8 Art attack
Kultura
dziedziny kultury, twórcy i ich dzieła
Vocabulary Art, theatre, music
Artists 4 Work with a partner. Look at the sentences. Complete the words in italics with -or, -er, -ian or -ist. 1 Will Smith is a famous Hollywood act . 2 A sculpt is a person who makes sculptures. 3 She’s a great music . She can play the guitar, the piano and the violin. 4 Leonardo da Vinci was a great art . 5 It must be difficult being a conduct and responsible for a whole orchestra. 6 My cousin wants to be a ballet danc . 7 A paint usually needs a brush and canvas. 8 She’s a great perform . She loves being on the stage. 9 Mozart is my favourite compos . 10 Bob Dylan is a famous sing -songwrit . He usually sings his own songs.
1 Use these words to talk about this photo. audience
cast
lighting
performance
play
stage
2 Work with a partner. Look at the words in bold. Check that you understand them. Use your dictionary if necessary.
5a Speaking Work with a partner. Think of a person for each of the words in italics in 4. Write one or two pieces of information about them. 5b Read out your information to the class. Can they guess who it is? He was a composer. He wrote lots of famous ballets. One of the most famous was Swan Lake.
1 Pass me the pencil. I haven’t finished the drawing yet. This is just a sketch. 2 Do you think this painting looks like me? It’s a self-portrait. 3 After playing a lot of gigs, the band are in the studio again making a new album.
6
4 What is it? Is it a still life painting, with fruit and flowers? Ah! Now I understand. They aren’t real objects. It’s an abstract painting. 6 Let’s go and see an exhibition of paintings at that new gallery in London. There are some masterpieces like Van Gogh’s Sunflowers. 7 The British artist Constable was famous for his landscapes, the pictures he painted of the English countryside. 8 He uses a lot of different materials like stone and wood for his sculptures.
Art
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Unit 8
Theatre
Music
Listening 2.15 Which of these people or things can you hear in each clip?
an actor performing an audience the cast of a play a conductor a composer a gig a musician an orchestra a portrait painter a sculptor
5 I like the music in this song but I hate the lyrics.
3 Put the words in 1 and 2 in the correct column. Some words can go in more than one column.
Tchaikovsky.
7
1
6
2
7
3
8
4
9
5
10
Speaking Work with a partner. Ask and answer these questions. For each question, think of a follow-up question to get more information. 1 Do you ever go to gigs? 2 Which is more important for you in a song – the music or the lyrics? 3 Do you ever go to the theatre? 4 Which plays have you seen or read? 5 Do you ever go to art exhibitions? 6 Which artists or paintings do you like?
Mówienie Rozmowa wstępna
Reading 1 Work with a partner. Look at these photos. Take it in turns to describe what you can see. 2 Read the three newspaper articles and match them with the correct headlines and photos. 1 Danger! Artist at work 2 Recycling art can be good for you 3 Mini-masterpieces
b c
a n hur t by falling A Th ree women have bee the Tate Moder n at into the latest ‘sculpture’ in the floor. ck cra a – galler y in London ng the floor in alo s run ck cra e The 152-metr e Moder n. Some the Turbine Hall of the Tat nted and realise pai people think the crack is in! The work is l fal y the their mistake when Salcedo. It begins by Colombian artist Doris wider and wider. It’s as a small crack but gets o nea rly a metre als 152 metres long, but it’s h the artist said, oug alth , deep in some places deep as humanity.’ ‘It is bottomless. It is as galler y said that three A representative for the that there hadn’t visitors had fallen in but ‘Twelve thousand s. rie been any serious inju lation on the first people visited the instal no other incidents,’ day and there have been e installation cost Th said the representative. n six months tha re mo k £30 0,0 00 and too reporters that to complete. The artist told icate and intricate the work had needed del continents. ‘But two sculpting by artists on aning of the me the is what is impor tant impor tant.’ not is it of g kin piece. The ma ent res ed the She said that the crack rep grants into mi im division of integrating European society.
B Chinese artist Jing Ying Hua has just finished a portrait, the biggest he has ever done. Nothing too surprising, perhaps, for a professional artist. But you may be surprised to learn that it is on a single human hair and is only 6 millimetres long. It’s a portrait of 42 US presidents. Each president’s face has a diameter of less than 0.4mm. Once the artist took ten days to paint a giant panda on a tiny part of another human hair. He used a paintbrush made with a single rabbit hair. This type of painting is called ‘micropainting’. Even more amazing is ‘microsculpture’. Willard Wigan is probably the world’s best micro-sculptor. He once told an interviewer that the slightest movement caused by traffic outside could affect his work. He said he had to control his breathing and heartbeat to keep the movement of his hands to a minimum. Obviously, mistakes are easy to make when you are sculpting grains of rice or sand. Once he accidentally inhaled one of his sculptures! The good thing is that you don’t need a big gallery for micro-art. But a microscope is essential!
3 Choose the best answers. 1 The crack in the floor of the Tate Modern gallery a doesn’t really exist. b is so deep that there is no bottom. c is deep enough to cause injuries. 2 Doris Salcedo a doesn’t know how the crack was made. b is most interested in the symbolic aspect of the crack. c is anti-European. 3 Jing Ying Hua paints normal things a in unusual periods of time. b with unusual materials. c for unusual reasons.
4 Why do these numbers appear in the texts? 1 1 million 5 152 2 two 6 0.4 3 300,000 7 1970 4 42 5 Find these words in the texts. Guess their meaning from the context. Then check your answers in your dictionary. Text A Text B Text C 1 deep 1 single 1 pile 2 bottomless 2 slightest 2 thrown away 3 incidents 3 valuable 4 intricate
4 Micro-sculpture a is made by mistake. b is not shown in big galleries. c is very delicate. 5 For sixteen years the Rufino Tamayo painting was in a the possession of criminals. b Manhattan. c the owner’s house.
C A painting which was fou nd in the street has just been sold for over $1 million. One morning in 2003 Elizabeth Gibson was tak ing her morning walk in Manhattan when she came across an abs tract painting lying in a pile of rubbish. She said the painting had caught her atte ntion so she decided to take it home. ‘I know nothing about moder n art but it did n’t seem right for any piece of art to be throw n away like that,’ she said. The painting tur ned out to be an interesting work by Mexic an artist Rufino Tamayo, from 1970. It was on her wall for months when a friend told her that it might be valuable. Ms Gibson soo n discovered that it was. It was worth ove r a million dollars! When Ms Gibson found out, she looked for the original ow ners and she gave the work back to them. The painting had been stolen from them in 198 7 but it only reappeared when Ms Gibson found it in 2003. The owners were am azed to get their painting back and gave Ms Gibson a reward and a percentage of the sale of the painting.
Study skills What strategies can help you to understand new words in a text? STUDY SKILLS str. 161 6
What about you? 1 Which work of art in 2 do you like the most? Why? 2 Which work of art do you think is the most unusual? Why? Speaking
Mówienie Opis ilustracji • Rozumienie tekstów pisanych Wybór wielokrotny
Unit 8
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Grammar in context Grammar guide
Reported speech – Statements 1a Match the reported sentences 1–9 with the direct sentences a–i. 1 He said that some of his works took him a year to complete. a 2 She told us that she knew nothing about modern art. b 3 The artist said the work had needed delicate sculpting. c 4 A friend told her that it might be valuable. d 5 She said she was working on a new project. e 6 He said he’d already painted lots of tiny pictures. f 7 He told the reporter he could paint with a single rabbit hair. g 8 He said he had to be very careful. h 9 He said he would finish the work soon. i 1b Choose the correct alternative. 1 Nouns/Pronouns usually change when they go from direct to reported speech. 2 The tenses of most verbs change/don’t change in reported speech. 3 With say we need/don’t need to say the person we spoke to.
‘It may be valuable’ ‘Some of my works take me a year to complete.’ ‘I can paint with a single rabbit hair.’ ‘I know nothing about modern art.’ ‘I will finish the work soon.’ ‘The work needed delicate sculpting.’ ‘I’ve already painted lots of tiny pictures.’ ‘I’m working on a new project.’ ‘I have to be very careful.’
4 With tell we need/don’t need to say the person we spoke to. 5 With say and tell we always need/don’t always need to use that.
Grammar REference
str. 104
2 How do these tenses change in reported speech? Look at the Grammar reference for help. Direct speech
Reported speech
past simple
1 present simple ➞ 2 present continuous ➞ 3 present perfect ➞ 4 past simple ➞ 5 will ➞ 6 can ➞ 7 may ➞ 8 must/have to ➞
3 Complete the table with these words. a (week/month/year) ago here the day before the following (week/month/year) today tomorrow the previous (week/month/year) that that night
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Direct speech
Reported speech
this
(1)
(2)
there
(3)
that day
yesterday
(4)
(5)
the next/following day
tonight
(6)
next (week/month/year)
(7)
last (week/month/year)
(8)
(9)
a (week/month/year) before Unit 8
4 Rewrite the sentences with told and the words in brackets. 1 The musicians said they couldn’t play because they didn’t know the music. (the audience)
The musicians told the audience they couldn’t play because they didn’t know the music. 2 3 4 5
You said you wanted to be a dancer. (me) Katie said she would never go on stage again. (her music teacher) She said the concert had been fantastic. (us) The artists said the exhibition was going to be a great success. (the reporters) 6 The singer said that she was recording new songs in her studio that day. (her fans) 7 The artist said he had to stop moving. (the model) 8 The conductor said they weren’t good enough to be in his orchestra. (the two musicians) 5 Now put the reported speech in 4 into direct speech.
We can’t play because we don’t know the music.
Developing vocabulary Adjectives ending in -ing and -ed 1 Look at the two sentences. 1 The owners were amazed to get their painting back. 2 It was amazing that somebody had returned the painting to the owners.
The words in bold are adjectives. Which adjective describes how somebody feels? Which adjective explains why they feel this way?
2 Look at these adjectives. Which are positive (+) and which are negative (–)? amazed bored confused disappointed disgusted embarrassed excited frightened inspired interested relaxed surprised tired uninspired 3a
Look at the adjectives in 2 again. In which adjectives do we pronounce -ed as /ɪd/?
3b
2.16 Listen and check your answers. Which letter comes before -ed in all those adjectives?
Pronunciation
3c Practise saying the adjectives in 2.
6 Look at the statements made by famous artists. Write them in reported speech. 1 Salvador Dali: ‘At the age of 6 I wanted to be a cook.’ 2 Grandma Moses: ‘Painting isn’t important. The important thing is keeping busy.’ 3 Damien Hirst: ‘I wanted to be stopped but no one will stop me.’ 4 Claude Monet: ‘My garden is my most beautiful masterpiece.’ 5 Pablo Picasso: ‘I don’t say everything, but I paint everything.’ 6 Vincent Van Gogh: ‘The only time I feel alive is when I’m painting.’ 7 Paul Klee: ‘Colour has taken possession of me.’ 8 Andy Warhol: ‘In the future everyone will be famous for fifteen minutes.’ 7a Speaking Write down things that your friends or family have said or told you recently. 7b Tell your partner the things that people have said. Can your partner guess who said these things? Someone told me that I had to get my hair cut. Was it your dad?
4 Choose the correct alternative. 1 Artists are often inspiring/inspired by nature. 2 Yuck! This soup is disgusting/disgusted. 3 Working all day and studying at night is tiring/tired. 4 Many people are confusing/confused when they see modern art. 5 When artists explain their own work, it can be a bit boring/bored. 6 I would be embarrassing/embarrassed if I had to stand on a stage and sing. 7 In my opinion, that band’s new CD is very disappointing/ disappointed – the songs are awful. 8 We’re really exciting/excited about going to see that play next week. 5a Speaking Prepare things to say about the topics below. 1 Two people you think are inspiring. 2 Two activities you think are boring. 3 A moment in your life when you were very surprised. 4 A time when something embarrassing happened to you. 5 The most exciting thing you have ever done. 6 A time when you were frightened. 5b Talk about the topics with a partner. Ask questions to keep the conversation going. 5c Tell the class what your partner told you about one of the topics. Dana told me that she is inspired by her sister. Her sister works for a charity that helps children with family problems …
Yes! Stosowanie struktur leksykalno-gramatycznych Słowotwórstwo • Mówienie Rozmowa wstępna
Unit 8
99
Listening
Grammar in context
1 Look at these photos. What do you think the connection between them is? Guess.
Grammar guide
Reported speech – Questions 1 Look at the direct and reported questions. Then decide if rules a–e are true (T) or false (F). 1 ‘Why did you do it?’ 2 The people from the museum asked him why he’d done it. 3 ‘Do you realise the importance of your actions?’ 4 They asked him if he realised the importance of his actions. a Tenses and pronouns change in reported questions in the same way as in reported statements. T/F b We do not use the auxiliary verb do in reported questions. T/F c We put the subject before the verb in reported questions. T/F d We use question marks in reported questions. T/F e We use if or whether when there is no question word. T/F
2
Listening
2.17 Listen and check your ideas in 1.
Study Skills What should you do when you are listening to English and there is a section that you do not understand? STUDY SKILLS str. 161 3
Listen again and choose the best answers. 1 The boy was a on his own in the art gallery. b with other students in the gallery. c with his parents in the gallery. 2 The painting was a not worth much because it wasn’t very old. b was worth between one and two million dollars. c should cost five million dollars. 3 Experts a couldn’t restore the painting. b restored the painting easily. c took time finding the best way to restore the painting. 4 The boy a had to pay for the painting. b was punished twice. c didn’t care about the punishment. 5 The two speakers think a the boy was completely responsible for his actions. b the teachers needed to make the boy behave. c the boy didn’t realise what he had done.
4 What about you? What would you say or do to the boy if you were his teacher or parent?
Grammar Reference
str. 104
2 Choose the correct alternative. 1 ‘Where are you from?’ They asked the boy where was he from/where he was from. 2 ‘Do you like art?’ They asked the boy why/if he liked art. 3 ‘Did you come alone?’ They wanted to know whether he had come alone/ had he come alone. 4 ‘Do you behave well in class?’ They asked him if he did behave/he behaved well in class. 5 ‘Have you touched any paintings?’ They asked if he has touched any paintings/had touched any paintings. 6 ‘Will you do it again?’ They asked him if he would do it again/would he do it again. 3a Speaking Write five questions to ask a partner about art, theatre or music. 3b Work with a partner and ask your questions. 3c Change partners. Tell your new partner the five questions your first partner asked you, and your answers. She asked me if I liked going to the theatre. I told her that I didn’t like it much.
I would tell him that he couldn’t go on any more school trips.
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Unit 8
Rozumienie ze słuchu Wybór wielokrotny • Mówienie Rozmowa wstępna
Grammar guide
Reported speech – Commands 5 Look at the direct and reported commands and answer the questions. 1 ‘Be good!’ 2 The teachers told the children to be good. 3 ‘Please don’t touch the paintings!’ 4 They asked the children not to touch the paintings. a Which verbs can we use to report commands? b Do we change the tense of the verb from the direct command or use the infinitive in the reported command? c Where does not come in reported commands that are negative?
Grammar Reference
str. 104
6 Report these commands. 1 ‘Pay attention!’ the teacher told the class. The teacher
4 Complete the reported questions. She asked him
2 ‘Give me your tickets, please,’ the man at the entrance asked them.
1 ‘Did you like the exhibition?’
2 ‘Who is your favourite artist?’
3 ‘Don’t shout!’ his mum told him.
She wanted to know
3 ‘Do you often visit art galleries?’
4 ‘Please don’t take photos inside the museum,’ the guide asked the visitors.
5 ‘Don’t come home late!’ Dad told me.
6 ‘Are you going to buy anything in the shop?’
The art teacher
She wanted to know
7 ‘Please write a description of the painting for homework,’ the teacher asked the students.
7 ‘Have you ever bought an original painting?’
Dad
6 ‘Use a bigger brush,’ the art teacher told Jake.
She wanted to know
The guide
She asked him
5 ‘Why did you decide to see the exhibition?’
His mum
She asked him
4 ‘Will you recommend the exhibition to other people?’
The man at the entrance
She asked
7
The teacher
Speaking Play in two teams. Take it in turns to try and remember things that teachers asked or told you to do this week. You get one point for each correct sentence.
Our English teacher asked us to do this exercise. She told us not to speak in our own language.
Stosowanie struktur leksykalno-gramatycznych Układanie fragmentów zdań z podanych elementów leksykalnych
Unit 8
101
Developing speaking
Describing a past event
1
Work with a partner. Discuss these questions. 1 Do you ever go on school trips? If so, what type of places do you usually go to? 2 Did you go on school trips when you were at primary school? Where did you go?
2
Work with a partner. Look at the pictures. Take it in turns to describe what you can see.
Speaking
4
Speaking Work with a partner. Are these sentences true (T) or false (F)? Correct the false sentences. 1 The school trip was when the girl was at primary school. T/F 2 The play was really good. T/F 3 The girl really wanted to go on stage because she had a good voice. T/F 4 The girl was very embarrassed at first, but later she really enjoyed herself. T/F 5 She only sang one song. T/F
5
Listen again and tick the words and expressions that you hear in the Speaking Bank.
Speaking
Speaking Bank Useful words and expressions for reporting past events • • • • •
At first • Next • Later First • Then A few seconds/minutes/hours/days later After ten minutes/half an hour/a while After that • Finally • In the end
STUDY SKILLS What can you do to prepare for a speaking exam where you have to talk about a past event? STUDY SKILLS str. 162 6 Think about a memorable school trip or a trip to a concert, play or exhibition that you went on. Individually, make notes on these questions. 1 Where did you go? 2 When was it? 3 How old were you? 4 Who did you go with? 5 What happened first? And later? 6 How did you feel? 7 What happened in the end?
Practice makes perfect 7a Work with a partner. Take it in turns to do this task. When you are listening, ask your partner questions to find out details and to help him or her to continue talking. Use words and expressions from the Speaking Bank.
Tell an English-speaking friend about a memorable school trip, or a memorable trip to a concer t, play or exhibition. Say: • where and when you went, and who you went with. • what happened first. • how you felt and how the trip ended. 7b Change partners and talk about your trip again. 3
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Listening 2.18 Listen to a teenager talking about a school trip that was special for her. Which pictures are similar to her experience?
Unit 8
Mówienie Opis ilustracji • Rozumienie ze słuchu Prawda/Fałsz
Developing writing
An announcement
1 Look at the school announcement and find this information. 1 What is the event? 2 What exactly do the organisers want? 3 When do they want it? 4 Can you win anything if you participate? 5 When is the event? 6 Who can be in the event? 7 What should you do if you want to know more?
2 Put the questions in 1 in the order that the answers appear in the announcement. 3 Look at the advice in the Writing Bank. Does the announcement in 1 follow the advice?
Writing Bank Useful advice for writing announcements • Use short, clear sentences. • Have a slogan or a title which attracts attention. • Make the announcement easy to understand and interesting to read. • Include all the practical information and details that a reader needs to know.
4 Work with a partner. Choose one of these events below. 1 A school play 2 A school magazine 3 A school concert
Complete a diagram with information that you would need to include in an announcement for the event.
Practice makes perfect 5 Look at the task and write an announcement following the advice in the Writing Bank.
Write an announcement to ask people to participate in a school play, a school magazine, or a school concer t. Include information about: • what the event is • what you need • when you need it.
STUDY SKILLS Who are you writing to in this task? Why is it important to know who you are writing to? STUDY SKILLS str. 162
Wypowiedź pisemna Ogłoszenie
Unit 8
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Grammar reference
Unit 8
Reported speech – Statements Kiedy czasownik wprowadzający w zdaniu w mowie zależnej (say, tell) występuje w czasie przeszłym, czasownik główny w zdaniu „cofa się” o jeden czas.
Could, would, should i might nie zmieniają się w mowie zależnej.
‘You should see his new exhibition.’ ➞ He said I should see his new exhibition.
Mowa niezależna – czasy
Mowa zależna – czasy
‘I work at home.’ present simple
She said she worked at home. past simple
‘I’m working.’ present continuous
She said she was working. past continuous
‘I have worked.’ present perfect
She said she had worked. past perfect
‘I worked.’ past simple
She said she had worked. past perfect
Kiedy czasownik wprowadzający w zdaniu w mowie zależnej występuje w czasie przeszłym, ale zdanie dotyczy czegoś, co wciąż jest prawdziwe lub będzie takie zawsze, czasownik główny zazwyczaj się nie zmienia.
‘I had worked.’ past perfect
She said she had worked. past perfect
‘Museums are usually free.’ ➞ The guide told us that museums are usually free.
‘I will work.’ will
She said she would work. would
‘I can work.’ can
She said she could work. could
W mowie zależnej zaimki i przymiotniki dzierżawcze także się zmieniają. ‘I’ve got your pen.’ ➞ Mark said he had my pen.
‘I may work.’ may
She said she might work. might
Mowy zależnej używamy, ale zrelacjonować, co powiedziała inna osoba.
‘I must/have to work.’ must/have to
She said she had to work. had to
‘I painted that picture in 1990,’ said the artist. The artist said that she had painted that picture in 1990.
Kiedy czasownik wprowadzający w zdaniu w mowie zależnej występuje w czasie teraźniejszym (present simple), ale zdanie takie dotyczy czegoś, co jest zawsze prawdziwe, czasownik główny w zdaniu może pozostać nie zmieniony.
‘I enjoy painting.’ ➞ He says he enjoys painting.
Reported speech – say and tell Czasownik say nie wymaga dopełnienia osobowego, czyli wyjaśnienia, do kogo mówimy.
Czasownik tell wymaga dopełnienia osobowego, czyli wyjaśnienia, do kogo mówimy.
He said he needed help. He said the teacher he needed help.
He told the teacher he needed help. He told he needed help.
Reported speech – Questions W pytaniach pośrednich nie używamy czasownika posiłkowego do. ‘Do you know my sister?’ ➞ She asked me if I knew her sister. W pytaniach pośrednich nie stosujemy inwersji. Orzeczenie stawiamy po podmiocie, jak w zdaniu twierdzącym. ‘Who are you?’ ➞ He asked me who I was.
Pytania pośrednie nie są tak naprawdę pytaniami, więc nie potrzebują znaku zapytania. She asked me what I needed? Jeżeli w pytaniu nie ma zaimka pytającego (who, what, how, why itp.), używamy if lub whether. ‘Can you do it?’ ➞ They asked me if I
could do it.
Reported speech – Commands
104
Direct Speech
Reported Speech
‘Stand up!’
She told them to stand up.
‘Don’t write on the table!’
They told him not to write on the table.
‘Please write your name here.’
He asked me to write my name there.
Unit 8
W poleceniach w mowie zależnej używamy to + infinitive lub not to + infinitive. W razie potrzeby zmieniamy zaimek i inne słowa w taki sam sposób jak w zdaniach twierdzących w mowie zależnej. Told używamy do przekazywania poleceń i rozkazów, a asked do uprzejmych próśb.
Self-check
Unit 8
Grammar revision Reported speech – Statements 1 Look at what this pop star said to a reporter and rewrite the sentences in reported speech. 1 I’m happy to be here today. 2 I’m writing a lot of new songs. 3 I’ll go to a studio to record them next month. 4 I was very inspired after travelling to Morocco last week. 5 I may go again with my band next year. 6 I’ve never played on stage outside Europe. 7 I must go now because my fans are waiting for me.
a b c d e f g
She said She told She said She said She told She said She said
ZESZYT ĆWICZEŃ
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/ 7 points
Reported speech – Questions 2 Rewrite these reported questions in direct speech. 1 She asked me what I was doing there. ‘ ?’ 2 They asked me when I had arrived. ‘ ?’ 3 The teacher asked him if he knew what the answer was. ‘ ?’ 4 The interviewer wanted to know if she had ever written a love song. ‘ ?’
5 I asked him what he would do with the money.? ‘
?’
6 I asked him how many pages the book had. ‘
?’
7 I asked her if that bag was hers. ‘
?’
ZESZYT ĆWICZEŃ
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/ 7 points
/ 6 points
Reported speech – Commands 3 Say the direct commands.
4 I asked her not to sing that song. 5 They told me to turn round slowly. 6 She asked him not to interrupt her.
1 The police officer told him to get out of the car. 2 They told me not to panic. 3 She told him to do the exercise carefully.
ZESZYT ĆWICZEŃ
str. 69
Vocabulary revision Art, theatre, music
3 Someone who plays music: m s a 4 Someone who writes classical music: c o e 5 Someone who makes sculptures: s l
1 Complete the definitions. 1 A still life is a painting of … 2 3 4 5 6 7 8
ZESZYT ĆWICZEŃ
A masterpiece is a work by an artist which … The lyrics are the part of the song which … The audience are the people who … The lighting is important because without it … A sketch is a picture which … At a gig you … A portrait is a picture of …
ZESZYT ĆWICZEŃ
str. 64
Artists 2 Complete the names of these people. 1 The person in charge of an orchestra: c d r 2 Someone who plays music or acts on stage: p rf r
str. 64
/ 5 points
Adjectives ending in -ing and -ed
/ 8 points
3 Complete the sentences with the -ing or -ed form of the words given. 1 Aren’t you ? You’ve been studying all day. TIRE 2 It’s when an actor can’t remember their words in a play. EMBARRASS 3 I’m . I just don’t know what to think. CONFUSE 4 The result of the match was for us because we lost 6-0. DISAPPOINT 5 We were because we thought we were going to win. SURPRISE 6 This meal is . There’s a dead insect in it! DISGUST 7 She’s a very teacher because she makes you feel like you can do anything well. INSPIRE
ZESZYT ĆWICZEŃ
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Total
/ 7 points
/ 40 points Unit 8
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Gateway to matura
Unit 8 3. Match the pairs of sentences from 2 with the language areas 1–10 they represent.
Stosowanie struktur leksykalno-gramatycznych – parafraza zdań
TIP Remember that this part of the exam is a test of …………… as well as …………… Thus, you are likely to be tested on e.g. collocations as well as reported speech.
TIP In this section of the exam you must repeat the context and meaning of the original sentence in a new sentence. 1. Think of other ways of saying the questions/responses below.
1. collocations: …………………
How are you? ………………………………………………………
2. phrasal verbs: …………………
…………………………………………………………………………
What’s new? …………………………………………………………
…………………………………………………………………………
It’s nice to see you. …………………………………………………
…………………………………………………………………………
3. fixed expressions: ………………… 4. personal pronoun inversion: ………………… 5. shifting tenses: ………………… 6. changing gerund to infinitive or vice versa: ………………… 7. passive voice: ………………… 8. reported speech: ………………… 9. conditional sentences: …………………
2. Complete the gaps in the sentences with the words from the box. Then match the sentences from columns A and B which have a similar meaning.
TIP While doing key word transformations, make sure that the two sentences mean the same thing. For example, if the sentence that is being transformed has names in it, the answer will need to have them, too.
drives went giving was if thinking makes unless painted said should in planning since ought to favourite doing round told like A
4. Read the pairs of sentences. Some of them contain mistakes. Correct any mistakes that you find.
TIP Circle the correct option in italics. The word given must/doesn’t have to be included in the answer, and can/ cannot be changed in any way. 1. They’re doing a gig in Leeds tonight. (GIVING)
2. Leonardo Da Vinci ………… the Mona Lisa.
b. Come ……….. if you have time tonight.
3. Tom will see the Mona Lisa ………… he visits Paris.
c. She …………. me mad.
4. I’m ……………. to go to a rock concert on Saturday.
d. Rock is my ………….. kind of music.
5. I haven’t been to a rock concert ………… last Saturday.
e. The last time I ……….. to a rock concert was last Saturday.
6. You …………. practise harder if you want to play rock music well.
f. I’m ……………. of going to a rock concert on Saturday.
7. She’s ………… a concert tonight.
g. The Mona Lisa ……….. painted by Leonardo Da Vinci.
8. I really ……… rock music.
h. Tom ………. me that he had seen the Mona Lisa when he’d been to Paris.
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j. You ………….. to practise harder if you want to play rock music well. 5
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It’s been a year since I last went to the theatre.
4. She ought to take some painting classes. (SHOULD) She should to take some painting classes.
5. We’ll win the competition if we are lucky. (UNLESS)
We’ll win the competition unless we are lucky.
Zadanie maturalne 5. Wykorzystując wyrazy podane w nawiasach, uzupełnij każde zdanie, tak aby zachować znaczenie zdania wyjściowego. Wymagana jest pełna poprawność ortograficzna i gramatyczna wpisywanych fragmentów zdań.
Uwaga: nie zmieniaj formy podanych wyrazów. Za każde poprawne rozwiązanie otrzymasz 0,5 punktu. 1. This book really disappointed me. (DISAPPOINTING) I found ………………………………
i. Tom won’t see the Mona Lisa ……….. he visits Paris.
10. Drop ……….. if you are free tonight.
I’m glad you’ve come round – I haven’t seen you for ages!
3. I haven’t been to the theatre for a year. (SINCE)
a. She’s ……………a gig tonight.
9. “I saw the Mona Lisa when I was in Paris” ……… Tom.
They’ll be giving a concert in Leeds tonight.
2. I’m glad you’ve dropped in – I haven’t seen you for ages! (ROUND)
B
1. She …………. me crazy.
10. modal verbs: …………………
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2. He is making this sculpture of stone and wood. (MADE) This sculpture ……………………… of stone and wood. 3. I’m sure she isn’t in the gallery right now. (CAN’T) She …………………………… right now. 4. “Have you ever been to the opera?” – asked my music teacher. (WHETHER) My music teacher wanted to know ……………………… to the opera or not. 5. My neighbour is going to throw away his old piano. (RID) My neighbour is going to ……………………… his old piano.
Wordlist
Unit 8
(adj) = adjective – przymiotnik (adv) = adverb – przysłówek (conj) = conjunction – spójnik (det) = determiner – określnik (np.: a, an, the, that itp.) (n) = noun – rzeczownik
= słowo bardzo często używane
Kultura – twórcy i ich dzieła abstract painting (n) actor (n) ★★★ artist (n) ★★★ composer (n) ★★ conductor (n) ★ dancer (n) ★★ drawing (n) ★★★ exhibition (n) ★★★ gig (n) ★ lyrics (n) masterpiece (n) ★ musician (n) ★★ painter (n) ★★ performance (n) ★★★ performer (n) ★ play (n/v) ★★★/★★★ (self)-portrait (n) ★★ sketch (n/v) ★/★ sculptor (n) sculpture (n) ★★ singer-songwriter (n)
Inne
/ˌæbstrækt ˈpeɪntɪŋ/ /ˈaektə/ /ˈɑːtɪst/ /kəmˈpəʊzə/ /kənˈdʌktə/ /ˈdɑːnsə(r)/ /ˈdrɔːɪŋ/ /ˌeksɪˈbɪʃ(ə)n/ /gɪg/ /ˈlɪrɪks/ /ˈmɑːstəˌpiːs/ /mjuˈzɪʃ(ə)n/ /ˈpeɪntə/ /pəˈfɔːməns/ /pərˈfɔːmə/ /pleɪ/ (/self/) /ˈpɔːtrɪt/ /sketʃ/ /ˈskʌlptə/ /ˈskʌlptʃə/ /ˌsɪŋəˈsɒŋraɪtə/
amazed (adj) amazing (adj) ★★ audience (n) ★★★ bagpipes (n) behave (v) ★★ Bodhràn (n)
/əˈmeɪzd/ /əˈmeɪzɪŋ/ /ˈɔːdiəns/ /ˈbægˌpaɪps/ /bɪˈheɪv/ /ˈbɒdrən/
bored (adj) ★★ boring (adj) ★★ bottomless (adj) brush (n) ★★ candy (n) cast (n/v) ★/★★★ chieftain (n) coin (n) ★★ confused (adj) ★★ confusing (adj) ★ crack (n) ★★ deep (adj) ★★★ delicate (adj) ★★ diameter (n) ★ disappointed (adj) ★ disappointing (adj) ★ disgusted (adj) disgusting (adj) ★ embarrassed (adj) ★ embarrassing (adj) ★ emerald (n) emigrate (v) excited (adj) ★★ exciting (adj) ★★ frightened (adj) ★
/bɔːd/ /ˈbɔːrɪŋ/ /ˈbɒtəmləs/ /brʌʃ/ /ˈkændi/ /kɑːst/ /ˈtʃiːftən/ /kɔɪn/ /kənˈfjuːzd/ /kənˈfjuːzɪŋ/ /kræk/ /diːp/ /ˈdelɪkət/ /daɪˈaemɪtə/ /ˌdɪsəˈpɔɪntɪd/ /ˌdɪsəˈpɔɪntɪŋ/ /dɪsˈgʌstɪd/ /dɪsˈgʌstɪŋ/ /ɪmˈbaerəst/ /ɪmˈbaerəsɪŋ/ /ˈem(ə)rəld/ /ˈemɪgreɪt/ /ɪkˈsaɪtɪd/ /ɪkˈsaɪtɪŋ/ /ˈfraɪt(ə)nd/
malarstwo abstrakcyjne aktor artysta kompozytor dyrygent tancerz rysunek, rysowanie wystawa występ tekst piosenki arcydzieło muzyk malarz przedstawienie artysta, wykonawca gra/grać (auto-)portret szkic, szkicować rzeźbiarz rzeźba piosenkarz-autor tekstów piosenek
zaskoczony zdumiewający publiczność dudy zachowywać się irlandzki bęben obręczowy znudzony nudny bez dna pędzel cukierek obsada/obsadzać wódz, herszt moneta zdezorientowany zagmatwany szczelina głęboki delikatny średnica rozczarowany rozczarowujący zniesmaczony odrażający zakłopotany krępujący szmaragd emigrować podekscytowany ekscytujący przerażony
= często używane
(phr) = phrase – wyrażenie (prep) = preposition – przyimek (pron) = pronoun – zaimek (v) = verb – czasownik
= dosyć często używane
frightening (adj) ★ gallery (n) ★★ inspired (adj) inspiring (adj) installation (n) ★★ interested (adj) ★★★ interesting (adj) ★★★ intricate (adj) isle (n) landscape (n) ★★ lighting (n) ★★ orchestra (n) ★★ panic (v) ★ pile (n) ★★ record (n) ★★★ record (v) ★★★ relaxed (adj) ★ relaxing (adj) restore (v) ★★★ rhythm (n) ★★ rubbish (n) ★★ single (= just one) (adj) ★★★ slogan (n) ★ splendid (adj) ★★ stage (n/v) ★★★/-
/ˈfraɪt(ə)nɪŋ/ /ˈgaeləri/ /ɪnˈspaɪəd/ /ɪnˈspaɪərɪŋ/ /ˌɪnstəˈleɪʃ(ə)n/ /ˈɪntrəstɪd/ /ˈɪntrəstɪŋ/ /ˈɪntrɪkət/ /aɪl/ /ˈlæn(d)ˌskeɪp/ /ˈlaɪtɪŋ/ /ˈɔːkɪstrə/ /ˈpaenɪk/ /paɪl/ /ˈrekɔː(r)d/ /rɪˈkɔː(r)d/ /rɪˈlækst/ /rɪˈlaeksɪŋ/ /rɪˈstɔː/ /ˈrɪðəm/ /ˈrʌbɪʃ/ /ˈsɪŋg(ə)l/
przerażający galeria zainspirowany inspirujący instalacja zainteresowany interesujący trudny, skomplikowany wyspa krajobraz oświetlenie orkiestra panikować sterta rekord nagrywać zrelaksowany, wypoczęty relaksujący odnawiać, restaurować rytm śmieci pojedynczy
/ˈsləʊgən/ /ˈsplendɪd/ /steɪdʒ/
still life (n) studio (n) ★★★ surprised (adj) ★★★ surprising (adj) ★★★ tap (n) ★★ throw away (v) tired (adj) ★★★ tiring (adj) Uilleann pipes (n) uninspired (adj) uninspiring (adj) valuable (adj) ★★★ voice (n) ★★★ waste (n) ★★★ watercolour (n) wide (adj) ★★★ worth (adj) (= it’s worth X pounds) ★★★
/ˌstɪl ˈlaɪf/ /ˈstjuːdiəʊ/ /səˈpraɪzd/ /səˈpraɪzɪŋ/ /tæp/ /ˌθrəʊ əˈweɪ/ /ˈtaɪəd/ /ˈtaɪərɪŋ/ /wiːlən ˈpaɪps/ /ˌʌnɪnˈspaɪəd/ /ʌnɪnˈspaɪərɪŋ/ /ˈvaeljʊb(ə)l/ /vɔɪs/ /weɪst/ /ˈwɔːtəˌkʌlə/ /waɪd/ /wɜːθ/
slogan wspaniały scena, występować na scenie martwa natura studio zaskoczony zaskakujący klepnięcie wyrzucać zmęczony męczący dudy irlandzkie banalny bez polotu, przeciętny wartościowy głos odpady akwarela szeroki warty
creep (v) ★ fiddle (= violin) (n) flood (n) ★★ harp (n) plague (n) renew (v) ★★ scream (n) ★ stab (v) ★ whisper (n) ★
/kriːp/ /ˈfɪd(ə)l/ /flʌd/ /hɑːp/ /pleɪg/ /rɪˈnjuː/ /skriːm/ /stæb/ /ˈwɪspə/
skradać się, czołgać skrzypki, skrzypce powódź harfa plaga odświeżyć, odnowić krzyk dźgać szept
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