1 Czowiek

Warm-up
Ask everybody to think of a person they like and write down three qualities the person has (they may be adjectives or nouns, e.g. intelligent / a sense of humour). In turns, students read the traits they have listed aloud. After the first person has read his/her list, he/she has to count how many more people will mention the same traits. The next person has to do the same with the ones he/she added. Continue round the room in this way, so that for every trait mentioned there is a record of how many people listed it. At the end students compare how many times each quality was mentioned. Create a ranking list on the board. Ask: Are the results surprising? Do they really reflect your views on which qualities are most important?

Additional vocabulary information

Students often want to know how to say cecha, zaleta and wada. There are several possibilities for cecha: trait (personality trait, character trait); quality (often plural, and vaguely positive): personal qualities, good qualities; characteristic (often plural). There is no really good one-word translation of zaleta. Virtue has the old-fashioned ring of cnota; the simplest way out is probably good quality, or in some cases strength. Wada can be fault (most frequent), flaw, weakness. Vice was originally the opposite of virtue (in the same rather elevated style, translatable as wystpek or przywara), but it is most commonly used to refer to criminal activities involving sex or drugs (as in Miami Vice Squad) or to mean a bad habit (Eating chocolates is my only vice).

Sownictwo
Most of the vocabulary section can be set as homework, with the exception of Exercise 6. For Exercise 1 there is a follow-up photocopiable activity, which you may wish to do in the same or the next lesson. Exercise 4 connects well with the Writing section on describing people (p. 63); you may wish to do it at the same time. Exercises 10 and 11 are linked to the Structures section on p. 62 and should be done before it. 1 1B 2D 3A 4C 2 1 conceited 2 gullible 3 self-conscious 4 impartial 5 absent-minded 3 (Students own answers.) 4 (Sample answers) 1 Dan is not very intelligent, but (hes very reliable). 2 Claire can be a bit immature sometimes. 3 Annie is not very well-organised and not always reliable. 4 Nick can be rather conceited sometimes. 5 1g 2c 3h 4f 5d 6a 7b 8e 6 (Students own answers.) 7 1 perceived, perception 2 imagine, imagination 3 recollect, recollection 4 assume, assumption 5 realised, realisation 8 1 head 2 mind 3 mind 4 head 5 mind 6 head 7 mind 8 head 9 1 in, as 2 in 3 of, as 4 in 5 of 6 on 7 on 8 of 9 in 10 with 11 on 12 to 10 il- literate illiterate logical illogical dis- loyal disloyal obedient disobedient im- mature immature perfect imperfect ir- rational irrational responsible irresponsible in- sensitive insensitive sincere insincere un- reliable unreliable 11 1 reasonable 2 unreasonable 3 unreliable 4 reliable 5 obedient 6 disobedient

Czytanie
Before starting this section, students should do the following sections of the reference part (either at home or in class): The general information and guidelines on reading, page 10; Reading matching, pages 1011. The aim of the treningmaturalny is to practise identifying pronouns referring to nouns, and to use that knowledge to identify the sentences that fit the gaps in a gapped text. When approaching the exam task, students should read the whole text first, before matching the sentences to the gaps. You can encourage them to do that by asking the following question (after Exercise 3): Read the article quickly. Will Sam find useful advice in it? 2 3 4 6 1c 2e 3d 4b 5a 1C 2A 3B (zadaniematuralne) 1B 2F 3C 4D 5A 1a 2b 3b 4a 5b 6b

Suchanie
Before starting this section, students should be familiar with the following sections of the reference part: The general information and guidelines on listening, page 8; Listening multiple choice, page 9. If students have heard of emotional intelligence, but find it difficult to formulate a definition, help them with prompts: Consider mathematical intelligence. If someone has got it, what can they do? (Understand and solve difficult mathematical problems.) How about people with linguistic intelligence? etc. If someone has emotional intelligence, what can they do? What do they understand and what kind of problems can they solve? If they are unfamiliar with the concept, it is better to proceed with the listening and ask for a definition of emotional intelligence afterwards. 2 (zadaniematuralne) 1 B 2 C 3 B 4 C 5 B 3 1 rubbed 2 perceiving 3 compliment 4 gain

Struktury leksykalno gramatyczne

Two typical problems students have with word formation exercises are: 1) using the wrong part of speech; 2) not noticing when a negative prefix is required. The treningmaturalny focuses on the first of those problems. Two exercises on negative prefixes can be found on page 59; you might wish to do them just before this section. 1 -ance: arrogance -ence: confidence -ty: honesty, loyalty -ity: maturity, sensitivity, sincerity, sociability -ness: kindness, politeness, rudeness 2 -ive: imaginative, competitive, meditative, supportive, argumentative, dismissive 3 1a noun 1b adjective 2a adjective 2b noun 3a adjective 3b noun 4 1a arguments 1b argumentative 2a imaginative 2b imagination 3a meditative 3b meditation 5 (zadaniematuralne) 1 imaginative 2 immature 3 disobedient 4 sincerity 5 rudeness 6 arrogance

vocabulary to describe people, students sometimes acquire a simplistic idea of what describing a person involves: start with appearance, stating height, build, eye and hair colour (which makes the description read like a police report); then move on to personality, which all too often means listing personality adjectives. The treningmaturalny encourages students to describe people in the way a good writer might do: in describing appearance, to focus on the most important features and link them to personality; in the depiction of personality, to refer to the persons behaviour rather than merely list personality adjectives. Exercise 4 in the Vocabulary section, Being tactful, may be useful to students as they work on their descriptions. 1 Problem 1: The physical description is a detailed list; it reads more like a police report than a description of a friend; it gives no impression of a living person. Problem 2: The last sentence is a list of six personality traits not supported by any examples of the friends behaviour. 2 a Ania was a cheerful girl, possibly with a strong sense of humour. b Anias clothes suggested she might be a bit of a tomboy.

Mwienie
We expect advanced level students to remember that they must include all the points required by the exam tasks. It may, however, still be worth practising developing all the points more or less equally. This is the purpose of the trening maturalny section. In Exercise 3 students familiarise themselves with the examiners instructions, which will help them understand what sort of questions they may expect in the exam.

ANSWER KEY: Szybka powtrka

1 1 unreliable 2 insincere 2 irresponsible 3 immature 5 illiterate 6 disloyal 2 1b 2a 3c 4a 5a,c 6a,c 7 a,b 8 head 9 on 10 takes

Revision activity
1 Tell students you would like them to guess some words. Give the following clues: Its the opposite of mature. (Answer: immature or childish) It means surprised, but its stronger. (amazed, astonished) It is an adjective formed form the verb to rely (reliable) 2 Each student has to choose 9 words from the unit and prepare similar clues, based on antonyms, near synonyms, or word formation. 3 In pairs or small groups, students give their clues and guess the words.

Answer key
1 The student mentions all the points, and develops the points wiek i pe (as far as possible), wygld and wkim si zakocha. She does not develop the point about personality (charakter). 2 [students own ideas] 3 Prosz poprosi zdajcego o dokadniejsze objanienie jakiej kwestii: But you said she shouldnt be perfectlooking. What did you mean? Prosz nie zgodzi si ze zdajcym, tak aby musia poda kolejne argumenty lub zaproponowa inne rozwizanie: Oh, please. This is such a clich. Cant we have a more interesting situation? Uwaa Pan/Pani, e w ksice potrzebny jest konflikt: But I think we also need some sort of conflict to give us some action in the book.

Additional reading
1 To make the lesson on describing people more interesting, and to illustrate how physical and spiritual characteristics can be linked in a description, consider reading some character descriptions from literary prose, e.g.: Ernest Hemingway, The Old Man and the Sea: the description of the old man on page 1; F. Scott Fitzgerald, The Great Gatsby: for example, the description of Tom Buchanan in Chapter 1; Tony Parsons, Man and Boy: the description of Cyd as Harry first sees her in the caf. If these are too serious for your students taste, there are plenty of attractively written character descriptions in all the Harry Potter books. 2 To discuss the concept of humanity more generally, the poem Human Beings by Adrian Mitchell is relevant (and very accessible). 7

Pisanie
Before starting this section, ask students to read the general guidelines on writing on page 18 and the section on descriptions on page 20 (at home or in class). When working on their descriptions, students should use the list of phrases on page 24. At earlier stages of their language learning, along with the basic

2 Dom
Warm-up
This activity should be done before starting the Vocabulary section. Its aim is to revise some of the vocabulary learned in previous years. Write the title HOME on the board, and underneath write the headings: types of houses/flats; furniture and furnishings; adjectives to describe houses and rooms; redecorating a flat. All students come to the board (in groups of 35, depending on how much chalk or how many whiteboard pens you have got) and write 2 words each, each one in a different category.

Czytanie
The aim of the treningmaturalny is to practise identifying the wrong answers in a multiple-choice task. When approaching the exam task, students should read the whole text first, before answering the questions. You may wish to set them the following introductory question (after Exercise 2): Read the story once quickly. Do you find the ending surprising? 1 C (She strolled absent-mindedly from the hall into the living room.) 2 A: wiped a speck of dust, rearranged the ornaments (not cleaning in a systematic way); B: the plants needed watering and she made a mental note to do it later D: her first instinct was to rush out (she was not preparing to leave) 3 (zadaniematuralne) 1B 2D 3A 4B 5C 5 (Sample answer) the delightful fragrance of the flowers bordering the lawn behind the thick privet hedge; the rush of wind through the trees; the red tiles on the roof of the house; a Victorian mansion with a double garage at one side and a huge conservatory at the other; as isolated as a lonely farmhouse or country cottage.

Sownictwo
The whole section can be set for homework. When checking, you can add short speaking activities after some of the exercises: After Exercises 24, students tell each other which of the items they have at home. After Exercise 5, they can choose the adjectives they would use to describe their own room, or their dream flat/ house. After Exercise 7, they may tell each other about redecoration work they have helped with. 1 1 converted 2 home 3 pre-war 4 penthouse 5 bungalow 6 studio 7 mansion 2 Bedroom 1 bunk beds 2 desk 3 swivel chair 4 roller blinds 5 windowsill 6 radiator 7 stool Living room 1 glass-fronted bookcase 2 Venetian blinds 3 chest of drawers 4 framed photograph 5 knick-knacks 6 fireplace 7 rocking chair 3 1c 2e 3a 4b 5d 4 1 upholstered chairs 2 display cabinets 3 Persian rugs 4 framed photographs 5 grandfather clock 5 1 impressive 2 spacious 3 airy 4 minimalist 5 stylish 6 cluttered 6 1 downtown 2 residential 3 estate 4 suburb 5 outskirts 7 1 redecorating 2 papered 3 replaced 4 repair 5 installed 6 tile 8 1c 2d 3f 4e 5g 6b 7a 9 1 out 2 up 3 out 4 off 5 on 6 up 7 in 8 in 10 1 house 2 home 3 home/house 4 house 5 home [from] home 6 home 11 1 length, width 2 height 3 strength, weight 4 maintenance 5 construction

Suchanie
The recording contains some advanced vocabulary to describe household fittings, such as skirting boards. Students do not need to understand those words to do the exam task, and they should not be forced to learn them. However, if you have a strong class and they seem interested, you can tell them to read the third paragraph of the tapescript and find new words and phrases.
The house was unfurnished, so there wasnt much in the way of furniture but that didnt deter the bargain hunters: they took the fittings instead. They unscrewed the light fixtures, the mirrors and the cabinets. They dismantled the skirting boards from the base of the walls. They unbolted the hot water heater and the kitchen sink. They even tore out a window and made off with the front door.

Language and culture note: country houses vs. holiday homes

A country house is a large house, usually one of historical interest, which has or used to have a country estate attached to it; it can also be called a stately home. If you own a house where you go on holiday, that is your holiday home. In the UK, some people have a flat in the city and a house in the countryside where they also live some of the time thats called a second home.

Please note that the meaning of the most advanced vocabulary items here can be inferred from context, so instead of translating, for example, skirting boards for the students, try to elicit the Polish words. (What kind of boards are attached at the base of the walls?)

Fittings and fixtures are difficult to translate into Polish, as the term includes all the items that are normally fixed, but can be removed, such as cookers, lights, kitchen cabinets/cupboards, or taps. The closest Polish word is probably wyposaenie (stae) or elementy wyposaenia, but it is not an exact equivalent. Fixtures are more permanently fixed than fittings, but the division is not entirely clear-cut. Bathroom fittings can be translated as armatura. Light fixtures or light fittings are lights, lamps and the controls that go with them (owietlenie). The difference between cabinet and cupboard is more a difference of usage than of the object itself. We speak of kitchen cupboards (rather BrE) or kitchen cabinets (both AmE and BrE), but a medicine cabinet is always a cabinet. Skirting boards are listwy przypodogowe. A hot water heater is any kind of device that heats water, whether gas or electrical. 1 1d 2f 3a 4e 5b 6c 3 (zadaniematuralne) 1F 2F 3F 4T 5T

Additional vocabulary information

Pisanie
The aim of the treningmaturalny is to overcome certain habits acquired at earlier stages of language learning. A students first attempt at describing an interior usually takes place at elementary level, after he or she learns the names of basic furniture and prepositions describing location: in, on, opposite, in front of. Those early descriptions may be little more than lists of furniture, specifying its position in the room. The treningmaturalny encourages students to go further; to give the described interior an atmosphere, show the emotions it evokes, perhaps link the interior with the personality of the person it belongs to. (See also Additional reading.) 1 The second description is better. The first one is mainly a list of furniture; the second one shows why the room is relaxing by describing it from the point of view of a person using it for relaxing activities. 2 The furniture is wonderfully comfortable, large, soft sofa, supported on the cushions, a lamp in the perfect position for reading, a coffee table within easy reach the six speakers of the sound system are positioned ideally around you

Mwienie
The section treningmaturalny focuses on justifying the choices made. You may wish to explain to students that talking about all the options, and justifying not only their choice, but also why they have rejected the remaining options, gives them the opportunity to say more and to present a range of language skills effectively. You may point out that the justification may refer to the overall effect of the image chosen (Its tidy, but also cosy and friendly) and to details of the picture (The chair has a headrest). 2 1 a, d 2 b, c 3 1a 2c

ANSWER KEY: Szybka powtrka

1 1 length 2 width 3 height 4 strength 2 1c 2d 3e 4a 5b 3 1c 2a 3 Yes a mortgage is a loan on which the security is your own flat or house; usually taken in order to buy the flat or house. 4 In a penthouse. 5 Theyll be evicted. 6 b, c 7 home 8 up 9 in

Revision activity

Struktury leksykalno gramatyczne

The treningmaturalny focuses on the passive and the causative have. There are more exercises on these structures in the grammar section, on page 35; it is worth doing them at this point. 1 1 The walls havent been papered properly. 2 John painted the ceiling of his room purple last week. 3 Shes planning to have a new radiator installed. 2 1d 2b 3e 4a 5c 3 (zadaniematuralne) 1 if his house had been built the previous 2 is being redecorated by 3 thinking of buying 4 have the roof 5 needs doing up

1 Each student has to prepare an oral description of a room, flat or house which will allow the others to guess who lives in it. They must use Bank sw on page 72 and select at least 10 words they consider worth revising. Allow 5-10 minutes for preparation. Students may take notes. 2 Students read their descriptions in small groups and guess who lives in each flat / house.

Additional reading

To make the lesson on describing interiors more interesting, consider reading some descriptions from literary prose: Katherine Mansfield, Feuille dAlbum: this short story contains a description of an artists studio in Paris which reveals a lot about the occupiers personality. Arthur Conan Doyle, The Hound of the Baskervilles, Chapter 6: a very atmospheric description of Baskerville Hall, which can also serve as an example of a very effective structure: the house is described as the narrator approaches and then enters it: first from a distance, then close up, and finally inside.