1 Polish Foundation Course Jolanta Cecuła Learn another language the way you learnt your own
2 Succeed with the and learn another language the way you learnt your own Developed over 50 years, the amazing teaching methods of the world s greatest language teacher completely takes the strain out of language learning. Michel Thomas all-audio courses provide an accelerated method for learning that is truly revolutionary. To find out more, please get in touch with us For general enquiries and for information about the Michel Thomas Method: Call: Fax: To place an order: Call: Fax: You can write to us at: Hodder Education, 338 Euston Road, London NW1 3BH Visit our forum at: Unauthorized copying of this booklet or the accompanying audio material is prohibited, and may amount to a criminal offence punishable by a fine and/or imprisonment. Copyright In the methodology, Thomas Keymaster Languages LLC, all rights reserved. In the content, Jolanta Joanna Watson. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, Saffron House, 6 10 Kirby Street, London EC1N 8TS, UK. Cover image: Krystyna Szulecka/Alamy Typeset by Transet Limited, Coventry, England. Printed in Great Britain for Hodder Education, an Hachette Livre company, 338 Euston Road, London NW1 3BH. Impression Year ISBN
3 Introduction 3 What is the Michel Thomas Method? The Michel Thomas Method* all-audio courses, published by Hodder Education, provide an accelerated method for language learning that is truly revolutionary. And they promise a remarkable educational experience that will make your learning both exciting and pleasurable. How does the Method work? The Method works by breaking a language down into its component parts, enabling learners to reconstruct the language themselves to form their own sentences, to say what they want, when they want. Because you learn the language in small steps, you can build it up yourself to produce ever more complicated sentences. No books No writing Just confidence in hours The Michel Thomas Method is in tune with the way your brain works, so you assimilate the language easily and don t forget it! The Method teaches you through your own language, so there s no stress, and no anxiety. The teacher builds up the new language, step by step, and you don t move on till you ve absorbed and understood the previous point. As Michel Thomas said, What you understand, you know, and what you know, you don t forget. With parallels to the way you learnt your own language, each language is learnt in real-time conditions. There is no need to stop for homework, additional exercises or vocabulary memorization. *US patent 6,565,358
4 4 Learning Spanish with Michel was the most extraordinary learning experience of my life it was unforgettable. Emma Thompson Michel Thomas is a precious find indeed. The Guardian The classroom situation on the recording lets you learn with others. You enjoy their success, and you learn from their mistakes. The students on the recordings are not reading from scripts and they have received no additional instruction or preparation just the guidance you hear on the recording. You, as the learner, become the third student and participate actively in the class. A very important part of the Michel Thomas Method is that full responsibility for your learning lies with the teacher, not with you, the pupil. This helps to ensure that you can relax, and feel confident, so allowing you to learn effectively. You will enjoy the Method as it creates real excitement you can t wait to use the language. There s no such thing as a poor student, only a poor teacher. Michel Thomas What level of language will I achieve? The Introductory and Foundation courses are designed for complete beginners. They make no assumption of a knowledge of any language other than English. They will give the beginner a practical and functional use of the
5 HOW ARE THE RECORDINGS BEST USED? 5 Relax! Make yourself comfortable before playing the recording and try to let go of the tensions and anxieties traditionally associated with learning. Do not write or take any notes. Remove notebooks, pens, dictionaries and anything else associated with learning at school. Do not try to remember. While participating in the recording and afterwards, it is important that you do not try to memorize specific words or expressions. It is a basic principle of the Michel Thomas Method that the responsibility for the student s learning lies with the teacher. With the Michel Thomas Method as your teacher, your learning will be based on understanding, and what you understand you don t forget. Interact fully with the recordings. Use the pause button and respond out loud (or in a whisper, or in your head, if you are in a public place) before the students responses. This is essential. You do not learn by repetition but by thinking out the answers to each question; it is by your own thought process that you truly learn. Give yourself time to think. The students on the recordings had all the time they needed to think out their responses. On the recordings their thinking time has been cut in order to make full use of the recording time. You can take all the time you need (by using your pause button). The pause button is the key to your learning! To get you used to pausing the recording before the students responses, bleeps have been added to the first few tracks. When you hear the bleep, pause the recording, think out and say your response, then release the pause button to hear the student s, then the teacher s, response. Start at the beginning of the course. Whatever your existing knowledge of the language you are learning, it is important that you follow the way that the teacher builds up your knowledge of the language. Do not get annoyed with yourself if you make a mistake. Mistakes are part of the learning process; as long as you understand why you made the mistake and you have the ahaa reaction yes, of course, I understand now you are doing fine. If you made a mistake and you do not understand why, you may have been daydreaming for a few seconds. The course is structured so that you cannot go on unless you fully understand everything, so just go back a little and you will pick up where you left off. Stop the recording whenever it suits you. You will notice that this course is not divided into lessons; you will always be able to pick up from where you left off, without the need to review.
6 6 spoken language. They are also appropriate for anyone who has studied a language before, but has forgotten much of it or does not have confidence in speaking. The Introductory course comprises the first two hours of the Foundation Course. The Advanced course follows on from the Foundation course and expands on structures touched on in the earlier course to improve your understanding and mastery of complex language. The Michel Thomas Method teaches the everyday conversational language that will allow you to communicate in a wide variety of situations, empowered by the ability to create your own sentences and use the language naturally, having absorbed the vocabulary and grammatical structures. How quickly can I learn with the Michel Thomas Method? One of the most remarkable features of the Michel Thomas Method is the speed with which results are achieved. A knowledge of the language that will take months of conventional study can be achieved in a matter of hours with the Michel Thomas Method. The teacher masterfully guides the student through an instructional process at a very rapid rate yet the process will appear informal, relaxed and unhurried. The teacher moves quickly between numerous practice sessions, which all build the learners confidence in their ability to communicate in complex ways. Because the Michel Thomas Method is based on understanding, not memorization, there is no set limit to the length of time that you should study the course. It offers immersion without strain or stress, and you will find the recordings are not divided into lessons, though the material has been indexed for your convenience. This means that you can stop and start as you please. The excitement of learning will motivate you to continue listening and learning for as long a time as is practical for you. This will enable you to make progress faster than you ever imagined possible.
7 Who is the Michel Thomas Method for? Anyone can learn a language with the Michel Thomas Method and the wide diversity of Michel Thomas s own students proves this. Not only did Michel instruct the rich and famous, but he also taught many so-called hopeless cases. For example, in 1997, Michel taught French to a group of sixteen-year-olds in north London who had been told they could never learn a language, and gave them the ability to use the new language far beyond their expectations in just a week. Perhaps more importantly, he gave them the confidence to speak and a belief in, and the experience of, their own ability to learn. 7 Whatever your motivation for learning a language, the Michel Thomas Method quite simply offers the most effective method that is available. What can I do next? Try to speak with native speakers whenever possible, as this is invaluable for improving your fluency. Television and radio programmes via satellite, podcasts, newspapers and magazines (print or on-line) (especially those which feature interviews) will give you practice in the most current and idiomatic language. Expose yourself to the language whenever you can you will have firm foundations on which to build. Continue your study with the Advanced course. Then build your vocabulary with the existing and planned Vocabulary courses, which carry forward the Michel Thomas Method teaching tradition and faithfully follow Michel Thomas s unique approach to foreign language learning. The series editor is Dr Rose Lee Hayden, Michel s most experienced and trusted teacher. The courses remain faithful to the method Michel Thomas used in his earlier courses, with the all-audio and building-block approach. The presenter builds on Michel s foundations to encourage the student at home to build up their vocabulary in the foreign language, using relationships with English, where appropriate, or connections within the foreign language itself. The student takes part in the audio, following prompts by the presenter, as in Michel Thomas original Foundation and Advanced courses.
8 8 Who was Michel Thomas? Michel Thomas ( ) spent most of his childhood in Germany and France. He studied psychology at the Sorbonne (Paris) and at the University of Vienna. During the Second World War he fought for the French Resistance; after the war he worked for the U.S. army. His war-time experiences, including two years in Michel with Grace Kelly concentration and labour camps and torture at the hands of the Gestapo, fuelled his passion for teaching languages, as a result of which he developed a uniquely effective language-teaching method that brought to his door celebrities (including Barbra Streisand and Emma Thompson), diplomats, academics and business executives from around the world. He established the first Michel Thomas Language Center in Beverly Hills in 1947, and continued to travel the world teaching languages for the rest of his life. Whom did Michel Thomas teach? People came from all over the world to learn a foreign language with Michel Thomas because his method works. His students, numbering in the thousands, included well-known people from the arts and from the corporate, political and academic worlds. For example, he taught French to filmstar Grace Kelly prior to her marriage to Prince Rainier of Monaco. Michel s list of clients included: Celebrities: Emma Thompson, Woody Allen, Barbra Streisand, Warren Beatty, Melanie Griffith, Eddie Izzard, Bob Dylan, Jean Marsh, Donald Sutherland, Mrs George Harrison, Anne Bancroft, Mel Brooks, Nastassja Kinski, Carl Reiner, Raquel Welch, Johnny Carson, Julie Andrews, Isabelle Adjani, Candice Bergen, Barbara Hershey, Priscilla Presley, Loretta Swit, Tony Curtis, Diana Ross, Herb Alpert, Angie Dickinson, Lucille Ball, Doris Day, Janet Leigh, Natalie Wood, Jayne Mansfield, Ann-Margaret, Yves Montand,
9 Kim Novak, Otto Preminger, Max von Sydow, Peter Sellers, François Truffaut, Sophia Coppola. 9 Diplomats, dignitaries and academics: Former U.S. Ambassador to France, Walter Curley; U.S. Ambassador to the U.N., Joseph V. Reed; Cardinal John O Connor, Archbishop of New York; Anthony Cardinal Bevilacqua, Archbishop of Philadelphia; Armand Hammer; Sarah Ferguson, Duchess of York; Professor Herbert Morris, Dean of Humanities at UCLA; Warren Keegan, Professor of Business at Pace University in New York; Professor Wesley Posvar, former President of the University of Pittsburgh. Executives from the following corporations: AT&T International, Coca-Cola, Procter & Gamble, Chase Manhattan Bank, American Express, Merrill Lynch, New York Chamber of Commerce and Industry, Boeing Aircraft, General Electric, Westinghouse Electric, Bank of America, Max Factor, Rand Corporation, Bertelsmann Music Group-RCA, Veuve Clicquot Inc., McDonald s Corporation, Rover, British Aerospace.
10 10 Track listing Abbreviations The following abbreviations are used in this track listing: fem. = feminine; inf. = informal; masc. = masculine; neut. = neuter; pl. = plural; sg. = singular Men and women Adjectives and verb endings given below for men and women are also used for boys and girls, respectively. Word order Word order in Polish is quite flexible. The word order as given in all the phrases, sentences and questions printed below (and heard in the recording) are just examples of many different possible word orders, to help you to get started. Feel free to experiment with them to help you develop your own linguistic abilities in Polish. Communication, after all, is about expressing our thoughts and ideas and sharing them with others and each of us does it in a different way. So enjoy finding your own way of expressing yourself! CD1 Track 1 Introduction to it, this ; jest is ; to jest it is, this is. In Polish there are no words for a, an and the ; mapa map ; bank bank ; to jest mapa it is a map or it is the map. nie not, no ; to nie jest film this is not a film. To ask a question, raise the pitch of your voice at the end of the sentence. tak yes, so, like this / that ; studio studio, teatr theatre. Putting the word czy at the front of a sentence turns it into a question; you do not need to change the word order, and raising your voice at the end is optional. Czy to jest park? [Question word] this is
11 park? = Is this a park? Czy also means or ; Czy to jest klub czy bar? Is this a club or bar? In short sentences you can omit jest. 11 CD1 Track 2 mam I have ; mam to I have it. Ja means I but there is no need to say it, unless you want to emphasise the I. In Polish you don t use don t or doesn t to make sentences negative: nie mam not I have = I don t have. Use tego for it in negative sentences when it is the object, or recipient, of the action; nie mam tego I don t have it. czytam I read, I am reading ; ale but, paszport passport ; pan you (when talking to a man); pani you (when talking to a woman); pan / pani ma you have ; pan / pani czyta you read, are reading. CD1 Track 3 co what ; co to jest? what this is? = what is this? The order of this is (etc.) doesn t change in the question, so questions and statements in Polish have the same word order, unlike in English. dla mnie for me ; co pani ma dla mnie? what do you (fem.) have for me? czego what (in negative questions); czego pan / pani nie ma? what do you not have? dlaczego for what = why. CD1 Track 4 jestem am = I am ; gotowy ready (describing a man), gotowa ready (woman), gotowe ready (neut.); jestem gotowy I (masc.) am ready ; pan / pani jest gotowy / gotowa you are ready ; to jest gotowe it is ready ; pan / pani nie jest gotowy / gotowa = you are not ready. Pan literally means sir and pani madam, so what you are actually saying is sir / madam is not ready.
12 12 Czy pan / pani jest gotowy / gotowa? = Are you ready? Czy can be omitted from short questions in colloquial speech. CD1 Track 5 można possible = one can, one may, it is possible ; można? with rising intonation means may I? ; nie można not possible = it is not possible. kupić to buy ; można to kupić possible it to buy = it is possible to buy it ; czy można to kupić? is it possible to buy this? The letter -ć is a typical ending for the basic or to form of the verb; czytać to read. CD1 Track 6 Mam I have also means shall I? or am I supposed to? ; mam to czytać? shall I read this? robić to do, make ; nie mam tego robić? am I not supposed to do it? już already, by now ; jeszcze still, yet ; jeszcze nie yet not = not yet ; pan jeszcze nie jest gotowy? you (masc.) yet not is ready? = aren t you ready yet? CD1 Track 7 przepraszam excuse me, I m sorry ; coś something ; problem problem. CD1 Track 8 Adding -y is one of the most common ways of making a noun plural in Polish: problemy problems. Stress is almost always on the penultimate syllable in Polish; this rule applies even when an extra syllable is added to make the plural: dokument document, dokumenty documents. gdzie where.
13 Feminine nouns end in -a; in the plural -a becomes -y: mapy maps ; kamera camera, kamery cameras. są are ; gdzie są mapy? where are the maps? tutaj here, czy kamery są tutaj? are the cameras here? 13 CD1 Track 9 i and. klub jest tutaj club is here = there is a club here. tam there ; telefon telephone. CD1 Track 10 umieć to know how to / to be able to ; umiem I know how to / I am able to, pan / pani umie you know how to / you are able to. The verb that follows is in the form ending in -ć, the to form of the verb: umiem to robić I know how to / am able it to do = I know how to / am able to do it. gotować to cook ; umiem gotować I know how to cook. CD1 Track 11 The Polish equivalent of English words ending in -tion is -cja; intonacja intonation ; organizacja organisation ; sytuacja situation ; tradycja tradition ; informacja information (desk). These words are all feminine, since they end in -a. Polska Poland, Polish (with feminine nouns only); angielska English (with feminine nouns); Czy to jest polska czy angielska tradycia? Is this a Polish or an English tradition? konferencja conference ; restauracja restoration, restaurant ; daleko far. CD1 Track 12 wszystko everything, all.
14 14 rozumieć to understand ; rozumiem I understand, pan / pani rozumie you understand. dobrze well ; (nie) rozumiem to (tego) dobrze I (don t) understand it well. tego goes after the verb if it is not emphasised, but if you want to emphasise it, place it earlier in the sentence: pani tego nie rozumie you (fem.) don t understand it. CD2 Track 1 zaczynać to begin, start ; zaczynam I begin, am beginning, pan / pani zaczyna you begin, are beginning. There is only one present tense in Polish, which can be translated by the English I begin and I am beginning (etc.). If there are two verbs, it is usually safest to place to between them: zaczynam to robić I m starting it to do = I m starting to do it. właśnie just ; właśnie zaczynam just I am beginning = I m just beginning. CD2 Track 2 teraz now. że that (when followed by another part of a sentence with a verb in it): rozumiem, że pan / pani właśnie teraz zaczyna to robić I understand that you re just starting to do it now. to this, that ; to jest wszystko that is all ; jest is dropped in short sentences: to wszystko that all = that is all ; czy to już wszystko? Is that everything, Is there anything else? ; (czy) coś jeszcze? [Question word] something yet? = Anything else? (said in shops). wiem I know (a fact), pan / pani wie you know. CD2 Track 3 bardzo very ; wiem to bardzo dobrze I know it very well. czy also means whether : nie wiem czy mam to I don t know whether I have it. blisko close, nearby.
15 CD2 Track 4 The Polish equivalents of the English word endings -ic and -ical are -yczny and -iczny: tragiczny tragic ; ekonomiczny economic ; polityczny political ; logiczny logical. The -y at the end is the masculine ending. In Polish endings change according to the gender of the person or thing being described: jestem gotowy I am ready (male, describing himself), jestem gotowa I am ready (female, describing herself). The neuter ( it ) ending is -e: to nie jest logiczne, ale jest bardzo praktyczne it is not logical, but it is very practical. w in ; w Polsce in Poland. Here the w runs into the following word when spoken and sounds like an f. dobra good (fem. form). 15 CD2 Track 5 ciekawy interesting (masc.), ciekawa (fem.), ciekawe (neut.). ten this (masc.), ta (fem.), to (neut.); ten film this film ; ta opera this opera ; ta opera jest bardzo ciekawa this opera is very interesting. nic nothing : Polish uses what looks like a double negative in English: nic nie mam (emphasises nic) / nie mam nic (neutral word order) = I have nothing. CD2 Track 6 a and (when used to contrast two things); ja nic nie wiem a pani wie wszystko = I know nothing and you (fem.) know everything. ciekawy / ciekawa jestem I am curious, I wonder, I m wondering ; ciekawa jestem co to jest I (fem.) wonder what this is. toaleta toilet ; ciekawy jestem gdzie jest toaleta I (masc.) wonder where the toilet is. uniwersytet university (stress is on -wer-).
16 16 CD2 Track 7 komputer computer ; gdzie można kupić komputery? where is it possible to buy computers? gazeta newspaper ; nie można not possible ; nic nie można tutaj kupić (emphasises nic) one can t buy anything here. CD2 Track 8 mówić to speak ; mówić po angielsku to speak English ; po polsku (speak) Polish ; czy pani umie mówić po polsku? do you know how to / are you able to speak Polish? pani może you (fem.) may / can ; pan nie może you (masc.) not may / can = you may not / cannot. When there are two or more words in a sentence, little words like to are usually placed before the verb they belong to, but nouns are placed after it: pan może to kupić you (masc.) may / can buy it ; czy pan może kupić gazety? can you (masc.) buy the newspapers? CD2 Track 9 kiedy when ; on he ; ona she. On and ona take the same verb endings as pan and pani: on może he may / can, ona ma she has, on czyta he reads, ona umie she is able (to), on wie he knows, ona zaczyna she begins. CD2 Track 10 przygotować to prepare. CD2 Track 11 There are two key endings for verbs in the I form. The verbs we ve met so far have all ended in -m, e.g. jestem I am, zaczynam I start. I may / can has the other ending, -ę, so mogę: czy mogę to kupić? May I buy it?
17 CD2 Track 12 bilet ticket ; koncert concert ; na for (in sense on to, towards ): bilet na koncert a ticket for the concert. lubić to like, (nie) lubię I (don t) like, pan / pani lubi you like. 17 CD3 Track 1 ją her ; go him ; lubię ją I like her ; nie lubię go I don t like him ; mnie me ; ona mnie lubi (emphasises mnie) / ona lubi mnie (neutral word order) she likes me. pan / pani (nie) mówi you (don t) speak ; mówię I speak ; on mówi he speaks ; on jeszcze nie mówi po polsku he doesn t speak Polish yet. CD3 Track 2 kto who; nikt nobody. These words take the same verb endings as he and she : nikt tutaj nie mówi po angielsku nobody speaks English here. szybko fast, quickly ; za too ; pan mówi za szybko you (masc.) speak too quickly. mówi means say as well as speak : co pani mówi? what are you (fem.) saying? nie bardzo means not quite as well as not very : nie bardzo rozumiem not very I understand = I don t quite understand. pan / pani robi you are doing ; kto to robi? = who is doing it? ; nikt tego nie robię nobody is doing it ; robię to teraz I am doing it now. CD3 Track 3 muszę I must, have to : muszę to robić I must do it ; pan / pani musi you must : co pani musi robić? what must you (fem.) do? wiedzieć to know ; powiedzieć to say, tell : muszę coś powiedzieć I must say something.
18 18 pani means to you as well as just you when talking to a woman; muszę pani coś powiedzieć I must tell you (fem.) something ; panu to you (when talking to a man): muszę panu to powiedzieć I must tell you (masc.) this. mi to me : pan musi mi to powiedzieć you (masc.) must tell me this ; czy pan może mi powiedzieć? can you (masc.) tell me? CD3 Track 4 ponieważ because. sam myself, himself, yourself (masc.), sama myself, herself, yourself (fem.): sama nie wiem co robić I myself (fem.) don t know what to do. sam can also mean alone, on one s own : czy pan jest sam? are you (masc.) alone? mieszkać to live, mieszkam I live ; mieszkam sama I (fem.) live alone ; czy pani mieszka sama? = do you (fem.) live alone? CD3 Track 5 The infinitive, or to form, of the verb mogę I may / can, pan / pani / on / ona może you / he /she may / can is móc ( to may / can ); pomóc to help ; mogę pani pomóc I can help you (fem.) ; czy pan może mi pomóc? can you (masc.) help me? jak how : nie wiem jak mogę pani pomóc I don t know how I can help you (fem.). jej her (in the sense of to her ), mu (to) him. In Polish you help to someone: mogę jej pomóc I can to her help = I can help her ; czy pani może mu pomóc? can you (fem.) help him? CD3 Track 6 wino wine ; piwo beer ; mleko milk. też also : czy pan też lubi wino? do you (masc.) also like wine? woleć to prefer, wolę I prefer, pan / pani woli you prefer.
19 niż to (in the of sense prefer to something else ); wolę wino niż piwo I prefer wine to beer. na zdrowie for your health (drinking toast); zdrowy healthy (masc.), zdrowa (fem.), zdrowe (neut.); mleko jest bardzo zdrowe milk is very healthy ; niezdrowy unhealthy (masc.). 19 CD3 Track 7 myśleć to think, myślę I think, pan / pani myśli you think ; jak how ; jak pan / pani myśli? how you think? = what do you think? ; myślę, że... I think that.... CD3 Track 8 chcieć to want, chcę I want, pan / pani chce you want. In Polish there are two ways of saying you, formal and informal. Pan and pani are formal; one of the informal words for you, used with family and friends, is ty: (ty) chcesz you want. There is no need to say ty you in Polish, as the -sz ending of chcesz makes it clear. Word order is quite flexible in Polish. If you want to emphasise a word, bring it forward in the sentence: chcę to teraz I want it now (neutral word order), teraz to chcę I want it now. CD3 Track 9 pić to drink, piję I drink, pijesz you (inf.) drink, pan / pani pije you (formal) drink. jeść to eat, jem I eat, jesz you (inf.) eat, pan / pani je you (formal) eat. głodny (masc.), głodna (fem.) hungry : jestem głodna I (fem.) am hungry. jesteś you (inf.) are : jesteś głodny? are you (masc.) hungry? CD3 Track 10 musieć to have to ; nie muszę I don t have to. mieć to have ; nie muszę tego mieć I don t have to have it.
20 20 kto może to robić? who can do it?, kto to rozumie? who understands it?, kto coś chce? who wants something? CD4 Track 1 ten sam (masc.), ta sama (fem.), to samo (neut.) this self = the same : ten sam komputer the same computer, ta sama gazeta the same newspaper, to samo studio the same studio ; chcę kupić to samo I want to buy the same. CD4 Track 2 ci to you (inf.); this form is used with some verbs, even where there is no to in English: on musi ci to powiedzieć he must to you this tell = he must tell you this ; chcę ci pomóc I want to help you. The ty you (inf.) verb ending is made up of the pan / pani form plus -sz: możesz you (inf.) can : czy możesz mu pomóc? can you (inf.) help him? CD4 Track 3 nowy (masc.) new : nowy komputer new computer ; radio radio ; as radio is neuter it needs the neuter ending on new : nowe radio new radio. dzisiaj today ; jutro tomorrow ; na dzisiaj / jutro for today / tomorrow ; chcę mieć to na jutro I want to have it for tomorrow ; nie chcę mieć tego dzisiaj, ale chcę mieć to jutro I don t want to have it today, but I want to have it tomorrow. jeśli if : jeśli można if possible. CD4 Track 4 dawać to give, daję I give, am giving, pan / pani daje you give, are giving ; dlaczego pan mu to daje? why are you (masc.) giving this to him? ; pani mi to daje you (fem.) are giving this to me. oddawać to give back, return, oddaję I give back, am giving back, pan / pani oddaje you are giving back ; dlaczego pani mi to oddaje? why are you (fem.) returning it to me? Both ds of oddawać are clearly pronounced.
21 CD4 Track 5 sprzedawać to sell, sprzedaję I sell, am selling ; pan / pani sprzedaje you sell, are selling. prosić to ask, request, proszę I am asking ; proszę also means please : proszę mi pomóc please help me ; proszę can also be said when handing something over to mean here you are. dziękować to thank ; dziękuję I thank = thank you : dziękuję bardzo I thank very = thank you very much. 21 CD4 Track 6 In Polish, if you want to emphasise the you of thank you you can say dziękuję panu / pani I thank to you = thank you (speaking formally), dziękuję ci (inf.). The for after thank you, i.e. thank you for..., is za in Polish: dziękuję panu bardzo za telefon thank you (masc.) very much for the telephone call. proszę means you re welcome as well as please : bardzo proszę very I ask = you re very welcome. gotować to cook, gotuję I cook, am cooking, pan / pani gotuje you cook, are cooking, on gotuje he cooks, is cooking. obiad dinner ; on gotuje obiad dzisiaj he is cooking the dinner today. CD4 Track 7 The ending -ować is very common on Polish verbs, including for new verbs coming into Polish from other languages, e.g. skanować to scan : skanuję I scan, am scanning, pan / pani skanuje you scan, are scanning. Another verb of this type is pracować to work : pracuję I work, am working, pan / pani pracuje you work, are working, on / ona pracuje he / she works, is working : gdzie pani pracuje? where do you (fem.) work?
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9 Hi-tech Language focus First conditional 1a Complete the sentences with the correct form of the verb in brackets. Use the Present Simple or will + infinitive. eat 1 If you (eat) cheese late at night,
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unit 1 ALL ABOU SCHOOL 1 What school activities do you see in the pictures? Write the numbers. 1 2 3 4 5 6 going on a field trip working on computers doing a project giving a presentation taking a test
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K E Y - K E Y - K E Y 100 MARKS TASK 1 (City residents share part-time wheels) (two marks) T F DS T F DS T F DS 1. 0 0 5. 0 0 9. 0 0 2. 0 0 6. 0 0 10. 0 0 3. 0 0 7. 0 0 4. 0 0 8. 0 0 20 marks TASK 2 (A
Annette Keen Jake arrives at Euston station in London. It is a holiday weekend and it is his first time away from Manchester. Jake is eighteen years old and he lives with his family. Now he is in London.
Sample questions (Changing sentences) Complete the second sentence so that it means the same as the first. Use no more than 3 words. 1. Do you play basketball well? Are you a player? 2. Does art interest
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INTRODUCTION WELCOME Are you interested in learning Polish and developing your language skills listening, speaking, reading and writing? Would you like to gain language confidence in everyday situations?
GCSE Polish Other Guidance Exemplar Student Marked Work: Writing Spring 2012 Copyright 2012 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited
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Powerful English Speaking Table of Contents I. Introduction II. The Effortless English System Overview III. Body IV. Mind V. Method VI. Next Step VII. Doʼs & Donʼts VIII. Lessons Introduction What is English
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Series 2 Episode 8: Happy New Year Introduction This support pack accompanies: This support pack contains the following materials: Before you listen Comprehension Task Grammar Task Vocabulary Task Audio
GESE Initial steps Guide for teachers, Grades 1 3 GESE Grade 1 Introduction cover photos: left and right Martin Dalton, middle Speak! Learning Centre Contents Contents What is Trinity College London?...3
Conversation Lesson News Topic: News Aims: - To develop fluency through a range of speaking activities - To introduce related vocabulary Level: Intermediate (can be adapted in either direction) Introduction
Testi_Kang_10ENG.qxp 8-01-2010 22:38 Pagina 10 Kangourou Italia - British Institutes Gara del 2 marzo 2010 Categoria Per studenti della classe terza della Scuola Secondaria di Primo Grado Choose the correct
How can I revise for Writing in my IGCSE exam? Revising for your English examination is not as straightforward as preparing for other subjects since you do not have a body of content to learn. On the other
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POLISH 0040 - Intermediate Polish II - Spring 2011 W labiryncie Course meets: MWF, 10:00-10:50, 1432 Cathedral of Learning. Instructor: Oscar Swan, 1417 Cathedral of Learning (Slavic Languages Department),
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Tech savvy? UNIT 9 Lesson A Tech support 1 I have no idea why... A Unscramble the questions. 1. which battery / Do you know / should / buy / I /? Do you know which battery I should buy? 2. they / where
Finding a Job When You Have a Record Looking for work Y ou want a job. The fact is, to have any kind of future, you need a job. But you re probably asking yourself, Yeah, right, but who s going to hire
Polski krok po kroku will immerse you in the Polish environment and you will have no choice but to use Polish all the time, in all types of everyday situations. Together with a group of friends from different
Name Grammar Academic Review s Hour s are used in place of nouns. s can be singular or plural. I you he she it they we me him her them us Isaac is in the bad. He is in the band. Connor and Brook like to
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Conditional Sentences Third Condition (Past Time - Unreal/ Contrary to Fact) Complete the following sentences using the correct form of the verbs provided. Ex. Annie failed her history test, but if she
Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening Trinity College London www.trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent
Egzamin ustny z języka angielskiego - semestr pierwszy (Człowiek, Dom, Szkoła) 1. What s your favourite teacher like? 2. Do you live in a house or in a flat? Do you like it? Why? Why not? 3. What s your
www.bintangbahasa.com Hi and welcome to Bintang Bahasa. Selamat datang di Bintang Bahasa. My name s Brian and my friend s name is Pak Keban. Nama saya Pak Keban. In this audio we ll learn some basic words
1. Mehmet already left when you arrived. a. be b. had c. just d was 1. I working until you came. a. am b. will be c. had been d. won t 1. The landlord just rented the apartment when I got there. a. almost
T h e C o p a n d t h e A n t h e m p The Cop and the Anthem S OAPY MOVED RESTLESSLY ON HIS SEAT in Madison Square. There are certain signs to show that winter is coming. Birds begin to fly south. Women
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Guidance on how to apply successfully for a teaching post Introduction Applying for a job takes time and concentration. You need to give yourself enough time to think clearly and be well organised so that
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Dialog: VIP LESSON 049 - Future of Business A: We really embarrassed ourselves last night at that business function. B: What are you talking about? A: We didn't even have business cards to hand out. We
STEP 1 Start Learning American Sign Language In this section: The Top 5 American Sign Language Myths The 7 Best Ways To Learn American Sign Language Don t Just Sign... Communicate!: A Student s Guide to
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Common Emailing Phrases Pick phrases from below and try to imagine an email to someone in your context using that phrase or those phrases, using your own ideas where there is. Use several phrases in the
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The 12 Step Follow Up System Finally A Follow Up System That s Simple, FUN and Most Importantly PROFITABLE! Copyright 2013, All Rights Reserved Nancy Matthews Page 1 Congratulations! Welcome you to the
The second book in this series, More Practical Everyday English, is now available in the UK at all good bookshops and with the Amazon site for your country. Please check the testimonials for recommendation.
"Setting up a business" EPISODE 7 : "Planning the budget" AUTHOR: Erick-Hector HOUNKPE EDITORS: Yann Durand, Aude Gensbittel, Adrian Kriesch TRANSLATOR: Anne Thomas PROOFREADER: Charlotte Collins Characters
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!DEPARTAMENTO DE CIÊNCIAS DA SAÚDE Medicina Dentária UBA IV ENGLISH Worksheet: Writing Emails in English Exercise 1: Match the informal phrases (1-15) to the more formal/neutral equivalents (a-o). 1. What
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Lesson Share TEACHER S NOTES Socializing by Gary Jones Age: Level: Time: Aim: Adults Upper intermediate 90 mins To practise making small talk; to learn lexis for active listening Key skills: Speaking Materials:
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Step Three B1.2 READING & TRAINING Robert Louis Stevenson The Strange Case of Dr Jekyll and Mr Hyde audio CD PART TWO The Search for Mr Hyde Mr Utterson was unhappy after his walk with Richard Enfield.
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Tips and language for telephone interviews What tips could you give someone about each stage of telephone interviews written below? Starting the telephone call Technical problems Taking notes Mentioning
Devotion NT224 CHILDREN S DEVOTIONS FOR THE WEEK OF: LESSON TITLE: The Woman at the Well THEME: Jesus knows all about us and He loves us. SCRIPTURE: John 4:1-42 Dear Parents Welcome to Bible Time for Kids!
Advice for Recommenders: How to write an effective Letter of Recommendation for applicants to the Stanford MBA Program -- Edited Transcript of Interview updated 27 July 2011 What are some of your responsibilities
FORM [has/have + been + present participle] * You have been waiting here for two hours. * Have you been waiting here for two hours? * You have not been waiting here for two hours. USE 1 Duration from the
GCSE Polish Other Guidance Exemplar Material: Writing Spring 2010 Pages Mark Scheme 3-4 Student 1 Student s Work 5-6 Commentary 7 Student 2 Student s Work 8-9 Commentary 10 Student 3 Student s Work 11-13
A2 level 2 Looking for a business partner Start up Hi there, welcome back! I m glad to join you through this new learning material where we ll check some vocabulary and adjectives related to academic and
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Lesson 1 Pronunciation and Dialog 1 (A guest walks towards the Front Desk.) Pronouncing a Guest s Name Receptionist: Good evening, Ms. May I help you? Guest: Yes. I ve made a reservation for tonight. Receptionist: