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Be the best you can be! 2
Pięcioczęściowy kurs przygotowujący do matury na poziomie
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podstawowym i rozszerzonym.
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STUDENT’S BOOK
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INNOWACJA w nauczaniu i utrwalaniu słownictwa
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• Metoda uczenia słownictwa oparta na najnowszych badaniach
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• Najczęściej używane słowa z listy Oxford 3000TM
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• Codzienny język w nagraniach Real English
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ROZWÓJ kompetencji kluczowych
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• Lekcje Life Skills kształcące umiejętności niezbędne w szkole i poza nią
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• Zadania na mówienie uczące argumentowania i krytycznego myślenia,
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m.in. Think and share
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• Zadania Mediation – ustne i pisemne przetwarzanie informacji
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w różnych sytuacjach językowych
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WSPARCIE dla uczniów o zróżnicowanych potrzebach
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edukacyjnych
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Sharman & Duckworth
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• Strategie egzaminacyjne i wyjaśnienia gramatyczne w języku polskim
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• Sekcja Vocabulary booster – powtarzanie, utrwalanie i poszerzanie
PODRĘCZNIK DLA
STUDENT’S BOOK
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słownictwa
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LICEÓW I TECHNIKÓW
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• Extensive listening – jeszcze więcej okazji do osłuchania się z językiem
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Audio dla ucznia dostępne na stronie www.oup.com/elt/vision
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ISBN 978-0-19-412182-8
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9 780194 121828
A2/B1 ELIZABETH SHARMAN
MICHAEL DUCKWORTH
www.oup.com/elt
© Copyright Oxford University Press
4121828 Vision SB2 Cover NEW CURRICULUM.indd 1 09/05/2019 15:19

Podręcznik dopuszczony do użytku szkolnego przez ministra właściwego do spraw oświaty
i wychowania – zgodnie z rozporządzeniem Ministra Edukacji Narodowej
z dnia 30 stycznia 2018 r. w sprawie kształcenia ogólnego dla liceum, technikum oraz branżowej
szkoły II stopnia – i wpisany do wykazu podręczników przeznaczonych do kształcenia ogólnego
do nauczania języka angielskiego, na podstawie opinii rzeczoznawców:
dr hab. Moniki Kusiak-Pisowackiej, dr Magdaleny Urbaniak, dr Magdaleny Trysińskiej.
Poziom w skali ESOKJ: A2/B1.
Zakres kształcenia: podstawowy i rozszerzony.
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Etap edukacyjny: III.
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Typ szkoły: szkoła ponadpodstawowa.
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Rok dopuszczenia: 2019.
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Poziom zaawansowania według podstawy programowej: III.2, III.1.P, III.1.R.
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Numer ewidencyjny w wykazie: 986/2/2019.
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Treść podręcznika jest zgodna z podstawą programową kształcenia ogólnego określoną
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w rozporządzeniu Ministra Edukacji Narodowej z dnia 27 sierpnia 2012 r. w sprawie podstawy
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programowej wychowania przedszkolnego oraz kształcenia ogólnego w poszczególnych typach
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szkół i podręcznik o identycznej treści został dopuszczony do użytku szkolnego przez ministra
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właściwego do spraw oświaty i wychowania i wpisany do wykazu podręczników przeznaczonych
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do nauczania języka angielskiego.
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Rok dopuszczenia: 2019.
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Numer ewidencyjny w wykazie: 985/2/2019.
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4121828 Vision SB2 Cover NEW CURRICULUM.indd 2 09/05/2019 15:19

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Podręcznik przeznaczony do kilkuletniego użytku. Nie pisz w nim!
Ta ikona przy ćwiczeniu oznacza konieczność napisania odpowiedzi w zeszycie.
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A2/B1 ELIZABETH SHARMAN

MICHAEL DUCKWORTH
4120227 Vision SB2 WITHOUT VIDEO.indb 1 29/04/2019 14:22

Unit 0.1 0.2 0.3 0.4
Introduction Daily routine Physical descriptions Animals Food and drink
p.4 Present simple and adverbs of Present continuous Past simple: be and can; Countable and uncountable
frequency; Possessive articles nouns
adjectives and pronouns
1 Vocabulary 2 Grammar 3 Life skills 4 Speaking
1 School life
Vocabulary: School life
Past simple
WORD POWER Past time
Good study habits
Vocabulary: Study habits
Choose the best place to study
Stimulus-based discussion
What’s your expressions WORD POWER Nouns ending in Phrasebook: Choosing the best
style? -tion option
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p.12
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Language review p.21 Skills trainer p.22 Word list p.23 Vocabulary booster pp.108–109 Grammar booster pp.129–131
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2 Jobs in the house have to / don’t have to Working in a team Share responsibilities in a team
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Vocabulary: Jobs in the house Vocabulary: Team cooperation Group discussion
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Let’s work WORD POWER Adjectives ending WORD POWER -ing form after
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together in -ive prepositions
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p.24 Phrasebook: Sharing jobs in a
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team
Strategy: pronunciation: /hæftə/
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Travel arrangements Future forms: present simple, Mediating Buying a train ticket
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Vocabulary: Travel present continuous and be Vocabulary: Ways of explaining Guided conversation
Going places arrangements going to WORD POWER Verbs ending in -ise Phrasebook: Buying a train
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WORD POWER Prepositions and
p.36 ticket
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transport
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Language review p.45 Skills trainer p.46 Word list p.47 Vocabulary booster pp.112–113 Grammar booster p.133–134
4 Life experiences Present perfect with ever / Finding the right job A job interview
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Vocabulary: Life experiences never Vocabulary: Applying for a job Guided conversation
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That’s life Phrasebook: A job interview

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p.48 Strategy: Using formal language

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WORD POWER Indirect questions

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5 Relationships Present perfect with just, Understanding the customs of Giving and asking for advice
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Vocabulary: Relationships already, still, yet other cultures Roleplay

It’s personal Vocabulary: Manners Phrasebook: Asking for and
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p.60 WORD POWER Words that can be giving advice

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verbs or nouns
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6 A geography trip will, might, may: future Planning strategically Organising an event with
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Vocabulary: Geographical predictions Vocabulary: Camping friends

Our world features
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equipment Guided conversation

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WORD POWER Definite or zero

p.72 WORD POWER Cognates and false Phrasebook: Organising an
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article? friends event

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Strategy: Negotiating options

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7 Crime
Vocabulary: Crime
Second conditional Staying safe online
Vocabulary: e-security
Describing a photo
Using a photo as a prompt for
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Problem WORD POWER Nouns that end WORD POWER so and such + discussion
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solving in -er adjectives Phrasebook: Talking about a

photo
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p.84
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8 Preparing food
Vocabulary: Preparing food
Past perfect Making healthy choices
Vocabulary: Food groups
Giving a presentation
Giving an informal presentation
Expensive WORD POWER Adjectives ending
Strategy: Introducing repeated
tastes in -y information
p.96 Phrasebook: Giving an informal
presentation
Extensive listening pp.144–150 Irregular verb list p.151
2

0.5 0.6 0.7 0.8
Health Film Sports Weather
can for ability, permission and Present perfect Comparative and superlative be going to; will
request; should/shouldn’t adjectives / (not) as...as
5 Vocabulary 6 Grammar 7 Reading 8 Listening 9 Writing

Clothes Past continuous A different kind of school Four speakers School life A blog post giving opinions
Vocabulary: Clothes Past simple and past Vocabulary: Boarding Conversation School Strategy: Checking your
WORD POWER Phrasal verbs continuous with schools uniform work
WORD POWER Adjective order when / while Strategy: Distinguishing
speakers
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Going online must, mustn’t, needn’t, Lazy British teens don’t Interview A young carer A blog post about survey
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Vocabulary: Going online don’t have to have to cook, wash or clean Conversation Renting a results
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WORD POWER The prefix un- Vocabulary: Opposites room Language focus: Proportions
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Strategy: Finding the and percentages
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answers in the text
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Holiday activities will and shall Welcome to New Zealand Conversation A holiday in An email enquiry
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Vocabulary: Holiday Vocabulary: Tourist New Zealand Strategy: Using formal
activities attractions Travel announcements language
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Strategy: Listening for Language focus: Giving
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specific information examples
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Emotions Adverbs and comparative Young talents Conversation Successful A job application letter
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Vocabulary: Adjectives of adverbs Strategy: Recognising and teenagers Language focus: Linkers of
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emotion WORD POWER Adjectives with understanding references Radio show Cinema trends addition and result
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WORD POWER Adjectives two adverb forms Vocabulary: The arts in the UK
ending in -ing / -ed
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Favourite possessions Present perfect simple: How Wedding traditions Radio show Food traditions An email to a friend
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Vocabulary: Describing long…?, for, since WORD POWER Indefinite Conversation An unusual Strategy: Using informal
objects Using the past simple with pronouns wedding language
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WORD POWER Adjectives how long and for Vocabulary: Weddings Strategy: Understanding the Language focus: Formal and
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ending in -able speaker’s purpose informal language

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Helping the environment Zero conditional and first UK eco-projects Interview A guerilla A ‘for and against’ blog post
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Vocabulary: The conditional Strategy: Skimming for key gardener Language focus: Linkers of
environment Radio show Green
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when, unless words contrast (1)

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WORD POWER Compound architecture

Vocabulary: Protecting the
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nouns environment
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Design and innovation Present simple passive; Past Projects for teenagers Podcast A social project An email to a magazine
Vocabulary: Designing simple passive; by Vocabulary: Social problems Four speakers Social Strategy: Using paragraphs
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objects problems Language focus: Giving a

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Strategy: Listening for gist personal opinion

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Spending and buying Reported speech Your local high street: dead Interview A Polish baker An online review of a
Vocabulary: Spending and or alive? Four speakers Buying food product
buying Vocabulary: Shops and Language focus: Linkers of
WORD POWER Words that are shopping contrast (2)
easily confused Strategy: Completing notes
or tables
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4 That’s life!
I can understand a dialogue and use vocabulary about life experiences. 4.1
Life experiences
1 In pairs. Make a list of three interesting
experiences from your life. Compare your lists.
Do you have any similar experiences?
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2 a 2.14 Harry and Laura are friends
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hanging out in a café. Listen to the dialogue.
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Harry
Who is Alex and why does he leave?
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Alex
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b
Listen again. Choose the correct
B
alternative.
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1 Alex knows / doesn’t know Harry and Laura Laura
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already.
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2 Harry and Laura went / didn’t go to a music festival.
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3 Alex saw / talked to someone from his local
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TV news.
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4 Laura is telling the truth / inventing stories
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about the TV talent show. 4 Match four of the life experiences in Ex 3 to
5 Alex went paragliding in California two / three years ago. O
the photos (A–D).
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c REAL ENGLISH Listen again. Choose the correct 5 2.16 Listen to some of the experiences
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meaning for these words and phrases. from Ex 3. Which experiences are they?
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1 It was awesome.
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A It was terrible. B It was great.
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2 gig 3
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A journey B performance 4
3 We didn’t stand a chance. 5
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A We weren’t very lucky. B There was no possibility of 6

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getting what we wanted.

6 Now practise Life
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VOCABULARY BOOSTER
4 Does that count?
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experiences vocabulary on page 114.

A Does that qualify? B How many times is that?
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5 You’re winding me up. 7 THINK AND SHARE List three activities

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A You’re making fun of me. B You’re boring me. from Ex 3 that you would like to do, and
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3 Match the verbs (1–10) with the write two reasons why you’d like to do each
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VOCABULARY 2.15
of them. Compare your list with a partner
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items (a–j) to make life experiences. Listen and check.

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and justify your choices. Which activity

1 go to a A work experience
wouldn’t you like to do? Why not?
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2 meet a B abroad B
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3 win a C money for charity I’d like to enter a talent show.

4 live D a talent show Why?
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5 go E volunteer Because …
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6 enter F competition
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7 see G music festival

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8 work as a H paragliding
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9 raise I a ghost
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do J celebrity
48 Życie prywatne
C

I can talk about life experiences and specific events in the past. 4.2
Grammar
5 Complete the article with the present
perfect or past simple form of the verbs in
Present perfect with ever / never brackets.
1 Read the sentences and complete the rules.
Have you ever been to a music festival? Cranford High student Jayne Brown is
We haven’t done anything really exciting. only 15, but she 1 (read)
more than 1,000 books in her life. She
I’ve been paragliding. 2
(always / enjoy) reading, and
I’ve never done any extreme sports. she 3 (start) reading when she
1 Affirmative Subject + has / + past
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(be) only three.
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participle She 5 (also / write) two books,
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and she 6 (publish) one in
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2 Negative Subject + / haven’t +
past participle 2018. Jayne 7 (never / be) on
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TV, but last month she 8 (be)
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3 Interrogative Have / Has + subject + ?
on a local radio show. She plans to write a
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4 Short answer Yes / No, + + have(n’t) /
new novel next year.
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has(n’t)
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5 Adverbs of frequency (always, never, etc.) go between
and the past participle in affirmative 6 Complete Kerry’s blog with the correct form
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and negative sentences. of the verbs below.
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be (x2) go have love ride show
Present perfect vs. past simple
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see spend travel
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2 Który czas (present perfect czy past simple)
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stosujemy …
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1 z ever lub never, gdy mówimy o doświadczeniach I1 abroad much
niezwiązanych z określonym czasem? in my life, but last weekend
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2 z określeniami opisującymi czas, takimi jak last year lub I2 to Venice on

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two weeks ago? a city break with my aunt. I

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3 w pytaniach zaczynających się od zaimka When … ?

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(never) such a
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beautiful city! We 4
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three days there, and it

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GRAMMAR BOOSTER P. 134 5

wonderful. My
aunt 6 to lots of
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3 Choose the correct alternative to complete the different places, but Venice is
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sentences. her favourite. While we were

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1 Have you ever / never been to a music festival? there, she 7 me

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2 I’ve write / written a lot of songs. St Mark’s and the Doge’s Palace,
3 We haven’t / didn’t have been to the USA. and we 8 a ride in a
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gondola. 9 (ever) in
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4 Have you done any work experience?

Yes, I’ve done. / Yes, I have. a gondola? I 10 it!
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5 Has she took / taken her driving test?

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6 I hasn’t / haven’t done any work experience.

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7 Someone’s gave / given her a present.

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8 We haven’t ever / never been skiing.

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4 Use the words to write sentences and questions in the

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present perfect. Write short answers to the questions.

7 THINK AND SHARE In pairs. Look back at the
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you / see / ever / a ghost / ? (no) list of life experiences on page 48 Ex 3.

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Have you ever seen a ghost? No, I haven’t. a Make a list of the experiences that you have
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1 Aisha / never / live / abroad had, including notes of when/where/who

2 they / ever / meet / a celebrity? (no) with.
3 Maria / never take / her driving test b Ask and answer with your partner giving
4 you / ever / sleep / tent? (yes) extra information using the past simple.
5 Sam / ever / do / work experience? (no)
A Have you ever been to a music festival?
6 she / ever / leave / her phone / the bus? (yes)
B Yes, I have.
7 we / never / win / a competition
A When was that?
8 mum / dad / raise / money for charity
B It was two years ago. I went with my
brother.
Życie prywatne 49

4.3 I can understand different job roles and what work suits me.
Life skills
Finding the right job
1 In pairs. Discuss the questions.
1 At what age can you get a weekend or holiday job
in your country?
2 How many days or hours can somebody your age
work during a school week? / during school holidays?
2 2.17 In pairs. Look at the photo of Sophie
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doing a summer job. Answer the questions, then
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listen and check your answers.
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1 Describe what is happening in the photo.
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2 What sort of job do you think it is?
6 VOCABULARY Find all the adjectives
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3 Would you enjoy this sort of work? Why (not)?
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of personality in Jamie’s, Bradley’s
3
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2.17 Listen again to Sophie talking about her job. and Bella’s descriptions. Can you
Answer the questions. list any more positive adjectives of
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1 Where did she see the advert for the job? personality?
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2 Why does she think she is good for that job?
7 Make notes about your own
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3 What are the hours of the job?
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4 What job does Sophie want to do in the future?
information under the following
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headings.
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4 VOCABULARY 2.18 Match the words (1–7) to their
• Interests
meanings (A–G). Listen and check. O • Personal qualities (personality
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1 full-time 2 part-time 3 qualifications 4 CV adjectives)
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5 wages 6 candidate 7 interview • Qualifications (exams and certificates)

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• Work / volunteering experience

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A the money that you receive for doing a job

B describes all of the hours of a week in which people work 8 a ROUND UP Which of the jobs in
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Ex 5 would suit you best? List three

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C exams that you have passed or courses of study that you

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have successfully completed reasons why.

D a person who is trying to get a job b Tell your partner which job you
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E a formal meeting where somebody is asked questions to think would suit you best. Then think
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see if they are suitable for a job about which other jobs might suit you.
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F describes part of the day or week in which people work

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G a written record of your education and the jobs you have done JAMIE
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5 Look at the job adverts (1–3), and the three teenagers (A–C).
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I think I’m kind TEXT

SIMPLE BOXES, and
and patient
Match the teenagers to the best job for them. A I love working with children.
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A
I’m interested in all kinds of

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sports and I’ve got qualifications in

1
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Summer job: Wanted Apply gymnastics and swimming.

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Young person to work full-time at our swimming pool in

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August. The job involves teaching classes and organising

activities for primary-school age children. Candidates must BRADLEY
A
have excellent swimming skills. I’m quiet but I’m hard-working.

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B Last summer I got some work

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2 3 experience working in my aunt’s

WORK EXPERIENCE Bookshop
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café. I love books and music. I’m

PO SIT ION NEEDS SATURDAY
more interested in helping people than
We are offering two weeks’ earning wages.
ASSISTANT
work experience for a young
person in our computer
games business. You must We are looking for a
volunteer sales assistant BELLA
have computer skills, enjoy
computer design and be to work in our charity
I’m interested in technology
able to work in a team. We bookshop and café. We need C and I’d love to work in a tech
will choose candidates by someone who loves reading
interview. business. I’m good at IT and I’m
and who is prepared to work
in our café occasionally. If learning computer programming. I’m
you’re interested, send us polite, organised and reliable.
50 Praca • Mówienie Opis ilustracji your CV!

I can ask and answer questions in a job interview. 4.4
Speaking b
Now match answers (A–D) to the questions
(1–4) in Ex 5a.
A job interview A It’s £450 a month.
1 In pairs. Look at the B No, I haven’t. But I’m studying cookery at college.
photo and answer the C You’ll talk to customers and deal with any complaints.
questions. D It’s from 1 p.m. to 2 p.m.
1 What is the situation? 6 Read the strategy. Look at the job advert and
2 How do you think the boy feels? follow the instructions.
3 Have you ever had a job interview? If yes, what
Stosowanie języka formalnego
E
Strategia
was it like?
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Jeśli znajdujemy się w oficjalnej sytuacji lub nie znamy
2
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2.19 Listen to Lee’s interview. What job is the zbyt dobrze osób, z którymi rozmawiamy, stosujemy
interview for? Is it a job with a wage? język formalny. Aby nadać wypowiedzi uprzejme
N
brzmienie, posługujemy się czasownikami modalnymi
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3 2.19 Listen again. Number these things in the would oraz could.
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B
order that they talk about them in the interview.
• Student B: Imagine that you are going to interview
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Lee’s personal qualities Wages and hours
people for this job. The hours are 9.30–3.30 from
Why Lee wants the job Lee’s experience
IE
Monday to Friday and the wage is £6 an hour.
The details of the job
N
• Student A: Imagine that you are interested in this
A
job. Write notes about any relevant experience,
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A job interview
Phrasebook
Why are you interested in this job / position? your personal qualities and any questions you have
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about the job.
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What makes you the right person for this job?
The job involves …ing
Have you got any relevant qualifications /
WANTED! O
IK
We run a programme
experience of …ing? of activities
HOLIDAY
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Have you ever … before? throughout August

ACTIVITY
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Can I (just) ask what (exactly) the job involves? for young children,
IA
Could you tell me what the hours are? including:

CLUB ➤ sport
N
I’d like to know what the wage is.

ASSISTANTS ➤ music
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➤ drama
4 Read the Word Power box and the Phrasebook. ➤ art and crafts
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Which questions in the interview are direct, and ➤ language classes

which are indirect?
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O
7 In pairs. Follow the steps and role-play the

WORD POWER Indirect questions
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interview. Use phrases from the Phrasebook.

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Indirect questions are a polite way of asking for Student A Greet Student B. Ask them why they are
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information. The word order in an indirect question is interested in the job.

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the same as in an affirmative statement. Student B Reply.

A
Direct question
Student A Ask B why they are the right person for
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Why are you interested in this job?

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Indirect question the job.

Could you tell me why you are interested in this job? Student B Reply.
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Yes/No questions use if in their indirect form:

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Student A Ask B if they have any relevant

Direct question
Have you worked in a shop before? experience.
A
Student B Reply.
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Indirect question
Can I ask if you’ve worked in a shop before? Student A Ask if B has any questions.
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Student B Ask what the wage is.

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5 a Write the indirect versions of these questions. Student A Reply.

1 What are my responsibilities? Student B Ask what the hours are.
Could you tell me Student A Reply.
2 Have you ever worked in a restaurant before?
Can I ask 8 Follow the instructions in Exs 6 and 7 again, but
3 When is the lunch break? this time swap roles A and B.
Could you tell me
4 What is the salary?
Would you mind telling me
Praca • Mówienie Opis ilustracji • Rozmowa z odgrywaniem roli 51

51

4.5 I can understand a text and use vocabulary about emotions.
Emotions
1 Look at the photo and answer the
questions.
SAD? ANGRY? EXCITED?
1 What are the people doing? Tell us about some experiences that have made you emotional …
2 How do you think they are feeling?
3 Have you ever experienced anything
like this?
2 2.20 Read and listen to the online
comments. Which person had:
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1 a strange, scary experience?
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2 an exciting, positive experience?
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3 an experience where they felt bad
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about something?
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B
DANI: The most emotional experience that I’ve ever had is when I
3 Are the sentences true (T) or false (F)?
ZA
parachuted out of a plane! I felt very nervous at first, but the instructor
Correct the false ones. was so relaxed that I gradually began to feel the same way. It all happened
IE
1 Dani’s parachute jump made money more quickly than I expected – and it was amazing! I did the jump for
charity and I raised £300. I felt so proud of myself afterwards.
N
for a good cause.
A
2 Sara told her mother about the money SARA: Once, I found an envelope of money in the street. I nervously
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she found. picked it up and found that it contained £400! I automatically took it home
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3 The police were angry with Sara. but I felt really guilty about it for days, and I didn’t sleep well. My mum
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4 Jay saw a ghost at his home. found it a few days later. She was shocked, and she made me take it to the
5 He wanted to see the ghost again. O
police station. I was really embarrassed but, luckily, I didn’t get into trouble
IK
for handing it in late.
4 VOCABULARY Write the
2.21
JAY: Last summer we were staying in an old farmhouse on holiday – and
IE
adjectives of emotion in the correct I think I saw a ghost! There was a little girl playing happily in the garden
N
category. Listen and check. one day. She turned to me and smiled calmly. Then she suddenly ran
IA
off and simply disappeared in front of my eyes! Later I saw her in an old
amazed annoyed disappointed
N
photograph on the wall – from 1915! I was a bit frightened at first, but I was
H
embarrassed fascinated frightened fascinated, too. I never saw the ghost again. I was so disappointed!
EC
guilty proud relaxed shocked

SZ
Positive emotions Negative emotions 6 VOCABULARY BOOSTER Now practise Adjectives of emotion
W
vocabulary on page 115.

O
7
ZP
VIEWPOINTS Talk about occasions when different people
5 Choose the correct adjectives of usually feel different emotions. Use these ideas to help you:
O
R
emotion for each photo (1–5). children friends parents students teachers you
Ż
1 disappointed / shocked
A
2 amazed / frightened Parents feel proud when their children do well at school.
D
3 fascinated / embarrassed
ZE
2 I feel annoyed when my friend copies my homework.

4 proud / annoyed
R
5 guilty / relaxed
SP
4
A
N
1
IE
N
3 5
52 Człowiek • Mówienie Opis ilustracji


I can use adverbs to describe how something happens. 4.6
1.6
Grammar
3 Complete the diary using adverbs formed from the
adjectives below.
Adverbs and comparative adverbs
accurate bad good immediate kind late quick
1 a Complete the regular and irregular adverbs
from the text on page 52.
Adjective Adverb Normally I do really 1 at school. I always
Regular: study a lot for exams. But last week I took an important
nervous 1
exam, and it went really 2 . I didn’t understand
gradual 2
why. My teacher said to me 3 , ‘Perhaps you
E
automatic 3
arrived 4 for the exam and you were stressed.’
N
IO
simple 4
But that wasn’t the problem. I thought , ‘Maybe I did it
N
happy 5 too 5 , and didn’t answer all the questions
O
6
Irregular: …’ When the teacher showed me the exam
R
good paper again, I 7 realised the problem. There
B
6
ZA
late 7 were ten questions and I only answered six! I was really
embarrassed.
IE
b
Choose the correct alternative to complete
N
the rules.
A
1 Adverbs are used to describe how / why 4 Write comparative sentences using the verbs and
W
something happens. the adverb form of the adjectives in brackets.
O
2 They usually come after / before the main verb. 1 sharks / humans (swim / fast)
PI
2 Elisa / Laura (speak English / good)
c Read this sentence from the text and O
IK
3 I / English / my own language (read / slow)
complete the rule for comparative adverbs.
4 Anton / his son (drive / aggressive)
It all happened more quickly than I expected.
IE
5 people / computers / in the past (use / frequent)

Regular comparative adverb: 1 / less
N
6 Fiona and I / Jon and Sylvia (sing / bad)

IA
+ adverb + 2
N
GRAMMAR BOOSTER P. 135 WORD POWER Adjectives with two adverb forms
H
EC
2 a Write the adverbs you can form from the Remember, the adjectives late and hard can each
form two adverbs with entirely different meanings:
SZ
adjectives below.
1 genuine 5 probable hard = with a lot of effort; hardly = almost not
W
2 careful 6 final late = after the correct time; lately = recently

O
3 easy 7 scientific
ZP

5 Choose the correct adverb form to complete the
4 hard 8 slow
O
sentences.
b
R
Complete the sentences using the correct 1 He worked hard / hardly for his exam.
Ż
adverbs from Ex 2a. 2 She hard / hardly spoke to me last night.

A
1 I've worked as a volunteer at a primary school for 3 We arrived late / lately for the party.
D
a long time. I've now decided to 4 I haven’t seen Alice late / lately.
ZE
become a teacher.
R
2 We all must work to finish this 6

SP
In pairs. Take turns to tell the story of what

project on time. happened to Ben last night. Use adverbs to
A
3 Listen to the instructor very . describe the action, and use your own ideas to
N
4 A lot of people believe they will see complete the story.

IE
a ghost in every old castle.

N
5 Can anyone explain why some

people are frightened of paragliding?
6 June started to understand what happened and
became more and more relaxed.
7 The best way to meet people is to go to a festival
– you can make friends there. 1 2 3
8 I'm not sure she will like this present but
she will be amazed that you
remembered her birthday. Last night, Ben was sleeping peacefully
when a noise suddenly woke him up …
Człowiek 53

4.7 I can understand a text about creative young people.
Reading 2
CULTURE
2.22 Read the strategy. Read and listen to the text.
There are three missing sentences. Match sentences A–E to
1 a Which activities have you done? gaps 1–3. Two sentences do not match any of the gaps.
go to an art gallery A Its first performance was in Vienna in 2016.
listen to classical music B It has sold millions of copies all over the world.
read a fantasy book C Indeed, he was performing in public in Warsaw at the age
have piano lessons of eight.
write a story D People are fascinated by her designs.
b
Now ask your partner about the E He has made enough money from selling his art to buy a
house.
E
activities:
N
Have you ever been to an art gallery? 3 Complete the information about the three people in the
IO
text.
N
Yes, I have.
O
Christopher Alma Kieron
R
Where was it? It was in … Paolini Deutscher Williamson
B
ZA
Nationality
Rozpoznawanie i wykorzystywanie powiązań
Strategia
IE
Gdy twoim zadaniem jest uzupełnienie tekstu Talent(s)
nagrania brakującymi zdaniami, zastanów się,
N
jaką rolę w tekście odgrywają zaimki (np. it, he,
A
Main achievement
W
she, their, one, this, that). Użyty zaimek musi być
zgodny z występującym w poprzednim zdaniu
O
podmiotem. At what age?
PI
O
IK
YOUNG
IE
There have been many famous child prodigies throughout history.
talents
N
Mozart learned to play the piano at the age of two, and Frederic
IA
Chopin composed his first pieces of music when he was still a

N
young child. 1 That’s an amazing achievement, by most people’s

H
standards. Here are some more recent child prodigies.

EC
SZ
W
O
CHRISTOPHER PAOLINI is an American

ZP
author. He is the writer of the popular

Inheritance fantasy novels. The Inheritance
O
series has been very successful. 2 The

R
third book in the series sold half a million

Ż
copies in a single day, and there has been

A
a film of the first one, Eragon. But a lot of

D
people might be surprised that Christopher ALMA DEUTSCHER is a British composer and musician. She plays the
ZE
wrote Eragon when he was only 15. He violin and the piano, and she’s performed in concerts in Europe, Asia and
R
originally published the book himself, but a the USA. Alma has composed music for a full orchestra and she has also
SP
big company soon noticed its success and written an opera of the Cinderella story. 3 The interesting fact is that
asked him to write a series. Christopher Alma was born in 2005, so she was only 11 at the time. Alma started
A
hasn’t written many other books, but writing music when she was four and she has now become a sensation in
N
he’s now planning a fifth Inheritance the world of classical music. Alma says that music comes naturally to her
IE
novel. when she is calm and relaxed, but she has to work hard to write it down.
N
KIERON WILLIAMSON is an artist from Norfolk in England. In the last few years
Kieron’s landscape paintings have become extremely popular and there have been
exhibitions of his work in art galleries. He has made enough money from selling his
art to buy a house. But Kieron is still only a teenager and he
lives with his parents. They are proud of his talent but they
want him to have a normal childhood, even though people
have invited him to exhibit his work all around the world.
GLOSSARY
child prodigies genialne dzieci

Cinderella Kopciuszek
54 Kultura • Rozumienie tekstów pisanych Dobieranie

I can understand a conversation about talented 4.8
teenagers and an interview about cinema trends.
Listening
CULTURE
4 VOCABULARY 2.23 Put the
highlighted words from the text
in the correct category. Listen and 1 In pairs. Discuss the questions.
check. 1 Do you know anyone who has achieved a lot at a young age?
What have they done?
Verbs Events
2 How do you feel when you read about people your age doing
amazing things?
Creative people Other nouns

2 2.24 Listen to Tess and Connor discussing young people’s
achievements. Which is the best summary of the dialogue?
E
A Connor thinks that he hasn’t achieved much in his life, and
N
Tess makes him feel better.
IO
B Tess thinks that she hasn’t achieved much in her life, and
5 Complete the paragraph with the
N
Connor makes her feel better.
O
correct forms of words from Ex 4.
C Tess and Connor feel inspired by teenagers who have
R
B
I’m doing exams in music and achieved a lot in their lives.
ZA
art next month. For the music 3 2.24 Listen again. Choose the correct ending for each
exam, we have to 1 sentence.
IE
a piece of music. We can use
N
instruments to do this, or do it on 1 Connor is reading about a 17-year-old
A
a computer. We also have to sing A writer. B musician. C artist.
W
or play in front of an examiner. 2 The boy who climbed Mount Everest was
O
The 2 will be in a A 13. B 14. C 17.
PI
group with other people. I’m 3 Stories about successful teenagers make Connor feel
going to sing while my friend A proud. O B bored. C embarrassed.
IK
plays the piano. She’s a really 4 Connor has
good 3 so I’m sure
IE
A been in a play. B written a book. C sung in public.

it will go well. For the art exam
5 He sings
N
we show some of our work. I

IA
A quickly. B well. C nervously.

like using paint, so my work is
N
mostly 4 . After the 6 Tess once met a famous

H
exams, parents can come to a big A singer. B writer. C actor.

EC
5
of all our work. 7 After meeting her, Tess felt
SZ
A annoyed. B angry. C disappointed.

6 4
W
MEDIATION You are in London THINK AND SHARE In pairs. Discuss what life is possibly like for
O
with a Polish friend who doesn’t extremely talented young people. Talk about:
ZP
understand all of the information • friends and other people their age • money
on this poster. Write answers in • school • the media
O
R
Polish to your friend’s questions. • their parents • their emotions

Use these adjectives to help you:
Ż
A
Art Exhibition
D
ambitious different lonely relaxing stressful tiring

ZE
5
R
2.25 Listen to a radio show about foreign films in the UK.

CITY ART GALLERY
SP
Match the sentence halves.

Landscape paintings by local artists 1 Ticket sales in UK cinemas A have always been very
A
24th March – 19th April 2 Films from India popular.

N
Special opening night event on March 3 Ticket sales for Polish films B have gone down recently.
IE
24th with performances by local in the UK C have gone up recently.

N
musicians – no admission fee

6 2.25 Listen again. Are the statements true (T) or false (F)?
1 After English, the most popular films in
1 Co się dziś wieczorem będzie the UK are in Indian languages.
działo w City Art Gallery? 2 Bollywood films sometimes earn over
2 Co można tam zobaczyć? £1 million in UK cinemas.
3 Czy wstęp jest płatny? 3 Around 2 million Polish people have
4 Kiedy kończy się wystawa? moved to the UK recently.
4 A lot of Polish films in the UK are thrillers.
5 Letters To Santa is a thriller.
Kultura • Rozumienie ze słuchu Wielokrotny wybór • Prawda/fałsz 55


4.9 I can write a job application letter.
Writing Linkers of addition and result
Language focus
A job application letter 5 Find three of the linkers below in the letter.
Then put the linkers below into the correct
1 Read the job ad and answer the questions. category.
1 What are the hours of the job?
As a result Consequently Furthermore
2 What does the job involve?
In addition Therefore What’s more
3 What sort of personality does the employer want?
4 What should you do if you’re interested in the job? Linkers of addition
Linkers of result
E
N
WANTED
IO
6 Rewrite these sentences as two separate
N
Young person (over 15) to work Saturdays sentences. Start the second sentence with one of
O
(10 a.m. – 4 p.m.) in our town centre café. the linkers in Ex 5.
R
B
We’re looking for a friendly and sociable person to serve 1 I did a course in computer programming so I easily
ZA
customers, take money and do some food preparation. got a job in IT.
Experience of working in a café or shop would be useful. 2 I’ve worked in a hairdressers and a café, and I’ve
IE
Please send in a CV and application letter. got experience as a shop assistant.
N
3 I can paint and draw well and I’m a good
A
W
photographer.
2 Read Gemma’s job application letter. In what ways
O
4 I’m patient and I’m hard-working, so I think I’d be a
is she a suitable person for the job?
PI
good person for this job.
O
7 a You are going to write a job application letter
IK
The Manager 14 Harris Drive (80–130 words) for this job. Read the job ad and
The Corner Café Okenham O22 7RW
IE
the task.
N
Wanted
IA
25th April
N
H
Dear Sir or Madam,

EC
1 I am interested in the current vacancy for a Saturday ● Young people to work through August in our sports and
sports clothes shop.
SZ
assistant in your café.

● We need hard-working people who are interested in sports
I’m 16 years old, and I think that I’m a good
W
2 or fashion – or both! The job involves helping customers and

candidate for the job because I’m hard-working and keeping the shop tidy.
O
polite. In addition, I’m friendly and I like meeting ● Experience of playing sports or working in a shop would be
ZP
people. useful.
O
● Please send your CV and an application letter.

I haven’t worked in a café before, but I enjoy cooking
R
3
and I’ve previously worked in a supermarket. As a
Ż
result, I have experience of serving customers and

A
dealing with money. Furthermore, I once helped to

• Give your reason for writing.
D
• Write about your interests and personality.

ZE
run a pop-up café at our school.

• Explain about your relevant experience.
I look forward to hearing from you.
R
4
• Request a reply and sign off at the end.
SP
5 Yours faithfully,
b
Before you write, make notes about your:
Gemma Roberts
A
6
N
personality interests relevant experience

IE
c Now write the letter in your notebook.

N
3 Match the parts of the letter (1–6) to these

functions (A–F). Dear Sir/Madam, I’m interested in…
A Gemma describes her relevant experience
B Gemma’s signature 8 CHECK YOUR WORK Did you …
C Gemma describes her personal qualities
• use the present perfect and past simple to talk
D a formal signing off
about your experience and past events?
E Gemma explains why she is writing the letter
• use linkers of addition and result?
F a request for a reply to the letter
• organise your letter into clear paragraphs?
4 Translate the highlighted phrases from the text. • use the correct spelling and punctuation?
56 Praca • Wypowiedź pisemna List


I can remember and use the language I learned in this unit. 4.10
Language review A … I don’t think anyone else has either.

B … to raise money for charity.
Grammar C … I’ll probably never go paragliding.
D … it helps if you’ve done work experience.
1 Read the interview. Put the verbs in brackets into the E … I’m happy to work there as a volunteer.
present perfect or past simple. F … they have so many amazing bands there.
Mr Nye Hello, Jason. Please come in and sit down. G … we didn’t win the competition.
Jason Thanks. H … it’s always so cold and wet in this country.
Mr Nye Now, as you know, we’re looking for a young I … including some famous actors and singers.
person to work in our café this summer – J … you’re such a good singer.
E
1
(you / have) a holiday job before?
4 Choose the option that best replaces the word
N
Jason Yes. Last year 2 (I / work) at a local
IO
farm looking after the horses. in bold.
N
Mr Nye OK, interesting. 3 (you / enjoy) 1 I’ve got an exam tomorrow, but I’m not
O
that? stressed at all.
R
A annoyed B guilty
B
Jason Yes, 4 (it / be) great, thanks.
ZA
Mr Nye So what about working in the restaurant C frightened
business? 5 (you / ever / be) a 2 I played really well in the concert, so I’m
IE
waiter? feeling good about myself.
N
Jason No, 6 (I / never / work) in a A fascinated with B proud of
A
restaurant before, but 7 (I / do) lots C amazed with
W
of other weekend and evening jobs. 3 My sister’s afraid of spiders, but she’s fine with
O
everything else.
PI
Mr Nye And are you a good worker?
A shocked B disappointed
Jason Yes, I think so. So far my employers
O
IK
8
(always / be) pleased with me. C frightened
4 I was hoping to get a Grade A, so I was a bit
2 Choose the correct adjective or adverb.
IE
unhappy when I got a B.

N
1 Can you drive a bit faster? I don’t want to get to school A embarrassed B disappointed
IA
late / lately. C guilty

N
2 I am even more nervous / more nervously than you 5 My brother felt bad about himself when the
H
about the concert. teacher shouted at him in front of everyone.

EC
3 I think my English is improving gradual / gradually. A embarrassed B frightened

SZ
4 My sister plays the piano well / better than me. C shocked

5 What’s wrong with Sophie? She doesn’t look very 6 My brother was angry with me because I
W
happy / happily. forgot to record a TV programme for him.

O
6 You need to check your work more careful / more

ZP
A guilty B embarrassed
carefully. C annoyed
O
7 I’ve never worked this hard / hardly before. 7 Breaking up with Ella was the right thing to
R
8 My computer checks all my spelling automatic / do. I don’t feel I’ve done anything wrong.
Ż
automatically. A guilty
A
B embarrassed
D
C disappointed
Vocabulary
ZE
8 We were all very surprised when Jack came to

3 Match the sentence beginnings (1–10) to the endings
R
the party – he always says he hates them.

SP
(A–J). A embarrassed B relaxed

1 I’m really frightened of flying, so C amazed
A
2 If you like music festivals, go to Sziget because … 5

N
In small groups. Choose a word in Ex 4 and

3 My dad’s met a few celebrities, …
IE
describe a situation to explain the emotion,

4 I’d love to live abroad because …
N
without saying the adjective. The other people

5 If you want to get a job one day, … in your team guess the word.
6 We’re having a special sale of clothes at school … A Oh no! My team lost the match 5–0.
7 I have never seen a ghost, and … B You’re … angry?
8 I think you should enter a talent show because … A No.
9 Our team did really well, but … C You’re disappointed?
10 They don’t pay me for helping at the animal hospital, A Yes!
but …
Look at the lesson aims for this unit. What can you now
do well? Choose one area for more practice if necessary.
Praca • Człowiek • Znajomość środków językowych Wielokrotny wybór 57


4.11 Skills trainer
Use of English
Strategia Writing
Strategia
Uzupełnianie luk w tekście Rozwijanie podpunktów
To zadanie sprawdza zarówno znajomość słownictwa, jak Polecenie zadania określa, czego powinien dotyczyć
i reguł gramatycznych. Udzielenie poprawnej odpowiedzi tekst, który należy stworzyć, a cztery podpunkty
czasem wymaga zrozumienia zdania, w którym występuje precyzują, o czym i w jaki sposób trzeba napisać.
luka, a kiedy indziej całego tekstu. Dlatego zanim zaczniesz Rozwiń myśli zawarte w podpunktach. Upewnij się,
udzielać odpowiedzi, przeczytaj cały tekst. że stosujesz adekwatne słownictwo (np. udzielasz
rady, narzekasz, proponujesz, zapraszasz).
1 Przeczytaj opis strategii. Przeczytaj tekst. Dobierz
odpowiedzi (A, B lub C) poprawnie uzupełniające luki 3 Przeczytaj opis strategii oraz polecenie do
E
tekstu. zadania. Wraz z rodziną spędzasz tydzień w
N
ośrodku wczasowym, który oferuje nastolatkom
IO
dużo zajęć. Napisz list do anglojęzycznego
N
WHAT MAKES A JOB GREAT?
O
przyjaciela (80–100 słów), a w nim:
Sally Mason works for a bank, and her job certainly
R
B
sounds attractive. She works five days a week and • opisz ośrodek wczasowy,
ZA
gets a good salary, but she is 1 about the way that • omów zajęcia, w których brałeś/aś udział,
things have turned out. She is already thinking about • opowiedz o czymś, w czym wzięła udział cała
IE
leaving, even though she 2 there six months ago.
rodzina i co wszystkim sprawiło przyjemność,
N
Mark Black works in a supermarket. The pay is not very • zachęć przyjaciela, abyście w przyszłym roku
A
good, the work is not very interesting, and 3 he often
W
przyjechali tu razem.
has to work at night or at weekends. ‘In some ways this
O
is the worst job I have ever had,’ Mark laughs, ‘but I’m
PI
having a great time and they treat me 4 .’
The reason that their experiences are so different is
Hi Sam,
O
IK
Thanks for your letter – it was great to hear from
that their bosses are very different. Sally explains that
you again.
IE
her boss 5 her, while Mark’s boss is always positive

Now, you’ll never guess where I have been for the
about the work he does.
N
last week …
IA
N
1 A disappointed B bored C frightened

At Camp USA,
H
2 A is only starting B only started C has only started

EC
3 A because B what’s more C therefore Oregon we’re At Camp

looking for …
SZ
4 A well B good C best USA, Oregon

5 A is never B never C has never we’re looking
W
thanking thanked thanked

O
for …
ZP
Speaking
O
R
Strategia
Przygotowanie do wypowiedzi na podstawie materiału

Ż
stymulującego
A
W zadaniu polegającym na wybraniu jednej z trzech

D
ilustracji, przyjrzyj się im uważnie i wybierz tę, która

ZE
przedstawia najlepsze rozwiązanie problemu opisanego

… Sports Organisers.
w zadaniu. Uzasadnij swój wybór i wyjaśnij, dlaczego nie
R
wybrałeś/aś pozostałych ilustracji. Could this be you?

… Rock climbing Instructors.
SP
Could this be you?

2 Read the strategy. Look at the three posters for jobs for At Camp
A
USA,
N
students at a summer camp in the USA. Read the task.

IE
Oregon
Chcesz podjąć pracę w ramach programu Camp USA.
N
Znalazłeś/aś trzy oferty pracy. Zastanów się, jakie masz

we’re
doświadczenie oraz umiejętności. Odpowiedz na pytania looking
rozmowy kwalifikacyjnej. for …
1 Which of these jobs do you think you would be most
suitable for? Why did you reject the other options?
2 Is it good for young people to have jobs in the
summer holidays? Why / Why not?
3 What three things would you want to have in your
ideal job?
… Cooks. Could this be you?
58 Praca • Znajomość środków językowych Wielokrotny wybór • Wypowiedź pisemna List

Word list 4.12
Life experiences (pp.48 and 114) annoyed (adj) /əˈnɔɪd/ poirytowany

act in a play /ˌækt ɪn ə ˈpleɪ/ grać w sztuce bored (adj) /bɔːd/ znudzony
apply for a job /əˌplaɪ fər ə ˈʤɒb/ ubiegać się o pracę disappointed (adj) /ˌdɪsəˈpɔɪntɪd/ rozczarowany
do a course (in) /ˌduː ə ˈkɔːs (ɪn)/ brać udział w kursie embarrassed (adj) /ɪmˈbærəst/ zawstydzony
do an apprenticeship /ˌduː ən əˈprentɪʃɪp/ brać udział w excited (adj) /ɪkˈsaɪtɪd/ podekscytowany
praktykach fascinated (adj) /ˈfæsɪneɪtɪd/ zafascynowany
do training (in) /ˌduː ˈtreɪnɪŋ (ɪn)/ szkolić się (w zakresie/w frightened (adj) /ˈfraɪtnd/ przestraszony
dziedzinie) guilty (adj) /ˈgɪlti/ winny
do work experience /ˌduː ˌwɜːk ɪkˈspɪəriəns/ zdobywać happy (adj) /ˈhæpi/ szczęśliwy
doświadczenie zawodowe
interested (adj) /ˈɪntrəstɪd/ zainteresowany
enter a talent show /ˌentər ə ˈtælənt ˌʃəʊ/ wziąć udział w nervous (adj) /ˈnɜːvəs/ zdenerwowany
konkursie talentów
proud (adj) /praʊd/ dumny
E
find money in the street /ˌfaɪnd ˌmʌni ɪn ðə ˈstriːt/ znaleźć
relaxed (adj) /rɪˈlækst/ zrelaksowany
N
pieniądze na ulicy
IO
sad (adj) /sæd/ smutny
get a degree (in) /ˌget ə dɪˈgriː (ɪn)/ zdobyć stopień
shocked (adj) /ʃɒkt/ zszokowany
N
get a job /ˌget ə ˈʤɒb/ zdobyć pracę
surprised (adj) /səˈpraɪzd/ zaskoczony
O
get a qualification (in) /ˌget ə ˌkwɒlɪfɪˈkeɪʃn (ɪn)/ zdobyć
tired (adj) /ˈtaɪəd/ zmęczony
R
kwalifikacje
worried (adj) /ˈwʌrid/ zmartwiony
B
go paragliding /ˌgəʊ ˈpærəglaɪdɪŋ/ latać na paralotni /
ZA
uprawiać paralotniarstwo Young talents (p.54)
go to a music festival /ˌgəʊ tu ə ˈmjuːzɪk ˌfestɪvl/ iść na art gallery (n) /ˈɑːt ˌgæləri/ galeria sztuki
IE
festiwal muzyczny artist (n) /ˈɑːtɪst/ artysta
have a pet /ˌhæv ə ˈpet/ mieć zwierzę w domu compose (v) /kəmˈpəʊz/ komponować
N
have an accident /ˌhæv ən ˈæksɪdənt/ mieć wypadek composer (n) /kəmˈpəʊzə(r)/ kompozytor
A
live abroad /ˌlɪv əˈbrɔːd/ mieszkać za granicą concert (n) /ˈkɒnsət/ koncert
W
lose your keys /ˌluːz jɔː ˈkiːz/ zgubić klucze exhibit (v) /ɪgˈzɪbɪt/ wystawiać, prezentować
O
meet a celebrity /ˌmiːt ə səˈlebrəti/ spotkać celebrytę / znaną exhibition (n) /ˌeksɪˈbɪʃn/ wystawa
PI
osobę landscape (n) /ˈlændskeɪp/ pejzaż
post a video online /ˌpəʊst ə ˌvɪdiəʊ ˌɒnˈlaɪn/ zamieścić w
O
musician (n) /mjuˈzɪʃn/ muzyk
IK
internecie nagranie wideo novel (n) /ˈnɒvl/ powieść
raise money for charity /ˌreɪz ˌmʌni fə ˈʧærəti/ zbierać orchestra (n) /ˈɔːkɪstrə/ orkiestra
IE
pieniądze na cele dobroczynne painting (n) /ˈpeɪntɪŋ/ malarstwo, obraz

ride a horse /ˌraɪd ə ˈhɔːs/ jeździć konno
N
perform (v) /pəˈfɔːm/ przedstawiać

IA
see a ghost /ˌsiː ə ˈgəʊst/ ujrzeć ducha performance (n) /pəˈfɔːməns/ spektakl
see a scary film /ˌsiː ə ˌskeəri ˈfɪlm/ oglądać straszny film
N
publish (v) /ˈpʌblɪʃ/ publikować

stay up all night /ˌsteɪ ʌp ˌɔːl ˈnaɪt/ nie spać przez całą noc
H
series (n) /ˈsɪəriːz/ seria

win a competition /ˌwɪn ə ˌkɒmpəˈtɪʃn/ wygrać zawody
EC
Speaking: a job interview (p.51)

work as a volunteer /ˌwɜ:k əz ə ˌvɒlənˈtɪə(r)/ pracować bez
Can I (just) ask what (exactly) the job involves? /kən aɪ
SZ
wynagrodzenia
(ˌʤʌst) ˌɑːsk ˌwɒt (ɪgˌzæktli) ðə ˌʤɒb ɪnˈvɒlvz/ Czy mogę
write a blog /ˌraɪt ə ˈblɒg/ pisać blog
(tylko) spytać, czego (właściwie) wymaga ta praca?
W
Real English (p.48) Could you tell me what the hours are? /kʊd juː ˌtel miː
O
Does that count? /dəz ˌðæt ˈkaʊnt/ Czy to się liczy? ˌwɒt ðə ˈaʊəz ˌɑː/ Czy mógłbyś mi powiedzieć, w jakich
ZP
gig (n) /gɪg/ występ godzinach?

It was awesome. /ˌɪt wəz ˈɔːsəm/ To było zachwycające. Have you ever … before? /həv juː ˌevə ˈ… bɪˌfɔː(r)/ Czy
O
We didn’t stand a chance. /wiː ˌdɪdnt ˌstænd ə ˈʧɑːns/ Nie kiedykolwiek wcześniej…?
R
mieliśmy szansy. Have you got any relevant qualifications / experience of …

Ż
You’re winding me up. /jɔː ˌwaɪndɪŋ miː ˈʌp/ Żartujesz sobie ing? /həv juː ˌgɒt ˌeni ˌreləvənt ˌkwɒlɪfɪˈkeɪʃnz, ɪkˈspɪərəns
A
ze mnie. əv/ Czy ma pani odpowiednie kwalifikacje / doświadczenie w…?

D
Finding the right job (p.50) I’d like to know what the wage is. /aɪd ˌlaɪk tə ˌnəʊ ˌwɒt
ZE
candidate (n) /ˈkændɪdət/ kandydat ðə ˈweɪʤ ˌɪz/ Chciałbym wiedzieć, jakie jest wynagrodzenie.
The job involves …ing /ðə ˈʤɒb ɪnˌvɒlvz/ Ta praca
R
CV (n) /ˌsiː ˈviː/ życiorys

wymaga…
SP
full-time (adj/adv) /ˌfʊl ˈtaɪm/ w pełnym wymiarze czasu

interview (n) /ˈɪntəvjuː/ wywiad What makes you the right person for this job? /ˈwɒt ˌmeɪks
juː ðə ˌraɪt ˌpɜːsn fə ˌðɪs ˈʤɒb/ Co sprawia, że jest pani
A
part-time (adj/adv) /ˌpɑːt ˈtaɪm/ w niepełnym wymiarze czasu

właściwą osobą do tej pracy?
N
qualifications (n pl) /ˌkwɒlɪfɪˈkeɪʃnz/ kwalifikacje

Why are you interested in this job / position? /ˈwaɪ ə juː
wages (n pl) /ˈweɪʤɪz/ płace
IE
ˌɪntrəstɪd ɪn ˌðɪs ˈʤɒb, pəˈzɪʃn/ Dlaczego interesuje panią ta

Adjectives of personality (p.50)
N
praca / to stanowisko?
hard-working (adj) /ˌhɑːd ˈwɜːkɪŋ/ pracowity Writing: linkers of addition and result (p.56)
kind (adj) /kaɪnd/ uprzejmy As a result /əz ə rɪˈzʌlt/ W efekcie
organised (adj) /ˈɔːgənaɪzd/ zorganizowany Consequently /ˈkɒnsɪkwəntli/ W konsekwencji
patient (adj) /ˈpeɪʃnt/ cierpliwy Furthermore /ˌfɜːðəˈmɔː(r)/ Ponadto
polite (adj) /pəˈlaɪt/ życzliwy In addition /ˌɪn əˈdɪʃn/ W dodatku
quiet (adj) /ˈkwaɪət/ cichy Therefore /ˈðeəfɔː(r)/ Dlatego
reliable (adj) /rɪˈlaɪəbl/ godny zaufania What’s more /ˌwɒts ˈmɔː(r)/ Co więcej
Adjectives of emotion (pp.52 and 115)
amazed (adj) /əˈmeɪzd/ zachwycony
angry (adj) /ˈæŋgri/ zagniewany, obrażony
Unit 4 Word list 59

59

5 It’s personal
I can understand a dialogue and use vocabulary about romantic relationships. 5.1
E
N
1 2
IO
4
N
3
O
Relationships
R
B
1 Look at the photos. How do you think the people
ZA
are feeling in each situation?
IE
2 a VOCABULARY 2.30 Find relationships phrases
N
in the list to match the photos (1–6). Then listen and
A
W
check.
O
cheat on someone fall / be in love with someone 6
5
PI
get back together with someone
get divorced from someone get engaged to someone O
IK
get on well with someone go on a date with someone
go out with someone have a crush on / fancy someone 6 a 2.32 Olivia is asking Chloe about her
IE
split up with someone new boyfriend. Listen to the dialogue. Does

N
Olivia think the relationship is serious?

IA
b 2.31 Match the four relationships phrases

N
b
Are the sentences true (T) or false (F)?
H
without photos to the definitions (1–4). Then listen and

Correct the false ones. Watch or listen again to
EC
check.
check.
1 be in a regular romantic relationship with someone
SZ
1 Olivia doesn’t believe that Chloe loves Abel.

2 legally end a marriage to someone
2 Chloe first went out with Abel three weeks ago.
W
3 have a good relationship or friendship with someone

3 Chloe and Abel often talk about getting
O
4 start a relationship with someone for the second time

ZP
married.
3 List all the events in Ex 2 in the order that could 4 Chloe’s mum doesn’t know about the
O
happen to a couple in real life. relationship.

R
5 Olivia thinks that Chloe and Abel will not stay

Ż
4 VOCABULARY BOOSTER Now practise Relationships

A
together.
D
c REAL ENGLISH Listen again. Match the

ZE
5 Look at the video still. Where are the girls? What phrases to their translations.
R
do you think they are talking about?

1 How’s it going with … ? 4 Chances are …
SP
2 I guess 5 to be an item
A
3 to be honest
N
A Możliwe jest, że …
IE
B być parą
N
C sądzę
D szczerze mówiąc
E Jak ci się układa z … ?
7 THINK AND SHARE Think of a celebrity couple
Olivia or a couple you know and the story of their
Chloe
relationship. Make notes, then tell your partner:
• where and when they started going out together.
• if they got engaged or married, or split up.
• if they had children.
60 Człowiek • Mówienie Opis ilustracji


I can talk about recent or uncompleted actions and events. 5.2
Grammar
3 Complete the dialogue with the words below. You
can use some words more than once.
Present perfect simple: already, just,
already has / ’s hasn’t have / ’ve
still, yet haven’t yet
1 a Look at the sentences from the dialogue and
complete the rules with the correct adverbs. Mum Lola, 1 you taken the rubbish out
We’ve already been on four dates.
2
?
Lola Yes, Mum. I 3 4
Abel’s sister’s just decided to get married.
done that.
He hasn’t told me when the wedding is yet.
Mum And what about the washing-up?
E
Have you introduced Abel to your mum yet? Lola I 5 done that 6 . I’ll
N
I still haven’t told her I’ve got a boyfriend.
IO
do it in a minute.
Mum OK, thanks. 7 your brother come
N
already just still yet
O
home 8 ?
R
stosujemy, gdy mówimy o bardzo Lola Yes, he 9 . He’s in his room.
B
niedawnych wydarzeniach. But he 10
eaten anything
ZA
stosujemy, gdy mówimy o 11
.
wydarzeniach, które zaszły wcześniej, niż się Mum Oh. Shall I make a sandwich for him?
IE
spodziewaliśmy. Lola I 12 13
offered him
N
A
stosujemy, gdy mówimy o one, but he isn’t hungry.
W
wydarzeniach, które - jak sądzimy - wydarzą się w 4 Rewrite the sentences using the correct word in
O
przyszłości. brackets.
PI
stosujemy, gdy mówimy o Maisie and Rob have arrived at school. (just / yet)
wydarzeniach, które według nas miały zakończyć O
IK
Maisie and Rob have just arrived at school.
się wcześniej.
1 John wants to see the new James Bond film, but
IE
b Which adverbs are placed: I’ve seen it. (already / still)

N
1 between have and the past participle? 2 Lily texted me to ask me out on a date, but I
IA
haven’t replied. (yet / already)

N
3 ‘Would you like a coffee?’

H
2 before haven’t?
EC
3 at the end of the sentence or question? ‘No, thanks, I’ve had one.’ (still / just)
4 Everybody knows he did it but the police haven’t
SZ
arrested him. (already / still)

GRAMMAR BOOSTER P. 136
W
5 Have you done the washing-up? (yet / still)

O
2 Find six mistakes in the blog post and correct 6 Oh no, Anna’s called to say she can’t come to the
ZP
them. party. (yet / just)

7 It’s after midnight but Max hasn’t gone to bed. (still
O
R
/ just)
8 ‘What time is Lexi going to the airport?’
Ż
A
‘She’s left.’ (already / still)

D
5
ZE
In pairs. Ask your partner if they have done

these things this week:
R
SP
do your homework eat anything nice

go out with your friends have a test
A
make any plans for the weekend tidy your room

N
IE
A Have you done your English homework yet this

N
I just have met a wonderful girl. She started at my

week?  
school two weeks ago. I really like her but I haven’t still B Yes, I’ve already done it. / No, I still haven’t done
asked her out on a date because I’m quite shy. In fact, it. 
I’ve never had a girlfriend! She’s very friendly and she’s
made already friends with lots of people. Someone
told me that she’s split up from her boyfriend just, so it
might be a bit early to ask her out. I haven’t told anybody
about my crush on her already. I’m worried that they’ll
laugh! But yesterday she’s asked me for my phone
number, so I’m quite hopeful!
Człowiek • Życie prywatne 61


5.3 I can be sensitive to the customs of other cultures.
E
N
Life skills
IO
N
Understanding the customs
O
R
of other cultures
B
ZA
1 Look at the photos. In pairs, answer the
questions. 6 THINK AND SHARE In pairs. Discuss these
IE
1 Where do you think the people are and what are different types of behaviour. Talk about:
N
they doing? 1 if people in your culture consider them polite or
A
W
2 What is your opinion about their behaviour? rude.
3 Is this type of behaviour generally considered rude
O
2 why people in other cultures might have
PI
or polite in your country? different views about them.
2 VOCABULARY 2.33 Check the meaning of O
• leaving your shoes on when visiting someone’s
IK
these words. Find three pairs of opposites in these home
phrases. What part of speech (noun or verb) can the • making eye contact when greeting somebody
IE
other three words be? Listen and repeat. • kissing friends and family when you meet
N
IA
• waiting in a queue for a bus

bad manners comfortable custom good manners
• talking at the dinner table
N
polite queue respect rude uncomfortable

H
7 Discuss what you know about customs in

EC
WORD POWER Words that can be verbs or nouns

other countries. Choose one of the following
SZ
countries, or your own idea.

3 In which sentences are the underlined words
W
Brazil China Germany India Morocco

verbs? In which sentences are they nouns?
O
Russia UK USA
1 A There was a big queue at the post office.
ZP
B We had to queue for a long time. What customs about being polite exist in this
O
2 A Please show respect to other people. country? Think about the following things.
R
B We must respect other people’s cultures. • public transport

Ż
A
Write two sentences for each of these words – one • eating and drinking
D
using it as a verb; the other as a noun: • meeting new people

ZE
• visiting someone’s home

answer break post test
R
• shops
SP
8 a ROUND UP Now think of specific customs

A
4 2.34 Listen to the three dialogues about that exist in your country that visitors might find
N
customs and manners. Which countries are surprising or confusing, or have different ideas
IE
mentioned? Complete the first column of the table. about. Make some notes, using these topics to
N
help you.
Country Activity Rude or polite? • public transport
1
• eating and drinking
• meeting new people
2
• visiting someone’s home
3 • shops
5 2.34 Listen again. Which activities are b

Write a guide for first-time visitors to your
mentioned? Are they considered rude or polite in country. Write some ‘Dos and don’ts’ under the
countries 1–3? Complete the table in Ex 4. headings in Ex 8a.
62 Kultura • Mówienie Opis ilustracji


I can ask for and give advice. 5.4
Speaking
Giving and asking for advice
1 In pairs. Look at the photo.
Describe the photo. How are the
people feeling? What do you think
they are talking about?
2 2.35 Listen to Anna and Oscar
talking about a trip to Japan. Who
E
has already been to Japan? Who
N
IO
hasn’t been yet? Number the topics
in the order that they discuss them:
N
O
R
talking in public
B
giving presents
ZA
shoes
IE
3 2.35 Listen again. Complete the advice 5 In pairs. Prepare to role-play a dialogue where
N
about respecting Japanese customs. Use should / one of you asks for advice and the other tries to
A
shouldn’t plus the correct phrase below. help. Choose one of the problems (1–4) and write a
W
few notes giving your advice.
O
bring presents take off talk on the phone
PI
1 You’re visiting a foreign country soon and you
1 You your shoes when you visit
O
don’t know the customs there.
IK
people’s houses. 2 You’re feeling sad because your boyfriend /
2 You if you’re visiting people. girlfriend has just split up with you.
IE
3 You if you’re on a train. 3 You want to be healthier.

N
4 You’ve just won £1,000 on the lottery and you

IA
Asking for advice

Phrasebook
don’t know what to do with it.

N
What should I do?

H
Do you think I should … ? 6 Role-play the dialogue. Use the notes you
EC
What’s your advice? made and ask for and give advice. Use phrases
Giving advice
SZ
from the Phrasebook. Then swap roles until you

(I think / I don’t think) you should … have discussed all the situations.
W
(I think) you ought to …

7
O
You (definitely) shouldn’t … MEDIATION Read the situation and the notice,
ZP
Why don’t you … ? then write answers to your friend’s questions.

It would be a good idea to …
O
You are visiting Japan with a Polish friend who

R
doesn’t speak English. You visit a temple where the

4 a Match the problems (1–6) to the most suitable
Ż
signs for tourists are in English. Read the signs then

A
piece of advice (A–F).

D
answer your friend’s questions in Polish.

ZE
1 want to learn Spanish A ask them out

2 never have enough B go to an evening class
R
money C tell them in person

SP
3 can’t do this homework D get a Saturday job VISITORS SHOULD:

A
4 tired all the time E ask the teacher for

wash their hands before entering
N
5 want to split up with my help take off their shoes

IE
girlfriend / boyfriend F see a doctor be silent

N
6 have a crush on turn off their phones

someone in my class
b In pairs. Ask for and give advice using the
phrases in the Phrasebook. 1 ‘Co powinienem zrobić z tą wodą?’
A I want to learn Spanish. What should I do? 2 ‘Czy powinienem pozostawić buty na nogach?’
B Why don’t you go to an evening class? 3 ‘Czy wolno nam rozmawiać?’
4 ‘Co powinienem zrobić z telefonem?’
Kultura • Życie prywatne • Mówienie Opis ilustracji • Rozmowa z odgrywaniem roli 63

63

5.5 I can understand a text and use vocabulary about possessions.
Favourite possessions
I can’t live without … We asked: what’s your favourite personal

possession and how long have you had it?
Gemma Smith, 18, Caitlin Palmer, 17, Leo Murray, 16,

from Bristol from Brighton from Glasgow
I really love these I’ve only owned That’s easy – it’s
E
N
earrings. I’ve had my brand new my phone! I’ve
IO
them for two years, scooter for three had it since my
N
since my sixteenth weeks, but it’s birthday. It was a
O
birthday. They’re tiny, already my favourite present from my
R
but really beautiful and I think they’re thing ever! It’s a basic model, but parents. It isn’t the first phone I’ve
B
quite valuable, too. They were a it’s really colourful – green, gold and had. My first one was really ugly and
ZA
present from my first boyfriend, and black. I haven’t passed my test yet, old-fashioned! I love my new one
I wear them every day. I don’t care if but I’ve already had a few lessons. It’s because it’s so light and slim. It’s got
IE
they’re fashionable or not! We went a really practical way to get around. some great games on it. My favourite
N
out together for about six months My sister has had hers for five years, is 2048 – I haven’t stopped playing
A
but I haven’t heard from him since he and I was really jealous – until I got that since I got it. I think I might be
W
moved to California with his family … mine! addicted!
GLOSSARY
addicted uzależniony
PI
O
IK
1 In pairs. Look at the photos and answer the questions. WORD POWER Adjectives ending in -able
IE
1 What possessions can you see in the photos?

6 We can form adjectives from some nouns
N
2 Do you own any of these possessions?

IA
and verbs by adding -able.

3 What are your three favourite personal possessions? Why?
N
fashionable valuable
2
H
2.36 Read and listen to the online posts. Why does

EC
each person love their possession so much? Write the adjectives that you can form
from these nouns and verbs:
SZ
3 Are the sentences true (T) or false? Correct the false (F)
ones. 1 comfort 2 like 3 understand
W
O
1 Gemma likes her earrings because they are fashionable.

ZP
2 Gemma is still going out with her boyfriend. 7 In pairs. Ask and answer the questions.
3 Caitlin still hasn’t passed her driving test for her scooter.
O
1 Do you prefer colourful or plain shoes? Why?

R
4 She is jealous of her sister’s scooter. 2 Do you own anything valuable? What is it?
5 Leo paid for his phone.
Ż
3 What is the normal, basic furniture in a

A
6 He didn’t like his old phone. bedroom?

D
4 4 What clothes are fashionable at the

ZE
VOCABULARY 2.37 Match the adjectives (1–9) to their

opposites (A–I). Then listen and check. moment? Do you like them?
R
5 Can you think of an ugly building?

SP
1 tiny A old-fashioned
2 valuable B complicated 6 Is your school bag light or heavy?
A
3 fashionable C heavy 8 VOCABULARY BOOSTER Now practise

N
4 basic D old Describing objects vocabulary on page 117.

IE
5 colourful E beautiful
N
6 brand new F impractical

7 practical G big 1 2 3
8 ugly H cheap
9 light I plain
5 Which of the adjectives from Ex 4
can you use to describe these
objects (1–3)?
64 Człowiek • Mówienie Rozmowa wstępna


I can use the present perfect with How long … ? and for and since 5.6
1.6
Grammar
4 The rock star Steve Rae is
in New York City. Complete
Present perfect simple: How long … ?, the questions to Steve with
for, since How long … ? using the past
1 a Look at the sentences from simple or present perfect,
the texts on page 64 and complete the rules. and complete the answers
How long have you had it? using for and since.
I’ve had them for two years. Fay So, Steve. 1
My sister has had hers for five years. (be) here in New York?
I’ve had it since my birthday. Steve 2 a couple
E
N
of weeks. Before that,
• Czas present perfect + for / 1
IO
we were in Cincinnati.
stosujemy, gdy jakiś stan rozpoczął się w
N
Fay 3 (stay)
przeszłości i trwa obecnie.
O
there?
R
• Za pomocą 2 wprowadzamy
Steve 4 three nights. It was cool.
B
wyrażenia związane z okresem czasu.
ZA
Fay You’re famous for your guitar. 5
• Za pomocą 3 wprowadzamy określenia
(have) it?
związane z początkiem danego okresu czasu.
IE
Steve 6 I was 18. I bought it for $75. I
• How 4 ? stawiamy na początku pytania,
N
was a student then but I worked in a music
gdy chcemy się dowiedzieć, jak długo coś
A
shop.
W
trwało.
Fay 7 (work) there?
O
b
Look at the question and answer and read Steve From when I was 16 until I was about 20, I
PI
the rule. What tense do we use in Polish? think. I’ve loved music 8 I was a
How long did you go out with Emily? O
little kid!
IK
We went out for about six months. Fay Your band is awesome. 9 (know)
IE
We can also use the past simple with how long the other guys?
N
and for to refer to events which began and Steve 10 years. We met at school back
IA
finished in the past. in 2005 and we’re still together!

N
5 Listen to three teenagers describing their

H
GRAMMAR BOOSTER P. 137 2.38

EC
best friends. For each person (1–3), complete the

2 Choose the correct alternative. first column in the table with the names below.
SZ
1 I’ve had my tablet for / since a year.

Melissa Vicky Alex
W
2 My mum and dad have been together for / since

O
1995.
How long have
ZP
3 Tanya has been asleep for / since 15 minutes. Where did

Best friend they been
they meet?
4 The weather has been bad for / since the start of friends?
O
the year.
R
1 Annie
5 People have lived here for / since centuries.
Ż
2 Tim
A
6 Matt has been in love with Emma for / since they

D
3 Sean
met in secondary school.
ZE
7 Jess has wanted to be a doctor for / since she was YOU

R
a little girl. YOUR

SP
8 I’ve known my best friend for / since ten years. PARTNER
3 Write sentences and questions. Use the present

A
6 2.38 Listen again and complete the second

N
perfect simple and add for or since. and third columns in the table.
IE
1 Max / have / a girlfriend / a month

7 THINK AND SHARE Complete the YOU row in the
N
2 A How long / you / know / your best friend?

table with notes about your best friend. Then ask
B I / know / him / 2010.
and answer and complete the YOUR PARTNER row.
3 Amy / live / in London / four years
4 Ellie / fancy / Tom / the start of the year A What’s your best friend’s name?
5 A How long / Jodie and Mark / be engaged / ? B It’s Jacek.
B They / be engaged / Christmas A How long have you …
6 Millie / want / a new phone / a long time
Życie prywatne
Edukacja 65

5.7 I can understand a text about marriage customs.
Reading 3 Choose the correct answer to the questions.

CULTURE
1 What is the main difference between
1 In pairs. Look at the photos and answer the arranged marriages and ‘Western’ marriages?
questions. A There are fewer divorces in a ‘Western’
1 What do the people in the photos have in common? marriage.
2 What sort of cultures do you think they come from? B In arranged marriages, the couple choose
3 Do you want to get married one day? Why / Why not? their partners.
2 2.39 Read and listen to the three texts (1–3) about C In an arranged marriage, the couple don’t
marriage. Match them to three of the titles (A–E). know each other well when they get
married.
E
A A traditional wedding
N
B Symbolism in weddings D In an arranged marriage, the couple have
IO
C Marriage and divorce in the 1800s had a long engagement.
N
Wedding
D Marriage customs in an old-fashioned community 2 Why does Sirma like the idea of arranged
O
E Arranged marriages marriages?
R
A Because it’s more exciting to have a partner
B
that you don’t know very well.
ZA
Ever yone loves
B Because her parents prefer that sort of
a traditional
IE
wedding! But marriage.
N
different cultures C Because they are more serious.
A
Traditions
have some D Because the couple will get on better.
W
very different 3 Why does a bride often wear a piece of old
O
customs when it jewellery?
PI
comes to getting A To bring her good luck.
married ….
O
1 B To symbolise fidelity.
IK
In the Pakistani community in the UK,
parents often choose a partner for C To connect the past and the future of her
IE
their children. They choose someone that they think their son family.
or daughter will get on well with. Sirma, 23, from Leicester,
N
D To symbolise her relationship with her

has a positive opinion of this practical tradition: ‘First of all,
IA
fewer people get divorced in this type of marriage than in other friends.
N
marriages. In our tradition, you get married when you’ve just 4 What is the relationship of a traveller couple
H
met the person. So, because you haven’t been in a serious like while they are engaged?
EC
relationship with them yet, there is A They don’t meet before the wedding.
a lot to discover about them, which
SZ
B The girl has to cook and clean a lot.

is great. You fall in love gradually.
C They spend a lot of time alone together.
W
In ‘Western’ marriages, maybe you

D They mustn’t be alone together.
O
have already been with that person

5 What will married life be like for Josie?
ZP
for ages, and so marriage may be

a bit boring. We don’t choose our A She will do all the housework.
O
mother and father, but we still love B She will earn all the money.
R
them deeply – why can’t it be the

C She will have lots of children.
Ż
same for a spouse?’

D She will never be alone with her husband.
A
2
D
Everyday objects have played a part in marriage

ZE
3
ceremonies for centuries. In the UK, it’s traditional for Josie is 17 and Billy is 19. They are getting married
the bride to wear ‘something old, something new, something
R
even though they have been engaged for only

borrowed, something blue’ on the day of her wedding. Brides
SP
five months. Josie hasn’t had a boyfriend before.

have continued this tradition since the 1800s. ‘Something old’ Their friends and family in the traveller community
represents continuity. This can be a valuable family possession
A
are planning a huge

like a piece of jewellery from an older member of the family.
N
reception. Before the

‘Something new’ represents good luck for the future. This can wedding, the couple
IE
be anything that is new for the wedding, such as the wedding don’t spend time alone
N
ring, the dress or a present from the groom. ‘Something together, because
borrowed’ represents support from friends and family. This in this community
could be a relative or friend’s necklace or earrings. ‘Something it’s bad for the girl’s
blue’ represents fidelity. This can reputation. ‘You have
be anything the bride has or is to be respectable in
given that is blue! everyone’s eyes,’ Josie
says. After they marry,
Josie expects her husband to
GLOSSARY
borrowed pożyczone work and earn all the money, while she cooks, cleans,
continuity ciągłość and looks after the children. In many basic ways,
fidelity wierność marriage traditions in this community are very old-
fashioned, and haven’t changed for many years.
66 Życie prywatne • Kultura • Rozumienie tekstów pisanych Wielokrotny wybór

I can understand a radio show about food 5.8
traditions and a conversation about a wedding.
WORD POWER Indefinite pronouns Listening A

4 We use indefinite pronouns (some-, any- 1 Match the foods to the photos (A–E).
and every- compounds) to talk about almonds bread cake
people, places or things without saying honey and yogurt soup
who or what they are.
Complete the rules. 2 Listen to a radio programme. In
2.41
We use someone, everyone, anyone to talk which countries are the foods in the photos
about a 1 person / place / thing. traditional at weddings?
B
E
We use something, everything, anything to
Określanie intencji autora wypowiedzi
Strategia
N
talk about a 2 person / place / thing.
IO
Gdy słuchasz nagrania, zastanów się, jakie
We use somewhere, everywhere, anywhere okoliczności skłoniły rozmówcę do takiej
N
to talk about a 3 person / place / thing. wypowiedzi. Określenie intencji autora
O
pozwoli ci lepiej zrozumieć wypowiedź.
R
5 Complete the sentences with the correct
B
indefinite pronouns. 3
ZA
2.41 Read the strategy. Then listen again
1 Ana! There’s on the phone and choose the correct answer.
IE
for you! 1 Traditional British wedding cakes are … C
N
2 Listen, I’ve got important A full of fruit. B made of chocolate.
A
to tell you. C not popular any more.
W
3 Has seen my ring? I can’t 2 Groom cakes are often …
O
see it !
PI
A made by the groom.
4 Rob is very popular. thinks B decorated by the groom.
he’s great. O
IK
C decorated with things that the groom likes.
3 If you give almonds at a wedding, you must …
IE
6 VOCABULARY Which words can

2.40 A give an even number (2, 4, etc.). D
N
you see in the photos on page 66? Listen B give an odd number (3, 5, etc.).
IA
and repeat. C give different colours.

N
4 The ingredients in the wedding soup they

H
bride (bride)groom ceremony describe are …

EC
marriage reception ring spouse

A simple. B expensive.
SZ
wedding
C sweet.
W
5 In Bulgaria, it’s traditional for the bride and

7 Complete the paragraph with words from E
O
groom to …
ZP
Ex 6. A cut a loaf of bread.

Last Saturday we went to my cousin B decorate a loaf of bread.
O
Alice’s 1 . She was a beautiful C pull on the ends of a loaf of bread.

R
2
and the 3 6 The main purpose of the interview is …
Ż
A
in church was very emotional. The A to talk about British weddings.

D
4
gave her a special B to compare the customs of different
ZE
5
with their names on it. They countries.
R
had the 6 in a big hotel. Then C to explain which country has the most
SP
Alice and her new 7 left for a unusual food at weddings.

two-week holiday in Greece. I’m sure their
4
A
2.42 Listen to Matthew and Lily talking about

8
will be very happy.
N
a wedding. Who got married and where was the

IE
8 In pairs. Discuss whether you agree ceremony?

N
with these statements or not.

5 2.42 Listen again and answer the questions.
1 It is better to marry for love than by
1 Why did the couple want a different type of
arrangement.
ceremony?
2 You only get married once in your life,
2 How long have they been together?
so it’s OK to spend a lot of money on the
3 What other unusual places to get married does
wedding.
Matthew mention?
3 Don’t get engaged until you are at least 25
4 Where did they have the reception?
years old.
5 What is Matthew going to make for the couple?
Kultura • Życie prywatne • Rozumienie ze słuchu Wielokrotny wybór 67


5.9 I can write an informal email to a friend.
Writing 4 Match the parts of the email (1–6) to the

functions (A–F).
An email to a friend A news about Eve
1 In pairs. Answer the questions. B question about how Rosie is
C informal greeting
1 Do you ever send or receive emails?
D question about Rosie’s news
2 In what situations do you use email?
E informal ending
3 Do you ever email your friends?
F news about other friends
2 Read the email and answer the questions.
Stosowanie języka nieformalnego
Strategia
1 Where and when did Eve meet Leo?
E
Gdy stosujesz w tekście pełne formy czasowników,
N
2 What did Eve and her friends do for Ben’s birthday? to nabiera on oficjalnego brzmienia. Jeśli zwracasz
IO
3 How long has Rosie been in London? się w nim do przyjaciela, stosuj wyrażenia
N
potoczne i formy skrócone (how’s, you’ve itp.).
O
R
To: rsimmonds@mailnet.co.uk
Formal and informal language
Language focus
B
Subject: News
ZA
5 Look at these more formal phrases and
1 Hi Rosie!
write their informal equivalents from the
IE
How’s it going? I haven’t heard from you for ages! The
email.
2
N
last time I saw you was at Amy’s party – and a lot has
1 How are you?
A
happened since then!
W
2 for a long time
3 Do you remember Leo, that boy from the party? Well, he
O
3 having fun
texted me the day after and we went on a date. We’ve
PI
been together for six weeks now! He’s nice and we’re 4 a lot of
having a laugh, but it isn’t really serious. O 5 What have you done recently?
IK
It was Ben’s birthday last week and loads of us all went
4 bowling together. Cassie came too – I think Ben really
IE
fancies her! Oh – and Katie and Adam have split up. 6 a You are going to write an email (80–130
N
IA
That’s a real shame. : ( words) to a friend. Read the task.

N
5 What have you been up to? How’s life in London? You’ve

• Ask how he/she is and refer to the last time
H
been there for nearly two months now! I need to know

you saw or heard from him/her.
EC
everything!!
• Give a piece of news about friends.
6 Write soon!
SZ
• Give a piece of news about school.

Eve x • Ask what your friend has done recently.
W
O
3 Translate the highlighted phrases from the text. b

ZP
Before you write, make notes on

information to include in your email. Think of
O
some news about friends or school.

R
Ż
c Now write the email in your notebook.

A
D
Hi ______,
ZE
How’s it going? Guess what …

R
SP
7 CHECK YOUR WORK Did you …

A
• use the present perfect simple to write about

N
recent experiences?
IE
• use informal language, including contracted

N
forms?
• organise your email into clear paragraphs?
• use the correct spelling and punctuation?
68 Życie prywatne • Wypowiedź pisemna E-mail


Language review 3 Complete the sentences by choosing the best

translation of the words in brackets: A, B or C.
Grammar 1 The groom’s best friend gave a very funny speech,
1 Complete the sentences with the words in and (‘wszyscy’) laughed.
brackets, using the correct form of the present A everyone B everywhere C everything
perfect simple. 2 It is bad (‘maniery’) to use your mobile phone
during the wedding reception.
1 Rosie first met James two years ago.
A custom B rude C manners
Rosie (know / James / for) two years.
3 At most weddings, the (‘pan młody’) waits at
2 It’s amazing, we only met last week, and this is our
the front of the church for the bride.
E
third date.
A groom B spouse C husband
N
It’s amazing, we only met last week and we
IO
4 In many countries, (‘jest tradycją’) for the bride
(already / go out) twice.
N
to wear white.
3 The last time I saw Nicola was six months ago.
O
A it’s unusual B it’s a tradition C it’s dull
I (not see / Nicola / for) six months.
R
5 If you get an invitation to a wedding, it is
B
4 Jason wants to marry Anna, and he is going to ask
(‘stosownie’) to reply quickly.
ZA
her some time.
A traditional B rude C polite
Jason wants to marry Anna, but he
IE
6 The wedding (‘ceremonia’) was long, and the
(not / ask / her / yet).
N
seats were really uncomfortable.
5 It’s Laura’s birthday tomorrow but even now, I
A
A ceremony B tradition C celebration
don’t have a present for her.
W
7 When you’re waiting to talk to the bride and
It’s Laura’s birthday tomorrow, but I
O
groom, (‘ważne jest, aby’) to stand in a queue
PI
(still / not buy) her a present.
like everyone else.
6 Maria’s feeling really bad. She broke up with James
O
A it’s boring B it’s important C it’s easy
IK
a couple of days ago.
8 I know it’s different in your country, but (‘tu nie’)
Maria’s feeling really bad. She (just /
IE
take our shoes off before going into a church.

break up) with James.
A here we don’t B it’s rude to C we need to
N
7 Is your homework all done? your

IA
homework ? (you / finish / yet) 4 Read the clues and complete the word puzzle with
N
8 Kasia got her first iPhone when she was 13. the correct adjectives. Find the missing word.
H
EC
Kasia (have / an iPhone / since) she 1

was 13.
SZ
Vocabulary
W
3
O
2 Complete the sentences by choosing the correct 4

ZP
option: A, B or C. 5
O
1 Jane’s not with Dan any more. They have split . 6

R
A up B in C from 7
Ż
2 I’m going a date with Julie tomorrow!

A
8
A on B out C up
D
ZE
3 My brother’s just engaged. The wedding’s in 1 it looks good and everyone wants to wear it
May. 2 it could be red, green, blue, purple AND pink
R
A made B been C got

SP
3 very, very small

4 Do you think that people can fall love the first 4 it doesn’t cost much
A
time they meet? 5 just one colour and not very exciting to look at
N
A for B in C over 6 no one has ever used it before ( new)

IE
5 My girlfriend’s mum is so nice. I get on really well 7 worth a lot of money

N
her. 8 you have to be strong to pick it up

A by B from C with
6 William is so good-looking. I really him. 5 In pairs. Think of a possession you own. Your
A fancy B fall C crush partner has to guess what it is by asking you yes/no
7 Is Emma still with Mark, or is she going with questions about it. Use adjectives when possible.
someone new? A Is it new? A Is it valuable? A Is it jewellery?
A in B up C out B No. B Yes. B Yes.
8 Nicola wanted a divorce when she found out that Look at the lesson aims for this unit. What can you now
Ted was on her. do well? Choose one area for more practice if necessary.
A lying B cheating C playing
Kultura • Życie prywatne • Znajomość środków językowych Wielokrotny wybór 69


5.11 Skills trainer
Reading
Strategia Use of English
Strategia
Wstawianie zdań w luki w tekście Rodzaje parafraz
Gdy twoim zadaniem jest uzupełnienie luk Sparafrazowania mogą wymagać pojedyncze wyrażenia
w tekście zdaniami i masz kilka odpowiedzi do lub całe zdania. Jeśli należy odszukać odpowiednik całego
wyboru, przeczytaj zdanie występujące przed luką zdania, warto zwrócić uwagę na pełnioną przez nie funkcję
oraz zdanie po niej. Czasem do zdania stojącego (czy wyraża propozycję, przeprosiny itd.) oraz zastosowane
przed luką pasuje kilka opcji odpowiedzi i dopiero struktury gramatyczne (np. czas present perfect).
zestawienie ich ze zdaniem widocznym po luce
pozwala na wybór tej właściwej.
2 Read the strategy. Look at items 1–5 in Ex 3. Can you
find one item that focuses on a grammatical form and
E
1 Przeczytaj opis strategii. Następnie przeczytaj
N
tekst. Dopasuj zdania A–E do luk 1–3. Dwa one on a function? What do the other three focus on?
IO
zdania zostały podane dodatkowo i nie pasują 3 Przeczytaj zdania 1–5. Następnie wybierz teksty
N
do żadnej luki. (A, B lub C), których znaczenie jest takie samo, jak
O
R
podkreślonych fragmentów.
B
Mary Wollstonecraft, who was born in London 1 Have you heard the latest? Laura and Andrew have
ZA
in 1759, was a famous fighter for women’s split up.
rights. She had an unhappy childhood, which A stopped going out with each other
IE
made her very negative about men and the idea B become friends again
N
of marriage.
A
C been on a few dates
W
She left home in 1778, and she started a 2 I know Angela fancies you. Why don’t you ask her out?
O
small school for girls. Wollstonecraft used A I don’t know why you haven’t asked Angela out.
PI
her experiences there to write her first book, B I think you should ask Angela on a date.
Thoughts on the Education of Daughters. 1
O
C It’s a bad idea to ask Angela on a date.
IK
This was the subject of her most famous book,
3 Jack’s been on holiday in Greece for a week.
A Vindication of the Rights of Woman.
A Jack arrived in Greece on holiday a week ago.
IE
In 1792, she travelled to France to write about B Jack once had a week’s holiday in Greece.
N
the French Revolution. Paris was an exciting

IA
C Jack’s going to Greece for a holiday in a week.

but very dangerous city, and while she was
4 Jane and I get on so well because we are quite similar.
N
there, she met and fell in love with an American

H
businessman, Gilbert Imlay. They lived together

A like each other so much
EC
and had a child. 2 Mary didn’t care, and she B see each other so often
C annoy each other so much
SZ
enjoyed being a mother, while continuing to

write. Unfortunately, Imlay proved unreliable. 5 Since Jason joined the team, he has gone off football.
W
Mary worried he was cheating on her, and they A become very enthusiastic about
O
eventually split up. B got worse at

ZP
Back in London, she spent more and more time C lost interest in
O
with an old friend, William Godwin. They fell in

R
love and when Mary knew she was going to Listening

Ż
have another child, she agreed to become his

A
Strategia
wife. Tragically, Mary died just ten days after Rozpoznawanie tonu głosu rozmówcy
D
having her daughter, who was also called Mary. Przeczytaj poniższe zdania i zastanów się, jakim tonem
ZE
3
She did, and she had great success with będą mówili rozmówcy. Czy będą zaskoczeni, smutni lub
podekscytowani?
R
her famous horror novel, Frankenstein.

SP
4 2.43 Posłuchaj czterech wypowiedzi na temat

A
A When she grew up, she wanted to be a writer

ślubu. Dopasuj zdania (A–E) do wypowiedzi (1–4).
N
like her mother.

Jedno zdanie nie pasuje do żadnej wypowiedzi.
IE
B It was difficult for her to earn enough money

The speaker
N
from it.
A wants to express their own opinions about what
C However, she decided not to get married,
weddings are for.
which shocked a lot of people at the time.
B describes a wedding ceremony that seemed
D Until then, she was not worried about what
unusual.
would happen to them.
C was unhappy about something at a wedding.
E She always believed women should have the
D says how positive they feel about a couple’s
same chances as men.
attitude towards weddings.
E describes a busy but enjoyable experience.
Kultura • Rozumienie tekstów pisanych Dobieranie • Znajomość środków językowych

70
Wielokrotny wybór • Rozumienie ze słuchu Dobieranie

Word list 5.12
Relationships (pp.60 and 116) Personal possessions (p.117)

ask (s.o.) out /ˌɑːsk … ˈaʊt/ zaprosić kogoś na randkę bag (n) /bæg/ torba, plecak
be in love with (s.o.) /ˌbiː ɪn ˈlʌv ˌwɪð/ kochać kogoś earrings (n pl) /ˈɪərɪŋz/ kolczyki
best friend /ˌbest ˈfrend/ najlepszy przyjaciel games console (n) /ˈgeɪmz ˌkɒnsəʊl/ konsola do gier
boyfriend (n) /ˈbɔɪfrend/ chłopak hairbrush (n) /ˈheəbrʌʃ/ szczotka do włosów
cheat on (s.o.) /ˈʧiːt ˌɒn/ zdradzać kogoś headphones (n pl) /ˈhedfəʊnz/ słuchawki
fall for (s.o.) (v) /ˈfɔːl fə(r)/ zakochać się w kimś keys (n) /kiːz/ klucze
fall in love with (s.o.) /ˌfɔːl ɪn ˈlʌv ˌwɪð/ zakochać się w kimś laptop (n) /ˈlæptɒp/ laptop
fancy (s.o.) (v) /ˈfænsi/ szaleć za kimś make-up (n) /ˈmeɪk ˌʌp/ makijaż
friendship (n) /ˈfrendʃɪp/ przyjaźń necklace (n) /ˈnekləs/ naszyjnik
get back together with (s.o.) /ˌget ˌbæk təˈgeðə ˌwɪð/ wrócić phone (n) /fəʊn/ telefon
do kogoś purse (n) /pɜːs/ portmonetka
E
get divorced from (s.o.) /ˌget dɪˈvɔːst frəm/ rozwieść się z ring (n) /rɪŋ/ pierścionek
N
kimś skateboard (n) /ˈskeɪtbɔːd/ deskorolka
IO
get engaged to (s.o.) /ˌget ɪnˈgeɪʤd tə/ zaręczyć się z kimś sunglasses (n pl) /ˈsʌnglɑːsɪz/ okulary przeciwsłoneczne
N
get on well with (s.o.) /ˌget ɒn ˈwel ˌwɪð/ dogadywać się z wallet (n) /ˈwɒlɪt/ portfel
O
kimś watch (n) /wɒʧ/ zegarek
R
get over (s.o.) /ˌget ˈəʊvə(r)/ dojść do siebie
Materials (p.117)
B
girlfriend (n) /ˈgɜːlfrend/ dziewczyna
cotton (n) /ˈkɒtn/ bawełna
ZA
go off (s.o.) (v) /ˌgəʊ ˈɒf/ przestać kogoś lubić
gold (n) /gəʊld/ złoto
go on a date with (s.o.) /ˌgəʊ ˌɒn ə ˈdeɪt ˌwɪð/ iść z kimś na
leather (n) /ˈleðə(r)/ skóra
IE
randkę
metal (n) /ˈmetl/ metal
N
go out with (s.o.) (v) /ˌgəʊ ˈaʊt ˌwɪð/ chodzić z kimś, spotykać
plastic (n) /ˈplæstɪk/ plastik
A
się z kimś
silver (n) /ˈsɪlvə(r)/ srebro
W
have a crush on (s.o.) /ˌhæv ə ˈkrʌʃ ɒn/ zabujać się w kimś
husband (n) /ˈhʌzbənd/ mąż wood (n) /wʊd/ drewno
O
make up with (s.o.) /ˌmeɪk ˈʌp ˌwɪð/ pogodzić się z kimś wool (n) /wʊl/ wełna
PI
married (adj) /ˈmærid/ poślubiony Wedding traditions (p.66)
relationship (n) /rɪˈleɪʃnʃɪp/ związek O
(bride)groom (n) /(braɪd)gruːm/ pan młody
IK
settle down with (s.o.) /ˌsetl ˈdaʊn ˌwɪð/ ustatkować się z bride (n) /braɪd/ panna młoda
kimś ceremony (n) /ˈserəməni/ ceremonia
IE
single (adj) /ˈsɪŋgl/ wolny, sam marriage (n) /ˈmærɪʤ/ małżeństwo

N
split up with (s.o.) /ˌsplɪt ˈʌp ˌwɪð/ zerwać z kimś reception (n) /rɪˈsepʃn/ przyjęcie
IA
turn down (v) /ˌtɜːn ˈdaʊn/ odrzucić ring (n) /rɪŋ/ pierścionek
N
wife (n) /waɪf/ żona spouse (n) /spaʊs/ małżonek, partner

H
Real English (p.60) wedding (n) /ˈwedɪŋ/ wesele

EC
Chances are … /ˈʧɑːnsɪz ˌɑː(r)/ Możliwe jest, że … Speaking: giving and asking for advice (p.63)
How’s it going with …? /ˈhaʊz ɪt ˌgəʊɪŋ ˌwɪð/ Jak ci się (I think) you ought to … /(aɪ ˈθɪŋk) juː ˈɔːt tə/ (Sądzę, że)
SZ
układa z …? powinieneś…
W
I guess /ˌaɪ ˈges/ Sądzę (I think/I don’t think) you should … /(aɪ ˈθɪŋk, aɪ ˈdəʊnt
to be an item /tə ˌbiː ən ˈaɪtəm/ być parą θɪŋk) juː ˌʃʊd/ (Sądzę, że / Sądzę, że nie) powinieneś…
O
to be honest /tə ˌbiː ˈɒnɪst/ szczerze mówiąc Do you think I should …? /də jə ˈθɪŋk aɪ ˌʃʊd/ Czy uważasz,
ZP
że powinienem…?
Understanding the customs of other cultures (p.62)
It would be a good idea to … /ɪt wʊd ˌbiː ə ˈgʊd aɪˌdɪə tə/
O
bad manners /ˌbæd ˈmænəz/ złe maniery

Byłoby dobrym pomysłem…
R
comfortable (adj) /ˈkʌmftəbl/ wygodny

What should I do? /ˌwɒt ˌʃʊd aɪ ˈduː/ Co powinienem zrobić?
Ż
custom (n) /ˈkʌstəm/ zwyczaj, nawyk

What’s your advice? /ˌwɒts ˈjɔːr ədˌvaɪs/ Jaka jest twoja rada?
A
good manners /ˌgʊd ˈmænəz/ dobre maniery

Why don’t you …? /ˈwaɪ ˌdəʊnt juː/ Dlaczego (ty) nie…?
D
polite (adj) /pəˈlaɪt/ uprzejmy, kulturalny

You (definitely) shouldn’t … /juː (ˈdefɪnətli) ˌʃʊdnt/
ZE
queue (n) /kjuː/ kolejka (Zdecydowanie) powinieneś…

respect (v) /rɪˈspekt/ szanować
R
rude (adj) /ruːd/ nieuprzejmy, niegrzeczny Writing: formal and informal language (p.68)
SP
uncomfortable (adj) /ʌnˈkʌmftəbl/ niewygodny a lot of /ə ˈlɒt əv/ dużo

for a long time /fər ə ˌlɒŋ ˈtaɪm/ przez długi czas
A
Describing objects (p.64) for ages /fər ˈeɪʤɪz/ przez wieki

N
basic (adj) /ˈbeɪsɪk/ podstawowy having a laugh /ˌhævɪŋ ə ˈlɑːf/ naśmiewać się
brand new (adj) /ˌbrænd ˈnjuː/ całkiem nowy
IE
having fun /ˌhævɪŋ ˈfʌn/ dobrze się bawić

colourful (adj) /ˈkʌləfl/ kolorowy
N
How are you? /ˌhaʊ ə ˈjuː/ Jak się masz?

fashionable (adj) /ˈfæʃnəbl/ modny How’s it going? /ˌhaʊz ɪt ˈgəʊɪŋ/ Jak leci?
light (adj) /laɪt/ lekki How’s life? /ˌhaʊz ˈlaɪf/ Jak życie?
practical (adj) /ˈpræktɪkl/ praktyczny loads of /ˈləʊdz əv/ dużo, wiele
tiny (adj) /ˈtaɪni/ drobny, malutki What have you been up to? /ˌwɒt həv ˌjuː bɪn ˈʌp tuː ˌriːsntli/
ugly (adj) /ˈʌgli/ brzydki Co miałeś zamiar zrobić?
valuable (adj) /ˈvæljuəbl/ wartościowy What have you done recently? /ˌwɒt həv ˌjuː ˈdʌn ˌriːsntli/
Co ostatnio zrobiłeś?
Unit 5 Word list 71

71

6 Our world
I can understand a dialogue and use vocabulary to talk about geographical features. 6.1
A geography trip
1 When was the last time you went on a school trip?
E
2 Where did you go and what did you do?
N
3 What do you think is the purpose of school trips?
IO
2 a Aisha and Max are talking about a
2.48
N
geography field trip. Listen to the dialogue. What
O
R
type of place are they going to visit?
B
b
ZA
Complete the sentences with the phrases
below.
IE
excited about fun impossible at
N
interested in negative about
A
4 Put the geographical features from Ex 3 in the
W
1 Aisha is the trip. correct categories. One word can go in more than
O
2 At the start, Max isn’t very the trip. one category.
PI
3 Max thinks that swimming is that
Sea / Coast
O Fresh water Trees Land
IK
time of year.
4 Aisha persuades Max that drawing will be
IE
.
N
5 Max doesn’t feel so the trip at the WORD POWER Definite or zero article?
IA
end.
N
We use the definite article (the) with the names of

c REAL ENGLISH Listen again. Choose the
H
oceans, seas, rivers and deserts, but we don’t use

EC
correct translation for the phrases. any article with the names of mountains, lakes and
1 I can’t wait to …
SZ
islands.
A Nie mogę się doczekać
W
B Nie mogę już czekać 5 Add the definite article before the geographical
O
2 Are you kidding? features where necessary.

ZP
A Czy jesteś dzieckiem? 1 Mount Everest is the world’s highest mountain.

O
B Żartujesz? 2 Sahara Desert is in north Africa.

R
3 Very funny. 3 Amazon is the world’s longest river.

Ż
A To dziwne! 4 Easter Island is in Pacific Ocean.

A
B To zabawne! 5 How big is Lake Geneva?

D
6 Malta is an island in Mediterranean Sea.

ZE
4 There’s no point …
A To nie ma sensu...
R
B ‘Nie wiem, jak...’

SP
6 VOCABULARY BOOSTER Now practise

5 She’s a good laugh. Geographical features vocabulary on page 118.
A
A Ona się dużo śmieje.

1
N
B Ona jest dobrym kompanem

IE
do zabawy.
N
3 VOCABULARY 2.49 Which of

these geographical features can
you see in the photos (1–4)? 3
Check the meaning of the other
words. Listen and repeat.
bay cave cliff desert hill
iceberg ocean rock valley
waterfall wood 2
4
72 Świat przyrody • Mówienie Rozmowa wstępna

I can make predictions about the future. 6.2
Grammar
will, may, might: future predictions
1 a Look at the sentences from the dialogue and b Choose the correct alternative to complete
complete the rules. the rules.
It’ll be great fun! There’s a beautiful beach … I think I’ll • Will stosujemy, gdy 1rozważamy możliwość
take my swimming costume. We may be able to go wystąpienia / przewidujemy wystąpienie zdarzeń.
swimming. • May oraz might stosujemy, gdy 2rozważamy
Swimming? It’s only May! The sea will definitely be możliwość wystąpienia / przewidujemy wystąpienie
freezing! … You might see some icebergs or penguins, zdarzeń, lecz nie jesteśmy ich pewni.
E
• 3Przysłówki / czasowniki, takie jak maybe, perhaps,
N
I suppose.
IO
The weather might not be so bad … probably, definitely czy certainly, stosujemy z
N
czasownikiem w celu określenia stopnia pewności
• will is often contracted to 1 .
O
naszych przewidywań.
R
• The negative form of will is won’t and of might is
B
2
.
ZA
IE
2 Choose the correct alternative. 4
N
3.02 Joe and Mia
A
1 Everybody thinks that Bayern Munich will / might are going on a school
W
definitely win the Champions League this year. expedition to the place
O
2 I’m not sure where to go tomorrow – I will / might in the photo. Which of
PI
go to the beach. these things do you
3 She’s 100 per cent sure: if Billy asks her to marry O
think they will need?
IK
him, she will / might say yes. Listen and check.
IE
4 It’s better to phone before you go to his house – bikes

N
he will / might not be at home. swimming costumes

IA
5 I’m not swimming in the sea in December – it will tents walking boots
N
/ might be cold! waterproof clothes

H
6 If the weather is good, we will / might probably

EC
have a picnic. 5 a 3.02 Listen again. What is the probability of

SZ
7 We will / might be late. It depends on the traffic. these things happening on the expedition? Write
8 I’m sure that you will / might enjoy the film. definitely, possibly, probably or probably not.
W
1 rain 5 cold weather

3 Complete the sentences with the correct form of
O
2 walking 6 camping
ZP
will or may / might and the verbs below.

3 cycling 7 Joe being sick
O
arrive buy fall forget go (x2) hate 4 swimming

R
have need pass

b
Write sentences about each future activity in Ex
Ż
A
1 We for a walk in the woods 5. Use may / might, probably, will and won’t.
D
tomorrow. We haven’t decided yet. 6 a

ZE
In pairs. Make predictions about trips that

2 It’s really windy on the beach. We you think you will go on during the next year. Use
R
the party inside. will / won’t / may / might. Think about:

SP
3 I’m not sure about this present for Lisa. She

it! days out holidays school trips
A
N
4 Take an umbrella. I’m sure you one.

A I think we’ll probably have a school trip to the
5 Don’t go to the top of the volcano. Anything’s
IE
mountains in the winter.

possible – you in!
N
B So do I. What about your summer holidays? Will

6 Oh no, they left home only five minutes ago! They
you go to … again?
definitely on time.
7 We to Greece for our holiday this b
Talk about where you might travel when you’re
year, but we aren’t sure. older.
8 I’m sure Jade to buy some milk. A I might go to America when I’m older. I’d like to
She’s very reliable. see …
9 Do you think Stan the history exam? B I probably won’t go to America, but I may …
10 Those jeans are nice. I them but I
have to check how much money I’ve got first.
Świat przyrody • Podróżowanie i turystyka 73


6.3 I can use planning strategies to avoid problems.
4 map
2 sleeping bag
Life skills
1 tent
Planning strategically
3 compass
1 Do you enjoy camping? Do you
ever go with your friends or family? 7 suncream
6 matches
2 VOCABULARY Look at the
3.03
outdoor items. Listen and repeat.
Put them in the correct category.
E
Cooking Weather protection
N
Night time Hiking
IO
N
WORD POWER Cognates and false friends
5 camping stove
O
R
3 What is the Polish translation of map? Remember! 8 waterproof clothes
B
Some words look similar in Polish and English, but
ZA
have different meanings. Match these English ‘false 5 Answer the questions. with bleed
IE
friends’ (1–3) to their Polish equivalents (A–C). 1 What did Cameron forget to take to the
with bleed
N
1 actually A w końcu Lake District? What was the result?
with bleed
A
2 eventually B współczujący with bleed
2 What problem does Hayley imagine with with b
W
3 sympathetic C właściwie mobile phones? What does she always take
O
when she goes hiking?
PI
3 What tip does Archie give about things that
4 3.04 Read and listen to the tips about being
O you can’t pack until the last minute?
IK
prepared. Which person …
1 thinks that you shouldn’t leave things too late? 6 In pairs. Imagine that you and your
IE
2 thinks that you shouldn’t rely on technology? partner are preparing for a hiking holiday.
N
3 has learned to be more prepared? Take turns to ask and answer the questions
IA
and think of an appropriate reply with may /

N
might (not), will or won’t.

H
EC
1 MAKE A LIST A We’ve got our phones.

SZ
Why are you packing a map?

CAMERON: If I have to go somewhere, I always
W
make a list of the things that I’ll need. If I don’t do B Because we might not get a signal there.
O
that, then I know that I’ll forget something. For

ZP
example, last year we went to the Lake District in the 1 We can eat in cafés. Why do we need a
north of England. It rains a lot there, but when we got there, I camping stove and matches?
O
realised that I didn’t have my waterproof trousers. I got very wet!

2 The weather forecast is good. Why do we
R
So now I always take some time to make a list before I pack.

have to take waterproof clothes?
Ż
A
4 Why are you taking a compass?

2 PREDICT POSSIBLE PROBLEMS
D
5 Are there any other things we might need?

ZE
HAYLEY: When you prepare for something, you

7 ROUND UP In small groups. Choose two
R
can’t assume that everything will go well. I try to

of the situations below. For each situation,
SP
imagine what might go wrong and the things I might

need if that happens. For example, lots of people use make a list of:
A
their phone for navigation these days, but if you’re somewhere • ways to prepare for the situation.
N
remote then there might not be any reception. So when I go • what things you might need for the
hiking, I always pack a map and compass, too.
IE
situation.
N
3 AVOID LAST-MINUTE PANICS a barbecue on the beach with friends

a trip to Rome by train
ARCHIE: I think the secret to being prepared is to
give yourself lots of time. Check your equipment a a week in London on an English course
few days before you go. Things might not work, or a day’s hiking in the mountains
they might be in bad condition, and you don’t want to a cycling trip through Europe
find that out the day before you leave! Pack your bag the night
before, but if there’s some stuff that you can’t pack until the last Remember to predict possible problems
minute, write yourself a note so you won’t forget it.
and think of ways to avoid last-minute
panics.
74 Podróżowanie i turystyka • Mówienie Rozmowa wstępna


I can help to organise a future event. 6.4
Speaking
Organising an event
with friends
1 In pairs. Look at the photos.
You are planning a day out with
your friends at the weekend. Which
activity is the best choice for you?
Describe it to your partner and tell
E
them why you chose it.
N
2
IO
3.05 Listen to three teenagers
N
arranging a day out. Answer the
O
questions.
R
1 Where are they planning to go?
B
2 What methods of transport are they
ZA
going to use?
5 In pairs. Prepare to role-play a dialogue where
IE
3 What will they do about food?
you organise a camping trip. Write down five
N
3 3.05 Listen again. Complete the tasks that things that you need to organise. Use the verbs
A
form the arrangements for the trip.
W
below and the vocabulary on page 74 to help you,
O
and number the tasks 1–5.
PI
book buy check get pack
1 Look at the forecast . O
IK
Prowadzenie negocjacji
IAStrategia
2 Check that they can take their

IE
Gdy ktoś nie zgadza się na twoją propozycję,

on the . warto zaproponować inne rozwiązania i podać
N
przemawiające za nimi argumenty. Na przykład:

3 Book the tickets.
A How about taking the train?
N
4 Check the opening times of the . B Oh, I don’t know about the train.
H
A I think it’ll be a lot more comfortable. Besides, I

EC
5 Meet at the at half past

already checked on the train website and it says we
.
SZ
can take our bikes on the train.

W
6 Read the strategy. Follow the steps and

O
ZP
Organising an event role-play the dialogue. Use the ideas from your
Phrasebook
What do we need to sort out? notes and phrases from the Phrasebook.
O
Have we covered everything? Student A Ask Student B what you need to sort out
R
Has anyone thought about …ing? for the camping trip.

Ż
Someone needs to …
A
Student B Mention Task 1 from your list.

We should think about …ing (because …)
D
Student A Offer to do that. Say that you’ll also do

ZE
It would be a good idea to … (because …)

That’s all covered. Task 2.
R
Remind me to … Student B Thank Student A. Ask if anyone has

SP
thought about Task 3.

A
4 Look at the Phrasebook. Number the lines of a Student A Disagree with one element of Task 3 and
N
conversation in the correct order (1–6). give an alternative suggestion.

IE
We can all do that tomorrow. Student B Disagree with the new suggestion.
N
Have we covered everything for our trip to Spain Student A Give arguments for your suggestion.
next week? Student B Agree with the suggestion. Ask who will
I’ll do that if you like. do Task 4.
Well, I think that’s all covered. Remind me to print Student A Offer to do Task 4.
out the tickets before we go! Student B Thank Student A. Ask them to remind you
Someone needs to find out the check-in times. to do Task 5.
Thanks. Has anyone thought about getting some Student A Agree. Suggest a time and a place to
euros? meet.
Student B Agree.
Podróżowanie i turystyka • Mówienie Rozmowa na podstawie materiału stymulującego • Rozmowa z odgrywaniem roli 75
75

6.5 I can understand three texts and use vocabulary
about environmental issues.
Helping the environment 4 VOCABULARY 3.07 Check the meaning of these

words. Put them in the correct place in the diagram.
1 Match the environmental phrases to their Listen and check.
definitions.
consume energy packaging pollution
climate change fossil fuels landfill sites recycle reduce throw away waste
1 material from under the ground that produces
heat or power, that was formed millions of Nouns Verbs
years ago
2 places where people put rubbish under ground
E
3 an increase in temperature caused by carbon
N
5 Complete the leaflet with the words from Ex 4.
IO
dioxide in the atmosphere
N
O
WORD POWER Compound nouns
R
2 a Look at these phrases from Ex 1. What Plastic is a big problem in our environment. Supermarkets use a
B
parts of speech do they consist of? lot of 1 on their products. Some of it is impossible
ZA
to 2 , so most people 3 the plastic
climate change fossil fuels after they use the products. This plastic 4 is a big
IE
problem, because it stays in the environment for hundreds of years,
N
b
Combine words from list 1 with words
A
and burning it can 5 a lot of 6 and
from list 2 to make three compound
W
cause 7
too. Add your name to our list today and ask
nouns.
O
supermarkets to 8 the amount of plastic they put on
PI
1 rubbish wildlife wind our fruit and vegetables.
2 charity bin power
O
IK
3
IE
3.06 Read and listen to the texts. Which

6 VOCABULARY BOOSTER Now practise The
N
one is … environment vocabulary on page 119.

IA
1 an advert for a future event?

7 Look back at the texts. How do these actions help the
N
2 an information leaflet?
H
3 a newspaper article? environment?

EC
1 turning off electronic devices at the wall

SZ
will stay with 2 cleaning your teeth without tap water

THE PROBLEM OF CLIMATE CHANGE
. We all need to 3 swapping your clothes with other people
us if we don’t all change how we live
W
– and that includes 4 buying local food from a market

reduce the amount of energy we use
O
can try today:

electricity. Here are two easy tips you
ZP
8 In pairs. Tell your partner what you already do to

be eco-friendly. Think about these topics:
O
A ▶ TVs, laptops and phone chargers all

R
consume energy even when they are electricity recycling shopping travel water
on standby. You’ll save energy if you
Ż
remember to turn them off at the wall.

A
I turn off all the lights when I go to bed.

D
▶ Cleaning our tap water uses a lot of

ZE
r,
energy. So when you consume tap wate
y, too. If you don’t turn
R
you use elec tricit

on the tap when you brush your teeth,
Come to Northbury’s first
SP
you’ll save a lot of water. A running tap FARMERS’

uses six litres of water a minute!
MARKET
A
N
C Next Thursday in the Market Place

IE
8 a.m. – midday
N
CROWDS OF HAPPY SHOPPERS attended last Friday’s A wide choice of delicious food
B clothes swapping event at the Town Hall. Around 50 people from local producers.
brought along their unwanted clothes to swap with other
people. The event’s organiser, Stella Parks, said: ‘The WHY BUY LOCAL?
current environmental situation won’t improve unless we all If vehicles transport food long distances,
do something positive in our daily lives. We need to reduce they burn fuel and produce carbon
the amount of stuff we throw away, so clothes swapping is a dioxide, one of the main causes of
great way to recycle old clothes and pick up something new. pollution and climate change. Local food
If clothes swapping becomes a regular event in people’s doesn’t need to travel so far. We don’t
lives, we’ll soon see a reduction in the amount of waste that use any plastic packaging either – so if
goes to landfill sites.’ you buy from our markets, you’ll help
the environment in more than one way!
76 Świat przyrody • Mówienie Rozmowa wstępna


I can talk about present and future situations 6.6
and their consequences. 1.6
Grammar
3 Write full sentences with the correct first conditional
form of the verbs in brackets.
Zero conditional and first
1 If you (not try), you (not succeed).
conditional 2 They (be) late for class if they (not hurry).
1 a Read these sentences from the texts on 3 If the level of the seas (continue) to rise, many islands
page 76. Which one expresses a fact? Which (be) under water.
one expresses a possibility? 4 Tim and Alex (fail) their exam if they (not study) harder.
Zero conditional 5 Unless we (stop) cutting down the rainforest, climate
If vehicles transport our food long distances, change (happen) more quickly.
6 People (not change) their behaviour if you (not
E
they burn fuel and produce carbon dioxide.
speak) to them politely.
N
First conditional
IO
7 I (not go) unless you (come) with me.
Climate change will continue to be a problem if
N
8 If the weather (be) bad, we (not try) to climb the
we don’t all change how we live.
O
mountain.
R
b
Complete the table using the present 4 Rewrite the underlined parts of the sentences using if
B
simple or will + base form.
ZA
or unless.
Zero conditional 1 She can’t travel abroad if she doesn’t have her
IE
if clause Result clause passport.
N
2 Unless we try, we won’t reduce pollution.  
A
if +1 2
W
First conditional 3 You won’t get to the match in time if you don’t take
O
if clause Result clause the 2.30 bus.  
PI
if + 3 4 4 It’s difficult to get a job if you don’t have experience.
O
5 We’ll go to the beach this weekend unless it rains.  
IK
W tej konstrukcji gramatycznej można zamienić 6 If you don’t change your mind, I’ll see you tomorrow.
zdania miejscami. Jeśli zdanie zaczynające 7 Unless they come soon, they’ll miss the start of the
IE
się od if jest drugie, nie stawiamy przed nim film.

N
przecinka: 8 The future will be difficult unless we reduce the

IA
If we don’t try to stop climate change, there will amount of pollution we produce.
N
be serious problems.
H
5 Choose the correct alternative to complete the text.

EC
There will be serious problems if we don’t try to

stop climate change.
SZ
c Read the rules. Are the sentences a–c The environment is in danger, but new
W
correct? technologies may offer some hope. For example,

O
if we 1are able / will be able to produce and sell

W zerowym okresie warunkowym możemy
ZP
artificial meat in the future, it 2isn’t / won’t be

zastąpić wyraz if wyrazem when.
O
necessary to cut down so many forests to provide

Możemy używać unless zarówno w zerowym,
R
land for cows. And we 3consume / ’ll consume

jak i w pierwszym okresie warunkowym. Unless
Ż
less petrol 4if / unless electric cars 5become / will

A
oznacza „jeśli nie”.

become more popular. Already, in offices and
D
a We can save energy if we switch our phones schools, when we 6use / will use the internet to
ZE
off. present lessons or send emails, we 7save / will

R
b Water boils when you heat it to 100°C. save paper. And if more people pay for things
SP
c All the plants will die unless it starts raining with their smartphones, perhaps we 8don’t /
soon.
A
won’t have to print bank notes or make credit

N
GRAMMAR BOOSTER P. 139 cards anymore. 9If / Unless we start to think more
IE
creatively about ways to help the environment,

2 Write full sentences using the zero conditional.
N
the problems 10continue / will continue to grow.

1 It (be) good for the environment if people
(recycle) glass bottles.  
2 Water (boil) if you (heat) it to 100°C. 6 a In pairs. Discuss this question:
3 Matthew (feel) terrible if he (not sleep).   If we do nothing about the
4 If we (pollute) rivers, we (hurt) the wildlife there. environment, what will happen?
5 If he (want) to throw away paper, he (have to)
put it in the recycling box. b THINK AND SHARE Tell your partner if any of
6 You (reduce) the amount of waste you produce your views on the environment have changed after
if you (swap) your clothes with other people. reading about and discussing the issue.
Świat przyrody • Nauka i technika 77


6.7 I can understand a webpage and a leaflet about
environmental projects.
Reading 3 Choose the correct answer to the questions.

CULTURE
1 What is the purpose of the texts?
1 In pairs. Look at the photos and answer A To give personal recommendations of the places.
the questions. B To give scientific information about the places to
1 What do you think there is to see at these environmental experts.
places? C To give information about the places to people who
2 Why do you think people visit them? might visit them.
Wyszukiwanie słów kluczowych
2 Why do you pay less at CAT if you travel there by bike?
Strategia
Jeśli najpierw szybko przejrzymy tekst, szukając słów A They don’t want people to use fossil fuels.
kluczowych, zrozumiemy, co jest jego głównym B They haven’t got much parking space.
E
N
tematem. Ten rodzaj czytania nazywamy po C Because it’s a difficult journey to get to CAT.
IO
angielsku skimming. Nie musimy wówczas rozumieć 3 What is special about the cliff railway at CAT?
każdego wyrazu, wystarczy ogólny zamysł.
N
A It’s free to use.
O
B It uses renewable energy.
R
2 3.08 Read the strategy. Then read and C It is very high in the hills.
B
listen about two tourist attractions in the 4 What is unusual about the people who work at CAT?
ZA
UK. Which project’s main focus is energy A A lot of them don’t receive any money.
conservation? Which is plant conservation?
IE
B A lot of them study there too.
N
C A lot of them don’t use cars.
A
5 What do the biomes at the Eden Project contain?
W
CAT (The Centre for Alternative A A zoo.
O
Technology): Powys, Wales B Plants and animals.
PI
C Sculptures and other works of art.
CAT’s mission is to teach people about the green way of life: O
6 Which factor affects whether people can go on the
IK
new forms of energy, organic food production and how to viewing platform in the Eden Project?
reduce the amount of pollution that you produce every day. It’s
IE
A The time of year.

full of vegetable gardens, environmentally-friendly buildings
B The temperature on the platform.
N
and examples of alternative energy, like wind and solar power.

IA
There’s a café with organic food, and you can even try making C The height of the platform.
N
fruit juice using cycle power! 7 Why did they build the WEEE Man sculpture?
H
CAT is situated high in the hills of Wales. If you come by A To show people how many electronic
EC
bike or public footpath, you’ll pay less for your ticket. And if gadgets there are in the world.
you don’t want to walk up the hill, you can take CAT’s amazing
SZ
B To show people how expensive

cliff railway. This railway uses water power, from a lake at the electronic gadgets are.
W
top of the cliff. C To show people how much waste

O
To learn more about this way of life, you can stay at CAT
they produce.
ZP
and study on one of their courses. And if you’re really inspired

by their mission, you can go back one day and work there.
O
GLOSSARY
Many of CAT’s employees are volunteers. biomes biomy, tu: wielkie, kuliste szklarnie, w których
R
jest sztucznie odtwarzana dana strefa klimatyczna

Ż
stand for oznaczać

A
D
THE EDEN PROJECT: Cornwall, England

ZE
R
Over a million people a year visit the Eden Project in Cornwall. The project, located in
SP
a quiet valley, has two large biomes that contain plants from around the world. If you
go in the tropical biome, you’ll find a large rainforest conservation project. The other
A
N
biome has a Mediterranean climate, and together they provide the perfect habitat for
plants like bananas, olives, coffee and tea. There are even waterfalls, birds and
IE
animals inside the biomes. In the tropical biome, there’s a platform 50

N
metres above the ground, where you can view the rainforest from
above. The temperature up there can be 40°C, because air
always rises when it gets hot. If it is very hot, visitors aren’t
allowed on the viewing platform.
You can also see amazing architecture and art at
the Eden Project. Its purpose is to show us how to
live more ecologically. The WEEE Man sculpture
(which stands for Waste Electrical and Electronic
Equipment) will show you how many electronic
gadgets you will throw away in your life! It’s a
sculpture made of used electronics.
78 Świat przyrody • Rozumienie tekstów pisanych Wielokrotny wybór


I can understand an interview and a radio 6.8
programme about gardens.
Listening
CULTURE
4 VOCABULARY 3.09 Match
the words from the text to their
definitions. Listen and check. 1 Look at the photo of a ‘guerrilla
gardener’. What do you think
alternative conservation green guerrilla gardening is?
habitat organic
2 a Listen to an
3.10
1 different to normal interview with a guerrilla
2 ecological gardener. Were you right?
3 a place where something lives
4 without using chemicals b 3.10 Listen again. Decide
E
if each sentence is true or false.
N
5 protection of the natural
IO
environment 1 Chris Smith thinks that the land
N
he uses is his.
5 Answer the questions.
O
2 He thinks that gardens are
R
1 Does your family ever buy organic important because they attract
B
food? Why / Why not? animals.  
ZA
2 Name an animal whose habitat is 3 He started guerrilla gardening
in danger at the moment.
IE
because he wanted to reduce
3 Are there any parts of your
N
crime.  
country which are conservation
A
4 The ‘Garden in a Night’ project
W
areas? happened in London.
O
4 Is there a Green political party in 5 He thinks there are some dangers to guerrilla gardening.
PI
your country?
3 3.11 Listen to a radio programme about ‘vertical forests’.
5 If you don’t want to drive a car,
O
IK
what alternative methods of Complete the diagram with these words. Use some words
transport are there? more than once.
IE
6 carbon oxygen produce take in

N
MEDIATION Your American friend

IA
is going to visit the Eden Project, so

Fossil fuels .
N
you are writing an email to tell her

H
more about it. Complete the gaps

EC
with information from the text.

SZ
W
Hi!
O
Trees and .
The Eden Project is a conservation
ZP
project in 1 . There are Fossil fuels .

O
two different large biomes. One Trees and .

R
contains a rainforest and has a

4
Ż
2
climate, and the other 3.11 Listen again. Complete the notes.
A
has a climate like the 3 . Definition of a vertical forest

D
There are 4 inside

ZE
the domes as well as plants. In the First vertical forest In Milan, Italy
R
tropical dome, you can go up to Number of trees in first vertical forest

SP
a high 5 and see the Another name for vertical forests

6
from above. There’s Tallest vertical forest
A
also an amazing 7 there Benefits of vertical forests

N
called the WEEE Man. It’s brilliant!

IE
5 In small groups. Imagine you are members of an

N
ecological group. Suggest ideas for improving the town where

you live and make a list. Use these ideas:
• eco-projects (gardens, parks, trees, conservation)
• new transport systems (bike lanes, bus lanes, etc.)
• recycling facilities
And these phrases:
Let’s … Why don’t we … ? Why not … ? We could …
Świat przyrody • Rozumienie ze słuchu Prawda/fałsz 79


6.9 I can write a blog post giving arguments for and against a topic.
Writing Linkers of contrast (1)
Language focus
A ‘for and against’ blog post 5 a Look at the linking expressions below.
Which are used to introduce contrasting
1 In pairs. Look at the photo and answer the arguments in the blog post?
questions.
but however despite on the other hand
1 What form of energy is this?
2 Can you see structures like this in your country? b
Complete the sentences with one of the
3 Are there any disadvantages to them? linkers in Ex 5a.
2 Read the post about wind farms. Are the following 1 Everyone wants to save the planet.
E
statements true (T) or false (F)? Correct the false , not many people want to
N
live next door to a wind farm.
IO
ones.
2 their disadvantages, a lot of
N
1 Wind farms need fossil fuels.
people support building new wind farms.
O
2 They pollute the air.
R
3 They can be noisy. 3 We all know that driving a car causes
B
4 They are safe for birds. pollution. , cars are very
ZA
convenient.
IE
WIND FARMS: good or bad? 6 a You are going to write a blog post (100–130
N
A
words) answering this question: Electric cars: good
W
Some people think that wind farms are one of the best or bad? Read the task.
O
1 sustainable energy sources. On the other hand, they can
• Include a brief summary of people’s different
PI
damage the environment. What are the pros and cons?
ideas on the subject.
On the plus side, wind farms don’t use fossil fuels to create O
IK
• Give the advantages of electric cars.
energy. A major advantage of them is that they don’t
2 • Give their disadvantages.
produce any pollution. They are also cheaper to operate
IE
than power stations. • Give your own opinion in the conclusion.

N
IA
Despite this, many people think that wind farms spoil the b
Before you write, make notes on information to
N
3 natural landscape, and another disadvantage is that they

include in your post.
H
make a lot of noise. They can be a big danger to birds, too.

EC
In conclusion, there are arguments for and against wind

c Now write the blog post in your notebook.
SZ
farms. However, climate change will continue unless we find Some people think that electric cars …
4 alternatives to fossil fuels. So, in the end, the argument for
W
cleaner energy should win.

O

ZP
• organise your blog post into clear paragraphs?

3 Translate the highlighted phrases from the text.
O
• use linkers for making contrasts?

R
4 Match parts of the blog post (1–4) to the functions • use for and against phrases?
Ż
(A–D). • use zero and first conditional to write about

A
D
A the bad points of wind farms   present and future situations and their
ZE
B the good points of wind farms consequences?

R
C people’s different ideas about wind farms 

SP
D the writer’s opinion after considering the different

arguments  
A
N
IE
N
80 Świat przyrody • Nauka i technika • Wypowiedź pisemna Wiadomość na blogu


Language review 3 Choose the option (A, B or C) which best replaces

the phrase in bold.
Grammar 1 Orangutans are losing the area they live in
1 Choose the two sentences which have the same because so many trees are being cut down.
meaning. A their conservation
B their environment
1 A It may rain on our camping trip tomorrow.
C their habitat
B It is going to rain on our camping trip tomorrow.
2 The food you buy in supermarkets often has a lot
C It might rain on our camping trip tomorrow.
of unnecessary plastic wrapped around it.
2 A If we throw away more and more plastic,
A waste B packaging C cover
E
pollution in the oceans will get worse.
3 Farmers often use dangerous chemicals on their
N
B Pollution in the oceans will get worse unless we
IO
crops. I prefer to buy ones without chemicals.
recycle more plastic.
A organic ones
N
C All this plastic will help us to stop the pollution
O
B ecological ones
in the oceans.
R
C green ones
B
3 A Unless you come on the school trip, I won’t go.
4 If you put your empty bottle and jars in this bin,
ZA
B If you don’t go on the school trip, then I will.
they take everything away and use the glass
C I’ll only go on the school trip if you do too.
IE
again.
4 A I’ve got a lot of homework, so I probably won’t
B return it C recycle it
N
A repeat it
go to Anna’s party on Friday.
A
5 We try not to use the air conditioning too much
B I don’t think I’ll be at Anna’s party on Friday
W
because it consumes a lot of energy.
because I’ve got so much homework.
O
A makes a lot of noise
PI
C I’ll go to Anna’s party on Friday unless I have too
B uses a lot of electricity
much homework.
O
C costs a lot of money
IK
5 A You always feel tired if you go to bed late.
6 I’d hate to live in a city like that because with all
B If you don’t go to bed, you’ll be tired.
IE
those millions of cars, the pollution is terrible.

C If you go to bed late, you get tired.
A dirty air
N
B traffic C noise
6 A I think I’ll pass my exams.
IA
7 At the new eco-centre, we will be able to turn

B I might not pass my exams.
N
your waste into products that can be used again.

C I’ll probably pass my exams.
H
A the things you throw away

EC
Vocabulary B the things you like

SZ
C the things you buy

2 Complete the facts with the words below. There is 8 My sister lives in a small house in the countryside
W
one extra word you don’t need to use. Use a capital without electricity. She has always liked having an
O
letter for place names. alternative lifestyle.

ZP
bay cave cliffs desert hill iceberg ocean A a traditional way of living
O
valley waterfall B a different way of living

R
C a cheap way of living

Ż
1 On the ferry from France, you see the White

4
A
of Dover as you come closer to In pairs. Make a word puzzle with your name
D
as the hidden word. Use only words from this unit,

ZE
England.
2 New Zealand’s tallest drops 580 and write the sentence where the word comes
R
metres from Lake Quill to the river below. from.

SP
3 In 1912 the Titanic sank when it hit a huge T r

1
i p
A
in the Atlantic. 2
p r O b l e m
N
4 Easter Island is in the middle of the Pacific 3

c o M e
IE
, and its nearest neighbour is 2,075

N
km away. 1 Aisha and Max are talking about a geography

5 In 1770, Captain Cook first arrived in Australia and field .
sailed his ship into Botany , where it 2 Plastic is a big in our environment.
was safe from the wind and the waves. 3 to Northbury’s first Farmers’
6 Tech companies like Google and Microsoft are Market.
based in Silicon , California.
7 The Sahara is the largest in the
world. It gets less than 10 cm of rain a year.
Look at the lesson aims for this unit. What can you now
8 Jaskinia Raj is a deep underground do well? Choose one area for more practice if necessary.
in Poland’s Holy Cross Mountains.
Świat przyrody • Znajomość środków językowych Wielokrotny wybór 81


6.11 Skills trainer
Speaking 4 Grammar: present simple; present continuous;

there is / are
Words and phrases: It looks … I really like the … At
Strategia
Przygotowanie do rozmowy z odgrywaniem roli

W zadaniu polegającym na odniesieniu się do czterech the moment we’re staying … There’s a great …
podanych zagadnień, postaraj się rozwinąć każde
z nich, podając różnorodne argumenty. Możesz 4 Przeczytaj zadanie. Razem z rodziną przebywasz na
poczekać na pytania lub rozpocząć rozmowę. kempingu. Napisz o tym na swoim blogu (100–130
Najważniejsze jest wykazanie się umiejętnością słów).
pozyskiwania i udzielania informacji.
A opisz lokalizację i dostępne na kempingu
1 Read the strategy. Look at the task in Ex 2. Then udogodnienia.
E
match the four questions to the four issues (A–D).
N
B napisz, co już robiłeś/aś.
IO
1 What exactly do they do at this place? C napisz, co jeszcze zamierzasz robić.
2 How will you let people know about the trip?
N
D wyraź opinię na temat kempingu, opisując, co
O
3 How are you thinking of getting there? można na nim ulepszyć.
R
4 Do you think anything here at school will change
B
if you visit this place?
ZA
Hi guys! Guess where I am …
2 Pracujcie w parach. Przeczytajcie opis sytuacji.
IE
Ułóżcie dialog w zgodzie z podanymi podpunktami
Listening
N
i go odegrajcie. W rozmowie omówcie cztery
A
przedstawione poniżej zagadnienia.
W
Strategia
Test wielokrotnego wyboru
O
W zadaniach sprawdzających umiejętność rozumienia
Przeczytaliście o miejscowym Centrum Technologii
PI
ze słuchu z testem wielokrotnego wyboru najczęściej
Alternatywnych i przekonujecie nauczyciela, aby pytania wymagają:
wybrać się tam na wycieczkę. W rozmowie omówcie: O
A wyszukania konkretnej informacji, np. How did they
IK
A jak się tam dostać i z jakim kosztem się to wiąże. travel back home?
B określenia intencji autora wypowiedzi, np. Why did
IE
B korzyści z wdrożenia odnawialnych źródeł energii

the speaker say this?
N
w szkole. C określenia kontekstu wypowiedzi, np. Where is the

IA
C jak zainteresować innych uczniów wycieczką. man who is talking? Who is the person speaking?
N
H
Student A: Ask four questions about the trip. 5 3.12 Przeczytaj opis strategii. Posłuchaj
EC
Student B: Answer the questions about the trip, sześciu wypowiedzi. Odpowiedz na pytania.
SZ
making sure you develop all four issues. Wybierz A, B lub C.

When you have finished, change roles.
W
1 The boy thinks that the school trip …

O
A is too expensive.
Writing
ZP
B will take too much time.

C will not be interesting.
O
Strategia
Przygotowanie wpisu na blog

R
Zadanie pisemne może polegać na stworzeniu wpisu 2 The aim of the report is to …
Ż
na blog lub postu na forum. W czterech podpunktach A describe the disadvantages of living in an eco-
A
zostanie określone, jakie informacje powinny zostać village.

D
zawarte w tekście. Uważnie przeczytaj treść podpunktów

B explain why eco-villages are popular.
ZE
i wynotuj wyrazy, zwroty i konstrukcje gramatyczne

charakterystyczne dla poruszanych w nich zagadnień. C tell people about a successful eco-village.
R
3 Two friends are talking. Where are they standing?

SP
3 Read the strategy. Look at the task in Ex 4. Then A next to a river

B next to a lake
A
match the grammar and phrases in 1–4 with the

N
four notes in the task. C next to a waterfall

4 What does the girl say about the campsite?
IE
1 Grammar: present perfect

A It is in beautiful countryside.
N
Words and phrases: So far I’ve … I haven’t … yet …

… B It has great facilities.
2 Grammar: be going to, first conditional C It is popular.
Words and phrases: I'm going to … If the weather’s 5 Why does the boy want to clean the beach up?
nice, I’ll … A because the people in charge never help
3 Grammar: making suggestions / recommendations B because the problem could get even worse
Words and phrases: I think they should … It would C because it is dangerous for the animals
be a good idea to … It’s a pity they haven’t got … 6 What are the man and woman both going to pack?
A an umbrella B some sun cream C a jumper
Świat przyrody • Nauka i technika • Podróżowanie i turystyka • Mówienie Rozmowa z odgrywaniem roli •
82
Wypowiedź pisemna Wiadomość na blogu • Rozumienie ze słuchu Wielokrotny wybór

Word list 6.12
Geographical features (pp.72 and 118) sunny (adj) /ˈsʌni/ słoneczny

bay (n) /beɪ/ zatoka throw away (v) /ˌθrəʊ əˈweɪ/ wyrzucać
beach (n) /biːʧ/ plaża warm (adj) /wɔːm/ ciepły
cave (n) /keɪv/ jaskinia waste (n) /weɪst/ odpadki, resztki
cliff (n) /klɪf/ klif, urwisko wet (adj) /wet/ mokry
desert (n) /ˈdezət/ pustynia wind power (n) /ˈwɪnd ˌpaʊə(r)/ energia wiatrowa
forest (n) /ˈfɒrɪst/ las windy (adj) /ˈwɪndɪ/ wietrzny
hill (n) /hɪl/ wzgórze CAT and the Eden Project (p.78)
iceberg (n) /ˈaɪsbɜːg/ góra lodowa alternative (adj) /ɔːlˈtɜːnətɪv/ alternatywny, zamienny
island (n) /ˈaɪlənd/ wyspa conservation (n) /ˌkɒnsəˈveɪʃn/ ochrona
lake (n) /leɪk/ jezioro green (adj) /griːn/ zielony, ekologiczny
mountain (n) /ˈmaʊntən/ góra habitat (n) /ˈhæbɪtæt/ środowisko, siedlisko
E
ocean (n) /ˈəʊʃn/ ocean
N
organic (adj) /ɔːˈgænɪk/ organiczny
river (n) /ˈrɪvə(r)/ rzeka
IO
Speaking: organising an event (p.75)
rock (n) /rɒk/ skała
Has anyone thought about …ing? /həz ˈeniwʌn ˌθɔːt əˌbaʊt/
N
sea (n) /siː/ morze
O
Czy ktokolwiek pomyślał o…?
valley (n) /ˈvæli/ dolina Have we covered everything? /həv wiː ˌkʌvəd ˈevriθɪŋ/ Czy
R
waterfall (n) /ˈwɔːtəfɔːl/ wodospad wszystko omówiliśmy?
B
wood (n) /wʊd/ drewno, las It would be a good idea to … (because …) /ɪt wʊd ˌbiː ə
ZA
Prepositions of movement (p.118) ˈgʊd aɪˌdɪə tə/ To byłby dobry pomysł, aby… (ponieważ…)
across (prep) /əˈkrɒs/ przez, wszerz Remind me to … /rɪˈmaɪnd ˌmiː tə/ Przypomnij mi, żebym…
IE
around (prep) /əˈraʊnd/ dookoła Someone needs to … /ˈsʌmwʌn ˌniːdz tə/ Ktoś powinien…
N
down (prep) /daʊn/ w dół That’s all covered. /ˌðæts ˌɔːl ˈkʌvəd/ Wszystko zostało
A
into (prep) /ˈɪntuː, ˈɪntə/ do (środka) omówione.
W
through (prep) /θruː/ przez, na wylot We should think about …ing (because …) /ˌwiː ʃʊd ˌθɪŋk
O
up (prep) /ʌp/ w górę əˌbaʊt ˈ… (bɪˌkəz)/ Powinniśmy pomyśleć o… (ponieważ…)
PI
What do we need to sort out? /ˌwɒt də wiː ˌniːd tə ˌsɔːt ˈaʊt/
Real English (p.72)
O
Co powinniśmy załatwić/uporządkować?
Are you kidding? /ə ˌjuː ˈkɪdɪŋ/ Żartujesz?
IK
I can’t wait to … /ˌaɪ ˈkɑːnt ˌweɪt tə/ Nie mogę się doczekać, Writing: linkers of contrast (1) (p.80)
żeby… but /bət/ ale
IE
She’s a good laugh. /ˌʃiːz ə ˌgʊd ˈlɑːf/ Ona jest dobrym despite /dɪˈspaɪt/ mimo że
N
kompanem do zabawy. however /haʊˈevə(r)/ jednakże

IA
There’s no point. /ðeəz ˌnəʊ ˈpɔɪnt/ To nie ma sensu. / To się on the other hand /ˌɒn ðiː ˈʌðə ˌhænd/ z drugiej strony
nie opłaca.
N
Very funny. /ˌveri ˈfʌni/ Bardzo zabawne.

H
EC
Planning strategically / Outdoor items (p.74)

camping stove /ˈkæmpɪŋ ˌstəʊv/ kuchenka turystyczna
SZ
compass (n) /ˈkʌmpəs/ kompas

map (n) /mæp/ mapa
W
matches (n pl) /ˈmæʧɪz/ zapałki

O
sleeping bag (n) /ˈsliːpɪŋ ˌbæg/ śpiwór

ZP
suncream (n) /ˈsʌnkriːm/ krem do opalania

tent (n) /tent/ namiot
O
waterproof clothes /ˌwɔːtəpruːf ˈkləʊðz/ ubranie

R
wodoodporne
Ż
A
The environment (pp.76 and 119)

D
cloudy (adj) /ˈklaʊdi/ pochmurny

ZE
coal (n) /kəʊl/ węgiel

cold (adj) /kəʊld/ zimny
R
consume (v) /kənˈsjuːm/ zużywać, konsumować

SP
dry (adj) /draɪ/ suchy

electricity (n) /ɪˌlekˈtrɪsəti/ elektryczność
A
energy (n) /ˈenəʤi/ energia

N
freezing (adj) /ˈfriːzɪŋ/ mroźny

IE
gas (n) /gæs/ gaz, paliwo

N
hot (adj) /hɒt/ gorący

nuclear power (n) /ˌnjuːkliə ˈpaʊə(r)/ energia jądrowa
oil (n) /ɔɪl/ ropa
packaging (n) /ˈpækɪʤɪŋ/ opakowanie
pollution (n) /pəˈluːʃn/ zanieczyszczenie
rain (v) /reɪn/ padać (o deszczu)
recycle (v) /ˌriːˈsaɪkl/ przetwarzać
reduce (v) /rɪˈdjuːs/ redukować, zmniejszać
snowy (adj) /ˈsnəʊi/ śnieżny
solar power (n) /ˈsəʊlə ˌpaʊə(r)/ energia słoneczna
storm (n) /stɔːm/ burza
Unit 6 Word list 83

83

7 Problem solving
I can understand a dialogue and use vocabulary about crime. 7.1
Crime
1 Look at the video still and answer
the questions.
1 What criminal activities can happen
E
N
online?
IO
2 How do you think the boy is feeling?
N
3 What has possibly happened?
O
2 a Listen to the conversation
3.17
R
B
between Laura and Harry. Which two
ZA
people have been the victims
of crime?
IE
b
N
Are the sentences true (T) or false (F)?
A
Correct the false ones.
W
1 Harry can’t remember the password for
O
his social media account. 5 Complete the paragraph with the correct
PI
2 Laura advises him to report the problem. words from Ex 3 and 4.
3 Laura’s cousin received a text from her O
IK
bank.
We’re quite lucky we live in an area
IE
4 She sent a strange person her bank

where there isn’t much serious
N
details.
crime. Years ago there was a
IA
5 Someone stole her money. 1

at a jewellery
N
6 The crime didn’t affect her very much.

H
shop in town, but the police caught

c REAL ENGLISH Listen again. Match the
EC
the criminals because they were

phrases to their translations. able to 2 into their
SZ
1 straight away A naprawdę przygnębiony phones. Sometimes you hear about

W
2 What a pain! B Co za uciążliwość! kids being stupid. Maybe they

O
3 random person C natychmiast 3

a bus stop or do
ZP
4 really down D przypadkowa osoba a bit of 4 from an

O
expensive clothes shop. But the

3 VOCABULARY 3.18 Match the crimes to their
R
streets are quite safe. I never worry

definitions. Then listen and check.
Ż
that someone might 5

A
hacking mugging robbery scamming me if I’m walking home after dark.

D
shoplifting theft vandalism

ZE
R
1 in general, taking someone’s possessions without

SP
permission WORD POWER Nouns that end in -er

2 taking something secretly from a shop without paying
6 a Match these criminals to crimes in Ex 3:
A
3 taking something from a bank, business or shop, often

N
with violence hacker mugger robber

IE
4 taking someone’s possessions in the street, with scammer shoplifter

N
violence or saying that you will be violent

5 destroying or damaging something for no good reason b
Turn these words into people by
6 getting money by being clever and dishonest adding -er. Make any necessary spelling
7 finding a way into a computer system without changes.
permission 1 present 3 rap 5 prison
2 manage 4 clean
4 3.19 Match these verbs to the nouns in Ex 3.
Then listen and check.
hack mug rob scam shoplift steal vandalise
7 VOCABULARY BOOSTER Now practise Crime
84 Państwo i społeczeństwo • Nauka i technika • Mówienie Opis ilustracji


I can talk about imaginary situations and their consequences. 7.2
Grammar
4 a 3.20 Listen to Alfie and Gemma.
Second conditional Answer the questions.

1 Who would like to be more generous
1 a Look at the sentences from the dialogue and to charities?
choose the correct alternative to complete the 2 What happened to Alfie the
rule. other night?
If that happened to me, I’d report it.
I’d email the help centre if someone hacked my
b 3.21 Complete the
second conditional sentences
account like that.
using the correct form of the
What would you do if you couldn’t log in to one of
E
verbs below. Listen and check.
N
your social media accounts?
IO
ask believe give (x2) have win
Drugi okres warunkowy służy do opisywania
N
nierzeczywistych / rzeczywistych sytuacji oraz ich 1 If Gemma more
O
R
skutków. money, she money to charity
B
every month.
b
ZA
Complete the table using the correct words
2 If Alfie the lottery, he
below.
money to charities that work in
IE
would + base form past simple poor countries.
N
3 Gemma someone if they
A
Second conditional
W
her for money in the street.
if clause Result clause
O
5 Complete the blog post using the correct form
PI
if + 1 2
of the verbs below.
W tej konstrukcji gramatycznej można zamienić zdania O
IK
ask have join spend take
miejscami. Jeśli zdanie zaczynające się od if jest drugie,
IE
nie stawiamy przed nim przecinka:

N
If I saw a crime, I’d tell the police.

IA
I hate maths homework – I don’t understand

I’d tell the police if I saw a crime.
what I have to do. If I was better at maths, my
N
H
GRAMMAR BOOSTER P. 140 homework 1 so long. And if I

EC
finished my homework sooner, I 2

2 Choose the correct alternative to complete the more time for my guitar. If I 3
SZ
sentences.
more time practising the guitar, I would learn
W
1 If I saw / would see a crime, I reported / ’d report it. more cool songs and Beata, the singer in
O
2 I got / ’d get a job if I was / would be old enough. Space Rebels, 4 me to play in
ZP
3 What would you / you would change about society if her band if I was a better guitarist. Maybe if
you would / could change anything?
O
I5 Space Rebels, Beata would

R
4 They did / ’d do more voluntary work if they weren’t / become my girlfriend. So really, it’s because of
wouldn’t be so busy.
Ż
my maths homework that I’m not a rock star

A
5 If I found / ’d find money, I didn’t / wouldn’t keep it. with a beautiful girlfriend!
D
6 What was the world like / would the world be like if

ZE
crime doesn’t / didn’t exist?

R
7 If someone tried / would try to scam me, I’m sure I 6 a In pairs. Make notes about what you would
SP
knew / would know. do in these situations:

8 If people used / would use better passwords, hacking
A
• a stranger in the street asks you for money

didn’t / wouldn’t be so easy.
N
• you win a million euros

IE
3 Make second conditional sentences and questions • you can choose anywhere in the world for a
N
using the verbs in brackets. Use contractions where holiday

possible. • you have magic powers
1 Where (you / go) if you (can) travel anywhere?   b Now ask and answer about the
2 I (feel) bad if we (not try) to help.   situations with a partner.
3 If he (not be) poor, he (not need) to steal.
A What would you do if a stranger in the street
4 If I (win) a lot of money, I (give) some of it away.
asked you for money?
5 We (not support) this charity if we (not believe) in it.
B I’d give them something. What would you do?
6 (you / download) films illegally if you (can)?
7 If I (be) older, I (can) do more to help society.
8 There (not be) so much shoplifting if all shops (have)
security cameras.  
Państwo i społeczeństwo 85

7.3 I can use techniques to stay safe online.
Life skills 5 VOCABULARY 3.23 Check the meaning

of these words from the dialogue. Then put
Staying safe online A them in the categories 1–5. Listen and
1 In pairs. Look at A–D. check.
What sort of online situation Dear friend click data collection identity theft link
do you see in each of them? Help! I’m at a police password privacy settings virus
station in Thailand.
Please send me money! 1 A noun that means ‘a connection to a web
Use this link:
page’:
http:xmso6682srgtuz
2 A verb that means ‘activate something on a
E
N
web page’:
IO
3 A bad program that can damage your
N
computer:
Fill in the form and win
O
4 Two possibly illegal activities: ,
R
£1,000! B
B
5 Two things you should have on your social
ZA
Name: Matthew Fletcher
media account: ,
IE
Address: 16 Park Street, Bristol 6 Complete the advice about staying safe
N
Telephone: 017784 662139 online with the words from Ex 5.
A
W
Date of birth: 20 / 4 / 9_
O
LET’S BEAT CYBERCRIME!
PI
C Privacy settings
D
O
1 Use for your social media
IK
Items to view Everyone Friends
accounts. You don’t want the whole world to
LOGIN know your personal business!
IE
About me ✔ ✔
2 Choose s that are difficult
N
Family and Relationships ✔ ✔ Username emilysmith to guess and change them often so that
IA
Photos and Videos of Me ✔ ✔ Password 123456 cybercriminals can’t hack them.

N
✔ ✔ 3 Don’t enter your personal details on strange

H
Email address
websites. If you make easy, you
EC
2 3.22 Listen to William and Eve. What is William might become a victim of .
SZ
doing? What three internet security mistakes does he 4 Don’t on strange s

in messages. You might get a computer
W
make?
from them.
O
3 3.22 Listen again. Choose the correct alternative to

ZP
complete the sentences.

7
O
In pairs. Discuss whether or not you

1 William is / isn’t reading an email from a person he
R
usually follow the advice in Ex 6. Is there

knows.
Ż
anything you could do to be safer online?

A
2 He clicks on a link / opens an attachment in the email.

D
3 He gives / doesn’t give his personal details in the link. 8 ROUND UP Read the situations. Then
ZE
4 Eve asks William for / gives William information about discuss with a partner what you’d do if they
R
good passwords. happened to you.

SP
5 In the end, William follows / doesn’t follow Eve’s advice. 1 You receive a message offering you free
tickets to a concert if you follow a link. The
A
WORD POWER so and such + adjectives

N
sender has a strange name that you don’t

4 Look at these sentences. When do we use so to recognise.
IE
2 You’re looking at a web page and an

N
reinforce an adjective? When do we use such?

interesting story about your favourite
That’s so lucky! It’s such a bad idea!
celebrity suddenly appears in a box. You can
Complete these sentences with so or such. close it or click on it.
1 That’s an interesting book! 3 You’re chatting to someone online. You don’t
2 You’re clever! know them but they say that they are the
3 That meal was delicious! same age as you. They suggest meeting in
4 He’s a nice person! person.
5 Don’t be annoying! 4 You find a social media quiz that asks you
where your friends live.
86 Nauka i technika

I can use a photo as a prompt for discussion. 7.4
6 In pairs. Write three discussion questions that you

could ask about the photo in Ex 1. Think about:
1 the people in the photo
2 your present experience of the topic of the photo
3 your past experience of the topic of the photo
7 3.25 Listen to the next part of the exam. Were
your ideas about the discussion questions the
same?
8 3.25 Listen again and answer the
E
questions.
N
IO
1 What adjectives does the student use to describe
N
the woman’s feelings?
O
2 Why does the student think that shoplifting might
R
be a problem where she lives?
B
3 What did someone steal from her?
ZA
9 a In pairs. Prepare to role-play a dialogue
IE
about this photo.
N
A
Speaking
W
O
Describing a photo
PI
1 Look at the photo. Make a list of vocabulary that O
IK
you could use to describe it. Which tenses would
you use to describe it?
IE
N
2 3.24 Listen to a student discussing the photo

IA
with a teacher. Compare your notes from Ex 1 to

N
what she says. Did she use the same vocabulary

H
EC
and tenses as you?

3
SZ
3.24 Listen again. Number the order in which

the student does these things:
W
She describes the people in the photo.

O
She speculates about the situation.

ZP
She describes the general situation in the photo.

O
She describes what there is in different parts of

R
the photo.
Ż
A
4 3.24 Which of the phrases from the

D
Student A: You are the student. Make notes about

Phrasebook does the student use to describe the
ZE
how you would describe the photo. Look back at Ex 3

photo? Listen and check.
and the Phrasebook to help you.
R
SP
Talking about a photo Student B: Write three relevant questions to ask

IPhrasebook
Describing positions Student A after they have described the photo. Write:
A
In the foreground … • a question about the photo or the people in it.

N
In the background … • a question about A’s reaction to the photo.

E
On the left / right … • a question about A’s past experiences.

N
Describing people
They look / seem (+ adjective) b
Now role-play your dialogue. Student B asks
Speculating Student A to describe the photo and then asks
Maybe / Perhaps … their three questions.
It looks as if / like they’re …
It seems as if / like they’re …
5 Find a photo on another page of this book. Write a

description of it, using as many of the phrases from
the Phrasebook as you can.
Państwo i społeczeństwo • Mówienie Opis ilustracji 87

87

7.5 I can understand a text and use vocabulary about
product development.
Design and innovation

1 In pairs. When was the last time you played a
game or did a puzzle? What sort of game or puzzle
was it?
2 3.26 Listen and read an article about a
famous board game. Who invented the game?
MONOPOLY – THE BIRTH OF A BRAND
E
N
IO
You might think that traditional board games are a thing of the past. But Monopoly, the game where
N
players buy property to become rich, is one brand that millions of people still enjoy playing. It’s the world’s
O
best-selling board game – it has sold more than 275 million copies! It’s manufactured in 111 countries and
R
it’s available in 43 languages.
B
ZA
The game is played by 2–8 people on a board with spaces never considered selling
that are named after streets. Every time a player passes her invention. Monopoly
IE
‘Go’, they are given money by ‘the banker’ (one of the became successful only because Darrow sold his version
N
other players). To succeed, you need financial skills, a of the game to a big toy company, in 1934.
A
strategic mind … and luck! Hasbro, who manufacture Monopoly, spend a lot of time
W
The official story is that Monopoly was created in analysing the changing market and researching possibilities
O
1933 by a salesman called Charles Darrow from for new versions of the game. Different editions are
PI
Pennsylvania. But in fact it wasn’t invented produced for different countries, towns and regions, and
by Darrow at all. He simply re-designed
O
nowadays, new editions of the game are also designed
IK
and developed a game that already and promoted to coincide with films or TV shows, such
existed. The original game was as Harry Potter and The Simpsons. There’s also Monopoly
IE
created in 1904 by Lizzie Magie and Empire (where you buy brands, not properties) and a range
N
was called ‘The Landlord’s Game’. of Monopoly apps. Today’s technology means that there
IA
Magie wanted to show people are now many more ways to play the
N
how easy it was for rich landlords world’s favourite board game!
H
to make money. However, she

EC
GLOSSARY
landlord właściciel,
posiadacz ziemski
SZ
3 What do these numbers from the article 5 Choose the correct word to complete the sentences.
W
O
refer to? 1 It’s a great idea, but can you develop / manufacture it a bit
ZP
1 275,000,000 4 2–8 more?

2 111 5 1904 2 Why not use social media to produce / promote your
O
R
3 43 6 1934 product?
Ż
3 The brand / market for this game is young adults.

4 VOCABULARY 3.27 Match the design
A
4 It’s a difficult problem. Let’s produce / analyse it carefully.

and innovation words from the article to
D
5 If you burn something, it produces / manufactures heat.

ZE
the definitions. Then listen and check.

6 They manufacture / promote cars in that factory.
R
analyse (v) brand (n) develop (v) 7 I’d really like to research / develop my family history.
SP
manufacture (v) market (n) produce (v) 8 Those shoes are only expensive because they’re a famous
promote (v) research (v) market / brand.
A
N
1 a type of product made by a particular, 6 VOCABULARY BOOSTER Now practise Design and
IE
named company   innovation vocabulary on page 121.

N
2 study something to discover new facts  

3 possible customers for a product 7 THINK AND SHARE In pairs. Imagine that you are in
4 look at in detail business together. Decide which is the best order for these
5 make something activities if you want to be successful.
6 make products in large quantities often in • Manufacture your product.
a factory • Invent a product.
7 advertise a product • Research and analyse the market for your product.
8 think of a new idea or product and make • Promote your product.
it successful   • Create an identity for your brand.
• Develop your product.
88 Nauka i technika • Zakupy i usługi • Mówienie Rozmowa wstępna


I can use the present and past passive. 7.6
1.6
Grammar
4 Rewrite the sentences in the correct passive form
(present or past) with by.
Present simple passive; past simple
1 Shakespeare wrote Romeo and Juliet.  
passive; by 2 Charles Babbage designed the first computer in
1 a Look at the sentences from the article on page 1837.
88 and find more examples of the present simple 3 One large tree produces about 120 litres of
passive and the past simple passive. oxygen a year.
Present simple passive: 4 The Lumière brothers in France produced some
The game is played by 2–8 people. of the world’s first films.
5 McDonald’s sell 75 hamburgers a second.
E
Past simple passive:
6 About two billion people speak English.
N
The original game was created in 1904 by Lizzie
IO
7 The Curies won the Nobel Prize for Physics in
Magie.
N
1903.
O
b
Complete the rules with the missing words. 8 American scientists developed the internet in
R
1 We form the present passive with the the late 20th century.
B
ZA
simple form of the verb 5 a In pairs. Think of companies that
+ a past participle. produce these products:
IE
2 We form the past passive with the
cars computers drinks
N
simple form of the verb + a past
A
fashionable clothes phones
participle.
W
3 Przyimek by stawiamy po czasowniku w stronie
O
biernej, gdy chcemy podać informację o b
Tell your partner about the products, using
PI
wykonawcy czynności. these verbs to help you:
O
IK
design develop make manufacture produce
IE
2 Complete the sentences with the correct present A lot of cars are manufactured in Germany by BMW.
N
simple passive form of the verbs in brackets.

6
IA
MEDIATION Read the situation and the email

1 Some of the best coffee in Brazil.
N
from a friend, then write answers to your friend’s

(produce)
H
questions.
2 Rolls-Royce cars in England.
EC
(manufacture) A British friend wants to order something from

SZ
3 All our pizzas in a traditional a Polish website. Read the information on the
website, then answer your friend’s questions in
W
oven.  (cook)
English.
O
4 Some children how to program a

ZP
computer from a very young age.  (teach)

5 Polish by more than 500,000 people in
O
the UK. (speak)

R
Wszystkie nasze produkty są wytwarzane w Polsce

6 Our brand all over the world. (promote)
Ż
i mogą zostać dostarczone do każdego kraju na

A
świecie. Produkty są wysyłane tego samego dnia,

3 Complete the sentences with the past simple
D
w którym jest złożone zamówienie, lecz potrzeba

ZE
passive, using the verbs below. trzech dni roboczych, aby dotarły do odbiorcy.
Skontaktuj się z nami, jeśli twój produkt nie dotarł,
R
analyse build destroy find

SP
hurt make sell tell choć minęło siedem dni od złożenia zamówienia.
A
1 The hotel in a fire.

N
2 The students about the school trip

IE
yesterday.
N
3 This watch in Japan. 1 ‘Where are the products manufactured?’

4 Wawel Castle in Krakow in the 14th 2 ‘Can I order their products if I live in the UK?’
century. 3 ‘How long after I order are the products sent
5 The missing painting in the house of a out?’
well-known criminal. 4 ‘If my order isn’t delivered after a week, what
6 The results of the survey by should I do?’
researchers.
7 Five people in the accident.
8 The first mobile phones the 1970s. 
Nauka i technika • Zakupy i usługi 89


7.7 I can read an article about projects that help young
people with social problems.
Reading Making a difference

CULTURE
1 In pairs. Look at the photos and
answer the questions.
Fusion Montreal, Canada
1 What are the people doing?
2 What emotions can you feel when you Like any city, Montreal is affected by
do these activities? poverty and unemployment. The kids
3 How can these activities be good for there often get involved in vandalism,
you? graffiti and shoplifting, and sometimes
more serious crimes such as mugging
2 Read and listen to the article
E
3.28 and robbery.
N
about two projects for teenagers. What In 2014, Jerome Parry, a professional
IO
activities do the projects offer? Which one dancer, was invited by teacher and
N
would you prefer to do? dance fan Karen Halley to teach some dance classes to young people
O
who were refusing to go to school. Together they started the project
R
3 Choose the correct answer: A, B or C. Fusion. Over a period of six weeks, the students were taught tap, hip
B
1 The purpose of the two projects is to hop and flamenco by Parry and another dancer. After two weeks, the
ZA
teachers noticed that the kids were developing more confidence –
A show teenagers with problems that
and returning to school. Parry realised the power of dance to change
IE
they can achieve something positive. the lives of street kids. They weren’t only learning dance, they were
N
B give criminals something positive to learning life skills. He says, ‘For some of these kids, if they weren’t in
A
do instead of sending them to prison. these classes, they’d be out in the streets, involved in crime, and some
W
C teach teenagers skills to help them of them might even be in prison.’
O
find a job. The students were equally positive. Kent, aged 16, said, ‘This
PI
2 Fusion began because project has changed my life. The show we put on at the end was just
A a dancer had a good idea. awesome.’
O
IK
B a teacher had a good idea.
INTERVENE Los Angeles, USA
IE
C one of the kids wanted to be a dancer.

3 The kids at Fusion:
N
Intervene is a group that runs adventure

IA
A were doing badly at school. training for teens. The trips are promoted
N
B weren’t going to school. to young people who have problems

H
C didn’t like their school dance lessons. with drug addiction, homelessness
EC
4 When they started learning to dance, and crime. In the programme, which
is based in California, these teens and
SZ
they
A stopped going to school. young adults are sent out into the
W
B started to study more. wilderness with an instructor, to live

O
and travel for four weeks. Camping,

C began to feel more positive.
ZP
canoeing, backpacking and climbing

5 Intervene is a programme for young are all included in the trip. Danger and
O
people who uncertainty are part of the adventure,

R
A have been in prison. but the dangers help the young people
Ż
B have travelled a lot. to develop new strengths and to use

A
C have social problems. skills that they wouldn’t normally use in

D
their everyday lives.

ZE
6 People on the Intervene programme

have to
R
SP
A do physical activities in the

wilderness. 5 VOCABULARY 3.29 Use these words from the article
to complete the definitions of these social problems. Listen
A
B survive alone outdoors.

N
C have experience of adventure sports. and check.

IE
7 Sonia Fry thinks that having more addiction binge drinking gangs homelessness poverty
N
programmes like Intervene would unemployment

A help to reduce crime.
B solve her city’s violence problem. 1 : not being able to live without drugs or
C help her to stay out of prison. alcohol
2 : not having enough money
4 THINK AND SHARE Write a sentence or 3 : not having anywhere to live
two saying what the two projects have in 4 : drinking a large amount of alcohol at one
common. Compare with a partner. time
5 : groups of young people that fight other groups
6 : not having a job
90 Państwo i społeczeństwo • Rozumienie tekstów pisanych Wielokrotny wybór


I can listen to a podcast about a social initiative and 7.8
people talking about social problems.
Listening
CULTURE
1 3.30 Listen to a podcast about StreetGames, a British
charity that deals with social problems. Number these topics in
the order in which they are discussed.
crime health unemployment
2 3.30 Listen again and
complete the sentences with the
missing words.
E
1 StreetGames organises
N
activities in poor
IO
areas in the country.
N
Sonia Fry recently completed a
2 Young people are attracted
O
canoeing and climbing course with
to crime because they are
R
Intervene in California: ‘What an
B
amazing experience! My instructor , or they want
ZA
TJ was awesome. If there were more excitement.
programmes like this for young 3 Some of the young people work
IE
people, then I’m sure there wouldn’t as with other kids
N
be so much crime on our streets.’ and they learn new skills.
A
Before the course, Sonia was out of
W
4 The Fit and Fed project helps
control. She was in a gang, and spent
children who don’t have enough
O
her time binge drinking and getting
PI
into trouble with the police. But now to eat during the .
she says she feels confident in herself
O
5 Children from poorer families are
IK
and has a new positive attitude to life. often given a free at school.
‘Things are cool now … all thanks to 6 At a Fit and Fed session, the children do sports or
IE
the Intervene programme.’ lessons, and they are given some food.
N
IA
GLOSSARY
wilderness dzicz, bezdroża Określanie głównej myśli wypowiedzi

EStrategia
N
Czasem podczas słuchania nagrania wcale nie trzeba rozumieć

H
każdego słowa, lecz wystarczy określenie głównej myśli

C
wypowiedzi. Staraj się wyłowić słowa-klucze i zastanów się, do

jakiego tematu się odnoszą, np. money, houses, drugs, jobs.
SZ
6 Put the problems from Ex 5 in the 3

W
3.31 Listen to four teenagers talking about social

appropriate category. You can write
O
problems. Match the sentences (A–E) to the recordings (1–4).

the problems in more than one
ZP
There is one sentence that you don’t need.

category.
O
A The speaker explains the problem of local unemployment.

R
Problems connected to alcohol B The speaker gives their opinion on addiction.

Ż
C The speaker wants to help end poverty.

A
Problems connected to money D The speaker is worried about homelessness.

D
E The speaker discusses crime.

ZE
Problems in my town or area 4 3.31 Listen again and answer the questions.
R
SP
Speaker 1 Why is the problem more obvious in the summer?

The most serious problem, in my opinion Speaker 2 What happened in her area a few years ago?
A
Speaker 3 What two crimes are common in her area?

N
Speaker 4 How does he feel about people with this problem?

IE
7 In pairs. Discuss why you think

N
these problems exist: 5 a THINK AND SHARE Imagine that you could solve one of
these global problems. Which one would you choose to solve?
addiction gangs
homelessness addiction crime poverty war
How can we help people who have b Make some notes about why you think your chosen problem is
these problems? What can society so serious.
do to prevent problems like this in
the first place?
c Now tell a partner why you think that particular problem is
important to solve.
Państwo i społeczeństwo • Rozumienie ze słuchu Dobieranie 91


7.9 I can write an email giving a personal opinion.
Writing Giving a personal opinion
Language focus
An email to a magazine 5 Find three expressions that Thomas uses
in the email to indicate that he is giving his
1 In pairs. Answer the questions. personal opinion.
1 If someone gave you £500, what would you do
with it?
2 How could you use the money to help other
people? 6 Write sentences giving your opinion on these
3 Have you ever had a good idea about something five subjects. Start each sentence with one of the
phrases below.
E
to make or sell?
N
As far as I’m concerned, From my point of view,
2 Read the email and answer the questions.
IO
I feel that I’d say that In my opinion,
N
1 What is the competition?
O
2 What is Thomas’s idea? 1 the importance of money in life
R
2 giving money to poorer countries
B
3 the problem of homelessness
ZA
To: brightideasmagazine@globenet.co.uk 4 teenage crime in your country
Subject: Young Innovators Competition
IE
5 cybercrime
N
Dear Bright Ideas Magazine
7 a You are going to write an email (80–130 words)
A
I’d like to enter this year’s Young Innovators
to a magazine entering a Bright Ideas competition.
W
1
Competition.
You have to answer the question: ‘What would you
O
You asked ‘If we gave you £500, how would you use
PI
2 do if you could have three wishes?’ Read the task.
it to make the world a better place?’ I feel that the
best idea is to invest the money in a product to sell. O
• Introduce your reason for writing.
IK
Then you can make even more money! • Introduce and summarise your ideas.
• Give details about each of your ideas.
IE
I’m currently developing a new game. From my

3
• Express a hope for success.
N
point of view, the perfect market for it is young

IA
adults. I need some more money to develop and

b
N
promote the brand, and to manufacture the game Before you write, make notes on information to
H
itself. include in your email. Think of what you would do

EC
If someone gave me £500, I’d use it to produce my in that situation.

4 game, but I’d give 20% of all the profits to charity.
SZ
If my game was successful, then it would earn a lot c Now write the email in your notebook.
W
more than £500 for good causes.

Dear Bright Ideas Magazine,
O
I’d say that my idea was worth £500! I hope you

ZP
5 I’d like to enter …

agree.
O
Yours faithfully
8
R
CHECK YOUR WORK Did you …

Thomas Farnham
Ż
• use the second conditional to talk about imaginary

A
situations?
3 Translate the highlighted phrases from the text.
D
• use expressions for giving opinions?

ZE
Rozplanowanie akapitów • organise your email into clear paragraphs?

Strategia
Zanim rozpoczniesz pisanie tekstu, zdecyduj, na • use the correct spelling and punctuation?
SP
ile akapitów chcesz go podzielić. Każdy akapit

powinien służyć innemu celowi lub podawać
A
odmienne informacje. Dzięki temu twoja praca będzie

N
przejrzystsza i bardziej czytelna.

IE
N
4 Read the strategy. Match the paragraphs of the

email (1–5) to their functions (A–E).
A to explain how his idea could work
B to describe his product
C to give a reason for writing
D to express his hope for success
E to introduce and summarise his main idea
92 Nauka i technika • Państwo i społeczeństwo • Wypowiedź pisemna E-mail


Language review Vocabulary

Grammar 4 Complete the sentences with the correct word.
What is the word in the highlighted letters?
1 Complete the phone conversation. Choose the 1 Don’t on links in strange emails.
correct option: A, B or C. 2 in this city is bad – lots of
David Hi, Jack. This is Uncle David. I’m just ringing broken windows and damaged cars.
to see what you’ve decided to do about 3 There aren’t many bank
university. Are you going to accept the place these days – thieves usually steal money online.
here in Cambridge or go to London? If I were 4 As a result of a in the street, I
E
you, I think I 1 here. lost my wallet.
N
Jack Yeah, that’s what I’ve decided to do. There are 5 The shop installed cameras to try to stop people
IO
lots of reasons. I mean, if I 2 to London, I from .
N
would have to find somewhere to live. 6 Downloading a onto your computer
O
David And that would cost a huge amount of money, by mistake can cause a lot of damage.
R
B
3
you had friends there you could stay with. 7 Online companies can collect your personal
ZA
Jack Exactly. I 4 have to spend any money on to sell to advertisers.
rent if I stay here, because I can live at home. 8 Always check your settings on
IE
Plus I’ll be with my friends. I know it probably social media.
N
wouldn’t happen, but I just think that if you
A
away, people forget you. 6 I stay here, 5 Complete the sentences with the words below.
W
5
I’ll still see my friends all the time.
O
addiction gang homelessness
PI
David I’m not so sure about that, I think you 7 poverty unemployment
your real friends if you wanted to.
1 O among young people here is very
IK
1 A ’m staying B ’ll stay C ’d stay bad – some have never had a job.
2 A move B moved C would move
IE
2 Doctors say we should think of drug

3 A if B unless C when
N
as a disease, not a crime.

4 A won’t B didn’t C wouldn’t
IA
3 The problem of is getting worse. You

5 A will move B move C moved
N
see so many people sleeping on the streets.

H
6 A When B Unless C If
4 Why do so many families live in
EC
7 A still see B will still see C would still see

when there are so many rich people all around?
2 Complete the sentences with the correct form of
SZ
5 Since the new youth centre opened, fewer kids are

the verbs (present simple passive or past simple interested in joining a .
W
passive). 6 Complete the text with the correct option: A, B or C.

O
ZP
1 I (mug) last week. I lost my purse

and my necklace. Since the American company Mattel started 1 Barbie
O
2 This is China tea, but the sort we usually drink dolls in 1959, this toy has become one of the most
R
(produce) in India. famous 2 in the world. Millions of Barbies 3 every

Ż
year. It’s a big business, but there is a lot of competition,

A
3 My train gets in at 6.15 but I’ll ring you if it

so the company has to 4 new products all the time.
D
(delay) or anything.
ZE
When sales began to fall they did a lot of market 5

4 All the clothes in this shop (make)
with children and parents and then they 6 all this
R
by hand, so they’re quite expensive.

information to understand what they wanted. As a
SP
5 My dad (take) to hospital after he result, there are now Barbies for everyone. And with all
fell off a ladder, but he’s OK now. of them, Mattel 7 other things that Barbie will need
A
6 The order (not deliver) yesterday, – clothes, cars, pets and so on.
N
and it’s still not here today.

IE
1 A managing B mentioning C manufacturing

3 In pairs. Write quiz questions using the present
N
2 A brands B games C markets

simple or past simple passive. Then give your
3 A produced B are produced C is produced
questions to another pair and see if they know the
4 A direct B discover C develop
answers.
5 A result B research C report
1 The television was invented by .
6 A analysed B accepted C arranged
2 Polish is spoken by million people
7 A promotes B reports C advises
around the world.
3 The Harry Potter series was written by Look at the lesson aims for this unit. What can you now
. do well? Choose one area for more practice if necessary.
Nauka i technika • Państwo i społeczeństwo • Znajomość środków językowych Wielokrotny wybór 93


7.11 Skills trainer
Reading
Strategia Listening
Strategia
Dopasowywanie nagłówków do akapitów Określanie atrybutu prawda/fałsz
Nagłówki odnoszą się do całego akapitu, a nie do Zanim wysłuchasz nagrania, przeczytaj wszystkie
zawartego w nim wyrażenia bądź zdania. Jeśli stwierdzenia, których prawdziwość należy ocenić.
w nagłówku znajduje się wyraz bliskoznaczny do Dzięki temu ustalisz, o czym będzie nagranie.
wyrazu z akapitu, to jeszcze nie oznacza, że nagłówek
pasuje do całego akapitu! Upewnij się, czy nagłówek
rzeczywiście wyraża główną myśl akapitu. 3 Read the strategy. Look at the statements in Ex 4,
and write down as much as you can about what
you think the conversation will be about.
1 Read the strategy. Then read paragraphs 1–4 in
E
the text in Ex 2 and try to summarise in your own 4 a 3.32 Dwukrotnie wysłuchaj rozmowy.
N
words the main idea of each paragraph.
IO
Które zdania są prawdziwe, a które fałszywe?
N
2 Przeczytaj tekst. Dopasuj nagłówki A–F do luk 1 David’s mother was excited about going on the
O
1–4 w tekście. Dwa nagłówki nie pasują do żadnej tour.
R
luki. Czy wyrazy z nagłówków nawiązują do 2 The tour took place in a gallery.
B
3 Making street art is a crime.
ZA
słownictwa z podsumowania, które napisałeś/aś
w zadaniu 1? 4 People’s opinions of street art are changing.
IE
5 Street art can be worth a lot of money.
A Getting unemployment down
N
B Helping with homelessness b
Spójrz na przypuszczenia poczynione w
A
C Building a new community zadaniu 3. Czy miałeś/aś rację?
W
D Preventing crime among young people
O
Use of English
PI
E Working for everyone
F Dealing with the drug problem
O
NStrategia
IK
Przekład fragmentu tekstu
Aby poprawnie przełożyć fragment tekstu, trzeba znać
SOCIAL JUSTICE PARTY: OUR PROMISES
IE
nie tylko odpowiednie słownictwo, ale i konstrukcje

As your candidate for the Social Justice Party, gramatyczne. Spójrz na opcje odpowiedzi w zadaniu 6 –
na co trzeba w nich bardziej zwrócić uwagę, na
IA
let me tell you about our plans for dealing with

słownictwo czy na gramatykę?
the problems we face in our city. Here are our
N
H
promises:
EC
1 Again and again, we see an increase in 5 Read the strategy. Look at the questions in Ex 6.
shoplifting and mugging when facilities like sports Which ones are testing vocabulary or phrases?
SZ
centres, community groups and youth clubs are Which are testing grammar?
W
shut down. So we promise to open new centres

6 Complete the sentences with the correct
O
to keep teenagers busy, to give them some hope

ZP
and to keep them away from the gangs that cause translation of the words in brackets.
so much trouble. 1 (Na twoim miejscu) , I wouldn’t go out late at
O
2 Giving someone money to keep them out of night – it’s just not safe.
R
poverty is fine, but getting more people working A If I were you B If I’m like you C As it’s you
Ż
A
is even better. That’s why we promise to do 2 I really don’t know whether to go to the police or
D
everything we can to help local businesses grow not. What (ty byś zrobił) ?
ZE
and hire more people. A have you done

3 Seeing people sleeping on the streets at
R
B will you do
SP
night doesn’t just make us sad – it makes us C would you do

angry, too. We promise to build places where they
3 Oh, by the way, there’s a parcel from Amazon for
A
can stay and get the medical care they need.

you. (Została doręczona) this morning.
N
4
A It was delivered
IE
Some people say addicts are criminals. It’s true B It is delivered

N
that they often have to steal, but sending them C It has been delivered
to prison is not the answer. We believe that, if we
4 Because of things like poverty and unemployment,
treated them in special hospitals, many of them
would get better and they would have a chance
a lot of kids from this area (wstępuje do) gangs,
to lead normal, healthy lives – and that’s what we and that’s where the trouble starts.
promise to do. A join B are joined C were joined
Four promises. Four chances for a better world. 5 Maybe you should ring Mr Wilson. He wouldn’t
Vote for us on May 15. miss school (gdyby nie) was really sick or there
– SOCIAL JUSTICE PARTY was something wrong.
A if not he B if he C unless he
Państwo i społeczeństwo • Rozumienie tekstów pisanych Dobieranie • Rozumienie ze słuchu Prawda/fałsz •

94
Znajomość środków językowych Wielokrotny wybór

Word list 7.12
Crimes (pp.84 and 120) unique selling point /juˌniːk ˈselɪŋ ˌpɔɪnt/ unikatowe cechy
arrest (v) /əˈrest/ aresztować produktu rokujące wysoką sprzedaż
community service (n) /kəˌmjuːnəti ˈsɜːvɪs/ prace społeczne write (v) /raɪt/ pisać
fine (n) /faɪn/ kara, mandat writer (n) /ˈraɪtə(r)/ pisarz
hack (v) /hæk/ włamywać się (do sieci i systemów Social problems (p.90)
bezpieczeństwa) addiction (n) /əˈdɪkʃn/ uzależnienie
hacking (n) /ˈhækɪŋ/ włamanie binge drinking /ˈbɪnʤ ˌdrɪŋkɪŋ/ pijaństwo
mug (v) /mʌg/ napadać gangs (n pl) /gæŋz/ gangi
mugging (n) /ˈmʌgɪŋ/ napad rabunkowy homelessness (n) /ˈhəʊmləsnəs/ bezdomność
prison sentence /ˈprɪzn ˌsentəns/ wyrok skazujący na poverty (n) /ˈpɒvəti/ bieda
więzienie unemployment (n) /ˌʌnɪmˈplɔɪmənt/ bezrobocie
punish (v) /ˈpʌnɪʃ/ karać
E
Speaking: talking about a photo (p.87)
punishment (n) /ˈpʌnɪʃmənt/ kara
N
In the background … /ˌɪn ðə ˈbækgraʊnd/ W tle…
rob (v) /rɒb/ rabować
IO
In the foreground … /ˌɪn ðə ˈfɔːgraʊnd/ Na pierwszym
robbery (n) /ˈrɒbəri/ rabunek
planie…
N
scam (v) /skæm/ oszukiwać, robić przekręt
It looks as if they’re … /ɪt ˈlʊks əz ˌɪf ðeə(r)/ Wygląda to,
O
scamming (n) /ˈskæmɪŋ/ oszustwo, przekręt jakby oni…
R
shoplift (v) /ˈʃɒplɪft/ kraść w sklepie It looks like they’re … /ɪt ˈlʊks ˌlaɪk ðeə(r)/ Wygląda na to, że
B
shoplifting (n) /ˈʃɒplɪftɪŋ/ kradzież w sklepie oni…
ZA
steal (v) /stiːl/ kraść It seems as if they’re … /ɪt ˈsiːmz əz ˌɪf ðeə(r)/ Wydaje się,
theft (n) /θeft/ kradzież jakby oni…
IE
vandalise (v) /ˈvændəlaɪz/ niszczyć It seems like they’re … /ɪt ˈsiːmz ˌlaɪk ðeə(r)/ Wydaje się, że
N
vandalism (n) /ˈvændəlɪzəm/ wandalizm oni…
A
Real English (p.84) Maybe … /ˈmeɪbi/ Być może…
W
random person /ˈrændəm ˌpɜːsn/ przypadkowa osoba On the left … /ˌɒn ðə ˈleft/ Z lewej strony…
O
really down /ˌriːəli ˈdaʊn/ naprawdę przygnębiony On the right … /ˌɒn ðə ˈraɪt/ Z prawej strony…
PI
straight away /ˌstreɪt əˈweɪ/ natychmiast Perhaps … /pəˈhæps/ Zapewne…
O
What a pain! /ˌwɒt ə ˈpeɪn/ Co za uciążliwość! They look (+ adjective) /ðeɪ ˈlʊk/ Oni wyglądają na
IK
(+przymiotnik).
Staying safe online (p.86)
They seem (+ adjective) /ðeɪ ˈsiːm/ Wydaje się, że oni są
click (v) /klɪk/ wcisnąć, kliknąć
(+przymiotnik).
IE
data collection /ˈdeɪtə kəˌlekʃn/ zbieranie danych

Writing: giving a personal opinion (p.92)
N
identity theft (n) /aɪˈdentəti ˌθeft/ kradzież tożsamości

As far as I’m concerned … /əz ˌfɑːr əz ˈaɪm kənˌsɜːnd/ Jeśli o
IA
link (n) /lɪŋk/ link

mnie chodzi
password (n) /ˈpɑːswɜːd/ hasło
N
From my point of view … /frəm ˈmaɪ ˌpɔɪnt əv ˌvjuː/ Z

H
privacy settings /ˈprɪvəsi ˌsetɪŋz/ ustawienia prywatności

mojego punktu widzenia
EC
virus (n) /ˈvaɪrəs/ wirus

I feel that … /ˈaɪ ˌfiːl ðət/ Czuję, że
Design and innovation (pp.88 and 121) I’d say that … /ˈaɪd ˌseɪ ðət/ Powiedziałbym, że
SZ
act (v) /ækt/ działać, grać In my opinion … /ɪn ˈmaɪ əˌpɪnjən/ Moim zdaniem
actor (n) /ˈæktə(r)/ aktor
W
analyse (v) /ˈænəlaɪz/ analizować

O
brand (n) /brænd/ marka

ZP
budget (n) /ˈbʌʤɪt/ budżet

O
build (v) /bɪld/ budować

R
builder (n) /ˈbɪldə(r)/ budowniczy

business plan /ˈbɪznəs ˌplæn/ biznesplan
Ż
design (v) /dɪˈzaɪn/ projektować

A
D
designer (n) /dɪˈzaɪnə(r)/ projektant

ZE
develop (v) /dɪˈveləp/ rozwijać

direct (v) /dəˈrekt, daɪ-/ kierować
R
director (n) /dəˈrektə(r), daɪ-/ dyrektor, reżyser

SP
entrepreneur (n) /ˌɒntrəprəˈnɜː(r)/ przedsiębiorca

forecast (n) /ˈfɔːkɑːst/ prognoza
A
invent (v) /ɪnˈvent/ wynaleźć

N
inventor (n) /ɪnˈventə(r)/ wynalazca

IE
investor (n) /ɪnˈvestə(r)/ inwestor

N
manufacture (v) /ˌmænjuˈfækʧə(r)/ wyrabiać, wytwarzać

market (n) /ˈmɑːkɪt/ rynek
marketing (n) /ˈmɑːkɪtɪŋ/ marketing
paint (v) /peɪnt/ malować
painter (n) /ˈpeɪntə(r)/ malarz
produce (v) /prəˈdjuːs/ produkować
promote (v) /prəˈməʊt/ promować
research (v) /rɪˈsɜːʧ/ badać
self-employed (adj) /ˌself ɪmˈplɔɪd/ samozatrudniony
sing (v) /sɪŋ/ śpiewać
singer (n) /ˈsɪŋə(r)/ wokalista
Unit 7 Word list 95

95

8 Expensive tastes
I can understand a vlog and use vocabulary about food. 8.1
Preparing food
1 Do you do any cooking at school or at home?
2 Do you ever watch cookery programmes on TV
E
N
or on the internet?
IO
3 Look at the video still. What food can you see? What do
N
you think Lottie is doing?
O
2 3.37 Listen to the food vlog. Which recipe is Lottie
R
B
making?
ZA
IE
N
A
W
A B C
O
PI
3 O 7 a
IK
VOCABULARY Match the food words
3.38 3.37 Listen again. Number
from the vlog to the pictures (1–14). Then listen 4 these things in the order that Lottie
IE
and check. talks about them.

N
measuring the rice

IA
bake boil bowl chop dish fry grill herbs

mixing the lemon juice and the oil
N
ingredients measure mix pour recipe serve

H
cooking the chicken

EC
1 2 3 5 the list of ingredients

SZ
a different dish that was a disaster

chopping the ingredients
W
O
b REAL ENGLISH Listen again.

ZP
Match the words and phrases to the

6
O
7 8 9 correct meanings.
R
1 for a bit
Ż
2 Let’s move on!

A
3 That’s basically it!

D
ZE
4 There we go.
10 12 5 Enjoy!
R
11 13
SP
A Let’s stop talking about it.

B I’m doing it now.
A
C There isn’t any more.

N
D I hope you enjoy it.

IE
E for a short period of time

4 Put the words from Ex 3 in the correct
N
14
category: 8 In pairs. Discuss the questions.
1 What are some of your favourite
Nouns
dishes to eat?
Verbs
2 Do you have any favourite dishes
to cook?
5 In pairs. Make a list of foods that you can: 3 Have you or has anybody you
• chop • bake • fry • grill • boil know ever made a dish that was a
6 VOCABULARY BOOSTER Now practise Preparing food vocabulary disaster?
on page 122.
96 Żywienie • Mówienie Rozmowa wstępna


I can talk about events happening at different times in the past. 8.2
Grammar
4 3.39 Listen again. Complete the summary of
Past perfect Harry’s story with the correct past simple or past
perfect form of the verbs in brackets.
1 a Look at the sentence from the vlog and
choose the correct alternative to complete the Harry and his sister 1
rule. (decide) to make the food for the
ir
I decided to make a cake, because I’d invited a party after they 2
friend round for a chat. (see) the prices of party food
in the supermarket. On the day
We use the past perfect to talk about events that
of the party they 3
E
happened at the same time as / before other
(put) the food on the table before
N
events in the past.
IO
everyone 4 (arrive).
b When Harry 5
N
Complete the rules. (go)
O
1 Affirmative: Subject + + past to the kitchen he 6
R
participle (see) that the dog 7
B
(eat) a lot of the food. Luckily,
ZA
2 Negative: Subject + + past
participle they 8 (put) some
IE
3 Interrogative: Had + subject + ? food in the freezer earlier, so they
N
9
4 Short answer: Yes/No, + + (ser ve) that instead.
A
had(n’t)
W
Zdania w czasie past perfect często łączą się ze
O
zdaniami w czasie past simple. Aby określić, w jakiej
PI
kolejności następowały wydarzenia, stosujemy
wyrazy before, after oraz when. O
IK
When I arrived at the party, my friends had already
IE
left.
N
My friends had left the party before I arrived.

IA
I arrived after my friends had left the party.

N
5 Rewrite the sentences as a single sentence. Decide

H

EC
which event happened first, then complete the

2 Complete the sentences with the past perfect form sentence using the past perfect and the past
SZ
of the verbs in brackets. simple.

W
1 I didn’t eat any lunch because I (have) a big 1 We finished dinner. Then Mum came home.
O
breakfast. When Mum came home, we had finished dinner.

ZP
2 When Cassie got to school, she realised that she 2 Sam got my message. Then he ran to my house.
O
(leave) her bag on the bus. after

R
3 It was nice to see Paul last weekend. I (not see) 3 We went to the supermarket. Before that, we
Ż
him for months. wrote a list of ingredients.

A
4 (you / study) cooking before you came to this

D
Before
school?
ZE
4 They arrived at the station. Before that, the train

5 I didn’t recognise Emily because she (change) her left.
R
hair colour.
SP
When
6 I couldn’t do the exam because we (not study) half 5 I looked at the menu. Then I chose a fish dish.
A
of the subjects! after

N
6 She boiled the pasta. Before that, she made a sauce.

3
IE
3.39 Listen to Harry talking about a party he After

had at the weekend with his sister. Number these
N
events in the order that they happened. 6 In pairs. Read the sentences (1–4). Think of
They made some food and put it in the freezer. explanations for the situation or event. What had
They looked at the price of food in the shops. happened before them?
They decided to make the party food. 1 The kitchen was full of smoke. Someone had burnt
some toast.
The dog ate the party food.
2 The girl screamed and ran out of the room.
They cooked the frozen food in the microwave. 3 A fire engine arrived at a school.
They put some food on the table for the party. 4 The woman left her car by the side of the road and
started to walk home.
Żywienie 97

8.3 I can make healthy choices.
Life skills 6 VOCABULARY 3.42 Complete the labels

for the different food groups (1–6) in the pyramid
Making healthy choices diagram. Then listen and check.
1 In pairs. Discuss the questions. carbohydrates dairy products fats
1 Do you think you eat healthily? fruit and vegetables junk food protein
2 Is there any food you eat too much, or too little of?
3 Do you or anyone you know avoid any foods? Why?
1 Once or twice a week
2 VOCABULARY Complete the definitions
3.40
with the words below. Then listen and check.
E
N
allergies calories diet gluten-free 2 Small quantities
IO
junk portion vegan vegetarian
N
O
1 Your is the food you regularly eat. 3 2 portions a day
R
2 food doesn’t contain any meat, milk
B
or eggs.
ZA
3 portions
3 food doesn’t contain any meat. 4
a day
4 food doesn’t contain any flour.
IE
5 food is unhealthy food like chips
N
3–5 portions
5
A
and sweets. a day
W
6 People with have bad physical
O
reactions to certain foods. 5–7
PI
6 portions
7 You count to measure the amount
O
a day
of energy that food can give you.
IK
8 A is a normal amount of food to 7 Read the information in the pyramid about
serve.
IE
how much of each food group you should

N
3 3.41 Listen to three teenagers talking about eat. Complete the sentences with the missing
IA
how they changed the way they eat. Match their information.
N
names to the changes that they made. 1 You should eat foods like cheese and yogurt
H
times a day.
EC
1 Tanya A stopped eating junk food

2 Ross B became a vegetarian 2 You should eat foods like meat and fish
SZ
3 Alisha C realised a balanced diet is best a day.

3 You shouldn’t eat foods like chips and sweets
W
4 3.41 Listen again. Choose the correct

day.
O
alternative to complete the sentences.

ZP
4 You should eat foods like tomatoes and apples

1 Tanya’s parents are happy / unhappy about her times a day.
O
decision. 5 You should only eat portions of

R
2 She would / wouldn’t like to become vegan. foods like oil and butter every day.
Ż
3 Ross / Ross’s mum decided that his diet had to

A
6 You should eat foods like rice and bread

D
change. times a day.

ZE
4 When Ross started eating more healthily, he found

it easier to study / exercise. 8 THINK AND SHARE Tell a partner if any of your
R
ideas about food and diets have changed after

SP
5 Alisha ate special food because she had / but she

didn’t have a food allergy. looking at the food pyramid and discussing the
A
6 The diet made her feel good / bad. topic.

N
5 MEDIATION Read the situation and the food label, 9 ROUND UP Plan healthy breakfast, lunch and
IE
then write answers to your friend’s questions in dinner menus for the weekend. Include some
N
Polish. snacks. Make sure you include a good variety of

You are visiting the UK with a Polish friend who foods, and a good balance of all the different food
doesn’t speak English. Your friend is vegetarian groups.
and is allergic to milk. She picks up a snack
in a shop that has this label on it.
1 Czy zawiera mięso? Calories: 250
2 Czy powinienem to jeść?
3 Dlaczego? / Dlaczego nie? INGREDIENTS: FLOUR, MILK, EGGS, ONION, CHEESE,
HERBS NOT SUITABLE FOR VEGANS
98 Żywienie • Mówienie Rozmowa wstępna


I can give an informal presentation. 8.4
Speaking Giving an informal presentation
Phrasebook
I’m here today to talk about …
Giving a presentation Let me begin by saying that …
The first / next / final thing to talk about is …
1 In pairs. Look at the
Now I’d like to move on to …
photos. Which activity do you You might be interested / surprised to learn
think is the most important that …
for a healthy lifestyle? Give So that’s the end of my presentation (about …).
reasons for your choice. Are there any questions?
E
6 Look at the Phrasebook. Number these phrases
N
in the order that you would expect a speaker
IO
to use them in a presentation (1–6).
N
Let me begin by saying that almost all of the
O
R
students in this school buy meals at lunch
B
time.
ZA
Are there any questions?
IE
The final thing to talk about is ways to
improve the meals at this school.
N
A
Now I’d like to move on to the quality and the
W
2 3.43 Listen to Amy talking about her lifestyle. cost of the lunches at this school.
O
Number these parts of her presentation in the order So that’s the end of my presentation about
PI
she talks about them. school lunches.
O I’m here today to talk about what we can do
IK
She states that she has finished her
presentation and invites questions. to improve school lunches.
IE
She gives information about her diet. 7 a Prepare to give a presentation about your
N
She gives information about exercise.

IA
lifestyle and how healthy or unhealthy it is.

She gives information about sleep. Make notes and give statistics. Use the mind
N
H
She introduces the topic of the presentation. map to help you.

EC
3 3.43 Listen again and complete the missing

SZ
information from Amy’s presentation.

EXERCISE
W
1 She does PE a week. DIET

O
2 She to school every day.

ZP
3 On Saturday she walked kilometres with SLEEP

her dog.
O
4 Her family eat a lot of ,

R
and vegetables.
Ż
b
Choose an interesting fact to open the
A
5 She has lunch at school times a week.

presentation, and an interesting fact to close it.
D
6 She’s eaten portions of chips this term.

ZE
7 She buys a fizzy drink about a week. c Decide in which order you will present the
R
8 She usually gets about hours sleep a notes from the mind map.
SP
night.
8 Now give your presentation to the class.
4
A
Read the strategy. Which of these expressions

3.43 Follow the steps and use phrases from the
N
does Amy use in her presentation? Listen and check. Phrasebook.

IE
Wyrażanie tej samej myśli innymi słowami

1 Introduce your presentation.
N
Strategia
Jeśli podczas prezentacji chcesz powtórzyć jakąś 2 Give a particularly interesting fact.
informację lub wzmocnić przekaz, stosuj wyrażenia: 3 Give the rest of your information.
What I mean is … In other words, … 4 Finish with another interesting fact.
Basically, … What I’m saying is … 5 Announce the end and ask for questions.
5 THINK AND SHARE In pairs. Look at the information

in Ex 3 and discuss Amy’s lifestyle. Do you think it is
healthy or unhealthy? How is your lifestyle similar or
different to hers?
Żywienie • Zdrowie 99
99

8.5 I can understand a report and use vocabulary about money.
Spending and buying

1 In pairs. Answer the questions.
1 Do you get money from your parents, or a job?
2 What do you spend your money on in a normal week?
3 If you get a large amount of money (for example, for your
birthday), what do you spend it on?
2 3.44 Read and listen to Jordan’s report. Are your MONEY, MONEY, MONEY
money habits the same as most students at Jordan’s
school?
E
Last week I interviewed 100 students in my school about
N
their spending habits.
3 Complete the sentences with the correct statistics.
IO
70% of the students said that they got regular pocket
N
1 % of the students in Jordan’s class visit shops money and 20% told me that they had earned money
O
regularly. from a job that week. Half of the students have got a bank
R
2 % of them have got some money in a bank. account, but only a third of them said that they saved
B
3 % of them receive money from their parents. money regularly. One girl told me that she’d already spent
ZA
4 % of them keep money for a later date. all of her cash that week – and this was on a Monday!
IE
5 % of them have got a part-time job. Students my age shop online a lot, but they still enjoy
shopping on the high street, too. In fact, a lot of them
N
6 Casey’s parents give her every week.
A
consider themselves shopaholics and 65% of them go
4 VOCABULARY Match the spending and
3.45
W
shopping at least once a week. They buy electronic
buying words from the report to the definitions. gadgets, clothes and make-up, and most students said
O
Then listen and check. that they’d also paid for food and drink, going out and
PI
downloads in the past month. 30% of students told me they
account afford cash discount exchange
O
were looking for a part-time job in order to afford to spend
IK
high street receipt refund save store more on their hobbies. Here’s what a typical student from
the group told me:
IE
1 money in the form of coins or notes

CASEY: ‘I get £12 pocket money a week, but my parents
N
2 the main street of a town, where most shops, banks,

IA
pay for all my clothes. I like particular brands, which can be

etc. are expensive, but you can often find discounts if you look for
N
3 a piece of paper to show you have paid for something them. I’m terrible about changing my mind, though, and I
H
4 to have enough money to pay for something spend a lot of time returning stuff and getting an exchange
EC
5 shop or a refund. Once I lost the receipt for something that I’d
SZ
bought. I told them that it hadn’t looked good when I’d tried
6 an amount of money that a shop pays back to you
it on at home. They told me that they couldn’t exchange it
W
7 an amount of money that is taken off the usual cost without the receipt, so I was stuck with an expensive top
O
of something that I didn’t want!’

ZP
8 keep money instead of spending it

GLOSSARY
shopaholic zakupoholik
9 the process of changing one thing for a different thing
O
10 an arrangement with a bank to keep money there, take

R
some out, etc.

Ż
WORD POWER Words that are easily confused

A
5 Complete the sentences with the correct words from 7 Match the words to their definitions.
D
ZE
Ex 4.
1 I put £10 into my bank every week because recipe receipt
R
it’s a good idea to regularly.

SP
A instructions for cooking a dish

2 If those clothes don’t fit you can them for B printed proof that you have bought
A
different ones. Just make sure you keep your . something

N
3 They gave me a 20% on these shoes

Choose the correct word to complete the
IE
because they are a little bit dirty.

N
4 I asked for my money back but they said that they never sentences.
gave s. 1 I didn’t want to accept / except any money
5 You can’t pay by card in that . They only for the job.
accept . 2 The teacher gave me some good advice /
6 Do you prefer shopping online or on the ? advise.
7 I can’t to come out tonight because I’ve 3 My brother’s only 10, but he’s quiet / quite
spent all my pocket money this week. tall.
4 Do you get more pocket money than /
6 VOCABULARY BOOSTER Now practise Spending and
then me?
buying vocabulary on page 123.
100 Zakupy i usługi • Mówienie Rozmowa wstępna


I can report what other people have said. 8.6
1.6
Grammar
Reported speech
1 a Complete the reported speech c Complete the table to show how tenses change from
statements from the report on page direct to reported speech.
100. Direct speech Reported speech
Present simple: 70% of students said
Present simple 1
simple
that they got regular pocket money.
Present continuous 2
continuous
Present continuous: 30% of students
Present perfect 4
perfect
told me .
E
Present perfect: One girl told me Past simple 3
perfect
N
IO
. d Choose the correct alternative to complete the rules.
N
Past simple: … most students said that 1 W zdaniach z mową zależną wolno ominąć słowo / nie wolno
O
. ominąć słowa that.
R
b
B
Write the original direct speech 2 Czasownik wprowadzający mowę zależną said / told nie wymaga
ZA
statement for the items in Ex 1a. dopełnienia, np. her, them, us, Tom.
3 Czasownik wprowadzający mowę zależną said / told wymaga
IE
dopełnienia.
N
A
W
O
2 Write these sentences in their reported forms. 4 Look back at the sentences in Ex 1a. Which ones
PI
1 ‘The store is offering good discounts.’ change pronouns and possessive adjectives in
Ben told me O
their reported versions?
IK
2 ‘£5 a week pocket money isn’t enough!’
5 Write these sentences as reported speech. Make
We said that
IE
any necessary changes to pronouns and possessive

3 ‘I saw Jack in the supermarket.’
N
adjectives.
IA
I told them that

1 Alice: ‘I bought my laptop online.’
N
4 ‘People’s shopping habits have changed.’

Alice said that she…
H
The expert said that

EC
2 Mum: ‘I’m going out for an hour.’

5 ‘Lots of people are shopping online.’
3 Paul: ‘I didn’t go out last night.’
I said
SZ
4 Will: ‘My parents don’t give me any pocket money.’

6 ‘The shop doesn’t give refunds.’
W
5 George: ‘I haven’t saved enough money for a

The assistant told her that
O
holiday yet.’
3 Complete the reported statements with said or
ZP
6 The boys: ‘We’ve been to visit our grandparents.’

told. 7 My sister: ‘You’re wearing my favourite top!’
O
R
1 Carla that she didn’t shop on the 8 Ben and Daniel: ‘The shop gave us a discount.’
high street.
Ż
6 In pairs. Ask and answer the questions. Then

A
2 Toby that the shop had closed early.

tell the class what your partner’s answers were.
D
3 My parents me that I had to pay for

ZE
1 Have you got a bank account?

the shoes myself. 
2 Do you usually carry cash around with you?
R
4 Oscar Mr Evans that he couldn’t do

SP
3 Have you ever got a refund on something you

the homework.
bought?
5 They everyone that they wanted to
A
4 Did you go shopping last week?

N
go home.
6 Fiona that she didn’t spend much Maja said that she hadn’t got a bank account.
IE
on clothes.
N
Pronouns and possessive adjectives can

sometimes change from direct to reported speech.
‘Your sister is using my laptop,’ he said.
He told me that my sister was using his laptop.
Zakupy i usługi • Mówienie Rozmowa wstępna 101


8.7 I can understand an article about shopping habits in the UK.
Reading
CULTURE
1 In pairs. Look at the photos and answer the questions.
1 How are the two streets different?
2 Which of these high streets looks most like high streets where you live?
3 Why do you think the high street might be in difficulty these days?
YOUR LOCAL HIGH STREET: DEAD or ALIVE?
E
N
ing centre? Or on your local high street?
IO
How do you do your shopping? With the click of a mouse? In a big shopp
N
O
THE
High streets like these might be the high
British high street was once the heart of the streets of the future.
R
Another recent report said that the number
community, with small specialist shops like butchers,
B
of independent shops
was rising all over the UK, at the same time
ZA
greengrocers and bookshops. However, these days as the chain stores
were closing down.
many people prefer convenience and cheaper prices, and there
The organisers of the Bishopthorpe Road
IE
are many more options, too: out of town shopping malls, giant community said that
they wanted their high street to be a plac
N
supermarkets that sell all kinds of goods, and, of course, online e for socialising again
– somewhere full of interesting shops whe
A
shopping. 1 In recent years, many once-famous chain stores re people go to meet
W
their neighbours as well as to buy things,
have gone out of business and closed down. A recent report restoring the street to
O
the way it had been in the early 20th cent
by the Centre for Retail Research said that more than 11,000 ury. So maybe the high
PI
street can come back from the dead after
British high street shops had disappeared since the financial all!
crisis of 2008, and that a quarter of shop buildings were O
IK
currently empty.
A lot of people said that the British high street, full of discount
IE
shops and boarded-up windows, had died.

2
In some towns,
N
the local commun ities have got together to re-invent high streets
IA
that had been deserted . A good example of this is Bishopth orpe

N
Road in York. The area had become neglecte d, and lots of the
H
shops had closed down. Local shopkeepers and café owners

EC
bought the empty shop buildings, encouraged new independent

SZ
businesses to move in and organised community parties

and events. Now Bishopthorpe Road is busy again and has a
W
chemist’s, a bakery, two greengrocers, a bicycle repair shop and

O
a collection of interesting cafés, bars and delis. In a competition in

ZP
2015, people decided that it was ‘Britain’s best high street’.

3
O
R
Ż
GLOSSARY
boarded-up zamknięty na głucho, zabity deskami

A
neglected zaniedbany, podupadły

D
ZE
2
R
3.46 Read and listen to the article. Uzupełnianie danych w notatkach i tabelach
Strategia
SP
There are three missing sentences. Match Przeczytaj cały tekst i określ jego główną myśl. Następnie
the sentences (A–E) to the gaps (1–3). przyjrzyj się lukom w notatkach (lub tabeli). Zastanów się,
A
jakiego rodzaju informacji w nich brakuje (np. liczb, nazw,

Two sentences do not match any of the
N
dat). Jeszcze raz przeczytaj tekst, wyszukując odpowiednie

gaps. informacje.
IE
A The only solution is to stop shopping

N
online and to start using real stores again. 3 Read the strategy and identify what kind of information is
B This has had a damaging effect on many required in Ex 3. Then complete the notes about the text.
smaller shops. 1 Number of British shops that have closed since 2008:
C There can be no future for the British
high street. 2 Proportion of shops in the UK that are empty:
D It is proof that people can work together 3 Example of an area where people have transformed their
to save their communities. high street:
E But in some parts of the country, there 4 Examples of shops there:
are signs of life again. 5 Important award:
102 Zakupy i usługi • Rozumienie tekstów pisanych Dobieranie


I can understand an interview with a Polish baker 8.8
and people talking about where they buy food.
Listening
CULTURE
E
N
IO
N
O
R
B
ZA
1 In pairs. Look at the photo. What sort of shop is this?
4 Answer the questions about the text. Can you still find shops like this in your country?
IE
1 According to the text, why are people
N
2 4.02 Listen to the interview with Ewa. Why is her
A
shopping less on the high street?
London bakery unusual?
W
2 What has happened to a lot of well-
O
known British stores recently? 3 4.02 Listen again. Are these statements about the text
PI
3 How did the local community help true (T) or false (F)? Correct the false ones.
Bishopthorpe Road in York? O
1 Before Ewa started her business, there were a lot of closed
IK
4 What is happening to the number of shops in the street.
independent shops in the UK? 2 Before she opened her shop, she often baked for her
IE
5 Apart from selling things, what other friends.

N
IA
function can a high street have? 3 She often invents her own recipes.
N
5 VOCABULARY Match the

3.47 4 It took a long time to attract customers to her bakery.
H
words from the text to their definitions. 5 Eva often gives products away, or gives discounts.
EC
Listen and check. 4 4.03 Listen to three people talking about buying
SZ
chain store deli goods mall food. Which person is talking about:
W
retail shopkeepers A a market? B a food festival? C a restaurant?

O
5 4.03 Listen again and complete the missing words in

ZP
1 a shop that sells specialist food

2 people who own shops the sentences.
O
3 things that are for sale 1 The woman likes buying fresh from the
R
4 a large indoor shopping centre market.

Ż
2 She says that it’s cheaper and more sociable than

A
5 selling
D
6 a shop that is part of a large group of .

ZE
identical shops 3 She says that the market nearly closed down because they
had customers.
R
6 In pairs. Ask and answer the

SP
4 The man chose the restaurant because friends

questions. it.
A
1 Name some chain stores from your 5 The food arrived about after they’d ordered
N
country. it.
IE
2 What goods do they sell in those 6 The restaurant agreed to give him a .
N
stores? 7 The boy couldn’t much of the food at the

3 Would you like to be a shopkeeper or festival.
do another job in retail? 8 Next year he wants to as a demonstrator
4 How do you normally do your there.
shopping? Why do you prefer that
method? 6 In pairs. Discuss and compare the advantages and
5 How do you think shopping might disadvantages of:
change in the next 20 years? 1 shopping in a shopping mall and shopping online.
2 shopping at a market and shopping in a supermarket.
3 eating dinner at home and eating dinner in a restaurant.
Żywienie • Zakupy i usługi • Rozumienie ze słuchu 103

Prawda/fałsz • Dobieranie

8.9 I can write an online review of a product.
Writing Linkers of contrast (2)
Language focus
An online review of a product 5 a Look at the linking expressions below.
Which are used in the review to contrast
1 In pairs. Answer the questions. two different facts or opinions? Which two
1 Have you ever bought something that you found can only be used at the start of a sentence?
disappointing, or that didn’t work? Which one needs to be followed by a
2 Did you ask for a refund or an exchange? Were you comma?
successful?
although even though however
3 If you loved or hated a product, would you write
E
an online review to tell other people about it? b
Rewrite these sentences using the
N
2 Read the online review and answer the questions. linking expression in brackets instead of
IO
but. Sometimes it is necessary to write one
N
1 Did the buyer like or dislike the product?
sentence, sometimes two sentences.
O
2 What was the problem with it?
R
3 How did she try to solve the problem? 1 I was looking forward to eating at this
B
4 What was the result? restaurant but the experience was very
ZA
disappointing. (however)
2 The bag cost £60 but it broke when I used it
IE
for the first time. (even though)
N
Very disappointed ★ ★ ★ ★ ★
A
3 The machine worked the first time but it
W
review: Buonissimo 2000 then stopped working and I couldn’t turn it
O
on again. (although)
PI
I bought this Buonissimo
4 I often buy electronic gadgets but I can’t
2000 coffee machine a
1 few days ago and I’m Onormally afford famous brands. (however)
IK
very disappointed with
6 a You are going to write an online review of a
IE
its performance.
product you have recently bought (80–130 words).
N
The adverts for the

IA
product said that it Read the task.

2
N
would be simple to use.

• Identify the thing you are reviewing and say
H
However, I found the

briefly whether it was good or bad.
EC
instructions impossible
to understand. Even
• Describe your experience of it.
SZ
though I measured the coffee carefully • If bad: say how you tried to solve the problem. /
W
and I poured the water into the correct If good: say why it was such a good experience.
O
compartment, nothing happened when I • Recommend it to other people, or warn them

ZP
turned it on. In the end (after about twenty about it.

minutes) I finally got a cup of coffee, but by
O
that time I’d decided that it wasn’t the product b

Before you write, make notes on information to
R
for me! include in your review. Use the ideas to help you.
Ż
A
Buonissimo told me that they could only offer

a café or restaurant clothes
D
3
me a different type of machine in exchange.
ZE
electronic equipment food

Although I was unhappy, they wouldn’t give
R
me a refund because there was nothing

c Now write the review in your notebook.
SP
wrong with the 2000.

Avoid these machines unless you like waiting I recently bought…
A
4
half an hour for your coffee!
N
IE

N
3 Translate the highlighted phrases from the text. • organise your review into clear paragraphs?
• use linkers for making contrasts?
4 Match the paragraphs of Shelley’s review (1–4) to
• use reported speech if possible?
the functions (A–D).
• use the correct spelling and punctuation?
A Describe her problems with the product.
B Identify the product and say whether it was good
or bad.
C Recommend the product to other people or warn
them about it.
D Describe how she tried to solve the problems.
104 Zakupy i usługi • Wypowiedź pisemna Wiadomość na blogu


Language review Vocabulary

Grammar 4 Complete the text with the words below.
bake bowl chopped dish fry grill herbs
1 Complete the sentences. Put the verbs in ingredients measure pour recipe serve
brackets into the past simple or past
perfect.
Today I’d like to tell you about a lamb 1
1 I was nervous doing my first vlog, because
called kleftiko from Greece. You use shoulder of lamb
(I / not / do) anything like that
and 2 it slowly in the oven. It’s a simple
before. 3
that only requires a few 4 . First,
E
2 I spent over two hours looking for my purse.
cook the lamb at 180°C for 30 minutes. Then take it out, add
N
(I put) it in the fruit bowl!
IO
some garlic, mixed 5 and some 6
3 I don’t know where my keys are. Maybe
onion. Then return it to a very low oven – around 140°C – for
N
(I / leave) them on the bus.
O
three and a half hours. It’s amazingly soft when it comes
4 By the time we arrived for lunch, my friends
R
out, and you can 7 it with some bread and a
B
(already / order). 8
of Greek salad.
ZA
5 Luckily the film (start) a few
If you have vegetarian friends, give them halloumi cheese.
minutes after we got to the cinema.
IE
Cut it into slices and 9 it on the barbecue. If
6 I didn’t see David at the party.
N
you haven’t got a barbecue, 10 some olive oil
(he / leave) by the time I got there.
A
into a frying pan – you’ll need about 15ml, but there’s no
W
2 In pairs. Look at the situations and make need to 11 it out exactly. Then 12
O
sentences to explain what had happened the slices for a few minutes each side.
PI
before each one, using the past perfect.
O
5 Complete the sentences with the pairs of words below.
IK
I gave all of my friends £20.
I gave the woman my phone. calories / diet gluten-free / allergies junk / portions
IE
I got the last bus home. vegan / vegetarian

N
I threw the meal in the bin.

IA
1 Kathy doesn’t eat meat. But she’s a not a

A I got the last bus home … because I had
N
because she still eats eggs.

H
stayed late at my friend’s house, playing 2 You’ve got to start thinking about eating properly: no
EC
computer games. more food and smaller !

3 Complete the sentences. Choose the best
SZ
3 My sister’s got a number of , and she can

option: A, B or C. only eat food that is .
W
1 At the interview, I told them that I in a 4 If you’re on a to lose weight you’re

O
probably aware of the you eat.

ZP
restaurant before.
A worked B have worked 6 Complete the dialogue with the words below.
O
C had worked
R
afford discounts exchange

2 I was surprised to see Jack at the party. He’d
Ż
high receipt refund save stores

A
told me he .
D
A wasn’t coming B isn’t coming A I much prefer going to the shops on the 1
ZE
C hadn’t come. street to shopping online.

R
3 At the end of a really terrible meal, Joe said B Do you? But most of those 2 are expensive.
SP
he back to that restaurant again. I couldn't 3 to shop there all the time.
A hasn’t gone B wouldn’t go A They’re not that bad. If you look around, you can often
A
C doesn’t go get really great 4 .

N
4 I got home late. My parents asked me where B I still think you 5 a lot of money if you use
IE
I . the internet.
N
A was B have been A Well, maybe, but I like shopping in town. The other day, I
C had been wanted to 6 a shirt I’d bought for a smaller
5 Why didn’t you get any milk? I you we one. I didn’t have the 7 , but the shopkeeper
needed some. remembered me. In the end, he didn’t have the right
A said B spoke C told size, so he gave me a full 8 .
6 On the way back from the airport, Lucy told
us she a terrible journey.
A has B has had Look at the lesson aims for this unit. What can you now
C had had do well? Choose one area for more practice if necessary.
Żywienie • Zakupy i usługi • Znajomość środków językowych Wielokrotny wybór 105


8.11 Skills trainer
Speaking 4 Przeczytaj polecenie. Organizujesz przyjęcie

związane z rodzinną uroczystością. Napisz list
Strategia
Interpretowanie sytuacji przedstawionej na zdjęciu do cioci, wujka lub innego członka rodziny.
Gdy odpowiadasz na pytanie o to, co widać na zdjęciu,
zinterpretuj przedstawioną na nim sytuację lub zachowanie W liście:
znajdujących się tam osób. Warto wtedy stosować
określenia, które wyrażają, na ile jesteś pewien/pewna tego, • wyjaśnij, dlaczego to ważna uroczystość
co mówisz. i dlaczego zależy ci na obecności osoby, do
której piszesz.
1 Read the strategy. Look at the phrases below and • podaj informację, co się wydarzy na przyjęciu.
decide if they express being sure or not being sure. • wyjaśnij, jakie jedzenie i picie zapewnisz.
E
• zapytaj, jaki prezent byłby odpowiedni.
N
I’m not sure, but I think … I think she might be …
IO
I suppose he might … He probably wants …
N
He’s definitely … She looks as if … They are in … As you know, we’ve only got a few days
O
to go before the party.
R
sure not sure
B
ZA
Listening
IE
Strategia
Rozpoznawanie dystraktorów
N
Może się tak zdarzyć, że w nagraniu do testu
A
wielokrotnego wyboru występują wyrazy ze
W
wszystkich opcji odpowiedzi, np. morning,
O
afternoon, evening. To, która z tych odpowiedzi
PI
jest właściwa, zależy od tego, w jakim kontekście
2 Pracujcie w parach. Obejrzyjcie zdjęcie i
O
pojawiają się te wyrazy.
IK
odpowiedzcie na pytania.
5 4.04 Przeczytaj opis strategii. Wysłuchaj
IE
sześciu fragmentów nagrania. Wybierz

N
IA
odpowiedzi: A, B lub C.
N
1 The announcer says that there is a special offer

H
on …
EC
A soft drinks. B bags of salad.

C tomato sauce.
SZ
2 Why is the boy complaining to his sister about

W
the cake?
O
A It has the wrong ingredients.

ZP
B He asked for a different flavour.

O
C It was baked for too long.

R
3 Who is speaking?
Ż
A a teacher B a doctor C a dentist

A
4 What crime is the news report about?

D
1 Describe the photo. How do you think the people are

ZE
feeling? A shoplifting B a mugging C a bank

2 If you worked in a restaurant, what job would you robbery
R
5 When do the friends arrange to meet?

SP
prefer to do and why?

3 Describe a situation when you had to prepare a meal A Friday B Saturday C Sunday
A
for your family or friends. 6 What was the one problem at the wedding?
N
A The wedding car did not arrive.

IE
Writing B A relative was unable to come.

N
C The weather was bad.

Strategia
Przygotowania do napisania listu

Podczas tworzenia wypowiedzi pisemnej, na przykład 6 4.04 Read the strategy and listen to the
listu (80-130 słów), pamiętaj, aby odnieść się do czterech track again. Choose a question where some of
podpunktów wskazanych w zadaniu. Pamiętaj, że niektóre the words from the options are the same as the
podpunkty mogą poruszać dwa różne zagadnienia, a twoim
words in the text. Say which word or phrase
obowiązkiem jest wówczas napisać i o jednym, i o drugim.
helped you to choose the right answer.
3 Read the strategy. Look at the task in Ex 4 and the
notes. Which note contains two separate elements?
Żywienie • Zakupy i usługi • Życie prywatne • Mówienie Opis ilustracji Wypowiedź pisemna
106
List • Rozumienie ze słuchu Wielokrotny wybór

Word list 8.12
Preparing food (pp.96 and 122) portion (n) /ˈpɔːʃn/ porcja

apples (n pl) /ˈæplz/ jabłka protein (n) /ˈprəʊtiːn/ proteiny, białko
bake (v) /beɪk/ piec vegan (adj/n) /ˈviːgən/ wegański / weganin
biscuits (n pl) /ˈbɪskɪts/ ciasteczka vegetables (n pl) /ˈveʤtəblz/ warzywa
bitter (adj) /ˈbɪtə(r)/ gorzki vegetarian (adj/n) /ˌveʤəˈteəriən/ wegetariański /
boil (v) /bɔɪl/ gotować wegetarianin
bowl (n) /bəʊl/ miska Spending and buying (pp.100 and 123)
bread (n) /bred/ chleb account (n) /əˈkaʊnt/ konto
cake (n) /keɪk/ ciasto afford (v) /əˈfɔːd/ mieć środki na, pozwolić sobie
cheese (n) /ʧiːz/ ser bakery (n) /ˈbeɪkə(r)i/ piekarnia
chicken (n) /ˈʧɪkɪn/ kurczak bookshop (n) /ˈbʊkʃɒp/ księgarnia
chilli (n) /ˈʧɪli/ papryka chili butcher’s (n) /ˈbʊʧə(r)s/ sklep mięsny
E
chips (n pl) /ʧɪps/ frytki cash (n) /kæʃ/ gotówka
N
chop (v) /ʧɒp/ kroić
IO
chemist’s (n) /ˈkemɪsts/ apteka
coffee (n) /ˈkɒfi/ kawa clothes shop /ˈkləʊðz ˌʃɒp/ sklep odzieżowy
N
creamy (adj) /ˈkriːmi/ śmietankowy, kremowy come to (v) /ˈkʌm ˌtuː, tə/ przyjść do/na
O
crisps (n pl) /krɪsps/ czipsy cut back (v) /ˌkʌt ˈbæk/ ciąć, ograniczać
R
crunchy (adj) /ˈkrʌnʧi/ chrupki discount (n) /ˈdɪskaʊnt/ rabat
B
curry (n) /ˈkʌri/ curry exchange (v) /ɪksˈʧeɪnʤ/ wymieniać
ZA
dish (n) /dɪʃ/ danie greengrocer’s (n) /ˈgriːngrəʊsə(r)s/ zieleniak, warzywniak
egg (n) /eg/ jajko high street (n) /ˈhaɪ ˌstriːt/ główna ulica handlowa
IE
flour (n) /ˈflaʊə(r)/ mąka newsagent’s (n) /ˈnjuːzeɪʤənts/ kiosk
N
fry (v) /fraɪ/ smażyć pay back (v) /ˌpeɪ ˈbæk/ zwrócić opłatę / pieniądze
A
grill (v) /grɪl/ grilować pay into (v) /ˈpeɪ ˌɪntə/ wpłacać
W
herbs (n pl) /hɜːbz/ zioła receipt (n) /rɪˈsiːt/ paragon
O
hot/spicy (adj) /hɒt, ˈspaɪsi/ mocno przyprawiony, ostry refund (v) /rɪˈfʌnd/ refundować
PI
ice cream (n) /ˌaɪs ˈkriːm/ lody save (v) /seɪv/ oszczędzać
ingredients (n pl) /ɪnˈgriːdiənts/ składniki
O
save up /ˌseɪv ˈʌp/ zaoszczędzić
IK
juice (n) /ʤuːs/ sok store (n) /stɔː(r)/ sklep, magazyn
lemon (n) /ˈlemən/ cytryna supermarket (n) /ˈsuːpəmɑːkɪt/ supermarket
IE
measure (v) /ˈmeʒə(r)/ mierzyć take out (v) /ˌteɪk ˈaʊt/ wyjmować
milk (n) /mɪlk/ mleko
N
Your local high street (p.102)

IA
mix (v) /mɪks/ mieszać chain store (n) /ˈʧeɪn ˌstɔː(r)/ sklep należący do sieci
nuts (n pl) /nʌts/ orzechy
N
deli (n) /ˈdeli/ delikatesy

oil (n) /ɔɪl/ olej, oliwa
H
goods (n pl) /gʊdz/ dobra, produkty

olives (n pl) /ˈɒlɪvz/ oliwki
EC
mall (n) /mɔːl/ centru handlowe

onion (n) /ˈʌnjən/ cebula retail (n) /ˈriːteɪl/ handel detaliczny
SZ
peppers (n pl) /ˈpepəz/ papryczki (sg papryka) shopkeepers (n pl) /ˈʃɒpkiːpəz/ sklepikarze
pour (v) /pɔː(r)/ nalewać
W
Speaking: giving an informal presentation (p.99)

recipe (n) /ˈresəpi/ przepis
Are there any questions? /ˌɑː ðeər ˌeni ˈkwesʧənz/ Czy są
O
rice (n) /raɪs/ ryż

jakieś pytania?
ZP
salt (n) /sɒlt/ sól

I’m here today to talk about … /ˌaɪm ˈhɪə təˌdeɪ tə ˌtɔːk
sauce (n) /sɔːs/ sos
O
əˌbaʊt/ Jestem tu dziś, aby opowiedzieć o…

savoury (adj) /ˈseɪvəri/ smakowity, pikantny Let me begin by saying that … /ˈlet miː bɪˌgɪn baɪ ˌseɪɪŋ ðət/
R
serve (v) /sɜːv/ podawać Zacznę od stwierdzenia, że…

Ż
sour (adj) /ˈsaʊə(r)/ kwaśny Now I’d like to move on to … /ˈnaʊ aɪd ˌlaɪk tə ˌmuːv ˌɒn tə/
A
sweet (adj) /swiːt/ słodki Teraz chciałbym przejść do…

D
tomatoes (n pl) /təˈmɑːtəʊz/ pomidory So that’s the end of my presentation (about …). /ˌsəʊ ˈðæts
ZE
yoghurt (n) /ˈjɒgət/ jogurt ðiː ˌend əv maɪ ˌpreznˌteɪʃn (əˌbaʊt)/ Więc to jest koniec mojej
R
Real English (p.96) prezentacji (o)…

SP
for a bit /fər ə ˈbɪt/ na chwilkę The first / next / final thing to talk about is … /ðə ˈfɜːst,
Let’s move on! /ˌlets ˌmuːv ˈɒn/ Ruszajmy dalej! ˈnekst, ˈfaɪnl ˌθɪŋ tə ˌtɔːk əˌbaʊt ɪz/ Pierwszą / następną /
ostatnią rzeczą do omówienia jest…
A
That’s basically it! /ˌðæts ˌbeɪsɪkli ˈɪt/ I to by było na tyle!

You might be interested / surprised to learn that …
N
There we go. /ˈðeə wiː ˌgəʊ/ No to zaczynamy.

/juː ˈmaɪt bi ˌɪntrəstɪd, səˌpraɪzd tə ˌlɜːn ðət/ Możesz być
IE
Enjoy! /ɪnˈʤɔɪ/ Smacznego!

zainteresowany / zaskoczony, gdy dowiesz się, że…
N
Making healthy choices (p.98)

Writing: linkers of contrast (2) (p.104)
allergies (n pl) /ˈæləʤiz/ alergie
although /ɔːlˈðəʊ/ mimo że
calories (n pl) /ˈkæləriz/ kalorie
even though /ˈiːvn ˌðəʊ/ jeśli nawet
carbohydrates (n pl) /ˌkɑːbəʊˈhaɪdreɪts/ węglowodany
however /haʊˈevə(r)/ jednakże
dairy products (n pl) /ˈdeəri ˌprɒdʌkts/ produkty mleczne,
nabiał
diet (n) /ˈdaɪət/ dieta
fat (n) /fæt/ tłuszcz
fruit (n) /fruːt/ owoc
gluten-free (adj) /ˈgluːtn ˌfriː/ bezglutenowy
junk food (n) /ˈʤʌŋk fuːd/ niezdrowe jedzenie
Unit 8 Word list 107

107

1.1 Vocabulary booster
School life
MIXED ABILITY PRACTICE
1 REVIEW 1.27 Match the school subjects to the pictures (1–12). Listen and check.
English biology maths geography physics history
French art chemistry music PE ICT
1 2 3 4 5 6
E
N
IO
N
7 8 9 10 11 12
O
R
B
ZA
IE
N
A
2
W
In pairs. Discuss the questions.
O
1 Which of the subjects in Ex 1 do you study?
PI
2 Which are your favourite subjects?
3 Which subjects don’t you like? O
IK
3 PRACTISE Complete the sentences with the verbs below.
IE
bully cheat concentrate copy fail get hand in pass revise
N
IA
1 Please this homework to your teacher on Monday.

N
2 I’m really sad because I didn’t my science exam.

H
EC
3 It’s wrong to your homework from the internet.

4 Students who other people usually have their own problems.
SZ
5 I hope I don’t a bad mark for my homework.

W
6 Stop looking out of the window and try to on the lesson!

O
7 My friend tried to in an exam by using his phone, but the teacher saw him.
ZP
8 I’ve got an exam on Monday, so I need to all weekend.

9 I’m working hard because I don’t want to the exam.
O
R
4 EXTEND 1.28 Match the phrases for school punishments (1–7) to the definitions (A–G).
Ż
Listen and repeat.

A
D
1 get into trouble A make a student leave school and never come back
ZE
2 give someone a warning B make a student stay away from school for a short time
R
3 get detention C make someone aware that something bad may happen in the future
SP
4 tell someone off D do something wrong and receive a punishment

5 put a student in isolation E speak angrily to someone for doing something wrong
A
6 suspend a student from school F stay in class at break time or after school as a punishment
N
7 expel a student from school G make a student work alone, in a separate room from the other students
IE
N

1 Which of the punishments in Ex 4 does your school use?
2 For what reasons do teachers tell students off?
3 For what reasons do schools sometimes suspend students?
108 Edukacja • Mówienie Rozmowa wstępna


Vocabulary booster 1.5
Clothes

1 2
3
H
A
B
D I
C
M
J
E N
E
F
K
N
IO
N
G
O
L
R
B
O
ZA
P
IE
Q
U
N
V
A
R
W
W
O
PI
O
IK
S
T
IE
4 5
N
IA
1 REVIEW 1.29 3 EXTEND 1.30 Match the adjectives (1–4) to the different types
N
Match the clothes (1–23) to of pattern (A–D). Listen and repeat.

H
EC
the correct part of the picture

1 checked 2 flowery 3 spotty 4 striped
(A–W). Listen and repeat.
SZ
1 belt 13 scarf A B C D
W
2 boots 14 shirt
O
3 cardigan 15 shoes
ZP
4 coat 16 skirt
O
5 dress 17 socks
R
6 gloves 18 suit WORD POWER Adjective order

Ż
7 hat 19 tie
In general, adjectives describing clothes follow this order when they
A
8 hoodie 20 top
D
come before a noun:

9 jacket 21 trainers
ZE
10
jeans 22 trousers opinion length cut colour pattern noun
R
11
jumper 23 T-shirt a beautiful long, loose, red and white, flowery skirt
SP
12
sandals We do not put a comma after an adjective of opinion:
A
2 PRACTISE Which person or Are these your horrible green trainers?

N
people (1–5) is/are wearing: But other adjectives should be separated by commas:
IE
1 tight trousers? She was wearing a long, tight, blue dress.

N
2 baggy trousers?
4 Rewrite these sentences, adding the adjectives in brackets in the
3 smart shoes?
correct position.
4 something patterned?
1 He’s wearing a hat. (black / strange)
5 a casual, loose jacket?
2 We can’t wear skirts at school. (short / patterned / tight)
6 a plain jumper?
3 How much is that shirt? (lovely / white / loose)
7 a brightly coloured top?
4 I need a dress for the wedding. (flowery / nice / long)
5 Those trousers look strange! (short / baggy)
Człowiek 109

Jobs in the house

1 REVIEW 1.45 For each room, choose the pieces of furniture 5 EXTEND 1.46 Match
that you would not normally find in that room. Listen and repeat. the verbs to the pictures (1–6).
1 bedroom: lamp / cooker / mirror Listen and check.
2 dining room: table / chair / bath dust hang out hoover
3 living room: sink / bookcase / armchair mow put away sweep
4 kitchen: sink / bed / cooker
5 bathroom: mirror / cupboard / sofa 1
2 In pairs. Describe one of the rooms of your home and what furniture
E
N
there is in it. Can your partner guess which room you’re describing?
IO
3 PRACTISE Complete the names of the household chores.
N
O
R
B
2
ZA
IE
N
A
W
1 l d the d r 6 do the w g-up
O
3
PI
O
IK
IE
N
IA
4
N
2 u d the d r 7 f d the cat

H
EC
SZ
W
O
5
ZP
O
3 l y the t e 8 take the r h out

R
Ż
A
D
ZE
6
R
SP
A
4 c r the t e 9 t y a room
N
IE
N
6 Complete the phrases with

verbs from Ex 5.
1 or
the floor
2 a bookcase
5 do the i g w
10 k the dog 3 toys in a
cupboard
4 In pairs. Which of the jobs in Ex 3 do you often / sometimes / 4 the grass
never do? 5 clothes to dry
110 Miejsce zamieszkania


Going online

1 REVIEW 1.47 Complete the sentences with the correct words and phrases.
Listen and check.
broken download error message lost the connection turn off turn on technical support
1 Quick. the TV. My favourite programme’s starting now!

2 I was using the internet when I suddenly .
3 If you have a problem, just call .
4 How often do you new apps?
E
5 I dropped my phone and now it’s .
N
IO
6 An appeared on the screen.
7 your computer and come outside.
N
O
2 PRACTISE Match the words to their meanings.
R
1 access (v) A to remove somebody from a list of contacts on a social networking site
B
ZA
2 attachment (n) B a written or spoken piece of information
3 block (v) C letters or numbers that you type into a computer in order to be able to use it
IE
4 cyberbully (v) D to send something to other people so they can see it
N
5 message (n) E to put information or pictures on a website
A
6 password (n) F a document that you send to somebody using email
W
7 post (v) G to reach or use something
O
8 share (v) H to stop someone sending messages to you
PI
9 unfriend (v) I to send data onto another computer
O
IK
10 upload (v) J use messages on social networking sites, etc., to frighten or upset somebody
3 Choose the correct word to complete the sentences.
IE
1 Did you upload / block those photos onto the website?

N
IA
2 I can send that schedule to you as an email attachment / password.

N
3 Sometimes you need to tell the police if someone cyberbullies / unfriends you.
H
4 That’s strange. I can’t post / access the internet today.

EC
5 I’d like to see your photos of the party. Can you block / share them?
6 Help! I can’t remember the message / password for this account.
SZ
4 Match the words in list A to their opposites in list B. Then complete the
W
EXTEND 1.48
rule with the correct prefixes. Listen and check.
O
ZP
A: export online outside underground upload

O
B: download import inside offline overground

R
Some prefixes give a word the opposite meaning depending on which prefix is used:
Ż
A
up-/ under-/
D
on-/ /im-
ZE
/in-
R
SP
WORD POWER The prefix un-

A
5 a Choose the correct word to complete the rule.

N
If you add the prefix un- to a verb or an adjective, it makes the word positive /
IE
negative and gives it an opposite meaning to its original meaning.

N
b
Add un- to the appropriate word in each sentence, to change the
meaning to its opposite.
1 Fiona’s very happy today.
2 Please load the dishwasher.
3 Why are you always so lucky?
4 Don’t forget to lock the door.
Nauka i technika 111


Travel arrangements
1 REVIEW 2.10 Match the methods of transport to the pictures (1–14). Listen and check.
bike bus car coach ferry helicopter lorry motorbike plane scooter train tram underground van
1 2 3 4 5 6 7
E
N
8 9 10 11 12 13 14
IO
N
O
R
B
ZA
WORD POWER Prepositions and transport 5 Ask and answer with a partner.
IE
1 Do you ever get a lift to school?
2 Choose the correct prepositions to complete the
N
2 How often do you use public transport?
sentences.
A
3 Is the public transport in your town reliable?
W
1 We usually travel to school by / in car or on / by bus,
6 2.11 Match the travel
O
but yesterday I went by / on foot. EXTEND
PI
2 Quick! Get in / on that taxi! problems to the pictures (1–6). Listen and
3 Where do you normally get in / on the bus?
O
check.
IK
4 I fell over when I got out of / off the car. break down crash flat tyre get lost
5 You need to get out of / off the train at York. run out of fuel traffic jam
IE
N
IA
1 2
N
1 Which of the methods of transport in Ex 1 do you

H
regularly use?
EC
2 How do you travel to school?

SZ
4 PRACTISE Complete the dialogues with the

W
missing words and phrases.

O
3 4
ZP
book seats change trains convenient

environmentally friendly gets to hire a car
O
missing a connection public transport

R
Ż
1 Kate What time is the first train to London tomorrow?

A
Tom It’s at six o’clock!

D
ZE
Kate Oh – that’s not very 1 ! It’s too early.

Tom But there’s one at eight o’clock. That 5 6
R
2
London at ten past nine.
SP
Kate Do we have to 3 ?
A
Tom No – it’s a direct train. That’s good. We don’t

N
need to worry about 4 .

IE
Kate OK. Let’s 5 . Where do you want to

N
sit?
2 Leo Are we going to 6 on holiday? 7 Put the phrases from Ex 6 in the correct part of
We can get one at the airport. the diagram.
Mia No – I prefer to use 7 like local
Nouns Verbs
buses or trams. It’s more 8
than
driving.
112 Podróżowanie i turystyka • Mówienie Rozmowa wstępna


Holiday activities

1 REVIEW 2.12 Match the types of holiday to the pictures 5 EXTEND 2.13 Match the
(1–8). Listen and check. airport words to their definitions.
Listen and check.
adventure holiday backpacking trip beach holiday camping trip
city break cruise safari skiing holiday arrivals board check in
delay departures flight
5 flight attendant land
1
passenger take off
E
1 to go to a desk at an airport to
N
leave your suitcases and show
IO
your ticket
N
2 to leave the ground and begin to
O
fly
R
2
B
6 3 a person who pays to travel in a
ZA
plane
4 a journey by air
IE
5 to get on a plane
N
6 a period of time when you have
A
W
to wait because something is slow
O
3 7 or late
PI
7 a person whose job is to serve
O and take care of passengers on an

IK
aircraft
8 to come down through the air
IE
onto the ground

N
9 planes that are arriving at an

IA
4 8 airport
N
10 planes that are leaving an airport

H
EC
6 Complete the airport

SZ
announcement with words from

Ex 5. Some of the words are used
W
more than once.

O
‘This is a message for

ZP
2 Rate the types of holiday in order from 1 (= your favourite) to 8 (= 1

s travelling to
O
your least favourite). Compare your list with a partner’s. Rome on 2

number
R
AX546. There is currently a fifty

Ż
3 PRACTISE Complete the dialogue with the words below. minute 3 on this
A
D
area directions know map out pool sightseeing 4

, but we hope to be
ZE
souvenirs up watersports able to 5 at around

11.20 a.m. and to 6
R
Lee What do you want to do tomorrow, Anna?

SP
soon after that. We apologise for this

Anna Let’s go out and explore the local 1 . I haven’t got 7
and advise you to
A
a 2
but we can always ask for 3
. regularly check the information on
N
Lee OK – we can buy some 4 – and we can eat the 8 screen.’

IE
5
at lunchtime if you like. That’s a good way to
N
get to 6 some local people.

Anna Good idea. We can have a relaxing day tomorrow, then on
Monday we can go 7 or do some 8 .
Lee That sounds a bit energetic! Can’t we just relax by the
9
?
Anna You can do that in the evening! Anyway – there’s one thing we
need to do first… put the tent 10 !
4 Tell your partner two things from Ex 3 that you NEVER do on
holiday, and two things that you OFTEN do.
Podróżowanie i turystyka 113


Life experiences
1 REVIEW 2.26 Choose the correct verb to complete these 2 In pairs. Ask and answer.
experiences. Listen and check. 1 Which of the experiences in Ex 1
1 do / have an accident 6 miss / lose your keys have you had?
2 put / write a blog 7 ride / go a horse 2 Which experiences would you like
3 have / take a pet 8 stay up / stay off all night to do? Why?
4 look / see a scary film 9 play / act in a play 3 Which experiences do you never
5 find / have money in the street 10 post / send a video online want to happen?
E
3 PRACTISE Complete the missing words in the life experiences.
N
IO
N
O
R
B
ZA
IE
N
A
1 r money 2 see a g 3 meet a c 4 win a c
W
for charity
O
PI
O
IK
IE
N
IA
N
H
5 do work e 6 go p 7 live a 8 go to a music

EC
f
SZ
5 EXTEND 2.27 Match the phrases

W
about study and jobs (1–7) to the definitions

O
ZP
(A–G). Listen and check.

1 apply for a job
O
2 get a job
R
3 do an apprenticeship
Ż
A
9 enter a t 10 work as a v 4 get a qualification (in)

D
show 5 get a degree (in)

ZE
6 do training (in)
4 Complete Rebecca’s plans using some of the experiences
R
7 do a course (in)
SP
from Ex 3.
A learn how to do a job and earn wages
‘I’ve finished my exams and now I’ve got two months of
B attend lessons in a subject
A
summer holidays! I don’t really know what to do. My friends

N
C say that you would like to fill a job vacancy

have invited me to 1 with them, but it’s so
IE
D start work somewhere new

expensive and I don’t really like crowds. I suppose I might
N
E pass final university exams in a subject

2
there, though – a famous singer or musician!
F pass exams and get a certificate in a subject
That would be good. But I’d like to do something to help
G learn how to get or improve a skill
other people, so maybe I’ll 3 in a charity shop,
or I could try to 4 by doing a bungee jump, 6 In pairs. Ask and answer.
or running a marathon. I haven’t got enough money to go 1 What do you want to do after you leave
anywhere exciting. Not unless I 5 ! I’ll need to school?
start looking for a job soon, so it might be a good idea to 2 Have you got older family members or
try to 6 in an office or another business. I don’t friends who have left school? What are they
want to waste all those weeks!’ doing?
114 Praca • Życie prywatne • Mówienie Rozmowa wstępna


Adjectives of emotion

1 REVIEW 2.28 Match the adjectives of emotion to the people in the pictures. Listen and check.
angry bored excited happy nervous sad surprised worried
1 2 3 4
E
N
IO
N
O
5 6 7 8
R
B
ZA
IE
N
A
W
O
2 In pairs. Tell your partner about 4 Complete the table of adjectives.
PI
EXTEND 2.29
times when you felt one or more of the Listen and check.
O
IK
emotions in Ex 1.
bored boring
I felt nervous before I sang
IE
1 tiring
in the school concert.
N
2 disappointing
IA
interested
3
3
PRACTISE Read the quotations.
N
How are these people feeling? Find the annoyed 4

H
EC
emotions to match what they say. 5 embarrassing

fascinated 6
SZ
amazed annoyed disappointed

embarrassed fascinated frightened 7
W
frightened guilty proud relaxed 8 surprising

O
shocked
ZP
excited 9
1 ‘Here, read this. It’s incredibly 10 shocking

O
interesting!’
R
2 ‘That’s terrible news. I can’t believe it!’

Ż
WORD POWER Adjectives ending in -ing / -ed

A
3 ‘Everyone’s looking at me! I was so

5 Complete the rule with -ing or -ed.
D
stupid. I want to run away!’

ZE
4 ‘Help! Let me out of here! This is We use 1 adjectives to describe how people
R
horrible!’ react to something.

SP
5 ‘Stop doing that! I can’t stand it!’ We use 2 adjectives to describe things that cause
6 ‘I’m really sad because I didn’t win the that emotion or reaction (e.g. a book, a situation).
A
competition.’
N
7 ‘I did a terrible thing and now I feel

6 Choose the correct adjective to complete the sentences.
IE
really bad about it.’ 1 That was a really interesting / interested film.
N
8 ‘Wow! You’ve got me some flowers! 2 She was disappointing / disappointed when she got her
But how did you know it was my exam results.
birthday?’ 3 I was annoying / annoyed when I lost my phone.
9 ‘Don’t worry. We’ve got lots of time. 4 It was so embarrassing / embarrassed when I fell over!
Stay calm!’ 5 The news was shocking / shocked.
10 ‘I made a big effort to finish the race. 6 I think shopping is really boring / bored.
I’m so happy that I did it.’ 7 We’re so exciting / excited about our holiday!
8 I’m too frightening / frightened to do the bungee jump.
Człowiek 115

Relationships
1 REVIEW 2.44 Complete the dialogue with the words below. Listen and check.
best friend boyfriend friendship girlfriend husband married relationship single wife
Ava I saw you with Josh at the cinema last night. Is he your 1 now?
Lily No, he isn’t! We’re just friends.
Ava Are you sure that he thinks the same way?
Lily Yes, I’m sure. Anyway, he’s in a 2 with a girl at his school, so he’s already
got a 3 . Her name’s Katy.
E
Ava And what does she think about your 4 with Josh?
N
Lily She’s fine about it. Anyway, who were you at the cinema with last night?
IO
Ava Oh, I was there with my sister and her 5 .
N
O
Lily I didn’t know that your sister got 6 ! When did that happen?
R
Ava Oh, last summer. Didn’t I tell you about it?
B
Lily No, you didn’t. And you’re supposed to be my 7 !
ZA
Ava Sorry. It was all very quick. They only met in February, and three months later he asked
her to be his 8 !
IE
Lily So, don’t you like him?
N
A
Ava Yes, I do. I like him a lot, actually. But it’s very strange. This time last year she was still
W
9
!
O
2 In pairs. Tell your partner about members of your family, their names and
PI
relationships, using the words from Ex 1.
O
IK
My sister’s got a boyfriend. His name’s …
3 Complete the sentences with the words below.
PRACTISE
IE
Some words can be used more than once.

N
IA
back from in on out to up

N
H
1 My aunt is single again now. She got divorced my uncle two years ago.
EC
2 I’m never getting together with my old girlfriend. It’s finished.

SZ
3 I’ve split with my boyfriend because he cheated me.

4 I think my friend has a crush my brother!
W
5 Did you know that Danny’s going with Alice now?

O
6 William’s going a date with that new girl in his class tonight.
ZP
7 My cousin just got engaged his girlfriend. They’re really love.

O
8 Our new teacher’s really nice. He gets well with all the students.
R
4 EXTEND 2.45 Match these phrasal verbs (1–7) to their meanings (A–G).
Ż
A
Listen and check.

D
1 fall for A recover from and forget something

ZE
2 ask out B start to dislike someone

R
3 go off C have a permanent relationship with someone and maybe live with them
SP
4 make up D become romantically interested in someone

5 settle down E ask if someone wants to go on a date with you
A
N
6 get over F refuse an invitation

7 turn down G be friends again with someone after an argument
IE
N
5 Choose the correct phrasal verb to complete the sentences.

1 Are you ever going to turn down / settle down and get married?
2 I don’t think he’s ever got over / gone off their break-up.
3 I’d like to ask him out / fall for him, but I’m worried that he’ll get over me / turn me down!
4 Have Sam and Ellie made up / got over after last night?
116 Życie prywatne


Describing objects

1 REVIEW 2.46 Match the words below to the pictures of the possessions (1–16). Listen and check.
bag earrings games console hairbrush headphones keys laptop make-up
necklace phone purse ring skateboard sunglasses wallet watch
1 2 3 4 5 6 7
E
N
IO
8 9 10 11 12 13 14
N
O
R
B
ZA
15 16
IE
2 PRACTISE Match the adjectives (1–9) to their definitions (A–I).
N
1 light A not attractive
A
W
2 colourful B totally new
O
3 ugly C having bright colours
PI
4 valuable D extremely small
5 practical E not complicated
O
IK
6 fashionable F expensive
7 basic G having a low weight
IE
8 tiny H useful and easy to use

N
9 brand new I following a style that is popular at a particular time

IA
N
3 Which of the adjectives from Ex 2 could you use to describe the things in Ex 1?
H
4
EC
EXTEND 2.47 Match the materials to the pictures (1–8). Listen and check.
SZ
cotton gold leather metal plastic silver wood wool

W
1 2 3 4
O
ZP
O
R
Ż
A
D
ZE
R
SP
5 6 7 8
A
N
IE
N
5 Which of the materials in Ex 4 can you use to describe the things in Ex 1?

6 For each of the materials in Ex 4, write a list of other possible items that you can make with it.
Człowiek 117

Geographical features
1 REVIEW 3.13 Match the names to the geographical features (1–7) in the picture. Listen and check.
beach forest island lake mountain river sea
E
N
2 4
IO
N
3
O
R
B
5
ZA
IE
7
N
6
A
W
O
PI
2 In pairs. Ask and answer to find examples of the geographical features in the real world.
O
IK
Name a European island. Sicily.
IE
3 PRACTISE Complete the names of the geographical features with the missing vowels.
N
IA
N
H
EC
SZ
W
O
w d d s rt cl ff c b rg r ck b y
ZP
O
R
Ż
A
D
ZE
R
SP
c n v ll y c v w t rf ll h ll
4 a
A
EXTEND 3.14 Match the prepositions of movement to the symbols (1–6). Listen and check.
N
across around down into through up

IE
N
1 2 3 4 5 6
b
Choose the correct alternative to complete the phrases.
1 hike through / up a forest 4 swim around / across an island
2 dive around / into the sea 5 run down / through a hill
3 climb up / into a mountain 6 sail down / across a lake
118 Świat przyrody • Podróżowanie i turystyka


The environment

1 REVIEW 3.15 Look at the 4 EXTEND 3.16 Match the types of energy to the
weather symbols and answer the pictures (1–7). Listen and check.
questions. Listen and repeat. coal gas electricity nuclear power oil
solar power wind power
6°c EDINBURGH
1 2
LONDON
E
N
-1°c OSLO
IO
N
MILAN
O
21°c
R
B
ZA
30°c MADRID
IE
1 Where is it snowy and freezing?
3 4
N
2 Which city has got cloudy weather?
A
3 Where is there a storm?
W
4 Which city has got warm weather?
O
5 Where is it rainy?
PI
6 Where is it hot and sunny?
7 Which cities have got dry weather? O
IK
8 Which cities have got wet weather?
IE
2 In pairs. Ask and answer about the

N
weather:
IA
• yesterday
N
5 6
• today
H
EC
• tomorrow
SZ
A What was the weather

like yesterday?
W
O
B It was windy and cold.

ZP
3 PRACTISE Complete the words in the

O
text.
R
Ż
A
7
D
ZE
The burning of fossil fuels is perhaps the

R
biggest cause of 1p n
SP
in the atmosphere, leading to climate

A
change. We should all try to

N
2
re ce the amount of fuel
IE
that we use and the amount of

N
3
e y that we
4
c me. And we should
5
re le more of our 5 In pairs. Discuss these questions.
6
w e – especially plastic 1 Which of the forms of energy in Ex 4 do you use at home?
7
p ng. If we 8t w 2 Which of the forms of energy are fossil fuels?
a y plastic, it just stays 3 Which ones can cause pollution?
around in landfill sites for years. 4 What other problems are there with some of the different
forms of energy?
Świat przyrody • Mówienie Rozmowa wstępna 119


Crime
1 REVIEW 3.33 Complete the sentences with the words 4 Write the crimes in Ex 3 in a list
below. Listen and check. from the most serious to the least
serious. Then explain to your partner
criminal drugs gun kill law police prison report
why you ordered them that way.
1 Don’t drink alcohol and drive – you might
5 EXTEND 3.34 Match the words
someone.
and phrases to their definitions. Listen
2 I haven’t done anything wrong! I’m not a !
and check.
3 They sent him to for five years.
E
4 Some are legal and some are illegal. arrest community service fine
N
prison sentence punish
IO
5 It is against the to carry a in the street.
6 If you see a crime, you should it to the . punishment
N
O
2 PRACTISE Match the verbs to the pictures (1–7). 1 to make somebody suffer because
R
they have broken the law
B
hack mug rob scam shoplift steal vandalise
ZA
2 a way to make somebody suffer
because they have broken the law
1 2
IE
3 take someone to a police station and
N
keep them there because you think
A
they have committed a crime
W
4 the length of time that you have to
O
stay in prison if you are guilty of a
PI
crime
O 5 doing useful jobs in your local area
IK
because you are guilty of a crime
IE
3 4 6 a sum of money that you must pay if

N
you break the law

IA
6 In pairs. Discuss what you think

N
the punishments should be for these

H
EC
criminals. Use words from Ex 5.

1 The police arrested Dan because
SZ
he was stealing money from charity

W
collection boxes. He did it on six

O
different occasions.
ZP
5 6 2 Paula was caught shoplifting some

O
make-up. She’s never done it before.

R
3 Kelly and Rob mugged an old lady for

Ż
her bag. They had a knife.

A
4 Jake hacked into a government

D
website because he wanted to protest

ZE
about the treatment of animals.

R
SP
7
A
N
IE
N
3 Answer the questions.

1 Which of the verbs in Ex 2 can you make into the names of
crimes by adding -ing?
2 Write the names of the other crimes from the verbs in Ex 2.
120 Państwo i społeczeństwo


Design and innovation

1 REVIEW 3.35 Match the verbs to the pictures (1–8). Listen and check.
act build design direct invent paint sing write
1 2 3 4
E
N
IO
N
O
5 6 7 8
R
B
ZA
IE
N
A
W
2 Write the creative jobs that can be formed 4 EXTEND 3.36 Complete the text with the words
O
from the verbs in Ex 1. Put them in the below. Listen and check.
PI
correct column according to their suffix.
O
budget business plan entrepreneur forecasts investor
IK
-er -or marketing self-employed unique selling point
IE
Are you a young 1 ? Do you have a great

N
business idea and want to be your own boss? If you’re

IA
3 PRACTISE Complete the text with the

interested in being 2 and running your own
N
missing words.
business, here are some things to think about:
H
EC
analyse brand develop manufacture • Write a 3 – this document gives

market produce promote research information about who your customers will be and
SZ
how your business will grow.

W
• Make business 4 , predicting how much

Five steps to success!
O
money your business might make, and how much it

ZP
might lose in the future.

Have you got a good product? Do you
O
• Does your business have a 5 (or USP)?

R
want to make money? Follow these What makes it different from similar businesses?
steps and get your 1 r to your
Ż
• Think about how much money you have available –

A
customers! your 6 needs to be realistic.

D
• Do you know anyone who could be an 7

ZE
● Find out exactly what your future customers

want. Know your 2 e . in your company? Ask your friends and family if they
R
Do some customer surveys and can give you money to help your business grow.
SP
3 a all the data. • How will you advertise your business? Email? Leaflets?
A
the costs. Find out

Social media? Think carefully about your 8 .
● 4 e
N
how much your product will cost to

IE
5 e . 5 In pairs. Ask and answer the questions.

N
1 Do you know any famous entrepreneurs from your

● Make a prototype, then test it and
it. country?
6
r
2 If a friend asked you to invest money in a new computer
● Find someone reliable to game they’re creating, what would you do?
7 u your 3 Think of a successful business or brand in your country.
product. What is its unique selling point?
● 8 e your product to your 4 Which do you think is the most successful way of
customers. Persuade them to buy! marketing new products aimed at teenagers: advertising
in magazines, on TV, or on social media?
Nauka i technika • Praca • Zakupy i usługi • Mówienie Rozmowa wstępna 121


Preparing food
1 REVIEW 4.05 Match the foods to the pictures (1–16). Listen and check.
bread cake cheese chicken chips egg flour juice lemon milk
oil onion peppers rice salt tomatoes
1 2 3 4 5 6 7 8
E
N
9 10 11 12 13 14 15 16
IO
N
O
R
B
ZA
2 In pairs. Ask and answer to find which foods from Ex 1 4 EXTEND 4.06 Check the
your partner likes / dislikes / eats a lot of. meanings of these adjectives that can
IE
describe food. Which ones describe
N
Which of the foods I like chicken but I
A
do you like? don’t like peppers. the taste of food? Which describe the
W
texture? Listen and check.
O
Do you eat a lot of chicken?
bitter creamy crunchy hot / spicy
PI
savoury sour sweet
3 PRACTISE Complete the recipe with the words below.
O
IK
bake boil bowl chop dish fry grill herbs
WORD POWER Adjectives ending in -y
IE
ingredients measure mix pour recipe serve

5 a Look at these sentences. What
N
IA
nouns are the underlined adjectives
PI ZZ A
N
formed from?
H
1 This food is really spicy!

EC
is possibly the world’s favourite

2 I love snowy weather.
SZ
1 . Why not make 3 Your room’s so messy!

your own? It’s easy with our b
W
Complete the sentences with

simple 2 !
O
adjectives made from these

ZP
You need: nouns:

200g flour a tin of tomatoes
O
7g yeast a few dried 3 dirt juice sleep thirst

R
an onion a little oil

1 Can I have a drink? I’m really
Ż
100g cheese
A
.
D
2 This orange is so . It’s

ZE
1 Make sure you 4 all your 5

delicious!
carefully before you start.
R
3 I’m . I’m going to bed.

SP
2 6 the onion into small pieces. 4 Please wash your hands. They’re
the onion and the herbs in a little oil, then add .
A
3 7
N
the tomatoes.
IE
4 Cook the tomatoes, but don’t let the mixture

8 . 6 Which of these foods can be
N
5 9 the flour, oil and yeast in a

10 described using the adjectives in Ex 4?
to make the pizza base. Roll out the base. Some adjectives can go with more than
one food.
6 Put the cheese on top, then 11 the pizza in the
oven for about 10 mins. 12 your pizza with some apples biscuits chicken chilli
your favourite drink and enjoy! coffee crisps curry ice cream
salad, 13
lemon nuts olives sauce yogurt
(If you like meat on your pizza, why not
14 some
chicken and add that before it goes in the oven?)
GLOSSARY
yeast drożdże
122 Żywienie

Spending and buying

1 REVIEW 4.07 Match the names of the shops to the pictures (1–8). Listen and check.
bakery bookshop butcher’s chemist’s clothes shop greengrocer’s newsagent’s supermarket
1 2 3 4
E
N
IO
N
O
R
B
ZA
IE
5 6 7 8
N
A
W
O
PI
O
IK
IE
N
IA
N
H
2 In pairs. Ask and answer about the shops in Ex 1. Where are 5 EXTEND 4.08 Complete
EC
the nearest shops to you? the sentences with the phrasal

SZ
Where’s the nearest bookshop? verbs below. Listen and check.

W
come to cut back pay back

It’s in the high street, next to …
O
pay into save up take out

ZP
3 PRACTISE Match words from each column to make phrases. 1 I have to go to a cash machine to
O
1 save A an expensive computer some cash.

R
2 open a bank B store 2 I’m still waiting for him to

Ż
3 pay C a top that is too small the money he

A
D
4 visit a high street D account borrowed.

ZE
5 afford E your money 3 It’s a good idea to a

6 get a 20% F refund bank account regularly.
R
SP
7 ask for a G receipt in the bag 4 Don’t spend too much money on
8 put your H discount clothes. We need to
A
9 exchange I for a coffee in cash for a holiday.

N
4 Choose the correct alternative to complete the mini dialogues. 5 Three T-shirts at £4.99 each. How
IE
much does that ?

1 A Why do you never shop on the store / high street?
N
6 We’re spending too much. We

B Because you can get better discounts / receipts online.
need to or we
2 A These trainers are the wrong size. Can I have an exchange /
won’t have any money left.
account, please?
B Sure. Have you got the receipt / refund?
3 A How much have you got in your cash / account?
B Quite a lot. But I still can’t afford / save those headphones!
4 A What do you do when you have some extra discount / cash?
B I usually save / exchange it. I don’t buy a lot of stuff.
Zakupy i usługi 123


Grammar booster
0.1a Present simple Przysłówki częstotliwości stawiamy po czasowniku be,

ale przed pozostałymi czasownikami.
Czas present simple stosujemy, gdy mówimy o naszym Thomas is always late for school.
życiu i czynnościach wykonywanych regularnie, na I never eat meat.
przykład każdego dnia, co tydzień itd.
Andrew plays computer games every Saturday. He doesn’t
go out.
0.1c Possessive adjectives and
Czas present simple stosujemy również, gdy chcemy
pronouns
opisać swoje odczucia i upodobania: Przymiotniki dzierżawcze stawiamy przed
I like pizza. She doesn’t think it’s a funny film. rzeczownikami. Opisują one, do kogo coś należy:
E
N
Zdania oznajmujące That’s my bag. Your bag is in the kitchen.
IO
Podmiot czasownik Zaimki dzierżawcze odnoszą się do czegoś, o czym
N
live już wcześniej wspominaliśmy. Stosujemy je zamiast
O
I / We / You / They
in London. przymiotnika dzierżawczego z rzeczownikiem:
R
He / She / It lives
B
That bag is mine. Yours is in the kitchen.
ZA
! W 3. osobie liczby pojedynczej:
• dodajemy do czasownika końcówkę -es, jeśli Zaimek Przymiotnik Zaimek
IE
czasownik kończy się na -o, -s, -x, -z, -ch lub -sh: She osobowy dzierżawczy dzierżawczy
N
goes / He finishes … I my mine
A
• zamieniamy końcówkę -y na -ies, jeśli przed -y you your yours
W
występuje spółgłoska: He studies … he his his
O
• Have tworzy formę nieregularną: She has … she her hers
PI
it its -
we our ours
Przeczenia they O their theirs
IK
Podmiot don’t / doesn’t czasownik
0.2a Present continuous
IE
I / We / You / They don’t

live in London.
N
He / She / It doesn’t

IA
Czas present continuous stosujemy, gdy mówimy o tym,

Pytania
N
co się dzieje teraz:

H
Do / Does Podmiot czasownik ‘What are you doing, Alex? Are you playing computer games?’
EC
Do I / we / you / they computer ‘No, I’m not! I’m doing my homework.’
play
games?
SZ
Does he / she / it Czas present continuous stosujemy również, gdy mówimy
o czymś, co się dzieje ogólnie obecnie (dziś, w tym tygod-
W
Krótkie odpowiedzi
niu itd.):
O
Potwierdzenia (+) Zaprzeczenia (–)

ZP
I / you / we / I / you / we / I am going to school by bus this week.

do. don’t.
Yes, they No, they
O
Zdania oznajmujące
does. doesn’t.
R
he / she / it he / she / it

Podmiot + be forma z końcówką -ing
Ż
! 1 Zaimki pytające (what, where itd.) stawiamy na I’m

A
D
początku pytania. You’re / We’re / They’re having lunch.

ZE
2 W krótkich odpowiedziach nie występuje główny He’s / She’s / It’s

czasownik pytania:
R
‘Do you speak Japanese?’ ‘Yes, I do.’ (NIE Yes, I speak.) Przeczenia
SP
Podmiot + be forma z końcówką -ing

A
I’m not
0.1b Adverbs of frequency
N
You aren’t
He / She / It isn’t having lunch.
IE
Aby określić, jak często występuje dana czynność, w We aren’t

N
They aren’t
czasie present simple stosujemy przysłówki częstotliwości:
100% always
usually / normally
often / frequently
sometimes
hardly ever / rarely / seldom
0% never
124

Grammar booster
Pytania zamknięte (yes / no) Zdania oznajmujące

Be podmiot forma z końcówką -ing Podmiot was / were
Am I I / He / She / It was
at home yesterday.
Are you / we / they having lunch? You / We / They were
Is he / she / it Przeczenia
Krótkie odpowiedzi Podmiot wasn’t / weren’t
I am. I ’m not. I / He / She / It wasn’t
Yes, you / we / they are. No, you / we / they aren’t. at home yesterday.
You / We / They weren’t
he / she / it is. he / she / it isn’t.
Pytania
E
N
! Tworzenie form czasowników z końcówką -ing: Was / Were podmiot
IO
Was I / he / she / it
Większość
N
+ ing watch watching at home yesterday.
czasowników Were you / we / they
O
R
Zakończone zmieniamy -e na Krótkie odpowiedzi
ride riding
B
na -e -ing
I / he / she / it was. I / he / she / it wasn’t.
ZA
Kończące się Yes, No,
you / we / they were. you / we / they weren’t.
na spółgłoskę
IE
(nie w, x lub y) podwajamy
run running
0.3b Past simple: can
N
poprzedzoną spółgłoskę + -ing
A
akcentowaną
W
samogłoską Could oraz couldn’t (formy czasu przeszłego czasownika
O
can / can’t) stosujemy, gdy mówimy o tym, co byliśmy
PI
w stanie wykonać w przeszłości:
0.2b Present continuous vs. present O
‘Yes, he can. He can play the guitar and the piano. But when
IK
he was younger, he couldn’t play any musical instruments.’
simple
IE
Zdania oznajmujące Przeczenia

Czas present simple stosujemy, gdy mówimy o zawsze
N
Podmiot could czasownik Podmiot couldn’t czasownik

IA
prawdziwych zjawiskach, swoim życiu i czynnościach I / You / I / You /

N
wykonywanych każdego dnia, co tydzień itd. He / She He / She

could sing well. couldn’t sing well.
H
Doctors help people in hospital. / It / We / / It / We /

EC
They They
‘How does Marie usually go to school?’
SZ
‘She usually goes to school by bicycle.’ Pytania

Czas present continuous stosujemy, gdy mówimy o tym, Could podmiot czasownik
W
co się dzieje teraz. Could I / you / he / she / it / we / they sing well?

O
ZP
‘Is Marie going to school by bicycle today?’ Krótkie odpowiedzi

‘No, she isn’t. She’s going by car today.’ I / you / he / I / you / he /
O
Yes, she / it / we / could. No, she / it / we / couldn’t.

R
W czasach present simple oraz present continuous często

they they
stosujemy określenia czasu:
Ż
A
Present simple Present continuous ! 1 Formy could i couldn’t nie zmieniają się, bez
D
względu na podmiot zdania (I, you, he itd.)

ZE
always usually now this morning

every day sometimes at the moment this week 2 Po formach could / couldn’t nie stawiamy przed
R
often never today this month czasownikiem to:

SP
I could swim when I was five years old. (NIE I could to

I usually do my homework after dinner. swim when I was five years old.)
A
I’m not doing my homework at the moment.

N
IE
0.3a Past simple: be

N
W czasie przeszłym stosujemy formy was oraz were:

‘Were Peter and Ciara at school last week?’
‘No, they weren’t. Peter was at home, but Ciara wasn’t. She
was at a hotel near the beach.’
Was / were często stosujemy z takimi określeniami czasu,
jak last week, in 2003, ten years ago, yesterday:
You were late for school yesterday.
My dad was a student twenty years ago.
125

Grammar booster
0.3c Definite, indefinite and zero much rzeczownik

There isn’t on the table.
articles much cheese
Is there on the table?
Przedimek określony the oraz przedimki nieokreślone
many rzeczownik
a / an stawiamy przeważnie przed rzeczownikami.
There aren’t on the table.
Przedimki a / an stosujemy, gdy mówimy o czymś po raz many apples
Are there on the table?
pierwszy lub jest to kategoria ogólna:
I’ve got a magazine, an umbrella and an old cinema ticket
in my desk. 0.4c a few / a little
E
Where can I find a post office?
Aby wyrazić niewielką ilość, stosujemy określenia a
N
few oraz a little. A few stosujemy z rzeczownikami
IO
! Przedimek a stosujemy, gdy rzeczownik (lub stojący
przed nim przymiotnik) zaczyna się od spółgłoski. policzalnymi, natomiast a little z niepoliczalnymi:
N
O
Przedimek an stosujemy, gdy rzeczownik (lub stojący There are a few eggs. There’s a little milk.
R
przed nim przymiotnik) zaczyna się od samogłoski.
B
! Możemy też stosować formy bez „a” - few oraz little.
ZA
Przedimek określony the stosujemy, gdy mówimy o Oznaczają one „mniej niż się spodziewaliśmy”:
czymś określonym, o czym już wspominaliśmy lub gdy They invited all the class to the party, but few people
IE
istnieje tylko jeden obiekt tego rodzaju: came.
N
He’s got a job but he’s got little money.
She’s got a book. The book is about England.
A
W
Where’s the car? It’s in the garage.
O
Gdy wyrażamy prawdy ogólne, stosując rzeczowniki
0.4d too much / too many / (not)
PI
w liczbie mnogiej lub rzeczowniki niepoliczalne, nie
enough
stosujemy przedimka (= zero article).
O
IK
Do you like (-) bananas? Określenia too much / too many stosujemy, aby wyrazić,
IE
Yes, I do. I love (-) fruit. że czegoś jest więcej niż chcemy. Too much stosujemy
N
z rzeczownikami niepoliczalnymi, a too many z

0.4a Countable and uncountable
IA
rzeczownikami policzalnymi w liczbie mnogiej:

N
nouns Be quiet! There’s too much noise!

H
I didn’t pass my driving test because I made too many

EC
Rzeczowniki policzalne to nazwy rzeczy, które możemy mistakes.

SZ
policzyć. Tworzą formy liczby pojedynczej i mnogiej. Określenie enough stosujemy, aby wyrazić, że ilość
Przed rzeczownikami policzalnymi w liczbie pojedynczej
W
jest odpowiednia. Możemy je stosować zarówno z

stawiamy przedimek a / an:
O
rzeczownikami policzalnymi, jak i niepoliczalnymi:

ZP
There’s an apple. ‘Have we got enough tomatoes?’

There are three bananas.
O
‘Yes, we’ve got enough tomatoes, but we haven’t got

R
Rzeczowniki niepoliczalne tworzą tylko formy liczby enough pasta.’

Ż
pojedynczej. Nie stawiamy przed nimi przedimków a /

A
an ani liczebników:
0.5a can for ability, permission and
D
There’s some milk and some bread.

ZE
requests
R
0.4b (How) much / (How) many / a lot of

SP
Za pomocą can wyrażamy umiejętności, a za pomocą

can’t ich brak:
How much stosujemy w pytaniach o ilość z rzeczownikami
A
Jenna can paint. David can’t paint.

N
niepoliczalnymi, natomiast How many w pytaniach o ilość

Za pomocą zwrotu Can I / we … ? pytamy o pozwolenie
IE
z rzeczownikami policzalnymi w liczbie mnogiej:

na zrobienie czegoś:
N
How much cheese have we got?

Can I borrow your laptop, please?
How many apples have we got?
Za pomocą zwrotu Can you … ? zwracamy się do kogoś
A lot of stosujemy, gdy mówimy o dużej ilości, zarówno z
z prośbą:
rzeczownikami policzalnymi, jak i niepoliczalnymi:
Can you come here, please?
There’s a lot of cheese. There are a lot of apples.
Much oraz many stosujemy w przeczeniach i pytaniach.
Much stosujemy z rzeczownikami niepoliczalnymi, natomiast
many z rzeczownikami policzalnymi w liczbie mnogiej.
126

Grammar booster
Zdania oznajmujące 0.6a Present perfect tense

Podmiot can czasownik
Czas present perfect stosujemy, gdy przeszła czynność
I nawiązuje do teraźniejszości. Nie mówimy, kiedy coś się
You
He / She / It can run very fast.
wydarzyło, pora zdarzenia nie jest istotna:
We I’ve visited a lot of countries but I haven’t been to Asia.
They Czas present perfect stosujemy również, gdy nie wiemy,
Przeczenia kiedy coś się wydarzyło (lub nie jest to istotne):
Podmiot can’t czasownik I’ve lost my phone.
I Someone has broken that window.
E
You
Zdania oznajmujące
N
He / She / It can’t run very fast.
IO
We imiesłów czasu
Podmiot have / has
They przeszłego
N
O
I / You / We / They have
Pytania played in a band.
R
He / She / It has
B
Can podmiot czasownik
ZA
I Przeczenia
you imiesłów czasu
Podmiot haven’t / hasn’t
IE
Can he / she / it run very fast? przeszłego
N
we
I / You / We / They haven’t in a
A
they played
He / She / It hasn’t band.
W
! 1 Po czasowniku can / can’t nie stawiamy to:
O
Pytania
PI
Can you fix my computer? NIE Can you to fix my imiesłów
computer?
O
Have / Has Podmiot czasu
IK
2 W krótkich odpowiedziach na pytania o przeszłego
umiejętności stosujemy can / can’t: Have I / you / we / they
IE
‘Can your brother swim?’ ‘Yes, he can.’ played in a band?

Has he / she / it
N
Krótkie odpowiedzi
IA
0.5b should / shouldn’t I / you I / you

N
/ we / have. / we / haven’t.
H
they they
EC
Yes, No,
Gdy pytamy o radę lub jej udzielamy, stosujemy
he / she he / she
czasownik should / shouldn’t. Gdy stosujemy should, has. hasn’t.
SZ
/ it / it
oznacza to, że uważamy, że coś jest dobrym pomysłem.
W
Natomiast shouldn’t oznacza, że ktoś nie powinien ! 1 Imiesłów czasu przeszłego czasowników
O
czegoś robić: regularnych tworzymy, dodając do czasownika

ZP
You should see a doctor. You shouldn’t go to work. końcówkę -ed. Formy regularne mają taką samą
postać, jak formy czasu past simple:
O
Zdania oznajmujące
R
visit visited stop stopped

Podmiot should czasownik play played study studied
Ż
A
I / You / He / She / It / We / They should do more exercise. Imiesłowy czasu przeszłego czasowników
D
nieregularnych nie są zakończone na -ed.

ZE
Przeczenia Niektóre mają taką samą postać, jak formy czasu

Podmiot shouldn’t czasownik past simple, a niektóre inną. Na przykład:
R
SP
eat too much be was been make made made

I / You / He / She / It / We / They shouldn’t
sugar. write wrote written have had had
A
Pytania 2 Znaczenie czasownika go można wyrazić za

N
pomocą dwóch form imiesłowu czasu przeszłego:

Should podmiot czasownik been i gone. Been stosujemy, jeśli wiemy, że osoba
IE
Should I / you / he / she / it / we / they get up earlier? wróciła już z wymienionego w zdaniu miejsca.
N
Krótkie odpowiedzi Dad has been to the supermarket. (= Był

I / you / he / I / you / he / w supermarkecie, ale już wrócił.)
Yes, she / it / we should. No, she / it / we shouldn’t. Gone stosujemy, gdy osoba jeszcze nie wróciła:
/ they / they Dad has gone to the supermarket. (= Poszedł do
supermarketu i nadal tam jest.)
! Po czasowniku should nie stawiamy to:
You shouldn’t eat so many sweets.
(NIE You shouldn’t to eat so many sweets.)
127

Grammar booster
0.6b Present perfect with just ! 1 W zdaniach z przymiotnikami w stopniu wyższym

stosujemy przyimek than:
W zdaniach w czasie present perfect stosujemy przysłówek My new shoes are more comfortable than my old
just, aby podkreślić, że coś wydarzyło się bardzo niedawno: ones.
‘Have you just finished dinner?’ 2 Często stosujemy zaimki w funkcji dopełnienia
(me, him, her itd.) na końcu zdania
‘Yes, I have. I’ve just finished dinner.’
wprowadzającego porównanie. Nie stosujemy tu
W zdaniach oznajmujących wstawiamy przysłówek just form podstawowych zaimków osobowych (I, he,
pomiędzy have / has oraz imiesłów czasu przeszłego. she itd.).
Those students are noisier than us. (NIE Those
imiesłów czasu
Podmiot have / has just students are noisier than we.)
E
przeszłego
3 W zdaniach z przymiotnikiem w stopniu
N
I / You / We / They have
najwyższym często stosujemy in lub of:
IO
just had lunch.
He / She / It has Mount Everest is the highest mountain in the world.
N
I think Saturday is the best day of the week.
O
0.7a Comparative and superlative
R
B
adjectives 0.7b (not) as … as
ZA
Przymiotniki w stopniu wyższym służą do porównywania
IE
Za pomocą konstrukcji as … as zestawiamy rzeczy,
rzeczy, miejsc lub osób:
N
miejsca i osoby o takich samych cechach:
A
My brother is taller than me.
Don’t worry, team. You can still win. You’re as good as them!
W
Przymiotniki w stopniu najwyższym służą do porównywania
O
Jeśli chcemy zestawić obiekty o różnym natężeniu cechy,
jednej rzeczy, miejsca lub osoby z całą grupą:
PI
stosujemy konstrukcję not as … as. Możemy ją stosować
My brother is the tallest student in his class.
Aby utworzyć stopień wyższy, do krótkich O
z różnymi przymiotnikami, a ich forma pozostaje
IK
niezmienna:
przymiotników dodajemy końcówkę -er, a aby utworzyć
Our team isn’t as successful as theirs.
IE
stopień najwyższy - końcówkę -est. Tworząc stopień

N
wyższy od dłuższych przymiotników, stawiamy przed (not) as przymiotnik as

IA
przymiotnikiem określnik more, a tworząc stopień I’m as tall as my mum.

N
najwyższy - określnik most. Zazwyczaj przed formą He isn’t as energetic as me.

H
stopnia najwyższego stawiamy przedimek the.

EC
Stopień wyższy Stopień najwyższy 0.8a be going to

SZ
Przymiotniki Dodaj -er Dodaj the + -est

Konstrukcję be going to stosujemy, opisując plany i
W
jedno- lub young younger young the youngest

zamierzenia na przyszłość:
O
dwusylabowe nice nicer nice the nicest

zakończone big bigger big the biggest
ZP
I’m going to study a lot next year.

na -y: easy easier easy the easiest
Gdy stosujemy konstrukcję be going to, mówiąc o
O
Wstaw more przed Wstaw the most przed

planach na przyszłość, często stosujemy określenia
R
Większość
przymiotnikiem przymiotnikiem
pozostałych związane z czasem przyszłym:
Ż
expensive more expensive the most

przymiotników
A
expensive expensive I’m going to buy some new shoes tomorrow.

D
good better good the best She’s going to visit her grandparents next week.
ZE
Formy bad worse bad the worst

Podmiot + be (+ not) going to czasownik
R
nieregularne far farther / far the farthest / the

SP
further furthest Zdania oznajmujące

I’m
A
He / She / It’s

N
You’re / We’re / They’re

going to have lunch soon.
IE
Przeczenia
N
I’m not
He / She / It isn’t
You / We / They aren’t
128

Grammar booster
Pytania 1.2 Past simple

(Zaimek going
be podmiot czasownik
pytający) to Czas past simple stosujemy, gdy mówimy o
Am I czynnościach, które zakończyły się w przeszłości.
Is he / she / it lunch 1 Zdania oznajmujące w czasie past simple z
have
you / we / soon? czasownikami regularnymi tworzymy według wzoru.
Are
they going Podmiot czasownik + -ed
am I to
I / We / You / They
is he / she / it walked to the beach yesterday.
What do tomorrow? He / She / It
you / we /
E
are
they
Pisownia form czasu past simple czasowników
N
regularnych zależy od formy podstawowej czasownika.
IO
0.8b will Czasownik Reguła Przykład
N
O
większość
dodajemy -ed finish finished
R
Gdy wyrażamy przewidywania co do przyszłości, czasowników
B
stosujemy will / won’t: czasownik
ZA
dodajemy -d move moved
zakończony na -e
I think the test will be very difficult.
czasownik usuwamy y,
IE
Gdy mówimy o przewidywaniach i stosujemy will / won’t, zakończony na -y dodajemy -ied
study studied
N
często stosujemy również poniższe wyrażenia:
krótki czasownik podwajamy
A
I think it’ll rain this afternoon. zakończony spółgłoskę, dodajemy stop stopped
W
I don’t think Amy will come to the party. spółgłoską -ed
O
I hope the bus won’t be late.
PI
Niektóre czasowniki tworzą formy nieregularne. Nie
I’m sure you’ll do well in the exams.
O
ma zasad tworzenia form nieregularnych – należy
IK
Zdania z will / won’t tworzymy według wzoru: Podmiot + się ich nauczyć na pamięć. Lista czasowników
will / won’t + czasownik: nieregularnych znajduje się na stronie 151.
IE
Podmiot will / won’t czasownik Każdy czasownik regularny bądź nieregularny (poza
N
czasownikiem be) przyjmuje w czasie past simple tylko

IA
I / You / He / She /

will / won’t win the match. jedną formę, niezależnie od liczby i osoby:
It / We / They
N
I did my homework. You did your homework, too.

H
Pytania
EC
Will podmiot czasownik ! W zdaniach w czasie past simple często używamy

określeń, które precyzują, kiedy coś się wydarzyło.
SZ
Will I / you / he / she / it / we / they win the match?
The film started ten minutes ago.
W
! W mowie często stosujemy skróconą formę will: ’ll po

O
zaimkach (I, you, he, she, it, we, they): 2 Przeczenia w czasie past simple tworzymy według
ZP
I think you will enjoy this movie. I think you’ll enjoy wzoru:
this movie.
O
Podmiot didn’t czasownik

R
We will need some money for the taxi. We’ll need

some money for the taxi. I / We / You / They
didn’t arrive yesterday.
Ż
He / She / It
A
D
! Forma przeczenia nie zmienia się, niezależnie od

ZE
zastosowanego podmiotu.
R
I didn’t enjoy the concert. He didn’t enjoy the concert,

SP
either.
A
3 Pytania w czasie past simple tworzymy według wzoru:

N
Did podmiot czasownik

IE
I / we / you / they
Did go out yesterday?
N
he / she / it
Krótkie odpowiedzi
I / we / you / they I / we / you / they
Yes, did. No, didn’t.
he / she / it he / she / it
! Pytania szczegółowe (wh- questions) tworzymy

w podobny sposób, co pytania ogólne, ale na
początku zdania stawiamy zaimek pytający:
Where did you go yesterday?
129

Grammar booster
4 Was to forma czasu past simple czasownika be,

stosowana z zaimkami I, he, she oraz it.
1.6 Past continuous
Were to forma czasu past simple czasownika be, Czas past continuous stosujemy, gdy mówimy o
stosowana z zaimkami you, we oraz they. czynnościach, które trwają w przeszłości.
I was at home yesterday evening. You were at home, too. 1 Zdania oznajmujące w czasie past continuous
Przeczenia z czasownikiem be w czasie past simple tworzymy według wzoru:
tworzymy według wzoru: Podmiot was / were czasownik + -ing
Podmiot wasn’t / weren’t I / He / She / It was
having lunch.
I / He / She / It wasn’t We / You / They were
late this morning.
We / You / They weren’t 2 Przeczenia w czasie past continuous tworzymy
E
N
Pytania z czasownikiem be w czasie past simple według wzoru:
IO
tworzymy według wzoru: Podmiot wasn’t / weren’t czasownik + -ing
N
I / He / She / It wasn’t
O
Was / Were podmiot
having lunch.
R
Was I / he / she / it We / You / They weren’t
B
late this morning?
Were we / you / they
ZA
! Wasn’t to forma skrócona was not. Weren’t to forma
Krótkie odpowiedzi skrócona were not.
IE
N
Yes, No, 3 Pytania w czasie past continuous tworzymy według
we / you / they were. we / you / they weren’t.
A
wzoru:
W
1.2 Past simple Was / Were podmiot czasownik + -ing
O
PI
Was I / he / she / it
having lunch?
1 Write the past simple form of the verbs. Were
O we / you / they
IK
1 get 3 win 5 watch 7 have
Krótkie odpowiedzi
2 play 4 choose 6 paint 8 be
IE

Yes, No,
2 Now complete the paragraph with the past simple
N
we / you / they were. we / you / they weren’t.

IA
form of the verbs in Ex 1.

Pytania szczegółowe (wh- questions) w czasie past
N
Yesterday 1 a fantastic day at school! First of continuous tworzymy według wzoru:

H
all, we 2
a maths exam, and I 3
EC
Zaimek czasownik
96%! Then, in our music lesson the teacher 4 was / were podmiot
pytający + -ing
SZ
me to play in a concert. In the afternoon I 5

What was I / he / she / it doing?
a good picture in the art lesson, and after school I
W
Where were we / you / they going?

6
in a hockey match against another school.
O
Our team 7 , of course! Finally, I 8

ZP
my favourite film at home after dinner. Past continuous and past simple with
O
3 Write the sentences and questions using the past

when / while
R
simple. Past simple i past continuous często występują razem w

Ż
A
zdaniu, w którym opisujemy czynności wykonywane w tym

1 The lesson / start / ten minutes ago
D
samym czasie w przeszłości. Za pomocą past continuous

2 I / not be / at school yesterday because I / be / ill
ZE
wyrażamy czynność trwającą dłużej, a za pomocą past simple

3 The teacher / give / us lots of homework yesterday
R
czynność trwającą krócej.

4 Jack / know / about the exam?
SP
5 We / meet / some interesting people at the party Z nazwami czynności trwających krócej często stosujemy
6 Why / you / leave / your old school? wyraz when, a z nazwami czynności trwających dłużej –
A
wyraz while:
N
Past time expressions

IE
I was sleeping when the phone rang.

N
4 Choose the correct words to complete the He hurt his leg while he was playing basketball.
sentences.
ago evening hours last yesterday (x2)
1 Did you see Mark ?

2 Dad bought this car year.
3 He started at this school two months .
4 We had a geography lesson morning.
5 They arrived two ago.
6 We went to the cinema yesterday .
130

Grammar booster
1.6 Past continuous 2.2 have to / don’t have to

Czasownik have to stosujemy, gdy zrobienie czegoś
1 Complete the introduction to a story with the past
jest konieczne. Zwrot don’t have służy do wyrażania, że
continuous form of the verbs in brackets.
zrobienie czegoś nie jest konieczne.
It was a dark night. Jack and his mother
1
(drive) home from a football match. Podmiot have to czasownik
They 2 (feel) tired. Jack 3 I / We / You / They have to / don’t have to
see the dentist.
(look) at his phone and his mother 4 He / She / It has to / doesn’t have to
(concentrate) on the road. It 5 (rain) and
Do Podmiot czasownik
they 6 (listen) to the radio. Suddenly,
E
Do I / we / you / they
something strange happened … have to see the dentist?
N
Does he / she / it
IO
2 Complete the sentences and questions. Use the
N
past continuous form of the verbs below. ! 1 Możemy używać need(s) to zamiast have / has to
O
oraz don’t / doesn’t need to zamiast don’t / doesn’t
R
not do go have not listen look read have to.
B
I need to start my history project today, but I don’t
ZA
1 I dinner at 8 o’clock last night. need to finish it.
2 We our homework at lunchtime 2 Na pytania zamknięte udzielamy krótkich
IE
today. odpowiedzi:
N
3 Where (Alex) at 6 o’clock this ‘Do you have to go to school on Sundays?’
A
morning?
W
‘No, I don’t.’
4 I called her name but she . ‘Does your sister have to do a lot of homework?’
O
‘Yes, she does.’
PI
5 They on the beach earlier.
6 Why (you) at my messages?
O
2.2 have to / don’t have to
IK
3 Write sentences in the past continuous describing
what you were doing at these times in the past. 1 Choose the correct alternative to complete the
IE
N
1 I at 7 o’clock this morning. sentences and questions.

IA
2 I at 2 o’clock yesterday afternoon. 1 Do / Does your brother have to help your parents
N
3 I last Saturday morning. at home?

H
4 I last Sunday evening. 2 I have to leave / leaving now.

EC
3 Amy has to / have to tidy her room every weekend.

Past continuous and past simple with
SZ
4 You haven’t / don’t have to eat all that food.

when / while 5 Where we have to / do we have to put our books?
W
4 Match the sentence beginnings (1–6) to the 6 Isaac don’t / doesn’t have to wear a uniform at school.
O
ZP
endings (A–F). 2 Look at the list of jobs that Oscar and Emma have
O
1 I was cycling to school when to do. Write sentences and mini dialogues, using
R
2 Helen was doing some homework when the correct forms of have to. Use short answers.
Ż
3 While Peter was playing tennis,

Oscar Emma
A
4 We were watching TV when

D
clean the bathroom ✓ ✗

5 I started to feel ill
ZE
take the rubbish out ✓ ✗

6 Did you learn the language
R
tidy the living room ✓ ✓

A we fell asleep.
SP
feed the dog ✗ ✓

B he hurt his foot.
do the ironing ✗ ✗
A
C while you were living in Spain?

N
load the dishwasher ✗ ✓

D I saw an accident.
IE
E while I was having dinner. 1 Emma / clean the bathroom

N
F her dad came home. 2 Oscar / take the rubbish out

3 Emma and Oscar / tidy the living room
4 A Emma / feed the dog?
B
5 A Emma and Oscar / do the ironing?
B
6 A Oscar / load the dishwasher?
B
131

Grammar booster
3 Do you have to do these things at your school? mustn’t / don’t have to

Write sentences using (don’t) have to. Then write
2 Complete the sentences with mustn’t, don’t have to
two more sentences about your school’s rules.
or doesn’t have to.
arrive at school before 8 a.m. 1 George go to school now. He’s 18.
leave your phones at the school reception 2 You unload the dishwasher. I did it
stay silent in class wear certain clothes
earlier.
3 My sister do much homework,
2.6 must / mustn’t because she’s only 11.
Must stosujemy, gdy mówimy o konieczności. 4 You use your phone during a lesson.
E
Keep it in your bag.
Mustn’t stosujemy, aby powiedzieć, że coś jest zabronione.
N
5 I finished all my exams yesterday. I
IO
Must / mustn’t stosujemy również w zasadach i przepisach. study today!
N
Podmiot must czasownik 6 We upload that photo of Katy. We
O
didn’t ask her permission.
R
I / We / You / They /
must / mustn’t be careful.
B
He / She / It
needn’t
ZA
! 1 Nie stosujemy to po must / mustn’t. 3 Rewrite the sentences using needn’t each time.
IE
You mustn’t eat in the classroom.
1 You don’t have to buy a present for me.
N
2 Zwykle nie stosujemy must w pytaniach. Zamiast
A
niego stosujemy have to: 2 It isn’t necessary for students to bring a calculator
W
Does he have to tidy his room every day? to the exam.
O
3 We don’t need to reply to that email.
PI
4 Please don’t worry about it.
mustn’t vs. don’t have to O
5 Sam doesn’t have to stay after school tomorrow.
IK
Zwrot mustn’t służy do wyrażania zakazów. 6 Mum doesn’t need to do all this washing-up.
IE
You mustn’t use your phone in class!

Modals of obligation and prohibition
N
Jeśli zastosujemy w zdaniu wyrażenie don’t have to,

IA
oznacza to, że nie musimy czegoś robić. 4 Read the dialogue and choose the correct phrase
N
for each gap: A, B or C.

H
There’s a free concert in the park today. Let’s go! We don’t

Millie Do your parents ever look at your phone?
EC
have to buy tickets.

Eve No, they don’t. But they’ve got a few rules. For
SZ
example, I 1 lock my phone, or

needn’t
W
put a password on it that they don’t know.

Zamiast don’t / doesn’t have to możemy stosować needn’t. And I 2 turn it off at 9 o’clock.
O
Jest to forma niezmienna:

ZP
That’s my mum’s rule.

I / You / She / We needn’t stay after school today. Millie Really? That’s strict! We 3 do that.
O
Eve 4 leave your phones downstairs

R
2.6 must / mustn’t when you go to bed?

Ż
A
Millie Yes, we do. Also, my little brother

1 Complete the rules with must or mustn’t and one of
D
5
play computer games for
ZE
the verbs below. more than an hour every evening and he

R
eat park show swim use wait

6
choose games that are right for
SP
his age.
1 This car park is only for people who work in this 1 A needn’t B mustn’t C must
A
building. You your car here.

N
2 A have to B needn’t C mustn’t

2 This is Passport Control. You your
IE
3 A don’t have to B must C mustn’t

passports. 4 A Need you B Must you C Do you have to
N
3 The sea is too dangerous on this part of the coast. 5 A needn’t B mustn’t C doesn’t have to
You here. 6 A has to B mustn’t C doesn’t have to
4 You behind the line until the
passport official calls you.
5 You your phone in the library. It’s
too distracting for other people.
6 You your own food in here. You
have to buy something from the café.
132

Grammar booster
3.2 Future forms: present continuous, be going to

present simple, be going to 3 Write a dialogue following the instructions. Use be
Aby wyrazić przyszłe zdarzenia, można stosować czasy going to.
present continuous, present simple lub konstrukcję be
1
Mum asks Paul what he intends to do after school
going to. this evening. 2 He says that he intends to get a bus into
Czas present continuous stosujemy, gdy mówimy o town and meet some friends. 3 Mum asks what they
zaplanowanych działaniach. intend to do in town. 4 Paul says that they intend to
have a pizza. 5 They don’t intend to come home late.
I’m flying to New York tomorrow!
1 Mum What are you …
E
Czas present simple stosujemy, gdy zaplanowane 2 Paul …
N
zdarzenie zostało uwzględnione w grafiku lub rozkładzie.
IO
The flight leaves at 11.20 a.m. Future forms
N
4 Choose the best translation of the phrase in
O
Mówiąc o zamiarach i planach na przyszłość, możemy
R
też stosować konstrukcję be going to. brackets that completes the sentence correctly.
B
1 What (zamierzasz zrobić) with all this food?
ZA
I’m going to visit all the famous sights there.
A are you doing B do you do
IE
! 1 Mówiąc o przyszłości, często stosujemy określenia C are you going to do
czasu:
N
2 This bus (dociera) the town centre at 11 o’clock.
A
We’re having a party tomorrow evening. A is getting B gets to
W
The film finishes at half past nine. C is going to get
O
I’m going to work hard next week. 3 I (zamierzam zadzwonić) my friend later.
PI
2 Gdy mówimy o planach na przyszłość i chcemy
A ’m phoning B phone
użyć czasownika go, raczej zastosujemy czas
O
C ’m going to phone
IK
present continuous, a nie konstrukcję be going to.
I’m going to my friend’s house later. 4 My parents (spotykają się z) my head teacher at 2
IE
o’clock.
N
A are meeting B meet

Present continuous: future use
IA
C are going to meet

N
5 We (zaczynamy) at a different school after

1 Write sentences using the present continuous.
H
Christmas.
EC
Then say if each sentence refers to the present or

A ’re starting B start
the future.
SZ
C are going to start

Present Future
6 Matthew (będzie słuchać) to some music after
W
1 I / get / on the train / now dinner.

O
2 We / go / to London / next week A ’s listening B listens

ZP
3 What / you / do / at the moment? C ’s going to listen

O
4 You / not listen / to me!

5 Write sentences about your future. Use an
R
5 Fiona / come with us / tomorrow?

appropriate future tense.
Ż
6 Ben / not take / any exams / next year

A
1 Write two sentences about your intentions for next

D
Present simple: future use week.

ZE
2 Write two sentences about any fixed

2 Complete the dialogue with the missing words.
R
arrangements you or your family have for the

SP
Use the present simple (including short answers)

future.
and the verbs.
3 Write two sentences about when some future
A
arrive leave stop

N
lessons start or finish this week.

IE
Boy Excuse me. I need to get to Cardiff. What time

N
1
the next train 2 ?
Man It 3
at twenty past two.
Boy 4 it 5 at Bristol?
Man No, it 6 . It’s a direct train.
Boy So when 7 it 8 in
Cardiff?
Man It 9 at ten to four.
Boy OK. Thanks a lot.
133

Grammar booster
3.6 will and shall 4.2 Present perfect with ever / never
Konstrukcję will / won’t + forma podstawowa stosujemy, Czas present perfect stosujemy, gdy mówimy
aby wyrazić spontaniczną decyzję; o doświadczeniach życiowych i ostatnich wydarzeniach,
I’ll come with you. które mają wpływ na nasze obecne życie.
ofertę pomocy; Gdy mówimy o doświadczeniach, często stosujemy
przysłówek ever (= kiedykolwiek, kiedyś) lub never
I’ll open the door for you.
(= nigdy).
lub obietnicę.
imiesłów czasu
I won’t tell anyone. Podmiot have / has
przeszłego
E
Gdy chcemy o coś poprosić, możemy zastosować I / You / We / have / haven’t
N
They have never
IO
pytanie z will. visited London.
has / hasn’t
N
Will you help me with my homework? He / She / It
has never
O
Aby zaoferować pomoc, można zastosować pytanie
R
imiesłów czasu
B
z konstrukcją: Shall I / we + forma podstawowa. Pytania haven’t / hasn’t
przeszłego
ZA
Shall I / we make some sandwiches? Have I / you / we / they
(ever) visited London?
IE
Has he / she / it
! Zwykle gdy mówmy o spontanicznych decyzjach lub
N
obietnicach, stosujemy I will … zamiast I shall … ,
A
ponieważ I shall brzmi bardzo oficjalnie. ! O wydarzeniach, które nigdy nie miały miejsca,
W
możemy mówić na różne sposoby - na przykład
tworząc zdania przeczące lub zdania oznajmujące
O
z przysłówkiem never.
PI
3.6 will and shall I haven’t driven a car. I’ve never driven a car.
O
IK
1 Complete the sentences and questions with will or
shall. Use contracted forms where possible. Present perfect vs. past simple
IE
1 you come here, please?

N
Czas past simple stosujemy, mówiąc o działaniach, które

IA
2 I make some tea. zakończyły się w określonym momencie w przeszłości

N
3 I carry that for you? lub w danym okresie czasu.

H
4 you phone me later?

EC
We won the match yesterday.

5 I turn off the TV now.
Czas present perfect stosujemy, gdy mówimy o
SZ
6 I talk to the teacher for you?

7 I study harder this year. działaniach i wydarzeniach z przeszłości, jeśli nie wiemy
W
8 I help you with those bags? dokładnie, kiedy się wydarzyły, badź nie jest to dla nas
O
ważne.
2 Complete the mini dialogues. Follow the
ZP
instructions and write a sentence or a question We’ve won a lot of matches.

O
with will or shall.

R
! 1 W czasie past simple często stosujemy określenia,

1 A I’ve lost my history book!
Ż
dzięki którym wiemy, kiedy coś się wydarzyło.

A
B Don’t worry. We had a science exam last Friday.

D
(an offer with lend you mine) 2 W czasie present perfect rzadziej występują
ZE
2 A When are you going to do your homework? określenia czasu, ponieważ nie jest ważne, kiedy
R
B now! coś się wydarzyło. Możemy jednak i tu stosować

SP
ogólne wyrażenia, takie jak recently, before czy in

(a spontaneous decision with do it) my life.
3 A Joe, for me please?
A
I’ve eaten sushi twice in my life.

N
(a request with go to the shops)

B Sure, Mum. What do we need?
IE
4 A The kitchen’s a mess. for you?

N
(an offer with tidy it)

B Yes, thanks, Sarah. That’s kind of you.
5 A Don’t forget about the meeting at lunchtime!
B Don’t worry.
(a promise with remember)
134

Grammar booster
4.2 Present perfect with ever / never 4.6 Adverbs and comparative adverbs
Za pomocą przysłówków przekazujemy informacje
1 Complete the sentences with the present perfect
o tym, jak, kiedy i gdzie się coś dzieje. Przysłówki
form of the verbs in brackets.
sposobu opisują też, jak przebiega akcja.
1 We paragliding. (try)
2 My sister to drive. (not learn) He opened the door slowly.
3 They a celebrity. (not meet) She dances beautifully.
4 Lisa the USA. (visit)
5 I a lot of books. (read) Regular adverbs
6 You a competition. (win) Przysłówek sposobu tworzymy zwykle, dodając do
E
7 Tom German. (not study) przymiotnika końcówkę -ly.
N
IO
8 I abroad. (not live) He’s a dangerous driver. (adjective)
N
2 Rewrite the negative sentences from Ex 1 using He drives dangerously. (adverb)
O
never. Zwróć uwagę na pisownię.
R
B
3 Look at the things that three teenagers have done. Przymiotniki zakończone na -y zmieniają końcówkę -y na
ZA
Write mini dialogues with Has / Have … ever? and i, po czym dodajemy -ly: pretty – prettily
the present perfect. Add the appropriate short
IE
Przymiotniki zakończone na -le zmieniają końcówkę -le
answers.
N
na -ly: miserable – miserably
A
Rebecca Mia Jonathan Przymiotniki zakończone na -ic otrzymują końcówkę
W
raise money for charity? ✓ ✗ ✗ -ally: magic – magically
O
PI
work as a volunteer? ✓ ✓ ✗ Przysłówek stoi za głównym czasownikiem, chyba że
chcemy podkreślić jego znaczenie.
do work experience?
O
✗ ✗ ✗
IK
1 Rebecca / raise money for charity? I opened the box carefully. / I carefully opened the box.
A Has Rebecca ever raised money for charity? Nie wolno postawić przysłówka między czasownikiem a
IE
B Yes, she has. jego dopełnieniem.

N
IA
2 Mia / raise money for charity?

! Jeżeli przymiotnik kończy się na -ly, nie można
N
3 Jonathan / work as a volunteer?

od niego utworzyć przysłówka. Mówimy: in a/an
H
4 Rebecca and Mia / work as volunteers? [adjective] way.

EC
5 the teenagers / do work experience? He spoke to her in a friendly way.

SZ
Present perfect vs. past simple

W
4 Complete the dialogue. Write the verbs using the Irregular adverbs
O
correct tense, present perfect or past simple, and Przymiotniki fast, hard, late, early oraz far nie zmieniają
ZP
complete the short answers. formy, gdy stosujemy je jako przysłówki.

O
Cameron 1 (you / ever / go) skiing? Is this a fast train? / She runs fast.
R
Leala No, 2
.3 (you / We’re getting an early flight. / We woke up early.
Ż
A
ever / try) it?

D
Cameron Yes, 4 .I5 (go) ! Od przymiotnika good tworzymy przysłówek well.

ZE
with my family two years ago. You’re a good singer. You sing well.
R
Leala 6
(where / you / stay)?
SP
Cameron In the mountains in France. It

7
(be) amazing.
Comparative adverbs
A
Leala You’re lucky. I 8 (never / go) Za pomocą przysłówków w stopniu wyższym

N
abroad! porównujemy, jak została wykonana dana czynność.

IE
Cameron Really? But you 9 (travel) Ben did the test more accurately than Joe.
N
in a plane last summer, I remember. Please speak more quietly.

10
(where / you / go) then? Regularne formy stopnia wyższego przysłówka
Leala We 11
(fly) to Scotland. That’s tworzymy według wzoru: more / less + przysłówek + than
the only time I 12 (ever / fly) You followed the instructions more carefully than me.
in a plane!
135

Grammar booster
Aby utworzyć stopień wyższy przysłówka nieregularnego,

korzystamy ze wzoru: przysłówek + -er + than
5.2 Present perfect simple: already,
Louise works harder than her sister.
just, still, yet
Lub: good / bad, better / worse + than Gdy rozmawiamy o świeżych wydarzeniach, stosujemy w
czasie present perfect przysłówki already, just, still oraz yet.
Emma speaks French better than me. / I speak French worse
than Emma. Just stosujemy, gdy czynność dopiero co się skończyła.
Lub: far, further / farther + than I’ve just finished dinner.
I can throw further than you. Already stosujemy, gdy coś skończyło się wcześniej, niż
zakładaliśmy.
4.6 Adverbs and comparative adverbs ‘Where’s the post? Have you already got it?’
E
N
‘Yes, Dad. I’ve already got the post.’
IO
1 Rewrite the adjectives as adverbs in the correct Yet stosujemy, gdy oczekujemy, że coś się wydarzy w
N
sentences. przyszłości (jeszcze się nie wydarzyło).
O
‘Have you tidied your room yet?’
R
automatic careful comfortable fluent gradual
B
noisy safe tidy ‘No, I haven’t done it yet.’
ZA
1 Please pay attention and listen ! Still używamy, gdy mówimy o wydarzeniach, które
IE
2 Remember to drive . według nas miały się zakończyć wcześniej.
N
3 I can speak Spanish . It’s ten o’clock and I still haven’t finished my homework.
A
4 Leave your books on your desks.
W
Przysłówki just i already występują przeważnie w
5 I shut the window because the children were
O
zdaniach oznajmujących, pomiędzy czasownikiem have
playing .
PI
/ has a imiesłowem czasu przeszłego.
6 My phone knows what my location
is. O imiesłów
IK
have / just /
7 Is everybody sitting ? Podmiot czasu
has already
przeszłego
IE
8 The sky became darker.

I / You / We / They have just /
N
2 Choose the correct alternative to complete the had lunch.

IA
He / She / It has already

sentences.
N
W pytaniach stawiamy just / already między podmiotem

H
1 I always work hard / hardly at school.

a imiesłowem czasu przeszłego.
EC
2 Jacob thought that the test was easy / easily.

3 Why did you arrive late / lately for the lesson? imiesłów
SZ
just /
4 I shouted at my friend because I was angry / Have / Has podmiot czasu
already
W
angrily. przeszłego
O
5 That man is driving too fast / quick. Have I / you / we / they just /
had lunch?
ZP
6 Anna is a good / well dancer. Has he / she / it already

O
W przeczeniach przysłówek still stawiamy przed

Comparative adverbs
R
czasownikiem haven’t / hasn’t.

Ż
3 Rewrite the sentences beginning with the words

A
imiesłów
D
given and the comparative form of the adverb in Podmiot still haven’t / hasn’t czasu
ZE
brackets. przeszłego
R
1 Adam ran the race more slowly than Ed. I / You / We / They haven’t
still had lunch.
SP
Ed ran the race . (fast) He / She / It hasn’t

2 Robert plays the guitar better than Beth.
A
W przeczeniach i pytaniach przysłówek yet stawiamy na

Beth plays the guitar . (badly)
N
końcu zdania.
3 Ollie came in the door more noisily than Paul.
IE
Paul came in the door . (quietly) imiesłów

N
4 Sasha arrived earlier than Ethan. Podmiot haven’t / hasn’t czasu yet
Ethan arrived . (late) przeszłego
5 Georgia drives more dangerously than Emily. I / You / We / They haven’t
had lunch yet.
Emily drives . (safely) He / She / It hasn’t
imiesłów
Have / Has podmiot czasu yet
przeszłego
Have I / you / we / they
had lunch yet?
Has he / she / it
136

Grammar booster
5.2 Present perfect simple: already, 5.6 Present perfect simple:

just, still, yet How long … ?, for, since
Za pomocą zwrotu How long … ? i form czasu present
1 Complete the mini dialogues. Use just and the
perfect możemy zapytać, jak długo trwała sytuacja, która
present perfect and one of the verbs below.
rozpoczęła się w przeszłości i nadal trwa.
clean find finish have watch
How long have you lived in Paris?
1 A Your car looks great! Czas present perfect z przyimkiem for stosujemy, gdy
B Thanks. I it! mówimy o okresie czasu, a z przyimkiem since, gdy
2 A Why is Emily tired? stwierdzamy, kiedy dana sytuacja się rozpoczęła.
E
N
B She work. I’ve lived here for five years.
IO
3 A Why are you crying?
We’ve lived in Paris since 2015.
N
B We a really sad film.
O
4 A Why is James’s hair wet? ! Przyimki for (+ okres czasu) oraz since (+ moment
R
B He a shower. rozpoczęcia) występują również w krótkich
B
5 A Whose is that watch? odpowiedziach:
ZA
B I don’t know. I it in the street. ‘How long have you known Maya?’
‘For two years.’ LUB ‘Since I was twelve.’
IE
2 Complete the dialogue with the words below. You
N
can use some words more than once.
A
5.6 Present perfect simple:
W
already has / ’s hasn’t have / ’ve haven’t yet
O
How long … ?, for, since
PI
Mum Where’s Daisy? 1 she packed her
sports bag 2 ?
O
1 Put the expressions of time in the correct row.
IK
Dad Yes, she 3 . She’s coming down in
February five years last Monday a long time
a minute.
IE
a month ten minutes 10 o’clock 2012

Mum And 4 you seen Dylan?
N
Dad No, I 5 seen him 6 ,I

IA
I’ve been here for …

think he is still sleeping.
N
I’ve been here since …

Mum What? It’s 10:30 and he 7 woken
H
2
EC
up 8
! What’s wrong with that In pairs. Write the questions in full using How
boy? long and the present perfect. Then take turns to ask
SZ
Dad Well, he 9 been depressed all and answer the questions. Use for and since in your
W
week. It’s something to do with his girlfriend. answers.

O
Mum Oh, I hope they 10 split up, she’s 1 How long / you / be at this school?
ZP
such a nice girl. Go and talk to him. 2 How long / you / live at your current address?
Dad I 11
O
12
tried, but he 3 How long / you / study English?
R
doesn’t want to talk. 4 How long / you / have / those shoes?

Ż
5 How long / we / be in this lesson?

3 Choose the correct alternatives to complete the
A
D
paragraph.
ZE
1
I just / I’ve just started at a new school. I had an
interview with the head teacher, but I haven’t met
R
SP
all the other teachers 2already / yet. The students

are really friendly. I only started here three days ago,
A
but I’ve 3already made / made already some friends.

N
There are lots of after-school clubs, too. I’ve looked at

IE
the list, but I 4have / haven’t chosen any activities yet.

N
There are so many! I really must tell my best friend

from my old school about it. My mum keeps asking
‘Have you 5contacted Daniel yet / yet contacted
Daniel?’ But it’s been a week and 6I’ve still / I still
haven’t done it. I’ve been too busy. He’s
7
just texted me / texted me just, so I’ll reply tonight.
137

Grammar booster
3 Choose the correct answer (A, B or C) to complete 6.2 will / may / might: future
the dialogue.
predictions
Jen Hey, Lee, is that your guitar? How long have you
had it? Czasownik modalny will stosujemy, gdy wyrażamy
Lee I’ve only had it 1 a few weeks. I’ve przewidywania.
2
started having lessons. Czasowniki modalne may i might stosujemy, gdy
Jen Is it difficult to learn? mówimy o czymś, co jest możliwe w przyszłości.
Lee Not really. I’ve only had four lessons, but I’ve Nie ma między nimi różnicy.
3
learned to play some songs. How Niezależnie od podmiotu zdania, czasowniki will, may
long have you had singing lessons? oraz might nie zmieniają formy.
E
Jen Not long – only 4 the start of the
N
IO
year. bezokolicznik
Podmiot will / may / might
bez to
N
Lee Have you 5 sung in public? I’ve
will / won’t
O
6
heard you! I / You / He / She /
R
Jen No, I haven’t. I’ve loved singing 7 may / may not arrive soon.
It / We / They
B
years, but I 8 haven’t sung in front might / might not
ZA
of anyone. I’m too nervous! Will podmiot czasownik
IE
1 A already B for C since I / you / he / she / it / to the party this
Will go
N
2 A just B still C ever we / they evening?
A
3 A already B ever C yet
W
4 A just B for C since ! 1 Po zaimkach osobowych zwykle skracamy formę
O
czasownika will do ’ll. Po innych rzeczownikach
5 A still B yet C ever
PI
przeważnie stosujemy pełną formę.
6 A ever B never C yet
7 A already B since C for O
The concert will be fun. You’ll enjoy it.
IK
2 Często pytania z czasownikiem might
8 A still B yet C never rozpoczynamy zwrotem Do you think … ?
IE
Przeważnie udzielamy wtedy krótkich

N
odpowiedzi:
IA
‘Do you think it might rain this afternoon?’ ‘Yes, it

N
might.’
H
EC
Z czasownikiem will można stosować przysłówki maybe,

SZ
perhaps, probably, definitely, certainly oraz zwrot I (don’t)

think … Dzięki temu wyrażamy, na ile pewni jesteśmy
W
efektów naszych przewidywań.

O
ZP
Maybe / Perhaps our team will win.

Our team will probably / definitely / certainly win.
O
Our team probably / definitely / certainly won’t win.

R
Ż
I think / don’t think our team will win.

A
Przysłówki maybe i perhaps zawsze stawiamy na

D
ZE
początku zdania.
W zdaniach oznajmujących stosujemy szyk: will +
R
SP
probably / definitely / certainly.

We’ll probably go shopping tomorrow afternoon.
A
W przeczeniach stosujemy szyk: probably / definitely /

N
certainly + won’t.
IE
She definitely won’t be at school tomorrow.

N
! Konstrukcję I don’t think + will stosujemy, gdy

przewidujemy, że coś się nie wydarzy.
I don’t think he’ll come to the party.
138

Grammar booster
6.2 will / may / might: future 6.6 Zero conditional

predictions Zerowy okres warunkowy stosujemy w zdaniach
mówiących o tym, że jeśli pojawi się dana przyczyna, to
1 Order the words to make sentences. zawsze wystąpi określony skutek.
1 rain / it / tomorrow / may
if + warunek rezultat
2 you / film / that / won’t / like
3 need / coats / will / we / our / ? If podmiot + present simple podmiot + present simple
4 I / to / go / might / concert / not / the If plants don’t get water, they die.
5 believe / Dad / us / won’t If you leave ice in a warm place, it melts.
6 exam / the / too / may / difficult / not / be
E
! 1 W zerowym okresie warunkowym możemy
N
7 win / the / who / match / will / ?
zastąpić wyraz if wyrazem when:
IO
8 see / Emma / you / at / party / might / the
When it rains, we play basketball indoors.
N
2 Look at the probability of these things happening
O
2 Zwykle najpierw występuje zdanie opisujące
R
tomorrow. Write predictions using will, won’t or warunek, a następnie zdanie opisujące skutek.
B
might. Po zdaniu zaczynającym się od if stawiamy
ZA
przecinek:
1 Jack / go out with his friends (100% probable)
If I study hard, I get good results.

IE
Jeśli skutek jest szczególnie istotny, możemy
2 I / do my homework (40% probable)
N
najpierw zapisać zdanie określające rezultat, a
A
następnie zdanie opisujące warunek. Wówczas
W
3 Zoe / stay in bed late (0% probable) nie stawiamy przecinka po pierwszym zdaniu.
O
I get good results if I study hard.
PI
4 Sally and Craig / play tennis (100% probable)

O
First conditional
IK
5 the weather / be sunny (40% probable)
Pierwszy okres warunkowy stosujemy, gdy mówimy o
IE
6 I / go shopping (0% probable) prawdopodobnych wydarzeniach oraz ich skutkach.

N

IA
if + warunek rezultat
N
3 Write sentences. Put the words in brackets in podmiot + podmiot +

H
If czasownik
the correct place and make any other changes present simple will / won’t
EC
necessary. If you run, you won’t miss the bus.

SZ
1 The bus will be late. (probably) If it doesn’t rain, we’ll go to the beach tomorrow.
2 Fiona won’t come with us. (certainly)
W
3 You’ll get good grades this year. (perhaps) ! 1 W zdaniach rozpoczynających się od if nie
O
stosujemy czasownika will.

ZP
4 She won’t understand the problem. (I / think)

2 Możemy też w zdaniach warunkowych zastosować
5 I’ll pass the exam. (definitely)
O
spójnik unless, który oznacza „jeśli nie”.

6 Mum won’t agree with us. (probably)
R
Water doesn’t boil unless you heat it.

7 We’ll be rich. (maybe)
Ż
I won’t need an umbrella unless it rains.

A
8 Everything will be OK. (I / think)

D
4 Make some predictions about your future. Write

ZE
sentences using the phrases below. 6.6 Zero conditional

R
SP
definitely I (don’t) think might might not 1 Match the sentence halves. Then complete the
probably will won’t second half of each sentence using the zero
A
conditional.
N
1 tomorrow.
1 If I don’t have any homework,
IE
2 next weekend.
2 My sister cooks dinner
N
3 next summer.
4 next year. 3 Sam can’t concentrate
5 when I’m older. 4 When you turn the key,
5 I feel sad
6 If we miss the bus home,
A our mum / give / us / a lift
B if / my friends / not call / me
C if / my parents / have to / work late
D when / he / feel / stressed
E I / watch / TV
F the car / start
139

Grammar booster
First conditional could

2 Choose the correct alternatives to complete the W zdaniach warunkowych możemy stosować czasownik
first conditional sentences. could jako formę czasu przeszłego czasownika can.
1 If we take / ’ll take the train, we get / ’ll get there If I could speak Spanish, I’d travel around Spain.
more quickly. Could może również być stosowane w zdaniu
2 I’m not / won’t be happy if you lose / ’ll lose my opisującym skutek w znaczeniu ‘would be able to’.
phone!
If I had a scooter, I could ride it to school.
3 You have / ’ll have an accident if you aren’t /
won’t be more careful.
7.2 Second conditional
E
4 If Jamie doesn’t / won’t study harder, he fails /
N
’ll fail the exam. 1 Choose the correct option (A, B or C) to complete
IO
5 We don’t / won’t go if they don’t / won’t invite us. the second conditional sentences.
N
6 You have / ’ll have a good time if you go / ’ll go to
O
1 If Paula did more exercise, she … so tired all the
the party.
R
time.
B
3 Rewrite the sentences beginning with Unless. A wouldn’t feel B didn’t feel C felt
ZA
1 You won’t understand the film if you don’t speak 2 What … if someone stole your phone?
IE
French. Unless you speak French, you won’t A you did B would you do C do you do
N
understand the film. 3 I … very surprised if Mum let us go to the music
A
2 We’ll meet at 6 o’clock if we don’t finish work festival.
W
earlier. A ’d be B would C was
O
3 Alice won’t get better if she doesn’t rest. 4 If I … friends, I’d be lonely.
PI
4 I won’t recognise you if you don’t send me a photo A had B wouldn’t have C didn’t have
first. O
5 If the bus … more reliable, we wouldn’t be late for
IK
5 The students will be in trouble if they don’t behave school every day.
IE
better. A is B was C would be

6 … you go to the USA if you had enough money?
N
6 I’ll stay to the end if the concert isn’t terrible.

IA
A Did B Will C Would

7.2 Second conditional
N
2 Write the second conditional sentences.

H
EC
Drugi okres warunkowy stosujemy, gdy mówimy o 1 I / get / a job / if / I / be / old enough
sytuacjach niemożliwych lub nieprawdopodobnych, 2 If / Greg / practise / more / he / be / a good
SZ
wyobrażając sobie ich potencjalne skutki. footballer

W
3 You / not be / so tired / if / you / go / to bed

If + warunek rezultat
O
before midnight
podmiot + podmiot +
ZP
If czasownik 4 Jess / feel / disappointed / if / she / not get / good

past simple would / wouldn’t
grades
O
you went to tired all

you wouldn’t feel
R
bed earlier, the time. 5 If / we / tell / you the truth / you / not like it
Ż
Mark joined new 6 If / I / not love / judo / I / not do it / three times a

A
If he’d make
the sports club, friends. week
D
I lost this my parents 7 What / you / say / if / you / meet / your favourite
ZE
be angry.
phone, would celebrity?
R
8 If / we / have / more time / we / join a gym

SP
! 1 Po zaimkach osobowych przeważnie stosujemy

skróconą formę ’d, a nie would. could
A
If I had lots of money, I’d travel around the world.

N
2 W pierwszym zdaniu możemy zawrzeć albo 3 Write sentences using the second conditional.
IE
przyczynę, albo skutek. Jeśli na początku stoi Begin with the prompts given.
N
zdanie z if, stawiamy po nim przecinek. 1 If / I / can / fly,

If you exercised every day, you’d be fitter. LUB You’d 2 If / I / can / travel through time,
be fitter if you exercised every day.
3 If / I / can / speak seven languages,
3 W zdaniach warunkowych po zaimkach I / he / she
/ it możemy stosować formę was lub were. Were 4 If / I / have / a lot of money / I / can
brzmi bardziej oficjalnie. 5 If / I / be / the most intelligent person in the world
Nieoficjalnie: If Mrs Thomas was our teacher, our / I / can
lessons would be fantastic.
Oficjalnie: If Mrs Thomas were our teacher, our
lessons would be fantastic.
140

Grammar booster
Zero, first and second conditional Przeczenia

imiesłów czasu
4 Think about whether the situations are facts, Podmiot is / are
przeszłego
possible situations, or imaginary situations. Then
This computer wasn’t used every day.
write the verbs in the correct form: zero, first or
We weren’t invited to Anna’s party.
second conditional.
1 If you (travel) into space, you Pytania
(see) the Earth. imiesłów czasu
Was / Were podmiot
2 If it (rain) tomorrow, we przeszłego
(not play) tennis. Was this computer used every day?
E
3 If the sun (go) down, it Were we invited to Anna’s party?
N
(get) dark.
IO
4 If I (have) a million euros, I ! Jeśli chcemy w zdaniu w stronie biernej zawrzeć
N
informację o wykonawcy, wprowadzamy ją za
(buy) a new house for my parents.
O
pomocą przyimka by.
5 If you (pour) oil on water, it
R
The World Cup is watched by millions of people.
B
(float).
ZA
6 If Angela (not phone) tonight, I
(phone) her later. 7.6 Passive sentences
IE
N
7.6 Passive sentences 1 Decide if the sentences are active or passive.
A
W
W języku angielskim stosujemy przeważnie zdania w Active?
Passive?
O
stronie czynnej. Skupiają się one bardziej na osobie 1 Where was the criminal arrested?
PI
wykonującej czynność lub powodującym ją zjawisku. 2 Someone cleans the office every
Tom speaks English. O
evening.
IK
3 The post is delivered at about 11 a.m.
Stronę bierną stosujemy, gdy nie znamy wykonawcy 4 A local author wrote that book.
IE
czynności lub osoba ta nie jest istotna. 5 Who was that cake made by?
N
English is spoken all over the world. 6 When are the students told their
IA
exam results?
N
Present simple passive 7 A man cuts my hair once a month.

H
EC
8 Who drives that car?

Zdania oznajmujące
SZ
imiesłów czasu
Podmiot is / are
przeszłego
Present simple passive
W
This computer is used every day. 2 Write sentences to describe the process of how
O
We are invited to Anna’s party. plastic bottles are recycled. Use the present simple
ZP
passive.
Przeczenia
O
1 plastic bottles / put / into a recycling bin

R
imiesłów czasu
Podmiot is / are 2 the bin / empty / into a lorry
przeszłego
Ż
3 the bottles / take / to a recycling centre

A
This computer isn’t used every day.

D
4 they / clean
We aren’t invited to Anna’s party.
ZE
5 the bottles / melt / and / form / into small pieces

Pytania 6 the plastic / sell / to companies
R
SP
imiesłów czasu
Is / Are podmiot
przeszłego Past simple passive
A
Is this computer used every day?

3 Complete the sentences with the past simple
N
Are we invited to Anna’s party?

passive form of one of the verbs below.
IE
N
Past simple passive break design discover invent open paint

take write
Zdania oznajmujące
Podmiot is / are
imiesłów czasu 1 These photos in the 1930s.
przeszłego 2 Some Roman coins in that field.
This computer was used every day. 3 The bridge by a famous architect.
We were invited to Anna’s party. 4 Paper in China.
5 The supermarket by a TV celebrity.
6 The books in the early 20th century.
7 That picture by Picasso.
8 Both of his legs in the accident.
141

Grammar booster
8.2 Past perfect 2 Look at the list of things that Laura did (✓) and
didn’t do (✗) yesterday. Write sentences in the past
Czas past perfect stosujemy, gdy mówimy o wydarzeniu,
perfect to show what she had and hadn’t done by
które nastąpiło przed innym wydarzeniem w przeszłości:
the end of the day.
When I got to the canteen, the other students had taken all
the food.
I felt better after I had eaten some chocolate. Things to do:
1 finish my homework ✓
! W zdaniach w czasie past perfect często stosujemy
konstrukcję: when / before + past simple lub: after + 2 practise the piano ✓
past perfect. 3 go for a run ✗
E
N
We were late. When we arrived, the exam had started. 4 order a new school bag ✗
IO
We were late. The exam had started before we arrived. 5 make a cake ✓
N
We were late. We arrived after the exam had started.
6 clean my bedroom ✓
O
7 write to Aunt Emma ✓
R
imiesłów czasu
Podmiot had / hadn’t
B
przeszłego 8 do the washing ✗
ZA
I / You / He / She / had At the end of yesterday, Laura …
gone home.
It / We / They hadn’t
IE
N
imiesłów czasu 1 Laura had finished her homework.
Had podmiot
A
przeszłego
3 Read the text. Then complete the sentences using
W
Had I / you / he / she / it / we / they gone home?
O
the past simple and the past perfect.
PI
! W języku potocznym często stosujemy po zaimkach
James didn’t study on Thursday night. He woke up
osobowych skróconą formę czasownika had: ’d.
O
IK
We didn’t want to watch the movie, because we’d seen late on Friday morning. He left his maths book and
it twice before. his money on the table and ran out of the door.
IE
He missed the school bus. The history test started

N
at 9 a.m. He arrived at school at 9.15 and went to

8.2 Past perfect
IA
the hall where the test was. He couldn’t answer

N
many of the questions. He didn’t buy lunch. He

1 In each sentence, write 1 above the event
H
went to his maths lesson and the teacher was

EC
that happened first, and 2 over the event that

angry with him. His little brother came home from
happened second.
SZ
school and broke his games console. James came

2 1 home.
W
1 When we arrived at the restaurant, everyone had

O
started their meal. 1 James (miss) the school bus

ZP
2 I’d heard the song on the radio, so I decided to because he (wake up) late.
O
download it. 2 The history test (start) when James

R
3 By the time the exam finished, Rob had written (arrive) at school.
Ż
three pages. 3 He (not answer) many of the

A
4 Melanie was worried because she’d lost her keys. questions because he (not study)
D
ZE
5 Luckily, they’d written down the address before for the test.
they started the journey. 4 He (leave) his money at home so he
R
6 We’d already heard the news when you told us. (can’t) buy any lunch.
SP
5 James’s maths teacher (be) angry

A
because James (not bring) his book.

N
6 When James (get) home, his brother

IE
(broke) his games console.

N
142

Grammar booster
8.6 Reported speech 8.6 Reported speech

Mowa zależna służy do przytaczania czyjejś wypowiedzi
1 Complete the reported statements.
bez jej cytowania. Aby wprowadzić informacje w mowie
1 ‘It’s raining a lot.’
zależnej, przeważnie stosujemy czasownik say.
You said that
W mowie zależnej występuje następstwo czasów, czyli 2 ‘Jack’s just started university.’
“cofanie” czasu zastosowanego w zdaniu podrzędnym. Liam told us that
Mowa niezależna Mowa zależna 3 ‘Football is really boring.’
present simple past simple I said that
‘I like Italian food.’ He said he liked Italian food 4 ‘Zoe can play the guitar really well.’
E
Ollie told me that
N
present continuous past continuous
IO
She said that it wasn’t 5 ‘The last bus arrives at 11pm.’
‘It isn’t snowing.’ They said that
N
snowing.
O
present perfect past perfect 6 ‘A girl from our school won the race.’
R
She told me she had been to We said that
B
‘I have been to the UK twice.’
the UK twice.
2 Rewrite the statements as reported speech. Use
ZA
past simple past perfect told and make any changes necessary to pronouns
IE
They told us that they hadn’t or possessive adjectives.
‘We didn’t enjoy the movie.’
N
enjoyed the movie.
1 Tom to me: ‘You’re my best friend.’
A
Tom told me that I was his best friend.
W
2 The students to the teacher: ‘We enjoyed the
O
! 1 Po czasowniku tell zawsze stosujemy dopełnienie
PI
dalsze. Po czasowniku say dopełnienia dalszego lesson.’
nie stosujemy.
O
3 David to me: ‘I’ve never been to your house.’
IK
He told us he could speak three languages. 4 Elizabeth to her dad: ‘You never listen to me!’
He said he could speak three languages. (NIE He 5 Oscar to Mary: ‘I can make the dinner for us.’
IE
said us he could speak three languages.)

6 The man to us: ‘You can’t bring your dog into
2 W mowie zależnej możemy zastosować spójnik
N
my café.’
IA
that lub go pominąć. Obie wersje są poprawne.

He said he felt ill. = He said that he felt ill. 7 Sarah to John: ‘I love you.’
N
8 My friends to me: ‘You’re coming with us!’

H
I told him I was leaving. = I told him that I was

EC
leaving.
3 Read the dialogue, then rewrite it as reported
speech.
SZ
Reported speech: pronouns and Edward 1I’m going to work really hard this term.
W
Martha 2You always work hard! 3 You get better

possessive adjectives
O
grades than me!

ZP
Zastosowanie mowy zależnej wymusza nie tylko zmianę Edward But 4I haven’t done very well in science.
O
czasu, ale też innych elementów zdania, na przykład 5

I really need to get good science results
R
zaimków osobowych czy przymiotników dzierżawczych. because I want to be a doctor.

Ż
‘I want to borrow your phone.’ Martha 6You won’t have any problems. 7You can
A
remember stuff really well. 8I got a terrible

D
She said she wanted to borrow my phone.

ZE
result in the test on Monday.

Edward 9I can help you if you want.
R
SP
1 Edward said that he was going to work really

hard this term.
A
2 Martha told him that he …

N
IE
N
143

Extensive listening
Who’s who at King’s High? King’s

1 Read about the characters in the King’s High High
mystery story. Then answer the questions with
the name of a character.
Vicky is from Manchester. She’s
Who ... new to Canterbury and new at
1 has a part-time job? King’s High. She meets Ash on her
2 isn’t keen on Vicky? first day. At first he thinks she’s rude,
but they make friends. She wants to
3 is a great soccer player?
E
be a journalist or a detective when
N
4 eats in the computer room? she’s older.
IO
5 would like to write for a newspaper some day?
N
O

R
6 works at the school and is very interested in Ash says he’s a ‘geek’ (he likes
B
computers). At the weekends, he
ZA
computers?
works at his uncle’s hotel. He would
7 is popular with all her students? like to be a film director one day. He
IE
8 does Ash see at work? makes friends with Vicky when she
N
A
first comes to the school.
W
9 bullies other children with his friend?
O
PI

O
IK
Welcome to King’s High Patryk is a ‘supergeek’ (he loves
computers). He spends most of his
IE
King’s High is a school in Canterbury, a small time in the school ICT room. He
N
city in the south of England. Here are the main even has lunch there!
IA
characters in the King’s High mystery story.

N
H
EC
SZ
W
Mrs Bell teaches Vicky and Ash’s

Alice is the leader of the ‘cool’ kids.
O
class English. Everyone in the class

She’s not very friendly, and doesn’t
ZP
likes her, but she can be quite strict

like Vicky.
when she needs to be.
O
R
Ż
A
D
ZE
Alfie is a year older than Vicky and Mr Wood is the school caretaker.
R
SP
her friends. He’s always with his Vicky thinks he is very suspicious.
best friend, Karl. They bully younger She thinks he is too interested in
A
students when there isn’t a teacher the project that the Computer Club
N
there. is doing.
IE
N
Luke is Alice’s boyfriend, and also

Ash sees the mystery blonde one of the ‘cool’ kids, but he’s much
woman at his uncle’s hotel, and at friendlier than Alice. He’s really
the school. But who is she? good at all kinds of sport, especially
football.
144

Extensive listening
King’s High – the story so far!

2 Read about what has already happened at King’s High. Are the sentences true (T) or false (F)?
1 Alice was nice when Vicky asked her to help.
2 Vicky felt sure that the school caretaker was planning something bad.
3 Mr Wood’s house cost a lot of money.
4 Vicky accidentally put salt in the cakes.
5 Ash showed the wrong video at the party.
6 The caretaker didn’t know the password of the laptop.
E
N
IO
N
O
R
B
It’s September. Vicky starts at King’s High, and makes friends with
ZA
Ash and Patryk on her first day. Ash tells her about the geeks, the
supergeeks, the cool kids and the bullies.
IE
N
A
Mrs Bell, the English teacher, asks Vicky to organise the Christmas show.
W
Vicky asks Alice to help her, and decides to have a cake sale to make
O
PI
money for the show. Alice agrees to help, but isn’t friendly.
O
IK
Patryk is always very busy with a project in the school Computer
IE
Club. Mr Wood, the school caretaker, always seems to be in or near

N
the computer room. Vicky and Ash don’t know why, and Vicky is very
IA
suspicious of him.
N
H
EC
A few days later, Ash is in a shop with Vicky, buying a battery for his
SZ
video camera. They see Mr Wood buying a lot of expensive computer

equipment, and Vicky follows him home. She sees his expensive house,
W
O
and thinks it’s strange for a school caretaker to have so much money.
ZP
She hears Mr Wood say on the phone that he doesn’t want to go back
O
to prison.
R
Ż
A
A week later, before the cake sale, Alice secretly puts salt in the cakes
D
because she wants Vicky to look stupid. Vicky thinks it was her mistake,
ZE
and feels very embarrassed.

R
SP
Before the Christmas show, there is a mysterious problem with the

A
show’s music on the laptop, but Patryk manages to fix it and the show
N
goes very well. After the show, everyone is waiting to watch Ash’s video
IE
of the show. He accidentally puts on a film of the cake sale – everyone

N
sees a film of Alice putting salt in the cakes! They can’t believe it!
We discover later that Mr Wood caused the problem with the laptop –
he was trying to log in, but put in the wrong password. But why? And
why was he in prison before?
145

Extensive listening
King’s Episode 1 King’s Episode 2

High High
Vicky sees a thief The biology trip
1 What did you find out about the caretaker? 1 What can you remember from the last
episode? Who do you think is the thief? Why do
2 Look at the picture. What’s happening? What
you think this?
do you think happens next?
2 Look at the picture. What’s happening? What
3 4.09 Listen. What did Mr Clark leave in the
do you think happens next?
teachers’ room? What happened?
3
E
4.10 Listen. Why does Vicky want to open
4 Answer the questions. Then listen again
N
4.09
Patryk’s rucksack?
IO
and check.
4
N
1 Why was Vicky late for her history lesson? 4.10 Choose the correct alternative. Then
O
2 What punishment did Alice receive? listen again and check.
R
3 What do we learn about Alice and Luke? 1 Vicky, Ash, Luke and Patryk need to find plants
B
4 What did Vicky see and why is this important? and animals / make notes on the weather.
ZA
5 What was the person wearing? 2 Vicky and Patryk find frogs and spiders / newts.
IE
6 Who do Vicky and Ash see in the ICT room? 3 Luke and Ash find newts, a mouse and rats / rabbits.
N
7 What does the caretaker say on the phone? 4 Ash thinks Vicky is silly because she likes
A
investigating mysteries / knows who took the
5
W
Who do you think the thief is? Do you think
geography tests.
Vicky is right to investigate this mystery with Ash?
O
5 Patryk says he wants Vicky to get his hoodie / leave
PI
Why / Why not? What do you think happens in
his hoodie in the bag.
the next episode?
O
IK
5 What do you think happens when Vicky
6 Write a paragraph describing what happened in opens the bag? What do you think happens in the
IE
this episode.
next episode?
N
IA
6 Write a paragraph describing what happened in

N
this episode.
H
EC
SZ
W
O
ZP
O
R
Ż
A
D
ZE
R
SP
A
N
IE
N
146

Extensive listening

High High
We’re going to need Ash meets the mystery
some help woman
1 What can you remember from the last 1 What can you remember from the last
episode? How did it end? episode? How did it end?
2 Look at the picture. What’s happening? What 2 Look at the picture. Who’s in the picture and
do you think is going to happen next? where are they? What’s happening?
E
3 3
N
4.11 Listen. Who stole the geography tests? 4.12 Listen. Why does Ash stop talking to
IO
Vicky?
4 4.11 Answer the questions. Then listen again
N
and check. 4 4.12 Are the sentences true (T) or false (F)?
O
R
1 How does Vicky guess who the thief is? Correct the false ones. Then listen again and
B
2 Why can’t they phone Mr Davies at first? check.
ZA
3 How do they find Patryk? 1 Vicky isn’t enjoying the music festival.
4 What are his injuries? 2 She’s staying in the camper van with Elly.
IE
5 What information has Patryk got about Computer 3 She’s going to see ‘The Killers’ tonight.
N
A
Club? 4 She’s getting the bus back to Canterbury.
W
6 What is Patryk going to do tomorrow? 5 Ash thinks the mystery woman is a student at
O
King’s High.
5 What do you think of the thief’s reasons for
PI
6 The woman wants to take a taxi to the airport.
stealing the tests? What do you think happens in
the next episode? O
7 She wants the taxi now.
IK
5 What do you think of the mystery woman’s
IE
answers to Ash’s questions? What do you think

this episode.
N
happens in the next episode?

IA
6 Write a paragraph describing what

N
H
happened in this episode.

EC
SZ
W
O
ZP
O
R
Ż
A
D
ZE
R
SP
A
N
IE
N
147

Extensive listening

High High
Vicky is in trouble The end-of-term party
1 What can you remember from the last 1 What can you remember from the last
episode? How did it end? episode? What happened to Vicky?
2 Look at the picture. Who’s in the picture and 2 Look at the picture. Who’s in the picture and
where are they? What’s happening? where are they? What’s happening?
3 4.13 Listen. Why can’t Vicky go to the end-of- 3 4.14 Listen. Who posted the comments on
E
term party? Alice’s Facebook wall? Why?
N
4 4
IO
4.13 Answer the questions. Then listen again 4.14 Answer the questions. Then listen again
N
and check. and check.
O
1 What happened while Vicky was at the music 1 Why isn’t Patryk at the party?
R
festival? 2 How does Vicky feel about the party? Why?
B
2 What jobs does Vicky have to do at home? 3 How does Luke feel when he hears what Ash says?
ZA
3 How does Ash feel about Vicky’s news? 4 What does Alice’s friend Clare say? Why is this
IE
4 How does he explain what happened? important?
N
5 Who did Vicky give her password to? 5 What does Alice do when she hears what Clare
A
6 What does Ash tell Vicky to do? says?
W
6 What happens at the end of the episode? What
5 Do you know your computer passwords?
O
does the caretaker say?
PI
Do you agree with Ash’s advice? Why / Why not?
5
What do you think happens in the next episode?
O
Who are your favourite characters at King’s
IK
High? Why? What do you think is going to happen
6 Write a paragraph describing what happened in at King’s High next term?
IE
this episode.
N
IA
this episode.
N
H
EC
SZ
W
O
ZP
O
R
Ż
A
D
ZE
R
SP
A
N
IE
N
148

Extensive listening

High High
A French exchange A discovery
student 1 What can you remember from the last
episode? Who’s Camille and why is she in
1 What happened last term at King’s High? Canterbury?
2 Look at the picture. Who’s in the picture and 2 Look at the picture. Who’s in the picture and
where are they? What’s happening? where are they? What’s happening?
3 4.15 Listen. Where do the Computer Club
3
E
4.16 Listen. Who comes into the room at the
N
meet now? end of the episode?
IO
4 4.15 Answer the questions. Then listen again
4
N
4.16 Answer the questions. Then listen again
and check.
O
and check.
R
1 Where’s Alice? 1 When is Camille leaving?
B
2 Why isn’t Vicky so friendly with Luke? 2 What are she and Ash going to do on Saturday?
ZA
3 Why hasn’t Ash had much time for Vicky today? 3 When did the teachers get a new room?
4 What are the French exchange students going to
IE
4 What do the students see on the computer?
do tomorrow?
N
5 Why do Vicky, Ash and Camille leave quickly?
A
5 Why is the new Computer Club room better? 6 Whose scarf is found at the end of the episode?
W
5 Why do you think the Computer Club really 5 How do you think Vicky feels about Camille
O
moved? Do you think Camille will change Vicky
PI
by the end of the episode? What do you think
and Ash’s friendship? How?
O
happens in the next epsode?
IK
6 Write a paragraph describing what happened in 6 Write a paragraph describing what happened in
this episode.
IE
this episode.
N
IA
N
H
EC
SZ
W
O
ZP
O
R
Ż
A
D
ZE
R
SP
A
N
IE
N
149

Extensive listening
King’s Episode 9
High
At the airport
1 What can you remember from the last
episode? When is Camille leaving?
2 Look at the picture. Who’s in the picture and
where are they? What’s happening?
3 4.17 Listen. What’s the blonde woman’s
E
name?
N
4
IO
4.17 Choose the correct alternative. Then
N
listen again and check.
O
1 The students get to the airport by bus / car.
R
2 Ash is sad about Camille leaving / last Friday.
B
3 The blonde woman / Camille gets some money.
ZA
4 Camille says she will send an email / contact
IE
them on Facebook later.
N
5 The blonde woman is French / very rich.
A
5
W
Why do you think the blonde woman went
to King’s High? What do you think will happen in
O
PI
the next episode?
6 Write a paragraph describing what happened in O
IK
this episode.
IE
N
IA
N
H
EC
SZ
W
O
ZP
O
R
Ż
A
D
ZE
R
SP
A
N
IE
N
150

Irregular verbs
Base form Past simple Past participle Base form Past simple Past participle
be was / were been lend lent lent
become became become lose lost lost
begin began begun make made made
bend bent bent mean meant meant
bite bit bitten meet met met
blow blew blown overcome overcame overcome
break broke broken pay paid paid
E
bring brought brought put put put
N
IO
build built built read read read
N
burn burned / burnt burned / burnt ride rode ridden
O
R
buy bought bought ring rang rung
B
can could been able to run ran run
ZA
catch caught caught say said said
IE
choose chose chosen see saw seen
N
come came come sell sold sold
A
W
cost cost cost send sent sent
O
cut cut cut set set set
PI
do did done shake shook shaken
draw drew drawn shine O shone shone
IK
drink drank drunk shoot shot shot
IE
drive drove driven show showed shown/-ed

N
IA
eat ate eaten shut shut shut

N
fall fell fallen sing sang sung

H
feel felt felt sink sank sunk

EC
fight fought fought sit sat sat

SZ
find found found sleep slept slept

W
fly flew flown smell smelled / smelt smelled / smelt

O
forget forgot forgotten speak spoke spoken

ZP
get got got spell spelled / spelt spelled / spelt

O
give gave given spend spent spent

R
Ż
go went gone spill spilled / spilt spilled / spilt

A
grow grew grown stand stood stood

D
ZE
hang hung hung steal stole stolen

R
have had had swim swam swum

SP
hear heard heard take took taken

hide hid hidden teach taught taught
A
N
hit hit hit tell told told

IE
keep kept kept think thought thought

N
know knew known throw threw thrown

lay laid laid understand understood understood
lead led led wake woke woken
learn learned / learnt learned / learnt wear wore worn
leave left left win won won
write wrote written
151

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No unauthorized photocopying Kindersley), 14 (Georgia/Phil Boorman), (Jamie/Hero class/Lucky Business), 96 (chicken curry/GreenArt),
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All rights reserved. No part of this publication Images), (Sasha/PeopleImages), 15 (studying in (rice pudding/Ratov Maxim), (rice salad/Brent
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acknowledgements
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The authors and publisher are very grateful to all the
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© Copyright Oxford University Press

4121828 Vision SB2 Cover NEW CURRICULUM.indd 1 09/05/2019 15:19

© Copyright Oxford University Press

4121828 Vision SB2 Cover NEW CURRICULUM.indd 2 09/05/2019 15:19

A2/B1 ELIZABETH SHARMAN

© Copyright Oxford University Press

4120227 Vision SB2 WITHOUT VIDEO.indb 1 29/04/2019 14:22

1 Vocabulary 2 Grammar 3 Life skills 4 Speaking

That’s life Phrasebook: A job interview

p.48 Strategy: Using formal language

WORD POWER Indirect questions

Vocabulary: Relationships already, still, yet other cultures Roleplay

p.60 WORD POWER Words that can be giving advice

Vocabulary: Geographical predictions Vocabulary: Camping friends

equipment Guided conversation

WORD POWER Definite or zero

article? friends event

Strategy: Negotiating options

solving in -er adjectives Phrasebook: Talking about a

Extensive listening pp.144–150 Irregular verb list p.151

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5 Vocabulary 6 Grammar 7 Reading 8 Listening 9 Writing

ending in -able speaker’s purpose informal language

when, unless words contrast (1)

WORD POWER Compound architecture

objects problems Language focus: Giving a

Strategy: Listening for gist personal opinion

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A We weren’t very lucky. B There was no possibility of 6

getting what we wanted.

experiences vocabulary on page 114.

5 You’re winding me up. 7 THINK AND SHARE List three activities

items (a–j) to make life experiences. Listen and check.

and justify your choices. Which activity

3 win a C money for charity I’d like to enter a talent show.

7 see G music festival

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2 z określeniami opisującymi czas, takimi jak last year lub I2 to Venice on

two weeks ago? a city break with my aunt. I

3 w pytaniach zaczynających się od zaimka When … ?

three days there, and it

GRAMMAR BOOSTER P. 134 5

sentences. her favourite. While we were

1 Have you ever / never been to a music festival? there, she 7 me

4 Have you done any work experience?

5 Has she took / taken her driving test?

6 I hasn’t / haven’t done any work experience.

7 Someone’s gave / given her a present.

8 We haven’t ever / never been skiing.

4 Use the words to write sentences and questions in the

present perfect. Write short answers to the questions.

you / see / ever / a ghost / ? (no) list of life experiences on page 48 Ex 3.

1 Aisha / never / live / abroad had, including notes of when/where/who

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5 wages 6 candidate 7 interview • Qualifications (exams and certificates)

• Work / volunteering experience

A the money that you receive for doing a job

Ex 5 would suit you best? List three

C exams that you have passed or courses of study that you

have successfully completed reasons why.

F describes part of the day or week in which people work

I think I’m kind TEXT

A We weren’t very lucky. B There was no possibility of 6

3 win a C money for charity I’d like to enter a talent show.