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Drogi Czytelniku! Udało się. Po wielu miesiącach ciężkiej pracy EnglishLand ujrzał światło dzienne. Najnowszy, cykliczny projekt nauczycieli i lektorów języka angielskiego. Kreatywnych ludzi, którzy chętnie dzielą się swoimi autorskimi materiałami do nauki języka. I nie boją się nowych wyzwao. EnglishLand to mój osobisty pomysł, w którym utwierdziła mnie Ewelina Wachowiak, za co jestem jej bardzo wdzięczna. Od pomysłu do pierwszej edycji upłynęło wiele miesięcy, miesięcy pracy, spotkao i rozmów, ciągłego zastanawiania się czy to w ogóle ma sens. Ja wierzę, że ma. EnglishLand został podzielony na części odpowiadające poziomom nauki w polskiej szkole. Jest to tylko umowny podział, wspomagający wybór dwiczeo. Ostateczna decyzja należy do nauczyciela. W ostatniej części EnglishLand znajduje się dział dla osób dorosłych, którego poziom jest wyższy od pozostałych. Liczę, że EnglishLand będzie wsparciem w pracy nauczyciela i lektora języka angielskiego każdego dnia. Ania Starzyoska
Autorzy projektu: Anna Starzyoska, Ewelina Wachowiak
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Kontakt:
[email protected] Współautorzy: Ewelina Kusiak, Ilona Pawełek-Podhajska, Edyta Pikulska, Cecylia Al-Sharairi, Marcel Kucaj, Marta Nawrocka, Marta Lupa-Wyszowska, Paulina Sadowska, Joanna Kuligowska, Ewa Ostarek, Dorota Łuczyoska, Karolina Kępska Nagrania audio: Ewelina Wachowiak oraz trzy odważne dziewczynki: Zuzanna Frąckowiak, Maja Frąckowiak, Olimpia Fryca
Drogi Czytelniku! Oddajemy do Twojej dyspozycji dwiczenia sprawdzające rozumienie tekstu słuchanego. Nagrania audio znajdziesz obok zadao skanując kod QR telefonem,na którym zainstalowana jest odpowiednia, bezpłatna aplikacja, lub klikając na podany link. Pliki audio można zapisad na swoim komputerze. Nagrania możesz także pobrad ze stron:
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Pokoloruj świat przedszkolaka gry i zabawy językowe Edyta Pikulska www.edytapikulska.weebly.com Grasz w zielone? Gram! Masz zielone? Mam! … Skoro wszyscy są gotowi, przenieśmy się do magicznego świata przedszkolaka. ZACZYNAMY! Na początek – kolory. Jest to zagadnienie, które aplikowane jest na każdym etapie wychowania przedszkolnego. U mnie, wrzesieo jest miesiącem różnobarwnym. Jak zachęcid maluchy do wspólnej zabawy? Jakie gry najlepiej sprawdzają się w przedszkolu? Jakie piosenki warto wykorzystad? Sposób prezentacji nowego słownictwa ma kluczowe znaczenie dla dzieci. Wprowadzając je dobrze jest angażowad wzrok, słuch oraz ruch. Jak więc zaprezentowad nowe słowa, aby zainteresowad dzieci? Na początku należy pamiętad, że pracując z nimi, sami musimy stad się dziedmi i nie wstydzid się przebarwieo czy karykatury naszego zachowania. Z tego powodu, pierwsza gra, którą chciałabym zaprezentowad, wymaga od nas dużego dystansu. Przeprowadzam ją w grupach, które dopiero zaczynają przygodę z językiem. Pokazuję obrazek z kolorem, robię śmieszny dla dzieci ruch – gest, który będzie im się kojarzył z danym kolorem oraz staram się wypowiedzied je głośno, tak, aby zwrócid uwagę na melodię słowa. Daną czynnośd powtarzam tak długo, aż dzieci zaczną mnie naśladowad. Kiedy osiągnę zamierzony efekt, staram się wypowiedzied słówko ciszej, albo szybciej, wolniej lub śpiewająco. Pomaga mi to utrzymad czas skupienia maluchów jak najdłużej. Oto jak przedstawiam podstawowe kolory: Red – udaję ryczącego lwa. Wymawiam słowo red jakbym ryczała, dodatkowo wymachuję rękoma. Green – przy dźwięku /r/ staram się, aby język wibrował. Staram się naśladowad dźwięk starego dzwoniącego telefonu stacjonarnego, dodatkowo kręcę głową na boki. Zabawa jest przednia. Blue – nacisk kładę na wymowę dźwięku /u/. Staram się wymówid go jak najdłużej obniżając głos tak, abym brzmiała jak spadający przedmiot. Moje ciało również zmienia pozycję – im bardziej obniżam głos, tym bardziej pochylam się do przodu. Yellow – podnoszę rękę do ust i udaję, że kogoś wołam, wymawiając w ten sposób słowo yellow. Pink – nadymam policzki jak balon i udaję, że przebijam je palcami. Wypuszczając powietrze wymawiam kolor. Purple – z tym kolorem miałam największy problem. Postanowiłam zrobid przy nim dużo hałasu. Uderzam rękoma w podłogę jak w bęben, rytmicznie. Słowo wymawiam z manierą robota dzieląc je na sylaby: pur-ple.
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Po kilku spotkaniach zauważycie, że wystarczy dzieciom pokazad gest, a one przypomną sobie słowo. Proponuję w grupach 3-latków wprowadzid na pierwszych zajęciach trzy kolory. Czterolatkom można jak najbardziej przedstawid więcej słów. Żółty, czerwony i zielony to kolory, które idą na tak zwany „pierwszy ogieo” u maluchów. Są one niezbędne w zabawie „Sygnalizacja świetlna”. Bierze w niej udział cała grupa, bez względu na jej wielkośd. Na początku pokazuję, jakiej reakcji wymaga każdy kolor: red – wyciągam rękę i mówię „STOP”; yellow – stoję w miejscu i wydaję dźwięki, jakbym dodawała gazu, kręcę przy tym rękoma udając, że siedzę na motocyklu, mówię „PREPARE”; green – udaję, że jadę samochodem i mówię „GO”. Gdy dzieci już znają zasady, włączają się do gry. Ja zmieniam kolory wymawiając ich nazwę. W tej zabawie wykorzystuję energię dzieci. Kolejnym dwiczeniem tego typu jest „Freeze game”. Można je przeprowadzid zarówno z maluchami jak i ze starszakami. Karty z kolorami rozkładam po całej sali tak, aby wszyscy je widzieli. Włączam skoczną muzykę (moim ulubionym nagraniem jest melodia pt.: „Pass the …” z książki Patch the Puppy 1 wydawnictwa Macmillan). Zadaniem dzieci jest taoczyd i skakad. Kiedy jednak zatrzymam muzykę, mówię kolor a dzieci muszą dobiec do odpowiedniej karty. Z grupą 4-latków wprowadzam słowo freeze. Muszą więc oni byd bardzo skupieni, ponieważ nie za każdym razem będą musieli biegad. Czasami będą musieli zastygnąd w jakiejś pozie. Trzylatkom, w pierwszym miesiącu nauki angielskiego, zdecydowanie wystarczy jedynie wersja ruchowa. Dzieci lubią testowad swoje umiejętności. Z tego powodu warto zagrad w „Memo” lub „What’s missing?” Należy tylko pamiętad, że pierwsza gra wymaga dwóch zestawów obrazków. Kładziemy w niej również nacisk na pracę indywidualną - dzieci podchodzą pojedynczo, aby odkryd karty. W drugiej zabawie, przedszkolaki uczestniczą jako grupa i chórem starają się odpowiedzied na pytanie What colour is missing? Podobną zabawą jest „Bet what I’ve got”. Istotnym warunkiem jest, aby dzieci już mniej więcej wiedziały, jakie obrazki znajdują się na flashcards. Karty rozkładam na podłodze obrazkiem do dołu. Wskazuję na jedną z nich i pytam What’s in the picture? Dzieci starają się zgadnąd obrazek. Każdy mówi swój typ. Następnie tylko ja mogę zobaczyd co kryje się na danej karcie. Sprawiam, że napięcie rośnie, np.: pocieram o siebie dłonie, mówię I know what it is i śmieję się „złowieszczo” ;). Zanim zagadka zostanie rozwikłana, proszę dzieci o fanfary. Dopiero wtedy pokazuję, co ukrywa się pod pierwszą kartą. Z każdym obrazkiem tak samo postępuję. Zabawę można przeprowadzad w każdej grupie wiekowej.
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Wielu z naszych uczniów chce byd naszymi pomocnikami. Można wykorzystad ten fakt wprowadzając rozkaz Bring me ... (something blue) …, please. Na koniec zabawy używamy komunikatu Put … (something blue) … away, please. Do tego dwiczenia ja angażuję uczniów pojedynczo. Jeśli chcemy przeprowadzid je grupowo, wystarczy zmienid polecenie na Where is … (something blue)…? Wtedy każde dziecko próbuje znaleźd przedmiot danego koloru. Ucząc o kolorach można byd bardzo elastycznym i warto jest wykorzystywad przedmioty, które znajdują się w sali, np.: klocki. Najprostszym zadaniem będzie budowanie wieży. Nauczyciel mówi jaki kolor klocka należy wziąd, uczeo to robi. Ileż jest zabawy, kiedy budowla przewraca się. Klocki można również wykorzystad do zgadywanki. Do torby lub pudełka (najlepiej, aby na nim znajdował się jakiś zabawny motyw, co pozwoli przyciągnąd uwagę dzieci) wkładam tyle klocków, ile jest dzieci. Zadaniem uczniów jest wyciągnąd przedmiot i nazwad jego kolor. Przy każdym dziecku możemy powtarzad rymowankę: Abracadabra Abra kadi What colour can you see? Jeśli wystąpi problem z prawidłową odpowiedzią, możemy zadad serię pytao pomocniczych: Is it red? Is it yellow? Is it blue? Za każdy razem staram się, aby moje drugie czy trzecie pytanie podpowiadało prawidłową odpowiedź. Kolejnym ciekawym dwiczeniem jest „Block matching”. Na podłodze rozkładam kolorowe kartki papieru. Każde dziecko słyszy następujący komunikat: Take … (a green block) … and put it on … (a red colour). Podobne dwiczenie można przeprowadzid z materiałami dostępnymi w Internecie. Ja znalazłam rybki i lody, które należy pokolorowad, nakładając na nie kółeczka (kolory można przytwierdzid samoprzylepną gumą). Sami zobaczcie: Rybki: https://www.childcareland.com/home/category/fish Lody: https://www.childcareland.com/home/ice-cream-cone-color-match Pamiętacie zabawę z dzieciostwa „Piłka parzy”? Można się w nią równie dobrze bawid po angielsku. Dobrze jednak jak dzieci znają już zasady gry w języku polskim. Ułatwi to tłumaczenie oraz zaoszczędzi czas. Standardową wersję polecam dla dzieci od 4. roku życia. Maluchy mogą siedzied w kole, nauczyciel natomiast turla piłkę i mówi kolor. Zadaniem dziecka jest powtórzenie słowa.
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Piłkę można również wykorzystad do innej zabawy. Dzieci ustawiają się w kole, nauczyciel włącza muzykę, a dzieci podają ją sobie. Kiedy muzyka zostaje spauzowana, dziecko, które trzyma piłkę, musi powiedzied, jaki kolor widzi na obrazku, który trzyma nauczyciel. Dla fanów Gwiezdnych Wojen można przygotowad wersję z gwiazdą śmierci – wystarczy, że piłka zostanie owinięta folią aluminiową. Można również zrobid kolorową kostkę. Na każdej ścianie pudełka przyczepiamy jakiś kolor. Kośd jest turlana i należy nazwad kolor, który wypadł. Dla nieco starszych przedszkolaków ciekawą alternatywą jest gra „What’s your favourite colour, Mr. Wolf?” Jedno dziecko jest wilkiem i staje na koocu dywanu/po jednej strony sali, pozostałe dzieci (owieczki) stają na drugim koocu/po drugiej stronie sali. Wilk jest odwrócony plecami do grupy. Dzieci zadają pytanie What’s your favourite colour, Mr. Woolf? Pada odpowiedź: It’s … . Kiedy zostanie wypowiedziane black lub white (nauczyciel ma dowolnośd w ustalaniu koloru), wilk odwraca się i łapie owieczkę, która następnie siada na krzesło i nie bierze dalej udziału (można również ustalid, że złapana osoba od tej pory pomaga wilkowi). Za każdym razem jak padnie tzw. bezpieczny kolor, dzieci-owieczki robią krok do przodu. Ich zadaniem jest dotarcie do wilka i złapanie go. „Gorące czoła” to kolejna propozycja. Nauczyciel wybiera jedną osobę, która będzie zgadywała. Nad jej głową pojawia się flashcard z obrazkiem. Wybraniec jednak nie może zobaczyd obrazka. Dziecko zadaje pytanie Is it …(red)…? Grupa natomiast może powiedzied tylko Yes lub No.. „I spy …” zadanie dla całej grupy. Można jednak podgrzad atmosferę dzieląc dzieci np.: na chłopców i dziewczynki. Jest to jednak wersja dla starszych przedszkolaków. Rymowanka brzmi następująco: I spy with my little eyes something … (blue). Dzieci muszą oczywiście jak najszybciej znaleźd przedmiot danego koloru. „Koło kolorów” to kolejne ciekawe dwiczenie znalezione w Internecie. Do wykonania tego zadania potrzebne będzie wydrukowanie materiałów, które znajdziecie pod tym linkiem: http://www.lizs-early-learning-spot.com/matching-colors-when-youonly-have-a-minute/ oraz klamerki, których użyjecie do przyczepiania na kole. Wydrukowane pomoce warto jest zalaminowad. Ostatnim pomysłem jest łączenie kolorów. Na foliach do laminowania namalowałam koła w podstawowych kolorach: niebieskim, czerwonym i żółtym. Warstwa farby nie powinna byd zbyt gruba. Należy poczekad, aż arcydzieła ;) wyschną i zalaminowad. Podczas zajęd uświadamiamy dzieci, że połączenie dwóch kolorów sprawi, że powstanie trzeci. Grę można podobnie przeprowadzid jak „Bet what it is” PHOTOCOPIABLE
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Na rynku wydawniczym można znaleźd mnóstwo książek, które uatrakcyjnią nasze zajęcia. Najciekawsze będą te, z bohaterami Disney’a. Nie muszą one byd koniecznie po angielsku, młodsze grupy przedszkolne i tak nie potrafią czytad. Chciałabym zwrócid jednak waszą uwagę na dwa tytuły: „Press Here” autorstwa Herve Tullet’a. Jest to, w moim mniemaniu, wisienka na torcie. Zawsze dzieciom mówię, że na dzisiejszych zajęciach będziemy czarowad. Zapraszam do siebie dzieci, pojedynczo, i zaczynamy zabawę. Najpierw trzeba nacisnąd żółta kropkę. Po wykonaniu tej czynności proszę, aby wszyscy powiedzieli ze mną zaklęcie, które brzmi: Abracadabra Abra Kadi. W tym momencie staram się tak zakryd książkę, aby nikt nie widział, jak przewracam stronę, a następnie pokazuję efekt ”naszych czarów”. Tak za każdym razem. Pod koniec książki czynności wykonywane są grupowo. Poza kolorami książka pozwala przedstawid czasowniki, np.: press, rub, shake, clap. Drobna uwaga, 3-, 4-latki wierzą w magię. 5-latki są już na to zbyt spostrzegawcze. „Brown Bear, Brown Bear” pióra Eric Carle’a. Książka jest wierszykiem, który to pomaga zapamiętad kolory i zwierzęta. Słowa rymują się, więc ułatwia to zapamiętanie. Treśd można zmieniad na własne potrzeby. Poniżej znajdziecie link do piosenki wykonywanej przez WildCanadaKids, której słowa oparte są na rymowance zamieszczonej w książce. YouTube jest prawdziwą skarbnicą piosenek. Oto te, które najbardziej mi się spodobały i które polecam:
Tęczowe piosenki: The Singing Walrus https://youtu.be/SLZcWGQQsmg Kids TV 123 https://youtu.be/tRNy2i75tCc Ploop Channel https://youtu.be/zdXwq75vZq4
Kolory i TPR: The Leaning Station https://youtu.be/k-2X98IsdNY Little BabyBoom https://youtu.be/vrPJuKn1mjM Patty Shukla https://youtu.be/EvMPRnMHfx8 The Kiboomers https://youtu.be/xRyjbyBcPok Katie Cutie Kids TVhttps://youtu.be/dQnGPGJCW2Y
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Maluchy: Dream English Kids https://youtu.be/z0HZNaM7gTg Dream English Kids https://youtu.be/YyFLBTTAbSE ELF Kids Videoshttps://youtu.be/lH2C2R57_Yo Katie Cutie Kids TV https://youtu.be/72iRKsmYKk8 Maple Leaf Learning https://youtu.be/rgJFII2ZU9w
Kolory i jedzenie: Maple Leaf Learning https://youtu.be/gcUuvzzW4po
Kolory i ubrania: The Kiboomers https://youtu.be/2Gz9YsL_qJk Maple Leaf Learning https://youtu.be/_cBmnRsh8Hw
Kolory przedmiotów: Nellie and Ned https://youtu.be/3vGAuyXzWb0 Helen Doron Song Club https://youtu.be/SstdV9Rqshs
Różne: WildCanadaKids https://youtu.be/lWsBdnYcdGw
Mam nadzieję, że powyższe pomysły są dla was, drodzy czytelnicy, ciekawe. Życzę miłej zabawy kolorami.
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Back to school Ewelina Kusiak www.pomyslyprzytablicy.wordpress.com Pierwsze lekcje nowego roku szkolnego to zazwyczaj wakacyjne wspomnienia. To również mówienie o sobie. Z myślą o najmłodszych uczniach, którzy jeszcze nie piszą, przygotowałam wyjątkowe słoiki. Wyjątkowe, ponieważ w tych słoikach możemy zamknąd najważniejsze informacje nt. naszych małych uczniów. Dzieci wypełniają kartę pracy odpowiednimi rysunkami. Następie każdy uczeo prezentuje swoją pracę.
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Zaimki osobowe, przymiotniki dzierżawcze i czasownik „to be” Anna Starzyoska www.english-with-ann.blogspot.com
Zadanie 1.
Połącz zaimek osobowy z zaimkiem dzierżawczym.
I
their
we
her
you
his
they
its
he
my
you
our
she
your
it
your
Zadanie 2.
Słowa podane w nawiasach zamieo na odpowiedni zaimek osobowy.
1. _____ is a doctor. (Susan) 2. _____ is watching TV now. (Bob) 3. _____ is yellow. (the skirt) 4. _____ runs at the park. (my brother) 5. _____ are talking. (your grandparents) 6. _____ is from Poland. (Adam) 7. _____ is sleeping on the sofa. (the dog) 8. _____ is very nice. (Dylan) 9. _____ are helping our grandpa. (my sister and I) 10. _____ is a teacher. (Mrs Brown)
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Zadanie 3. Połącz zaimek osobowy z odpowiednio odmienionym czasownikiem „to be” kolorując kółka odpowiednik kolorem.
she
they
he
am
it
we
are
I
you
is
ANSWERS: Zad. 1. --- I – my, you – your, he – his, she – her, it – its, we – our, you – your, they – their Zad. 2. --- 1. she, 2. he, 3. it, 4.he, 5. they, 6. he, 7. it, 8. he, 9. we, 10. she Zad. 3. --- I we, they, you she, he, it
SPEAKING CORNER 1. Have you got any brothers or sisters? 2. Do you like watching TV? What is your favourite programme? 3. What is your favourite food and your least favourite food? 4. Who is your favourite actor or actress? Why? Can you describe him/her? 5. Name 3 things that are fun for you. 6. Name 5 people and animals you love the most in the world and why. 7. Who is your best friend? 8. What is your favourite animal and why? 9. What is your favourite summer food and why? 10.Do you like school? Why?
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HAVE GOT Dorota Łuczyoska www.peekabooenglish.wordpress.com Zestaw kart do gry w domino składający się z dwudziestu elementów. Gra przeznaczona jest dla uczniów klasy 1-3, ale może też zainteresowad uczniów klas czwartych i piątych. Celem gry jest utrwalenie przez uczniów odmiany czasownika "have got" przez osoby. Po prawej stronie każdej z kart znajduje się zdanie zawierające czasownik "have got", z tym że częśd zdania zakodowana jest za pomocą kodu QR. Po lewej stronie każdej z kart znajduje się obrazek przedstawiający którąś z zakodowanych informacji. Do ułożenia gry niezbędna jest aplikacja do odczytywania kodów QR, którą można pobrad na każde urządzenie mobilne. Po poprawnym odczytaniu kodów otrzymujemy następujące zdania: 1. She has got a new bike. 2. He has got a green notebook. 3. We have got a beautiful cat. 4. I have got a new kite. 5. The baby has got three balloons. 6. My brother has got a big computer. 7. My parents have got new mobile phones. 8. My friend has got a big ball. 9. You have got a small house. PHOTOCOPIABLE
10. I have got red and white shoes. 11. My teacher has got two daughters. 12. My granddad has got an old car. 13. I have got blue eyes. 14. My cat has got a short tail. 15. The baby has got blonde hair. 16. I have got new crayons. 17. My grandparents have got a small garden. 18. She has got a big teddy bear. 19. He has got a brown skateboard. 20. I have got red flowers.
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Has got i zwierzaki Ewa Ostarek www.szuflada-jezykowa.pl Look at the friendly animals and fill in the sentences with has got / hasn't got. Spójrz na te przyjazne zwierzęta i uzupełnij zdania has got/ hasn't got.
1. The seal .......………........................
2. The fish .......………........................
black nose.
small, orange eyes.
3. The hen .......………........................
4.The dog .......………........................
orange feet.
black ears.
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5. The mouse .......………........................
6. The giraffe .......………........................
a nice smile.
a long, orange neck.
7. The tiger .......………........................
8. The bird .......………........................
a long tail. (ogon)
two, small wings. (skrzydła)
9. The zebra .......………........................
10. The sheep .......………........................
small, yellow eyes.
four, brown legs.
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27 Draw your favourite animal and write.Narysuj swoje ulubione zwierzątko i napisz.
My favourite animal
is .......………........................
Answers: 1.has got 2. hasn’t got 3. has got 9. hasn’t got 10. has got
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Zagadka dla bystrzaka
to be Ewelina Kusiak www.pomyslyprzytablicy.wordpress.com
Hide and seek
Karty Yes or No
Uczniowie grają w parach. Jedna osoba
Dzieci
chowa kółeczko z głową chłopca lub
i odpowiadają na nie Yes lub No zgodnie
dziewczynki, a druga próbuje odgadnąć,
z postacią, jaka widnieje na karcie.
losują
karty,
czytają
pytania
kim jest przeciwnik poprzez zadawanie pytań typu Is he a doctor? / Is she a teacher? lub Are you a doctor? itp. Dzięki tej grze dzieci ćwiczą również udzielanie odpowiedzi Yes, he/she is. / No, he/she isn’t.
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Cartoon vector designed by Freepik Designed by Freepik
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Cartoon vector designed by Freepik Designed by Freepik
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WHO CAN ...? gra edukacyjna Dorota Łuczyoska www.peekabooenglish.wordpress.com
Gra "I can… Who can…?" przeznaczona jest dla uczniów klas 1-3, ale z powodzeniem można zagrad w nią z uczniami klas czwartych, czy też piątych. Gra oparta jest na tych samych zasadach, co popularna gra "I have… Who has…?". Karty do gry drukujemy, wycinamy i tasujemy. W grze może wziąd udział od 2 do 5 graczy. Gra składa się z 20 kart, a każdy gracz otrzymuje taką samą liczbę kart: od 4 (przy pięciu graczach) do 10 kart (gdy graczy będzie dwóch). Jeśli w grupie znajduje się więcej uczniów, należy wydrukowad kilka zestawów kart. Aby ustalid, który z graczy rozpocznie grę, możemy użyd kostki. Gracz, który wyrzuci największą liczbę oczek, pierwszy wykłada kartę. Odczytuje zatem zdanie z górnej części swojej karty "I can…" i dodaje nazwę czynności, która widnieje na obrazku, np. "I can… swim." Następnie odczytuje pytanie z dolnej części swojej karty "Who can…?" i dodaje nazwę czynności, która widnieje na obrazku, np. "Who can… ride a bike?" Wywołuje on w ten sposób gracza, który posiada kartę z tą właśnie czynnością przedstawioną w górnej części karty. Gdy ten gracz się zgłosi, pierwszy gracz może wyłożyd swoją kartę na środek stołu. Grę kontynuujemy w ten sam sposób, aż do pozbycia się wszystkich kart. Zwycięzcą jest ten z graczy, który pierwszy pozbędzie się wszystkich swoich kart. Podczas gry pilnujemy, aby uczniowie wykładali karty na stół dopiero wtedy, gdy zgłosi się kolejny gracz. Unikniemy w ten sposób sytuacji, że zamiast słuchad jaka czynnośd jest wywoływana, uczniowie będą jedynie patrzed na obrazek znajdujący się na wykładanej na stół karcie. Gra pozwoli uczniom zapamiętad znaczenie czasownika "can" oraz wprowadzi/utrwali znaczenie dwudziestu czasowników i zwrotów: fly, swim, ride a bike, play tennis, ride a motorbike, skateboard, play the guitar, play football, jump, sing, fly a kite, play the piano, ride a horse, dive, play chess, drive a car, climb trees, dance, play cards, cook. Dzięki grze uczniowie powinni zapamiętad też, że po czasowniku "can" używamy czasownika w formie bezokolicznika. Miłej zabawy!
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ADVERBS OF FREQUENCY Marta Lupa-Wyszowska www.pencilandbookmark.blogspot.com
always Exercise 1.
usually
often
sometimes
Fill in the gaps with correct words. Uzupełnij luki odpowiednimi słowami.
Example: You 1. Jack
sometimes
go to school by bike.
………………… goes to school at 8 o’clock.
2. Joanna
……………….. plays basketball after school.
3. They
………………. have breakfast in the morning.
4. She
………………… does her homework at home.
5. My friend and I Exercise 2.
never
…………….. watch TV in the evening.
Write about yourself. Napisz o sobie.
Example: I often play football with my friend Tom. 1. I ………………… go fishing with my dad. 2. I ………………….. go on holiday at the seaside. 3. I …………………. get up at 5 o’clock in the morning. 4. I …………………. eat lunch at school. 5. I …………………. play computer games in the evening. ANSWERS: ex 1. --- 1. often 2. sometimes ex 2. --- students’ own answers
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3. always
4. usually
5. never
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NUMBERS 1-10 Marta Lupa – Wyszowska www.pencilandbookmark.blogspot.com Exercise 1. Fill in the gaps. Missing letters will form three secret words. What do they mean? Uzupełnij luki. Brakujące litery utworzą trzy sekretne słowa. Co one oznaczają?
o ne o____
_ wo _ hr_e fou _
_ ive s_x
____
seve_ _ ight
n_ne
__
te _
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Exercise 2. Match the numbers with the words. Colour each number the same as the matching word. Połącz cyfry ze słowami. Pokoloruj każdą cyfrę na kolor pasującego do niej słowa.
ten
two four
six
five eight
three
seven
one nine
6
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Exercise 3. Change the numbers into words. Then for each sentence draw a picture. Zamieo cyfry na wyrazy. Następnie do każdego zdania wykonaj ilustrację.
Peter has got (2) two dogs.
I have got (10) …………… pencils.
Anna has got (3) ………….. cats.
You have got (5) …………….. teddy bears. They have got (8) …………… flowers.
He has got (1) ………….. car.
We have got (4) ……….. books.
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JUST LISTEN #1 Zadanie 1 Wysłuchaj nagrania. Na podstawie usłyszanych informacji, wpisz o jakim zwierzątku mówią dzieci. a bird
an elephant
a snake
a dog
a monkey
a giraffe
1. 2. 3. 4. 5. 6.
lub KLIKNIJ TU
Zadanie 2 Wysłuchaj nagrania. Na podstawie usłyszanych informacji, zakreśl T (true – prawda) lub F (false – fałsz). 1. The girl’s favourite toy is the teddy bear. T / F 2. The toy’s name is Bob.
T/F
3. The toy is 5 years old. T / F 4. He’s got small eyes. T / F 5. He’s got a small nose. T / F
Zadanie 3 Wysłuchaj nagrania. Na podstawie usłyszanych informacji zdecyduj, o którym obrazku mowa.
1. Which car is it?
a)
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c)
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2. Which ball is it?
a)
b)
c)
b)
c)
3. Which dinosaur is it?
a)
Zadanie 4 Wysłuchaj nagrania. Na podstawie usłyszanych informacji zdecyduj, jak mają na imię dzieci. Imiona podane są w tabelce. Monica
(1)
Martin
(2)
Lucas
Clara
(3)
(4)
ANSWERS: Zad 1 --- 1. a snake, 2. a monkey, 3. a bird, 4. an elephant, 5. a giraffe, 6. a dog, Zad 2 --- 1. T 2. F 3. F 4. F 5. T Zad 3 --- 1. A 2. C 3. B Zad 4 --- 1. Monica 2. Lucas 3. Clara 4. Martin
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TAPESCRIPT
#1
Zadanie 1 1. 2. 3. 4. 5.
This animal can walk but it hasn’t got legs. It’s long. It says ssss. The animal is brown. It can climb the trees but it can’t fly. The animal likes bananas. It can fly and sing well. It has got wings. The animal eats bugs. It’s a big animal. It’s grey. The animal has got big ears, a tail and a trunk. My animal is tall. It’s brown and yellow. The animal eats leaves from the trees. It has got a long neck. 6. My animal lives with me at home. It has got four legs and a tail. It says woof, woof.
Zadanie 2 My favourite toy is my teddy bear. His name is Ted. Ted is six years old. He’s got big, brown eyes and a small nose. Ted is always with me.
Zadanie 3 1. My car has got two doors. It isn’t green. It has got black wheels. 2. My ball is colourful. It has got five colours: blue, yellow, green, red and white. 3. My dinosaur is big. It isn’t green. It has got a small head and a short neck.
Zadanie 4 1. Clara has got black hair. She is playing football. She has got a red T-shirt and red shorts. 2. Monica is happy. She’s got blond hair. She is wearing a blue T-shirt and a brown skirt. She’s got three boxes. 3. Lucas is a baby boy. He hasn’t got hair. He is happy. He can’t walk. He’s got a blue T-shirt. 4. Martin is wearing glasses. He is reading a book. He hasn’t got blond hair. He’s got black hair.
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Introduce yourself Ewa Ostarek www.szuflada-jezykowa.pl Read the text about Kate. Answer the questions. Match. Draw the picture. Przeczytaj tekst o Kate. Odpowiedź na pytania. Połącz. Namaluj obrazek. Hello! My name is Kate and I’m twenty-nine
Witajcie! Mam na imię Kasia I mam 29 lat.
years old. I live in Warsaw - in the centre of
Mieszkam w Warszawie – w centrum miasta.
the city. I’m a nurse and I work in the local
Jestem pielęgniarką, pracuję w lokalnym
hospital. I really like my job. My favourite
szpitalu. Naprawdę lubię swoją pracę. Mój
kind of music is pop. In my free time I enjoy
ulubiony gatunek muzyki to pop. W wolnym
cooking and dancing. I’m also good at playing
czasie lubię gotowad oraz taoczyd. Jestem
football. I don’t like swimming and ice
także dobra w grze w piłkę nożną. Nie lubię
skating. I haven’t got any brothers or sisters
pływania oraz jeżdżenia na łyżwach. Nie mam
but I have got a lot of friends. I think that I’m
rodzeostwa, ale mam wielu przyjaciół. Myślę,
a nice and sociable person. I have got blue
że jestem miłą i towarzyska osobą. Moje oczy
eyes and long brown hair.
są zielone a moje włosy długie.
Questions
pytania
1. How old is Kate?
________________________________________
2. What's her job?
________________________________________
3. Has she got any brothers or sisters?
________________________________________
4. Is she a shy person?
________________________________________
5. Does she like pop music?
________________________________________
6. Does she like her job?
________________________________________
7. Where does she work?
________________________________________
8. What does she look like?
________________________________________
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9. Has she got brown eyes?
________________________________________
10. Where does she live?
________________________________________
Vocabulary and phrases
słownictwo i frazy
Match the phrases with the Polish translations. Połącz frazy z polskimi tłumaczeniami. 1. I’m nice and sociable
A) Nie lubię
2. My name is
B) Moje/mój ulubiony/a …to
3. I live in
C) Moje oczy są niebieskie
4. My favourite …is...
D) Jestem także dobra w
5. In my free time I enjoy
E) Mieszkam w
6. I’m also good at
F) Mam na imię
7. I don’t like
G) W wolnym czasie lubię
8. I haven’t got any
H) Jestem miła i towarzyska
9. I have got blue eyes
I) Nie mam żadnych
10. I think that
J) Myślę, że
Draw Kate. Read the text again and draw her at her work as a nurse in the hospital. Narysuj Kate. Przeczytaj tekst ponownie i narysuj ją w pracy jako pielęgniarka w szpitalu.
ANSWERS PYTANIA 1. She is 29. 2. She's a nurse. 3. No, she hasn't. 4. No, she isn't. 5. Yes, she does. 6. Yes, she does. 7. She works in the hospital. 8. She has got blue eyes and long brown hair. 9. No, she hasn't. 10. She lives in Warsaw. SŁOWNICTWO I FRAZY 1 – H 2 – F 3 – E 4 – B 5 –G 6 –D 7 – A 8 – I 9 – C 10 – J
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PREPOSITIONS OF PLACE AND „THERE IS / ARE …” STRUCTURE Ilona Pawełek-Podhajska www.ilonapp.blogspot.com A
Look at the Main Street and answer the questions:
1. Is there a supermarket next to the cafe? ..………………………….……………………………. 2. Is there a clothes shop between the butcher's and the bakery? ..…………………………….….……………………… 3. Is there a church next to the butcher's? .…………………………….....……………………… 4. Is there a bookshop between the supermarket and the cafe? …………………………………………………………
B
Name three things we can buy… 1. in the bakery:
.……………., ……………….., ……………….
2. in the supermarket: .…………………, ……………………, ………………. 3. in the clothes shop: ...…..……………, ………………….., .………………… 4. in the shoe shop:
.……………….., ..………………….., ….……………….
5. in the bookshop:
..………………., ……………………., …………………..
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C
Where can you hear such a question?
D
Draw a picture following the hints: You are in a strange room. There is a table on the sofa. There are lots of balls in the wardrobe. There is a slide next to the wardrobe. There isn't any chair. There are five cats under the sofa. There are two lamps on the floor. There is a scary monster behind the lamps.
Now compare your room to your friend's. Are there any differences?
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E
Decide whether the sentences are true (T) or false (F).
ANSWERS: A. 1. No, there isn't. 2. Yes, there is. 3.Yes, there is. 4. No, there isn't. B. 1. cookies, bread, rolls 2. fruit, vegetables, dairy products, apples, bread, lettuce, flour, pencil, food, etc. 3. jeans, shirts, shorts, caps, dresses, sweaters, etc. 4. shoes, trainers, boots, high-heels, flip-flops, slippers, etc. 5. adventure book, biography, horror, calendars, children's books, etc. C. bookshop
shoe shop
café supermarket
clothes shop
butcher's
D. rysunki mogą się różnid E. 1. F 2. F 3. F 4. T
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Julia rides a bike every Monday. PRESENT SIMPLE TENSE Marta Nawrocka www.hi5english.weebly.com
Means of transport bike /baɪk/ bicycle /ˈbaɪsɪkl/
boat /bəʊt/
bus /bʌs/
car /kɑː/
helicopter /ˈhelɪkɒptə/
hot air balloon /hɒt eə bəˈluːn/
lorry /ˈlɒri/ (British English) truck /trʌk/ (American English)
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motorbike /ˈməʊtəbaɪk/
plane /pleɪn/ aeroplane /ˈeərəpleɪn/ (British English) airplane /ˈeəpleɪn/ (American English)
scooter /ˈskuːtə/
ship /ʃɪp/
skateboard /ˈskeɪtbɔːd/
tram /træm/ (British English) trolley /ˈtrɒli/ (American English)
train /treɪn/
2-wheeled - dwukołowy
a vehicle - pojazd
an engine - silnik
wheels - koła
fixed - przymocowane
wings - skrzydła
to push - naciskać
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Zadanie 1. Przeczytaj definicję i wpisz w krzyżówkę nazwę środka transportu. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
1. A big boat that carries people or things by sea. 2. A small vehicle that is used for travelling on water. 3. A kid’s mean of transport that has two wheels fixed to the ends of a long, narrow board and a long handle. 4. A vehicle that is made of a board with two wheels. You move by pushing one foot on the ground. 5. A vehicle with two wheels. A person rides by pushing on foot pedals. 6. A vehicle with an engine and four wheels.
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7. A large vehicle that carries people in the city. 8. A big electric vehicle that carries people in the city. It moves along metal lines in the road. 9. A British word for a truck. 10. A vehicle that flies and has an engine and wings. 11. A 2-wheeled vehicle with a motor that can carry one or two people. 12. A vehicle that flies through the air, it does not have wings. 13. A long and thin vehicle which moves along metal tracks and carries people between the cities.
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Zadanie 2.
Zmieo podmiot (osobę) w podanych zdaniach oraz zmieo formę czasownika.
1) Every year they travel to Egypt by plane. (He) _____________________________________________________________________ 2) I always go to the shopping centre by bike. (She) _____________________________________________________________________ 3) We often catch the bus at 10 o’clock. (He) _____________________________________________________________________ 4) You sometimes go to work by car but you never go there by tram. (She) _____________________________________________________________________ 5) I usually go to the seaside by train. (He) _____________________________________________________________________
Zadanie 3. Do każdego ze zdao dopisz zdanie przeczące i pytające. 1) On Saturdays Diana rides her bike to the zoo. _____________________________________________________________________ _____________________________________________________________________ 2) Micheal goes to school on his skateboard. _____________________________________________________________________ _____________________________________________________________________ 3) My mum and I always take the bus in the morning. _____________________________________________________________________ _____________________________________________________________________ 4) They live on the island so they usually travel by boat. _____________________________________________________________________ _____________________________________________________________________ 5) They fly from Warsaw to Cracow by helicopter. _____________________________________________________________________ _____________________________________________________________________
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59 Zadanie 4. Przetłumacz na język angielski. 1) Kasia nigdy nie jeździ do pracy autobusem. _____________________________________________________________________ 2) Oni zawsze jeżdżą do szkoły rowerami. _____________________________________________________________________ 3) Czasami jeżdżę na hulajnodze. _____________________________________________________________________ 4) Czy Zosia lata czasami samolotem? _____________________________________________________________________ 5) Mój pies nie podróżuje tramwajem. _____________________________________________________________________ ANSWERS: zad. 1 --- 1. ship 2. boat 3. scooter 4. skateboard 5. bicycle 6. car 7. bus 8. tram 9. lorry 10. airplane 11. motorbike 12. helicopter 13. train zad. 2 --- 1. Every year he travels to Egypt by plane. 2. She always goes to the shopping centre by bike 3. He often catches the bus at 10 o’clock. 4. She sometimes goes to work by car but she never goes there by tram. 5. He usually goes to the seaside by train. zad. 3 --- 1. On Saturdays Diana doesn’t ride her bike to the zoo./ Does Diana ride her bike to the zoo on Saturdays? 2. Michael doesn’t go to school on his skateboard./ Does Michael go to school on his skateboard? 3. My mum and I never take the bus in the morning. or My mum and I don’t take the bus in the morning./ Do my mum and I always take the bus in the morning? 4. They don’t live on the island so they don’t usually travel by boat./ Do they live on the Island? Do they usually travel by boat? 5. They don’t fly from Warsaw to Cracow by helicopter./ Do they fly from Warsaw to Cracow by helicopter? zad. 4. --- 1. Kasia never goes to work by bus. 2. They always go to school by bike. 3. I sometimes ride on my scooter. 4. Does Zosia sometimes travel by plane? 5. My dog doesn’t travel by tram.
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Julia isn’t sleeping, she is making her bed now. PRESENT CONTINUOUS TENSE Marta Nawrocka www.hi5english.weebly.com
chores - obowiązki domowe to clean the window - myd okno to cook breakfast/dinner - gotowad śniadanie/obiad to do the ironing - prasowad to do the laundry - robid pranie to do the shopping - robid zakupy to empty the bin - opróżniad kosz na śmieci to feed the pet - karmid zwierzątko to hang up the laundry - wieszad pranie to lay the table - nakrywad do stołu to make the bed - ścielid łóżko to mop the floor - myd podłogę to take the dog for a walk - wyprowadzad psa na spacer to tidy your room - sprzątad swój pokój to unload the dishwasher - opróżniad zmywarkę to vacuum the carpet - odkurzad dywan to wash the car - myd samochód to wash the dishes - zmywad naczynia to water the plants - podlewad rośliny
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Zadanie 1.
Znajdź 17 nazw obowiązków domowych.
W A
T
E
R
T
H
E
P
L
A
N
T
S
L
X
C
Z
V
A
M
A
K
R
Y
J
M M W O
B
K
D W A
G
O
N
A
S
C
L
E
A
N
T
H
E
W
I
N
D O W Y
O
O
A
C
H
F
W
E
F
W
E
G
M
G
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Q
S
F
J
T
Q
K
T
U
T
G
D
M
O
P
T
H
E
F
L
O
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R
L
H
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D
I
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H
J
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A
F
H
W
J
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R
Y
M
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V
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M
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D M
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B
V
K
S
J
T
Y
D
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W H
X
L
T
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N
Y
T
D
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J
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M
P
T
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B
I
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K
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B
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H
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B
H
U
Y
K
U
B
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S
J
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G W L
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C
H
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H
J
M W A
S
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Zadanie 2.
Wstaw czasownik podany w nawiasie w odpowiedniej formie.
1) Today Seb _________________________ (do the laundry), his mum __________________ (cook dinner) and his dad ________________ (wash the car). 2) I ___________________________ (not do the ironing) now. 3) At present we __________________________ (clean the windows). 4) ________________ Michael __________________ (lay the table) at the moment? 5) My sister and I ________________________ (water the plants) in the garden now. Zadanie 3.
Popatrz na tabelkę, napisz pytania i odpowiedzi. Carol John Tim at the unload the empty the bin make the bed moment dishwasher
Olivia mop the floor
1) A: _______________ Carol ____________________ (make the bed) at the moment? B: _______________________________. He ________________________________. 2) A: __________John __________________ (unload the dishawasher) at the moment? B: _______________________________. 3) A: _____________ Tim ___________________ (cook for his family) at the moment? B: ___________________________. He ___________________________________. 4) A: _______________ Olivia ____________________ (mop the floor) at the moment? B: _____________________________. Zadanie 4. Odpowiedz na pytania, pisząc o sobie. 1) Are you washing the dishes now?
______________________
2) Is your mum taking the dog for a walk at the moment?
______________________
3) Are your best friends tidying up their rooms now?
______________________
4) Are you doing shopping at present?
______________________
5) Is your grandma cooking breakfast now?
______________________
ANSWERS: zad 1. --- 1. water the plants 2. clean the window 3. mop the floor 4. empty the bin 5. do the ironing 6. feed the pet 7. do shopping 8. take the dog for a walk 9. unload the dishwasher 10. hang up the laundry 11. wash the dishes 12. make the bed 13. lay the table 14. cook dinner 15. tidy the room 16. vacuum the carpet 17. Wash the car zad 2. --- 1) is doing the laundry/ is cooking dinner/ is washing the car 2) am not doing the ironing 3) are cleaning the windows 4) Is…lying the table 5) are watering the plants zad 3. --- 1) Is…making the bed/ No, he isn’t./ is emptying the bin 2) Is…unloading the dishwasher/ Yes, he is. 3) Is…cooking for his family/ No, he isn’t./ He is making the bed. 4) Is…mopping the floor/ Yes, she is. zad 4. --- 1) Yes, I am. / No, I’m not. 2) Yes, she is./ No, she isn’t. 3) Yes, they are./ No, they aren’t. 4) Yes, I am./ No, I’m not. 5)Yes, she is./ No, she isn’t.
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Be going to Paulina Sadowska
Exercise 1. Match. Dopasuj.
I
is
She
are
You
am
We
is
He
are
They
is
It
are
Exercise 2. Fill the blanks and use the short forms. Uzupełnij luki i użyj form skróconych. She’s going to swim in the sea. a) I …………….… going to play football. b) You ……………… going to travel around the world. c) She …………….… going to ride a bike. d) He ………….…… going to fly a kite. e) It ………….…… going to lie on the bed. f) We …………….… going to read a book. g) You ………….…… going to take a photo. h) They …………….… going to build a sandcastle.
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Exercise 3. Write sentences – use “be going to” and the appropriate word. You can use the picture dictionary. Napisz zdania – użyj “be going to” i odpowiedniego słowa. Możesz użyd słownika obrazkowego. A.
It …………………..........
I …………………..........
She …………….............
on the bed.
a sandcastle.
football.
B.
You ………………….......
They …………………..........
He ………………...........
a photo.
a book.
fly a kite.
C.
We ………………….......
You ………………….......
around the world.
a bike.
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Exercise 4. Choose four sentences from exercise number 2 and write negative sentences and questions. Wybierz cztery zdania z dwiczenia nr 2 I napisz negatywne zdania I pytania.
…………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… Exercise 5. Answer the question. Odpowiedz na pytanie. What are you going to do next summer? I’m…………………………………………………………………………………………………………………………………..
Exercise 6. Try to ask your friends the same question and write the answers. Spróbuj zapytad swoich kolegów o to sami i zapisz odpowiedzi.
She’s……………………………………………………………….………..……………………………………………………… He’s……………………………………………………………………………………………………………………..…………..
ANSWERS: ex.1 --- I -> am She -> is You -> are We -> are He -> is They -> are It -> is ex. 2 --- I’m You’re She’s He’s It’s We’re You’re They’re ex. 3 --- A. is going to lie on the bed; am going to build; is going to play B. are going to take; are going to read; is going to fly C. are going to travel; are going to ride ex. 4 --- przykładowe odpowiedzi --- It ‘s not going to lie on the bed/ it isn’t going…. Is it going to lie on the bed? He’s not going/ He isn’t going to fly a kite. Is he going to fly a kite? They’re not going/They aren’t going to take a photo. Are they going to take a photo? You’re not going/You aren’t going to ride a bike. Are you going to ride a bike? ex. 5 --- przykładowa odpowiedź --- I’m going to ride a bike and build a sandcastle. ex. 6 --- przykładowa odpowiedź --- She’s going to fly a kite. He’s going to read a book.
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Present Continuous for future Paulina Sadowska Exercise 1. Fill the blanks. Use the picture dictionary. Uzupełnij luki. Użyj słownika obrazkowego. She’s meeting her friends tomorrow. a) I ……………………………… a bike today. b) He……………………………. around the world this summer. c) They……………………………… football tomorrow afternoon with your friends. d) You ……………………………… a book this night because you’ve got an exam tomorrow. e) We………………………………a kite with our father today because he promised us.
Exercise 2. Choose three sentences from exercise number 1 and write negative sentences and questions. Wybierz trzy zdania z dwiczenia nr 1 i napisz negatywne zdania i pytania.
…………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… ……………………………………………………
Exercise 3. Answer the questions. Odpowiedz na pytania. What are you doing this summer? I’m ………………………………………………………………………………..………………………………………………. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………..
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What are you doing this weekend? I’m ……………………………………………………………………………………..………………………………………………. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………..
What are you doing today? I’m ………………………………………………………………………………………..………………………………………………. …………………………………………………………………………………………………………………………………………..…… …………………………………………………………………………………………………………………………………. Exercise 4. Ask your friends the same questions and write the answers. Zadaj te same pytania Twoim kolegom i zapisz odpowiedzi. She’s………………………………………………………………………………………………………………………………….
He’s…………………………………………………………………………………………………………………………………...
Write more answers if you want. Napisz więcej odpowiedzi, jeśli chcesz. ………………………………………………………………………………………………………………………………………... ………………………………………………………………………………………………………………………………………... ………………………………………………………………………………………………………………………………………... ………………………………………………………………………………………..................................................... ………………………………………………………………………………………….................................................... …………………………………………………………………………………………………...........................................
ANSWERS: ex 1. --- a) ‘m riding b) ‘s travelling c) ‘re playing d) ‘re reading e)‘re flying ex 2. --- przykładowe odpowiedzi --- He’s not/He isn’t travelling around the world this summer. Is he travelling around the world this summer? You’re not/You aren’t reading a book this night because you’ve got an exam tomorrow. Are you reading a book this night? We’re not/We aren’t flying a kite with our father today because he promised us. Are you flying a kite with our father today? I’m not riding a bike today. Am I riding a bike today? ex 3. --- przykładowe odpowiedzi --- I’m building a sandcastle and riding a bike. I’m flying a kite and ….. I’m reading a book and spending time with my family. She’s playing the guitar and singing. He’s playing football.
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Picture Dictionary
play football
travel
ride a bike
fly a kite
lie on the bed
read a book
take a photo
build a sandcastle grafiki pochodzą z http://www.clker.com/
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JUST LISTEN #2 Zadanie 1 Wysłuchaj nagrania. Dopasuj zdania (A-F) do osoby, która mówi o tym w nagraniu. Do każdej osoby pasują 2 zdania. Wpisz litery w prostokąty. Dziewczynka 1: Dziewczynka 2: Dziewczynka 3:
A. She can ride fast. B. She has got a helmet when she rides. C. She doesn’t play the sport in winter.
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D. She meets her friends every day. E. She rides without any friends. F. She learnt the sport many years ago.
Zadanie 2
Wysłuchaj nagrania. Odpowiedz pełnym zdaniem na pytania.
1. Does the girl like her town?
.................................................................................................
2. What does the girl do in the park?
.................................................................................................
3. Who goes with her to the park?
.................................................................................................
4. How often does she go for pizza with her friends? ............................................................................. 5. Where do the children usually do their homework? ........................................................................... 6. Where does the girl go with her parents?
....................................................................................
Zadanie 3 Wysłuchaj nagrania. Na podstawie usłyszanych informacji, zdecyduj czy podane zdania są prawdziwe (true) czy fałszywe (false). Postaw znak X w odpowiednim miejscu. TRUE
FALSE
1. Our living room is very big. 2.
A kitchen is on the first floor.
3. There are seven bathrooms in the house. 4. We learn on the top floor. 5.
In front of the house there is a garden.
6. There is a fountain in front of the house.
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71 ANSWERS: Zad 1. --- Dziewczynka 1: B, D Dziewczynka 2: A, E Dziewczynka 3: C, F Zad 2. --- 1. Yes, she does. / Yes, she likes her town. 2. The girl sits on the grass in the park. 3. She goes to the park with her friends. 4. She sometimes go for pizza with her friends. 5. They usually do their homework in the (local) library. 6. She goes to the swimming pool with her parents. Zad 3. --- 1. true 2. false 3. false 4. true 5. false 6. true
TAPESCRIPT
#2
Zadanie 1 Dziewczynka 1: I go out with my friends every day. We usually go to the park by bike and spend there nice time. I love cycling! My bike is white and purple. When I cycle I always wear my helmet because it protects my head. Dziewczynka 2: I can ride a scooter quite fast. I always ride when the weather is good. It is colourful. My sister can’t ride it so I do it alone. My scooter is the best! Dziewczynka 3: I learnt to roller skate 4 years ago. I really like the sport. In spring and summer I always do it after school. In autumn I roller skate when it’s dry outside. But I can’t do it in winter because there is snow everywhere!
Zadanie 2 My town is wonderful. There are a lot of interesting places to see and spend your free time. After school I like going to the park and sit on the grass with my friends. We sometimes go for pizza together. When we have to do our homework we usually go to the local library. But when it’s hot I go with my parents to the swimming pool and later to town to eat my favourite ice-cream!
Zadanie 3 Our house is very big. On the ground floor there are a kitchen, a huge living room, a corridor and my dad’s room. On the first floor there are 7 bedrooms and 2 big bathrooms. My sisters and I have our own rooms. On the top floor there are our study rooms. We do our homework there. Behind the house there is a beautiful garden with green grass and colourful flowers. In front of the house there is a nice fountain.
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Present Simple and Present Continuous Cecylia Al-Sharairi www.language-bay.blogspot.com Zadanie 1. Uzupełnij tekst czasownikami w czasie Present Simple. Selena always (1) ___________ (wake up) at seven o’clock. She (2) ___________ (brush) her hair and (3) ___________ (clean) her teeth. Then she (4) ___________ (eat) breakfast and (5) ___________ (go) to school. Selena (6) ___________ (have) around 6 lessons every day. Her favourite subject (7) ___________ (be) English but she (8) ___________ (not/like) Maths. In the afternoon she (9) ___________ (listen) to music or (10) ___________ (meet) her friends. They often (11) ___________ (play) various games or (12) ___________ (send) some photos on Snapchat. What (13) ___________ (do/you) every day? Zadanie 2. Utwórz zdania przeczące w czasie Present Simple. 1. They often drink mint tea and eat scones. 2. Stella reads fantasy books. 3. I prepare meals for my family. 4. Fashion creates the world. 5. We love sweet and sour food. 6. Lucy thinks about her family every day. 7. I often feel homesick. 8. The whole group loves a new teacher. 9. My best friend hates sarcastic jokes. 10. Betty feels sympathetic towards people.
_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________
Zadanie 3. Z podanych zdao utwórz pytania w czasie Present Simple. 1. 2. 3. 4. 5.
I sometimes feel frustrated and lonely. Lucy has a crush on you. I meet my friends every Friday. I don’t eat meat because I am a vegetarian. We often play handball.
_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________
Zadanie 4. Uzupełnij tekst czasownikami w czasie Present Continuous. My sister and I (1) _______________ (prepare) for my birthday party today. I (2) _______________ (bake) a cake. I (3) _______________ (mix) the ingredients and (4) _______________ (add) some milk and sugar. Brenda (5) _______________ (not/make) the food. She (6) _______________ (lay) the table and (7) _______________ (vacuum) the whole house. I can hear the knocking! My guests (8) _______________ (come)! PHOTOCOPIABLE
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Zadanie 5. Przeczytaj tekst o chłopcu o imieniu Ali. Uzupełnij go czasownikami w czasie Present Simple i Present Continous. Ali (1) ____________________ (not/like) computer games. He (2) ____________________ (prefer) watching horror movies to meeting his friends. Two weeks ago he downloaded a new Pokemon game on his smartphone. Every day he (3) ____________________ (get out) of his house and (4) ____________________ (look for) his virtual friends. His mum (5) ____________________ (not/say) anything special about Ali’s new hobby. She (6) ____________________ (be) happy because he (7) ____________________ (spend) a lot of time outside. Today Ali (8) ____________________ (meet) some friends in a local park and they (9) ____________________ (look for) Pokemons there. (10) ____________________ (they/score) a lot of points? We don’t know. They only thing we know is that they (11) ____________________ (also/plan) to meet on Friday. Zadanie 6. Przetłumacz zdania. Użyj czasów Present Simple i Present Continuous. 1. Nigdy nie ściągam filmów z Internetu. ___________________________________________________________________________ 2. Mary codziennie ogląda swój ulubiony serial. ___________________________________________________________________________ 3. Jak często odwiedzasz swoją babcię? ___________________________________________________________________________ 4. Becky myje właśnie samochód. ___________________________________________________________________________ 5. Czy idziesz teraz do swojej przyjaciółki? ___________________________________________________________________________ 6. Do kogo dzwonisz? ___________________________________________________________________________ 7. Martha nie opowiada śmiesznych kawałów. ___________________________________________________________________________ 8. Czy mówisz do mnie? ___________________________________________________________________________ 9. Popołudniami chodzimy na dodatkowe zajęcia angielskiego. ___________________________________________________________________________ 10. Czy lubisz swoją pracę? ___________________________________________________________________________ ANSWERS: Zad. 1 - 1. wakes up 2. brushes 3. cleans 4. eats 5. goes 6. has 7. is 8. doesn’t like 9. listens 10. meets 11. play 12. send 13. do you do Zad.2 - 1. They don’t often drink mint tea and eat scones. 2. Stella doesn’t read fantasy books. 3. I don’t prepare meals for my family. 4. Fashion doesn’t create the world. 5. We don’t love sweet and sour food. 6. Lucy doesn’t think about her family every day. 7. I don’t often feel home sick. 8. The whole group doesn’t love a new teacher. 9. Hate to słówko przeczące! W angielskim zdaniu może byd tylko jedno przeczenie! 10. Betty doesn’t feel sympathetic towards people. Zad. 3 - 1. Do you sometimes feel frustrated and lonely? 2. Does Lucy have a crush on you? 3. Do you meet friends every Friday? 4. Why don’t you eat meat? / Do you eat meat? 5. Do you often play handball? Zad. 4 - 1. are preparing 2. am baking 3. am mixing 4. adding/am adding 5. isn’t making 6. is lying 7. vacuuming/is vacuuming 8. are coming Zad. 5 - 1. doesn’t like 2. prefers 3. gets out 4. looks 5. doesn’t say 6. is 7. spends 8. is meeting 9. are looking for 10. are they scoring 11. are also planning Zad. 6 - 1. I never download films from the Internet. 2. Mary watches her favourite serial every day. 3. How often do you visit your grandma? 4. Becky is cleaning her car. 5. Are you going to go to your friend right now? 6. Who are you calling to? 7. Martha doesn’t tell funny jokes. 8. Are you talking to me? 9. We go to extra English lessons in the afternoon. 10. Do you like your job?
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STATIVE VERBS Joanna Kuligowska Find ten stative verbs in this wordsearch. Z
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feel
hate
like
forget
know
see
have
look
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understand
Notes: You may ask your students to write 3-4 sentences with the verbs they want to learn or with the verbs they like.
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You can watch this video with your students to introduce the topic of stative verbs: http://www.engvid.com/english-grammar-stative-verbs/. There is also a quiz below that your students may solve afterwards.
Game - stative or dynamic? Cut these stripes of paper and distribute them around the classroom. Divide the students into two groups – stative and dynamic students. Students should collect only those stripes that belong to their category.
1. I want to eat a hamburger or pizza! 2. Are you having a party this weekend? 3. I'm seeing my best friend from primary school tomorrow. 4. Which do you prefer Facebook or Google+? 5. I know he likes cheating during tests! 6. This kebab smells really awful! 7. I'm smelling something strange. What is it? 8. I have a new computer which is really awesome. 9. I'm having a shower right now. 10. I hate listening to classical music. 11.Is he watching this stupid comedy now? 12. They're playing basketball with Mariusz Gortat! 13. This sweatshirt costs lots of money. 14. I'm buying some new clothes for winter.
Key: Stative sentences: 1, 4, 5, 6, 8, 10, 13 Dynamic sentences: 2, 3, 7, 9, 11, 12, 14
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ADVERBS OF FREQUENCY Joanna Kuligowska Exercise 1. Use the adverbs to complete the sentences. Make them true for yourself. You can use the same adverb more than once. ALWAYS
USUALLY
OFTEN
SOMETIMES
NEVER
1. I..................................use facebook in the morning. 2. My best friend......................plays football. 3. I............................eat pizza for lunch. 4. My friends and I........................go out at the weekend to the cinema. 5. I.............................download music from the Internet. 6. My parents....................... share their photos on Instagram. 7. The teachers from my school ...................... use computers on the lessons. Then compare the answers with your classmates. Do you have the same answers?
Exercise 2. Work with a partner. Ask and answer the questions. Write down your partner's answers. Use ALWAYS/ USUALLY/ OFTEN/ SOMETIMES/ NEVER/ ONCE A YEAR/ TWICE A MONTH/ EVERY DAY/ EVERY WEEKEND ETC.
Your partner's answers
STUDENT A 1. How often do you do your homework on Friday evenings? 2. How often do you go on holidays? 3. How often do you do sports? 4. How often do you eat fast food? 5. How often do you read books? 6. How often do you talk on the phone?
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Your partner's answers
STUDENT B 1. How often do you do your homework on Sunday evenings? 2. How often do you go on school trips? 3. How often do you watch TV? 4. How often do you drink cola? 5. How often do you read comics? 6. How often do you send text messages?
Notes: As a follow up you may ask your students to write about their partner's answers to practice 3rd person singular of Present Simple.
Key: Students' own answers.
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Ewelina Wachowiak www.english-tea-time.com
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JUST LISTEN #3 Zadanie 1 Usłyszysz 5 pytao. Przyporządkuj każdemu pytaniu 1-5 właściwą odpowiedź A-F i wpisz odpowiednią literę w kratkę. Jedna odpowiedź nie pasuje do żadnego pytania.
1 - _____ 3 - _____
2 - _____ 4 - _____
5 - ______
A. Carrot cake. B. She’s tall, slim and pretty. C. She’s 15. D. She’s fine, thanks. E. She’s friendly and very helpful.
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F. At school.
Zadanie 2 Usłyszysz 5 krótkich dialogów. Z podanych odpowiedzi A, B, C wybierz właściwą zgodną z treścią nagrania.
1. Where are the people? A. On the plane B. On the bus C. On the train
3. Where will the friends finally go? A. They will stay at home. B. They will go to the local library. C. They will go to the pub.
2. What does the girl want to tell her mother? A. That she lost her mobile B. That she found some money on the street. C. That she bought a new pair of jeans
4. How much does Nathalie owe Lucy? A. £30 B. £13 C. £40
ANSWERS: Zad 1. --- 1. D Zad 2. --- 1. A
2. F 3. E 2. A 3. B
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4. B 4. C
5. Why doesn’t Amanda use Facebook? A. She doesn’t like it. B. She hasn’t got a computer. C. She hasn’t got any friends.
5. A 5. A
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TAPESCRIPT
#3
Zadanie 1 1. 2. 3. 4. 5.
How is she? Where is she? What is she like? What does she look like? What does she like?
Zadanie 2 1. A: What time did we start off? B: I don’t remember exactly. We should be in our destination right now but we haven’t landed yet. 2. A: Mum, do you remember the jeans you bought me last month? B: Yes. What’s the problem, darling? A: Actually, there was a big hole in my back pocket so by accident, I don’t know when and where I lost my mobile. Don’t be angry, mum. Can you buy me another cell? B: What? It was your new mobile, Susan! It cost a lot of money! I will not buy you a new one! 3. A: Let’s go to our favourite pub tonight. B: Sorry, but the only thing I’m dreaming about is silence. I’m terribly tired. A: Do you want to stay at home? B: Not really. I thought about going out somewhere to read a book. A: Why don’t we go to the library? B: That’s great! 4. L: Nathalie, when are you going to give my money back? I need it. N: Calm down, Lucy. I will do it as soon as I will have it. L: Come on, you paid off only £13! Where is the rest? N: That’s true. I borrowed £53 from you, then I gave you back £13 so the remain amount of money I will give you next month, ok? L: Ok but it’s your deadline! 5. X: Amanda, I can’t find you on Facebook! Y: Because I don’t have it. X: What? Why not? Everybody has got a Facebook account! Y: Not me. I think it’s a stupid idea to take some pictures and show them to others. I take care of my privacy! X: You will not have any friends! Y: Don’t worry about me. I have a lot of true friends in real life. I don’t need a computer to make friends! PHOTOCOPIABLE
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Adjectives Ewelina Wachowiak www.english-tea-time.com Zadanie 1. Znajdź 10 przymiotników w wykreślance (szukaj we wszystkich kierunkach). Znalezione słowa wykorzystaj w poniższych zdaniach.
1. Sylvia’s a __ __ __ __ __ __ __ __ __ __ student. 2. What a __ __ __ __ __ __ __ __ __ rainbow! 3. The orange is too __ __ __ __ . 4. Suddenly I was __ __ __ __ __ with my work. 5. Smoking is a __ __ __ __ __ __ __ __ __ __ habit. 6. I am __ __ __ __ __ __ __ __ __ __ __ __ with my exam’s results. 7. Our team lost the match so I feel totally __ __ __ __ __ __ __ __ __ . 8. I love spending time with __ __ __ __ __ __ __ people. 9. Is your house big? No, it’s __ __ __ __ . 10. The death of his grandpa was a __ __ __ __ __ __ __ __ moment in his life. PHOTOCOPIABLE
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Zadanie 2. Przetłumacz fragmenty zdao podane w nawiasach. a) John believes parachuting is …………………………………………………………………………………………… (najbardziej niebezpiecznym) sport in the world. b) She was ................................................................ (tak podekscytowana, że) she collapsed. c) When are you going to clean ………………………………………….......………… (swój brudny pokój)? d) Our Biology teacher is …………………………………………………………………..(bardzo wymagający). e) Isn’t the meat …………………………………………………………………………………….. (zbyt słone)? f) Your younger sister is .................................................................................................. (dużo bardziej odpowiedzialna niż) you are.
Zadanie 3. Uzupełnij tabelkę dla stopnia wyższego i najwyższego. Stopieo równy
Stopieo wyższy
Stopieo najwyższy
fascinating ugly delicious healthy tall good smart stupid new bad relaxed big sleepy boring high nervous fat little PHOTOCOPIABLE
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Zadanie 4. Spośród podanych słów do każdego zdania dopasuj jeden wyraz pamiętając, aby zmienid jego formę. crowd satisfy
space luxury
talk break
wood dependent
0. My mum says her job is satisfying.
1. If I go to work, I will be ............................................. from my parents. 2. Where did you buy the ....................................... coffee table? 3. Jane’s room is very .............................................. . 4. Nina loves .............................................. shoes. She spends a fortune on them! 5. You can’t get bored with her. She is so .........................................! 6. You can’t use my computer. Unfortunately, it’s ..................................... . 7. Buckingham Palace is the most ....................................... place in London.
ANSWERS Zad. 1.
ZDANIA 1. successful 2. colourful 3. sour 4. bored 5. disgusting 6. dissatisfied 7. depressed 8. amusing 9. huge 10. touching
Zad.2 a) ...the most dangerous... b) ...so excited that... c) ...your messy/dirty room... d) ...very demanding... e) ... too salty... f) much more responsible than...
Zad. 3. fascinating – more fascinating – the most fascinating ugly – uglier – the ugliest delicious – more/less delicious – the most/least delicious healthy – healthier – the healthiest tall – taller – the tallest good – better – the best smart – smarter – the smartest stupid – stupider – the stupidest new – newer – the newest Zad. 4.
bad – worse – the worst relaxed – more/less relaxed – the most/lest relaxed big – bigger – the biggest sleepy – sleepier – the sleepiest boring – more/less boring – the most/least boring high – higher – the highest nervous – more/less nervous – the most/least nervous fat – fatter – the fattest little – littler – the littlest
1) independent 2) wooden 3) spacious 4)luxurious 5) talkative 6) broken 7) crowded
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A/An/The Ewelina Wachowiak www.english-tea-time.com Zadanie 1.
Przeczytaj uważnie tekst. W luki 1-20 wpisz brakujący przedimek a, an lub the.
The World Health Organization has declared the Zika virus a global public health emergency.
(1) ............... infection is suspected of leading to thousands of babies being born with underdeveloped brains. Some areas have declared (2) ............... state of emergency, doctors have described it as (3) ............... pandemic in progress" and some are even advising women in affected countries to delay getting pregnant. But there is much we do not know in this emerging infection (...).
What are the symptoms of Zika? Deaths are rare and only one-in-five people infected is thought to develop symptoms. These include: mild feler, conjunctivitis (red, sore eyes), headache, joint pain, a rash. (4) ................ rare nervous system disorder, Guillain-Barre syndrome, that can cause temporary paralysis has been linked to the infection. There is no vaccine or drug treatment so patients are advised to rest and drink plenty of fluids. But (5) ............... biggest concern is (6) ................ impact it could have on babies developing in the womb and the surge in microcephaly.
What is microcephaly? It is when (7) ............... baby is born with (8) ............... abnormally small head, as their brain has not developed properly. (9) ............... severity varies, but it can be deadly if (10) ............... brain is so underdeveloped that it cannot regulate the functions vital to life. Children that do survive face intellectual disability and development delays. It can be caused by infections such as rubella, substance abuse during pregnancy or genetic abnormalities (...).
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Where did Zika come from? It was first identified in monkeys in Uganda in 1947. The first human case was detected in Nigeria in 1954 and there have been further outbreaks in Africa, South East Asia and (11) .............. Pacific Islands. Most were small and Zika has not previously been considered (12) ............... major threat to human health. But in May 2015 it was reported in Brazil and has spread rapidly (...). At (13) ............... end of July, health officials in Florida confirmed that 14 cases of Zika in (14) .............. area of downtown Miami were likely to have been contracted from local mosquitoes (...).
How does it spread? It is spread by Aedes mosquitoes. They are found throughout the Americas except for Canada and Chile where it is too cold for them to survive. If they drink the blood of (15) ................ infected person they can then infect subsequent people they bite. It is unclear for how long someone can transmit (16) ............... virus after being infected. They are (17) ............... same insects that spread dengue and chikungunya virus. And, unlike the mosquitoes that spread malaria, they are mostly active during (18) ............... day, so bed nets offer limited protection (...).
How long are people infectious? (19) ........................ best evidence so far suggests that people can spread the virus via mosquitoes for (20) ................... week after being infected (...).
Źródło: James Gallagher, http://www.bbc.com/news/health-35370848
Zadanie 2.
Spośród podanych odpowiedzi a-d wybierz jedną.
1) ……. Polish drink more alcohol than …… British. a) -, b) The, the c) An, the d) A, an 2) ………… car should be insured. a) The b) A c) An
d) –
3) What ……………….. wonderful weather! a) an b) a c) –
d) the
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4) ……. Miss Clarkson called you yesterday. a) The b) c) An
d) A
5) I was so scared when Nick was driving the car 160 kilometres .......... hour. a) an b) the c) a d) – 6) I’ve got ........... ink stain on my favourite T-shirt! I can’t remove ........ stain! a) a, an b) an, the c) the, a d) a, the 7) They always have ................. lunch at 1. a) an b) a c) -
d) the
8) Who is .......... girl in red? a) – b) an
d) the
c) a
9) ............ dogs are much more friendly than ............. cats. a) –-, – b) The, the c) An, the d) A, an 10) ........ Tower of London and ............ Parliament were closed for visitors last Monday. a) –, the b) –, – c) A, an d) The, -
Zadanie 3.
Przetłumacz fragment zdania. Pamiętaj o a, an, the.
1. They lived on …………………………………….. (najwyższym piętrze) of …………………………………….. (starego domu). 2. …………………………………….. (We wtorki) at 5 I have music classes. 3. Our boss …………………………………….. (potrzebuje asystenta) with …………………………………….. (znajomością angielskiego). 4. I saw your house …………………………………….. (został wybudowany z) wood. Are you insured against …………………………………….. (pożarowi) ? 5. We have …………………………………….. (trochę pieniędzy) left. Let’s buy some snacks! 6. I don’t remember …………………………………….. (dokładnego dnia) of …………………………………….. (wypadku), but I know it was …………………………………….. (jakiś czwartek) because everybody was at work. 7. This is …………………………………….. (najbardziej luksusowy) hotel in town. 8. …………………………………….. (Tamiza) is 346 kilometres long. 9. …………………………………….. (To film) about deadly diseases. 10. When I …………………………………….. (wyszłam ze stacji) I had to wait …………………………………….. (w kolejce) for …………………………………….. (taksówkę) for …………………………………… (długi czas).
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Zadanie 4.
Zakreśl właściwą odpowiedź.
1.
The/- Mediterranean Sea is a sea connected to an/the Atlantic Ocean.
2.
They visited refugees in northern the/- France who are trying to reach an/the UK.
3.
Unfortunately, we still need a/an visa to get to the/- USA.
4.
-/An Edinburgh is a/the capital of the/- Scotland.
5.
Mr Brown is the/- boy’s uncle.
6.
Last time when I was in a/- church was a/an year ago.
7.
Aunt Nancy went to the/a church to admire the/an old altar.
8.
He is in the/- office.
9.
I sent her -/the home.
10. We have two Mrs Woods in our database. Which one do you want? – I need a/the Mrs Wood who called me in the/a morning. ANSWERS:
Zad. 1. --- 1. The 2. a 3. a 4. A 5. the 6. the 7. a 8. an 9. The 10. the 11. the 12. a 13. the 14. an 15. an 16. the 17. the 18. the 19. The 20. a Zad. 2. --- 1. B 2. B 3. C 4.* B/D 5. A 6. B 7. C 8. D 9. A 10.D 4* Odpowiedź B sugeruje, że Miss Clarkson jest dobrze znana osobie mówiącej. Odp. D sugeruje, że osoba mówiąca nie ma pojęcia kim jest Miss Clarkson (A Miss Clarkson – jakaś Pani Clarkson). Zad. 3. --- 1. the top floor, an old house. 2. On Tuesdays 3. needs an assistant, a knowledge of English. 4. was built of, fire 5. a little money 6. the exact date, the accident, a Thursday 7. the most luxurious 8. The Thames 9. It’s a film 10. left the station, in a queue, a taxi, a long time. Zad. 4. --- 1. The, the 2. -, the 3. a, the 4. -, the, - 5. The 6. -, a 7. the, the 8. the 9. - 10. the, the
SPEAKING CORNER 1. Would you like to live in the city or in the country? 2. How do you cope with stress before exams? 3. What do you like doing in your free time? 4. How often do you eat out? Why? 5. Which is more important for you, a great career or a great personal life? Why? 6. Would you like to work as a shop assistant? Why? 7. What’s your ideal holiday destination? Why? 8. How do you usually use your mobile phone? 9. What do you think about cheating in exams? PHOTOCOPIABLE
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Present Simple and Continuous Ewelina Wachowiak www.english-tea-time.com Zadanie 1. Przeczytaj tekst. Wybierz odpowiednie słowo i wpisz je w luki 1-10. Pamiętaj, że musisz zmienid formę używając Present Simple lub Continuous. have got | pose | wear | be | walk | look | gaze | present | seem | think
The picture (1) ......................... two small children who are probably the same age. They (2) .................................... through the park. The girl (3) .................................... a short, raspberry coat, a light scarf and leggings. The boy (4) ...................................... blue jeans and a dark green shirt, instead. He (5) ..................................... at something interesting. The girl definitely (6) ..................................... for the photo. They (7)............................... to be so natural in the picture! I (8).................................... they (9) .............................................. siblings because they (10) ....................................... very alike.
Zadanie 2. Znajdź błędy w zdaniach i popraw je. 1. I’m thinking that's a great idea! 2. She is on the sofa and thinks about her boyfriend. 3. No need to shout. I'm hearing you. 4. Sam can't talk to you. He has a bath. 5. I'm here! Are you seeing me? 6. Normally, my dad doesn't work at the weekends but this time he goes to work. 7. Do you know anyone who speaking Russian? 8. Why is you watching that stupid film? PHOTOCOPIABLE
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Zadanie 3. Sparafrazuj zdania używając podanego słowa tak, aby zachowad sens wypowiedzi. Nie możesz wpisad więcej niż 4 słowa. 1. There is no milk left.
any
.............................................................................................................. milk left. 2. hardly ever go swimming.
rare
It’s …............................................................................................. go swimming. 3. He may be her brother. perhaps ......................................................................................................... her brother. 4. Peter is rather shy, so he doesn’t like to make friends. keen Peter ..................................................................................................... friends. 5. We are glad you want to help us.
kind
.......................................................................................................... to help us. 6. Tom’s mum doesn’t drink coffee and tea.
neither
Tom’s mum .................................................................................................. tea. 7. What would you do if you won $ 1 million?
supposing
........................................................................... $ 1 million, what would you do? 8. What are you doing here? You should go to school!
were
You ................................................................................................ go to school! 9. Although he works very hard, he will never be rich.
matter
........................................................................... he works, he will never be rich. 10. She’s talking to her boss because she wants a pay rise.
get
She’s talking to her boss ................................................................... a pay rise. 11. Call me at once!
must
…........................................................................................................... at once! 12. Why are you screaming?
don’t
…….…............................................................................................................. .
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Zadanie 4. Użyj czasowników w nawiasach w odpowiedniej formie. 1.
Henry usually ............................ (drink) water but today he ............................... (drink) orange juice.
2.
Uncle Luck is busy because he ................................. (redecorate) the kitchen.
3.
...................................................................................... you (believe) in ghosts?
4.
What ............................................................... they often (do) in their free time?
5.
Mrs Beneton ................................................. (do) the gardening at the moment.
6.
The last bus ........................................................................... (leave) in 2 hours.
7.
Don't interrupt us, please. We .................................. (have) a nice conversation.
8.
Nancy ................................................................................... (feel) terrible today.
9.
This meat ............................................................................. (taste) awful! Try it!
10. My mum's bike has broken down, so she .......................... (go) to work on foot. 11. Look! The weather ......................................................................... (get) worse. 12. Where ........................................................................ you (work)? ~ At school. 13. How much .......................................................... the yellow coat (cost)? ~ $25. 14. Brad hasn't decided yet about his future university. He.....................................(think) about it. 15. I .................. (hear) you passed your exams in flying colours! Congratulations! 16. Don't listen to Susan. She ........................................................... just (be) rude. 17. Neil ............................................................................. (look) just like his father. 18. Excuse me, what ....................................................................... you (wait) for? 19. You know, I don't want to continue this conversation. You always .................... (make) a fuss about nothing! 20. She ................................................. (hope) he will come to her party on Friday.
Zadanie 5. Przetłumacz zdania na j. angielski. 1. On nigdy nie pamięta o moich urodzinach. 2. Nie mogę się z tobą bawid bo robię obiad, synku. 3. Ty ciągle bałaganisz! 4. Dlaczego ona płacze? 5. Szczerze mówiąc wątpię czy John przyjdzie do szkoły jutro. 6. Daj mi to. Ten sweter należy do mnie. PHOTOCOPIABLE
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7. Natasha czyta 'Pride and Prejudice'. 8. Uważam, że się mylisz. 9. Brytyjczycy piją dużo herbaty. 10. Nie zgadzam się z tobą.
Zadanie 6. Słowotwórstwo. Utwórz odpowiednie słowo z wyrazów podanych w nawiasie. 1. The armchair was soft and ........................................................................... (COMFORT) 2. The level of ................................................................ (EDUCATE) in India is impressive. 3. How long were the plants ............................................................................. (GROWTH)? 4. I'm not going to ........................................................... (TOLERANT) your bad behaviour! 5. I see you are furious! What...................................... (DISSATISFACTION) you so much? 6. I heard the toadstools are not ................................................................................. (EAT). 7. The ............................................................................... (SEE) person sat next to George. 8. A strange feeling of ................................ (EXCITING) filled George as he watched the man. 9. After our ..................................................... (OBLIGATE) lessons we have extra classes. 10. Toudi is the ................................................................. (LITTLE) chihuahua in the world. 11. Earning my own money gives me........................................ (FREE) and independence. 12. Have you made a .................................................................................... (DECIDE) yet? 13. What are they doing in this ............................................. (INDUSTRY) part of the town? 14. What does the word accomodation ................................................. (ORIGINAL) from? 15. My ........................................................................................ (CHILD) was unforgettable.
ANSWERS: Zad. 1 --- 1.presents 2. are walking 3. is wearing/has got 4. is wearing/has got 5. is gazing 6. is posing 7. seem 8. think 9. are 10. look Zad. 2 --- 1. I think ... 2. ... is thinking 3. I hear ... 4. ... is having a bath. 5. Do you see ... 6. ... is going to work. 7. ... who speaks Russian? 8. ... are you watching ... Zad. 3 --- 1. There isn’t any ... 2. ... rare for me to ... 3. Perhaps he is ... 4. ... isn’t keen on making ... 5. It’s kind of you ... 6. drinks neither coffee nor ... 7. Supposing you won, ... 8. ... were to ... 9. No matter how hard ... 10. ... to get ... 11. You must call me ... 12. ... scream. Zad. 4 --- 1. drinks, is drinking 2. is redecorating 3. Do you believe 4. Do they often do 5. is doing 6. Leaves 7. are having 8. is feeling 9. tastes 10. is going 11. is getting 12. Do you work 13. does the yellow coat cost 14. is thinking 15. Hear 16. is just being 17. looks 18. are you waiting 19. are always making 20.hopes Zad. 5 --- 1. He never remembers about my birthday. 2. Son, I can’t play with you because I’m making dinner. 3. You are always making a mess! 4. Why is she crying? 5. To be honest/Frankly speaking, I doubt if/whether John will come to school tomorrow. 6. Give it to me. This/The sweater belongs to me. 7. Natasha is reading ‘Pride and Prejudice’. 8. I feel/think you’re wrong. 9. British people/The British drink a lot of tea. 10.I don’t agree with you. Zad. 6 --- 1. comfortable 2. education 3. growing 4. tolerate 5. dissatisfied 6. eatable 7. unseen 8. excitement 9. obligatory 10. littlest 11. freedom 12. decision 13. industrial 14. originate 15. childhood
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MODAL VERBS Ewelina Wachowiak www.english-tea-time.com Zadanie 1. Przetłumacz fragmenty zdao. Użyj maksymalnie 4 słów. 1) They …………………………………………………………. (nie mogli spotkad się) in Paris. Lucy has never been there before. 2) When I was 6 I ..................................................... (umiałam pięknie śpiewad). 3) That man …………………………………………………….. (nie może byd) her husband. He died 5 years ago. 4) It was horrible ................................................ (nie móc) see you for so long. 5) I ........................................... (nie mogę) play basketball because it’s too dark and cold. 6) I’m writing down the date of our next meeting in my calendar. Otherwise, I ................................ (mogłabym zapomnied o tym). 7) This test …………………………………………… (nie mógł byd) so difficult if you finished writing it in an hour. 8) Why didn’t you take the driving licence exam? You ........................................................ (mogłeś go zdad).
Zadanie 2. Wybierz prawidłową odpowiedź. 1) My life .......................................... be better! a) can’t
b) couldn’t
c) is able to
2) Nadia hasn’t ................................... concentrate on studying! She is still thinking about Chris. a) been able to
b) can
c) could have
3) Nobody was at home all the evening so I ............................. read the book finally! a) Could
b) can
c) was able to
4) You ......................................................... the competition if you had done your best. a) could have won
b) can win
c) was able to
5) When I was 12 I ................................. play outside till 10.30. a) am able
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6) Don’t worry. You are such a responsible man that you ..................................... lost the documents. a) can’t have
b) couldn’t have
c) couldn’t
7) ...................................... eat dinner with us tomorrow? a) Can you
b) Will you be able to
c) Are you able to
8) Before I ................................. go for a walk, I had to clean. a) can
b) am able to
c) could
Zadanie 3. Sparafrazuj podane zdania. Możesz użyd maksymalnie 4 słów. 1) For sure it isn’t after midnight.
CAN’T
............................................................................................ after midnight. 2) It’s obvious he didn’t clean his room because it’s still completely messy. COULDN’T ..................................................................... his room because it’s still completely messy. 3) The backache prevented me from taking part in the Olympics. BE ABLE TO I .................................................... part in the Olympics because of the backache. 4) Mrs Wood managed to pay all her debts last week.
WAS
Mrs Wood ..................................................... all her debts last week. 5) Luiza is eager to teach you Japanese.
COULD
Luiza ............................................................. Japanese. 6) Why didn’t you tell me about your problems?
COULD
You ……………………………......………. me about your problems. 7) I’m sure she didn’t call me on Monday because I was in London then.
CAN’T
She ........................................................... me on Monday because I was in London then. 8) Did you succeed to do your homework?
ABLE
....................................... do your homework?
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Zadanie 4. Wybierz odpowiednią reakcję językową. 1. X: Today is my 80 birthday. Y: .................................................... a) No way! You can’t be 80! b) No way! You couldn’t be 80! 2. X: Who’s that man? Y: I don’t know. He ................................ our new manager. a) could be b) can’t have been 3. X: I think it was Nathalie who stole my money. Y: She ......................................... this because she was on holidays that time. a) can’t have done b) can’t do 4. X: Did you try the blouse on? Y: Yes, finally I ........................................ try it on. a) could b) was able to 5. X: There’s no light at home. Y: They .............................. at home! a) can’t be b) couldn’t be 6. X: I ............................... Peter before. Y: Are you sure? a) can’t have met b) can’t meet 7. X: Is George her brother? Y: He ........................................ her brother because she is an only child. a) can’t be b) can’t have been 8. X: She ........................................... the job. Y: If only she tried harder. a) can’t have got b) could have got PHOTOCOPIABLE
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Zadanie 5. Znajdź błędy w zdaniach i popraw je. Trzy zdania są prawidłowe. 1) She can’t have been a model. She is too fat. ..................................................................... 2) I will be able to help you next month. ............................................................................... 3) You can get a better mark if you learnt harder. ................................................................ 4) Lary wasn’t able to play the guitar when he was 10. ........................................................ 5) She isn’t able to read. ....................................................................................................... 6) Am I able to borrow your book? ........................................................................................ 7) I could pass the exam. ....................................................................................................... 8) It couldn’t have cost more than a thousand! .................................................................... ANSWERS: Zad. 1 --- 1. can’t have met 2. could sing well 3. can’t be 4. not being able to 5. can’t be playing/am not able to 6. could forget about it 7. can’t have been 8. could have passed it Zad. 2 --- 1. B 2. A 3. C 4. A 5. C 6. A 7. B 8. C Zad. 3 --- 1. It can’t be ... 2. He couldn’t have cleaned ... 3. ... wasn’t able to take ... 4. ... was able to pay ... 5. ... could teach you ... 6. ... could have told ... 7. ... can’t have called ... 8. Were you able to ... Zad. 4 --- 1. A 2. A 3. A 4. B 5. A 6. A 7. A 8. B Zad. 5 --- 1. can’t have been can’t be 2. CORRECT 3. can get could have got 4. wasn’t able to couldn’t 5. CORRECT 6. Am I able to Can/Could I 7. could was able to 8. CORRECT
SPEAKING CORNER 1. What qualities do you value most in people? 2. What would you do if you fell in love with your best friend’s boyfriend or
girlfriend? 3. In your opinion, what characteristics should a good boyfriend or girlfriend
have? 4. What can a person’s appearance tell us about his or her personality? 5. How important are your friends for you? Why? 6. What is your idea of a perfect house or a flat? 7. Who is your closest relative? Why? 8. Do you agree that the traditional model of the family is changing greatly
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JUST LISTEN #4 Zadanie 1 Wysłuchaj nagrania. Usłyszysz wypowiedź kobiety na temat pisania artykułów. W luki 1-10 wpisz brakujące słowa.
Writing articles, especially in a (1) ......................... language, is really timeconsuming for me. I mean I always have difficulty in finding (2) ......................... ideas which may be (3) ......................... for my potential readers. Looking for a good topic to write sometimes causes (4) ......................... nights. Of course, writing articles is a (5) ......................... fascinating adventure, lub KLIKNIJ TU
however, it’s much harder than you think. When you know what you want to write about you sit at your desk, start working and... it turns out that (6)
.........................
you
have
no
inspiration
or
something
interrupts
you
(7) ......................... Because of that I never write my posts during the day. I don’t even try to do this! I noticed that the only possible time to focus and work (8) .......................... is the night. Nobody calls me, the postman doesn’t (9) ......................... on my door, the baby doesn’t want to eat so... I can fully (10) ......................... and write.
Zadanie 2 Wysłuchaj nagrania. Usłyszysz wywiad z Mrs Brownie na temat wyboru ścieżki kariery przez młodych ludzi. Spośród podanych odpowiedzi A, B, C wybierz jedną, poprawną. 1. What is the first thing to do if you haven’t decided about your job career yet? A. to talk to friends B. to try to find answers for some questions inside you C. to lists your advantages 2. What are feelers like? A. friendly and sensitive B. warm but troublesome C. emotional and controversial
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3. Which sentence is not true about feelers? A. They like to be noticed. B. Harmony and fulfilment is important for them. C. They deliberately harm others. 4. Why do thinkers are called realists? A. because they always find practical solution to a problem. B. because they are introvert. C. because they are reserved. 5. Apart from our personality, what else is important while choosing a job? A. interests, money, contacts B. skills, experience, interests C. experience, age, contacts
ANSWERS: Zad 1. --- 1. foreign 2. extraordinary 3. gripping 9. knock 10. focus Zad 2. --- 1. B 2. A 3. C 4. A 5. B
4. sleepless
5. pretty
TAPESCRIPT
6. either
7. constantly
8. effectively
#4
Zadanie 1 Writing articles, especially in a foreign language, is really time-consuming for me. I mean I always have difficulty in finding extraordinary ideas which may be gripping for my potential readers. Looking for a good topic to write sometimes causes sleepless nights. Of course, writing articles is a pretty fascinating adventure, however, it’s much harder than you think. When you know what you want to write about you sit at your desk, start working and... it turns out that either you have no inspiration or something interrupts you constantly. Because of that I never write my posts during the day. I don’t even try to do this! I noticed that the only possible time to focus and work effectively is the night. Nobody calls me, the postman doesn’t knock on my door, the baby doesn’t want to eat so... I can write.
Zadanie 2 There are such moments in life that a person has to stop for a moment and make a decision what to do next. One of them appears at the end of high school. Then students often hesitate owing to
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the fact that they are not sure what profession will be suitable for them. Today our guest in Mrs Brownie, the well-known psychologist. Mrs Brownie, what should young people do if they have no idea about their future job? Well, in less than no time they should ask themselves some fundamental questions: ‘What is my character and personality?’, “Who am I?’, ‘What am I good at?’, ‘What determines my choice: character, interests or my parents?’Undoubtedly, it is also useful to chat with a friend about our ideas because they sometimes can help us to find our strong points. I see. And what’s next? They should sit comfortably and think carefully what type of a man am I? A feeler or a thinker? Could you explain us the difference? Feelers such as musicians or artists are sensitive, warm and friendly people. They underline the significance of feeling good. In the process of decision-making they go by feelings and emotions which accompany them in a particular moment of life. They are highly sensitive to nature, music, and profound thoughts. What are their features? Feelers are characterised by warmth, understanding, and gratitude. If they are not appreciated enough, they do their best so as to stand out from the crowd. They praise harmony and fulfilment which play an enormous role in their everyday lives. What is more, they are approachable by nature and do not want to harm anybody. How about thinkers? Who are they? Thinkers’ personality is slightly divergent. It is said that they are rather reserved and introvert. Their main aim is to find a golden rule, down-to-earth solution to a problem. What should be emphasised, they are purely realists. Could you give us any example of a thinker? To my mind, surgeons must be thinkers. All the time they are forced to make not easy decisions to save one’s life. They analyse situations but they must be aware of the consequences of their decisions. Without these features they couldn’t do their job. What is your advice for those who still don’t know their future? I believe that each of us is a cluster of a feeler and thinker. We are able to make a decision based on logic and emotions indeed. That’s why taking a prospective career into consideration, we should rely not only on our personality but also on our skills, experience, and interests. Thank you so much for accepting our invitation and for giving our listeners helpful tips.
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WORK, WORK, WORK… Marcel Kucaj www.angielskaherbata.blog.pl
„I always give 100% at work: 10% Monday, 15% Tuesday, 30% Wednesday, 40% Thursday, and 5% Friday.‟ Imagine a world where everyone does what he or she wants to do. Wouldn‟t that be a great place to work? It‟s not a fantasy world. It‟s called a Results-Only Work Environment, and it exists now in organizations all over the globe. I first learned about ROWE in Daniel Pink‟s Drive: The Surprising Truth About What Motivates Us. Pink describes compelling evidence that with everything other than routine tasks, extrinsic rewards don‟t work. Carrots and sticks actually make people less productive and satisfied. What does work is intrinsic motivation, specifically autonomy over time, task, and team; Mastery — becoming better at something that truly matters; and purpose — doing work in service of the greater good. To illustrate the concept of autonomy, Pink tells about the Results-Only Work Environment, a revolutionary system created by Cali Ressler and Jody Thompson and described in their book, Why Work Sucks and How to Fix It. The authors explain that we labor under a myth that Time + Physical Presence = Results. Some additional shared beliefs and unwritten rules of the workplace include:
Most work happens from Monday-Friday 8-5.
People at their workstations are doing work.
Results are proportional to efforts.
People who work lots of hours get more work done than those who work fewer hours.
These assumptions are pervasive yet they make no sense in today‟s knowledge workplace. Time is not an effective measure of value, and it distorts behavior. We call in sick to take care of personal business. We look busy to make it to 5 o‟clock or put in extra hours to substitute for not being able to accomplish a certain task.
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Instead, in a ROWE, workers are free to do whatever they want, whenever they want, as long as the work gets done. They are judged on results, not hours. Instead of asking, “is this person putting in her time?” you ask, “is this person (or am I) delivering or not?”
(excerpt from As Long As Work Gets Done: A Revolutionary Way To Make Work Not Suck by Liz Summer published on https://www.livecareer.com/quintessential/ROWE-fixing-work)
Exercises – Speaking and Vocabulary 1. What‟s the verb from „productivity‟? What‟s the adjective and opposite adjective? 2. What is productivity? What does „being productive‟ mean to you? What increased and decreased our productivity throughout the day? 3. How do you understand the introductory quote? Do you agree or disagree with it? Why? 4. Read the text and match the words in bold with their definitions: a. to change in such a way that something becomes strange or untrue b. coming from outside c. the aim you want to achieve d. spreading to the whole of something e. relating to the essential qualities or features f. something your receive for what you have done g. the power to make your own decisions h. a feeling of enthusiasm or interest that makes you determined to do something
Exercise – Grammar 5. Look at the sentence „What does work is intrinsic motivation, specifically autonomy over time, task, and team.‟ What is the purpose of the auxiliary „does‟?
ANSWERS: ex. 1 --- ‘to produce’; notice the stress change between the verb and the noun ‘produce’ / productive, unproductive; ex. 4 --- a. distort, b. extrinsic, c. purpose, d. pervasive, e. intrinsic, f. reward, g. autonomy, h. motivation ex. 5 --- it emphasises the contrast between this and previous sentence; such contrast or emphasis is shown by the use of auxiliary, which – by default – is visible only in Present Simple and Past Simple, as these two tenses are the only two tenses without auxiliaries in positive statements
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How good is your English? – a placement test Task: Circle the correct option.
Time: app. 30 min
1. My name … Maria. a. am
b. is
c. are 13. Parrots … squawk, but they … jump.
2. Where … she from? a. are
b. is
c. am
b. is
b. can’t, can
c. am
a. a, -
b. -, -
a. is
B: …
b. isn’t
a. How do you do? b. How are you? c. I’m ok.
16. I get up … 6 o’clock.
5. I’ve … a dog.
a. for b. gotten
c. an, a
15. There … five tables in the room.
4. A: How do you do?
a. get
c. can, can’t
14. This is … cat, and these are … mice.
3. How … you today? a. are
a. can, can
c. got
b. about
c. are
c. at
17. My brother is a doctor. He … in a hospital.
6. I like bananas, but I don’t … grapes.
a. works
a. like
18. Excuse me, how much are … bananas?
b. hate
c. need
a. this
7. This is … mum. a. Mark
b. Mark’s
c. Marks’
a. at
b. on
c. in
b. do
b. in
c. must
a. but
a. His
22. Look at these … .
c. Its
c. by
c. swims
21. Children like apples … they are sweet.
10. This is my sister. … name’s Sue. b. Her
c. that
20. Look, your brother … in the pool. a. is swimming b. swim
9. I … swim. I’m good at it. a. can
b. these
c. job
19. I usually go to school … bus. a. on
8. She lives … Prague.
b. work
b. so
11. Have you got … brothers or sisters?
a. woman
a. a
23. We … to the cinema last night.
b. any
c. some
a. did go
12. I … got any siblings. a. hasn’t
b. haven’t
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b. women
c. because
b. goed
c. womans
c. went
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126 24. Where … she born? a. was
b. were
37. What … you do if you won a million pounds? c. did be
a. will
25. … did you talk to? a. Where
b. Who
b. would
c. would have
38. If … I could go to the disco. c. What
a. lonely
b. only
c. rather
26. I’m going shopping to the mall. … you like to go with me?
39. I … through the park, when a dog attacked me.
a. Could
c. Do
a. were walking b. walked
27. Please stop … so fast. I’m scared.
40. He is fond of … novels.
a. drive
a. historic
b. Would
b. driving
c. to drive
b. opposite
b. by
a. whose
29. My father doesn’t like … rugby. a. a
b. -
c. historical
41. Pierre, … father is French, speaks both English and French fluently.
28. Our house is … to the church. a. next
b. history
c. was walking
b. who
c. which
42. He will lend you his bike … that you let him go canoeing with him.
c. the
30. I hope it … snow this winter.
a. unless
a. will
43. She accused me … stealing her jewellery.
b. is
c. is going to
31. Look at Mary. She looks … a. beautifully
b. beautiful
a. on c. beauty
b. then
b. may
b. little
c. a few
35. What … he done? a. had
b. have
b. will
a. being
a. kill
c. admission
b. been
c. –
b. have killed
c. be killed
47. My father made me … eat this horrible soup. a. to
b. -
c. has
c. would
a. is, sucking
c. to have
b. -, sucks
c. sucks, -
49. No sooner had the party begun … it started to rain. a. when
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b. reception
48. He … always … his thumb, it’s awful. I hate it.
36. If the weather is fine, we … go to the beach. a. won’t
a. perception
46. Mark is said to … his wife.
c. can
34. I haven’t got many friends, but I’m happy to have … good ones. a. few
c. for
45. The bridge is … built by my dad’s company.
c. than
33. I’ve got a toothache. You … go to the dentist. a. should
b. of
c. provided
44. What a lovely wedding …
32. I think paragliding is more dangerous … bungee jumping. a. as
b. if
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127 50. Had we taken the taxi, we … home now.
62. Very rarely … here in winter.
a. would have been b. would be c. will be
a. it snows
51. Thomas is so unreliable. He always lets me … .
63. I’ve got … Van Gogh hanging in my room.
a. up
a. -
b. down
c. across
b. wasn’t told
a. arose
53. I’d rather you … now. a. leave
b. have left
b. a
c. the
64. Demand for such products … and a lot of families now wants to give speciality food market a try.
52. He complained that he … in time. a. hasn’t been told c. hadn’t been told
b. does it snow c. snows it
b. enlarged
c. grew
65. Jack always disagrees to go on strike. He has never been … of such solutions.
c. left
54. Sorry, I can’t go to the cinema with you, I … my dentist at that time tomorrow.
a. in favour
a. see
66. When it turned out that Mary … to hospital before Christmas, I called my mum to tell her that we won’t visit them this year.
b. will see
c. ‘m seeing
55. When I lived in England I was used … on the left side of the road. a. to drive
b. to driving
c. drove
56. Under no circumstances, … let the strangers in. a. must you
b. you must
c. you have to
b. end up
c. drop off
b. not telling
b. Although
c. that I didn’t
c. However
61. I climbed up Everest, but I have never tried climbing … Matterhorn. a. the
b. -
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b. didn’t need to go
b. twice her age
69. Tim is very handsome and as fit as a …
60. The name of the murderer is known to the police. … no name has been given to the press. a. Despite
c. might have
67. Oh, you unnecessarily lost your time. You … shopping, because I bought everything we need after I had left work.
a. at twice her age c. in twice her age
c. accused
59. I regret … him the truth earlier. a. not to tell told
c. with respect
68. The awfully rich businessman Janet is going to marry soon is …
58. Daniel is … of this project. a. responsible b. in charge
a. might have gone b. might go to go
a. needn’t have gone c. didn’t have to
57. Our meeting today won’t … until late. a. break up
b. in place
a. fiddle
b. ox
c. lark
70. The show we were waiting for last night is said to … two hours earlier than it was supposed to. a. have been being broadcasted b. be broadcasted c. have been broadcast
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How good is your English? – answers ANSWERS:
1b 2b 3a 4a 5c 6a 7b 8c 9a 10b 11b 12b 13c 14a 15c 16c 17a 18b 19c 20a 21c 22b 23c 24a 25b 26b 27b 28a 29b 30a 31b 32c 33a 34 c 35c 36b 37b 38b 39c 40c 41a 42c 43b 44b 45a 46b 47b 48a 49c 50b 51b 52c 53c 54c 55b 56a 57a 58b 59b 60c 61a 62b 63a 64c 65a 66c 67a 68b 69a 70c
RESULTS: Up to 10 points: A0 – a beginner Up to 20 points: A1 – an elementary user Up to 30 points: A2 – a pre-intermediate user Up to 40 points: B1 – an intermediate user
Up to 50 points: B2 – an upper-intermediate user Up to 60 points: C1 – an advanced user Up to 70 points: C2 – a proficient user
REMEMBER! All written placement tests should always be followed by an oral test which is supposed to check whether the student’s production is at the same level as his/her reception. If you have any problems with placing your students at an appropriate level or assessing their readiness for moving on to another level, don’t hesitate to write me at
[email protected]. I’ll always help you. PAMIĘTAJ! Wszystkie testy poziomujące powinny zawsze byd wsparte testem ustnym, aby można było sprawdzid, czy umiejętności ucznia w zakresie produkcji językowej są na tym samym poziomie co rozumienie. Jeśli miałbyś kiedykolwiek problemy z rozpoziomowaniem swoich uczniów lub sprawdzeniem ich gotowości do przejścia na kolejny poziom biegłości językowej, napisz do mnie:
[email protected]. Chętnie pomogę.
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