Virginia Evans – Jenny Dooleyrezmer.pl/pdf/Access_3_SB sample pages.pdf · Access 3 Student’s...

Access 3

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Student’s Book

Workbook

Student’s CD

Class CDs

Grammar Book

Teacher’s Resource Pack(Worksheets, Pairwork Activities,Games & Tests)

Teacher’s Book

Interactive Whiteboard

Software

Podręcznik przygotowujący

do egzaminu gimnazjalnego

Access 1-4 to seria nowoczesnych podręczników przygotowujących do egzaminu

gimnazjalnego. Zawiera specjalne sekcje egzaminacyjne, które opracowane

zostały zgodnie z obowiązującymi standardami wymagań.

Podręcznik Access 3 odpowiada poziomowi B1

w skali przyjętej przez Radę Europy.

konsultacja

Barbara Czarnecka-Cicha

Podręcznik przygotowujący

do egzaminu gimnazjalnego

Virginia Evans – Jenny Dooley

konsultacja:

Barbara Czarnecka-Cicha

ACCESS 3 int ss cover 5/26/09 13:24

Modules Grammar Vocabularyñ Daily routines

ñ City life — Country lifeñ Jobsñ Personality adjectivesñ Word power: feel

ñ Feelingsñ Natural phenomenañ Word power: spend

ñ Holiday timeñ Types of holidaysñ Means of transportñ Places to visitñ Activitiesñ Word power: keepñ Types of mediañ Word power: make

ñ High-techñ Word power: develop

ñ Breaking the lawñ Teenage problemsñ Word power: carry

ñ Appearanceñ Character adjectivesñ Ambitionsñ Word power: breakñ Environmental problemsñ Materials

ñ Shopping and productsñ Food/drinksñ Word power: give

ñ Sportsñ Musicñ Word power: raise

pp. 39-47

pp. 49-57

pp. 59-67

pp. 69-77

Self Check 4 p. 48

Contents

Self Check 5 p. 58

ñ Present simpleñ Subject/Object pronouns and

possessive adjectivesñ Adverbs of frequencyñ Can/Have/Doñ Question wordsñ Present continuousñ Present simple vs present

continuousñ Relative clauses

ñ Past simpleñ Forming adverbsñ Time words

ñ Present perfect/Presentperfect continuous

ñ Already, yet, just, since, forñ Past simple vs present

perfectñ Have been — Have goneñ Past continuousñ Past simple vs past

continuousñ Past perfect/Past perfect

continuousñ Be going to/Will/Present

continuousñ 1st, 2nd, 3rd conditional,

wishes

ñ Modals (must/have to/should/can/may/might/could)

ñ Modals (past)ñ Reported speechñ Comparative & superlative

forms ñ Too — enough, question tagsñ Reflexive pronounsñ Articles a/an — theñ The passive (present simple,

past simple, present perfect,future simple)

ñ The causative

ñ Nouns — singular/pluralñ Countable/Uncountable

nouns — quantifiers

ñ -ing/to-infinitive/infinitivewithout to

ñ Prepositions of movementñ Some/Any/No/Every + body

(one)/thing/where

pp. 4-8

pp. 9-17

Self Check 1 p. 18

pp. 19-27Self Check 2 p. 28

pp. 29-37

Self Check 3 p. 38




Songsheets (pp. 109-111)Grammar Reference (pp. 113-127)

Pronunciation (p.128)American English-British English (p. 128)

Word List (pp.129-152)Key to Self Check Sections (pp. 153-154)

Self Check 6 p. 68

Self Check 7 p. 78

Access 3 Polish SS Contents 5/26/09 9:45

Reading & Listening Speaking & Functions Writing Culture/Curricularñ A day in the life of OJ

Mayo

ñ Sarah’s Diary — Annabel’sDiary

ñ Photography is the key tothe whole world

ñ Being 15

ñ True Stories (Tsunami)ñ It could happen to you!ñ Experiences

ñ Jules’ Undersea Lodge —Edinburgh’s Ghost Walks

ñ Greetings from ...

ñ News itemsñ An interviewñ A news report

ñ Digital Divideñ Are you optimistic or

pessimistic about thefuture?

ñ Danger on the GreatBarrier Reef

ñ Safety in the street

ñ The Art of Transformationñ Life’s Turns

ñ Protected ñ The Earthship — The

Perfect Green Homeñ essay on the pros and cons

of keeping animals in zoos

ñ Choices ... you make themñ The right food for the

right moodñ letter of invitationñ Snowbiking — Parkour —

Kitesurfingñ The Crystal Quest

ñ talking about dailyroutines

ñ asking personal questions

ñ buying an undergroundticket

ñ Pronunciation /æ/, /∞/

ñ narrating past eventsñ Pronunciation: -ed ending

(/t/, /d/, /æd/); /∞/, /ƒ/

ñ inviting — accepting/refusing invitations

ñ Pronunciation /ª/, /¥/

ñ giving/reacting to newsñ choosing TV programmesñ Pronunciation /e/, /±/,

/≈/

ñ giving instructionsñ expressing opinionsñ agreeing/disagreeingñ Pronunciation /≤/, /∑/

ñ expressing sympathyñ Pronunciation /∑/, /¬/

ñ applying for a jobñ expressing certainty/

possibilityñ Pronunciation /e/, /±/ñ donating moneyñ Pronunciation /¡/, /¡º/

ñ offering presentsñ expressing thanksñ Pronunciation /s/, /z/

ñ giving directionsñ buying tickets at the

cinema ñ Pronunciation /ª/, /ø/

ñ a letter to a new penfriend about your familyand your daily/weeklyroutine

ñ an email to your Englishpen friend

ñ an interviewñ an article about yourselfñ a text about a popular

tourist attraction in yourcountry

ñ a text about New Delhi,India

ñ a holiday experienceñ a sea disasterñ a story about an unusual

experienceñ a popular folk taleñ a postcard from a holiday

resortñ an email about your holidayñ a short article about

a special place in yourcountry

ñ a six-page magazineñ a news report for the

school magazineñ present how radio stations

work to the classñ a short text about

technology in the futureñ an opinion article about

life in the future ñ predictions about the futureñ safe in the sun (a leaflet)ñ an email giving advice on

how to keep safe from crimeñ an email giving advice on

exam stressñ a short biographyñ a letter of application

ñ an essay discussing theadvantages &disadvantages of keepingwild animals as pets

ñ a short text about theGreat Sphinx

ñ your eating habitsñ a letter of invitationñ a quiz on idioms/sayings

about foodñ a quiz about the Olympic

Gamesñ a CD review

ñ The Yeoman Wardersñ Mexico City (Geography)

ñ The Gift of Storytellingñ The Canterville Ghost

(Literature)

ñ Legolandñ Safe splashing (Physical

Education)

ñ British teenagemagazines

ñ Turn on & Tune in(Media Studies)

ñ High-tech teensñ Simulating Reality (ICT)

ñ RCMP: Royal CanadianMounted Police

ñ Safe Surfing (ICT)

ñ Traditions: The HakaDance

ñ Children in Victoriantimes (History)

ñ Scotland’s naturalworld

ñ Acid Rain (Science)

ñ Let’s talk food!ñ The food chain

(Science)

ñ Glastonbury Festivalñ Does this sound

familiar? (Music)

Exam Skills Practice (pp. 155-175)Irregular Verbs (p. 176)

Access 3 Polish SS Contents 5/26/09 9:45

beautiful countryside

Lifestyles

What’s in this module?ñ city life, country lifeñ people & jobsñ people’s lifestylesñ free-time activities

I don’t mind I like I can’t stand

ñ present continuousñ present simple vs present continuousñ relative clausesñ forming adjectives from nouns

Look at the pictures. Which place doyou prefer: a village or a busy town? Why? Use thephrases and your own ideas to tell the class.

Think!TThink!hink!

heavy trafficshops, cinemas & theatres

crowded streets

feeling isolated

tall, modern buildings

fresh air friendly, helpful people

constant noise & pollutionpeaceful & quiet

convenient public transport

I prefer the village. I like peaceful and quiet places.I can’t stand crowded streets and heavy traffic.

9

Vocabulary ññCity life — country life

Listen and repeat. What are these words in yourlanguage?

1

2

Find the page number for pictures 1 & 2. Find the page numbers for

ñ an email ñ risky jobsñ two men in uniform ñ a map of the London underground

Access 3 Polish U01 5/26/09 9:50 Page 9

DAY 2 Everyone stays in bed late here. It’s

8 am and Annabel’s mum is making

breakfast. This afternoon, we’re going

shopping in Oxford Street and then we’re

going to the cinema! I’m so excited!

DAY 4 I travel to Annabel’s school by tube.

Her school is huge with 1,500 students and

her friends are very helpful. I’m enjoying the

lessons, but most of all I love the facilities.

The computer room and the swimming pool

are my favourites.

DAY 6 Today, I’m feeling a bit tired. It’s always

noisy here and you can hear the traffic all night.

I think I’m getting a bit homesick, too. I miss the

beautiful countryside and my friends from my

hometown. I’m happy I’m going home

tomorrow, but I’m sure I’ll visit London

and see Annabel’s lovely family again!

5

10

15

DAY 2 Everyone gets up at 5 am because there’sa lot to do on the farm. Sarah’s mum is very nice.She brings me a cup of tea in bed, but I just goback to sleep. Later, I go outside in the farmyard tohelp Sarah’s family. Today, we are milking the cowsin the barn and feeding the chickens. The animalsare lovely, but I can’t stand the smell.DAY 4 Sarah’s mum takes me to meet the school

bus every morning. We drive five miles and itleaves at exactly 7 am. Sarah’s school is verysmall, but everyone’s so friendly. DAY 6 Learning about farming is interesting, butI’m happy I’m going home tomorrow. The fresh airis nice, but it’s too quiet here. I also feel isolated. Inthe city, the streets are crowded but you haveeverything close at hand. I miss the hustle andbustle of London, but I don’t want to leave mynew friends.

20

25

30

35

Reading1 Describe the pictures. Imagine you are there. What can you hear, see, smell? How do you feel

(relaxed, stressed, etc)?

10

Annabel and Sarah are guests on a reality TVshow. Annabel lives in London. Sarah lives

on a farm in the north of Scotland. They areswapping families and schools for a week.


Czasu present continuous używamy, opisując:

ñ czynności trwające w chwili mówienia.

He’s sleeping now. ñ plany na przyszłość.

I’m seeing my friends tonight.

2 Read and listen to the diariesand answer the questions.Explain the words in bold.

1 Who feels excited? Why?2 What can’t Annabel stand?3 Whose school is very small?4 What does Annabel miss?5 What does Sarah miss?6 Who’s getting homesick?

Workbook 1a

ññPresent continuous Czas present continuous5 Read the theory. How do we

form the present continuous?Find two examples in the text.Explain the use.

11

Para 1: thank your friend, write what you are doing nowPara 2: write about your daily routine & what you are doing tonightPara 3: closing remarks

Writing (an email)

10 Portfolio: Write an email to your English pen friend.Follow the plan.

Grammar see pp. 113-114

4 Complete thesentences.

1 I like my city because ............2 I love my school because ........3 I enjoy being in the countryside

because .............................

Think!TThink!hink!

6 Complete the sentences by putting the verbs leave, visit,make, go, milk into the present continuous.

1 Mum ........................................... breakfast now.2 We ................................. shopping this afternoon.3 Hurry up. The school bus ................................... .4 She .................................. her aunt this weekend. 5 Harry’s in the barn. He ........................... the cows.

Vocabulary3 Look up these words/phrases

in the Word List. Makesentences using them.ñ by tube ñ facilities ñ trafficñ get homesick ñ miss ñ milkthe cows ñ barn ñ feed thechickens ñ can’t stand thesmell ñ meet the bus ñ feelisolated ñ close at hand ñ hustle and bustle

Hi, Steve,Thanks very much for your email. At the moment,

I 1) ..................... (study) really hard. I 2) ....................(sit) my exams next week.

My lessons 3) ........................... (start) at 8:30. Afterschool, I go to my part-time job. I 4) ...........................(work) in a library for the next few months. Tonight,I 5) ........................... (meet) my friends.

I have to finish now. Write again soon.Victor

9 In pairs, ask and answer questions based on the text. A: Where does Annabel live?

B: In London.

1 Ann usually does her homework in the afternoon.2 Look! She’s doing her homework.3 She’s going out later.

ññPresent simple vs present continuous Czas present simple i present continuous

7 Read the sentences. What tenses are the verbs in boldin? Which tense shows: an action happening now?a habit/routine? a future arrangement? Find examples in the texts on p. 10.

8 Put the verbs in brackets into the correct tense,present simple or present continuous. Give reasons.


1212121212

Educationteacher.............

Moneybank clerk............. Medicine

dentist.............

Sportscoach.............

Otherfarmer.............

Mediareporter.............

Restaurants/Hotels

receptionist.............

Transportpilot.............

The Artsactor............

12

CB Warren FaidleyJoel Sartore

Law & Orderpolice officer.............

There are people who don’t like desk jobs.

They prefer adventure and 1) ................. .

Sometimes, they even 2) ................. a little danger!

Joel Sartore is a 8) ................... wildlife photographer who works

with the National Geographic Society. “Photography is the key to

the whole world,” he says. “You have to be 9) ................... and

careful, but when you see the pictures you’ve taken, then you feel

really 10) ................... .”

Warren Faidley is a real-life storm chaser whose job is to photograph

tornadoes, lightning strikes and 3) .................. . He’s very 4) ...................

and determined. The 5) ................... , adventure and excitement are

the things which he likes most about his job.

Jonathan Alpeyrie is a war photographer. Every day, he wakes up

in the middle of a war zone where 6) ................... are going off all

the time. It’s a 7) ................... job which requires a lot of courage.

Jonathan wants to show the world the horrors of war so that

governments do more to stop them.

2 Listen to the sounds andmatch them to the pictures (A-C).What is each person’s job (1-3)?What do they have to do?

5 What is more important in a job: making a lot of money or personal satisfaction? Give reasons.

Think!TThink!hink!

VocabularyññJobs

1 Copy the spidergram inyour notebooks. Add as manyjobs as possible in four minutes.Compare with your partner.

b) Explain the words in bold. Say two things youremember about each person.

A JonathanAlpeyrie

4 a) In pairs, complete the texts with words from Ex. 3. Listen to a radio interview and check.

3 Check the meaning of thesewords in the Word List. ñ talented ñ proudñ travel ñ look forñ hurricanes ñ bombs and rocketsñ patient ñ excitementñ dangerous ñ brave


1313

VocabularyññPersonality adjectives

6 a) Match the opposites. Listen andcheck.

10 Complete the sentences so that theyare true for you. Use who or which.

1 I like people who are sensitive and honest.2 I often go to the park, .................. is the

perfect place to .................. .3 I can’t stand people ............ are ............

and .................. .4 I like reading books .................. are about

.............. .5 I prefer hotels ............. have .............. .

1 She’s very ...................... (fun). Everyonelikes her jokes.

2 Ricky Martin is a .................. (fame) singer.3 Angelina Jolie is very ................ (beauty).

ñ I like people who are polite and honest.ñ Courage and adventure are the qualities which

characterise him.ñ He likes places where people are friendly.ñ What’s the name of the man whose car you borrowed?We use 1) ......... with people. We use 2) .........with places. We use 3) ......... with things or ideas.We use 4) ......... to show possession.

7 Read the rule. Form adjectives from thenouns in brackets.

a war reporter? a nursery teacher?

Od rzeczowników można tworzyć przymiotniki

za pomocą przyrostków -ous, -y lub -ful.

danger — dangerous, risk — risky, care — careful

1 brave2 imaginative3 friendly4 sociable

5 hardworking6 patient7 polite

8 smart9 honest

10 careful11 skilful

a unfriendlyb lazy

c unimaginatived cowardly

e unskilledf dishonestg carelessh impatienti impolite

j shyk stupid

a f i re f ighter? a storm chaser?

Decide in pairs. A war reporter needs to be brave and smart.

a waiter?a lawyer? a doctor?

1313

b) Which of theadjectives above best describe:

Think!TThink!hink!

GrammarññRelative clauses

Zdania względne

8 Read the examples and complete the ruleswith: who, which, whose or where. Findexamples in the texts on p. 12.

Wyrazy o znaczeniu przeciwnym

Przymiotniki łatwo jest zapamiętywać jako pary

przeciwieństw.

see p. 114

9 Complete the sentences with: ñ who ñ which ñ where ñ whose

1 He .................... laughs last, laughs best.2 Sicily is the place..................... she often

spends her summer holidays.3 My parents are the only people ................

always support me.4 An orphan is a child ............. parents aren’t

alive any more.5 She enjoys watching films ......................

make her cry.

11 Work in groups of four. You arean interviewer. Your partners take theroles of the three people in the text.Prepare your questions and interviewthem. Act out your interview.

Speaking

Workbook 1b


14

Writing (an article for a school magazine)

5 Portfolio: Answer the questions in the plan.

Para 1: present yourself (Who are you? How old are you? Where do youcome from? Where do you live? What is your town like?)

Para 2: your house (What’s your house like? What’s your room like?) Para 3: your family (How many people are there in your family? What

do your parents do for a living?)Para 4: your friends (How do you spend your free time with your friends?

Where does your best friend live? What do you do together?)Use your answers to write an article about yourself foran international school magazine (60-80 words).

Spójniki

Spójnik and łączy elementy podobne.

Spójnik but łączy elementy przeciwstawne.

Spójnik or łączy elementy do wyboru.

ññWord power

3 Read the box. Which phrase canyou find in the text? Makesentences using the phrases.

1 It’s a nice place. It is very expensive.

2 We often go to Pierre’s. We have lunch there.

3 We can go by bus. We can walk.4 We swim there. We play beach

volleyball.

Reading & Writing1 Look at the pictures. Whatdo you think John’s lifestyle islike? Listen and read to find out.

2 Explain the words inbold. Ask and answer questionsbased on the text.

A: How old is John? B: 15. Where does he come from?

4 Read the theory. Find examplesin the text, then join thesentences.

Workbook 1c

+ adjective (= feelings) He feelssad.+ like + ing form (= fancy) Do youfeel like going out?+ about (= think) How do you feelabout your new teacher?

I’m John Smith. I’m 15 years old and I come from Wales. I livein a fantastic city next to the sea called Swansea. It is very bigbut it’s lovely and full of friendly people. I really enjoy livinghere but it gets a bit noisy when the tourists arrive in thesummer.

My house I live in a small house very close to the

beach. Every morning I wake up to the sound of seagulls.

My room is on the second floor and has a great view of the

sea. I love looking at the sea. It makes me feel calm.

My family My family isn’t very big, just my parents

and myself. My dad works with children with special needs

and my mum is a nurse at the local hospital. They both

work long hours but they don’t mind. They really enjoy

their jobs.

My friends I have a lot of friends. Some of us are in

a band. I play the guitar. We often play for the locals. My

best friend lives in the house next to mine. When we are

together, we talk about music or we make plans and dream

about the future.


A trip to London is never complete without a visit to the Tower ofLondon. The Yeoman Warders, or ‘Beefeaters’, guard the Tower.

King Henry VIII first introduced Beefeaters in 1485. They were hisbodyguards. They looked after1 the prisoners in the Tower and guarded theCrown Jewels. These days they guide the tourists who visit the Tower. Theyalso take care of the eight big black ravens which live in the Tower.

There are 36 Yeoman Warders. They all live in the Tower with theirfamilies. The Beefeaters are famous for their red and gold uniform, but theyonly wear this on formal occasions. Most of the time they wear a dark blueuniform with red trimmings2.

No one is exactly sure where the name ‘Beefeater’ comes from. One theory isthat the warders got meat instead of money as a salary! Others say that the namecomes from the French word buffetier. Buffetiers were the guards in the palace ofthe French king. They protected the king’s food.

1 a) Look at the title and thepicture. Who are these men?Where do they work? What isthe bird called? Listen andread to find out.

The Yeoman Warders

15

2 Read the text again. Mark thestatements T (true), F (false) orDS (doesn’t say).

1 Beefeaters guard the Towerof London. ....

2 They give free tours. ....3 They have three uniforms. ....4 Beefeaters eat lots of meat. .... Project

5 Portfolio: Collect information about a popular touristattraction in your country where you can see peoplein special uniforms. Write:ñ where it is/its history ñ who you can see there/their job/their uniform

3 Imagine you are aBeefeater. Present yourself to theclass. Say who you are, where youwork, what you do at work andwhat you wear at work.

1 took care of 2 pieces of material used to decorate clothing

4 You will hear some information about the Towerof London. Listen and complete the gaps (1-5).

FFiirrsstt bbuuiilltt iinn:: 00)) 1078

BBuuiilltt bbyy:: 11)) .................. the Conqueror

YYoouu ccaann:: take a tour, learn about the Tower’s

22)) .................. , see the Crown Jewels

YYoouu ccaann bbuuyy:: guide books, jewellery, 33)) ............

TToowweerr cclloosseess aatt:: 44)) ..................

TTiicckkeettss:: adults 55)) .................. , children í9.50

Workbook 1d

b) Explain the underlinedwords.


Yellow = Circle Line Fare = £3

t

Pronunciation /æ/, /∞/

5 Listen and tick (). Listen and repeat.Think of two more words with the samesounds.

16 Workbook 1e

ññBuying an underground ticket

1 How do you usually travel?

4 Portfolio: You and your friend are inLondon. You want to go from Liverpool Streetto Westminster. Use the map to act out adialogue between you and the ticket seller.Use dialogue B as a model. Record yourselves.

I usually travel by tube.

TS: Next, please.P: Two tickets, please.

TS: Where to?P: St James’s Park.

TS: Single or return?P: Single, please.

TS: That’s £6.00.

A

TS: Yes, please?P: Two return tickets to Barbican, please.

TS: That’s £12.00.P: Here you are. Which line do I take,

please?TS: Take the Circle Line.P: Thanks a lot.

TS: You’re welcome.

B

2 a) Listen and repeat. Say thesentences in your language.

b) Who says each sentence/phrase inEx. 2a: a ticket seller or a passenger?Read and listen to the dialogues and check.Where does each person want to go?

/æ/ /∞/ /æ/ /∞/Pete beatpit bitpeal slippill sleep

ñ Next, please. ñ Where to?ñ Single or return? ñ Return to Barbican,please. ñ That’s £6.00. ñ Which line do I take, please? ñ You’re welcome.

1 Who’s next?2 Where are you

going?

3 It costs £6.00.4 Thank you very much.5 It’s my pleasure.

3 Find phrases in thedialogues which mean:Everyday English


1717

2 a) Think of three questions you would like to askabout Mexico City. Read the text. Can you answer anyof your questions?

1 Listen to the sounds and look at the pictures.Imagine you are there. What do you think it is likethere (noisy, quiet, crowded, busy, clean, polluted,etc)? Tell your partner.

I think it is busy. There are ... I can smell ...

GEO-KIDS SPECIAL REPORT:

Mexico City is one of the world’s largest cities.

It has got beautiful old buildings, green parks,

museums and an exciting nightlife. It’s a great

place to visit. Nine million people visit it each

year.

Mexico City is a difficult city to drive in because

of the heavy traffic. The city’s fantastic metro

network, however, has 11 lines and is very

cheap. There are hundreds of buses,

trolleybuses and peseros (minibuses), too.

In their free time, Mexicans shop at colourful

street markets. They also enjoy going to the

cinema and theatre. They even have street

parties. Football and horse racing are the

most popular sports.

The people of Mexico City are very friendly.

The food is excellent, too! The restaurants

serve delicious local food like tortillasand frijoles (beans).

4

3

2

1

home

what’s new?

profiles

forums

Workbook 1f

3 Work ingroups. Collect informationabout living conditions inNew Delhi, India and writea similar text. Present it tothe class.You can visit this website:en.wikipedia.orgSearch keyword: New Delhi

ICT

Capital city of Mexico

CONTINENT: North America

POPULATION: 20 million

LANGUAGE: Spanish

CURRENCY: peso

Click on and tell us about your city. How is it different from Mexico City?

TransportA TourismC LeisureDFoodB

b) Read again and label sections 1-4 with headingsA-D. Listen and check. Explain the words in bold.


( )Points: ___9X3 27

( )Points: ___5X3 15

4 Put the verbs in brackets into the presentsimple or the present continuous.

1 John ........................ (visit) his parents this weekend.

2 He ............ (take) me to school every day.3 Be quiet. The baby .................... (sleep).4 He ................. (meet) his friends tonight.5 She usually .............. (get up) at 7:00 am.6 The bus................. (leave) every evening

at 6:30.

7 ................... (he/do) his homework now?8 What time .................. (you/start) work?9 He ....................... (not/watch) TV now.

10 She ................ (not/like) flying by plane.11 ....................... (they/leave) next week?12 Lisa ................ (not/milk) the cows now.

5 Complete with:ñ Which line do I take, please? ñ One ticketto Oxford Circus, please. ñ That’s £3.00.ñ Thanks a lot. ñ Return, please.

A: Next, please.B: 1) ...................................................A: Single or return?B: 2) ............................... How much is it?A: 3) ...................................................B: Here you are. 4) .................................A: Take the Circle Line, then change at Baker

Street and take the Bakerloo Line.B: 5) ...................................................

Now I Can ...

... in English

• talk/write about city/country life

• write about my daily routine

• talk about people’s jobs & personalities

• write an article about myself

• buy tickets on the London underground

• write a text about a tourist attraction in my country

( )Points: ___12X2 24

( )Points: ___5X4 20

( )My score: ___100

18

closeheavygetcrowdedpublicfeelfresh7

654321 A homesick

B transportC streetsD trafficE at handF air G isolated

1 Match the words.

( )Points: ___7X2 14

No, but mysister has.

Have you gotany brothers?

3 Fill in: who, which, whose, or where.1 I like people .............. are funny and kind.2 That’s the café ........... we go every Saturday.3 She’s the girl ........ won the science award.4 I prefer books ............ have lots of action.5 That’s the girl ......................... father is

a war reporter.

2 Choose the correct word.

1 He usually travels on train/foot.2 She’s a talented/rewarding photographer.3 He never lies. He’s a(n) honest/patient person.4 I miss the hustle and noise/bustle of LA.5 Public transport is convenient/heavy here.6 I’m hometown/homesick. I miss home.7 I hate the constant/crowded noise in Paris.8 He feels lonely/friendly away from his family.9 War reporters must be proud/brave.


Czas present simple

Tworzenie

ñ podmiot + czasownik

Pisownia

ñ W trzeciej osobie liczby pojedynczej (he/she/it)

do większości czasowników w czasie present

simple dodajemy końcówkę -s.

I sing – he sings, I walk – he walks

ñ Do czasowników zakończonych na -ss, -sh, -ch, -x

lub -o dodajemy końcówkę -es.

I pass – he passes, I push – he pushes, I switch – he

switches, I fix – he fixes, I go – he goes

ñ W przypadku czasowników zakończonych spółgłoską

+ y opuszczamy -y i dodajemy końcówkę -ies.

I cry – he cries, I try – he tries

ñ Do czasowników zakończonych samogłoską + y

dodajemy końcówkę -s.

I stay – he stays, I buy – he buys

Zastosowanie

Czasu present simple używamy, opisując:

ñ czynności codzienne i powtarzające się.

She gets up at 8:00.

She drives to work.

ñ stany trwałe.

He lives in Australia.

Zaimki osobowe w funkcji podmiotu i dopełnieniaPrzymiotniki dzierżawcze

ñ Zaimki osobowe w funkcji podmiotu występują

przed czasownikiem. I am Mary.

ñ Zaimki osobowe w funkcji dopełnienia występują po

czasowniku. Look at me.

ñ Przymiotniki dzierżawcze występują przed rzeczow-

nikiem. This is my bike.

MODULE 1

Przysłówki częstotliwości

ñ Przysłówki częstotliwości określają, jak często

coś się zdarza: always (100%), usually (75%),

often (50%), sometimes (25%), never (0%).

ñ Przysłówki częstotliwości występują przed

czasownikiem głównym w zdaniach twierdzących

w czasie present simple, natomiast po czasow-

niku to be.

He usually goes to the cinema at the weekend.

She is always on time for school.

Czas present continuous

Tworzenie

ñ podmiot + czasownik to be (am/is/are) +

czasownik główny z końcówką -ing

No, I’m not.No, you aren’t.No, he/she/itisn’t.No, we/you/they aren’t.

Yes, I am.Yes, you are.Yes, he/she/ it is.

Yes, we/you/they are.

Am I working?Are you working?Is he/she/it working?

Are we/you/theyworking?

Krótkie odpowiedziZdania pytające

I’m not working.Youaren’t working.He/She/It isn’t working.We/You/They aren’tworking.

I’m working.You’re working.He/She/It’s working.We/You/They’reworking.

Zdania przecząceZdania twierdzące

my, your, his, her, its, our, your, their

Przymiotnikidzierżawcze

me, you, him, her, it, us, you, them

Zaimki osobowe w funkcji dopełnienia

I, you, he, she, it, we, you, they

Zaimki osobowe w funkcji podmiotu

113

Grammar Reference Section

STARTER UNITS A-C

Zdania przeczące

I/You/We/They do not/don’t play.He/She/It does not/doesn’t play.

Zdania pytające

Yes, I/you/we/they do.No, I/you/we/they don’t.

Yes, he/she/it does.No, he/she/it doesn’t.

Do I/you/we/they play?

Does he/she/it play?

Krótkie odpowiedzi

I/You/We/They play. He/She/It plays.

Zdania twierdzące

Określenia czasu występujące w present simple:

every hour/day/week/month/year, every morning/evening,

przysłówki częstotliwości (never, sometimes, always,

usually, often) itp.

Access 3 Gram Refer PL 5/28/09 9:44 Page 113

Pisownia

ñ Do większości czasowników dodajemy tylko

końcówkę -ing.

eat – eating, watch – watching

ñ W przypadku czasowników zakończonych na -e

opuszczamy -e i dodajemy -ing.

race – racing, bake – baking

ñ W przypadku czasowników zakończonych na akcen-

towaną samogłoskę, po której następuje spół-

głoska, spółgłoskę tę podwajamy i dodajemy -ing.

sit – sitting, stop – stopping

ALE develop – developing

Zastosowanie


ñ czynności odbywające się w chwili obecnej.

He’s doing his homework now.

ñ czynności odbywające się obecnie, ale

niekoniecznie w momencie mówienia.

Robert is working late this week.

ñ plany dotyczące najbliższej przyszłości.

They’re having a party tonight.

UWAGA

ñ Następujące czasowniki zazwyczaj nie mają

formy continuous: have (= possess), like, love,

hate, want, know, remember, forget, understand,

think, believe, cost, need itd.

I love chocolate.

Czas present simple i present continuous

Czasu present simple używamy, opisując:

ñ stany trwałe.

Peter lives in Oslo.

ñ czynności codzienne i powtarzające się.

I go to the gym every day.


ñ czynności odbywające się obecnie, ale nieko-

niecznie w momencie mówienia.

He is working as a waiter for a month.

I’m studying hard for my exams these days.

Zdania względne

Zastosowanie

ñ W zdaniach względnych używamy zaimków (who/

whose/which/that) oraz przysłówków względnych

(where/when/that/why). Zdania względne opisują

rzeczownik występujący w zdaniu nadrzędnym.

Zdanie względne

The man who lives next door is a doctor.

ñ W odniesieniu do ludzi używamy zaimków

who/that.

The man who/that stole the car is in prison now.

ñ W odniesieniu do rzeczy i zwierząt używamy

zaimków which/that.

The table which/that is in the kitchen is very old.

ñ W odniesieniu do miejsc używamy zaimka where.

This is the hotel where we spent our holidays.

ñ Do wyrażenia przynależności/posiadania uży-

wamy – w odniesieniu do ludzi, zwierząt i rzeczy –

zaimka whose.

This is the boy whose sister is a singer.

Never save files whose origin you don’t know.

ñ Zaimka why używamy, podając powód.

This is why she was crying.

MODULE 2

Czas past simple – czasowniki regularne i nieregularne

Tworzenie

ñ podmiot + forma podstawowa czasownika +

czasownik główny z końcówką -ed w przypadku

czasowników regularnych

(Zobacz listę czasowników nieregularnych na str. 176).

Yes, I/you/he/she/it/we/you/they did.No, I/you/he/she/it/we/you/they didn’t.

Did I/you/he/she/it/we/you/they stay?

Krótkie odpowiedziZdania pytające

I/You/He/She/It/We/You/They didn’t stay.

Zdania przeczące

I/You/He/She/It/We/You/They stayed.

Zdania twierdzące

Określenia czasu zazwyczaj stosowane w present

continuous to: now, at the moment, at present, these

days, tomorrow, next month.

114

Grammar Reference Section

Access 3 Gram Refer PL 5/28/09 9:44 Page 114

129

STARTER UNITa Day in, day out

ambitious (adj) /±mbæ«ºs/ = having

a strong desire to be successful /

ambitnybasketball practice (n) /b≤skætb¥l

pr±ktæs/ = basketball training /

trening koszykówkicourt (n) /k¥t/ = an area where we play

games such as tennis and basketball /

kort (tenisowy), boisko (dokoszykówki)

do homework (phr) /d∂ hømwªk/

= to do school work at home /

odrabiać lekcje do your best (phr) /d∂ j¥ best/ = to

try hard / starać się fall behind with (phr v) /f¥l bæh¡nd

wæ∫/ = not to do sth on time / miećzaległości w

get up (phr v) /get ∑p/ = to get out

of bed / wstawać give up (phr v) /gæv ∑p/ = to stop

doing sth / poddać się; przestaćcoś robić

grade (n) /grΩd/ = a mark students are

given for their homework or for their

exams / ocenahave a bath (phr) /h±v º b≤ı/ = to

wash one’s body in a bath / kąpać się have breakfast (phr) /h±v brekfºst/

= to eat breakfast / jeść śniadanie have lunch (phr) /h±v l∑n∏/ = to eat

lunch / jeść lunch leave for school/work (phr) /l∞v fº

sk∂l/wªk/ = to leave the house to

go to school/work / wychodzić doszkoły/pracy

lessons start (phr) /lesºnz st≤t/

= lessons begin / lekcje zaczynają sięlose (v) /l∂z/ = not to win / przegrać manage (v) /m±næπ/ = to succeed /

dawać sobie radę, zdołać miss (v) /mæs/ = not to go somewhere

or not to take part in an activity /

tu: opuszczaćmotivated (adj) /møtævΩtæd/

= enthusiastic about doing sth /

pełen zapału play computer games (phr) /plΩ

kºmpj∂tº gΩmz/ = to spend time

on computer games / grać w grykomputerowe

programme (n) /prøgr±m/ = a list of

things sb has to do / tu: plan zajęć,rozkład dnia

professional (adj) /prºfe«ºnºl/

= doing a particular thing to earn

money / zawodowy, profesjonalny relationship (n) /rælΩ«ºn«æp/ = a bond

between two people / tu: relacje stay out late (phr) /stΩ ¬t lΩt/

= to be away from home until late /

przebywać do późna poza domem team (n) /t∞m/ = a group of people

playing together / zespół, drużyna teenager (n) /t∞nΩπºr/ = sb between

13 and 19 years old / nastolatek well organised (adj) /wel ¥gºn¡zd/

= able to plan things well /

(o osobie) zorganizowany

b How often ... ?always (adv) /¥lwΩz/ = all the time /

zawsze chat on the phone (phr) /∏±t ≥n ∫º

føn/ = to talk in a friendly way by tele-

phone / rozmawiać przez telefon go dancing/clubbing (phr) /gø

d≤nsæ…/kl∑bæ…/ = to dance/go to

a club / iść potańczyć/do klubu go skating (phr) /gø skΩtæ…/ = to skate

on ice / jeździć na łyżwach hang out with friends (phr) /h±…

¬t wæ∫ frendz/ = to spend time

with friends / spędzać czas z przyjaciółmi

have coffee/a snack with friends(phr) /h±v k≥fi/º sn±k wæ∫

frendz/ = to drink coffee/eat a small

amount of food with friends /

napić się kawy/przekąsić coś z przyjaciółmi

make models (phr) /mΩk m≥dºlz/

= to make toys that look like bigger

objects (cars, planes) / robić modele never (adv) /nevºr/ = at no time /

nigdy often (adv) /≥fºn/ = many times /

często play basketball (phr) /plΩ b≤skætb¥l/

= to take part in games of basketball /

grać w koszykówkę sometimes (adv) /s∑mt¡mz/ = at

times but not always / czasemusually (adv) /j∂»uºli/ = most often /

zwykle, zazwyczaj watch a film (phr) /w≥∏ º fælm/

= to see a film / oglądać film watch a football match (phr) /w≥∏

º fµtb¥l m±∏/ = to see a football

game / oglądać mecz piłki nożnej

c Pen friendsfor an hour or two (phr) /fºr ºn

¬ºr º t∂/ = for one or a few

hours / przez godzinę lub dwie free-time activity (phr) /fr∞t¡m

±ktævæti/ = a hobby such as a sport /

zajęcie w czasie wolnym get along (phr v) /get ºl≥…/ = to have

a good relationship / żyć w zgodzie get to know each other (phr) /get tº

nø ∞∏ ∑∫ºr/ = to begin to know each

other / poznać się kind (n) /k¡nd/ = a type / rodzaj local (adj) /løkºl/ = belonging to the

area where sb lives / miejscowy,lokalny

on foot (phr) /≥n fµt/ = walking, not

driving or riding / pieszo, napiechotę

work long hours (phr) /wªk l≥…

¬ºz/ = to work for more hours

than is usual / pracować pogodzinach

MODULE 1 Lifestyles

beautiful countryside (n) /bj∂tºfºl

k∑ntris¡d/ = a pretty area of land

away from towns / piękna wiejskaokolica

cinema (n) /sænæm≤/ = a place where

people go to watch a film / kinoconstant (adj) /k≥nstºnt/ = lasting all

the time / ciągły convenient public transport (phr)

/kºnv∞niºnt p∑blæk tr±nsp¥t/ = a sys-

tem of buses and trains that is easy to

use / dogodny transport miejski crowded (adj) /kr¬dæd/ = full of

people / zatłoczony feeling isolated (phr) /f∞læ… ¡sºlΩtæd/

= feeling lonely and without friends /

poczucie osamotnienia fresh air (n) /fre« ≈r/ = clean, cool

air / świeże powietrze friendly, helpful people (phr)

/frendli helpfºl p∞pºl/ = people who

are pleasant and help others /

przyjaźni, życzliwi ludzie heavy traffic (n) /hevi tr±fæk/

= a great number of vehicles moving

along a road / duży ruch uliczny lifestyle (n) /l¡fst¡l/ = a way of life /

styl życia peaceful and quiet (phr) /p∞sfºl ºnd

kw¡ºt/ = with few people and very

little noise / spokojny i cichy

Word List

Access 3 Word List_PL 6/1/09 9:25 Page 129

130

shop (n) /«≥p/ = a place where you can

buy things / sklep tall, modern buildings (phr) /t¥l

m≥dºn bældæ…z/ = high, new houses /

wysokie, nowoczesne budynki theatre (n) /ıƒtºr/ = a place where

you can watch a play / teatr

1a City life — country lifea bit (adv) /º bæt/ = a little / trochę barn (n) /b≤n/ = a farm building where

you can keep animals and crops /

stodoła, obora by tube (phr) /b¡ tj∂b/ = by metro/

underground / metrem close at hand (phr) /kløs ºt h±nd/

= near / blisko, pod ręką exactly (adv) /ægz±ktli/ = precisely /

właśnie; dokładnie facilities (n pl) /fºsælætiz/ = buildings,

equipment and services for a specific

purpose / lokal z wyposażeniem farm (n) /f≤m/ = land and buildings

used for growing crops or keeping

animals / farma, gospodarstworolne

feed the chickens (phr) /f∞d ∫º∏ækænz/ = to give food to the chickens /

karmić kurczaki get homesick (phr) /get hømsæk/

= to feel sad because you are away

from home / tęsknić za domem guest (n) /gest/ = a visitor / gość hometown (n) /hømt¬n/ = the

town you come from / rodzinnemiasto

huge (adj) /hj∂π/ = very big /

ogromny hustle and bustle (phr) /h∑sºl ºn

b∑sºl/ = busy and noisy activity /

hałas i zgiełk isolated (adj) /¡sºlΩtæd/ = lonely /

samotny meet the bus (phr) /m∞t ∫º b∑s/

= to go to the bus stop / wychodzićna przystanek

mile (n) /m¡l/ = 1.6 kilometres / mila milk the cows (phr) /mælk ∫º k¬z/

= to get milk from the cows / doićkrowy

miss (v) /mæs/ = to feel sad when you

want to be somewhere or with sb

familiar / tęsknić sit an exam (phr) /sæt ºn ægz±m/

= to take an exam / zdawaćegzamin

smell (n) /smel/ = odour / zapach

stay in bed (phr) /stΩ æn bed/

= not to get up / zostać w łóżku stand (v) /st±nd/ = to tolerate / znieść,

wytrzymać swap (v) /sw≥p/ = to exchange /

zamienić (się) traffic (n) /tr±fæk/ = cars, buses, etc

moving along a road / ruch uliczny

1b Risky jobsadventure (n) /ºdven∏ºr/ = an excit-

ing and dangerous event or journey /

przygoda bank clerk (n) /b±…k kl≤k/ = sb who

works in a bank / urzędnik bankowy bomb (n) /b≥m/ = a weapon that

explodes and damages a large area /

bomba brave (adj) /brΩv/ = showing no fear /

odważny, dzielny coach (n) /kø∏/ = sb who teaches

people to improve their skills at

sport / trener courage (n) /k∑ræπ/ = bravery /

odwaga cowardly (adj) /k¬ºdli/ = easily

frightened / tchórzliwy dangerous (adj) /dΩnπºrºs/ = risky,

unsafe / niebezpieczny desk job (n) /desk π≥b/ = an office

job / praca za biurkiem determined (adj) /dætªmænd/

= wanting to do sth very much /

zdecydowany education (n) /edjukΩ«ºn/ = teaching

and learning / edukacja, kształcenie excitement (n) /æks¡tmºnt/

= happiness and enthusiasm /

podniecenie, przejęcie fire fighter (n) /f¡º f¡tºr/ = sb who

puts out fires / strażak for a living (phr) /fºr º lævæ…/ = so as

to earn money to live on / na życie go off (phr v) /gø ≥f/ = to explode,

to burst / wybuchać, eksplodować government (n) /g∑vºnmºnt/ = the

people who rule a country / rząd honest (adj) /≥næst/ = always telling

the truth / uczciwy horrors (n pl) /h≥rºz/ = unpleasant

incidents / okropności hurricane (n) /h∑rækºn/ = a very

strong wind storm with rain, thunder

and lightning / huragan imaginative (adj) /æm±πænºtæv/

= creative / mający dużąwyobraźnię

key (n) /k∞/ = here: an explanation /

klucz; rozwiązanie, odpowiedź lawyer (n) /l√ºr/ = sb who advises

people about the law / prawnik lightning strike (n) /l¡tnæ… str¡k/

= a flash of light during a thunder-

storm / uderzenie pioruna look for (phr v) /lµk f¥r/ = to try to

find sth / szukać media (n pl) /m∞diº/ = newspapers,

radio and television / media medicine (n) /medsºn/ = the treat-

ment of illnesses and injuries /

medycyna (the) National Geographic Society

(n) /n±«ºnºl π∞ºgr±fæk sºs¡ºti/

= the organisation that produces

the National Geographic magazine /

towarzystwo geograficzneNational Geographic Society

nursery teacher (n) /nªsºri t∞∏ºr/

= sb who takes day care of very small

children / nauczyciel przedszkolny patient (adj) /pΩ«ºnt/ = calm and not

easily annoyed / cierpliwy photographer (n) /fºt≥grºfºr/

= sb who takes photographs /

fotograf, fotografik pilot (n) /p¡lºt/ = sb who flies an

aircraft / pilot, lotnik police officer (n) /pºl∞s ≥fæsºr/

= a member of the police force /

policjant prefer (v) /præfªr/ = to like more than

anything else / woleć, preferować proud (adj) /pr¬d/ = pleased about

sth good / dumny real-life (adj) /rƒll¡f/ = actually

happening / rzeczywisty receptionist (n) /ræsep«ºnæst/ = sb

who helps guests in hotels, etc /

recepcjonist(k)a require (v) /rækw¡ºr/ = to need /

wymagać rocket (n) /r≥kæt/ = a weapon that

explodes / rakieta shy (adj) /«¡/ = feeling nervous about

meeting others / nieśmiały skilful (adj) /skælfºl/ = doing sth very

well / zręczny sociable (adj) /sø«ºbºl/ = friendly /

towarzyski storm chaser (n) /st¥m ∏Ωsºr/ = sb

who photographs storms, tornadoes,

etc / osoba fotografująca burze i inne gwałtowne zjawiskapogodowe

Word List

Access 3 Word List_PL 6/1/09 9:25 Page 130

1 .............. 2 ........... 3..............

AB

C D

E

156

1 Usłyszysz dwukrotnie trzy rozmowy. Przyporządkuj każdej z nich

miejsce, w którym się ona odbywa. Wpisz w luki 1–3 odpowiednie litery

A–E. Dwa miejsca podane zostały dodatkowo i nie pasują do

żadnej rozmowy.

Odbiór tekstu słuchanego

1 The text is about Jane’sA city. B cousins. C country.

Odbiór tekstu czytanego

I live in London. It is the capital city of my country and so it is very big and noisy. My cousins

live in a nice village in the countryside. It’s very quiet. I prefer London, though. I like the hustle

and bustle of big cities instead of the isolation of the countryside. At the weekend you can go

shopping in Oxford Street. At night you can go to the cinema or for a walk along the busy streets

of the city. There’s so much to do here.

2 Usłyszysz dwukrotnie trzy rozmowy. Z podanych możliwości odpo-

wiedzi wybierz jedną, zgodną z treścią nagrania. Zakreśl literę A, B lub C.

1 John takes pictures ofA people. B animals. C storms.

2 Where is Susan?A At home. B At the beach. C At work.

3 Which of the meals is Peter’s?A B C

3 Przeczytaj tekst. Z podanych możliwości odpowiedzi wybierz jedną

– zakreśl literę A, B lub C.

Określanie kontekstu

sytuacyjnego

Przed wysłuchaniem na-grania będziesz miećdość czasu, aby zapo-znać się z ilustracjamimiejsc, którym należyprzyporządkować po-szczególne rozmowy.Wykorzystaj ten czas jak najlepiej – postaraj się przypomnieć sobiewyrażenia związane z da-nym miejscem. PomożeCi to rozpoznać słowakluczowe w nagraniu.

Wskazówka

Access 3 Polish EXAM 1 18/3/09 9:16 Page 156

6 Zapoznaj się ze zdjęciem, a następnie odpowiedz

w języku angielskim na pytania 1–2. Udziel odpo-

wiedzi pełnymi zdaniami.

Dear Stephen,

Our new house is great! 1) ........... There are two floors and there aren’t any

houses nearby. 2) ........... We’ve got a big farmyard and a barn for milking

cows. There are two garages. The big one is for the cars. 3) ........... Every

morning I wake up early to the sound of the animals in the yard just outside

my bedroom window. This is where we feed the chickens. They’re OK, but

I can’t stand the smell. 4) ........... Anyway, come and visit me.

I’m looking forward to seeing you again.

Write soon.

Andrew

5 Usłyszysz dwukrotnie cztery krótkie wypowiedzi. Dobierz do każdej

z nich odpowiednią reakcję – zakreśl literę A, B lub C.

Reagowanie językowe

157

1 A He’s in the city today.B He likes the city.C In London.

2 A It’s my pleasure.B Yes, please.C You, too.

3 A He earns a lot of money.B He’s a photographer.C He lives in Warsaw.

4 A At the beach.B That’s her village.C A small town in England.

4 Przeczytaj list, z którego usunięto cztery zdania. Uzupełnij luki 1–4 zdaniami

A–E, tak aby powstał spójny i logiczny tekst. Wpisz odpowiednie litery w luki.

Jedno zdanie podane zostało dodatkowo i nie pasuje do żadnej luki.

A My bedroom is nice. B In fact, there are only fields. C It makes me feel sick.

D It’s an old farmhouse.E The other one is smaller and it’s

for the tractor.

1 What is the woman in the picture doing? 2 What would you like to do in the future? Why?

Eliminowanie błędnych

odpowiedzi

Słuchając nagrania po raz pierwszy, staraj sięwykluczyć reakcję, któraewidentnie nie pasuje do danej wypowiedzi.Dzięki temu podczaspowtórnego słuchanianagrania pozostanie Cimniej możliwości odpo-wiedzi.

Wskazówka

Uzupełnianie tekstu

zdaniami

Po przeczytaniu tekstuzastanów się, jakich infor-macji w nim brakuje.Następnie zapoznaj sięze zdaniami do uzupeł-nienia. Zwróć uwagę nazaimki osobowe (np. he,she, it), zaimki wskazu-jące (np. this, that) orazspójniki (np. and, but,because), występujące w tekście przed luką i poniej. Upewnij się, czywybrane zdanie rzeczy-wiście pasuje grama-tycznie i logicznie dopozostałych. Na koniecprzeczytaj cały tekst i sprawdź, czy tworzy on logiczną całość.

Wskazówka

Access 3 Polish EXAM 1 18/3/09 9:16 Page 157

Virginia Evans – Jenny Dooleyrezmer.pl/pdf/Access_3_SB sample pages.pdf · Access 3 Student’s...

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Transcript of Virginia Evans – Jenny Dooleyrezmer.pl/pdf/Access_3_SB sample pages.pdf · Access 3 Student’s...