to go and see Picasso.Speaker H: Picasso? Do you promise to have a look only at Picasso, and then we’ll go?Speaker G: Alright, I promise.A. painting B. painting C. sculpture D. photograph E. a painting by Picasso2 U4T1 U s∏uchajà nagrania po raz drugi – uzupe∏niajà zdania wybranym czasownikiem w odpowiedniej formie(gerundium lub bezokolicznik z „to”). U czytajà zdania z wpisanymi formami.A. painting, touch B. watching, going C. watching, to buy D. to talk, to talk E. to have, to go, to have3 U pracujà samodzielnie: wybierajà w∏aÊciwà form´ czasownika. U czytajà uzupe∏nione zdania.a. to go c. living e. to tell g. to take i. to paintb. to watch d. drawing f. Composing h. seeing j. to send4 U wpisujà brakujàce cz´Êci zdaƒ, po czym czytajà zdania. N zwraca uwag´ na poprawnoÊç logicznà i gramatycznà.2Speaking – Are you superstitious?1 2 U wypowiadajà si´ na temat przesàdów: zadajà sobie wzajemnie pytania znajdujàce si´ na apli. Nast´pnieprzygotowujà krótkie sprawozdanie z przeprowadzonej rozmowy. N mo˝e poprosiç jednego U1 z pary, abyopuÊci∏ sal´. U2 opowiada, czego dowiedzia∏ / dowiedzia∏a si´ na temat przesàdów od U1. Kiedy U1 wraca, pozostaliU zadajà pytania – sprawdzajà, czy odpowiedzi si´ zgadzajà.Reading and writing – Superstitions1 U samodzielnie czytajà tekst Black Cats & Co. – starajà si´ znaleêç odpowiedzi na podane pytania:a. Yes, they are, although they do not want to admit that.b. Many of the superstitions were attempts to explain events within everyday life, such as weather, that sciencecould not explain.c. There is an example of the blue colour for boys when we choose clothes.2 U pracujà indywidualnie: czytajà teksty o przesàdach, z jakimi mo˝na si´ spotkaç w Wielkiej Brytanii, poczym w parach wybierajà z ka˝dej cz´Êci zdanie, które fa∏szywie wyjaÊnia dany przesàd.Walking under a ladder: You must never walk through a triangle – the Symbol of the Holy Trinity as it meansa struggle with the devil.Friday the thirteenth: In the Dark Ages people had to stay at home on Friday the thirteenth.www.wsip.com.pl35

God bless you: Another explanation is that sneezing was regarded as offensive at king’s court. The courtiersblessed the sneezer because he was likely to be killed or punished.Spilling the salt: Spilling the salt meant unpredicted expenses.3 åwiczenie mo˝na potraktowaç jako projekt realizowany w grupach. U pracujà w grupach czteroosobowych.Wybierajà kilka przesàdów (zwyczajów) polskich. Starajà si´ znaleêç ich wyt∏umaczenie. W parach piszà wyt∏umaczeniewybranych przesàdów – jedno wyt∏umaczenie prawdziwe, drugie fa∏szywe. Druga para musi okreÊliç,które z wyt∏umaczeƒ jest fa∏szywe.Grupy mogà zaprezentowaç swoje wyjaÊnienia ca∏ej klasie. åwiczenie mo˝na przeprowadziç w formie konkursu– ka˝da grupa czteroosobowa przedstawia swoje wyt∏umaczenia. Zwyci´˝a ta grupa, na której fa∏szywewyjaÊnienia „nabierze” si´ najwi´cej U.Listening and writing – Life’s complicated with superstitions1U przyglàdajà si´ obrazkowi – próbujà zgadnàç, dlaczego samochody si´ zatrzyma∏y.2U4T2 PART 1 U s∏uchajà pierwszej cz´Êci nagrania – z podanych dokoƒczeƒ zdaƒ wybierajà w∏aÊciwe.unit 4 tapescript 2 part 1You know how I am afraid of black cats. I ALWAYS avoid them. When I see a black cat I cross the street and when a black catcrosses the road in front of me I stop and I wait until someone crosses the “magic line”. Once I waited for quite a while andonce I had to turn back and find another way for myself. But there was one special “black cat” incident that happened to me onenight. It was a cold October night. I was driving home from my friend’s who lives in the suburbs. I was alone, my wife wasn’t withme, she had to be home early for some reason. It was late, after midnight I think. The road was completely empty and suddenly,out of the blue, a black cat ran in front of my car, crossed the road and disappeared.Poprawne odpowiedzi: 1. a) 2. b) 3. b) 4. a) 5. c) 6. b)3 U4T2 PART 2 N pyta U o przewidywany rozwój wydarzeƒ – czy Jack zatrzyma∏ samochód i co si´ sta∏o potem?unit 4 tapescript 2 part 2I braked and pulled up. I couldn’t cross the “magic line” the cat had made. I thought I was lucky because at that very momentI saw the lights of a car coming towards me from the opposite direction. I sighed with relief – I didn’t even turn the engine off.And would you believe it – the car opposite me stopped as well!? I couldn’t believe it! So there were two cars standing on theroad in the middle of the night with their lights on. I panicked – but just a little bit. What am I going to do now? I thought. Whois that guy in the other car? Is he a murderer?4 U4T2 PART 3 U odpowiadajà na pytania – przewidujà rozwój wydarzeƒ. Nast´pnie s∏uchajà nagrania, abypotwierdziç swoje przypuszczenia. U nie znajdà w nagraniu odpowiedzi na wszystkie pytania.unit 4 tapescript 2 part 3All sorts of questions passed through my head. We were waiting for each other but I wouldn’t move and then, after two or threeminutes, the other guy drove off. What a relief! From that night on I try to think reasonably before I react to a black cat in thestreet. They are just cats.Kiedy U powtórnie wys∏uchajà nagrania, N mo˝e zadaç pytania jeszcze raz.5 U4T3 Przed wys∏uchaniem nagrania U przyglàdajà si´ obrazkom – próbujà odgadnàç ich kolejnoÊç. N mo-˝e poprosiç o napisanie kilku zdaƒ w formie opowiadania. U s∏uchajà wypowiedzi Susan i porównujà swoje opowiadaniaz wypowiedzià Susan. N mo˝e zapytaç, z jakim przesàdem kojarzy si´ dana historia.unit 4 tapescript 336Susan – a teenagerSusan: Am I superstitious? I’m not now but I used to be. I was a very superstitious person until about three years ago. I wasvisiting my grandma at her house. She asked me to help her prepare some food for supper. I did it but while I was taking thesalt out of the cupboard I slipped and spilt some salt onto the table. Bad luck – I thought. Evil spirits will bring bad luck –I immediately took some salt and threw it over my left shoulder to strike the nasty spirits in the eye. Suddenly I heard ascream – it wasn’t an evil spirit – it was my grandmother screaming – I had thrown the salt into her eye. How stupid I was! My

grandma’s eyes were red and full of tears. She suffered so much. I called my mother and we took grandma to hospital.Fortunately, it was nothing really serious and we came back after an hour. Spilling salt can bring bad luck but only when you’resuperstitious. I will never again throw salt over my shoulder – it’s so stupid.6 U wybierajà jeden z podanych tematów – piszà krótkie opowiadanie (oko∏o 100-120 s∏ów). åwiczenie to mo˝nazadaç jako prac´ domowà.Grammar practice – Giving advice1 a. U czytajà dwa zdania – zastanawiajà si´, które ze zdaƒ odnosi si´ do bardziej ogólnych stwierdzeƒ(should), a które do konkretnych sytuacji (had better).b. U próbujà sformu∏owaç regu∏y – kiedy u˝ywamy should, a kiedy had better.had better is used to recommend future action on a particular occasionshould means “in my opinion” or “it’s advisable”had better can’t be used with general beliefs2 U uzupe∏niajà zdania u˝ywajàc should lub had better. N zaznacza, ˝e w niektórych przypadkach obydwie formysà mo˝liwe.a. should, b. had better, c. had better, should, d. should, e. had better, should, f. had better, should, g. should.Vocabulary and speaking – Proverbs – folk wisdom1 a. U pracujà indywidualnie: ∏àczà cz´Êci zdaƒ z kolumn A i B, tworzàc popularne przys∏owia angielskie.Many hands make light work.When there’s a will there’s a way.A fool and his money are soon parted. All that glitters is not gold.When the cat’s away the mice will play. Every cloud has a silver lining.b. U dobierajà w∏aÊciwe s∏owo, aby powsta∏o angielskie przys∏owie:a. Never, b. dog, c. fence, d. Rome, e. an inch, f. mother.c. U uk∏adajà wyrazy w odpowiedniej kolejnoÊci, aby utworzyç angielskie przys∏owia:Variety is the spice of life.Practice makes perfect.Haste makes waste.Actions speak louder than words.No news is good news.2U wybierajà trzy przys∏owia z çwiczenia 1. Odpowiadajà na pytania dotyczàce tego przys∏owia.Interaction – Guess the proverbU otrzymujà od nauczyciela karteczki z wybranymi przys∏owiami. Muszà przedstawiç przys∏owie tak, aby grupaodgad∏a, o jakie przys∏owie chodzi. åwiczenie mo˝na przeprowadziç w formie konkursu. Klas´ dzielimy na dwiegrupy – z ka˝dej grupy jeden U wychodzi na Êrodek, otrzymuje od N karteczk´ z przys∏owiem i przedstawia swojejgrupie. JeÊli grupa odgadnie przys∏owie, otrzymuje jeden punkt, je˝eli nie zna przys∏owia, a odgadnie je drugagrupa, to otrzymuje ona 2 punkty (ZA¸ÑCZNIK 6).Grammar – Question tags1 U czytajà regu∏y i przyk∏ady tworzenia zdaƒ ze zwrotem typu Question tag. N pyta, jakie zale˝noÊci wyst´pujàw tworzeniu tego typu konstrukcji.2 U pracujà samodzielnie: czytajà przyk∏ady zdaƒ i uzupe∏niajà regu∏y odpowiednimi s∏owami z tabelki.a. We use they in question tags to refer to somebody, nobody, everybody, anybody.We use positive question tags after never, no, nobody.When the subject is nothing we use it in question tags.b. In question tags after imperatives, e. g. Don’t go, Stay here, Be on time, we use will.We use shall in question tags after suggestions: Let’s…With I we use aren’t in negative question tags.www.wsip.com.pl37

3 U uzupe∏niajà zdania odpowiednimi Question tags. Kilku U czyta zdania na g∏os.a. …is she? c. …do I? e. …will you? g. …does he?b. …haven’t I? d. …didn’t she? f. …were they? h. …don’t you?Listening and speaking – Sit down and listen, will you?1U4T4 U s∏uchajà dialogów – uzupe∏niajà zdania jednym s∏owem.unit 4 tapescript 4a. Speaker A: Nobody phoned me today, did they?Speaker B: I’m afraid not.b. Speaker C: Nothing really happened, did it?Speaker D: Of course not, darling.c. Speaker E: Somebody will have to pay for this, won’t they.Speaker F: No question about it, Sir.d. Speaker G: Don’t wear this dirty T-shirt, will you?Speaker H: Ok, mum.e. Speaker I: Let’s go to the cinema, shall we?Speaker J: Good idea!f. Speaker K: Sit down and listen, will you?Speaker L: All right, Mr Johnson2 U pracujà indywidualnie: wpisujà odpowiednie Question tags, nast´pnie sprawdzajà z kolegà / kole˝ankàz ∏awki.a. …don’t they? c. …will you? e. …will you? g. …does it?b. …will you? d. …weren’t they? f. …shall we? h. …does it?3 U çwiczà wymow´ zdaƒ ze zwrotem typu Question tag – czytajà na g∏os zdania z intonacjà wznoszàcà lub opadajàcà.3Reading and listening – Nostradamus1 U dopasowujà s∏owa do definicji. KolejnoÊç zgodna z kolejnoÊcià definicji:clairvoyant prophet clairvoyance astrology astrologer prophecy2 U4T5 U czytajà tekst i uk∏adajà poszczególne cz´Êci w odpowiedniej kolejnoÊci, numerujàc akapity. Nast´pnies∏uchajà nagrania dla sprawdzenia. Poprawna kolejnoÊç akapitów: 4, 2, 1, 5, 3unit 4 tapescript 5When a catastrophe happens, people react in a variety of ways. One reaction is to look for prophecies of the event. People feelbetter if they find them because they think that it was a part of a larger plan. Through the course of human history, there havebeen hundreds of notable prophets, but one name seems more famous than any other.Michel de Nostredame was a physician and astrologer who lived in 16th-century France. The details of his life are unclear.It is generally agreed that Nostradamus was born in 1503, into an educated, well-to-do family of traders. Evidence suggests hewas taught in a wide range of academic subjects at an early age, including traditional sciences, maths, languages (Latin, Greekand Hebrew) and astrology.According to most biographies, Nostradamus left home in 1522 to study medicine in Montpellier. After completing hiseducation, he worked as a professor of medicine, before practising as a physician in southern France. Through the developmentof innovative medicines, he was able to heal some critically ill patients (though he lost his children and his first wife to the plaguein 1538).In the late 1540’s, Nostradamus remarried and moved to Salon, a French city near the Mediterranean coast. Over the followingdecade, he focused on writing prophecies, usually regarding battles and disasters in the years to come.3 a. b. U4T6 Aby dowiedzieç si´ wi´cej o pracy Nostradamusa i jego przepowiedniach U uk∏adajà pytania tak,aby dopasowaç je do odpowiedzi. U s∏uchajà nagrania i sprawdzajà poprawnoÊç wykonanego çwiczenia.38

unit 4 tapescript 6A – interviewer, B – an expertA: How long did it take to publish The Centuries?B: It took several years to publish Nostradamus’ major work The Centuries.A: What was the original title?B: The original title was The Prophecies of Nostradamus.A: What does the present title refer to?B: The present title refers to the organising structure of the work.A: In what languages was it written?B: It was written in French with some parts in Latin, Greek and Italian.A: How was Nostradamus able to predict the future?B: He was able to predict the future through a combination of astrological study and divine inspiration.A: Are the predictions clear?B: The predictions are rather confusing – they include a lot of metaphors and few dates.4 U czytajà fragment przepowiedni Nostradamusa – w parach zastanawiajà si´, czego on mo˝e dotyczyç.N wskazuje na konstrukcje It may /might be... It must be... It can’t be..., którà mo˝na wykorzystaç do wyra˝eniaprzypuszczeƒ.5U czytajà interpretacj´ przepowiedni – porównujà jà ze swojà wersjà.6 U czytajà zdania, w których kwestionowane sà przepowiednie Nostradamusa. Zaznaczajà te, z którymi si´zgadzajà. åwiczenie mo˝na rozwinàç, poprosiç U o podanie przyk∏adów.Grammar – The Future Simple and Future Continuous1U czytajà zdania z przepowiedni, okreÊlajà u˝yty w nich czas gramatyczny – Future Simple.2 a. b. U uzupe∏niajà tabel´ regu∏ami dotyczàcymi stosowania czasu Future Simple i Future Continuous, poczym dobierajà przyk∏ady do ka˝dej regu∏y. KolejnoÊç wpisywania cyfr: 3, 5, 1, 6, 7, 2, 8, 4.We use the Future SimpleWe use the Future Continuouswhen we are not sure if something will happen 3 to refer to planned events 5to predict events 1 in polite questions concerning the future 2for scheduled events when a formal style is required 6 to describe actions which will be in progress at some pointto express hopes and expectations 7 in the future 8for visualising a future activity 43 U uzupe∏niajà tabele podanymi s∏owami.FUTURE SIMPLE ACTIVE+ – ?I / you / he / she / it / we / they I / you / he / she / it / we / they Willwill + ask will + not + ask I / you / he/she / it / we / they + askFUTURE SIMPLE PASSIVEI / you / he / she / it / we / they I / you / he / she / it / we / they Willwill + be asked will + not + be asked I/you/he/she/it/we/they + be askedFUTURE CONTINUOUS ACTIVE+ – ?I / you / he / she / it / we / they I / you / he / she / it / we / they Willwill + be asking will + not + be asking I / you / he /she / it / we / they + be askingFUTURE CONTINUOUS PASSIVEI / you / he /she / it / we / they I / you / he / she / it / we / they Willwill + be being asked will + not + be being asked I/you/he/she/it/we/they + be being + askedwww.wsip.com.pl39

Listening and grammar – A visit to a fortune teller1U4T7 U s∏uchajà Norah, która opowiada o wizycie u wró˝bity. Odpowiadajà na pytania.unit 4 tapescript 7Norah: I myself have never been to a fortune teller and I don’t plan to go to a fortune teller because as a matter of fact I believewhat they say is true, and I don’t particularly want to know my future. I’m a true believer in fate but I believe I can tell my ownfortune by myself. Do I know anyone who has? Yes, I had a friend, she’s been to a fortune teller. She’d gone to a fortuneteller just before she got married and they told her that she was about to get married, and that her husband-to-be should bevery careful because… no, they didn’t actually say that her husband-to-be should actually be careful. What thefortune teller told her was that there would probably be a huge disaster before the wedding. She believed in it all and told allthe guys who were taking her husband-to-be on his stag night that there was to be no “funny business”. She was so worriedthat she sent her own father and the father of her husband-to-be on the stag night so they could look after him and makesure everything was alright. And everything was alright, so, yeah, you can’t believe a fortune teller, can you? Ha?1. No, she hasn’t. (It was her friend). 2. Yes, she does. 3. No, she isn’t.2 U4T7 U s∏uchajà nagrania po raz drugi – uzupe∏niajà zdania odpowiednià formà czasownika w nawiasie. Zaznaczajàzdania, które majà zwiàzek z nagraniem.1. will probably get married YES 2. will have NO 3. will have NO 4. will break YES (wszystkie okreÊleniadotyczàce pewnego rodzaju katastrofy przed Êlubem odnoszà si´ do nagrania) 5. will be YES 6. will haveYES 7. will tear NO 8. will be NO3 U piszà zdania z perspektywy Sary – przyjació∏ki Nory. Opowiadajà, co si´ b´dzie dzia∏o na Êlubie. U czytajàzdania na g∏os:My husband-to-be will be waiting.People will be crying.I will be walking towards the altar.The children will be ruining the ornaments.The choir will be singing a wedding song. My aunt will be sneezing because she is allergic to flowers.The bridesmaids will be carrying the veil.Speaking – In twenty years’ timeU zastanawiajà si´, co si´ b´dzie z nimi dzia∏o za 20 lat. Przygotowujà krótkie wypowiedzi, wykorzystujàc podanewyra˝enia. Kilku U prezentuje swoje przypuszczenia dotyczàce przysz∏oÊci. U mogà pracowaç w parach –przeprowadzajà rozmow´, nast´pnie relacjonujà, czego si´ dowiedzieli.Interaction – Your future is in the magic DESTINY pictures1 U pracujà w parach – otrzymujà od N kartki z rysunkami. Uczeƒ A wybiera trzy obrazki (odwrócone rysunkiemdo spodu). Uczeƒ B odkrywa obrazki, patrzy na nie i nie pokazujàc ich uczniowi A, próbuje przewidzieç,co mu si´ wydarzy w przysz∏oÊci. Nast´pnie U zamieniajà si´ rolami (ZA¸ÑCZNIK 7).2 Uczeƒ A wyobra˝a sobie przysz∏à sytuacj´ – zapisuje 3 czynnoÊci, informuje ucznia B, gdzie dana czynnoÊçb´dzie mia∏a miejsce. B zadaje pytania, na które A mo˝e odpowiedzieç YES lub NO. B musi zgadnàç, jakie czynnoÊciA b´dzie wykonywa∏, po czym U zamieniajà si´ rolami. Kto szybciej odgadnie czynnoÊci, ten wygrywa.4Reading and listening – John Ronald Reuel Tolkien1 U4T8 U s∏uchajà nagrania o J. R. R. Tolkienie. Uzupe∏niajà krótkà biografi´ brakujàcymi faktami.unit 4 tapescript 840John Ronald Reuel Tolkien (1892-1973) was born in (1) South Africa and then moved to (2) England when he was a child. Asa boy he lost both his (3) parents and then as a young man he served in World War I. After the war he studied (4) languages andbecame a professor of Anglo-Saxon and of English language and literature at Oxford. He started to develop his imaginary worldcalled “Middle Earth”. His first work was published in (5) 1937. The book was called (6) The Hobbit and became a best seller.Tolkien continued developing the world of “Middle Earth”, which led to The Lord of the Rings in 1954-5 (published in 3 volumes),in which the characters have their own language and mythology, and The Silmarillion (published in 1977). Tolkien died inBournemouth, Hampshire in 1973.

2 U zadajà pytania dotyczàce brakujàcych elementów biografii. Czytajà zdania g∏oÊno dla sprawdzenia: (1)Where was Tolkien born? (2) Where did he move to when he was a child? (3) Who did he lose as a boy? (4)What did he study? (5) When was his first book published? (6) What was his first book called?Reading and speaking – The Lord of the Rings1N zadaje pytania, U odpowiadajà. åwiczenie mo˝na przeprowadziç w parach.2 U samodzielnie czytajà tekst – starajà si´ znaleêç odpowiedê na podane pytania. N zadaje pytania – U odpowiadajà:Tolkien wanted to create a mythic world that could do justice to the richness of English culture.Tolkien’s knowledge of northern European myths and languages had a great influence on his work.Listening and reading – Influences on The Lord of the Rings1 U4T9 PART 1 U s∏uchajà pierwszej cz´Êci rozmowy na temat Tolkiena i jego twórczoÊci – nast´pnie czytajàtekst – starajà si´ znaleêç w nim 8 b∏´dów. N mo˝e poleciç przeczytanie tekstu z podr´cznika przed wys∏uchaniemrozmowy. N przypomina, ˝e nagranie jest rozmowà, natomiast tekst z podr´cznika – materia∏em do czytania– mogà zatem wystàpiç ró˝nice j´zykowe.unit 4 tapescript 9 part 1Interviewer, Professor Andrews and Professor BarretInterviewer: Professor Andrews, you’re a well-known specialist in literature. You’ve written many books on English myths andfolktales. I think that the most famous is the legend of King Arthur. What makes this legend so unusual?Professor Andrews: According to the legend Arthur was the son of Uther Pendragon, king of Britain. After the death of Uther,Arthur was accepted as a king when he pulled a sword out of a stone. Arthur, reigning in his court at Camelot, was a nobleking and a great warrior. He possessed the magic sword Excalibur, given to him by the mysterious Lady of the Lake.Professor Barret: This noble man had enemies. The most evil were his sister Morgan le Fay and his nephew Mordred. Morgan leFay wanted to win Arthur’s throne for herself and her lover. Mordred took Arthur’s throne during the king’s absence. Laterhe was killed by Arthur in a battle, but he managed to wound the king.I: When we think of King Arthur we usually talk about his knights.Prof. A: Yes, that’s right. Two of the greatest knights in Arthur’s kingdom were Sir Tristram and Sir Lancelot of the Lake.Another was Sir Gawain, nephew of King Arthur. He was described first as the bravest of the knights but then becamedisloyal and brutal. All knights were called the Knights of the Round Table. To modern readers, Arthurian legend has becomethe mirror of the ideal of medieval knighthood and loyalty.Mistakes: (1) nephew of Uther Pendragon = son of Uther Pendragon, (2) king of Scandinavia = king ofBritain, (3) magic stone “Excalibur” = magic sword “Excalibur”, (4) Lady of the River = Lady of the Lake, (5)his cousin, Morgan le Fay = his sister, Morgan le Fay, (6) and her husband = and her lover, (7) Sir Gawain,brother of King Arthur = Sir Gawain, nephew of King Arthur, (8) the Knights of the Square Table = theKnights of the Round Table2U4T9 PART 2 U s∏uchajà drugiej cz´Êci nagrania. Z tekstu wybierajà s∏owa, które zosta∏y u˝yte w rozmowie.unit 4 tapescript 9 part 2I: Other influences include Beowulf, the oldest English epic composed in the early 8th century by an Anglican bard.Prof. B: What is interesting about Beowulf is that only one single original manuscript survives, written about AD 1000 by twoscribes and preserved in the British Museum in the collection of Sir Robert Cotton. The materials for the poem are takenmainly from Scandinavian history, folk tales, and mythology.Prof. A: Its narrative consists of two parts: the first relates Beowulf’s successful fights with the water monster Grendel and withGrendel’s mother; the second narrates the hero’s victory in his old age over a dragon and his death and funeral at the end ofa long life of honour. These events take place entirely in Denmark and Sweden.Poprawnie wybrane s∏owa: oldest, 8th, two, Cotton, Scandinavian, water, Sweden.3 U4T9 PART 3 U s∏uchajà trzeciej cz´Êci rozmowy. Zastanawiajà si´, jakie inne wp∏ywy sà odzwierciedlonew The Lord of the Rings.Odpowiedê: two world wars, modern way of fighting with machine guns, poison gases, death of Tolkien’s friends.unit 4 tapescript 9 part 3I: Were there any other influences on The Lord of the Rings?Prof. A: These were undoubtedly the two world wars. World War I broke out while Tolkien was a student at Oxford University.In 1916 he was sent to France, where he experienced the new form of modern mechanised warfare – machine guns, tanks andwww.wsip.com.pl41

poison gas. Many of his friends died in the war. As Tolkien wrote in the foreword to the second edition of the book: “By 1918,all but one of my close friends were dead.”Prof. B: And then another war came which affected Tolkien as much as any myth. When Tolkien first created hobbits in TheHobbit, they were childlike creatures about whom he could create stories for his children.Prof. A: But in The Lord of the Rings, after World War II, they were different characters. I think he was saying that they areordinary, everyday people who in extraordinary circumstances may find heroism in themselves.I: We could talk about Tolkien for ages. Thank you very much for the invaluable information about English myths and Tolkien,of course.4 U pracujà w parach: starajà si´ znaleêç definicje nast´pujàcych s∏ów / nazw. Korzystajà z tekstów i wys∏uchanejrozmowy.ExcaliburKing Arthur’s sword given to him by the mysterious Lady of the LakeUther Pendragon King Arthur’s father, king of BritainMorgan le Fay King Arthur’s sister, his greatest enemyMordredKing Arthur’s nephew, his greatest enemySir GawainKing Arthur’s nephewGrendelthe water monsterhobbitschildlike creaturesInteraction – Tolkien Quiz1 U pracujà indywidualnie: rozwiàzujà kwiz dotyczàcy ˝ycia i twórczoÊci Tolkiena. Poprawne odpowiedzi:1. b) 2. a) 3. c) 4. a) 5. b) 6. b)2 U porównujà odpowiedzi z odpowiedziami kolegi / kole˝anki z ∏awki – poprawiajà ich zdaniem b∏´dne odpowiedzi.U w parach sprawdzajà odpowiedzi w przeczytanych tekstach.Grammar practice and listening – You’ll be cleaning the props1U czytajà og∏oszenie prasowe, po czym odpowiadajà na pytania.2 U4T10 U czytajà dialog – uzupe∏niajà go czasownikami umieszczonymi w nawiasie w formie czasu FutureSimple i Future Continuous. Nast´pnie s∏uchajà i sprawdzajà.unit 4 tapescript 10Peter Jenkins – a film producer, Josh Trevor – a teenagerPeter Jenkins: So you want to take part in this film, is that right?Josh Trevor: Yes, that’s right.P J: Listen, here’s the contract. Just sign here, please.Josh: But, is that it? There won’t be any interview? You don’t want me to recite a poem?P J: That won’t be necessary. Will you sign here?Josh: Well, I’m really surprised…So, what will I be playing then?P J: Thank you. Your first task: tomorrow at 7 in the morning you and three other boys will be cleaning the props…Josh: But I thought…P J: In fact you will be doing this every morning. Be careful with the weapons, they break easily.Josh: Yes, but…P J: Then, the actors, they will need you. You will do whatever they ask you to do. You’ll be making coffee, taking care oftheir things on set…Josh: At least I’ll meet some actors…P J: Well, you won’t be bored, I promise. Tomorrow evening you’ll be washing up, and then at eleven there’s a pressconference so you’ll also be helping the technicians with the cables. Is that clear?Josh: Eer… Yes. And how much do you pay?P J: Well, did you read what you were signing, boy? No? Well, you should always do that, you know. Now, I’ll see youtomorrow.3 U odpowiadajà na pytania – N mo˝e poprosiç o zapisanie odpowiedzi w zeszycie i podkreÊlenie formy czasuFuture Continuous.on the setHe will be making coffee and taking care of actors’ things.tomorrow at 7 He will be cleaning the props with three other boys.tomorrow evening He will be washing up.tomorrow at 11 He will be helping the technicians with the cables.42

Speaking – Can you imagine that?U przyglàdajà si´ obrazkowi. Wyobra˝ajà sobie, ˝e sà re˝yserami danej sceny – na zebraniu muszà omówiç scen´tak, aby wszyscy wiedzieli, jakie sà ich role. U odpowiadajà na pytania.English for life – Common expressions1 U kojarzà wyra˝enia z podanymi sytuacjami.What do you say when somebody:is getting married?Congratulations!sneezes?Bless you!says it’s his / her birthday? Happy birthday!has lost your pen?Never mind.says he / she has failed an exam? I’m sorry.2 U wybierajà najw∏aÊciwsze wyra˝enia, których nale˝y u˝yç w podanych sytuacjach.1. a. 2. b. 3. c. 4. c. 5. a. 6. b.3 U pracujà samodzielnie: czytajà wyra˝enia i je poprawiajà.I’m fine, thanks.The same to you.Never mind.Good luck!After you.Listening – God bless you!1 a. U4T11 PART 1 U s∏uchajà nagrania – us∏yszà szeÊç stwierdzeƒ lub pytaƒ. Z podanych odpowiedzi muszàwybraç t´, która by∏aby najlepszà reakcjà w danej sytuacji. U wpisujà cyfry 1-6 obok podanych reakcji.unit 4 tapescript 11 part 11. I’ve passed my driving test. 4. My dog died yesterday.2. Have a nice weekend. 5. I’m sorry about that.3. Would you like some more soup? 6. Atchoo!Poprawna kolejnoÊç wpisania cyfr: 2, 5, 1, 6, 3, 4.b. U4T11 PART 2 U s∏uchajà drugiej cz´Êci nagrania – sprawdzajà poprawnoÊç wybranych odpowiedzi.unit 4 tapescript 11 part 2First sentences in each pair taken from PART 1. They make mini-dialogues with the responses.1. I’ve passed my driving test. – Congratulations!2. Have a nice weekend. – The same to you.3. Would you like some more soup? – No, thank you, I’m full.4. My dog died yesterday. – I’m sorry.5. I’m sorry about that. – Never mind.6. Atchoo! – Bless you!2 a. U4T12 PART 1 U s∏uchajà zdaƒ. W ka˝dym zestawie wybierajà to zdanie lub pytanie, które nie mog∏o poprzedzaçzdania nagranego.unit 4 tapescript 12 part 11. I’m fine, thanks.2. The same to you.3. Good luck!4. Never mind.5. Take care.Zdania, które nie mog∏y poprzedzaç nagranych odpowiedzi: 1. c. 2. b. 3. c. 4. b. 5. c.www.wsip.com.pl43

. U4T12 PART 2 U s∏uchajà drugiej cz´Êci – z ka˝dych dwóch pozosta∏ych, nie zaznaczonych sytuacji wybierajàt´, która pojawia si´ w nagraniu.unit 4 tapescript 12 part 2Second sentences in each pair taken from PART 1.1. Are you cold? Would you like a blanket? – I’m fine, thanks.2. Have a good time. – The same to you.3. I’ve got an exam tomorrow. – Good luck!4. Oops! – Never mind.5. Goodbye. – Goodbye.Interaction – BingoU dostajà od N karteczki z reakcjami na pewne sytuacje. N odczytuje zdania lub pytania. U zaznaczajà na swoichkartkach poprawne odpowiedzi. Je˝eli U znajdzie trzy poprawne odpowiedzi (pionowo lub poziomo) krzyczy:BINGO (ZA¸ÑCZNIK 8).5Matura practiceRozumienie tekstu czytanego1 U pracujà indywidualnie: czytajà tekst How to understand painting. Do ka˝dej cz´Êci dostosowujà odpowiedninag∏ówek. åwiczenie mo˝na zadaç jako prac´ domowà.(1) E. Subject (3) B. Symbolism (5) C. Historical style(2) D. Technique (4) A. Space and light (6) F. Personal interpretation2U wybierajà zdanie, które jest zgodne z treÊcià tekstu. Poprawne odpowiedzi: 1.C. 2.A. 3.B. 4.C. 5.C.3 U czytajà horoskopy. Do ka˝dego horoskopu dopasowujà motto na ten tydzieƒ. Jedno motto nie pasuje do˝adnego horoskopu.Aquarius D. Aries E. Libra A. Sagittarius B.Niewykorzystane motto:C. Take off the blinkers – things are getting better all the time!DyskusjaU analizujà przedstawiony materia∏ – przygotowujà si´ do dyskusji na temat roli sztuki we wspó∏czesnym Êwiecie.N mo˝e zadaç nast´pujàce pytania:Have you ever visited an art gallery / museum / exhibition?Do you often go to such places? Why? Why not?What do you think? Why are paintings of famous artists so expensive?What is the role of art in your life?Do you like modern art? Why? Why not?Should art be censored? What do you think of nudity / violence in art?Is graffiti art?44

UNIT 5TEMATGRAMATYKAS¸OWNICTWOWYPOWIEDè USTNAKONWERSACJACZYTANIES¸UCHANIEINTERAKCJAWYPOWIEDè PISEMNAKULTURAMATURAHealthzdrowie, troska o zdrowie, higieniczny tryb ˝ycia, schorzenia – objawy, samopoczucieczas Present Perfect Simple i Present Perfect Continuous – u˝ycie, zdania oznajmujàce, pytajàcei przeczàce – porównanie u˝ycia obydwu czasówcz´Êci cia∏a, choroby – objawy, dolegliwoÊci, sprz´t medyczny, wyra˝enia idiomatyczne zwiàzanez cia∏em cz∏owiekaudzielanie poradCzy prowadzisz zdrowy styl ˝ycia? – przeprowadzenie ankiety, zinterpretowanie wyników, wypowiedêzwiàzana z przezi´bieniamistyl ˝ycia Alexa i Briana – uzupe∏nianie tekstu brakujàcymi zdaniami, Mity na temat przezi´bienia– czytanie w celu potwierdzenia przypuszczeƒ oraz uzyskania okreÊlonych informacjiCzy prowadzisz zdrowy styl ˝ycia? – s∏uchanie w celu wyszukania okreÊlonych informacji, Czykiedykolwiek... s∏uchanie wypowiedzi osób opowiadajàcych o ró˝nych wypadkach – s∏uchaniew celu uzyskania informacji szczegó∏owych, Jestem taki chory – s∏uchanie w celu sprawdzeniaprzypuszczeƒ oraz dla uzyskania okreÊlonych informacji, Co ci dolega? – s∏uchanie w celu uzyskaniainformacji ogólnych i szczegó∏owych, Ludzie medycyny – s∏uchanie dla potwierdzeniaprzypuszczeƒ i uzyskania informacji szczegó∏owych.U opowiadajà otrzymane od N historie, odgrywanie ról na podstawie wys∏uchanych dialogówpisanie krótkiego sprawozdania z przeprowadzonej rozmowy, pisanie notatkina podstawie podanych informacjiWa˝ne wydarzenia w historii medycyny – czytanie wykorzystane w çwiczeniach interaktywnychrozumienie ze s∏uchu, dyskusja1Speaking and listening – Is your lifestyle healthy?1 Przed przeprowadzeniem ankiety N zapisuje na tablicy nast´pujàce s∏owa:fruit running meat chips swimming mineral watercigarettes coffee juice fish television vodkaZadaniem U jest okreÊlenie, które z poni˝szych s∏ów mo˝na zakwalifikowaç jako “healthy”, a które jako“unhealthy”. N rysuje na tablicy dwie kolumny (okr´gi), zatytu∏owane “HEALTHY” i “UNHEALTHY”,do których U b´dà wpisywaç poszczególne s∏owa.U pracujà w parach: wype∏niajà ankiet´ samodzielnie, nast´pnie zadajà pytania drugiej osobie, robiàc notatki.2 U5T1 U s∏uchajà experta, który mówi o zdrowym stylu ˝ycia.unit 5 tapescript 1Does your health depend on the kind of food you eat? Definitely yes. And not only the food but also the times of the meals areimportant. It is not healthy to eat less than three times a day – if you do, then you score 3 points. The best number of meals isbetween three to six – if you follow this rule, you score 4 points. Eating more than six times a day means that there might besomething wrong with your metabolism or diet – you score 1 point.What you eat is another subject worth mentioning. It is generally agreed that eating a lot of fast food is not very healthy – if youseldom eat it, you score 4 points, sometimes – 2 points and every day – you can’t get more than zero points.What do you drink with meals? Water? Coffee? Tea? Milk? The best is juice or water – if it’s your major liquid, then you score 4points. Neither coffee nor milk is advisable – replace milk with dairy products – cheese, yoghurt etc. Coffee has a dehydratingeffect on your body – it also takes away calcium from your bones – it contains caffeine which is a stimulant – may be addictive ormay negatively influence your heart and blood pressure. If you drink a lot of coffee or milk (which according to the latestresearch is difficult to digest for adults) score 2 points. For tea or juice score 3 points and for juice or water – 4 points.And now let’s move on to sleep. Did you know that the average human being sleeps for over a third of their life which means thata person who lives about 75 years spends about 25 years sleeping. Isn’t that amazing? What you must remember is the number ofhours you spend a day sleeping. Of course it may vary among people but the average is between 5 and 9 hours. For this answer tothe questionnaire score 4 points. More than nine hours could suggest some health problems and less than five hours is notenough to regenerate your brain. If you have chosen the first option, score 3 points and for the second one – 2 points.Want to be fit and healthy? Do sport! Doing sport almost every day for a short time is the best way of keeping fit and healthy. Ifyou do score 5 points, for two to three times a week 4 points and 2 points if you seldom do sport. The kind of sport you do is alsovery important. The best sports for our health are those in which we can set the pace ourselves – swimming, running orriding a bike – we can control our bodies and react when necessary. For these sports score 4 points. Team sports as well asweightlifting and extreme sports are more dangerous – you may suffer from injuries as you don’t have full control over yourbody – score 3 points if you have chosen answer b) and 2 points if you have chosen answer c).www.wsip.com.pl45

Food Sleep Sport1 2 3 4 5 6 7 8 9 10 11 12fastfoodfruit andvegetablesmeatfishsweetswholemealbreaddrinka) 3 4 0 4 2 3 0 4 2 2 0 4 4 5 4 4 4b) 4 2 2 2 4 4 2 2 3 4 3 2 2 4 3 3 0c) 1 0 4 0 1 1 4 0 4 3 4 0 0 2 2 2 23 U dodajà punkty kolegi / kole˝anki. Jeden z U otrzymuje od N kartk´ z krótkim opisem tej osoby – czyta, abypoinformowaç, jaki jest wynik ankiety (ZA¸ÑCZNIK 9).Reading and writing – He always drinks orange juice…1 a. U czytajà zdania opisujàce sposób ˝ycia Alexa i Briana. Decydujà, które ze zdaƒ odnosi si´ do Alexa (prowadzàcego„niezdrowy” styl ˝ycia), a które do Briana (prowadzàcego „zdrowy” styl ˝ycia). Przy podanych zdaniachU wpisujà A (Alex) lub B (Brian). KolejnoÊç wpisywania liter: B, B, A, B, A, A.b. U pracujà indywidualnie: uzupe∏niajà tekst podanymi zdaniami – w ka˝dej czeÊci mogà wpisaç tylko jednozdanie. Nast´pnie sprawdzajà z drugà osobà. N mo˝e poprosiç o przeczytanie na g∏os uzupe∏nionych tekstów.ALEXMorning: He also drinks two cups of strong coffee. He’s slept only 5 hours so the coffee keeps him going.Another cigarette and Alex switches on his computer.Afternoon: Alex will drink a cup of coffee and he will smoke several cigarettes. He always smokes more inEveningBRIANMorningAfternoonEveninga pub. Then he usually gets a taxi home.He likes working at night when other people are fast asleep and nobody disturbs him. He oftenworks till 5:00 in the morning. He draws new designs and smokes cigarettes.He usually has eggs and some cheese, with wholemeal bread. Sometimes he eats cereal and healways drinks orange juice. After breakfast he irons his shirts and leaves for work.He never eats fatty meat, never drinks tea, coffee or Coke. Instead he eats a lot of fish, a lot offruit and vegetables and drinks still mineral water. Brian also takes care of his posture.He eats a light meal – usually it’s a fruit, a salad or a soup. He always remembers not to eat thelast meal of the day too late. He drinks green tea and watches TV or reads a book.2 a. U decydujà, który z podanych aspektów nie zosta∏ omówiony: SPORTb. U piszà po dwa zdania na temat sportu w ˝yciu Briana i Alexa – wstawiajà zdania w odpowiednie miejscew tekÊcie.Jako prac´ domowà N mo˝e zadaç napisanie listu – U piszà list do Alexa grajàc rol´ jego mamy / taty. MuszàwyjaÊniç, dlaczego jego styl ˝ycia jest niezdrowy. U mogà wykorzystaç informacje z sekcji Is your lifestylehealthy? oraz nast´pujàce wyra˝enia i zwroty:You should…You shouldn’t…If I were you, I would/ wouldn’t…It is not very healthy because…Vocabulary practice – Human body and health1 U pracujà indywidualnie: podpisujà rysunek podanymi s∏owami.head – g∏owa; finger – palec (u r´ki); neck – szyja; leg – noga; foot – stopa; knee – kolano; hair – w∏os(y); eye –oko; nose – nos; cheek – policzek; arm – r´ka, rami´ (od barku do d∏oni); hand – r´ka; shoulder – rami´, bark;hips – biodra; toe – palec (u nogi); lips – wargi, usta; forehead – czo∏o; chin – podbródek, broda; face – twarz.46

2 U wybierajà s∏owo, które nie pasuje do pozosta∏ych. Uzasadniajà dlaczego:a) finger (other refer to leg)b) ear (other refer to eye)c) shoulder (other are parts of a head)d) hips (other refer to hand-arm)e) lips (are a part of a head)3 U przyglàdajà si´ rysunkowi – wpisujà numery osób z obrazka obok odpowiednich zdaƒ:1. He’s got toothache. 2. She’s got a sore throat. 3. He’s got a stomachache. 4. She’s sprained her ankle.5. He’s got a rash. 6. He’s broken his leg. 7. She’s hurt her knee. 8. He’s broken his arm.4 U pracujà samodzielnie: uzupe∏niajà zdania podanymi wyrazami. Kilku U czyta g∏oÊno zdania.a. have got c. broken e. have got g. sprained / brokenb. hurts d. has got f. sprained / broken h. hurts2Reading and listening – Have you ever …?1 U pracujà w parach: zadajà sobie nawzajem pytania. N mo˝e zapytaç kilku U, czego si´ dowiedzieli o koledze/ kole˝ance.2 U czytajà tekst – wpisujà pytania, na które odpowiadajà poszczególne osoby.Derek: Have you ever broken a bone?Paul: Have you ever been bitten by a dog?Martha: Have you ever been injured?Brigit: Have you ever had a tooth pulled out?3 U5T2 U s∏uchajà dwóch osób – zastanawiajà si´, kto si´ wypowiada. Po wys∏uchaniu U muszà znaleêç 3 b∏´dy,które pojawi∏y si´ w zawartych w nagraniu relacjach.unit 5 tapescript 2A. (Martha’s mother): We were on holiday in Spain – me, my husband and my daughter. My daughter was about seven years old.We were sunbathing on the beach – my daughter was eating an ice cream when she fell down – I heard a cry and I saw herbleeding – she had fallen on a piece of glass and hurt her hand. It was awful – we immediately went to the hospital.B. (The director of the play Macbeth): It was about three years ago. We were doing this play Hamlet when one of my actorsjumped from a chair and broke his arm. What bad luck! A month before the premiere. As the director of the play I couldemploy somebody else but I thought that he would recover soon. I only changed the scene – he didn’t have to jump. It tookeight long weeks before they removed the plaster on his arm. He’d had to perform with it before they removed it, of course.Martha’s mothermistakes: a. Martha was seven years old (not five).b. Martha didn’s fall down. She lay on the towel.c. She didn’t hurt her hand, she hurt her back.The director of the play Macbethmistakes: a. They were not rehearsing for Hamlet but for Macbeth.b. He didn’t jump from a chair, he jumped from a ramp.c. It didn’t take eight weeks for Derek to recover – it took six weeks.Interaction – It wasn’t a knife..U pracujà w grupach czteroosobowych: ka˝dy U otrzymuje krótkie opowiadanie – po przeczytaniu informacjina kartce musi opowiedzieç histori´ koledze / kole˝ance obok, a ci muszà przekazaç opowiadanie dalej. U nies∏yszà wczeÊniejszych wersji opowiadania – N mo˝e powinien zmieniç uk∏ad osób siedzàcych w jednej grupie.Ostatnia osoba przedstawia opowiadanie, które us∏ysza∏a – U porównujà poprzednie wersje z wersjà ostatecznà,znajdujà wszystkie b∏´dy, które pojawi∏y si´ w przekazie (ZA¸ÑCZNIK 10).www.wsip.com.pl47

Je˝eli klasa jest liczna, przeprowadzenie çwiczenia mo˝e byç utrudnione. Mo˝emy wtedy wybraç czterech U dopierwszego opowiadania, czterech do drugiego itd. Trzech U w ka˝dej grupie wychodzi, a nast´pnie wchodzàpojedynczo – s∏uchajà opowiadania poprzedniej osoby i przekazujà opowiadanie nast´pnej. W tej wersji opowiadaniamogà byç przedstawiane g∏oÊno. åwiczenie mo˝na powtórzyç dwa-trzy razy – zaanga˝owane b´dziewtedy wi´cej osób. N pilnuje, aby U nie korzystali z wersji oryginalnej – kiedy pierwszy U przeczyta opowiadanie,N powinien zabraç kartk´.Grammar – The Present Perfect1 U pracujà w parach: poprawiajà b∏´dy w podanych zdaniach:a. knows = has known c. have = have had e. was in = has never been tob. broke = have broken d. has broken = broke2 Z ka˝dej pary zdaƒ U wybierajà to, które odnosi si´ do czasu Present Prefect.We use the Present Perfect:a. to talk about actions and situations which began in the past and which have continued up to the presentmoment,b. when we refer to the past without saying when something happened,c. with expressions of time which refer to a period “up to now” e. g. so far, all my life, all this year andwith indefinite time expressions like ever, never, recently, already,d. to talk about a past situation when we can make a present sentence with a similar meaning,e. to talk about our past experiences and ask about other people’s experiences (with ever, never).3 a. U przyglàdajà si´ tabeli, aby okreÊliç ró˝nic´ mi´dzy formami orzeczenia czasu Present Perfect Activei Passive – s∏owo posi∏kowe been.b. U uzupe∏niajà zdania.To make the Present Perfect active we use have / has + past participle.To make the Present Perfect passive we use have / has + been + past participle.In negatives we add not to have / has and in questions we put have / has before the subject of the sentence.4 U czytajà zdania – okreÊlajà, czy sà one w stronie czynnej czy biernej. U zamieniajà zdania w stronie biernejna zdania w stronie czynnej, jeÊli jest to mo˝liwe. Zdania w formie biernej:a. w stronie czynnej: A wasp has stung her.c. w stronie czynnej: A dog has bitten him.e. w stronie czynnej: -h. w stronie czynnej: Falling glass has injured about twenty people.5 U pracujà indywidualnie: wpisujà odpowiednie formy czasowników w nawiasie w czasie Present Perfect lubSimple Past. Kilku U czyta na g∏os uzupe∏nione zdania.a. hasn’t been c. were injured e. has been taken g. have hadb. bit d. did you catch f. did you sprain h. have you knownListening and speaking – I’m so sick…148U5T3 PARTS 1-3 U s∏uchajà nagrania – okreÊlajà, gdzie znajduje si´ Liam w kolejnych cz´Êciach dialogów.unit 5 tapescript 3 part 1 (in an office)Liam: (coughs)Ian: Well, well, seems like you’ve got a cold.Liam: Yes, I think I’ll die. I’ve got a sore throat, and a headache, I feel really sick.Ian: Oh, dear. You probably weren’t dressed properly. You should always wear a hat and you know what? –I always wear long johns.Liam: Long johns? Yeah, maybe I should.Ian: I think you should go home and drink some hot tea with lemon and honey. And you should stay in bed.You look really awful.Liam: Do you think the old man will let me go home?Ian: Don’t know. Why don’t you go and ask him?Liam: Yeah, I’ll do that.

unit 5 tapescript 3 part 2 (in the old man’s office)Boss: Come in, Mr Grant. What brings you here? Oh, don’t come any closer.Liam: Mr Trent, I’m really sorry, but I’m so ill. My throat is sore I can hardly speak, and I’ve got a headache, and astomachache. My eyes are like two fireballs. Actually I can hardly stand. Do you mind if I sit down?Boss: No, no.Liam: So, as I was saying, I’m terribly sick. I’ve got a flu or maybe something worse. I can’t move – my muscles hurt, and…Boss: Listen Grant. Go home, take a nap, drink some hot tea with lemon and honey. You look terrible.Liam: Thank you, Mr Trent. I’ll do that.Boss: And don’t come back here without a doctor’s note. You know, I need it, just in case…Liam: I’ll do that, Mr Trent. Thank you.unit 5 tapescript 3 part 3 (at the doctor’s)Doctor: So, how have we been?Liam: I’m really sick, doctor. I’ve been coughing for a week and my eyes hurt – I can’t stand the light, and I have a funnysensation in my stomach. I also think that I have a high temperature.Doctor: Oh, boy. Say „ah”.Liam: Ah…Doctor: Your throat doesn’t look bad.Liam: Yes, but I’ve got a terrible headache. Will I die?Doctor: No, definitely not. You should go home, have a good sleep, drink some hot tea with lemon…Liam: …and honey?Doctor: Yes, with honey.Liam: Will you prescribe antibiotics?Doctor: No, that won’t be necessary. Take some cough syrup. You’ll get a doctor’s note for two days.Liam: Thank God! I mean, I have to take a rest…Where is he?Who is he talking to?part 1 in an office his friend Ianpart 2 in the old man’s office his bosspart 3 at the doctor’s surgery the doctorMiejsce at home i osoba his wife nie zosta∏y u˝yte w ˝adnej cz´Êci nagrania.2 U5T3 PARTS 1-3 U s∏uchajà nagrania drugi raz. N zadaje pytania – U odpowiadajà.a. Mr Trent b. He’s got flu. c. No, he didn’t. d. Two days.3 U5T3 PART 1 U s∏uchajà pierwszej cz´Êci dialogu i uzupe∏niajà go odpowiednimi s∏owami. Brakujàce s∏owazosta∏y wyró˝nione w tapescript 3, part 1.4 U5T3 PART 3 U s∏uchajà trzeciej cz´Êci nagrania. W cz´Êci a. çwiczenia zaznaczajà wymienione przez Liamaobjawy, w cz´Êci b. zaznaczajà rady, jakie daje lekarz.a. headache, cough, his eyes hurt, stomachache, he can’t stand the light, high temperature.b. take some cough syrup, drink tea with lemon and honey, stay in bed5 a. U wypowiadajà si´ na temat choroby Liama – odpowiadajà na pytania.b. U5T4 U zastanawiajà si´, co si´ dzia∏o z Liamem w ciàgu nast´pnych dwóch dni. S∏uchajà nagrania, aby potwierdziçswoje przypuszczenia.unit 5 tapescript 4 (in the old man’s office)Boss: Get me that Liam Grant! NOW!!Liam: Good morning, Mr Trent. Here is the doctor’s note. I’ve been…Boss: Enough, Grant. What were you doing yesterday?Liam: Well, I was in bed. The doctor…Boss: No, Grant, you were NOT in bed. A friend of mine who happens to know you saw you at the swimming pool two days agoand I saw you walking out of a restaurant with a girl. You were far from being sick and you definitely were NOT in bed.Liam: But…Boss: You are fired, Grant! I don’t want to see you any more.Liam: But…Boss: No “but”, Grant!Interaction – I have two days off…1 U pracujà w grupach czteroosobowych: otrzymujà teksty dialogów (ZA¸ÑCZNIK 11) – czytajà je, nast´pniestarajà si´ odegraç przedstawione tam sceny – teksty opatrzone sà didaskaliami. N mo˝e zadaç do domu nauczeniesi´ ról i poprosiç o zaprezentowanie dialogów w klasie na nast´pnych zaj´ciach.2 U pracujà w parach: przygotowujà dialogi, które mog∏y mieç miejsce na basenie i w restauracji. U przedstawiajàdialogi.www.wsip.com.pl49

3Reading and speaking – Myths of the common cold1 a. U pracujà w parach: okreÊlajà, czy wed∏ug nich podane zdania (stereotypy) dotyczàce przezi´bienia sàs∏uszne czy nie – U porównujà odpowiedzi z odpowiedziami osoby siedzàcej obok.Myth Your answer Partner’s answer PartBecoming cold or chilled leads to a cold.You should eat a lot to get over a cold.The nose is very resistant to the effects of low humidity.Healthy people with a normal immune system are highlysusceptible to the cold virus once the virus enters the nose.Central heating dries your nose and makes you more susceptibleto catching a cold.NO CNO DYES BYES ANO Bb. U przyglàdajà si´ wyró˝nionym w çwiczeniu 1 a. wyrazom. Dopasowujà te s∏owa do definicji.immune system the body system which protects you against bacteria and virusessusceptible to more likely to catch certain diseases than other peoplehumidity the amount of water in the airresistant able to fight againstget over recoverdry (dries) remove moisturec. U czytajà tekst – stwierdzajà, czy ich przypuszczenia dotyczàce przezi´bieƒ by∏y s∏uszne – w tabeli z çwiczenia1 a. wpisujà, w której cz´Êci tekstu znaleêli odpowiedê.2 U pracujà w parach: zadajà sobie wzajemnie podane pytania – nast´pnie piszà krótkie sprawozdanie z przeprowadzonychrozmów i przedstawiajà klasie, czego si´ dowiedzieli.Vocabulary practice – At the doctor’s1 U pracujà indywidualnie: dopasowujà fragmenty, aby utworzyç s∏owa zwiàzane z medycynà. N mo˝e poprosiço zapisanie s∏ów na tablicy i podanie polskich t∏umaczeƒ.antibiotic immunity vaccination treatment transfusion infection2 U ∏àczà parami wyrazy:stomachindigestionlungspneumoniainjectionsyringepainpainkillercoldaspirinwoundbandage3 U pracujà indywidualnie: uzupe∏niajà zdania wyrazami z ramki. Kilku U czyta zdania dla sprawdzenia poprawnoÊciwstawienia wyrazów.a. indigestion c. prescription e. eyedrops g. dentist’sb. bandage d. ointment f. X-ray h. ambulance4 U czytajà podane zdania – decydujà, czy mog∏y one byç wypowiedziane przez lekarza czy przez pacjenta.P: I’ve been sneezing a lot recently. D: I’ll prescribe you antibiotics.I’ve hurt my ankle.When did it happen?I’m not feeling very well.Take the tablets twice a day.Have you taken your temperature?You’ll need an X-ray.I think you’ve caught a cold.Listening – What’s wrong with you?1 U5T5 A-C U s∏uchajà trzech rozmów lekarza z pacjentami – okreÊlajà, na co cierpià pacjenci, jaka jest diagnozai rada lekarza – zebrane informacje U wpisujà do tabeli, którà N rysuje na tablicy.50

unit 5 tapescript 5AJack: Good morning, doctor.Doctor: Good morning. You don’t look well. What’s the matter?Jack: I feel terrible. I can’t eat and I’ve had a terrible pain in my stomach for three days.Doctor: Have you taken any indigestion tablets?Jack: No, not yet. But I’ve been eating carefully.Doctor: That’s good. Please lie down. Does it hurt when I touch you here?Jack: No, it doesn’t.Doctor: I think it’s indigestion. I’ll prescribe some indigestion tablets. Take one tablet three times a day and youshould be careful with what you eat. If you feel worse come and see me immediately.Jack: Thank you, doctor, goodbye.Doctor: Goodbye.BSusan: Good morning, doctor.Doctor: Hello, Susan. What’s the matter?Susan: I’ve been sneezing and coughing a lot recently. And I’ve had a terrible sore throat for three days.Doctor: Have you taken your temperature?Susan: Yes, it’s almost a hundred and one. I took some aspirins yesterday but they didn’t help.Doctor: Open your mouth. Hmm, your throat doesn’t look very good, it’s inflamed.Susan: Are you going to prescribe antibiotics?Doctor: I think it’s necessary. Take one pill every eight hours. And stay in bed. I’ll write a prescription and a sick note.Susan: Is that all?Doctor: No, you must take this cough mixture – one spoonful every six hours and vitamin C tablets three times a day.That’s all for now.Susan: Thank you, doctor. Goodbye.Doctor: Goodbye.CMrs Smith: Good morning, doctor.Doctor: Good morning, Mrs Smith. What’s the problem?Mrs Smith: Something bad happened with my wrist. It’s swollen and it hurts.Doctor: When did it happen?Mrs Smith: Yesterday evening. I slipped in the bathroom and fell down on my wrist.Doctor: Let me have a look. I think you’ve sprained it. Does it hurt when you move it?Mrs Smith: I can’t move it at all.Doctor: I’ll put a bandage on it, but I’m afraid you’ll have to go to hospital for an X-ray.Mrs Smith: Shall I go today?Doctor: Better do it today. I hope the bone is not broken. I can prescribe you some painkillers if you want.Mrs Smith: Please do.Doctor: Take them twice a day. Here is the prescription.Mrs Smith: Thank you, doctor. Goodbye.Doctor: Goodbye.N rysuje na tablicy tabel´, którà U wype∏niajà.What’s the matter? What’s the diagnosis? What’s the advice?JACK He can’t eat and he’s had a Indigestion. He should take one tabletterrible pain in his stomachthree times a day and should befor three days.careful with what he eats.SUSAN She’s been sneezing and coughing Inflamed throat. She should take one pill ofa lot recently. And she’s had aantibiotic every eight hours andterrible sore throat for three days.she should stay in bed. She mustShe’s got a temperature.take cough mixture – one spoonfulevery six hours and vitamin Ctablets three times a day.MRS SMITH Her wrist is swollen and it hurts. Sprained? The doctor puts some bandage.Mrs Smith should go to hospitalfor an X-ray and take somepainkillers.www.wsip.com.pl51

2 U5T5 A U s∏uchajà ponownie rozmowy A – uzupe∏niajà tekst brakujàcymi s∏owami i wyra˝eniami.Odpowiedzi zaznaczone sà w tapescripcie.3 U5T5 B U uk∏adajà wiersze dialogu w odpowiedniej kolejnoÊci – nast´pnie s∏uchajà i sprawdzajà poprawnàkolejnoÊç cyfr w kratkach: 11, 1, 8, 5, 6, 10, 4, 9, 3, 7, 12, 2Grammar – The Present Perfect and Present Perfect Continuous1 a. U czytajà dwa zestawy zdaƒ – zastanawiajà si´, która regu∏a gramatyczna odnosi si´ do którego zdaniaoznaczonego literà B.2. We use the Present Perfect Simple for a complete action.1. We use the Present Perfect Continuous for an action over a period of time.b. U dobierajà odpowiednie wyt∏umaczenie do podanych zdaƒ.2. We use the Present Perfect Simple with a phrase saying how many.1. We use the Present Perfect Continuous with a phrase saying how long.c. U czytajà przyk∏ady zdaƒ – okreÊlajà, które z nich sà niepoprawne i do nich dobierajà w∏aÊciwà regu∏´ gramatycznà.2. WRONG We do not use the Present Perfect Continuous with state verbs like: be, have, know, like.4. WRONG We do not use the Present Perfect Continuous with yet, already or just.d. U przyglàdajà si´ rysunkom, czytajà podpisy i odpowiadajà na pytanie.We use the Present Perfect Continuous when the action is important and the Present Perfect Simple when theresult is important.2U pracujà w parach – uzupe∏niajà tabel´.52PRESENT PERFECT CONTINUOUS ACTIVE+ – ?I/you/we/they have I/you/we/they have not Have I/you/we/they+ been + watching + been + watching + been + watchinghe/she/it has he/she/it has not Has he/she/it+ been + watching + been + watching + been + watchingPRESENT PERFECT CONTINUOUS PASSIVE*+ – ?I/you/we/they have I/you/we/they have not Have I/you/we/theybeen + being + watched been + being + watched been + being + watchedhe/she/it has he/she/it has not Has he/she/itbeen + being + watched been + being + watched been + being + watched*very uncommon3 U pracujà samodzielnie: uzupe∏niajà zdania odpowiednià formà czasownika w nawiasie. N mo˝e poprosiço zapisanie zdaƒ na tablicy i ich przet∏umaczenie na j´zyk polski.1. has been sneezing, has sneezed2. have been painting, have painted3. has been typing, has typed4 U czytajà zdania – uzupe∏niajà je odpowiednià formà czasownika w nawiasie. Kilku U czyta ca∏e zdania g∏o-Êno – pozostali sprawdzajà.1. has broken it 2. hasn’t been sleeping well 3. has been working in the garden 4. has been reading 5. has eatenthree bars of chocolate 6. has been crying all night

4Reading and speaking – Milestones in the history of medicine1 U pracujà w grupach trzyosobowych: ka˝dy U w grupie wybiera jeden tekst, sprawdza znaczenie wszystkichnowych s∏ów w s∏owniku, przedstawia informacje zawarte w tekÊcie z wykorzystaniem s∏ów podanych przez nauczycielaoraz informacji dodatkowej (ZA¸ÑCZNIK 12). Pozostali U s∏uchajà – mogà zadawaç pytania o znaczenienowych s∏ów, muszà równie˝ dowiedzieç si´, które informacje sà dodatkowe.2 U pracujà w grupach trzyosobowych – ich zadaniem jest okreÊlenie, do kogo lub do jakich miejsc odnoszàsi´ podane zdania. U nie mogà zaglàdaç do tekstów.Ramses V – died of smallpox.John Snow – is called “the father of epidemiology”.Edward Jenner – noticed that milkmaids were immune to smallpox.John Snow – found out that cholera was spread by dirty water.Soho’s Broad Street – the place where people in 1854 had taken water from.China – the country where the first case of smallpox was identified.Saint Mary’s Hospital – the place where one famous scientist discovered penicillin.Alexander Fleming – isolated the anti-bacterial compound.Edward Jenner – vaccinated the boy with smallpox.3 U czytajà wskazówki, nast´pnie uk∏adajà opowiadanie o Williamie Halsteadzie. Kilku U czyta swoje opowiadania.Listening – People of medicine1 U czytajà krótki tekst, nast´pnie dopasowujà osoby do wypowiedzianych przez nie zdaƒ. Poprawne odpowiedzi:a. 4. b. 2. c. 3. d. 5 e. 12 U5T6 U s∏uchajà nagrania, aby sprawdziç swoje przypuszczenia.unit 5 tapescript 6Andreas Versalius, father of modern anatomyAndreas Versalius was born in Belgium in 1514 into a family of physicians and chemists. Unlike most other medical professorsof his time, he enjoyed dissecting bodies himself, and he published numerous works detailing his findings on human anatomy.Since his findings opposed much of what the ancient physician Galen declared long ago as truth, Versalius was strongly criticisedand persecuted. Many even accused him of heresy and tried to sabotage his work.David Ho, AIDS investigatorHo and his colleagues at the Aaron Diamond AIDS Research Center in New York pioneered the effective use of a newgeneration of drugs, in combination with other drugs during the 1990’s. These “drug cocktails” have made it possible for manyAIDS patients to live nearly normal lives. Time magazine honoured Ho as its 1996 Man of the Year for his discoveries.Thomas Starzl, transplant pioneerDr Thomas Starzl performed the world’s first liver transplant at the University of Colorado in 1963. However, the patientrejected the transplant and died soon after the procedure. He performed the world’s first successful liver transplant in 1967.Louis Pasteur, French chemistIn 1857, French chemist Louis Pasteur noticed that microorganisms seemed to be responsible for alcoholic fermentation. Helater demonstrated that food decay occurred only after exposure to contaminated air. In 1863, Pasteur developed his techniqueof pasteurisation of food products. His most significant discovery came in 1890, when Pasteur presented his “germ theory ofdisease,” which stated that diseases were caused by tiny living organisms called “germs.” In later years, Pasteur also developedvaccines for anthrax and rabies.Phineas Gage, railway workerIn 1848, as railway foreman Phineas Gage and his crew were laying a railway track near Cavendish, Vermont, a charge explodedprematurely, blowing an iron rod through his head. The iron, which was about 3 1 /2 feet long, weighed 14 pounds, and was 1 inchin diameter, entered Gage’s skull under his left cheek bone and exited through the top of his head, landing 30 yards away. Mostof his left brain was destroyed, but he didn’t even lose consciousness. Gage’s personality dramatically shifted from gentle toangry. He returned to work. His case allowed scientists to begin to understand the relationship between certain parts of thebrain and their effects on personality and behaviour.3 U5T6 U ponownie s∏uchajà nagrania – w ka˝dym ze zdaƒ wybierajà poprawnà dat´.a. 1514. b. 1996. c. 1967. d. 1890. e. 1848.www.wsip.com.pl53

4 U5T6 U przyglàdajà si´ rysunkowi – s∏uchajà cz´Êci nagrania o Phineasie Cage’u. Po wys∏uchaniu U odpowiadajàna pytania N.1. It was about 3 1 /2 feet long.2. It weighed 14 pounds.3. It’s diameter was 1 inch.4. Most of his left part of the brain was destroyed.5. Yes, it did. Gage’s personality dramatically shifted from gentle to angry.6. Yes, he did.7. It allowed scientists to begin to understand the relationship between certain parts of the brain and theireffects on personality and behaviour.Vocabulary practice – “Body” idioms1 U pracujà samodzielnie: uzupe∏niajà podane wyra˝enia s∏owami zwiàzanymi z cia∏em cz∏owieka. Sà to wyra˝eniaidiomatyczne – wi´kszoÊç z nich jest podobna do wyra˝eƒ polskich. Zadaniem U po wpisaniu brakujàcychs∏ów jest znalezienie dwóch idiomów, które ró˝nià si´ od ich polskich odpowiedników.a) with open arms – z otwartymi ramionamib) behind someone’s back – za czyimiÊ plecamic) in cold blood – z zimnà krwiàd) be all ears – zamieniç si´ w s∏uche) turn a blind eye to something – przymknàç na coÊ okof) face to face – twarzà w twarzg) keep one’s fingers crossed (for someone) trzymaç (za kogoÊ) kciukih) at first hand – z pierwszej r´kii) lose one’s head – straciç g∏ow´j) by heart – na pami´ç2 U pracujà indywidualnie: uzupe∏niajà podane zdania wyra˝eniami idiomatycznymi z çwiczenia 1., nast´pnieporównujà je z kolegà / kole˝ankà z ∏awki.1. were all ears 4. with open arms 7. face to face 9. in cold blood2. lost her head 5. behind his back 8. will keep my fingers 10. at first hand3. by heart 6. turn a blind eye crossedEnglish for life – AdviceListening – What do you think I should do?1 U5T7 U s∏uchajà dziesi´ciu dialogów i uzupe∏niajà podane zdania.unit 5 tapescript 71. (two colleagues at work)A: I’ve been sneezing for three days already.B: Have you had a temperature?A: No, I haven’t.B: I think you’ve caught a cold.A: Do you think I should see the doctor?B: I don’t think it’s necessary. Take some aspirins and stay in bed for a few days.2. (two colleagues at work)A: I’ve had a temperature for the last two days.B: It may be the flu. You’d better see a doctor.A: Perhaps I should stay in bed. What do you think?B: I think it’s a good idea.3. (A – patient, B – doctor)A: I haven’t been sleeping well recently. What should I do?B: You can read something before you go to bed or just go for a walk. Try to relax.54

4. (A – patient, B – doctor)A: I’m not feeling very well, doctor. I’ve got a stomachache.B: Have you been vomiting?A: No, I haven’t.B: I think it’s indigestion. You should take this medicine.A: Thank you, doctor.5. (A – a teenage girl, B – her mum)A: Mum, can I go to the cinema with Sam tonight?B: But you’ve been coughing a lot recently. I don’t think you should go out tonight.A: But, Mum, please.6. (two men, friends, B is a doctor)A: I’ve been in bed for the last three days, but I don’t feel any better. What shall I do?B: What you should do is take some medicine. I’ve told you hundreds of times to take some aspirins.7. (A – patient, B – doctor)A: Do I have to take this disgusting medicine?B: Yes, of course … and make sure you drink this twice a day.8. (A – patient, B – doctor)A: I’ve caught a cold. I’ve been sneezing and coughing.B: The best thing is to stay in bed for a couple of days.9. (two friends)A: I think I’ll go skiing this year.B: But you broke your leg last year when you were skiing in the mountains. If I were you I wouldn’t go again.10. (A – employee, B – boss)A: I have a terrible headache.B: Why don’t you take the day off?1. Do you think I should see the doctor?2. Perhaps I should stay in bed. What do you think?3. What should I do?4. You should take this medicine.5. I don’t think you should go out tonight.6. What you should do is take some medicine.7. Make sure you drink this twice a day.8. The best thing is to stay in bed for a couple of days.9. If I were you I wouldn’t go again.10. Why don’t you take a day off?2 U wybierajà wyra˝enia, których u˝ywamy, kiedy udzielamy rad oraz te, których u˝ywamy pytajàc o rad´.Udzielanie rady: 4, 5, 6, 7, 8, 9, 10 (sugestia w formie pytania). Pytanie o rad´: 1, 2, 3.3 U pracujà w parach: czytajà zdania – „udzielone rady” – muszà okreÊliç, w jakiej sytuacji zdania te mog∏ybybyç wypowiedziane.Speaking – Giving adviceU pracujà w parach: przedstawiajà sobie wzajemnie swoje k∏opoty zdrowotne i korzystajàc z wyra˝eƒ z tabelki,udzielajà sobie wzajemnie porad. N mo˝e poprosiç o przygotowanie d∏u˝szych dialogów, w których U wykorzystalibyswoje rady.Interaction – I’ve got a problemU pracujà w grupach trzyosobowych: otrzymujà od N karteczki – jeden U przedstawia swój problem – pozostaliU próbujà go rozwiàzaç. U uk∏adajà dialogi i przedstawiajà je klasie (ZA¸ÑCZNIK 13).www.wsip.com.pl55

5Matura practiceRozumienie ze s∏uchu1 U5T8 U s∏uchajà wywiadu z ekspertem na temat witamin i ich roli w ˝ywieniu cz∏owieka. W ka˝dym zestawiemuszà wpisaç nazw´ witaminy obok podanego zestawu wyrazów (stwierdzenia).unit 5 tapescript 8Interviewer – Prof. Victor HerbertInterviewer: Good morning professor Herbert. Our listeners have probably eaten their breakfast already. Have any of us everthought of replacing a typical meal with a pile of vitamins? Aren’t the vitamins the only substances our body needs?Prof. Victor Herbert: Vitamins are important. Scientists have identified 13 organic substances called vitamins. In the humanbody they help regulate chemical reactions that protect cells and change food into energy. Some vitamins are producedwithin the body. Vitamin D, for example, is produced by the skin when it’s exposed to sunlight; vitamin K is produced bybacteria in the body. But most vitamins must be taken. And one fact is known for sure: all vitamins have a huge effect whenthey are missing from the diet but eating pills doesn’t do you any good.I: What are the basic vitamins? Where can we find them?Prof. V H: The basic vitamins like vitamin A, B6, C and D are found in many products. Vitamin A, for example, may be found inliver, eggs, whole milk and butter. In the same products as well as in fatty fish you can find a huge amount of vitamin D. If yousuffer from lack of vitamin B6 eat a lot of meat, fish, nuts, and fresh vegetables. Strawberries, citrus fruit, cabbage and greenleafy vegetables in general are the main sources of vitamin C.I: What are the benefits of these vitamins to our health?Prof. V H: Vitamins benefit our life, the quality of our life, let’s say. For example vitamin A prevents night blindness and mayreduce the risk of cancer. Vitamin C is well known for strengthening your gums. Vitamin B6 helps prevent anaemia andvitamin D is good for bones.I: Can you overdose on vitamins?Prof. V H: When the vitamins are provided with natural food it’s very difficult to overdose. It’s much easier when you take pillsand much more dangerous.I: I’ve always thought vitamins are the safest medicines in the world.Prof. V H: That’s not true, I’m afraid. Too much of a good thing can have unexpected consequences. Too much vitamin A canlead to liver damage, hair loss and headaches. More than 400 mg of vitamin B6 a day can cause numbness in the mouth anddifficulty in walking. Experts now say that there is no evidence of dangerous side effects from vitamin C. High doses,however, can produce stomachache. Too much vitamin D can cause an increase in calcium that can have a bad effect on thefunctioning of muscles including the heart.1. D A C B62. B6 D C A3. B6 A C D2 U5T9 U s∏uchajà drugiej cz´Êci wywiadu – z ka˝dego zestawu wybierajà w∏aÊciwà odpowiedê.unit 5 tapescript 956Interviewer – Prof. Victor HerbertI: Can you survive on pills alone?Prof. V H: A futuristic dinner of tablets containing everything a 21st century citizen needs. It makes a nice science fictionfantasy, but could people really eat this way? Not a chance. Multiple-vitamin pills do not contain the carbohydrates andproteins necessary for the body. Such nutrients can be put into pills but they would have to be taken in large quantities.Food also contains millions of nutrients that scientists cannot fully understand not to mention putting them into a pill.There’s one more element – the joy of eating good food.I: Are pills as good a source as food?Prof. V H: A pill cannot deliver the same range of nutrients as food, but what if you want a dose of a particular vitamin? Will asupplement work or is it better to eat some broccoli? In theory pills can provide doses of vitamins and minerals but theyhave to be properly made, which is not always the case. Therefore one should be careful in choosing the proper pills.I: Do older people have different vitamin needs?Prof. V H: The elderly need even more of some vitamins than the young. A Tufts University study showed that people over 60 mayneed about a third more vitamin B6 than young adults. The need for vitamin D increases with age as well.I: And my final question. Does it matter which brand you buy?Prof. V H: Shoppers should buy brands sold by reliable shops and keep in mind that the most expensive doesn’t mean the best.I: Thank you, professor, for this interesting talk on vitamins. Next week in our programme we’ll be talking about cloning…1. No, because multiple-vitamin pills do not contain the carbohydrates and proteins necessary for the body.2. No, because it is difficult to produce good vitamins. 3. Yes, they need more vitamins than young people.4. Yes, you should buy brands sold by reliable shops.

Dyskusja1 U analizujà przedstawiony materia∏ dotyczàcy zdrowia i post´pu nauk medycznych. N zadaje nast´pujàcepytania:Do you think cloning can be beneficial for human race?Why are people afraid of cloning?What do you think: is cloning for transplants of human organs justified?What dangers can cloning cause?Is it morally justifiable to clone a human being / an animal? Does anybody suffer then?2 U analizujà przedstawiony materia∏. Przygotowujà si´ do dyskusji na temat palenia papierosów. N zadajenast´pujàce pytania:Do your parents smoke? Why? Why not?Could you give any reasons why people shouldn’t smoke? Why is smoking dangerous?What do you think of people smoking cigarettes in public places?Is passive smoking as dangerous as active smoking?Are teenagers, in your opinion, well aware of the dangers of smoking?What do you think should be done to make people stop smoking?Would you let your child smoke? Why? Why not?UNIT 6TEMATGRAMATYKAS¸OWNICTWOWYPOWIEDè USTNAKONWERSACJACZYTANIES¸UCHANIEINTERAKCJAWYPOWIEDè PISEMNAKULTURAMATURASportczas wolny, zainteresowania, sport, turystykazaimki wzgl´dne, zdania przydawkowe opisujàce i ograniczajàcesport, dyscypliny sportowe, sprz´t sportowy, nazwy osób zwiàzanych ze sportemwypowiedê na temat uprawianych sportówwypowiedzi na temat uprawianych sportów, sportów, które chcia∏oby si´ uprawiaç, sporty ekstremalnePytania zwiàzane ze sportem – czytanie w celu potwierdzenia przypuszczeƒ oraz dla uzyskaniaokreÊlonej informacji, Czy chcia∏byÊ wstàpiç do naszego klubu?- czytanie w celu uzyskania okre-Êlonych informacji, Nurkowanie – czytanie w celu ogólnego zrozumienia tekstu, Kiedy sportstaje si´ sztukà – czytanie w celu uzyskania okreÊlonych informacji.Jak si´ wykrywa falstarty? – s∏uchanie dla uzyskania informacji szczegó∏owych, Skakanie nabungee – s∏uchanie w celu uzyskania okreÊlonych informacji, Niebezpieczeƒstwo – s∏uchanierelacji powiàzane z çwiczeniem gramatycznympodejmowanie decyzji na podstawie przeczytanych tekstów, opisywanie przedmiotów i osóbopracowanie ulotki klubu sportowegoKiedy sport staje si´ sztukà – biografie Christophera Deana i Jane Torvill – pary ∏y˝wiarzy angielskich,kwiz sportowy – popularne sporty w Wielkiej Brytaniirozumienie tekstu czytanego, rozumienie ze s∏uchu, negocjowanie1Vocabulary practice – Sport1 U pracujà samodzielnie: czytajà opowiadanie i uzupe∏niajà je odpowiednimi s∏owami z apli. Jeden U czyta opowiadaniena g∏os – pozostali sprawdzajà poprawnoÊç wpisanych wyrazów, kolejno: sports centre, swimming,aerobic, volleyball, football, paragliding, scuba diving, equipment, team, court, matches, championships.2 U pracujà indywidualnie: do ka˝dego zestawu s∏ów dopasowujà odpowiedni nag∏ówek – sprawdzajà z kolegà/ kole˝ankà z ∏awki. KolejnoÊç nag∏ówków:WINTER SPORTSTEAM GAMESWATER SPORTSSWIMMING STYLESATHLETICSFOOTBALLwww.wsip.com.pl57

3 U pracujà samodzielnie: korzystajàc z rysunków uzupe∏niajà pola krzy˝ówki odpowiednimi literami – nast´pnieodczytujà has∏o, które tworzà litery w zaznaczonych polach. W za∏àczonych rysunkach nie ma obrazkasymbolizujàcego jazd´ na rowerze (cycling). Has∏o krzy˝ówki: skydiving.1. sailing 3. cycling (nie ma obrazka) 5. boxing 7. rowing 9. weightlifting2. cricket 4. badminton 6. volleyball 8. fencing4 U pracujà w parach: wpisujà nazwy opisanych osób:a. viewer c. referee e. captain g. winnerb. spectator d. umpire f. coach h. fanOmawiajàc punkty c. i d., N mo˝e wyjaÊniç, kiedy okreÊlamy s´dziego s∏owem referee, a kiedy umpire.Referee: rugby, snooker, wrestling, football, basketball, boxing, squash.Umpire: badminton, baseball, cricket, swimming, tennis.Speaking – Have you ever played hockey?1a. U pracujà indywidualnie: zaznaczajà sporty, które kiedykolwiek uprawiali.b. U zadajà pytania koledze / kole˝ance – przygotowujà krótkà wypowiedê. N mo˝e zasugerowaç, ˝eby U dowiedzielisi´ wi´cej szczegó∏ów o zaznaczonych sportach, np. When did you play it? How long did you play it/have you played it? Do you still do the sport? Do you enjoy playing / doing it?2 U pracujà w grupach oÊmioosobowych.a. b. U znajdujà osoby, które spe∏niajà podane kryteria, nast´pnie piszà krótkie sprawozdanie o osobach w grupie,np. Micha∏ has won a competition in the last year. Nobody belongs to a sports club.3 a. b. U pracujà w grupach trzyosobowych: wype∏niajà tabel´ – wpisujà swoje odpowiedzi oraz odpowiedzidwóch osób, z którymi przeprowadzajà krótkà rozmow´. U g∏oÊno przedstawiajà dane zgromadzone w tabeli.Reading – Sport questions1 a. U pracujà w parach: sprawdzajà znaczenie podanych wyrazów w s∏ownikach angielsko-polskim i angielsko-angielskim.U odpowiadajà na zadane pytania.hit verb hit hitkick verb kicked kickedpunch verb punched punchedbeat verb beat beatenblow verb blew blownb. U znajdujà antonimy podanych wyrazów.minimise maximiseweaken strengthendecrease increase2 U pracujà samodzielnie: przed przeczytaniem tekstu o tym, w jaki sposób mistrzowie karate prze∏amujà blokibetonowe, U wybierajà opinie, które ich zdaniem sà zgodne z rzeczywistoÊcià. Nast´pnie U czytajà teksti sprawdzajà swoje przypuszczenia.a. You must punch the board quickly.b. You must punch the board with your fingers held tightly together.c. You mustn’t slow down when you hit something.d. Before each punch you should take a deep breath.3 N zadaje pytania, na które U próbujà odpowiedzieç. Poprawne odpowiedzi:1. The word karate is Japanese for open hand (kara means open and te means hand).2. If you open your hands wide to hit somebody, the force of your attack spreads over a fairly wide area.3. Karate students strengthen their hands and feet so they can throw punches and kicks without seriouslyhurting themselves.4. Karate students maximise the force by putting their whole body into the punch or kick.58

5. Hitting the object with great speed increases the force of each blow.6. When you hit something your natural instinct is to slow down your hand just before impact as you don’t wantto hurt your hand.7. Before each attack, karatekas take a deep breath.4 U czytajà tekst o technice karate i uzupe∏niajà lub poprawiajà swoje poprzednie odpowiedzi. Jako prac´ domowàN mo˝e zadaç przygotowanie pisemnych odpowiedzi na podane w çwiczeniu 3. pytania.2Listening – How are false starts detected?1U6T1 A U s∏uchajà pierwszej cz´Êci nagrania – zgadujà co b´dzie tematem dalszej cz´Êci nagrania.unit 6 tapescript 1 part ASounds of a stadium like before a 60 m race. Sound of a starting gun, someone announces: false start.A short pause.2 U6T1 B U s∏uchajà eksperta, który wypowiada si´ na temat falstartu. Zadaniem U jest po∏àczenie cz´Êci zdaƒzgodnie z tym, co us∏yszeli w nagraniu. U czytajà g∏oÊno zdania.unit 6 tapescript 1 part BA false start happens when a runner leaves the starting block before the sound of the starting gun sounds or reacts to the startinggun in less than one-tenth of a second. Research has shown that a reaction time faster than one-tenth of a second is impossiblefor a human. A sprinter is allowed one false start without a penalty; the second false start results in disqualification.The most common way to detect a false start in major track events is by a device called ReacTime. The ReacTime unit sits on theback of the starting block. It is connected to a main computer near the race starter (usually an individual with a starting gun). Thedevice measures the pressure of an athlete on the starting block and sends this information to the main computer.When the starting gun is fired the runners leave the blocks and a pressure on the blocks increases and then decreases. Thecomputer analyses the reaction time for each runner. If the computer detects that the runner’s reaction time was less than theone-tenth of a second this is a false start. The computer sends a signal to the starter via a small earpiece. It is then the starter’sresponsibility to fire the gun again, signifying a false start and bring the runners back to the starting blocks. The starter thenverifies that the equipment worked properly, decides which runner committed the false start, informs the runner and then getsthe runners back in place to try again.Poprawne zdania:A false start happens when a runner reacts to the starting gun in less than one-tenth of a second.The computer analyses the time of reaction for each runner.When the starting gun is fired the runners leave the blocks and a pressure on the blocks increases andthen decreases.The computer sends a signal to the starter via a small earpiece.A false start happens when a runner leaves the starting block before the starting gun sounds.3 a. U czytajà fragment wypowiedzi z nagrania – uzupe∏niajà tekst s∏owami utworzonymi ze s∏ów podanychobok: reaction, impossible, disqualification, starting, pressure, information.b. U6T1 U s∏uchajà nagrania ponownie i sprawdzajà poprawnoÊç utworzonych wyrazów.Vocabulary practice and speaking – Extreme sports1 U pracujà w parach: dopasowujà nazw´ sportu do rodzaju sprz´tu u˝ywanego przy uprawianiu tego sportu.RAFTINGwet suit, helmetSKY DIVING parachuteSCUBA DIVING oxygen cylinder, wet suitBUNGEE JUMPING rubber cordSNOWBOARDING board, boots, bindingsPARAGLIDING paragliderKITESURFING kite, surfing boardwww.wsip.com.pl59

2 a. b. W pierwszej cz´Êci çwiczenia U samodzielnie zaznaczajà w tabeli odpowiednie sporty, nast´pnie zadajàpytania koledze / kole˝ance z ∏awki, uzupe∏niajà tabel´ i porównujà ze swoimi odpowiedziami. N mo˝e poprosiço napisanie krótkiego sprawozdania.c. d. U pracujà w parach, muszà zdecydowaç, które z podanych sportów sà najciekawsze, najbardziej niebezpieczneitd. Nast´pnie przedstawiajà swoje opinie wraz z uzasadaniemiem pozosta∏ym osobom w klasie.Reading – Would you like to join us?U pracujà indywidualnie: czytajà cztery ulotki pochodzàce z klubów sportów extremalnych. U okreÊlajà, do któregoklubu odnoszà si´ podane informacje. U porównujà odpowiedzi w parach. N mo˝e poprosiç o g∏oÊne wypowiedziw celu sprawdzenia çwiczenia – w razie wàtpliwoÊci, N mo˝e poprosiç U o podanie uzasadnienia –przeczytanie odpowiedniego fragmentu ulotki.1. A 3. C 5. D 7. A 9. B 11. D2. C 4. B 6. A 8. B 10. A (possible B and C) 12. CInteraction – Which club to join?1 U pracujà w parach: zastanawiajà si´, który z podanych sportów odpowiada∏by poszczególnymn osobom.U muszà podaç krótkie uzasadnienie, dlaczego wybraliby dla danej osoby ten, a nie inny kurs. W niektórychprzypadkach mo˝liwe sà dwie mo˝liwoÊci.1. Kate Conway: paragliding, NATURE CLUBskydiving, TOUCH THE SKY CLUB2. Hubert Cain: kitesurfing, SEE BREEZE CLUB3. Robert Hood: paragliding, NATURE CLUBskydiving, TOUCH THE SKY CLUB4. Tom Harvey: rafting, WILD RIVER CLUB5. Victoria Tylor: paragliding, NATURE CLUB2 U pracujà w parach. Korzystajàc z podanych informacji, muszà przygotowaç ulotk´ reklamujàcà kursy w klubiesnowboardowym. N mo˝e zadaç çwiczenie do domu i poprosiç o profesjonalne przygotowanie ulotki z wykorzystaniemkomputera – wkomponowanie zdj´ç, rysunków, napisów. Prac´ mo˝na potraktowaç jako konkurs.Na nast´pne zaj´cia U przynoszà ulotki i oceniajà – ulotka, która zdob´dzie najwi´cej punktów wygrywa. Najciekawszeulotki mo˝na powiesiç w pracowni j´zyków obcych.U mogà równie˝ przygotowaç gazetk´ zwiàzanà ze sportami ekstremalnymi – zamieÊciç ciekawe zdj´cia, czyprzeprowadziç wywiady z osobami, które takie sporty uprawiajà.3 U pracujà w grupach czteroosobowych: ka˝dy U otrzymuje od N karteczk´ z danymi. Na podstawie tych danychU muszà wybraç, do którego z podanych klubów mogliby si´ zapisaç jako grupa (ZA¸ÑCZNIK 14).Reading and listening – Bungee jumping1 U czytajà informacje dotyczàce skoków na bungee – uzupe∏niajà dane odpowiednimi wyrazami z apli.Poprawna kolejnoÊç wpisywanych wyrazów:Height Cord & Back Up Drop speed G-Force Safety Insurance2 U pracujà indywidualnie lub w parach: czytajà krótkie charakterystyki pi´ciu osób, po czym czytajà przepisydotyczàce bezpieczeƒstwa, obowiàzujàce przy skokach bungee. U okreÊlajà, które z podanych osób mogà wykonaçskok.NO Alice, 13 – No under 14’s.YES Mr Heywood, 52 – has got valid doctor’s certificate.NO Mrs Fawcett, 46 – suffers from diabetes.YES Alex, 18 – Only 14 & 15 year olds require parent’s or guardian’s permission and signature.YES Joan, 34 – has a sore throat. No objections.3 U6T2 U s∏uchajà nagrania – uzupe∏niajà podanà tabel´ brakujàcymi s∏owami / wyra˝eniami.60

unit 6 tapescript 2Cashier – CallerCashier: Bungee Club. May I help you?Caller: Yes, I’d like to ask you what the price of a jump is.Cashier: Well, it’s not so simple. A single jump costs £50.00 but this price includes membership and insurance.If you’d like to jump with another person it will cost £40.00 per person which makes £80.00 altogether.Caller: Does that price include membership and insurance?Cashier: Of course, it does. If you’d like to book a jump for more than four people a deposit is required.Caller: How much is that?Cashier: It’s £10.00 which you can pay by credit card. We also offer a membership card – if you’d like to buy this card you pay£35.00 for the first and £25.00 for a second jump on the same day.Caller: How much is this card?Cashier: Well, it’s comparatively cheap – it’s only £15.00. We have also a special offer – you can buy five jumps for only £20.00each. It’s our special offer this week.Caller: It’s my wife’s birthday next week…Cashier: So I can offer you a gift voucher which is valid for six months and you can buy it over the telephone. It costs only£50.00. And remember that every jump is recorded on video so that can be bought for £13.00.Caller: That’s great. Is there anything else I have to know?Cashier: Make sure that you know our safety regulations…Price CommentsBungee jump £50.00 including membership and insuranceTandem jump £40.00 per person (including membership and insurance)Deposit £10.00 for bookings of four and more jumpersMembership card £15.00 cost: £35.00 and £25.00 for second jump the same dayGift vouchers £50.00 includes insurance, valid for 6 monthsVideos £13.00Special offers £100.00 if you buy five jumps3Reading – Scuba diving1N zadaje pytania, na które U odpowiadajà.2 U przyglàdajà si´ rysunkowi p∏etwonurka. Czytajà tekst, w którym wyró˝niono cz´Êci ekwipunku p∏etwonurka.Zadaniem U jest podpisanie odpowiednich cz´Êci wyró˝nionymi w tekÊcie s∏owami. Je˝eli U nie znajà niektórychs∏ów, mogà skorzystaç z pomocy s∏ownika.cylinder – butla; breathing apparatus – aparat oddechowy; wet suit – skafander; weights – ci´˝arki balastowe;belts – pasy; dive computer – komputer nurka; mask – maska; snorkel – rurka (do oddychania); flippers – p∏etwy;diving knife – nó˝ nurka; diving light – latarka podwodna; safety float – bojka sygnalizacyjna.3 U czytajà tekst ponownie – dopasowujà nag∏ówki do poszczególnych cz´Êci.(1) F. (2) B. (3) C. (4) G. (5) D. (6) A. Nie zosta∏ wykorzystany nag∏ówek E. Dangers.Grammar – Defining and non-defining relative clauses1 U czytajà krótkie wyjaÊnienie gramatyczne, dotyczàce zdaƒ przydawkowych opisujàcych i ograniczajàcych.U czytajà przyk∏ady zdaƒ i wpisujà, czy dane zdanie zawiera zdanie przydawkowe opisujàce, czy ograniczajàce(defining czy non-defining relative clause).defining The wet suit that / which you are wearing has got a hole in it.defining The wet suit you are wearing has got a hole in it.non-defining The wet suit, which traps a thin layer of water, helps keep you warm.defining The man that / who(m) I met on the boat helped me carry the cylinder.defining The man I met yesterday helped me carry the cylinder.non-defining Jacques Cousteau, who was the well-known oceanographer, invented the aqualung called thescuba.www.wsip.com.pl61

2 U pracujà samodzielnie: analizujà wczeÊniejsze przyk∏ady – czytajà pytania zwiàzane z gramatykà i wybierajàw∏aÊciwà odpowiedê.1. non-defining 3. non-defining 5. defining 7. defining 9. which2. defining 4. defining 6. non-defining 8. who 10. that3 a. U czytajà zdanie z wyjaÊnieniem – okreÊlajà, kiedy u˝ywamy who, a kiedy whom w odniesienu do osób.b. U wpisujà odpowiedni zaimek wzgl´dny do ka˝dego zestawu krótkich wyjaÊnieƒ. U czytajà na g∏os swoje propozycje.Poprawna kolejnoÊç wpisania wyrazów:whom thatwhowhich4 U pracujà samodzielnie: okreÊlajà, które z podanych zdaƒ zawiera defining, a które non-defining relativeclause. Nast´pnie U uzupe∏niajà zdania zaimkami wzgl´dnymi. U powinni u˝yç wszystkich mo˝liwych do u˝yciaw danym zdaniu zaimków – kilku U czyta zdania wraz z uzasadnieniem, dlaczego u˝yli danego zaimka – U mogàwykorzystaç objaÊnienia z poprzedniego çwiczenia.1. defining, which/that 3. non-defining, who 5. non-defining, who2. non-defining, whom 4. defining, which/that 6. non-defining, whoseListening and grammar practice – Danger1 U pracujà w parach: okreÊlajà, w których miejscach w opowiadaniu powinny zostaç wstawione podane non--defining relative clauses.unit 6 tapescript 3Interviewer – Gene Tewd, scuba diverInterviewer: So, is diving really that dangerous?Gene Tewd: Well, er… yes, it is. You have to be really careful, well-trained and have a lot of experience.I: How long have you been a scuba diver?Gene: It’s been 23 years now, wow, I can’t believe it’s so long.I: Have there been any really dangerous situations in your diving career? I mean, there must’ve been.Gene: Yes, there have been. The most dangerous was in Croatia. We were just diving for fun and there were four of us. Younever dive alone. So me and my buddy, who at that time wasn’t a very experienced diver, decided to dive off Dingac, whichseemed a nice place to dive. There’s a deep underwater wall there. We had a boat but this time we decided that we woulddive from the shore. Everything was fine, we took a 35 metres dive, then we had a decompression stop, and when we got tothe surface we realised that the sea was very rough. Normally there’s a boat waiting for you and even when there are wavesyou can get on board easily. This time there was no boat and we had to get back to the shore, which was really rocky, alone.There were many very sharp, razor sharp rocks. The waves took us to the shore but we had to find the place where we hadjumped from into the sea. We couldn’t do that because of the waves, which really got fiercer and fiercer. We obviouslycouldn’t stay in the water. I decided to get to the shore no matter how. I told my buddy, who was next to me, that we shouldget out of the water. We swam towards the shore with our equipment on, which was really heavy, and obviously we weren’tstrong enough to get out. The waves, which were very big now, threw us directly onto the sharp rocks. I managed to grab onerock, but my gloves, which I was wearing, got torn. I cut my palm and fingers but I was ashore. Unfortunately, my buddy wasn’tthat lucky. The water smashed his mask, he lost his snorkel and he hit his head against the rock. He started to bleed. So Itook off my oxygen cylinder as quickly as possible and I grabbed him by his arm. Then I tried to pull him out of the water butthe waves were so big that they covered us and pulled us back into the sea. I wouldn’t be sitting here with you now but theother two guys, who’d already got out of the water, came and pulled both of us out. We were really lucky. Mike was taken tohospital. So, it wasn’t really underwater that we had the real problem but we didn’t foresee that there would be such hugewaves.2 U6T3 U s∏uchajà rozmowy z Gene’em Tewdem – sprawdzajà poprawnoÊç wpisanych zdaƒ. U mogà pos∏uchaçrozmowy ponownie, po czym powinni zrelacjonowaç zdarzenie.Grammar practice – Defining and non-defining relative clausesåwiczenia z tej sekcji mo˝na potraktowaç jako çwiczenia powtórzeniowe.1 U pracujà samodzielnie: wybierajà w∏aÊciwy zaimek / w∏aÊciwe zaimki w danym zdaniu. Sprawdzajà poprawnoÊçwyboru z kolegà / kole˝ankà z ∏awki.1. that / who 2. that / which 3. whom 4. whose 5. whose62

1 a. b. U pracujà samodzielnie: okreÊlajà, czy w podanych zdaniach u˝yte sà defining czy non-defining relativeclauses, po czym wstawiajà przecinki tam, gdzie to konieczne. U przepisujà zdania opuszczajàc non-definingrelative clauses.1. defining relative clause2. non-defining: Matt Carson, who was waiting for us, was an experienced diver. Matt Carson was anexperienced diver.3. defining relative clause4. non-defining: Jacques Cousteau, whose invention revolutionised underwater exploration, worked withEmile Gagnan. Jacques Cousteau worked with Emile Gagnan.5. non-defining: Blue Ocean, which is a travel agency, organised the expedition. Blue Ocean organised theexpedition.2 U ∏àczà zdania u˝ywajàc jednego z podanych zaimków wzgl´dnych.1. The woman whom I asked didn’t know the way.2. Our friend Scott, whose diving computer was damaged, was very angry.3. You gave me a watch which was late.4. A friend who met me at the airport helped me carry the equipment.5. Mrs Gibbs, who I told you about, is very keen on diving.åwiczenie dodatkoweU pracujà w parach: otrzymujà od N karteczki ze zdaniami, w których sà b∏´dy. Muszà poprawiç b∏´dyzgodnie z instrukcjà – U wymieniajà si´ kartkami – sprawdzajà, czy zdania sà w∏aÊciwie poprawione przezich kolegów / kole˝anki (ZA¸ÑCZNIK 15).4Reading – When sport becomes art1 U dopasowujà dyscypliny zwiàzane z ∏y˝wiarstwem do definicji.speed skating skaters compete in short and long distance races around an artificial ice rinkfigure skating skaters perform free style skating which is a programme of steps, turns etc.ice dance skaters perform dances chosen by referees and a free style programme2 U czytajà samodzielnie biografi´ Christophera Deana. OkreÊlajà, kto móg∏ byç autorem poni˝szych wypowiedzi.Porównujà odpowiedzi z odpowiedziami innych U.1. Isabelle Duchesney 5. Sandra Elson2. his schoolmate, a player in a football team 6. Jill Trenary (his wife)3. Christopher Dean 7. Jayne Torvill4. his friend, a policeman3 U samodzielnie czytajà biografi´ Jayne Torvill. OkreÊlajà, które z tematów nie zosta∏y poruszone w biografii.CHILDREN HER SOLO CAREER END OF CAREER4 U pracujà w parach: uk∏adajà pytania do podanych odpowiedzi, nast´pnie stwierdzajà, kogo dotyczy danepytanie. U mogà zadawaç pytania w drugiej lub trzeciej osobie liczby pojedynczej.1. Who was your / Jayne’s first skating partner? Jayne Torvill2. When did you / Chris begin skating? Christopher Dean3. What colour were your / Jayne’s first skates? Jayne Torvill4. When did you / Chris marry Isabelle Duchesney? Christopher Dean5. Why did you / Chris and Sandra decide to break up? Christopher Deanwww.wsip.com.pl63

Listening – 6.0 6.0 6.0 6.0 6.0 6.0 6.0 6.0 6.01 U6T4 U s∏uchajà nagrania – odg∏osy z hali sportowej – czytane wyniki. U wyjaÊniajà tytu∏ tej sekcji. Noty 6.0sà najwy˝szymi notami w ∏y˝wiarstwie figurowym, otrzymali je m.in. Jayne Torvill i Christopher Dean za wykonanietaƒca dowolnego do muzyki Ravela Bolero na igrzyskach w Sarajewie oraz mistrzostwach Europy i Êwiataw ∏y˝wiarstwie figurowym.unit 6 tapescript 4TECHNICAL MERIT: 5.9, 6.0, 5.9, 5.9, 6.0, 6.0, 5.9, 6.0, 5.9ARTISTIC MERIT: 6.0, 6.0, 6.0, 6.0, 6.0, 6.0, 6.0, 6.0, 6.0,2 U6T5 U s∏uchajà przyjació∏ki Chrisa, która opowiada o perypetiach zwiàzanych z wykonaniem Bolera. ZadaniemU jest dobranie poprawnej odpowiedzi do zadanych pytaƒ.unit 6 tapescript 5It was a dance that was going to be different, right from the start. It was usual for free style dancers to chop and change tempo inorder to show different styles of skating within the regulation four minutes. Often a couple started with a few frantic laps to catchthe eyes of the judges and spectators but Jayne suggested that they ought to start slowly for a change. This lead Chris to come upwith the idea of Bolero.The original Bolero composition is over 17 minutes long, but the rules state the free style dance must be 4 minutes long, allowingfor 10 seconds each side of that. Having been to a music arranger in order to get a condensed version of Bolero they could skateto, T&D were told that the minimum time the music could be condensed to was 4 minutes 28 seconds, making it 18 seconds toolong to be within the rules. T&D found out a way to get round this little dilemma though. They checked the rule book to find outthat the timing started when the skaters started skating. Therefore they could use the music if they didn’t put a blade to the icefor the first 18 seconds, and when Jayne puts the first blade down they are within the maximum skating time. Clever, eh? Andfascinating that the most famous opening in the history of ice dance came about simply by getting round the rule book.In Sarajevo T&D were the top news item of the games, and Bolero the highlight of the competition. People paid ticket-touts upto a month’s wages for a ticket allowing them to enter the Zetra stadium to witness what everyone knew was going to besomething special. T&D didn’t disappoint them. Nor did the judges. Somewhere amongst the standing ovations, flowers andUnion Jack’s were the scores for technical merit: six 5.9s and three 6.0s. Then the artistic marks: ALL 6.0s.1. a. It was too long. 2. a. 3’50” 3. b. Jayne didn’t skate for 18 seconds.3 U6T5 U s∏uchajà nagrania ponownie. Ich zadaniem jest zrelacjonowanie historii. åwiczenie mo˝na przeprowadziçw formie konkursu w dwóch grupach. Grupa A zaczyna opowiadanie, grupa B dodaje jedno zdanie, nast´pniegrupa A kontynuuje. Przegrywa grupa, która zakoƒczy opowiadanie. U mogà dodawaç w∏asne zdania,opierajàc si´ równie˝ na przeczytanych biografiach.Reading and grammar practice – Sport quiz1 U pracujà w parach: czytajà krótkie charakterystyki sportów popularnych w Wielkiej Brytanii – wpisujà nazwysportów obok opisu.A. rugby B. boxing C. cricket D. tennis E. squash F. golfW ramach pracy domowej U mogà zebraç informacje o innych sportach i u∏o˝yç krótkie notatki w formie zagadek,które by∏yby wykorzystane na nast´pnych zaj´ciach.2 U wpisujà do pytaƒ kwizu odpowiednie zaimki wzgl´dne – nast´pnie odpowiadajà na pytania. åwiczeniemo˝na przeprowadziç w formie konkursu – U pracujà indywidualnie – wygrywa osoba, która poprawnie wpiszewszystkie zaimki i odpowie na pytania.1. which b) kitesurfing2. who b) players3. whose b) goalkeeper4. where / in which a) court5. when / at which c) draw6. whom b) referee7. who b) opponents8. which b) wet suit9. where / in which a) Nottingham10. whom a) Harrison Ford64

English for life – At a loss for wordsSpeaking – I don’t know what you call it in English…1U przyglàdajà si´ rysunkowi – N zadaje pytania – U odpowiadajà, wyra˝ajàc swojà opini´.2 a. b. U zastanawiajà si´, jakich strategii u˝yliby w przypadku, gdyby w kontakcie z obcokrajowcem zapomnielijakiegoÊ s∏owa w j´zyku angielskim. U porównujà swoje wypowiedzi – N mo˝e przeprowadziç ranking poszczególnychstrategii. U g∏oÊno zastanawiajà si´, która z nich jest najbardziej skuteczna / naj∏atwiejsza.Listening – Choosing the right word1U6T6 U s∏uchajà trzech dialogów. Zastanawiajà si´, jakie s∏owo jest w nich opisywane.unit 6 tapescript 6Dialogue 1Speaker 1 (a man, foreign accent): …so, I know a girl, she is my friend, she went to a, er… What do you call a person who tellsyour future?Speaker 2: A fortune teller?Speaker 1: That’s right. She went to a fortune teller just before she got married because she wanted to know her future…(fade)Dialogue 2Speaker 3 (a woman, foreign accent): Excuse me, I’d like to buy… something… (pause) er, it’s round and it’s made of metal andplastic. It’s for holding your key… (excited) Over there! That’s it! Over there!Speaker 4: Oh, (relieved) you mean a key ring? This one?Speaker 3: Yes, a key ring, that’s right. How much is that one?Speaker 4: It’s 2 pounds 99, anything…. (fade)Dialogue 3Speaker 5 (a woman – teacher): What do you think, Jose?Speaker 6 (a boy – Spanish accent): The most important thing for people, if they want to feel happy and everything, is… well,I don’t know the English word, but it’s when nobody can tell you what to do, when you can do what you want and you havecertain rights…Speaker 5: Oh, you mean freedom, right?Speaker 6: Yes, freedom, liberty, yes?2 a. b. U6T6 U ponownie s∏uchajà trzech dialogów – uzupe∏niajà je frazami, nast´pnie s∏uchajà po raz trzecii sprawdzajà.Dialogue 1 What do you call a person who tells your future?Dialogue 2 It’s round and it’s made of metal and plastic. It’s for holding your key. – Oh, you mean a key ring?Dialogue 3 I don’t know the English word, but it’s when nobody can tell you what to do…Interaction – How to explain it…1 U pracujà w grupach trzyosobowych: jedna osoba wybiera jeden z narysowanych przedmiotów i go opisuje– pozostali muszà zgadnàç, który rysunek jest opisywany. N zwraca uwag´ na koniecznoÊç wykorzystania podanychzwrotów przy opisywaniu przedmiotów (a padlock, a lock, a club, a cylinder, drawing pins, a stapler).2 U pracujà w grupach czteroosobowych. Z pomocà s∏ownika angielsko-angielskiego opisujà otrzymane od Nwyrazy. Powinni napisaç po trzy definicje ka˝dego wyrazu, z których tylko jedna jest prawdziwa. U czytajà g∏o-Êno definicje, osoby z innych grup zgadujà, która definicja jest prawdziwa (ZA¸ÑCZNIK 16).5Matura practiceRozumienie tekstu czytanegoU czytajà tekst Doping – z podanych dokoƒczeƒ zdaƒ wybierajà te, które sà niezgodne z treÊcià tekstu.U powinni wybraç nast´pujàce odpowiedzi: 1. c) 2. b) 3. b) 4. a) 5. c)www.wsip.com.pl65

Rozumienie ze s∏uchuU6T7 U s∏uchajà dwukrotnie rozmów z kobietami uprawiajàcymi boks. Zaznaczajà literami, o kim mowa w poni˝szychzdaniach.unit 6 tapescript 7Speaker: #1 Cindy Spencer, four times champion!Interviewer: How did you start boxing?Cindy Spencer: I started doing it for exercise in the late 1980’s. At first I exercised at home. Then, in 1994, I went to the gym inKelso. I could hit the bags, but of course I couldn’t fight or anything. Well, I didn’t join the gym because I thought that if theonly thing I could do was hitting bags… Then I taught box aerobics and suddenly women’s boxing became popular.I: So you eventually joined the club.Cindy: Yes, I did, in 1998. I started competing as an amateur.I: And then you won four championship titles. Have you ever been injured?Cindy: Well, my ribs were broken once.I: What are your plans for the future?Cindy: In the last year it has been very frustrating because of a lack of opponents so I have not worked at it as hard.... I’ve got alittle discouraged. I will work hard for the next three months, and see what comes along. I am also planning to be a referee atamateur shows.Speaker: #2 Molly McConnell, a boxing trainer and competitor!I: I watched as Molly worked with all of the women boxers. Boy! Women’s boxing has come a long way! Twenty years agothere was not a woman boxer in sight, and now I walk into a gym, and women are teaching the sport.I: How did you start boxing?Molly: I’d always been into fighting. I fought with my friends at school, I was a very aggressive girl, you know. Then I didaerobics, some bodybuilding, and then I joined the gym three years ago.I: And now you have won four and lost two fights.Molly: Yes, I’m going to continue in amateur competition until I feel I can become a professional boxer.Speaker: #3 Robin Yakhour, a boxer who began boxing two years ago, who looks more like a body builder than a boxer! Sheweighs 112 pounds.I: How did you start boxing?Robin: I grew interested because of the fitness aspect of it. I was a bit overweight and I wanted to get back into shape afterreading the book The Boxer’s Workout. I joined the boxing training together with a weight training routine. Eventually Ijoined a boxing gym where I could fight and work on my technique. And then I decided that I wanted to actually compete.I: You actually lost your first fight.Robin: My opponent was 10 lbs. heavier than me and I ended up losing on points.I: You do all sorts of other things with your time, don’t you?Robin: I’m really grateful to my parents for educating me in a variety of sports and activities. I played the piano, but I also tookpart in Rodeo Club. I also played basketball and baseball. I go skiing, swimming, and I play volleyball. I also play the drumsand I’m interested in American Indian Art.I: Is there anything you would like to say to other women?Robin: I want women to know that you can get back into excellent shape after having children. It really is possible! I’m almost 34years old and I can say that, I am in the best shape of my life! I work out 5-6 days a week. Sometimes twice a day. I combineboxing with weight training, and aerobic activities such as running, skipping, and step-aerobics, to get a full work-out.I would like to encourage other women to give the sport a try, even if they don’t want to compete. It’s an excellent way to getin shape and have fun!!! Ladies, it’s only a man’s world if you let it be!Speaker: # 4 Julie Bishop, a 30-year-old amateur boxer, has been boxing for three years, and competing for the last year.I: How did you start boxing?Julie: I started boxing when I received a gift... a pair of boxing gloves. I got them for my 24th birthday. Then I joined a women’sboxing class and I’ve been doing it ever since....I: Looking more like a teenager weighing 108 lbs, she definitely has the abilities, techniques and talents to succeed in herweight class. She goes to college and works during the day. John, a boxing trainer, went a few rounds with Julie.John: “I was impressed with her techniques considering she has only been boxing for two years.”a. M b. C c. R d. C e. J f. C g. R h. M i. J j. R k. C l. RRevision 2 UNITS 4-6Grammar1. U wybierajà wyra˝enie, które najlepiej uzupe∏nia podane zdanie.1. a) 2. c) 3. d) 4. a) 5. b) 6. c) 7. a) 8. a) 9. c) 10. b) 11. d) 12. d) 13. c)14. a) 15. b)66

2. U uzupe∏niajà zdania odpowiednià formà czasownika w nawiasie.1. sprained 2. has been picking, has picked 3. have had, have been sneezing 4. will you be doing5. will visit 6. won’t be sitting, will be flying 7. Will you be using 8. is said 9. is believed, has inherited10. hasn’t recovered 11. drink3. U uzupe∏niajà zdania zaimkami who, which, whom, etc.1. whom 2. whose 3. who 4. which / that 5. whom4. U uzupe∏niajà zdania odpowiednimi przyimkami lub zostawiajà puste miejsce.1. of 2. from 3. to 4. to 5. from 6. – 7. in 8. in 9. to 10. toVocabulary1. U uzupe∏niajà zdania odpowiednimi wyrazami – liczba kresek odpowiada liczbie liter.1. lining 3. authorities 5. spread 7. qualifications 9. referee’s2. glitters 4. vaccination 6. still 8. suit 10. beginners2. U uzupe∏niajà zdania wyrazami z ramki:1. captain 3. treatment 5. isolate 7. safety 9. rubber2. astrologer 4. pneumonia 6. pressure 8. knowledge 10. antibioticsMeeting peopleU wybierajà wyra˝enie, które by∏oby w∏aÊciwà reakcjà na us∏yszane zdanie.1. b. 2. c. 3. a. 4. a. 5. b.Pronunciation # 21. a. P2T1 U s∏uchajà nagrania – podkreÊlajà silniej akcentowane s∏owa.Pronunciation 2, tapescript 1That shouldn’t take too long.No, I haven’t seen him today.She’s got such a nice boyfriend.Show me your photo.Let’s go there.b. P2T2 U s∏uchajà nagrania ponownie. Stwierdzajà, ˝e zasz∏y zmiany w sposobie akcentowania.Pronunciation 2, tapescript 2That shouldn’t take too long.No, I haven’t seen him today.She has got such a nice boyfriend.Show me your photo.Let’s go there.2. a. U przyglàdajà si´ formom mocnym i s∏abym w tabeli, po czym s∏uchajà nagrania i okreÊlajà, która z tychform zosta∏a tam u˝yta.b. P2T3 U s∏uchajà nagrania – okreÊlajà, czy wymowa wyrazów napisanych kursywà ma form´ mocnà czy s∏abà.Pronunciation 2, tapescript 31. What does she do?2. „Do you love me?” – „Of course I do.”3. I saw him there.4. I want you and her to go there.5. I can draw but I can’t paint a portrait.6. Can I have that shampoo, please.7. No, I don’t want that to happen to all of us.8. You have to take your passport and your ticket.c. P2T3 U s∏uchajà nagrania i powtarzajà zdania.www.wsip.com.pl67

UNIT 7TransportTEMATpodró˝owanie, Êrodki transportu, nauka – post´p technikiGRAMATYKAzdania warunkowe 1., 2. i 3. typu, pytania poÊrednieS¸OWNICTWO cz´Êci samochodu, czynnoÊci zwiàzane z jazdà samochodem, transport – Êrodki transportu –podró˝ kolejà, samolotem, Eurotunelem, ró˝nice w s∏ownictwie brytyjskim i amerykaƒskim dotyczàcepodró˝owaniaWYPOWIEDè USTNA przygoda w Eurotunelu – kontynuacja opowiadaniaKONWERSACJAprzygotowanie dialogu na podstawie nagraniaCZYTANIEGinger – czytanie dla zrozumienia ogólnego oraz w celu wyszukania okreÊlonych informacji,Nie wa˝ne jak... – çwiczenie wielop∏aszczyznowe – s∏uchanie, czytanie, mówienie, Podró˝owanieEurotunelem – czytanie w celu wyszukania okreÊlonych informacji, przepisy bezpieczeƒstwaobowiàzujàce w Eurotunelu, Brytyjskie Linie Lotnicze – czytanie w celu wyszukania informacjiszczegó∏owychS¸UCHANIEopowiadanie Moniki o przygodzie w Eurotunelu – s∏uchanie w celu wyszukania okreÊlonych informacji,Amerykanie opowiadajà o odczuciach zwiàzanych z ruchem lewostronnym, przygodyna lotnisku – s∏uchanie w celu çwiczenia okreÊlonych konstrukcji gramatycznychINTERAKCJAuzyskiwanie informacji z wykorzystaniem pytaƒ poÊrednichWYPOWIEDè PISEMNA egzamin na prawo jazdy – opowiadanie, zalety i wady pojazdu Ginger – opis, artyku∏ prasowyKULTURAEurotunel, ruch lewostronny, British AirwaysMATURAuzyskiwanie informacji, wypowiedê pisemna – komunikat, rozprawka, dyskusja1Vocabulary practice and writing – Cars1 U pracujà w parach: podpisujà rysunki odpowiednimi s∏owami z ramki.bumper – zderzak; headlight – lampa przednia; bonnet – maska; windscreen – przednia szyba; sunroof – szyberdach;tyre – opona; rear window – tylna szyba; boot – baga˝nik; rear light – lampa tylna; indicator – kierunkowskazrear-view mirror – lusterko wsteczne; windscreen – przednia szyba; horn – klakson; speedometer – pr´dkoÊciomierz;petrol gauge – wskaênik paliwa; steering wheel – kierownica; ignition – zap∏on; gear lever – dêwigniazmiany biegów; clutch – sprz´g∏o; brake – hamulec; accelerator – peda∏ przyspieszenia; glove compartment –schowek w desce rozdzielczej; driver’s seat – siedzenie kierowcy2 U uzupe∏niajà podane wyra˝enia wybranym wyrazem – wyraz musi pasowaç do wszystkich wyra˝eƒ.a) to change b) to drive c) driving test d) petrol e) ignition f) something3 U pracujà indywidualnie: czytajà tekst, uzupe∏niajà go wyrazami o znaczeniu przeciwnym do s∏ów podanychobok tekstu. Wybrany U czyta tekst na g∏os – pozostali sprawdzajà poprawnoÊç wpisanych wyrazów.get, difficult; long; real; teach; start; right, difference; careful; polite, lucky; pass; sit; begins4 åwiczenie mo˝e byç zadane jako praca domowa – zadaniem U jest napisanie krótkiego opowiadania o egzaminiena prawo jazdy. Je˝eli U nie zdawali jeszcze takiego egzaminu, mogà wymyÊliç swoje historie. åwiczeniemo˝na przeprowadziç w formie konkursu na najzabawniejsze / najciekawsze opowiadanie. U mogà wykorzystaçs∏owa z çwiczenia poprzedniego oraz wyra˝enia podane w tym çwiczeniu. N upewnia si´, ˝e U znajà znaczeniepodanych wyra˝eƒ.Reading – Ginger – ahead of its time1 a. U przyglàdajà si´ zdj´ciu pojazdu o nazwie Ginger. N zadaje pytania – U odpowiadajà.b. U czytajà dane pojazdu marki Segway – odpowiadajà na pytania – N mo˝e poprosiç o zapisanie odpowiedzi– U majà chwil´ czasu na przygotowanie. Kiedy U odpowiedzà na pytania, N prosi o porównanie omawianegopojazdu z pojazdami tradycyjnymi.1. 12,5 miles per hour (20 km/h) 2. 250 pound person (110 kg) and 75 pounds of cargo (34 kg)3. It weighs 80 lbs (36 kg). 4. No. 5. No. 6. No. 7. No. 8. No. 9. Probably yes.68

2 U samodzielnie czytajà tekst o pojeêdzie Ginger – uzupe∏niajà tekst czterema zdaniami, po czym wybraniU czytajà tekst na g∏os.(1) (C) (2) (B) (3) (D) (4) (A)3 U pracujà w parach – wypisujà zalety i wady pojazdu. W podsumowaniu N rysuje na tablicy tabel´, U wpisujàzalety i wady pojazdu, które znaleêli. Niektóre z nich zosta∏y wpisane – U mogà podawaç tak˝e inne propozycje.ADVANTAGESit’s smallit doesn’t need petrolyou can use it almost everywhereyou can’t fall downyou can’t get a punctureyou can take 34 kg of cargoit doesn’t pollute the environment so muchyou can keep it at homeyou don’t need a parking lot when you’re in townDISADVANTAGESit goes at only 20 km/hit has a small range with single charge – you have to recharge batteriesit’s quite expensiveyou can’t go on a trip with your familyGrammar – Conditional sentences – type 1 and 21U pracujà w parach: wybierajà wyjaÊnienie do ka˝dego z podanych zdaƒ warunkowych.b. We will probably not fly by plane – it is too expensive.c. I think you have finished with the project. If so, I will turn the computer off.d. You will not probably finish with the project today so we will not be able to go to the cinema.a. We do not know whether we will fly by plane – we will decide soon.2 U pracujà w parach: uzupe∏niajà tabel´ – wpisujà zasady u˝ycia oraz struktury gramatyczne wyst´pujàcew konstrukcji pierwszego i drugiego okresu warunkowego. Tabel´ mo˝na narysowaç na tablicy – U jà uzupe∏niajà– pozostali sprawdzajà. Dla U te konstrukcje gramatyczne sà ju˝ znane – çwiczenie stanowi form´ utrwaleniai usystematyzowania wiadomoÊci.TYPE 1 TYPE 2USE It describes what will / will not happen in an actual It refers to things that might happen in the future.future situation.It refers to unreal, imaginary, improbable situationsin the present.FORM Main clause If-clause Main clause If-clausewill Present Simple would Past Simplecan Present Continuous could Past Continuousshould Present Perfect might3 a. b. U okreÊlajà, który okres warunkowy jest u˝yty w podanych zdaniach, nast´pnie przepisujà zdania oznaczonegwiazdkà, zmieniajàc kolejnoÊç zdaƒ nadrz´dnego i podrz´dnego. N zwraca uwag´ na koniecznoÊç u˝yciaprzecinka, je˝eli zdanie podrz´dne (z if) jest na pierwszym miejscu.a. 2 b. 1 c. 1 d. 1 e. 2 f. 2b. If you stand up on Ginger, you will not fall down.c. If we take a taxi, we’ll get there in time.d. We’ll get stuck in a traffic jam if you don’t hurry.e. If I got a puncture, I wouldn’t know what to do.www.wsip.com.pl69

2Reading and listening – No matter how…1 a. U pracujà samodzielnie: czytajà wst´p oraz pierwszà cz´Êç tekstu – U odpowiadajà na pytania.1. It’s Janos Tibor, a 38-year-old office worker.2. It takes place in Budapest.3. It has been broken into.4. He saw a note pinned to the wall that says “You’re a dead man”.b. U7T1 U s∏uchajà fragmentu rozmowy telefonicznej – zastanawiajà si´, kto dzwoni do Janosa Tibora.unit 7 tapescript 1Janos TiborVoice: Listen Laslo, it didn’t work out this time, but we’ll get you…Janos: Who is it? It’s a mistake, listen…Voice: Your time’s up! You’re a dead man already, we know where you are. (hangs up)c. U samodzielnie czytajà tekst. Znajdujà informacj´, gdzie Janos Tibor udaje si´ po wyjÊciu ze stacji metra.(He goes to the West Station).d. U7T2 U zastanawiajà si´, co Janos Tibor mo˝e kolejno robiç na stacji. U uk∏adajà podane miejsca w sugerowanejprzez siebie kolejnoÊci. Nast´pnie U s∏uchajà nagrania i sprawdzajà rzeczywistà kolejnoÊç odwiedzonychprzez Janosa miejsc.unit 7 tapescript 2Janos: “Hurry, there’s no time. They’ll kill me if I don’t hurry.”Narrator: At the station Janos Tibor runs directly to the nearest platform but there is no train there. Nervously, he checks thetimetable for any train. There’s one to Prague in two minutes from platform 26. He runs there as fast as he can. The wheelsstart moving but at the last moment he jumps on it and catches the door. The man that has been following him pulls out a gun.He manages to get inside. Tibor goes directly to the dining car where he feels safe.Poprawna kolejnoÊç miejsc: station, platform, timetable, dining car.TICKET MACHINE nie zosta∏o u˝yte w nagraniu.e. U czytajà fragment opisujàcy wydarzenia w pociàgu. N zadaje pytania, aby sprawdziç, czy U zrozumieli tentekst.Did the ticket inspector stop Janos?Did Janos explain him everything? Why? Why not?Did Janos pay any money to him?2 a. U czytajà drugà cz´Êç tekstu – N zadaje pytania, na które U odpowiadajà „tak” lub „nie”.1. No, he doesn’t. 2. No, he doesn’t. 3. Yes, he has. 4. He isn’t at home. We don’t know if he is in Prague or not.5. No, he takes a taxi.b. U7T3 U s∏uchajà nagrania – uk∏adajà podane miejsca w kolejnoÊci, w jakiej pojawiajà si´ one w nagraniu.unit 7 tapescript 3Narrator: At Prague International Airport he buys a ticket to Warsaw. From there he is going to fly to Szczecin. Everything goessmoothly. He goes to the check-in desk. There he gets his boarding pass and goes through passport control. Although Janosfeels extremely nervous they don’t ask him any questions at the custom desks. He is sure that when he gets to Denmarkeverything will be fine. “I should tell the police. But what if they don’t believe me?” He has something to eat at Warsawairport and then he takes a nap on a bench in the departures lounge. He boards the plane to Szczecin at 10:00 in the evening.The plane doesn’t take off on time – it’s ten minutes late. Janos lands in Szczecin when he sees the big ARRIVALS sign. InSzczecin he gets on a boat. Janos Tibor seems quiet now. He isn’t relaxed yet, but he knows that he is through the worst. Hedoesn’t know how mistaken he is…Poprawna kolejnoÊç miejsc: CHECK-IN DESK, PASSPORT CONTROL, CUSTOMS, DEPARTURESLOUNGE, TAKE OFF, ARRIVALSc. U7T4 U s∏uchajà nagrania – próbujà zgadnàç, co wydarzy∏o si´ na promie p∏ynàcym ze Szczecina do Kopenhagi.U uk∏adajà pojedyncze zdania odnoszàce si´ do ka˝dej cz´Êci nagrania – potem mogà u∏o˝yç ca∏y scenariuszwydarzeƒ.70

unit 7 tapescript 4Voice 1: Open the door.Voice 2: Who is it?Voice 1: Open the damn door! It’s the police!TV news: Last night two men shot Johan Schmidt, a German businessman travelling on a ferry boat from Szczecin toCopenhagen. The reason for the killing is unknown but investigations suggest… (fade)3 a. b. c. U7T5 U czytajà trzecià cz´Êç przygód Janosa Tibora. Nast´pnie muszà zdecydowaç, co Janos postanowizrobiç. U g∏osujà – wybierajà zakoƒczenie. U s∏uchajà nagrania A lub B w zale˝noÊci od tego, którà z cz´Êci wybrali.unit 7 tapescript 5ANarrator: Janos decides to go to Berlin. He rents a car in Copenhagen and heads south across Denmark towards the border.Policeman: Good evening. Can I see your driving licence and the car’s documents.Janos: Here you are, sir.Policeman: Could you step outside and get into my car, please.Janos: But…Policeman: Please.Janos: Listen, two men are after me. They want to kill me! They think I’m somebody called Laslo, but I’ve no idea who that manis, please, you must help me, please…Policeman: Please, calm down, Mister. Laslo Marok, a notorious criminal was shot last night in Budapest. Interpol are lookingfor the killers. They say it’s a mafia revenge killing. He cheated them…unit 7 tapescript 5BNarrator: Janos decides to go to Madrid. He leaves at 8:45, flight number AF 9073. He doesn’t have any luggage, so afterpassport control he goes directly towards the exit. Then he gets a taxi to the city centre. On his way there he notices that asuspicious black Ford is following him. Inside there are two men wearing dark suits and sunglasses.Po wys∏uchaniu U zastanawiajà si´, czy rzeczywiÊcie jest to koniec przygód Janosa Tibora. N mo˝e poprosiç o napisaniedalszego ciàgu lub streszczenie dotychczasowych przygód w oparciu o przeczytane teksty i wys∏uchanenagrania.Vocabulary practice – Transport1 U pracujà indywidualnie: dopasowujà Êrodek transportu do podanych okreÊleƒ. N sprawdza znajomoÊçwszystkich wyrazów wykorzystanych w tym çwiczeniu.boat – cabin, seasick, port; train – platform, dining car, sleeping car; plane – check-in desk, departures lounge,take off2 U pracujà indywidualnie: uzupe∏niajà zdania s∏owami, których pierwsze litery zosta∏y podane. U sprawdzajàs∏owa z drugà osobà.a. catch b. platform c. fasten d. passport e. machine f. departure3 U wybierajà s∏owo, które najlepiej uzupe∏nia podane zdanie. U porównujà swoje odpowiedzi z odpowiedziamikolegi/kole˝anki.1. b) 2. a) 3. c) 4. b) 5. a) 6. c)4 U zaznaczajà w kolejnych zestawach wyraz, który nie pasuje do pozosta∏ych. U odczytujà te wyrazy, a N prosio krótkie uzasadnienie.a) brake (pozosta∏e odnoszà si´ do karoserii)b) wheel (pozosta∏e odnoszà si´ do przedmiotów wewnàtrz samochodu)c) pavement (pozosta∏e odnoszà si´ do dróg)d) platform (pozosta∏e odnoszà si´ do lotniska)e) overtake (pozosta∏e zwiàzane sà z wypadkiem)f) break down (pozosta∏e s∏owa odnoszà si´ do benzyny)www.wsip.com.pl71

Grammar practice – Conditional sentences type 1 and 21 a. U czytajà zdania, zwiàzane z przygodami Janosa Tibora. Zadaniem U jest utworzenie zdaƒ w formie pytajàceji twierdzàcej z wykorzystaniem konstrukcji warunkowych 1. typu.1. If he doesn’t go to the shop today, he will have to get up early tomorrow.2. What will happen if he doesn’t go to the West Station?If he doesn’t go to the West Station, they will find him.3. What will happen if he doesn’t run fast?If he doesn’t run fast, he won’t catch the train.4. What will happen if he doesn’t go to the dining car?If he doesn’t go to the dining car, he won’t be safe.b. U uzupe∏niajà zdania odpowiednià formà czasownika w nawiasie w pierwszym okresie warunkowym. Nast´pnieprzepisujà zdania ze zmianà podmiotu I na Janos. N zwraca uwag´ na koniecznoÊç wprowadzenia innychzmian, takich jak zmiana zaimka w dope∏nieniu, formy czasownika w zdaniu podrz´dnym. N mo˝e poprosiço zapisanie przekszta∏conych zdaƒ na tablicy.1. will find, stay 2. call, will arrive 3. tell, will believe 4. won’t be safe, get off1. They will find him if Janos stays at home.2. If Janos calls the police, they will arrive in 15 minutes.3. If Janos tells him the truth, he will believe him.4. Janos won’t be safe if he gets off in Prague.2 U czytajà zdania – wypowiedzi Janosa. U powinni napisaç pierwszà cz´Êç zdania u˝ywajàc konstrukcji drugiegookresu warunkowego, a nast´pnie dobraç odpowiednie zakoƒczenie spoÊród podanych zdaƒ a)-e).1. b) If he knew where the attackers are, he would be safer.2. e) If he knew who Laslo is, he would try to explain everything.3. a) If he knew where to run, he could hide better.4. c) If Vaclav was at home, he would get in touch with him.5. d) If he had some friends in Prague, they could help him.3 U podajà swoje pomys∏y, co zrobiliby na miejscu Janosa Tibora. U majà kilka minut na przygotowanie krótkiejwypowiedzi (napisanie zdaƒ) – korzystajà z podanych wskazówek – U mogà dodaç w∏asne pomys∏y.U uk∏adajà zdania wed∏ug nast´pujàcego wzoru:If I were Janos I would / would not call the police.4 U pracujà samodzielnie: uzupe∏niajà zdania czasownikami w pierwszym lub drugim okresie warunkowym.U sprawdzajà poprawnoÊç wpisanych form z drugà osobà. Nast´pnie kilku U czyta zdania – w przypadku wàtpliwoÊciN mo˝e poprosiç o zapisanie zdania na tablicy.a. spoke, could c. had, would ride e. took, would feel g. met, would haveb. will get, catch d. would lend, had f. is, will have to h. would cost, went3Grammar – Conditional sentences type 31 U samodzielnie czytajà tekst – uzupe∏niajà go podanymi na apli wyrazami w nast´pujàcej kolejnoÊci:trip, crossing, journey, trip, cruise, holidays, travelling.2 a. U pracujà w parach: czytajà dwa zdania – dobierajà do nich odpowiednie wyjaÊnienia.e. If I hadn’t bought the local newspaper, I wouldn’t have read the ad.c. If I had been to Paris before on holiday, I wouldn’t have filled in the form.b. U wybierajà s∏owo / wyra˝enie, aby utworzyç zasady u˝ycia trzeciego okresu warunkowego.1. With the third conditional we talk about the... a) past2. In the main clause we use would/wouldn’t have +… b) past participle3. In the if-clause we use… c) Past Perfect72

c. U uzupe∏niajà wzór nazwami odpowiednich konstrukcji gramatycznych. N mo˝e poprosiç o zapisanie wzoruna tablicy.CONDITIONAL SENTENCES TYPE 3Main clauseIf-clausewould have + Past Participle Past PerfectIf-clausePast PerfectMain clausewould have + Past Participle3 U pracujà samodzielnie: uzupe∏niajà zdania odpowiednimi formami czasowników w trzecim okresie warunkowym.U czytajà zdania na g∏os – je˝eli pojawià si´ trudnoÊci, U mogà zapisaç zdania na tablicy. Jako prac´ domowàU mogà przepisaç wybrane zdania, zmieniajàc kolejnoÊç zdania nadrz´dnego i podrz´dnego.a. hadn’t liked, wouldn’t have sent d. hadn’t broken down, wouldn’t have stayedb. hadn’t been a storm, wouldn’t have felt e. had been, wouldn’t have beenc. had set, would have arrived f. hadn’t complained, would have gotReading – Travelling by Eurotunnel1N zadaje pytania, na które U odpowiadajà.2 U czytajà samodzielnie tekst o Eurotunelu – uzupe∏niajà informacje danymi pochodzàcymi z tekstu.Cost: £9,000,000,000 = $ 15,000,000,000Length:Overall 50,5 km (31.35 miles)Length:Under sea 38 km (24 miles)Soil removed:8 million cubic metresNumber of workers: 13,0003U czytajà tekst ponownie. Poprawiajà zamieszczone zdania, których treÊç jest niezgodna z treÊcià tekstu.a. Eurotunnel doesn’t join France and Ireland. It joins France and Great Britain.b. The first project wasn’t suggested by a British engineer. It was suggested by a French engineer.c. The British didn’t reject the project at first because it was too expensive. They rejected it because they wereafraid of invaders.d. The tunnel didn’t open on 5th June 1994. It opened on 6th May 1994.e. The tunnel doesn’t run 10 metres under the sea bed. It runs 40-50 metres under the sea bed.f. The terminal in Folkestone isn’t one of the biggest terminals in the world. The terminal in Calais is one ofthe biggest terminals in the world.g. Eurotunnel’s services don’t operate on weekdays only. They operate every day of the week.h. The journey from Folkestone to Calais doesn’t take about 3 hours 5 minutes. It takes about 35 minutes.Reading and listening – Safety rules1 U pracujà w parach: czytajà zasady bezpieczeƒstwa, z którymi musi si´ zapoznaç ka˝dy pasa˝er podró˝ujàcyEurotunelem. Zasady te sà dost´pne w wagonach pociàgu oraz og∏aszane przez g∏oÊniki. U uzupe∏niajà zdaniawyra˝eniami z apli. Kilku U czyta zasady bezpieczeƒstwa g∏oÊno wraz z wstawionymi wyra˝eniami.1. the flashing blue arrows 5. be asked to leave, some warm clothes, half-open2. remain calm, the next carriage 6. to note the number3. will guide you 7. the service tunnel4. will be given 8. as quickly as possible2 a. U pracujà w parach: majà kilka minut na przeczytanie nag∏ówków gazet i zastanowienie si´, co mog∏o si´wydarzyç w jednym z pociàgów przewo˝àcych pasa˝erów w Eurotunelu. Kilku U przedstawia swoje przypuszczenia.b. U7T6 U dwukrotnie s∏uchajà Moniki, która odpowiada o zdarzeniu w pociàgu Eurostar. N zadaje pytania, naktóre U odpowiadajà.www.wsip.com.pl73

unit 7 tapescript 674Monica – 20, BritishMonica: It was about five years ago – I was fifteen then. I’d won a trip to France in a competition. I was quite excited about it – itwas a great surprise – I was so happy – it was going to be the first time I’d ever travelled through the Eurotunnel. None of myfriends had travelled by Eurostar trains before. I didn’t know what it was going to be like. Being a little scared I got on thetrain in London; the train which was going to take me directly to Paris – the journey was going to take about 3 hours and 15minutes – it seemed faster than a plane if you think about all the security checks at the airport. The carriage looked quitemodern, with very comfortable seats – I found my seat easily. There were three other people in the compartment, who, asI found out later, had been on a Eurostar train before. I couldn’t believe we were going to travel under the sea bed. Aftersome time safety instructions were announced over the loudspeaker – these were standard instructions that are announcedevery time – so nobody seemed to pay much attention to what was being said. It’s the safest tunnel in the world, I thought, nothingdisastrous can happen. Suddenly I felt a strange pressure in my ears – the other passengers probably felt the same as theolder lady said: “We are going down – we’ll be travelling under the sea bed.” The strange feeling I had soon disappeared andI felt quite comfortable. The journey was very nice – the air conditioning was on – the only disadvantage was that Icouldn’t admire the landscape through the window – something I like doing a lot when I travel by train. Suddenly the trainstopped and the lights went out. What’s going on? I thought. The lights went on but the train didn’t move. There wasn’t anyemergency signal, but flashing blue arrows could be seen. A voice over the loudspeaker announced that we had to leave thecarriage and follow the arrows. I was scared to death – I was about to panic but the other people in the carriage remainedcalm as if they knew nothing disastrous could happen – nobody shouted or screamed – people followed the blue flashingarrows in a hurry but not in a panic. We were asked to move to the service tunnel and follow the instructions. “Fifty metresunder the sea bed – and if there is a hole somewhere…” I thought and I felt terrified.– How did Monica feel at first? – She was excited about that.– What did the carriage look like? – It looked quite modern with comfortable seats.– How were the safety instructions announced? – The safety instructions were announced over theloudspeaker.– How did she know that the train was going through the tunnel? – She felt a strange pressure in her ears.– What did Monica think of the journey? – The journey was very nice – the air conditioning was on – the onlydisadvantage was that she couldn’t admire the landscape through the window.– What happened when the train stopped? – At first the lights went out. Then they went on but the train didn’tmove. There wasn’t any emergency signal, but flashing blue arrows could be seen. A voice over theloudspeaker announced that they had to leave the carriage and follow the arrows.Speaking and writing – I was scared to death1 U kontynuujà histori´, którà w∏aÊnie us∏yszeli. N mo˝e daç kilka minut na przygotowanie dalszej cz´Êci opowiadaniaMoniki. U mogà korzystaç zarówno z nag∏ówków gazet, jak i omawianych wczeÊniej zasad bezpieczeƒstwa.2 U przygotowujà opowiadanie z punktu widzenia jednego z pasa˝erów pociàgu – opowiadajà o ca∏ym zdarzeniuze szczególnym uwzgl´dnieniem odczuç, jakie im wówczas mog∏y towarzyszyç.3 U pracujà w parach: jedna osoba jest pasa˝erem, który pali∏ papierosa w toalecie, druga pracownikiem obs∏ugipociàgu. U przygotowujà dialog, który potem mogà odegraç w klasie.4 åwiczenie mo˝na zadaç jako prac´ domowà – U piszà krótki (oko∏o 120 s∏ów) artyku∏ do gazety, opisujàcywydarzenie w pociàgu. N zwraca uwag´, ˝e w artykule powinny byç zamieszczone co najmniej dwa zdania warunkowetrzeciego typu. U powinni korzystaç z zamieszczonych w ksià˝ce wskazówek.4Reading and listening – Drive on the left and survive!1 U pracujà samodzielnie: dopasowujà cz´Êci wyrazów, aby dowiedzieç si´, w których krajach obowiàzuje ruchlewostronny – po zakoƒczeniu çwiczenia nazwy krajów mo˝na zapisaç na tablicy.Hong Kong, New Zealand, Indonesia, Japan, Jamaica, Thailand, Ireland, Malta, Australia, United Kingdom,India2 U pracujà samodzielnie: czytajà tekst, odpowiadajà na pytania i okreÊlajà, w której cz´Êci znaleêli odpowiedê.1. YES – C 2. YES – B 3. NO – A 4. YES (probably) – D 5. NO – C

3 U pracujà samodzielnie: czytajà teksty i znajdujà kraje, w których pomimo obowiàzujàcego ruchu lewo- lubprawostronnego sà miejsca, w których obowiàzujà inne zasady.Poprawna kolejnoÊç wpisania nazw krajów: Canada, Ireland, Italy, Spain, UK.4 U7T7 U s∏uchajà trzech osób (Amerykanów) opowiadajàcych o wra˝eniach z poruszania si´ w ruchu lewostronnymwed∏ug zasad ruchu obowiàzujàcych w Wielkiej Brytanii. U muszà okreÊliç, która z wymienionychosób wypowiedzia∏a podane zdania.unit 7 tapescript 7Pete: Pretty easy for me. Only trouble was the first day, turning into parking lots. I reverted to heading to the right, when youshould head to the left. Shouldn’t be a problem. You’ll adjust really quickly. Remember the right way once you get home again!Samantha: Well, I went to Southern England and yes, they drive on “the other side”. If you have a right hand steering wheel:pedals and shift are like ours. So, no problem. In the beginning it’s a bit strange to have so much space on your left. Don’t everforget that you’re driving on “the other side”. Believe me, you’ll get used to it. It’s not that difficult and everybody else isdoing it. Just follow them and turns are no problem!Jim: It was an interesting experience. I had a little trouble the first day, but I learnt fast. If you haven’t been before, you mightwant to get a UK road atlas and plan your trip ahead of time. I tried to stay on the motorways as much as possible. They arepretty much the same as our interstate system. I drive on the big, open, wide, straight roads of Texas, and the small “B”roads in England, which are very narrow, were a bit of a surprise. Driving through little villages is also difficult. You can findcars parked on both sides of the street! (pause) Oh, one more thing: gas, or petrol, is expensive! It’s about $4 a gallon; it’sactually sold in litres.KolejnoÊç wpisywania imion: Jim, Pete, Jim, Samantha, Pete.Vocabulary practice – Different languages?1 U pracujà samodzielnie: znajdujà amerykaƒskie odpowiedniki podanych s∏ów brytyjskich.caravan – trailer, lorry – truck, motorway – freeway, main road – expressway, roundabout – rotary, railway –railroad2 a. b. U wpisujà skróty US lub GB przed podanymi wyrazami. Nast´pnie podajà pisowni´ ich odpowiedników.GB travelling, US traveling GB theatre, US theater US color, GB colourGB honour, US honor GB catalogue, US catalog GB realise, US realizeUS dialog, GB dialogue US center, GB centre US program, GB programmeGB tyre, US tireW amerykaƒskim angielskim– brytyjska koƒcówka -tre zapisywana jest jako -ter (centre, center),– brytyjska koƒcówka -our zapisywana jest jako -or (colour, color),– s∏owa, w których w brytyjskim angielskim podwaja si´ spó∏g∏osk´ przy dodaniu koƒcówki -ing, zapisywane sàz pojedynczà spó∏g∏oskà,– s∏owa zakoƒczone na -amme koƒczà si´ na -am,– s∏owa zakoƒczone na -gue koƒczà si´ na -g,– czasowniki, w których wyst´puje koƒcówka -ise, zamieniajà t´ koƒcówk´ na -ize.3 U pracujà w parach: podane wyrazy wpisujà do dwóch kolumn – BRITISH AMERICANs∏owa brytyjskie i amerykaƒskie. U znajdujà amerykaƒskie odpowiednikis∏ów brytyjskich i na odwrót. Po zakoƒczeniu çwiczenia petrolgasU mogà przepisaç s∏owa z tabeli na tablic´.acceleratorgas pedalpavementsidewalkåwiczenie mo˝na przeprowadziç w formie konkursu – zwyci´˝a para,która pierwsza poprawnie podzieli podane s∏owa i znajdzie ichroundabouttraffic circletimetablescheduleodpowiedniki w amerykaƒskiej / brytyjskiej odmianie j´zyka angielskiego.tube/underground subwaygear levergear shiftwindscreenwindshieldReading – British Airwaystyre (of a car) tire1 U samodzielnie czytajà tekst: z podanych odpowiedzi wybierajà boot (of a car) trunknumberplate license platetakà, która jest zgodna z treÊcià przeczytanego tekstu. Prawid∏owe odpowiedzi:1. a) 2. b) 3. c) 4. c) 5.hoodbonnet (of a car)b)www.wsip.com.pl75

2 U pracujà w parach: czytajà tekst – wpisujà daty ustanowienia po∏àczeƒ mi´dzy Londynem a ró˝nymi miejscamiprzedstawionymi na mapie Êwiata. Na zaj´ciach mo˝na wykorzystaç du˝à map´ Êwiata – U wskazywaliby,kiedy ustanowiono dane po∏àczenie.London Cairo 1920’s-1930’sLondon Johannesburg 1920’s-1930’sLondon Los Angeles 1957London Chicago 1954London New York 1946London New Delhi 1920’s-1930’sLondon Singapore 1920’s-1930’sLondon Sydney 1935London Tokyo 1948Listening and grammar practice – Airport adventures1 a. U7T8 PART 1 U s∏uchajà pierwszej cz´Êci nagrania – zastanawiajà si´ nad odpowiedzià na zadane pytania.unit 7 tapescript 8 part 176Adam: I was flying from Frankfurt to London. After a year working in Germany I finally was coming back home. My plane wasa bit delayed – I thought it was normal. Twenty minutes didn’t matter, anyway. I got off the plane and went through thestandard procedure at the airport. I had to go through passport control, the customs, and so on. When I was going throughall this I noticed that all the staff were watching some film. I didn’t pay attention to it until I realised that everybody wasdoing it. “Well, a lot has changed in my country”, I thought. No one paid attention to me. I wanted to complain to thesupervisor and anyway, the film everybody was watching wasn’t very interesting.1. A plane crashing into WTC.2. 11th September 2001.b. U7T8 PART 2 U s∏uchajà drugiej cz´Êci nagrania – sprawdzajà, czy ich przypuszczenia by∏y s∏uszne.unit 7 tapescript 8 part 2Adam: It was about a plane crashing into the World Trade Center. I thought it was a stupid movie and then… I read CNN LIVEon the screen of the TV. It was 11th September and I didn’t know anything about what had happened.2 U7T9 U s∏uchajà dwóch pozosta∏ych opowiadaƒ – odpowiadajà na zadane pytania.unit 7 tapescript 9Mark – 20, British, Bridget – 18Mark: Once I was travelling from New York to Europe. I had to go through American customs control. I was really angrybecause I had had a serious argument with my fiancée before I left for the airport.“Do you have anything to declare?” asked an American customs officer looking at me angrily. Or I thought it was an angrylook. “Any fruit or vegetables?” he continued. “No,” I said. “Is this your suitcase?” he asked. “Yes, it is.” I replied. Whoseelse could it be? “Did you pack it yourself?” he wouldn’t stop. “Well, as far as I remember I did. Yes, I packed it myself.”“Do you know what’s in it?” That was a bit too much. Of course I knew what was in it. “Of course I do”, I said. This time itwas me who was getting angry. “Any electrical items?” he asked. I just turned my head from left to right and from right toleft. “Are you carrying any sharp objects?” I thought this would go on for ages and I was really tired and then I did the moststupid thing in my life. “Yes, I’m carrying a bomb”, and I added “Now, will you let me through, I’ve had enough!”. Hecalled the security and they took me to this small room and started searching me. They checked everything, and Imean everything! I was really embarrassed and the search took ages. Fortunately, I didn’t miss my flight.Bridget: I was at the airport in Barcelona waiting for my flight to Rome. I was there early – two hours before departure time. I wassitting in a café when I saw Mick Jagger talking to Bono! It was incredible. Two such glamorous stars in one place and I saw them.But then I noticed a third man. You won’t believe me but it was Paul McCartney. He joined Jagger and Bono and now the threeof them were standing in the middle of the café having this conversation about music, laughing, and drinking Coke. I was soexcited. I took a piece of paper and a pen and I wanted to ask them for their autographs. I was getting up when I saw FreddieMercury and Elvis Presley entering the café. Then I realised that they were all going to a look-alike convention in Rome.3 U7T9 U ponownie s∏uchajà opowiadania Marka – uzupe∏niajà tekst cytatami (wyró˝nionymi w tekÊcie tapescript9). W razie koniecznoÊci U mogà wys∏uchaç nagrania ponownie – N mo˝e zatrzymaç p∏yt´ po ka˝dej wypowiedzi,którà trzeba wpisaç. U czytajà ca∏e opowiadanie wraz z wpisanymi cytatami.4 a. b. U pracujà indywidualnie – uzupe∏niajà zdania konstrukcjami warunkowymi typu 3, nast´pnie dobierajàzakoƒczenia zdaƒ i okreÊlajà, do kogo to zdanie mo˝e si´ odnosiç. N prosi o przeczytanie zdaƒ lub zapisanieich na tablicy i podkreÊlenie form warunkowych.

Adam: 1. If he had known about the attack on the World Trade Center, he would not have travelled onthat day.Bridget: 2. She would have thought the people were real stars if she hadn’t seen the man who looked likeFreddie Mercury.Mark: 3. If he hadn’t told the customs officer that he had a bomb, they wouldn’t have searched him.Bridget: 4. She would have asked them for an autograph if they hadn’t been look-alikes.Mark: 5. He would have missed his flight if the customs officers had kept him in the room longer.Mark: 6. They would have let him through if he hadn’t told them about the bomb.Bridget: 7. If she hadn’t arrived early at the airport she wouldn’t have gone to the café.Bridget: 8. She wouldn’t have seen “Mick Jagger” if she hadn’t gone to the café for a cup of coffee.Mark: 9. He wouldn’t have been angry if he hadn’t had an argument with his fiancée.Mark: 10. If he had had a bomb, he wouldn’t have told the customs officer about it.English for life – Getting aroundReading – Important informationN sprawdza, czy U wiedzà, gdzie mo˝na znaleêç podane informacje i co one oznaczajà.MIND THE GAP in the undergroundMIND YOUR HEAD low ceilingNO SMOKING you are not allowed to smoke hereNO U-TURN you can’t turn back your car in the streetUNDERGROUND underground stationFIRE EXITin the corridor, lounge, on the wall (at the cinema, theatre)QUEUE HERE the direction of the queueNO DOGSdog’s are not allowed herePHOTOGRAPHY FORBIDDEN you are not allowed to take photos – at the railway station, militarybuildingsNO PARKING you are not allowed to park your carYOU CAN SMOKE HERE you are allowed to smoke in this placeOUT OF ORDER it doesn’t work (on a lift, escalator, etc.)2 U pracujà indywidualnie – okreÊlajà, gdzie mo˝na us∏yszeç podane zdania, nast´pnie sprawdzajà z drugàosobà.a. on a plane b. at the airport c. at the airport d. at the railway station – information deske. at the railway station – ticket office f. on a plane g. at the railway station, at the airporth. in the street i. in a channel tunnel j. at the airport / railway station k. in the channel tunnel / on a trainGrammar and listening – Indirect questions1 a. U czytajà zdania – próbujà ustaliç, jakie ró˝nice wyst´pujà w poszczególnych parach zdaƒ.b. U odpowiadajà na pytania twierdzàco lub przeczàco.■■■1Are questions number 2. more polite? – YES, they are.Do you use an auxiliary do/does in questions number 2.? NO, we don’t.Do you put the verb be in questions number 2. after the subject? NO, we don’t.2 a. U czytajà pytania – zamieniajà je na bardziej uprzejme pytania poÊrednie – u˝ywajà Could you tell me…lub Do you know… jako zwrotów wprowadzajàcych.AT THE AIRPORT1. ✔Do you know if Air France flies from Nice to Paris?2. ✔What time does the second flight arrive in Paris?Could you tell me what time the second flight arrives in Paris?3. Do you know what time the plane leaves Heathrow?4. ✔How long does the flight take?Could you tell me how long the flight takes?5. Do you know where boarding gate 5 is?www.wsip.com.pl77

AT THE RAILWAY STATION1. ✔Could you tell me when you want to travel?2. Do you know which station the train leaves from?3. ✔Could you tell me when the train leaves?4. ✔Do I need to make a reservation?Do you know if I need to make a reservation?5. Could you tell me what time the trains get in?b. U7T10 U s∏uchajà fragmentów rozmów – zaznaczajà zdania, które by∏y u˝yte w dialogach.unit 7 tapescript 101. (at the airport)A: Good afternoon.B: Good afternoon. Do you know if Air France flies fromNice to Paris?A: Let me check… yes, there is one flight at 12.30, andtwo later flights at 15.30 and 19.00.B: What time does the second flight arrive in Paris?A: At 16.30.B: How long does the flight take?A: About one hour.2. (at the railway station)A: Good morning.B: Good morning. I’d like to know the times of trains fromLondon to Edinburgh.A: Could you tell me when you want to travel?B: Yes, on Thursday, arriving in Edinburgh at about 6 pm.A: There is one that arrives in Edinburgh at 6.10.B: That would be great. Could you tell me when the train leaves?A: At 2.15.B: One more question. Do I need to make a reservation?A: No, you don’t.B: Thank you for your help.A: You’re welcome.Interaction – On the moveU pracujà w parach: otrzymujà od N kartki z poleceniami – muszà uzyskaç informacje – druga osoba udzieli informacjitylko wtedy, gdy poprawnie zostanie zadane pytanie poÊrednie (ZA¸ÑCZNIK 17).5Matura practiceDyskusjaU analizujà przedstawiony materia∏ i przygotowujà si´ do dyskusji na temat podró˝owania. N zadaje nast´pujàcepytania:How do you usually get to school? How long does it take you?How did people travel one hundred years ago / two hundred years ago? What means of transport were popular?Have you ever travelled by plane / underground / ferry?Do you think travelling is safe? What is the most dangerous means of transport?Would you like to have your own car? Is it comfortable?What are the advantages and disadvantages of having a car?Do you know any unusual means of transport?What do you think: how will people travel in one hundred years’ time?78

UNIT 8TEMATGRAMATYKAS¸OWNICTWOWYPOWIEDè USTNAKONWERSACJACZYTANIES¸UCHANIEINTERAKCJAWYPOWIEDè PISEMNAKULTURAMATURANatureÊwiat przyrody, Êwiat roÊlin i zwierzàt, ochrona Êrodowiska naturalnego, krajobrazokreÊlniki iloÊciowe, wyra˝enie I wish / if only, zdania warunkoweochrona Êrodowiska – ekologia, Êwiat zwierzàt, wyra˝enia idiomatyczne, krajobraz, wyra˝anieuczuçochrona Êrodowiska – U wyra˝ajà swojà opini´ na temat wybranych zagadnieƒ, trzymanie zwierzàtw domutrzymanie zwierzàt w domu – dyskusjaW morzu jak we w∏asnym domu? – czytanie w celu uzyskania okreÊlonych informacji, çwiczenialeksykalne, KubuÊ Puchatek – czytanie i s∏uchanie fragmentu powieÊciJak w Irlandii ludzie dbajà o Êrodowisko naturalne? – wypowiedê Irlandki na temat ochrony Êrodowiskaw jej mieÊcie – s∏uchanie dla uzyskania informacji ogólnych oraz okreÊlenia stosunkuosoby wypowiadajàcej si´ do poruszanych zagadnieƒ, Ozon znika – s∏uchanie dla uzyskania informacjiogólnych oraz szczegó∏owych, audycja radiowa o delfinach – s∏uchanie w celu uzyskaniainformacji szczegó∏owychDziwny jest ten Êwiat – kwiz – zabawa, wyra˝anie uczuç – reagowanie w okreÊlonych sytuacjachzwierz´ta w domu – krótka notatka z przeprowadzonej rozmowyAlan Alexander Milne – biografia, fragment powieÊci KubuÊ Puchatek, Êwi´ty Patryk i Irlandiarozumienie tekstu czytanego, dyskusja1Listening – How do people in Ireland care about environment?1 U8T1 U s∏uchajà wypowiedzi Sary na temat utrzymania porzàdku w mieÊcie, z którego pochodzi, oraz ochronyÊrodowiska naturalnego – U zaznaczajà, które z podanych aspektów sà omawiane w wypowiedzi.unit 8 tapescript 1Ireland is a dirty country. When you walk in the street there’s rubbish everywhere: bottles, cans, papers. I don’t know why, I don’tknow if it’s the Irish mentality, the way people walk and eat then, when they’ve finished, they throw the wrapper on the street.I don’t understand how so many people could do this but they must do it because it’s very dirty here. What I like is the very goodcleaning system we have where all those cleaning people go and clean up after you… As regards recycling – there is a hugerecycling project in Ireland. You have your own individual recycling skips where you have your paper, your bottles, your plasticbottles, green bottles, white bottles, glass bottles, whatever. In my opinion they’re taking it a little bit too far, because if you wantto send your rubbish to the rubbish dump to be recycled you have to buy a certain plastic bag to put your rubbish in. So you’repaying for your rubbish. Seems a little bit unfair but that’s what happens when you want to be environmentally friendly. Ha. Wealso have this game we play in Ireland now, it’s called The Tidy Towns Competition. And in this competition the idea is thatlocal communities enforce the whole idea of a clean environment, clean streets. It’s an annual national competition and what youdo is make your town as pretty as you possibly can, which means there’re lots of flowers, lots of trees, clean streets, no litter, allvery nice. Unfortunately, my town has never won The Tidy Towns, but I think it’s a great idea.Sarah mówi o: rubbish in the streets, sorting out your rubbish, cleaning system, recycling, The Tidy TownsCompetition.2 U8T1 U s∏uchajà nagrania ponownie – próbujà okreÊliç, jaki jest stosunek Sary do niektórych z poruszanychaspektów. U wybierajà w∏aÊciwà odpowiedê: 1. c. 2. a. 3. b. 4. c. 5. b.Grammar – Quantifiers1 U pracujà samodzielnie: dopasowujà okreÊlnik iloÊciowy do cz´Êci mowy, które dany okreÊlnik poprzedza:tooadjectivestoo much uncountable nounstoo many countable nouns23U dopasowujà przyk∏ady do ogólnych wzorów konstrukcji: 1. b) 2. d) 3. a) 4. c)U wpisujà okreÊlniki iloÊciowe do trzech kolumn. Dla sprawdzenia podanà tabel´ mo˝na zapisaç na tablicy.(not) sufficient more than you need large quantity(not) enough too many a lot of / lots oftoo muchwww.wsip.com.pl79

Grammar practice and speaking – Are there enough parks?1 U pracujà samodzielnie: okreÊlajà, które zdanie w ka˝dej parze jest poprawne:a. There are too many factories. d. There aren’t enough litter bins.b. There is a lot of rubbish everywhere. e. The air is polluted a lot.c. There is too much nuclear waste.2 U pracujà w parach: wypowiadajà si´ na podane tematy zwiàzane z ochronà Êrodowiska. N zwraca uwag´ nakoniecznoÊç u˝ycia poznanych okreÊlników iloÊciowych oraz zwrotów z nagrania. U wymieniajà si´ opiniami –w podsumowaniu N mo˝e poprosiç o wypowiedê na forum klasy – U mogà zabraç g∏os w dyskusji i przedstawiçswoje poglàdy na dany temat.åwiczenia 3 i 4 z tej sekcji mogà byç potraktowane jako rodzaj ankiety – U ustosunkowujà si´ do danego problemu– N mo˝e zebraç opinie i okreÊliç, ile osób ma podobne poglàdy na dany temat.3 U wyra˝ajà swoje opinie o zagadnieniach zwiàzanych z zanieczyszczeniem Êrodowiska naturalnego na danymobszarze oraz ogólnie w Êwiecie. U pracujà samodzielnie: zapisujà zdania z podanymi okreÊlnikami iloÊciowymi– po zakoƒczeniu çwiczenia kilku U czyta swoje opinie. N mo˝e podsumowaç opinie U.4 U pracujà samodzielnie: okreÊlajà, czy zgadzajà si´ z podanymi zdaniami, czy nie – nast´pnie poprawiajàzdania, które sà wed∏ug nich fa∏szywe.Listening and grammar practice – The ozone vanishes1 U8T2 U s∏uchajà wywiadu – rozmowy z ekspertem z dziedziny ochrony Êrodowiska – zadaniem U jest wybraniedwóch zdaƒ, które sà zgodne z informacjami przekazanymi w rozmowie.unit 8 tapescript 280Interviewer: Today in our programme Nature I’ll be talking to Mr Green, the world famous environmentalist, who will make usaware of the dangers resulting from the vanishing ozone layer. Good evening, Mr Green.Mr Green: Good evening.I: Mr Green, you have been working on the problem of the ozone layer for more than twelve years. What is the significance ofozone?Mr Green: The ozone layer in the stratosphere protects the earth by blocking most of the sun’s harmful ultraviolet light.I: Does it mean that if there is not enough ozone we will be more exposed to harmful ultraviolet light?Mr Green: Exactly. UV light is very dangerous as it can affect our eyes, skin and immune system. It can cause serious diseasessuch as cancer or we can be blinded if our eyes are not protected.I: How can we protect ourselves then?Mr Green: Of course, you don’t need to wear an astronaut’s suit when you go out but you can minimise the time spent in the sunbetween 10 am and 3 pm, or wear protective clothing. In summer use sunscreen with a sun protection factor of at least 8…and wear high-quality sunglasses which block UV rays.I: What’s the reason for the vanishing ozone layer?Mr Green: The main problem are chlorofluorocarbons.I: What a difficult name…Mr Green: We call them CFCs for short. Well, CFCs contain chlorine which destroys ozone molecules changing them intooxygen. The newly formed oxygen molecules do not, however, block the ultraviolet light which as a result gets to the surfaceof the earth.I: In a word, there is too much oxygen and not enough ozone in the stratosphere? Am I right?Mr Green: Yes, absolutely. What I can say more is that each atom of chlorine can destroy up to 100,000 molecules of ozone. That’swhy it’s so important to get rid of everything that contains CFCs which is not an easy task. However, we can replace harmfulCFCs with other substances which are less harmful.I: Is UV radiation dangerous for human beings only?Mr Green: Unfortunately, not. Increased radiation can affect crops and kill phytoplankton which is at the bottom of the oceanfood chain. If there is not enough phytoplankton, larger fish do not get enough food – they may die of hunger and becomeextinct.I: It doesn’t sound very optimistic…Mr Green: As long as people remain unaware of the danger the vision may come true. A lot has changed over the past ten years.People buy more products with CFC-FREE labels and new laws have been passed in many countries.I: Thank you, Mr Green, thank you very much for the conversation.Mr Green: Thank you.The main problem with the ozone layer is that…it contains too much oxygen and not enough ozone,…it contains too many chlorine molecules.

2 a. b. U8T2 U pracujà samodzielnie: uzupe∏niajà zdania wyra˝eniami z nagrania. Nast´pnie s∏uchajà ponownienagrania, ˝eby sprawdziç poprawnoÊç wstawionych wyrazów:1. ozone layer, the earth 2. very dangerous, immune system 3. use sunscreen, protection factor, high-quality4. contain chlorine, ozone molecules 5. Increased radiation, food chain3 U uzupe∏niajà zdania odpowiednimi okreÊlnikami iloÊciowymi:a. too long b. not enough c. Many d. Too many e. Too much f. a lot ofVocabulary practice and speaking – How to protect the environment?1 U pracujà samodzielnie: z podanych wyrazów tworzà okreÊlenia zwiàzane ze Êrodowiskiem naturalnym i jegoochronà. N sprawdza, czy U znajà znaczenie utworzonych przez siebie wyra˝eƒ:greenhouse effectrenewable energyindustrial wastenatural resourcesozone layerrubbish dumpsexhaust fumesair pollutionrain foresttoxic gases2 U uzupe∏niajà zdania wyra˝eniami z poprzedniego çwicznia – kilku U czyta ca∏e zdania.a. rain forest b. ozone layer c. renewable sourcesd. exhaust fumes e. rubbish dumps f. greenhouse effect3 U pracujà w parach: zastanawiajà si´ nad mo˝liwoÊciami ochrony Êrodowiska, zarówno tego z najbli˝szegootoczenia, jak i ogólnie – U korzystajà z podanych sugestii, mogà dodaç swoje w∏asne opinie i pomys∏y – muszàjednak okreÊliç, co w dany sposób jest bezpoÊrednio chronione.N mo˝e zach´ciç do dyskusji na temat ochrony Êrodowiska naturalnego przez odniesienie si´ do codziennego˝ycia U. N mo˝e zadaç nast´pujàce pytania:Have you ever done anything to protect the environment?What do you do to protect the environment?Do you encourage other people (your friends, parents) to protect the environment?Do you ever reduce the amount of water / energy you use in your everyday life?2Reading – At home in the sea1 Przed przeczytaniem tekstu N zadaje U pytania:Have you ever seen a dolphin live?Have you ever touched a dolphin?N wymienia kilka umiej´tnoÊci / cech z çwiczenia 1. U zastanawiajà si´, które z nich odnoszà si´ do ludzi, a któredo delfinów.U pracujà samodzielnie: czytajà tekst – okreÊlajà, które z podanych cech sà charakterystyczne dla delfinów,a które dla istot ludzkich:D H ability to catch fish D H social skillsD sharp teeth H untie a tangled stringH building houses D H living in groupsD using a kind of sonar D H taking care of childrenD diving to huge depths D H using toolsD H ability to swim2 U czytajà tekst ponownie – znajdujà w tekÊcie wyrazy, które sà zdefiniowane i wpisujà je obok definicji. N sprawdza,czy U znajà ich znaczenie – w razie wàtpliwoÊci N mo˝e poprosiç o przet∏umaczenie ich na j´zyk polski.mammals animals which feed on their mother’s milk when they are young,unique that is characteristic for a particular group,remarkably amazingly, extremely,pregnant who are expecting a baby,squeak a short very high soft sound,beak the hard mouth of a bird, dolphin etc.,www.wsip.com.pl81

floatingnewbornclickalliancepreyhabitatstaying on the water surface without sinking,that have been born recently,a slight short sound,a close connection between groups,an animal that is eaten by another animal,the place where animals live.Listening – Squeaking by1 U8T3 U s∏uchajà audycji radiowej – wywiadu ze s∏ynnym ichtiologiem. U zaznaczajà, na które z pytaƒ profesorodpowiedzia∏ w audycji.unit 8 tapescript 3John Ray – an interviewer; Prof. Moss; Caller #1 – Martha, a young woman; Caller #2 – a young manJohn Ray: Welcome back. In today’s programme Underwater World we are discussing dolphins. With us is Professor Diana Moss,a biologist who studies dolphins. Before the break we talked about dolphins’ patterns of social behaviour. You promised thelisteners to talk a bit about the sounds the dolphins make… We have another caller…Caller #1 (voice on the telephone): Hello?J R: Yes, hello.Caller #1: Hello John, This is Martha…J R: Hello, Martha. So, what’s your question?Caller #1: Um, is it true that dolphins are like bats in that they use echolocation?J R: Thank you for your question, Martha. Professor Moss?Prof. Moss: Thank you, I was just going to explain that. In the 1950’s, a blindfolded dolphin changed the way people thinkabout these mammals forever. At the time, researchers weren’t sure why dolphins produced their remarkable range of clicksand squeaks.But some guessed that the animals might be using sonar, in which sound is echoed from the target, to “see” their prey andsurroundings. In theory, the idea made perfect sense, because in deep water you can’t see a thing and sounds can travelgreat distances. The problem was finding proof that dolphins actually used echolocation. Kenneth S. Norris, one of thepioneers of dolphin research, proved it in his laboratory. Norris and his colleagues devised a way to blindfold the dolphin andtest its ability to locate and identify objects. He discovered that dolphins use sound to find out more than just distance anddirection – they could even identify size, shape, and texture. One dolphin, for instance, could tell the difference between acopper sheet and one made of aluminium.J R: Amazing!Prof. Moss: More recent studies have shown that dolphins can tell the difference in shape that differ by just 1/3000th of an inchin diameter.J R: Really? And how do they do that?Prof. Moss: Researchers now know that dolphins make high-frequency clicks in their noses. They focus the sound into a narrowstream in front of them. After the sound strikes an object, the echo is picked up by a specialised bone in the jaw, whichtransmits the signal to the brain.J R: We’ve got another caller…Caller #2 (voice on the telephone): Yes, hello, everyone. I’ve got this question… er… what good is such a brain? I mean what dothey need it for? You know, the complicated nervous system that they have…J R: Yes, fish don’t need it and they live in the ocean, so why do dolphins have it?Caller #2: Yes, exactly.Prof. Moss: Well, dolphins use sound to sense the world around them, which puts them on a higher evolutionary level. Somescientists believe that dolphins use sound for finding food. Others believe the animals use it to navigate. Whatever theanswer, researchers agree that dolphin biosonar is a remarkably sensitive sensory system that people may never trulyunderstand.J R: Is it possible at all to know what dolphins are “saying”?Prof. Moss: In a way, yes, but we’re never sure. Well, as someone said it’s a bit like a man from outer space connecting himselfto our phone system and trying to make sense of all the beeps and sounds.J R: Professor Moss, thank you so much for coming. You are listening to radio Seven FM 103.2 MHz. Stay tuned.Pytania, na które odpowiada prof. Moss:✓ Do dolphins use echolocation?✓ Can dolphins identify size, shape and texture?✓ What do dolphins need a complicated nervous system for?✓ Is it possible at all to know what dolphins are “saying”?2 U8T3 U s∏uchajà ponownie audycji – z podanych s∏ów wybierajà to, które zosta∏o u˝yte w nagraniu:1. a) 2. b) 3. a) 4. b) 5. c) 6. b)3 U wypowiadajà si´, jakie dodatkowe informacje, których nie by∏o w tekÊcie poprzedniej sekcji, uzyskali s∏uchajàcaudycji.82

Speaking – Keeping pets1 U pracujà w parach: czytajà zdania i wyra˝ajà swojà opini´ – N zwraca uwag´ na koniecznoÊç u˝ycia podanychkursywà zwrotów. Po zakoƒczeniu çwiczenia kilku U prezentuje swoje poglàdy z krótkim uzasadnieniem.2 a. b. U pracujà w grupach czteroosobowych: przeprowadzajà krótkie rozmowy w grupie na tematy zwiàzaneze Êwiatem zwierzàt. U zadajà dodatkowe pytania i zapisujà odpowiedzi. Kilku U czyta, czego si´ dowiedzieli odpozosta∏ych osób w grupie.Interaction – What a strange worldKlasa podzielona jest na trzy zespo∏y – ka˝dy zespó∏ wybiera jeden fakt ze Êwiata zwierzàt – okreÊla, czy jest onprawdziwy, czy te˝ nie. Je˝eli zespó∏ odgadnie poprawnie, otrzymuje 2 punkty, je˝eli nie, otrzymuje (-1) punkt.Zespó∏ musi odpowiedzieç na dane pytanie – zespó∏, który zdob´dzie najwi´kszà liczb´ punktów wygrywa. (ZA-¸ÑCZNIK 18)Vocabulary practice – The amazing world of animals1 Przed wykonaniem çwiczenia N sprawdza, czy U znajà nazwy zwierzàt podanych w prawej kolumnie. U pracujàw parach: czytajà krótkie opisy zwierzàt – muszà zdecydowaç, którego ze zwierzàt dotyczy dany opis.1. h) chameleon 2. c) snake 3. i) shark 4. f) rat5. j) lion 6. a) whale 7. e) cockroach 8. b) kangaroo (foot = 30,48 cm)9. k) house fly 10. l) hummingbird 11. d) jellyfish 12. g) giraffe2 U pracujà samodzielnie: czytajà zdania – okreÊlajà, czy sà one prawdziwe, czy fa∏szywe – nast´pnie U czytajàcztery krótkie teksty – sprawdzajà swoje przypuszczenia – zaznaczajà, w którym z tekstów znaleêli informacje.T Snails can walk on the edge of a razor without cutting themselves. B.T Cats can survive if they fall from the seventeenths floor. D.F In mythology the dog is a signal of a thunderstorm.T Showers of frogs have occured in the USA. A.F Falling fish are very common in Canada.F Snails can produce a colourful carpet.T In mythology cats symbolise rain. C.3 U pracujà w parach: uzupe∏niajà zdania odpowiednimi liczbami:b. 80,000 c. 188 d. 701 e. 403Reading and grammar – Alan Alexander Milne1 U pracujà samodzielnie: uzupe∏niajà biografi´ A. A Milne’a odpowiednimi przyimkami – dla sprawdzeniakilku U czyta fragmenty biografii:Alan Alexander Milne was born on the 18th of January 1882 in Hampstead, London. He was the youngest ofthree sons born to John Vine Milne and Sarah Maria Heginbotham. His father was a schoolmaster at HenleyHouse where Alan received his first education. He continued his education at Westminster School and TrinityCollege, Cambridge, where he got a degree in mathematics in 1903. Milne’s first literary efforts were publishedin the humorous magazine Punch, where, in 1906 Milne started to work as Assistant Editor. In 1913 Milnemarried Dorothy de Selincourt.With the outbreak of the First World War, Milne joined the army as a signalling officer in February 1915. Hewas sent to France in the spring of 1916 but he left the front line later that year suffering from fever. After hisrecovery he was placed in charge of a signalling company at Fort Southwick until February 1919. On leaving thearmy, Milne resigned his post at Punch and concentrated on writing plays. In 1923 his first children’s poemVespers was published in Vanity Fair. The poem featured his son Christopher Robin.In 1924, after the success of Vespers Milne published a book of children’s poems entitled When We Were VeryYoung, which was very successful. This book includes a poem about a Teddy Bear who “however hard he triesnot to, grows tubby without exercise”. This was Pooh’s first unofficial appearance in A. A. Milne’s writing.www.wsip.com.pl83

2 U czytajà drugà cz´Êç biografii A. A. Milne’a. Wybierajà w∏aÊciwà form´ czasownika:(1) came (3) had made (5) moved (7) was followed(2) was (4) was known (6) formed (8) announced3N zadaje pytania zwiàzane z biografià A. A. Milne’a – U odpowiadajà.4 U pracujà samodzielnie: uk∏adajà wydarzenia z biografii A. A. Milne’a w odpowiedniej kolejnoÊci – U sprawdzajàz osobà siedzàcà obok czy ustalona kolejnoÊç jest poprawna: 9, 5, 1, 3, 4, 11, 2, 10, 7, 8, 6.Grammar – I wish, if only1 U pracujà indywidualnie: czytajà zapiski A. A. Milne’a, nast´pnie przy ka˝dym ze zdaƒ wpisujà odpowiedniàdat´, kolejno: 1902, 1919, 1916, 1948, 1928, 1928, 1953, 1953, 1889, 1953.2 U pracujà w parach: porównujà zdania, przy których zapisali daty z oryginalnymi zapisami z dziennika. Okre-Êlajà, jakie zmiany zasz∏y w formach czasownika po I wish i if only.3a. U uzupe∏niajà 1. i 3. kolumn´ tabeli:I REGRET THAT EXAMPLE IF ONLY EXAMPLEPresent Simple I am not rich. Past Simple I were rich.Present Continuous it is not snowing today. Past Continuous it was snowing.Present Perfect I haven’t won anything yet. Past Perfect I had won something.am / is /are going to I am not going to pass this exam. was / were going to I was going to pass this exam.Past Simple I was not in Italy last year. Past Perfect I had been in Italy last year.will she won’t go with me. She doesn’t want to. would she would go with me.b. U przyglàdajà si´ przyk∏adom i ∏àczà pary podobnych konstrukcji. Nast´pnie uzupe∏niajà 2. i 4. kolumn´ tabeli.4 a. b. U przyglàdajà si´ tabelkom, nast´pnie uzupe∏niajà zdania odpowiednià formà czasownika. N mo˝e poprosiço zapisanie ca∏ych zdaƒ na tablicy.I REGRET THAT…I WISH…/ IF ONLY...it is raining now.it wasn’t raining now.I haven’t won any money.I had won some money.I am going to do an exam tomorrow.I wasn’t going to do an exam tomorrow.I didn’t go to that match.I had gone to that match.he will sing in the bath. I don’t like it.he wouldn’t sing in the bath.Listening and reading – Winnie the Pooh1 a. U8T4 PART 1 U s∏uchajà nagrania i czytajà pierwszà cz´Êç fragmentu ksià˝ki Winnie the Pooh.unit 8 tapescript 4 part 184Chapter Five In which Piglet meets a HeffalumpOne day, when Christopher Robin and Winnie-the-Pooh and Piglet were all talking together, Christopher Robin said: “I sawa Heffalump today, Piglet.”“What was it doing?”“Just walking by,” said Christopher Robin. “I don’t think it saw me.”“I saw one once,” said piglet. “At least, I think I did.”Then they talked about something else, until it was time for Pooh and Piglet to go home together. When they got to the Six PineTrees, Pooh looked around to see that nobody else was listening, and said:“Piglet, I have decided something.”“What have you decided, Pooh?”“I want to catch a Heffalump. I shall do it by means of a trap and I’d like you to help me.”

“Pooh, I will,” said Piglet. “And how shall we do it?”And Pooh said,“That’s just it. How?”And they sat down to think it over. “If only I could think of something!” Because he knew that a Very Clever Brain could catcha Heffalump if only he knew the right way.“Suppose”, Pooh said to Piglet, “you wanted to catch me, how would you do that?”“Well,” said Piglet, “I should do it like this. I should make a Trap, and I should put a Jar of Honey in the Trap, and you wouldsmell it, and you would go in after it, and – ““And I would go in after it,” said Pooh.“Now, the first thing to think of is, What do Heffalumps like?”“Honey,” said Piglet to himself in a thoughtful way, as if it were now settled. “I’ll dig the pit and you go and get the honey.”Pooh went home, took a jar of honey, and took it back to Piglet. Piglet looked up from the bottom of his Very Deep Pit, andsaid, “Got it?” and Pooh said, “Yes, but it isn’t quite a full jar”, because he had eaten most of the honey at home. So Pigletput the jar at the bottom of the Pit, and climbed out, and they went home together.Some hours later Pooh woke up suddenly with a sinking feeling. He had had that feeling before and he knew what it meant. Hewas hungry. So he went to the cupboard, and he stood on a chair and reached to the top shelf, and found – nothing.“That’s funny,” he thought, “I know I had a jar of honey there. A full jar of honey.”And suddenly he remembered. He had put it into the Trap to catch the Heffalump. And he got back into bed. But he couldn’tsleep. The more he tried to sleep the more he couldn’t. He tried Counting Sheep, which is sometimes a good way of gettingto sleep, and, as that was no good he tried counting Heffalumps. And that was worse.Pooh jumped out of bed, he ran out of the house, he ran straight to the Six Pine Trees. He jumped into the pit.“Bother!” said Pooh, as he got his nose inside the jar. “A Heffalump has been eating it!” And then he thought a little and said,“Oh, no, I did. I forgot.”By and by Piglet woke up.What was Heffalump like?Did it come when you whistled? And how did it come?Was if fond of Pigs at all?If it was Fond of Pigs, did it make any difference what sort of Pig it was?He didn’t know the answer to any of these questions.b. U znajdujà dwa zdania z if only – okreÊlajà, jaki czas jest u˝yty w tych zdaniach.c. U uk∏adajà zdania z I wish lub if only odnoszàce si´ do podkreÊlonych cz´Êci tekstu.2U8T4 PART 2 U s∏uchajà zakoƒczenia opowiadania – N prosi U o streszczenie zakoƒczenia.unit 8 tapescript 4 part 2And then he had a Clever Idea. He would go up very quietly to the Six Pine Trees now, look into the Trap, and see if there wasa Heffalump there.And all the time Winnie-the-Pooh was trying to get the honey jar off his head. He lifted up his head and made a sound of Sadnessand Despair... and it was at that moment that Piglet looked down.“Help, help!” cried Piglet, “a Heffalump, help, help, a Herrible Hoffalump! Hoff, Hoff, a Hellible Horralump! Holl, Holl, ahoffable Hellerump!” And he didn’t stop until he got to Christopher Robin’s house.“What is the matter, Piglet?” said Christopher Robin, who was just getting up.“Heff,” said Piglet, breathing so hard that he could hardly speak, “A Heff – a Heff – a Heffalump.”“Where?”“Up there,” said Piglet, waving his paw.“Well, I shall go and look at it. Come on.”“There!” said Piglet. “Isn’t it awful?” And he held on tight to Christopher Robin’s hand.Suddenly Christopher Robin began to laugh... and he laughed... and he laughed. And while he was still laughing – CRASH wentthe Heffalump’s head, SMASH went the jar, and out came Pooh’s head...Adapted from: A. A. Milne Winnie the Pooh4Grammar practice – Conditional structures1 åwiczenia w tej sekcji nale˝y traktowaç jako powtórzenie konstrukcji warunkowych. U pracujà samodzielnie:uzupe∏niajà zdania odpowiednimi formami czasowników w nawiasie.1. trained, would win 2. will you do, bites 3. rains, won’t go 4. I hadn’t forgotten, would have bought 5. had,would buy 6. would look, ate 7. had taken, wouldn’t have come backwww.wsip.com.pl85

2 U pracujà samodzielnie: parafrazujà podane zdania i przekszta∏cajà je w zdania z konstrukcjà I wish i If only.U czytajà zdania – w niektórych przypadkach istnieje wi´cej ni˝ jedna mo˝liwoÊç utworzenia zdania. Je˝eliU b´dà mieli problemy z parafrazà zdaƒ, N mo˝e poprosiç o zapisanie zdaƒ na tablicy.Tom: I wish people didn’t throw so much litter away in the streets. The streets wouldn’t look so dirtyMartha: If only I hadn’t gone to bed so late yesterday. – If only I had gone to bed earlier yesterday.Betty: If only people didn’t kill hundreds of elephants every year.Tim: If only I didn’t have to take this exam tomorrow.Scott: I wish I hadn’t taken the wrong turning. I wouldn’t have got lost.Mary: If only I knew Mark’s telephone number. I could get in touch with him easily then.Reading and vocabulary – (No) snakes in Ireland1 U podpisujà rysunek wybranymi wyrazami zwiàzanymi z krajobrazem: 1. strumieƒ 2. rzeka 3. jezioro 4. morze5. wybrze˝e 6. pustynia 7. równina 8. pla˝a 9. las 10. zatoka 11. lodowiec 12. góry 13. obszar górski 14. dolina2U samodzielnie czytajà tekst – podkreÊlajà w tekÊcie wyrazy z çwiczenia 1.3 Przed powtórnym przeczytaniem tekstu N upewnia si´, czy U znajà znaczenie podanych s∏ów i wyra˝eƒ: toassume the temperature of the surroundings, to charm, fairy tale, lizard, evolutionary, to remove, to block. U czytajàtekst i zdania – okreÊlajà, które ze zdaƒ sà prawdziwe, a które fa∏szywe. N mo˝e poprosiç o poprawienie zdaƒfa∏szywych. Zdania kolejno: true, true, false, true, false.4 Zadaniem U jest streszczenie tekstu – U muszà wyjaÊniç, dlaczego w Irlandii nie ma w´˝y. Przygotowanieopowiadania mo˝na potraktowaç jako prac´ domowà – U powinni przygotowaç krótkie prezentacje i przedstawiçje na nast´pnych zaj´ciach. N mo˝e og∏osiç konkurs na najciekawszà prezentacj´ – U mogà wykorzystaç mapy,foliogramy, rysunki.Vocabulary practice – Idioms with animals1 U pracujà w parach: wybierajà w∏aÊciwe zwierz´, aby utworzyç porównania:1. a) 2. b) 3. c) 4. c) 5. a)2 U pracujà w parach: uzupe∏niajà powiedzenia i przys∏owia nazwami zwierzàt, po czym dopasowujà do niegokrótkie wyjaÊnienie.a) killing two birds with one stone accomplishing two things at the same timea bird in the hand is worth two in the bush you should be content with what you havean early birda person who gets up earlyb) when the cat is away, the mice will play without supervision people misbehavea cat napa short nap during the daylet the cat out of the bagreveal a secretc) hold your horses wait a secondso hungry I could eat a horsevery hungrylook a gift horse in the mouthdisplaying ingratitude when accepting a giftd) barking dogs seldom bite those who make threats seldom carry them outgo to the dogsdecline in qualitylet sleeping dogs lieavoid mentioning something that is in a satisfactorycondition3 U pracujà w parach: znajdujà idiomatyczne okreÊlenie dla osoby, która zosta∏a krótko scharakteryzowana.N sprawdza poprawnoÊç dobranych wyra˝eƒ:1) eager beaver 2) copycat 3) chicken 4) black sheep 5) guinea pig 6) cold fish4 U pracujà samodzielnie: uzupe∏niajà zdania okreÊleniami zawierajàcymi nazw´ zwierz´cia, poznanymi w çwiczeniach1-3. Wybrani U czytajà zdania – pozostali sprawdzajà poprawnosç wpisanych wyra˝eƒ:1. as blind as a bat 3. an early bird 5. let the cat out of the bag2. as quiet as a mouse 4. so hungry I could eat a horse 6. a black sheep86

English for life – FeelingsVocabulary – I’m feeling happy1 U pracujà w parach – dopasowujà wyra˝enia do zdefiniowanych sytuacji.a) when you like something, I like… I enjoy… I love..b) when you don’t like something, I hate… I don’t like… I’m dissatisfied…c) when you are surprised, What a surprise!d) when you are happy about something, I’m feeling happy. I’m satisfied with… I feel happy about it.I am very pleased. I’m delighted…e) when you are unhappy about something, I’m not fond of...f) when you are frightened, I’m afraid of... I am terrified...g) when you don’t believe someone / something, Really? Are you sure about it?h) when you want to say thank you. It was very kind of you to… Thank you for your …That was very nice of you. I’m really grateful.N pyta, które wyra˝enia nie pasujà do ˝adnej ze zdefiniowanych sytuacji:I’m afraid of... I am terrified…Jakie s∏owo powinno wobec tego zastàpiç wyst´pujàcy po raz drugi w opisie sytuacji wyraz “surprised”?2 U czytajà opisy sytuacji – w ka˝dym zestawie odpowiedzi jest jedna, która do tej sytuacji nie pasuje. ZadaniemU jest znalezienie tej odpowiedzi.1. b. 2. a. 3. c. 4. b. 5. b. 6. a.Listening – Expressing feelingsU8T5 U s∏uchajà czterech krótkich rozmów – ich zadaniem jest dopasowanie osoby do wyra˝anych przez niàodczuç.unit 8 tapescript 5Mark, Ann, Susan, Samantha, Monica, Sheila, Tom, Mike, Kim1.Mark: We are going to the zoo tomorrow. Will you join us, Ann?Ann: I’m afraid not. I hate watching animals in cages.Mark: And you Susan?Susan: Of course, I will go. I love animals.2.Samantha: We are going to the States next week.Tom: Really?Samantha: Yes, it’s what our teacher said yesterday. And we are going to stay at the Ritz.Tom: Are you sure about it?3.Monica: Happy birthday, Sheila, it’s for you.Sheila: For me? What a surprise! You remember about my birthday? And it’s so nice. I love it!Monica: I’m happy you like it.4.Mike: Catch this, Kim!Kim: Aaaa! You know I’m terrified of spiders!Kim is terrified of spiders.Ann hates watching animals in cages.Susan loves animals.Sheila likes the present.Tom doesn’t believe.Monica is satisfied that her friend likes the present.Interaction – Are you happy about it?U pracujà w grupach czteroosobowych: jedna osoba zaczyna rozmow´ – pozostali piszà na kartkach, jak zareagowalibyw danej sytuacji – U, który ma takà samà odpowiedê, jak podana na kartce, wygrywa (ZA¸ÑCZNIK19).www.wsip.com.pl87

5Matura practiceRozumienie tekstu czytanego1 U czytajà tekst, z którego usuni´to 5 zdaƒ. Zadaniem U jest uzupe∏nienie tekstu. Jedno z podanych zdaƒ jestzb´dne.(1) F (2) D (3) C (4) E (5) A Zdanie B nie jest cz´Êcià tekstu.2 U czytajà tekst o psach, które pomagajà ludziom. Muszà zdecydowaç, które z opisanych zwierzàt mog∏ybypomóc wymienionym osobom:Susan: Molly and ScooterChris: HastyAnnie: TwanyBen: ChipDyskusjaU analizujà przedstawiony materia∏ – przygotowujà si´ do dyskusji na temat ochrony Êrodowiska naturalnego.N zadaje nast´pujàce pytania:Do you try to protect the environment? How do you do that?Why is it important to protect the environment? What may happen if you don’t do that?Can you feel that the environment is polluted? How?What is the main source of pollution? Are cars dangerous?Have you ever taken part in a demonstration concerning environmental pollution? Why do you think peopledemonstrate?What will our planet look like in fifty years’ time?UNIT 9TEMATGRAMATYKAS¸OWNICTWOWYPOWIEDè USTNAKONWERSACJACZYTANIES¸UCHANIEINTERAKCJAWYPOWIEDè PISEMNAKULTURAMATURAEuropepolityka, paƒstwo, naród, spo∏eczeƒstwo, to˝samoÊç narodowazadawanie pytaƒ – powtórzenie, pytania poÊrednie w mowie zale˝nej, zasady nast´pstwa czasóww mowie zale˝nej, przytaczanie próÊb i poleceƒ, przedimek okreÊlony, nieokreÊlony, brakprzedimkapolityka, s∏ownictwo zwiàzane ze strukturami Unii Europejskiej, finansek∏amstwo – „niewinne k∏amstwa”Przyjàç czy nie przyjàç Euro – korzyÊci i zagro˝enia wynikajàce z przyj´cia Euro przez Polsk´,przygotowywanie dialogów z wykorzystaniem „niewinnych k∏amstw”Unia Europejska – podstawowe wiadomoÊci, Normalny dzieƒ w parlamencie europejskim – czytaniei s∏uchanie w celu uzyskania informacji ogólnych, OczywiÊcie, ˝e k∏ami´ – czytanie w celuuzyskania okreÊlonych informacjiEuroquiz – s∏uchanie w celu potwierdzenia przypuszczeƒ i uzyskania informacji szczegó∏owych,Przyjàç czy nie przyjàç Euro – s∏uchanie w celu uzyskania informacji szczegó∏owych, Czy politycyk∏amià? s∏uchanie dla sprawdzenia przypuszczeƒ i uzyskania informacji szczegó∏owych, Niezabi∏em go! s∏uchanie w celu potwierdzenia przypuszczeƒ – U wykorzystujà nagranie do çwiczeƒgramatycznychjakie korzyÊci i zagro˝enia niesie ze sobà wstàpienie Polski do Unii Europejskiej – debata, rozwiàzywanieprzyk∏adowych problemów zwiàzanych z przyj´ciem przez Polsk´ Euro, Jaki to kraj?– kwiz ze znajomoÊci krajów EuropyrozprawkaUnia Europejska, s∏ynni politycy – Mikhail Gorbachev, George Washington, Charles de Gaulle,Bill Clintonrozumienie tekstu czytanego, wypowiedê pisemna – rozprawka, dyskusja88

1Reading – The European Union1 U pracujà w parach: czytajà krótkie informacje o krajach Unii Europejskiej i jej instytucjach. N upewnia si´,czy U rozumiejà wszystkie wyra˝enia. U uzupe∏niajà map´ nazwami krajów – wpisujà kraje cz∏onkowskie i krajekandydujàce. Na zaj´ciach mo˝na wykorzystaç aktualnà, du˝à map´ Europy.2 U pracujà samodzielnie: czytajà tekst o Unii Europejskiej – okreÊlajà, do czego odnoszà si´ podane liczby.518 The European Parliament consists of 518 members.18 The basic work of the EP is done through 18 specialised committees.9 On the 9th May 1950 the first move was made towards the creation of what is known as the EuropeanUnion.6 Six countries joined the European Union at the beginning.12 There are 12 vice presidents in the EP.4 There have been four waves of accessions.15 The EU has 15 member states.5 Elections are held every 5 years in the members states.3U czytajà tekst ponownie – znajdujà informacje dodatkowe, których nie by∏o w „metryczce” na stronie 147.Vocabulary practice – Politics1 a. b. U pracujà samodzielnie: przyglàdajà si´ tabeli i uzupe∏niajà jà zgodnie z podanymi zasadami i przyk∏adami.U t∏umaczà s∏owa na j´zyk polski. N prosi U o przepisanie s∏ów z tabeli na tablic´, by sprawdziç poprawnoÊçortograficznà.VERB NOUN = VERB+ment VERB NOUN = VERB+ion*govern – rzàdziç government – rzàd integrate – integrowaç integration – integracjaemploy – zatrudniaç employment – zatrudnienie educate – kszta∏ciç education – kszta∏cenie, edukacjamove – ruszaç si´ movement – ruch elect – wybieraç election – wyborydevelop – rozwijaç development – rozwój create – tworzyç creation – tworzenieagree – zgadzaç si´ agreement – umowa, zgoda pollute – zanieczyszczaç pollution – zanieczyszczenie* JeÊli wyraz koƒczy si´ na -e, to je opuszczamy.2 U pracujà samodzielnie: znajdujà pary zwiàzanych ze sobà wyrazów:citizen – citizenship employ – unemployment agree – agreementdiffer – difference nation – national home – homelessstable – stability secure – security3 U pracujà w parach: przygotowujà mini s∏owniczek wyrazów z çwiczenia 1 i 2 tej sekcji (N mo˝e poprosiço do∏àczenie wyrazów ze strony 147 podr´cznika). W mini s∏owniczku powinny zostaç uwzgl´dnione takie elementyjak: okreÊlenie cz´Êci mowy i t∏umaczenie na j´zyk polski. N mo˝e poprosiç o do∏àczenie wymowy orazpodanie przyk∏adu u˝ycia danego s∏owa.4U wybierajà 6 wyrazów i uk∏adajà z nimi zdania.5 U uzupe∏niajà zdania wyrazami utworzonymi od podanych s∏ów. N mo˝e poprosiç o zapisanie zdaƒ na tablicyi podkreÊlenie nowo utworzonych wyrazów.1. integration, government 3. stability, security 5. (inter)national organisation2. homeless, citizenship 4. unemployment, education 6. difference, agreementwww.wsip.com.pl89

Reading and listening – Just a “normal” day at the European Parliament1 U9T1 U pracujà samodzielnie: czytajà opis „normalnego” dnia w Parlamencie Europejskim, nast´pnie s∏uchajànagrania. Zadaniem U jest okreÊlenie, o jakiej porze dnia ma miejsce sytuacja z nagrania oraz kim sà rozmawiajàceosoby.unit 9 tapescript 1AGirl: Hi, mum.Woman #1:Hi, sweetheart, how are you?Girl: I’m fine, you haven’t called me for days… (fade)BWoman #1: Well, among many important factors are sales promotion and sponsorship. Please, have a look at the handout I’vegiven you. The figures show that… (fade)CSecretary: …and Mr Collins called you this morning. He asked about the letter he’s sent you this week.Woman #1: Well, could you please send him a fax telling him that I’ve got his letter and I’m planning… (fade)DWoman #1: … and a sandwich, please.Woman #2: That’s €3.50.Woman #1: Here you are … (fade)Ewoman #3: And isn’t he great, that Richard Gere I mean.woman #1: Yes, indeed. He’s so sweet.woman #4: And he’s interested in such serious matters… (fade)A 1.00 pm (the author and her daughter)B 8.30 am (the author)C 2.00 pm (the author and her secretary)D 12.00 am (the author, a shop assistant)E 2.30 pm (the author and her women friends)2U czytajà tekst ponownie – podkreÊlajà zdania, które odnoszà si´ do codziennych czynnoÊci.2Grammar practice and listening – EUROQUIZ1 U pracujà w parach: z rozsypanych wyrazów uk∏adajà pytania, po czym wybierajà w∏aÊciwà odpowiedê – U mogàzapisaç odpowiedzi, nast´pnie po wys∏uchaniu nagrania N wybiera par´, która poprawnie odpowiedzia∏a nanajwi´kszà liczb´ pytaƒ.Question 1: Which countries do not belong to the European Union? – c) RQuestion 2: How many member states of the European Union are there? – c) 15 RQuestion 3: Which of the following member states has the largest population? – b) SQuestion 4: Which country in Europe is the largest in area? – a) RQuestion 5: Which day is European Day? – d) nobodyQuestion 6: Which of the following countries do not have a King/Queen? – d) SQuestion 7: Which combination of country and national currency is correct? – c) SQuestion 8: When was the European Economic Community founded? – b) 1957 RQuestion 9: Which six countries were involved in the formation of the European Community? – c) SQuestion 10: What is the European Union’s anthem? – b) SQuestion 11: What does ECU mean? – c) RQuestion 12: Which is the decision-making body of the European Union? – a) R2 U9T2 U s∏uchajà nagrania, aby sprawdziç poprawnoÊç odpowiedzi – przy ka˝dym pytaniu zaznaczajà, któraosoba z nagrania odpowiedzia∏a poprawnie.unit 9 tapescript 2Presenter: Welcome to Open Mind, our weekly quiz. Be smart, and you can win 500 pounds! Today’s winner will take part inthe monthly final and then, if they’re lucky, in the big final show in January. Our contestants today are Ron …Ron: Hello!90

Presenter: …and Sarah…Sarah: Good afternoon.Presenter: First we will choose a category. It’s the European Union today, guys! Are you happy with the subject?Ron: Well, yes.Sarah: Yes.Presenter: You prepared well for tonight, didn’t you? So, I’m going to read you some questions, and when you know theanswer just press that red button. Right?Ron: OK.Sarah: Yes.Presenter: Obviously the person who scores more points wins. Now, question number one. Which countries do not belong tothe European Union?a) The Netherlands, Luxemburg, Belgium.b) Sweden, Finland, Denmark.c) Norway, Iceland, Russia.d) Spain, Portugal, Greece.Ron?Ron: It’s c) Norway, Iceland and Russia.Presenter: Correct. Question number two. How many member states of the European Union are there?Ron?Ron: Fifteen.Presenter: Yes, that’s correct! Let’s go to question number three. Which of the following member states has the largestpopulation?a) France b) Germany c) Great Britain d) Italy(beep) Sarah?Sarah: b) Germany.Presenter: Well… Correct! Question number four. Which country in Europe is the largest in area?a) France b) Spain c) Germany d) SwedenRon?Ron: France.Presenter: Correct! Let’s go for question number five. Which day is European Day?(a pause, nobody presses the button)Presenter: Well, it’s, 9th of May. Nobody gets a point. Question number six. Which of the following countries do not havea King/Queen?a) Belgium, the Netherlandsb) Denmark, Great Britainc) Sweden, Spaind) Luxembourg, PortugalSarah?Sarah: d), Luxemburg and Portugal.Presenter: Correct! Let’s see the score. Ron has got three points and Sarah two. Way to go! Question number seven. Whichcombination of country and national currency is correct?a) Escudo – Spain b) Schilling – Germany c) Drachma – Greece d) Peseta – ItalySarah?Sarah: c), Greece.Presenter: Correct! Question number eight. When was the European Economic Community founded?Sarah?Sarah: 1969Presenter: It’s not correct. Ron?Ron: 1957.Presenter: Correct, Ron! Question number nine. Which six countries were involved in the formation of the EuropeanCommunity?Sarah?Sarah: France, Germany, Italy, Belgium, The Netherlands, Luxembourg.Presenter: Correct! Question number ten. What is the European Union’s anthem?Sarah?Sarah: The last part of Beethoven’s 9th.Presenter: Correct! Question eleven. What does ECU mean?Ron?Ron: European Currency Unit.Presenter: Correct! And the last question. The score is 5 all so you both have a chance to win. Are you ready? Which is thedecision-making body of the European Union?a) The European Parliamentb) The Council of the European Unionc) The European Commissiond) The Council of EuropeRon!Ron: Well, I think it’s The European … Parliament…Presenter: Well, you weren’t sure about that. And I have to say that it is… Corrrrect!www.wsip.com.pl91

Speaking and listening – To adopt or not to adopt the Euro – that is a question1 U pracujà w grupach czteroosobowych: starajà si´ odpowiedzieç na podane pytania – U znajdà odpowiedêna niektóre z zadanych pytaƒ w nagraniu. N mo˝e poprosiç U o samodzielne poszukanie informacji (np. w prasie,Internecie), które pomogà w znalezieniu odpowiedzi na podane pytania.2 U pracujà samodzielnie: dopasowujà s∏owa do ich definicji.currencythe money of the given country;policya way of dealing with particular matters;commission fee extra money which you pay for buying/selling something;transfermoving money from one place to another;losswhen you earn less than you spend;competitivethat which is able to compete with other products or markets;exchange rate the value of money of one country calculated in the currency of another country;conversion rate the rate of changing the national currency into the Euro;uncertaintyinsecurity;to benefitto profit.3 a. U9T3 U s∏uchajà rozmowy z panem Philipem Williamsem – zaznaczajà, na które z pytaƒ z çwiczenia 1.mogà znaleêç odpowiedê.unit 9 tapescript 3Interviewer – Mr WilliamsInterviewer: Good evening. Today our guest is Mr Philip Williams who will be talking about the Euro. My first question is: Whatdoes economic and monetary union mean?Mr Williams: Economic and monetary union (EMU) means a single monetary policy within a single economic market.I: One of the most remarkable dates is 1st January 1999. Why is it so important?Mr Williams: On 1st January 1999. the process of introducing the single currency began in those countries which met thecriteria included in the Treaty.I: Are there any advantages of a single currency?Mr Williams: Yes, of course. The advantages are numerous. For one, a single (1) currency means that travellers across Europewon’t have to change money. Therefore they won’t be losing money on every transaction, as is currently the case. (2)Commission fees paid to banks will simply disappear. Small businesses in particular will (3) benefit because (4) transfersbetween Member States will be quicker, more reliable, and cheaper. For business and consumers, a single currency will alsoreduce (5) uncertainty about the price for which goods are sold. As we all know sudden (6) exchange rate movement canbring great (7) loss to businesses. Furthermore, if goods and services are priced in the same currency the (8) competitive effectof the single market will be stronger. In this way, the single currency will also help stimulate growth and employment.I: Does it mean that employment will increase?Mr Williams: I believe that in the long term employment will benefit from monetary stability. There is no reason why monetaryunification should increase unemployment.I: How will the people know what the new prices will be?Mr Williams: When the conversion rate is known, everyone will be able to calculate the new prices by simply multiplying the oldprice with the conversion rate. Many banks, shops, and other commercial companies will give their customers easy to useconversion tables.I: It was very nice to talk to you. I think we have learned a lot of useful information about the Euro. Thank you very much.Mr Williams: Thank you.b. U s∏uchajà rozmowy ponownie – poprawiajà zdania zawierajàce fa∏szywe informacje.a. On 1st January 1999 the process of introducing the single currency began in those countries which met thecriteria included in the Treaty.b. Travellers across Europe won’t have to change money, therefore they won’t be losing money.c. For business and consumers, a single currency will also reduce uncertainty about the price for which goodsare sold.d. The single currency will help stimulate growth and employment.e. Everyone will be able to calculate the new prices by multiplying the old price with the conversion rate.4 a. b. U9T3 U pracujà samodzielnie: uzupe∏niajà tekst wyra˝eniami z çwiczenia 2., nast´pnie s∏uchajà nagraniapo raz trzeci i sprawdzajà poprawnoÊç wpisanych wyrazów, ktore zosta∏y zaznaczone w nagraniu.92

Interaction – Different Europe?1 U podzieleni sà na dwie grupy – podzia∏u mo˝e dokonaç N lub mo˝e zostaç zachowany podzia∏ naturalny(je˝eli w klasie jest mniej wi´cej równa liczba osób za, jak i przeciwko Unii Europejskiej). U wykorzystujà w dyskusjipodane argumenty – mogà równie˝ podaç swoje w∏asne opinie, do których pozostali U muszà si´ ustosunkowaç.2a. b. U pracujà w parach: starajà si´ rozwiàzaç podane problemy – przedstawiajà rozwiàzania klasie.3 U pracujà w grupach trzyosobowych: rozwiàzujà podany problem. U otrzymujà od N symboliczne kartkiz przelicznikiem walut (ZA¸ÑCZNIK 20).4 U pracujà w parach: otrzymujà od N karteczki z pytaniami dotyczàcymi Unii Europejskiej. U zadajà sobiewzajemnie pytania i na nie odpowiadajà – çwiczenie mo˝na przeprowadzic w formie konkursu – zwyci´˝a U,który odpowie poprawnie na najwi´kszà liczb´ pytaƒ (ZA¸ÑCZNIK 21).Grammar – ArticlesU czytajà przyk∏ady zdaƒ i zasady u˝ycia przedimka nieokreÊlonego i okreÊlonego. Do ka˝dej regu∏y dopasowujàodpowiedni przyk∏ad, po czym wpisujà regu∏y do tabelki. Nale˝y wpisaç do kratek litery w nast´pujàcejkolejnoÊci: b. – a./d. – f. – g. – h. – c./g. – c./k. – e. – l. – i.WE USEa/an the no articleto say what people’s professions before the names of seas, mountain with names of continents, countries,or jobs are. groups and island groups, states and departments,with the words seaside, sea, country with streets and lakes,and mountains,before names of games.before names of rivers, deserts, hotels,cinemas and theatres,before names of newspapers,to represent a class of people,to refer to the whole nation.3Grammar practice – a/an, the or no article?1 U pracujà samodzielnie: uzupe∏niajà zdania przedimkiem okreÊlonym, nieokreÊlonym lub zostawiajà pustemiejsce.a. the b. the c. the d. the e. a f. – g. – h. the i. the j. The2 U czytajà informacj´ o jednym z europejskich krajów – zastanawiajà si´, o jakim kraju jest mowa. Uzupe∏niajàtekst odpowiednimi przedimkami lub zostawiajà puste miejsce. Jeden U czyta uzupe∏niony tekst:COUNTRY: SCOTLANDThis country is a part of the United Kingdom of (-) Great Britain and (-) Northern Ireland. It is a country ofhills and mountains. The highest mountains are the Grampians with the highest peak (-) Ben Nevis (4,406feet). The chief urban centres are (-) Glasgow, (-) Aberdeen and (-) Dundee as well as the capital, (-)Edinburgh. One of its most famous lakes is (-) Loch Ness.Interaction – What country is it?U pracujà w grupach czteroosobowych: otrzymujà od N kartki z opisem krajów – jeden U czyta g∏oÊno informacj´,zatrzymujàc si´ po ka˝dym zdaniu. Pozostali U s∏uchajà i próbujà odgadnàç, o jaki kraj chodzi – zwyci´˝aosoba, która najszybciej odgadnie nazw´ kraju (ZA¸ÑCZNIK 22).www.wsip.com.pl93

Reading – What did they say?1 a. U pracujà samodzielnie: dopasowujà imi´ i nazwisko polityka do kraju, z którego pochodzi lub pochodzi∏oraz dat jego ˝ycia.George Washington (1732-1799) the USAMikhail Gorbachev (1931-) the USSRBill Clinton (1946-) the USACharles de Gaulle (1890-1970) Franceb. U zastanawiajà si´, kto by∏ autorem podanych zdaƒ – wpisujà imi´ i nazwisko polityka, kolejno: Bill Clinton,George Washington, Charles de Gaulle, Mikhail Gorbachev.2U czytajà krótkie notatki o ka˝dym polityku i sprawdzajà, czy poprawnie wykonali poprzednie çwiczenie.3 U porównujà zdania wypowiedziane bezpoÊrednio przez polityków z odwo∏aniem si´ do tych zdaƒ, wyró˝nionychkursywà, w tekÊcie – U okreÊlajà, jakie zauwa˝yli ró˝nice w formie czasowników i przyimków.4 U czytajà tekst ponownie, aby stwierdziç, do którego polityka odnoszà si´ podane stwierdzenia.a) George Washington c) Charles de Gaulle e) Charles de Gaulle g) Bill Clintonb) Mikhail Gorbachev d) George Washington f) Mikhail GorbachevGrammar – Reported Speech1a. b. U czytajà dwa zdania – okreÊlajà, czym si´ ró˝nià, po czym czytajà regu∏´.2 a. U pracujà samodzielnie: uzupe∏niajà podany schemat:CHANGES OF TENSES IN REPORTED SPEECHPRESENT(Simple, Continuous)FUTURE (will)(Simple, Continuous, Perfect)PRESENTPERFECT(Simple, Continuous)PAST(Simple, Continuous)FUTURE IN THE PAST (would)(Simple, Continuous, Perfect)PASTPERFECT(Simple, Continuous)b. U pracujà w parach: na podstawie diagramu tworzà nazwy 14 angielskich czasów gramatycznych i zaznaczajà,które z nich sà im znane.the Present Simplethe Present Continuousthe Present Perfect Simple the Present Perfect Continuousthe Past Simplethe Past Continuousthe Past Perfect Simple the Past Perfect Continuousthe Future Simplethe Future Continuousthe Future Perfectthe Future Simple in the Past the Future Continuous in the Pastthe Future Perfect in the Past94

3U pracujà indywidualnie: w drugiej kolumnie tabeli wybierajà w∏aÊciwà odpowiedê.DIRECT SPEECHREPORTED SPEECH(when the reporting verb is in the past)What grammar tense does it concern?am/is a) was b) were c) been Present Simple, Present Continuousare a) was b) were c) been Present Simple, Present Continuoushave/has a) had b) had been c) was having Present Prefect (Simple, Continuous)was/were a) had b) had been c) being Past Simple, Past Continuousdo/does a) had b) did c) done Present Simplewatch a) watches b) watched c) watching Present Simplewatched a) watched b) has watched c) had watched Past Simplewill would Future (Simple, Continuous, Perfect)Grammar practice and listening – Do politicians lie?1 a. U czytajà rozmow´ dwóch kolegów na temat przedwyborczego spotkania z politykiem i odpowiadajà napytania.b. U czytajà dialog jeszcze raz – próbujà uzupe∏niç zdania wyrazami, jakich polityk prawdopodobnie u˝y∏ naspotkaniu. U muszà pami´taç o zasadach stosowanych w mowie zale˝nej i niezale˝nej, aby wpisaç poprawnàform´ czasownika.1. First I’d like to remind you that my party have already helped with the environmental issues.2. We have launched the programme called Clean Water.3. As you may know we also built a new library last year.4. When I am elected I will create up to 2000 new jobs.5. … I am going to buy more computers for our schools.6. When I am elected there will be more physical education classes in each school.2U9T4 U s∏uchajà przemawiajàcego polityka i sprawdzajà çwiczenie 1 b.unit 9 tapecsript 4Good evening, ladies and gentlemen, we have gathered here today just a week before the election. I’d like to present a newconcept of governing our town. First, I’d like to remind you that my party have already helped with the environmental issues. Wehave launched the programme called “Clean Water” and I hope you’ve noticed the difference. At the moment we are workingon the “Clean Town” project to make our town even cleaner. As you may know we also built a new library last year. In Januarya new kindergarten was opened and I don’t have to say how important that was. I would like to thank all of my colleagues whohelped me with that. Another problem for us today is unemployment. My party always pays special attention to that. When I amelected I will create up to 2000 new jobs. There will be new homes for the young. They are our future, so apart from the housesI’mgoing to buy more computers for our schools. Our children must be healthy and fit. When I’m elected there will be morephysical education classes in each school. This will be better for our children and this will create more jobs. I haven’t forgottenabout the car owners. I promise that I will make it possible to build at least 50 kilometres of new roads a year.You know, me and my party have been around for quite a while and I promise you can always rely on us. We keep our promises!3 a. U pracujà indywidualnie: zamieniajà podane zdania na zdania w mowie zale˝nej – kilku U czyta zdania –pozostali sprawdzajà. N mo˝e poprosiç o zapisanie niektórych zdaƒ na tablicy.1. He said that they were working on the “Clean Town” project to make their town even cleaner.2. He said that a new kindergarten had been opened in January.3. He said that his party always pays (paid) special attention to unemployment.4. He said there would be more new homes for the young.5. He promised that he would make it possible to build at least 50 kilometres of new roads a year.6. He promised they could always rely on them.7. He said they keep (kept) their promises.b. U przyglàdajà si´ regule w sekcji Remember – N upewnia si´, czy znaczenia wszystkich podanych czasownikówsà U znane. U wybierajà pi´ç zdaƒ z çwiczenia 3a. – parafrazujà je u˝ywajàc innych czasowników ni˝ say czytell, jako czasowników wprowadzajàcych. U czytajà swoje propozycje.www.wsip.com.pl95

4Reading – Lying1U pracujà w parach: odpowiadajà na pytania dotyczàce k∏amania. N mo˝e zapytaç kilku U.2 U pracujà samodzielnie: czytajà tekst – z podanych zestawów wybierajà zdanie (zdania), które sà zgodnez treÊcià tekstu: 1. c. 2. a. 3. a./c. 4. c.Speaking – White lies1U odpowiadà na pytania dotyczàce „niewinnych k∏amstw”.2 U czytajà zdania oraz opisy sytuacji, w których te zdania zosta∏y wypowiedziane. U zaznaczajà, w której z tychsytuacji dane zdanie jest „niewinnym k∏amstwem”.a. You hate the person. You have to greet him / her because he / she is your boss.b. A friend of yours has bought you a blouse for your birthday which you do not like very much. You do not wantto hurt him / her.c. You have just broken up with your boyfriend. A friend of yours knows that he will never call you but she wantsto console you.3 U pracujà w parach: uk∏adajà dialogi z wybranymi wyra˝eniami, w których b´dà one pe∏ni∏y rol´ „niewinnychk∏amstw”. U czytajà lub odgrywajà sytuacje. åwiczenie mo˝na przeprowadziç w formie konkursu na najzabawniejszàsytuacj´ lub sytuacj´, która najdobitniej oddaje istot´ danego k∏amstwa.Reading and listening – I didn’t kill him!1 a. b. U czytajà dialog z podzia∏em na role. Zadaniem U w pierwszej cz´Êci jest podkreÊlenie zdaƒ, które ustalajànorm´ zachowania dla danej osoby (zdania podkreÊlone w tapescripcie). Po przeczytaniu dialogu U zastanawiajàsi´, czy pan Wallace by∏ winny, czy niewinny pope∏nienia zbrodni.2 U9T5 U s∏uchajà nagrania – dialogu pomi´dzy detektywem a panem Wallace – odpowiadajà na wczeÊniejpostawione pytanie – czy pan Wallace jest winny, czy niewinny. Dodatkowym elementem w nagraniu, który mo-˝e sprawiç, ˝e U zmienià zdanie, sà dêwi´ki wydawane przez g∏oÊno pracujàcy „wykrywacz k∏amstw”.unit 9 tapescript 5Police detective – Mr WallacePolice detective: OK, Mr Wallace, let’s start. Where do you live?Mr Wallace: In London, 25 Russell Street.Detective: How long have you been living there?Mr W: For ten years. No, sorry, more than ten years – about twelve.Detective: Have you got any children?Mr W: Yes, one son and one daughter. The boy is four and the girl is three.Detective: Try to answer my questions briefly. Don’t give any additional information unless you are asked to.Mr W: Sorry, sir. I thought it might be helpful.Detective: Are you married?Mr W: Yes, I am.Detective: Where were you on the 5th May this year?Mr W: In the morning or in the afternoon?Detective: In the afternoon.Mr W: I was in my office.Detective: What were you doing at about 4 pm?Mr W: I was just talking to Mr Earnshaw in my office.Detective: What did you do when you finished?Mr W: I packed my briefcase, turned off the computer, locked the door and left the office.Detective: What time did you leave the office?Mr W: About 4.30.Detective: Did you see anyone in the corridor?Mr W: Well, I saw a woman.Detective: What did she look like?96

Mr W:Detective:Mr W:Detective:Mr W:Detective:Mr W:Detective:Mr W:Detective:Mr W:She was tall, she had dark curly hair, I didn’t see her face.What was she doing?She was just leaving Mr Earnshaw’s office.When did you find out that Mr Earnshaw had been killed?It was the next day. I came to the office…and then I read about it in the morning newspaper.Did you borrow £100,000 from Mr Earnshaw...No, I didn’t.…and you couldn’t give it back?No, of course not.(adds quickly) Did you kill Mr Earnshaw on 5th May this year?No, I didn’t.Grammar practice – Reporting questions1 a. U czytajà dwa przyk∏ady pytaƒ w mowie zale˝nej i w mowie niezale˝nej – porównujà obydwa zdania w ka˝dymprzyk∏adzie – okreÊlajà, jakie mo˝na zauwa˝yç ró˝nice.b. U czytajà zestawy zasad dotyczàcych budowy pytaƒ w mowie zale˝nej – zaznaczajà w ka˝dym zestawie regu-∏´, która ich zdaniem jest prawid∏owa.1. When reporting questions we change tenses if the reporting verb is in the past.2. When reporting “yes/no” questions we use if/whether.3. When reporting questions we do not use subject-verb inversion.4. When reporting questions we do not use do/does/did.2 Na podstawie zasad z poprzedniego çwiczenia U wybierajà w ka˝dym zestawie poprawnie zadane pytaniew mowie zale˝nej:1. She asked if I lived in London.2. He asked what time she usually left the office.3. Our teacher wanted to know whether we had been at school the day before.4. She wanted to know when he would marry her.3 U pracujà samodzielnie: korzystajà z dialogu z poprzedniej sekcji, aby utworzyç pytania w mowie zale˝nej.N mo˝e poprosiç U o u˝ycie innych czasowników ni˝ ask.1. He asked me where I had been on 5th May that year.2. He asked me what I had been doing at 4 pm.3. He asked me what I had done.4. He asked me what time I had left the office.5. He asked me if I had seen anyone in the corridor.6. He asked me what the woman had looked like.7. He asked me what she had been doing.8. He asked me when I had found out about the murder.9. He asked me if I had borrowed £100,000 from Mr Earnshaw.10. He asked me if I had killed Mr Earnshaw.English for life – RequestsReading – Commands and requests1 U pracujà w parach: okreÊlajà, gdzie mo˝na us∏yszeç dane zdanie i kto je wypowiedzia∏.WHEREWHO“Please pay at the desk.” shop cashier“Follow that car.” street policeman“Don’t put your hands near the bars.” zoo zoo keeper“Write this report today.” office secretary“Don’t believe her.” home brother“Don’t argue with me.” home mother“Open your bag, please.” shop store detective“Please fill in this form.” office receptionist“Read it before you sign it.” office manager“Don’t feed the animals.” zoo zoo keeperwww.wsip.com.pl97

2 a. b. U czytajà przyk∏ady wyra˝ania próÊb w bardziej uprzejmy sposób, nast´pnie parafrazujà kilka zdaƒ z çwiczenia1.1. Could you please pay at the desk?2. Could you possibly write this report today?3. Would you please open your bag?4. Would you be so kind as to fill in this form.Grammar practice and listening – Reporting commands and requests1 a. b. U czytajà przyk∏ady zdaƒ ilustrujàcych wyra˝anie próÊb i poleceƒ w mowie zale˝nej, po czym uzupe∏niajàzdania w cz´Êci b. Kilku U czyta zdania, aby pozostali U mogli je sprawdziç.1) The policeman told me to follow that car.2) The zoo keeper told me not to put my hands near the bars.3) The store detective told me to open my bag.4) The receptionist told me to fill in that form.5) The manager told me to write that report that day.2 a. b. U9T6 U czytajà w ramce Remember zasady u˝ycia czasowników w relacjonowaniu poleceƒ i próÊb. U parafrazujàzdania, u˝ywajàc podanych czasowników, po czym s∏uchajà nagrania, ˝eby sprawdziç poprawnoÊç swoichzdaƒ.unit 9 tapescript 65981. She asked me to lend her my pen for a moment. 4. He reminded me not to forget my umbrella.2. He warned me not to drive fast as the road was slippery. 5. The man begged me to give him some money.3. She ordered me to drink that medicine.Matura practiceRozumienie tekstu czytanegoU czytajà fragmenty biografii Margaret Thatcher i uk∏adajà jà w spójnà ca∏oÊç.1D 2C 3G 4A 5F 6B 7EDyskusjaU analizujà przedstawiony materia∏ – przygotowujà si´ do dyskusji na temat wstàpienia Polski do Unii Europejskiej.N zadaje nast´pujàce pytania:What opinions are presented in the material concerning European integration?Which of the points of view are closest to yours?What are the main advantages and disadvantages of becoming a part of integrated Europe?What do you think will change when Poland becomes a member of the European Union?Can Poland defend its national sovereignty after the accession?What can Poland give European Union?Revision 3 UNITS 7-9Grammar1. U wybierajà wyraz lub zwrot, który najlepiej uzupe∏nia podane zdania.1. b) 2. b) 3. a) 4. a) 5. c) 6. c) 7. d) 8. a) 9. b) 10. d)11. a) 12. b) 13. b) 14. c) 15. a)2. U wpisujà czasowniki w odpowiedniej formie.1. had taken, would feel 2. would cost, went 3. would have arrived, hadn’t stopped4. didn’t have to 5. had gone 6. had, would buy 7. would build 8. left9. had quarrelled 10. to fill 11. not to touch

3. U uzupe∏niajà zdania wyra˝eniami: too many, too much, (not) enough, too, a lot of, a lot.1. too many / not enough / a lot of 2. not enough 3. too 4. Too much 5. too many4. U uzupe∏niajà zdania odpowiednim przyimkiem lub zostawiajà puste miejsce.1. by 3. out 5. on 7. out 9. of2. down 4. in 6. – 8. out 10. upVocabulary1. U uzupe∏niajà zdania odpowiednimi wyrazami – liczba kresek odpowiada liczbie liter.1. rear 3. journey 5. Commission 7. humming-bird 9. desert2. fasten 4. unemployment 6. currency 8. compartment 10. lever2. U wykorzystujà podane s∏owa, aby uzupe∏niç zdania.1. fox 3. cat 5. Recycling 7. layer 9. steering2. windscreen 4. ignition 6. development 8. mountains 10. voyageMeeting peopleU wybierajà odpowiedê, która jest najlepszà reakcjà w danej sytuacji:1. a. 2. c. 3. a. 4. a. 5. b.Prununciation # 3Pytania szczegó∏owe typu Wh-1. a. P3T1 U s∏uchajà nast´pujàcych pytaƒ. Zaznaczajà najmocniej akcentowane sylaby.Pronunciation 3, tapescript 11. Why can’t you go with us? 4. What makes you think so?2. What are you doing this evening? 5. Where do you live?3. When did you start learning English? 6. What time do you usually get up?b. P3T1 U s∏uchajà pytaƒ ponownie i je powtarzajà. U wybierajà w ka˝dym ze zdaƒ wyraz, aby utworzyç regu∏´:Pytania szczegó∏owe majà intonacj´ opadajàcà.2. P3T2 U zastanawiajà si´, czy intonacja w podanych zdaniach jest wzrastajàca, czy opadajàca, nast´pnie s∏uchajànagrania, aby sprawdziç (zdania wyt∏uszczone majà intonacj´ wzrastajàcà) .Pronunciation 3, tapescript 21. I don’t know, he starts classes at eleven today, doesn’t he? 5. She didn’t find out, did she?2. You don’t love me any more, do you? 6. You don’t care now, do you?3. Don’t watch TV. Do your homework instead, will you? 7. Water doesn’t boil at exactly 100 degrees C, does it?4. He should be here by now, shouldn’t he? 8. Awful weather, isn’t it?www.wsip.com.pl99

ZA¸ÑCZNIK 1PERSONALITY BINGOoptimistic energetic hard-working efficient confident witty fussy pessimistic criticaleasy going artistic disorganised precise charming gifted spontaneous happy materialisticsociable successful organised sentimental strong attractive sociable lazy calmartistic sociable spontaneous hard-working organised charming organised strong charmingeasy going optimistic disorganised sentimental optimistic precise pessimistic gifted attractiveenergetic successful gifted successful gifted efficient efficient materialistic happydisorganised successful gifted successful confident strong fussy confident happyenergetic artistic optimistic sentimental hard-working charming strong organised charmingeasy going sociable spontaneous optimistic witty organised efficient precise giftedsociable easy going confident successful pessimistic critical sentimental fussy materialisticsuccessful gifted artistic confident fussy optimistic happy organised rudeconfident energetic optimistic witty sentimental hard-working gifted lazy precisesuccessful disorganised spontaneous pessimistic witty hard-working lazy sentimental giftedsociable artistic optimistic optimistic sentimental strong organised critical materialisticenergetic gifted easy going calm materialistic critical efficient noisy optimisticspontaneous gifted disorganised materialistic spontaneous optimistic lazy charming materialisticartistic sociable charming sentimental hard-working happy pessimistic critical wittysuccessful energetic confident calm witty precise efficient noisy rudeefficient gifted easy going strong spontaneous happy attractive sentimental criticalwitty artistic sociable hard-working sentimental charming lazy organised giftedenergetic successful disorganised precise confident calm confident materialistic charminggifted disorganised sociable materialistic calm successful happy gifted materialisticefficient successful artistic spontaneous sentimental strong attractive strong sentimentaleasy going happy energetic precise hard-working pessimistic charming organised confidentgifted easy going charming critical successful materialistic gifted pessimistic attractivesuccessful artistic witty spontaneous optimistic sentimental critical materialistic confidentenergetic efficient sociable charming hard-working calm charming organised wittygifted happy sociable witty successful efficient lazy critical pessimisticartistic easy going attractive hard-working pessimistic lazy gifted happy strongsuccessful optimistic energetic critical calm materialistic calm attractive materialisticgifted fussy energetic successful lazy unhappy lazy noisy strongsociable disorganised happy precise hard-working efficient precise calm rudesuccessful optimistic easy going materialistic critical rude optimistic critical materialisticoptimistic gifted calm successful critical strong lazy happy rudeenergetic rude critical lazy spontaneous unhappy noisy gifted precisestrong disorganised sociable efficient optimistic materialistic calm critical materialisticsociable happy strong lazy successful noisy noisy lazy strongoptimistic disorganised calm calm critical efficient precise calm optimisticenergetic fussy spontaneous hard-working happy materialistic happy critical materialisticsociable spontaneous calm calm strong successful lazy optimistic successfuloptimistic fussy strong rude spontaneous materialistic noisy critical preciselazy energetic materialistic lazy critical efficient rude unhappy calm100

ZA¸ÑCZNIK 2INTRODUCTIONSSTUDENT A1Your name is Andrew.You are at the party. You meet your old friend, Tom.You haven’t seen him for a very long time.You are sad, because you’ve just broken with your girlfriend,Amanda.STUDENT A2Your name is Linda.You are at the cinema.You see your friend, Norah. She didn’t come to your partyyesterday because she was ill. Ask her if she’s OK.STUDENT A3Your name is John.You are at school. You see your friend, Samantha.You would like to talk to her but you’re too shy.Answer Samantha’s question.STUDENT A4Your name is Sarah.You meet your friend, Alice.You haven’t seen her for a long time because she wasin Spain. Ask her if she enjoyed her stay in Spain.STUDENT A5STUDENT B1Your name is Tom.You are at the party. You meet your old friend, Andrew.You haven’t seen him for a very long time.Ask about his girlfriend, Amanda.STUDENT B2Your name is Norah.You are at the cinema. You see your friend, Linda.Yesterday you didn’t go to Linda’s party, because youdidn’t want to meet Tom. Answer Norah’s question andexplain the situation.STUDENT B3Your name is Samantha.You are at school. You see your friend, John.You like him very much and you would like to gowith him to the cinema. Ask him if he would like togo with you.STUDENT B4Your name is Alice. You see your friend Sarah.You haven’t seen her for a long time because you werein Spain. Answer Sarah’s question. You bought a presentfor Sarah and want to give it to her.STUDENT B5Your name is Sean. Your name is Jessica. You are at a language course –You are at a language course. You don’t know anybodythere’s a boy sitting next to you. Introduce yourself whenbut you would like to talk to a girl who is sitting next to you. he starts a conversation. Offer him help with hisStart a conversation. You are not very good at English and English homework.you’re afraid you will have a lot of problems with homework.STUDENT A6Your name is Patrick. You would like to introduce yournew girlfriend (Amanda) to your friend, William.STUDENT B6Your name is William. Your friend Patrick wants tointroduce his new girlfriend to you. Say hello.STUDENT C6Your name is Amanda. Your boyfriend Patrick introducesyou to his friend, William. You know you are going to workon a project together.www.wsip.com.pl101

ZA¸ÑCZNIK 3WHAT’S WRONG WITH THEM?Advertisement 1 – COFFEEAn advertisement for coffee in Italy showed a young couple drinking their morning coffee in big mugs. It was one of thoseplain folks technique – ordinary people are happy and full of energy because they drink company X’s coffee.STUDENT 1 STUDENT 2 STUDENT 3…. in Italy people don’t drink coffee in … in Italy people don’t drink coffee in … in Italy young couples usually don’tmugs. Espresso coffee is served in small the morning. They usually drink coffee drink coffee together. They’re too busycups and it’s very strong. in the afternoon. in the morning to have a cup of coffee.Advertisement 2 – WASHING POWDERIn Saudi Arabia there was a billboard showing the following sign: Dirty the name of the washing powder Clean.STUDENT 1 STUDENT 2 STUDENT 3… people in Saudi Arabia don’t use … in Arabic countries you read from … in Saudi Arabia hanging billboardswashing powder. right to left and the advertisement said on the wall is against religion.They use soap to wash their clothes. “Clean the name of the washing powderDirty.”Advertisement 3 – DIAMONDSDiamonds are popular in Japan. There was a European commercial on Japanese TV advertising diamonds. It showeda beautiful European woman in a beautiful hotel room (the room had number 4 on it). A man visited her and gave hera diamond ring as a present. The commercial stressed the luxurious lifestyle of the customers that buy diamonds.STUDENT 1 STUDENT 2 STUDENT 3… giving a diamond ring to a woman ... luxurious lifestyle is not very popular … the number four is a very unfortunatein a hotel room is very offensive – you in Japan. People are mostly hard number for the Japanese. It is pronouncedshould invite a woman to a restaurant working and they don’t have time for the same as death (shi). In some hotels theor visit her in her home. luxury. room number four is skipped.Advertsement 4 – SWEETSIn Bulgaria there was a commercial on TV advertising sweets. The idea was that a boy wanted to give some sweets to a girl.At the end of the commercial the girl nods.STUDENT 1 STUDENT 2 STUDENT 3…nodding in Bulgaria means no. …there is a huge advertising campaign …in Bulgaria giving sweets is oftenin Bulgaria against sweets, especially understood as making a sexual proposal.among young children (due to dentaldiseases).Advertisement 5 – SUPER GLUEThere was an American ad of a kind of glue in Brazil. There was this good-looking man dressed like a Brazilian workerholding a tube of the glue in his left hand and making an ok sign with his right hand (index finger and thumb make a ring).STUDENT 1 STUDENT 2 STUDENT 3…an ok sign (index finger and thumb …in the past glue was produced …Brazilian workers are regarded asmake a ring) is a very offensive sign by slaves, who were exploited a lot. “second class citizens” and nobodyin Brazil.would buy a product advertised bythem.102

ZA¸ÑCZNIK 4COMPUTER GAMESa much Ted time day does How every playing spend games computerb computers How are oldc introduced the When personal was computer firstd computer What were in 80s the games early popular thee from did come Where „Tetris”f adventure were 80’s What games in mid the popularg When popular CD-ROMs become didh games become Doom-like did so Why popularZA¸ÑCZNIK 5ONLINE CHAT1. Hi, how are you? 1. Hi, how R U? Fine. What are you up to? Fine. what R U ^ 2? I’m downloading this media player. Im dlN DIS media player. Listen, I can’t visit you tonight. Listen, I can’t visit U 2nt. Im too BYI’m too busy learning for the maths test tomorrow.learN 4 d maths tst tomorrow. No problem. How about Saturday? N prob. How about s@RdA? That’ll be fine. datl be fine. See you then. CU thN. Bye. Bye.2. So how was your weekend? 2. so how wz yor wknd? Great! gr8 Did you have a lot of fun? did U hav a lot of:)? Yes, I spent a wonderful time in the yes, I spent a wdRfl time n d ^^^mountains.3. Who are you? I don’t know you. 3. hu R U? I dun knOU I’m new in this chat room. I’m Leeze. Im nu n DIS chat room. I’m Leeze. Hi, there. Where are you from? Hi ther. whr R U frm? Manchester. Manchester. I’m from Manchester too. How old are you? Im frm Manchester too. How old R U? That’s a secret. datz a: x4. A. We’ve put off our meeting. It’s not Saturday 4. A. weve put off our MEtN. It’s not on S@RdAbut Sunday 8 pm. Be there.bt sun. 8 pm. b thereB. SMS: I forgot what to buy: milk, butter and …? B. SMS: I 4gt wot 2 buy. mlk, butter &…?REPLAY: Mineral water.REPLAY: mineral H2OC. I’m not coming to the party. My parents don’t want C. im not comin 2 d PR. my parnts dun wnt 2 lt me.to let me. Sorry about that and have fun. Call me.SBTA & hav:). cal me.www.wsip.com.pl103

ZA¸ÑCZNIK 6GUESS THE PROVERBMany hands make light work.A fool and his money are soon parted.When the cat’s away the mice will play.When there’s a will there’s a way.All that glitters is not gold.Every cloud has a silver lining.Never put off till tomorrow whatyou can do today.You can’t teach an old dog new tricks.The grass is always greener on the other side of the fence.Rome was not built in a day.Give him an inch and he’ll take a mile.Necessity is the mother of invention.Variety is the spice of life.Practice makes perfect.Actions speak louder than words.Haste makes waste.ZA¸ÑCZNIK 7MAGIC DESTINY PICTURESSET 1SET 2SET 3SET 4SET 5104

ZA¸ÑCZNIK 8BINGOHelp yourself. Never mind. Good luck! I’m very well, Congratulations! I’m sorry.thank you.Make yourself You’re welcome. I’m sorry. Bless you! Never mind. Beg your pardon?comfortable.Beg your pardon? I’m fine, thanks. The same to you. You’re welcome. Have a nice Good luck!weekend.Congratulations! Bless you! No, thank you. Have a nice trip. Never mind. I’m sorry.I’m full.Goodbye. Make yourself The same to you. You’re welcome. Congratulations! Beg your pardon?comfortable.Have a nice I’m fine, thanks. I’m very sorry. Good luck! Have a nice flight. The same to you.weekend.Take care. The same to you. Have a nice I’m sorry. You’re welcome. Beg your pardon?weekend.Have a nice I’m sorry. Make yourself Never mind. Good luck! Good luck!flight.comfortable.You’re welcome. Good luck! Goodbye. Congratulations! Bless you! The same to you.ZA¸ÑCZNIK 9IS YOUR LIFESTYLE HEALTHY?13-32 pointsYour lifestyle does not seem to be healthy at all. You do not pay much attention to what you eat or how you sleep. You shouldeat more regularly and try to avoid so called “junk food”. Eat more fruit and vegetables! Think about sleeping more seriously– you probably sleep too little – it may happen so because your bed is uncomfortable – if you need more than nine hours’sleep and you still feel sleepy in the morning either reduce the temperature in your bedroom or consult your doctor. Do notwatch too much TV or spend too much time in front of the computer. You should take up some sport instead – that will bemuch healthier.33-52 pointsYou are an average person – your lifestyle is neither very healthy nor unhealthy. You do not pay much attention to what youeat – your diet, however, does not consist only of “junk food” – you eat sometimes fruit and vegetables. Think about themealtimes – don’t you eat too late? You sleep well – therefore you are more efficient when you get up. To sleep even better youmay reduce the temperature in your bedroom or the number of pillows you use. Try to avoid extreme sports or weightlifting –take up swimming or running instead. Do sport whenever you have time – you will be even healthier.53-69 pointsYour lifestyle is very healthy – you eat right things at the right time. You shouldn’t be worried about your health unless you startsmoking or drinking alcohol. You sleep well that’s why you should do better at school than other students. Do sport regularlyand you will live a very healthy long life. Avoid extreme sports.www.wsip.com.pl105

ZA¸ÑCZNIK 10IT WASN’T A KNIFESTUDENT 1Have you ever been injured?Well, I wouldn’t call it „injured” but yes, several times.I remember two little accidents especially. First was when I wasin primary school and we were playing football in the corridor.Obviously it was forbidden to play football there but you know,kids have those strange ideas. Anyway, I had the ball and Chris,this friend of mine, wanted to take it from me so he pushed mereally hard. I hit the pillar that was in the middle of thecorridor and there you go – my front teeth were gone. Neitherthe head teacher nor my parents liked it. Then when I was a bitolder I went camping in the wood. I went for a walk and sawa funny object which looked like a small, brown tennis ball onthe ground. Just my luck! I poked it with a stick and I realizedit was a nest of wild bees. I started to run but it was too late.I was stung four times. Three in the head and one in my arm.I don’t have to tell you what my face looked like.STUDENT 3Have you ever broken your leg or arm?Yes, I have. It was winter and I went skiing in the mountains. Itwas the last day of skiing and I was very tired. I didn’t want togo skiing anymore but my boyfriend insisted that we ski onemore time. So it was the last time before going to our hotel. SoI was going down, not very fast, and suddenly I saw this man infront of me. I don’t know how I managed to swerve but I, sortof, flew up and I remember I hit the ground with great force.The next thing I remember is my boyfriend’s face and the bluesky above. He was asking how I was. I said OK, but thenI realized I couldn’t move my hand. Well, my wrist was brokenand I had to wear a plaster for the next three weeks.STUDENT 2Have you ever been injured?I have been injured in a car crash. I must say it was quiteserious. I even had to go to hospital for a week. It was twoyears ago. My friend Alec and I were coming from the partyin Alec’s parents’ car. Imagine, it was a brand new Volvo! Itwas dark and the weather wasn’t very nice. Actually it wasraining. My friend would always drive fast but this time it wasreally too fast. I think he wanted to show off what anexcellent driver he was. I just think it was so stupid of him. So,we were going at high speed and suddenly Alec lost controlover the car. Luckily we missed a tree by inches and welanded in the ditch. The impact was so strong that I wasthrown out of the car through the windscreen. I had a lot ofbruises and cuts, my ribs and my left arm were broken, andthe doctors said I had some inner injuries. Fortunately wesurvived but if we had hit that tree… Nothing serioushappened to Alec but the car was a mess.STUDENT 4Have you ever been injured?I have twisted my wrist just recently. I was painting the wallsin my living room. I decided to paint my room pink and Ibought the most expensive paint that was in the shop. It wasvery good as only one coat would do. You didn’t have topaint many times to get the colour you wanted. So I didn’teven care about a ladder and I took a stool. Now, I’m quitea big man and the stool wasn’t very stable. When I waspainting I lost balance and fell. I hit the bucket with the paintwith my leg and then I landed on my right wrist. It was rathera painful experience and now I know that ladders are betterthan stools.ZA¸ÑCZNIK 12MILESTONES IN THE HISTORY OF MEDICINESTUDENT 1InfectionWORDS:vaccination, cowpox, smallpox, infect,immune, acquired immunity, mildinfection, sample, milkmaids, uninfectedEXTRA INFORMATION:On May 14th, 1796 a milkmaid SarahNelmes from Hill Farm got a woundfrom a sick cow – she came to EdwardJenner who pressed out somepoisonous matter and used it to infecta little boy Jimmy with cowpox.STUDENT 2EpidemicsWORDS:remove, handle, cholera outbreak,bacterial, devil, spread, authorities,convince, preventEXTRA INFORMATION:John Snow was an anaesthetist andepidemiologist. From 1836 he practicedmedicine in London. He also didexperimental work on ether andchloroform, and devised apparatus toadminister anaesthetics.STUDENT 3AntibioticsWORDS:antibiotic, infection, battlefields, treat,wounded, lab, experiment, fungi,isolate, anti-bacterial compoundEXTRA INFORMATION:Fleming discovered that penicillinbelonged to the same family of mouldsthat often appear on dry bread – in a fewdays it turns dark green and producesyellow liquid, which stops the growth ofthe disease gems. It’s the strongest onthe eighth day.106

ZA¸ÑCZNIK 11I’M SO SICKunit 5 tapescript 3 part 1 (in an office)Liam: (coughs)Ian: Well, well, seems like you’ve got a cold.Liam: Yes, I think I’ll die. I’ve got a sore throat, and a headache, I feel really sick.Ian: Oh, dear. You probably weren’t dressed properly. You should always wear a hat and you know what? – I always wearlong johns.Liam: Long johns? Yeah, maybe I should.Ian: I think you should go home and drink some hot tea with lemon and honey. And you should stay in bed. You look reallyawful.Liam: Do you think the old man will let me go home?Ian: Don’t know. Why don’t you go and ask him?Liam: Yeah, I’ll do that.unit 5 tapescript 3 part 2 (in the old man’s office)Boss:Liam:Boss:Liam:Boss:Liam:Boss:Liam:unit 5 tapescript 3 part 3 (at the doctor’s)Doctor: So, how have we been?Liam: I’m really sick, doctor. I’ve been coughing for a week and my eyes hurt – I can’t stand the light, and I have a funnysensation in my stomach. I also think that I have a high temperature.Doctor: Oh, boy. Say „ah”.Liam: Ah…Doctor: Your throat doesn’t look bad.Liam: Yes, but I’ve got a terrible headache. Will I die?Doctor: No, definitely not. You should go home, have a good sleep, drink some hot tea with lemon…Liam: …and honey?Doctor: Yes, with honey.Liam: Will you prescribe antibiotics?Doctor: No, that won’t be necessary. Take some cough syrup. You’ll get a doctor’s note for two days.Liam: Thank God! I mean, I have to take a rest…unit 5 tapescript 4 (in the old man’s office)Boss:Liam:Boss:Liam:Boss:Liam:Boss:Liam:Boss:Come in. Mr Grant. What brings you here? Oh, don’t come any closer.Mr Trent, I’m really sorry, but I’m so ill. My throat is sore I can hardly speak, and I’ve got a headache, and astomachache. My eyes are like two fireballs. Actually I can hardly stand. Do you mind if I sit down?No, no.So, as I was saying, I’m terribly sick. I’ve got the flu or maybe something worse. I can’t move – my muscles hurt, and…Listen Grant. Go home, take a nap, drink some hot tea with lemon and honey. You look terrible.Thank you, Mr Trent. I’ll do that.And don’t come back here without a doctor’s note. You know, I need it, just in case…I’ll do that, Mr Trent. Thank you.Get me that Liam Grant! NOW!!Good morning, Mr Trent. Here is the doctor’s note. I’ve been…Enough, Grant. What were you doing yesterday?Well, I was in bed. The doctor…No, Grant, you were NOT in bed. A friend of mine who happens to know you saw you at the swimming pool two daysago and I saw you walking out of a restaurant with a girl. You were far from being sick and you definitely were NOTin bed.But…You are fired, Grant! I don’t want to see you any more.But…No “but”, Grant!www.wsip.com.pl107

ZA¸ÑCZNIK 13I’VE GOT A PROBLEMSTUDENT 1AYou’ve been sneezing and coughinga lot, you’ve had temperature. You knowyou should see a doctor but you havea test tomorrow and you know you can’tmiss it. Ask your friends for advice.STUDENT 1BYou’ve had indigestion for a few days.You don’t feel very well – you eatcarefully but it doesn’t help much. It’syour friend’s birthday on Saturday andthere’s going to be a huge party. Youdon’t know what to do – you are afraidthat you may feel worse. Ask yourfriends for advice.STUDENT 1CYou played football yesterday and todayyour ankle hurts. You want to go to thedisco tomorrow with your boyfriend /girlfriend but you can’t walk at all. It’syour first “date” and you don’t want tolet your partner down. You don’t knowwhat to do. Ask your friends for advice.STUDENT 2AListen to your friend’s problem. Give him/ her some advice on what to do.Use the following suggestions:1) see a doctor immediately, take someaspirins, stay in bed,2) do not tell anybody – you are ill andyou’re excused.STUDENT 2BListen to your friend’s problem. Give him/ her some advice on what to do. Use thefollowing suggestions:1) see a doctor, take some indigestionstablets,2) do not go to the party, stay at home.STUDENT 2CListen to your friend’s problem. Give him/ her some advice on what to do. Use thefollowing suggestions:1) see a doctor, don’t walk,2) don’t tell your girlfriend / boyfriendanything – you’ll explain later.STUDENT 3AListen to your friend’s problem. Listento advice given by student 2. Agree withhis /her first advice.Do not agree with his / her secondadvice. You think that your friend should:– talk to his / her teacher,– ask his / her parents to talk to theteacher.STUDENT 3BListen to your friend’s problem. Listento advice given by student 2. Agree withhis / her first advice.Do not agree with his / her secondadvice. You think that your friendshould:– talk to his / her friend before the party,– send him / her a birthday card or anemail.STUDENT 3CListen to your friend’s problem. Listento advice given by student 2. Agree withhis / her first advice.Do not agree with his / her secondadvice. You think that your friendshould:– phone his / her girlfriend / boyfriendand explain everything,– suggest watching a video at his place.ZA¸ÑCZNIK 14WHICH CLUB TO JOIN?GROUP ASTUDENT 1– you like flying,– you like water,– you look for some fun atweekend.GROUP ASTUDENT 2– you like swimming verymuch,– you’d like to combineswimming with flying.GROUP ASTUDENT 3– you don’t like white-waterrafting,– you’d like to spend a lovelyday at the seaside.GROUP ASTUDENT 4– you’ve been alwaysfascinated by kites,– you don’t like paragliding,you’re afraid of heights.GROUP BSTUDENT 1– you don’t like flying,– you can’t swim,– you’d like to spendwonderful holiday withyour friends.GROUP BSTUDENT 2– you are afraid of heights,– you are looking foradventurous holiday.GROUP BSTUDENT 3– you love paragliding,– you have never raftedbefore,– you don’t like speed.GROUP BSTUDENT 4– you love swimming andwater,– you’d like to admire abeautiful countryside,– you love taking pictures.GROUP CSTUDENT 1– you don’t like swimming,– you can spend up to $200on the course,– you love the mountains.GROUP CSTUDENT 2– you like flying but youwould never do a parachutejump,– you are free on Saturdaysand Sundays only.GROUP CSTUDENT 3– you have tried white-waterrafting before and you thinkit’s too dangerous,– you are seeking foradventure,– you don’t like the sea.GROUP CSTUDENT 4– you’d like to do white-waterrafting but you can’t swim,– you’ve been alwaysinterested in surfing,– when you were a child youliked playing with kites.108

ZA¸ÑCZNIK 15DEFINING AND NON-DEFINING RELATIVE CLAUSESCorrect the sentences – write what kind of mistake it is.wrong use of relative pronoun – wpcommas – ,,1. Mark and Alex, that were near the shore, saw a boat.2. They decided to dive with the people which they did not know.3. Susie and Ann for whom we had to wait did not bring their flippers.4. I know a beautiful place which you can dive.5. Diving is the sport, that really excites me.6. Our friend, whom diving computer was damaged, couldn’t swim to the surface.7. Mr Smith who was our coach didn’t know where to go.8. Jane, whose used my equipment, didn’t want to dive with us.9. A young boy, who was running towards the shore, shouted loudly.10. The woman which came to our tent was about forty years old.ZA¸ÑCZNIK 16HOW TO EXPLAIN IT – GUESS THE DEFINITIONGROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 GROUP 6consonance heifer magpie roster tipster kohlearplug itinerary nipper scimitar usurer mangergrange ledger railhead ticker wrapper ophthalmiaZA¸ÑCZNIK 17ON THE MOVESTUDENT 1Part AYou want to get the following information: use suggestedbeginnings – you’ll get the information only when you ask theappropriate question. Write down the answers you get. Startwith Could you tell me...1. What time does the train to Glasgow leave?2. How much is a single ticket to London?3. Does this train stop in Edinburgh?4. What time does the plane take off?5. Is it the last train to Liverpool?Part BStudent 2 is going to ask you some questions. You can give thenecessary information only when the question is the same ason your card.1. Do you know what time the plane leaves Heathrow?7.15.2. Do you know if I need to make a reservation?No, you don’t.3. Do you know where boarding gate 7 is?Go straight on, then turn right.4. Do you know how long the flight takes?About 1 hour forty minutes.5. Do you know how much a return ticket to Brighton is? – £34.STUDENT 2Part AStudent 1 is going to ask you some questions. You can give thenecessary information only when the question is thesame as on your card.1. Could you tell me what time the train to Glasgow leaves?– 4.452. Could you tell me how much a single ticket to London is?– £233. Could you tell me if this train stops in Edinburgh?Yes, of course.4. Could you tell me what time the plane takes off?3.505. Could you tell me if it is the last train to Liverpool?No, it isn’t. There’s another one at 10.30.Part BYou want to get the following information: use suggestedbeginnings – you’ll get the information only when you ask theappropriate question. Write down the answers. Start with Doyou know...1. What time does the plane leave Heathrow?2. Do I need to make a reservation?3. Where is boarding gate 7?4. How long does the flight take?5. How much is a return ticket to Brighton?www.wsip.com.pl109

ZA¸ÑCZNIK 18WHAT A STRANGE WORLD1. You have a 1 to 3,000,000 chance of getting killed by asnake.2. If an average man had a metabolism comparable to that ofa hummingbird he would have to eat 100 pounds ofhamburger every day to maintain his weight.3. The ant can lift 20 times its own weight, can pull 30 timesits own weight.4. A hedgehog’s heart beats 300 times a minute on average.5. The turkey was named for what was wrongly thought to beits country of origin.6. Tigers have striped skin, not just striped fur.7. The fingerprints of monkeys are virtually indistinguishablefrom those of humans, so much so that they could beconfused at a crime scene.8. An elephant may consume 1000 pounds of hay and 60gallons of water in a single day.9. About 70% of all living organisms in the world are insects.10. The poison-arrow frog has enough poison to kill about200 people.11. A snail can have about 1000 teeth.12. Adult cats with no health problems are in deep sleep 15percent of their lives. They are in light sleep 50 percent ofthe time.13. More than 50% of pet owners talk to their pets on thephone or through an answering machine.14. A shark can detect one part of blood in 500 million partsof water.15. The kangaroo can jump 350 times its body length, that islike a human jumping the length of a football field.16. More people are killed annually by donkeys than die in carcrashes.17. In Egyptian times, the penalty for killing a greyhound wasequivalent to that of killing a man.18. All the swans in England are property of the Queen.Messing with them is a serious offence.19. Twenty-five percent of pet owners blow-dry their pet’shair after a bath.20. A cat uses his whiskers to determine if a space is too smallto squeeze through.ZA¸ÑCZNIK 19ARE YOU HAPPY ABOUT IT?STUDENT 1SITUATION 1Let’s go to the zoo.Response: That’s a wonderfulidea.STUDENT 2SITUATION 1This book is for you.Response: What a surprise!STUDENT 3SITUATION 1What do you think of thisdress?Response: I love it. It’s verynice.STUDENT 4SITUATION 1Catch this spider for me.Response: I’m afraid ofspiders.SITUATION 2I have four brothers – they areall doctors.Response: I don’t believe you.SITUATION 2I won over $10,000 last week.Response: Really?SITUATION 2I will help you with maths.Response: That’s very nice ofyou.SITUATION 2Could you play tennis withme on Saturday?Response: I’m afraid I don’tlike tennis.SITUATION 3Come to my party onSaturday.Response: I’d love to.SITUATION 3We are leaving on Tuesday,not on Wednesday.Response: Are you sure aboutit?SITUATION 3These roses are for you.Response: I love roses.SITUATION 3Will you go to the disco withme?Response: I hate discos.110

ZA¸ÑCZNIK 20DIFFERENT EUROPE? – EXERCISE 3When you buyWhen you sellPLN DM FRF ESP ITL PLN DM FRF ESP ITLPLN 1 2 0.65 0.026 0.0023 PLN 1 1.8 0.63 0.025 0.0022ZA¸ÑCZNIK 21DIFFERENT EUROPE? – EXERCISE 4STUDENT 11. Is the United Kingdom a member of the European Union? YES2. How many countries joined at the beginning of the European Union? 63. Which day is European Day? 9th May4. How many waves of accession have been so far? 45. How often are elections held in the member states? every 5 years6. What was the currency of Spain before the Euro? pesetaSTUDENT 21. How many members are there in the European Parliament? 5182. What’s the European Union’s anthem? Ode to Joy3. Where is plenary session of the European Parliament held? In Strasbourg4. What does ECU mean? European Currency Unit5. What is the approximate value of Euro in PLN? 4 PLN6. Does Belgium have a King/Queen? YesZA¸ÑCZNIK 22WHAT COUNTRY IS IT?STUDENT 1It is a republic with a population of about 60 million people. Oneof the legends connected with this country is about a wolf. Themost famous painting in the world comes from this country. Thecountry is situated by the sea but you can go skiing as well. Thewinters are wet and summers hot and dry with long hours ofsunshine. This country is famous for its olives and wine. Thereis also a big car industry. People from this country love fashion,good food, and football. They are friendly and easy going.ItalySTUDENT 3An ancient name of this country is Helvetia. It was once a partof the Roman Empire. It gained independence in the 16thcentury. There is no sea but a lot of mountains in thiscountry. It’s also famous for its lakes. The summers are warmand the winters cool. There is a high standard of living in thiscountry. It is a financial centre. This country is famous for itsprecision instruments. People from this country are verytidy and most of them speak German.SwitzerlandSTUDENT 2This wasn’t one country before the 90’s. It’s been united formore that ten years now. The capital of this country was movedfrom one city to another several years ago. This county is at thesea but there are also mountains. The highest peak, theZugspitze is 2,962 metres high. The winters are mild and thesummers are cool. Economically this is one of the leadingcountries in Europe. It’s famous for its cars.People from this country are considered hard working andclean. They like to have everything in order. They are neverlate. They like drinking beer a lot, watching football, and drivingfast cars.GermanySTUDENT 4In the 8th century it was a Muslim dominated country.Nowadays this country is divided into 17 regions. Thecountry is rather flat crossed by mountains. One coast of thiscountry has the warmest winter temperatures. It’s famous forits olives and wine. Ernest Hemingway liked a kind of a sportfrom this country and described it in his books. There area lot of tourists in the summer in this country. People fromthis country are friendly and easy going but sometimes theymay be impulsive. They love football.Spainwww.wsip.com.pl111

ZA¸ÑCZNIK 1a) N wycina z kopii strony kartki 3x3 pola, które rozdaje U. N czyta przymiotniki po polsku, U znajdujà ich angielskie odpowiednikina swoich kartkach. U, który znajdzie trzy przymiotniki w rz´dzie, kolumnie lub po przekàtnej – krzyczy BINGO i wygrywa.b) N definiuje podane s∏owa, podaje krótkie definicje lub przyk∏ady po angielsku – U znajdujà odpowiednie przymiotniki na swoichkartkach. Pozosta∏e zasady jak w wersji a).Wykorzystane przymiotniki: optimistic, energetic, hard-working, artistic, easy going, sociable, organised, disorganised, successful,sentimental, efficient, precise, strong, charming, confident, witty, gifted, attractive, fussy, spontaneous, sociable, pessimistic, happy, lazy,critical, materialistic, calm, rude, unhappyZA¸ÑCZNIK 2U pracujà w parach lub w grupach trzyosobowych (sytuacja 6). N wycina karteczki i rozdaje parom role: A1-B1, A2-B2 itd. U przygotowujàkrótkie dialogi korzystajàc z informacji na kartkach. Kilka par przedstawia swoje dialogi.ZA¸ÑCZNIK 3U pracujà w grupach trzyosobowych – ka˝dy U otrzymuje od N krótki opis reklamy oraz swoje wyt∏umaczenie. Ka˝dy z U w grupieprzedstawia swoje wyt∏umaczenie, po czym grupa musi ustaliç, które z nich jest prawdziwe.ZA¸ÑCZNIK 4Ka˝dy U otrzymuje zestaw s∏ów, które po u∏o˝eniu w odpowiedniej kolejnoÊci utworzà pytanie – U musi zapisaç pytanie w zeszyciei na nie odpowiedzieç. U mogà pociàç s∏owa, aby ∏atwiej im by∏o u∏o˝yç pytanie.ZA¸ÑCZNIK 5N wycina wiadomoÊci i zgina je wzd∏u˝ linii przerywanej. Ka˝dy U otrzymuje jednà wiadomoÊç, którà próbuje zakodowaç – podajewiadomoÊç drugiemu U, który z kolei musi jà odkodowaç. Nast´pnie U porównujà ze wzorem kodowania – po odgi´ciu kartkiwzd∏u˝ linii przerywanej.ZA¸ÑCZNIK 6N wycina przys∏owia z kopii. Dzieli klas´ na dwie grupy. Ka˝da grupa wybiera jednà osob´, która wybiera przys∏owie (nie widziprzys∏owia wczeÊniej). Wybrana osoba przedstawia przys∏owie – pozostali U w grupie muszà zgadnàç, jakie to przys∏owie i poprawnieje powiedzieç – uzyskujà wtedy 1 punkt. Je˝eli grupa pope∏ni b∏àd lub nie rozpozna przys∏owia, zgaduje druga grupa – je˝elizgadnie, otrzymuje 2 punkty, je˝eli nie – nie otrzymuje ˝adnego punktu. Po ka˝dym przys∏owiu grupa wybiera nowà osob´ doprzedstawienia przys∏owia.ZA¸ÑCZNIK 7U pracujà w parach: ka˝dy U otrzymuje zestaw 3 obrazków wyci´tych przez N i zgi´tych wzd∏u˝ linii przerywanych. Jeden U jestwró˝bità – na podstawie podanych obrazków musi „przepowiedzieç” przysz∏oÊç drugiego U. U „wró˝bita” mo˝e odgiàç tylko jedenobrazek przed ka˝dà cz´Êcià „przepowiedni”.ZA¸ÑCZNIK 8N dzieli za∏àcznik na 6 cz´Êci, nast´pnie dzieli klas´ na 6 grup (2, 3, 4 osobowych). N czyta podane ni˝ej zdania. U w grupach wybierajàz otrzymanych kartek najlepszà ich zdaniem odpowiedê. Je˝eli uzyskajà trzy poprawne odpowiedzi w rz´dzie lub kolumniekrzyczà BINGO i ta grupa wygrywa.How are you today?Goodbye.I’ve broken your CD.I’m going to London at the weekend.I’ve got an exam tomorrow.Have a nice weekend!I got married on Saturday.Thank you very much.ZA¸ÑCZNIK 9Po wykonaniu przez U çwiczeƒ 1 i 2 ze stron 76-77 N dowiaduje si´, ile punktów U uzyskali. Rozdaje karteczki z charakterystykàstylu ˝ycia wed∏ug zdobytej punktacji w taki sposób, aby jedna osoba przekazywa∏a informacje drugiej. Je˝eli U uzyskali podobnàliczb´ punktów, N daje jednà kartk´ i U razem czytajà t´ charakterystyk´.ZA¸ÑCZNIK 101. U pracujà w grupach czteroosobowych: ka˝dy U otrzymuje histori´. U1 czyta histori´ i stara si´ jà opowiedzieç U2, który z koleiopowiada jà U3. U3 opowiada histori´ g∏oÊno – U porównujà ostatnià wersj´ z wersjà oryginalnà.2. N mo˝e równie˝ wybraç cztery czteroosobowe grupy – w ka˝dej z grup troje U wychodzi, nast´pnie wchodzà pojedynczo. U1czyta opowiadanie – przekazuje U2, ten przekazuje U3. U3 odtwarza koƒcowà wersj´. U2/3 nie mogà korzystaç z kartki. åwiczeniemo˝na powtórzyç cztery razy – do dyspozycji sà cztery ró˝ne opowiadania.ZA¸ÑCZNIK 11Przed przystàpieniem do çwiczenia N rozdaje teksty nagraƒ, których U wys∏uchali. U odgrywajà scenki korzystajàc z tekstów.N mo˝e poprosiç o przygotowanie scenek w domu, nauczenie si´ ról na pami´ç i odegranie ich na nast´pnych zaj´ciach.112

ZA¸ÑCZNIK 12U pracujà w grupach trzyosobowych: ka˝dy U czyta jednà cz´Êç tekstu – b´dzie musia∏ jà opowiedzieç pozosta∏ym U, grajàc rol´opisywanej osoby. Ka˝dy U otrzymuje kartk´ z wyrazami, których musi u˝yç oraz dodatkowe informacje. Pozostali U mogà zapytaço znaczenie nieznanych wyrazów oraz muszà wskazaç, która z przekazanych informacji nie jest zawarta w tekÊcie.ZA¸ÑCZNIK 13U pracujà w grupach trzyosobowych: ka˝dy U w grupie otrzymuje od N karteczk´ ze swojà rolà. U odgrywajà scenki zgodnie zewskazówkami podanymi na kartce. Kilka grup przedstawia przygotowane rozmowy.ZA¸ÑCZNIK 14U pracujà w grupach czteroosobowych: ka˝dy U otrzymuje od N karteczk´, w której zaznaczone sà jego preferencje co do wyboruuprawianego sportu. U muszà ustaliç, który z kursów / klubów mogà wybraç jako grupa – decyzja musi byç podj´ta jednomyÊlnie– U muszà osiàgnàç konsensus.ZA¸ÑCZNIK 15Ka˝dy U otrzymuje zestaw 10 zdaƒ, w których pojawiajà si´ b∏´dy zwiàzane z u˝yciem zaimka wzgl´dnego i przecinków. U majàoko∏o 5 minut na wskazanie rodzaju b∏´du i jego poprawienie. U wymieniajà si´ w parach karteczkami – sprawdzajà poprawnoÊçwykonania çwiczenia przez koleg´ / kole˝ank´. åwiczenie to mo˝na traktowaç jako çwiczenie powtórzeniowe.ZA¸ÑCZNIK 16N dzieli klas´ na 6 grup. Ka˝da grupa otrzymuje karteczk´ z trzema wyrazami. U w grupach korzystajà z jednoj´zycznego s∏ownikaangielskiego – znajdujà znaczenie (definicj´) podanego wyrazu – dopisujà jeszcze dwie „fa∏szywe” definicje. U czytajà s∏owoi definicje pozosta∏ym grupom, które zgadujà, która z definicji jest prawdziwa.ZA¸ÑCZNIK 17U pracujà w parach: ka˝dy U otrzymuje od N jeden zestaw pytaƒ i odpowiedzi. U post´pujà zgodnie z instrukcjà na kartce. Zadajàpytania poÊrednie. Je˝eli pytanie jest prawid∏owe – uzyskujà odpowiedê. U zamieniajà si´ rolami: U, który odpowiada∏, zadajepytania.ZA¸ÑCZNIK 18N wycina karteczki – na ka˝dej z kartek powinien byç jeden fakt dotyczàcy Êwiata zwierzàt. N dzieli klas´ na trzy grupy. Przedstawicieleka˝dej grupy wybierajà jednà kartk´ – muszà okreÊliç, czy podany fakt jest prawdziwy czy fa∏szywy. Je˝eli odpowiedê jestpoprawna, dru˝yna uzyskuje 2 punkty. Je˝eli odpowiedê jest niepoprawna, dru˝yna traci 1 punkt. N rozstrzyga o poprawnoÊci odpowiedzi.Zdania fa∏szywe:2. If an average man had a metabolism comparable to that of a humming-bird he would have to eat 285 pounds of hamburgerevery day to maintain his weight.3. The ant can lift 50 times its own weight, can pull 30 times its own weight.7. The fingerprints of koala bears are virtually indistinguishable from those of humans, so much so that they could be confusedat a crime scene.8. An elephant may consume 500 pounds of hay and 60 gallons of water in a single day.9. About 70% of all living organisms in the world are bacteria.10. The poison-arrow frog has enough poison to kill about 2,200 people.11. A snail can have about 25,000 teeth.13. More than 40% of pet owners talk to their pets on the phone or through an answering machine.14. A shark can detect one part of blood in 100 million parts of water.15. The flea can jump 350 times its body length, that is like a human jumping the length of a football field.16. More people are killed annually by donkeys than die in air crashes.ZA¸ÑCZNIK 19U pracujà w grupach czteroosobowych: ka˝dy U otrzymuje zestaw zdaƒ / pytaƒ. Wypowiada g∏oÊno zdanie – pozostali U piszà, jakby na nie zareagowali. U, który czyta zdanie sprawdza, która z odpowiedzi jest taka sama, jak zapisana na jego / jej kartce. U, którynapisa∏ takà odpowiedê, zdobywa jeden punkt. U czytajà zdania na zmian´.ZA¸ÑCZNIK 20N rozdaje ka˝demu U tabel´ przeliczeniowà z kursem walut z 1998 roku. U wykorzystujà tabel´ do rozwiàzania zadania na stronie153. N mo˝e przepisaç tabel´ na tablicy.ZA¸ÑCZNIK 21U pracujà w parach: ka˝dy U otrzymuje zestaw pytaƒ. U zadajà sobie pytania nawzajem – nast´pnie podliczajà punkty.ZA¸ÑCZNIK 22U podzieleni sà na grupy czteroosobowe. Ka˝dy U czyta informacj´ o kraju, zatrzymujàc si´ po ka˝dym zdaniu. Pozostali U s∏uchajà– U, który pierwszy odgadnie, o jakim kraju mowa, wygrywa. Nast´pnie pozostali U czytajà swoje informacje.www.wsip.com.pl113

Noty kulturowePAINTERSBritish paintersJohn Mallord William Turner (1775 – 1851) is remembered for his fine landscapes. He devoted his life to art and he was avery successful artist who began his career when he was still a teenager.Turner was born in London. His mother died when his was young and he was educated by his father. That wasn’t much howeveras he was only taught to read. At the age of 13 young Turner started exhibiting his own drawings in his father’s shop window forsale. Then at the age of 15 one of his paintings was exhibited at the Royal Academy, which was a great and rare honour for sucha young painter. His career was very fast. Soon he had his own studio and when he was 20 Turner became one of the best sellingpainters in London. Then at the age of 27, in 1802, he became a member of the Royal Academy.He started travelling around Europe. He was strongly inspired by Venice where he studied the sea and sky in different weatherconditions. Soon he developed a special painting technique. He didn’t just record what he saw but he interpreted scenes with alight-filled expression.The older he got the more eccentric he became. He had no close friends. No one could watch him paint. He always travelledalone. He stopped selling his paintings. 1850 was the last time when he held an exhibition. The following year he was foundhiding in a house in Chelsea. He was seriously ill.Turner was buried in St. Paul’s Cathedral.Turner is considered as one of the founders of English watercolour landscape painting. Some of his most famous works areCalais Pier, Dido Building Carthage, Rain, Steam and Speed, Burial at Sea, and The Grand Canal, Venice.Francis Bacon (1909 – 1992) was known for his highly individual, expressionistic style, based on images of terror. He was one ofa few painters who received critical approval during his lifetime. He was offered such honours as a knighthood and the Order ofMerit.He said he spent his life “between the gutter and the Ritz”. He was a heavy drinker and obsessive gambler, but still he appeared20 years younger than his age. His presence was equally welcome in the clubs of Soho or the salons of smart society, and he wasat his ease in both.For the last 25 years he lived in a small cottage near South Kensington which looked as if it was waiting for the furniture toarrive, with naked light-bulbs. “I feel at home in chaos,” he said.Bacon was born in Dublin and brought up in County Kildare, where his father had a training stable.Bacon hated fox hunting and blood sports and, having a weak chest and suffering from breathing difficulties was not expected byhis family to live to 21.At the age of 18 he went to Berlin. Two months later he moved to Paris, where he saw the first Picasso exhibition, whichinfluenced his work.Bacon began painting in the late 1920s, but it was not until the 1940s that he discovered his own artistic idiom. He began to paintfull-time after World War II. In the following years Bacon turned his attention to the human figure and its expressions, a subjectwhich remained the main theme of his work until his death. He always showed the human being in despair.In paintings such as Head Surrounded by Sides of Beef (Study After Velázquez) (1954, Art Institute of Chicago) and a 1952 seriesdepicting snarling dogs, Bacon shocked the viewers with cruelty and violence. His work did not change over the years butdeveloped his theme of human pain, despair and loneliness, together with violence which may become symbolic of the 20thcentury.Bacon’s most memorable paintings: Figures in Landscapes, and a series of Heads, caught in the act of screaming.Bacon: “Sometimes people think my paintings are sensational because one of the things I have wanted to do was record thehuman cry – pain and despair – and that in itself is something sensational.”American paintersAndy Warhol’s (1928 – 1987) real name was Andrew Warhola. He was an American painter and filmmaker, who was a leaderof the pop art movement. Andy Warhol was born on August 6, 1928 in Pittsburgh, Pennsylvania. He is considered by many as themost influential American artist of the second half of the 20th century. Warhol’s signature style used techniques to createidentical, mass produced images on canvas, then variations in color to give each print of an edition a different look. Warhol diedin New York on February 27, 1987. He had set, and then stretched the boundaries of Pop Art. Warhol’s depictions of everythingfrom Campbell Soup Cans to the faces of celebrities comment contemporary American society.Jackson Pollock (1912 – 1956) was born in Wyoming. In 1928 he started to study painting in Los Angeles. Pollock travelledwidely across the United States in the 1930s but eventually he settled in New York where he worked in David Alfaro Siqueiros’sexperimental workshop. Pollock’s early works reflected the influence of Picasso. Later his style changed and he contributed toexhibitions of surrealist and abstract art. In 1952 his show in Paris was opened and his first retrospective was organized. His workwas recognized internationally but Pollock never travelled outside the United States. He died in a car accident on August 11, 1956.“My painting does not come from the easel. I hardly ever stretch my canvas before painting. I prefer to attach canvas to the hardwall or the floor. I need a hard surface. On the floor I am more at ease. I feel nearer, more a part of the painting, since this wayI can walk around it, work from the four sides and literally be in the painting. This is the method of the Indian sand painters ofthe West.I continue to get further away from the usual painter’s tools such as easel, palette, brushes, etc. I prefer sticks, knives anddripping paint. When I am in my painting, I’m not aware of what I’m doing. I see what I have been about after I’ve paintedsomething. I have no fears about making changes, destroying the image, etc., because the painting has a life of its own.”114

GALLERIESThe National GalleryIn April 1824 the House of Commons agreed to pay £57,000 for the picture collection of the banker John Julius Angerstein. The38 pictures were intended to form the core of a new national collection, for the enjoyment and education of all.At present the Gallery contains over 2,300 pictures.Paintings are moved every day. It is because they are either in the Conservation Department, or on loan to another institution.On arrival at the Gallery you can check a painting’s location either at one of the Information Desks or in the Micro Gallery,where the pictures’ locations are updated on a daily basis.The National Gallery’s collection belongs to the people of the United Kingdom, and therefore it is open, free of charge, to all.Open daily 10 am to 6 pm, Wednesday until 9 pm.The National Portrait GalleryPhilip Henry Stanhope (1805–1875), Thomas Babington Macaulay (1800–1859) and Thomas Carlyle (1795–1881) – those arethree names whose efforts resulted in the Gallery’s foundation in 1856. They wanted “... a gallery of original portraits, suchportraits to consist as far as possible of those persons who are most honourably commemorated in British history as warriors oras statesman, or in arts, in literature or in science”.Gallery was formally established on 2 December 1856, and the first picture to enter the Gallery collection was the portrait ofShakespeare.The National Portrait Gallery was established with the criteria that the Gallery was to be about history, not about art. Thiscriterion is still used by the Gallery today when deciding which works enter the National Portrait Gallery’s collection.Opening hoursMonday – Wednesday: 10.00 – 6 pmThursday – Friday: 10.00 – 9 pmSaturday – Sunday: 10.00 – 6 pmAdmissionAdmission is free, except for some special exhibitions.TateTate ranks with the National Gallery and the British Museum as one of the great museums of Britain. It has a dual role as thenational collection of British art and as the national collection of international modern art.The original Tate Gallery opened in 1897 as the National Gallery of British Art. It was built on the site of Millbank Prison,demolished in 1892, and was designed to house the collection of nineteenth-century painting and sculpture given to the nationby Sir Henry Tate, together with some British paintings transferred from the National Gallery in Trafalgar Square.Its responsibilities were specifically for modern British art, then defined as by artists born after 1790.In 1917 the gallery was formally constituted as the National Gallery of Modern Foreign Art. At the same time its responsibilitiesfor British art were extended to artists born before 1790. In 1939, at the outbreak of the Second World War, the Gallery wasclosed and the collection dispersed to places of safety. It reopened in 1945.The National Gallery and Tate Gallery Act (1954) came into force in 1955, effecting the legal separation of the two galleries andestablishing the Tate as an independent institution.The Gallery now operates as an independent body, under the provisions of the Museums and Galleries Act 1992.AMERICAN PRESIDENTSwww.whitehouse.govWashington, George1789–97Adams, John1797–1801Jefferson, Thomas1801–09Madison, James1809–17Monroe, James1817–25Adams, John Q.1825–29Jackson, Andrew1829–37Van Buren, Martin1837–41Harrison, William Henry1841Tyler, John1841–45Polk, James K.1845–49Taylor, Zachary1849–50Fillmore, Millard1850–53Pierce, Franklin1853–57Buchanan, James1857–61Lincoln, Abraham1861–65Johnson, Andrew1865–69Grant, Ulysses S.1869–77Hayes, Rutherford B.1877–81Garfield, James A.1881Arthur, Chester A.1881–85Cleveland, Grover1885–89Harrison, Benjamin1889–93Cleveland, Grover1893–97McKinley, William1897–1901Roosevelt, Theodore1901–09Taft, William H.1909–13Wilson, Woodrow1913–21Harding, Warren G.1921–23Coolidge, Calvin1923–29Hoover, Herbert C.1929–33Roosevelt, Franklin D.1933–45Truman, Harry1945–53Eisenhower, Dwight D.1953–61Kennedy, John F.1961–63Johnson, Lyndon B.1963–69Nixon, Richard M.1969–74Ford, Gerald R.1974–77Carter, Jimmy1977–81Reagan, Ronald W.1981–89Bush, George H. W.1989–93Clinton, William J.1993–2001Bush, George W.2001–presentwww.wsip.com.pl115

George Washington (1732–1799) Commander of American Forces, great warrior, and the first President of the USA. In 1787 hepresided over the Constitutional Convention.Abraham Lincoln (1809–1865) He was the President during the Civil War (1861-65). He was against slavery’s expansion and afterthe war he proclaimed freedom for all slaves. Shot on 14 April, 1865 at Ford’s Theatre and died the following morning.Franklin Delano Roosevelt (1882–1945) He met the economic crisis with his ‘New Deal” for national recovery in 1933. Hebecame the only president to be re-elected three times. He tried in vain to stop the World War II, then he modified USA’sneutrality to favour the Allies. He met with Churchill and Stalin at Teheran (1943) and Yalta (1945). He died three weeks beforethe German surrender.John Fitzgerald Kennedy (1917–1963) JFK was the first Catholic and the youngest person elected president. He led civil rightsreform. He showed firmness in foreign policy. He made Russia withdraw its missiles from Cuba. He was assassinated on 22November, 1963 in Dallas, Texas.Richard Nixon (1913–) He lost the 1960 election to JFK, but won in 1968, and was re-elected in 1972. He resigned in 1974 afterseveral leading members of his government had been involved in the Watergate affair.George W. Bush (1946–) The 43th President of the United Stated. After the attacks of September 11th, 2001 Bush declared waragainst terrorism. The United States took military steps in Afghanistan freeing this country from the Taliban regime. Defeatingthe regime of Saddam Hussein in Iraq was another military operation in the East. President Bush said: “our Nation – thisgeneration – will lift a dark threat of violence from our people and our future. We will rally the world to this cause by our efforts,by our courage. We will not tire, we will not falter, and we will not fail.”AUTOMOBILESRolls RoyceRolls Royce motor cars are created with passion, quality and luxury.In 1904 Henry Royce, an engineer from Manchester was introduced to Charles Rolls, a great adventurer who had set a world landspeed record in 1903 (92 mph) and a hot-air balloonist (he died in a flying accident in 1910). They agreed to discuss an innovationfor F. H. Royce & Co. – making motor cars that would be ahead of their time.Engineer Royce focused on the need for quality. He said: “The quality remains long after the price is forgotten.”Charles Rolls was not a professional engineer but he saw great potential in Royce. Their first car show was exhibited at the ParisSalon in early December, 1904. It was a sensation and, two days before Christmas, a historic agreement was signed for Messrs C.S. Rolls and Co. to have exclusive rights to sell Royce cars in Britain. From that time on they have been known as Rolls Royce.The first model of RR was named the Silver Ghost. The most impressive quality was its silence in motion. Later a famousadvertisement for Rolls Royce motor cars said: “At 60 mph, the loudest noise from a Rolls Royce is the ticking of its electric clock.”In the 1920s, the Silver Ghost was replaced by the Rolls Royce Phantom. In the late 1930s came the Wraith, a decade later to bedubbed the Silver Wraith.Then came other “s” sounding names like Silver Dawn, Silver Shadow, Silver Spirit and the latest Silver Seraph.Mini MorrisThe Mini was designed as an affordable car for four people, small enough to cope with the increasing number of cars on theroads. The first Mini, produced in 1959 at a price of £500, soon became one of the most important little cars in the history of themotor car. It became very trendy in the 1960s and everybody wanted to have a Mini! From the Beatles and Peter Sellers toGraham Hill and Enzo Ferrari!In the following years Mini had a lot of problems to survive. It was modified in many ways both the engine and the looks. By the1980s the Mini started to die. Rover, the owner, launched several “special editions” to keep it alive. The most successful one wasthe Anniversary edition to celebrate 20 years of Mini production.The final Mini rolled off the production line on 6 October, 2000.FordHenry Ford produced his first car in 1893 and in 1899 he founded a company in Detroit. Ford Motor Company entered thebusiness world on June 16, 1903 becoming one of the symbols of development of industry and society in the 20th century.As with most great enterprises, Ford Motor Company’s beginnings were modest. They sold their first car to a physician inDetroit on July 20, 1903.Ford Motor Company pioneered the modern “assembly line” mass-production techniques. The new technique allowedindividual workers to stay in one place. This proved efficient and made the vehicles more affordable. The famous T-model wasproduced that way, 15 million of which were sold up to 1928.Henry Ford wanted to produce affordable cars for a mass market. From 1903 the company started using the first 19 letters of thealphabet to name new cars. In 1925 Ford Motor Company acquired the Lincoln Motor Company (luxury cars), and in the 1930s,they created the Mercury division (mid-priced cars).Ford also branched out into producing planes and tractors.Today, Ford Motor Company is a family of automotive brands consisting of: Ford, Lincoln, Mercury, Mazda, Jaguar, LandRover, Aston Martin, and Volvo.116

Klucz – Zeszyt çwiczeƒUnit 1Part 1 Grammar1 1. get up; am working; am getting 2. is taking 3. am staying4. are you talking 5. is snowing 6. come 7. understand; are8. doesn’t watch; is sitting; is watching2 1. are having; Are you going? 2. see 3. remember 4. arebeing 5. are you thinking; I am thinking 6. do you think;seems; like 7. do you think; am enjoying 8. is coming 9. cost10. do you live; live3 1. My neighbours are always having loud parties.2. When Peter calls me he always pretends he’s someone else.3. He is always forgetting what I tell him.4. They always talk with my friends.5. Sue always borrows my clothes.6. My sister is always wearing a lot of make-up.7. My brother is always telling me what to do.8. When my friends visit me they always stay late.5 1. She is cooking dinner for friends. 2. They are watching TVtonight. 3. They are flying to Paris. 4. She’s going to write anemail. 5. She is getting married. 6. He’s going to the dentist’s.6 Dear Scott,I am writing this letter to say that I think it’s over.... It seemsthere are too many differences between us. You know whatI am thinking about. I mean, look at us! I like getting upearly, you hate it. I enjoy big parties and you are alwaysavoiding them, which makes me mad. I know that you aregoing through a miserable period in your life, you failed thattest, and your dog died....What’s more, I think you eat too much and you don’t knowtable manners.... I also hate your friends.... You know what –the flowers you buy me from time to time!...Anyway, I am going to Italy on holiday tomorrow, so I won’tsee you again.7 A. 1. Feta cheese is produced in Greece, not in Spain.2. Twenty thousand bottles of juice are sold a day by thiscompany.3. The finest gold is used to make these wedding rings.4. Thousands of SMS’s are sent an hour.5. The children are being taken care of.6. I’m afraid his car is being washed at the moment.7. Why aren’t the walls being painted?8. Don’t worry, this problem is being thought over.B. 1. produce 2. are produced 3. aren’t going 4. emit 5. isbeing processed 6. is grown 7. is written 8. doesn’t move9. travels 10. readsPart 2 Vocabulary9 1. aggressive 2. critical 3. energetic 4. moody 5. lazy6. materialistic 7. impatient 8. sociable 9. pessimistic 10. selfish11. snobbish 12. sensitive10 1. whisper – szeptaç 2. sneeze – kichaç 3. clap hands – klaskaç4. stick your tongue out – pokazywaç j´zyk 5. wink at –mrugaç na 6. wave goodbye – machaç na po˝egnanie 7. laughat – Êmiaç si´ z 8. point your finger at – pokazywaç palcem9. shout – krzyczeç 10. cry – p∏akaç 11. cough – kaszleçwww.wsip.com.pl11 1. blue 2. green 3. black 4. green 5. white 6. red 7. white8. bluePart 3 Reading12 A. i B.1. north – objects connected with your job – black 2. north-east– books – black and green 3. east – green 4. south-east – a bellor a picture presenting fish – green and red 5. south – lamp –red 6. south-west – two similar objects – red, white, grey andblack 7. west – fan – white 8. north-west – flowersIs it necessary to rearrange your flat completely? It’s notnecessary.13 Living room: too much furniture, too many objects.Bedroom: no comments. Kitchen: too many objects on theworktop. Bathroom: no comments.Part 5 English for life15Anyway… You want to get back to the main point of what youwere saying.How is it going? A bit less formal question than How are you?Nice to see you. You say it when you are glad to see the person.See you soon. You say it to a person when you know you willmeet them again soon.Pardon? You didn’t understand.How are you? A standard question when you see somebody.I know, but… You want to disagree.I’ve got to be going. You want to go.Haven’t seen you for ages. You say it when you haven’t seen theperson for a long time.So… You say it when you want to start a conversationespecially with a question.Unit 2Part 1 Grammar1Nicole: What were you doing last night?Matt: ... I was watching The X-Files the whole evening.Matt: Well, we were watching it between 7 and 9, I think…Nicole: ... What were you thinking?Nicole: Yes, and you were watching The X-Files the wholetime, right?Nicole: Look, I was worring about you. I thought somethinghad happened to you, and you were watching The X--Files with Sue!Matt: Relax, I wasn’t doing anything bad and I wasthinking about you all the time.2 1. used to have 2. Did you use to look after 3. didn’t use topay 4. did you use to do 5. used to go 6. didn’t use to have7. used to come 8. used to wear3 1.Mr Biggs was eating his soup when a big fly flew into theroom.2. He hated flies so he started to eat faster.3. He was almost finishing when the fly sat on his nose.4. He tried to kill it but unfortunately he spilled the soup.5. He went to the kitchen to bring a towel to clean up and thefly waited for him on the ceiling.6. He was cleaning the table while the fly was hoveringabove him.7. Mr Biggs could hear it, so he decided to eat in the kitchen.8. He was walking carefully towards the kitchen and then thefly attacked again. It sat on Mr Bigg’s cheek.117

9. He dropped the plate and hit his cheek heavily but hemissed.10. He looked down and saw that the fly was sittingcomfortably and eating his soup.4 1. was working, were sunbathing, (were) swimming 2. stood,looked, pulled 3. went, were having 4. rained 5. broke, wasskiing 6. looked, was snowing, thought 7. was tidying, found8. happened, was driving5 1. was, hadn’t told 2. had done, went 3. hadn’t tried, told4. had washed, started 5. didn’t know, had taken 6. came,realised, had broken 7. had sold, became 8. wanted, had left6 Zdania przyk∏adowe:1. After she’d dialled the number she realised it was a wrongone.2. Brian forgot that he’d put his car key into the drawer.3. I was happy after I’d told him the truth.4. After his employer had shouted at him Mark changed hisjob.5. Before they decided to buy a computer they had readspecialist magazines.6. After I’d got a job I called my best friend.7A.1. c) 2. b) 3. c) 4. a) 5. c) 6. a) 7. b) 8. a)B. 1. were films made 2. had worked 3. didn’t work 4. hadn’tbeen used 5. was taking 6. were producedPart 2 Vocabulary8 1. at 2. with 3. on 4. in 5. on 6. on 7. to, by 8. for9 ... Quality newspapers have foreign correspondents(journalists who send reports about a situation abroad). Theyalso have special reports about interesting subjects calledfeatures. Quality press is seldom biased. This means theyseldom are in favour of a particular political party and theypresent facts objectively.On the other hand there are tabloids that present “distorted”truth. Often they are very subjective (they present facts onlyfrom their point of view). They are interested in sensationalismand they make up stories about celebrities – famous actors,singers or the Royal family. They use poor quality picturestaken by paparazzi, photographers who invade people’sprivacy. You cannot ban those images or texts because thatwould be censorship, but the people involved can sue thosenewspapers.10 show: „Wieczór z Jagielskim”chat show: „Rozmowy w toku”quiz show: „Milionerzy”cartoon: „Bolek i Lolek”sitcom: „Âwiat wed∏ug Kiepskich”breakfast show: „Kawa czy herbata?”soap opera: „Na dobre i na z∏e”the weather forecast: „Prognoza pogody”11 1. contestants 2. telly 3. showing 4. broadcast 5. channels6. viewers, listeners 7. episodes 8. Show 9. newsreaders10. satellite, satellitePart 3 Reading12 A., B.1. crime: Three drug suspects arrested2. environment: Madrid car ban3. media: Cruise reluctant with Finch4. politics: National means more popular5. health: Children at risk6. business: STP Co. sighs with reliefPart 4 Writing13 and – i; also – tak˝e; as well – tak˝e, te˝ (na koƒcu zdaniaangielskiego); besides – poza tym; but – ale, lecz; although /even though – chocia˝; on the other hand – z drugiej strony;however / nevertheless – jednak / nie mniej jednak; in spite of/ despite – pomimo; therefore – wobec tego; so – wi´c;because / since – poniewa˝14 1. despite / in spite of 2. also 3. on the other hand4. therefore 5. although 6. as wellPart 5 English for life17 Zdania przyk∏adowe:1. Hello? 2. Hello, this is X speaking, can I speak to Tom,please? 3. Hang on a munute, I’ll just get her. 4. Hang on aminute, I’ll see if she’s in. 5. I’m afraid they aren’t at home,(would you like to leave a message?) 6. Speaking.Unit 3Part 1 Grammar1 1. My meals are tastier. 2. My house is bigger. 3. I’m morehard-working. 4. I’m better at computer games. 5. My childrenare more intelligent. 6. My car is faster. 7. Our holiday wasmore extraordinary. 8. I’ve bought more beautiful flowers.9. Our clock is lovelier. 10. Our mobile phone is more modern.2 Zdania przyk∏adowe:1. Women talk more than men. 2. Men drive faster thanwomen. 3. Women cook better meals than men. 4. Men cryless. 5. Women go shopping more often than men.3 Zdania przyk∏adowe:1. Computer B has the most RAM. 2. Computer C is as easyto use as Computer B. 3. The processor in Computer B is thefastest. 4. Computer A is the cheapest. 5. Computer A is thesmallest. 6. Computer A has less RAM than Computer B.4 Dear Fiona,... I’m the best thing that could happen to you. You’re crazyand I’m the craziest boy in the whole school, and the mosthandsome, too. I’m the tallest in my class and my hair is thedarkest.... Last year I was one of the most diligent students.The worst mark I got was B.... This puts me among the mostintelligent students in the school.... my coach told me I was hisfastest football player.... My friends say I’m the funniestperson on earth.... I only buy the most expensive clothes andthe finest aftershaves.Why didn’t Josh get the answer? Because he was the mostconceited person on earth!5 1. Neither she nor her brother like ice cream. 2. Both Peterand George said they were coming. 3. Either Chris or Tom willcheck what’s wrong with your computer. 4. It’s going to be bothcold and foggy. 5. I’ll go either to the mountains or to theseaside. 6. Neither Sue nor I am interested in your offer.7. Both my parents are 40. 8. Neither I nor my friends haveheard of Mr Tucker.6 1. the fastest 2. as useful as 3. more crowded than 4. theclosest 5. more dangerous than 6. the biggest 7. not as cheap as8. The least 9. more expensive 10. the most modern 11. worsethan 12. the furthest 13. happier 14. the most beautiful118

7 1. Both of them are tall. 2. Neither of them have seen anelephant. 3. Either of them can go with me. 4. Neither of us cango to that party. 5. Both of you will have to go to theheadmaster. 6. Either of us can stay with you.8 1. Both / Either 2. Neither 3. Either 4. Neither 5. Either6. Both9 1. each other 2. yourself / yourselves 3. himself 4. yourself5. each other 6. myself 7. themselves 8. each otherPart 2 Vocabulary10 1. hardware, software 2. hard disk 3. floppy disks 4. modem5. surf 6. world wide web 7. access 8. virus 9. crashed 10. snailmail, emails11 1. b) 2. c) 3. a) 4. h) 5. e) 6. d) 7. f) 8. i) 9. g)12... Basically computers perform mathematical operationsthat are used in many ways.... They are used for storing all sortof information... It’s easier to carry out financial transactionsor control cash dispensers. They regulate air traffic. They canteach courses, test student’s knowledge, keep records ofpatients in hospitals, libraries, and schools. And if you use theInternet you can find a lot of useful information....13 The best computers in town. You can’t find better. Ourspecial offer: Olympic 290AS; processor: 1,8 GHz; mainboard: A-BIT SH8 Pentium; RAM: 125MB; HD: 60MB; DVDdrive; graphics card: GeeForce III 64 MB; sound card:Soundblaster 2000; case: midi; monitor 17”. For only 3,000 PLNPart 3 Reading14 1. During the starting process, Windows 2000 checks yourcomputer hardware configuration in order to identifynew internal or peripheral devices.2. You should check the hardware installation of the CD-ROM.3. It can use many devices.4. You need to install a separate PCI or AGP graphics cardfor each additional display.5. You can use it to play games, give presentations, watchmovies, and surf the Internet.6. Use the controls on the monitor.A. During the starting process, Windows 2000 checks yourcomputer hardware configuration in order to identify newinternal or peripheral devices. In some rare cases, Windows2000 will not be able to clearly identify the installed hardware.In these cases you should check the hardware installation ofthe CD-ROM.B. Windows 2000 provides support for using more than onedisplay device at a time – you simply install a separate PCI orAGP graphics card for each additional display you intend touse. With multiple displays, you can expand your desktop, rundifferent programs on separate displays, even play some gameswith multiple views. And each display can have a differentresolution and colour depth.C. Using your television for your computer’s display is ideal forplaying games, giving presentations, watching movies, andsurfing the Internet. The display on your monitor may changeor look squashed. This occurs because the display adjusts tofit the dimensions of your television. To correct the monitor’sdisplay, use the controls on the monitor to adjust the displaysize and position.www.wsip.com.plThe size of the display on your monitor may be smaller and notperfectly centred when you have television display enabled.These effects are caused by the changes required to providea proper display on the television.D. The HOT 247 sound card will let you run thousands ofSound Blaster and Sound Blaster Pro compatible games andapplications, including a rapidly growing number of Windowsbusiness applications that are compatible with the WindowsSound System.Part 5 English for life16 1. F 2. F 3. F (it must be black) 4. T 5. F (remote sensor)6. T 7. T 8. TUnit 4Part 1 Grammar1 1. Mark, will you be staying overnight? 2. Excuse me, whenwill you be leaving? 3. What time will you be leaving the hotel?4. Will you be staying in the garden? 5. How will Tom andMonica be travelling to Miami? 6. Will you be listening tomusic for a long time? 7. When will you be having lunch?8. Will you be going to that party tomorrow?2 1. I’ll have 2. I’ll be flying 3. I’ll try 4. Will you stay / will yoube staying 5. will be giving 6. I’ll show 7. I’ll be teaching 8. I’llbe lying3 Zdania przyk∏adowe:1. It’s going to rain. 2. are going to crash. 3. I’m going to fail.4. We are going to be late. 5. You are going to break your leg!6. It’s going to be some party!4 1. will 2. am going to 3. am going to 4. will 5. are going to6. will 7. are going to 8. are you going to 9. will 10. are going to5 Zdania przyk∏adowe:I hope I’ll be rich. I believe I’ll get a degree. I think I’m goingto have a lot of friends. I think I won’t buy a big house soon.6 1. will be painted 2. will fall down 3. will be invented 4. willbe transferred 5. will be invested 6. will launch 7. will beforgotten 8. will be informed7 1. might rain 2. might be 3. might not come 4. could go 5. maywin 6. might not be 7. could learn 8. might be 9. couldn’t do10. might try 11. might be 12. couldn’t touch8 1. can’t be 2. must be 3. can’t be 4. can’t be 5. can’t be 6. mustbe 7. can’t be 8. must be9 1. painting / to paint (te˝ jest mo˝liwe) 2. Painting 3. to paint4. painting 5. to paint 6. to paint10 1. to learn 2. write 3. Travelling 4. to see 5. sleeping 6. to go7. smoking 8. to come11 Zdania przyk∏adowe:1. To buy a newspaper. 2. To learn more about the world. 3. Tocommunicate. 4. To have a rest. 5. To earn money. 6. To relax.13 1. to tell 2. telling 3. to take 4. asking 5. cutting 6. talking7. walking 8. telling 9. walking 10. to walkPart 2 Vocabulary14 A. double bass, harmonica, flute, piano, cymbals, drum,electric guitar, cello, trumpet, violin, saxophoneB. stringed instruments – instrumenty smyczkowe; keyboard119

instruments – instrumenty klawiszowe; wind instruments – instrumentyd´te; percussion instruments – instrumenty perkusyjne15 a) novelist b) journalist c) poet d) painter e) photographerf) composer g) musician h) conductor16 1. self-portrait 2. still-life paintings 3. brushes 4. artgalleries, museums 5. composers 6. canvas 7. palette 8. musician17 1. coincidence 2. witches 3. superstitions 4. superstitious5. believe 6. astrologer 7. beliefs 8. clairvoyant 9. tell10. prophecies 11. spill 12. spit18 abstract art – a school of painting in which there is noreference to material objects or particular examples,characterised by geometric qualitiescubism – a school of painting (Picasso, Braque) in whichnatural forms are put into geometrical shapesimpressionism – a movement in French painting (Monet,Renoir, Pissarro), based on natural light effectspop-art – a movement in modern art that copies images fromcomic books, advertising, and science fictionsculpture – a three-dimensional piece of artoil – an oil paintingwatercolour – a painting done in watercolourscrayon – a small stick of charcoal, wax, or chalk mixed withcoloured pigmentPart 3 Reading19 A. staged – wystawiony; host – gospodarz; celebrate – tu:uczciç; encompass – zawieraç; diversity – ró˝norodnoÊç; stilts –szczud∏a; juggle – ˝onglowaç; gig – koncert muzyczny w klubieB. 1. When was the festival first held? 2. Why are fringeperformances different? 3. How long does the festival last?4. What are the events during the festival? 5. What do thestreet performers do during the festival? 6. What otherfestivals can you attend?Part 5 English for life21 1. b. 2. f. 3. d. 4. e. 5. c. 6. a.22 Thank you, I’m full. – After you.Help yourself. – Never mind.Unit 5Part 1 Grammar1 He’s been painting his flat.She’s been taking a shower.She’s been looking for something.He’s been fighting.He’s been helping his friend.2 1. Matthew has been learning English since September.2. They have been waiting for the bus for 40 minutes. 3. Bobhas been waiting for a reply for ages. 4. My parents haven’tbeen watching Friends since last week. 5. She has beenstudying since 2002. 6. I haven’t been smoking since Saturday.7. William and Tessa have been going out together for threeyears. 8. Peter has been telling this joke for twenty minutes.3 1. have they had 2. has it been raining 3. have been 4. Haveyou finished 5. have been reading 6. has been cleaning 7. havebroken4 1. How long have you had this car? 2. How long have theybeen waiting for her? 3. How long has she been here? 4. Howlong has Jim been staying at your place? 5. How long have youknown Jessica? 6. How long have you been writing this essay?5 1. Have you told him yet? 2. She hasn’t been to Poland yet.3.... I’ve already heard it. 4. I’ve just read this book. 5. Has Markseen your new computer yet? 6. I’ve already seen that film.6 1. haven’t seen 2. always drank 3. Have I told 4. did you spend5. Did you ever smoke 6. haven’t been to7 1. have loved 2. was living, met, became 3. lived 4. hasalready passed 5. has been sleeping 6. has been complaining,wasn’t surprised, left 7. has ached, Is 8. have been trying, haveyou been 9. haven’t been 10. have seen 11. saw 12. bought8 1. Three letters have been written so far. 2. How long has thisbuilding been occupied? 3. Thousands of Eminem’s albumshave been sold so far. 4. I have already been told. 5. 800 tonsof coffee have been produced this year. 6. Why hasn’t it beendone yet? 7. It hasn’t been seen before. 8. 5 million SMS’shave been sent this week.Part 2 Vocabulary9 Nale˝y wpisaç kolejno od góry – po lewej: rib, kidney; po prawej:brain, blood, heart, lungs, stomach, liver.10 Nale˝y wpisaç od góry – po lewej: eye brow, ear, cheek, lips,shoulder, hand, stomach, finger, thigh, knee, calf, heel, toes.Po prawej: head, eye, nose, nostrils, neck, chest, waist, hip,wrist, leg, ankle, foot.11 1. sore throat 2. feet 3. headache 4. sprain 5. rush 6. bones7. sneeze 8. indigestion 9. temperature12 indigestion – difficulty in digesting food, stomach aches –niestrawnoÊçfood poisoning – vomiting and diarrhoea caused by eating /drinking – zatrucie pokarmowefever – high temperature – goràczkaflu – cough, sneezing, high temperature, headache – grypathroat inflammation – redness, swelling, and pain of thethroat – zapalenie gard∏achickenpox – high temperature, red spots that itch – ospawietrzna13 1. sprain 2. yawn 3. nostrils 4. flu 5. bandage 6. infection14 1. a) 2. c) 3. b) 4. b) 5. b) 6. c) 7. a) 8. b) 9. c) 10. b)15 1. behind my back 2. in cold blood 3. I’m all ears 4. face toface 5. by heart 6. have my fingers crossedPart 3 Reading16 A. A traditional doctor B. A herbalist C. A patient17 1. F 2. T 3. F 4. T 5. T 6. F 7. T 8. F 9. FPart 5 English for Life19 G The best thing would be to drink a lot of hot drinks.A What do you think is the best thing to do?G If I were you, I’d stay in bed.A What should I do?A Can I ask you something?120

G You should / shouldn’t smoke.G What you have to do is get more exercise.A What do you think?The above sentences are rather informal.Unit 6Part 1 Grammar1 1. which / that 2. that 3. who 4. where 5. whose 6. who 7. which8. whose2 1. who lives in that building – is my teacher. 2. which drivesme mad – is the noise next door. 3. that came this morning –really surprised me. 4. who – you introduced me to? 5. that –was this big. 6. who wrote this – should be given a prize.7. where we – first met? 8. which arrived today – were allabout history.3 1. who 2. whose 3. whose 4. whose 5. whose 6. who4 1. The story (that) you told me was so funny. 2. Thepoliceman (that) you saw on TV is my uncle. 3. The manwhose house was sold went bankrupt. 4. A friend whom I metat Greg’s place gave me your phone number. 5. I know arestaurant where we can have dinner. 6. She doesn’t like carsthat/which are red. 7. The man who robbed the bank hasn’tbeen caught. 8. I’m looking for a person whose car is parked infront of my garden.5 1. She likes talking to people, which is a very good thing.2. – 3. Shakespeare, who lived in the 16th and 17th century, isthe most famous playwright of all time. 4. – 5. Mr Thomson,who turned 36 last week, won 3 million dollars. 6. BarbaraClark, whose picture hangs in the main hall, founded thisschool. 7. – 8. This famous photo, which was burnt in a fire lastyear, was reconstructed on a computer.7 1. – 2. who / that 3. who 4. – 5. that 6. that 7. – 8. –9 1. which 2. which 3. what 4. which 5. What 6. what10 1. The man who hit me didn’t know what he was doing.2. This is the house that I grew up. where5. She didn’t call me at all, what made me sad. which6. This is not which I like. whatPart 2 Vocabulary11ATHLETICS WATER WINTER TEAMSPORTS SPORTS GAMESlong jump scuba diving ice hockey football, handball,shot putting swimming skiing basketball, captain,high jump sailing snowboard goalkeeper, players,ski jumping baseball, referee12 1. ice hockey 2. soccer / football 3. swimming 4. baseball5. basketball 6. tennis 7. American football 8. skiing 9. golf10. snorkelling 11. karate 12. sailing13 1. f) 2. c) 3. a) 4. b) 5. d) 6. e)Part 3 Reading14 1. b) 2. d) 3. a) 4. e) 5. f) 6. c) 7. i) 8. j) 9. g) 10. h)www.wsip.com.pl15 (1) D (2) E (3) C (4) B (5) APart 5 English for life17 A. It’s square. It’s rectangular. It’s triangular.It’s round.B. It’s made of leather. It’s made of metal. It’s made ofplastic. It’s made of paper.C.a computerto makebeautifulslowlywithUnit 07It’s a noun.It’s a verb.It’s an adjective.It’s an adverb.It’s a preposition.Part 1 Grammar1 1. will look, find, will give 2. wins, will get 3. doesn’t work, willhave to 4. freezes, will be 5. can, doesn’t work 6. call, will take7. will get, go 8. rains, won’t go out 9. have, will come and see10. doesn’t trust, will refuse 11. don’t stop, will tell 12. will lend,doesn’t tell 13. dies, will be 14. arrives, will have to 15. will get,ask2 1. would repair, knew 2. was, would get married 3. could,wouldn’t feel 4. could, was / were 5. worked, would get6. might, knew 7. would, were 8. might, gave 9. could, wanted10. would learn, didn’t work3 1. If they didn’t have a summer house at the seaside, theywouldn’t spend the whole summer there.2. If my computer was faster, I could play the latest games.3. If she didn’t speak English well, she couldn’t get a job.4. If I had some money, I could go to Mexico.5. If I had time, I would go out.6. If he did some exercise, he would be fit.7. If I learnt more, I would have good marks at school.8. If I didn’t have a lot of free time, I couldn’t go with you.4 Zdania przyk∏adowe:1. If I were you, I’d think about it. 2. If I were him, I’d learnmore. 3. If I were them, I wouldn’t leave the dog at home. 4. IfI were him, I’d study medicine. 5. If I were her, I’d talk to him.6. If I were you, I’d go to sleep.5 1. If he visits us, we’ll go out.2. If he visits us, we’ll stay at home.3. Call me the moment you enter your house.4. Call me after you’ve come home.5. I think he will call.6. I’m sure he will call.7. I wasn’t in Egypt.8. I was in Egypt.6 Odpowiedzi przyk∏adowe:1. calls 2. would you do 3. the weather is nice 4. will lend yousome money 5. would go 6. had more time 7. I wouldn’t tell himthat 8. he asks you7 If there hadn’t been big fire, five people wouldn’t have died.The police wouldn’t have arrested the thief if he hadn’t left hisfingerprints.If the company had paid more, the workers wouldn’t gone onstrike.121

If David Beckham hadn’t broken his leg, England wouldn’thave lost.The space shuttle wouldn’t have crashed if there hadn’t beentechnical problems.If it hadn’t rained, the championships at Wimbledon wouldhave continued.The accidents wouldn’t have happened if the weather hadbeen better.The bank wouldn’t have lost 1,000,000 if the accountant hadn’tmade a mistake.8 1. What would have happened if Thomas Edison hadn’tinvented the light-bulb? People would have used candles.2. What would have happened if Karl Benz hadn’t createdthe first car? People would have used horses.3. What would have happened if Napoleon had won theBattle of Waterloo? The history of Europe would havebeen different.4. What would have happened if World War II hadn’tbroken out? There would have been no communism inPoland.5. What would have happened if Columbus had been lost atsea? America wouldn’t have been discovered in 1492.6. What would have happened if Alfred Nobel hadn’tinvented dynamite? Less people would have died.7. What would have happened if A-bomb hadn’t beeninvented? The people in Hiroshima and Nagasaki wouldn’thave died in 1945.8. What would have happened if King Jagie∏∏o had lost theBattle of Grunwald? Poland would have been in greatdanger.9 1: When is your new album going to be released? 2: Is therea new member in your group? 3: Why did Rob Fincher, theformer lead guitarist, leave the band? 4: What have the criticssaid about your new album? 5: How does your day look like?6: Are you breaking up with your boyfriend?10 1. What does she like eating for breakfast? Do you knowwhat she likes eating for breakfast?2. Were they in the cinema last night? Do you know if theywere in the cinema last night?3. When are you going to apply for a job? Do you know whenyou are going to apply for a job?4. How many people were there at the party on Saturday?Do you know how many people there were at the party onSaturday?5. Why do you want to know? Can you tell me why you wantto know?6. Where do you live? Can you tell me where you live?7. How often do you brush your teeth? Can you tell me howoften you brush your teeth?8. Does Hugh have a car? Do you know if Hugh has a car?9. What time are we going tomorrow? Do you know whattime we are going tomorrow?10. Who have they invited? Do you know who they haveinvited?Part 2 Vocabulary11 fasten the seatbelts reverse give wayovertake flat tyre break down brake12 1. bumper 2. bonnet 3. windscreen 4. tyre 5. boot6. indicator 7. horn 8. steering wheel13 1. a) 2. a) 3. b) 4. b) 5. b) 6. b) 7. a) 8. c)14 1) boss 2) wings 3) sing 4) cash point 5) wagon6) check-out desk 7) take of 8) deck 9) fairy tale15 1. change 2. check-in 3. dining car 4. duty-free 5. get on,get off 6. Get in, get out 7. passport control 8. Publictransport 9. fares 10. single / one way, return16Americantruckhighwaygassubwayrotarytiregear shifthoodtrunkgas pedalsidewalkBritishlorrymotorwaypetroltube/undergroundroundabouttyregear leverbonnetbootacceleratorpavement17 colour – centre – theatre – travelling – honour – dialogue –programme – cataloguePart 3 Reading18 1. Do you have a driving licence?Yes, I do.... Now I drive from time to time.2. How was your driving test?My exam was very stressful.... Fortunately everything wentsmoothly and I passed.3. Are the exams different now from how they used to be inBritain?Now the situation has changed with exams.... I’ve had a fewfunny experiences.4. Have you had any funny or scary experiences whiledriving?I’ve never had any scary experiences really.... So that wasreally scary.Part 5 English for Life20. 1. shop 2. airport 3. railway station 4. street 5. railwaystation 6. ferry 7. customs 8. airport, shop 9. railway station,airport 10. airportUnit 8Part 1 Grammar1 1. There are a lot of plastic packaging for products in shops.2. Are there many parks in this area? 3. There aren’t many carsin China. 4. There is a lot of smoke in this room. 5. Are theremany cycle paths in your town? 6. A lot of trees are cut downevery year. 7. There aren’t many alternative sources of energyin Poland. 8. Is there much carbon dioxide in the atmosphere?2 1. not enough / too many 2. not enough 3. not enough / toomany 4. too much 5. too much 6. not enough / too many 7. toomany 8. not enough3 1. I’ve got a few books in my room. 2. Sarah has little moneyin her pocket. 3. I spent a few days in London. 4. I’m afraid,we’ve got little milk left. 5. I only drank a little alcohol lastnight. 6. We talked a little, then we went home. 7. I had a fewdoughnuts. That’s enough. 8. She is new so she has few friendshere.122

4 1. There are too much factories. many 2. There is so a lot ofrubbish everywhere. much 3. My drink is enough cold. coldenough 6. There aren’t litter bins enough. enough litter bins7. There are too much pollutants in the air. many 8. She’s gota lot CDs. a lot of CDs5 1. b) 2. c) 3. b) 4. a) 5. b) 6. b) 7. c) 8. b) 9. a) 10. c)7. 1. I wish / If only they didn’t have noisy parties. 2. I wish / Ifonly I could help you. 3. I wish / If only my computer workedproperly. 4. If wish / If only I didn’t have to study all the time.5. I wish / If only I could play the piano. 6. I wish / If only Icould spend the summer here again. 7. I wish / If only I readmore books. 8. I wish / If only I didn’t watch so much TV.9. I wish / If only there were more happy people in the world.10. I wish / If only I had two million dollars.8 2. I wish you would work less. 3. I wish you would comehome earlier. 4. I wish you would listen when I talk. 5. I wishyou would wash up. 6. I wish you wouldn’t lie on the bed withyour shoes on. 7. I wish you wouldn’t play computer games allthe time. 8. I wish you wouldn’t talk only about cars. 9. I wishyou wouldn’t leave your dirty socks everywhere. 10. I wish youwould remember which toothbrush is yours.9 1. I wish I hadn’t been late for my interview. 2. I wish I hadseen that rock. 3. I wish you had told me how to do it. 4. I wishsomebody had helped me. 5. I wish they had come to myparty. 6. I wish she had tried to contact us. 7. I wish he hadbeen at home. 8. I wish we hadn’t gone to Italy on holiday.10 1. I had stayed 2. I was older 3. would stop 4. hadn’t been5. I spoke 6. would tell 7. I could 8. would leavePart 2 Vocabulary11 ANT PIG DOG CAT ELEPHANT GIRAFFE LIONBIRD FISH FROG RAT WHALE TIGER HORSEMOUSE COW SHEEP CAMEL PARROT TURTLE12 1. ant 2. tiger (tylko tygrysa nic nie ∏àczy z Afrykà) 3. dog4. owl 5. cat 6. giraffe13 muzzle tail wingclaws paw beak featherclaws14 A. 1. a) 2. c) 3. b) 4. c) 5. b) 6. b) 7. c) 8. a) 9. b) 10.b)B. a. 1. b. 3. c. 4. d. 2. e. 6. f. 8. g. 5. h. 9. i.7. j. 10.15 1. renewable resources 2. carbon dioxide 3. The ozonelayer 4. Rain forests 5. natural resources 6. Rubbish dumps7. pollution 8. toxic waste16 sort out rubbish; save energy; use public transport; throwaway batteries; don’t use aerosols; get around the city; don’tthrow away litter; recycle paper, cardboard.17 1. Ozone is the main source of oxygen for the Earth. Rainforests / Plants are2. Greenhouse gases protect the Earth from harmful VUradiation. The ozone layer protects3. Water, air and wind are called the waste of energy.(alternative) sources4. Cars are still the main source of industrial fumes althoughmost of them have catalytic converters. exhaust5. Rubbish fumes are usually situated outside cities. dumps6. Warming the climate due to increasing amount of carbondioxide is called pollution. greenhouse effectPart 3 Reading18 1. b) 2. a) 3. b) 4. a) 5. b) 6. c)Part 5 English for life20 A.Do you fancy…Why don’t we go to…?How about…?Could you…Do you think you could…Will you…I’m sorry but…I ordered … and not …I’m not satisfied with …Unit 9Offers and suggestionsRequestsComplainingPart 1 Grammar1 1. that week 2. that day 3. the next day 4. that night 5. then6. that 7. those 8. the following year2 1. told 2. told 3. said 4. say 5. tell 6. say 7. say 8. tell3 1. He told me to stay where I was. 2. He told me not tomove. 3. He told me to stop talking. 4. He told me to turn itdown. 5. He told me to hurry up. 6. He told me to leave himalone. 7. He told me to try again. 8. He told me not to thinkabout it.4 Przyk∏ad:Amy called Nick yesterday. She asked him if he would like tocome to the party with her and her friends. Nick asked who wascoming. She said that people from their class. Then Nick askedwhere the party was and Amy replied that at Robert’s. Shesaid it was his birthday the next day. Nick said he couldn’tbecause he was going to the cinema the next day. Amy said thatthe cinema could wait and Nick replied that he thought hewould come.5 1. Stay here. 2. I can’t come to the party. 3. I sent the letteryesterday. 4. I won’t even try. 5. George isn’t going to studymedicine. 6. Be quiet. 7. Where does she live? 8. I’ve hadenough.6 1. She asked if I liked her. 2. He asked if he had told mealready. 3. She asked if I would remember her. 4. They askedif I was going to play with them. 5. He asked if Robert calledme the day before. 6. She asked if she was a nurse. 7. He askedif Susan lived near here. 8. She asked if I was happy with mynew job. 9. He asked if I had been waiting for him there.10. She asked if I could type.7. 1. S/he asked what time I was going to finish. 2. S/he askedwhen the best time to go fishing was. 3. S/he asked where I hadbeen. 4. S/he asked why I hadn’t called her. 5. S/he asked howmuch I spent on that jumper. 6. S/he asked who I was sittingnext to. 7. S/he asked what s/he should do. 8. S/he asked howmany people there had been in the room. 9. S/he asked howoften she visited her grandparents. 10. S/he asked when Iwould know.8. 1. b) 2. a) 3. c) 4. b) 5. a) 6. c) 7. c) 8. a) 9. b) 10. c)9. 1. the 2. –, – 3. –, a, a 4. – 5. a, a. The, the 6. – 7. the, a, –8. the 9. the, the 10. –www.wsip.com.pl123

10 1. Atlantic isn’t the biggest ocean in the world. 3. TheThames is the most romantic river in Europe. 4. I’d like to goto the Odeon tonight. 5. I’m going to the newsagent’s to buy TheGuardian. 6. In his speech he talked a lot about the rich and thepoor. 8. Mrs Drench is a secretary. 9. The British are known fortheir love for dogs. 10. Have you ever been in the High Street?Part 2 Vocabulary11Number Country Nationality Capital city1. Portugal Portuguese Lisbon2. Belgium Belgian Brussels3. The Netherlands Dutch Amsterdam4. Luxembourg Luxembourgian Luxembourg5. Denmark Danish Copenhagen6. Finland Finnish Helsinki7. Estonia Estonian Tallinn8. Latvia Latvian Riga9. Austria Austrian Vienna10. Greece Greek Athens12 1. organisations 2. homeless 3. Politicians 4. Union5. freedom 6. justice 7. stability 8. unemployed 9. international10. agreement13 Zdania przyk∏adowe:economics (money)employmentsocial securitythe environmentPart 3 ReadingPolish currency is very stable.There is still big unemploymentin Poland.People don’t feel very safe in thestreets or parks at night.Poland should care more aboutthe environment.14 1. Because it’s getting colder and colder and it’s difficult forthe homeless to survive the winter.2. In a nice, quiet park.3. Because in train stations there are always lots of peoplewalking around, it is very loud and there are alsoproblems with the police.4. From dustbins.5. No, he doesn’t.6. He sells metal cans or paper.7. Day by day he is losing his pride, he is becoming ananimal-like, poor, lost creature.8. They refer to homeless people’s life.Part 4 Writing15 A. 1. The address 2. The date 3. The name and address ofthe company 4. Dear …, 5. I look forward to hearing from you.6. Yours faithfully / sincerely 7. Your name (printed or writtenin capital letters) 8. Your signatureB. Dear Sir, – you know that the person you are writing to isa man.Dear Madam, – you know that the person you are writing to isa woman.Dear Sirs, – you don’t know anything about the person you arewriting to.Dear Mr Tucker, – you know the name of the person you arewriting to.Yours faithfully, – if you started with Dear Sir, because youdon’t know the person’s name.Yours sincerely/Sincerely yours, – if you started with a name,e. g. Dear Mr Tucker,Part 5 English for Life17 MIND THE GAP – the underground („Uwaga na odst´p”– mi´dzy peronem a pociàgiem)NO SMOKING – the underground, art gallery, post office,zooQUEUE HERE – post officeSIGN HERE – documentNO PHOTOGRAPHY – art galleryMIND THE STAIRS – the underground, art gallery,post officeDO NOT CROSS – street (na taÊmie plastykowej rozwieszanejprzez policj´)DO NOT FEED THE ANIMALS – zooQUIET – WE’RE ON AIR – radio station18 Could you please mind the gap?Could you possibly queue here?Would you please not take photographs?Would you mind not crossing the line?Would you be so kind as not to feed the animals?Do you think you could be quiet?124

Plan wynikowySzanowni Państwo!Oddajemy w Państwa ręce propozycję planu wynikowego do podręcznika Open Mind Intermediate.Plan wynikowy w sposób zoperacjonalizowany przedstawia wiedzę i sprawności, które uczeń zdobywa w trakciepracy z podręcznikiem. Ujmuje więc on treści nauczania pod kątem konkretnych wyników osiąganych przezucznia, a nie – jak to czyni rozkład materiału – z punktu widzenia zakresu materiału zawartego w podręczniku.Plan wynikowy powinien uwzględniać nie tylko założenia realizowanego programu, ale też przyjęte systemyoceniania: wewnątrzszkolny i przedmiotowy oraz specyfikę grupy i styl pracy nauczyciela. Dlatego też niniejszapropozycja może się dla Państwa okazać bazą do tworzenia własnych planów wynikowych dostosowanych doPaństwa potrzeb.Proponowany tu plan wynikowy dzieli wymagania na podstawowe i ponadpodstawowe. Sprawności oznaczonegwiazdką (*) odnoszą się do ćwiczeń przygotowujących uczniów do zadań maturalnych.Aby uzyskać poszczególne oceny, uczeń powinien spełnić wymagania podstawowe i/lub ponadpodstawowew następującym stopniu:ocena wymagania podstawowe wymagania ponadpodstawowedopuszczająca co najmniej 50%dostateczna co najmniej 75%dobra co najmniej 75% co najmniej 50%bardzo dobra co najmniej 75% co najmniej 75%Mamy nadzieję, że proponowany przez nas plan wynikowy pomoże Państwu w planowaniu własnej pracy.Życzymy satysfakcji w pracy z podręcznikiem Open Mind.Wydawnictwa Szkolne i PedagogiczneSpółka Akcyjnawww.wsip.com.pl125

126Rozdzia∏UNIT 1MindUNIT 2MediaTreÊciprogramowe•Czasy PresentSimple i PresentContinuous•Kolory•Przymiotniki opisujàceosobowoÊç•Czasy przesz∏e•Reklama, telewizja,prasaWymagania programowepodstawowe ponadpodstawoweUczeƒ:•zna wi´kszoÊç s∏ownictwa z rozdzia∏u 1;•pos∏uguje si´ s∏ownictwem z rozdzia∏u1;•na podstawie przeczytanego tekstu odpowiada na pytania wielokrotnegowyboru;•swobodnie i poprawnie u˝ywa czasówPresent Simple i Present Conti-•zna zasady tworzenia i u˝ycia czasów Present Simple i PresentContinuous w stronie czynnej i biernej;nuous w stronie czynnej i biernej;•uzupe∏nia zdania czasownikami we w∏aÊciwej formie czasu PresentSimple lub Present Continuous;prezentowanych przez siebie i kole-•rozmawia o typach osobowoÊci re-•zna idiomy zwiàzane z kolorami;gów;•po przeczytaniu wst´pu do artyku∏u odgaduje treÊç ca∏oÊci; •rozmawia o stereotypach o Polakach,Brytyjczykach i przedstawi-•przypisuje nag∏ówki do akapitów tekstu;•uzupe∏nia tabel´ szczegó∏owymi informacjami z tekstu o ró˝nych cielach innych narodowoÊci;typach osobowoÊci;•pisze krótki opis stereotypów dotyczàcychwybranej narodowoÊci;•przypisuje charakterystyczne przymiotniki do przeczytanych opisówi poglàdów ró˝nych osób;•u˝ywa w∏aÊciwych zwrotów w ró˝nychsytuacjach ˝ycia codziennego•po przeczytaniu tekstu odpowiada na pytania typu prawda/fa∏sz;•identyfikuje temat wys∏uchanego wywiadu i okreÊla wypowiedzianew nim opinie;wianie siebie i innych, rozpocz´cie(powitania, po˝egnania, przedsta-•uzupe∏nia tekst o USA podanymi wyrazami;rozmowy, proÊba o powtórzenie•odpowiada na pytania dotyczàce wys∏uchanej rozmowy na tematy itp);codzienne oraz uporzàdkowuje kwestie w niej wypowiedziane; •∏àczy imiona osób mówiàcych o kolorachz treÊcià ich wypowiedzi;*•wie, jak si´ zachowaç w ró˝nych sytuacjach ˝ycia codziennego(powitania, po˝egnania, przedstawianie siebie i innych, rozpocz´cierozmowy, proÊba o powtórzenie itp).go wyboru do czytanego tekstu•odpowiada na pytania wielokrotne-o modzie.*•zna wi´kszoÊç s∏ownictwa z rozdzia∏u 2;•wype∏nia ankiet´ na temat stosunku do reklamy, dowiaduje si´o odpowiedziach kolegi i relacjonuje je klasie;•na podstawie przeczytanego tekstu dopasowuje techniki reklamowedo ich opisu;•zna zasady tworzenia i u˝ycia czasów Past Simple,Past Continuous i Past Perfect w stronie czynnej i biernej;•uzupe∏nia zdania czasownikami we w∏aÊciwej formie czasów PastSimple, Past Continuous i Past Perfect;•∏àczy postaci dialogu z treÊcià ich wypowiedzi;•uzupe∏nia luki w tekÊcie na podstawie nagrania;•pos∏uguje si´ s∏ownictwem z rozdzia∏u2.•swobodnie i poprawnie u˝ywa czasówPast Simple, Past Continuousi Past Perfect w stronie czynneji biernej.•mówi o reklamach, które lubi i którychnie lubi;•omawia przyczyny, które spowodowa∏y,˝e dane reklamy nie odnios∏yspodziewanego rezultatu;Kultura; Êcie˝kimi´dzyprzedmiotowe•Stereotypyo Amerykanach•Prasa brytyjska

www.wsip.com.pl127UNIT 3Computers•Stopieƒ wy˝szyi najwy˝szy przymiotników•neither, either,both, all•Zaimki zwrotne,each other•Czasy przesz∏e•Komputery•przeprowadza z kolegà wywiad na temat jego ulubionego programutelewizyjnego oraz przedstawia odpowiedzi klasie;•odpowiada na pytania wielokrotnego wyboru do przeczytanegotekstu;•identyfikuje tytu∏y programów wymienione w nagraniu i odpowiadana pytania typu prawda/fa∏sz;•w czytanym tekÊcie odgaduje znaczenie nieznanych wyrazów;•na podstawie nagrania porzàdkuje chronologicznie zdarzenia;•∏àczy wyrazy w rodzinach znaczeniowych (np. journal/journalist/journalism)z ich definicjami;•odpowiada na pytania do artyku∏u o prasie brytyjskiej;•potrafi si´ zachowaç w konkretnych rozmowach telefonicznych.•pisze nag∏ówki do podanych artyku∏ów;•pisze artyku∏y do podanych nag∏ówków;•rozpoznaje ró˝ne style we fragmentachartyku∏ów z ró˝nych gazet;•u˝ywajàc w∏aÊciwych zwrotów przygotowujewiadomoÊci, które móg∏bynagraç na automatycznej sekretarcew podanych sytuacjach;•odpowiada na pytania wielokrotnegowyboru do wys∏uchanych wiadomoÊciradiowych;*•dopasowuje nag∏ówki do artyku-∏ów;*•rozmawia o reality shows.*•zna wi´kszoÊç s∏ownictwa z rozdzia∏u 3;•pos∏uguje si´ s∏ownictwem z rozdzia∏u3;•korzystajàc z podanych wskazówek mówi o zastosowaniach komputerów;•swobodnie u˝ywa neither, either,•na podstawie podanych danych technicznych identyfikuje typ both, all;komputera, o którym mowa w nagraniu;•swobodnie u˝ywa przymiotników•po wys∏uchaniu nagrania wskazuje b∏´dne odpowiedzi w pytaniachwielokrotnego wyboru;oraz (not) as... as;w stopniu wy˝szym i najwy˝szym•relacjonuje informacje, tworzàc zdania z neither, either, both, all; •rozmawia o powodach, dla których•zna zasady tworzenia stopnia wy˝szego i najwy˝szego przymiotników;z Internetu;ludzie korzystajà lub nie korzystajà•tworzy zdania z u˝yciem przymiotników w stopniu wy˝szym i najwy˝szymi z (not) as... as;sko i u˝ywa argumentów za korzy-•w debacie precyzuje swoje stanowi-•na podstawie wys∏uchanej rozmowy wskazuje, której odpowiedzi staniem z Internetu lub przeciw korzystaniuz Internetu;udzielili poszczególni rozmówcy;•∏àczy obrazki z akapitami czytanego tekstu o poczàtkach Internetukówzwrotnych oraz wyra˝enia each•swobodnie u˝ywa w∏aÊciwych zaim-•uzupe∏nia czytany tekst podanymi zdaniami;other;•w rozmowie z kolegà uzyskuje odpowiedzi na podane pytania; •u˝ywa symboli typowych dla tekstówchat;•identyfikuje osob´ mówiàcà i jej intencje w nagranej wypowiedzi;•zna zasady u˝ycia zaimków zwrotnych oraz wyra˝enia each other; •wstawia brakujàce fragmenty we•uzupe∏nia zdania w∏Êciwymi formami zaimków zwrotnych i each w∏aÊciwe miejsca czytanego tekstu;*other;•Internet•Microsoft

128Rozdzia∏UNIT 4CultureTreÊciprogramoweWymagania programowepodstawowe ponadpodstawoweUczeƒ:•odpowiada na pytania otwarte oraz na pytania typu prawda/fa∏szi uzupe∏nia luki w czytanym tekÊcie o firmie Microsoft;•odgaduje znaczenie nieznanych s∏ów;•uzupe∏nia tekst w∏aÊciwymi formami podanych czasownikóww czasach przesz∏ych;•ustawia tematy poruszane w wys∏uchanym tekÊcie we w∏aÊciwejkolejnoÊci i na jego podstawie uzupe∏nia zdania;•rozpoznaje symbole u˝ywane w tekstach chat;•rozumie nagranà instrukcj´ instalowania programu komputerowego.•uzyskuje i udziela informacjio sprz´cie komputerowym i programachkomputerowych;*•przekonuje rozmówc´ do swojegopunktu widzenia i negocjuje cen´;*•rozmawia o grach komputerowych.*Kultura; Êcie˝kimi´dzyprzedmiotowe•Czasowniki modalne•odpowiadajàc na podane pytania opisuje obrazy;dzia∏u 4;•J. R. R. Tolkien•zna wi´kszoÊç s∏ownictwa z rozdzia∏u 4;•pos∏uguje si´ s∏ownictwem z roz-•Nostradamus•Forma gerundialnai bezokolicznik pewnoÊci;•swobodnie u˝ywa w∏aÊciwych czadyi przys∏owia•dobiera odpowiedni czasownik modalny w zale˝noÊci od stopnia •opisuje i interpretuje obrazy; •Angielskie przesà-•Udzielanie rad •zna zasady u˝ycia formy gerundialnej i bezokolicznika;sowników modalnych;z u˝yciem should •w podanych zdaniach wybiera pomi´dzy formà gerundialnà i bezokolicznikiemneji bezokolicznika;•poprawnie u˝ywa formy gerundial-i had better•Question tags •uzupe∏nia zdania odpowiednimi czasownikami w formie gerundialneji bezokoliczniku;Ênia ich pochodzenie;•prezentuje polskie przesàdy i wyja-•Czasy Future Simplei Future Continuouniazdania;pami´taç ten piàtek trzynastego”;•okreÊla przedmiot s∏uchanej rozmowy i na jej podstawie uzupe∏-•pisze opowiadanie „Zawsze b´d´•Sztuka•odpowiada na pytania do tekstu o przesàdach;•poprawnie u˝ywa question tags;•na podstawie s∏uchanego tekstu wybiera w∏aÊciwe zakoƒczenia zdaƒ; •przepowiada przysz∏oÊç na podstawieotrzymanych obrazków;•przewiduje dalszy bieg wydarzeƒ w opowiadaniu, odpowiada napytania i uporzàdkowuje obrazki;•w roli re˝ysera filmowego opisuje•uzupe∏nia zdania should i had better;kolejnà scen´ w swoim filmie;•odgaduje znaczenie przys∏ów angielskich i znajduje ich polskie •dopasowuje nag∏ówki do cz´Êci czytanegotekstu;*odpowiedniki;•zna zasad´ tworzenia question tags;•wskazuje zdania zgodne z treÊcià•uzupe∏nia zdania z question tags;przeczytanego tekstu;*•rozró˝nia i naÊladuje intonacj´ opadajàcà i wznoszàcà w question tags; •negocjuje cel i czas wycieczki;*•uk∏ada akapity tekstu o Nostradamusie we w∏aÊciwej kolejnoÊci; •rozmawia o sztuce.*•zapisuje pytania do tekstu w pe∏nej formie i dopasowuje do nichodpowiedzi;

www.wsip.com.pl129UNIT 5Health•Czasy Present PerfectSimple i PresentPerfect Continuous•Cz´Êci cia∏ai zdrowie•wypowiada w∏asnà opini´ o Nostradamusie;•zna zasad´ tworzenia i u˝ycia czasów Future Simple i Future Continuous;•uzupe∏nia zdania na podstawie wys∏uchanego tekstu;•u˝ywajàc podanych zwrotów tworzy zdania przepowiadajàceprzysz∏oÊç;•uzupe∏nia luki w tekÊcie na podstawie wys∏uchanego tekstu o Tolkienieoraz zadaje pytania o brakujàce informacje;•odpowiada na pytania do przeczytanego tekstu o Tolkienie;•s∏uchajàc nagrania odnajduje b∏´dy w zapisie tekstu i wskazujeu˝yte w nim wyrazy;•wie, jak si´ zachowaç w ró˝nych sytuacjach ˝ycia codziennego(gratulacje, ˝yczenia, podzi´kowania itp).•zna wi´kszoÊç s∏ownictwa z rozdzia∏u 5;•wype∏nia i analizuje ankiet´ na temat zdrowego stylu ˝ycia;•uzupe∏nia w∏aÊciwymi zdaniami dwa ró˝ne teksty opisujàce zdrowyi niezdrowy styl ˝ycia;•wyszukuje odpowiedzi na pytania o doÊwiadczenia wÊród czytanychopowieÊci ró˝nych ludzi;•zna zasad´ tworzenia i u˝ycia czasów Present Perfect Simple i PresentPerfect Continuous w stronie czynnej i biernej;•uzupe∏nia zdania czasownikami we w∏aÊciwej formie czasu PresentPerfect Simple i Present Perfect Continuous;•na podstawie s∏uchanego tekstu odpowiada na pytania i uzupe∏niazdania;•przewiduje treÊç tekstu, a nast´pnie, czytajàc go, weryfikuje swojeprzewidywania;•na podstawie nagrania uzupe∏nia luki w tekÊcie i uporzàdkowujekwestie dialogu;•sprawdza znaczenie nieznanych s∏ów w s∏owniku;•relacjonuje informacje z przeczytanego tekstu;•na podstawie uzyskanych informacji ∏àczy fakty i osoby;•na podstawie wys∏uchanego tekstu ∏àczy nazwiska i osiàgni´cia,wybiera w∏aÊciwe daty i odpowiada na pytania;•zna znaczenie idomów zwiàzanych z cz´Êciami cia∏a;•okreÊla sytuacje, w których mo˝na u˝yç podanych zwrotów, abyudzieliç komuÊ rady;•korzystajàc z podanych sugestii dopasowuje rady do podanychproblemów.•pos∏uguje si´ s∏ownictwem z rozdzia∏u5;•u˝ywa czasów Present Perfect Simplei Present Perfect Continuous;•odgrywa dialogi dotyczàce sp´dzaniawolnego czasu;•na podstawie podanych pytaƒ prowadziz kolegà rozmow´ o zdrowiui pisze krótkie sprawozdanie z tejrozmowy;•rozwija krótkà notatk´, tworzàczorganizowany i poprawny gramatycznietekst;•udziela rad, u˝ywajàc zwrotów w∏a-Êciwych w danej sytuacji;•na podstawie wys∏uchanego wywiadudopasowuje nazwy witamin doich wyst´powania i dzia∏ania orazwybiera w∏aÊciwe odpowiedzi napodane pytania;*•rozmawia o post´pie w medycyniei paleniu tytoniu.*•Wielcy odkrywcyw historii medycyny

130Rozdzia∏UNIT 6SportUNIT 7TransportTreÊciprogramowe•Zaimki wzgl´dne•Zdania wzgl´dne•Sport•Pierwszy, drugii trzeci okres warunkowyWymagania programowepodstawowe ponadpodstawoweUczeƒ:•zna wi´kszoÊç s∏ownictwa z rozdzia∏u 6;•pos∏uguje si´ s∏ownictwem z rozdzia∏u6;•uzupe∏nia tabel´ nazwami dyscyplin sportowych, w których jestdobry i w których dobrzy sà koledzy;•prowadzi z kolegami rozmow´•przewiduje odpowiedzi na podane pytania i weryfikuje je na podstawieprzeczytanego tekstu;jà;o sporcie, a nast´pnie relacjonuje•uzupe∏nia tekst wyrazami utworzonymi od podanych i weryfikuje •przedstawia klasie swój stosunekpoprawnoÊç wykonania zadania, s∏uchajàc nagranego tekstu; do ró˝nych sportów ekstremalnych;•uzupe∏nia tabel´ o sportach ekstremalnych;•przygotowuje ulotk´ reklamujàcà•odnajduje podane informacje w broszurach klubów sportów ekstremalnych;•wyjaÊnia znaczenie nieznanychklub snowboardingowy;•na podstawie przeczytanej charakterystyki osób i regulaminu s∏ów;bungee jumping ustala, które z opisanych osób mogà uprawiaç •odpowiada na pytania wielokrotnegowyboru do tekstu o dopinguten sport;•uzupe∏nia tabel´ regulaminu i cennik bungee jumping na podstawiewys∏uchanej rozmowy telefonicznej;•dopasowuje nazwiska osób opowia-w sporcie;*•dopasowuje nag∏ówki do akapitów tekstu o nurkowaniu;dajàcych o boksie do wypowiadanychprzez nie treÊci;*•rozró˝nia definiujàce i niedefiniujàce zdania wzgl´dne;•uzupe∏nia zdania w∏aÊciwymi zaimkami wzgl´dnymi;•relacjonuje wydarzenia sportowe.*•uzupe∏nia tekst niedefiniujàcymi zdaniami wzgl´dnymi i sprawdzapoprawnoÊç wykonania zadania z nagraniem;•na podstawie przeczytanego tekstu przypisuje przytoczone wypowiedziw∏aÊciwym osobom;•na podstawie przeczytanego tekstu identyfikuje poruszane tematyi formu∏uje pytania do podanych odpowiedzi;•odpowiada na pytania wielokrotnego wyboru i relacjonuje wys∏uchanytekst;•identyfikuje dyscypliny sportowe na podstawie przeczytanych opisów;•uzupe∏nia pytania do tekstu w∏aÊciwymi zaimkami wzgl´dnymii odpowiada na nie;•potrafi zapytaç o zapomniane lub nieznane s∏owo.•zna wi´kszoÊç s∏ownictwa z rozdzia∏u 7;•uzupe∏nia tekst o egzaminie na prawo jazdy wyrazami o znaczeniuprzeciwnym do podanych wyrazów;•pos∏uguje si´ s∏ownictwem z rozdzia∏u7;•pisze opowiadanie o egzaminie naprawo jazdy;Kultura; Êcie˝kimi´dzyprzedmiotowe•¸y˝wiarzeJayne Torvilli Christopher Dean•Kraje o ruchulewostronnym•Eurotunnel

www.wsip.com.pl131UNIT 8Nature•Pytania zale˝ne•Samochody•Podró˝ samolotem,pociàgiemi statkiem•odpowiada na pytania do tekstu o pojeêdzie ginger i wstawia usuni´tewczeÊniej zdania we w∏aÊciwe miejsca;Eurotunnel;•kontynuuje histori´ podró˝y przez•zna zasady tworzenia i u˝ycia zdaƒ warunkowych pierwszego, •odgrywa role postaci z opowiadania;drugiego i trzeciego okresu;•uzupe∏nia zdania, u˝ywajàc pierwszego, drugiego i trzeciego •pisze artyku∏ do gazety o incydenciew Eurotunnel;okresu warunkowego;•wstawia podane czasowniki we w∏aÊciwej formie, tworzàc poprawnezdania warunkowe;uprzejme pytania zale˝ne;•uzyskuje informacje, zadajàc•czytajàc i s∏uchajàc opowiadania w kilku cz´Êciach odpowiada na •uzyskuje informacje niezb´dnepytania, porzàdkuje wyrazy i przewiduje dalsze losy bohatera; w podró˝y;*•na podstawie przeczytanego tekstu o Eurotunnel poprawia b∏´dnieprzytoczone fakty;rozprawk´ i opowiadanie;*•pisze krótkà notatk´ informacyjnà,•podanymi zwrotami uzupe∏nia zasady bezpieczeƒstwa dla podró- •rozmawia o podró˝owaniu.*˝ujàcych przez Eurotunnel;•odpowiada na pytania do wys∏uchanej historii podró˝y przez Eurotunnel;•odnajduje odpowiedzi na pytania w tekÊcie o ruchu lewostronnym;•dopasowuje kraje i informacje o wyst´pujàcych w nich wyjàtkowychodcinkach dróg o ruchu lewostronnym;•odpowiada na pytania wielokrotnego wyboru do tekstu o BritishAirways;•rozumie znaczenie znaków informacyjnych;•rozpoznaje, gdzie mo˝na us∏yszeç podane komunikaty;•na podstawie pytaƒ niezale˝nych tworzy uprzejme pytania zale˝ne.•British Airways•OkreÊlniki iloÊci •zna wi´kszoÊç s∏ownictwa z rozdzia∏u 8;•pos∏uguje si´ s∏ownictwem z rozdzia∏u8;•A. A. Milne i KubuÊ•Delfiny•Wyra˝enia I wish... •zna znaczenie i u˝ycie okreÊlników iloÊci (too much/many, a lot of,i If only...lots of, enough) z ró˝nymi cz´Êciami mowy;•wyra˝a w∏asnà opini´, u˝ywajàc Puchatek•Zdania warunkowe•uzupe∏nia zdania okreÊlnikami iloÊci;•swobodnie u˝ywa If only... i I wish...;•identyfikuje b∏´dne zdania z okreÊlnikami iloÊci;okreÊlników iloÊci;•Irlandia•Ârodowisko •uzupe∏nia zdania informacjami z nagrania;•wyra˝a w∏asnà opini´ o trzymaniu•Zwierz´ta •na podstawie przeczytanego tekstu okreÊla zachowania charakterystycznedla ludzi i delfinów;•wyra˝a swoje uczucia, stosujàc w∏azwierzàtw domu i w zoo;•odgaduje znaczenie nieznanych wyrazów z kontekstu;Êciwe zwroty;•uzupe∏nia zdania wyra˝eniami z wys∏uchanego tekstu;•wstawia we w∏aÊciwe miejsca w tek-•uzyskuje od kolegów odpowiedzi na pytania o zwierz´ta;Êcie usuni´te z niego wyrazy;*•na podstawie tekstu o A. A. Milne odpowiada na pytania i porzàdkujechronologicznie wydarzenia z jego biografii;osób, którym mog∏yby pomóc;*•dopasowuje opisy psów do opisów•zna zasady u˝ycia If only... i I wish... w ró˝nych czasach;•rozmawia o ochronie Êrodowiska.*•uzupe∏nia i tworzy zdania z If only... i I wish...;

132Rozdzia∏UNIT 9EuropeTreÊciprogramowe•Pytania•Mowa zale˝na•Przedimki•PolitykaWymagania programowepodstawowe ponadpodstawoweUczeƒ:•parafrazuje zdania, u˝ywajàc If only... i I wish...;•uzupe∏nia zdania warunkowe w∏aÊciwymi formami czasownikowymi;•odpowiada na pytania typu prawda/fa∏sz do przeczytanego tekstuo Irlandii;•zna idiomy zwiàzane ze zwierz´tami;•dopasowuje zwroty wyra˝ajàce uczucia do podanych sytuacji.Kultura; Êcie˝kimi´dzyprzedmiotowe•zna wi´kszoÊç s∏ownictwa z rozdzia∏u 9;•pos∏uguje si´ s∏ownictwem z rozdzia∏u9;•Politycy•Unia Europejska•wyszukuje szczegó∏owe informacje w przeczytanym tekÊcie o UniiEuropejskiej;•w klasowej debacie opowiada si´ za•wskazuje, czego dotyczà liczby u˝yte w tekÊcie;Unià Europejskà lub przeciw niej;•po przeczytaniu opisu dnia w Parlamencie Europejskim, s∏uchajàc •przelicza waluty europejskie wed∏ugfragmentów tego samego tekstu okreÊla godzin´ i osob´ mówiàcà; podanego zadania i zapisuje wnioskiw kilku zdaniach;•z rozsypanych wyrazów uk∏ada pytania do kwizu wiedzy o Unii Europejskieji odpowiada na nie;•udziela informacji i uzyskuje informacjeo Unii Europejskiej;•na podstawie nagrania okreÊla osob´, która odpowiedzia∏a poprawniena ka˝de z pytaƒ;•uk∏ada dialogi z przyk∏adami k∏amstwaw dobrej wierze;•odpowiada na pytania o walut´ Unii Europejskiej;•na podstawie wys∏uchanego tekstu odpowiada na pytania typu •uk∏ada akapity biografii we w∏aÊciwejkolejnoÊci;*prawda/fa∏sz i uzupe∏nia zdania;•zna zasady u˝ywania przedimków;•pisze rozprawk´, uzasadniajàc swoje•uzupe∏nia zdania w∏aÊciwymi przedimkami;stanowisko wobec Unii Europejskiej;*•na podstawie przeczytanego tekstu ∏àczy postaci s∏ynnych politykówz cytatami, które wypowiedzieli i faktami z ich biografii;•rozmawia o przystàpieniu Polski do•zna zasady nast´pstwa czasów w mowie zale˝nej;Unii Europejskiej.•odpowiada na pytania do tekstu o politykach;•parafrazuje zdania w mowie zale˝nej na mow´ niezale˝nà i odwrotnie;•po przeczytaniu tekstu o k∏amstwie wybiera w∏aÊciwe stwierdzenia;•po przeczytaniu dialogu przes∏uchania wyra˝a w∏asnà opini´ o podejrzanym,którà nast´pnie weryfikuje po wys∏uchaniu nagrania;•zna zasad´ tworzenia pytaƒ zale˝nych;•rozpoznaje i tworzy poprawne pytania zale˝ne;•oreÊla miejsca, gdzie mogà byç wypowiedziane podane proÊbyi polecenia;•parafrazuje polecenia, u˝ywajàc pytaƒ poÊrednich;•parafrazuje zdania, u˝ywajàc wskazanych czasowników i mowy zale˝nej.