Revise for Matura Repetytorium by Sylwia M.

revise repetytorium

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M atura Grammar Builder Key 1. Present Simple & Present Continuous 1. 1. 3. 5. 7. 9.

am not using Are you enjoying goes consists Do you understand

2. 1. 2. 3. 4. 5. 6. 7.

They are currently building a leisure centre in our town. He usually drinks coffee three times a day. We don’t often spend weekends in the mountains. Extreme sports are becoming very popular these days. He never listens to my advice. We aren’t spending our holidays at the seaside this year. He is hardly ever late for work.

2. don’t remember 4. is trying 6. doesn’t play 8. am not doing 10.is coming

3. 1. are saving up 3. never drinks 5. don’t make backup 7. are giving a concert 9. don’t talk 11.are looking for 13.aren’t paying attention

2. are protesting against 4. aren’t coming by train; is bringing us 6. turns into 8. am staying with a friend 10.watch the news 12.depends on; take the bus

4. 1. Where does he work? Who (What company) does he work for? 2. Where does he live? 3. Who does he usually see (in the afternoon)? 4. What’s he working on (tonight)? 5. Who is he meeting (tomorrow)? 6. What does he have to prepare? 7. What does he say? 8. Where’s he going (on holiday)? 9. Why isn’t his girlfriend going with him? 10.How does Diego feel? 5. 1. 3. 5. 7. 9.

are you smelling Are you seeing is looking Do you think is thinking

6.* 1. are you doing 4. Are you going 7. serve 10. goes 13. am seeing

2. look 4. have 6. is having 8. see 10. smells

2. am spending 5. need 8. don’t we sit 11. doesn’t feel

3. suppose 6. am not doing 9. is looking 12. do you have

2. Present Perfect Simple & Present Perfect Continuous 1. 1. 3. 5. 7. 9.

been having been thinking been trying; managed had eaten

2. 1. since 5. since 9. for

2. for 6. since 10.since

3. 1. have ever had 3. have only checked 5. have also collected

2. decided 4. been collecting 6. won 8. been putting 10.been fighting

3. for 7. since

4. since 8. for

2. have been correcting 4. have been helping 6. have been waiting

7. have been doing / have done 9. haven’t received 11.have finished 13.have been relaxing

8. have hired 10.has been 12.have been taking 14.haven’t even answered

4. 1. 2. 3. 4. 5.

New political parties have recently appeared. We have been receiving complaints for the last few months. We have been taking steps to modernise the assembly line. The number of (its) listeners has reached 1,000,000. The level of water in the river has been rising continuously since last week.

5. 1. 2. 3. 4. 5.

How many have you collected so far? Have you been waiting long? What have you been doing all afternoon? How long has he been running the business? How many times have you seen the film?

6.* 1. have been walking; haven’t covered 2. has been showing; has been doing 3. has been happening; have seen 4. has been running 5. has been cancelled 6. has let; have been observing 7.* 1. have 3. have 5. have 7. have 9. have

not spoken to Timmy never been to Poland been informed not eaten out for been no earthquakes

2. have been living 4. has not been able 6. has been changed 8. has not been living 10.has not been painted yet

3. Past Simple & Past Continuous 1. 1. 3. 5. 7. 9.

was sleeping went out; were watching was doing; stole left; was still sleeping came; was sitting

2. 1. 2. 3. 4. 5. 6. 7. 8.

We were having breakfast … … they were spending their honeymoon in Greece. … she was having (spending) her holiday at the seaside. I was having a maths lesson … She was walking with her dog … … I was going to work. … I was studying in Paris. The plane was flying to Cyprus ….

3. 1. was opening 4. crawled 7. started 10. were trying 13. managed 16. ordered 19. got 22. found

2. Were you watching 4. was shining 6. fell 8. were playing; ran 10. thanked; put

2. heard 5. was lying 8. were looking for 11. heard 14. were packing 17. grabbed 20. couldn’t 23. didn’t want

4. 1. 2. 3. 4. 5.

was leaving; arrived; brought knocked; answered; thought; was sleeping was jogging; saw; was running; saw; started was driving; heard; was talking; stopped; paid was enjoying; opened; came; was kissing; was

5. 1. 2. 3. 4. 5. 6.

Where were you standing? What did he ask you? What did you tell him? What did he do next? What was he cleaning? What did he find?

3. turned off 6. came 9. found 12. was coming 15. banged 18. jumped 21. was looking for 24. took

7. Who did he show it to? / To whom did he show it? 8. Where did she come in? 9. What was he opening? 10.What did she try to do? 6.* 1. He cut his finger badly while he was making sandwiches. 2. They were having a drink in the pub when a fight broke out. 3. He was mending a fuse when the ladder broke and he fell and hurt his knee. 4. While we were studying for a test the next day, our neighbours were having a party. We couldn’t concentrate so we decided to join them instead. 5. Who was that gorgeous girl you were talking to when I saw you at the bus stop this morning? 6. I was reading a newspaper on the train when a mother with four noisy children came into the compartment. 7. She was crossing the road when she heard her name and saw a man who was waving at her on the other side. 8. While he was trying to put the baby to sleep because it was crying, he heard a knock on the door. 9. While they were sitting in the garden, someone broke into the house. 10.Mr Greenwald was shocked because when he came into the classroom, the (some) boys were fighting.

4. Past Perfect Simple & Past Perfect Continuous 1. 1. 3. 5. 7. 9.

had seen had been working had been waiting had been riding had done

2. had been robbed 4. had returned 6. had been painting 8. had failed 10.had done

2. 1. visited; had lived / had been living 2. admitted; hadn’t done 3. had been answering; felt 4. weren’t; had taken 5. had been going; decided 6. wasn’t; had been promoting 7. crashed; had been driving / had driven 8. had been waiting; turned; explained; had got 9. got; had; had been playing 10.had been travelling; started; checked; realised; had been leaking 3. 1. After we had finished writing the exam, the teacher collected our papers. The teacher collected our papers after we had finished writing the exam. 2. After we had bought a house, we had it renovated. We had the house renovated after we had bought it. 3. He had been staying with his family for a while before he rented a small flat. After he had been staying with the family for a while, he rented a small flat. 4. After he had been smoking for many years, he made up his mind to give it up. Before he made up his mind to give up, he had been smoking for many years. 5. He had difficulty falling asleep after he had drunk too much coffee last night. After he had drunk too much coffee last night, he had difficulty falling asleep. 6. Before he sent his application to our company, he had been looking for a job for several months. After he had been looking for a job for several months, he sent his application to our company. 4. 1. 2. 3. 4. 5. 6. 7.

It had been missing / had missed us terribly. She had locked herself out. He had been working on it for weeks. We hadn’t taken a spare tyre. I had never ridden a horse before. She hadn’t been playing / hadn’t played for a long time. I had been driving for 12 hours non-stop.

5.* 1. had 2. had 3. had 4. had 5. had 6. had 7. had 8. had 9. had 10.had

3 been walking for some time made for the trip lived / had been living there for ages hoped to find piled up some wood had the first warm meal been listening to it for some time given her such a fright been sleeping on the ground been a local curse

5. Used to, would, be / get used to 1. 1. 3. 5. 7.

didn’t use to be such fine toys used to be the shortest didn’t use to be so much violence didn’t use to be a close friend

2. 1. 2. 3. 4. 5. 6.

Where did you use to live? What toys did you use to have? What did you use to watch on TV? What did you use to study at school? Where did you use to spend your holidays? What did you use to do in your free time?

3*. 1. a 9. a

2. c 10.a

3. b

4. b, a

2. 4. 6. 8.

5. b

4.* 1. get used to driving 3. will soon get used to 5. are already used to 5.* 1. used to 4. are 7. got used to 10.was

used to be a shy girl used to live next door used to have a huge dog used to stand on the corner

6. c

7. a

8. b

2. got used to getting 4. was used to going

2. sent 5. would sit 8. have had 11.is used to being

3. didn’t use 6. used to visit, lived 9. used to live 12.had

6.* 1. not used to being treated 3. did not use to be 5. would often take 7. got used to living 9. used to eat their dinners / would eat their dinners

2. used to sleep 4. got used to speaking 6. did not use to 8. used to take part 10. did not use to see

6. Future Simple, Future Continuous & Future Perfect 1. 1. be waiting 5. be entertaining 9. make 2. 1. 3. 5. 7.

will will will will

be playing … be going be giving get

2. have 3. leave 6. be leaving 7. meet; be wearing 10. be going

2. 4. 6. 8.

4. agree 8. start; take

will regret will try will be, will … be living will probably be sitting

3.* Propozycje odpowiedzi: 1. All forests will have been cut down. 2. People will have colonised the solar system. 3. Robots will have replaced people in factories. 4. We will have used up all of the natural resources. 5. Schools will have disappeared. 6. People will have made contact with other civilisations. 7. The whole Earth will have turned into a huge megalopolis. 4.* 1. will be holding 3. will be offering 5. will be staying

2. will be 4. will be arriving 6. will have been renovated

7. will start / will be starting 9. will have modernised 11.will prove

8. will take 10.will be listening 12.will play

5.* 1. will be sleeping 2. will have gone 3. will be 4. will have been working / will have worked 5. will have got 6. will be sitting / lying 7. will have spent 8. will have attended / had 9. will be working / will come back 6.* 1. will have been married for 3. will have (already) left 5. will have been sent away 7. will be playing tennis 9. Will Professor Kent be attending

2. will you be waiting 4. I will be flying / travelling / going 6. won’t be long 8. won’t have heard from 10. will have saved

7. Present Simple, Present Continuous & wyra˝enie be going to 1. 1. 3. 5. 7. 9.

make / will make come will leave / leaves is leaving / will leave am reading

2. 1. 2. 3. 4. 5. 6. 7. 8.

She is coming back from her holiday next Tuesday. The students take their final exam(s). It opens next month. I’m seeing her on Tuesday. I hope it doesn’t rain tomorrow. She’s coming by train this time. It expires next month. I’m staying here for a few days.

3. 1. 3. 5. 7. 9.

am going to sit here are coming tomorrow are … going to tidy up are getting married are taking the kids

4. 1. is going to be 2. is staying 5. am going to get 6. breaks 9. is going to cry 10. finishes 5. 1. 2. 3. 4. 5.

2. is starting 4. doesn’t come 6. is fainting 8. will retire; have 10.will have

2. aren’t going to win today’s match 4. is going to collapse in a minute 6. are leaving early 8. am going to wash the car 10.am going to go to bed early

3. leaves 4. are going to make 7. is going to have 8. are going

is he getting married to are you going (to go) does it start are you going to buy as a present / for a present are you going to wear

6.* 1. Is she really going to 3. is due to arrive at 5. are to leave 7. is going to have

2. 4. 6. 8.

are bound to win on the point of giving is (just) about to finish takes place in June

8. Future Time Clauses 1. 1. 3. 5. 7. 9.

will tell; meet have saved; will buy will continue; have had Will; have done will need; sign

2. will talk; is 4. will look; am having 6. boils 8. will have; leaves 10.have made; won’t be

2. 1. as long as 5. as soon as

4 2. By the time

3. until

4. while

3. 1. will jump; see 2. will buy; are sitting 3. won’t be; have cleared up / clear up 4. will get; have worked / have been working 5. Will … refrain; has taken 6. has reached / reaches; won’t have 7. will take; bring 8. will pick; leave 9. will take; have boiled / have been boiling 10.will … take; are waiting 4. Propozycje odpowiedzi: 1. I’ll call you after I have come back from the office. 2. We will not make a decision until we have gathered (gather) more information. 3. We will arrest him while he is trying to leave the company this afternoon with some confidential documents. 4. As soon as you give up smoking, you will feel much better. 5. Once they have sent us a catalogue, we will discuss their offer. 6. I will tell him everything before he hears it from somebody else. 7. He will not listen to any advice until he gets (has got) his own fingers burnt. 8. After we finish (have finished) renovating the house inside, we’ll clean up the garden. 9. Once she has made up her mind to leave the firm, we won’t be able to stop her. 10.They will repair the machine when they receive (have received) the spare parts. 11.We’ll go shopping as soon as we finish cooking dinner. 12.You’ll try to sneak out of the house while she is watching the news. 5. Propozycje odpowiedzi: 1. He’ll buy a new car as soon as he receives (has received) a loan from the bank. 2. I’ll have a haircut after I have passed (pass) my matura exam. 3. They’ll return the money when they manage to sell their car. 4. I’ll start studying for the test after I finish (have finished) playing this game. 5. He will settle down once he finds (has found) himself a nice girlfriend. 6. The boss won’t launch the new project until they have done some market research. 7. We’ll go on holiday when we find an attractive holiday spot. 6.* 1. 3. 5. 7. 9. 11. 13. 15. 17. 19.

When / Once soon Once / After will find / locate while until After / When will go / march / proceed

2. 4. 6. 8. 10. 12. 14. 16. 18. 20.

will will will until will will will will before until

9. Tense Review 1. 1. C 9. C

2. C 10.B

3. B

4. C

5. B

6. C

7. B

8. A

2. 1. were all sitting; heard; ran; had happened; saw; had been turned over 2. are … going; join; have been doing; will do 3. leaves; haven’t packed; miss; will have 4. reached; were; had been walking 5. have … cleaned; am seeing; will do; am 6. has just arrived; is spending; is enjoying 7. are still driving; have been trying; haven’t found; wants 8. want; hear; haven’t seen 9. will have painted; have just watched (been watching); is going to rain 10. was; saw; knew; had been walking; had forgotten

3. 1. 2. 3. 4. 5. 6. 7.

2.* 1. She must have done this on purpose. 2. They may (might) not have received our message yet. 3. We couldn’t contact you last week. 4. You needn’t have made 20 copies. 5. He must have found out about our trouble from someone else. 6. I couldn’t sort out these problems. 7. She can’t have come here before we did! 8. You shouldn’t (oughtn’t to) have eaten all those chocolates! 9. At least you could have tried to contact me! 10. I might (could) have helped you if you’d let me know earlier. 11. She may (might, could) have gone out to walk the dog. 12. We couldn’t (weren’t allowed to) wear jeans in the office. 13. You shouldn’t (oughtn’t to) have been so careless! 14. It was so dark that we couldn’t see anything.

How long has she been working with you? When are they arriving at Heathrow? How much have you written so far? How do I look? When did you last talk to him? What were you doing when the fire started? What will you be doing at this time next week?

4. 1. I haven’t seen her for a long time. 2. She has been watching them for years. 3. we used to be a couple. 4. they still hadn’t repaired her car. 5. We will be waiting in the car. 6. they are going to the mountains. 7. the gang had been preparing it for weeks. 8. I’ll give you a hand with them. 9. Everybody was sleeping. 10. she plays bridge with (her) friends. 5.* 1. was driving 4. noticed 7. had broken 10.was holding 13.needed

2. had spent 5. have paid 8. hadn’t been waiting 11.will have 14.had … entered

3.* 1. were supposed 4. weren’t allowed 7. were supposed 10.were allowed

3. was reaching 6. will leave 9. haven’t eaten 12.hates 15.heard

10. Modal auxiliaries: present & future forms 1. 1. needn’t 5. ought 9. mustn’t 2. 1. 3. 5. 7. 9.

2. might 6. can 10.can’t

3. shall 7. might

may / might can’t, must can Shall / Can / Could can

3. a. allowed e. likely i. have / need

4. Shouldn’t 8. can’t

c. able g. supposed k. necessary

d. better h. like

4.* 1. Can / Could / May I use your calculator, please? 2. I must take more exercise. 3. You mustn’t smoke in the corridors! 4. You can stay here as long as you like. 5. Shall we eat out tonight? 6. She may not have time to talk to us today. 7. We must sell our camper. 8. He can amuse audiences. 9. They must be very friendly people. 10. You should (ought to) set up your own business. 5.* 1. D

2. B

3. C

4. D

E C J A H G D I F B

5. D

6.* 1. be able to 3. have to / need to

2. need to 4. be allowed (able) to

7.* 1. didn’t need to get 3. may spend a lot of

2. can be 4. might (may) as well have

2. can’t 6. might / could 10. needn’t

3. would 7. ought 11. must

3. D

4. C

5. B

6. A

7. D

8. B

5.* 1. must have been looking 2. may (might) not have been informed 3. has had to wear 4. have not been allowed 5. can’t have been involved 6. may (might, could) have been sleeping 7. should not have been riding 8. citizens were obliged to / were made to carry

1. 1. 2. 3. 4. 5. 6. 7.

Their shoes are made of high-quality leather. The injured driver was taken to hospital by (in) an ambulance. The furniture will be delivered tomorrow. The main hall is being decorated for the party. The missing children haven’t been found yet. She was asked to make a speech at the reception. The police were informed that a bomb had been planted at the stadium.

2. 1. 2. 3. 4. 5.

was sent a strange letter from London last week. will be given special instructions soon. are taught languages from an early age. proposal hasn’t been accepted. is visited by lots of tourists every year.

3. 1. has been made, is exported 3. will be offered 5. had been broken 4. 1. 2. 3. 4. 5. 6. 7. 8.

4. may / might / could 8. must

2. was arrested, is being moved 4. was being followed 6. will have been completed

is visited have cars been made was Mona Lisa painted is the World Football Cup held have been awarded was the summit of Mount Everest first reached was born is Paris situated

5. 1. by 5. from / by

11. Modal auxiliaries: past forms 1.* 1. might / could 5. couldn’t 9. should

2. A 10.C

3. were able 6. were able 9. had

12. The Passive – Strona bierna w czasach gramatycznych

2. shouldn’t 4. needn’t 6. mustn’t / can’t 8. may / might 10.ought

b. requested f. mind j. need

4.* 1. B 9. C

2. didn’t have 5. were obliged 8. were obliged

2. with 6. with

6.* 1. are still being held 3. took

3. with / by 7. in / during / by

2. was hijacked 4. were forced

B C B C A C B C

4. in

5. was surrounded 7. was hit 9. was tearing / tore 11. had been broadcast 13. is slowly being brought 15. are being repaired 17. have been preparing 19. will have been completed

6. still have not put 8. were covered 10. blowing / blew 12. are reported / have been reported 14. have been removed 16. are being provided 18. will be used 20. will play

7.* 1. was brought up by 3. have been sold 5. will have been renovated 7. was the accident caused

2. Their books are illustrated 4. are made 6. is being watched by

3. … (that) we did not have to finish the report that day. / (that) we did not need to finish ... 4. … (that) he was getting engaged to Helen. 5. … (that) Mike had been arrested. 6. … (that) he had to gather more information. 7. … he was being followed. 8. … he had never been involved in that affair. 9. … we would have cleaned the flat by the time my parents arrived. 10. … (that) he had seen a good film the night before. 11. … (that) he would be ready to go before 10 pm unless something went wrong. 12. … she didn’t suspect anything. 13. … the men had been looking for something. 14. … we couldn’t leave the shelter until he came back. 15. … (that) he would be working late that night.

13. Passive voice with modal auxiliaries, the infinitive / -ing form; Causative have

4. 1. C

1. 1. be blamed 5. be taken out 9. be thrown

5. 1. … 2. … 3. … 4. … 5. … 6. … 7. … 8. … 9. … 10. …

2. be kept 3. be seen 6. be given 7. be disturbed 10. be photocopied

2. 1. have been stolen 4. have been delayed 7. be bothered 3. 1. 2. 3. 4. 5. 6. 7. 8. 9.

2. be told 5. be done 8. have been forced

4. be allowed 8. be fined

3. have been arrested 6. have been found

is reported to have been stolen is considered (to be) the best surgeon in our country. is said to have been betrayed by his best friend. was believed to be flat. is expected to win the race. was said to have supernatural powers. is said to keep dangerous dogs. is thought / considered (by some people) to be insulting. is believed to have been made around 200 BC.

4.* 1. B 9. B

3. A

4. B

5. C

if he was coming with them. where I had been. what he/she was going to do. if I would be able to join them. how long I/we had been living there. if my car had been repaired. what we had been doing in there. if he smoked a lot. when they had last seen her. where he/she should put the parcels.

6.* 1. if … would (could) be 3. what … were looking 5. how … had been 7. how much … drank 9. if … could count

2. where … had 4. if … would (could) 6. if … had 8. if / whether … were 10. had seen / taken / borrowed

15. Reported speech: commands and requests; various reporting verbs 2. C 10.C

3. C

5.* 1. to be delivered 4. to be modernised

4. A

5. B

2. being called 5. being told

6. A

7. C

8. C

3. being given 6. be removed

6. 1. are having their house renovated 3. have it serviced 5. have them made

2. had the locks changed 4. will have it mended

7.* 1. had it painted 3. had had it (one) installed 5. have … dyed

2. had it made 4. haven’t had them developed

8.* 1. have your eyes tested 3. should have been informed 5. have been warned

2. avoid being recognised 4. to be repaired urgently 6. to have the stairs renovated

14. Reported speech: statements and questions 1. 1. says

2. D

2. say

2. 1. would not help 4. would not tell 7. would be waiting 10. were

3. told 4. say

5. will tell

2. had gone 5. needed 8. had been seeing

3. was having 6. had never seen 9. would have been built

3. 1. … (that) he couldn’t make the decision at that moment. 2. … (that) she might not be willing to talk to us.

1. 1. complained 5. muttered 9. stammered 2. 1. 2. 3. 4. 5.

2. admitted 6. whispered 10.exlaimed

3. explained 7. boasted

4. declared 8. swore

She asked me to hold the door for a moment. The teacher told us to read the passage again. The doctor told him not to play for a couple of weeks. She asked him not leave her there. He asked his friend to phone him a bit later.

3. A. advise E. reprimand

B. remind F. accuse

C. offer G. inform

1. 3. 5. 7. 9.

forbade claimed suggested threatened informed

2. complained 4. agreed 6. reminded 8. advised 10. offered

4. 1. 3. 5. 7. 9.

on seeing not to go to me that she was busy to help me to read

2. being 4. to cease fire 6. us to prepare 8. being 10. to take

5. 1. 2. 3. 4. 5.

Could you stop the noise, please? I have to talk to the manager urgently. I really appreciate your help. Would you mind signing the cheques, please? You ought to take up swimming.

D. threaten

6. 1. He apologised (to me) for causing so much trouble. 2. Ben’s mum didn’t allow him to go out so late. 3. He reminded his wife to collect his suit. 4. His wife accused him of having an affair. 5. He suggested taking a few days off. 6. He offered to carry her suitcase. 7. He asked his father to lend him a couple of pounds. 8. Brian introduced Jack to Mary (Mary to Jack). 9. He warned us not to touch the fence. 10. The teacher threatened to contact his parents. 7*. 1. objected to being taken 2. promised never to be (not to be) 3. asked his brother’s permission 4. refused to consider 5. that there had not been 6. advised me against employing her / advised me not to employ her 7. that I should spend

16. (To) Infinitive & -ing Forms 1. 1. agree; allow; decide; expect; hope; intend; manage; offer; persuade; promise; seem 2. avoid; can’t help; can’t stand; deny; dislike; enjoy; give up; mind; adore; suggest 3. let; had better; make; would rather 2. 1. seems 2. gave up 4. make 5. expect 7. couldn’t help 8. had better 10.would rather

3. offered / agreed / promised 6. promises 9. manage

3. 1. taking 5. getting 9. to receive

2. being 6. to change 10.listening

3. to sell 7. to take

4. to smoke 8. go

4. 1. using 5. to inform 9. sitting

2. being 6. cleaning 10. to have

3. to pick 7. to apologise

4. typing; to answer 8. to come

3. Unless I were starving, I wouldn’t eat that! / I wouldn’t eat that unless I were starving! 4. He won’t hear you unless you shout. / Unless you shout, he won’t hear you. 5. Unless it’s absolutely necessary, they won’t sell the house. / They won’t sell the house unless it’s absolutely necessary. 4. 1. doesn’t arrive; will have 2. lived; would see 3. starts; will get 4. hadn’t met; wouldn’t have quarrelled 5. were (was); would give 6. hadn’t tried (hadn’t been trying); wouldn’t have skidded 7. swim; will get 8. were (was); would be 9. always makes; don’t do 10. hadn’t been; would never have managed 5.* 1. hadn’t gone … have wasted 2. spoke … could understand 3. Unless they sell 4. had … would get 5. would have passed … had studied 6.* 1. weren’t (wasn’t); would have got 3. were (was); wouldn’t have lent

2. hadn’t split; wouldn’t have 4. hadn’t eaten; wouldn’t be feeling

7. 1. If I were her, I wouldn’t trust everyone around. 2. If they had packed the TV properly, it wouldn’t have got damaged. 3. If he doesn’t come, we’ll have to handle the problem on our own. 4. If Mark had access to the Internet, we could keep in touch better. 5. If you don’t help me, I’ll get in big trouble. 6. If she had come to the conference, she would have known about the changes in our regulations. 7. If you didn’t drink so much coffee, you could (would be able to) sleep properly. 8. If you jog on soft ground, it will protect your knees from too much pressure. 9. If our best player hadn’t been injured, we wouldn’t have lost the match. 10. If he didn’t work so hard, he would have more time for the family.

18. Unreal Past; Wishes 5. 1. to do / to say 5. Shaking 9. inviting 13. to help

2. sitting 6. To be 10. to abandon / to leave 14. going

6.* 1. not keen on playing 3. while crossing 5. expect to meet 7. is nothing to eat 9. being able to resolve

3. being 7. leaving 11. waiting

4. to become / to be 8. running 12. to learn / to use

1.* 1. It’s high time 3. He behaves as if 5. I’d rather

2. Suppose 4. I wish

15. to play

2. succeed in raising 4. In spite of being 6. no good asking 8. not used to getting up 10.order not to be recognised

2.* 1. could 3. won 5. not go 7. had had

2. 4. 6. 8.

3.* 1. were (was) 5. hadn’t

2. did 6. weren’t (wasn’t)

had had found wouldn’t criticise told

3. had 7. didn’t

4. would

17. Conditional Clauses 1. 1. E 2. 1. 3. 5. 7.

type type type type

2. F

0, 3, 2, 1,

3. A

4. G

very likely, present impossible, past impossible, present likely, future

5. B

6. C

7. D

2. type 2, unlikely, present-future 4. type 1, likely, future 6. type 3, impossible, past

3. 1. The dog won’t bite you unless you tease it. / Unless you tease the dog, it won’t bite you. 2. Unless we offer to pay her, she won’t help us. / She won’t help us unless we offer to pay her.

4.* 1. were 4. offered 7. didn’t discuss 10. made 13. see

2. had told 5. wouldn’t spend 8. were 11. had 14. had never left

3. started 6. had really been 9. hadn’t gone 12. had seen 15. would get

5.* 1. I wish you hadn’t made fun of me in front of her. 2. Suppose you were kidnapped, what would you do? 3. If only she had an e-mail account. 4. I wish I had gone with them to the mountains. 5. It’s high time you told your parents about this. 6. I’d rather you refrained from smoking (you didn’t smoke) in this room.

6.* 1. hadn’t chosen 5. sent

2. were 6. found

7.* 1. had been able to 3. only I had followed 5. high time you took 7. If only I had 9. rather not make

3. wouldn’t spend 7. had

had gone

2. rather you had not asked 4. you had missed 6. I had not bought 8. you would keep 10.he had decided to continue

4. 1. the, the 4. a, the, the, the, 7. The, 10. a, the, the, an 13. -, -, the, the, the 5. 1. – 8. the 15. a

2. – 9. – 16. –

2. a, 5. -, a 8. the, the, the 11. a, the, 14. a, a, a, a

3. the 10. The 17. the

4. the 11. the

3. an, the, 6. The, -, -, a, the 9. an, the, the, a 12. a, -, -, the, a 15. a, the, the

5. a 12. a

6. an 13. –

7. the 14. The

19. Verb Constructions Review 1. 1. C 9. B

21. Countable and uncountable nouns; Expressions of quantity 2. A 10.D

3. D

4. C

2.* 1. … had it stolen … 3. … they had finally … 5. … us to bring … 7. … was being hauled … 9. … wish she had decided …

5. B

6. C

7. D

8. C

2. … have been demolished … 4. … for her being late. 6. … we had listened … 8. … Heart is said … 10. … had been collaborating …

3. 1. didn’t spend, took up, would feel 2. will be announced / are announced 3. had brought 4. made 5. would come / was coming 6. to be shown; calling 7. will reach; is done 8. was taken 9. thought; kicking 10.had had; working 11.was postponed 12.had scored; would have won 13.being involved / having been involved; to let; contact 14.be used; serviced 15.were asked; would you consider 16.asking; to help; are prepared 17.leave; to be left 18.will keep working; is serviced 19.to talk; would be; putting 20.not going; had come; laugh 4.* 1. had new stairs made 3. must be printed and circulated 5. seem to be 7. instead of lazing about 9. unless he is informed 11. asked him to translate 13. wish Peter had taken

2. 1. 3. 5. 7. 9.

2. the 10.–

3. the

4. –

loaves stowaways

6. –

7. a

2. is 7. a few

3. 1. many; much 5. little 9. a little 4. 1. piece 5. tube

6.* 1. few 6. much 11. lot 16. some

… … … …

passers-by

2. some; much 6. much 10. little; many

3. much 7. a few

2. bag 6. jar

3. sheet 7. carton

2. little 7. much 12. some 17. few

2. 4. 6. 8.

5. is 10.no

4. few 8. many

4. pair 8. pound

Her hair is really lovely! you got any questions? you need plenty of (a lot of) patience very little petrol left

3. any 8. lot 13. Neither 18. much

4. couple 9. much 14. most 19. all

5. lot 10. none 15. are

22. Pronouns and determiners: possessive, reflexive, emphatic, indefinite, demonstrative

2. Their, our 6. your

3. us 7. mine

4. them

3. it

4. him

8. an

smashed into the pieces. go by the train? at the seaside. 160 km an hour

2. best 4. Next 6. the time 8. coffee 10. cold 12. a hospital 14. night

washing machines aircraft potatoes mediums / media children

4. little 9. a

2. 1. them, her, her 2. them, me 5. them, mine 2. 4. 6. 8.

boxes

3. much 8. some

5.* 1. no more coffee left 3. is not my favourite subject 5. a lot of useful information 7. plenty to do on the house

2. advised me to complain 4. would not allow him to 6. I had had to do 8. She was offered 10. looking forward to being sent 12. rather you repaired the TV 14. accused Danny of stealing

5. the

2. U 4. C, 6. U 8. C, 10. C, 12. C, 14. C, 16. C, 18. U 20. C,

wolves illnesses feet

1. 1. Hers 5. you

… in the USA. … get an X-ray done. 3 … need an advice … The little girls …

3. 1. the best 3. the next 5. time 7. the coffee 9. a cold 11. hospital 13. The night

mice

2. 1. any 6. many

20. Articles 1. 1. an 9. the

1. 1. C, 3. U 5. C, 7. C, 9. C, 11. U 13. C, 15. U 17. C, 19. U

3. 1. 2. 3. 4. 5. 6. 7. 8.

herself myself, each other yourself myself, himself – look after yourselves (uwa˝ajcie na siebie) / look after each other (opiekujcie si´ sobà) 9. each other / one another 10. themselves

8. This is the lake where I used to bathe as a child. / This is the lake I used to bathe in as a child. 9. Mark, who is always on time, was late yesterday. 10. Next week I’m staying in Hereford, where my brother lives.

4.* 1. friend of mine 2. I wrote the composition (by) myself. 3. help yourself to this 4. belongs to us 5. one of my 6. enjoyed ourselves 7. a name for himself 8. make myself clear 9. has not been herself 10. keep themselves to themselves / keep to themselves 5. 1. 3. 5. 7. 9.

nothing nobody (no one) nowhere, nothing anything anybody (anyone) / everybody (everyone)

6. 1. that

2. these

7.* 1. mine 5. he 9. myself

24. Adjectives & adverbs formation; comparative and superlative forms

2. everything 4. anywhere 6. someone (somebody) 8. anybody (anyone) 10.nothing

3. those

4. this

2. other 3. her 6. hers 7. myself 10. anyone (anybody)

5. these

4. herself 8. You

23. Relative Clauses 1. 1. that 6. whom

2. which 7. who

3. whose

4. which

5. –

2. 1. 2. 3. 4. 5. 6. 7.

who was awarded the Nobel Peace Prize in 1993 which is the most important river in the United Kingdom whose vision is rather poor who was a Portuguese-born Spanish sailor and explorer whose Mickey Mouse became the most popular cartoon character who spent his early childhood in poverty whose scientists are involved in space exploration programs

3. 1. 3. 5. 7.

… … … …

where you pay who works where you can get (have) who looks

4. 1. 2. 3. 4. 5. 6. 7.

… … … … … … …

we bought was in very bad condition. he was talking to was absolutely wonderful. he sent me contained secret information. I’m waiting for hasn’t turned up. we stayed in was of very poor standard. they asked me to do wasn’t quite legal. he showed me were taken during the riots.

5. 1. –, who 5. which 9. that / which 13. whose

2. whom 6. whose 10. – 14. which / that

2. … which switches (turns) 4. … which produces 6. … which is

3. which 7. where 11. whom

1. A. sandy E. Italian I. Polish

B. childish F. dangerous J. enjoyable

C. careful, careless D. selective G. friendly H. reasonable

1. Italian 5. enjoyable

2. selective 6. dangerous

3. childish 7. reasonable

2. 1. relaxed 2. amazed 5. disappointed

6.* 1. He didn’t know the language well, which made it difficult for him to find a job. 2. This film is about a mad scientist whose experiments get out of control. 3. The car crashed into a few passers-by, two of whom were seriously injured. 4. I work for an IT company which is sending me to work abroad. / The IT company I work for is sending me to work abroad. 5. He has got a job which involves working irregular hours. 6. They wanted to meet me in the evening, which didn’t suit me at all. 7. She stayed in many hotels, some of which offered excellent service. / Some of the hotels she stayed in offered excellent service.

3. embarrassing 4. boring

3. un-: friendly, reliable in-: correct, active il-: legal, literate

im-: passable, moral ir-: regular, responsible dis-: honest, graceful

1. incorrect 5. disgraceful

3. irregular 7. unfriendly

4. 1. 2. 3. 4. 5.

2. irresponsible 6. illiterate

4. impassable 8. unreliable

a beautiful stylish cashmere scarf an old wooden dining table a worn-out men’s leather wallet a second-hand Volvo saloon car an expensive Parker fountain pen

5. 1. completely (totally) exhausted 3. absolutely delighted 5. totally terrified 6. -ly: quickly, slowly -ally: dramatically, systematically

2. absolutely revolting 4. absolutely hilarious

-le -ly: reasonably, incredibly -ily: sleepily, heavily in a friendly, silly manner / way

7. 1. … cook very well. 2. … write as neatly as I used to. 3. … changed so unexpectedly … 4. … drives extremely carefully. 5. … grammatical problems clearly. 8. 1. near 5. Shortly 9. deeply

4. – 8. – 12. which

4. careless

9. 1. 3. 5. 7. 9.

2. hardly 6. late; slowly 10.bad

the easiest quieter bigger the most expensive cleverer / more clever

10. 1. comparatively 3. more carefully 5. the least interesting 7. favourable

3. highly 7. weekly

4. easily 8. nice

2. more modern 4. the funniest 6. more tolerant 8. more comfortable 10. the dirtiest

2. 4. 6. 8.

impatiently friendlier nervously angrily

25. Noun Phrase Review 1. 1. much, this 4. good 7. furiously / none 10. anywhere 13. cheaply, it

2. no 5. your, mine 8. a, some, the 11. himself, badly 14. an, who, anything

3. which, many, 6. anything, him 9. 12. those, any

2. 1. 2. 3. 4. 5.

2. 1. in case 3. so that 5. as though 7. to avoid 9. while 11. in order to 13. because of

your, no one (nobody), No one (Nobody), myself a, little (bit), something the, himself, the few, whose, mine, the most, less, most

3.* 1. too little money to continue 3. not as expensive as yours. 5. has been growing rapidly 7. to keep this to yourself 9. is not our plot / plot is not ours

2. Nothing must be touched 4. anyone (anybody, whoever) she likes 6. The car he bought 8. Very few people 10. everyone whose house

26. Clauses of Comparison 1. 1. much (a lot) faster 3. nearly … interesting

2. a little (a bit) less 4. much (a lot / far) better

2. 1. hasn’t got as much experience as Mike (has / does) / isn’t as experienced as Mike (is) 2. has got a lot (many / far) more fantasy books than I have / than me 3. is the tallest of us 4. is less expensive than the necklace 5. a much longer distance than (we did) yesterday 6. eat as much chocolate as he did / as he used to / as before 7. the most amusing movie I’ve ever seen 8. earns so much as (he did) in the previous job 9. was the least suitable (of all) 10. taste as good as the other ones 3.* 1. The more you read in English, the more easily you learn the vocabulary. 2. The older he grows, the more fussy / the fussier he is. 3. The longer I persuaded him, the more stubborn he became. 4. The longer we discussed the problem, the less likely it seemed that we’d reach a compromise. 5. The longer you put off the decision, the more difficult it will be to make one. 4. 1. as 5. 1. 2. 3. 4. 5.

2. like

3. like

4. as

5. like

twice as much as his sister (does) has been learning German five times as long as I have written half as much as Mark has. as many goals as Jack (did) twice as often as I do (me)

10 2. although 4. In spite of 6. no matter how 8. because 10. so 12. as 14. such a

3.* 1. The sea was so rough that we couldn’t go sailing. 2. In spite of earning a lot of money, he doesn’t dress smartly. 3. You’d better take the washing off the line in case it rains. 4. She left me a note on the table so that I wouldn’t (didn’t) forget about the party. 5. There were such a lot of people in the main square that we couldn’t get to the stage. 6. Although it was raining / Although it rained, we didn’t cancel the match. 7. We want to get to Lima tonight no matter how much it costs. 8. The boys wanted to carry on climbing whereas the girls preferred to take a rest. 9. She won’t agree to help you however long you keep asking her. 10. Peter left the office a bit early in order to buy his wife a birthday present. 11. He lied to you about the incident because he was afraid of you. 12. We had to take a detour due to the bridge being under repair / due to the fact that the bridge was under repair. 13. She hadn’t closed the window securely so the storm broke it during the night. 14. You look as if you could do with a long holiday. 15. I won’t agree to whatever he suggests! 16. Could you park your car behind the house, please so that there is (will be) more parking space for the other guests? 17. Despite being a bit alienated from the class, he didn’t care much about it. 18. We stopped at the motorway services so that Jane could buy some pills. 19. I sent him a bit more money in case he had trouble finding a job. 20. We had to give up the idea of going to the mountains for the weekend because of my brother’s flu. 4.* 1. to avoid going down 2. in spite of not being 3. whatever their opinion is / whatever they think 4. due to unexpected changes 5. was so hot that 6. to prevent it (from) getting 7. because of his failure 8. such an unclear way that 9. in the same way as 10. as if he was going

28. Indirect Questions 6.* 1. of 5. the … the 9. as … as

2. the same as 6. rather than 10. whereas

3. more and more 7. sooner … than

4. so … as 8. than

7.* 1. more difficult than we 2. the most experienced 3. rather than wait 4. the better I need to 5. as much money as 6. becoming more and more popular 7. sounds like a very good 8. so cold as we 9. the least interesting of / far less interesting than 10. the same number of doughnuts

2. because of 6. despite 10. to avoid 14. However

3. as if 7. so funny 11. to 15. due to

2. I’ve no idea / I’d like to know 4. Do you happen to know

2. 1. I will have 2. she has ever met 3. you paid 4. he had been staying 5. want 6. she has changed 7. the conference will last / the conference is going to last 8. he got 9. she has never asked 10. you were doing

27. Adverbial Clauses: reason, result, purpose, concession, manner 1. 1. as 5. while 9. despite 13. so

1. 1. I wonder 3. I can’t remember / I’ve no idea 5. I’d like to know / I’ve no idea

4. in case 8. so that 12. as though

3. 1. 2. 3. 4. 5. 6. 7.

… … … … … … …

where the railway station is. what I am going to do this weekend. when I last saw her. how old my boss is. what I would like to do in the future. how long I have been waiting! if I have paid the phone bill this month.

8. … if you can see me tomorrow morning. 9. … what time she came back home last night. 10. … how many cigarettes I smoke a day! 4. 1. 2. 3. 4. 5. 6.

Propozycje odpowiedzi: I wonder if you could help me with my Geography project. Could you tell me if there are any trains to London in the morning? I’d like to know if you’ve still got tickets for … Could you tell me how much this jumper is? Excuse me, do you happen to know how I can get to the Odeon cinema? I wonder if I could leave class a bit early today. I’ve got an appointment with the dentist. 7. I wonder if I could come for the check-up some other time. 8. Do you happen to know when she’s coming back? 9. Could you tell me if there are any particularly interesting places to see there? 10. I’d like to know when I will get my new set of speakers delivered. 5.* 1. where Judy lives 3. where I (have) put 5. what time it is 7. why she was so angry 9. if (whether) I will pass

2. when they will send 4. how much he earns 6. what the kids are doing 8. when he is going 10. how much he has paid

29. Question Tags 1. 1. c 6. a, d, e 2. 1. haven’t you 5. hasn’t he 9. will you 13. don’t you 17. would you 3. 1. B 9. C

2. C 10. A

2. a, e 7. e, d, a

3. b 8. b, c

2. will you 6. shall we 10. will you 14. haven’t they 18. has there

3. B

4. A

4. d, a, e 9. c

3. don’t we 7. were you 11. were they 15. aren’t I 19. will you

5. C

6. A

5. a, d, e 10. d, a

4. can’t you 8. does she 12. is it 16. isn’t it 20. won’t you (polite)

7. B

8. A

4.* 1. You’ve been collecting those stamps for years, 2. It was a spectacular display, 3. Carry the guests’ luggage into their rooms, 4. You don’t want to leave me here on my own, 5. You are getting used to working here, 6. We will need to take on more staff soon, 7. You haven’t been fighting again, 8. They serve good fish here, 9. You were looking for me this morning, 10. We really had a narrow escape, 5.* 1. You did? / Did you? 3. You will? / Will you? 5. You don’t? / Don’t you? 7. You aren’t? / Aren’t you? 9. There is? / Is there?

2. She is? / Is she? 4. It has? / Has it? 6. They were? / Were they? 8. He has? / Has he? 10. They won’t? / Won’t they?

3.* 1. Nor (Neither) do 3. So are 5. nor (neither) were 7. so will 9. nor (neither) could

2. so did 4. So was 6. nor (neither) did 8. Nor (Neither) can 10. Nor (Neither) have

4.* 1. Had I known earlier, I could have helped them. 2. Not only can he do many sports well but he is (also) a clever student (as well). 3. Little did we know about his private problems. 4. Only after seeing (we saw) the sales results were we able to understand the situation fully. 5. Never have I heard a more (such a) foolish story! 6. No sooner had I lain down on the sofa than there was a knock on the door. 7. Under no circumstances must you open the door to strangers! 8. Should you see Peter, will you inform me? lub Should Peter turn (show) up, …? 9. Were I to find a job abroad, I’d move immediately. 10. Such an influential person did he seem (to be) that we decided to ask him for help. 11. Seldom does he see his family. 12. Only if you know him better, will you understand his attitude. 13. Hardly had everyone left the building when there was an explosion. 14. Not until he’s (has) improved his skills will he be allowed to join the team. 5.* 1. So … that 4. Had … have 7. On … can 10. Under … can

2. Only … will 5. Such 8. Not … did … but

3. Here lub There 6. Never … had 9. sooner … than

31. Clause Grammar Review 1. 1. did she realise 5. as though 9. while 13. Had he been 2.* 1. … 2. … 3. … 4. … 5. … 6. … 7. … 8. … 9. … 10. … 11. … 12. … 13. … 14. … 15. … 16. … 17. … 18. …

2. she was 6. so 10. don’t they 14. in case

3. does he 7. than 11. due to

4. despite 8. such a 12. so that

if you will be passing the post office. going to quit, are you? is he a talented singer but a brilliant guitarist as well. saying that he’s a strict vegetarian, he often eats meat. in bed all evening because he felt unwell. miserable did he look that we took pity on him. where she went? he wouldn’t make a mistake. the bike breaks down on the way. had she said that than everybody froze in horror. have I met a kinder man than Josh (is). if he has ever done this before. such a disappointing concert that we left early. off the music, will you? of being enthusiastic, they don’t have much experience. how much we offered to pay him, he didn’t agree to help us. avoid being seen (to go away). if (though) she was going to faint in a moment.

30. Stylistic Inversion 1.* 1. Only 5. Should 9. Were

2. Under 6. Never 10. So

2.* 1. had we entered … called 3. will you be 5. Were you 7. have I had 9. do some politicians realise 11. had she left … they tried 13. did most of the other people 15. are you / will you be

3. There 7. Little

4. Such 8. Had

2. is my wife. 4. did he make … he didn’t want 6. Had we decided … we would have been 8. Should you be … we will / would be 10. the police phoned … did we find 12. arriving / I arrived … did I remember 14. were my colleagues

M atura Vocabulary Builder Key 1. Cz∏owiek I 1. toddler

2. fringe

3. wrinkles

4. piercing

5. freckles

II Age: teenager, adult, in their twenties, middle-aged, elderly, young, toddler, youngster

Height: tall, short, of medium height Build: slim, plump, stout, overweight, fat, thin, skinny, well-built Hair: short, shoulder-length, curly, wavy, fringe, bald, dyed, plaits, pony tail, dreadlocks, frizzy, parting Face: pretty, freckles, beard, clean-shaven, moustache, wrinkles, spots, handsome, pale, suntanned, dark complexion, earrings, piercing III 1. flowery 5. plain

2. patterned 6. dotted

3. checked

4. striped

IV Above waist: jumper, hooded sweatshirt, shirt, (Am.) vest, tie, T-shirt, cardigan, scarf, jacket, blazer, (Am.) undershirt, braces, pullover, anorak, tuxedo Under waist: shorts, skirt, tights, socks, (Am.) pants, belt, cords Underwear: bra, (Br.) vest, trunks, (Br.) pants, swimming suit, (Am.) undershirt Over the whole body: suit, tracksuit, dress, pyjamas, coat, raincoat, uniform, dungarees, tails, apron, overalls, robe, (Am.) tuxedo Footwear: socks, slippers, shoes, trainers, sports shoes, high-heeled shoes Headgear: cap, hat, veil V 1. carrying 5. matches 9. dressed VI 1. c

2. a

2. wearing 6. fit

3. c

4. b

3. go 7. suits

5. b

4. suit 8. wear

6. c

VII Positive: friendly, outgoing, helpful, hard-working, easy-going, fun, funny, calm, sociable, honest, cheerful, reliable, mature, optimistic, sensible, polite, helpful, ambitious, kind, relaxed, sensitive, well-organised, witty, laid-back, sincere, modest, trustworthy, confident, devoted, considerate Neutral: shy, reserved, serious, strict, independent, determined, indecisive Negative: bossy, talkative, cynical, naive, lazy, mean, rude, impatient, dishonest, nervous, pessimistic, unfriendly, unkind, selfish, jealous, stubborn, arrogant, childish, disorganised, gullible, edgy, cheeky, thick-skinned, nasty, moody, bad-tempered, impulsive, touchy, immature, uptight, fussy, big-headed, grumpy, squeamish VIII Possible answers: 1. stubborn, confident, big-headed, determined 2. lazy, easy-going, idle 3. trustworthy, reliable, dependable 4. cheerful, happy, optimistic 5. reserved, unsociable, shy 6. cynical, malicious, cheeky 7. disorganised, untrustworthy, unreliable 8. naive, gullible, childish 9. uptight, shy, reserved IX 1. anxious 5. disgusted X 1. B

2. C

2. nervous

3. excited

4. fed up

3. D

5. A

7. F

XI 1. at 5. of 9. by 13.by

2. with 6. with 10.of 14.about

XII 1. a

2. b

4. E

3. about 7. about 11.by 15.of

6. G

4. with 8. up 12.with 16.up

II 1. B 9. G

12 2. C 10. I

3. A 11. H

4. E

5. D

6. K

III 1. rug 2. radiator 3. ladder 5. housing estate 6. remote (control) 7. doormat IV 1. home 5. housewife

2. home 6. house

V 1. convenient 4. cosy; redecorated 7. remote; isolated VI 1. three-room 5. some 9. car park 13. wallpaper VII 1. on 7. for

2. – 8. into

4. accommodation

3. noisy 6. cramped; tiny 9. economical

3. rent 4. lift 7. system 8. advertisements 11. self-contained 12. sill

3. from 9. of

4. from 10. in

5. – 11. of

IX 1. Third girl to share a self-contained flat, near the tube, urgently, call 060254371 in the evenings 2. Modern, 2 bedrooms, air conditioned, fully tiled bathroom + separate toilet. 1 month deposit required. Call 02083551009 Hannah 3. Newly refurbished first floor flat. Large double bedroom. Fully furnished. 5 minutes’ walk from Waterloo station. Call 060057641 4. Room to let in 2-bedroomed flat near the tube station Parsons Green tube station. £160 per week inclusive. Call 07970 4130 in the evenings. 5. Single room available now. Refurbished. Intercom entry. £175 per week plus bills, close to amenities. Call 020 7625 1266 6. Kensington, newly decorated 2-bedroomed apartment with wooden floors. A few minutes from the tube. £350 per week excluding bills. Call 07939266309 X a) a basement – a whole storey of a building that is located underground / a cellar – a single room that is located under the building, usually used for storing things b) an attic – a part of a building directly under a roof / a loft – a room or storage area under a sloping roof c) a landlord – a person who owns and rents houses or flats to others / a lodger – a person who lives in rented accommodation d) a tenant – a person who rents a house from someone / a flatmate – a person you share a rented flat with XI 1. c

2. a

XII Odpowiedzi indywidualne

I 1. maths 5. biology

2. chemistry

3. geography

4. crafts

2. Dom I 1. block of flats 3. semi-detached house 5. cottage

2. detached house 4. terraced house

6. on

VIII 1. accommodation 2. self-contained 3. rent 4. bedsit 5. deposit 6. electricity 7. facilities 8. access 9. condition 10. tiles 11. air conditioning 12. entryphone

3. Szko∏a

XIII Odpowiedzi indywidualne

8. J

3. home 4. househusband 7. home / home / home

2. busy; crowded 5. spacious 8. safe; secure

2. some 6. share 10. a six-storey 14. carpet

7. F

II 1. 3. 5. 7.

public school co-educational school state school secondary school

2. 4. 6. 8.

boarding school vocational school primary school sixth form college

III 1. l 5. j 9. d

2. e 6. b 10. i

3. c 7. h 11. g

4. f 8. k 12. a

IV 1. study 5. certificate 9. crib

2. revise 6. report 10. pay

3. marks 7. graduated

4. cheat 8. learn

VII 1. A 9. C

V do: homework, your best, well, an exercise, an exam, a course make: use, a mistake, progress, a guess, notes, an error, a speech take: a driving test, an exam, notes, a course, a break, extra lessons VI 1. 2. 3. 4. 5.

to take a driving test made three mistakes make a speech to do your best take extra lessons

VII 1. catch up 5. result 9. blank 13. extramural

2. encourage 3. degree 6. gap year 7. class 10. cover to cover 11. illegible 14. inside out

VI 1. d 5. e 9. n 13. m

4. entrance 8. conscientious 12. invigilator

2. b 6. d, f, g 10. k, l 14. l

2. B 10. F

3. I 11. K

3. d, g 7. c 11. i

4. D 12. L

5. E

4. a 8. h 12. j

6. G

7. J

8. H

VIII a) a job – a specific task to do or a position in a company / work – a place of employment or activities resulting from employment b) an employer – a person or business that offers you work / an employee – a person who is offered work c) staff – a group of employees of a company or business / a crew – a group of people that do a particular job or operate a ship or aircraft; a team d) an interview – a formal meeting to check if a person is suitable for a particular job / an audition – a short performance given by an actor or musician to check if he / she is suitable for a particular role e) vacancy – a position at a company that is not occupied / holiday – a period of time taken off work or school f) be made redundant – leave the company because the job is no longer necessary or your employer cannot afford to pay you / be fired – leave the company because your work is not satisfactory IX c

VIII 1. influence 5. enrol 9. replace

2. tradition 6. log 10. Chat

3. education 4. online 7. circumstances 8. remote 11. revolution 12. advantage

X Odpowiedzi indywidualne

5. ˚ycie rodzinne i towarzyskie IX 1. a

2. c

X a day student – a pupil who lives in his / her own house while he attends school / a boarder – a student who lives on the school premises pass an exam – to be successful in the examination / take an exam – to try to pass an exam traditional learning – education that takes place in a school environment / e-learning – distance learning via the Internet finals – exams that students take to graduate from a school / entrance exams – exams that students take to get to college or university XI Odpowiedzi indywidualne

4. Praca I 1. surgeon 5. cashier

2. firefighter

II 1. vet 4. scientist 7. hairdresser 10. lawyer 13. copywriter 16. stylist 19. software developer III 1. d 9. f

2. g 10. e

3. i

IV 1. job 4. run 7. work overtime 10. appointed V 1. c 9. j

2. e 10. i

3. plumber

2. farmer 5. carpenter 8. nurse 11. receptionist 14. director 17. flight attendant 20. real estate agent

4. a

5. b

2. qualifications 5. with 8. fixed

3. a 11. g

4. b

5. d

4. conductor

3. travel agent 6. traffic warden 9. secretary 12. beautician 15. fashion designer 18. accountant

6. h

7. c

7. h

II 1. aunt 4. great-grandparents 7. nephew 10. bride 13. bridesmaid 16. in-laws 19. siblings

2. date 4. engagement

2. uncle 5. mother-in-law 8. niece 11. bridegroom 14. offspring 17. ancestors

3. cousins 6. brother-in-law 9. next doors 12. best man 15. stepmother 18. descendants

III Family-related: partner, couple, relative, ex-wife, twin, spouse, next of kin, relation, dependant, wife-to-be, foster parents, godparents, foster child, half-brother, ancestor, descendant, half-sister, godchild, forefathers, significant other Friendship-related: friend, boyfriend, partner, schoolmate, pen pal, mate, pen friend, steady boyfriend, buddy, playmate, confidant, companion, pal Other: flatmate, colleague, workmate, classmate, partner, ex-girlfriend, stranger, boss, neighbour, acquaintance, landlord, next door, co-worker, compatriot, tenant, lodger, rival, significant other IV Possible answers: family reunion, wedding anniversary, family values, to get married / divorced, to marry, to divorce, to get / become pregnant, mother-to-be, to raise a family, fatherhood, motherhood, mothering skills, etc.

8. j V Positive feelings: admire, fancy, attract, be fond of, be keen on, get on well, fall for, take to, idolise, look up to, turn on Negative feelings: can’t stand, hate, look down on, put off, detest, fall out with

3. earns 6. tax 9. Manual

6. k

I 1. house-warming party 3. christening 5. honeymoon

8. f

VI 1. an only 5. out 9. eldest 13. lodger

2. middle 6. ceremony 10. up 14. single

3. – 7. – 11. to 15. off

4. to 8. couple 12. stepfather

VII 1. pregnant 3. rate 5. argument 7. funeral 9. anniversary / reunion 11. on speaking terms 13. pain in the neck

d) GM food – genetically modified food / organic food – food obtained in result of natural farming processes e) lunch – a light meal eaten in the middle of the day / brunch – (breakfast plus lunch) a meal eaten in the late morning f) preserved food – food that contains chemicals preventing it from decaying / fresh food – food that does not contain any preservatives

2. quarrel 4. common 6. home 8. ceremony 10. single 12. for the sake 14. for granted

VIII a) a friend – a person you know well and like very much, but who is not a member of your family / a colleague – a person you work with b) to be at home – to be in your own house or flat / to feel at home – to feel welcome and familiar with the place c) a hen party – is a party only for female friends and relatives of a woman who is soon getting married / a stag night – a party for man who’s getting married; only men are invited d) a compatriot – a person of the same nationality as the person who is using this word / an ex-pat – a person living in a foreign country which is not their own IX 1 b

VII 1. modified 5. fresh 9. organic

2. genetic 6. enriched

3. crops 7. transgenic

4. grow 8. labelled

VIII Advantages of GM foods: w more powerful control of pests and weeds w more nutritional value of crops w a way to quickly improve crop characteristics Potential risks of GM foods: w unknown effects on human health w transferring crop traits to wild species w increased use of agrochemicals w irreparable damage to the environment w allergic responses to new substances in foods w increasing control of agriculture by biotechnology corporations

X Odpowiedzi indywidualne

6. ˚ywienie I 1. coffee machine 4. crockery

2. pot 5. cutlery

3. grater

II 1. Meat: poultry, beef, pork, lamb, turkey, bacon, venison, mutton, veal 2. Fish and seafood: herring, trout, salmon, shrimps, carp, prawns, mussels, crayfish, cod, tuna 3. Vegetables: potato, onion, peas, cabbage, cauliflower, garlic, cucumber, lettuce, beans, beetroot, red radish, leek, broccoli, aubergine, asparagus, horseradish, corncob 4. Fruit: peach, cherry, strawberry, pineapple, pear, grapes, watermelon, blueberry, gooseberry 5. Bakery products: bun, bread, roll, apple pie 6. Dairy products: butter, cheese, yoghurt, cream 7. Meals: starter, brunch 8. Other: rice, cereal, chocolate, pasta, honey, mustard, jam, pancakes, mushrooms III 1. 2. 3. 4. 5. 6. 7. 8. 9.

V 1. frozen 5. leftovers 9. dressing 13. tip

X 1. a

2. c

XI Odpowiedzi indywidualne

7. Zakupy i us∏ugi I 1. greengrocer’s 4. chemist’s II 1. E 9. H

2. D 10. K

III 1. shop 4. receipt 7. reduced 10. stalls 13. current

peel potatoes knife, peeler chop onion knife, chopping board boil eggs pot grate cheese grater stir sauce spoon slice ham knife squeeze lemon squeezer bake cake oven, baking pan / tin roast chicken oven, roasting pan, casserole

IV 1. proteins 5. vitamins 9. preservatives 13. stimulants

IX Eating out: Dishes: starter, main course, dessert, Places: cafeteria, pizzeria, coffee shop Useful expressions: A table for two, please. I’ll have … Can I have the bill? Keep the change. Is service included?

2. bakery 6. fat 10. fibre 14. starch

3. calcium 7. fattening 11. decay

4. nutritional 8. carbohydrates 12. caffeine

2. stale 6. fattening 10. junk

3. taken away 7. book 11. rotten

4. recipe 8. ingredients 12. lay

VI a) a meal – a time or occasion when people eat / a dish – food which is prepared in a particular way b) cutlery – spoons, forks, knives and the like / crockery – cups, mugs, plates, etc. c) a salad – a mixture of raw vegetables or fruit / a lettuce – a plant with large, green leaves eaten as a vegetable

2. stationery (shop) 5. grocer’s

3. A 11. M

4. C 12. L

5. F 13. I

3. florist’s

6. B

2. bargain 5. queues 8. cash dispenser 11. beauty parlour 14. an electronic purse

2. change 5. discount 8. dressmaker

3. warranty 6. video shop 9. operator

V 1. developed 4. flat 7. copies 10. enlarged 13. shortened 16. fixed

2. prints 5. assistance 8. spare 11. stamp 14. length 17. mobile

3. glossy 6. key 9. copied 12. registered 15. leaking

VI 1. B 9. H

3. E 11. F

5. K

VII 1. online 3. click 5. commitments 7. account

4. C

2. 4. 6. 8.

8. G

3. goods 6. dry-cleaner’s 9. stock 12. registered 15. off-licence

IV 1. trolley 4. wallet 7. complaint

2. I, F 10. J

7. J

6. D

Internet delivery surveys means

7. G

8. A

VIII a) a shopkeeper – a person who owns or runs a shop / a shoplifter – a person who steals from a shop b) a shop assistant – a person who works in a shop / a serviceman – a person who repairs or maintains equipment c) a shop window – a display of goods so that they can be seen from the outside / window shopping – looking at goods displayed in the shop windows without really meaning to buy anything d) an e-purse – a type of credit card which you can use to do online shopping / a leather purse – a small bag made of leather that women keep their money in. IX a X Odpowiedzi indywidualne

8. 3 9. 7 To tow a car means to have it pulled by another vehicle because the car has broken down. 10. 7 An itinerary is a detailed plan of a journey. VI 1. in 5. commute

2. missed 6. cruise

3. run 7. voyage

4. ticket

VII Book a room for one night / two nights, Get to the hotel airport / city shuttle Breakfast included full board, half board Check in / out leave valuables for safekeeping Call the reception desk vacancy, charge per night A single / double room looking onto the street Call the room service push-button room service

8 . Podró˝owanie i turystyka I 1. a) e) i)

Car: bumper wipers spare wheel

2. a) c) e) g)

Traffic: pavement (Br.) crossroads pedestrian crossing parking meter

b) indicator c) engine f) boot g) tyre j) steering wheel k) side mirror

d) windscreen h) wheel l) belts

VIII 1. package holiday 5. Travelling 9. vacancy 13. double

2. direct 6. accommodation 10. carriageway

3. trip 7. guide 11. chalet

4. tour 8. validator 12. hitch-hiker

IX a b) roundabout d) U-turn f) traffic lights

II catch a bus, cab, tram, train, underground book a room, ferry, plane (ticket) go by train, bus, plane, taxi, underground, tram, car, ferry lose (a) bag, ticket, luggage, suitcase, holdall miss a train, bus, plane, tram get in / out of the taxi, cab, car get on / off train, bus, plane, underground, tram, ferry board (a) plane, ferry hire a car III Train Verbs: change, take, validate a ticket; Other words: conductor, ticket collector, railway station, platform, ticket office, single, return, destination Bus Verbs: get on / off, catch, be delayed, validate a ticket; Other words: coach station, route, All-zone One Day Bus Pass, Seven Day Bus Pass, destination Tram Verbs: get on / off, catch, be delayed, validate a ticket; Other words: route, destination Plane Verbs: fly, take off, land, get on / off, book, be delayed, check in; Other words: pilot, crew, captain, board gate, destination, boarding pass, departure lounge, cabin luggage Car Verbs: drive, get into / out of, rent, hire, overtake, park; Other words: motorway, dual carriageway, destination Bicycle Verbs: ride, rent, hire; Other words: route, destination Underground Verbs: get on / off, enter, validate a ticket; Other words: platform, travel card, route, destination Taxi Verbs: catch, hail, park; Other words: taxi rank, destination Ferry Verbs: get on / off, enter, set off; Other words: crew, captain, destination IV 1. flight 3. journey 5. excursion / trip V 1. 3 2. 7 3. 7 that 4. 3 5. 3 6. 3 7. 7

2. drive / excursion / trip 4. crossing 6. expedition

A driving licence is a document which allows you to drive a car. A B&B = A Bed & Breakfast sign means that you can stay at place for a night (or longer) and have breakfast.

To hit the road means to set out on a journey.

X a) a single ticket – a one-way ticket / a return ticket – a two-way ticket b) a backpack – a bag with straps that you carry on your shoulders / a suitcase – a bag or a box with a handle and a hard frame c) a trip – a journey that you make to a particular place, for a specific purpose / a journey – travelling from one place to another by a particular means of transport d) package holidays – on a package holiday you have everything (the package) arranged for you by the travel agent / going backpacking – travelling with a backpack and looking for accommodation on the spot XI Odpowiedzi indywidualne

9. Kultura I 1. painting 5. music

2. theatre

3. sculpture

4. literature

II Possible answers: Painting: still life, abstract, frame Art: art gallery, collection, museum, graphic Reproductions: fake, inexpensive Concert: playback Display: portrait III Painting: palette, Sculpture: hammer, clay, chisel, sculptor, gallery Music: composer, musical instruments, notes, concert, musician, orchestra, band, singer, conductor, choir, soloist, opera house Literature: editor, publisher, bookshop, library, book fair, writer Film: star, cast, director, audience, producer, viewers, box office Theatre: play, playwright, performance, director, audience, dancer Photography: exhibition, camera Graphics: gallery, poster, graphic designer IV 1. D 9. A

2. G

V 1. review 5. viewer 9. on 13. expression 17. rehearsals

3. I

4. B

2. scene 6. cover 10. book fair 14. stalls 18. event

5. H

6. E

3. plot 7. live 11. festival 15. circle 19. art form

7. F

8. C

4. exhibition 8. library 12. channel 16. foyer 20. dubbed

VI 1. H 9. J

2. D 10. I

VII 1. display 5. date 9. tune 13. masterpiece 17. canned

3. A

4. F

2. entertainment 6. album 10. matinée 14. works 18. fake

VIII 1. plot, programme 3. concert, live

5. G

6. B

3. chapter 7. lyrics 11. usherette 15. still lifes

7. C

8. E

4. effects 8. fiction 12. audition 16. landscape

2. pastime, reproductions 4. hit, nominated

IX a) a leisure centre – a place where people can do many different sports activities, take exercise classes, etc. / a stadium – a building for public events, esp. sports and large rock music concerts, consisting of a playing field surrounded by rows of seats b) extreme sports – very dangerous activities such as bungee jumping, skydiving or the street luge / martial arts – methods of fighting developed in the Far East c) a winner – a person who has won a competition, game or race / a runner-up – a person who has come second in a race or competition d) a golf club – a stick used to hit the golf balls or an association for playing golf / a golf course – a large area of grass designed specially for playing golf X a

IX 1. dull 5. leaflet

2. involving 6. loudspeaker

3. nursery rhyme

4. baton

X a) a band: a small musical group playing a popular type of music / an orchestra: a large group of musicians who play different instruments together. Orchestras usually play classical music. b) a celebrity: a famous person, especially one connected with show business / a celebration: an event organised on a special occasion c) a bookworm: a person who loves reading and browsing through books / a librarian: a person who works in a library d) an announcer: a person who introduces programmes on radio or television / a speaker: someone who is giving a talk, e.g. at a meeting XI Odpowiedzi indywidualne

10. Sport I 1. pole vault 5. scuba diving

2. archery

II 1. referee 3. archer 5. canoeist III A. B. C. D. E. F.

Sport: Sport: Sport: Sport: Sport: Sport:

3. fencing

4. high jump

2. fencers 4. umpire / referee

ice hockey; People: ice hockey players rowing; People: canoeists golf; People: golfers bowling; People: bowlers football; People: footballers tennis; People: tennis players

IV A. play – basketball, football, volleyball, ice hockey B. go – skiing, jogging, boating, sailing, swimming C. do – athletics, karate, yoga, judo, kick-boxing V 1. D 5. I 9. B, E VI 1. 2. 3. 4.

2. A 6. H

3. G 7. E, H

4. C, E, I 8. F

rowing: crew, amateur figure skating: championships, judges tennis: outdoors, game, balls football: goalkeeper, kicks

XI Odpowiedzi indywidualne

11. Zdrowie I 1. headache 5. rash

2. interesting 6. broke 10.baton

3. spectators 7. holds

4. a draw 8. by

VIII 1. final score 5. scoreboard 9. coach 13. lead

2. race 6. beat 10. track events 14. commentator

3. blew 7. bronze 11. opponent 15. outlet

4. drug test 8. championship 12. love

3. stomachache 4. runny nose

II Hangover / Advice: drink water and lemon tea, take an aspirin Insect bite / Symptoms: blister / Advice: rinse with disinfectant, apply suitable lotion Sprained ankle / Symptoms: it’s red and swollen / Advice: have an X-ray, fetch the doctor Allergy / Symptoms: sore eyes, runny nose, hay fever / Advice: stay inside, apply eye drops Common cold / Symptoms: runny nose, shivers, fever / Advice: see the doctor, stay inside, take an aspirin III 1. D

2. E

IV 1. prescription 5. examined 9. run down 13. a plaster

3. C

4. B

2. an appointment 6. injection 10. filled 14. aches

5. A

6. F

3. sick 7. potato 11. agony 15. insurance

4. health centre 8. from 12. plaster

V 1. swollen 3. vaccinations / inoculations 5. waiting room 7. stretcher 9. The disabled 11. Life expectancy

2. a plaster / a dressing 4. injured, hurt 6. eyesight 8. lozenges 10. fatal

VI 1. infectious 5. bites 9. rash

2. cancer 6. cut

3. bruises 7. scar

4. blisters 8. allergic

VII 1. E 5. D 9. K, L, P 13. R 17. K

2. F 6. H 10. M 14. O, P

3. G 7. C 11. M, N 15. J

4. A, B, E, F 8. A, D, E 12. O 16. I

VIII 1. a

VII 1. take up 5. does 9. for

2. broken arm

2. b

IX a) a receipt – a piece of paper which proves that you have bought something from a shop / a prescription – a piece of paper that a doctor gives you that says what type of medicine you need b) life expectancy – the length of life typical of a group of people or animals / a person’s age – the number of years that someone has lived c) to be cold – to experience unpleasantly low temperature / to have a cold – to suffer from symptoms such as cough, runny nose, fever

d) alternative treatments – types of therapy such as acupuncture, acupressure, hypnosis, etc. not included in the traditional medicine / conventional medicine – traditional methods of treatment, including mechanical and chemical therapy e) a medicine – a substance that you take to treat an illness, usually a liquid, tablets, or a powder / a remedy – a cure for pain or a minor illness f) to be hooked on something – to enjoy something so much that it takes most of your time and attention; also: to be addicted to something / to be fond of something – to feel affection for something, to like something very much X Odpowiedzi indywidualne

13. Âwiat przyrody I 1. flood 5. lightning

2. fire

3. drought

4. hurricane

II Insects: mosquito, ant, fly, butterfly, cockroach Fish: salmon, tuna, shark, trout, herring Birds: pigeon, lark, eagle, sparrow, goose, stork, falcon, pheasant, swallow, nightingale Amphibians: frog, toad, tadpole Reptiles: crocodile, snake, tortoise, lizard Mammals: fox, lion, deer, kangaroo, bear, camel, wolf, tiger, whale, panda, dolphin, rabbit

12. Nauka, technika I 1. mobile phone / cell phone 3. camcorder 5. microwave oven

2. food processor 4. abacus

II 1. Archaeology: study of ancient societies, done by examining buildings, tools, graves, bones, and other things from that time that have been found. Scientist: archaeologist. 2. Civil engineering: designing and building roads, bridges, public buildings and private houses. Scientist: civil engineer. 3. Environmental engineering: study of things related to the natural world and the effects of human activity. Scientist: environmental engineer. 4. Genetic engineering: study and manipulation of DNA. Scientist: geneticist. 5. Information technology: study of technology related to the transfer of information (computers, telecommunications). Scientist: information technologist. 6. Linguistics: study of language and how it works. Scientist: linguist. III 1. B

2. B, A, E

3. A, E

4. F

IV scientist – 4, 7 inventor – 2, 5

explorer – 1, 6 researcher – 3, 8

V 1. ballpen 2. e-mail 3. phone

a) ink c) network e) mouthpiece

VI 1. electric 5. Click 9. socket

5. E, B

6. C, D

b) plant d) communication f) earpiece

7. G

III 1. D 9. B

2. G 10. F

3. J

4. A

5. C

6. H

7. E

8. I

IV 1. C 9. H

2. J 10. D

3. B

4. F

5. G

6. A

7. I

8. E

V 1. extinct 3. catalytic converters 5. waste 7. species 9. greenhouse effect 11. plant life 13. ivory 15. caps 17. Organic 19. Contaminated VI 1. 2. 3. 4.

3 3 7 Global warming is caused by greenhouse effect. 7 Exhaust fumes are produced by cars and other vehicles that run on petrol or oil. 5. 3 6. 3 7. 3 8. 7 Trees absorb CO2 and produce oxygen. 9. 7 A contaminant is a substance that pollutes the environment. 10. 7 Eco-warriors are people who protect the environment.

g) signals VII 1. C

2. order 6. invented 10. insulated

3. spare 4. cut 7. shock 8. work 11. remote control

VII 1. text messaging 2. inconvenience 3. cordless 5. zapper 6. enabled 7. indispensable

4. disposable

VIII 1. creation 5. nature

4. possibility

2. clone 6. experiments

3. organs 7. cloning

2. fertilisers, sewage 4. unleaded petrol 6. solar 8. refugees 10. ecosystem 12. hydroelectric 14. oil spills 16. congestion 18. control 20. conservationist

IX a) a camera – equipment used for taking photographs / a camcorder – a portable video camera which records both pictures and sound b) an e-mail – fast electronic mail sent via the Internet / snail mail – traditional mail delivered by postmen c) an invention – machine or device that someone has developed for the first time / a discovery – finding or seeing for the first time something that already exists d) hardware – all devices that a computer (or other machines) consists of / software – computer programmes and applications

2. G

VIII 1. exhaust fumes 5. ice cream

3. E

4. F

2. pine

3. plant

6. H

7. D

8. A

4. car park

IX a) endangered species – animals which are in danger of dying out / extinct species – animals that no longer exist b) flood – a flood happens when a dry area is covered by water / drought – a long period of time without rainfall c) green products – things whose process of manufacturing does not harm the environment / industrial products – things produced on a large scale whose process of production pollutes the natural environment d) a polluter – a person or company that pollutes / a pollutant – a chemical substance which pollutes the environment e) renewable energy sources – ways of producing energy which are always available: wind, water, sunlight / fossil fuels – coal, gas or oil which is obtained from decayed remains of plants or animals f) recycle – processing already used things so that they can be used again / dump – an open place where rubbish is left X Odpowiedzi indywidualne

X Odpowiedzi indywidualne

5. B

14. Paƒstwo i spo∏eczeƒstwo I 1. vandalism 5. shoplifting

2. arson

3. burglary

4. pickpocketing

II Suggested answers: murder: kill, assassination burglary: burglar, break into hijacking: take hostage manslaughter: kill blackmailing: threaten mugging: steal petty crime: speeding, fine

XIII Odpowiedzi indywidualne

III Suggested answers: 3. be charged with, dealer 4. fake, counterfeit, falsify, false, forged 5. take hostage, terrorise, terrorist 6. demand a ransom, pay a ransom 7. kill, be accused of 8. mug, steal, attack someone 9. victim, commit murder 10. illegal copying, copyright 11. rapist, be raped 12. steal, shoplifter 13. terrorise, attack 14. steal, thief 15. pay a fine, destroy, hooligan, offender IV 1. witness 5. hooligans

2. suspect 6. warden

3. sentence

4. punishment

V 1. E 9. L

3. G 11. M

5. C 13. K

7. A

2. F 10. H

VI 1. are 5. minor 9. the 13. from 17. trial

4. B 12. I

2. plain 6. penalty 10. charged 14. pleaded 18. liable

6. D

3. sentence 7. station 11. detention 15. petty

8. J

4. mugged 8. committed 12. service 16. investigate

VII UNICEF – The United Nations Children’s Fund AI – Amnesty International EU – The European Union UN – The United Nations UNESCO – United Nations Educational, Scientific and Cultural Organisation WHO – World Health Organisation FAO – Food and Agriculture Organisation of the United Nations OPEC – Organisation of the Petroleum Exporting Countries NATO – North Atlantic Treaty Organisation VIII 1. parties 5. leader 9. ballot

2. representatives 3. election 6. coalition 7. opposition 10. policy 11. chambers

4. government 8. seat 12. poll

IX 1. military 5. treaty

2. serve 6. withdraw

3. break 7. prisoner

4. force 8. detained

2. scholarships 6. tensions

3. benefits 7. subsidised

4. incomes 8. eligible

crate unwanted

b) damage

c) risky

d) diseases

street shelters

b) released

c) rent

d) charity

registered

b) right

c) benefit

d) regions

X 1. pension 5. social 9. welfare XI 1. a) e) 2. a) e) 3. a)

XII nuclear weapons – weapons whose destructive power comes from radioactive material / conventional weapons – all weapons and arms that do not contain nuclear material political refugees – people who had to flee from a country or area for political reasons / environmental refugees – people who had to migrate to other areas because their lands have been destroyed or polluted peace – a long, steady period without a war / ceasefire – an agreement to stop fighting for a period of time, esp. so that a more permanent agreement can be made guerillas – unofficial military troops, often fighting against the government / military troops – an army controlled by a government

15. Elementy wiedzy o krajach angielskiego obszaru j´zykowego I 1. 3. 5. 7. 9.

The Republic of Ireland – Dublin England – London Wales – Cardiff Canada – Ottawa New Zealand – Wellington

2. 4. 6. 8.

Northern Ireland – Belfast Scotland – Edinburgh The United States – Washington D.C. Australia – Canberra

II St. Patrick’s Day: 17.03; Ireland, the USA; The day celebrated with parades, speeches, festive dinners, and dances. Green is the color of the day, with thousands of little cloth shamrocks. Independence Day: 04.07; the USA; America’s annual birthday party – family events with picnics, barbecues and fireworks. Thanksgiving: 4th Thursday of November (US), 2nd Monday of October (Canada); first celebrated in 1621 after a very good harvest. Nowadays it’s a time of thanks, family gatherings and holiday meals including turkey, stuffing and pumpkin pie. Guy Fawkes’ Night: 05.11; Great Britain; celebrated to the memory of Guy Fawkes who planned to blow up the Houses of Parliament in 1605. Celebrated with bonfires, fireworks and effigies carried in the streets. Columbus Day: 12.10; the USA; first celebrated in 1792 on the 300th anniversary of Columbus’ first voyage. Veterans’ Day: 11.11; the USA; the anniversary of the Armistice which was signed in the Forest of Compiegne by the Allies and the Germans in 1918, ending World War I. Pancake Day: Tuesday before the beginning of Lent; England; celebrations include the Pancake Day Race at Olney in Buckinghamshire which has been held since 1445 and the Annual Pancake Grease at Westminster School in London. Valentine’s Day: 14.02; all English-speaking countries; a day for the exchange of valentines (romance cards) and other tokens of affection. Halloween: 31.10; the USA, Great Britain; celebrations include dressing up as ghosts, witches and the like and children walking from home to home asking ‘trick or treat?’. Boxing Day: 26.12; Great Britain and other English-speaking countries (excluding the US!); people give presents to tradesmen, mail carriers, doormen, porters, and others who have helped them. Banking Holiday: all public holidays plus First Monday in May – Early May Bank Holiday, Last Monday in May – Spring Bank Holiday, First Monday in August – Summer Bank Holiday (Scotland only), Last Monday in August – Summer Bank Holiday (not Scotland); England, Scotland and the USA (the holiday is known as Federal Holiday); They are called bank holidays because they are days upon which banks are (or were) shut and therefore (traditionally) no other businesses could operate. Hogmanay: 31.12; Scotland; There are traditions before midnight such as cleaning the house on 31st December (including taking out the ashes from the fire in the days when coal fires were common). There is also the superstition to clear all your debts before ‘the bells’ at midnight. Immediately after midnight it is traditional to sing Robert Burns’ For Auld Lang Syne. Mothering Sunday: the fourth Sunday in Lent; Great Britain; children give cards and presents to their mothers. III The USA: the Big Apple, Yellowstone, NASA, the Empire State Building, Broadway, the Statue of Liberty, the Golden Gate Bridge, Central Park, Great Canyon, Niagara Falls, Pentagon, Silicon Valley, Ivy League, Dixieland England: Madame Tussaud’s, Stonehenge, Cockney, Westminster Abbey, the Tower Bridge, Harrod’s, Hyde Park, the rose, Fleet Street

Scotland: kilt, bagpipe, clan, the thistle, tartan Ireland: Emerald Isle, the shamrock Australia: Aborigines, dingo, outback, Ayers Rock, wombat Canada: maple leaf, Niagara Falls IV a) 1. 5. b) 1. 5. c) 1.

3. Nicky – an accountant / s∏owa kluczowe: an accountant, a nine-to-five job, the office; s∏owa do odrzucenia na podstawie kontekstu: a teacher, a nurse, a doctor – it’s not easy when you’re a teacher (…), but it’s not that tough when you’re an accountant (kontekst zdania kieruje uwag´ na s∏owo accountant) Rozdzia∏ 1.1 CD1/4

constitutional 2. monarch written 6. Conservative

3. politically

4. decisions

constitutional 2. Representatives 3. government environmental 6. Democratic

4. education

official

4. leader

Zadanie egzaminacyjne 1. G 2. C 5. D 0. (przyk∏ad) B

3. A 6. H

4. E 7. F

Rozdzia∏ 1.2 CD1/5,6

V 1. a 9. a 17. c

2. representing

3. governed

1. CD1/5 1. E 2. c 10. a 18. a

3. a 11. b

4. b 12. b

5. a 13. a

6. a 14. a

7. c 15. c

8. b 16. b

VI a) GCSE – (General Certificate of Secondary Education) an exam taken by students at the age of 15 or 16 in core and additional subjects / A-levels – (Advanced levels) non-compulsory examinations taken by students at the end of their secondary education (at the age of 18) b) a public school (UK) – an exclusive private school where parents have to pay tuition fees. Well-known public schools of this type are Eton, Winchester, Harrow / a public school (US) – a tuition free school supported by taxes and controlled by a school board c) fraternities – social clubs for male university students, often with secret names in Greek letters, and initiation rites / sororities – social clubs or associations for female university students d) SAT – (Scholastic Aptitude Tests or Scholastic Achievement Tests) standardised tests used by colleges and universities in the USA to help in the selection of new students / FCE – (The Cambridge First Certificate in English) one of Cambridge exams in English for speakers of other languages at upper intermediate level VII Odpowiedzi indywidualne

M atura Skills Builder Key Rozumienie ze s∏uchu Poziom podstawowy Nie taki diabe∏ straszny... 2. CD1/2 1. (przyk∏ad) Christmas is something to look forward to. 2. I’d be happy to give it all up. 3. My father’s eyesight has got worse. 4. I usually have a little something. 5. We always clash over … 6. I usually eat like a bird. 7. Unless I’ve tried a bit of everything … 8. It’s OK with me. 9. My brother’s kids go nuts. 10. (It) usually gets my brother into a long and loud quarrel with my parents. 11.Both use the same arguments they used last year. 3. CD1/3 Podczas s∏uchania zwróç uwag´ na kontekst, w jakim pojawiajà si´ s∏owa, które mog∏yby sugerowaç innà odpowiedê; nale˝y jednak wykluczyç je na podstawie wnikliwego zrozumienia treÊci zdania. 1. Jemma – a teacher / s∏owa kluczowe: lesson, kids, school; s∏owa do odrzucenia na podstawie kontekstu: a businesswoman – I used to be a busy businesswoman (…) wasn’t for me. 2. Susan – a puppeteer / s∏owa kluczowe: travelling theatre, puppets, career; s∏owa do odrzucenia na podstawie kontekstu: a lion tamer – If I told people (…) to become a lion tamer; a trapeze dancer – I’ve worked in the circus before (…) broke my leg, and that ended it;

2. CD1/6 Wydarzenia wymieniane sà w tekÊcie raczej w sposób tematyczny, ani˝eli chronologiczny. Wydarzenia w obr´bie danej grupy równie˝ nie zawsze wyst´pujà w kolejnoÊci chronologicznej (porównaj odpowiedzi C i F). 4. E (1497) 1. F (1480) 2. C (1483 – 86) 3. A (1487) 5. G (1500) 6. B (1507) 7. D (1510) Rozdzia∏ 1.3 CD1/7 1. D … bike seems an ideal means of holiday transport. A bike is the perfect choice. 2. CD1/7 1. D 5. B

2. F 6. C

3. A

4. E

3. the advantages of travelling by bike: Unlike all others, it is environmentallyfriendly, and good for your body. You are not dependent on schedules, no need to queue for tickets, and you can get to places even if there are no proper roads that a car would need. buying a bike that is good for us: … but before you decide what bike to buy, think about where you will travel and what roads you will have to take. A shop assistant should be able to help you choose what’s best for you. making sure the bike is designed properly: … make sure the frame is steel and not aluminium, and the components fitted to the bike are strong and simple. being appropriately dressed for the trip: The most important one is a helmet, which will protect your head in a crash but will also provide shade. You might consider buying special clothing, but it’s not absolutely necessary, unless you’re going to travel a few hours a day. securing your bike: … it is important that you get a good lock to keep your bike safe. A U-lock is the strongest lock you can buy. extra accessories for the trip: … don’t forget to take some spare parts with you, especially a pump, and some basic tools, but not too many. A piece of equipment you mustn’t leave without are lights. Make sure you’ve got batteries for them or a dynamo. Rozdzia∏ 2.1 CD1/8 1,2. Stephen CD1/8.1 1. T: zwróç uwag´ na parafraz´: Being a teenager is difficult, it’s always been difficult = has never been easy. 2. F: Now, they say … nie jest równoznaczne ze stwierdzeniem z çwiczenia: All teenagers say …; t∏umaczymy ten zwrot raczej jako potoczne mówi si´ …, powiadajà itp. 3. F: … what we did seemed unacceptable to many parents – stwierdzenie w çwiczeniu: no parent could understand jest przesadzone. 3,4. Lisa CD1/8.2 1. F: zwróç szczególnà uwag´ na stwierdzenie: I’m the mother of not one, but two teenage girls. 2. T: I can’t remember whether it was ‘Jackie’ or ‘Just Seventeen’, what’s the difference, anyway? – to pytanie wyraênie sugeruje, i˝ Lisa nie widzi wi´kszej ró˝nicy mi´dzy poszczególnymi czasopismami – w çwiczeniu: Lisa thinks teenage magazines are all alike. 3. F: I can’t say I didn’t like (nale˝y rozumieç: I liked) those sections myself when I was a kid … 4. T: It wasn’t as primitive as it is now, nothing but sex, partying, and drugs; Porównaj: Lisa doesn’t think (…) are good now.

5,6. Martin CD1/8.3 1. T: Thirteen, I believe, is too young …; Porównaj: … are not old enough … 2. F: I don’t think it’s a good reason; Porównaj: … can wear what they like. 3. F: … the idea is not as silly for many as it used to be; Porównaj: People don’t believe … 4. T: But we must put an end to the ‘everything goes’ approach; Porównaj: We shouldn’t allow …

F – informacja o kawie i herbacie pojawia si´ w kontekÊcie przesz∏oÊci – kiedyÊ ludzie nie mieli zwyczaju picia kawy i herbaty, gdy˝ by∏y one zbyt drogie. C – nie pojawia si´ informacja, ˝e black pudding jest popularny na wsi. Pojawia si´ natomiast tylko ogólne stwierdzenie, ˝e jest on popularny w pewnych obszarach Wielkiej Brytanii.

Rozdzia∏ 2.2 CD1/9

Rozdzia∏ 4.1 CD1/13-15

1. T: Am I right, Simon? Well, up to a point; Porównaj: … does not completely agree … 2. F: … money and time are the main reasons; Porównaj: … because it’s easier … 3. F: … so people choose to swim to lose weight or to get fit; Porównaj: … doctors have ordered … (opinia lekarzy na temat p∏ywania jest istotna, natomiast stwierdzenie have ordered jest przesadà). 4. T: We’ve developed special materials (…) but it hasn’t attracted too many people; Porównaj: Very few people were interested … 5. F: The rules have changed a few times; Porównaj: … the same as they were in 1954. 6. T: The games are not identical, though; Porównaj: There are some differences … 7. T: Well, you need special equipment to play the game, which is by no means cheap; Porównaj: … you need expensive equipment. 8. F: Well, there are about 2000 players in this country, but most of them are amateurs; Porównaj: … 2000 amateurs … – ze stwierdzenia wyraênie wynika, ˝e nie wszyscy gracze sà amatorami.

1. 1. 2. 3.

CD1/13 English and maths 4% ask the government to do something about the situation

2. CD1/13 1. A odpowiedê poprawna: … more time on English and maths …; B, C, D odpowiedzi b∏´dne: more time is spent on English and maths than on languages, history and geography. 2. A odpowiedê poprawna: … rose from 26 to almost 30%; B odpowiedê b∏´dna: time spent on maths rose from 20% to 22%; C odpowiedê b∏´dna: time spent on science fell from 10% to 8.5%; D odpowiedê b∏´dna: 10% refers to the amount of time spent on science. 3. D odpowiedê poprawna: … ask the government to specify how much time should be spent on each subject in primary schools; A odpowiedê b∏´dna: healthy citizens of a healthy society; B odpowiedê b∏´dna: they also need to know about history and geography; C odpowiedê b∏´dna: … children need to be able to read, write and count but they also need to know ….

Rozdzia∏ 2.3 CD1/10-11 1. CD1/10 1. F: … have you always wanted to join the circus? Well, no, not really; Porównaj: … has always dreamt of working in a circus. 2. No info: zwróç uwag´ na fragment … my father got two free tickets at work and he took me …, który nie mówi nam nic na temat zainteresowania pana Perch cyrkiem. 3. F: … my father got two free tickets at work and he took me; Porównaj: … had to pay for the tickets 4. T: One performance was enough. I left the circus and told my parents I wanted to join the very same night; Porównaj: … decision (…) was very sudden. 2. CD1/11 1. No info: My mum actually cried when I left (p∏aka∏a, us∏yszawszy o decyzji córki – brak informacji na temat jej uczuç, gdy Ms Perch opuÊci∏a dom) 2. T: … did you ever stop performing before retiring; Porównaj: … is now retired (przejÊcie na emerytur´ jest okreÊlone w tekÊcie jako fakt ju˝ dokonany.) 3. F: I went back to my home town (…) but it was with the same circus. This time I was one of the performers; Porównaj: … stopped performing … 4. T: I can’t say I enjoyed (nale˝y rozumieç: I didn’t enjoy) this job very much. 5. T: When you’re in a circus, you don’t throw away a chance like that; Porównaj: … a job she liked more. 6. F: … started working on my body, getting it in shape; Porównaj: … started (…) immediately … 7. No info: brak informacji na temat tego, czy by∏ to rzeczywiÊcie najbardziej niebezpieczny wyst´p w ca∏ej karierze. 8. No info: … but there is always a net to catch you if you fall – brak informacji, czy dotyczy to rzeczywiÊcie pani Perch. Rozdzia∏ 3 CD1/12 1. B (The basic ingredients are fried eggs and bacon (…) it can also include fried bread, sausages …) 2. D (All sensitive listeners cover your ears now.) 3. E: (People in the country have been eating (…) bacon and eggs for centuries. But townspeople switched (…) to a cooked breakfast only in the 19th century.) 4. G (Is this traditional breakfast popular today? Unfortunately, no.) 5. I (… if cooked properly (…) full of protein (…) help the mind and body to work better.) Uwaga: nast´pujàce odpowiedzi nie wyst´pujà w nagraniu: A – zwróç uwag´ na wskazówk´ z sekcji Helping Hand H – choç ta odpowiedê mo˝e wydawaç si´ oczywista, to s∏owo fat jest u˝yte w kontekÊcie przygotowania posi∏ków, a nie zawartoÊci t∏uszczu w poszczególnych produktach (nie mo˝na wi´c dokonaç porównania).

3. 1. 2. 3.

CD1/14 introduce words and numbers to them. It depends on a child. bring better results.

Zadanie egzaminacyjne CD1/15 1. D odpowiedê poprawna: two-hour test, followed by a short essay; A odpowiedê b∏´dna: old exams were badly organised (…) needed to change that; B odpowiedê b∏´dna: two-hour test plus the time for the essay; C odpowiedê b∏´dna: no longer check only their knowledge of literature … 2. C odpowiedê poprawna: … is also going to be much fairer; A odpowiedê b∏´dna: … every paper and test (…) marked by two teachers; B odpowiedê b∏´dna: … won’t depend on whether the teacher liked him or not …; D: brak informacji w tekÊcie nagrania. 3. A odpowiedê poprawna: If you forget your ID, you will not be able to sit the examination.; B, C, D odpowiedzi b∏´dne: ˝aden z wymienionych powodów nie pociàga za sobà dyskwalifikacji na egzaminie. 4. D odpowiedê poprawna: osoba mówiàca wyraênie ostrzega swoich studentów i udziela im rad; A, B odpowiedzi b∏´dne: ani rodzice, ani uczniowie nie udzielajà instrukcji na temat zdawania egzaminu; C odpowiedê b∏´dna: egzaminator (invigilator) jest wymieniony w 3. osobie. Rozdzia∏ 4.2 CD1/16 Zadanie egzaminacyjne 1. C odpowiedê poprawna: Although its name suggests (…), it really has very mild weather; A, B, C odpowiedzi b∏´dne: sugerowane tylko nazwà kraju, lecz niezgodne z przedstawionymi informacjami. 2. B odpowiedê poprawna: … storms, both in winter and summer; A odpowiedê b∏´dna: brak informacji w tekÊcie; C odpowiedê b∏´dna: hardly any sudden downpours; D odpowiedê b∏´dna: no flash floods. 3. C odpowiedê poprawna: … the most striking of all are the volcanoes; A, B, D odpowiedzi b∏´dne: wszystkie te odpowiedzi zosta∏y tylko wymienione jako elementy zró˝nicowanego krajobrazu Islandii. 4. C odpowiedê poprawna: The total population is only 280,000; A, D odpowiedzi b∏´dne: brak informacji na temat liczby ludnoÊci w Irlandii; B: 100,000 to informacja na temat obszaru Islandii. 5. D odpowiedê poprawna: … adding the words son or dottir to the father’s first name; A, B odpowiedzi b∏´dne: imi´ matki nie zosta∏o wymienione w tekÊcie; C odpowiedê b∏´dna: przyrostek son jest u˝ywany w przypadku dzieci p∏ci m´skiej. 6. B odpowiedê poprawna: u˝ywa si´ imienia ojca dziecka; A odpowiedê b∏´dna: imiona u˝ywane sà przez ca∏y czas; C odpowiedê b∏´dna: imiona by∏y i nadal sà w u˝yciu; D odpowiedê b∏´dna: tekst jedynie opisuje uk∏ad ksià˝ki telefonicznej.

7. D odpowiedê poprawna: … some of them were brought from Norway …; A odpowiedê b∏´dna: … there are 1200 types of insects … (prywatna opinia mówiàcego nie jest tutaj istotna); B odpowiedê b∏´dna: porównaj D; C odpowiedê b∏´dna: w Islandii sà tysiàce owiec. 8. D odpowiedê poprawna: … vast areas (…) of bare rock, stony deserts, and lava fields …; A, B, C odpowiedzi b∏´dne: wszystkie informacje sà poprawne, lecz nie majà wp∏ywu na depresyjne nastroje mieszkaƒców Islandii. 9. D odpowiedê poprawna: mówiàcy wyraênie zwraca si´ bezpoÊrednio do s∏uchaczy; A, B, C odpowiedzi b∏´dne: ˝adna z powy˝szych nie zak∏ada bezpoÊredniego kontaktu osoby mówiàcej ze s∏uchaczami. Rozdzia∏ 4.3 CD1/17 Zadanie egzaminacyjne 1. D odpowiedê poprawna: … something a director needed …; A, B odpowiedzi b∏´dne: ró˝nice w stylu lub stanie technicznym domu zosta∏y tylko wymienione jako nieistotne dla samego wyboru; C odpowiedê b∏´dna: … the cost would be less important … 2. B odpowiedê poprawna: … bring with them fewer people; A odpowiedê b∏´dna: poszczególne ekipy wymagajà mniej zaopatrzenia; C odpowiedê b∏´dna: brak bezpoÊredniej informacji w tekÊcie; D odpowiedê b∏´dna: niezwiàzana bezpoÊrednio z treÊcià tekstu. 3. C odpowiedê poprawna: … neighbours would put up with all this (…) people can’t park; A, B, D odpowiedzi b∏´dne: wszystkie powy˝sze sà mniej irytujàce ni˝ brak miejsca do parkowania. 4. A odpowiedê poprawna: you may even have to move out for a while; B, C odpowiedzi b∏´dne: brak informacji w tekÊcie nagrania; D odpowiedê b∏´dna: Jonathan nie udziela takiej rady. 5. C odpowiedê poprawna: … if you like the new look, they’ll let you keep it, usually; A odpowiedê b∏´dna: producenci filmowi p∏acà za to dodatkowo; B odpowiedê b∏´dna: … they may not have the time to change it back; D odpowiedê b∏´dna: they will pay someone to do it … 6. C odpowiedê poprawna: … lighting and cables become a problem; A odpowiedê b∏´dna: bezpoÊrednio sprzeczna z treÊcià nagrania; B odpowiedê b∏´dna: trudno jest tylko zaparkowaç samochód; D odpowiedê b∏´dna: jedyne wymienione koszty dotyczà zakwaterowania ekipy. 7. C odpowiedê poprawna: … my living-room’s better than hers, why don’t you use mine?; A, B odpowiedzi b∏´dne: choç obie wydajà si´ poprawne, nie odnoszà si´ do opinii Jonathana; D odpowiedê b∏´dna: Jonathan sugeruje, ˝e sàsiedzi chwalà si´ swoim domem, poniewa˝ chcà, aby to ich domy zosta∏y wykorzystane przez ekipy filmowe. Rozdzia∏ 5.1 CD1/18-19 1. CD1/18 Jeremy

Theresa

Kim jest mówiàcy?

wyk∏adowca na uczelni Odpowiedê wynika bezpoÊrednio z ca∏oÊci wypowiedzi skierowanej do studentów psychologii – porównaj pytanie poni˝ej.

osoba uzale˝niona S∏owa kluczowe: share my story; I was addicted as well;

Do kogo adresuje wypowiedê?

do studentów psychologii S∏owa kluczowe: you, as future psychologists.

do telewidzów S∏owa kluczowe: share my story with the viewers;

Gdzie znajdujà si´ mówiàcy i adresat?

w sali wyk∏adowej w domu Odpowiedê wynika z charakteru S∏owa kluczowe: I’m calling … wypowiedzi (bezpoÊrednio do studentów).

Jaki jest styl oficjalny (brak form skróconych, potoczny (formy skrócone, wypowiedzi? Dlaczego bardziej wyszukane s∏ownictwo proste s∏ownictwo i proste tak uwa˝asz? i struktury gramatyczne) struktury gramatyczne)

2. CD1/18.1 A – ‘going online’ zosta∏o opisane jako jeszcze jeden typ uzale˝nienia, podobny do tradycyjnych: … can become an addiction like the other three …; As with other addictions, the starting point … Zadanie egzaminacyjne CD1/19 1. E (… find out how flexible you are …) 2. B (… try to eat more wholegrain bread, beans and pulses.) 3. D (… could also mean you’re allergic to something.) 4. A (Nails will tell you how good your health is.) 5. C (If the tips of your fingers have turned blue or white …) Rozdzia∏ 5.2 CD1/20 Zadanie egzaminacyjne 1. F s∏owa klucze: a pair of sneakers, what size 2. C s∏owa klucze: suits you, have a dress shortened

3. D of 4. E 5. A

s∏owa klucze: something for my friend’s wedding, catalogue bouquets, roses s∏owa klucze: asparagus, spinach s∏owa klucze: a loaf, cumin rolls, cakes

Rozdzia∏ 5.3 CD1/21 Zadanie egzaminacyjne 1. H s∏owa klucze: knock over a trashcan, break street lights, break public telephones 2. E s∏owa klucze: take out a gun and put it to the taxi driver’s head 3. D s∏owa klucze: didn’t even feel anything, my wallet (…) it’s no longer there 4. F s∏owa klucze: hide stolen items, watch the customers 5. B s∏owa klucze: pulling the handbag out of the woman’s hands, had a knife Rozdzia∏ 5.4 CD1/22 Zadanie egzaminacyjne 1. E s∏owa klucze: director of photography, where it should be dark and where not, scene was too bright 2. B s∏owa klucze: feel so comfortable about the clothes, make everything fit 3. F s∏owa klucze: 30 different lipsticks and powders 4. C s∏owa klucze: a fist argument, a sequence of movements 5. G s∏owa klucze: characters that were born in my head, described on paper, good ideas for lines Rozdzia∏ 6 CD1/23-25 Zadanie 1. CD1/23 1. F: 9 z 10. jadowitych gatunków pajàków ˝yje w Australii. Porównaj: All kinds of poisonous spiders … 2. F: Any snakes? No, not many. Porównaj: Snakes are very common … 3. T: check boots and bed; I once found a spider on the toilet seat. Porównaj: … can get into your house. 4. F: w koƒcu Matthew przyznaje: That is strange. 5. F: tylko dziób i ∏apy sà podobne do kaczych. Porównaj: A platypus looks like a duck. 6. D odpowiedê poprawna: Josh formu∏uje niektóre wypowiedzi w ˝artobliwej formie, np. … three kinds, really: poisonous, odd and sheep; … the spiders have killed them all; A odpowiedê b∏´dna – ˝artobliwe wypowiedzi Josha sà raczej b∏yskotliwe; B odpowiedê b∏´dna – Josh u˝ywa potocznych sformu∏owaƒ, opisów i porównaƒ, np. … it spends its life digging out holes …; … that animal is like a rock. A truck could run over it …; C odpowiedê b∏´dna – odpowiedê bezpoÊrednio sprzeczna z formà wypowiedzi Josha. 7. B prawda – rozmowa prowadzona jest w przyjacielskiej formie; ponadto, Matthew wiedzia∏ o wyjeêdzie Josha do Australii wczeÊniej; A fa∏sz – z treÊci rozmowy wynika, ˝e Josh wróci∏ z Australii; C fa∏sz – porównaj: … Long time no see; D fa∏sz – czwartek to dzieƒ powrotu Josha z Australii; w stosunku do prowadzonej rozmowy by∏o to kilka dni wczeÊniej. Zadanie 2. CD1/24 1. D: cook the potatoes first 2. B: mash the potatoes with the pineapple and cream 3. A: season the mash well and stir in the walnuts 4. C: put under a hot grill until the surface is golden brown 5. A odpowiedê poprawna: something for the turkey; B, C odpowiedzi b∏´dne – sprzeczne z treÊcià tekstu; D odpowiedê b∏´dna – mylàcy mo˝e byç fakt, ˝e jest to element dania g∏ównego; informacja na temat jab∏ek i ˝urawiny dotyczy ju˝ kolejnej potrawy. Zadanie 3. CD1/25 1. D odpowiedê poprawna: was sold for over £400,000; A odpowiedê b∏´dna: £800; B odpowiedê b∏´dna: £9,000; C odpowiedê b∏´dna: £2,000. 2. C odpowiedê poprawna: it was rescued from a rubbish tip; A, B odpowiedzi b∏´dne: zwróç uwag´ na kontrast wprowadzony w çwiczeniu przez spójnik although; D odpowiedê b∏´dna: brak wzmianki na temat tego, w jakim stanie by∏a zabawka. 3. B odpowiedê poprawna: keep them away from kids; A odpowiedê b∏´dna: informacje w tekÊcie nie tyczà si´ tylko zabawek z filmów Disneya; C odpowiedê b∏´dna: brak bezpoÊredniej informacji na ten temat; D odpowiedê b∏´dna: mowa o zabawkach zwiàzanych z popularnymi filmami, a nie o s∏u˝àcych za rekwizyty.

Rozumienie ze s∏uchu Poziom rozszerzony Rozdzia∏ 7.1 CD1/26 Zadanie egzaminacyjne: 1. D (Check if the property is well maintained.) 2. B (If we ask who rented the room before …) 3. F (… find out how much you have to pay, and what the rental includes.) 4. A (Make sure a list of everything that you’re given with the room is attached to the agreement.) 5. C (… whether you can bring your own furniture, put some pictures or posters up.) 6. E (Who pays for what repairs.) 7. G (Ensure that details …, put your signature on the dotted line.) Rozdzia∏ 7.2 CD1/27 Zadanie egzaminacyjne: 1. E (Some call them ‘Frankenstein foods’, others see in them the chance to boost the economy.) 2. C (Slightly cheaper and more convenient …, weak consumer demand …, would limit any economic advantages.) 3. G (A few points about GM food.) 4. F (Plants can be modified in two ways. The first uses …) 5. A (Tolerate herbicides better, … higher yields.) 6. D (… superweeds … highly resistant to pests. … harmful to either wildlife or the people who eat them.) 7. H (90% of people … would never buy GM tomatoes …, 80% want the GM foods banned totally.) 8. B (Once money is introduced …, people start thinking differently about the issue.) Rozdzia∏ 8.1 CD1/28-29 1. CD1/28 1. D odpowiedê poprawna: the focus on the whole person; A (1) odpowiedê b∏´dna: z nagrania dowiadujemy si´, ˝e medycyna alternatywna jest szerokim poj´ciem, ale nie ma tam podobnej informacji o medycynie konwencjonalnej. Nie mo˝na zatem o ˝adnej z nich powiedzieç, ˝e jest bardziej z∏o˝ona (‘complex’) ni˝ druga; B (2) odpowiedê b∏´dna: z nagrania wiemy tylko, ˝e medycyna alternatywna to wiele ró˝nych terapii i teorii, ale, podobnie jak w odpowiedzi A, nie mo˝emy nic w tej kwestii powiedzieç o medycynie konwencjonalnej; C (3) odpowiedê b∏´dna: medycyna alternatywna skupia si´ na wszystkich aspektach zdrowia pacjenta, w tym na objawach chorobowych, które sà, wg dr Wong, g∏ównym punktem zainteresowaƒ medycyny konwencjonalnej, dlatego s∏owo ‘primarily’ eliminuje t´ odpowiedê (patrz rozdzia∏ 4.1.) 2. D concentrates on many aspects of a patient’s life. 3. CD1/29 2. D odpowiedê poprawna: brak wzmianki na temat leczenia zaburzeƒ snu (effective for many digestive and skin disorders); A, B, C odpowiedzi b∏´dne: wszystkie wymienione informacje sà prawdziwe (a form of traditional Hindu medicine; combine in various ways to form three humours, or doshas; the balance between the humours determines a person’s predisposition to disease). 3. D odpowiedê poprawna: po∏àczenie wyra˝eƒ … pain management and general health promotion oraz … Chinese herbal medicine … very beneficial for people who suffer from asthma. Zwróç uwag´ na to, ˝e ca∏e pytanie jest oparte na przyk∏adzie chiƒskiego zielarstwa. A odpowiedê b∏´dna: choç treÊç pytania jest zgodna z tekstem, brak nawiàzania do przyk∏adu chiƒskiego zielarstwa; B odpowiedê b∏´dna: ból mo˝e byç tylko jednym z objawów choroby, wi´c odpowiedê jest zbyt zaw´˝ona w stosunku do przyk∏adu chiƒskiego zielarstwa; C odpowiedê b∏´dna: z treÊci wypowiedzi nie wynika, ˝e stosowanie medycyny alternatywnej nie jest zalecane przy niektórych schorzeniach. 4. C odpowiedê poprawna: 1 in 10 GPs is actively involved in alternative medicine; A odpowiedê b∏´dna: trend for using complementary therapies alongside conventional medicine; B odpowiedê b∏´dna: informacja zbyt szczegó∏owa – medycyna alternatywna nie jest stosowana tylko po to, by przynieÊç pacjentom ulg´ w bólu; D odpowiedê b∏´dna: podana odpowiedê jest tylko przyk∏adem na jedno z wielu mo˝liwych zastosowaƒ medycyny alternatywnej.

5. A odpowiedê poprawna: … trusting their diagnosis might prove risky; B odpowiedê b∏edna:: I recognise the possibilites (…) but I have my doubts; C odpowiedê b∏´dna: dr Copleston nie kwestionuje po˝ytku, jaki przynosi medycyna alternatywna, mówiàc I don’t want to belittle the value … lub the healing power (…) cannot be underestimated; D odpowiedê b∏´dna: ca∏kowicie sprzeczna z sensem wypowiedzi dr Copleston. 6. A odpowiedê poprawna: zdanie we don’t want to compete for patients sugeruje, ˝e lekarze postrzegajà medycyn´ alternatywnà jako konkurencj´; B, C odpowiedzi b∏´dne: odpowiedzi ca∏kowicie sprzeczne z wypowiedzià dr Wong; D odpowiedê b∏´dna: z wypowiedzi nie wiemy dok∏adnie, na ile medycyna alternatywna jest obecnie popularna. Rozdzia∏ 8.2 CD1/30 1, 2 1. D odpowiedê poprawna: zwróç uwag´ na kontekst, w jakim przytoczony jest przyk∏ad – people generally will always find some way of differentiating themselves from the rest; A odpowiedê b∏´dna: ró˝nice rasowe nie sà uj´te w przyk∏adzie, choç wczeÊniej pada wyra˝enie never mind skin colour; B odpowiedê b∏´dna: odpowiedê mo˝e wydawaç si´ poprawna, ale nie jest niczym poparta w omawianym przyk∏adzie, porównaj: never mind skin colour, creed, class, sexual orientation, nationality, or what not; C odpowiedê b∏´dna: odpowiedê nie wyra˝a ogólnego sensu przytoczonego przyk∏adu they’ll divide themselves up along the lines of neighbourhood, football clubs they support or their favourite pop group. 2. C odpowiedê poprawna: Only perhaps the strongest individuals can exist without the need to gravitate towards ‘their own’; A odpowiedê b∏´dna: s∏owo realistic odnosi si´ do sensu wypowiedzi Marka it’s not gloomy, it’s realistic; B, D odpowiedzi b∏´dne: s∏owa inclusion i exclusion pojawiajà si´ w kontekÊcie podzia∏ów spo∏ecznych social inclusion and exclusion will always arise. 3. A odpowiedê poprawna: racial integration will continue to be fruitless; B, C odpowiedzi b∏´dne: sens wypowiedzi Marka jest taki, ˝e sytuacja w Wielkiej Brytanii nie odbiega od pewnego „standardu” Britain is not worse than other countries, and for sure better than many; D odpowiedê b∏´dna: integracja spo∏eczna w Êwietle wypowiedzi Marka jest niemo˝liwa, mo˝liwa jest tylko tolerancja So it’s sort of live-and-let-live that is the ideal we should strive towards. 4. D odpowiedê poprawna: they should never allow for those views to justify treating anybody badly; A, B, C odpowiedzi b∏´dne: sens odpowiedzi jest prawie identyczny, natomiast Mark stwierdza, i˝ ca∏kowita akceptacja jest niemo˝liwa We have to accept the fact that most people are, openly or not, racist or prejudiced to a greater or lesser degree. 5. A odpowiedê poprawna: wypowiedzi Marka sugerujà, ˝e zosta∏ skrzywdzony I’m glad the people who’ve harmed me have been punished; B, C, D odpowiedzi b∏´dne: brak informacji na temat tego, jaki zawód wykonuje Mark. Dla zmylenia pojawiajà si´ nast´pujàce s∏owa: survey, punished, I couldn’t accept myself. 6. B odpowiedê poprawna: w wypowiedzi Marka pojawiajà si´ nast´pujàce stwierdzenia: Every country has racism and every country will always have it in some form. Sad as it is, it is human nature to subconsciously mix with others that are very much like ourselves (…) oraz: We have to accept the fact that most people are, openly or not, racist or prejudiced to a greater or lesser degree. A odpowiedê b∏´dna: Mark stwierdza … but I wouldn’t call it frightening; C odpowiedê b∏´dna, ani wypowiedzi Marka, ani ton jego g∏osu nie sugerujà, ˝e rasizm wprawia go w furi´; D odpowiedê b∏´dna: wyra˝enie mixed feelings Êwiadczy∏oby o tym, ˝e Mark widzi zarówno dobre, jak i z∏e strony dyskryminacji. Rozdzia∏ 9.1 CD1/31 1. F: I’d never had my luggage searched by anyone 2. F: … as if I had a dead body in there or something (spójnik as if s∏u˝y nam do wyra˝enia porównania do jakiejÊ sytuacji, która w tym przypadku nie jest rzeczywista) 3. T: my French hasn’t progressed beyond … 4. T: They took me to a little room … 5. T: … repeat the question twice because I thought I’d gone deaf or mad or forgotten plain English. 6. F: I packed some puff pastry in my luggage … 7. T: Peter is rather partial to a chicken puff pastry pie … 8. F: … nobody wanted to tell them anything 9. T: They blew my luggage up. 10.F: I had a toothbrush and two dresses in my hand luggage.

Rozdzia∏ 9.2 CD2/2 1. T: In her lifetime, which spanned over a century … 2. No info: … she sang many parts, alongside the likes of Caruso (brak informacji na temat osobistych relacji mi´dzy Mary Ellis a Caruso) 3. T: … operatic life was not what she had in mind (…) 4. T: … she was offered (…) she did not think twice. 5. F: In the 1920s, she played many leads … 6. F: … Ellis had her first London success … (wiemy, ˝e ju˝ wczeÊniej odnosi∏a sukcesy na scenie, porównaj pytanie 5) 7. No info: her two best-known and well-loved shows, Glamorous Night and The Dancing Years (z tekstu nie wynika, czy by∏ to rzeczywiÊcie ostatni musical) 8. F: … the best performance she ever gave (…) she starred in Terence Rattigan’s The Browning Version. 9. No info: … she was appearing simultaneously on television and in radio productions (nie wiadomo, czy Ellis wystàpi∏a w telewizji w Wielkiej Brytanii) 10. No info: … each of the four marriages was rather shortlived and unfortunate (brak informacji na temat powodów, dla których ma∏˝eƒstwa Ellis by∏y nieudane) 11. T: … she painted and studied. Rozdzia∏ 10 CD2/3 Odpowiedzi wyst´pujàce w nagraniu: A – … just right for life to evolve. D– … has given us hope of finding Earth-like planets. E – … up to then we had no evidence at all of planets orbiting other stars. F – Even though this Jupiter-like planet that Doctor Clark mentioned is far enough from the sun-like star it orbits to leave room for a series of rocky planets, this is not proof enough that we will find life there. J – … and they, (…) try to find us. Odpowiedzi nie wyst´pujàce w nagraniu: B – naukowcy wyra˝ajà jedynie nadziej´ znalezienia planety podobnej do Ziemi we wspomnianym uk∏adzie. C – brak wystarczajàcych dowodów na to, ˝e we wspomnianym uk∏adzie istnieje ˝ycie. G – Dr Clark mówi wyraênie: we don’t know how life starts. H – w nagraniu pada tego typu stwierdzenie tylko jako przypuszczenie: … we are aware that we may be alone … I – s∏owo fraction pada tutaj w kontekÊcie zbadania ca∏ego kosmosu, a nie naszego Uk∏adu S∏onecznego. Rozdzia∏ 11.1 CD2/4 2. CD2/4.4 skupienie si´ na s∏owach kluczach mog∏oby sugerowaç odpowiedê F – t´ odpowiedê wykluczajà s∏owa again oraz got back to sugeruje to odpowiedê B – wys∏uchanie nast´pnego fragmentu wyklucza t´ odpowiedê sugeruje to odpowiedê E lub A którà z dwóch poprzednich mo˝liwoÊci wyklucza ten fragment? A którà odpowiedê ten fragment potwierdza? E 3. CD2/4 (2,3,5) 2F: s∏owa klucze: different person, get calm, I love it. (Uwaga: na poczàtku nagrania jest mowa o pieniàdzach, co sugeruje odpowiedê D. Nie ma tu jednak˝e kontrastu mi´dzy podejÊciem mówiàcego do pieniàdzy przed utratà pracy i po niej.) 3B: s∏owa klucze: I won’t make the same mistake ever again. 5D: s∏owa klucze: redundancy money, a mortgage, reschedule my payments. Rozdzia∏ 11.2 Zadanie egzaminacyjne 1 CD2/5 1. B s∏owa klucze: waiting for it to happen, buried him alive, accept his passing away 2. F s∏owa klucze: blame myself, if I’d made her stay …, too late now, unfortunately 3. C s∏owa klucze: such nonsense, could’ve twisted her neck and his, too 4. D s∏owa klucze: kept it a secret, we didn’t see anything, the last thing I expected 5. G s∏owa klucze: overpowering optimism, things would be OK

Zadanie egzaminacyjne 2 CD2/5 1. J s∏owa klucze: suffered a lot, buried him alive, his passing away 2. A s∏owa klucze: her condition was critical, she’d never walk again, hadn’t allowed her to go 3. D s∏owa klucze: he’ll learn to love her 4. H s∏owa klucze: he’s a darling, a sweet little angel, the last thing I expected was a baby 5. C s∏owa klucze: we thought he’d failed, envelope with the results, he’d been accepted Rozdzia∏ 12 CD2/6-8 Zadanie 1. CD2/6 1. F s∏owa klucze: show a genuine interest in being British, learn to identify with British customs and traditions 2. A s∏owa klucze: Feeling special (…) is dumb, just one country out of twenty …, 3. G s∏owa klucze: being British is exactly what you want to be, accepting everything that this decision entails 4. B s∏owa klucze: idea of Britishness (…) is out of date 5. E s∏owa klucze: lack personal identity, imagination and individuality Zadanie 2. CD2/7 B – famous for carrying on trade C – people from other lands (…) to settle in the isles E – The early Britons were divided (…) thirty or forty tribes, each commanded by its own king G – temples and altars, fragments of which have remained to this day J – He expected to conquer Britain easily, but it was not such an easy work (…) The Britons put up strong resistance Odpowiedzi niewyst´pujàce w nagraniu: A – z treÊci wyk∏adu wiemy, ˝e ludzie osiedlali si´ na Wyspach wczeÊniej. Ponadto, zdanie Phoenicians are the first people known to have reached … sugeruje, ˝e chocia˝ nie wiemy dok∏adnie, kto móg∏ dotrzeç tam przed nimi, to z pewnoÊcià tak by∏o. D – zwróç uwag´ na fragment: depended on hunting, rather than agriculture. F – brak informacji na temat rzeczywistej popularnoÊci tej religii na terenie dzisiejszej Francji. H – choç proces budowy wielkich konstrukcji przez druidów nie jest do koƒca znany (taka informacja pada w nagraniu), odpowiedê H nie jest poparta ˝adnym fragmentem wypowiedzi. I – choç mo˝na uznaç to zdanie za prawdziwe, to jednak treÊç wyk∏adu ani tego nie potwierdza, ani temu nie zaprzecza. Zadanie 3. CD2/8 1. C odpowiedê poprawna: What makes this instrument so special? … the world’s oldest musical instrument; A, B odpowiedzi b∏´dne: obie informacje sà prawdziwe, lecz nie dowodzà unikalnoÊci opisywanego instrumentu; D odpowiedê b∏´dna: brak informacji, czy didgeridoo jest rzeczywiÊcie narodowym instrumentem Australii. 2. D odpowiedê poprawna: a mouthpiece made of beeswax or hardened gum …; A, B, C odpowiedzi b∏´dne: opisujà wczeÊniejsze etapy wykonania instrumentu. 3. B odpowiedê poprawna: long versions of the instrument are used only in ceremonies; A odpowiedê b∏´dna: z treÊci tekstu wynika, ˝e wszystkie rodzaje instrumentu mogà byç dekorowane w ten sposób; C odpowiedê b∏´dna: zdanie sugeruje, ˝e m´˝czyznom nie wolno graç na mniejszych wersjach instrumentu; D odpowiedê b∏´dna: the didgeridoo is often used as an accompaniment to chants and songs but … wypowiedê wskazuje, ˝e wszystkie odmiany instrumentu mogà byç u˝ywane w wymienionym celu. 4. A odpowiedê poprawna: one has to learn so-called circular breathing (…) use your cheeks much like a bellows; B odpowiedê b∏´dna: odpowiedê pozornie poprawna, ale zwróç uwag´ na nast´pujàcy fragment: … inhale and exhale faster than usual (…) No, not really oraz two quick breaths are taken (…) quick intake – brak informacji na temat szybkiego wydechu; C odpowiedê b∏´dna: informacja sprzeczna z tekstem; D odpowiedê b∏´dna: choç Alice okreÊla sposób gry na obu instrumentach jako podobny, to s∏owo although sugeruje ró˝nice w technice oddychania podczas gry. 5. D odpowiedê poprawna: zwróç uwag´ na nast´pujàce fragmenty – world’s oldest musical instrument; times have changed; images (…) 30,000 years old; A odpowiedê b∏´dna – brak wzmianki o innych instrumentach muzycznych Aborygenów; B, C odpowiedzi b∏´dne: Alice opisuje tylko technik´ gry i wykonania instrumentu, lecz z wypowiedzi nie wynika, ˝e sama potrafi to robiç.

Rozumienie tekstu czytanego

Rozdzia∏ 13.1

Poziom podstawowy

1. Akapit 1. A (Odpowiedê B – b∏´dna – tekst mówi o tym, ˝e Bo˝e Narodzenie nadal jest obchodzone.) Akapit 2. B (Odpowiedê A – b∏´dna – myÊlà przewodnià akapitu jest wp∏yw pór roku na to, jak obchodzone sà Êwi´ta.) Akapit 3. B (Odpowiedê A – b∏´dna – w tekÊcie wymieniono równie˝ zwyczaje przyj´te z Ameryki.) Akapit 4. A (Odpowiedê B – b∏´dna – myÊlà przewodnià tego akapitu nie jest opis drzew, jakie rosnà w Australii, lecz australijskich zwyczajów Êwiàtecznych, które sà zwiàzane ze szczególnym rodzajem Êwiàtecznych drzew, rosnàcych na terenie Australii.) Akapit 5. A (Odpowiedê B – b∏´dna – ostatni akapit nie opisuje samych zwyczajów Êwiàtecznych.)

Nie taki diabe∏ straszny... 1. 1. 3. 5. 7. 9.

czasownik (np.: playing) czasownik (np.: listening) rzeczownik (np.: tavernas) przymiotnik (np.: cheerful) przymiotnik (np.: boring)

2. czasownik (np.: walked) 4. rzeczownik (np.: dolphins) 6. rzeczownik (np.: rain) 8. przys∏ówek (np.: rudely) 10. przys∏ówek (np.: customarily)

2a. 1. Wielu ludzi uwa˝a, ˝e nauczycielom i lekarzom nie wolno strajkowaç. 2. Wyszed∏ natychmiast pod pretekstem z∏apania pociàgu. Zarówno oryginalna wymowa, jak i znaczenie podkreÊlonych s∏ów przyj´∏y si´ w j´zyku polskim. 2b. (1) S∏owa, które wyglàdajà / brzmià tak samo i znaczà to samo w j´zyku polskim i angielskim: complex (rzecz.), candidate, dealer, climate, calorie, guarantee, censorship, soup, engineer, wreck (2) S∏owa, które wyglàdajà / brzmià tak samo w obu j´zykach, ale znaczà to samo tylko w pewnych kontekstach: conductor, director, major, caravan, garage, respect, residence, extravagance, discretion, humour, appeal (3) S∏owa, które wyglàdajà / brzmià tak samo, ale znaczà zupe∏nie co innego: eventually, wagon, sympathetic, actually, pension, gymnasium, consequent, dress, chef 2c. 1. 7 – (lower) secondary school 3. 3 5. 7 – mood 7. 3 9. 7 – tracksuit

2. 3 4. 7 – currently 6. 3 8. 7 – nice / kind 10. 3

2d. Przyk∏adowe odpowiedzi actually w w∏aÊciwie, w rzeczy samej: Actually, my name isn’t Derek. It’s Terek. w aktualnie – currently: We’re currently having the flat renovated. pension w emerytura, renta: He lives off a modest pension. w pensja – salary: He asked for a rise in the salary. gymnasium w hala sportowa: The gymnasium in our school is very modern. w gimnazjum – (lower) secondary school: He goes to a (lower) secondary school. consequent w wynikajàcy z…, póêniejszy: His accident and the consequent disability were the source of depression to us all. w konsekwentny – consistent: You ought to be more consistent in your decisions. dress w sukienka: She wore a beautiful evening dress at the party. w dress (sportowy) – tracksuit: I often put on my tracksuit and go jogging in the evenings. chef w kucharz, szef kuchni: A busy restaurant is looking for an experienced chef. w szef – boss: Who’s the boss of the company? sympathetic w wspó∏czujàcy, ˝yczliwy: Jill was a sympathetic listener. w mi∏y – kind: She was very kind to me when the children were ill. wagon w wóz zaprz´gowy, furgon, wózek barowy w wagon – car / carriage / coach 3. 1. 2. 3. 4. 5. 6.

D (s∏owa klucze: government, growing problem) B (s∏owa klucze: magic wand) A (narracja w 1. os. l. poj.) E (s∏owa klucze: try taking up …, good for you!) C (s∏owa klucze: dough, oven) F (narracja w 3. os. l.poj.)

2. 1. A (… continue as many traditions (…) December in Australia is very different …) 2. B (… celebrate Christmas with a champagne breakfast on the beach …) 3. A (… southern European immigrants (…) changed the way the Australians celebrate Christmas … Some traditions (…) came from America.) 4. B (Many traditions are typically Australian.) 5. B (… one of the first countries (…) to see the New Year.) Zadanie egzaminacyjne 1. C (… spring brings love to us all.) 2. F (People get rid of jackets, …; look at each other with more affection and passion; world goes crazy.) 3. G (… chemical compound responsible for affection.) 4. B (… a chemical explanation about what happens (…) but why it happens cannot be easily explained.) 5. E (… everything you need in life is there in your lover’s eyes.) Rozdzia∏ 13.2 Zadanie egzaminacyjne 1. F (It (a virus) is a computer programme …) 2. B (Akapit opisuje sposoby z∏apania wirusa: by email or … when surfing the Internet.) 3. C (… unusual things will be happening …; programmes won’t work correctly etc.) 4. H (Akapit opisuje mo˝liwe szkody wyrzàdzane przez wirusy: damage some parts, destroy the programmes, etc.) 5. D (… get good virus protection. Uwaga: s∏owo protection pojawia si´ dla zmylenia w pytaniu E, ale treÊç akapitu nie odnosi si´ do tego pytania.) 6. E (Akapit opisuje niektóre zasady post´powania, je˝eli nie mamy programów antywirusowych: be very careful, should not open any emails from people you don’t know.) 7. G (… a virus destroys my software? – … wipe the hard drive clean and reload all the software.) Rozdzia∏ 13.3 1. All these texts are about how people from different countries behave as tourists. 2. 2. eat, know

3. taking pictures

4. sell and buy

3. 2. … they’re really not afraid that the local food will change their eating habits – they’ve got a McDonald’s in every major tourist centre. 3. … record their adventures abroad. 4. … seen as a travelling salesperson. 4. 1. 2. 3. 4.

D (… visit abroad to earn a little money) A (… smiling in every possible situation) B (… they look for their greatgrandparents) C (… was until recently (…) became more educational)

Zadanie egzaminacyjne 1. C (… recently celebrated its 1000th birthday …) 2. A (Ireland’s climate is influenced …; … never experiences extremes of weather; heavy rainfall.) 3. B (… an attractive place for young people …)

4. D (… pop and rock musicians (…) famous worldwide) 5. A (The Emerald Island) 6. C (… known for its nightlife. Uwaga: akapit D nie wymienia ró˝norodnych form rozrywki.) 7. B (… second largest exporter and its economy …) Rozdzia∏ 13.4 1. All the people talk about fashion / appearance / good looks. 2. S∏owa klucze: 1. not / require / money 2. shouldn’t follow fashion

Odp. 1. Tess & Ellie 2. Justine & Anne

3. 1. Ellie (You don’t have to be rich to be fashionable.) & Tess (You can be fashionable without spending lots of money.) 2. Justine – (… we shouldn’t imitate images of people who appear on TV or in popular magazines.) & Anne (Be free and happy with your own style.) 4. 1. 2. 3. 4.

C (… ask your grandmother) B (Maybe (…) you’ll create a new line of fashion …) A (Each of us wants to be beautiful and admired by others.) B / C (w dowolnej kolejnoÊci) (… design your own style / … make some clothes yourself …) 5. C (Trends in fashion often return.) 6. D (Fashion gurus …) Zadanie egzaminacyjne 1. C (… he didn’t stop until … / He really wanted to stop and the plate helped him.) 2. A / C (I took him to a psychologist … / … a dentist suggested …) 3. C / A (j.w.) 4. C (… a ‘reminder plate’) 5. A (I tried everything to make him stop …) 6. B (I’ve never tried to make her stop.) 7. B (… it makes me feel good because …) 8. A (… making fun of him in front of his friends …)

Rozdzia∏ 14.1

1. How fast food in Britain has changed. 2 & 3. 1. T (Patrz fragment zaznaczony w tekÊcie.) 2. F (No one would say the British have ever been famous for their cooking.) 3. F (More likely to be given Indian curry (…) than roast beef …) 4. F (Fish’n’chip shop, known colloquially as ‘the chippy’.) 5. T (They deliver a full meal in half an hour.) 6. T (… it is India that has influenced us most of all (…) an Indian restaurant take-away on every High Street.) 7. F (Young men like to compete (…) old people like it because they know all about curries …, and mothers and fathers love (…) they don’t have to cook.) 8. F (W tekÊcie nie wyst´pujà elementy wskazujàce na takie nastawienie autora – brak stwierdzeƒ typu: unfortunately, sadly, sorry to say itp. Autor opisuje zmiany w sposób pozytywny, np.: … and it’s a good thing, too.) 4. a. 2 (no one would say) b. 2 (famous – for not being able to cook at all) c. 3 (as popular as … more likely … than) Zadanie egzaminacyjne 1. T (Chewing gum can increase your IQ.) 2. T (Psychologists (…) have published a report.) 3. F (… makes our heart beat faster (…) the extra oxygen that this produces.) 4. F (W pytaniu wyst´puje s∏owo definitely, natomiast tekst wyra˝a tylko przypuszczenie – chewing gum could help you.) 5. F (… another group pretended to chew gum (…) and the last group did nothing.) 6. F (… group pretended to chew gum (…) it looked rather silly …) 7. F (… does not matter if the gum is (…) even tree resin flavour.) 8. T (… does not appear to improve koalas’ and cows’ intelligence.) 9. F (Zwróç uwag´ na humorystyczne elementy w tekÊcie, np.: I suppose it looked rather silly / yuk! / none (animals) have won the Nobel Prize for Science.) Rozdzia∏ 14.2

Rozdzia∏ 13.5 1. Wszystkie wypowiedzi dotyczà Êciàgania przez uczniów. 1. 1. f

2. b

3. e

4. c

5. a

6. h

7. d

8. g

2. 1. 1f: rumble of thunder – the noise 2. 5a: we wanted to go into the jungle in pairs – our guide had different ideas, though 3. 3e: noisy – loud 4. 6h: complained all the time and was always tired – that 5. 4c: didn’t have any canoeing experience – what’s more, … three … couldn’t swim 6. 8g: Stephanie – her 7. 7d: the jungle – it 8. 2b: wildlife – Giraffes, hippos, elephants and rhinos … 3. 1. Akapit 1: s∏owa klucze: England, national character, Englishness, cricket, its, it; poprawne zdanie: 1A 2. Akapit 2: s∏owa klucze: patience, last five days; poprawne zdanie: 2B 3. Akapit 3: s∏owa klucze: about taking part, not about winning, about learning how to lose; poprawne zdanie: 3B 4. Akapit 4: s∏owa klucze: expressions, ‘it’s just not cricket’, ‘play by the book’; poprawne zdanie: 4A 5. Akapit 5: s∏owa klucze: places, English upper classes disappeared a long time ago; poprawne zdanie: 5B Rozdzia∏ 13.6 Zadanie egzaminacyjne 1. E (Why not get a job? … it’s normal for kids to find employment …) 2. B (American teens … see them doing all kinds of jobs.) 3. F (… have been anything… variety is the spice of life.) 4. A (… have said that (…) where they got this idea from.) 5. C (I talked a lot (…) to find out (…) everybody found my questions.)

2. 1. T (I got on well (…) until I caught a boy cheating.) 2. No info (Tekst nie podaje treÊci rozmowy ucznia z dyrektorem.) 3. F (I was confused.) 3. 1. No info (Joanna wypowiada si´ ogólnie na temat uczniów w polskich szko∏ach.) 2. T (Most of this knowledge is only theoretical.) 3. F (Cheating becomes a sort of natural defence mechanism – dzieci nie Êciagajà poniewa˝ sà leniwe, ale dlatego, ˝e jest to ich sposób radzenia sobie z koniecznoÊcià przyswojenia wiedzy teoretycznej.) 4. 1. No info (Konrad wypowiada si´ ogólnie, bez podawania przyk∏adów, na temat Êciàgania wypracowaƒ z Internetu.) 2. True (… for a modest fee) 3. False (Special programmes (…) make it possible to check – mo˝liwe jest tylko zweryfikowanie autentycznoÊci wypracowania.) Zadanie egzaminacyjne 1. F (Zwróç uwag´ na fragment Not in Ann Veverka’s house, though, który odnosi si´ do wczeÊniejszego pytania … do I have to go to school.) 2. No info (Z tekstu wiemy, ˝e Veverka (…) decided to educate (…) children at home rather than send them to public schools; nie ma tu wzmianki o szkole prywatnej.) 3. No info (Choç znamy przyczyn´, dla której dzieci Veverki uczà si´ w domu, nie wiemy nic o ich zdolnoÊciach.) 4. T (Thanks to home-schooling … ) 5. No info (Brak informacji, czy organizowanie tych wycieczek nastr´cza trudnoÊci.) 6. T (porównaj: It’s not easy … = it is sometimes difficult …)

Rozdzia∏ 14.3

Rozdzia∏ 15.2

Zadanie egzaminacyjne 1. No info (Z tekstu nie mo˝emy dowiedzieç si´, co oznacza s∏owo ‘el lagarto’. Wiemy tylko, ˝e przybysze z Hiszpanii nazwali tak dziwne stwory, które zobaczyli.) 2. T (… could help a man who’d been bitten by a snake) 3. T (Although alligators are not considered fast moving creatures, they can run quite quickly … – z tego zdania wynika, ˝e niektórzy ludzie nies∏usznie zak∏adajà, ˝e aligatory nie poruszajà si´ szybko.) 4. F (Animals in the wild usually feared men and stayed away from them.) 5. No info (Wiemy, ˝e mi´so aligatora by∏o cenionym przysmakiem; brak informacji na temat przyrzàdzanych z niego potraw.) 6. F (Aligatory by∏y na liÊcie zagro˝onych gatunków przez jakiÊ czas.)

1, 2. Zwiàzek mi´dzy pracami domowymi a utrzymaniem zgrabnej figury.

Rozdzia∏ 15.1 1. B – odpowiedê poprawna – mo˝emy wnioskowaç, ˝e wypowiadajàca si´ osoba jest nieÊmia∏a ze wzgl´du na silne uzale˝nienie od poczucia bezpieczeƒstwa we w∏asnym domu; A – odpowiedê b∏´dna – sprzeczna z ca∏oÊcià tekstu; C – odpowiedê b∏´dna – brak jakichkolwiek informacji na temat stosunku autora tekstu do innych osób. 2. 1. two weeks = a fortnight … (poprawna odpowiedê jest parafrazà s∏owa z tekstu) 2. being surrounded by familiar objects = My home means my things: my mug, my plate, my remote control, and – most importantly – my bed. I can only really feel at home with all these around. (poprawna odpowiedê jest streszczeniem ca∏ego tego fragmentu)

3. 1. 2. 3. 4.

a, b F (a study by Bristol University doctors has shown …) F (more than 2300 women (…) took part in the study) F (So why was …? The way …) C

4. 1. A: odpowiedê poprawna: … were more likely to be overweight …; B, C: odpowiedzi b∏´dne: housework simply didn’t have that effect; D odpowiedê b∏´dna: … did not lower their resting heart rate, either. 2. D: odpowiedê poprawna: aged between 60 and 79; A: brak wzmianki w tekÊcie na ten temat; B: odpowiedê b∏´dna: brak zwiàzku mi´dzy opisywanymi badaniami a utratà wagi u kobiet, które wzi´∏y w nim udzia∏; C odpowiedê b∏´dna: badanie nie polega∏o na wykonywaniu przez badane kobiety ci´˝kich prac (filled in a questionnaire). 3. C: odpowiedê poprawna: The way (…) is not consuming as much energy …, oraz the women are doing (…) them slowly; A odpowiedê b∏´dna: zwróç uwag´ na kontrast w zdaniu the women are doing all these heavy jobs but …; B odpowiedê b∏´dna: zwróç uwag´ na fragment So why was so much work not very effective?; D odpowiedê b∏´dna: brak informacji w tekÊcie, czy prace wykonywane w domu mia∏y przede wszystkim na celu utrat´ wagi. 4. C: odpowiedê poprawna: lekarze prowadzàcy badania i osoby bioràce w nich udzia∏ zosta∏y opisane przez osob´ trzecià; tekst opisuje problem ca∏oÊciowo, przytaczajàc równie˝ inne opinie; A, B, D odpowiedzi b∏´dne: te wypowiedzi odnoszà si´ do fragmentu tekstu; brak odniesienia w pierwszej osobie (I / we). Rozdzia∏ 15.3

3. Przyk∏adowe odpowiedzi: 1. Because of the rental rules. / Because many landlords don’t allow tenants to keep pets in houses. 2. The agent persuaded the landlord. 3. The person did not tell the landlord about the cats. 4. That children or the tenants themselves might cause more damage than animals. 5. It’s probably an article in a newspaper or a magazine. 4. I 2

II 4

III 1

IV 3

5. II A: Mówiàcy nie stwierdza, ˝e w∏aÊciciele nie powinni wynajmowaç mieszkaƒ ludziom z dzieçmi; mówi jedynie, ˝e wi´kszoÊç zwierzàt domowych sprawia mniej k∏opotów ni˝ dzieci; B: z∏ota rybka i chomik to przyk∏ady bezproblemowych zwierzàt domowych; brak porównania do psów czy kotów; C: odpowiedê sprzeczna z sensem wypowiedzi przytoczonej w tekÊcie – porównaj z odpowiedzià A. III A: Okres Êwiàteczny i reszta roku s∏u˝y tylko podkreÊleniu faktu, i˝ ludziom posiadajàcym zwierz´ta trudno jest kiedykolwiek znaleêç mieszkanie; B: tekst mówi o spotkaniach z agentami nieruchomoÊci, stàd mo˝emy wysnuç wniosek, ˝e zdanie mówiàce o braku wolnych mieszkaƒ jest nieprawdziwe; C: brak informacji w tekÊcie na ten temat. IV A: Byç mo˝e tak by∏o, ale nie mia∏o to zwiàzku ze znalezieniem mieszkania; B, C: obie odpowiedzi podajà przyk∏ady propozycji, jakie przedstawia∏a osoba majàca koty. Pomimo tego, nie uda∏o si´ jej znaleêç mieszkania. 6. Przyk∏adowe odpowiedzi: 1. D: An agent helped them. 2. D: Pets could be less problematic than the tenants themselves. 3. D: Because most landlords do not accept them. 4. D: She kept her cats secret from the landlord. 7. D: odpowiedê poprawna: typowy styl dla artyku∏u prasowego, przytaczanie kilku opinii, ogólne spojrzenie na problem; A, B: odpowiedzi b∏´dne: obie wymienione publikacje majà zwykle charakter reklamowy, nie zawierajà opisu problemów zwiàzanych z wynajmem mieszkania; C: odpowiedê b∏´dna: opisywany problem nie dotyczy samych zwierzàt, a tylko faktu ich posiadania przez osoby szukajàce mieszkania;

Zadanie egzaminacyjne 1. A: odpowiedê poprawna: colourful pictures, soft material, hears (…) tunes; B, C, D: odpowiedzi b∏´dne: porównaj komentarz z sekcji Helping Hand. 2. C: odpowiedê poprawna: nobody knows better …; A: odpowiedê b∏´dna: s∏owo collection odnosi si´ do innej publikacji; B: odpowiedê b∏´dna: wyra˝enie best of all nie stanowi porównania obu wymienionych publikacji; D: odpowiedê b∏´dna: wyra˝enie especially a teenaged girl nie wyklucza, ˝e ksià˝ka mo˝e byç ciekawa dla ch∏opców. 3. A: odpowiedê poprawna: If you cannot get your child to even look at printed material …; B: odpowiedê b∏´dna: wyra˝enie trick them into listening ma znaczyç, ˝e dziecko nie zorientuje si´ w podst´pie; C: odpowiedê b∏´dna: an impressive collection of books (…), including …; D: odpowiedê b∏´dna: porównaj komentarz do odpowiedzi A. 4. B: odpowiedê poprawna: styl wypowiedzi jest typowo reklamowy, np.: why not buy, is ideal for, something wonderful at the bookstore; best of all, etc.; A, C, D: odpowiedzi b∏´dne: styl wypowiedzi nieadekwatny do podanych odpowiedzi. Rozdzia∏ 16.1 1. Akapit A: a1 – b2 – c2 Akapit C: a3 – b5 – c5 Akapit E: a5 – b3 – c4

Akapit B: a2 – b4 – c1 Akapit D: a4 – b1 – c3

2. Opowiadanie powinien rozpoczynaç akapit B. Jego pierwsze zdanie: It happened to me a few years ago. przedstawia bohatera (me) oraz czas wydarzeƒ (a few years ago). Nast´pne zdania przedstawiajà miejsce wydarzeƒ (miasto). 3. Poprawna kolejnoÊç: Akapit B (a few years ago, studying for a test, friends – they; past midnight – go home) Akapit E (early June, the night – it was late; lights in many windows – not the only one studying late) Akapit A (walking down the main street – noticed a group of youngsters – 5 or 7 of them – got a bit scared) Akapit C (go there – I heard – looked back; running as well) Akapit D (ran even faster, got into the cab – driving away)

4. 1. B

2. C

3. A

5. Detectives last night warned women not to go jogging on their own after a 39-year-old woman was left fighting for her life after she’d been attacked by a man. The police believe the attacker is also responsible for murdering another female runner. Police believe there is a link between the attack yesterday evening and the murder of American artist Margaret Muller 10 months ago in an east London park. The latest victim of the attacker, a local woman, was attacked while jogging in Clissold Park, Stoke Newington, London, at about 5.15pm on Friday. 6. 4. F (The latest victim – the victim) 5. D (attacked – after a violent struggle) 6. H ([a local woman] – she stayed alive – w tekÊcie ani razu nie sà podane dane ofiary napadu – the woman has not been identified …, oraz dodatkowo: … who administered first aid – was being treated … at a London hospital) 7. G (Akapit ten rozpoczyna nowy wàtek, nawiàzujàcy do kwestii omawianych w akapitach F i D) 8. E (We are going to work on the basis – we do not want to raise an alarm …) Zadanie egzaminacyjne 1. C 2. B (Towards the end of the 18th century – nawiàzuje do myÊli koƒczàcej poprzedni akapit: 200 years ago.) 3. G (The country needed … people … to leave their homes to come to America … nawiàzuje do myÊli koƒczàcej poprzedni akapit.) 4. E (People were arriving from different parts of Europe speaking different languages nawiàzuje do rozpoczynajàcej poprzedni akapit: The country needed … people … ready to leave their homes …) 5. F (Sformu∏owanie it wasn’t a good idea to speak the language of the enemy nawiàzuje do koƒczàcego poprzedni akapit sformu∏owania … most immigrants came from England.) 6. A (Zaimek it odnosi si´ do koƒczàcego poprzedni akapit s∏owa German.) 7. D (MyÊl rozpoczynajàca ten akapit: Still, … nawiàzuje bezpoÊrednio do myÊli koƒczàcej poprzedni akapit.) Rozdzia∏ 16.2 Zadanie egzaminacyjne 1. C (Oscar O’Flathertie Fingal Wills Wilde, born …) 2. H (student at school, studying Classics at Trinity College, Dublin) 3. B (college – there, graduated, went to London) 4. F (went to London – became known) 5. E (not very successful – in order to earn some money, went on a tour; met Constance Mary Lloyd, whom he married …) 6. A (married Constance Mary Lloyd – they, a young couple) 7. D (bored with family life) 8. G (affair with 21-year-old Lord Alfred Douglas – the affair with Lord Douglas) Rozdzia∏ 17 Zadanie 1. 1. C (there are people … – and then there are those who …) 2. G (a young boy in Wales – his ambition was) 3. A (a new land across the ocean – the land seemed so fantastic) 4. E (myth says – little evidence to prove it) 5. H (was invented by – he was a very skilled inventor) 6. B (high-pressure steam engine – use the engine on water) Zadanie 2. 1. T (We pay so little attention to benches, we do not see things as simple as benches.) 2. F (Autor nie sugeruje, i˝ wiele ∏awek jest brudnych, mówi tylko, ˝e wtedy je zauwa˝amy.) 3. F (Benches dedicated to the memory – zaprzeczenie fragmentu pytania: before they die.) 4. T (Sit on a bench (…) between Sir Winston Churchill and Roosevelt.) 5. T (A fragment of his poem …) 6. F (The Beatles zadedykowali t´ piosenk´.)

7. F (Although it looks (…), it is very comfortable.) 8. F (Tekst nie zawiera wskazówek lub informacji typowych dla przewodnika turystycznego.)

Zadanie 3. 1. C: odpowiedê poprawna: most English people don’t like criticism of their country by other nationalities; A, B: odpowiedzi b∏´dne – odnoszà si´ do poczucia humoru Anglików – humour (…) based on irony, they complain about England (…) and London …; D: odpowiedê b∏´dna: tekst w ogólne nie odnosi si´ do ˝artów z innych krajów lub narodowoÊci. 2. B: odpowiedê poprawna: they only kiss people who are close friends and relatives; A: odpowiedê b∏´dna: wyra˝enie Don’t kiss people when you say ‘hello’ nie kontrastuje powitania i po˝egnania, lecz w powiàzaniu z dalszym fragmentem tekstu znaczy mniej wi´cej: Don’t kiss people if you are not a close friend or a relative; C, D: odpowiedzi b∏´dne – obie odpowiedzi sà ewidentnie sprzeczne z przytoczonym wy˝ej fragmentem tekstu. 3. A: odpowiedê poprawna: … fans were aggressive and dangerous. These days, the situation has changed; B: odpowiedê b∏´dna: s∏owo aggressive u˝yte jest tylko w stosunku do kibiców; C: odpowiedê b∏´dna: each Englishman, young and old, has his favourite football team; D: odpowiedê b∏´dna: z fragmentu aggressive fans (…) are not allowed to matches nie wynika, ˝e ogó∏em mniej ludzi przychodzi na mecze. 4. B: odpowiedê poprawna: s∏owa bus stop, boat, tea opisujà tylko sytuacje, w których mo˝emy zobaczyç kolejki; A, C, D: odpowiedzi b∏´dne: porównaj komentarz do odpowiedzi B. 5. C: odpowiedê poprawna: w akapicie podane sà konkretne porównania, np.: down is ON in Great Britain. A, B, D: odpowiedzi b∏´dne: brak konkretnych porównaƒ do innych narodowoÊci lub krajów. 6. D: odpowiedê poprawna: poszczególne akapity, i ca∏oÊç tekstu wydajà si´ sugerowaç, ˝e Anglicy sà troch´ „nietypowi”; A, B, C: odpowiedzi b∏´dne: proponowane odpowiedzi mog∏yby odnosiç si´ tylko do poszczególnych akapitów w tekÊcie. Rozumienie tekstu czytanego Poziom rozszerzony Rozdzia∏ 18.1 Zadanie egzaminacyjne 1. D (North Wales – such areas) 2. G (go up in value – huge price increases) 3. B (fulfil certain criteria – have to be employed) 4. A (walking past and noticing – walk the streets) 5. C (charges about one per cent – truly worth it) 6. H (visit the property – an opportunity to ask every question) 7. E (20 different types of mortgage – what type you need) Rozdzia∏ 18.2 1. 1. A this: Despite this (the fact that each banknote carries emblems and honours, national heroes.) The reasons: The Euro was adopted partly to make life easier … 2 & 3. 2. D (Make life easier – prices are now easier to understand and compare.) 3. F (Have the same currency (…) for business and trade – differing values in European currencies; prices will be the same across all of Europe.) 4. B (apprehensive, fears – were a bit worried) 5. E (Unification, a greater understanding – helped by the growth and development in telecommunication technology; A common language?) Zadanie egzaminacyjne 1. E (Tea reached England between 1652 and 1654 – tea importation rose (…) in 1699 …) 2. B (Sold by coffee houses – coffee house owners; the duty on tea – this heavy taxation.) 3. A (How to deal with tea leaves – boiled the leaves …) 4. F (Another legend – porównaj fragment z odpowiedzià A) 5. D (The brewing of tea is very important – the rule is …) Rozdzia∏ 19.1 1. The text is about extreme skiing / extreme winter sports.

2, 3. 1. I (False – must be designed for maximum speed – przytoczony fragment obejmuje zarówno ochron´ przed poparzeniem, jak i przed z∏amaniami.) 2. C (True – train really hard throughout the year – zdanie zgodne z wyra˝eniem: skiers have no long breaks in exercising.) 3. H (True – porównaj wyra˝enia: often break bones – broken arms or legs are common) 4. F (False – przytoczone wyra˝enia sà ze sobà sprzeczne: Special safety restrictions have been introduced – Restrictions have been removed) 5. J (False – sens wyra˝enia J jest taki, ˝e kask zapewnia ochron´ nawet w przypadku fatalnego upadku) 6. A (False – zwróç uwag´ na fragment: … is one of the amazing extreme sports to watch.) 7. D (True – porównaj wyra˝enia: has a direct influence – influences, can change) 8. G (False – zwróç uwag´ na sprzecznoÊç: anyone – not for the average person) 9. B (False – z tekstu wynika, ˝e somersaults sà cz´Êcià zawodów zwanych aerials) 10. E (True – part of the Olympic Games jest zgodne z fragmentem: became an official Olympic sport) 4, 5. Temat tekstu: kryzys publicznej s∏u˝by zdrowia we Francji (NHS – National Health Service / System)

Rozdzia∏ 20.1 1. 1. A

2. C

3. B

2. Wspólny temat: a) climate – ∏àczy paragrafy pierwszy i drugi (A i C) MyÊl przeciwna do wyra˝onej wczeÊniej: b) Despite all this (extreme weather conditions, difficult access in and out of the valley) – ∏àczy fragmenty drugi i trzeci (C i B) 3. D (One of the most popular places (…) to take a holiday in place to visit.)

an exciting

4. Zwróç uwag´ na elementy ∏àczàce ze sobà poszczególne akapity oznaczone strza∏kami. 4. E (Hazards (…) heat and dehydration heat can kill, carry a good water supply.) 5. G (Rattlesnakes are another hazard – podkreÊlone s∏owo oznacza, ˝e pewne niebezpieczeƒstwa [patrz powy˝ej] zosta∏y wymienione wczeÊniej.) 6. F (Nature (…) as wild as it used to be the opportunity to step back in time.) Rozdzia∏ 20.2

6. 1. False (Patrz komentarz w sekcji Helping Hand.) 7. 1. F 9. F

2. F 10. O

3. O 11. F

8. 1. … we believe … 3. … blamed on …

4. O 12. O

5. F 13. O

6. F 14. F

7. O

8. O

2. … said; predicted …

Zadanie egzaminacyjne 1. F (Zdanie 1. podaje jako fakt wydarzenie, które dopiero mo˝e mieç miejsce. Porównaj: … could result …) 2. T (Porównaj sens wyra˝eƒ: … the government has a vested interest … – the conservative government is encouraging a situation …) 3. F (… crisis has been evident since (…) August heatwave.) 4. F (Porównaj fragmenty: deal with the 3 epidemics successfully oraz tiny patients (…) waiting in corridors for hours.) 5. T (Too few doctors and nurses = a serious lack of medical staff ..., staggering staff shortages) 6. F (Medical staff (…) spoke of (…) poor morale. Wa˝ny jest tak˝e dalszy fragment: They quoted cases …) 7. T (Zwróç uwag´ na fragment:… a senior paediatric nurse said: France has one or two show hospitals …) 8. T (… even the number of interns had dropped by half.) 9. F (Zwróç uwag´ na kluczowy fragment: reluctance by even senior staff to work …) Rozdzia∏ 19.2 Zadanie egzaminacyjne 1. F (Wyra˝enie a historic move sugeruje, ˝e jest to pierwsza taka inicjatywa legislacyjna.) 2. T (Kluczowe s∏owo contentious w wyra˝eniu this contentious issue nale˝y interpretowaç jako controversial, causing debate.) 3. F (Stwierdzenie The government is against jest sprzeczne z fragmentem tekstu, który mówi, ˝e [the government] sympathises with those who argue that the voting age should be lowered …) 4. T (Porównaj wyra˝enia: young people should become more involved oraz we expect more (…) responsibility from people, especially young people.) 5. No info (Zwróç uwag´ na fragment … letting them see greater influence … jest to dalsza cz´Êç wypowiedzi Charliego Falconera; brak natomiast opinii wypowiadanych bezpoÊrednio przez m∏odzie˝.) 6. F (Porównaj fragment: the growing sense of disillusionment among the young about politics – s∏owo growing sugeruje, ˝e jest to zjawisko rozpowszechniajàce si´ wÊród m∏odych ludzi.) 7. T (Zauwa˝ przyk∏ady w zdaniu zaczynajàcym si´ od Supporters of the proposal …: pay tax, serve in the armed forces, get married.) 8. No info (Tekst zawiera porównanie tylko do tzw. western democracies; brak informacji odnoÊnie innych krajów na Êwiecie.)

Zadanie egzaminacyjne 1D, 2F, 3A, 4G, 5C, 6B, 7E Akapit 1 D (Wprowadzenie w temat tekstu poprzez pytania.) Akapit 2 F (Zwróç uwag´ na ∏àcznik mi´dzy D a F: William from Stratford … this person named William Shakespeare.) Akapit 3 A (Elementy ∏àczàce akapity F i A to: ordinary person, the first reason … such humble origin.) Akapit 4 G (Fragment akapitu A: A well-educated aristocrat (…) William was not such a person ∏àczy si´ z fragmentem z akapitu G: Shakespeare (…) was not a renowned figure in the world of literature.) Akapit 5 C (Porównaj: some people doubt … a group of people who don’t believe in Shakespeare …) Akapit 6 B (Anti-Stratfordians The Anti-Shakespeare group … – podkreÊlony przedimek sugeruje odpowiednià kolejnoÊç, w jakiej wymieniona grupa pojawia si´ w tekÊcie.) Akapit 7 E (Na pytanie koƒczàce akapit B: Who was he? otrzymujemy propozycj´ odpowiedzi w cz´Êci E: A favourite candidate is Francis Bacon …) Rozdzia∏ 21.1 1. B (maybe the missing link; our missing ancestor) 2. 1. A [1] Odpowiedê podaje jako fakt coÊ, co jest jedynie przypuszczeniem. Porównaj: will change how we … oraz: could change how we … B [3] PodkreÊlony fragment tekstu nie stwierdza, ˝e jest to najstarsze wykopalisko tego rodzaju. C [2] Podany fragment nie odnosi si´ bezpoÊrednio do pierwszej cz´Êci pytania dotyczàcej ‘The Cradle of Humanity’. 3. Propozycja odpowiedzi: D: Many remains of human bones have been found there. 4, 5. 2. D: odpowiedê poprawna (porównaj wyra˝enia: the genesis of humanity – the origin of the human species); A: odpowiedê b∏´dna (fragment: this new find will have the impact [on the scientific community] of a small nuclear bomb wyklucza stwierdzenie podane w odpowiedzi A); … was something researches have long expected); B: odpowiedê b∏´dna (wyra˝enie podane w odpowiedzi B: what life was like 6 million years ago jest zbyt szerokie w stosunku do opisywanego znaleziska. Fragment tekstu: extinct world of 6 or 7 million years ago nale˝y interpretowaç tylko w po∏àczeniu z dalszà cz´Êcià wypowiedzi: what sort of creatures connect us …)

3. D: odpowiedê poprawna (brak wyra˝eƒ wskazujàcych, ˝e mog∏aby to byç tylko opinia mówiàcego); A, C: odpowiedzi b∏´dne (przytoczone wypowiedzi zawierajà wyra˝enia typowe dla opinii lub przypuszczeƒ: this could be …, he also thinks that …) 4. A: odpowiedê poprawna (zwróç uwag´ na fragment: some experts feel that this new creature represents a new genus and species of hominid); B: odpowiedê b∏´dna (wyra˝enie is definitely … jest sprzeczne z opinià wyra˝onà w tekÊcie s∏owami some experts feel); D: odpowiedê b∏´dna (odpowiedê podaje w formie przypuszczenia coÊ, co jest naukowo potwierdzone – porównaj fragment: humans are most closely related to chimpanzees, sharing as much as …) 5. A: odpowiedê poprawna (tylko je˝eli podstawimy w miejsce this wyra˝enie The result of the analysis, uzyskamy logicznà kontynuacj´ treÊci tekstu); B, C: odpowiedzi b∏´dne (˝adna z proponowanych odpowiedzi nie daje nam logicznego zwiàzku z dalszà cz´Êcià tekstu: … means we share a common ancestor …) 6. C: odpowiedê poprawna (przymiotnik bushy ma sprawiç wra˝enie, ˝e proces ewolucji mia∏ wiele odga∏´zieƒ); A, B: odpowiedzi b∏´dne (porównaj fragment: nature experimented with many kinds …) 7. D: odpowiedê poprawna (nale˝y wziàç pod uwag´, ˝e ca∏y tekst skupia si´ na historii i znaczeniu opisywanego odkrycia); A: odpowiedê ta jest tylko cz´Êciowo poprawna – historia odkrycia to tylko ma∏y fragment tekstu; C: odpowiedê zbyt ogólna, tekst nie jest filozoficznym rozwa˝aniem na temat kierunku, w jakim podà˝a ewolucja. 8. A: odpowiedê poprawna (styl wypowiedzi, wyjaÊnienia trudniejszych terminów dla osób postronnych, przytaczanie wypowiedzi osób ze Êwiata nauki w 3. osobie); C, D: odpowiedzi b∏´dne (zwróç uwag´ na cz´sto pojawiajàce si´ wyra˝enia typu: many experts, scientists, specialists, a commonly used term in the field)

3. A: odpowiedê poprawna (… the part-time job I took (…) while studying …); B: odpowiedê b∏´dna (zwróç uwag´ na czas przesz∏y u˝yty w odpowiedzi B – sytuacja opisana w tekÊcie ma miejsce w chwili obecnej); C, D: odpowiedzi b∏´dne (brak bezpoÊredniej informacji w tekÊcie) 4. D: odpowiedê poprawna (Like many recent graduates …); A: odpowiedê b∏´dna (z tekstu wynika, ˝e absolwenci nie tyle decydujà si´ na podjćie dodatkowej pracy, co raczej nie mogà z niej zrezygnowaç po ukoƒczeniu studiów i podjćiu pe∏noetatowego zajćia); B: odpowiedê b∏´dna (s∏owo debt dotyczy zobowiàzaƒ zwiàzanych ze studiami, a nie podjćiem pierwszej, pe∏noetatowej pracy); C: odpowiedê b∏´dna (akapit 4. nie koncentruje si´ na niskich zarobkach z dodatkowej pracy, lecz z podstawowego zatrudnienia) 5. C: odpowiedê poprawna (this = fakt, i˝ the average graduate wage amounted to just (…) in 2003); A: odpowiedê b∏´dna (zwróç uwag´ na to, ˝e po fragmencie … current graduate salaries range between … nast´puje kontrast wyra˝ony s∏owami but most graduates are finding themselves …); B: odpowiedê b∏´dna (przeprowadzone badania to tylko êród∏o informacji potrzebnej do wykazania kontrastu mi´dzy zarobkami a zad∏u˝eniem absolwentów); D: odpowiedê b∏´dna (this odnosi si´ do proporcji mi´dzy zad∏u˝eniem a zarobkami absolwentów, a nie tylko do jednego z elementów tej proporcji) 6. C: odpowiedê poprawna (As well as asking for weekend work …); A: odpowiedê b∏´dna (brak jednoznacznej informacji w tekÊcie); B: odpowiedê b∏´dna (odpowiedê sprzeczna z fragmentem … particularly from those [employed graduates] based in the south east); D: odpowiedê b∏´dna (Harvey Sinclair nie sugeruje, ˝e jest to celowe dzia∏anie ze strony absolwentów – porównaj fragment … is bound to have an effect on their primary job) 7. C: odpowiedê poprawna (przeczytaj akapit 3.: Despite working (…) I still have to hold on to the part-time job (…) because …); A: odpowiedê b∏´dna (brak zwrotów wyra˝ajàcych tak negatywny stosunek do dodatkowej pracy); B: odpowiedê b∏´dna (zwróç uwag´ na ton skargi z akapitu 1.); D: odpowiedê b∏´dna (brak informacji w tekÊcie)

Zadanie egzaminacyjne 1. B (Wyra˝enie There was once a … jest typowe dla bajek i legend) 2. B (I’m attracted to the idea of Earth as a dynamic organism …); wszystkie warianty odpowiedzi opisujà teori´ Gai, ale tylko odpowiedê B w pe∏ni poprawnie uzupe∏nia zdanie ‘What the article finds most appealing …’ 3. A (Intencjà autorki jest wyra˝enie ironii w stosunku do tego, jak ludzie traktujà swojà planet´) 4. C (Life is precious and rare (…) we take for granted what is a miracle) 5. A (Zwróç uwag´ na podkreÊlone wyra˝enie … accepts that, in theory, …) 6. B (U˝ywajàc wyra˝eƒ typu: Is this why he’s telling us, which may be why he seems not to care … autorka wyra˝a brak akceptacji dla tego typu poglàdów – zaprzeczenie odpowiedzi A.) Uwaga: odpowiedzi C i D sà nieprawid∏owe – autorka tekstu krytykuje tylko poglàdy Stephena Hawkinga. 7. D (… life on Earth is so threatened …); odpowiedê B mo˝e wydawaç si´ prawid∏owa, ale je˝eli dok∏adnie si´ w nià wczytasz, zauwa˝ysz, i˝ jest to powtórzenie myÊli wyra˝onej w samym pytaniu. 8. A (Human beings will be responsible) 9. A (Porównaj: I want it [the Earth] to be a safe, beautiful place …) 10. C (Zwróç uwag´ na nast´pujàce porównania: a dynamic organism, a healthy individual, Earth becomes hostile to life) 11. C (Autorka podaje wiele argumentów majàcych za zadanie przekonaç ludzi, ˝e sami sà odpowiedzialni za swój los); pozosta∏e odpowiedzi: A, B oraz D opisujà poprawnie tematy jedynie pojedynczych akapitów.

1. 1. 2. 3. 4. 5. 6.

b / C (… would have looked much nicer if the children had been wearing …) e / D (to blame sb for …) a / B (to have an impact) f / B (spójnik wyra˝ajàcy kontrast) d / A (w j´zyku funkcjonuje wyra˝enie boat trip) c / D (czasownik frazowy take up)

2. 1. 2. 3. 4. 5. 6. 7.

were seen / seeing / to see / to have seen he has / had / has had / had had would have asked / been asked / to ask known to be / to have been wish they went / had gone must try / have tried / have been trying / be trying have sent / it sent / been sending / been sent

3. 1. 2. 3. 4. 5. 6. 7.

were to see (II tryb warunkowy) had had (Past Perfect) would have been asked (III tryb warunkowy + strona bierna) known to be (strona bierna + bezokolicznik) wish they had gone (zdania wyra˝ajàce ˝yczenie, ˝al, etc) must be trying (czasownik modalny + ró˝ne typy bezokolicznika) have it sent (konstrukcja have sth done)

Rozdzia∏ 21.2 Zadanie egzaminacyjne. 1. C: odpowiedê poprawna (… while my weekday workmates are enjoying a well deserved lie-in, I wake at …); A: odpowiedê b∏´dna (z tekstu wynika, ˝e jej koledzy z pracy w ogóle nie pracujà w soboty); B: odpowiedê b∏´dna (brak informacji w tekÊcie); D: odpowiedê b∏´dna (wyra˝enie flexitime system nie jest u˝yte w porównaniu do kolegów z pracy) 2. A: odpowiedê poprawna (… I need the money oraz … financially, I simply cannot manage without it); B, C: odpowiedzi b∏´dne (zwróç uwag´ na fragment: I would like to be able to say … But the truth is …); D: odpowiedê b∏´dna (my Saturday work has nothing to do with my career as a freelance journalist)

Rozdzia∏ 22

4. Propozycje odpowiedzi: 1. What’s become of the girl you were seeing a couple of weeks ago? 2a).He has to be more careful about his diet. 2b).She has had a lot of trouble with her new car. 3. If I’d known you were in town, I would have asked you for help. 4. My neighbour is known to have been involved in numerous affairs. 5. My sons are spending a fortune on petrol each month! I wish they went to college by train. 6a).You must try not to worry about her so much. She’s quite resourceful, you know. 6b).I heard a noise and woke up. Someone must have been trying to get inside the house. 7a).I have sent the letter by registered post. 7b).The catalogues have been sent to our regular customers.

5. 1. D (Pozosta∏e odpowiedzi by∏yby poprawne w nast´pujàcym brzmieniu: keen on football, eager to play football, fond of football.) 2. D (Pozosta∏e odpowiedzi by∏yby poprawne w nast´pujàcym brzmieniu: said she would organise / was told to organise, told me she had been asked to organise …; odpowiedê B: nieprawid∏owa.) 3. D 4. B (Pozosta∏e odpowiedzi by∏yby poprawne w nast´pujàcym brzmieniu: provided she finished her work; when she had finished her work; in case she was needed early the next day.) 5. B (Pozosta∏e odpowiedzi by∏yby poprawne w nast´pujàcym brzmieniu: pride in, comfort from, money from.) 6. C (Pozosta∏e odpowiedzi by∏yby poprawne w nast´pujàcym brzmieniu: know as, consider to be the biggest …; odpowiedê D: niepoprawna.) 7. B 8. A (Pozosta∏e odpowiedzi by∏yby poprawne w nast´pujàcym brzmieniu: on time.; at 6 o’clock; odpowiedê D niepoprawna.) 9. C (Pozosta∏e odpowiedzi by∏yby poprawne w nast´pujàcym brzmieniu: to take – je˝eli czynnoÊç, o której opowiada mówiàcy, by∏aby celem samym w sobie; pozosta∏e odpowiedzi niepoprawne.) 10.B (Pozosta∏e odpowiedzi by∏yby poprawne w nast´pujàcym brzmieniu: trained in, accustomed to, known as, choç w tym przypadku zmianie ulega znaczenie wyra˝enia.)

3. B (kolokacja no wonder – not suprisingly) 4. C (poprawny czasownik frazowy to dress up) 5. C (porównaj: clasp of a bag / necklace; hasp for a door / lid; hair / paper clip) 6. A (poprawne wyra˝enie to treat sb / sth as …) 7. D (wyra˝enie as if they were nie odnosi si´ do sytuacji istniejàcej naprawd´) 8. C (strona bierna + bezokolicznik)

6. 1. B 5. D

2. B 6. C

3. D 7. B

4. A 8. D

7. 1. B 5. C 9. B

2. A 6. B 10. C

3. C 7. A

4. A 8. A

3. a) odpowiedê poprawna – w zwi´z∏y sposób wyra˝a ˝àdane odczucia, uwzgl´dniajàc przyczyn´; b) odpowiedê b∏´dna – uwzgl´dnia przyczyn´, ale wyra˝a odczucia w sposób przesadzony; c) odpowiedê b∏´dna – wyra˝a odczucia w sposób przesadzony; pomija przyczyn´.

Wypowiedê pisemna Poziom podstawowy Rozdzia∏ 24.1 Przekazanie informacji 1. b) odpowiedê poprawna – w zwi´z∏y sposób przekazuje ˝àdanà informacj´; a) odpowiedê b∏´dna – niedok∏adnie przekazuje, co si´ rzeczywiÊcie sta∏o; c) odpowiedê b∏´dna – brak informacji na temat zdarzenia / wypadku (przyczyny opisanego stanu rzeczy mogà byç inne). 2. Sugerowane odpowiedzi: I won’t be able to come to the / your party / I really can’t come to the party / It won’t be possible for me to come to the party.

4. Zadanie egzaminacyjne 1. C (porównaj: approve of, care about, prefer sth to sth) 2. A (only + rzeczownik) 3. D (czas przesz∏y in the past) 4. D (przymiotnik + przyimek: popular with) 5. B (przypuszczenie dotyczàce przesz∏oÊci) 6. A (poprawna kolokacja: the word comes from …) 7. C (porównaj: expand a business / company; glass scattered all over the floor; the leaflet was circulated) 8. D (wyra˝enie on leave – na przepustce) 9. B (kolokacja to set high standards) 10.D (zdanie przydawkowe wprowadzajàce dodatkowà informacj´)

1. 2. 3. 4. 5. 6. 7. 8.

radoÊç 3 3 3 smutek 3 3 3 ˝al 3 nadzieja 3 strach 3 3 rozczarowanie 3 3 3 z∏oÊç 3 3 wdzi´cznoÊç 3 3 3

5. Rozdzia∏ 23 Zadanie 1. 1. E (Magna Carta (…) signed in 1215. Ever since then …) 2. B (Everybody in Britain (…) knows the imperial system better than they know the metric system. They might have learnt about the metric system …) 3. D (Zwróç uwag´ na powtórzenie pytania: Why should we? Why should we change …?) 4. C (… if they sell anything [because] prices look higher and frighten customers off.) Zadanie 2. 1. C: odpowiedê poprawna (… used serious actors (…) and was considered revolutionary for that very reason); A: odpowiedê b∏´dna (brak informacji w tekÊcie); B, C: odpowiedzi b∏´dne (obie odpowiedzi sà zgodne z treÊcià tekstu, nie odnoszà sie jednak do faktu, ˝e Steptoe and Son was an exceptional sitcom); 2. C: odpowiedê poprawna (Steptoe wydaje si´ doÊç przebieg∏y: udaje mu si´ zatrzymaç syna przy sobie, a ten z kolei wykonuje ca∏à prac´); 3. D: odpowiedê poprawna (… sketches, which pushed the boundaries of logic … / brave enough to break away from the type of humour …); A, B, C: odpowiedzi b∏´dne (brak bezpoÊredniego odniesienia do wyra˝enia so revolutionary); 4. C: odpowiedê poprawna (…, to show (…) that it [the parrot] is now beyond feeling pain); A: odpowiedê b∏´dna (zwrot pieni´dzy jest celem ca∏ego sporu opisanego w tekÊcie); B: odpowiedê b∏´dna (zwróç uwag´ na fragment: in an attempt to win the argument …); D: odpowiedê b∏´dna (brak bezpoÊredniej informacji w tekÊcie) Zadanie 3. 1. A (kolokacja to know sth for sure) 2. D (wyra˝enie the same … as)

1. sk∏adanie gratulacji 2. ˝yczenia sukcesów 3. ˝egnanie si´ z kimÊ 4. ˝yczenia Êwiàteczne 5. ˝yczenia dobrej zabawy 6. ˝yczenia urodzinowe

3 3 3 3

3 (3) 3

(3)

3 3

6. All the best / Happy Birthday / Many happy returns (of the day) Odpowiedê przyk∏adowa Hi Matthew, I broke my leg two days ago and I won’t be able to come to your birthday party. You can’t imagine how sad I am! So, happy birthday and all the best of luck! Bye, XYZ Rozdzia∏ 24.2 Odpowiedê przyk∏adowa 1. W przyk∏adowej odpowiedzi brakuje informacji pierwszej i czwartej. 2. Hi Sven, I have to visit my grandma and I won’t be home when you come. I’ll leave the keys with my neighbours so when you knock on the door opposite mine and say you’re Sven, they’ll let you in. To record the programme, switch the TV and VCR on, put the tape in, find programme 12 on the VCR and push the REC button, it’s a red one. I’ll be back at 8. Please wait for me. See you, XYZ

w opini´ na temat prac dorywczych dla studentów: a7, b7, c3, d3. w opini´ na temat sposobu wynagradzania takiej pracy: a3, b7, c3, d7.

Rozdzia∏ 25 Przekazanie informacji w (b) odpowiedê poprawna – podaje wszystkie potrzebne informacje (sposób i miejsce sp´dzania wakacji); (a) odpowiedê b∏´dna – brak informacji ˝àdanych w poleceniu; w (b) odpowiedê poprawna – zawiera szczegó∏owe informacje; (a) odpowiedê b∏´dna – zbyt ogólnikowa; w (b) odpowiedê poprawna – podaje szczegó∏owe informacje; (a) odpowiedê b∏´dna – okreÊlenie ‘good weather’ nie jest precyzyjne; w (b) odpowiedê poprawna – wyra˝a uprzejme zainteresowanie; (a) odpowiedê b∏´dna – niepotrzebnie sugeruje negatywne opinie. 1. Odpowiedê przyk∏adowa Wszystkie informacje zosta∏y przekazane 2. j´z – in the south j´z – in the evening ort – swimming / j´z – a bit tiring j´z – warm j´z – been doing?

ort – lives j´z – usually have j´z – haven’t had j´z – holiday

Rozdzia∏ 26 Przekazanie informacji w (b), (c) odpowiedzi poprawne – wyra˝ajà konkretnà proÊb´ w odpowiedniej formie; (a) odpowiedê b∏´dna – proÊba wyra˝ona w sposób zbyt formalny, ponadto brak precyzyjnej informacji, o jakiej przys∏udze jest mowa; (d) odpowiedê b∏´dna – opisano tylko sytuacj´, brakuje natomiast proÊby; w (a), (c) odpowiedzi poprawne – szczegó∏owe informacje zgodne z poleceniem; (b) odpowiedê b∏´dna – brak pe∏nej informacji; (d) odpowiedê b∏´dna – brak jakichkolwiek informacji ˝àdanych w poleceniu; w (b), (d) odpowiedzi poprawne – podajà informacje ˝àdane w poleceniu; (a) odpowiedê b∏´dna – informacja zupe∏nie nieadekwatna do treÊci polecenia; (c) odpowiedê b∏´dna – wyra˝ona tutaj proÊba nie odpowiada treÊci polecenia; w (b), (d) odpowiedzi poprawne – wystarczajàce informacje na temat wyglàdu; (a), (c) odpowiedzi b∏´dne – zawierajà informacje na temat charakteru i zachowania, a nie wyglàdu. Odpowiedê przyk∏adowa Tom, Be a good friend and pick my friend up from the airport, will you? He arrives from Edinburgh at 6:30 at Gatwick. My pronunciation class was changed and I can’t collect him myself. If you see lots of ginger hair and a long black coat – that’s Robert! Thanks ever so much. I owe you one! XYZ Rozdzia∏ 27.1 Przekazanie informacji (a) – jakie by∏o Twoje najwi´ksze osiàgni´cie sportowe (b) – dlaczego chcesz do∏àczyç do klubu (c) – jak cz´sto çwiczysz (d) – jaka cecha sprawia, ˝e jesteÊ dobrym kandydatem Odpowiedê przyk∏adowa 1. Nie – odpowiedzi zbyt potoczne i rozwlek∏e. 2. (a) I won the third prize in the school athletics competition. (b) I would like to improve my general fitness and work on my stomach muscles. (c) At school I exercised every day, now I try to jog every Saturday. (d) I don’t give up easily. If I start something, I do it until I’m happy with the results. 3. 1. (c) 2. (a) 3. (b) 4. (d) Rozdzia∏ 27.2 Przekazanie informacji w wyjaÊnienie, dlaczego zdecydowali si´ w taki sposób sp´dziç wakacje: a3, b3, c7 (konstrukcja gramatyczna May I ask you …? jest charakterystyczna dla j´zyka potocznego), d7. w ich wra˝enia z pracy: a3, b7 (wyra˝enia I wonder if you could … u˝ywa si´ najcz´Êciej w kontaktach personalnych, jest ono charakterystyczne dla j´zyka mówionego), c3, d7.

Odpowiedê przyk∏adowa 1, 2. (a) Explain briefly why you decided to spend your summer holiday on the camp. (b) What did you like about the experience? (c) What do you think about temporary work for students? (d) What is your opinion on how students should be paid for their work? Rozdzia∏ 28 Przekazanie informacji 1. (a) invited (b) honoured (e) company (f) make (j) there Poczàtek

(d) love (h) attend

J´zyk oficjalny J´zyk potoczny You are invited to attend … I'm writing to invite you to … We would be honoured if you … We're organising a … and would (sbd) requests your company at … love it if you could …

Zakoƒczenie Please indicate whether you will I hope you'll be able to make it. be able to attend. Hope you can come. RSVP See you there.

2. Proponowane wyra˝enia: You are invited to attend / We’re organising a … and would love it if you could … / Hope you can come / See you there. 3. (a) You must … – zalecenie wyra˝one z silnym naciskiem (b) If I were you, I’d … – zach´ta (c) You won’t regret if you … – zach´ta (d) You’ll love it when … – zach´ta (e) Watch out for … – ostrze˝enie (f) Will you please … – uprzejma proÊba Odpowiedê przyk∏adowa 3. The Polish group would like to invite everyone to the World Cuisine Evening. We will serve traditional Polish dishes, such as bigos and pierogi. The party will start at 7 p.m. in room 306. You must come because Polish cuisine is the best in the world! See you there! Rozdzia∏ 29.1 Przekazanie informacji 1. Poprawne: I can teach you to play the guitar / 1 lesson is only £15! – oba zdania zawierajà informacje na temat treÊci og∏oszenia B∏´dne: My qualifications are good / I can give you lessons – oba zdania nie podajà szczegó∏owych informacji ˝àdanych w poleceniu do zadania 2. Propozycje odpowiedzi: w As a music school graduate, I have good qualifications. w I can give you guitar lessons on Mondays and Thursdays. Odpowiedê modelowa 1. Odpowiedê B: w zredagowana w formie dialogowej (bardziej bezpoÊrednia i przyciàgajàca uwag´ czytajàcego) w krótkie i pe∏ne informacji równowa˝niki zdaƒ Rozdzia∏ 29.2 Odpowiedê przyk∏adowa My friends doughter's j´z, ort dog is missed! It was j´z big blac dog, with j´z, ort short tail and big j´z ears. If you will see j´z him, let us to know j´z (phone 123 45 67). There's no a price j´z, ort but little girl is so sad j´z, j´z becouse her friend ort was dissapeared … ort, j´z

My friend’s daughter’s dog is missing! It was a big black dog, with a short tail and big ears. If you see him, let us know (phone 123 45 67). There’s no prize but the little girl is very sad because her friend has disappeared …

info 1: 0; info 2: 1; info 3: 1; info 4: 1 (poprawnoÊç: 0 – 35% b∏´dów – 45 wyrazów / 16 b∏´dów)

Rozdzia∏ 30.1

Forma i styl 1. Poprawny uk∏ad przedstawiony jest w punkcie 2. Uwaga: w prawdziwym liÊcie nale˝y podaç w nag∏ówku swój adres bez imienia i nazwiska. 2. a) Dear Matthew, … Uwaga: wyra˝enia Dearest …, My dear … wymagajà za˝y∏oÊci mi´dzy osobami korespondujàcymi. Pami´taj o postawieniu przecinka po imieniu. 3. a) Best wishes, ... Uwaga: w zale˝noÊci od tego, jaka jest relacja mi´dzy osobami korespondujàcymi, mo˝na u˝yç tak˝e innych wyra˝eƒ koƒczàcych list: oficjalnego: Yours …,/ Regards, … neutralnego: All the best, … / Best wishes, … / Love, … czu∏e: Love and Kisses, … / All my love, … / Lots of love, … 4. (b) 4th May 2005 (Uwaga: w listach prywatnych cz´sto stosuje si´ skrócone formy nazw dni tygodnia i miesi´cy, np.: Mon, Tue, Sat, Jan, Mar, Sep, Dec.)

Odpowiedê modelowa 1. w You probably won’t believe it but I’ve finally moved to a new apartment! It just feels great! w The flat isn’t big; there are two small rooms, a kitchen and a bathroom + toilet, but it’s in a peaceful neighbourhood, not far from the university. w It’s cool to have a room of my own finally and to get up when I want to. And I don’t have to listen to Mike’s techno every single morning. w It would be wonderful if you could come and visit me. I really hope to see you soon. 2. w (a) potoczny angielski: wyra˝enia z zaimkami I i you w (e) odniesienia do spraw, o których adresat wie / powinien wiedzieç: sprawy rodzinne, przyjacielskie sekrety, itp. w (d) nieformalne s∏ownictwo w (b), (e) skrócone formy czasownika w (c) opinie / przekonania autora w (f) odpowiedni zapis graficzny wyrazów, które zosta∏yby w rozmowie zaakcentowane.

Przekazanie informacji 1. patrz tabelka u góry sàsiedniej kolumny

3. przepraszanie

3 3 3

5. udzielanie rady / pomocy

3 3

3 3 3

3 3

Odpowiedê przyk∏adowa 1.

2. a) poinformuj go / jà, co zmieni∏o si´ w Twoim ˝yciu 1.3 i jak si´ przez to czujesz 2.7; ca∏a wymagana informacja: Guess what! I’ve just moved to a beautiful new apartment and I really adore this place! b) opisz krótko swoje nowe mieszkanie – lokalizacj´ 3 i wn´trze 7; ca∏a wymagana informacja: It’s a terraced house with 2 bedrooms, a living room and a large kitchen in a peaceful neighbourhood, not far from the university. c) wyjaÊnij, dlaczego cieszysz si´ z przeprowadzki, podajàc dwa powody 3 7 – (podany jest tylko jeden); ca∏a wymagana informacja: Finally, I don’t have to listen to Mike’s techno anymore! What’s more, it only takes 20 minutes on foot to the college from here. d) zaproÊ koleg´ / kole˝ank´ do siebie 7 i wyraê nadziej´ na rych∏e spotkanie 3; ca∏a wymagana informacja: I’d love it if you could come and stay with me in my new apartment. I hope to see you during the holiday, it’s getting closer!

Rozdzia∏ 30.2

3 3

2. proponowanie

4. proÊba

3 3 (3)

(3)

3 3

4. zapraszanie 5. przyjmowanie zaproszenia 6. odmawianie zaproszenia

2. w Inf. 1: 0,5 (brak wyjaÊnienia, dlaczego przyjazd jest niemo˝liwy) w Inf. 2: 1 (zawarto wszystkie wymagane informacje) w Inf. 3: 0,5 (brak informacji na temat samopoczucia) w Inf. 4: 0 (informacje nieadekwatne do ˝àdanych w poleceniu) 3. Propozycje odpowiedzi: Inf. 1: You can’t imagine how grateful I am for your invitation but I can’t accept it because I’m in hospital. Inf. 3: I’ve been in hospital for five days now. I’m not quite well but my doctor says it’s much better now and I shouldn’t worry. Inf. 4: I’m sorry your plans have to change because of me. Do you think it would be a good idea if I came in August?

Przekazanie informacji 1. 1. proÊba o informacje / wiadomoÊci 2. przekazywanie informacji / wiadomoÊci 3 3. wyra˝anie smutku, radoÊci, itp.

1. dzi´kowanie

29th April, 2006 Dear Jill, [Inf. 1] Thank you for your invitation. I can’t come because I’m in hospital. [Inf. 2] I’ve got pneumonia. It was serious so I couldn’t stay at home. [Inf. 3] I’m fine now and my doctor says I shouldn’t worry. [Inf. 4] I’m really sorry I spoilt your plans. Can I come in July? Yours ever, XYZ 2. Propozycje odpowiedzi: w You can’t imagine how grateful I am for your invitation. (wi´kszy nacisk emocjonalny, bardziej osobista wypowiedê) w I really wanted to come but, unfortunately, I won’t be able to. I’m seriously ill. w I’ve been diagnosed with pneumonia. w I need to take antibiotic injections regularly. w I’m much better now, and my temperature isn’t so high. w I only hope I haven’t ruined your plans too much. If I have, I’m really, really sorry. w Maybe I could come some other time? Would June be OK with you? 3.

29th April, 2006

Dear Jill, You can’t imagine how grateful I am for your invitation. I really wanted to come but, unfortunately, I won’t be able to. I’m seriously ill and I’m in hospital. I’ve been diagnosed with pneumonia and the doctor said it was too serious to cure at home. Besides, I need to take antibiotic injections regularly and I can’t do it myself, can I? I’m much better now, and my temperature isn’t so high. My doctor says my illness is not that serious anymore but he wants me to stay in hospital a few more days. I only hope I haven’t ruined your plans too much. If I have, I’m really, really sorry. It would be a pity, though, to forget about all our plans. Maybe I could come some other time? Would June be OK with you? Yours ever, XYZ

(144 words)

Rozdzia∏ 31.1 Forma i styl Uwaga: prawdziwy list oficjalny powinien równie˝ zawieraç adres nadawcy, bez imienia i nazwiska, po prawej stronie kartki, oraz adres odbiorcy, z imieniem i nazwiskiem, po lewej stronie kartki. Pami´taj jednak, ˝e w zadaniu egzaminacyjnym nie wolno zamieszczaç adresów!

1. Zwrot (b) jest nieprawid∏owy. Uwaga: nie wolno u˝ywaç wyra˝eƒ typu Dear Mr oraz Dear Mr z imieniem i nazwiskiem; pami´taj o postawieniu przecinka po zwrocie powitalnym. 2. (a) Yours sincerely, 3. (b) Yours faithfully, Przekazanie informacji 1. LIST OFICJALNY

LIST PRYWATNY

1. ProÊba o informacje / wiadomoÊci

2. Przekazywanie informacji / wiadomoÊci

3. Zapewnianie

4. Skarga

5. Ponaglenie

2. (a) I am writing to complain …, I must express my dissatisfaction …, I feel I must complain about … (b) I’m sorry to inform you …, I must inform you … (c) Let me assure you … (d) I demand a full refund …, I hope the matter will be resolved … Odpowiedê modelowa 1/2/3 New York, 25th July 2005 Dear Sir / Madam, I am writing to complain about the CD player which I bought from you on July 15th. I must inform you that the device did not work properly from the start: it switched off automatically and it did not want to play some records. I thought it was because the batteries were old, so I changed them. Unfortunately, it did not help. After some time, the CD player stopped working completely. Let me assure you that I read the instruction manual carefully before using the device for the first time and I did not do anything to cause any damage to the CD player myself. I am afraid I must ask you to replace the device as there was obviously something wrong with it from the moment of purchase. I hope this matter will receive your immediate attention. Yours faithfully, XYZ (150 wyrazów) 4. Dear Sir / Madam, (nie znamy nazwiska adresata listu) 5. Yours faithfully (inne zwroty po˝egnalne, takie jak: Yours sincerely, Kind (Best) regards, Regards stosujemy zwykle, piszàc do osoby znanej nam z nazwiska) 6. w formalne s∏ownictwo – d, a w pe∏ne formy czasownika – c, a w zdania z∏o˝one – a w ∏àczniki, które u∏atwiajà przejrzystà organizacj´ listu – b Rozdzia∏ 31.2 Przekazanie informacji 1. w OkreÊl cel listu i przedstaw si´. – (c) w Opisz krótko swoje dotychczasowe wykszta∏cenie i obecnà sytuacj´. – (a) w WyjaÊnij, dlaczego nadajesz si´ do tej pracy, podajàc dwa powody. – (d) w Sprecyzuj, czego oczekujesz od adresata i zaznacz, czy do∏àczasz do listu referencje. – (b) 2. Propozycje odpowiedzi: A w Przez ostatnie … lat pracowa∏em jako / na stanowisku / Ukoƒczy∏em (z wyró˝nieniem)… / W szkole Êredniej ucz´szcza∏em do klasy o profilu (matematyczno-fizycznym) / Posiadam certyfikat… / Obecnie pracuj´ / studiuj´ w… B w Z przyjemnoÊcià przyjm´ propozycj´ rozmowy kwalifikacyjnej w dogodnym dla Paƒstwa terminie / By∏bym wdzi´czny za sprecyzowanie zakresu moich obowiàzków / Dogodnym dla mnie terminem odbycia

rozmowy kwalifikacyjnej by∏by… / W przypadku wàtpliwoÊci lub niejasnoÊci prosz´ o kontakt pod numerem… / Oczekuj´ Paƒstwa odpowiedzi / Za∏àczam (kopi´ CV / referencje od…)

C w Zwracam si´ z proÊbà o zatrudnienie mnie na stanowisku… / W zwiàzku z og∏oszeniem zamieszczonym w… D w Uwa˝am, ˝e mam odpowiednie kwalifikacje na to stanowisko, gdy˝… / Posiadam doÊwiadczenie w zakresie… / JeÊli chodzi o moje doÊwiadczenie to... / Jak wynika z moich referencji… / Jestem (cierpliwy i zaanga˝owany), co sprawia, ˝e jestem idealnym kandydatem na to stanowisko… / Pragn´ dodaç… Odpowiedê przyk∏adowa Prawid∏owa kolejnoÊç: e, i, k, c, a, g, d, b, h, j, f 1. Cambridge, 9th September 2006 Dear Sir / Madam, I am writing to apply for the job you advertised in last week’s issue of the University newsletter. My name is XYZ. I am 20 years old and I come from Lublin, Poland. After graduating from secondary school, I began my studies at the faculty of psychology at the University of Lublin. Two months ago I received a scholarship from King’s College to continue my studies in England and I will stay here until the end of June 2007. I feel I have the necessary qualities for the job. Firstly, I know a lot about child psychology and this knowledge helps me understand children better. Secondly, I have two younger brothers and looking after them when they were kids taught me patience and gave me a lot of experience. I look forward to receiving your reply. Yours faithfully, XYZ *References on request. (150 words) 2. Informacja pierwsza: wykszta∏cenie; informacja druga: obecna sytuacja kandydata 3. *References on request. 4. I’m writing to apply … / the job you advertised … / I feel I have the necessary qualities … / … gave me a lot of experience / references on request 5. w pe∏ne formy czasownika: I am writing / I will stay w bardziej wyszukane s∏ownictwo: received a scholarship / continue my studies w z∏o˝one struktury gramatyczne: after graduating … w stosowanie s∏ów firstly, secondly, dla lepszej organizacji przedstawionych argumentów w zwrot powitalny i po˝egnalny: Dear Sir / Madam; Yours faithfully Rozdzia∏ 31.3 Przekazanie informacji 1. w OkreÊl cel listu i napisz, jakie uczucia wywo∏a∏a w Tobie lektura artyku∏u. – (b) w Opisz krótko dwie zalety adaptacji filmowych. – (d) w Opisz jeden potencjalny problem z adaptacjami filmowymi s∏awnych dzie∏ literackich i zaproponuj, jak mo˝na sobie z nim poradziç. – (c) w PodkreÊl wag´ podobnych dyskusji i zach´ç pozosta∏ych czytelników do wzi´cia w niej udzia∏u. – (a) 2. Propozycje odpowiedzi: a. I am writing to express my opinion on the views presented in the article about film adaptations which I read in … b. I must say I was quite upset when I read the article. c. The author does not seem to remember that film adaptations are sometimes much livelier than the novels. d. What is more, we do not have to concentrate so much on reading boring descriptions. e. The author rightly notices that seeing a film might as well discourage people (especially students) from reading the book. f. However, a better selection of reading material could easily prevent this. g. I believe it is very important to share your views upon this matter with other readers. h. I would be interested to find out what other readers think about the whole matter.

3. (a) a – I am writing to express my opinion on the views presented in the article … (b) e – The author rightly notices that … (c) d – What is more … (d) g – I believe … (e) h – I would be interested to find out what other readers … Przyk∏adowa odpowiedê 1. w I am writing to express my opinion on the views presented in the article on film adaptations, which appeared in the last issue of your magazine, and it’s not a favourable one. w He does not take into consideration the fact that the pictures and music can make the story more memorable. Besides, some film adaptations are very accurate and special effects make it possible to recreate the plot of the book in detail. w The author rightly notices that many students have stopped reading books and now only watch a film adaptation for their literature classes instead. However, teachers can easily deal with this problem by talking with their students about which version they liked more, the book or the film. w I believe that the author has started a very interesting discussion. I am happy to share my views with other readers. 2. TreÊç: w Inf. 1 = 0,5 (brak informacji na temat odczuç po przeczytaniu omawianego artyku∏u) w Inf. 2 = 1 (uwzgl´dniono oba wymagane argumenty) w Inf. 3 = 1 (opisano potencjalny problem oraz Êrodki zaradcze) w Inf. 4 = 0,5 (brak zach´ty dla innych czytelników do w∏àczenia si´ do dyskusji) 3. Indywidualne odpowiedzi 4. Elementy charakterystyczne dla listu oficjalnego: 3 wst´p, w którym okreÊlony jest cel listu 3 rozwini´cie, w którym omawiany jest temat, ka˝dy aspekt w osobnym akapicie 3 podpis Liczba s∏ów w odpowiedzi: 3 przekracza ten limit o ± 10% Odpowiedê jest: 3 spójna 3 logiczna 5. Porównaj z wersjà koƒcowà – çw. 7. 6. (a) The author of the article seems to me to be too critical of film adaptations. (b) … some film adaptations are very accurate and special effects make it possible to recreate the plot of the book in detail. (c) … many students prefer watching a film to reading a novel now. (d) … whether they liked the film or the book more. (e) I believe that the author has started a very interesting discussion. 7. Katowice, 2nd December 2005 Dear Sir / Madam, I am writing to express my opinion on the views presented in the article on film adaptations, which appeared in the last issue of your magazine. I must say that I was quite upset by the content of the article. The author seems too critical of film adaptations. He does not take into consideration the fact that the pictures and music can make the story more memorable. Besides, special effects make it possible to recreate the plot of the book very accurately. The author rightly notices that many students prefer watching a film to reading a novel now. However, teachers can easily deal with this problem by asking their students whether they liked the film or the book more. I believe that the author has started a very interesting discussion. I would be interested to learn what other readers think. Yours faithfully, XYZ (151 wyrazów) Wypowiedê pisemna Poziom rozszerzony Rozdzia∏ 33.1 Forma i temat 1. 1. przedstawienie osoby (imi´, wiek, sposób poznania, itp.) w taki sposób, aby zasygnalizowaç temat

2. opis wyglàdu zewn´trznego (wybór cech do opisu b´dzie zale˝a∏ od tematu) 3. opis charakteru (wybrane cechy charakteru muszà wspieraç / uzasadniaç temat) 4. hobby, zainteresowania, zaj´cia (dobrane tak, aby uzasadniç temat) 5. podsumowanie opisu, nawiàzujàce do tematu; ewentualnie w∏asna opinia na temat opisywanej osoby / swoje odczucia na jej temat. Uwaga: Uk∏ad opisany w kluczu odpowiedzi jest najbardziej typowy. Najwa˝niejsze jest, by w opisie osoby znalaz∏y si´ wszystkie elementy; kolejnoÊç ich przedstawienia jest drugorz´dna. 2. – praca zawierajàca opis osoby w kontekÊcie podziwianych cech – praca zawierajàca opis osoby w kontekÊcie cech negatywnych – praca zawierajàca opis osoby z uwzgl´dnieniem wzajemnej relacji autora i osoby opisywanej

Burza mózgów Propozycje odpowiedzi: w wyglàd zewn´trzny: the person is always tidy, the person has a unique style w cechy charakteru: easy-going, strong-willed w hobby, zainteresowania, zaj´cia: the person knows a lot about the history of the local area, the person does extreme sports Temat a pomys∏y Indywidualne odpowiedzi Szkic pracy 1. Hania Kowalska – my neighbour for 12 years – 4 children – husband dead – admired and respected by everyone who knows her 2. young looking; although not rich – always elegant 3. life difficult – cheerful & friendly; very busy – but always has time & sympathetic; generous 4. hard-working – lots of work at home, but does community work 5. end: a perfect neighbour but also outstanding individual Wersja robocza; dobór argumentów i uk∏ad tekstu 1 / 2 / 3 – przeanalizuj poni˝szà tabel´: porównaj tekst przyk∏adowy z wersjà modelowà, odpowiedz na pytania podane w tekÊcie modelowym (odpowiedzi podane sà pod tabelà) Tekst przyk∏adowy ze strony 209 Hania Kowalska is my next-door neighbour for almost 12 years. I first met her when she moved to Lublin from Poznaƒ with her 4 kids after her husband’s death. In the beginning, she kept herself very much to herself and some people even thought that she was aloof and unkind. After some time, however, she became less distant, and became one of the most active members of our comunity. She is now admired and respected by virtually everyone.

Wersja modelowa Hania Kowalska is my neighbour gram. for almost 12 years. I first met her when she moved to Lublin from Poznaƒ with her 4 kids after her husband's death. 1 Although detached at first, she soon became an active member of the comunity, ort. admired and respected by virtually everyone. 1 Dlaczego usuni´to ca∏y akapit o poczàtkach ˝ycia Hani w Lublinie? Czy informacje te wspiera∏y temat pracy?

Although in her 50s now, Hania does not look her age. When friends ask her how she manages to stay so young, she always modestly answers, ‘My kids keep me young,’ a very striking opinion coming from the mother of three teenage boys and a girl, some say. And if you think that looking after a family of five makes it difficult for Hania to look good, you are very mistaken. Both Hania and her kids always look very elegant. She is not enough rich to buy expensive clothes and has to sew her own, but they are always very stylish and looking better than designer labels.

2 Amazingly looking after a family of five by herself has not made it difficult for Hania to look very elegant. She is not enough rich to buy expensive gram. clothes and has to sew her own, but they are always very stylish. 3 Her designs are so professional-looking that many neighbours sometimes ask her to make a dress or a blouse. 2 Dlaczego usuni´to ca∏y fragment dotyczàcy wieku Hani? 3 Co daje dodanie tego zdania do wypracowania? PomyÊl o temacie!

Although life has not spared Hania sorrow, she has never given up and tries to go through every day with a smile on her face. Although she has not got much herself, she is very generous and probably everybody in the neighbourhood knows the superb taste of Hania’s cakes and pastries. Everyone also knows that she is the person to turn to in times of grief and trouble. My neighbour will always borrow you a sympathetic ear, however busy she may be.

4 Not having much herself she is very generous and probably everybody in the neighbourhood knows the superb taste of Hania's cakes and pastries. Everyone also knows that she is the person to turn to in times of grief and trouble: she will always borrow you a sympathetic ear, however busy she may be. 5 Although life has not spared Hania sorrow, she has remained cheerful and good-natured. 4 Jak nazywamy taki typ zdania? Zauwa˝, ˝e zastosowanie tej konstrukcji gramatycznej pozwoli∏o nam „zaoszcz´dziç” kilka s∏ów. 5 Dlaczego przesuni´to to zdanie w to miejsce? Zauwa˝, ˝e w pierwszej wersji akapit omawia∏ dwie g∏ówne cechy charakteru Hani (jako dobrego sàsiada), ale czy omawia∏ je po kolei?

In fact, Hania mysteriously manages to be both a good working mother, a dear friend, and an active member of the community. She organises many social events and suceeds in persuading others to join in, owing to her enthusiasm and genuine dedication.

Hania mysteriously manages to be both a supportive working mother 6 and an active member of the community. She organises many social events and suceeds in persuading others to join in, owing to her enthusiasm and genuine dedication. 6 Czy wzmianka o tym, ˝e Hania jest dobrym przyjacielem pojawia si´ jeszcze gdzieÊ w tekÊcie? Unikaj powtórek! 7 Dlaczego ten akapit nie zosta∏ skrócony?

All in all, Hania is the neighbour to see up to because she is not only a neighbour but a close friend and an outstanding individual. I am fortunate to be living next door to her.

leks.

ort.

leks.

8 Jak wprowadzone zmiany przys∏u˝y∏y si´ wsparciu tematu?

1 Informacja zb´dna w stosunku do tematu pracy. 2 Informacja niepowiàzana z tematem pracy. 3 Kolejny argument Êwiadczàcy o tym, jak niezwyk∏a jest opisywana przez nas osoba. 4 Taki typ zdania nazywamy konstrukcjà imies∏owowà. 5 Zdanie stanowi podsumowanie wczeÊniejszych elementów opisu. 6 Czy fakt, ˝e Hania jest dobrym przyjacielem pojawia si´ jeszcze gdzieÊ w tekÊcie? Unikaj powtórek! 7 Akapit zawiera informacje istotne dla opisu. 8 Usuni´to zb´dne informacje oraz wprowadzono wi´ksze zró˝nicowanie gramatyczno-leksykalne. Sprawdê poprawnoÊç j´zykowà w gram. – is has been w gram. – enough rich rich enough w ort. – suceeds succeeds

Rozdzia∏ 33.2

w ort. – comunity community w leks. – borrow lend w leks. – see look

Ostatnie poprawki Amazingly, looking after a family of five by herself has not made it difficult for Hania to look very elegant. (Konieczne u˝ycie przecinka po przys∏ówku zast´pujàcym zdanie typu: It is amazing …). Not having much herself, she is very generous and probably everybody in the neighbourhood knows the superb taste of Hania’s cakes and pastries. (Konieczne u˝ycie przecinka po konstrukcji imies∏owowej zast´pujàcej zdanie z∏o˝one).

1. Co sprawia, ˝e ch´tnie wracasz do jakiegoÊ miejsca? Ludzie, których tam spotykasz? Wystrój? Atmosfera? Dobre jedzenie? Przyst´pne ceny? Przed przystàpieniem do pisania wypracowania zapisz wszystkie pomys∏y na kartce, a potem wybierz najlepsze. 2 a. W którym akapicie: – podana jest nazwa miejsca? 1, 3 – podane jest, gdzie on si´ znajduje? 1 – podany jest powód, dla którego miejsce jest opisywane? 1 – opisane sà szczegó∏owo g∏ówne cechy miejsca? 2 – pojawia si´ rekomendacja autora? 1, 3 – pojawia si´ refleksja autora zwiàzana z opisywanym miejscem? 3 2 b. Fragmenty, w których autor stara si´ oddzia∏ywaç na zmys∏: – w´chu: the delightful smell of freshly ground coffee – smaku: a piece of the delicious apple pie – dotyku: the comfortable cushioned chairs – wzroku: the cakes, temptingly laid out in an antique-looking showcase / The soothing décor: the light beige walls decorated with posters and pencil sketches and the brown coffee tables … – s∏uchu: the familiar humming of the espresso machine. Soft music and hushed conversation … 2 c. 1. I’d like to have a cup of good coffee. – Desperately looking for a decent cup of coffee. 2. People go there. – It is popular with (…), who are drawn there. 3. The smell of coffee is nice. – The delightful smell of freshly ground coffee. 4. The cakes are on display in an old showcase. – The cakes, temptingly laid out in an antique-looking showcase. 5. Have a piece of apple pie. – Pamper yourself with a piece of the delicious apple pie. 6. The decoration calms you down. – The soothing décor. 2 d. looking for / are drawn / greeted / accompany / be welcome / sit back 2 e. Cechy charakterystyczne dla j´zyka potocznego: – wypowiedê skierowana bezpoÊrednio do czytelnika: If you’re cold and tired, pamper yourself ... – stosowanie form skróconych: you’re / you’ll / you won’t – niektóre wyra˝enia typowe dla j´zyka potocznego: just a few blocks away / the best coffee in the world Rozdzia∏ 34.1 Burza mózgów w poor people would not be able to afford some services (argument przeciw) w the quality of medical services would improve (argument za) w doctors and nurses would earn more (argument za) Propozycje odpowiedzi: w the competition on the medical market would be fiercer w doctors and nurses would be better motivated w there would be less corruption among doctors w poor and wealthy people would be treated in a different way w it would deepen the gap between the rich and the poor within the society Temat a pomys∏y Propozycje odpowiedzi: Arguments for

Arguments against

The quality of medical services would improve.

In some places, where there are more poor people, the quality of medical services would be generally worse.

Doctors and nurses would be paid more, they would get the money they deserve.

Poor people would not be able to afford some necessary treatment.

People could choose the hospital where they want to be treated.

A lot of people would be discouraged from using medical services and they would become ill more often and with more serious diseases.

Wersja robocza w Wst´p do rozprawki 1 c, 2 a, 3 b w Formu∏owanie tezy a. 7 There are many advantages connected with introducing a fee for medical services. (brak wzmianki na temat argumentów przeciw) b. 3 Introducing a fee for medical services has many advantages. It is, nevertheless, not without its problems. (jasna teza, uwzgl´dniajàca oba punkty widzenia na problem)

c. 7 Those in favour of introducing a fee for medical services seem to be ignorant of the problems such legislation will cause. (teza sugeruje, i˝ autor skoncentruje si´ na argumentach przeciw) d. 3 While introducing a fee for medical services would surely solve many problems that the Polish National Health System struggles with, it also poses many dilemmas. (teza bardziej rozbudowana, uwzgl´dniajàca argumenty za i przeciw) w Organizacja akapitów: topic sentences Topic sentence: a (Zdanie wprowadzajàce najlepiej podsumowuje argumenty przedstawione w akapicie – jest najbardziej ogólne. Pozosta∏e zdania skupiajà si´ jedynie na jednej z omawianych w akapicie kwestii.) w Podsumowanie rozprawki 1 c, 2 b, 3 a w Modelowa odpowiedê 1. Przedstawienie informacji dotyczàcych t∏a problemu 2. While such legislation would surely solve many problems, it also poses many potential dilemmas. 3. – argumenty za: a major advantage (…) would be; this – kolejne argumenty na ten sam temat: moreover; besides – argumenty przeciw: yet; as a result – podsumowanie wypowiedzi: all things considered 4. – Yet such legislation poses serious social problems. It would put the poor in a very disadvantageous position. They would not be able to afford even the basic medical care and the death rate among this group would certainly increase. Besides, some people might prefer to use the services of quacks rather than pay more money for professional help. As a result, their diseases might not be diagnosed properly or early enough to cure them. The consequences of such practices proved to be disastrous in the past. 5. All things considered, introducing fees for medical services could be beneficial, but the resulting problems cannot be disregarded. Rozdzia∏ 34.2 1. Pytania pomocnicze: w wymiar spo∏eczny – Jak dzi´ki monarchii mogà si´ czuç niektórzy Brytyjczycy? Jak b´dà patrzeç na monarch´ zwolennicy, a jak przeciwnicy ustroju? w wymiar ekonomiczny – Czy Wielka Brytania zarabia na monarchii? Jaki kontrargument mogà przytoczyç przeciwnicy monarchii? w wymiar historyczny – Jakà rol´ pe∏ni∏ monarcha dawniej? Jak postrzegana jest monarchia wspó∏czeÊnie jako ustrój? w wymiar religijny – Jakà rol´ pe∏ni monarcha w KoÊciele anglikaƒskim od czasów Henryka VIII? Jak myÊlisz, co wspó∏czeÊni Brytyjczycy sàdzà na temat po∏àczenia w∏adzy koÊcielnej i Êwieckiej? 2. a. wymiar spo∏eczny (From a social standpoint …); wymiar ekonomiczny (From an economic viewpoint …) b. argumenty za: … a monarch is easier for many people to identify with than a constitution; … it stands for stability and good example, with the Queen as the role-model to look up to; … it generates tourist income argumenty przeciw: … stories of divorce and betrayal (…) the royal family are only human and prone to as many mistakes as the rest of us; … Britain has many other attractions to offer to the foreigners c. yet; however d. social standpoint; economic viewpoint e. Propozycje odpowiedzi: · historical: In the past – a strong and respected monarch was the guarantor of peace and stability; through appropriate marriages across countries and continents, monarchs managed to secure allies to fall back on in times of danger; nowadays, this is no longer necessary and no one can make princess or princesses marry anyone they do not wish to marry; royal marriages have become fodder for tabloids and sentimental TV reports. · religious: Since the times of Henry VIII, the residing monarch is automatically head of the church in England. While it might have been important some time ago when people needed to have a role model to follow, when they needed someone to uphold spiritual values, this is no longer so. Nowadays many people dislike the idea of a lay person being head of the church. Besides, as the private life of the royals has become the focus of media attention, we now know that the royal family can no longer be looked up to.

Rozdzia∏ 35.1

Forma i temat 1. 3 podstawowe dane na temat filmu: re˝yser, scenarzysta, aktorzy grajàcy g∏ówne role 3 okreÊlenie, w jakich okolicznoÊciach oglàda∏eÊ film 3 przedstawienie najwa˝niejszych wàtków filmu 3 ocena gry aktorów 3 ocena innych (wybranych) aspektów filmu: re˝yserii, scenariusza, monta˝u, etc. 3 Twoja rekomendacja 2. (a) J´zyk, jakim b´dzie napisana recenzja zale˝y od adresata recenzji (recenzja przeznaczona jest dla konkretnego odbiorcy, np. recenzja filmu dla m∏odzie˝y – u˝yty j´zyk powinien trafiç do docelowej grupy czytelników). (b) Recenzje sà najcz´Êciej pisane w czasie teraêniejszym (celem uproszczenia i uczynienia tekstu bardziej dynamicznym). Burza mózgów 1. Propozycje odpowiedzi: Mark Twain Przygody Hucka Finna / J.D. Salinger Buszujàcy w zbo˝u / J.R.R. Tolkien Hobbit, czyli Tam i z powrotem 2. Film: atmosphere, special effects, setting, characters, star, directing, act, script, plot, storyline, soundtrack, stunt, scene, costumes, cast, the silver screen, play a part of … Ksià˝ka: atmosphere, setting, theme, prose, chapter, characters, plot, storyline Przedstawienie teatralne: atmosphere, setting, characters, lines, directing, script, act, performance, plot, design, storyline, scene, scenery, costumes, cast, stage, play a part of … 3. Przymiotniki pozytywne: involving, stunning, superb, convincing, moving, unbelievable, original, gripping, highly entertaining, spell-binding, well-developed, stellar Przymiotniki negatywne: amateurish, bland, monotonous, dull, uneventful, poorly-written, unimaginative, predictable, weak, humourless Temat a pomys∏y Odpowiedzi indywidualne Szkic pracy Akapit 1: a, e Akapit 3: c, g

Akapit 2: b, f Akapit 4: d, h

Dobór argumentów i uk∏ad tekstu; Sprawdê poprawnoÊç j´zykowà; Ostatnie poprawki Thelma and Louise is an American ‘road movie’ directed by Ridley Scott. Geena Davis plays Thelma, an unhappy Arkansas housewife, and Susan Sarandon plays Thelma’s friend, Louise, a forty-year-old waitress. Badly needing a change, both women set out on a fishing trip, which will turn out to be a journey of self-discovery. The beautiful Louise willingly embraces Thelma’s offer of a weekend break in the mountains. Unfortunately, their plans take a sudden turn when Louise shoots an ugly man who’s trying to rape Thelma in a bar car park. The friends become outlaws and are followed by Detective Slocumbe (Harvey Keitel, excellent in that part) on their way to Mexico, where they, stupidly, hope to start a new life. During the journey, the two women blossom for the first time in their lives. As they are driving their ’66 T-Bird convertible towards their tragic end, they also realise that they cannot return to their former mundane lives. Davis and Sarandon give great [stellar] performances, and the screenplay writer, Callie Khouri, truly deserved her Best Screenplay Oscar, not only for the great [superb] story as such, but also for the way the language the characters use skilfully reflects the changes they are experiencing. There isn’t a boring moment, and the ending is bound to sink deep into your memory for a very long time. Thelma and Louise is a great [spell-binding] film about personal transformation, which nobody can afford to miss. It is a cinematic masterpiece that has everything you may want from a film: a great [gripping] story, great [convincing] acting and a lot of food for thought. (252 s∏owa)

Rozdzia∏ 35.2 1. Akapit Akapit Akapit Akapit

1: 2: 3: 4:

wst´p – podstawowe dane na temat ksià˝ki rozwini´cie – istotne wàtki rozwini´cie – ocena wybranych aspektów zakoƒczenie – rekomendacja

2-4. Andrzej Szczypiorski’s The Beautiful Mrs Seidenman, first published in Polish as Poczàtek (The Beginning) in 1986, is a novel set in Nazi-occupied Poland during World War II. The book describes the history of Irma Seidenman, a Jewish widow, who with the help of her blond hair and blue eyes, and a set of false papers, manages to escape the fate of the rest of Warsaw’s Jewish community: the ghetto. She lives peacefully as a widow of a Polish Army officer, until one day an informer denounces her to the Gestapo. The book then traces the 36 hours following her arrest and her friends’ attempts to rescue her. While central to the book, Irma’s story is only one of the few that are interwoven in the novel. The Beautiful Mrs Seidenman is a work of genius. Through a well-designed plot, the author gives us an insight into the characters’ past, present and future, spanning 50 years of Polish history. The setting allows him to paint a revealing and honest picture of human nature. Through narration and monologues, we get glimpses of the minds of the good and the bad, and what we learn is that the evil or virtue of an individual is not based on his ethnic background. There are heroes and villains among Poles, Germans and Jews alike. Szczypiorski’s novel is not merely another novel about the holocaust. First and foremost, it is a story about human nature, and this makes it timeless. The book might leave you dazed, but it will leave you wiser. (256 s∏ów)

2. (a) unbearably (d) cooler, more humid, heavily, exhausted (e) huge, gale (f) chilly, tiny, threatening 3. w Then I heard an explosion and someone shouting, ‘Watch out!’. w One of them knelt down and said, ‘A branch has hit you. Don’t move.’ Zwróç uwag´ na miejsce przecinków oraz cudzys∏owów w powy˝szych zdaniach. 4. At the mercy of nature When I woke up that day, I was happy to see that it had stopped raining. My friends and I had feared that if it didn’t, we’d have to cancel our weekend trek through the forest. But nature was on our side. Or so we thought at that time. The morning was chilly. There were a few tiny clouds in the sky but they didn’t seem threatening. We checked the equipment and set off, laughing and joking. By the time we reached the forest, it had got unbearably hot. We hoped it would get cooler in the shade, but it only got more humid. We were all sweating heavily and were getting more and more exhausted. Around three, the weather began to change. First a breeze, then a strong wind, and then it broke completely. It got dark, clouds as thick as ice-cream appeared out of nowhere and it started to rain heavily. Bolts of lightning were followed by deep rumbles of thunder that made the earth shake. We’d stopped putting up our tents and put on our waterproof jackets. Huge drops of rain mercilessly pounded on our heads as we were waiting for the gale to end. Then I heard an explosion and someone shouting, ‘Watch out!’. When I came round, I was lying on the ground and my friends were standing over me, asking if I was OK. One of them knelt down and said, ‘A branch has hit you. Don’t move.’ At that moment I understood how powerful nature really is. (254 s∏owa) Rozdzia∏ 36.2

Rozdzia∏ 36.1 Forma i temat 1. Wybór nale˝y do Ciebie. Pami´taj tylko, ˝e czasem ∏atwiej jest napisaç wypracowanie oparte na wydarzeniach zmyÊlonych ni˝ rzeczywistych, poniewa˝ mo˝esz wykorzystaç w nim s∏ownictwo, które dobrze znasz. 2. Akapit 1: wst´p a, b (ewentualnie c, f) Akapit 2 / 3: rozwini´cie c, d, f, g Akapit 4: zakoƒczenie e (ewentualnie f) Burza mózgów / Temat a pomys∏y / S∏ownictwo 1. Propozycje odpowiedzi: (a) small – tiny, little, slight (b) good – fine, excellent, splendid (c) big – huge, enormous, gigantic (d) very – fairly, extremely, rather (e) bad – inferior, dreadful, lousy 2. (a) walk / run – wander, tiptoe, stroll, dash, stagger (b) say – murmur, whisper, sigh, shout, scream (c) look – observe, peer, peep, gaze, stare 3. 1. b (brak odniesienia do tematu zwiàzanego z naturà) 2. a, c (treÊç zgodna z wymogami zadania) 3. c (mo˝liwe dramatyczne wydarzenia) Wersja robocza / Dobór argumentów i uk∏ad tekstu 1. Wst´p: b, d, a, c Rozwini´cie: f, a, d, b, g, e, c Zakoƒczenie: c, b, a 2. Okoliczniki czasu i miejsca, np. by the time, then, the morning, etc. oraz czasy gramatyczne (np. we wst´pie pojawiajà si´ czasowniki w czasach Past Simple oraz Past Perfect). Sprawdê poprawnoÊç j´zykowà / Ostatnie poprawki 1. w When I woke up that day, I was happy to see that it had stopped raining. w My friends and I had feared that if it didn’t, we’d have to cancel our weekend trek through the forest. w Or so we thought at that time.

1. Akapit 1: okreÊlenie osób i miejsca akcji; wprowadzenie do dalszych wydarzeƒ (t∏o) Akapit 2: rozwini´cie wydarzenia opisanego w akapicie 1. Akapit 3: zmiana czasu i miejsca akcji; kontynuacja wydarzeƒ Akapit 4: konkluzja; po∏àczenie opisanych wydarzeƒ z tematem pracy 2. 1. osoba liczby pojedynczej (I) 3. w character: I / Ms Kowalska / my parents w conflict: ‘Do you have your homework?’ / ‘Professor, my mum had a baby yesterday’ w complications: ‘… They’re twins’ w climax: ‘Well, we thought you could help us look after your brother and sister’ w conclusion: ‘I was so embarrassed (…) never to lie to a teacher again.’ 4. I pretended not to know what it was all about but my mum said that Ms Kowalska was an old school friend of hers and had called her earlier that day to congratulate her on giving birth to twins. I was so embarrassed I wanted the earth to open up and swallow me. That day I promised myself never to lie to a teacher again. 5. yesterday / by the end of the lessons / the moment I … / A minute later / earlier that day / That day 6. w confused – puzzled w happy – cheerful w quiet – hushed w laugh – giggle, guffaw w unusual – peculiar, improbable 7. ‘Do you have your homework?’ ‘Professor, my mum had a baby yesterday,’ ‘Oh, I understand. Congratulations,’ ‘A boy or a girl?’ ‘Oh, both … They’re twins,’ ‘Give my best to your mum.’ ‘Well, we thought you could help us look after your brother and sister.’ B∏´dne u˝ycie interpunkcji: (a) Uwaga: w Po znaku zapytania nie stawiamy przecinka. w Je˝eli przytoczona wypowiedê poprzedzona jest czasownikiem mowy, np. said, told me etc, to na koƒcu zdania oznajmujàcego stawiamy kropk´. w Je˝eli przytoczona wypowiedê jest w formie zdania oznajmujàcego i poprzedza czasownik mowy, to wówczas u˝ywamy przecinka zamiast kropki na koƒcu wypowiedzi. w Na poczàtku i koƒcu zdania w mowie niezale˝nej stosujemy cudzys∏ów ‘…’ .

8. I must have looked puzzled / speaking in hushed voices and giggling like schoolgirls / I heard my parents guffaw / I wanted the earth to open up and swallow me Rozdzia∏ 37 Transformacje zdaƒ 2. 1. is said to have been the bravest soldier during the war. (strona bierna + bezokolicznik perfektywny) 2. me that Michael had proposed to her the day before. (mowa zale˝na) 3. you didn’t smoke so much, you would (could) get rid of that cough. (2 tryb warunkowy) 4. must have been delighted to see your daughter again after such a long time. (czasownik modalny + bezokolicznik perfektywny) 5. she had spent Christmas with her boyfriend. (wish + past perfect – wyra˝anie ˝alu) 6. in getting his stepdaughter to like him. (ró˝ne formy czasownika – succeed in + … ing) 7. up with the way her son speaks to her. (czasownik frazowy – put up with) 8. get married so (as) early nowadays as they used to. (konstrukcja porównawcza so … as [tylko dla zdaƒ przeczàcych] lub as … as) 9. did he realise that raising a child would be such a responsible task. (inwersja o funkcji stylistycznej) 3. 1. 2. 3. 4.

By the time I get home from work, my wife will have cooked dinner. It’s no use trying to convince grandma to get on a plane. I was made to promise (by my doctor) I’d give up smoking. My sister suggested organising (we should organise) a birthday party for Simon. 5. The older I get / am, the happier I become. 6. It was in Paris that I met my girlfriend. 7. If somebody had told me we’d be going for a ride, I’d have my bicycle. 8. I’d rather my sister had asked me before taking my earrings. 9. Judy must have been taking a bath when we called. That’s why she didn’t hear the phone ring. 10. We needn’t have taken so much food on our picnic last Sunday. 11. It’s time you told your parents that you want to get engaged to Patrick. 12. In spite of being over 50 she goes bungee jumping every once in a while. 13. I always wear sunglasses to avoid being recognised. 14. I don’t know why you’re so upset. All I did was to tell you I don’t want to get married yet. 15. We demand that you tell her to leave. Zadanie egzaminacyjne 1. 1. until I saw my wife holding the baby in her arms did I realise I had become 2. can’t (couldn’t) have seen Lucy together with 3. much you don’t like (dislike) her, you still should send 4. is sometimes claimed to have been the first European to set foot 5. I hadn’t gone shopping to the supermarket, I wouldn’t have met (would / might never have met) Zadanie egzaminacyjne 2. 1. our children could live in a healthier environment 2. spend their evenings with their friends than with their parents 3. satellite TV installed 4. to dash my hopes for a happy family life 5. to me for that later T∏umaczenie fragmentów zdaƒ 2. 1. (a) is always leaving dirty coffee cups [irytacja] (b) always leaves dirty coffee cups [zwyczaj] 2. (a) is living with his parents [sytuacja tymczasowa, opisujàca chwil´ obecnà] (b) has been living with his parents [sytuacja tymczasowa, która zacz´∏a si´ w przesz∏oÊci I trwa nadal] 3. (a) she had been followed [okres warunkowy – przypuszczenie: Gdyby by∏a wtedy Êledzona…] (b) she was (being) followed [je˝eli by∏a Êledzona…] 4. (a) Neither of the [neither odnosi si´ do dwóch osób] (b) None of [odnosi si´ do trzech i wi´cej osób] 5. (a) needn’t have prepared so much [zrobiliÊmy coÊ, co okaza∏o si´ zb´dne] (b) didn’t need to prepare so much [nie zrobiliÊmy czegoÊ, poniewa˝ by∏o to niepotrzebne]

3. 1. … what we would do if we won £1000 … [pytanie poÊrednie nie zawiera inwersji czasownika posi∏kowego i podmiotu; w mowie zale˝nej 2 tryb warunkowy nie ulega zmianie] 2. … there were few deer … [liczba mnoga deer: deer lub deers, konstrukcja there are, a few nie t∏umaczymy jako niewiele, a jako kilka] 3. … such beautiful furniture … [furniture jest rzeczownikiem niepoliczalnym – b∏´dem jest u˝ycie przedimka nieokreÊlonego a; furniture jest rzeczownikiem – koniecznoÊç u˝ycia such zamiast so] 4. … to the party, which was … [brak przedimka okreÊlonego przed rzeczownikiem party; spójnik which odnosi si´ do czynnoÊci wymienionej w zdaniu poprzedzajàcym, what odnosi si´ tylko do dope∏nienia] 5. … It’s not worth investing … [przeczenie czasownika przez s∏owo not; po s∏owie worth u˝ywamy czasownika z koƒcówkà -ing] Zadanie egzaminacyjne 1. 1. … will finish / will have finished before 2. Something must have been wrong … 3. … is expected to make (deliver) 4. … accusing each other of causing … 5. The older she is, the more time … Zadanie egzaminacyjne 2. (1) they always fear something will happen (2) while actually their children (3) There are mothers who can’t help thinking (4) might be sold as (5) neither of these stories have Formy gramatyczne 2. 1. was being interviewed 2. has been elected 3. hadn’t been informed 4. had been told / would have bought 5. will be chosen 6. has he been known 7. 1 returned / 2 had managed / 3 got / 4 unpacked / 5 played / 6 was swinging / 7 kept / 8 had made 8. 1 get / 2 will have lost / 3 lose / 4 lost 9. 1 are you walking / 2 makes / 3 invited / 4 will be lying 10. 1 has been rising / 2 is estimated / 3 will have had / 4 are filing 11. 1 don’t remember / 2 stayed / 3 went / 4 hadn’t gone 12. 1 haven’t seen / 2 returned / 3 met / 4 was giving / 5 bumped 3. 1. had stolen / doing (having done) 2. control / having to 3. to be reminded / to do / running and shouting 4. have been trying to contact / calling / might have gone / forgotten to tell 5. might be hiding / may have left 6. having worked / will put 7. will organise / will love 8. will buy / come / for appearing / being invited 9. will be / to see / is not / will pretend to be / is known 10. calling / leaving (leave) / are made to work Zadanie egzaminacyjne 1. 1. will have been working 3. brings 5. coming

2. should have apologised 4. have never been spoken

Zadanie egzaminacyjne 2. 1. Have you ever wondered 3. was inspecting 5. be sewn

2. were introduced 4. found

S∏owotwórstwo 2. 1. rzeczownik (w l. mn.) 3. czasownik (w formie past participle) 5. przys∏ówek 7. przys∏ówek 9. przymiotnik 3. 1. psychologists 2. additional 5. patiently 6. interested 10. popularity 9. critical

2. przymiotnik 4. rzeczownik 6. przymiotnik 8. rzeczownik 10. rzeczownik 3. encouraged 7. interestingly

4. knowledge 8. teacher

4. 1. SHORT 5. ATTEND 9. MARVEL 5. Przymiotnik w -ive w -ous w -ful w -y w -able

2. TERROR 3. TERROR 6. RESPONSIBLE 7. SAD 10. HELP 11. TRICK

4. ARGUE 8. ATTRACT 12. BEAUTY

Rzeczownik w -ment w -ion w -ity w -ness

Czasownik w -en w -ify w -ise

Przys∏ówek w -ly

w -ure / -sis / -e(a)nce / -al

w dis- / en- / re- w -ily

6. Przyk∏adowe odpowiedzi: 1. impolite, imperfection 3. irrational, irregularity 5. mislead, misunderstanding 7. unreliable, uncover 7. verb

2. incorrect, invalidity 4. illegal, illiterate 6. dislike, dishonest

abstract noun

positive adjective

negative adjective

adverb

child

childhood

childlike

childish

childishly

competition science

create

Zadanie egzaminacyjne 1. 1. own 2. any 5. same 6. nothing 9. in 10. as

concrete noun

compete

economise

economy

employ

2) employer / employee

competitive uncompetitive competitively scientific

creature / creator

creation

creative

scientifically uncreative

4. (Tam, gdzie to mo˝liwe, w nawiasach podano poprawne wersje zdaƒ.) 1. Although (Despite the fact that he never asks for help …) 2. have 3. anybody / anyone (… and nobody was truly interested in the product.) 4. themselves 5. which / that (… a new mobile phone. It can store up to 1,000 contacts.) 6. there 7. much 8. Many / few 9. either 10. However

creatively

2) economical / 2) economically, uneconomical economic* uneconomically

employed

unemployed

imagine

imagination

imaginative

unimaginative imaginatively

save

safety

safe

unsafe

safely

Rozdzia∏ 38

decisive

indecisive

decisively

Zadanie 1. 1. used 4. if / whether

decision

encourage

courage

courageous

uncourageous courageously

*) economic – ekonomiczny, economical – oszcz´dny 8. 1. discourage 2. injustice 3. unjust 5. illegally 6. careless 7. shortage 9. Ideally 10. boredom 11. unlocked 13. unhappiness 14. disagreeable 15. impracticality 9. 1. third 2. speech 3. numerous 5. width 6. strengthening 7. offence 9. proof 10. poverty 11. beliefs

4. who 8. about

Zadanie egzaminacyjne 2. 1. the (po luce wyst´puje przymiotnik w stopniu najwy˝szym, przed którym w j´zyku angielskim zawsze pojawia si´ przedimek okreÊlony the) 2. for 3. could / might / may (potrzebny jest nam czasownik modalny, który nada wypowiedzi ton przypuszczajàcy) 4. example 5. out (brak jest partyku∏y w czasowniku frazalnym) 6. other 7. than 8. such / these 9. by (cannot be decided – czasownik w stronie biernej, wykonawc´ czynnoÊci wprowadzamy poprzez spójnik by) 10. as

employment

decide

3. to 7. will

2. in 5. each

3. is 6. has

4. misbehaviour 8. modernise 12. independence

Zadanie 2. 1. If he told you he would do it 2. needn’t have mentioned his ex-wife 3. there are too few 4. threatens to send them to bed

4. lengthened 8. heightened 12. reception

Egzamin ustny Poziom podstawowy

Zadanie egzaminacyjne 1. 1. illegal 3. motherhood 5. disappearance

2. broaden 4. economically

Zadanie egzaminacyjne 2. 1. construction 3. wooden 5. unimaginable

2. neighbourhood 4. relief

Test luk 2. 1. were (czasownik posi∏kowy) 3. in (przyimek) 5. the (przedimek okreÊlony) 7. quite (przys∏ówek) 9. Everyone / Everybody (zaimek nieokreÊlony) 3. 1. used (czasownik) 3. that (zaimek wzgl´dny) 5. because (spójnik) 7. for (przyimek) 9. If (spójnik) 11. where (zaimek wzgl´dny) 13. than (spójnik) 15. of (przyimek)

Rozdzia∏ 39.1. Zadanie egzaminacyjne 1.

2. where (zaimek wzgl´dny) 4. enough (przys∏ówek) 6. others (rzeczownik) 8. Although (spójnik) 10. not (przys∏ówek)

2. be (czasownik posi∏kowy) 4. The (przedimek okreÊlony) 6. somebody (zaimek nieokreÊlony) 8. are (czasownik) 10. a (przedimek nieokreÊlony) 12. able (przymiotnik) 14. In (przyimek)

Rozmowy telefoniczne 1. 1. B – D – C – A 2. D – H – E – B – F – A – G – C 3. A – C – B 4. C – D – B – A 2. 1. Can / Could I speak to …? (rozmowy 1, 2, 4 w çwiczeniu 1). 2. Speaking. (rozmowa 1 w çwiczeniu 1). 3. This is … speaking (rozmowy 1, 2, 4 w çwiczeniu 1). 4. I’m sorry, the line’s engaged. (rozmowa 2 w çwiczeniu 1). 5. Can I take a message? (rozmowa 2 w çwiczeniu 1). 6. Can I have extension …, please? (rozmowa 3 w çwiczeniu 1). 7. I’m afraid you’ve dialled the wrong number. (rozmowa 4 w çwiczeniu 1). 3. Przyk∏adowe odpowiedzi: Hallo? This is … speaking.; Hi, is (Tina) there?; Hi, (Tina), it’s (Marek) speaking.

Powitania i po˝egnania 4. Przyk∏adowe odpowiedzi: nieoficjalne Hello! I'm … (name) / My name's … It's good to meet you. How are you? Powitania I'm fine / very well, thank you / thanks. Good morning / afternoon / evening! How are you doing? All the best! Bye (for now)! Take care! It's been nice meeting you! Po˝egnania See you / Be seeing you (next week). So long! Cheerio! Goodbye!

oficjalne

neutralne

How do you do? How are you? I'm (very) pleased to meet you. Good morning / afternoon / evening! I'm fine, thank you.

Hello! I'm … (name) / My name's … How are you? I'm fine / very well, thank you / thanks. Good morning / afternoon / evening!

I hope to see you again. Goodbye! It was nice to see you again.

All the best! Bye (for now)! I hope to see you again. Goodbye! It was nice to see you again.

Wskazywanie drogi 5. 1. Excuse me, how can I get to the station? 2. Excuse me, can / could you tell me where the Lublinianka Hotel is? 3. Go straight on and then turn left at the first traffic lights. 4. Go up this street until you get to the crossing. 5. You need to cross the street, take a number 44 bus and get off at the seventh bus stop. 6. Take the second turning on your right and the bank will be on your left, opposite the post office. 7. It will take you about 10 minutes by tram and about 40 minutes on foot. 6. 1. at – w brytyjskiej odmianie j´zyka angielskiego przyimek at jest u˝ywany, je˝eli podajemy numer domu 2. at – przyimka at u˝ywamy, kiedy myÊlimy o jakimÊ miejscu jak o punkcie 3. on 4. in – w brytyjskiej odmianie j´zyka angielskiego przyimek in jest u˝ywany, kiedy podajemy tylko nazw´ ulicy 5. in 7. * school: When you get out of the train station, go up Victoria Lane until you get to Victoria Drive. Cross Victoria Drive and walk down St. Martin’s Street, past the café, until you get to the crossing with Blind Alley. Turn right and the school will be on your left. * pub: When you get out of the train station, go down Victoria Lane until you get to the crossing with Cambridge Road. Turn left and the pub is on the corner of Victoria Drive and Cambridge Road. * taxi rank: The taxi rank is really close to the train station. Just go up Victoria Drive and turn left into High Street. The taxi rank will be on your right. You can’t miss it! * church: When you get out of the train station, go up Victoria Lane until you get to Victoria Drive. Cross Victoria Drive and go up until you get to High Street. Turn right into High Street and walk down that street, crossing St Mary’s Street and another one, I can’t remember the name. The church will be on your right. * bank: It’s quite a long way from the train station to the bank. When you get out of the train station, go down Victoria Lane until you get to the crossing with Cambridge Road. Turn left and go down Cambridge Road, past St Mary’s Street and Blind Alley until you get to Beetle Road. You’ll have the university on your right as you’re walking down Cambridge Road. Go up Beetle Road and the bank will be on your right. * university: It’s quite a long way from the train station to the bank. When you get out of the train station, go down Victoria Lane until you get to the crossing with Cambridge Road. Turn left and go down Cambridge Road, past St Mary’s Street and Blind Alley. There will be another crossing after that and then you will see the university. It’s a really big building on the right. * café: When you get out of the train station, go up Victoria Lane until you get to Victoria Drive. Cross Victoria Drive and walk down St Martin’s Street. The café will be on your left, opposite the crossing with Blind Alley. 8. Odpowiedzi indywidualne TERAZ TY! 10. Przyk∏adowa odpowiedê: TY: Hallo, Tom. This is Robert from group 3. EGZAMINUJÑCY: Hi. What’s up?

TY: Listen, we’ve organised a little goodbye party. Would you like to come? EGZAMINUJÑCY: Yeah, sure, I’d love to. Where is it? TY: It’s in the Green Pub in Victoria Lane. You just need to go up Oxford Street and turn left at the third traffic lights, and the pub will be on your left, next to a really huge bookshop. Would you like me to order anything to eat for you? EGZAMINUJÑCY: Oh, I’m not hungry really, thanks. TY: OK, then. See you there! Bye! EGZAMINUJÑCY: See you!

Zadanie egzaminacyjne 2. 1. Odpowiedzi indywidualne 3. Zdajàcemu brakowa∏o s∏owa dough – ciasto (surowe). 4. * opis przedmiotu – some kind of cake (opis jest bardzo nieprecyzyjny), that stuff you got from flour and water * bardziej ogólne s∏owo – cake, that stuff * proÊba o pomoc w znalezieniu w∏aÊciwego s∏owa – What’s the word for that stuff you get from flour and water? * wyra˝enia, które pozwalajà zebraç myÊli i zastanowiç si´, co powiedzieç – like, erm …, just a moment … it’s like, you know 5. A. opis przedmiotu It’s something like a …; It’s a / some kind / sort of …; It’s a thing you need to … B. proÊba o pomoc skierowana do egzaminatora What’s the word for … ?; What do you call … ? C. wyra˝enia, które pozwalajà ‘zebraç’ myÊli… … what’s the word for it …; you know …; … erm; … how shall I put it …; … now let me think … 6. 1. witty / funny 2. peephole 3. a pair of compasses 4. taxes 5. stepfather 6. salty / sour 7. greengrocer’s 7. Przyk∏adowe odpowiedzi: 1. It’s a place where young people sleep when they’re on holiday, walking in the mountains, for example. It’s not very expensive. 2. It’s a very expensive object which you can see in a museum. 3. It’s a sport in which people run and jump over a sort of fence. 4. It happens to your eyes. They get red, you can see thin red lines in your eyes and they are sometimes painful. 5. It’s the thing in the wall where there’s electricity. 6. It’s a place between two mountains. 7. It’s a person who’s in charge of one of the seventeen regions in Poland. Rozdzia∏ 39.2. Zadanie egzaminacyjne 1. Sk∏adanie propozycji 1. 1. Let’s see Mike Leigh’s new film! 2. Shall we discuss this issue over coffee? 3. We could ask Lucy to help us with the preparations. 4. How about going on a trip to the mountains together? 5. Why not sleep in a hotel / hostel instead of a hostel / hotel? 6. Why don’t we ask them out to dinner? 2. Przyjmowanie propozycji: Why not, (indeed)?; Certainly!; (That’s a) (very) good idea!; Yes, let’s.; That’s very kind of you, thanks! Odrzucanie propozycji: Thanks a lot, but I can’t.; That’s very kind of you but I’ve got other plans.; No thanks, I’m all right.; It’s OK, thanks. (I’ll manage.); Thanks, but I’m not interested in that. / It’s not my cup of tea, really. 3. 1. A: How about going skiing together? / Why don’t we go skiing together? / Why not go skiing together? 2. A: We could get him a computer then. / How about getting him a computer, then? / Let’s get him a computer, then. 3. B: No thanks, I’m all right. / It’s OK, thanks. I’ll manage. 4. B: Yes, let’s! / That’s a very good idea! 5. A: Shall we have dinner together? / How about going out for dinner together?

Zach´canie i przekonywanie 4. Przyk∏adowe odpowiedzi: 1. I think you should buy this walkman. You won’t regret it! It’s got many new functions and works on one battery only! 2. If you’re bored, why don’t you go to a dog exhibition? I’m sure you’ll enjoy it. They’ve got dogs from all over the world. 3. Oh, come on! A disco? It’s going to be boring! How about a film instead? There’s an excellent one on at the Odeon and there’s only one show! 4. Read this book! It’s just so excellent! Many people think it’s very controversial. 5. How about going to an art gallery? It’s going to be great! There’s an interactive art show! My brother said it was excellent! Wyra˝anie zaciekawienia 5. Przyk∏adowe odpowiedzi: 1. Just what I’ve been thinking about, really! My friends say the food’s there fabulous! 2. Hm … Interesting … Could we rent a comedy? I feel like watching one. 3. Sounds great! I need a break! 4. Well, well … We could do that … I have to finish reading this paper first, though. 5. Exactly my idea! I wonder what’s going to happen. TERAZ TY! 6., 7. Przyk∏adowa odpowiedê: EGZAMINUJÑCY: How about going to that hot air balloon display? It could be cool. ZDAJÑCY: Thanks a lot, but it’s really not my cup of tea. I don’t think I’d enjoy watching a hundred balloons go up in the air. Besides, after some time they’ll just fly away and we’ll have nothing to do. You know what, I’ve got a better idea. Why don’t we see the new scientific exhibition at the National Museum? EGZAMINUJÑCY: Well, I don’t know. I’m not really interested in science … ZDAJÑCY: Oh, come on! You’ll love it! They’ve got a lot of fascinating inventions, new mobile phones, new computers, it’s the world of the future there! EGZAMINUJÑCY: Thanks, but no. Listen, how about going to the cinema then? There’s a very good action film on at the Odeon. ZDAJÑCY: Well, well … We could do that, I guess … Yes, let’s. EGZAMINUJÑCY: Cinema it is then. Excellent!

3. A: Liz, I can’t go to the party dressed like this! Do you mind if I borrow your dress, the yellow one? B: Erm, I don’t think it’s a good idea. I’m going out tonight as well and I want to wear it. Sorry! 4. A: Excuse me. Is it all right if I sit here? B: Of course. Go ahead. 5. A: Mum, would it be all right if we watched the film for 10 minutes and then a bit of the match on Channel Two? B: I’m afraid not, Pete. Something huge is going on in the film! Wyra˝anie opinii 5. 1. I think (czasownik think nie jest u˝ywany w formie ciàg∏ej w znaczeniu sàdziç) 2. It seems 3. In my opinion (wyra˝enie according to … jest stosowane jedynie w odniesieniu do osób trzecich) 4. don’t think people should (w j´zyku angielskim zazwyczaj zaprzeczamy pierwszy mo˝liwy element – brzmi to bardziej naturalnie) 5. against 6. see (as I see it = I think) 6. Przyk∏adowe odpowiedzi: 1. I don’t think people should keep dogs in flats. Flats are too small for animals, they’re like in prison. 2. As I see it, education should be free. If people had to pay for education, then children from poor families wouldn’t be able to go to school. 3. It seems to me that the new Matura is a very useful exam because students will no longer need to take entrance exams to universities. 4. In my opinion, people shouldn’t get married before they’re 18, it’s much too early. They are not mature enough and many people who get married before they’re 18 get divorced after a few years of marriage. 5. I think it should be possible for students to work, part-time, of course. They would be able to earn some money for books, CDs and clothes. Thus, they wouldn’t have to ask their parents for money. 7. Pami´taj, ˝e bardzo cz´sto informacj´ na temat tego, jak mocno si´ z czymÊ (nie) zgadzamy, mo˝emy przekazaç za pomocà odpowiedniej intonacji, np. w zale˝noÊci od intonacji, wyra˝enie If you say so mo˝e oznaczaç niech´tne wyra˝enie zgody, ale mo˝e równie˝ oznaczaç wyra˝ony w sposób ironiczny sprzeciw. strong agreement g, h, i, j, m, p

agreement c, e, k

reluctant agreement b, f, k

weak disagreement d, n

strong disagreement a, l, o, q

Zadanie egzaminacyjne 2 ProÊba o pozwolenie; udzielanie pozwolenia / wyra˝anie braku pozwolenia; wyra˝anie zakazu 1. 1 (e) 2 (d lub a) 3 (d lub a) 4 (b) 5 (c) I – 5c II – 2a lub 3a III – 1e IV – 2d lub 3d V – 4b 2. Udzielanie pozwolenia d, g, i, l Udzielanie pozwolenia pod pewnymi warunkami a, c, f, n Wyra˝anie braku pozwolenia b, h, j, k, m, o Wyra˝anie zakazu e, j, k 3. Przyk∏adowe odpowiedzi: 1 specjalist´ informatyka o przyjazd i naprawienie komputera; koleg´ o mo˝liwoÊç przygotowania projektu na jego komputerze; 2 rodziców o zgod´ na przenocowanie znajomych; 3 siostr´ / brata o po˝yczenie jakiegoÊ ubrania; rodziców o pieniàdze na zakup nowego ubrania; 4 wspó∏pasa˝era o mo˝liwoÊç zaj´cia wolnego miejsca; 5 mam´ o zrezygnowanie z serialu; mam´ o mo˝liwoÊç obejrzenia serialu i meczu na zmian´; rodziców o kupno drugiego telewizora. 4. Przyk∏adowe odpowiedzi: 1. A: Hi, Tom. I’ve got a problem. I need to prepare this project for tomorrow and my computer has broken down. Could I use your computer, please? B: Yes, no problem. I’m not using it today. 2. A: Mum, Tess and Josh don’t have a place to sleep tonight. Do you think they could sleep here? B: Yes, if you promise you won’t make too much noise and you won’t stay up late talking. I need to get up early tomorrow.

8. Niezbyt uprzejme wyra˝enia: (a) – (Absolute) nonsense / rubbish! oraz (q) – No way! Ale równie˝ wyra˝enie (k) – If you say so b´dzie uznane za nieuprzejme, je˝eli zostanie wypowiedziane z przekàsem. 9. w Most young people work very hard.: Yes, they do. / That’s right. w I don’t think he’ll manage to pass that test.: No, he won’t. / Certainly not. (zauwa˝, ˝e wyra˝enia wydrukowane kursywà potwierdzajà przeczenie w zdaniu wyjÊciowym: don’t think he’ll pass = he won’t pass) w Ugh! How can you eat it? Spinach is just awful!: No, it isn’t. / I don’t think so. w The Computer Era exhibition isn’t tomorrow!: Oh, yes, (it is). / I think it is. (Zauwa˝, ˝e nie zgadzasz si´ ze stwierdzeniem negatywnym, dlatego wyra˝enia sà pozytywne). TERAZ TY! 11.Przyk∏adowa odpowiedê: ZDAJÑCY: Good morning, Mr Taper. Could you spare me a minute? EGZAMINUJÑCY: Of course, go ahead. ZDAJÑCY: We want to go hiking in the mountains for two days and we thought it would be so great if we could keep a diary of our trip on tape. We did something like this in Poland with my friends when I was 12 and I still have the tape. It’s really the best way to store memories. The problem is, though, that we don’t have a camera. Do you think we could borrow one from the centre? EGZAMINUJÑCY: Well, we usually don’t lend the equipment to students. It is quite expensive and I’m not sure you know how to use it. ZDAJÑCY: Oh, but I can. As I was saying, I’ve done this sort of thing before, three times, to be exact. Oh, please, Mr Taper, we’d really like to tape our trip. We’ll probably not see each other again and it would be such a great thing to remember people by. I can promise that we’ll take care of the camera.

EGZAMINUJÑCY: Oh, all right. You can borrow it but if anything happens, you’ll have to buy a new one. ZDAJÑCY: Thanks, Mr Taper. I really appreciate it! Rozdzia∏ 39.3 Zadanie egzaminacyjne 1. Relacjonowanie wydarzeƒ 1. 1. First; then 2. Before 3. while / when 4. at the same time / in the meantime 5. when 6. Finally / In the end 7. in the end / finally 2. Przyk∏adowa odpowiedê: Last Friday I wanted to buy a mobile phone. I went shopping and I saw many different phones before I finally chose the one I liked most. When the shop assistant asked me for an ID, I realised that I didn’t have one. I had left it at home on my desk. I asked the shop assistant if I could buy a mobile phone without an ID but he refused. Then I got angry and decided to go back home. When I got home, I found that the ID wasn’t there. I started panicking and decided to check all my pockets carefully once again. It turned out that the ID had been in one of them all the time. Opisywanie przedmiotów 3. Rozmiar big, huge, ticket-sized, small, average, tiny Kszta∏t crooked, egg-shaped, long, rectangular, oval, spiral, tree-shaped, straight, narrow, short, square, triangular, broad, round Materia∏y i tworzywa rubber, stone, wood, paper, plastic, leather, silk, concrete, iron, wool, silver, fur, glass, gold, metal Wzór striped, checked, plain, spotted Faktura soft, smooth, hard, rough 4. 1a 2d 3c 5. Przyk∏adowe odpowiedzi: w plecak – My schoolbag is quite big. It’s black and it’s made of leather. It has a striped pattern on the flap. w aparat fotograficzny – My camera is a Sony. It’s quite small, rectangular and it’s made of metal, with a few rubber elements. w walizka – My suitcase is rather big and it’s made of smooth brown leather. It’s got a plastic handle. w folder z notatkami – My ring binder is orange and made of plastic. It’s got a Garfield picture on the front cover. w kurtka – My anorak is red and yellow, made of a waterproof fabric and fur. TERAZ TY! 7. Przyk∏adowa odpowiedê: ZDAJÑCY: Good morning. I’m looking for the guard. EGZAMINUJÑCY: Good morning. It’s me. How can I help you? ZDAJÑCY: I’d like to say that I don’t have a ticket because I was robbed when I was entering the station. Two men squeezed me in the door and then one of them just grabbed my bag and ran away with it. EGZAMINUJÑCY: Oh, dear. I’m sorry to hear that. What did your bag look like? ZDAJÑCY: It was a small black bag, made of leather. There was a Johnny Bravo sticker on it. But everything was in that bag: my wallet, my documents and my train and plane tickets. EGZAMINUJÑCY: Well, that’s really serious. Did you report that to the police? ZDAJÑCY: No, unfortunately, I didn’t have the time. I have to get to Dublin because my plane leaves at 7. Only I don’t have the ticket now … EGZAMINUJÑCY: Oh dear … Zadanie egzaminacyjne 2. Opisywanie miejsc 1. Town / City shopping centre, traffic noise, outskirts, smog, dirty, boomtown, tourist, crowded, go sightseeing, pollution, development, large, busy, modern, skyscraper, famous for its pubs and clubs Village picturesque, boring, tourist, farm, poor sanitation, meadow, fresh air, cut off from the world, quiet, restful, calm, peaceful, sleepy, smelly, deserted

2. Przyk∏adowe odpowiedzi: 1. The best place for Josh would be a seaside resort in Spain or Italy. They are usually very busy places, famous for their pubs and clubs. They are usually full of tourists from all over Europe, especially Germany and Great Britain. 2. Tanya and Philip should go to one of Europe’s most famous capitals, Rome or Paris. They could go sightseeing, go round many museums and art galleries and spend some quality time together in romantic cafés and restaurants. 3. Martin should spend some time in the country, far from crowded streets and pollution. A quiet, sleepy village, somewhere in Poland or France would be the best. He definitely needs a lot of fresh air and exercise. 4. Michael and Martha need to go to the mountains or a seaside resort. Their teenage kids could spend some time with people their age: go to discos, clubs and enjoy themselves. The whole family would be able to spend some time together, hiking or swimming. 3. Odpowiedzi indywidualne Opisywanie pogody 4. Pozytywne

Negatywne

sun; heat; cool; warm; hot; sunny

heat; icy; below zero

Zima

ice; cool; mild; frost

cloud; hail; ice; icy; cloudy; frost

Lato

breeze; pressure; sun; shower; heat; wind; warm; hot; sunny

storm; cloud; pressure; rain; hail; heat; wind; cloudy

breeze; wind

lightning; storm; thunder; wind; cloudy; thunderstorm

rain; shower; drizzle

cloud; hail; fog; foggy; cloudy; damp

fair weather; mild; sunny

unpredictable

Temperatura

Wiatr i burza Opady O pogodzie ogólnie

5. The sun was shining. It was sunny. There was heavy rain. (1) It was raining heavily. There was a lot of fog. (2) It was foggy. The temperature was 40°C. (3) It was hot / scorching. There (4) was a breeze. It was breezy. There (5) were clouds. It was cloudy. 6. Pami´taj, ˝e o pogod´ zapytamy: What is/was the weather like? Pami´taj równie˝, ˝e rzeczownik weather jest rzeczownikiem niepoliczalnym i nie stosujemy przed nim przedimka a. 1. It was sunny and warm on Monday morning. The temperature was 18 degrees centigrade. In the afternoon, it started to rain and it got a bit cloudy. It was also cooler, the temperature was 13 degrees centigrade. 2. On December 2nd, it was cold and cloudy. The temperature was 5 degrees below zero. In the afternoon, it snowed and the temperature dropped to minus eight degrees centigrade. TERAZ TY! 8. Przyk∏adowa odpowiedê: EGZAMINUJÑCY: So, what did you do last summer holiday? ZDAJÑCY: In July I stayed at home and helped my parents redecorate the flat. In August, I went to the seaside together with some friends of mine. We didn’t do anything special, we just sunbathed and swam. We sometimes went hiking as well. EGZAMINUJÑCY: Well, that’s not bad. Where did you go exactly, the town, I mean? ZDAJÑCY: We stayed in Sopot, a city near Gdaƒsk. It’s a beautiful place, with lots of old buildings and a really amazing hotel called The Grand. The place was a bit crowded but the beaches were clean and the sea was warm. It was OK. EGZAMINUJÑCY: Was the weather OK? ZDAJÑCY: Oh, yes. We had the best weather ever. Sunny, temperatures always above 30°C, only a light cool breeze off the sea. Perfect! EGZAMINUJÑCY: Excellent!

Rozdzia∏ 40 Opis ilustracji 1. Wspólny temat zdj´ç mo˝na okreÊliç jako: dzieci odkrywajàce Êwiat; dzieci wykonujàce jakàÊ czynnoÊç po raz pierwszy; dzieci zafascynowane jakàÊ czynnoÊcià. 2. Zdjćie A (dziewczynka na koniu): zdania 4, 6, 9, 11 Zdjćie B (ch∏opiec z pieskiem): zdania 2, 5, 8, 12 Zdjćie C (ch∏opiec z zabawkà): zdania 1, 3, 7, 10 3. Zdjćie A: zdanie nr 4 > zdanie nr 9 > zdanie nr 11 > zdanie nr 6 Zdjćie B: zdanie nr 5 > zdanie nr 12 > zdanie nr 8 > zdanie nr 2 Zdjćie C: zdanie nr 3 > zdanie nr 1 > zdanie nr 10 (lub 7) > zdanie nr 7 (lub 10) 4. Poni˝szy schemat jest jedynie propozycjà. O ile punkty B i E powinny pojawiç si´ zawsze jako pierwsze, o tyle pozosta∏e elementy (A, C, D) mogà pojawiç si´ w dowolnej kolejnoÊci. Wa˝ne jest tylko, aby nie mieszaç np. w∏asnej opinii na temat zdjćia z opisem uczuç osób na nim przedstawionych – logiczny uk∏ad opisu równie˝ podlega ocenie. 1–B 2–E 3 – C lub D 4 – C lub D 5–A 5. 1. there is … next to her, they are in (a garden) 2. a wheel or something, he seems (happy), it may be … 3. seems very happy, I’m sure she’s enjoying herself, looks quite curious 6. 1. wyra˝enia i zwroty, które opisujà po∏o˝enie osób lub przedmiotów na zdjćiu: b, e, f, j, m, n, o 2. s∏owa i wyra˝enia wyra˝ajàce przypuszczenie: c, g, i, k 3. s∏owa i wyra˝enia opisujàce Twoje wra˝enia: a, d, h, l, p

TERAZ TY! 1. Uczeƒ zupe∏nie pominà∏ kwesti´ ubioru osób przedstawionych na zdj´ciu. O ile nie zawsze trzeba o tym wspominaç (czasami jest to kwestia nieistotna), o tyle w przypadku tego zdj´cia ubiór jest elementem kluczowym. 2. The picture shows a group of people in an office. They all look quite busy, they are talking on the mobile phones and writing something on their computers. The women look quite serious and professional and they are dressed quite formally. They are wearing white blouses and black skirts. The man, though, is dressed very casually, he’s wearing a Hawaiian shirt and he’s got sunglasses. I suppose that their job is very stressful and responsible, and they have to work a lot but the man does not seem as stressed as the women. 4. 1. The man is dressed differently because he may not like formal clothes. Or maybe he’s not meeting any clients today, so he doesn’t need to wear a suit and a tie. Also, he may be simply tired of wearing the same clothes to work every day and he wanted to make his day happier and more colourful. It is also possible that he’s very easy-going and he always dresses casually, and he hasn’t been fired yet because he’s very good at his job, only eccentric. 2. I totally agree with this statement. For example, I like to wear green, yellow or blue clothes and I suppose that it is because I’m usually quite cheerful and I don’t like to worry. I’ve also noticed that when I wear a suit, I change a little. I laugh less and become more serious. I believe that it’s because of the clothes. I also have a friend who always wears black clothes, and her personality is as black as her clothes: she’s usually sad or depressed. So yes, I believe that the way we dress says a lot about our personality. Rozdzia∏ 41.1. Zadanie egzaminacyjne 1.

Odpowiedê na pytania egzaminujàcego 7. 1. zdjćie B 2. Zdjćie A 3. Zdjćie C 8. Jest to odpowiedê na pytanie 3. 9. Przyk∏adowe odpowiedzi: 1. Why does this boy seem to be a bit frightened? The boy is quite small, he’s not older than 4 or 5, and the dog is quite big for him. Another reason may be that the dog does not belong to the boy’s parents and the boy just saw it when he was walking with his grandma or grandpa. It’s also possible that the dog barked and the boy got a bit frightened, maybe even cried a little. Then his grandma maybe told him to try to stroke the dog to see that it really wasn’t dangerous at all. 2. Is the girl excited about her horse riding lessons? Why (not)? I’m sure she is. It’s probably her first lesson and she’s never ridden a horse before. I’m sure that she’s a bit scared as well, but she probably feels like a little princess who’s learning to ride a horse. Maybe some of her friends take horse-riding lessons and she wanted to try it too. I suppose that she’d like to be able to ride fast soon. 10. 1. Zdjćie C 2. Zdjćie B 3. Zdjćie A 11. Jest to odpowiedê na pytanie 2. 12. Przyk∏adowe odpowiedzi: 1. Do you like getting presents? Why (not)? No, I don’t. I hate getting presents! I know that it’s quite unusual but I’ve got my reasons. I think that getting and giving presents is a silly idea. First of all, if you get a present from someone, then that person will expect a present from you for his or her birthday. And presents are usually quite expensive. If you can’t afford something nice, you have to make something yourself and it takes a lot of time. Even if you can afford to buy someone a present, it’s very difficult to decide what to buy because people have everything now. Getting presents also means that you have to organise a birthday party and I don’t like meeting people too much. 2. Would you like to try horse riding? Why (not)? I don’t think I’d like to try this sport. First of all, I’m not very fond of animals generally, even very small animals like hamsters or dogs. I definitely do not like horses. They look beautiful but they are huge and smelly. Besides, many people often forget that a horse is only an animal, not a human being, and it’s impossible to predict how it will react to what we do. Horse riding can be quite dangerous: we can fall off and break a leg or an arm. No, horse riding is definitely not for me. Especially if I had to take care of the horse!

Uzyskiwanie i udzielanie informacji 1. 1c 2g 3e 4h 5a 2. uzyskiwanie informacji Could you tell me …?

6f udzielanie informacji

odmowa udzielenia informacji

I really don't know, I'm sorry.

Yes, of course.

Do you happen to know …?

I was wondering if you could …?

I'm afraid I can't help you.

Well, I think …

Well, let me think … Excuse me, do you know …?

3 3

3. Przyk∏adowe odpowiedzi: 1. A: Do you know how much the membership card costs? 2. A: Could you tell me how to get to the First National Bank? 3. A: Excuse me, I was wondering if you could show me the way to the city hall? 4. B: Yes, of course. 5. B: I’m afraid I can’t help you. Ceny, zni˝ki 4. 1b 2c 3f 4a 5e 6d 5. Przyk∏adowe odpowiedzi: 1. Excuse me, how much is a cup of coffee and a croissant? 2. How much do you charge for renting a bicycle for a day? 3. Do you offer any discounts for people below 18? TERAZ TY! 7. Przyk∏adowa odpowiedê: EGZAMINUJÑCY: So, what kind of exercises would you like to do? ZDAJÑCY: I want to work on my arm muscles and stomach muscles. I’m also not very fit so I really need to work on that. EGZAMINUJÑCY: OK, I’m sure we can arrange that. ZDAJÑCY: How much do you charge? Are there any discounts for students? EGZAMINUJÑCY: The fee is £15 a month, and I’m afraid I cannot offer you a discount.

ZDAJÑCY: Could you tell me if there are any rules about clothes and what to do and what not to do? EGZAMINUJÑCY: Well, you should wear something comfortable, shorts and a T-shirt are fine, and always bring a bottle of mineral water for the workout.

ZDAJÑCY: Oh, of course. It’s chicken with spinach. You just take half a chicken breast, boil it, then boil spinach with some garlic and yoghurt. Cut the breast to pieces and mix them with the spinach. You can eat it with rice. Believe me, it’s excellent! EGZAMINUJÑCY: Thanks. You’ll see how great I’ll look! ZDAJÑCY: Best of luck!

Zadanie egzaminacyjne 2. Udzielanie rad 1. 1a 2e 3c 4d 5b Wyra˝enia przydatne do proszenia o rady: What should I do?, What would you do if you were me?, Do you have any idea what I could do?, Can you give me some advice?, What shall I do? Wyra˝enia przydatne do udzielania rad: You could …, You should / ought to …, If I were you, I’d …, Why don’t you …? 2. Przyk∏adowe odpowiedzi: 1. Well, it’s never too late to start! Why don’t you just stop panicking and try to learn as much as you can in two days? If I were you, I’d keep my fingers crossed, as well! 2. I think you should apologise to them and just present your arguments, hoping they will understand. 3. If I were you, I’d talk to your mother or your grandfather. I’m sure they know what she’d like. 4. Well, I’ve been using Macmillan’s revise ForMatura repetytorium for some time. It’s really great! Why don’t you buy this one? It’s got two CDs! 5. Well, it’s not a tragedy! Why don’t you just cover it with some powder? Udzielanie instrukcji 3. a3 b4 c1 d2 Wyra˝enia przydatne do udzielania instrukcji: All you need to do is …, You must / should …, Just (do something), tryb rozkazujàcy czasownika (put, press, ask, etc.) 4. Przyk∏adowe odpowiedzi: 1. This machine is called ‘a telephone’. We use it to communicate with other people. All you need to do is pick up this thing, called a receiver, dial a person’s number using these buttons and wait for that person to pick up the phone. You put the receiver next to your ear and speak to this end. You can hear what the other person says in the other. 2. To make a cup of tea, you need to boil some water first. Pour some water into this pot – it’s called a kettle. It must be cold water. Then put the kettle on the gas stove, turn this button and wait until you hear a loud noise. It means the water is ready. Then take a tea bag, put it into a glass or a cup, pour the boiling water into the cup, wait 3 or 5 minutes, take the bag out of the cup and your tea is ready to drink! 3. Take a toothbrush and squeeze some toothpaste onto it. Don’t squeeze too much, you need like 3 centimetres of it. Put the toothbrush with the toothpaste into your mouth and brush your teeth for about 5 minutes. You must then rinse your mouth with water and spit it out. 4. You will need a special card. Put the card into this hole, and the machine will ask you for your PIN code. You need to press the buttons with the numbers. Then the machine will ask you some more questions and tell you exactly what to do. All you need to do is read the instructions on the screen and follow them! 5. Find a box in the bus on which a ticket is drawn. It will usually be red or yellow. There’s a hole in that box. Put the ticket into that hole and take it out after you hear a sound similar to the sound a typewriter makes. That’s how you punch a ticket. TERAZ TY! 6. Przyk∏adowa odpowiedê: EGZAMINUJÑCY: Wow! You’re so slim! How did you do it? ZDAJÑCY: Well, I was really unfit so I started exercising a little, I took up yoga and jogging, and I gave up eating chocolate. I also try to go to bed early and sleep at least 7 hours a day. EGZAMINUJÑCY: Yes, I know I should exercise more. Can you give me some advice about what I should eat? ZDAJÑCY: Well, it’s easier to say what you shouldn’t eat. No sweets or ice-cream, no sugar in your tea, no honey or jam. You should eat lots of vegetables, rice and chicken. It’s good for the muscles. EGZAMINUJÑCY: Could you give me a recipe for a simple, non-fattening dish? ZDAJÑCY: Sorry, could you repeat that for me, please? EGZAMINUJÑCY: Could you give me a recipe for a simple, non-fattening dish?

ProÊba o powtórzenie pytania 7. Sorry, could you repeat that for me, please? 8. 1. could 2. say 3. pardon 4. did you 5. did you 9. Przyk∏adowe odpowiedzi: 1. Sorry, could you say that again please? Where do I sign? 2. Did you say Tuesday? 3. Sorry, did you say 13 or 14? 4. Did you say you love spiders or you loathe spiders? 5. I beg your pardon? Rozdzia∏ 41.2. Zadanie egzaminacyjne 1. Udzielanie wyjaÊnieƒ 1. Przyk∏adowe odpowiedzi: 1. Students want to get a temporary job because they need money for holidays or because they’d like to be independent of their parents. 2. Some people want to become teachers because they’re mad or because they love the job! 3. Many professions / trades disappear. The reason for this is that it’s sometimes cheaper and faster to buy a new pair of shoes, for example that have the old ones repaired. 4. People shouldn’t work too much so as not to forget about what’s really important in life: family and friends. Wyra˝anie odczuç (1) 2. szcz´Êcie, radoÊç a, i, l rozczarowanie f, (h – intonacja opadajàca) zainteresowanie b, e znudzenie c, j zaskoczenie (a), d, g, h, k, m 3. odpowiedê indywidualna TERAZ TY! 5. Przyk∏adowa odpowiedê: EGZAMINUJÑCY: So why did you decide to take part in this trip? ZDAJÑCY: Because I thought it would be an interesting experience. Besides, I’d never seen a real blacksmith before. EGZAMINUJÑCY: What did you do on the trip? ZDAJÑCY: We travelled by bus from one small village to another small village, and visited people who had unusual jobs. We watched them work and asked them questions about how long they had worked, whether they liked their job or not, and so on. We visited six different people that day. EGZAMINUJÑCY: How did the trip make you feel? ZDAJÑCY: I was really pleased to see all the people at work because I thought that nobody did things like they did anymore. I mean, I used to think that machines made baskets and now I know there are people who do it. It was a very nice surprise. EGZAMINUJÑCY: It’s all very interesting, thank you. Zadanie egzaminacyjne 2. Opisywanie warunków pracy 1. Poni˝ej przedstawiamy kilka mo˝liwych wariantów uszeregowania wydarzeƒ. w to be unemployed – to look for work – to apply for a job – to get a job – to start working part-time – to be fired w to be fired – to be unemployed – to look for work – to apply for a job – to get a job – to start working part-time w to look for work – to apply for a job – to get a job – to start working part-time – to be fired – to be unemployed

2. 1. (d) be there on time – byç gdzieÊ punktualnie 2. (c) per hour – na godzin´ 3. (a) provided me with board and lodging – zapewni∏ mi wikt i mieszkanie 4. (b) was on duty from … to … – pracowaç (na zmianie) od… do… 3. Przyk∏adowa odpowiedê: In my ideal job, I would be on duty from 10 am to 3 pm. I hate getting up early and if I started work at 10, I could get up at 8:30 and get enough sleep. My boss would pick me up from home and drive me to work in a luxurious limousine with a TV and champagne. At work, I wouldn’t have to work hard at all, and I would get €200 per hour. My boss would provide me with lunch and free Coke while I worked. I would have a three-month-holiday every year and my boss would pay for it! 5. Przyk∏adowa odpowiedê: EGZAMINUJÑCY: You had a temp job last year, didn’t you? How did you get it? ZDAJÑCY: I was on holiday in Sweden and I saw an ad for a life guard in a local newspaper. EGZAMINUJÑCY: What did you have to do exactly? ZDAJÑCY: Well, the things life guards usually have to do. I sat on a high chair, observed all the people swimming in the pool and helped anyone who was in danger. EGZAMINUJÑCY: What about the working conditions? Were they good? ZDAJÑCY: Not bad, although not as good as the Swedes’. I was provided with free board and lodging and I had to work 8 hours a day. I got 10 crowns per hour, which is about 5 zlotys. EGZAMINUJÑCY: So, what did you do with the money you’d earned? ZDAJÑCY: It was enough to get back home. Also I bought a DVD player. EGZAMINUJÑCY: Well, I guess I’ll look for a summer job, too. Wish me luck! ZDAJÑCY: Good luck! Rozdzia∏ 41.3. Zadanie egzaminacyjne 1. Wyra˝anie skarg; przepraszanie 1. 1b 2 a/c/d 3a 4d Wyra˝enia przydatne do wyra˝ania skarg: I’m sorry to say this but …, … we cannot tolerate this sort of behaviour, I hate telling you this …, I’d like to complain about … 2. We wszystkich zdaniach brakuje przyimka for. 3. 1. That’s (quite) all right. 2. It doesn’t matter at all / one bit. 3. No problem. 4. Don’t worry about it. 5. It’s not your fault. 4. Przyk∏adowe odpowiedzi: 1. A: Paul, listen. I’m really, really sorry but I damaged the book you lent me. B: Well, that’s all right. Don’t worry about it … It was quite old, anyway. A: No, I really feel awful about it. I couldn’t find that book in any bookshop but I’d feel better if I could pay you back. B: Well, if you insist … 2. A: Excuse me. I’d like to complain about the milk which I bought today. When I got home, I noticed that it’s much past its due date. B: I’m ever so sorry! I’m sure we left it in the fridge by mistake. We are always very careful about these things! I apologise once again! A: That’s quite all right. Wyra˝anie próÊb; odmowa i zgoda 5. 1N 2N 3O 4O 5 O/N 6 O 6. Wyra˝enia u˝ywane do przekazywania próÊb: Will you please …, Could you (possibly) …?, Would you be so kind as to …?, Do you mind (not) …?, I wonder if you could be so kind as to …? Pami´taj, aby na co dzieƒ nie u˝ywaç wyra˝eƒ typu I wonder if you could be so kind as to …? brzmià one doÊç sztucznie w rozmowie np. dwojga przyjació∏. Jednak˝e w rozmowie z kimÊ du˝o starszym lub ze zwierzchnikiem wyra˝enia takie sà jak najbardziej odpowiednie, gdy˝ sygnalizujà nasz szacunek do drugiej osoby i nadajà odpowiedzi w∏aÊciwy dystans. 7. Wyra˝anie zgody c, e, f, h Wyra˝anie zgody niech´tnie g, l, m

Grzeczne wyra˝anie odmowy b, d, j, k Zdecydowane wyra˝anie odmowy a, i 8. Przyk∏adowe odpowiedzi: 1. koleg´ o pomoc przy przeprowadzce: Mike, I’ve got so many boxes I can’t manage myself. Could you help me move them downstairs? 2. nauczyciela o sprawdzenie: Excuse me. I wonder if you could be so kind as to check this letter for me? It’s really, really important. 3. sàsiada o po˝yczenie roweru: John, do you mind lending me your bike? Mine’s broken and I’d like to go for a trip with a group of my friends. 9. Przyk∏adowe odpowiedzi: 1. Well, all right. But I’m a bit busy, really … Can you give me 5 minutes? 2. No, I’m sorry but I can’t. You still haven’t paid back the £10 I lent you last month. 3. No, not at all. No problem. What time? 4. No way! I’m watching a football match! 5. Certainly. TERAZ TY 11. Przyk∏adowa odpowiedê: ZDAJÑCY: Excuse me, waiter! EGZAMINUJÑCY: Yes, sir / madam? How can I be of service? ZDAJÑCY: I’m sorry to say this but I ordered my food over an hour ago and I still haven’t got it. The service is extremely slow today. I’m afraid I can’t wait anymore. EGZAMINUJÑCY: I understand that, sir / madam, and I am very sorry but we are very busy tonight. We haven’t expected so many customers on a Tuesday. ZDAJÑCY: I understand that and I wouldn’t mind if I wasn’t in such a hurry. But you must understand that I ordered a salad only because I wanted to have a quick snack and now I am hungry and I don’t have time to eat anywhere else. Could you call the manager, please? I’d like to speak to him. EGZAMINUJÑCY: Certainly, sir. I’ll call him straightaway. ZDAJÑCY: Thank you. Zadanie egzaminacyjne 2. 1. (a) – 1 (b) – 2 2. odpowiedê indywidualna

Rozdzia∏ 42 1. In [1] the picture I can [2] see a girl. She’s [3] about 6 or 7 years old. She is [4] probably doing [5] her homework or learning something at [6] school because she’s [7] sitting at [8] a desk and she’s [9] writing something in her book with [10] a pencil. She looks [11] very tired because her head is on the [12] desk and I think she’d like to [13] go to – [14] bed. She also looks [15] quite sad. [1] – jest to cz´sto pope∏niany b∏àd (w j´zyku polskim mówimy na obrazku…) [2] – z czasownikami postrzegania (np. see, hear) u˝ywamy w j´zyku angielskim czasownika can [3] – podajàc wiek, w j´zyku polskim u˝ywamy czasownika mieç, natomiast w angielskim czasownika to be („byç”) [4] – pami´taj, ˝e formy czasu Present Continuous sk∏adajà si´ z dwóch elementów: czasownika to be w odpowiedniej formie oraz czasownika z koƒcówkà -ing. Polacy doÊç cz´sto zapominajà o pierwszym elemencie. [11, 15] – jest to kolejny cz´sty b∏àd. W czasie Present Simple, w 3. osobie liczby pojedynczej do wi´kszoÊci czasowników dodajemy koƒcówk´ -s / -es. 2. 1. Tak – wypowiedê ta zawiera bardzo du˝o b∏´dów gramatycznych (np. *she don’t – she doesn’t; *many homeworks – a lot of homework, etc.). 2. Tak – wypowiedê zawiera b∏´dy leksykalne, ale nie jest ich du˝o (np. *homeworks to make – homework to do; *her father and mother telling no – father and mother say she can’t. 3. Nie – uczeƒ wielokrotnie powtarza s∏owa: or, maybe, tired 4. Nie – zasób struktur gramatycznych ucznia jest doÊç ograniczony, u˝ywa on jedynie czasu Present Simple (w wi´kszoÊci niepoprawnie) oraz czasowników modalnych (równie˝ niepoprawnie). 5. Nie – zawahania sà czasem bardzo d∏ugie (spróbuj przeczytaç wypowiedê wraz z zaznaczonymi pauzami); niejednokrotnie pojedyncze s∏owa oddzielone sà kilkusekundowà przerwà.

3. Wypowiedê ucznia zdecydowanie mieÊci si´ w zakresie c. Je˝eli ca∏a wypowiedê ustna ucznia by∏aby na tym poziomie, otrzyma∏by on na egzaminie 1 punkt za umiej´tnoÊci j´zykowe. 4. B∏´dy w wypowiedzi ucznia: She is tired because she doesn’t like school. Or she is tired because she didn’t sleep at night. I don’t know why she’s tired. Maybe she has a lot of homework to do. She must draw a picture. Or she wants to watch TV and her father and mother say she can’t. The little girl doesn’t look happy at all. Przyk∏adowa odpowiedê: There may be a few reasons why the girl is so tired. First of all, she may be tired because she may have a lot of homework to do. The teacher probably asked her to draw something, write some words and count something to prepare for the next lesson. It may be so that the girl is in the first grade of primary school and it’s quite difficult for her to get used to learning so much. Another reason why the girl is so tired is that she played outside with her friends for a long time, running and skipping. And now she has to do her homework but what she’d really like to do is go to sleep. 5. Ta wypowiedê jest na bardzo wysokim poziomie j´zykowym. Uczeƒ u˝ywa ró˝norodnego s∏ownictwa i struktur gramatycznych, nie pope∏niajàc przy tym ˝adnych b∏´dów. Jest to odpowiedê wzorcowa. Je˝eli uczeƒ zaprezentowa∏by identyczny poziom umiej´tnoÊci we wszystkich cz´Êciach egzaminu, bez wàtpienia uzyska∏by 5 punktów za umiej´tnoÊci j´zykowe. 6. Odpowiedê indywidualna Rozdzia∏ 43 Zadanie egzaminacyjne 1. Wyra˝anie uczuç (2) 1. smutek, ˝al d, e, j, l z∏oÊç aprobata b, i wina 2. Odpowiedê indywidualna

g, (k) a, f, h, (k)

przepraszanie

c, (k)

TERAZ TY! 3. Informacja 1: 1 punkt Informacja 2: 0 punktów (wydaje si´, ˝e zdajàcy nie zrozumia∏ pytania. W swojej odpowiedzi opisuje, co robi∏ kierowca, kiedy zdarzy∏ si´ wypadek, nie zaÊ, jak zachowa∏ si´ po wypadku) Informacja 3: 1 punkt 4. Przyk∏adowa odpowiedê: Well, he stopped immediately and got out of the car. He took the dog up and asked someone where the nearest vet’s was. Zadanie egzaminacyjne 2. Wyra˝anie odczuç (3) 1. niepokój, obawa c, f, j oboj´tnoÊç b, d, g zm´czenie e, h wdzi´cznoÊç a, i 2. Przyk∏adowe odpowiedzi: 1. I’m most afraid of the dark and spiders. / I’m most afraid of walking alone in the park at night. 2. I hope I’m going to pass all the exams but I’m rather tired of preparing for them. 3. Yes, it is. Because I know how important it is to have higher education. 4. The last time I felt worn out was when I spent 12 days trekking in the mountains. Every day we trekked for about 8 or 9 hours and we slept in tents, so when I returned, I could hardly walk. 5. People should be grateful to each other for many things: being there for each other and helping each other, for example. TERAZ TY! 4. Przyk∏adowa odpowiedê: EGZAMINUJÑCY: What happened on that trip you mentioned last week? ZDAJÑCY: Well, as you know, I went hiking in the mountains with my class. One day, as we were going through a forest, I stopped for a minute

because I needed to pee. I went behind a tree and when I got back, nobody was there. I didn’t know what happened. Maybe I went the wrong way or maybe they didn’t notice I wasn’t there but I was just lost and alone in the middle of the forest. EGZAMINUJÑCY: What did you do to find them? ZDAJÑCY: I started walking down the path we had been going down before. I started shouting but there was no answer. I wanted to call someone but my mobile didn’t work. Then I heard something that sounded like a car and I went in that direction. After about two hours I got to a road and stopped a car that took me to the hostel. Everybody was there and they were organising a search party. EGZAMINUJÑCY: Gosh! How did you feel? ZDAJÑCY: When I discovered I was lost, I was frightened to death. But then I just started walking and the fear was almost gone. When I found them, I was so happy I could kiss all of them. EGZAMINUJÑCY: It’s good there were no hungry bears in the forest! Rozdzia∏ 44

1. In the picture I can see a teenage boy, probably in his room. The boy is wearing a T-shirt, black trousers and socks. The room is very messy. He’s sitting on his bed. The bed is not made, and there are pillows, covers and pyjamas on it. The pillows and covers are white and the pyjamas are white and blue. Next to the bed, there is a chest of drawers. There is a small lamp on it and many small things next to it. . The lamp is lit, so it is probably evening or night. There are many small objects next to the lamp. I think that they are chewing gum, sweets and a toy. There is a chair beside the chest of drawers. There are a lot of clothes on the chair, trousers, sweaters and T-shirts. There are also many newspapers and magazines on the floor, and there is a remote control and a packet of tissues next to it. The boy is probably a student and he doesn’t like cleaning too much. 2. Przyk∏adowa odpowiedê: In the picture, I can see a man, probably in his room. He’s dressed very casually and he even looks a bit scruffy. He hasn’t shaved for a few days and he’s wearing a sweatshirt. He’s probably doing something on his computer, working or searching the Internet. He’s holding a pen so he is probably taking notes. The desk he’s working at is very untidy and there are lots of different things on it. It seems that the man is a busy professional who doesn’t have time to clean his room very often. 3. zdj´cie z zadania egzaminacyjnego (ba∏agan w pokoju) What kind of person do you think he is? Why? Do you like cleaning your own room? Why (not)? zdj´cie (ba∏agan na biurku) What do you think he’s looking at? Do you think it’s important to have an organised desk while working and studying? Why (not)? 4. a. 1 b. 4 5. Odpowiedê indywidualna Rozdzia∏ 45.1 Zadanie egzaminacyjne 1. Regu∏y i zasady 1. 1. You must / have to; you can’t 2. You mustn’t (pami´taj, ˝e mustn’t nie oznacza „nie musisz” a „nie wolno ci”; odpowiednikiem „nie musisz” b´dzie you don’t have to lub you needn’t) 3. You can / may 4. allowed to smoke 5. I’d like you to stop / I wish you stopped Lekarze i pacjenci 2. 1. P 2. L 3. L 4. P 5. P 6. L 7. L 8. P 9. L 3. Przyk∏adowe odpowiedzi: 1. Why don’t you drink some hot milk with honey and butter? It usually helps me. 2. Wow, I know how annoying it is. Why don’t you hold your breath for a few seconds or try drinking a glass of water at one go?

3. Put your finger under running cold water. 4. Ugh! It must be painful. Try putting something cold on that eye and it should get better. 5. Nothing pleasant … Drink some mint tea but if you still feel awful tomorrow, you really must see a doctor. 6. Take some aspirin and vitamin C and go to bed but if you still have a temperature in the morning, see a doctor! TERAZ TY! 5. Przyk∏adowa odpowiedê: EGZAMINUJÑCY: Good morning. What’s the matter? ZDAJÑCY: Good morning, doctor. I don’t feel very well. I’ve got temperature, a headache and I’ve got a bad pain in my muscles. EGZAMINUJÑCY: Well, I’m afraid you’ve got the flu. If you don’t look after yourself, it can get serious. I’ll give you some pills. ZDAJÑCY: How often should I take them? EGZAMINUJÑCY: Take one three times a day, after meals. ZDAJÑCY: Is there anything else I should and shouldn’t do, doctor? EGZAMINUJÑCY: Stay in bed, drink lots of hot liquids and don’t forget to take the medicine. ZDAJÑCY: Thank you, doctor. Goodbye. EGZAMINUJÑCY: Goodbye. Zadanie egzaminacyjne 2. Dane osobowe 1. 1. Could you spell your surname, please? 2. What are your parents’ names? 3. When and where were you born? 4. What do your parents do? TERAZ TY! 3. Przyk∏adowa odpowiedê: EGZAMINUJÑCY: I’m so sorry! Are you OK? ZDAJÑCY: Yes, I’m fine. I only have a headache and my leg hurts a little. But I’m fine. I’d like to go home now. EGZAMINUJÑCY: No, I can’t let you go home. We have to see a doctor. Only I’m not from here and I don’t know the town. Can you tell me how to get to the nearest hospital? ZDAJÑCY: Yes, it’s not far. You just need to go down this road and then turn left at the second traffic light. You can’t miss the hospital. It’s a really huge building. EGZAMINUJÑCY: All right. Do you want me to inform anyone about the accident? ZDAJÑCY: Well, you can call my friend because she’ll be worried. Her name’s Judy Branough, and her phone number’s 555-89-04. EGZAMINUJÑCY: Fine, I’ll call her when we get to the hospital. Rozdzia∏ 45.2. Zadanie egzaminacyjne 1. 1. EGZAMINUJÑCY: Good afternoon. May I help you? ZDAJÑCY: (b) 3 EGZAMINUJÑCY: How about getting her this lovely teapot? It’s made of china and it’s beautifully painted, hand-painted, to be exact. ZDAJÑCY: (a) 3 EGZAMINUJÑCY: Then how about this lovely figurine? They’re all hand-made and, let me add, not vastly expensive. ZDAJÑCY: (b) 3 EGZAMINUJÑCY: My pleasure. 2. 1. (a) Good morning. Yes, please. I need a present for an elderly lady. – odpowiedê jest niepe∏na. Brak jest proÊby o rad´. 2. (b) What a stupid idea! She’s 80, and she’s English! She’s got like a whole cupboard of teapots! Do you honestly think she needs another one? Any more brilliant ideas? – odpowiedê jest niegrzeczna 3. (a) Well, I’m not sure she’d like that. It doesn’t look very pretty, but thanks for all your advice. I think I’ll look somewhere else and come back if I don’t find anything. – odpowiedê nie spe∏nia warunków zadania (brak akceptacji pomys∏u oraz podzi´kowania za rad´). 3. Odpowiedê indywidualna

Zadanie egzaminacyjne 2.

Planowanie przysz∏ych wydarzeƒ 1. 1. (d) 2. (a) 3. (e) 4. (b) 5. (c) 2. Przyk∏adowe odpowiedzi: 1. A: So, when do we start working on the project? B: How about Thursday? A: Well, I’m afraid I can’t make it on Thursday. I’ve got English then. B: When can we meet then? A: Do you think we could meet on Wednesday afternoon? B: Yeah, it’s fine. See you Wednesday then! 2. A: When can we go to the cinema together? B: Well, I’m really, really busy right now. I’m afraid I can’t make it this week. A: Oh, come on! You deserve a break! How about Saturday? B: No, can’t make it. I’m visiting my grandma then. A: Can you make it next weekend? B: No, I’m afraid not. You know what, I’ll get in touch with you on Wednesday and we’ll try to arrange a date. OK? TERAZ TY! 4. Przyk∏adowa odpowiedê: ZDAJÑCY: Listen, about that party for you sister … We need to get some food and something to drink. I thought we could order pizzas or something Chinese and buy Coke and mineral water and juice. EGZAMINUJÑCY: That sounds right. There won’t be too many people and everyone likes all that stuff. ZDAJÑCY: Will you help me with the shopping? I hate doing that! EGZAMINUJÑCY: Of course. I couldn’t leave you alone with all this. ZDAJÑCY: Is Thursday morning OK with you? EGZAMINUJÑCY: Erm, not, not really. I’m quite busy that day. How about the day after that? Can you make it then? ZDAJÑCY: Yes, sure. I’m free on Thursdays and Fridays. I think we should meet in the morning, though, all the supermarkets are going to be full in the afternoon. EGZAMINUJÑCY: OK, all set then. See you. Rozdzia∏ 45.3. Zadanie egzaminacyjne 1. Opisywanie ludzi 1. 1. B 2. M 3. F 4. B 5. M 6. M 7. B 8. B 9. B 2. Przyk∏adowa odpowiedê: The first person I saw when I woke up today was my brother. He is quite tall and slightly overweight. He’s got short, blond hair, blue eyes and he has a beard and a moustache. TERAZ TY! 4. Przyk∏adowa odpowiedê: ZDAJÑCY: Good morning. I’d like to report a robbery. EGZAMINUJÑCY: Can you tell me what happened exactly? ZDAJÑCY: I was walking in the park when two men attacked me. They came up to me and told me to give them some money. When I told them I didn’t have any, one of them hit me in the stomach and twisted my arm, and the other one stole my bag. EGZAMINUJÑCY: What was in the bag? ZDAJÑCY: It was my school bag, so there were mostly books and notebooks. But there was also my mobile, it was a Nokia 6100, a blue one, and my wallet, a brown leather one, with my ID and a library card. There was little money, fortunately. EGZAMINUJÑCY: Do you remember what the robbers looked like? ZDAJÑCY: Well, I only saw one well, the other one was standing behind me all the time. The one I saw was in his early twenties, tall, quite stocky, with short dark hair. He had a scar on his left cheek and he was wearing sunglasses and a leather jacket and trousers. EGZAMINUJÑCY: Thank you for your report. We’ll look right into it.

Zadanie egzaminacyjne 2. Opisywanie wra˝eƒ zmys∏owych za pomocà czasowników 1. I. 4 (d) II. 7 (b) III. 6 (c) IV. 1 (g) V. 3 (a) 2. Przyk∏adowa odpowiedê: It I can It smells … I can sounds … see … hear … 1. going like a a rainbow. like birds out after seashell a freshly singing. it has against done rained your ear. laundry.

VI. 2 (e) VII. 5 (f)

It tastes … It looks … It feels … like a green apple.

fresh and wonderful! green.

TERAZ TY! 3. EGZAMINUJÑCY: Why did you decide to work as a volunteer? ZDAJÑCY: (a) 3 EGZAMINUJÑCY: What did you have to do? ZDAJÑCY: (b) 3 EGZAMINUJÑCY: Did everything go well at the camp? ZDAJÑCY: (b) 3 EGZAMINUJÑCY: Excellent. It’s really great that you helped those kids. 4. w odpowiedê (b): Being a volunteer is a very difficult job, people have to … nie przedstawia osobistych powodów, dla których ktoÊ zdecydowa∏ si´ pracowaç jako wolontariusz, raczej ogólnie opisuje, na czym polega praca takiej osoby; w odpowiedê (a): I had to fill in an application form. Then they invited … nie jest odpowiedzià na zadane pytanie. Osoba mia∏a za zadanie opisaç zakres swoich obowiàzków na obozie, a nie t∏umaczyç, co musia∏a zrobiç, aby zdobyç prac´; w odpowiedê (a): Yes, the kids were great. There was one girl who caused some … Wypowiedê ta nie opisuje niebezpiecznego wydarzenia, czyli nie spe∏nia wymogów zadania. Rozdzia∏ 46 1. 1. b 2. a 2. 1. 0 punktów – Odpowiedê w znacznym stopniu odbiega od zadanego pytania. Uczeƒ nie wyjaÊni∏, dlaczego ˝o∏nierzom przedstawionym na zdj´ciu nie podoba si´ obraz, na który patrzà. 2. 1 punkt – Odpowiedê jest niepe∏na: uczeƒ udzieli∏ odpowiedzi jedynie na pierwszà cz´Êç pytania (czy lubi chodziç do galerii i muzeów), nie podajàc ˝adnych powodów. 3. Przyk∏adowe odpowiedzi: 1. There may be two reasons, I think. The first is that they don’t like art and museums at all and they are in the museum only because their generals took them on a trip to a big city so that they can forget about the army and their duties. Another reason may be that they don’t understand what the painting shows. It’s modern art and it is quite difficult to interpret it sometimes. 2. Yes, I do. I like going to art galleries and I’ve got many friends who like going to art galleries as well. We try to visit at least one gallery we haven’t seen yet every year, so we often travel to Warsaw and Cracow. One time we even went to Saint Petersburg because a new gallery was opened. We like art galleries because it’s the only possibility for us to have any contact with real art. The TV and magazines and newspapers do not follow what’s happening in the artistic world and galleries and museums do. Rozdzia∏ 47 Egzamin próbny… 1. CD2/9 Obaj uczniowie przekazujà wszystkie wymagane w zadaniu egzaminacyjnym informacje, choç robià to w ró˝ny sposób. Marcin przekazuje ka˝dà informacj´ osobno, natomiast Józef przekazuje informacj´ 2. i 3. podczas jednej wypowiedzi. Obaj uczniowie otrzymaliby 3 punkty na 3 mo˝liwe za przekazanie informacji w tej cz´Êci zadania. 2. CD2/10 Marcin nie przekaza∏ informacji 3. Wprawdzie odpowiedzia∏ na pytanie egzaminujàcego: What was the most impressive place you visited? (London), ale nie opisa∏ tego miejsca, a taki by∏ wymóg zadania egzaminacyjnego. Gdyby by∏ to prawdziwy egzamin, egzaminujàcy

prawdopodobnie pomóg∏by uczniowi, zadajàc dodatkowe pytanie, np. What was it like?, ale uczeƒ sam powinien staraç si´ spe∏niç stawiane w zadaniu wymagania. Opis miejsca nie musia∏ byç d∏ugi i skomplikowany. Wystarczy∏o powiedzieç, np. I loved the city. It’s so big and it was full of tourists. I liked the architecture and I really enjoyed all the parks and cafes and pubs. 3. CD2/11 * odmowa pójÊcia do kina – powody: (1) I don’t know much about this director …, (2) I *written [powinno byç: read] some reviews and … * rozrywka zaproponowana w zamian: football match, game of the season * wyra˝enie zaciekawienia: Your idea sounds really good … 4. CD2/12 Marcin otrzymuje 1 punkt, poniewa˝ jego opis jest niepe∏ny: nie wszystkie istotne dla tematu elementy zosta∏y wymienione i opisane. Józef otrzymuje 2 punkty: jego opis jest pe∏niejszy, chocia˝ móg∏by byç troch´ lepiej zorganizowany. 5. CD2/13 Marcin otrzymuje 2 punkty za t´ odpowiedê. 6. CD2/14 Józef otrzymuje 2 punkty: jego odpowiedê jest w miar´ wyczerpujàca i na temat. Na ocen´ nie ma wp∏ywu to, ˝e prawdopodobnie bez dodatkowego pytania osoby egzaminujàcej Józef nie wymieni∏by ˝adnej wady robienia zakupów w supermarketach. Poziom rozszerzony Rozdzia∏ 48.1. 1. From the top: headline, pie chart, quotation, bar chart 2. 13 23 33 43 53 67 (pytanie to wymaga interpretacji przedstawionego materia∏u) 77 (pytanie jest zbyt szczegó∏owe) 87 (pytanie zbyt szczegó∏owe) 97 (pytanie zbyt szczegó∏owe) 107 (pytanie wymaga interpretacji i przedstawienia w∏asnej opinii) 3. G∏ównà myÊl materia∏u najlepiej okreÊla punkt 4. Punkty 1 i 2 skupiajà si´ jedynie na wybranych elementach materia∏u (oprócz çwiczeƒ fizycznych materia∏ zawiera te˝ elementy poÊwi´cone diecie i ˝ywieniu). Punkt 3 jest zbyt obszerny (oprócz stylu ˝ycia, powinny pojawiç si´ tu równie˝ takie zagadnienia, jak: ekologia, przest´pczoÊç, etc.).

4. ZDAJÑCY: All the elements of the material are connected with the issue of healthy and unhealthy lifestyles. In particular, they deal with the problems of diet and physical exercise. The issue of the right diet is suggested by the photograph showing a young kid eating a hamburger, as well as by the table presenting some statistical data about the risk of obesity among American children, and a map which shows the percentage of obese adults in the USA. The issue of physical exercise is suggested by the photograph showing a young woman riding a bicycle and a newspaper extract about the benefits of aerobic activity. There is also one more photograph showing a young man being rescued from death by some doctors in an ambulance. 1. All the elements of the material are connected with the issue of healthy and unhealthy lifestyles. 2. Uczeƒ prezentuje elementy materia∏u stymulujàcego, wymieniajàc je i opisujàc. 3. Przydatne wyra˝enia: All the elements of the material are connected with the issue of …, they deal with the problem of …, The issue of (…) is suggested by …, there is also one more photograph showing … TERAZ TY! 5. Odpowiedê indywidualna Rozdzia∏ 48.2. 1. rise a lot rocket; has increased by 45% rise a little there was a minor increase; has gone up from 12% to 14% fall a lot plummet; the steady decline in fall a little slip; there’s been a slight decrease in

2. 1. has gone up 3. There was a slight decrease 5. plummeted

2. rocketed 4. there was a minor increase

3. Przyk∏adowe odpowiedzi: 1. I suppose this headline comes from an article which dealt with the issue of social unrest over a parade which an organisation wanted to organise. Maybe the local community organised a protest during which they voiced their disagreement. 2. This headline might come from an article describing the tragic death of a war correspondent in Iraq. 3. The headline could mean that the following article contained some recipes for dishes which are not fattening and, in fact, are good for people who are on a diet. 4. Perhaps the article dealt with the issue of workaholism and discussed the dangers involved in overworking. 5. The article may have been about a city slicker, a person who has learnt all the tricks which living in a big city involves. 6. The headline is a pun on word ‘Eve’, as in Christmas Eve, and ‘fever’. The article may have been a critical discussion of what happens before and during Christmas, when presents and food become more important than the holiday itself. 4. Przyk∏adowe odpowiedzi: 1. The article might be directed at people who are trying to lose weight. When you’re on a diet, many foods are forbidden, and these are usually things like sweets, cakes and meats, which many people like but which are very fattening. The aim of dieting is to get rid of the fat from your body and those who try to lose weight will surely be interested in new ways of fighting flab. The article might also be directed at all the people who have noticed that they have gained a few pounds during winter and they want to get rid of them quickly. 2. (przeczytaj odpowiedê na pytanie 6. w çwiczeniu powy˝ej) 3. ‘Urban jungle’ is a term which is used to describe huge cities. The word ‘jungle’ seems to suggest that living in a big city is similar to living in a hostile and difficult environment, where ‘eat or be eaten’ is the rule and only the strongest and the fittest will survive. 4. The article will most probably try to discourage people from working more. It probably paints a very gloomy picture of the possible consequences of working too much, both for one’s health and relations with others. The headline sounds a bit threatening and the word ‘dead’ has probably been used to catch readers’ attention and to help those suffering from workaholism realise how serious the problem really is. 5. a. Question 4

b. Question 5

c. Question 1

6. Przyk∏adowa odpowiedê: It shows how serious the problem of obesity is in the United States. All the states are colour-coded according to the percentage of obese people who live there. In a vast majority of states, especially in the centre and in the east of the USA, at least 20% are dangerously overweight. The figures are less drastic for the western coast, but even there in most states 15% of adults are obese. There is only one state with only 10% of obese adults. 7. Przyk∏adowe odpowiedzi: 1. How do you interpret the statistical data presented in the table? – The graph presents how the rates of American children, aged 7 – 13, at risk of being obese by adulthood changed between 1981 and 1996. While in 1981 only 2% of American teenage boys and girls were likely to become obese by the time they were 18, 15 years later, in 1996, that number was five times greater! 2. How would you interpret the fact that some elements of this material are black and white, and some are colourful? – The black and white elements are elements which present unhealthy habits and the dangers involved in leading an unhealthy lifestyle. The colourful elements represent the opposite position: cycling and moderate physical activity are examples of behaviours which are generally considered to be beneficial to our health and well-being. Rozdzia∏ 48.3. 1. Wypowiedê 1.: Wypowiedê 2.: Wypowiedê 3.:

1–4–7 2–5–8 3–6–9

2. wyra˝anie opinii I believe that …, In my opinion, …, As I see it … uzasadnianie opinii For one thing … and for another …, For instance …, To give you an example … uogólnianie Everybody knows …, We take it for granted that … 3. wyra˝anie opinii I think …, I’m against …, I’d like to say that … uzasadnianie opinii This means that …, What I mean is … uogólnianie People argue that …, Some say that …, It is said that … TERAZ TY! 4. Przyk∏adowa odpowiedê na jedno z pytaƒ: I think that people realise that obesity causes many problems. For instance, people who are obese find it difficult to do many activities which are easy for people with normal weight, such as doing their shoelaces or walking up the stairs. It’s usually difficult for them to buy clothes. But these are not the greatest problems. Obesity is the cause of many serious diseases, especially heart and liver diseases. Obese people have problems breathing and their hearts have to pump three times as much blood as the hearts of people who are not obese. This makes the heart very weak and prone to heart attack. Obese people are also more likely to get strokes. In fact, many doctors say that obesity has become one of the main diseases of our civilisation. Jest to odpowiedê na pytanie 1: Obesity is thought to be a very serious problem. Why do you think this is so? 5. Mo˝esz skorzystaç z nast´pujàcych podpowiedzi: 2. How can our lifestyle influence our psychological and physical well-being? w union of mind and body; brawn and brains w both physical strength and knowledge important w if focus only on developing one’s intellectual potential – health problems, no stamina, frequent illnesses w if focus only on developing muscles – knowledge regresses, we understand less, more difficult to find a job 3. Do you agree with the statement that we are what we eat? w a need for a balanced diet, without going to either of the extremes: vegan diet or junk food diet w organism stops working properly if deprived of some elements, e.g. vitamins, iron from meat, protein from meat w vegetarianism 4. Some people say that we are as old as we feel. How do you understand this statement? w age is relative; physical vs. mental age w feeling ‘old’ has nothing to do with calendar w spirit is important w stress, nerves, unhealthy lifestyle can make us feel older than we really are (less vigour, less stamina, more prone to illnesses) w sometimes old people remain active until a very ripe age w sometimes young people are much older than they look Rozdzia∏ 49 Prezentacja materia∏u stymulujàcego 1. G∏ównà myÊl materia∏u najlepiej okreÊla punkt 2. Punkty 1 i 4 okreÊlajà jedynie wybrane elementy materia∏u stymulujàcego. Punkt 3 jest zbyt obszerny. 2. W Êwietle tematu podanego w materiale stymulujàcym, prezentacja ucznia jest niepe∏na. Zbyt ogólnie przedstawia on materia∏ zaprezentowany na fotografiach po lewej stronie: wspomina o bezrobociu, nie wymienia natomiast zwiàzanych z tym problemów (ujmuje je ca∏oÊciowo jako its likely consequences). Takie podejÊcie sprawia, ˝e wypowiedê ucznia traci na bogactwie. OczywiÊcie, mo˝e te˝ byç tak, i˝ zdajàcy nie zna s∏ów okreÊlajàcych przedstawione na fotografiach problemy (unemployment, homelessness, poverty, begging, etc.). Zupe∏nie pomini´ty jest równie˝ wykres. Pami´taj, ˝e ka˝dy element materia∏u stymulujàcego powinien byç wspomniany na tym etapie. Czasem wystarczy dodaç 1 – 2 zdania, np. The material also contains a graph presenting statistical data about how the number of crimes committed by children 7 – 14 years old changed between 1999 and 2004. 3. w homelessness – zdjćia ˝ebrzàcych osób w poverty – zdjćia ˝ebrzàcych osób, kartka z napisem ‘Will work for food’, zdjćie osoby niemogàcej znaleêç pracy w juvenile delinquency – zdjćie m∏odego cz∏owieka z pistoletem, wykres w rising levels of crime – wykres

Interpretowanie 4. 1 – Komentarz b 2 – Komentarz a 3 – Komentarz c 6. Przyk∏adowa odpowiedê: I suppose we can interpret it in two ways. First of all, many young people may start committing crimes because they feel lost and they have a feeling that they can’t change anything, that whatever they do, whether they study or not, is not that important, really. Unemployment levels are very high and it’s difficult for young people to find a job, so some of them may start robbing others to survive simply. But if we connect this photograph with the data from the graph, then we could say that many people commit crimes because they were not punished severely enough when they committed crimes when they were kids. Because they were not punished, they just learnt to live with it and simply think that it’s an easy way to make money. Wyra˝anie opinii 7. 1 – Komentarz c (By∏aby to dobra odpowiedê na pytanie What serious social problems are there in Poland? Natomiast pytanie zadane przez egzaminujàcego odwo∏uje si´ jedynie do problemów przedstawionych w materiale stymulujàcym. Uczeƒ ma za zadanie najpierw dokonaç selekcji, a potem swój wybór uzasadniç.) 2 – Komentarz a 3 – Komentarz b 8. W swojej odpowiedzi mo˝esz skorzystaç z nast´pujàcych podpowiedzi: w too many problems at the same time w politicians are not really interested in the problems of the people who voted for them w rapid transformations have proved how weak Polish economy is w after years of communism, people aren’t used to being responsible for their own fate w lack of funds w too few organisations w people in the government are not qualified enough Rozdzia∏ 50.1. Pomys∏y zwiàzane z tematem; roboczy plan wypowiedzi 1. S∏owo „osio∏” jest tu u˝yte metaforycznie, jako ilustracja osoby niezbyt rozgarni´tej i upartej. 2. Travel is educational w while travelling people learn bits and pieces of foreign languages w the best way to get to know other cultures and traditions w your knowledge of the world (its geography and peoples) expands Travel is not educational w most people aren’t really interested in the history and / or customs of the countries they visit w while travelling people very often only visit the ‘sights’ and have absolutely no idea of what life is really like in the country they visited w people want to relax while travelling and expanding their horizons is not something most people travel for w most trips last 10 or 14 days, which is too short a time to learn anything about anything 3. 1. get to know another culture 2. draw somebody’s attention 3. broaden one’s horizons / mind 4. devote some time to doing something 5. to make an impression on somebody 6. to go sightseeing 7. everything depends on 8. to prepare oneself for 9. become aware of 10. raise awareness 4. Odpowiedê indywidualna Przyk∏adowa odpowiedê 5. 1. 3 wst´p – opinia na „tak” – argumenty wspierajàce – podsumowanie 2. Akapit 2 – podró˝owanie umo˝liwia poznanie innych kultur Akapit 3 – podró˝owanie umo˝liwia poznanie j´zyków obcych Akapit 4 – podró˝owanie pozwala poznaç zasady etykiety obowiàzujàce w innych krajach Akapit 5 – podsumowanie

3. Teza: Travelling can always be educational, if only we adopt the right attitude towards it. Argumenty wspierajàce: Akapit 2: Travelling makes it possible to experience new cultures and become more aware of the traditions and customs of other nations. Akapit 3: If you travel with an open mind, you’re more than likely to learn at least a few basic phrases in the language of the country you’re visiting; … travelling gives you a very practical reason for learning at least the simplest bits and pieces of a foreign language … Akapit 4: Travelling can also be educational in the sense of introducing people to new etiquette; … the best way to learn such things [etiquette] is through travelling. 4. … to answer the question from the topic ‘Is travel really educational?’ I’d have to say, it can be if we choose it to be so. 5. What I’d like to talk about is whether …; However, …; What’s more, …; (Travelling) can also be …; For example, …; All in all, … Rozdzia∏ 50.2. 1. a. Konstrukcja prezentacji: 7, 9 b. TreÊç prezentacji: 2, 3, 5, 10 c. Opinia – argumentacja: 1, 4, 6, 8 2. (a) Why did you choose to talk about getting to know other cultures first? (b) What you said about learning ‘exotic languages’ was very interesting. Could you elaborate on that? (c) In your presentation you said that knowledge about etiquette may prove useful in business contacts. What did you mean by it? (d) Would you agree with the opinion that learning about new cultures through television or the Internet is as good as through visiting foreign countries? 3. W w w w w w w w w w w w w w

swojej odpowiedzi mo˝esz skorzystaç z nast´pujàcych podpowiedzi: you always find yourself in a different culture even people in neighbouring countries live diverse lives from ourselves you see new cultures but also learn the roots of your own culture learning a few phrases is a sign of respect basic social interaction makes you different from people who are merely tourists locals feel you care limited experience you cannot touch, smell, feel you see things trough someone else’s eyes sign new deals business conversations may be broken off follow the etiquette people would be offended if their customs were not respected

Rozdzia∏ 51 1. Przyk∏adowe odpowiedzi: Temat 1.

Temat 2.

mieszkanie robots, less work for people, but also different materials needed to build we become slaves to electricity & gas houses, different kinds of houses, but: suppliers costs of living greater depending on the country (e.g. air conditioning in a hot climate) ubiór

no need to wear heavy coats, light materials developed, but also a lot of synthetic materials

in hot countries – only one wardrobe (summer clothes) is enough, in a mixed climate – a need to buy different clothes for different seasons

˝ywnoÊç

food can be preserved for longer, new flavours developed, but: a lot of preservatives, lots of junk food to satisfy people’s need for speed

different foods are popular, different costs of food depending on the region, but: some countries disadvantaged – difficult conditions to grow anything

rozrywka

more TV channels, cheaper in some countries, open air electronic equipment, but: dangerous entertainment – impossible or possible entertainment only in some seasons, but: countries with a mixed climate (where there are different seasons) can go skiing in winter and go swimming in summer Temat 1.

cechy people get lazier but: they also have charakteru more time for their friends

Temat 2. countries with a lot of sun – people more optimistic, happier, but thought to be lazier; countries with less sun – people more moody, prone to depression, suicide rates higher

2. Wyra˝enie 1 2 3 4 5

Temat 1. 3 3 3 3

Temat 2. 3

3 3

Wyra˝enie 6 7 8 9 10

Temat 1. 3 3 3

Temat 2. 3 3 3

2. CD2/16 Maciek otrzymuje 4 punkty za swojà wypowiedê. Na wszystkie pytania udziela pe∏nych, rozbudowanych odpowiedzi. Jedynie odpowiedê na pytanie 3. mog∏aby zostaç troch´ bardziej rozwini´ta, nie wp∏ywa to natomiast na ogólne wra˝enie. Nale˝y pami´taç, ˝e w przypadku oceny przekazania informacji nie ocenia si´ umiej´tnoÊci j´zykowych.

3, 4. Odpowiedê indywidualna Rozdzia∏ 52 Prezentacja materia∏u stymulujàcego: 1. Mo˝esz skorzystaç z nast´pujàcych podpowiedzi: w school education & real-life experience w laboratory, experimenting w studying, theoretical knowledge w part-time jobs, getting ready for the world of work w problem with employment: university no longer guarantees work Interpretowanie 2. 1. Mo˝esz skorzystaç z nast´pujàcych podpowiedzi: w working individually – learning in a group w theoretical – practical w useful – useless w interesting – boring 2. Mo˝esz skorzystaç z nast´pujàcych podpowiedzi: w sad and anxious about the future w university degree no longer a guarantee of a future job w alarming changes Wyra˝anie opinii 3. 1. Mo˝esz skorzystaç z nast´pujàcych podpowiedzi: w individually – peace and quiet, working at my own pace, no need to depend on others w in a group – more fun, can always ask someone for help, facts can be clarified immediately w through experience – real-life skills, learning what is truly necessary, no unnecessary theory w from books – knowledge which is certain, knowledge comes from experts on the subject, learning at my own pace, books are cross-referenced – they send one to relevant sources, a good basis for practice 2. Mo˝esz skorzystaç z nast´pujàcych podpowiedzi: w yes – school education gets less theoretical, more practical classes are included, teachers are better prepared and they realise what students really need w no – school education is mostly theoretical, no relation to real life, students are not taught practical skills, such as presentation or learning how to learn Rozdzia∏ 53 Zadanie 1 1. 1. D 2. A 3. A 4. D 5. D 6. A 2, 3. Odpowiedê indywidualna 4. Lepszy jest poczàtek 1. Drugi poczàtek by∏by dobrym wprowadzeniem do prezentacji na temat How do people change as they grow old? Discuss. Zauwa˝, ˝e pierwszy temat prezentacji z zadania egzaminacyjnego wymaga podania wad i zalet d∏u˝szego ˝ycia, nie zaÊ omówienia zmian, które zachodzà w naszych organizmach. 5–9. Odpowiedê indywidualna Rozdzia∏ 54 Egzamin próbny... 1. CD2/15 Asia otrzymuje 2 punkty za t´ odpowiedê. Bardziej precyzyjne okreÊlenia: deforestation, oil slick, water pollution / contamination, air pollution resulting in allergies.

3.CD2/17 Asia: 1 Nie, 2 Nie, 3 Nie, 4 Nie, 5 Nie (choç zale˝y to od s∏uchajàcego) Maciek: 1 Tak, 2 Tak / Nie (niektóre argumenty sà wsparte przyk∏adami – tych jest wi´kszoÊç, jeden lub dwa wymaga∏yby rozbudowania), 3 Tak, 4 Tak, 5 Tak 4. Asia otrzymuje 1 punkt. Jej prezentacja jest doÊç uboga treÊciowo, temat uj´ty jest jednostronnie (jedynym argumentem, który Asia przytacza, jest bliski kontakt z naturà). Chocia˝ prezentacja nie odbiega od tematu, to nie omawia go tak˝e ca∏oÊciowo. Poza tym jest doÊç chaotyczna: brak w niej wyraênej konstrukcji: nie zawiera wst´pu, jedynie szczàtkowe zakoƒczenie w postaci jednego zdania. Po takiej prezentacji bardzo trudno by∏oby egzaminujàcemu przeprowadziç dyskusj´ z powodu znikomej liczby omawianych zagadnieƒ. Maciek natomiast otrzymuje 3 punkty. Jego prezentacja zawiera bardzo wywa˝onà argumentacj´. Maciej podaje klarowne argumenty przemawiajàce za Wielkà Brytanià, ale doÊç skutecznie odpiera równie˝ argumenty, które zazwyczaj podawane sà jako minusy ˝ycia w Wielkiej Brytanii (pogoda). Prezentacja zawiera wst´p, w którym jasno okreÊlony jest jej temat, rozwini´cie oraz zakoƒczenie, w którym uczeƒ podsumowuje swojà wypowiedê. Wszystkie elementy prezentacji sà ze sobà logicznie powiàzane. Jedynym minusem prezentacji jest fakt, i˝ Maciek czasem nie do koƒca rozwija swoje wypowiedzi: podaje tylko myÊl, nie popierajàc jej przyk∏adami, co sprawia, ˝e prezentacja jest troch´ za krótka (trwa nieca∏e 2 minuty). Nie jest to jednak powód do obni˝enia oceny a˝ o 1 punkt, a jak wiemy, na maturze mo˝na otrzymaç tylko ca∏e punkty, nie ich u∏amki. 5. Wyra˝enia: There are a few arguments …, So, first of all …, Moreover …, In addition to this …, On the other hand, it is commonly said that …, And another disadvantage is that …, So, all in all … 6. CD2/18 Pytania zadane sà w nast´pujàcej kolejnoÊci: 4 – 2 – 6 – 5 – 7 – 1 – 3 7. Maciek otrzymuje za swojà odpowiedê 3 punkty. Na wi´kszoÊç pytaƒ udzieli∏ pe∏nych odpowiedzi (wyjàtkiem jest tu pytanie o charakter Brytyjczyków). Jednak˝e, niektóre jego odpowiedzi nie by∏y wystarczajàco rozbudowane, a argumentacja by∏a doÊç jednostronna. Maciek doÊç skutecznie broni w∏asnej opinii, stàd tak wysoka punktacja.

P ractice Test Key Egzamin ustny Poziom podstawowy Egzamin próbny... 1. CD2/19 Rozmowa A: info 1 3, info 2 3, info 3 3 Rozmowa B: info 1 3, info 2 3, info 3 3 Rozmowa C: info 1 3, info 2 7, info 3 3 Razem 8 punktów 2. CD2/20 Za opis zdj´cia – 2 punkty: w swoim opisie Kuba uwzgl´dni∏ wszystkie niezb´dne elementy: powiedzia∏, kto jest na zdj´ciu, gdzie si´ znajduje i co robi. Mo˝na by∏o dodatkowo wyjaÊniç, np. dlaczego dziewczyna oglàda telewizj´ çwiczàc oraz u˝yç mniej ogólnego sformu∏owania zamiast ‘doing exercises’ (np. aerobics, weightlifting), ale najbardziej istotne dla materia∏u elementy zosta∏y opisane. Za wyra˝anie opinii: pytanie 1 – 2 punkty. Odpowiedê Kuby jest zgodna z treÊcià zadanego pytania i w miar´ pe∏na,

chocia˝ mo˝na by∏o podaç jeden lub dwa inne przypuszczenia. Pytanie 2 – 2 punkty. Odpowiedê jest pe∏na: Kuba podaje wi´cej argumentów wspierajàcych jego opini´. W sumie, za przekazanie treÊci w zadaniu 2. Kuba otrzymuje 6 punktów (max. 6) 3. Wypowiedê Kuby nie jest wolna od b∏´dów. B∏´dy gramatyczne, np. *When it will be done? (powinno byç: When will it be done?), *I have enjoyed very much … (powinno byç – w kontekÊcie pytania – I enjoyed very much), *my grandpa have … (powinno byç my grandpa has …), *there are some furniture (powinno byç there is some furniture). W wypowiedzi Kuby pojawiajà si´ równie˝ b∏´dy leksykalne, np. Kuba stosuje niew∏aÊciwy czasownik frazalny get by lub u˝ywa czasownika stay zamiast stand (*she’s staying and doing exercises). Konstrukcje, których u˝ywa, sà doÊç ró˝norodne (jak na poziom podstawowy), Kuba swobodnie u˝ywa czasów gramatycznych, czasowników modalnych, strony biernej, w jego wypowiedzi pojawiajà si´ ciekawe wyra˝enia i s∏ownictwo (np. sight, better one, itd.). Wypowiedê Kuby jest doÊç p∏ynna, choç w przypadku zadania 2. wyst´pujà pewne zawahania. Pomimo tego, ˝e w wypowiedzi Kuby znajdujà si´ b∏´dy, nie wp∏ywajà one negatywnie na jego wypowiedê, a komunikat nadal jest czytelny. Poziom j´zykowy Kuby pozwala mu swobodnie poradziç sobie z zadaniem, dlatego jego umiej´tnoÊci j´zykowe zosta∏yby ocenione doÊç wysoko. Pami´taj, ˝e na poziomie podstawowym najwa˝niejsze jest przekazanie wszystkich wymaganych informacji. 4. Umiej´tnoÊci j´zykowe Kuby zosta∏yby ocenione na 4 punkty. Kuba doÊç swobodnie u˝ywa ró˝norodnych struktur gramatycznych. Poziom znajomoÊci s∏ownictwa jest równie˝ dobry. Pope∏nia jednak b∏´dy j´zykowe, a jego wypowiedê nie jest wystarczajàco p∏ynna. Jednak˝e wymowa i intonacja sà na odpowiednim poziomie. 5. 8 + 2 + 4 + 4 = 18 / 20 punktów. Poziom rozszerzony Egzamin próbny... 1. CD2/21 Piotrek nie prezentuje materia∏u, tylko go interpretuje. 2. CD2/22 Józef prezentuje materia∏ w sposób bardzo syntetyczny: nie opisuje ka˝dego elementu osobno, ale stara si´ zauwa˝yç pewne punkty wspólne kilku elementów; dzieli materia∏ na pozytywne i negatywne aspekty staroÊci. W swojej prezentacji pomija jednak wykres i cytat. 3. CD2/23 ˚aden z uczniów nie zdo∏a∏ poprawnie zinterpretowaç cytatu. Wypowiedê Piotra by∏a chaotyczna i doÊç trudno jest zorientowaç si´, co chcia∏ przekazaç. Józef, przy pomocy egzaminujàcego, zaczà∏ poprawnie t∏umaczyç znaczenie cytatu, lecz nie skoƒczy∏ swej wypowiedzi. 4. CD2/24 Odpowiedê Piotrka w znacznym stopniu odbiega od treÊci zadanego pytania. Pytanie dotyczy konsekwencji, natomiast Piotrek wyjaÊnia przyczyny zaistnia∏ego stanu rzeczy. Odpowiedê Józefa nie odbiega od treÊci zadanego pytania, nie jest jednak wystarczajàco rozwini´ta: uczeƒ skoncentrowa∏ si´ i krótko omówi∏ tylko jeden problem zwiàzany z rosnàcà liczbà starszych osób w spo∏eczeƒstwie. 5. CD2/25 Prezentacja Piotra jest doÊç chaotyczna. Wbrew temu, co zapowiada w zdaniu wprowadzajàcym (… I’ll present the advantages and disadvantages of fees …), Piotr ujmuje temat w sposób jednostronny, skupiajàc si´ jedynie na negatywnych stronach omawianego zagadnienia. Ponadto, jego argumentacja jest doÊç uboga treÊciowo. Piotr popiera swoje zdanie dwoma argumentami (warunki ekonomiczne oraz mo˝liwoÊç zwi´kszenia si´ dysproporcji w wykszta∏ceniu mieszkaƒców miast i wsi), które wielokrotnie powtarza, wyra˝ajàc t´ samà myÊl innymi s∏owami. Wp∏ywa to negatywnie na zawartoÊç merytorycznà prezentacji. Pod koniec wypowiedzi Piotr stara si´ wesprzeç swoje zdanie innymi argumentami, jednak˝e próby te (np. kiedy wspomina temat ksià˝ek) sà ma∏o skuteczne i nielogiczne. Prezentacja Piotra jest równie˝ niezbyt poprawnie skonstruowana: wprawdzie zawiera wst´p i rozwini´cie, ale zakoƒczenie jest tylko kolejnym powtórzeniem wczeÊniej wyra˝onej opinii. To wszystko wp∏ywa na ocen´ prezentacji, w tym przypadku: 1 punkt (max. 3).

6. CD2/26 Micha∏ popiera swoje zdanie na omawiany temat nast´pujàcymi argumentami: w wprowadzenie op∏at za nauk´ wymaga∏oby zmiany zapisów w konstytucji; w wiele polskich rodzin ˝yje na granicy n´dzy – wprowadzenie op∏at oznacza∏oby zamkni´cie m∏odzie˝y z biednych rodzin drogi na studia, drogi, która wielu osobom wydaje si´ jedynym wyjÊciem z trudnej sytuacji; w wprowadzenie op∏at za nauk´ zwi´kszy∏oby ju˝ istniejàcà przepaÊç w szansach edukacyjnych pomi´dzy mieszkaƒcami miast i wsi; w wprowadzenie op∏at mog∏oby wp∏ynàç niekorzystnie na poziom nauczania przez uzale˝nienie istnienia placówek edukacyjnych od wp∏at studentów. W prezentacji Micha∏a bardzo ∏atwo jest wyodr´bniç poszczególne jej cz´Êci. Uczeƒ u˝ywa wielu wyra˝eƒ, które u∏atwiajà s∏uchajàcemu Êledzenie toku rozumowania. 7. Odpowiedê indywidualna Egzamin pisemny Poziom podstawowy Arkusz I Rozumienie ze s∏uchu Zadanie 1. CD2/27 1.1A s∏owa-klucze: violent offences, bag-snatching and pickpocketing 1.2F s∏owa-klucze: driving on the right, pedestrians, drive rather safely 1.3D s∏owa-klucze: severe punishments, don’t accept gifts …, caught smoking in a public building, will be fined 1.4C s∏owa-klucze: hospital bills, healthcare, local hygiene standards 1.5B odpowiedê poprawna: odpowiedê wystarczajàco ogólna, aby ujàç wszelkie mo˝liwe cele podró˝y i pobytu w Singapurze; A, D odpowiedzi b∏´dne: odpowiedzi zbyt szczegó∏owe, pomijajàce na przyk∏ad mo˝liwoÊç pobytu turystycznego w Singapurze; C odpowiedê b∏´dna: w nagraniu pada kilkakrotnie wzmianka na temat przyjazdu do Singapuru z zagranicy; Zadanie 2. CD2/28 2.1 F: wyra˝enie poor eating habits odnosi si´ do jakoÊci, a nie iloÊci jedzenia spo˝ywanego przez dzieci; 2.2 No info: chocia˝ w nagraniu jest mowa o less healthy options, brak wyraênej informacji na temat chorób, do których mo˝e prowadziç spo˝ywanie niezdrowego jedzenia 2.3 T: celebrities should be used to promote healthier foods 2.4 F: dress ten cows in (…) Velcro-strap jackets with name and logo (…) printed on them 2.5 T: having the cows parade once wearing your logo costs £35. 2.6 No info: dowiadujemy si´ wprawdzie, ˝e many companies have used the teenagers’ service, brak jednak wyraênej informacji na temat ich zysków z opisanej reklamy

Zadanie 3. CD2/29 3.1 C odpowiedê poprawna: 500 women inventors in the UK alone; A, B, D odpowiedzi b∏´dne: pozosta∏e liczby nie zosta∏y wymienione w nagraniu; 3.2 A odpowiedê poprawna: the dishwasher which was created by Josephine Cochran; B odpowiedê b∏´dna: Sarah Mather – submarine telescope, lamp; C odpowiedê b∏´dna: Ada Lovelace – one of the earliest computers; D odpowiedê b∏´dna: Mary Anderson – windscreep wiper; 3.3 D odpowiedê poprawna: the streetcar driver had to open the window (…) to see anything; A odpowiedê b∏´dna: Mary Anderson nie prowadzi∏a wówczas pojazdu, lecz obserwowa∏a kierowc´ tramwaju; B odpowiedê b∏´dna: Mary pochodzi∏a z ma∏ego miasteczka, lecz na pomys∏ wynalazku „wpad∏a” w Nowym Jorku; C odpowiedê b∏´dna: She went on a trip to New York City; 3.4 C odpowiedê poprawna: As I was getting ready to write …; I have more to say about this in my book; A, B, D odpowiedzi b∏´dne – brak odpowiednich informacji w tekÊcie rozmowy; Rozumienie tekstu czytanego Zadanie 4. 4.1 G (s∏owa klucze: … offer you the opportunity to experience a memorable year in Great Britain …)

4.2 4.3 4.4 4.5 4.6

D F B C A

(s∏owa (s∏owa (s∏owa (s∏owa (s∏owa

klucze: klucze: klucze: klucze: klucze:

… age, health, communication skills) £50,00 per weeek) Two whole days a week should be completely free) language students, language schools) submit, application form, references)

Zadanie 5. 5.1 C (Margaret has worked well …) 5.2 D (He studies at the last minute …) 5.3 A (Why on earth anyone should …) 5.4 B (… briefly – yet nastily) 5.5 A (… never took his teacher’s advice…) 5.6 C (… has worked well (…) has definite ability) 5.7 D (… trying to be a more socially-minded person) Zadanie 6. Cz´Êç I: 6.1 F (America’s love affair with the hamburger started in the early 1890’s) 6.2 T (Many people say …, … others are of the opinion …) 6.3 F (the global career of the hamburger) 6.4 T (The modern hamburger (…) was first served ( …) in 1904) 6.5 F (z tekstu wiemy tylko, ˝e Apple pie became a popular breakfast dish) 6.6 F (zwróç uwag´ na sprzecznoÊç: eaten only during special holidays – served for dessert in most American homes) Cz´Êç II: 6.7 C odpowiedê poprawna (tekst ma form´ artyku∏u); A odpowiedê b∏´dna (tekst nie zawiera przepisów kulinarnych); B odpowiedê b∏´dna (informacje z historii dotyczà tylko g∏ównego tematu artyku∏u); D odpowiedê b∏´dna (styl i treÊç nie odpowiadajà ulotce informacyjnej) Wypowiedê pisemna Zadanie 7. Odpowiedê indywidualna Zadanie 8. Odpowiedê indywidualna Arkusz II Rozumienie ze s∏uchu – poziom rozszerzony Zadanie 9. CD2/30 0 (przyk∏ad) E (1882) 9.1 D 9.2 A 9.3 F 00 (przyk∏ad) G 9.4 C 9.5 B Uwaga – niektóre wydarzenia wymienione sà w tekÊcie nagrania w odwrotnej kolejnoÊci, stàd koniecznoÊç precyzyjnego zrozumienia kontekstu, w jakim zosta∏y wymienione! 9.6 B odpowiedê poprawna: a habit of revising and rewriting each book; A, C, D odpowiedzi b∏´dne: wszystkie te odpowiedzi sà zbyt daleko idàcymi wnioskami w stosunku do informacji zawartych w tekÊcie nagrania Zadanie 10. CD2/31 Odpowiedzi wyst´pujàce w nagraniu: A: … a wealth of information, the book is a real page-turner; C: there are very few original texts …; D: study of the human and animal remains (…) found in numerous tombs; G: the Nile (…) source of water for cooking, drinking, and washing (…) was also the breeding place for all parasites and bacteria imaginable; I: … were famous all over the ancient world Odpowiedzi niewyst´pujàce w nagraniu: B: … brought out a new book on medicine – ten fragment sugeruje, ˝e wczeÊniej pojawi∏y si´ inne publikacje na ten temat; E: tekst nie stwierdza, ˝e ówczesne choroby nie wyst´pujà obecnie, mówi jedynie, ˝e umiemy je zwalczaç: we have learnt to fight with up to now; F: brak wzmianki na ten temat w tekÊcie nagrania H: tekst stwierdza, ˝e czasami choroby wywo∏ane przez paso˝yty dziesiàtkowa∏y ca∏e populacje, lecz nie wynika z tego jasno, ˝e w d∏u˝szym okresie by∏a to najcz´stsza przyczyna Êmierci; J: informacja wyraênie sprzeczna z treÊcià wypowiedzi Professor Smith Zadanie 11. CD2/32 11.1 B odpowiedê poprawna: sensationalist reporting that boosts their circulation; A, C, D odpowiedzi b∏´dne: wszystkie powy˝sze odpowiedzi sà dalszà konsekwencjà podejÊcia przyj´tego przez dziennikarzy.

11.2 B odpowiedê poprawna: zwróç uwag´ na podane przyk∏ady tytu∏ów artyku∏ów oraz ogólnie sarkastyczny ton wypowiedzi osoby mówiàcej; A, D odpowiedzi b∏´dne: porównaj komentarz do odpowiedzi B; C odpowiedê b∏´dna: odpowiedê wyraênie sprzeczna zarówno ze sposobem, jak i treÊcià wypowiedzi. 11.3 D odpowiedê poprawna: all the restrictions have merely pushed hooliganism from the stadium (…) to other meeting places, where it is better organised and more violent; A odpowiedê b∏´dna: taka wypowiedê nie pojawia si´ w tekÊcie nagrania: Toby Fist nie neguje potrzeby sprawdzania i monitoringu kibiców pi∏karskich; B, C odpowiedzi b∏´dne: fragment we’ve been quite successful in (…) our duties wydaje si´ poczàtkowo potwierdzaç obie odpowiedzi, lecz dalsza informacja pushed hooliganism (…) to other meeting places jest ich zaprzeczeniem. 11.4 C odpowiedê poprawna: obowiàzki, które mówiàcy wymienia jako „nasze”, sà cz´Êcià pracy policjantów; A, B, D odpowiedzi b∏´dne: wszystkie wymienione osoby mówiàcy okreÊla: „oni”. Rozumienie tekstu czytanego i rozpoznawanie struktur leksykalno-gramatycznych Zadanie 12. Cz´Êç I: 12.1 True (mobile semi-molten layer) 12.2 False (z tekstu wiemy, ˝e … core heats the (…) mantle to temperatures …, natomiast fragment the circular motion that occurs … mówi nam, ˝e to jest w∏aÊciwa przyczyna powstawania trz´sieƒ ziemi) 12.3 True (… record the strength (…) based on vibrations caused by the tectonic plates as they push …) 12.4 No info (wiemy z tekstu, ˝e miasto Colima ucierpia∏o w wyniku trz´sienia, brak jednak informacji, gdzie znajdowa∏o si´ epicentrum) Cz´Êç II: 12.5. B odpowiedê poprawna (zwróç uwag´ na niektóre sformu∏owania, np.: what scientists call …, convection, which is the circular motion oraz porównania: just like croutons do …); A, D odpowiedzi b∏´dne (tekst nie podaje tak dok∏adnych informacji); C odpowiedê b∏´dna (w tekÊcie wyst´puje tylko stwierdzenie, nie wyjaÊnienie tego faktu); Zadanie 13. 13.1 C (ancient Greece ever since; tribes, towns and nations: Irish, Scots, the French) 13.2 E (shocked to see; I was surprised to see) 13.3 B (outdated assumptions; things of the past)

Zadanie 14. 14.1 B (czasownik posi∏kowy, np. do mo˝emy dodaç dla uzyskania nacisku) 14.2 B (still wyra˝a kontrast w stosunku do wczeÊniejszego wydarzenia: … appeared in a songbook …) 14.3 C (poprawna kolokacja: came into being) 14.4 C (poprawne wyra˝enie: work as + rzeczownik) 14.5 B (czasownik frazowy: come up with = invent, think of something new) 14.6 D (past perfect dla wyra˝enia wydarzenia, które mia∏o miejsce wczeÊniej od opisywanego) 14.7 C (past continuous dla opisania czynnoÊci trwajàcej w tym samym czasie w przesz∏oÊci) 14.8 A (fade – disappear gradually over time; porównaj: the plan failed (didn’t work), the car vanished (disappared); water consumption decreased (was reduced) Arkusz III Stosowanie struktur leksykalno-gramatycznych Zadanie 15. 15.1 is believed to have been built 15.2 may / might not have got the message early enough 15.3 warned his students not to stay up late on the night before the exam because it was 15.4 was such a heavy school bag that the small child 15.5 she had no intention of offending / it wasn’t her intention to offend Zadanie 16. 16.1 economize 16.2 devotee 16.3 height 16.4 unreliable 16.5 wonderfully Wypowiedê pisemna Zadanie 17. Odpowiedê indywidualna