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Teacher's_ Book_ LONGMAN_ Repetytorium_ Maturalne_ Język_ Angielski_ Poziom _Rozszerzony

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  1 Człowiek Warm-up Ask everybody to think of a person they like and write down three qualities the person has (they may be adjectives or nouns, e.g. intelligent / a sense of humour). In turns, students read the traits they have listed aloud. After the first person has read his/her list, he/she has to count how many more people will mention the same traits. The next person has to do the same with the ones he/she added. Continue round the room in this way, so that for every trait mentioned there i
  6  Człowiek Warm-up Ask everybody to think of a person they like and write downthree qualities the person has (they may be adjectives or nouns,e.g. intelligent / a sense o humour ).In turns, students read the traits they have listed aloud. Afterthe rst person has read his/her list, he/she has to count howmany more people will mention the same traits. Te next personhas to do the same with the ones he/she added. Continue roundthe room in this way, so that for every trait mentioned there isa record of how many people listed it. At the end students comparehow many times each quality was mentioned. Create a ‘rankinglist’ on the board. Ask: Are the results surprising? Do they reallyrefect your views on which qualities are most important? Słownictwo Most of the vocabulary section can be set as homework, withthe exception of Exercise 6. For Exercise 1 there is a follow-upphotocopiable activity, which you may wish to do in the sameor the next lesson. Exercise 4 connects well with the Writingsection on describing people (p. 63); you may wish to do it atthe same time. Exercises 10 and 11 are linked to the Structuressection on p. 62 and should be done before it. 1 1 B 2 D 3 A 4 C 2 1 conceited 2 gullible 3 self-conscious 4 impartial5 absent-minded 3 (Students’ own answers.) 4 (Sample answers) 1 Dan is not very intelligent, but … (he’s very reliable). 2 Claire can be a bit immature sometimes. 3  Annie is not very well-organised and not always reliable. 4 Nick can be rather conceited sometimes. 5 1 g 2 c 3 h 4 f 5 d 6 a 7 b 8 e 6 (Students’ own answers.) 7 1 perceived, perception2 imagine, imagination3 recollect, recollection4 assume, assumption5 realised, realisation 8 1 head 2 mind 3 mind 4 head 5 mind 6 head7 mind 8 head 9 1 in, as 2 in 3 of, as 4 in 5 of 6 on 7 on 8 of 9 in10 with 11 on 12 to  10 il- literate – illiterate logical – illogical  dis- loyal – disloyal obedient – disobedient  im- mature – immature perfect – imperfect  ir- rational – irrational responsible – irresponsible  in- sensitive – insensitive sincere – insincere  un- reliable – unreliable  11 1 reasonable 2 unreasonable 3 unreliable 4 reliable5 obedient 6 disobedient Additional vocabular information Students often want to know how to say cecha, zaleta and wada .Tere are several possibilities for cecha: trait (personality trait,character trait) ; quality (often plural, and vaguely positive):  personal qualities, good qualities; characteristic (often plural).Tere is no really good one-word translation of   zaleta . Virtue has the old-fashioned ring of  cnota  ; the simplest way out isprobably  good quality, or in some cases strength . Wada can be  ault (most frequent),  faw, weakness . Vice wassrcinally the opposite of  virtue (in the same rather elevatedstyle, translatable as występek or  przywara ), but it is most commonlyused to refer to criminal activities involving sex or drugs (as in Miami Vice Squad ) or to mean a bad habit (Eating chocolates ismy only vice) . Cztanie Before starting this section, students should do the followingsections of the reference part (either at home or in class):ã Te general information and guidelines on reading, page 10;ã Reading – matching, pages 10–11.Te aim of the trening maturalny is to practise identifyingpronouns referring to nouns, and to use that knowledge toidentify the sentences that t the gaps in a gapped text.When approaching the exam task, students should read thewhole text rst, before matching the sentences to the gaps.You can encourage them to do that by asking the followingquestion (after Exercise 3): Read the article quickly. Will Sam nduseul advice in it? 2 1 c 2 e 3 d 4 b 5 a 3 1 C 2 A 3 B 4 ( zadanie maturalne ) 1 B 2 F 3 C 4 D 5 A 6 1 a 2 b 3 b 4 a 5 b 6 b Słuchanie Before starting this section, students should be familiar withthe following sections of the reference part:ã Te general information and guidelines on listening, page 8;ã Listening – multiple choice, page 9.If students have heard of emotional intelligence, but nd itdicult to formulate a denition, help them with prompts: Consider mathematical intelligence. I someone has got it, what canthey do? (Understand and solve dicult mathematical problems.) How about people with linguistic intelligence? etc. I someone hasemotional intelligence, what can they do? What do they understandand what kind o problems can they solve? If they are unfamiliar with the concept, it is better to proceedwith the listening and ask for a denition of emotionalintelligence afterwards. 2 ( zadanie maturalne ) 1 B 2 C 3 B 4 C 5 B 3 1 rubbed 2 perceiving 3 compliment 4 gain  7 Struktur lekskalno – gramatczne wo typical problems students have with word formationexercises are:1) using the wrong part of speech;2) not noticing when a negative prex is required.Te trening maturalny focuses on the rst of those problems.wo exercises on negative prexes can be found on page 59; youmight wish to do them just before this section. 1 -ance: arrogance  -ence: condence  -ty: honesty, loyalty  -ity: maturity, sensitivity, sincerity, sociability  -ness: kindness, politeness, rudeness 2 -ive: imaginative, competitive, meditative, supportive,argumentative, dismissive 3 1a noun 1b adjective 2a adjective 2b noun3a adjective 3b noun 4 1a arguments 1b argumentative 2a imaginative2b imagination 3a meditative 3b meditation 5 ( zadanie maturalne ) 1 imaginative 2 immature3 disobedient 4 sincerity 5 rudeness 6 arrogance Mówienie We expect advanced level students to remember that theymust include all the points required by the exam tasks. It may,however, still be worth practising developing  all the points moreor less equally. Tis is the purpose of the ‘trening maturalny’section. In Exercise 3 students familiarise themselves with theexaminer’s instructions, which will help them understand whatsort of questions they may expect in the exam. Answer ke 1 Te student mentions all the points, and develops thepoints ‘wiek i płeć’ (as far as possible), ‘wygląd’ and‘w kim się zakocha’. She does not develop the pointabout personality (‘charakter’). 2 [students’ own ideas] 3 Proszę poprosić zdającego o dokładniejsze objaśnienie jakiejś kwestii: But you said she shouldn’t be perect-looking. What did you mean?   Proszę nie zgodzić się ze zdającym, tak aby musiał podaćkolejne argumenty lub zaproponować inne rozwiązanie: Oh, please. Tis is such a cliché. Can’t we have a moreinteresting situation?   Uważa Pan/Pani, że w książce potrzebny jest konikt: ButI think we also need some sort o confict to give us someaction in the book. Pisanie Before starting this section, ask students to read the generalguidelines on writing on page 18 and the section on descriptionson page 20 (at home or in class). When working on theirdescriptions, students should use the list of phrases on page 24.At earlier stages of their language learning, along with the basicvocabulary to describe people, students sometimes acquirea simplistic idea of what describing a person involves: start withappearance, stating height, build, eye and hair colour (whichmakes the description read like a police report); then move onto personality, which all too often means listing personalityadjectives. Te trening maturalny encourages students todescribe people in the way a good writer might do:ã in describing appearance, to focus on the most importantfeatures and link them to personality;ã in the depiction of personality, to refer to the person’sbehaviour rather than merely list personality adjectives.Exercise 4 in the Vocabulary section, ‘Being tactful’, may be usefulto students as they work on their descriptions. 1 Problem 1: Te physical description is a detailed list; itreads more like a police report than a description of a friend; it gives no impression of a living person.Problem 2: Te last sentence is a list of six personalitytraits not supported by any examples of the friend’sbehaviour. 2 a Ania was a cheerful girl, possibly with a strong senseof humour.b Ania’s clothes suggested she might be a bit of a tomboy. ANSWER KEY: Szbka powtórka 1 1 unreliable 2 insincere 2 irresponsible 3 immature   5 illiterate 6 disloyal 2 1b 2a 3c 4a 5a, c 6a, c 7 a, b 8 head 9 on 10 takes   Revision activit 1 ell students you would like them to guess some words. Givethe following clues: ã It’s the opposite o ‘mature’. (  Answer: immature or childish)ã It means ‘surprised’, but it’s stronger. ( amazed, astonished ) ã It is an adjective ormed orm the verb ‘to rely’  ( reliable ) 2 Each student has to choose 9 words from the unit andprepare similar clues, based on antonyms, near synonyms,or word formation. 3 In pairs or small groups, students give their clues and guessthe words. Additional reading 1 o make the lesson on describing people more interesting,and to illustrate how physical and spiritual characteristicscan be linked in a description, consider reading somecharacter descriptions from literary prose, e.g.:ã Ernest Hemingway, Te Old Man and the Sea : the descriptionof the old man on page 1;ã F. Scott Fitzgerald, Te Great Gatsby : for example, the descriptionof om Buchanan in Chapter 1;ã ony Parsons, Man and Boy : the description of Cyd as Harryrst sees her in the café.If these are too serious for your students’ taste, there are plentyof attractively written character descriptions in all the HarryPotter books. 2 o discuss the concept of humanity more generally, the poem Human Beings by Adrian Mitchell is relevant (and very accessible).  8  Dom Warm-up Tis activity should be done before starting the Vocabularysection. Its aim is to revise some of the vocabulary learned inprevious years.Write the title HOME on the board, and underneath write theheadings: types o houses/fats; urniture and urnishings; adjectivesto describe houses and rooms; redecorating a fat. All studentscome to the board (in groups of 3–5, depending on how muchchalk or how many whiteboard pens you have got) and write2 words each, each one in a dierent category. Słownictwo Te whole section can be set for homework. When checking, youcan add short speaking activities after some of the exercises:After Exercises 2–4, students tell each other which of the itemsthey have at home. After Exercise 5, they can choose the adjectivesthey would use to describe their own room, or their dream at/house. After Exercise 7, they may tell each other about redecorationwork they have helped with. 1 1 converted 2 home 3 pre-war 4 penthouse5 bungalow 6 studio 7 mansion 2 Bedroom 1 bunk beds 2 desk 3 swivel chair 4 rollerblinds 5 windowsill 6 radiator 7 stoolLiving room 1 glass-fronted bookcase 2 Venetian blinds3 chest of drawers 4 framed photograph 5 knick-knacks6 replace 7 rocking chair 3 1 c 2 e 3 a 4 b 5 d 4 1 upholstered chairs 2 display cabinets 3 Persian rugs4 framed photographs 5 grandfather clock 5 1 impressive 2 spacious 3 airy 4 minimalist 5 stylish6 cluttered 6 1 downtown 2 residential 3 estate 4 suburb5 outskirts 7 1 redecorating 2 papered 3 replaced 4 repair5 installed 6 tile 8 1 c 2 d 3 f 4 e 5 g 6 b 7 a 9 1 out 2 up 3 out 4 o 5 on 6 up 7 in 8 in  10 1 house 2 home 3 home/house 4 house5 home [from] home 6 home  11 1 length, width 2 height 3 strength, weight4 maintenance 5 construction Language and culture note: countr housesvs. holida homes A y  is a large house, usually one of historicalinterest, which has or used to have a country estate attachedto it; it can also be called a y . If you own a house where you go on holiday, that is your y . In the UK, some people have a at in the city and a housein the countryside where they also live some of the time –that’s called a  . Cztanie Te aim of the trening maturalny   is to practise identifying thewrong answers in a multiple-choice task.When approaching the exam task, students should read thewhole text rst, before answering the questions. You may wishto set them the following introductory question (after Exercise2): Read the story once quickly. Do you nd the ending surprising? 1 C (She strolled absent-mindedly from the hall into theliving room.) 2 A: wiped a speck o dust, rearranged the ornaments (notcleaning in a systematic way);B: the plants needed watering and she made a mental noteto do it later    D: her rst instinct was to rush out (she was not preparingto leave) 3 ( zadanie maturalne ) 1 B 2 D 3 A 4 B 5 C 5 (Sample answer)   the delightul ragrance o the fowers bordering the lawnbehind the thick privet hedge; the rush o wind throughthe trees; the red tiles on the roo o the house; a Victorianmansion with a double garage at one side and a hugeconservatory at the other; as isolated as a lonely armhouseor country cottage. Słuchanie Te recording contains some advanced vocabulary to describehousehold ttings, such as skirting boards . Students do not needto understand those words to do the exam task, and they shouldnot be forced to learn them. However, if you have a strong classand they seem interested, you can tell them to read the thirdparagraph of the tapescript and nd new words and phrases.  The house was unfurnished, so there wasn’tmuch in the way of furniture but that didn’tdeter the bargain hunters: they took the ttings instead. They unscrewed the light xtures , the mirrors and the cabinets . Theydismantled the s kirting boards from the baseof the walls. They unbolted the hot water    heater  and the kitchen sink  . They even tore outa window  and made off with the front door  . Please note that the meaning of the most advanced vocabularyitems here can be inferred from context, so instead of translating,for example, skirting boards for the students, try to elicit thePolish words. (‘What kind of boards are attached at the base o the walls ?’)  9 Additional vocabular information Fittings and  xtures are dicult to translate into Polish, as theterm includes all the items that are normally xed, but can beremoved, such as cookers, lights, kitchen cabinets/cupboards,or taps. Te closest Polish word is probably wyposażenie (stałe)  or elementy wyposażenia  , but it is not an exact equivalent. Fixtures are more permanently xed than  ttings  , but the divisionis not entirely clear-cut. Bathroom ttings can be translated as armatura . Light xtures or light ttings are lights, lamps and thecontrols that go with them (oświetlenie) . Te dierence between cabinet and cupboard is more a dierence of usage than of theobject itself. We speak of  kitchen cupboards (rather BrE) or kitchen cabinets (both AmE and BrE), but a medicine cabinet isalways a cabinet. Skirting boards are listwy przypodłogowe .  A hot water heater is any kind of device that heats water, whethergas or electrical. 1 1 d 2 f 3 a 4 e 5 b 6 c 3 ( zadanie maturalne ) 1 F 2 F 3 F 4  5  Mówienie Te section trening maturalny focuses on justifying the choicesmade. You may wish to explain to students that talking about all the options, and justifying not only their choice, but alsowhy they have rejected the remaining options, gives them theopportunity to say more and to present a range of languageskills eectively. You may point out that the justication mayrefer to the overall eect of the image chosen (‘It’s tidy, but alsocosy and friendly’) and to details of the picture (‘Te chair hasa headrest’). 2 1 a, d 2 b, c 3 1 a 2 c Struktur lekskalno – gramatczne Te trening maturalny focuses on the passive and the causative have. Tere are more exercises on these structures in thegrammar section, on page 35; it is worth doing them at thispoint. 1 1 Te walls haven’t been papered properly.2 John painted the ceiling of his room purple last week.3 She’s planning to have a new radiator installed. 2 1 d 2 b 3 e 4 a 5 c 3 ( zadanie maturalne ) 1 if his house had been built the previous2 is being redecorated by3 thinking of buying4 have the roof 5 needs doing up Pisanie Te aim of the trening maturalny is to overcome certain habitsacquired at earlier stages of language learning. A student’s rstattempt at describing an interior usually takes place atelementary level, after he or she learns the names of basicfurniture and prepositions describing location: in, on, opposite, in ront o. Tose early descriptions may be little more than lists of furniture, specifying its position in the room. Te trening maturalny encourages students to go further; to givethe described interior an atmosphere, show the emotions itevokes, perhaps link the interior with the personality of the personit belongs to. (See also  Additional reading.) 1 Te second description is better. Te rst one is mainlya list of furniture; the second one shows why the room isrelaxing by describing it from the point of view of a person using it for relaxing activities. 2 Te urniture is wonderully comortable…, …large, sot soa…,…supported on the cushions…, …a lamp in the perect position or reading…, …a coee table within easy reach…the six speakers o the sound system are positioned ideallyaround you… ANSWER KEY: Szbka powtórka 1 1 length 2 width 3 height 4 strength 2 1c 2d 3e 4a 5b 3 1c 2a3 Yes – a mortgage is a loan on which the security is your ownat or house; usually taken in order to buy the at or house.4 In a penthouse. 5 Tey’ll be evicted. 6 b, c 7 home8 up 9 in   Revision activit 1 Each student has to prepare an oral description of a room,at or house which will allow the others to guess who livesin it. Tey must use Bank słów on page 72 and select at least10 words they consider worth revising. Allow 5-10 minutesfor preparation. Students may take notes. 2 Students read their descriptions in small groups and guesswho lives in each at / house. Additional reading o make the lesson on describing interiors more interesting,consider reading some descriptions from literary prose:ã Katherine Manseld, Feuille d’Album :   this short story containsa description of an artist’s studio in Paris which reveals a lotabout the occupier’s personality.ã Arthur Conan Doyle, Te Hound o the Baskervilles  ,   Chapter 6:a very atmospheric description of Baskerville Hall, which canalso serve as an example of a very eective structure: the houseis described as the narrator approaches and then enters it: rstfrom a distance, then close up, and nally inside.
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