Solutions Gold Pre Int Students Book Units 4 9 PDF

Solutions
Falla Davies
Best Solutions ever!
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Czteroczęściowy kurs dla liceów i techników (Pre-Intermediate,
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Intermediate, Upper-Intermediate i Advanced) przygotowujący do
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matury na poziomie podstawowym i rozszerzonym.
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● Bogatszy zasób zadań typu egzaminacyjnego pogłębiających znajomość
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struktur leksykalno-gramatycznych (Use of English)
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NOWOŚĆ! Praktyczne powtórki po każdym rozdziale (Language Review)
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Kopalnia znakomitych rozwiązań
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Modelowe dialogi i listy zwrotów (Key Phrases) wspierające uczniów
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w tworzeniu samodzielnych wypowiedzi
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Pre-Intermediate Student’s Book
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za pomocą nowoczesnych narzędzi
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● NOWOŚĆ! Zadania Mediation uczące ustnego i pisemnego przetwarzania
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informacji oraz przygotowujące do płynnego posługiwania się angielskim
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w różnych sytuacjach językowych
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● Skuteczne strategie uczenia się oparte na przykładach
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na każdej lekcji
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www.oup.com/elt/solutionsgold
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1 ISBN 978-0-19-491282-2
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Tim Falla Podręcznik

www.oup.com/elt 9 780194 912822 Paul A Davies dla liceów i techników
© Copyright Oxford University Press
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ShutterOK, gloves/Yellow Cat, fire extinguisher/Thomas M Perkins, goggles/
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Gavran333), 138 (Wind Rose/Adrian Bud); 123RF pp.08 (Student looking/
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20 (Zip-lining/Charles O. Cecil), 20 (A woman bouldering/TMI), 20 (Sea kayaker ZHANG), 61 (Group Of Children/Cathy Yeulet), 63 (Teacher And Pupils/Cathy
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views/Design Pics Inc), 20 (Person parachuting over village/Westend61 GmbH), Yeulet), 74 (Cathedral Santa Maria/Mikhail Mandrygin), 75 (Peggys Cove/
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23 (Buzz Pictures), 23 (Rob Matthews), 28 (Canoe polo/Kay Roxby), 46 (Foggy
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kitchen/Keith Morris), 80 (Norway tourists/Chris Fredriksson), 81 (Female 115 (Waiter welcoming/Ferli), 120 (Shop Assistant/Adamgregor).
rock climber abseiling/PearlBucknall), 86 (Rare mountain orchids/Peter
Front cover photographs: 123RF (Tower Bridge, London/tomas1111); iStockphoto
Fields), 88 (Urban Poverty Dhaka/Derek Parsons), 91 (Young woman scanning/
(two students working/bowdenimages); Shutterstock (skateboarder/
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4912822 Sol Gold Pre-Int SB A Cov.indd 2 24/06/2019 09:35

Podręcznik przeznaczony do kilkuletniego użytku. Nie pisz w nim!
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. Marcina Smolika, dr. hab. Pawła Sobkowiaka, mgr Teresy Zawiszy-Chlebowskiej.
Poziom w skali ESOKJ: A2/B1.
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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.1.P, III.1.R.
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Numer ewidencyjny w wykazie: 1032/1/2019.
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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 programowej
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wychowania przedszkolnego oraz kształcenia ogólnego w poszczególnych typach szkół i podręcznik o identycznej
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treści został dopuszczony do użytku szkolnego przez ministra właściwego do spraw oświaty i wychowania i wpisany
do wykazu podręczników przeznaczonych do nauczania języka angielskiego.
Rok dopuszczenia: 2019.
Numer ewidencyjny w wykazie: 1033/1/2019.
Tim Falla
Paul A Davies 1
01 OxSol SB PreInt New Core Curriculum Prelims.indd 1 21/06/2019 11:46

Contents Ta ikona przy ćwiczeniu oznacza konieczność napisania odpowiedzi w zeszycie.
Unit A Vocabulary B Grammar C Vocabulary D Grammar
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p4 Likes and dislikes p5 Contrast: present simple p6 Describing people p7 Articles
Sport and hobbies (basketball, drawing, etc.) and present continuous Describing hair (long hair, wavy, etc.) There is / are
School subjects (drama, maths, etc.) Present tense contrast Tip: Describing people Vocabulary: In school
Introduction
Key phrases: Likes and dislikes (I can’t stand ... , I love ..., etc.) Vocabulary: Everyday (canteen, classroom, etc.)
Speaking: Discussing school subjects, sports and hobbies activities (go shopping, Speaking: Describing your
have a picnic, etc.) school
! Mówienie Opis ilustracji
Unit A Vocabulary B Grammar C Listening D Grammar E
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p8 How do you feel? p10 Past simple p11 Problems, problems! p12 Past simple (negative p
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Adjectives to describe feelings (anxious, delighted, etc.) (affirmative) Tip: Listening for gist, specific information, context and interrogative) -e
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Modifying adverbs (a bit, extremely, etc.) and intention Question words G
Feelings
Speaking: Giving advice
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Reading people’s emotions from their eyes ex
Problems D
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Identifying how people feel
! Rozumienie ze słuchu Dobieranie ! Rozumienie ze słuchu Wielokrotny wybór
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p18 Language Review 1 • Znajomość środków językowych Dobieranie • Parafraza • Wielokrotny wybór USE OF ENGLISH
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p20 Landscapes p21 Past continuous p23 Adrenaline junkies p24 Past simple and past p
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Landscape: features (cave, waterfall, etc.) Vocabulary: Outdoor activities (abseiling, continuous G
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Landscape: adjectives (narrow, steep, etc.) BASE jumping, etc.) while / as and when D
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Adventure
Prepositions of movement and position Tip: Listening for gist A story U
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Adventure holidays Outdoor activities !
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Speaking: Describing a typical landscape in your country BASE jumping Sł
PROJECT ! Rozumienie ze słuchu Wielokrotny wybór •
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Dobieranie
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p30 Language Review 2 • Znajomość środków językowych Dobieranie • Tłumaczenie fragmentów zdań • Parafraza • Wielokrotny wybór USE OF ENGLISH MEDIATION
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p32 Skills Trainer 1 • Rozumienie tekstów pisanych Wielokrotny wybór • Rozumienie ze słuchu Dobieranie • Znajomość środków językowych Parafraza • Mówienie Opis ilustracji •
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Wypowiedź pisemna E-mail

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p34 Films and TV programmes p36 Quantity p37 Advertising p38 must, mustn’t, have p
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Films and TV programmes (animation, musical, etc.) some and any Tip: Listening for specific information to, don’t have to / needn’t G
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Adjectives to describe films and TV programmes (confusing, a few, a little, a lot, Speaking: Preparing an advert Speaking: Talking about im
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On screen
gripping, etc.) not much / many, Adverts game shows D
Aspects of films (acting, characters, etc.) How much / many? ! Rozumienie ze słuchu Wielokrotny wybór USE OF ENGLISH U
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Conversations about films MEDIATION ! Znajomość środków !

Key phrases: Talking about films językowych Parafraza Sł
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Speaking: Discussing films

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MEDIATION
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p44 Language Review 3 • Znajomość środków językowych Parafraza • Tłumaczenie fragmentów zdań • Wielokrotny wybór USE OF ENGLISH
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p46 Weather p48 Comparatives and p49 Eyewitness p50 (not) as ... as, too, p
Weather nouns, verbs and adjectives (cloudy, frost, etc.) superlatives Tip: Identifying the context enough K
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Describing temperature (It’s minus ten, It’s below zero, etc.) Vocabulary: Natural disasters (avalanche, mudslide, etc.) USE OF ENGLISH d
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Our planet
Speaking: Preparing and presenting a weather report Speaking: Discussing natural disasters ! Znajomość środków V
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Weather reports An interview with a survivor of a natural disaster językowych Parafraza co

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MEDIATION se
Natural disasters
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! Rozumienie ze słuchu Wielokrotny wybór

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p58 Skills Trainer 2 • Rozumienie tekstów pisanych Dobieranie • Rozumienie ze słuchu Prawda/Fałsz • Znajomość środków językowych Tłumaczenie fragmentów zdań
• Mówienie Rozmowa z odgrywaniem roli • Wypowiedź pisemna E-mail
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p60 Jobs p62 will and going to p63 Jobs for men, jobs for women? p64 Zero and first p
Jobs (architect, solicitor, etc.) Using adverbs to make Tip: Paraphrasing information conditional Si
Describing jobs (creative, challenging, etc.) predictions more or less Understanding statistics U
Ambition
Work activities (travel a lot, work alone, etc.) certain A nursery school teacher talking about his job !
Speaking: A questionnaire An interview with a female lorry driver Sł
Best-paid and worst-paid jobs in the UK Speaking: Discussing jobs
Teens talking about summer jobs MEDIATION
! Rozumienie ze słuchu Dobieranie PROJECT
4907675 OX Sol Pre Int SB.indb 2 13/06/2019 10:13

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E Word Skills F Reading G Speaking H Writing
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ve p13 Adjective endings p14 Painless p16 Narrating events p17 An email
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-ed / -ing adjectives A life without pain Tip: Keeping a conversation going Tip: Using informal language appropriately
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Grammar: How + adjective for Tip: Matching tasks Key phrases: Reacting and showing interest (You’re joking Vocabulary: Phrasal verbs and register
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exclamations Vocabulary: Accidents and injuries (hurt, break ... , How boring ..., etc.) Grammar: Permission
Dictionary work a bone, etc.) Teenagers talking about their weekends
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! Wypowiedź pisemna E-mail
! Rozumienie tekstów pisanych Dobieranie
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MEDIATION
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st p25 Word building p26 Lost at sea p28 Photo description p29 A narrative
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Grammar: Related verbs and nouns Tip: Matching sentences to gaps Tip: Structuring a photo description Tip: Using sequencing words and phrases
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Dictionary work Vocabulary: Extreme adjectives (delicious, Vocabulary: Sports equipment (ball, helmet, etc.) Key phrases: Sequencing words and phrases
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USE OF ENGLISH filthy, etc.) Key phrases: Describing a photo (The photo looks ..., etc.) (a while later, before long, etc.)
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! Znajomość środków językowych MEDIATION Key phrases: Speculating about feelings (She’s probably Grammar: Adverbs
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Słowotwórstwo ! Rozumienie tekstów pisanych Dobieranie zdań feeling ..., etc.)
do luk w tekście Photo descriptions
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e p39 Negative adjective prefixes p40 Video games and health p42 Exchanging information p43 An informal letter
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n’t Grammar: Negative prefixes: un-, in-, The truth about video games Tip: Speaking naturally Tip: Writing an informal letter
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im-, ir-, il- and dis- Tip: Identifying type of question Grammar: shall Vocabulary: Social activities (go shopping,
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Dictionary work Vocabulary: Collocations: verb + noun (have a Key phrases: Suggestions and invitations (Would you go for a coffee, etc.)
USE OF ENGLISH positive effect, cause concern, etc.) like to … ? Good idea! etc.) Grammar: Invitations
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! Znajomość środków językowych ! Rozumienie tekstów pisanych Wielokrotny wybór Discussing a film to see ! Wypowiedź pisemna List prywatny
Słowotwórstwo PROJECT ! Mówienie Rozmowa wstępna
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p51 Phrasal verbs p52 Gliders in the storm p54 Presentation p55 An internet forum post
Key phrases: Agreeing and A bumpy ride Tip: Giving a presentation Tip: Presenting an opposing view
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disagreeing (I agree ..., etc.) Tip: Understanding reference words Grammar: should Vocabulary: Collocations (save the planet,
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Vocabulary: Environment: Vocabulary: Verbs of movement Key phrases: Structuring your presentation (I’d like to start solve a problem, etc.)
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compound nouns (climate change, ! Rozumienie tekstów pisanych Dobieranie by …, etc.); Ordering points or examples (Secondly, etc.); Key phrases: Presenting an opposing view
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sea levels, etc.) Justifying your opinions (The reason I say this is …, etc.); (There are people who think … etc.)
PROJECT
MEDIATION Endling your presentation (To sum up, …, etc.) ! Wypowiedź pisemna List formalny
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A presentation
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! Mówienie Rozmowa wstępna

MEDIATION
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p65 Prefixes p58 Dream jobs p68 Stimulus-based discussion p69 An application letter
Single words vs hyphenated words The best jobs in the world … probably Tip: Developing answers with more detail or arguments Tip: Structuring a formal letter
USE OF ENGLISH Tip: Matching tasks Vocabulary: Places of work (airport, bank, etc.) ! Wypowiedź pisemna Stosowanie
! Znajomość środków językowych Vocabulary: Collocations: jobs: (look for a job, Vocabulary: Personal qualities (enthusiastic, flexible, etc.) formalnego lub nieformalnego stylu
Słowotwórstwo take the day off, etc.) Key phrases: Making choices and expressing preferences, wypowiedzi
! Rozumienie tekstów pisanych Dobieranie justifying a choice and rejecting the other options
Choosing a holiday job
! Mówienie Rozmowa na podstawie materiału stymulującego

Unit A Vocabulary B Grammar C Listening D Grammar E
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p72 Worth a visit p74 Present perfect p75 Check your ticket! p76 Past simple and p
Visitor attractions (aquarium, castle, etc.) been and gone Tip: Focusing on meaning present perfect G
Describing visitor attractions (cheap, touristy, etc.) MEDIATION Emphatic stress Expressions that refer to a +
Tourism
Countries (Croatia, the Czech Republic, etc.) Holidays that went wrong completed period of time V
(yesterday, last week, etc.) ai
Speaking: Discussing visitor attractions ! Rozumienie ze słuchu Prawda/Fałsz •
A guided tour Wielokrotny wybór
E
p82 Language Review 6 • Znajomość środków językowych Dobieranie • Tłumaczenie fragmentów zdań • Parafraza • Słowotwórstwo USE OF ENGLISH MEDIATION
N
IO
p84 Skills Trainer 3 • Rozumienie tekstów pisanych Wielokrotny wybór • Rozumienie ze słuchu Wielokrotny wybór • Znajomość środków językowych Dobieranie •
Mówienie Rozmowa na podstawie materiału stymulującego • Wypowiedź pisemna List
N
7
O
p86 Spending power p88 Second conditional p89 Honesty pays p90 Past perfect p
R
Numbers and currencies Tip: Predicting type of answers USE OF ENGLISH Ve
B
Money Shops and services (bank, florist’s, etc.) Vocabulary: Money: verbs (afford, borrow, etc.) ! Znajomość środków D
językowych Parafraza
ZA
Shopping (bargain, discount, etc.) A story about honesty
Conversations in shops Talking about money
! Rozumienie ze słuchu Wielokrotny wybór
IE
N
p96 Language Review 7 • Znajomość środków językowych Dobieranie • Parafraza • Tłumaczenie fragmentów zdań • Wielokrotny wybór USE OF ENGLISH MEDIATION
A
W
8
p98 Modern life p100 Reported speech (1) p101 A life of crime p102 Reported speech (2) p
O
Problems (addition, traffic, etc.) Pronouns and time Tip: Writing complete and accurate answers tell and say D
PI
Collocations: tackling problems (make an arrest, take a problem expressions in reported Stories about outlaws MEDIATION U
Making
seriously, etc.) speech
O
headlines Bonnie and Clyde !
News reports MEDIATION Sł
IK
Speaking: Discussing problems in your region M
PROJECT
IE
N
p108 Language Review 8 • Znajomość środków językowych Dobieranie • Parafraza • Tłumaczenie fragmentów zdań USE OF ENGLISH MEDIATION
IA
p110 Skills Trainer 4 • Rozumienie tekstów pisanych Wielokrotny wybór • Rozumienie ze słuchu Dobieranie • Mówienie Opis ilustracji •
N
Wypowiedź pisemna Wiadomość na forum internetowym • Znajomość środków językowych Wielokrotny wybór
H
9
EC
p112 Gadgets p114 The passive (present p115 Intentions of the speaker p116 The passive (present p
Electronic devices (digital radio, sat nav, etc.) simple and Tip: Identifying speaker intention perfect and future) Ve
past simple) ! Mówienie Rozmowa
SZ
Gadgets: features and accessories (button, remote control, etc.) Five monologues p
Science
Gadget shop conversations Adverbs with the passive Tip: Persuading someone to do something wstępna D
W
Describing how devices work ! Rozumienie ze słuchu Wielokrotny wybór !

Speaking: A survey
O
ZP
O
p122 Language Review 9 • Znajomość środków językowych Dobieranie • Parafraza • Wielokrotny wybór USE OF ENGLISH MEDIATION
R
p124 Skills Trainer 5 • Rozumienie tekstów pisanych Dobieranie • Rozumienie ze słuchu Wielokrotny wybór • Mówienie Rozmowa z odgrywaniem roli •
Ż
Wypowiedź pisemna Wiadomość na blogu • Znajomość środków językowych Wielokrotny wybór

A
D
ZE
R
Culture p126 Writing Bank p163

SP
Vocabulary Builder p135 Extra Speaking p165

Grammar Builder and Reference p140 Pronunciation p166
A
Functions Bank p160 Listening (1.01 = disc 1, track 1 / 2.01 = disc 2, track 1, etc.)
N
IE
N

E Word Skills F Reading G Speaking H Writing
p77 Compounds p78 Holidays without parents p80 Guided conversation p81 A holiday blog
Grammar: Compound nouns: noun Free at last? Tip: Asking for repetition Tip: Informal omission of sentence subjects
a + noun and adjective + noun Tip: Multiple-choice questions Vocabulary: Tourist attractions (carnival, square, etc.) Vocabulary: Collocations: holiday activities
Vocabulary: Air travel (cabin crew, Vocabulary: Holidays: compound nouns (campsite, Key phrases: Asking about attractions (Where is the ... ? (go skiing, hire a bike, etc.)
aisle seat, etc.) backpack, etc.) What time does the ... open / close? etc.); Asking for Key phrases: Writing blog posts (Welcome
! Mówienie Opis ilustracji • Rozumienie tekstów information (Could you tell me … ?, I’d like to know … ?, etc.) back! Today’s post is about ..., etc.)
pisanych Dobieranie • Wielokrotny wybór ! Mówienie Rozmowa z odgrywaniem roli • Opis ilustracji ! Wypowiedź pisemna Wpis na blogu
E
N
IO
N
O
p91 Verb + infinitive or -ing form p92 Aaron Levie p94 In a clothes shop p95 An internet forum post
R
Verb patterns Box clever Tip: Conversation skills Tip: Varying your sentence structure
B
Dictionary work Tip: Identifying connections between sentences Grammar: Talking about prices and money ! Wypowiedź pisemna Wiadomość na forum
internetowym
ZA
Vocabulary: Business (contract, funding, etc.) Key phrases: Shopping for clothes (I’m looking for a hoodie.
! Rozumienie tekstów pisanych Dobieranie • etc.)
Prawda/Fałsz Conversations in a shop
IE
MEDIATION ! Mówienie Rozmowa wstępna
N
A
W
2) p103 Adjective suffixes p104 An Australian murder mystery p106 Photo description p107 An email
O
Dictionary work Who was the Somerton Man? Tip: Varying your sentence structure Tip: Developing each point in the task
PI
USE OF ENGLISH Tip: Predicting the answers to multiple-choice Grammar: must be and can’t be for deductions Key phrases: Advantages (The big
questions advantage of X is …, etc.); Disadvantages (One
O
! Znajomość środków językowych Vocabulary: Festivals (acts, crowds, etc.)
Słowotwórstwo Vocabulary: Compound nouns (a train ticket, Music festivals disadvantage is …, etc.); Additional points
IK
MEDIATION a secret code, etc.) (Also, ... etc.)
! Rozumienie tekstów pisanych Wielokrotny wybór ! Wypowiedź pisemna E-mail
IE
N
IA
N
H
EC
nt p117 Verb + preposition p118 Great inventions? p120 Making a complaint p121 An internet forum post
Verbs which take more than one Inventions the world forgot Guided conversation (making a complaint) Tip: Using conjunctions to make complex
SZ
preposition Tip: Matching questions to texts Tip: Covering all points in the task sentences
Dictionary work Vocabulary: Noun endings (invention, recording, Key phrases: Making a complaint (There’s a problem Key phrases: Introducing an opposing view
W
! Mówienie Rozmowa wstępna etc.) with …, Can you fix it?, etc.); Dealing with a complaint (What’s (Having said that …, On the other hand, …,
! Rozumienie tekstów pisanych Dobieranie wrong with it?) etc.); Summing up (All in all, I believe, …, etc.)
O
PROJECT Complaints ! Wypowiedź pisemna Wiadomość na forum

ZP
! Mówienie Opis ilustracji • Rozmowa z odgrywaniem roli internetowym

O
R
Ż
A
D
ZE
R
SP
A
N
IE
N

4B
4 Grammar
A
Vocabulary
Weather
I can describe the weather.
1 Work in pairs. Do the weather quiz.
Our planet
Weather Quiz
E
N
IO
1 What shape is rain ?
N
a b c
O
Unit map
R
B
Vocabulary
ZA
Weather
Describing temperature 2 What makes the sound of thunder?
IE
Natural disasters a clouds b rain c lightning
N
Verbs of movement
A
Climate change 3 You see lightning and then hear thunder six seconds later.
W
Taking action: collocations How far away is the storm?
O
Word Skills a 2 km b 3 km c 6 km
PI
Phrasal verbs
Grammar 4 You only get foggy weather when
O
IK
Comparatives and superlatives a the air is cold. b you are near the ocean. c it is rainy.
(not) as … as, too, enough
IE
5 You only get hail when

Listening Eyewitness
N
a there are showers. b there are storm clouds. c it is cold.

IA
N
6 In what direction does an ‘east wind’ blow?

H
a towards the east b from the east

EC
7 How long does snow take to reach the ground? Maximum time
SZ
Reading Gliders in the storm a five minutes. b twenty minutes. c an hour.

W
8 When you are facing a rainbow, the sun is always

O
a in front of you. b behind you. c to one side.

ZP
O
R
Speaking Presentation
2 vocabulary Complete the table. All the missing nouns and adjectives are in the
Ż
A
quiz in exercise 1. What do you notice about the way the adjectives are formed?
D
ZE
Verb Noun Adjective

R
1
cloudy
SP
Writing An internet forum post ><
Culture 4 The English language fog 2 ><

A
page 129 frost frosty

N
hail 3
IE
><
N
ice icy
lightning
rain 4 >< 5 ><
Vocabulary Builder page 137
6 >< showery
Grammar Builder page 148
snow 7 >< snowy
Grammar Reference page 149 8 >< stormy
9 >< sunny
thunder 10 >< thundery
11 >< windy
46 Unit 44 Our
Ourplanet
planet ! Świat przyrody

4A
3 Work in pairs. Put the nouns from the table in exercise 2 7 1.36 Listen again and answer the questions. Use words
into two categories: countable and uncountable. Use the from exercises 2 and 5 in your answers.
quiz and a dictionary to help you if necessary.
Report 1
Countable: cloud, … 1 Why do pedestrians have to be careful?
Uncountable: fog, … 2 Why is it difficult to see?
Report 2
4 speaking Work in pairs. Talk about what the weather was
3 What is the weather like at the moment?
like when you left home this morning. Ask and answer
E
4 What are they expecting the weather to be like in the evening?
N
about the nouns from the chart.
IO
Report 3
5 What is the weather like at the moment?
N
Were there any clouds? No, there weren’t. / There
O
6 Later in the day, what are they expecting the temperature
were a lot. / There were a few.
R
to be?
B
Report 4
ZA
7 What kind of weather are they expecting as the storm
No, there wasn’t. / There
Was there any fog? approaches?
IE
was a lot. / There was a little.
8 Why shouldn’t people go outside?
N
A
8 Work in pairs. Invent a weather report. Use the prompts
W
below to help you plan it.
O
5 speaking Work in pairs. Ask and answer the questions
•
PI
What type of weather?
(1–3) below. Use words from exercise 2 and the words and
•
phrases below.
• O
Temperature?
IK
What can you see? (snow, ice, clouds, etc.)
Describing temperature
9 speaking Present your weather report to another pair.
IE
It’s minus ten. It’s 35 degrees (Celsius). It’s below zero.

N
It’s freezing / cold / cool / mild / warm / hot.

IA
Here in Bydgoszcz, there’s a lot of snow

1 What’s the weather like today?
N
on the ground. The temperature is …

2 What’s the weather like in spring / summer / autumn / winter?
H
3 Do you prefer rainy, snowy or icy weather? Why?

EC
SZ
6 1.36 Listen to four weather reports (1–4). Match three of

them with the photos (A–C).
W
O
ZP
B
O
R
A
Ż
C
A
D
ZE
R
SP
A
N
IE
N
! Świat przyrody Unit 4 Our planet 47


4B Grammar
Comparatives and superlatives
I can make comparisons.
1 Read the text. Find a) the main cause of tsunamis, b) their 4 Write questions beginning with Which …? Use the
maximum speed and c) an example of a deadly tsunami. comparative form when there are two options and the
superlative when there are three.
Tsunamis
1 frightening / hail / lightning?
Fact file Which is more frightening, hail or lightning?
2 hot / in your country / June / July / August?
3 rainy / in your country / spring / summer / autumn?
E
4 bad / very cold weather / very hot weather?
N
IO
5 exciting / a snowy mountain / a sunny beach?
6 frequent / in your town / snow / fog / thunderstorms?
N
O
5 speaking Work in pairs. Take turns to ask and answer
R
B
your questions from exercise 4.
ZA
Which is more frightening, hail or lightning?
IE
N
Tsunamis are huge waves. They are much bigger and
A
more dangerous than normal waves. I think lightning is more frightening.
W
Earthquakes are the most frequent cause of tsunamis.
O
Rarer causes include underwater volcanos and 6 Complete the text with the comparative or superlative
PI
meteorites. form of the words in brackets.
O
IK
Tsunamis behave differently in deep or shallow water.
Deadly
When a tsunami reaches the shore, the waves become
IE
very tall. Far from land, where the water is deeper, the
waves are smaller but faster – in fact, they can travel at
N
up to 800 kph!
tsunami
IA
N
The worst tsunamis of the 21st century happened in

H
2004 and 2011. The deadliest tsunami was the Indian The Tohoku earthquake in
EC
Ocean tsunami of 2004, when 280,000 people lost their 2011 was 1 > < (powerful)
lives. The 2011 tsunami in Japan caused fewer deaths –
earthquake in the history of
SZ
about 18,000 – but left about 450,000 without homes.

Japan. The earthquake happened 70 km from the coast and
W
caused one of 2 > < (big) tsunamis ever. The wave was 3 > <
O
2 Complete the table with comparative and superlative (tall) than 40 metres and travelled more than 10 kilometres
ZP
adjectives from the text in exercise 1.

inland in some places. However, 4 > < (bad) damage was in
O
towns near the shore. Some people managed to reach 5 > <
R
Comparative Superlative
(high) ground and escape the water, but many did not have
Ż
Short adjectives
A
deep 1 >< the deepest time. More than 18,000 people died, 6 > < (a lot) in any
D
big 2
the biggest natural disaster in Japan since 1923. The Prime Minister of
ZE
><
deadly deadlier the 3 > < Japan described the situation as ‘7 > < (difficult) crisis for
R
rare 4
the rarest Japan since World War II’. One of 8 > < (worrying) things
SP
><
Long adjectives about the tsunami was the damage to the nuclear power
A
dangerous 5 >< the most dangerous station at Fukushima. For many people, a nuclear disaster is
N
frequent more frequent the 6 > < even 9 > < (frightening) than a tsunami.
IE
Irregular adjectives
N
good better the best 7 speaking Work in pairs. Ask and answer questions using
bad worse the 7 > < the superlative form of the adjectives.
Quantifiers
1 what / interesting subject / at school?
a few 8 >< the fewest
2 who / attractive actor / in the world?
a little less the least
3 what / funny comedy / on TV?
some / a lot more the most
4 what / interesting city / in Poland?
5 who / bad singer / in the world?
3 Work in pairs. How many more comparative and
6 what / dangerous animal / in the world?
superlative forms can you find in the text?
In your opinion, what’s the most interesting
➼ Grammar Builder 4B page 148
subject at school?
48 Unit 4 Our planet ! Świat przyrody

Listening
Eyewitness
C 4C
I can identify the context of a conversation or monologue.
B
A
E
N
IO
N
O
R
B
ZA
D
1 speaking Work in pairs. Match photos A–D with four
IE
of the natural disasters in the list below. Then check the
N
meaning of all the words.
A
W
Natural disasters avalanche drought earthquake
O
epidemic famine flood forest fire mudslide
PI
tornado tsunami volcanic eruption
O
IK
Wskazówka
W niektórych zadaniach musisz określić kontekst nagrania,
IE
np.: charakter wypowiedzi (wywiad, reklama itp.), czas i/lub

N
miejsce rozmowy, tożsamość rozmówców i relacje między

IA
nimi.
N
5 1.38 Listen to five more conversations. Match each one

H
Przed wysłuchaniem nagrania przeczytaj pytania i znajdź

with a natural disaster from exercise 1.
EC
w nich wskazówki dotyczące kontekstu: kim są osoby

występujące w nagraniu, jakie miejsca i czynności są
6 1.38 Listen again and choose the correct answers.
SZ
opisane oraz kiedy odbywa się rozmowa. To wszystko

1 The interview is taking place …
W
pomoże ci wybrać właściwą odpowiedź.

a in the man’s house.
O
b just outside the man’s house.

ZP
2 Read the tip. Then read the questions in exercise 4 below c in a church hall.
O
and think what you will need to listen for. 2 The conversation is between a news reporter and …
R
a a politician.
Ż
3 Listen to a conversation. Which natural disaster

1.37 b a member of the armed forces.
A
from exercise 1 are they talking about? c a charity worker.

D
3 The conversation is taking place …

ZE
4 1.37 Listen again. Choose the correct option (a or b) for a in the evening of the day the fire started.
R
questions 1–5. b the day after the fire started.

SP
c a few days after the fire started.

1 The conversation is …
4 The recording you hear is part of …
A
a a radio interview.
a a news report.
N
b part of a police investigation.

b a safety announcement.
IE
2 The conversation is taking place in …

c a lecture.
N
a a family home.
5 The speaker is currently …
b a small supermarket.
a picking up pieces of wood.
3 The conversation takes place between a journalist and …
b planning a fishing trip.
a two neighbours.
c sailing his boat towards the shore.
b a married couple.
4 During the conversation, the speakers are … 7 speaking Work in groups of three. Discuss these questions
a having a coffee in the kitchen. about the natural disasters in exercise 1.
b walking around different parts of the building.
5 The time of day is … Which three are …
a around midday. 1 the most dangerous, in your opinion?
b the evening. 2 the most likely to happen where you live?
3 the least likely to happen where you live?
! Świat przyrody • Rozumienie ze słuchu Wielokrotny wybór Unit 4 Our planet 49

06 OxSol SB PreInt U4.indd 49 11/02/2020 11:19

4D Grammar
(not) as … as, too, enough
I can use different structures to make comparisons.
1 speaking mediation Work in pairs. Read the text. 4 speaking Work in pairs. Tell your partner five facts
Explain in your own words what a ‘shooting star’ is. about yourself and your friends or family. Use (not) as … as
and the adjectives below or your own ideas.
athletic brave funny imaginative tall
I’m not as athletic as my sister.
E
N
5 Look at the highlighted examples of too and enough in the
IO
text in exercise 1. Decide whether each example is with an
N
adjective or a noun.
O
R
B
LEARN THIS! too and enough
ZA
a too comes > < an adjective.
IE
b enough comes > < an adjective.
N
c enough comes > < a noun.
A
d We often use an infinitive with to > < too + adjective or
W
At night, when the sky is clear enough, you can often see meteors
adjective + enough.
O
– space rocks – as they enter the Earth’s atmosphere. Most of
PI
these rocks are about as big as an apple, but they look as bright He’s too young / old enough to join the army.
as stars, so people call them ‘shooting stars’. They are too small to
O
IK
be dangerous. Large meteors are rare, but a few are big enough to
cause natural disasters. 6 Read the Learn this! box. Complete rules a–d with before
IE
or after. Use the examples from the text in exercise 1 to

In 2013, a meteor exploded in the sky above Chelyabinsk in
N
help you.
Russia. The explosion happened about 25 kilometres above the
IA
city, but had enough power to damage buildings. However, it was

N
not as powerful as the Tunguska meteor which exploded above ➼ Grammar Builder 4D page 148
H
Siberia in 1908.
EC
7 Complete the text. Use the words in brackets with as … as,

SZ
not as … as, too or enough.

W
LEARN THIS! (not) as … as

O
We use as … as to say two things are equal. The Tunguska Event of 1908 was an enormous
ZP
explosion. It had 1 > < (power) to destroy a large city

Example: 1 ><
– but fortunately it happened in the middle of the
O
We use not as …as to make a negative comparison. Siberian forest. It destroyed more than 80 million
R
Example: 2 > < trees and was 2 > < (strong) to break windows in
Ż
towns 3 > < (far) 60 km away.

A
D
The explosion in Tunguska had an effect on the

2 Read the Learn this! box. Then find examples in the text in
ZE
weather in Asia and Europe. At night, the sky was

exercise 1. 4 ><
(dark) usual. In fact, in Scotland, there was
R
SP
5 ><
(light) at 2.30 a.m. to play golf outside! Some
3 use of english Rewrite the sentences without changing people say that the explosion was 6 > < (large) to
the meaning. Use as … as or not as … as and the adjective
A
be a meteor. They have other theories – for example,

in brackets.
N
was it a UFO? That seems unlikely, but there isn’t

IE
1 Earthquakes are more frequent than tsunamis. (rare) 7 ><

(evidence) to prove for certain what happened.
N
Earthquakes are not as rare as tsunamis.

2 Jack Black and Elijah Wood are the same height. (tall)
3 The moon is nearer than the sun. (far) 8 speaking Work in pairs. Complete these sentences in as
4 Lions are slower than cheetahs. (fast) many ways as you can. Compare ideas with your partner.
5 London and New York are about the same size. (big)
6 Silver is cheaper than gold. (expensive) I’m not old enough to …
7 A blue whale’s tongue is the same weight as an elephant.
(heavy) I haven’t got enough money to …
8 Beyoncé is younger than Jay-Z. (old)
I’m too old to …
50 Unit 4 Our planet ! Świat przyrody • Znajomość środków językowych Parafraza


Word Skills
Phrasal verbs
4E
I can understand and use a variety of phrasal verbs.
1 speaking mediation Work in pairs. Read the fact

file. Then say, in your own words, what causes global
warming.
Global warming
FACT FILE
E
N
❯ The Earth is heating up. The average temperature is 0.75°C
IO
higher now than it was 100 years ago.
5 speaking Do you agree more with Emma or Tom? Why?
N
❯ When we burn fossil fuels, they give off greenhouse gases
O
like carbon dioxide (CO2). This causes global warming. Use the phrases below to help you.
R
❯ We have cut down over 50% of the Earth’s rainforests in the
B
Agreeing and disagreeing
last 60 years. These are important because they remove CO2
ZA
I agree / disagree with (Emma) that …
from the atmosphere and add oxygen. They are also home
(Tom) is right / wrong to say that … because …
IE
to over half of the world’s plant and animal species.
It’s true that … (but …)
N
❯ Some scientists believe that by 2050, about 35% of all plant
The reason is that …
A
and animal species could die out because of climate change.
W
❯ Sea levels are rising and the polar ice caps are melting. 6 Find nine phrasal verbs in the texts in exercise 4. Match
O
❯ Scientists say that fossil fuels like coal and gas may run five of them with the definitions below. Check the meaning
PI
out by the year 3000. So we need to develop alternatives, of the others in the dictionary. Are the meanings closely
such as renewable energy and nuclear energy. O
linked to the main verbs or not linked?
IK
1 continue 4 take care of
IE
2 Work in pairs. Find compound nouns in the fact file that 2 delay 5 think of
N
include the words below. Translate them into your own 3 stop using or doing sth
IA
language.
N
7 Complete the phrasal verbs in sentences 1–7 with the

H
fossil global greenhouse rain climate sea words below. All the verbs are in the texts in exercises 1
EC
ice renewable and 4.

SZ
cut down looked out up up used

LEARN THIS! Phrasal verbs
W
a Phrasal verbs consist of a verb + one or two particles (e.g. 1 Internet cafés are dying > < because people use smartphones
O
at, down, in, on, etc.). instead.

ZP
2 My dad > < down the tree in the front garden.

b Some phrasal verbs have a meaning that is closely linked to
3 Kate gave > < chocolate because she wants to be healthier.
O
the main verb (e.g. use up = use all of).

4 Supermarkets are causing small shops to close > < .
R
c Other phrasal verbs have a meaning that is not linked to 5 We’ve > < up all the bread. Can you buy some more?
Ż
the main verb (e.g. set off = leave).

A
6 You can heat > < the soup in the microwave.

D
7 I > < after my little brother while Mum was out.

ZE
3 Read the Learn this! box. Find five phrasal verbs in the fact
8 speaking Work in pairs. Tell your partner about
R
file. Which have meanings that are linked to the main verb
something or somebody that you …
SP
and which has a meaning that is not linked?

1 sometimes look after 4 sometimes run out of
A
4 Read what two students say about global warming and 2 often put off 5 can always rely on
N
climate change. Who is more worried about the situation? 3 should give up
IE
N
We are using up fossil fuels like It’s impossible to come up with a

coal and gas very fast. If we carry solution that everyone is happy with.
on like this for much longer, we We can’t just close down all the coal
will have no fuel left and it will be and gas power stations. We rely on
impossible to stop climate change. fossil fuels for most of our energy.
Emma We must change the way we live and Tom And it’s difficult to persuade people to
start looking after the environment. change the way they live. How many
Politicians must wake up and take action! We can’t people will give up their cars? Not many! We should just
put it off! learn to live with climate change, not try to stop it.
! Świat przyrody Unit 4 Our planet 51


4F Reading
Gliders in the storm
I can understand a magazine article.
1 speaking Work in pairs. Look at the title and the photos, 3 Read the tip. Then look at the two sentences below and
read the I can … statement for this lesson and predict decide which one fits gap 1 in the text. How did you decide?
what happens in the text. Tell the class your ideas. A However, he decided to carry on.
B However, they decided to carry on.
2 Read the text, ignoring the gaps. How accurate were
your predictions? 4 Match sentences C–H with gaps 2–5 in the text. There are
two extra sentences. To help you, look at the underlined
E
Wskazówka words in the sentences after the gaps. Think about what
N
these words could refer to in sentences C–H.
IO
Kiedy rozwiązujesz zadanie polegające na dopasowaniu
brakujących zdań do luk w tekście, zwracaj uwagę na zaimki
N
C Ewa tried to get away from the storm, but two enormous
O
i przymiotniki dzierżawcze (possessive adjectives), ponieważ clouds came together and trapped her.
R
pomogą ci powiązać ze sobą różne części tekstu. Zastanów D But that’s only one reason why she chose not to compete in
B
się, do jakich osób, rzeczy, miejsc i pojęć te wyrazy się the next championship.
ZA
odnoszą. E Eventually, Ewa came out of the storm cloud and saw a small
Zwróć uwagę na takie wyrazy, jak:
IE
farm on the ground.
•• he/him, she/her, it, they/them itp; F When she woke up, she was still inside the storm; it was dark
N
A
•• his, her, its, their itp; and hail stones were flying past.
W
G They made it much more difficult to keep the glider
•• this, that, these, those.
O
under control.
PI
H This is like winning the lottery ten times in a row.
O
IK
b u m p
IE
y
N
2.02
IA
In February 2007, about two hundred

N
A
paragliders were in Australia for a few days
H
EC
to prepare for the World Championship.

They included Ewa Wiśnierska, a German
SZ
5 paragliding champion. One morning, as

W
the competitors were getting ready to take
ride
O
off, they noticed that a thunderstorm was

ZP
approaching. 1 > < After all, these were the

best paragliders in the world; they were
O
R
10 certainly skilful enough to keep away from

some dark clouds. Or so they thought.
Ż
A
Unfortunately, as the competitors took off,

D
ZE
the weather quickly became worse. 2 > <

That was the start of the most terrifying
R
SP
15 and dangerous experience of her life.

A
N
IE
N
52 Unit 4 Our planet ! Świat przyrody • Rozumienie tekstów pisanych Dobieranie


4F
5 vocabulary Match the six highlighted verbs of
movement in the text with the definitions below. Write the
infinitives.
The clouds pulled Ewa up inside the storm like a leaf in the
wind. She flew higher and higher, with lightning and hail all Verbs of movement
around her. ‘I was shaking,’ she told reporters afterwards. 1 to go round and round quickly
‘The last thing I remember, it was dark. I could hear lightning 2 to go up from the ground
all around me.’ She rose to an altitude of nearly 10,000 m –
E
20 3 to come down to the ground
N
that’s higher than the top of Mount Everest – and then she 4 to move nearer
IO
lost consciousness. At that height, the temperature was 5 to arrive at a certain place
N
about -40°C and there was very little oxygen. Death 6 to move in a certain direction66
O
seemed certain.
R
➼ Pronunciation 4F page 166
B
25 For forty minutes, Ewa was unconscious.
ZA
3 ><
They were as big as tennis balls. Her glider was spinning 6 speaking Work in pairs. Prepare an interview with Ewa.
above her head, but it was still in one piece.
IE
Student A: You are the interviewer. Prepare six questions using
N
4
She headed towards it and landed safely. She fell to the
>< the prompts below and/or your own ideas.
A
ground and rolled over, too weak and confused to call for Student B: You are Ewa. Prepare your answers to
W
30 help. When her team reached her, she was 60 km away from Student A’s questions. Use as much information from
O
the place where she took off. She was covered in ice – but the text as you can.
PI
alive! 1
O
what / you / do / in Australia?
IK
Godfrey Wenness, the organiser of the championships, 2 what / weather / like / that morning?
described Ewa as the luckiest woman in the world. ‘5 > < That’s 3 why / you / take off?
IE
35 how lucky this woman is. There’s no logical reason why she 4 what / can / remember / about the storm?
N
got away with it,’ he said. Sadly, a Chinese competitor was not 5 what / most terrifying part / experience?
IA
as lucky as Ewa. He flew into the same storm and died. 6 how / you / feel / afterwards?
N
H
Ewa had frostbite on her ears and legs and went to hospital 7 speaking Act out your interview.
EC
for treatment, but a few days later, she competed in the World
SZ
40 Championship. ‘Flying is too fantastic to stop because of an What were you doing in Australia?
I was preparing …
accident,’ she said.
W
O
8 project Find out about another real-life sporting

ZP
accident where somebody had a lucky escape. Write the

O
story in 200–300 words and find photos to illustrate it.

R
Ż
A
D
ZE
R
SP
A
N
IE
N
Unit 4 Our planet 53


4G Speaking
Presentation
I can give a presentation.
1 speaking Work in pairs. Discuss what staff and pupils 4 speaking Share your ideas from exercise 3 with another
currently do to make your school environmentally friendly. group. Are any of the ideas the same? Do you think your
Use the phrases below and your own ideas. ideas are better or worse than the other group’s ideas?
Wskazówka
Kiedy przedstawiasz swoje stanowisko w jakiejś sprawie,
staraj się używać zwrotów używanych przy wyrażaniu
E
N
opinii, uzasadnianiu opinii i stosowanych w celu logicznego
IO
recycling bins low-energy lightbulbs reusable bottles połączenia wszystkich elementów prezentacji.
N
O
5 key phrases Read the tip. Match the phrases below
R
with the correct headings (A–E).
B
ZA
All in all, … First(ly), … Now, I’d like to move on to …
The main reason I feel this way is … In my view …
IE
plastic-free packaging drinking fountains bike racks
A Structuring your presentation
N
A
I’d like to start by saying / looking at …
W
First of all, I'm going to talk about …
O
Then, I'm going to move on to ...
PI
Now, let’s look at (the question of …)
smart-energy controls eco-friendly products O
B Expressing opinions
IK
I think / I don’t think that …
I believe / don’t believe that …
IE
LEARN THIS! should I feel strongly that …

N
We can use I think … + should to say that something is a good In my opinion, … As I see it, …
IA
idea, in our opinion. C Ordering points or examples

N
I think all schools should recycle cans.

H
Second(ly), … Finally, …
EC
For the negative, we normally use I don’t think … + should D Justifying your opinions
I don’t think students should drop litter. The reason I say that is … That's because …
SZ
E Ending your presentation

W
To sum up, … In conclusion, … Thank you for listening.

2 speaking Read the Learn this! box. Complete the
O
6
ZP
sentences with should or shouldn't. 2.03 Listen to a student’s presentation. Which phrases
from exercise 5 does she use?
O
How to make our school more eco-friendly ...

R
1 We > < throw away plastic. 7 Work in pairs. Prepare a short presentation called ‘How to
Ż
2 We > < turn off the lights when we aren’t using them. make your school more eco-friendly’.
A
3 We > < drive to school.

• Choose four points from your chart in exercise 3 (two for the
D
4 We > < use less paper.

ZE
school, two for students).

5 We > < leave windows open when the heating is on.
• Write notes or a script following the plan below.
R
• Decide who will present the first half and who will present the
SP
➼ Vocabulary Builder Climate change: page 137

second half.
•
A
Follow the advice in the tip and use phrases from exercise 5.
3 Work in small groups. Think of three more things that the
N
school should do and three more things that students

IE
1 Introduce the topic. Say what you are going to talk about.
should do. Explain why each idea is important. Use words 2 Talk about two things the school should do. Justify your
N
and phrases from exercise 1 to help you. opinions.

How to make our school more eco-friendly 3 Talk about two things students should do. Justify your opinions.
The school should … Explanation 4 End the presentation.
1 >< ><
2 >< >< 8 mediation Perform or record your presentation using

3 >< >< your notes or script from exercise 7.
The students should … I’d like to start by looking at things our school should do in
1 >< >< order to become more eco-friendly. First, I think it should …
2 >< ><
3 >< ><
54 Unit 4 Our planet ! Świat przyrody • Mówienie Rozmowa wstępna


Writing
An internet forum post
4H
I can write an internet forum post.
1 speaking Read the internet forum post. Do you agree

Wskazówka
with Ben? Why? / Why not?
Kiedy piszesz tekst, w którym przedstawiasz własną
opinię, pamiętaj, aby również przedstawić argumenty jej
przeciwstawne. Dzięki temu twoja praca będzie bardziej
wyważona i dojrzała. Zadbaj o jasną strukturę wypowiedzi,
tak aby było można odróżnić twoje opinie od cudzych sądów.
E
How can we persuade
N
IO
people to lead more 5 key phrases Read the tip. Complete the key phrases
N
with the words below. Then find one more phrase in the
eco-friendly lives?
O
text in exercise 1.
R
B
argued a view disagree people there are
ZA
Join the debate! Presenting an opposing view
Vote for the best post or post your own response. 1><
people who think / say that …
IE
Ben_4647
2><
often / sometimes say that …
N
There is 3 > < that …
A
1 Most people care about the planet and want to lead an
W
eco-friendly life. The problem is, they don’t want to give It is sometimes 4 > < that …
O
up things that they enjoy, like eating meat, or travelling Other people 5 > < and believe / say that …
PI
by plane.
2 I believe we can solve this problem with a combination of
O
IK
education and regulation. We need to help people make
eco-friendly choices. But we also need to make some
IE
things illegal – for example, plastic packaging. How can we reduce the amount
N
3 Some people don’t believe that it’s possible to persuade

of plastic waste in the world?
IA
people to change their lifestyles. However, I think people

N
can change. If you give them practical solutions, they

H
Join the debate! Vote for the best post or post

EC
usually follow them. your own response.

4 In my view, we are running out of time. We need to explain
SZ
to people the importance of leading a greener life. But if

W
that isn’t enough, we need to pass new laws.

6 speaking Work in pairs. Read the question above and
O
the task below. Make notes under the four headings in

ZP
2 Write a comment (20–40 words) on Ben’s post. Use your the task.
O
ideas from exercise 1.

R
Write a post for the forum in which you:

I agree with Ben that …
Ż
• identify the main problem;

A
I think Ben is wrong to say that … That’s because …

• present a solution and justify your idea;
D
•
ZE
3 In which paragraph of the text (1–4) does Ben: discuss an opposing opinion;
• summarise your overall view.
R
a discuss an opposing opinion?

SP
b summarise his overall view?

c identify the main problem? 7 Write your post (80–130 words) using your notes from
A
d present a solution and justify his idea? exercise 6. Make sure you cover all four points in the
N
task.
IE
4 vocabulary Complete these common collocations

N
from the text. Use the verbs below.

CHECK YOUR WORK
care about lead make pass run out of solve Have you …
1 >< the planet 5 > < a (good, quiet, •• followed the advice in the tip?
2 >< a problem green, etc.) life •• included phrases from exercise 5?
3 >< a choice 6 > < a law •• written the correct number of words?
4 >< time
•• checked the spelling and grammar?
➼ Vocabulary Builder Taking action, collocations: page 137
! Świat przyrody • Wypowiedź pisemna Wiadomość na forum internetowym Unit 4 Our planet 55

4
Language Review
1 use of english Read the text and complete the gaps. 4 use of english Read the sentences and choose the
Use one word in each gap. words (a, b or c) which mean the same as the fragments in
bold.
Clean energy in Ferrisburgh 1 Two below zero is not as cold as minus ten.
a as warm as b colder than c warmer than
W e all use electricity every day. Unfortunately, a lot

of countries create their electricity by burning coal
2 It seems to me that tsunamis are worse than tornados.
a I know b I think c I agree
E
and other fossil fuels. That’s a big problem because these
N
3 Low-energy light bulbs aren’t cheap enough for some
IO
fuels cause pollution, but the 1 > < problem of all is that people.
N
they also cause global warming. a are too expensive b aren’t very expensive
O
Luckily, we can develop alternatives that are clean 2 > < c are too cheap
R
for the environment. For example, we can get renewable 4 Everyone should insist on packaging that is plastic free.
B
energy from the oceans, the wind and the sun. a made of plastic b made for free
ZA
c made without plastic
In the United States, there’s a small town called
5 In conclusion, we have to make a choice between leading a
IE
Ferrisburgh, Vermont. Some groups there wanted
green life or destroying the planet.
N
to reduce pollution recently, so they 3 > < up with
A
a To finish b To begin c Next
a solution. They asked for help from their local
W
government and then developed a new system that 5 mediation Read text 1. Then complete the gaps in text 2.
O
uses solar power. Solar power is energy that comes
PI
Text 1
from the sun.
O
IK
Now, the people in Ferrisburgh have a cleaner energy World Weather
source. Their solar power system provides enough
IE
electricity for about 170 homes a year. Maybe that

N
Worldwide, we can see very different weather patterns

doesn’t sound like a very big number, but even small
IA
these days. In Europe, Greece is hotter than anywhere

changes can make a big difference.
N
else at the moment. It’s 33 degrees in Athens, but look

We should stop 4 > < on coal and gas and find better
H
after yourselves as close by there’s a problem with lots

EC
ways to reduce 5 > < gases. Look what they did in of trees burning.
Ferrisburgh! It’s not as difficult as you think to reduce In Scotland, it’s not as warm because of its position
SZ
pollution and protect the environment. near the Atlantic Ocean. Most days, it’s between 12 and
W
16°C in Glasgow, but watch out for storms some days.

O
In our opinion, the best weather at the moment is in

ZP
2 use of english Choose the word (a, b or c) that Croatia. In Dubrovnik, the weather is not too hot and
not too cold at 21 degrees and the sun shines for 13-14
O
completes both sentences.

hours a day.
R
1 As the planet heats > < , the polar ice caps melt.
Ż
Don’t use > < all the milk! We need some for the cake. Text 2
A
a to b out c up
D
ZE
2 There’s a famine, and they can’t carry > < without food.
We’re planning a picnic in the park, but we can’t rely > < the
R
Oliwio, mówiłaś, że Twoja rodzina chce wkrótce pojechać

weather.
SP
gdzieś na urlop. Właśnie przeczytałam prognozę pogody

a out b on c up
i wygląda na to, że 1 > < krajem w Europie o tej porze roku
A
3 Oh, no! My favourite café closed > < yesterday.

jest Grecja. To piękny kraj, ale w tej chwili Grecja walczy
N
Try to be eco-friendly by cutting > < on plastic packaging, for

z pożarami lasów 2 > < .
IE
example.
A co sądzisz o Szkocji? Z powodu jej położenia jest tam o
N
a down b off c back

wiele 3 > < w ciągu dnia.
3 use of english Choose the correct translations of the Moim zdaniem najlepszym miejscem na urlop jest
fragments in Polish. Chorwacja. W Dubrowniku pogoda w tej chwili jest
łagodna, a słońce świeci przez minimum 4 > < .
1 It’s definitely (za zimno) > < to snow today.
a too cold b so cold c cold enough Daj znać, na co się zdecydujecie.
2 There’s (trochę) > < good information about the rainforests in Martyna
this article.
a many b some c a few
3 It’s (bardziej mglisto) > < in Warsaw than in London! | Send
a foggy b foggier c the foggiest
! Świat przyrody • Podróżowanie i turystyka • Znajomość środków językowych Dobieranie •
56 Language Review 4 Tłumaczenie fragmentów zdań • Parafraza • Wielokrotny wybór

4
Wordlist
approach (v) /əˈprəʊtʃ/ zbliżać się The day of go round and round (phr v) /ɡəʊ ˌraʊnd ən renewable energy (n) /rɪˌnjuːəbl ˈenədʒi/
the exam approached. ˈraʊnd/ obracać się dookoła Watch the energia odnawialna We need to invest more
arrive at (phr v) /əˈraɪv æt/ przybyć do/na wheels go round and round. money in renewable energy.
We arrived at the airport on time but the flight had go up (phr v) /ˌɡəʊ ˈʌp/ wzrosnąć, iść run out (phr v) /ˌrʌn ˈaʊt/ wyczerpać się
been cancelled. w górę Prices in supermarkets are going up. Time is running out.
avalanche (n) /ˈævəlɑːnʃ/ lawina Two skiers greenhouse gases (n) /ˌɡriːnhaʊs ˈɡæsɪz/ gazy sea levels (n pl) /ˈsiː levlz/ poziom mórz
are still missing after yesterday's avalanche. cieplarniane Earth's atmosphere is warming up According to most scientists,
below (zero) (prep) /bɪˌləʊ ˈzɪərəʊ/ poniżej as a result of the production of greenhouse gases. sea levels are rising at a worrying rate.
(zera) The temperature fell below zero. hail (n, v) /heɪl/ grad; (o gradzie) padać The shower (n) /ˈʃaʊə(r)/ przelotne opady There
blow (v) /bləʊ/ wiać A gentle breeze was hail caused a lot of damage to my car. It's hailing – was a sudden shower while he was out walking.
E
blowing. let's go inside! showery (adj) /ˈʃaʊəri/ deszczowy (z
N
climate change (n) /ˈklaɪmət tʃeɪndʒ/ zmiana hail stone (n) /ˈheɪl stəʊn/ kulki gradu The przelotnymi opadami) My cat hates showery
IO
klimatu Tackling the threat of climate change is hail stones were as big as golf balls! weather – this is why he's sleeping on the sofa this
one of the greatest challenges of our times. head (v) /hed/ zmierzać w kierunku, kierować afternoon.
N
close down (phr v) /ˌkləʊz ˈdaʊn/ zamknąć, się w stronę The ship headed towards the snow (n, v) /snəʊ/ śnieg Three inches of snow
O
zakończyć działalność The factory had to close harbour. fell during the night. It snowed all night.
R
down at the end of last month. heat up (phr v) /ˌhiːt ˈʌp/ podgrzać The meal snowy (adj) /ˈsnəʊi/ śnieżny, z opadami śniegu
B
cloud (n) /klaʊd/ chmura The sun needs heating up in the oven. The snowy conditions are causing a lot of queues
ZA
disappeared behind a cloud. hot (adj) /hɒt/ gorący I'm hot. Can you open on the roads.
cloudy (adj) /ˈklaʊdi/ pochmurny It's going to the window? spin (v) /spɪn/ obracać się, wirować Mary
be cloudy tomorrow but we can still have a picnic. ice (n) /aɪs/ lód I slipped on a patch of ice. spun round when she heard someone call her
IE
cold (adj) /kəʊld/ zimny I'm cold. Will you put ice caps (n) /ˈaɪs kæps/ czapy lodowe name.
N
the heater on? Are polar ice caps in danger of melting? storm (n) /stɔːm/ burza Look at those black
A
come down (phr v) /ˌkʌm ˈdaʊn/ spaść Will icy (adj) /ˈaɪsi/ lodowaty There's an icy wind clouds. I think there's going to be a storm.
W
the balloon come down again? today. storm cloud (n) /ˈstɔːm klaʊd/ chmura
come up with (phr v) /ˌkʌm ˈʌp wɪð/ wymyślić, land (v) /lænd/ wylądować The bird landed burzowa Storm clouds appeared and the sky
O
znaleźć (np. rozwiązanie) She came up with a on the roof. turned black
PI
brilliant idea. lightning (n) /ˈlaɪtnɪŋ/ piorun, błyskawica stormy (adj) /ˈstɔːmi/ burzowy My parents
cool (adj) /kuːl/ chłodny It's hot outside but it's The lightning struck the tree. can't fly to Paris today because of the stormy
nice and cool in here. live with (phr v) /ˈlɪv wɪð/ żyć z/godzić się O weather.
IK
cut down (phr v) /ˌkʌt ˈdaʊn/ ściąć I have to It can be hard to live with the fact that you are sun (n) /sʌn/ słońce The sun rises in the east
cut my essay down to 2,000 words. getting older. and sets in the west.
IE
degrees (n) /dɪˈɡriːz/ stopnie Water boils at look after (phr v) /ˌlʊk ˈɑːftə(r)/ troszczyć się, sunny (adj) /ˈsʌni/ słoneczny Our neighbours
100 degrees Celsius (100° C). zajmować się Can you look after my dog while are having a barbeque in their sunny garden.
N
die out (phr v) /ˌdaɪ ˈaʊt/ wyginąć, odejść I'm on holiday? sunshine (n) /ˈsʌnʃaɪn/ światło słoneczne,
IA
w zapomnienie The use of horses on farms is meteor (n) /ˈmiːtiə(r)/ meteor We saw five słońce We sat down in the sunshine and had
N
dying out in several countries. shooting stars during the meteor shower. lunch.
drought (n) /draʊt/ susza The government meteorite (n) /ˈmiːtiəraɪt/ meteoryt take off (phr v) /ˌteɪk ˈɒf/ wystartować (unieść
H
is taking measures to minimise the impact of The dinosaurs died out after Earth was hit by a się w powietrze) The plane took off an hour
EC
droughts. meteorite. late.

earthquake (n) /ˈɜːθkweɪk/ trzęsienie ziemi mild (adj) /maɪld/ łagodny This winter has temperature (n) /ˈtemprətʃə(r)/ temperatura
SZ
His grandparents lost their home in the been mild – last year was much colder. On a hot day, the temperature can reach 35° C.
earthquake. minus (ten) (prep) /ˌmaɪnəs ˈten/ minus thunder (n, v) /ˈθʌndə(r)/ grzmot; grzmieć
W
epidemic (n) /ˌepɪˈdemɪk/ epidemia (dziesięć) The temperature will fall to minus ten. Some people are afraid of thunder.
O
Last winter's flu epidemic was particularly bad. move in (a certain direction) (phr v) /ˌmuːv ɪn The rain poured down and it started to thunder.
famine (n) /ˈfæmɪn/ głód There is a severe ə ˌsɜːtn dəˈrekʃn/ poruszać się w (określonym thunderstorm (n) /ˈθʌndəstɔːm/ burza
ZP
famine in many parts of Africa. kierunku) Everyone was moving in the same z piorunami Thunderstorms can be frightening.
flood (n) /flʌd/ powódź Many people had to direction. thundery (adj) /ˈθʌndəri/ burzowy
O
leave their homes because of the floods. move nearer (phr v) /ˌmuːv ˈnɪərə(r)/ przybliżać It's thundery so I can't hear you very well on the
R
foggy (adj) /ˈfɒɡi/ mglisty I can't see the car in się Don't move nearer to the edge! phone.
Ż
front of us very well – it's too foggy! mudslide (n) /ˈmʌdslaɪd/ lawina błotna tornado (n) /tɔːˈneɪdəʊ/ tornado Over a
A
forest fire (n) /ˈfɒrɪst faɪə(r)/ pożar lasu Only a handful of people in the remote village thousand homes were damaged in the tornado.
Forest fires destroy the habitat of a lot of animals. survived the mudslide. tsunami (n) /tsuːˈnɑːmi/ tsunami My aunt
D
fossil fuels (n) /ˈfɒsl fjuːəlz/ paliwa kopalne put (sth) off (phr v) /ˌpʊt ˈɒf/ odłożyć na was on holiday in Indonesia in December 2004
ZE
We can't rely exclusively on fossil fuels – we need to później She put off writing her essay until the when the tsunami occurred.
do more research into alternative energy sources. last minute. use up (phr v) /ˌjuːz ˈʌp/ zużyć They used up
R
freezing (adj) /ˈfriːzɪŋ/ mroźny Can you close rain (n, v) /reɪn/ deszcz; (o deszczu) padać all the eggs to make a cake.
SP
the window? I'm freezing! It's pouring with rain. It's raining hard. volcanic eruption (n) /vɒlˌkænɪk ɪˈrʌpʃn /
frost (n) /frɒst/ mróz Look – the frost is rainbow (n) /ˈreɪnbəʊ/ tęcza Look at the erupcja wulkanu The volcanic eruption of
A
covering the leaves. rainbow over there. Mount Vesuvius in 79 AD was devastating.
N
frostbite (n) /ˈfrɒstbaɪt/ odmrożenie All the rainforest (n) /ˈreɪnfɒrɪst/ las deszczowy wake up (phr v) /ˌweɪk ˈʌp/ obudzić się
climbers were suffering from frostbite. The importance of the Amazon rainforest for She should wake up to the fact that her boyfriend
IE
frosty (adj) /ˈfrɒsti/ mroźny It was a frosty biodiversity cannot be overstated. doesn't love her any more.
morning so we decided to stay at home. rainy (adj) /ˈreɪni/ deszczowy A lot of floods wave (n) /weɪv/ fala Waves crashed against
N
give off (phr v) /ˌɡɪv ˈɒf/ wydzielać Cars give occur during the rainy season. the cliffs.
off poisonous fumes. reach (v) /riːtʃ/ dotrzeć do Sometimes the weather (n) /ˈweðə(r)/ pogoda What's the
give up (phr v) /ˌɡɪv ˈʌp/ zrezygnować temperature reaches 45 degrees. weather like where you are?
z (czegoś), zaniechać Never give up hope! rely on (phr v) /rɪˈlaɪ ɒn/ być uzależnionym od, windy (adj) /ˈwɪndi/ wietrzny He doesn't
global warming (n) /ˌɡləʊbl ˈwɔːmɪŋ/ globalne polegać na You can always rely on your best enjoy walking when it's windy.
ocieplenie Global warming is threatening the friend for advice.
survival of many species of animals and plants.
Wordlist 4 57

2
Skills Trainer
Reading Listening
Wskazówka Wskazówka
Pamiętaj, że nagłówek, który wybierzesz, musi dotyczyć całego Przeczytaj uważnie podane w zadaniu zdania i zwróć
akapitu, a nie tylko jednego zdania w akapicie. szczególną uwagę na przeczenia oraz słowa takie, jak: both,
all, most, only, always, sometimes, never, generally, które
modyfikują znaczenie podanego zdania.
E
1 Read the tip. Then read the paragraph below and choose
N
the best heading. Why are the other headings incorrect?
IO
3 Read the tip. Then, if there are any differences in meaning
N
Thirty years ago, very few towns had recycling bins. Now,
between the two sentences in each pair, explain them.
O
however, you can see them in many places. When these bins first
R
appeared, many people thought that recycling paper and other 1 Both Lara and Jake enjoyed the film.
B
materials wasn’t very important. Fortunately, attitudes have Only Jake enjoyed the film.
ZA
2 He always reads the book before he sees the film.
changed and nowadays most of us use these bins.
He sometimes reads the book before he sees the film.
IE
A There weren’t enough recycling bins.
3 The film wasn’t interesting.
N
B How people’s actions have changed.
The film was boring.
A
C Recycling bins aren’t needed.
W
O
2 Read the text and match headings A–F with paragraphs 4 2.04 You will hear a conversation between two friends.
PI
1–4. There are two extra headings. Are the sentences true or false?
1 O
The film is about astronauts who go to space.
IK
A A successful ending and a message for us all
B Rain in Thailand causes floods in caves 2 Both James and Emma think the film is interesting.
IE
C The world watches as rescue workers find boys 3 James prefers thrillers to films about space.
N
D Four boys are rescued after new floods start 4 In the 1960s, most American women didn’t work.
IA
E As time runs out, the first rescue is a success 5 The acting in the film is very good.
N
F Flood in cave surprises young footballers 6 Emma convinces James to see it.
H
EC
The great escape

Use of English
SZ
1 On 23 June 2018, a teenage football team in the north

W
of Thailand went for football practice with their coach.

Wskazówka
Afterwards, they decided to explore a nearby cave. While
O
W zadaniu polegającym na wybraniu odpowiedniego

ZP
they were inside, it suddenly started to rain heavily and

tłumaczenia fragmentu zdania, najpierw przeczytaj całe
water quickly filled up the cave. They couldn’t get out! As it
O
zdanie i postaraj się je zrozumieć. Następnie odrzuć błędne

continued to rain and more water was getting into the cave,
R
tłumaczenia, np. zbyt dosłowne albo zmieniające sens tego

they managed to find a safe and dry place to wait for help.
Ż
zdania. Wreszcie sprawdź, czy po wstawieniu do zdania

2 News of the boys’ situation set off a rescue operation with
A
propozycji, którą wybrałeś/wybrałaś, jest ono poprawne

D
expert divers from many countries. People around the world

i sensowne.
ZE
watched the gripping drama and asked: Will the divers find the
boys? And will they still be alive? Finally, after nine days, two
R
SP
divers made contact with the boys. The question now was:
Could they get the boys out? And how? 5 Read the tip. Choose the correct translations of the
fragments in Polish.
A
3 They had to quickly come up with a solution. Storms are

N
common in Thailand in July, so there was a real danger of more 1 Lake Dąbie isn’t (największe) lake in Poland.
IE
floods in the cave. Also, the boys were running out of oxygen. A larger
N
On 8 July, the dangerous rescue operation began. Everyone B largest

was waiting to hear some good news, especially the boys’ C the largest
families. Finally, the news came: the divers rescued four boys! 2 It’s important that we all (dbać) our planet.
4 The divers carried on their work and, two days later, all the A look after
boys and the coach were safe. They were in good health, B rely on
although they had lost some weight. People around the world C set off
celebrated the news. The spectacular rescue showed that 3 It’s hot in here. (Czy otworzyć) the window?
anything is possible when we work together. Perhaps that is A Do I open
the most important lesson of this moving story. B Shall I open
C Would I open
! Świat przyrody • Państwo i społeczeństwo • Kultura • Rozumienie tekstów pisanych Dobieranie • Rozumienie ze słuchu
58 Skills Trainer 2 Prawda/Fałsz • Znajomość środków językowych Tłumaczenie fragmentów zdań

2
Skills Trainer
4 This tea isn’t (wystarczająco gorąca). Writing

A enough hot
B hot enough Wskazówka
C too hot Polecenie do zadania zawiera podpunkty ułożone w logicznej
5 (Uznałem/Uznałam) the plot of the film confusing. kolejności. Nie zmieniaj jej, pisząc tekst. To ułatwi ci
A I saw sprawdzenie, czy odniosłeś/odniosłaś się do wszystkich
B I followed podpunktów polecenia. Sprawdź również, czy
E
C I found rozwinąłeś/rozwinęłaś każdy z tych podpunktów. Nie musisz
N
IO
pisać kilku zdań do każdego podpunktu. Wystarczy, że
odniesiesz się do trzech jego aspektów, np. pisząc o wydarzeniu,
N
Speaking wspomnij, co się dokładnie wydarzyło, kto uczestniczył
O
R
w wydarzeniu i dlaczego było to dla ciebie zaskakujące.
B
Wskazówka 1
ZA
Odpowiadając na pytania, pamiętaj, aby udzielać pełnych 9 Read the tip. Then read the task and the email. Put the parts
IE
odpowiedzi. Używaj też takich zwrotów, jak: I think …, In my of the email in the same order as the items in the task.
opinion …, I believe that …, It seems to me that … itp.
N
Obejrzałeś/Obejrzałaś ostatni odcinek ulubionego serialu. Napisz
A
e-mail do koleżanki w Anglii, która także ogląda ten serial. W
W
swoim e-mailu:
O
6 Read the tip. Then answer the questions. • opisz wydarzenie, które w ostatnim odcinku serialu było dla
PI
1 What did you think of the last film that you saw at the cinema? ciebie najbardziej zaskakujące;
O
• opisz, co ci się nie podobało w tym odcinku;
IK
2 What is your opinion on young children playing computer
games? • zapytaj koleżankę, co sądzi o dotychczasowym rozwoju
IE
3 What is the weather like in the winter where you live? wypadków w serialu;
N
4 What do you do to protect the environment? • wyraź swoją opinię na temat reklam pojawiających się
IA
5 What do you like to do when you meet with your friends? podczas serialu.
N
a To be honest, I didn’t really like the acting in this episode.

H
The actress playing Lydia wasn’t convincing in her new role as

EC
Wskazówka 2 the bad granddaughter. And some of the lines were unnatural.
SZ
Przeczytaj uważnie polecenie, żeby wiedzieć, jakiego tematu b By the way, I hate all the commercials interrupting each
będzie dotyczyć rozmowa oraz w jaką rolę masz się wcielić. episode. I think it’s very annoying. And they’re always
W
Zwroć uwagę na to, kto rozpoczyna rozmowę.

advertising crisps, soft drinks and chocolates, so nothing
O
ZP
healthy.
7 Read the tip. Then read the task in exercise 8 and answer c Did you watch last night’s episode of ‘The Game’? I can’t
O
the questions. believe Lydia took all her family’s money and she did it while
R
she was looking after her grandfather! She changed from the
Ż
1 What is the general topic of the conversation?

best character into the worst so quickly.
A
2 What is your role?

D
d What do you think about what’s been happening in ‘The Game’?

3 Who are you talking with?
ZE
4 Who starts the conversation?

R
10 Read the email in exercise 9 again. Which item in the task has
SP
8 Organizujesz warsztaty mające na celu pokazanie not been fully developed in the email?
mieszkańcom twojego osiedla, jak mogą dbać
A
11 Read the task and write the email. Write 80–130 words, not
N
o środowisko. Zachęć kolegę ze Szkocji, który przebywa

obecnie w Polsce, do pomocy przy organizacji warsztatów. including the words provided.
IE
W rozmowie z kolegą porusz następujące kwestie:

N
Obejrzałeś/Obejrzałaś film dokumentalny na temat klęsk

• cel warsztatów; żywiołowych. Napisz e-mail do kolegi w Irlandii, w którym:
• sposoby dbania o środowisko, które przedstawisz podczas • opiszesz największą klęskę żywiołową przedstawioną w filmie;
warsztatów; • przedstawisz swoją reakcję na relację o tym wydarzeniu;
• korzyści płynące z warsztatów; • wyrazisz swoją opinię na temat tego typu filmów
• zawiadomienie mieszkańców o warsztatach. dokumentalnych;
Ty rozpoczynasz rozmowę. • zapytasz kolegę, jaka jest teraz pogoda w Irlandii.
Hi Shane,
How are you? I'm writing to let you know about an interesting
documentary that I saw last night …
! Świat przyrody • Życie prywatne • Kultura • Mówienie Rozmowa z odgrywaniem roli • Wypowiedź pisemna E-mail Skills Trainer 2 59

5B
5 Grammar
A Jobs
Vocabulary
I can talk about jobs and work.
Ambition
E
N
IO
N
O
Unit map
R
B
B
Vocabulary
ZA
Jobs
A
Describing jobs
IE
Work activities
N
Collocations: jobs
A
Places of work
W
Personal qualities
O
Safety at work
PI
Formal language
Word Skills
O
IK
Prefixes
Grammar
IE
will and going to

N
Zero and first conditionals

IA
Listening Jobs for men, jobs for D

N
women?
H
C
EC
SZ
1 2.05 vocabulary Match four of the words below with photos A–D. Then listen
W
to the wordlist and check your answers. Make sure you understand the meaning of all
O
Reading Dream jobs

the words.
ZP
Jobs architect cleaner dentist engineer farm worker

O
hairdresser paramedic pilot programmer receptionist

R
sales assistant solicitor sports coach travel agent waiter

Ż
A
Speaking Stimulus-based 2 Work in groups of three. Put all the jobs into two categories: the best-paid and the
D
ZE
discussion worst-paid. Then compare answers with another group. Do you agree?
R
We think paramedic is one of the best-paid jobs.

SP
A
We agree. / We don’t agree. We think it’s one of the worst-paid.

N
Writing An application letter

IE
Culture 5 British entrepreneurs 3

N
2.06 Listen to which jobs are the best-paid and worst-paid in the UK.
page 130 Do you find any of the information surprising?
4 vocabulary Check the meaning of the adjectives below. Work in pairs. Ask and
answer about the jobs in exercise 1 using the superlative form. Give your
own opinions.

Describing jobs creative challenging interesting repetitive rewarding
stressful tiring varied
Grammar Reference page 151 Which job is the most creative? In my opinion, it’s … / I think it’s probably …
Extra Speaking Task page 165
60 Unit 5 Ambition ! Praca


5A
E au pair F gardener
E
N
IO
N
G spor ts coach
charity fundraiser
O
H
R
B
ZA
IE
N
A
W
O
PI
O
IK
5 vocabulary Look at the photos (E–H).
IE
What do you think each holiday job involves?

9 speaking Work in pairs. Discuss your answers to the questionnaire.
N
Match two or more phrases from the list below

Try to find the ideal job for your partner. Choose from the jobs and
IA
with each job.

activities in exercises 1 and 5 or your own ideas.
N
Work activities answer the phone

H
EC
be on your feet be part of a team You want to earn a lot of money and travel
deal with the public earn a lot (of money) around the world. I think you should be a pilot!
SZ
make phone calls serve customers

W
travel a lot use a computer wear a uniform
Just the job?

work alone work indoors / outdoors
O
ZP
work with children work long hours / nine-to-five

An au pair works with children.
O
R
6 2.07Listen to four teenagers talking about

Ż
Which is more important to you?

their holiday jobs. Match one adjective from 1
A
a Doing a challenging and rewarding job.

D
exercise 4 with each speaker’s job. Give a reason b Earning a lot of money.
ZE
for your choice.

Do you want a job that involves
5
R
1 Ellie: tiring – she says she was exhausted at the Which do you prefer? dealing with the public and/or
2
SP
end of each day a Working indoors. serving customers?

2 Tom: > < 4 Fynn: > < b Working outdoors. a Yes.
A
3 Katie: > < b No.

N
c I don’t mind.
IE
Do you want a job that

7 Listen again. Match each speaker
2.07
3 involves travelling a lot?
N
(1–4) with a sentence (A–F). There are two extra a Yes. Which sounds better?
sentences. b No. 6 a Sitting at a desk for
c I don’t mind. most of the day.
A Speaker > < didn’t feel happy working alone all day.
b Being on your feet
B Speaker > < didn’t enjoy working in a team. for most of the day.
C Speaker > < earned a lot of money. Which sentence is true for you?
D Speaker > < prefers to work nine-to-five. 4 a I like being part of a team.
b I prefer working alone.
E Speaker > < travelled a lot in his/her job. Which sentence is true for you?
F Speaker > < worked long hours. 7 a I don’t mind working long hours.
b I want to work nine-to-five.
8 speaking Work in pairs. Do the questionnaire
opposite and write your partner’s answers.
! Praca • Rozumienie ze słuchu Dobieranie Unit 5 Ambition 61


5B Grammar
will and going to
I can make predictions, plans, offers and promises.
1 2.08
Read and listen to the conversation. Why is Mia 4 Complete the conversation with the correct form of will or
feeling anxious? What does Mia borrow from Toby? going to. Who do you think will be more successful in the
future?
Toby Hi, Mia. Is anyone sitting here?
Mia Hi, Toby. No. Sit down, I’ll Mia Here’s your umbrella.
move my bag. Toby Thanks. Well? 1 Are you going to tell (you / tell) me
Toby Thanks. Are you OK? You about the interview?
look a bit anxious. Mia I got the job! I 2 > < (start) on 1 August! It’s just for the
E
Mia I’ve got a job interview in summer.
N
Toby What 3 > < (you / do) after that?
IO
twenty minutes.
Toby Oh! I won’t chat then, Mia I 4 > < (study) maths at university. Then I 5 > < (get) a job
N
I promise! in finance. That’s the plan.
O
Toby Why finance?
R
Mia It’s OK. I’m going to leave
B
soon anyway. I need to walk Mia It pays well. My salary 6 > < (be) quite high.
ZA
to Hill Top Road. Is it far? Toby Do you think it 7 > < (be) rewarding?
Toby Not really. It’ll take about Mia I don’t know, Toby. At the moment, I’m more interested
IE
ten minutes. in being successful.
N
Mia Oh no. Look at that rain! Toby Me too. That’s why I 8 > < (not do) a degree.
A
I’m going to get wet! Mia I don’t think you 9 > < (get) a very good job without
W
Toby I’ll lend you my umbrella. a degree.
O
Mia It’s OK. I’ll call a taxi. Toby I 10 > < (not apply) for a job. I 11 > < (start) my own
PI
Toby There isn’t time for that. Here, take it. business.
Mia Thanks. I’ll give it back later. Where will you be? Mia
O
What kind of business?
IK
Toby I’ll wait here for you. Good luck! Toby A web-based marketing company. I predict I 12 > < (be) a
millionaire before I’m 25!
IE
LEARN THIS! will and going to Mia Really?

N
Toby It 13 > < (not be) easy. But I’m confident.

IA
a For predictions, we use:

Mia Well, good luck!
N
going to when it’s based on what we can see.

H
Example: 1 > < 5 Listen and check your answers. How is the word to
2.09
EC
pronounced in going to?

will when the prediction is based on what we know or is just
SZ
a guess.
LOOK OUT!
W
Example: 2 > <

We can make predictions and plans more certain or
O
b For plans, we use: uncertain by adding definitely or probably. Pay attention to

ZP
going to when we’ve already decided what to do. the position of the adverb.
O
Example: 3 > < I’ll definitely / probably apply for a summer job.
R
will when we’re deciding what to do as we speak. I definitely / probably won’t earn very much.
Ż
A
Example: 4 > < I’m definitely / probably (not) going to travel.

D
c For offers and promises, we use will.

ZE
Example: 5 > < 6 Read the Look out! box. Then make notes about your own
R
SP
future. Write down
2 Read the Learn this! box. Match one example (a–e) with • a job you will probably do some time in the future.
A
• a job you will definitely never do.

N
each rule.
• something you’re probably going to eat this evening.
IE
a I (don’t) think the weather will be warmer next month.

• something you’re definitely not going to do this evening.
N
b I’ll phone you later. I won’t forget.

• something you’re probably going to buy soon.
c Look at those clouds! There’s going to be a storm.
• a place you will probably visit this year.
d Somebody is at the door. I’ll see who it is.
e I’m going to stay in tonight. I’ve got a video game ready! 7 speaking Work in pairs. Talk about your plans and
predictions from exercise 6. Use will and going to.
3 Find all the examples of will and going to in the
conversation in exercise 1. Match each example with a rule
I’ll probably work in a café some time in the future.
in the Learn this! box.
➼ Grammar Builder 5B page 150 I’ll probably work in my parents’ shop.


Listening
Jobs for men, jobs for women?
5C
I can paraphrase information from a spoken text.
E
N
IO
1 speaking What jobs are the people
N
O
doing in the photos? Why are they unusual?
R
Men and women at work in the UK
B
ZA
Job Women Men 5 2.11Read the tip. Then listen to Jake, a nursery school
teacher and read the completed sentence below. How is
IE
1 >< 0.5% 99.5%
this information expressed in the recording?
N
Van/Lorry driver 3% 97%
A
Train driver 5% 95% Jake is the only male teacher at the nursery.
W
33% 67%
O
2 ><
6 2.12 Listen to the rest of what Jake has to say. Complete
PI
Director/Senior manager 36% 64% the sentences. Remember that you might need to use
3 >< 48% 52% O
different words in the answers from the words in the
IK
Shop assistant 66% 34% interview.
IE
Social & care workers 83% 17% 1 Jake is shocked that there are so > < nursery teachers.
N
Cleaner 84% 16% 2 A small number of mums and dads don’t want male teachers
IA
to > < .
Nurse 86% 14%
N
3 Nursery teachers do not receive a very high > < .

H
4 >< 86% 14% 4 > < rarely suggest nursery school teaching as a suitable career
EC
5 >< 92% 8% for boys.

5 Many young men think it’s the job of women to > < preschool
SZ
2 2.10 Look at the chart. Then listen and write the missing children.
W
jobs. Use Journalist, Judge, Mechanic, Primary teacher,

O
Secretary/Receptionist.
7 2.13 Listen to an interview with Sally Stone. What’s her
ZP
job? Does she enjoy it?

O
3 mediation Work in pairs. Choose two jobs each (avoiding 8 2.13 Listen again and complete the sentences.
R
the ones in exercise 2) and summarise for your partner what

1 After leaving college Sally was employed by > < .
Ż
the chart says about them. Use these phrases to help you.
A
2 She didn’t find it > < the driving test.

D
hardly any (men / women) become … 3 She quickly became accustomed to driving on > < .
ZE
there are (far) fewer (male) … than (female) … 4 When she’s travelling, she spends > < in the cab of her lorry.
R
there are about (half / twice / three times / five times) as 5 Men sometimes make sexist remarks, but she doesn’t > < .
SP
many (female) … as (male) … 6 Women have many qualities which make them > < male
most … are men / women drivers.
A
N
4 speaking What do the statistics say in general about 9 speaking Work in pairs. Ask and answer.
IE
the jobs men and women choose in the UK? Do you think 1 What would you like to do when you leave school or
N
the figures are similar in your own country? university?

2 Would you mind doing a job that is traditionally done by
Wskazówka someone of the opposite sex? Why? / Why not?
W zadaniu polegającym na uzupełnieniu luk informacje 3 Why do you think few women become engineers, pilots and
w nagraniu są zwykle wyrażone w inny sposób niż mechanics? Why don’t more men become secretaries, nursery
w zdaniach z lukami. Dlatego, zaznaczając odpowiedź, school teachers and nurses?
nie kieruj się pojedynczymi słowami i zwrotami, które
usłyszałeś/usłyszałaś w nagraniu. Na koniec upewnij się, że 10 project Work in small groups. Find statistics about jobs
znaczenie uzupełnionego zdania pasuje do informacji, którą for men and women in your country. Present the results in a
usłyszałeś/usłyszałaś. chart like the one in exercise 2.
! Praca Unit 5 Ambition 63


5D Grammar
Zero and first conditional
I can talk about various situations and their consequences.
1 Read the text and answer the questions. 4 Match the two halves of the sentences. Which are zero
1 What is the job of the man on the left? conditional and which are first conditional?
2 Which jobs might disappear in the future, according to the writer? 1 People will no longer need guidebooks
2 If people can find flats and houses online,
3 Customers often complain
4 If students study alone using the internet,
5 Teenagers won’t get jobs delivering papers
E
In modern lifts, if you want to go
N
a do they learn as much?
to the fifth floor, you just press a
IO
b if they use tourist information websites.
button. But a hundred years ago,
N
c if they can’t speak to a real human being on the phone.
every lift had an operator who
O
d if newspapers only appear in digital form.
R
stopped the lift at the different
e we won’t need estate agents.
B
floors, and opened and closed the
ZA
doors. That job no longer exists ➼ Grammar Builder 5D page 150
because lifts are now automatic.
IE
Jobs disappear if people invent 5 Complete the zero and first conditional sentences. Use the
N
machines that can do the work present simple or the will form of the verbs in brackets.
A
W
better. So which other jobs will 1 I > < (quit) my job if I > < (not get) a pay rise.
O
disappear because of technology? 2 If people > < (be) confident, they always > < (do) better in
PI
Most people book their holidays interviews.
online. If this trend continues,
O
3 I > < (look for) a job in finance if I > < (pass) all my exams.
IK
travel agents will probably 4 In general, people > < (not earn) as much money if they > <
become unnecessary. Self-service (not go) to university.
IE
check-outs at supermarkets are 5 You > < (be) much happier if you > < (find) a less stressful job.
N
becoming very common, and so 6 If my computer > < (go) wrong, > < you > < (fix) it for me?
IA
are automated toll booths on motorways. Many people now read

N
the news online. If newspapers disappear entirely, we won’t need 6 Complete the email. Use the correct form of the verbs in
H
EC
newsagents. And what will happen if everyone learns online instead brackets.
of in a classroom? Teachers might disappear!
SZ
pierre@email.com
W
Hi Pierre,
O
Thanks for your email. I am well, thanks, but very busy at the
ZP
moment as I have school exams next month. I’m sure I

LEARN THIS! Zero and first conditional 1 ><
(pass) if I 2 > < (work) hard, but I want to do really well. If I
O
a We use the zero conditional to talk about results which 3 ><

(get) top grades, I 4 > < (apply) to study science at London
R
always follow from a particular situation or event. We use University. If my marks 5 > < (not be) so good, I 6 > < (probably / go)
Ż
if + 1 > < for the situation or event, and we use 2 > < for the to another university – maybe Sheffield.
A
D
result. If I 7 > < (have) time, I 8 > < (email) you again before the exams.
ZE
If you don’t water plants, they die. If I 9 > < (not have) time, I 10 > < (be) in touch soon after. Anyway,
I still hope to come and see you in Paris in August. If I 11 > < (find)
R
b We use the first conditional to predict the result of a

a well-paid summer job, I 12 > < (be able to) afford the plane ticket.
SP
situation or event. We use if + 3 > < for the situation or Fingers crossed!
event, and we use 4 > < for the result.
Love, Emma x
A
If I get the job, I’ll have to move to New York.

N
c The if clause can come before or after the main clause.

IE
If it comes 5 > < , we don’t use a comma. 7 speaking Work in pairs. Ask and answer the questions.
N
I won’t take the job if it isn’t challenging enough.

What will you do if …
1 you lose your mobile phone?
2 it rains all day on Saturday?
2 Look at the highlighted conditional sentences in the text
3 you get good marks in your final exams?
in exercise 1. Then read the Learn this! box. Complete rules
4 you don’t feel well tomorrow morning?
a and b with present simple (x3) and will + base form.
5 you forget to do your homework at the weekend?
3 Find one more zero conditional and two more first 6 you can’t sleep tonight?
conditional sentences in the text. Then complete rule c in What will you do if you lose your mobile phone?
the Learn this! box. Use before or after.
I’ll buy another one. What will you do?


Word Skills
Prefixes
5E
I can use and understand a range of prefixes.
1 Read the text and answer the questions.

1 What does Andrew have to do while he’s in the USA?
2 What did he have to do in the semi-finals and the final?
3 What does Peter Thiel believe is as good as or sometimes better than taking a degree?
E
N
IO
HOME PREVIOUS NEXT
N
O
R
Is university education overvalued?
B
ZA
Eighteen-year-old Andrew Brackin has received $100,000 to go and live in San Francisco,
IE
California, for two years. But there is a catch. During that time, he can’t go to university or study.
N
Instead, he has to develop his own business, a website that helps charities to raise money.
A
W
The money comes from Peter Thiel, multi-millionaire and co-creator of PayPal. Every year, Thiel
O
selects 20 students from thousands of applicants. He only chooses those with the best business
PI
ideas. Andrew got through the semi-finals, which involved a Skype call, and then flew to
O
San Francisco for the final. There, he had to present his ideas to an audience of important
IK
business people from Silicon Valley.
IE
Thiel is an ex-student himself – he went to the BRIT School in London – and he has strong views on
N
university education. He feels that many young people apply for degree and postgraduate courses
IA
without really thinking about what they want to do afterwards. They overestimate the benefits of
N
university education and undervalue the benefits of working in business.

H
EC
SZ
W
LEARN THIS! Prefixes 3 use of english Rewrite the sentences, replacing the
O
underlined words with a word starting with the prefix in

ZP
Prefixes change the meaning of nouns, adjectives and verbs.

Sometimes a hyphen is used with a prefix (e.g. semi-final), brackets.
O
and sometimes it is not (e.g. semicolon). You may need to 1 I spelled the word wrongly. (mis) I misspelled the word.
R
check in a dictionary. 2 My mum doesn’t get much money for the job she does.
Ż
A
(under)
Prefix Meaning Example
D
3 Mick slept for too long and missed his bus. (over)
ZE
co with co-operate 4 We drove to the match in the small school bus. (mini)
ex former ex-wife 5 Please write the sentence again. (re)
R
SP
mini small miniskirt 6 We live in a society with lots of people of different cultures.
(multi)
micro extremely small microchip
A
7 When did you last use an oven that can heat things up very
N
mis wrongly misunderstand quickly. (micro)

IE
multi many multicoloured 8 I didn’t understand what she meant. (mis)

N
over too much overcooked 9 I read that book again because I really enjoyed it (re)
10 I’m not very good at doing lots of different tasks at the same
post after post-war
time. (multi)
re again rewrite
semi half semicircle 4 speaking Work in pairs. Think of two advantages of going
to university and two advantages of going straight into a
under too little undercooked
job after leaving school. Use the phrases below to help you.
sub under submarine
get qualifications earn money get into debt
have a good social life feel pressure get stressed
2 Read the Learn this! box. Then read the text in exercise 1 be unemployed have a good time be independent
again and find words with seven of the prefixes in the table. learn a lot gain opportunities
! Praca • Edukacja Unit 5 Ambition 65


5F Reading
Dream jobs
I can understand an article.
E
N
IO
N
O
R
B
ZA
IE
N
A
W
B
O
PI
O
IK
IE
N
IA
N
H
EC
3 Read the tip. Then match each question (A–E) with a part
SZ
of the text (1–3). Two parts of the text match with two
W
questions.
O
Which person ...

ZP
A has a university qualification related to the job?

O
B had to win a contest in order to get the job?

R
1 speaking Look at the photos. What do you think these C is very surprised to have such a perfect job?
Ż
people’s jobs are? Compare ideas in pairs. D has a particular day off each year, for health reasons?
A
E only applied for the job because a family member found out
D
2 Read texts 1–3 opposite. Match each text with a photo from
ZE
about it?
exercise 1 (A–C) and one of the titles below. There are two
R
extra titles. 4 vocabulary Complete the job-related collocations

SP
a Duvet tester from the texts using the verbs below.

b Lego sculptor
A
have have join look notice offe

r se
nd take
c Costume designer
N
Collocations: jobs
d Zombie
IE
e Special effects designer 1 >< for a job

N
2 >< an advertisement
3 >< in an application
Wskazówka
4 >< somebody a job
W zadaniu polegającym na dobieraniu zacznij od
5 >< a team
przeczytania całego tekstu, żeby zorientować się, o czym
6 >< the day off
jest. Następnie przeczytaj wszystkie pytania. Wykorzystaj
7 >< the job of (doing something)
swoją znajomość tekstu, żeby znaleźć fragment zawierający
8 >< a degree (in something)
informacje, których potrzebujesz. Przeczytaj uważnie ten
fragment jeszcze raz i spróbuj odnaleźć w nim informacje,
które potwierdzą, że wybrana przez ciebie odpowiedź jest
prawidłowa.
66 Unit 5 Ambition ! Praca • Rozumienie tekstów pisanych Dobieranie


5F
5 speaking Work in groups of three. Decide which of the 6 speaking Tell the class about the two jobs you
three jobs looks a) most fun and b) most difficult. Explain chose in exercise 5 and the reasons for your choices.
your decision. Use the words below to help you, and your
own ideas. 7 internet research Look at online job
badly-paid creative challenging repetitive advertisements. What is the best job you can find?
rewarding stressful tiring varied well-paid Explain why you think it is the best.
E
The best job is … It’s a great job because:
N
As I see it, the job of Lego sculptor would be quite repetitive. • it’s challenging / rewarding / well-paid, etc.
IO
• it isn’t …
N
I don’t agree. I think … • you can travel / work alone / work outside, etc.
O
• you don’t have to …
R
B
ZA
IE
best jobs
N
A
The
W
O
in the world … probably PI
O
IK
IE
N
IA
2.14
N
H
1A Back in 2012, Andrew Johnson was near the end of his history & photography degree in Chicago.
EC
He planned to apply to film school after graduation, rather than look for a job. But then his dad
noticed an advertisement for a job with toy manufacturer Lego. Andrew, who was already a Lego
SZ
fan, sent in an application. It included a video of himself making models. The company loved
W
5 it and invited him to take part in an unusual interview. He had to compete against seven other
O
finalists in a model-building test. Andrew won, and as a result, they offered him a job: he joined
ZP
the team at Legoland Discovery Centre in Illinois as a Master Model Builder. He meets visitors
and helps to give them exciting new ideas.
O
R
Ż
2B Do you find it difficult to get out of bed sometimes, especially on frosty winter mornings? Well,
A
D
10 imagine having a job where you don’t have to. Jo Unsworth works as a duvet tester for John
ZE
Lewis, a British department store. She has the job of finding the most comfortable duvets in
the world to sell in their shops. Jo has a degree in textiles, so she can recognise good quality.
R
But the real test of a duvet is sleeping under it. ‘It’s probably the only career where it’s OK to
SP
fall asleep while you’re at work,’ Jo says. She often can’t believe how lucky she is to have her
A
15 ‘dream job’! What is more, she finds it rewarding: ‘If I do my job properly, hundreds of other
N
people sleep better. It’s brilliant!’

IE
N
3C If you visit some of London’s best-known tourist attractions, you’ll see actors there. Their job
is to make the experience more realistic for visitors – and more frightening! At the London
Dungeon, the actors play the part of zombies, and one of the most important days of the
20 year for them is 31 October – Halloween. However, for one employee, Frankie Spires, 31
October is a serious problem. That is because he has a rare medical condition: he is terrified
of Halloween! At first, his employers did not take the problem seriously. ‘I thought he was
joking,’ said his boss, Richard Quincey. ‘But then I saw that he was shaking and his face was
white.’ So from now on, Frankie is going to take the day off every year on 31 October. Apart
25 from Halloween, Frankie enjoys his work and is not going to leave. ‘I don’t have a problem
with costumes or scary masks. Actually, I love my job.’
Unit 5 Ambition 67

5G Speaking
Stimulus-based discussion
I can compare ideas and justify my opinion.
A
Jobs
B
1 Sales assistant wanted for busy clothes shop.
Hours: 9.00 a.m.–5.30 p.m. Mon–Sat. £6.50 an hour.
save job apply by email
E
N
IO
2 Fruit-pickers needed! Get out in the fresh air and come
N
and pick strawberries! The more you pick, the more you
O
earn! You can earn up to £300 a week if you work really
R
hard! Hours: 8 a.m.–4 p.m.
B
ZA
IE
C
N
3 Dishwasher needed to join the friendly team in our
A
restaurant kitchen. £8 an hour. 11 a.m.–4 p.m. and
W
7 p.m.–11 p.m.
O
PI
O
IK
1 Match job adverts 1–3 with photos A–C. Where are the
IE
people? Choose from the places below.

N
IA
Places of work airport bank bar cinema factory

N
farm garage hospital hotel library office

H
restaurant kitchen school shop station

4 key phrases Complete the phrases using the words
EC
2 vocabulary Check the meaning of the words below. below.

SZ
Then say which one quality you think is most important for better chosen for opt prefer rather reason
W
each of the jobs in exercise 1, and why. rejecting think

O
Personal qualities confident enthusiastic flexible 1 Making choices and expressing preferences
ZP
friendly good at communicating hard-working I’d 1 > < (work in a hotel).

O
honest organised outgoing patient physically fit I 2 > < a job in café / to work in a café.
R
punctual reliable sensitive I think (serving customers) will be 3 > < / more fun.
Ż
I’ll 4 > < for / choose …

A
2 Justifying a choice
D
Wskazówka
ZE
Kiedy mówisz, którą opcję wybierasz i dlaczego odrzucasz I’ve 5 > < … because …
pozostałe, bardzo ważne jest, by twoja wypowiedź była The 6 > < for my choice is that …
R
3 Rejecting the other options

SP
rozbudowana. W tym celu możesz podać więcej niż jeden

argument uzasadniający twoją decyzję albo przedstawić I won’t go 7 > < / choose … because
A
dłuższe i/lub bardziej szczegółowe wyjaśnienie. I’m 8 > < … because

N
I don’t 9 > < … will be as good / interesting / much fun because …

IE
3 2.15 Read the tip and the task below. Then listen to two 5 speaking Work in pairs. Say which job in exercise 1 you
N
students doing the task. How many arguments does each will choose and why. Say why you are rejecting the other
student give to a) justify their choice and b) justify their jobs. Use the phrases in exercise 4 to help you.
rejection of the other options?
Who gives more detailed answers? 6 speaking Work in pairs. Do the Extra Speaking Task on
page 165. Use words and phrases from exercises 1, 2 and 4
You want to get a holiday job in order to save some money. to help you.
Which of the jobs in the adverts in exercise 1 will you apply for,
and why? Why are you rejecting the other jobs? ➼ Vocabulary Builder Safety at work: page 137
68 Unit 5 Ambition ! Praca • Mówienie Rozmowa na podstawie materiału stymulującego


Writing
An application letter 1
14 Langley Drive
5H
I can write a letter applying for a job. London
2
30 May 2019
3
The Manager
1 Read the formal letter. Match elements a–g with parts 4
Harleys Department Store
1–7 of the letter. Palace Walk, London
a the address the letter is going to Dear Sir or Madam
b the writer’s name
c the writer’s address
5
Application for the role of sales assi
stant
d the date A I noticed your online advertisement
for a sales assistant during
e the writer’s signature the summer and am writing to apply
E
for the post.
N
f the person the letter is going to B In October, I am going to
start a degree in design at Brighton
IO
g the subject line
University. Until then, I am keen to
find a position which suits
N
2 Complete the paragraph plan by matching my interest in fashion.
O
R
paragraphs A–E of the letter with descriptions 1–5 C I have experience of wor
king in retail. Last summer, I spent
B
below. six weeks as a sales assistant in a clot
hes shop. Furthermore,
ZA
1 Paragraph D: what you are sending with the letter and I believe I possess all the necessary
personal qualities for the
post. I am hard-working, honest and
IE
when you can start work reliable.
2 Paragraph > < : what you would like to happen next D I am enclosing my CV, incl
N
uding full contact details. I can send
A
3 Paragraph > < : what the job is and how you found references on request. If I pass my exam
s in June, I will be
W
out about it available to start work in July.
O
4 Paragraph > < : why you are interested in the job E I look forward to hearing
from you soon.
PI
5 Paragraph > < : why you are the right person for the job
Yours faithfully
O
IK
3 In which paragraph does Grace mention …
G Browning
6
1 her plans and intentions? What are they?

IE
7
2 her personal qualities? What are they? Grace Browning
N
IA
N
Wskazówka
H
Kiedy piszesz list oficjalny: 5 Read the online job advert below and plan an application
EC
•• zacznij od: Dear [Mrs White], jeśli znasz nazwisko adresata, letter. Follow the paragraph plan you completed in
SZ
albo Dear Sir or Madam, jeśli go nie znasz; exercise 2.

•• przed właściwym tekstem listu możesz umieścić tytuł
W
Paragraph A: waiter in a hotel – online advertisement

taki, jak w przypadku wiadomości e-mail;
O
•• pamiętaj o podziale na akapity. Na początku lub końcu

ZP
oficjalnego listu akapit może być jednozdaniowy;

O
•• nie używaj języka potocznego ani form skróconych (I’m,

R
there’s itp.); Summer jobs in catering

Ż
A
•• na zakończenie napisz Yours sincerely, jeśli na początku A busy London hotel is looking for
D
listu podajesz nazwisko adresata, a jeśli nie – Yours hard-working, polite and reliable waiters
ZE
faithfully. for the summer months (July–September).

R
JUST ADDED
Experience an advantage.
SP
4 Read the tip. Answer the questions. Apply in writing, enclosing your CV, to:
A
The Restaurant Manager, Clarks Hotel,

1 What is the subject line in Grace’s letter?
N
Bond Street, London.

2 Does Grace include any one-sentence paragraphs?
IE
3 How does Grace express these things in a more

N
formal way?
a I really want to … (paragraph B) 6 Write your letter (80–130 words not including names,
b I think I’ve got … (paragraph C) addresses, subject line and date).
c … if you ask me to. (paragraph D)
4 Why does Grace end the letter with Yours faithfully? CHECK YOUR WORK
Have you …
➼ Vocabulary Builder Formal language: page 137 •• followed your paragraph plan?
•• written 80–130 words?
•• used appropriately formal language?
! Praca • Wypowiedź pisemna List formalny Unit 5 Ambition 69


5
Language Review
Choose a, b or c. words (a, b or c) which mean the same as the fragments in
Home > World bold.
1 It’s probably going to rain later.
Holiday jobs for students? a I think it might rain later.
Many people feel that students should concentrate on learning b It will definitely rain later.
and preparing for their exams. This is a time when they need c It won’t rain later.
E
to work hard and get qualifications so that they 1 > < a job
N
2 I’ll definitely take the job if they offer it to me.
they really want in the future. That’s why students need their
IO
a I don’t know if I can
holidays to relax. b I’m sure I’ll
N
Having a job during the holidays could be stressful and could
O
c I’ll probably
lead to poor exam results later. In addition, students should
R
3 If everyone on the team co-operates, we’ll finish the job
B
have a good social life while they are young! They’re going to
sooner.
ZA
work long hours for many years, so why not 2 > < a good time
a works harder
now and enjoy every holiday?
b works together
IE
On the other hand, it might be a great idea for teenagers to
c works more
N
have holiday jobs. 3 > < their own money, they’ll be more
A
independent. And they’ll be part of a team, which is very
5 mediation Read text 1. Then complete the gaps in
W
important. They’ll learn a lot and they’ll become more reliable.
Later, when they have a degree and send in applications for text 2.
O
permanent jobs, employers are going to see that they already
PI
Text 1
have some experience.
O
Summer job at BLACK INK Bookshop
IK
But if teenagers have holiday jobs, 4 > < manage their studies
too? Working and studying might be fine for some students,
IE
but having a holiday job could make others feel too much
5> <
. What about you? What do you think? Are you hard-working and friendly? Then we want you
N
to work with us this summer. If you love books, we’ll

IA
1 a
found b will find c are going to find teach you everything about our wonderful industry.
N
2 a
have b get c do We can’t pay you very much, but if you also work at
H
3 a
If they earn b If they earned c If they’ll earn
EC
the weekends, you’ll get double the amount.

4 a
will they be b are they able to c were they able to
It’s a role with lots of different things to do, so it’s
SZ
able to
always going to be interesting and fun!
5 a happiness b interest c pressure
W
Most days, you will:

O
2 use of english Choose the correct translations of the work nine-to-five serve customers
ZP
fragments in Polish. use a computer answer the phone

O
1 Jonathan (zamierza być) > < a pilot in the future.

R
a will be b is going to be c will definitely be If that sounds good to you, please apply by email today!
Ż
2 I will still be a waiter (jeśli nie zdam) > < the university entrance
A
D
exam.
Text 2
ZE
a if I don’t pass b if I didn’t pass c if I wouldn’t pass

3 (Możliwe, że będę) > < work as a sales assistant in my dad’s
R
shop in the future.

SP
To:
Subject:
a Maybe I will b I am possibly c I will definitely
A
Hi Daniel,
3 use of english Choose the word (a, b or c) that
N
I hope you’re well.

IE
I’m emailing you because I noticed an advertisement for a

N
1 Just be patient and try not to > < stressed today. summer job at Black Ink Bookshop today. They want someone
If you have a degree, you’ll > < a well-paid job. who loves books, and that’s you! You 1 > < from them about the
a find b feel c get book industry, which is cool. I don’t think it’s very well-paid,
2 I’ll come to the meeting later. I have to > < some phone calls Daniel, but if you work at the weekends, you’ll earn 2 > < as
first. much money. It’s a 3 > < role where you’ll do lots of different
It’s a very important report, so > < sure you finish it tonight! things. For example, you’ll have to deal with the public by
a be b do c make answering the phone and serving customers, but you’re good
3 If he finishes the project today, he’ll > < the day off tomorrow. at that kind of thing. I think you should email your 4 > < today.
Please > < my seat. You look exhausted, and I don’t mind I’m sure they’ll offer you the job. Good luck.
standing. Eva
a get b take c use
! Praca • Edukacja • Znajomość środków językowych Dobieranie •
70 Language Review 5 Tłumaczenie fragmentów zdań • Parafraza • Wielokrotny wybór

5
Wordlist
answer the phone (phr) /ˌɑːnsə ðə ˈfəʊn/ look for a job (phr) /ˌlʊk fər ə ˈdʒɒb/ szukać sports coach (n) /ˈspɔːts kəʊtʃ/ trener/
odbierać telefon Please can you answer the pracy Use the internet to look for a job. trenerka A sports coach should always be
phone if it rings? lorry driver (n) /ˈlɒri draɪvə(r)/ kierowca patient when working with children.
architect (n) /ˈɑːkɪtekt/ architekt ciężarówki My uncle drove all over Europe as a stressful (adj) /ˈstresfl/ stresujący Working
The architect is going to draw up the plans for their lorry driver. night shifts is stressful for many people.
new house next week. make phone calls (n) /ˌmeɪk ˈfəʊn kɔːlz/ take the day off (phr) /ˌteɪk ðə deɪ ˈɒf/ wziąć
badly-paid (adj) /ˌbædli ˈpeɪd/ słabo płatny zadzwonić I only make phone calls from my dzień wolny It’s best to take the day off if you
This must be the most badly-paid job in the world! mobile phone. feel unwell.
be on your feet (phr) /bi ˌɒn jə ˈfiːt/ być na mechanic (n) /məˈkænɪk/ mechanik My car tiring (adj) /ˈtaɪərɪŋ/ męczący It was a tiring
nogach Shop workers are on their feet all day. was fixed by a mechanic. journey.
E
be part of a team (phr) /bi ˌpɑːt əv ə ˈtiːm/ notice an advertisement (phr) /ˌnəʊtɪs train driver (n) /ˈtreɪn draɪvə(r)/ maszynista
N
być częścią zespołu Being part of a team is a ən ədˈvɜːtɪsmənt/ zwrócić uwagę na The train driver travelled 500 miles in a day.
IO
good way to make friends. ogłoszenie Did you notice the advertisment in travel a lot (phr) /ˈtrævl ə lɒt/ dużo
care worker (n) /ˈkeə wɜːkə(r)/ pracownik the shop window? podróżować Pilots travel a lot with their work.
N
opieki My grandma really likes the care workers nurse (n) /nɜːs/ pielęgniarka, pielęgniarz travel agent (n) /ˈtrævl eɪdʒənt/ pracownik/
O
that look after her. My sister works as a nurse in a hospital. pracowniczka biura podróży Travel agents are
R
challenging (adj) /ˈtʃælɪndʒɪŋ/ ambitny, nursery teacher (n) /ˈnɜːsəri tiːtʃə(r)/ losing trade because more and more people book
B
stanowiący wyzwanie Being a teacher can be nauczyciel/nauczycielka w przedszkolu their holidays on the internet.
ZA
quite challenging. If you’re a nursery teacher you have to love van driver (n) /ˈvæn draɪvə(r)/ kierowca
cleaner (n) /ˈkliːnə(r)/ osoba sprzątająca working with small children. furgonetki The van driver delivers parcels in
The office cleaner is sick today so she isn’t coming. offer somebody a job (phr) /ˌɒfə ˌsʌmbədi Oxford.
IE
creative (adj) /kriˈeɪtɪv/ twórczy She’s a ə ˈdʒɒb/ zaproponować komuś pracę varied (adj) /ˈveərid/ urozmaicony I make my
N
fantastic designer – she’s so creative. We’d like to offer somebody a job in our office. classes as varied as possible.
A
deal with the public (phr) /ˌdiːl wɪð ðə ˈpʌblɪk/ paramedic (n) /ˌpærəˈmedɪk/ sanitariusz/ waiter (n) /ˈweɪtə(r)/ kelner I’ll ask the waiter
W
pracować z ludźmi In some jobs, you have to sanitariuszka The paramedics arrived at the for the bill.
deal with the public every day. scene of the accident within a few minutes. wear a uniform (phr) /ˌweər ə ˈjuːnɪfɔːm/
O
dentist (n) /ˈdentɪst/ dentysta/dentystka physically fit (adj) /ˌfɪzɪkli ˈfɪt/ sprawny nosić strój służbowy My brother doesn’t have to
PI
My father has got an appointment with the dentist fizycznie You should exercise every day to get wear a uniform at school.
this afternoon. physically fit. well-paid (adj) /ˌwel ˈpeɪd/ dobrze płatny
earn a lot (of money) (phr) /ˌɜːn ə lɒt əv ˈmʌni/ O
pilot (n) /ˈpaɪlət/ pilot I’m going to study to In my opinion, getting a well-paid job is less
IK
dużo zarabiać I want to earn a lot of money become a pilot. important than having good friends.
when I’m older. primary teacher (n) /ˈpraɪməri tiːtʃə(r)/ work alone (phr) /ˌwɜːk əˈləʊn/ pracować
IE
engineer (n) /ˌendʒɪˈnɪə(r)/ inżynier She nauczyciel /nauczycielka w szkole w pojedynkę The gardeners work alone in
worked as an engineer for five years and then she podstawowej My primary teacher never gave us different parts of the park.
N
decided to become a plumber. any homework. work indoors / outdoors (phr) /ˌwɜːk ɪnˈdɔːz/,
IA
estate agent (n) /ɪˈsteɪt eɪdʒənt/ pośrednik/ programmer (n) /ˈprəʊɡræmə(r)/ programista/ /aʊtˈdɔːz/ pracować w budynku / na wolnym
N
pośredniczka w handlu nieruchomościami programistka Why do you want to work as a powietrzu I don’t want to work in an office when
Shall we ask the estate agent to take us to view the programmer for your parents’ company? I’m older. I want to work outdoors.
H
house in the town centre? receptionist (n) /rɪˈsepʃənɪst/ recepcjonista/ work long hours / nine-to-five (phr) /ˌwɜːk lɒŋ
EC
farm worker (n) /ˈfɑːm wɜːkə(r)/ robotnik recepcjonistka The hotel receptionist was rude ˈaʊəz/, /ˌnaɪn tə ˈfaɪv/ pracować do późna /
rolny, robotnica rolna Farm workers are very to her so she’s going to make a complaint. od 9 do 17 If you want to work nine-to-five, this
SZ
busy during the lambing season. repetitive (adj) /rɪˈpetətɪv/ monotonny, job isn’t for you.
gardener (n) /ˈɡɑːdnə(r)/ ogrodnik/ogrodniczka powtarzalny I can’t stand the repetitive tasks work with children (phr) /ˌwɜːk wɪð ˈtʃɪldrən/
W
David enjoys being a gardener because he loves that my boss wants me to do every day! pracować z dziećmi No two days are ever the
O
working outdoors. rewarding (adj) /rɪˈwɔːdɪŋ/ satysfakcjonujący same when you work with children.
groundskeeper (n) /ˈɡraʊndzkiːpə(r)/ Keep working hard – it’ll be very rewarding in the
ZP
dozorca/dozorczyni She wants to become end.

a groundskeeper and manage the gardens of a sales assistant (n) /ˈseɪlz əsɪstənt/ ekspedient/
O
historic property. ekspedientka Peter is going to leave his job as a

R
hairdresser (n) /ˈheədresə(r)/ fryzjer/fryzjerka sales assistant next autumn.

Ż
Yesterday morning I made an appointment at the secretary (n) /ˈsekrətri/ sekretarka My mum
A
hairdresser’s but I had to cancel it in the afternoon. works as a secretary in an office.

have the job (of doing something) (phr) /ˌhæv ðə send in an application (phr) /send ˌɪn ən
D
dʒɒb əv ˈduːɪŋ sʌmθɪŋ/ mieć pracę æplɪˈkeɪʃn/ przysłać zgłoszenie You have to
ZE
(polegającą na robieniu czegoś) I have the job send in the application before the end of the week.
of washing all the dishes at a restaurant. senior management (n) /ˌsiːniə ˈmænɪdʒmənt/
R
have a degree (in something) (phr) /ˌhæv ə kadra kierownicza Senior management are
SP
dɪˈɡriː ɪn sʌmθɪŋ/ mieć stopień naukowy paid a bonus every year.

(w jakiejś dziedzinie nauki) You need to have a serve customers (phr) /ˌsɜːv ˈkʌstəməz/
A
degree in maths to do the job. obsługiwać klientów Shop assistants should

N
join a team (phr) /ˌdʒɔɪn ə ˈtiːm/ dołączyć do always smile when they serve customers.
zespołu I’d like to join a team at my new school. shop assistant (n) /ˈʃɒp əsɪstənt/ sprzedawca/
IE
journalist (n) /ˈdʒɜːnəlɪst/ dziennikarz/ sprzedawczyni Shop assistants get a 25%

dziennikarka Some journalists travel to war discount on clothes.
N
zones and put their lives at risk while reporting from social worker (n) /ˈsəʊʃl wɜːkə(r)/ pracownik
there. społeczny A team of social workers helped my
judge (n) /dʒʌdʒ/ sędzia The judge sent him to grandad when he was ill.
prison for 20 years. solicitor (n) /səˈlɪsɪtə(r)/ adwokat If you want
to become a solicitor, you must have a keen eye
for detail.
Wordlist 5 71

6B
6 Grammar
A
Vocabulary
Worth a visit
I can describe visitor attractions.
1 speaking Work in groups of three. Look at the photos of visitor attractions (A–G). Do
Tourism
you know which countries they are in? Match them with the countries on the map (1–7).
2 vocabulary Match seven of the words below with photos A–G from exercise 1.
Visitor attractions aquarium botanical gardens castle cathedral
E
fountain harbour market museum palace ruins national park
N
IO
statue temple theme park tower water park zoo
N
3 2.16 Listen to the words in exercise 2 and check your answers to exercises 1 and 2.
O
Unit map
R
4 vocabulary Check the meaning of the adjectives below. Then look at the photos in
B
Vocabulary
ZA
Visitor attractions
exercise 1 again. Can you match any of the adjectives with the photos?
Describing visitor attractions Describing visitor attractions atmospheric beautiful boring
IE
Countries busy cheap crowded disappointing expensive historic
N
Points of the compass impressive peaceful remote romantic spectacular touristy
A
Air travel
W
Compound nouns
O
Tourist attractions
A B
PI
City tourism
Collocations: holiday activities
O
IK
Word Skills
Compounds
IE
Grammar
N
Present perfect
IA
Past simple and present perfect

N
Listening Check your ticket!

H
EC
SZ
W
O
Reading Holidays without

ZP
C 1
parents USA
O
R
Ż
A
D
ZE
Speaking Guided conversation

R
SP
A
N
IE
Writing A holiday blog

N
Culture 6 Alcatraz page 131 D

2
Peru

Grammar Reference page 153
72 Unit 6 Tourism ! Podróżowanie i turystyka


6A
5 speaking Describe three places in your town or another 8 Imagine you are going to visit three places
country using adjectives from exercise 4. anywhere in the world. Think about the places
and why you want to visit them. Use adjectives from
exercise 4.
The old market in … is quite cheap.
9 speaking Work in pairs. Ask and answer questions
I think … is a very peaceful place. about your plans from exercise 8.
In my opinion, … is touristy and expensive. Where are you going to visit first?
E
N
6 Listen to a tour guide talking to tourists on a coach.
2.17 I’m going to visit the Grand Canyon in the USA.
IO
What countries are they going to visit? Write them in order.
N
Choose from the countries below. Why do you want to go there?
O
Countries Croatia the Czech Republic Germany
R
B
Greece Hungary Italy Latvia Lithuania
Because I think it will be really spectacular!
ZA
the Netherlands Poland Slovakia Slovenia Turkey
Germany, …
IE
N
7 2.17 Listen again. What attractions from exercise 2 will E
A
they visit in each city? What adjectives from exercise 4 does
W
the guide use to describe them? Complete the chart.
O
PI
City Attraction Adjective
Prague a market 1 >< O
IK
Budapest 2 >< 3 ><
IE
Dubrovnik 4 >< 5 ><

N
Rome 6 >< 7 ><

IA
➼ Pronunciation 6A page 166

N
H
EC
F
SZ
3 5
W
England Poland
O
4
ZP
France
O
R
Ż
7
A
China
D
ZE
R
SP
A
G
N
6
Kenya
IE
N
Unit 6 Tourism 73

6B Grammar
Present perfect
I can talk about recent events.
AIR MAIL Hi Joe! Ella and I have been

in Florence for five days now.
Dear Joe, We haven’t done much because of
Hope you are well. I’m travelling around the terrible weather. In fact, we’ve
spent most of our time this week in
Italy with Madison. Since Monday, we’ve museums. I’ve seen about a thousand
been in Florence. What an amazing city! paintings. To be honest, I’ve had
Unfortunately, the weather hasn’t been
E
enough! Ella hasn’t asked me what
N
very good so far. But we’ve been to some I want to do – not once! How long
IO
have we been friends? Unbelievable!
fantastic museums and art galleries. I’ve Love, Madison.
N
seen Michelangelo’s David and hundreds of
O
beautiful paintings!
R
B
Love, Ella
ZA
5 Complete the phone conversation with the present perfect
IE
PS Have you heard? My brother has passed form of the verbs in brackets.
N
his driving test! Ted Hello?
A
W
Molly Hi, Ted. It’s Molly.
Ted Hi, Molly. Are you enjoying your holiday?
O
Molly Yes. Backpacking is great! I 1 ’ve met (meet) some really
PI
interesting people.
1 Look at the photo. Can you identify the city and/or country? Ted O
How long 2 > < (you / be) away?
IK
Molly I 3 > < (be) away for ten days.
2 Read the postcard and message and find the answer to the
IE
Ted 4><
(you / reach) Istanbul?
question in exercise 1. Who is enjoying the holiday more,
N
Molly No. I’m still in Italy. We 5 > < (stop) at some interesting
IA
Ella or Madison? places – Rome, Pisa … I 6 > < (visit) lots of ruins but I 7 > <
(not buy) any souvenirs.
N
H
Ted 8><
(you / take) many photos?
LEARN THIS! Present perfect
EC
Molly Hundreds. But I 9 > < (not put) them on my Facebook

We use the present perfect to talk about: page. Is there any news from home?
SZ
a a recent event when we do not say exactly when the event Ted Yes. My dad 10 > < (break) his ankle. He 11 > < (be) in
W
happened; 1My brother … 2To be honest … hospital since Monday. But the doctors …
O
b events during a period of time that has not finished Molly Oh no! I 12 > < (use) all my credit. Bye!
ZP
(e.g. earlier this week, this year, this holiday, etc.);

3
Unfortunately, … 4
In fact, … 6 2.18 Listen and check your answers.
O
R
c the length of time a situation has existed. We often use for 7 Imagine you are on a backpacking holiday. Invent answers
Ż
with a period of time and since to say when it started. to these questions and make notes in your notebook.
A
5
Since Monday, … 6
Ella and I … 7
How long …?
D
a How long have you been away? (Use for or since.)

ZE
b Which countries have you visited? (Three countries.)

3 Read the Learn this! box. Complete examples 1–7 from the c Which of these things have you done? (Choose two.)
R
SP
postcard and message. Find other examples of the present buy souvenirs meet interesting people
perfect in the postcard and message. sunbathe swim in the sea take lots of photos
A
visit a museum/palace/castle, etc. watch TV

N
LOOK OUT!
IE
We often use been (instead of gone) as the past participle of 8 speaking Work in pairs. Role-play a phone call about
N
go. It means the person has gone and come back. your holiday, taking turns to be A and B.
She’s been to a museum. (She’s now back at the hotel.) Student A: You are on holiday. Answer B’s questions using your
She’s gone to a museum. (She’s still there.) notes from exercise 7.
Student B: Your friend, A, is on a backpacking holiday. Find out
4 Read the Look out! box. Then find all the examples of been • how long he/she has been away.
in the postcard and message and decide whether each one • where he/she has visited.
is from the verb be or the verb go. • what activities he/she has done.
How long have you … ? Where have you … ?
Have you swum in the sea? Have you … ?


Listening
Check your ticket!
6C
I can understand true stories about travel problems.
E
N
IO
N
1 speaking Work in pairs. Describe the two photos. Decide
O
R
which is Canada and which is Australia. How do you know?
B
ZA
Wskazówka 5 2.20 Listen to a true story about a holiday that went
IE
Stwierdzenia, które masz ocenić w zadaniu typu prawda/ wrong. What was the misunderstanding between Georgina
N
fałsz, mogą zawierać sformułowania podobne do użytych and the travel agent?
A
w nagraniu, ale nie całkiem zgodne z jego treścią. Dlatego
W
nie sugeruj się pojedynczymi słowami z nagrania, które 6 Listen again and choose the correct answers.
2.20
O
mogą cię wprowadzić w błąd, ale zastanów się, czy dany Remember the advice in the tip.
PI
fragment nagrania ma treść zgodną czy przeciwną do
1 Georgina first realised there was a problem when
podanej odpowiedzi. W podobny sposób postępuj w
O
a the flight lasted more than two hours.
IK
przypadku niepoprawnych opcji w zadaniach wielokrotnego
b she spoke to the woman next to her.
wyboru.
c another passenger talked about planning a holiday in
IE
Spain.
N
IA
2 2.19 Read the tip. Then listen and decide a) which of 2 Georgina did not notice the incorrect destination on the
tickets because
N
the underlined words in the sentence below are in the

H
recording, and b) why the sentence is still false. a her husband booked them.
EC
b she did not get the tickets until she arrived at the airport.
Milan Schipper’s mistake meant that he had a holiday in Canada c she did not look carefully at the tickets when she
SZ
instead of Australia. received them.

W
3 When Georgina was at the airport, she

3 2.19 Listen again. Are these sentences true or false? a did not look at the information on the departure board.
O
ZP
1 Milan Schipper planned to spend some time enjoying the b did not think about the departure and arrival times.
good weather in Australia. c did not notice the spelling of her destination.
O
2 Milan was unable to find a ticket that cost less than 1000 euros. 4 When Georgina told the flight attendants about her
R
3 Milan’s first clue that something was wrong was the size of mistake, they
Ż
a looked after her well for the rest of the flight.

A
the plane.
b thought she had drunk too much champagne.
D
4 Milan only saw a map of the route when the plane was already
ZE
in the air. c asked the captain to head south-east, not north-west.

5 When the plane landed in Canada, Milan realised that there 5 After arriving in the Caribbean, Georgina
R
a flew to Spain the next day.

SP
were two different towns called Sydney.

6 Milan spent a few days in Canada while he was deciding what b spent a few days there.
c tried to find a good hotel.
A
to do.
N
7 Milan had to buy another plane ticket to Sydney, Australia. ➼ Vocabulary Builder Points of the compass: page 138
IE
4 speaking Look at the photos. Which place would you

N
prefer to go for a holiday? Why? 7 speaking Work in pairs. Prepare an interview with
Georgina Hepworth or Milan Schipper.
Student A: Prepare five questions using the prompts below.
Student B: Prepare the answers.
1 where / buy your ticket?
2 where / want to go?
3 when / realise your mistake?
4 what / happen / on the plane?
5 you / finally go to your destination?
8 speaking Act out your interview to the class.

! Podróżowanie i turystyka • Rozumienie ze słuchu Prawda/Fałsz • Wielokrotny wybór Unit 6 Tourism 75

6D Grammar
Past simple and present perfect
I can talk about past experiences using the correct tense.
1 2.21Read and listen to the conversation. LOOK OUT!

Answer the questions.
We use expressions that refer to a completed period of time
1 When did Fred go to Bulgaria? (e.g. yesterday, last week, at 2 p.m.) with the past simple but
2 What happened to him while he was there? not with the present perfect.
I went to London last May. ✓
I’ve been to London last May. ✗
E
N
IO
5 Read the Look out! box. Choose the correct words to
N
complete the sentences.
O
1 I travelled / I’ve travelled to Paris on the Eurostar last May.
R
B
2 Tom loves the Hunger Games books. He read / He’s read
ZA
them all.
3 ‘Did you ever eat / Have you ever eaten at the Chinese
IE
Beth Have you ever been to Bulgaria? restaurant in town?’ ‘No, never.’
N
Fred Yes, I went there last year with my family. Have you 4 I bought / I’ve bought this scarf on Saturday. Do you like it?
A
been there? 5 ‘New York is an amazing city.’ ‘I know. I went / I’ve been
W
Beth No, I haven’t. What cities did you visit? there several times.’
O
Fred We didn’t visit any cities. We went skiing. 6 Amy was at a music festival last weekend. Unfortunately,
PI
Beth Sounds great. I’ve never been skiing, but I’d love to go. she lost / she’s lost her phone there.
Was it good? O
IK
Fred Not really. I fell and broke my leg on the first day, so 6 Complete the conversation with the verbs below. Use
I spent the rest of the holiday in hospital! the present perfect or the past simple. Remember the
IE
difference between been and gone. (See the Look out! box
N
LEARN THIS! Past simple and present perfect on page 74.)

IA
a We use the 1 > < to talk about an experience at any time in

N
be go go not see spend take visit visit watch

the past. The exact time is not stated.
H
A 1 > < you ever > < abroad?

EC
I’ve been to Venice three times.

B Yes, I 2 > < the USA last summer with my family.
Have you ever travelled by helicopter?
SZ
A What 3 > < it like? I 4 > < never > < to America.
b We use the 2 > < to talk about an experience at a specified B Really interesting. We 5 > < a week in New York. We 6 > < a
W
time in the past. boat trip round Manhattan and we 7 > < a basketball game at
O
Madison Square Garden.

ZP
I watched a good film on TV last night.

A Cool! 8 > < you > < the Empire State Building?
Did you go to Newcastle last weekend?
O
B Yes, but it was foggy so we 9 > < much!

R
c We often use the 3 > < to ask and answer about an

7 Write questions from the prompts. Use Have you ever … ?
Ż
experience and then use the 4 > < to give specific

A
information about it. 1 travel / on a plane?

D
Have you ever travelled on a plane?

ZE
2 Read the Learn this! box. Complete gaps 1–4 with the 2 lose / anything while travelling?
R
correct tense: past simple or present perfect. 3 buy / anything online?

SP
4 eat / food from another country?

5 download / music?
A
3 Look at the conversation in exercise 1 again. Why are

N
some verbs in the past simple and others in the present 6 miss / a train, bus or plane?
7 forget / to do your homework?
IE
perfect? Use rules a–c in the Learn this! box to explain.

8 go / abroad?
N
4 speaking Work in pairs. Find out which towns and

cities your partner has been to. Try to find three places 8 speaking Work in pairs. Ask and answer the questions
you have both visited. in exercise 7. If the answer is ‘Yes’, ask a follow-up question.
Have you ever been to … ? Have you ever travelled on a plane? Yes, I have.
Where did you fly to? I flew to Split.

No, I haven’t. / Yes, I have. I went there last summer.
➼ Grammar Builder 6D page 152


Word Skills
Compounds
6E
I can understand and use a range of compounds related to travel.
1 speaking mediation Work in pairs. Discuss how 4 Which items in exercise 3 are part of an airport terminal?
you would explain the information in the poster to an Which three are part of a plane?
English friend.
5 Complete the text below with compound nouns from
Opłaty za bagaż exercise 3.
(Maksymalne wymiary i maksymalna waga.)
Mały bagaż podręczny

When you arrive at the airport, go to the
E
40 x 30 x 20 cm, 8 kg
N
c . The clerk will check in your luggage (if you
1 ><
BEZPŁATNY
IO
haven’t used online check-in) and might ask if you
N
Duży bagaż podręczny want an aisle seat or a 2 w > < . He or she will give
O
56 x 45 x 25 cm, 15 kg you a 3 b > < . Show your passport at 4 p > < .You will
R
PŁATNY 42 PLN also have to go through 5 a > < , where they x-ray
B
ZA
your 6 h > < . Then you reach the 7 d > < , where there
Bagaż rejestrowany
are duty-free shops. When they announce your
90 x 75 x 43 cm, 23 kg
IE
flight, go to the 8 d > < .
PŁATNY 84 PLN
N
A
W
O
LEARN THIS! Compounds
2 speaking Read the text. What caused James McElvar
PI
We can also form compounds from an adjective and a noun.
to feel unwell on the flight to Glasgow? Was it his fault or
O
single room first class half board full time high season
IK
bad luck? Discuss your opinion in pairs.
online check-in
IE
Travelling light?
N
6 Read the Learn this! box. Find one of the compounds in

IA
James McElvar, a 19-year-old singer, was flying from the text in exercise 5.
N
London to Glasgow when he became unwell. He told

H
7
EC
the cabin crew and they moved him to an aisle seat. 2.22 Match the words in A with the words in B to make
Then he passed out. But this was not a mystery illness; five more compounds. Then listen and repeat all the
SZ
McElvar was wearing twelve layers of clothing! McElvar’s compounds in the Learn this! box and below.
journey began normally enough. After arriving at the
W
A double economy full low part

airport, he went to the check-in desk and got his
O
B board class room se ason time

boarding pass. Then he went through airport security and
ZP
waited in the departure lounge. But at the departure gate,

8 Complete the sentences with compounds from the Learn
O
the officials stopped him because he had two pieces of

R
this! box and exercise 7.

hand luggage and the limit was one. So he took the clothes
Ż
out of one bag and put them all on! On the plane, when the 1 I’m travelling alone so I’m going to book a > < at the hotel.
A
seatbelt light went off, he began to take off some of the 2 > < accommodation at a hotel includes breakfast and dinner.
D
extra clothes, but he was already far too hot. When he 3 There’s much less room in > < than in first class.
ZE
arrived in Glasgow, doctors met him in the arrivals hall 4 August is > < , so holidays are much more expensive.
R
and took him to hospital. 5 My mum is a check-in clerk, but she only works > < .
SP
6 You can use the > < and print your boarding pass at home.
A
LEARN THIS! Compound nouns: noun + noun 9 speaking Work in pairs. Look at the text in exercise 2
N
a Most compound nouns are formed from two nouns. for two minutes. Then cover it and retell the story in your
IE
b We usually write them as two words (travel agent) but own words.
N
sometimes as one word (backpack) and occasionally with a

hyphen (holiday-makers). Check in a dictionary. A young singer went to the airport to take a flight
from London to Glasgow. He …
3 Read the Learn this! box. Then complete these compound

nouns from the text in exercise 2.
Air travel 1 > < crew aisle 2 > < check-in 3 > <
boarding 4 > < 5 > < security 6 > < lounge
7><
gate hand 8 > < 9 > < belt 10 > < hall bag drop
baggage reclaim passport control window seat
! Podróżowanie i turystyka Unit 6 Tourism 77


6F Reading
Holidays without parents
1 speaking Describe the photos. Then say which holiday 3 Read the texts. Match the three writers (Hilary, Kevin and
looks more enjoyable, and why. Terry) with the sentences below. One of the writers goes
with two sentences.
2 Look through the texts quickly. Match two of the three
This writer …
texts (A–C) with the photos (1 and 2).
1 had an enjoyable experience with a friend.
e
2 had an experience that friends found amusing.
e
3 had an embarrassing experience with an adult.
Fatrlast?
E
N
4 had a tiring experience after staying up all night.
IO
N
1
O
R
B
ZA
IE
N
A
W
O
PI
O
IK
IE
N
IA
2.23
N
H
Have you ever seen TV programmes about

EC
teenagers on holiday without parents?

They’re always having a wild and exciting
SZ
time. But is it really like that? We asked three

W
writers to tell us their personal experiences …

O
ZP
O
R
Hilary Bradt: co-founder of a travel guide company Kevin Rushby: writer

A B
Ż
A
D
When I was fifteen, I went to stay with my At sixteen, I hitch-hiked down to Cornwall in the
ZE
penfriend in north Germany. It was my first 20 south-west of England with a friend. We spent the
trip abroad and the first without my parents, holiday walking along the coastal path with a tent
R
SP
and I hated every minute of it. The worst and a backpack, staying at campsites on the way.
5 moment was probably the time when I was The weather was fantastic and the sea was beautiful.
A
alone in the house and somebody rang the We had almost no money and lived on sandwiches
N
doorbell. They rang it again and again – but 25 and tea. One of the first things I learned was this:
IE
I ignored it. Then, I saw the visitor walking a fire and a mug of tea can make the world seem
N
around the house looking through the perfect. The second thing: spending more money
10 windows. Frightened, I hid under the dining- does not mean having more fun. What really
room table. That afternoon, Christina’s mattered was talking to people. I had to do lots of
mother came home from work and said, ‘I 30 chatting, negotiating, discussing and questioning.
needed to pick up some papers from the Strangers could be very helpful and interesting, I
house today and I didn’t have my key. I rang discovered. They could also be dangerous, boring
15 the bell. But you didn’t hear me.’ ‘Oh, I was and stupid. It was up to me to judge them and
in my room, I expect,’ I said. ‘Sorry!’ My face decide – and that skill has been useful to me many
went red, because she knew I was lying. I’m 35 times since then. I wrote it all down, but I’ve lost
certain she saw me under the table. the notebook now, unfortunately.
78 Unit 6 Tourism ! Podróżowanie i turystyka • Mówienie Opis ilustracji • Rozumienie tekstów pisanych Dobieranie • Wielokrotny wybór

6F
4 speaking Work in groups of three. 3 Meeting lots of different people taught Kevin …
Decide whose holiday experience was the a some useful skills that he later lost.
best and whose was the worst. Give reasons. b that negotiating with strangers can be dangerous.
c how to decide what strangers are like.
Wskazówka d that talking to strangers is usually boring.
•• Nie zakładaj, że w zadaniu wielokrotnego 4 Terry had circles around his eyes because …
wyboru poprawna odpowiedź zawiera a his friends put lots of suncream on his face.
słowa z tekstu. Skup się na znaczeniu b the rest of his face was red from the sun.
całego zdania, a nie na znaczeniu c his eyes were sore from too much sun.
pojedynczych słów. d he wanted to make his friends laugh.
E
•• Każdą możliwą odpowiedź traktuj jak 5 Terry decided to walk back to the hotel because …
N
zadanie typu prawda/fałsz, aby wyłonić tę, a he wanted to get back to the pool before his friends.
IO
która jest poprawna. b he knew there were no more buses.
N
c he didn’t feel like standing at the bus stop.
O
d he knew it was not very far.
R
5 Read the tip. Then look at questions 1–5
B
7 vocabulary Form holiday-related compound nouns by matching the
ZA
in exercise 6. Find the underlined words in
words below with words 1–10. All of the compounds are in the texts.
the text and explain why the options that
IE
contain those words are not correct. burn club cream friend glasses guide
N
loungers pack programme site
A
6 Choose the correct answers (a–d). 1 TV > < 3 pen > < 5 camp > < 7 sun > < 9 sun > <
W
1 Hilary went red because her penfriend’s 2 travel > < 4 back > < 6 sun > < 8 night > < 10 sun > <
O
mother knew …
PI
a that Hilary didn’t hear the doorbell. 8 Work in pairs. Imagine you are going on holiday with some friends. What
b that Hilary was in her bedroom. O
will be the advantages and disadvantages of being without adults? Use the
IK
c that Hilary was not telling the truth. if clauses below for ideas.
IE
d why Hilary did not want to open the door. if we run out of money if we stay out all night
N
2 On Kevin’s first holiday without his if we get ill if we don’t want to go sightseeing
IA
parents, he … if we make some new friends if we argue with each other

N
a walked all the way to the south-west of

H
England. 9 speaking Discuss your ideas from exercise 8 with the class. Overall, are
EC
b decided to hitch-hike around south-west holidays without adults a good or a bad idea?
SZ
England.
c spent the holiday at a campsite in
W
If we become ill, our parents Yes, but on the other hand, if we stay
Cornwall.
won’t be there to look after us.
O
out all night, nobody will get angry!

d camped at various places along the coast.
ZP
O
R
2
Terry Alderton: comedian
Ż
C
A
D
ZE
My friends and I were seventeen and on holiday in

the coolest place in the world: Ibiza. On the first
R
day, I fell asleep on the beach – with no suncream.

SP
40 My friends knew I was getting sunburned, but they

A
didn’t wake me up because they thought it was

N
funny. When I woke up, I felt a little sore. Then I took

IE
off my round sunglasses and my friends all fell on the

N
floor, laughing. I had two clear white rings around my

45 eyes! That night, we all went to a nightclub and, of
course, I had to keep wearing the same sunglasses
because of my sunburn. We stayed up all night. In
the morning, I left the nightclub before my friends.
For some reason, I didn’t want to wait for a bus back
50 to our hotel, so I walked seven kilometres along busy
roads. When I finally arrived, my friends were already
there, sitting on sun loungers around the pool. I’ve
never understood how they got there so quickly.
Unit 6 Tourism 79

6G Speaking
Guided conversation
I can exchange information about tourist attractions.
1 Describe the photo of a tourist information centre. What 4 2.24 key phrases Read the task. Listen to a student
are the people doing and saying? doing the task. Write the missing word in each of the key
phrases. Then match each phrase to one of the points in
the task (a–d).
Asking for information
Could you 1 > < me if / where / when / what, etc. … ?
E
Do you 2 > < if / where / when / what, etc. … ?
N
I’d 3 > < to know the best / cheapest / quickest way to …
IO
I was 4 > < if / how / when / what …
N
O
Wskazówka
R
B
Jeśli nie rozumiesz, co powiedział do ciebie rozmówca, nie
ZA
panikuj! Poproś o powtórzenie. Możesz użyć następujących
wyrażeń:
IE
Pardon?
N
Could you repeat that, please?
A
W
Sorry, did you say … ?
O
Sorry, I didn’t catch that.
PI
2 vocabulary Check the meaning of the tourist
attractions below. Which are places and which are events? O
IK
Tourist attractions art gallery carnival church 5 2.24 Read the tip. Then listen again. Which words does
the student ask for clarification about?
IE
concert festival monument musical old town

N
opera house park restaurant shopping district

IA
square theatre ➼ Vocabulary Builder City tourism: page 138

N
3 speaking Work in pairs. Take turns to be A and B. 6 speaking Work in pairs. Read the task and discuss
H
EC
Student A: Choose two attractions from exercise 2 and ask for ideas for your conversation. Make notes for each of the four
points in the task.
SZ
one piece of information about each. Use the phrases below or

your own ideas.
W
A tourist in your town (or a town you know well) asks you for
Student B: Answer A’s questions. Use real information about
O
information. Here are four topics that you need to discuss in the
attractions in your town or invent the answer.
ZP
conversation. The tourist starts the conversation.

• the best way to travel around
O
Asking about attractions

• the best places to eat
R
Where is the … ?
• tourist attractions
Ż
Where is a good place / the best place to (buy souvenirs, listen

A
to music, etc.)? • out-of-town excursions

D
What time does the … open / close?

ZE
How much are tickets for the … ? 7 Work in pairs. Prepare your conversation using your notes
R
Can you recommend a good … ? from exercise 6. Student A: You are the tourist. Student B:
SP
What’s the best way to get to … ? You are a local resident. Begin your conversation like this
Is the … a good place to visit? or use your own ideas.
A
N
IE
How much are tickets They’re free. / Excuse me. I was wondering if you
for the art gallery? They’re €12 each.
N
could give me some information.
You are a tourist visiting London. Speak to the tourist Yes, of course. What would you like to know?
information officer. Here are four topics that you need
to discuss in the conversation. The teacher starts the
conversation. 8 speaking Act out your conversation to the class.
a accommodation in London
b tourist attractions in London
c a good place to eat
d the best way to travel around
80 Unit 6 Tourism ! Podróżowanie i turystyka • Mówienie Rozmowa z odgrywaniem roli • Opis ilustracji

Writing
A holiday blog
6H
I can write a holiday blog post.
Home About Destinations Gallery Blog
Welcome back to my blog! Arrived in Snowdonia two days ago with Joanna
after a long and tiring journey by coach from London. We’re staying at a small,
comfortable hotel. The weather is sunny and dry and I can see hills and a
beautiful waterfall from my window.
We have already been kayaking on the lake. It was very relaxing and the views
E
N
were spectacular. I loved it! I’ve also been abseiling on a cliff near the hotel.
IO
That wasn’t as enjoyable because I was very nervous. But I’m glad I did it.
N
Tomorrow we’re going mountain biking. We’re going to hire bikes from a shop
O
in the nearest town. Really looking forward to it! Later in the week, we’re
R
visiting a castle.
B
That’s all for now. Please don’t forget to leave a comment!
ZA
Emily
IE
N
A
1 Look at the photos and read the blog post. Which activity
W
did Emily like more?
O
PI
Wskazówka
W tekstach nieoficjalnych (takich jak e-mail, wpis na blogu O
5 Work in pairs. How many other holiday activities can you
IK
czy pocztówka) możesz pominąć zaimki I i we. add to the verbs in exercise 4?
IE
Must go now! Wish you were here!

6 speaking Ask your partner about five of the activities
N
W wypadku czasu present continuous możesz dodatkowo

IA
in exercises 4 and 5 . Use the present perfect with ever.

pominąć formy posiłkowe am i are.
If the answer is ‘Yes’, give more information using the
N
Having a great time in Italy!

H
past simple.
EC
Ale nie rób tego więcej niż raz lub dwa razy w jednym
tekście. Nie rezygnuj ze wszystkich użyć zaimków I i we.
SZ
Have you ever visited a cathedral?

W
2 Read the tip. In the blog post, find a) one sentence in which
O
Yes, I have. I visited Cologne Cathedral in Germany.

Emily has omitted the subject, and b) one sentence where
ZP
she has omitted the subject and am.

O
R
3 key phrases Look at the phrases below. Which two does 7 Read the task. Make notes for each of the four points.
Ż
Emily use in her post?

A
You are on holiday with your family. Write a blog post in which
D
Writing blog posts you:

ZE
Welcome back (to my blog)! • describe where you are staying;

• compare two activities you have done;
R
Today’s post is about …

• say what your plans are for the next few days;
SP
Please don’t forget to subscribe / leave a comment.

Make sure you don’t miss any future posts (by signing up / • encourage people to share your blog.
A
subscribing).
N
Please share this post (on social media). 8 Write your blog post (80–130 words) using your notes from
IE
exercise 7. Start like this:

N
4 vocabulary Complete the collocations using the verbs

Welcome back to my blog! Today’s post is about my
below. Find the missing nouns in the text in exercise 1.
holiday …
buy go hire play visit
Collocations: holiday activities CHECK YOUR WORK
1 > < a > < , cycling, k > < , m > < b > < , skiing, shopping, Have you …
sightseeing, surfing •• included all four points in the task?
2 > < a c > < , a cathedral, a theme park, a water park •• used an appropriately informal style?
3 > < a b > < , a boat, a car, a kayak •• written 80–130 words?
4 > < beach volleyball, board games, table tennis, tennis •• checked the spelling and grammar?
5 > < souvenirs, a travel card
! Podróżowanie i turystyka • Wypowiedź pisemna Wypowiedź na blogu Unit 6 Tourism 81


6
Language Review
Choose a, b or c. words (a, b or c) which mean the same as the fragments
in bold.
1 The ruins were amazing, but they were very remote.
a atmospheric
b peaceful
Review: Our trip to San Francisco! c far from everything
E
N
1 ><
visited San Francisco? I went on holiday there with my 2 I’ve never seen such a spectacular theme park.
IO
cousin Callum last month. I’ve 2 > < to the United States three a This is the first time I’ve seen
times now, but this was my first visit to the West Coast. Here is b I’ve already seen
N
my review of our trip.
O
c I didn’t see
R
The flight was long, but economy class was comfortable. 3 Maddie’s not here. She’s at the botanical gardens.
B
Callum had an aisle seat, I had a window seat and the seat in a Maddie’s visited
ZA
the middle was empty. We watched films and played some b Maddie’s been to
video games during the flight. c Maddie’s gone to
IE
We were tired when we landed and we had to wait for our 4 I was wondering if you could tell me where the Tourist
N
bags for over an hour at the baggage reclaim. Then, we Information Office is.
A
a I can guess
W
went straight to our hotel in the North Beach area where our
double room wasn’t 3 > < because it was low season. b I’d like to know
O
c I can recommend
PI
On the first day, we explored North Beach. It’s a cool
neighbourhood with great cafés, and it’s not that touristy.
O
4 use of english Use the word given in brackets to
IK
For the rest of the trip, we 4 > < sightseeing all over the city.
We went everywhere … the Golden Gate Bridge, Union Square, form a word that fits the gap.
IE
Chinatown, but our favourite place was the harbour. 1 While staying in Gdańsk, don’t forget to visit the > < (HISTORY)
N
It’s a historic area called Fisherman’s Wharf. We spent hours at Old Town.
IA
the National Maritime Museum there, which was crowded, but 2 We didn’t enjoy the British Museum in London because it was
N
very impressive. The aquarium at Pier 39 has been open too > < (CROWD).
H
5 ><
1996, and it’s spectacular. I highly recommend San 3 There was nowhere to sit in the > < (DEPART) lounge, so we
EC
Francisco. It’s a beautiful city.

went to the café.
SZ
4 It’s my parents’ wedding anniversary, so they’re going on a > <

1 a Did you ever b Have you ever c Were you ever (ROMANCE) holiday.
W
2 a gone b went c been 5 We usually spend our summer holidays in peaceful and
O
3 a cheap b ready c expensive remote villages because my parents don’t like > < (TOURIST)
ZP
4 a went b got c did cities.

O
5 a for b since c until

5 2.25 mediation You and your friend are about to visit
R
2 use of english Choose the correct translations of the London. You have phoned Tourist Information to get some
Ż
A
fragments in Polish. advice about your visit. Complete the message to your
D
friend.
ZE
1 Josh, (czy kiedykolwiek podróżowałeś) > < by plane?

a have you ever travelled
R
b did you travel one day

SP
c do you sometimes travel

Today
2 Kate, you look so serious! I haven’t seen you since (byłaś
A
17:20
dzieckiem) > < .
N
a you are a child Cześć Zuzia. Dzwoniłam właśnie do informacji turystycznej.

IE
b you were a child Wyjaśniłam, że będziemy w Londynie tylko przez 1 > < . Pani
N
c you have been a child mi powiedziała, że 2 > < sposobem zwiedzenia miasta jest
3 After reading great reviews, we finally (odwiedziliśmy) > < wycieczka autobusowa. Najlepiej kupić bilet dwudniowy za
Wawel Castle yesterday. 3 ><
. Jak chcesz, to mogę kupić bilety dla nas. Ponoć najlepiej
a visited jest je kupić 4 > < . Pani też poleciła odwiedzenie Covent Garden.
b have visited Mówiła, że jest to wyjątkowe miejsce, gdzie jest mnóstwo
c had visited teatrów, 5 > < i > < . Będziemy musiały tam koniecznie pójść.
4 Julia is in Paris at the moment, but she (nie była) > < to the
Czekam na odpowiedź w sprawie biletów. Pa.
Eiffel Tower yet.
a didn’t go
b hasn’t been |
c wasn’t
! Podróżowanie i turystyka • Znajomość środków językowych Dobieranie •
82 Language Review 6 Tłumaczenie fragmentów zdań • Parafraza • Słowotwórstwo

6
Wordlist
abseiling (n) /ˈæbseɪlɪŋ/ zjeżdżanie po double room (n) /ˌdʌbl ˈruːm/ pokój park (n) /pɑːk/ park Let’s go for a walk in the
linie Liam has never tried abseiling before. dwuosobowy There are no double rooms park.
airport security (n) /ˌeəpɔːt sɪˈkjʊərəti/ available this weekend at our favourite hotel I’m part time (adj) /ˌpɑːt ˈtaɪm/ w niepełnym
kontrola bezpieczeństwa There was a long afraid. wymiarze godzin She’s got a part time job.
queue to get through airport security. economy class (n) /ɪˈkɒnəmi klɑːs/ klasa peaceful (adj) /ˈpiːsfl/ spokojny This is such a
aisle seat (n) /ˈaɪl siːt/ miejsce przy przejściu ekonomiczna Economy class is quite peaceful mountain village.
I prefer the aisle seat on an aeroplane. uncomfortable on long-haul flights. penfriend (n) /ˈpenfrend/ korespondencyjny
aquarium (n) /əˈkweəriəm/ akwarium The expensive (adj) /ɪkˈspensɪv/ kosztowny, drogi przyjaciel I’ve known Hans, my penfriend, since I
children particularly enjoyed seeing the stingrays We can’t afford to go to the Maldives – it’s too was eight years old.
and sharks at the aquarium. expensive. remote (adj) /rɪˈməʊt/ odległy She comes
E
arrivals hall (n) /əˈraɪvlz hɔːl/ hala przylotów festival (n) /ˈfestɪvl/ festiwal, święto This jazz from a remote island in the Pacific Ocean.
N
The arrivals hall was full of people and bags. festival attracts quite a lot of people. restaurant (n) /ˈrestrɒnt/ restauracja
IO
art gallery (n) /ˈɑːt ɡæləri/ galeria sztuki first class (adj) /ˌfɜːst ˈklɑːs/ pierwszej They had an excellent meal at the local restaurant.
Has your cousin ever been to this art gallery? klasy It’s more expensive to travel first class. romantic (adj) /rəʊˈmæntɪk/ romantyczny
N
atmospheric (adj) /ˌætməsˈferɪk/ nastrojowy flight attendant (n) /ˈflaɪt ətendənt/ steward/ He took his girlfriend for a romantic sunset cruise
O
This music is very atmospheric. stewardesa He’s always wanted to be a flight on the lake.
R
attraction (n) /əˈtrækʃn/ atrakcja attendant. ruins (n) /ˈruːɪnz/ ruiny The ruins of the
B
Buckingham Palace is a major tourist attraction. flight number (n) /ˈflaɪt nʌmbə(r)/ numer lotu ancient city of Pompeii are impressive.
ZA
backpack (n) /ˈbækpæk/ plecak Is the Can you remind me of our flight number? safari park (n) /səˈfɑːri pɑːk/ park safari
backpack still in the tent? fountain (n) /ˈfaʊntən/ fontanna That The safari park has been temporarily closed.
backpack (v) /ˈbækpæk/ podróżować fountain looks very pretty. seat belt (n) /ˈsiːt belt/ pas bezpieczeństwa
IE
z plecakiem We backpacked around Europe full board (n) /ˌfʊl ˈbɔːd/ zakwaterowanie Please fasten your seat belt securely before the
N
for six months. z pełnym wyżywieniem Is full board included in plane takes off.
A
bag drop (n) /ˈbæɡ drɒp/ punkt odprawy the package for the holiday? shopping district (n) /ˈʃɒpɪŋ dɪstrɪkt/ dzielnica
W
bagażu They’re queuing at the bag drop right full time (adj) /ˌfʊl ˈtaɪm/ na pełnym etacie handlowa This shopping district is fantastic!
now. He hasn’t had a full time job for three years. single room (n) /ˈsɪŋɡl ruːm/ pokój
O
baggage reclaim (n) /ˈbæɡɪdʒ rɪkleɪm/ odbiór half board (n) /ˌhɑːf ˈbɔːd/ zakwaterowanie jednoosobowy Can I book a single room for
PI
bagażu I couldn’t find my bag at the baggage z niepełnym wyżywieniem I prefer the half tomorrow night please?
reclaim. board option at the hotel. souvenirs (n) /ˌsuːvəˈnɪəz/ pamiątki
beautiful (adj) /ˈbjuːtɪfl/ piękny What a hand luggage (n) /ˈhænd lʌɡɪdʒ/ bagaż O My favourite souvenirs are fridge magnets – I’ve got
IK
beautiful beach! podręczny You can only take one piece of hand a large collection.
boarding pass (n) /ˈbɔːdɪŋ pɑːs/ karta luggage on this flight. square (n) /skweə(r)/ plac The charity concert
IE
pokładowa Grandma has lost her boarding pass! harbour (n) /ˈhɑːbə(r)/ port przystań took place in the town square.
boat trip (n) /ˈbəʊt trɪp/ wycieczka statkiem We should arrive at the harbour in the early statue (n) /ˈstætʃuː/ posąg, statua The Statue
N
The boat trip wasn’t very enjoyable because the morning. of Liberty in New York is among the most iconic
IA
sea was rough. high season (n) /ˌhaɪ ˈsiːzn/ sezon monuments in the world.
N
botanical gardens (n) /bəˌtænɪkl ˈɡɑːdnz/ turystyczny This hotel is much cheaper out of sunburn (n) /ˈsʌnbɜːn/ oparzenie słoneczne
ogrody botaniczne The botanical gardens are high season. People with very pale skin are particularly prone to
H
in the outskirts of the city. hire (a bike) (v) /ˈhaɪər/ wypożyczyć (rower) sunburn.
EC
busy (adj) /ˈbɪzi/ tętniący życiem The town They hired a bike and cycled all around the lake. sunburned (adj) /ˈsʌnbɜːnd/ poparzony przez
centre was so busy that you could hardly move. historic (adj) /hɪˈstɒrɪk/ zabytkowy, słońce My shoulders are sunburned after
SZ
cabin crew (n) /ˈkæbɪn kruː/ personel historyczny Blenheim Palace is one of the most spending too long in the sun.
pokładowy The cabin crew were very helpful visited historic buildings in Oxfordshire. suncream (n) /ˈsʌnkriːm/ krem do opalania
W
throughout the flight. impressive (adj) /ɪmˈpresɪv/ imponujący The Make sure the children have plenty of suncream on.
O
campsite (n) /ˈkæmpsaɪt/ pole namiotowe/ way he handled the situatoin was most impressive. sunglasses (n) /ˈsʌnɡlɑːsɪz/ okulary
kempingowe Have they ever had a holiday at a kayaking (n) /ˈkaɪækɪŋ/ pływanie przeciwsłoneczne Where are my sunglasses?
ZP
campsite? kajakiem I’m going to go kayaking in Wales. I can’t find them.

carnival (n) /ˈkɑːnɪvl/ karnawał, festyn low season (n) /ˈləʊ siːzn/ okres poza sezonem temple (n) /ˈtempl/ świątynia This temple is
O
The carnival in Rio is probably the most famous in turystycznym This museum is closed in low very peaceful and serene.
R
the world. season. theatre (n) /ˈθɪətə(r)/ teatr How often do you
Ż
castle (n) /ˈkɑːsl/ zamek That castle dates market (n) /ˈmɑːkɪt/ targ There’s an interesting go to the theatre?
A
back to the Middle Ages. antiques market in this part of the city. theme park (n) /ˈθiːm pɑːk/ (tematyczny) park
cathedral (n) /kəˈθiːdrəl/ katedra Notre Dame monument (n) /ˈmɒnjumənt/ pomnik, zabytek rozrywki As a birthday surprise, Mike’s parents
D
cathedral is one of the main tourist attractions in Rome boasts some of the most ancient took him to the theme park at the seaside.
ZE
Paris. monuments in Europe. touristy (adj) /ˈtɔːrɪsti/ nastawiony na

cheap (adj) /tʃiːp/ tani The students want to mosque (n) /mɒsk/ meczet In Istanbul you can turystów Our friends usually spend their
R
find a cheap hotel for the night. visit some beautiful mosques. holidays in quiet resorts because they don’t like
SP
check-in desk (n) /ˈtʃek ɪn desk/ stanowisko mountain biking (n) /ˈmaʊntən baɪkɪŋ/ touristy ones.
odprawy The check-in desk is very slow and I’m kolarstwo górskie She’s tried mountain biking tower (n) /ˈtaʊə(r)/ wieża The tower was
A
worried I could miss my flight. before but she doesn’t like it. rebuilt following a major earthquake.
N
church (n) /tʃɜːtʃ/ kościół They go to church museum (n) /mjuˈziːəm/ muzeum I don’t like travel guide (n) /ˈtrævl ɡaɪd/ przewodnik
every Sunday. visiting museums – I find them boring. turystyczny I left the travel guide on the plane
IE
concert (n) /ˈkɒnsət/ koncert The band is on national park (n) /ˌnæʃnəl ˈpɑːk/ park – sorry!
tour doing concerts all over the country. narodowy National parks are vital to preserve water park (n) /ˈwɔːtə pɑːk/ park wodny
N
crowded (adj) /ˈkraʊdɪd/ zatłoczony St Mark’s biodiversity. I went on five slides at the water park.
square in Venice is often crowded with tourists. old town (n) /ˈəʊld taʊn/ stare miasto The old zoo (n) /zuː/ ogród zoologiczny Two polar
departure gate (n) /dɪˈpɑːtʃə ɡeɪt/ punkt town is very picturesque. bears were born at the zoo last week.
odlotu Please show your boarding pass at the online check-in (n) /ˌɒnlaɪn ˈtʃek ɪn/ odprawa
departure gate. online Have you completed the online check-in
departure lounge (n) /dɪˈpɑːtʃə laʊndʒ/ hala yet?
odlotów Ann was reading a novel in the opera house (n) /ˈɒprə haʊs/ opera (budynek)
departure lounge while she was waiting for her Last month my parents went to the opera house
flight. for the first time to watch Puccini’s ‘Turandot’.
disappointing (adj) /ˌdɪsəˈpɔɪntɪŋ/ palace (n) /ˈpæləs/ pałac Did you visit
rozczarowujący, niezadowalający It has been Buckingham Palace?
a disappointing trip – we’ll never go back there.
Wordlist 6 83

3
Skills Trainer
Reading pleasant. They described what kind of clothes I should pack for
each part of the trip. And they gave me a list of recommended
Wskazówka guide books.
Informacje w tekście często są wyrażone w inny sposób niż Finally, the day to leave arrived. It was a grey, wet day. The
w zadaniu. Dlatego gdy wybierasz odpowiedź, nie kieruj się
ship was wet, our luggage was wet, and we were wet! The
tym, że w odpowiedzi są takie same wyrazy jak w tekście.
ship started and then, suddenly, stopped a few minutes later.
E
There was a storm and we couldn’t continue. We spent our first
N
1 Read the tip. Then read the text and answer the question. night in New York harbour. It wasn’t the best way to begin this
IO
Choose A, B, C or D. Why are the other answers incorrect? ‘historic journey’!
N
O
Adapted from: ‘The Innocents Abroad’ by Mark Twain.
R
When Rob got to the station, he was surprised because none of 1 What is the aim of the first paragraph?
B
his friends were there. But then he saw Chloe. She was looking A To give a description of what the passengers will do.
ZA
nervous. But the expression on her face changed when she saw B To describe which countries the passengers will see.
C To present the good and bad points of the trip.
IE
him! And it wasn’t exactly friendly!
D To explain why the author has decided to go on the trip.
N
‘Why are you so late?’ she shouted at him. ‘Everyone else is on
2 What is the author’s opinion of the trip?
A
the train already! Come on! If we miss it, it’ll be all your fault!’
W
A It might be dangerous.
How did Chloe feel after she saw Rob? B It is only for rich people.
O
A nervous B surprised C angry D friendly
PI
C It’s a great plan.
D It sounds like a fantastic idea, but he has some doubts.
O
IK
2 Read the text and answer the questions. 3 Which is TRUE about how the author decided to go on
Choose A, B, C or D. the trip?
IE
A He thought about it for a long time.

For months, newspapers everywhere in America have written
N
B He decided very quickly.

IA
about the great trip across the ocean. It is a completely new C Someone decided for him.
kind of holiday – no one has thought of it before. And, like all
N
D He decided to go at the last minute.

H
attractive new ideas, it has provoked everyone’s interest. The 4 What was the first day of the trip like?
EC
lucky travellers will sail on a great ship. They will visit many A exciting
strange and famous lands. During the day, they will be outside, B scary
SZ
filling the ship with shouts and laughter; or reading novels and C wonderful
W
poetry; or trying to see strange and wonderful sea creatures in D disappointing

O
the ocean. And at night, they will dance in the open air, on the 5 Choose the best title for the text.
ZP
top part of the ship. In this dance hall, the ceiling will be the night A The advantages of travelling by boat
B Discovering America
O
sky and the lights will be the stars and the moon. Passengers
C The great trip begins!
R
will walk, and laugh, and sing ... and perhaps they will fall in
D What to take on a boat trip
Ż
love. They will see the great cities of half the world. They will
A
have friendly conversations with kings and princes and rich

D
Listening
ZE
businessmen on board. Without doubt, it is a fantastic idea.

They have advertised the journey everywhere, but it isn’t really
R
necessary. As soon as you read the program, you want to go. Wskazówka
SP
There is nothing missing: Paris, England, Scotland, Switzerland, Pamiętaj, że tylko jedna odpowiedź jest prawidłowa, choć
wszystkie mogą być do siebie dość podobne. Zastanów
A
Italy, the Greek Islands, Constantinople, Egypt and, on the return

N
journey, Bermuda. What’s more, they will select the passengers się, czym się różnią. To skieruje twoją uwagę na właściwą
informację z nagrania.
IE
very carefully. Only the best people can take part in this historic
N
excursion! I couldn’t say no to the chance of being one of the

lucky passengers. So I hurried to the ticket office and reserved
my place. It was all very simple: they took my money and gave
me a receipt. I was rather surprised that they didn’t ask me lots
of questions before ‘selecting’ me. But that didn’t matter. I was
one of the lucky ones!
Together with the program, they gave me lots of written
instructions and advice. For example, they said that it was a
good idea to bring a musical instrument to make the trip more
84 Skills Trainer 3 ! Podróżowanie i turystyka • Kultura • Rozumienie tekstów pisanych Wielokrotny wybór

3
Skills Trainer
Speaking
3 Read the tip. Listen to four texts and answer the
2.26
questions. Choose A, B or C.
Wskazówka
1 What does James do? Pamiętaj o tym, żeby twoja wypowiedź była uporządkowana.
A He works outdoors and he works with his hands. We wstępie odnieś się do tematu zadania, który jest opisany
B He’s at university and he also has a creative job. w poleceniu. Następnie uzasadnij, dlaczego wybierasz akurat
C He works with his hands and he has a creative job. tę ilustrację, a potem wyjaśnij, dlaczego odrzucasz pozostałe.
E
2 What has Callum done so far? Przedstaw przynajmniej dwa argumenty w odniesieniu do
N
A He’s been to the beach and visited a market. każdej ilustracji.
IO
B He’s been to a cathedral but he’s lost his camera.
N
C He’s visited a cathedral and he’s been to the beach.
O
3 What is the problem?
R
A They don’t know where their hotel is. 5 Organizujesz wspólny wakacyjny wyjazd ze znajomymi.
B
B They can’t find the souvenir shop. Do wyboru macie trzy sposoby spędzania wakacji.
ZA
C They haven’t got a map. • Wybierz sposób spędzania wakacji, który twoim zdaniem
IE
4 Where are they? będzie najbardziej odpowiedni i uzasadnij swój wybór.
N
A on a plane • Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.
A
B at the departure lounge
W
C at baggage reclaim 1
O
PI
Use of English
O
IK
Wskazówka
IE
Przeczytaj cały tekst, ignorując luki, aby zorientować się,

N
o czym jest. Następnie przeczytaj go powoli i zastanów się,

2
IA
3
jakich wyrazów brakuje w lukach. Przyjrzyj się wyrazom przed
N
luką i po niej. To pomoże ci wybrać właściwą odpowiedź.

H
EC
SZ
4 Read the tip. Then read the text and complete the gaps.
Choose A, B or C.
W
O
Focus on work
Writing
ZP
When you’re 15 or 16 years old, the world of work can still seem
O
to be very far away. But work is one of the most important parts
Wskazówka
R
of our lives – we spend a lot of time doing it! So, 1 > < to think
Pamiętaj, aby zawsze sprawdzić, czy w twojej pracy nie ma
Ż
about what job you’d like to do in the future? It can be quite

A
confusing because there are so many options to choose from. błędów gramatycznych, leksykalnych i ortograficznych. W tym
D
celu przeczytaj swoją pracę kilka razy. Jeśli nie jesteś pewien/
Some people know from a very young age what they 2 > < .
ZE
pewna, czy jakiś wyraz lub zwrot jest poprawny, zastąp go innym.
But they’re the lucky ones! For most of us, it’s not so easy.
R
Very often, we don’t know where to start. To help you find an

SP
answer to this 3 > < question, it’s a good idea to start by thinking
about what kind of person you are. For example, do you like
6 Read the tip. Then write the letter. Write 80–130 words,
A
not including the words provided.

N
being with other people? Then possibly you should think about
IE
jobs where you deal 4 > < the public. Jobs in sales or even in Znajomi twoich rodziców prowadzą hotel w Anglii i akurat
N
teaching might be a possibility. You should also think about poszukują dodatkowych pracowników na okres wakacji letnich.
what you like doing. After all, it’s very important to 5 > < a good Napisz do nich list, w którym:
time when you’re at work! • poinformujesz, skąd dowiedziałeś/dowiedziałaś się o tej pracy,
1 A did you start B have you started C do you start
• wyjaśnisz, dlaczego chcesz pracować w Anglii,
2 A are going to do B will do C are doing
• uzasadnisz, dlaczego jesteś dobrym kandydatem/dobrą
kandydatką do tej pracy,
3 A stressed B rewarding C challenging
4 A with B for C at
• zapytasz o warunki zatrudnienia.
5 A spend B pass C have Dear Mr and Mrs Barrett,
I’m writing to you about the summer job at your hotel. I …
! Praca • Podróżowanie i turystyka • Rozumienie ze słuchu Wielokrotny wybór • Znajomość środków językowych Dobieranie •
Mówienie Rozmowa na podstawie materiału stymulującego • Wypowiedź pisemna List Skills Trainer 3 85

7B
7 Grammar
A
Vocabulary
Spending power
I can talk about different shops and services.
Pule cheese
Money
1 cheese –
£ > < a kilo
E
N
IO
N
Unit map
O
R
Vocabulary
B
Numbers and currencies
Worth it?
ZA
Shops and services
Shopping
IE
Money: verbs
N
Business
A
Describing clothes
W
Money prepositions
Yubari King melons
O
Word Skills 2 a pen –
PI
Verb + infinitive or -ing form £ > < each
Grammar
O
IK
Second conditional
Past perfect
IE
Listening Honesty pays

N
IA
N
H
EC
SZ
Reading Aaron Levie 3 melons –

£ > < for two
W
Mont Blanc Lorenzo di Medici fountain pen

O
ZP
1 speaking Work in small groups. Look at the photos. Guess which of the items is
O
the most expensive and which is the least expensive.

R
Speaking In a clothes shop

Ż
2 Read aloud the numbers and currencies below. What other currencies do you know?
A
D
Numbers and currencies

ZE
$500 = five hundred dollars

R
€3,500 = three thousand five hundred / three and a half thousand euros
SP
Writing An internet forum post 250,000zł = two hundred and fifty thousand złoty
£1 million = a million pounds
A
Culture 7 Wall Street page 132

¥3.5 billion = three point five / three and a half billion yen
N
IE
3 2.27 Listen to the descriptions of the items in exercise 1. Complete the prices in the
N
photos using the numbers below. Which is the most surprising, in your opinion?
500 800 3,500 5,400 6,850 12,000
Vocabulary Builder page 138 4 vocabulary Work in pairs. Where would you get the items in exercise 1? Match them
Grammar Builder page 154 with six of the shops and services below.
Shops and services baker’s bank butcher’s charity shop chemist’s
coffee shop clothes shop cosmetics store deli (delicatessen) DIY store
estate agent’s florist’s garden centre greengrocer’s hairdresser’s
jeweller’s launderette newsagent’s off-licence optician’s
post office shoe shop stationer’s takeaway
86 Unit 7 Money ! Zakupy i usługi


Gold of Kinabalu orchid Nike trainers 7A
E
N
IO
N
O
R
B
4 trainers –
ZA
$ > < a pair
Haircut by Orlando Pita
IE
N
A
W
O
PI
O
IK
IE
5 a flower – 6 a haircut –

N
£ > < each

IA
£> <
N
H
EC
5 2.28 Listen and repeat all of the shops and services 8 2.29 Listen again. Match the sentences with the six
SZ
words from exercise 4. customers in the conversations. There are two extra
sentences.
W
6 Listen to six conversations. Match them with six of

2.29
O
Which customer
the shops and services from exercise 4.
ZP
a has difficulty finding the price of something?

Conversation 1 – DIY store b asks for a receipt?
O
R
c tries but fails to get a discount?

7 vocabulary Complete definitions 1–9 with the words
d is doubtful that an item in a shop is good value for money?
Ż
and phrases below.

A
e tries to get a refund?

D
Shopping bargain coupons discount discount code f uses a discount code to buy something?
ZE
price tag receipt refund sale special offer g buys something for a relative?
R
1 ‘Buy one, get one free’ is a common example of a > < . h is pleasantly surprised by the price of something?
SP
2 If you think something is a > < , you think it’s a good price for
what you are getting. 9 Complete the questions with the words below. There are
A
3 A > < is a small piece of paper that you get when you pay for two extra words.
N
something. coupons discount discount codes price tag

IE
4 When a shop has a > < , it sells some of its items at lower prices receipt refund sale special offers
N
for a few days or weeks. 1 Do you ever try to buy something cheaper in a shop by asking
5 If a shop gives you a > < , you pay less than the usual price. for a > < ?
6 Magazines sometimes have > < that give you money off in a 2 Do you ever cut out > < from magazines to get money off?
shop. 3 Do you always look for > < before looking at the full-price items?
7 If you ask for a > < in a shop, you ask for your money back. 4 Do you wait for something to be in the > < before buying it?
8 The > < tells you how much something costs in a shop. 5 When shopping online, do you search for > < and paste them in
9 If you type in a > < when you are shopping online, you can get to get money off?
something for less than the usual price. 6 Do you always keep the > < in case you want to return an item?
10 speaking Work in pairs. Ask and answer the questions in

exercise 9.
! Zakupy i usługi • Rozumienie ze słuchu Dobieranie Unit 7 Money 87


7B Grammar
Second conditional
I can talk about imaginary situations and their consequences.
1 Read and listen to the conversation. Who do you

2.30
agree with more, the boy or the girl?
Zoe What are you doing?
Sam I’m doing my geography project on world poverty. It’s
shocking that some people have so much and others
have so little! The world would be much better if money
didn’t exist.
E
Zoe What do you mean? If money didn’t exist, how would
N
IO
you buy things?
Sam If you needed something, you would make it. If you
N
O
couldn’t make it, you would swap with somebody else.
R
Zoe So if I wanted a new mobile phone, how would I get it?
B
Sam You don’t need things like that! I’m talking about
ZA
essentials: food, clothes, that kind of thing. At the
moment, millions of people haven’t even got those.
IE
Zoe If money didn’t exist, life wouldn’t be better for poor
N
people.
A
Sam No? I think it would. If nobody had any money,
W
everybody would be equal.
O
5 Complete the money tips with the second conditional.
PI
LEARN THIS! Second conditional Use the correct form of the verbs below.
O
IK
We use the second conditional to talk about an imaginary can get make save sell swap
situation or event and its result.
IE
a We use if + 1 > < for the situation or event, and we use 2 > < +
MONEY TIPS!
N
3><
for the result.
IA
b We use could to mean would + be able to. It is also the past

! Cosmetics
N
are not cheap. You a fortune if you

1 >< 2 ><
simple of 4 > < .
H
your own. Olive oil, salt and lemon are three cheap
EC
If I won the lottery, I could stop work. and effective ingredients.

If she could speak English, she’d get a job in the USA.
! Clothes
SZ
shopping costs a lot of money. If you 3 ><

clothes with your friends, all of you something 4 ><
W
new to wear – for free!

O
2 Read the Learn this! box and the highlighted second

! How
ZP
conditional sentence in the conversation in exercise 1. many old books, DVDs and games have you got
Complete the rules with base form, the past simple, can on your shelves? If you them all online, you
5 >< 6 ><
O
use the money to buy new ones!

and would.
R
Ż
3 Find six more second conditional sentences in the

A
6 Think about the questions below and make notes in your

D
conversation in exercise 1.
ZE
notebook.
R
What would you do if …

SP
1 there were no shops in your town?

4 Match 1–6 with a–f, using the correct form of the verbs in 2 you had a rich relative’s credit card?
A
brackets to make second conditional sentences. 3 a shop assistant gave you too much change?
N
1 If I > < (need) money, 4 you saw somebody stealing from a shop?
IE
2 If tablet computers > < (not cost) so much, 5 you needed to earn money during the summer holiday?
N
3 I > < (be) upset 6 you won €1 million?

4 I > < (spend) a lot less on clothes 7 you could have a free holiday anywhere in the world?
5 If I > < (have) a credit card, 8 a friend needed money to buy some new clothes?
6 If I > < (not have) a mobile phone,
a I > < (ask) my dad to buy one for me.
exercise 6.
b I > < (use) it to shop online.
c if I > < (shop) at the charity shop.
d I > < (get) a holiday job. What would you do if there were no shops in your town?
e I > < (use) my mum’s laptop to send messages.
f if the coffee shop in my village > < (close). I’d do all my shopping online. What about you?
88 Unit 7 Money ! Zakupy i usługi • Państwo i społeczeństwo


Listening
Honesty pays
7C
I can work out the kind of information I need to complete a listening task.
1 speaking Have you ever found any money that was not 5 speaking Work in groups of three. Discuss your ideas.
yours? What did you do with it? What would you do if you found a bag with $42,000 in it?
2 2.31 Listen to the story about Glen James. What did 6 vocabulary Check the meaning of the verbs below.
he do? Find four pairs of verbs with opposite meanings.
Money: verbs afford be short of borrow buy
charge cost get / give a refund lend lose
E
owe pay for run out of save save up sell
N
spend waste
IO
N
7 You are going to hear five speakers. Read the questions
O
below and predict the kind of information you need to
R
B
answer each one.
ZA
1 Where did the boy buy the present?
2 Who does the girl like to spend money on?
IE
3 How did the boy pay for the baseball cap?
N
4 How much pocket money does the girl receive?
A
W
5 When did the girl return the item to the shop?
O
8 Listen and answer the questions in exercise 7.
2.32
PI
Were your predictions correct?
O
IK
9 2.32 Listen again. Match speakers 1–5 with sentences
IE
A–F. There is one extra sentence.

N
This speaker …
IA
A tried to borrow money from a family member.

N
B had an argument with a shop assistant.

H
C regrets buying something very expensive.

EC
D returned something to a shop and got the money back.

Wskazówka
SZ
E found some money in a shop.

Przed wysłuchaniem nagrania przeczytaj uważnie polecenie F is saving money for an expensive item of clothing.
W
i zapoznaj się dokładnie z treścią zadania. Zastanów się,

O
czego może brakować w lukach, np. jakiej części mowy 10 Complete the questions with the correct form of the verbs
ZP
(czasownika, rzeczownika, przymiotnika itp.) oraz rodzaju from exercise 6. Do not use any verbs more than once.
informacji (np. godziny/daty, liczby, wieku, miejsca,
O
1 Does anybody owe you any money?

R
przymiotnika określającego uczucia itp.).

2 Do you ever b > < money from your family or friends?
Ż
3 Have you ever l > < anyone any money?

A
4 Are you s > < money for anything at the moment?

D
3 Read the tip and the notes below. What kind of information
ZE
5 What’s the most expensive thing you’ve ever b > < ?

do you need for each answer? 6 Has a shop assistant ever c > < you too much for something in
R
a shop?
SP
7 How much do you s > < on clothes when you go shopping?

A
8 About how much does a burger c > < in a fast-food restaurant

→ Glen James lives in Boston, but for the past five
N
in your country?
years he hasn’t had 1 > < .
IE
9 Have you ever s > < any of your possessions online?

→ James found a bag full of money when he was
N
in a 2 > < . 11 speaking Work in pairs. Ask and answer the questions in
→ He immediately decided not to 3 > < . exercise 10. Where you can, give extra information with
→ The police found the owner because there were your answers.
4> <
in the bag.
→ The man who owned the bag was from 5 > < . Does anybody owe you any money?
→ Ethan Whittington raised approximately 6 > < to
help James.
Yes, my brother owes me 20zł. I lent it to him last week.
4 2.31 Listen to the story again and complete the notes in
exercise 3.
! Zakupy i usługi • Człowiek • Rozumienie ze słuchu Dobieranie Unit 7 Money 89


7D Grammar
Past perfect
I can talk about events happening at different times in the past.
4 Complete the sentences. Use the past perfect form of the
Buried treasure
verbs in brackets. Remember that go can have two past
participles. (See Look out! box in 6B.)
1 After I > < (leave) the newsagent’s, I realised I > < (forget) to buy
In 2010, James Howell, who works in IT, took his
a paper.
computer apart because he had spilled a drink on it.
2 I didn’t know that the stationer’s was so expensive.
He kept the hard drive for a while and sold the other
I > < never > < (buy) anything there before.
E
parts. He forgot that the hard drive contained 7,500
N
3 When I got to the shopping centre, most of the shops
bitcoins which he had bought a year earlier. (Bitcoins
IO
> < already > < . (close)
are a virtual currency that people use online).
N
4 We didn’t have any bread because I > < (not go) to the baker’s.
O
In 2013, the value of a single bitcoin rose to over 5 My sister wasn’t there when I got home because she
R
$1,000. When Howell heard this, he remembered > < (go) to the cinema.
B
the bitcoins that he had bought in 2009. He had paid
ZA
almost nothing for them, but now they were worth 5 use of english Rewrite each pair of sentences as one
$7.5 million! But it was too late: three months earlier sentence using after.
IE
he had thrown the hard drive away. He went to the 1 I bought a lottery ticket. Then I went home.
N
A
rubbish dump and searched for the hard drive but he After I’d bought a lottery ticket, I went home.
W
couldn’t find it. And unfortunately he hadn’t saved 2 I went to the cosmetics store. Then I went to the hairdresser’s.
O
the data on it! 3 I paid for the flowers. Then I left the shop.
PI
4 Jim did some shopping. Then he caught the bus home.
5
O
My dad left university. Then he became a teacher.
IK
6 The bank closed down. Then a charity shop opened in the
same building.
IE
1 Read the text. Where is Howell’s hard drive? How much is

N
6 Complete the text with the phrases below. Use the past
IA
it worth? perfect.
N
2 Look at the examples of the past perfect highlighted in the buy his ticket not check the numbers lose
H
EC
text. Complete rule a in the Learn this! box. Then find all lose his ticket win the lottery take the lottery company
the other examples of the past perfect in the text.
SZ
When Martyn Tott learned that he > < , he was, of course,

1
2 > < months earlier at his local newsagent’s.

W
delighted. He
LEARN THIS! Past perfect He 3 > < at the time, but he knew he was the winner because he
O
a We form the past perfect with 1 > < or 2 > < and the past always chose the same six numbers. But there was a problem.
ZP
participle. He 4 > < ! Martyn Tott’s computer records proved that he was
the winner, but the lottery company refused to pay him without
O
b We use the past perfect for an event that happened before

a ticket. Two years later, he was almost penniless. He > < to
5
R
another event in the past.

court, but 6 > < the battle. He said he wished he had never played
Ż
When I got to the classroom, the lesson had started.

A
the lottery!
now
D
past future
ZE
X X
7 Read the sentences below. Then think of explanations
R
for the situation or event using the past perfect. What

SP
The lesson started. I got to the classroom.

had happened?
A
1 A man was holding a lottery ticket and smiling.

3 Read rule b in the Learn this! box. Explain the difference in
N
2 The car drove onto the pavement and hit a lamp post.
meaning between the sentences below.
IE
3 The girl looked upset when she left the cinema with her
N
1 When he remembered the bitcoins, he threw his hard drive boyfriend.

away. 4 A security guard stopped a woman outside the department
2 When he remembered the bitcoins, he had thrown his hard store.
drive away. 5 The boy opened the envelope, read the letter and started to
dance around.
8 speaking Work in pairs. Take turns to ask and answer
questions about the sentences in exercise 7.
Why was the man smiling? He had won some money.
90 Unit 7 Money ! Zakupy i usługi • Znajomość środków językowych Parafraza


Word Skills
Verb + infinitive or -ing form
7E
I can identify and use different verb patterns.
1 speaking Ask and answer in pairs. Do you prefer to buy

things in shops or online? Why?
2 Read the text. Then answer the questions.

1 What is ‘showrooming’? Have you or someone you know ever
showroomed?
2 Do you normally pay more for goods in a shop than on
E
a website? Why? / Why not? 4 dictionary work Read the tip. Then study the
N
dictionary entries below and answer the questions.
IO
3 What would you do if you had to pay to look around a shop?
N
1 Which verb is followed by a) an infinitive, b) an -ing form, and
O
That’ll be $5, please. c) an infinitive or an -ing form?
R
2 Which entries show the verb pattern a) at the start of the entry,
B
A health food shop in Adelaide, Australia, has decided to charge and b) in an example?
ZA
customers $5 for ‘just looking’. The problem is that customers
keep coming into the shop and leaving without buying anything.
IE
‘They pretend to be interested in a product and ask for advice,’ avoid /əˈvɔɪd/ verb [T] 1 to prevent sth bad from
N
says Kate Reeves, the shop owner, ‘but they usually don’t
happening or to try not to do sth: He always tried to
A
buy anything.’
W
avoid an argument if possible. • She has to avoid eating
This new phenomenon is called ‘showrooming’. People visit a fatty food. 2 to keep away from sb/sth I leave home early
O
shop, examine a product, and then buy it online, where it is to avoid the rush hour. avoidance noun [U]
PI
cheaper. Kate says she spends hours every day talking about
products with customers. ‘I can’t stand working and not getting
O
hate /heɪt/ verb [T] 1 hate (sb/sth); hate (doing / to do sth)
IK
paid,’ she says. ‘I refuse to work for free!’
to have a very strong feeling of not liking sb/sth at all: I
Everyone avoids paying more than they have to, but customers fail
IE
hate grapefruit. • I hate it when it’s raining like this. I hate

to realise that Kate’s prices are mostly the same as in larger stores to see the countryside spoilt. • He hates driving at night.
N
and on websites. They prefer to shop elsewhere as they think they’ll

IA
find the product at a lower price. ‘If customers choose to buy

refuse /rɪˈfju:z/ verb [I, T] to say or show that you do not
N
something, I return the $5 fee,’ says Kate.

H
want to do, give or accept sth: He refused to listen to what

Many shops face the same problem and some may end up
EC
I was saying. • My application for a grant has been refused.

introducing a similar charge. The danger is that they might lose
customers. But Kate in Adelaide says it has made no difference
SZ
to her business.
W
5 Look up these words in a dictionary and add them to the

O
lists you made in exercise 3.

ZP
LEARN THIS! Verb patterns

a Some verbs are followed by the infinitive of another verb. admit agree enjoy mind offer promise
O
Do you want to go out? She hopes to be a teacher.

R
6 Complete the sentences. Use the infinitive or the -ing form

Ż
b Some verbs are followed by the -ing form of another verb. of the verbs in brackets.
A
I fancy going out. He keeps on interrupting.

D
1 Jason promised > < (phone) me.

c Some verbs are followed by either the infinitive or the -ing
ZE
2 Tom admitted > < (steal) a CD from the shop.

form with very little or no change in meaning.
3 Joe enjoys > < (shop) in town but refuses > < (shop) online.
R
like to do / doing love to do / doing

SP
4 I decided > < (order) groceries online as I don’t like > < (queue)
start to do / doing prefer to do / doing
in supermarkets.
A
5 Dad suggested > < (eat out) this evening.

N
3 Read the Learn this! box. Then find all the verbs in the text 6 Mum offered > < (give) me a lift to the shops.
IE
in exercise 2 that are followed by the infinitive or the -ing 7 The shop refused > < (exchange) the jacket because I had worn it.
N
form of another verb. Make two lists. 8 Do you fancy > < (go) to the cinema this evening?
7 Complete the sentences with an infinitive or -ing form and

Wskazówka true information about yourself.
Hasła czasownikowe w słownikach dla uczących się języka
1 I usually avoid … 5 I sometimes pretend …
(learner’s dictionary) informują o konstrukcjach, w których
występuje dany czasownik. Informacja tego typu może mieć 2 I really can’t stand … 6 I really want …
formę reguły umieszczonej na początku hasła, np. suggest 3 I don’t mind … 7 I never agree …
(doing) want (to do), 4 I spend a lot of time … 8 I often decide …
albo przykładowego zdania w dalszej jego części, np.
She suggested eating out.
8 speaking Tell your partner your sentences. Are any of
your answers the same?
! Zakupy i usługi Unit 7 Money 91


7F Reading
Aaron Levie
1 speaking mediation Look at the diagram of cloud

storage. Can you explain what cloud storage is?
2 Read the first two paragraphs of the text and check your
answer to the question in exercise 1.
Wskazówka
E
N
Kiedy rozwiązujesz zadanie z brakującymi zdaniami,
IO
przyjrzyj się słowu występującemu po każdej luce
N
i spróbuj odnaleźć związek z brakującym zdaniem.
O
Np. jeśli ciąg dalszy zaczyna się od but, to znaczy, że jego
R
treść kontrastuje z brakującym zdaniem. Inne słowa
B
wskazują na takie rodzaje związków, jak:
ZA
•• podobieństwo: too,
•• przyczyna/skutek: so,
IE
N
•• inna możliwość: or.
A
W
O
3 Read the tip. Then look at the underlined words in the
PI
sentences after the gaps in the text. What kind of connection
do they imply: similarity, contrast, cause / result, or a
O
IK
different option?
IE
4 Read the text. Match sentences A–F with gaps 1–4 in the
N
text. Use your answers from exercise 3 to help you. There 7 speaking Work in pairs. Ask and answer the questions.
IA
are two extra sentences. Use the ideas below to help you. Ask follow-up questions.
N
A Back in 2005, cloud storage was quite a new idea.

H
What would you do if you were a multi-millionaire?

EC
B His success in business has brought him an enormous amount • Where would you eat?
of money. • Where would you live?
SZ
C He only goes to one if an important customer wants to eat there. • Would you work?
• Would you go on expensive holidays?
W
D For two and a half years, he spent nearly all his time at his office.
• Would you buy an expensive car?
O
E If you met him, you probably wouldn’t realise that he is a

ZP
multi-millionaire. • Would you give away any money?

F Cloud storage is one of the fastest-growing areas of business.
O
R
5 Are these sentences true or false? What would you do if you

Ż
were a multi-millionaire?
A
1 Aaron Levie lives in a luxury apartment.

D
2 Levie doesn’t mind working long hours because he is really

ZE
enthusiastic about the work.

I wouldn’t eat in expensive restaurants.
R
3 Levie was a student when he co-founded the company Box.

SP
4 Mark Cuban was the first businessman to invest in Box.

5 Since he became rich and successful, Levie’s lifestyle has not
A
changed very much. Why not?

N
6 vocabulary Match the highlighted words in the text

IE
N
with the definitions below. Some definitions match with Because I really like fast food.
more than one word.
Business
1 money that a business or person needs for a particular purpose
2 money you receive every month for your work
3 a business person who takes risks
4 money received by a business or person
5 the money a business makes after paying its expenses
6 the person in charge of a large company
7 formal agreements to do business
8 people who support a business by lending it money
92 Unit 7 Money ! Nauka i technika • Rozumienie tekstów pisanych Dobieranie • Prawda/Fałsz


7F
Box clever
E
Aaron Levie
N
IO
2.33
loves to eat tinned
N
spaghetti, drives a six-year-old car and has business meetings
O
at a takeaway. He lives in an ordinary apartment, doesn’t take
R
B
holidays and, at the age of 27, says his biggest luxury is his
ZA
5 smartphone. 1 > < However, as co-founder and CEO of Box,
a successful IT company, he is worth about $100 million.
IE
And he works very hard for his money: most days, he does
N
not leave the office until after midnight. ‘I work so many hours
A
W
because I love what I do. I’m incredibly excited about the
O
10 business,’ says Levie.
PI
O
When Levie and his childhood friend Dylan Smith started
IK
their company in 2005, they had not even finished
their university degrees. At that time, the new trend in
IE
computing was ‘cloud storage’, a way of sharing information

N
15 by storing it remotely in huge data centres. Box grew fast

IA
because it offered a form of cloud storage that was perfect

N
for businesses. Soon, they had contracts with many of the

H
EC
biggest companies in the USA. Levie left university without

finishing his course.
SZ
W
20 Like most new businesses, Box did not bring in much income
at the start. In addition to working very long hours, Levie
O
ZP
paid himself a salary of only $500 a month, and lived off

tinned spaghetti and instant noodles. 2 > < Sometimes he
O
even slept there too.

R
Ż
A
25 When Box began, Levie and Smith looked for funding for
D
their new data-storage company. 3 > < For that reason,

ZE
nobody wanted to risk lending them money. They

R
wrote letter after letter but could not find any investors.
SP
Eventually, a well-known entrepreneur called Mark Cuban

30 agreed to put money into Box. Once he had decided to do
A
that, others followed and the business grew quickly.

N
IE
That was more than ten years ago. Now, Box has grown a
N
lot and so have its profits, making Levie a multi-millionaire.

Most people his age would lead an extravagant lifestyle
35 if they had so much money. But Levie says that it doesn’t
interest him. ‘I’m certainly not into money.
I don’t live in the office – now I have an apartment six
minutes’ drive away – but there is no enormous house
up in the hills.’ He doesn’t have business meetings in
40 expensive restaurants. 4 > < Otherwise, he has lunch
meetings in burger bars. ‘And I still really like tinned
spaghetti. I’d be happy if I had it every day!’
Unit 7 Money 93

7G Speaking
In a clothes shop
I can go shopping for clothes.
1 speaking Work in groups of three. Ask and answer.

LEARN THIS! Talking about prices and money
How often do you go shopping for clothes? Do you
We write We say
enjoy it?
£1 a pound / one pound
2 2.34Read and listen to the conversation. What does 85p eighty-five p
Alexandra buy? How does she pay? £2.99 two pounds ninety-nine / two ninety-nine
E
N
4 Read the Learn this! box. Then say these prices.
IO
1 £1.50 4 £15
N
O
2 49p 5 10p
R
3 £11.90 6 £12.25
B
ZA
5 2.35 Listen and write the eight prices.
IE
a £3.40
N
➼ Pronunciation 7G page 166
A
W
6
O
2.36 Listen to three more conversations. For each
Shop assistant Can I help you?
PI
conversation, answer the questions below.
Alexandra Yes, please. I like this top, but have you
got it in blue? 1 O
What does the person buy?
IK
Shop assistant Yes, we have. What size are you? 2 What is the size?
Alexandra I’m a medium. 3 What is the colour?
IE
Shop assistant Here you are. 4 How much is it?

N
5 How do they pay?

IA
Alexandra Can I try it on?

Shop assistant Yes, the changing rooms are over there.
N
… 7 key phrases Complete the phrases with the words

H
below.
EC
Alexandra It’s a bit small. Have you got it in a large?

And actually, I’m not sure about the bring cheaper fit got looking looks pay
SZ
colour. take tight

Shop assistant It comes in a range of colours. How about
W
green? That would go with your skirt. Shopping for clothes

O
Alexandra Yes, I’ll try that. I’m 1 > < for a hoodie.
ZP
… Have you 2 > < it in blue?

O
Alexandra Yes, that’s much better. I’ll take it. Can I 3 > < it back if it doesn’t fit?
R
Shop assistant Could you come over to the till, please? … It 4 > < nice on you.
Ż
That’s £9.99. It doesn’t 5 > < very well.

A
Alexandra Can I pay by contactless?

D
It’s a bit 6 > < .

Shop assistant Yes, of course.
ZE
Have you got anything 7 > < ?

I’ll 8 > < it please.
R
SP
How would you like to 9 > < ?

Wskazówka
•• Zawsze patrz na swojego rozmówcę. 8 Listen again. Check your answers to exercise 7.
A
2.36
•• Mów głośno i wyraźnie.
N
IE
➼ Vocabulary Builder Describing clothes: page 138

N
3 speaking Read the tip. Then practise reading the 9 Work in pairs. Prepare a conversation in a clothes shop.
conversation in pairs, changing the highlighted words. Use Use the ideas below to help you.
the ideas below to help you.
• What is the customer looking for?
Clothes shirt jumper jacket leggings hoodie
• What size? What colour? Price?
Colours light / dark brown black white orange
• Try it on? Does it fit?
purple
• Possible to bring it back?
Sizes small medium large extra large • Payment method?
Prices £10.50 £12.49 £15
Payment methods credit card debit card cash 10 speaking Act out your conversation to the class.
94 Unit 7 Money ! Zakupy i usługi • Mówienie Rozmowa wstępna


Writing
7H
1 Read the task. Think of two possible things you could spend
the money on. Wskazówka
Formułując tekst, unikaj zaczynania zbyt wielu zdań tymi
Your school has unexpectedly received some extra money from samymi słowami.
the government. Write an internet forum post (80–130 words) in Pamiętaj, że możesz:
which you: •• używać różnorodnych wyrażeń do wprowadzania opinii
• make two suggestions for spending the money; (It seems to me …, In my opinion … itp.) i dodatkowych
E
• give reasons for your suggestions; informacji (Moreover …, Furthermore … itp.);
N
• explain how your suggestions would benefit the school; •• zaczynać zdania warunkowe zdaniem podrzędnym z if lub
IO
• encourage other students to submit their own suggestions to zdaniem nadrzędnym;
N
the forum.
•• zaczynać zdania podrzędnie złożone (although … / even
O
R
though …) od zdania nadrzędnego lub podrzędnego.
2 Read the forum posts. Which gets your vote? Why?
B
ZA
4 Read the tip. How well do the posters in exercise 2 follow
IE
Sign in
this advice? Can you find …
N
What would you spend the extra money on? 1 two phrases for introducing an opinion?
A
W
We want to know what you think! 2 a phrase for making an additional point?
Join the discussion on this forum.
O
3 two conditional sentences beginning with the if clause?
PI
4 a conditional sentence beginning with the main clause?
Harry365 5
O
a concession clause at the beginning of a sentence?
IK
First of all, I would buy new IT equipment. Most of the computers 6 a concession clause at the end of a sentence?
at our school are old and very slow, although the six new laptops
5 Prepare to write a forum post for the task below. Use the
IE
are slightly better. What’s more, we don’t have any tablets at all.
table to make notes. Make different suggestions from those
N
If we had tablets in the classrooms, it would make the lessons

IA
more fun. They would be very good for learning languages, too. in the forum posts in exercise 2.
Secondly, I would buy new sports equipment. As I see it, more
N
sport at school always means healthier children. The teachers

H
Your youth club has unexpectedly received some extra money

would find it far easier to teach sports and PE if they had new
EC
equipment. from the town council. Write an internet forum post

It’s really important that students join this forum and make their (80–130 words) in which you:
SZ
views known to the school. Please support my suggestions too! • make two suggestions for spending the money;
W
Flag Quote • give reasons for your suggestions;

O
• explain how your suggestions would benefit the club;

ZP
JJ-Jumper • encourage other students to join the club.

O
Firstly, I would spend half of the money on a school trip to an

R
English-speaking country. Even though our school occasionally Suggestion Reason Benefit
Ż
organises trips, they are never to a foreign country, and few

1
A
students have the opportunity to travel abroad with their families.

D
A school trip would help us speak better English and also raise 2
ZE
cultural awareness.
Secondly, I would spend the rest of the money on books for the
R
library. Our library doesn’t have many books, so few students ➼ Vocabulary Builder Money, prepositions: page 138
SP
borrow them. If there were more books, I’m sure that more
students would use the library, and that would help improve 6 Write an internet forum post (80–130 words) using your
A
exam results.
notes from exercise 5.
N
In my opinion, every student should post suggestions on this

IE
forum. The school can then see which ideas are the most popular.
N
Flag Quote CHECK YOUR WORK

Have you …
3 Match the questions below with the posts in exercise 2. •• checked the spelling and grammar?
Write H for Harry365 and J for JJ-Jumper. Questions can •• written 80–130 words?
match with both posters. •• addressed all four points in the task?
•• used a variety of different ways to begin sentences?
Which poster …
1 wants to help students do better in exams?
2 wants to help students to improve their English?
3 encourages other students to make the same suggestions?
4 wants to improve students’ health and fitness?
5 wants to make it easier for students to read?
! Państwo i społeczeństwo • Wypowiedź pisemna Wiadomość na forum internetowym Unit 7 Money 95


7
Language Review
1 use of english Read the text and complete the gaps. 3 Have you got it in blue?
Choose a, b or c. a Is it available in blue?
b Does it look better in blue?
c Have you seen it in blue?
4 Joshua agreed to give me the money until I can pay it back
to him.
a borrow me the money
E
Buy Nothing Day b lend me the money
N
c save me the money
IO
Shopping has taken over our lives! It has become a hobby
3 use of english Complete each pair of sentences with
N
and more and more people spend their free time 1 > < around
O
shopping centres. Companies are constantly advertising new one word.
R
products, and we’re obsessed with finding discounts and
1 I want to go to the concert, but I’m really > < of money.
B
bargains. We buy things even if we don’t really need them.
ZA
These leggings are nice, but they’re a bit too > < .
But this has to stop! We can’t keep 2 > < the world’s resources.
2 Sorry, how much is it? I can’t read the > < tag.
Yes, I know we all recycle things where possible. This is OK,
IE
He got a discount, but his friend paid a higher > < .
but it’s better not to buy things in the first place. What do
N
3 We go shopping every weekend and we always run > < of
you think 3 > < if people suddenly stopped shopping? Come
A
money.
W
and find out by celebrating Buy Nothing Day with me.
They’re terrible at business! They can’t even work > < what
O
The first Buy Nothing Day was organised in 1992, in
their profits are.
PI
Canada. By 2018, more than 65 countries, including the
4 Mum wants to go to the garden > < because they’ve got some
United States, Britain, Finland and Sweden 4 > < in it.
O
special offers at the moment.
IK
The protest takes place on ‘Black Friday’, the day after
It’s not a very good shopping > < . There’s no jeweller’s and
Thanksgiving, which is one of the busiest shopping days
only one shoe shop!
IE
of the year. The aim of this day is to raise awareness of the

N
negative sides of buying and spending.

4 use of english Choose the correct translations of the
IA
People do all kinds of crazy things to get the message across. fragments in Polish.
N
Last year groups of people got together in shopping centres

H
across the United States and all cut up their credit cards at 1 If I were rich, (dałbym) > < money to people in need.
EC
the same time. The year before, some students in my city a I want to give b I will give c I would give
2 Before Josh decided to travel around the world
SZ
5 ><
a ‘relax zone’ in the local shopping centre where people
could sit down, relax and talk to each other. (zaoszczędził) > < a lot of money.
W
This year, I’m organising a Buy Nothing Day walk in the park.
a he has saved b he had saved c he was saving
O
It will be great fun – and it doesn’t 6 > < anything! Follow the 3 Sam admitted (że wyszedł) > < with his new girlfriend last
ZP
link on the right to sign up for this event. night.

O
a go out b to go out c to going out

Please share this post!
R
5 mediation Listen to a programme about

2.37
Ż
A
returning things to a shop. Complete the notes for a friend

D
1 a walk b to walk c walking who wants to return something.

ZE
2 a use up b using up c to use up

R
3 a happens b happened c would happen

SP
4 a had participated b have participated c participate

5 a create b had created c have created Bringing items back
A
6 a cost b charge c pay

N
The woman explained how to get a 1 > < when you

return an item.
IE
2 use of english Read the sentences and choose the

You need to have your 2 > < when you bring items back.
N
words (a, b or c) which mean the same as the fragments

in bold. Some shops only allow two 3 > < to return an item.
You can only receive your money back the same way you
1 He has a very good job. The company pays him $20,000 a 4 > <
the item.
month.
a His profit is
b His funding is |
c His salary is
2 I’m looking for a hoodie.
a I want to buy a hoodie.
b I look good in this hoodie.
c I can see a nice hoodie.
! Zakupy i usługi • Państwo i społeczeństwo • Znajomość środków językowych Dobieranie • Parafraza •
96 Language Review 7 Tłumaczenie fragmentów zdań • Wielokrotny wybór

7
Wordlist
admit (v) /ədˈmɪt/ przyznać She admitted end up (v) /ˌend ˈʌp/ znaleźć się w jakiejś pay (for sth) (v) /peɪ/ zapłacić (za coś)
having broken the computer. sytuacji There was nothing to eat at home so we We paid the dealer £3,000 for the car.
afford (v) /əˈfɔːd/ móc sobie pozwolić (na coś) ended up getting a takeaway. post office (n) /ˈpəʊst ɒfɪs/ urząd
We couldn’t afford a car in those days. enjoy (v) /ɪnˈdʒɔɪ/ lubić, robić coś pocztowy Where’s the main post office?
agree (v) /əˈɡriː/ zgodzić się They agreed to z przyjemnością He enjoys listening to music pounds (n) /paʊndz/ funty She earns ten
meet the following day. while he’s driving. pounds an hour.
avoid (v) /əˈvɔɪd/ unikać She has to avoid entrepreneur (n) /ˌɒntrəprəˈnɜː(r)/ prefer (v) /prɪˈfɜː(r)/ woleć Marianne prefers
eating fatty foods. przedsiębiorca She’s shown exceptional skills as not to walk home on her own at night.
baker’s (n) /ˈbeɪkəz/ piekarnia Get a loaf at an entrepreneur. pretend (v) /prɪˈtend/ udawać The kids were
the baker’s. estate agent’s (n) /ɪˈsteɪt eɪdʒənts/ agencja under the bed pretending to be snakes.
E
bank (n) /bæŋk/ bank I need to go to the bank nieruchomości Our local estate agent’s has price tag (n) /ˈpraɪs tæɡ/ metka z ceną There’s
N
to get some money out. recently put up some new houses for sale. no price tag on this jar of coffee.
IO
bargain (n) /ˈbɑːɡən/ okazja (produkt) At that euros (n) /ˈjʊərəʊz/ euro The cheapest flight is profits (n) /ˈprɒfɪts/ zyski Unfortunately, this
price, it’s an absolute bargain! only 30 euros. year’s profits don’t look very good for our company.
N
be short of (v) /ˌbiː ˈʃɔːt əv/ mieć za mało, fail (v) /feɪl/ nie zrobić czegoś She never fails promise (v) /ˈprɒmɪs/ obiecać She promised
O
brakować We are a bit short of money at the to do her homework. to phone every week.
R
moment. fancy (v) /ˈfænsi/ mieć ochotę, lubić I don’t receipt (n) /rɪˈsiːt/ paragon Keep the receipt in
B
borrow (v) /ˈbɒrəʊ/ pożyczyć (od kogoś) I had fancy going out in this rain. case you want to exchange the shirt.
ZA
to borrow from the bank to pay for my car. florist’s (n) /ˈflɒrɪsts/ kwiaciarnia It’s our refund (n) /ˈriːfʌnd/ zwrot pieniędzy Did you
business (n) /ˈbɪznəs/ biznes, interes I’m going wedding anniversary so I’m going to buy a bunch of get a refund for the damaged handbag?
to go into business with my brother. roses for my wife at the florist’s. refuse (v) /rɪˈfjuːz/ odmówić, nie chcieć He
IE
butcher’s (n) /ˈbʊtʃəz/ sklep mięsny She went funding (n) /ˈfʌndɪŋ/ finansowanie Our refused to listen to what I was saying.
N
to the butcher’s for some sausages. teachers will need some extra funding for the new run out (of sth) (v) /ˌrʌn ˈaʊt/ wyczerpywać się
A
buy (v) /baɪ/ kupić I’m going to buy a new sports equipment so we’re organising a cake sale. He bought a very expensive watch so he ran out of
W
dress for the party. garden centre (n) /ˈɡɑːdn sentə(r)/ centrum money.
CEO (n) /ˌsiː iː ˈəʊ/ dyrektor generalny ogrodnicze This garden centre has an excellent salary (n) /ˈsæləri/ pensja My salary is paid
O
The new CEO’s decisions are unpopular with the choice of patio plants. directly into my bank account.
PI
customers. get a refund (for sth) (v) /ˌɡet ə ˈriːfʌnd/ sale (n) /seɪl/ wyprzedaż The sale starts on
charge (v) /tʃɑːdʒ/ pobrać opłatę (za coś) otrzymać zwrot pieniędzy (za coś) Albert got a December 28th.
They forgot to charge us for the drinks. refund for his jumper. O save (v) /seɪv/ oszczędzać Do you manage to
IK
charity shop (n) /ˈtʃærəti ʃɒp/ sklep z rzeczami give a refund (for sth) (v) /ˌɡɪv ə ˈriːfʌnd/ save any of your wages?
używanymi (którego dochody przeznaczane są zwrócić pieniądze (za coś) My uncle save up (for sth) (v) /ˌseɪv ˈʌp/ oszczędzać
IE
na cele charytatywne) Carla often finds some complained so the computer store gave him a (na coś) I’m saving up for a new bike.
lovely second-hand clothes at the charity shop. refund for the faulty tablet. sell (v) /sel/ sprzedać Would you sell me your
N
chemist’s (n) /ˈkemɪsts/ apteka Take this greengrocer’s (n) /ˈɡriːnɡrəʊsəz/ sklep ticket?
IA
prescription to the chemist’s. warzywny Would you mind going to the services (n) /ˈsɜːvɪsɪz/ usługi The government
N
choose (v) /tʃuːz/ wybrać, zdecydować się na greengrocer’s to get some lettuce? provides public services such as education.
They chose to resign rather than work for the new hairdresser’s (n) /ˈheədresəz/ salon shoe shop (n) /ˈʃuː ʃɒp/ sklep obuwniczy
H
manager. fryzjerski I’ve made an appointment at the Jane bought a pair of trendy boots in the shoe
EC
clothes shop (n) /ˈkləʊðz ʃɒp/ sklep odzieżowy hairdresser’s for 10 o’clock. shop next to the supermarket.
The new clothes shop in the town centre sells hundred (n) /ˈhʌndrəd/ sto A hundred pounds shop (n) /ʃɒp/ sklep Do you need anything
SZ
designer jackets. for these shoes seems very expensive to me. from the shops?
coffee shop (n) /ˈkɒfi ʃɒp/ kawiarnia Shall income (n) /ˈɪnkʌm/ dochód It’s often difficult special offer (n) /ˌspeʃl ˈɒfə(r)/ promocja
W
we meet at the coffee shop for a coffee and some for a family to live on one income. There’s a special offer on the T-shirts this week: you
O
cake? investor (n) /ɪnˈvestə(r)/ inwestor Have you can buy three for the price of two.
contract (n) /ˈkɒntrækt/ umowa They signed found an investor for your business plan yet? spend (v) /spend/ wydać (na coś)
ZP
a three-year contract with a major record company. jeweller’s (n) /ˈdʒuələz/ sklep jubilerski There You shouldn’t go on spending like that.
cosmetics store (n) /kɒzˈmetɪks stɔː(r)/ was a robbery at the jeweller’s yesterday. stationer’s (n) /ˈsteɪʃnəz/ sklep papierniczy
O
drogeria She’s been a client at the cosmetics keep (v) /kiːp/ wciąż coś robić She keeps My friend bought a fountain pen at the stationer’s
R
store for a long time. asking me silly questions. as a present for her father’s birthday.
Ż
cost (v) /kɒst/ kosztować How much does a launderette (n) /lɔːnˈdret/ pralnia takeaway (n) /ˈteɪkəweɪ/ restauracja
A
return ticket to London cost? samoobsługowa Launderettes are popular with z jedzeniem na wynos This takeaway sells the
coupon (n) /ˈkuːpɒn/ bon, kupon This coupon students living away from home. best chips in town.
D
is worth 10% off your next purchase. lend (v) /lend/ pożyczyć (komuś) Could you thousand (n) /ˈθaʊznd/ tysiąc We sold our car
ZE
currency (n) /ˈkʌrənsi/ waluta The currency of lend me £10 until Friday? for five thousand euros.
the United States is the dollar. lose (v) /luːz/ stracić The company is losing waste (v) /weɪst/ marnować, trwonić
R
decide (v) /dɪˈsaɪd/ postanowić We’ve money all the time. She wastes a lot of money on magazines.
SP
decided not to invite Isabel. million (n) /ˈmɪljən/ milion He made his first yen (n) /jen/ jen They use the yen in Japan.
deli (delicatessen) (n) /ˈdeli/, /ˌdelɪkəˈtesn/ million by the age of 21.
A
delikatesy I can’t afford to buy food at the deli. mind (v) /maɪnd/ mieć coś przeciwko Do you
N
It’s too expensive. mind having to travel so far to work every day?
discount (n) /ˈdɪskaʊnt/ zniżka Do you give a newsagent’s (n) /ˈnjuːzeɪdʒənts/ kiosk
IE
discount for cash? z gazetami The newsagent’s isn’t open today.

discount code (n) /ˈdɪskaʊnt kəʊd/ kod off-licence (n) /ˈɒf laɪsns/ sklep monopolowy
N
rabatowy The discount code gave me £10 off my The off-licence closes at 10pm.
shopping. offer (v) /ˈɒfə(r)/ zaoferować, zaproponować
DIY store (n) /ˌdiː aɪ ˈwaɪ stɔː(r)/ sklep dla My brother’s offered to help me paint the house.
majsterkowiczów (DIY = abbreviation for ‘do- optician’s (n) /ɒpˈtɪʃnz/ zakład optyczny
it-yourself’). My husband usually buys tools at the I have to go to the optician’s for an eye test.
DIY store. owe (v) /əʊ/ być (coś) winnym I owe Katrina
dollars (n) /ˈdɒləz/ dolary You can pay in a lot of money.
dollars if you want to.
Wordlist 7 97

8B
8 Grammar
A
Vocabulary
Modern life
I can talk about problems of modern life.
Making
headlines
E
N
IO
N
Unit map
O
R
Vocabulary
B
Problems
ZA
Collocations: tackling problems
Crimes
IE
Fundraising
N
Compound nouns
A
Festivals
W
Music
O
Word Skills
PI
Adjective suffixes
Grammar O
IK
Reported speech (1) and (2)
tell and say
IE
Listening A life of crime

N
IA
N
H
EC
SZ
Reading An Australian
murder mystery 1 speaking Work in pairs. Describe photos 1 and 2. What problems do you think the
W
residents of these cities might face in their daily lives?

O
ZP
2 Work in pairs. Look at the list of problems below. Which words best sum up photos
O
1 and 2? Choose two words for each photo.

R
Speaking Photo description Problems addiction traffic crime gang violence homelessness
Ż
inequality knife crime pollution poverty terrorism unemployment vandalism

A
D
3 Now look at photos 3–6. What problem does each photo show? Match one word from
ZE
exercise 2 with each photo.

R
SP
Writing An email
4 vocabulary Divide the words below into categories: people and other nouns.
A
addict alcohol beggar bomb commuter drugs gambler gang member

Culture 8 Sherlock Holmes
N
graffiti terrorist vandal criminal homeless person public property

page 133
IE
suicide bomber the poor the rich traffic jam unemployed person
N
People: addict, …
Other nouns: alcohol, …
5 Match the words in exercise 4 with the problems in exercise 2. (You can sometimes
Vocabulary Builder page 139 match more than one word to a problem.)
6 speaking Work in pairs. Which of the problems in exercise 2 is the most serious, in
Grammar Reference page 157 your opinion? Why?
Extra Speaking Task page 165
➼ Pronunciation 8A page 166
7 Listen to four news reports. What is the missing word in each report?
2.38
Choose from the problems in exercise 2.
98 Unit 8 Making headlines ! Państwo i społeczeństwo

2
3
8A
E
N
IO
N
O
R
B
ZA
4
IE
N
A
W
O
PI
O
IK
IE
N
IA
N
H
8 2.38vocabulary Listen again. Complete

EC
collocations 1–8 with the verbs below.

SZ
create increase install launch

W
make offer provide take 5

O
Collocations: tackling problems

ZP
1 > < an investigation

O
2 > < an arrest

R
3 > < new jobs

Ż
4 > < training

A
D
5 > < police numbers

ZE
6 > < security cameras

7 > < a problem seriously
R
SP
8 > < treatment
9 speaking Work in groups of three. Discuss the questions

A
N
below in relation to your own town or region.

IE
1 Which of the problems in exercise 2 are the most common?

N
How serious are they? Use words from exercise 4 if necessary.

6
2 Do you think the problems are getting better or worse in
general? Justify your opinion.
There’s a lot of vandalism. The vandals usually

damage public property – like playgrounds.
10 project Work with another group and prepare a poster

that presents your answers to the questions in exercise 9.
! Państwo i społeczeństwo Unit 8 Making headlines 99


8B Grammar
Reported speech (1)
I can report what other people have said.
1 speaking mediation Look at the photo and read the LOOK OUT!
news report. Explain in your own words why Roy Day was
a Pronouns and possessive adjectives usually change in
unpopular with his neighbours.
reported speech, depending on the speaker and context.
‘You’re sitting at my table,’ he said.
He said we were sitting at his table.
b References to time and place can change as well.
E
N
yesterday → the day before tonight → that night
IO
today → that day a week ago → a week earlier
N
here → there last Monday → the Monday before
O
this month → that month
R
B
4 Read the Look out! box. Then look at the reported
ZA
speech in exercise 1 again and find changes to pronouns,
IE
possessive adjectives and references to time and place.
N
5 Rewrite the direct speech in the last three lines of the text
A
W
in exercise 1 as reported speech.
O
Noisy neighbours Roy said that, unfortunately, they …
PI
Last week, Roy Day received a letter from the local council.
It was about the twenty pigeons that he kept as pets in his O
IK
garden. His neighbours were unhappy. They said that his pigeons
were making too much noise. They also said that they were 6 Rewrite the direct speech below as reported speech.
IE
smelly. The local council agreed: they said that Roy had to get rid
You may have to change pronouns and references to time
N
of them. But there was a problem. Speaking this week, Roy said
IA
that, a few days earlier, he had taken the pigeons to his friend’s or place.
N
house 200 kilometres away. ‘Unfortunately, they all came back 1 ‘My neighbours always have noisy parties,’ the woman said.
H
– because they’re homing pigeons,’ he explained. ‘They always 2 ‘They moved here a month ago,’ said the man.
EC
come home. I’m trying to get rid of them but it’s impossible!’
3 ‘We don’t know all the details of this case,’ said a councillor.
SZ
4 ‘We only had one party last month,’ the neighbour said.
5 ‘These two families are not getting on very well,’ said the
W
2 2.39 Listen and complete the words that the people

councillor.
O
actually said. Then find the parts of the text in exercise 1 6 ‘We never argue with our other neighbours,’ said the man.
ZP
where they are reported and compare the verb forms. 7 ‘Last weekend, they practised the drums with all the windows
O
Neighbour 1 ‘Your pigeons 1 > < too much noise!’ open,’ said the woman.
R
Neighbour 2 ‘They 2 > < smelly!’ 8 ‘The man parks his van in front of our door,’ said the
Ż
Councillor ‘You 3 > < get rid of them!’ neighbour.

A
Roy ‘A few days ago, I 4 > < the pigeons to my friend’s

D
7 speaking Work in pairs. Invent three complaints about

ZE
house 200 kilometres away.’

your imaginary neighbours’ behaviour.
R
LEARN THIS! Reported speech

SP
a When you change direct speech to reported speech, Our neighbours threw litter into our garden yesterday.
A
the tense of the verbs usually changes.

N
Direct speech Reported speech

IE
8 speaking Work with another pair. Tell them your three

present simple
N
➔ 1 ><
complaints. Listen to their complaints and make notes.
present continuous ➔ 2 ><
past simple ➔ 3 ><

9 speaking mediation Report the other pair’s three
complaints using reported speech. Remember to change
b We can use that to introduce reported speech but we often the pronouns and references to time or place.
omit it. She said (that) she was feeling upset.
Patryk and Maja said that their neighbours had
thrown litter into their garden the day before.
3 Read the Learn this! box. Complete rule a) using your
answers from exercise 2.


Listening
A life of crime
8C
I can listen to and understand information about outlaws.
Juraj Billy the Kid Bonnie

Jánošik and Clyde
E
N
IO
N
O
R
B
ZA
IE
N
A
W
1 speaking Work in pairs. Look at the pictures of famous 4 3.03 Look at the newspaper headline and listen to the
O
outlaws. Are they real or fictional? What crimes are they radio interview. In what years did Bonnie and Clyde’s life
PI
famous for? Choose from the list below. of crime begin and end?
O
IK
Crimes arson burglary drug-dealing mugging
murder robbery shoplifting smuggling theft
IE
N
Wskazówka
IA
Kiedy odpowiadasz na pytania dotyczące nagrania, twoje

N
H
odpowiedzi powinny być pełne i dokładne. Czasami

EC
pełna odpowiedź na pytanie może wymagać połączenia

informacji z dwóch lub więcej części tekstu.
SZ
W
5 3.03 Listen again. Answer the questions. Remember

2
O
3.02Read the tip. Then listen to three short texts. Read

to make your answers complete as well as accurate.
ZP
questions 1–3 below and the answers written by students.

For each question, say which answer (A or B) is accurate 1 What was Bonnie Parker like at school?
O
and complete. 2 What crimes did Clyde Barrow commit before he met
R
Bonnie Parker?
Ż
1 Where is the story of Juraj Jánošík well known?

3 Why was Clyde unable to find a job when he came out of
A
A In Slovakia, Poland and the Czech Republic.

D
prison?
B In Poland and the Czech Republic.
ZE
4 Why did the police find it difficult to catch Bonnie and Clyde?
2 Which years of his life did Billy the Kid spend as an outlaw?
5 Why did the police become so determined to catch or kill
R
A From childhood until the age of 20. Bonnie and Clyde?

SP
B From the age of 15 until his death at 21. 6 How did Bonnie and Clyde show their creative side?
3 What crimes did Robin Hood and his gang commit?
A
N
A Stealing money from the rich. ➼ Vocabulary Builder Crime: page 139
B Theft and murder.
IE
6 speaking Why do you think people are so interested

N
3 3.02 Listen again. Answer the questions. in the lives of famous outlaws? Do you think it is wrong
1 What rules did Juraj Jánošík’s gang follow when they to treat criminals like celebrities?
committed crimes?
2 What did Jánošík’s gang do with the money they stole? 7 internet research Find out and write about
3 What was Billy the Kid’s first crime? another famous outlaw from your country. Include
4 What crimes did Billy the Kid commit while he was an outlaw? some or all of the information below.
5 In the stories about Robin Hood, where did he and his gang of
• Where / When were they born?
outlaws live?
• What crimes did they commit?
6 Why were Robin and his gang popular with ordinary people in
• How / When / Where did they die?
the area?
! Państwo i społeczeństwo Unit 8 Making headlines 101


8D Grammar
Reported speech (2)
I can report what other people have said.
When two friends saw a man by the side of a quiet road in

Ireland, they thought he was homeless. His skin was dirty,
he had a big white beard and long fingernails. But the man
said that he had been the victim of a crime. He told them
that he was Kevin McGeever, a rich businessman. The
two friends said they would take him to a police station.
There, McGeever told the police that a gang of men had
E
N
taken him from his home eight months earlier. He said
IO
that, since then, he’d been a prisoner in an underground
N
prison. But there were problems with McGeever’s story.
O
A witness told the police that he could remember seeing
R
McGeever less than eight months earlier. And his mobile
B
phone company said that he had clearly visited Germany
ZA
LOOK OUT! tell and say
and the UK. In fact, McGeever had faked the whole thing!
a We always use a personal object with tell: tell somebody
IE
something.
N
1 Read the text. What crime was Kevin McGeever the He told me he was cold. He didn’t tell Luke.
A
victim of?
W
b With say, we do not need a personal object. If we say who
we are speaking to, we use to say something (to someone).
O
2 Find the reported speech in the text that matches the
PI
John said he was hungry. You say that to everyone!
direct speech below.
O
IK
1 ‘I’ve been the victim of a crime.’
2 ‘We’ll take you to a police station.’
5 Read the Look out! box. Find two examples of reported
IE
speech with say and two examples with tell in the story in
3 ‘Since then, I’ve been a prisoner in an underground prison.’
exercise 1.
N
4 ‘I can remember seeing McGeever less than eight months ago.’

IA
5 ‘He has clearly visited Germany and the UK.’ ➼ Grammar Builder 8D page 156
N
H
LEARN THIS! Reported speech

EC
6 Complete the text with said and told.

Direct speech Reported speech
SZ
present simple ➔ past simple In the end, McGeever admitted that his story had been
W
present continuous ➔ past continuous untrue – although he has never 1 > < anyone where he was
O
hiding for eight months. He 2 > < that he had disappeared

ZP
past simple ➔ past perfect

for a few months because he had had some financial
O
present perfect ➔ 1 ><

problems. But other people 3 > < the police that McGeever
R
can / can’t ➔ 2 ><

had stolen money from them. They 4 > < he was a criminal
Ż
will / won’t ➔ 3 >< and had committed crimes in Germany and the US.
A
D
When the police questioned him, McGeever 5 > < them

ZE
that it was all a mistake. He 6 > < the surname McGeever

3 Complete the table in the Learn this! box. was very common and that there were thousands of
R
SP
McGeevers in the US.

A
N
4 Read the direct speech and write the reported speech. 7 Write five short sentences: one in the present perfect,
IE
one with can, one with can’t, one with will and one with
Remember to change the pronouns and time phrases if
won’t.
N
necessary.
1 ‘I can’t find my wallet,’ Ben said.
I’ve never been to Italy.
Ben said that he couldn’t find his wallet. Jacek can speak three languages.
2 ‘I’ve never been jet-skiing,’ said Cathy.
8 speaking mediation Say your sentences aloud to
3 ‘I’ll watch the documentary with you tonight,’ said Liam.
your partner. Your partner reports them to the class.
4 ‘We can’t go out because it’s stormy,’ said George.
5 ‘The volcano has erupted twice this year,’ said Harriet.
I’ve never been to Italy.
6 ‘I’ll probably study maths at college,’ said Chris.
7 ‘We can visit the aquarium today,’ said Joe. Marek said he’d never been to Italy.
8 ‘A new florist’s has opened in town,’ said Mandy.


Word Skills
Adjective suffixes
8E
I can understand and use different adjective suffixes.
1 speaking Work in pairs. Check the meaning of these LEARN THIS! Adjective suffixes
fundraising ideas. Then discuss the questions below.
a Some suffixes have a particular meaning.
Justify your opinions.
Fundraising book fair cake sale charity car wash Suffix Add to … Meaning Example
door-to-door collection fun run lemonade stall raffle -ful nouns full of helpful 1 > <
second-hand clothes sale sponsored silence -less nouns without tasteless 2 > <
E
In your opinion, which fundraising idea -ish adjectives, like, similar to greenish 3 > <
N
1 would be easiest to organise? nouns
IO
2 would raise the most money for charity?
-able verbs possible to drinkable 4 > <
N
3 would be most fun to take part in?
O
b Other suffixes have similar general meanings.
R
2 mediation Read the poster and the online advert.
B
Complete the email below using information from both Suffix Add to … Meaning Example
ZA
texts. -y nouns snowy 5 > <
IE
-ly nouns friendly 6 > <
like, with the
N
FUNDRAISING EVENT
at -ous nouns dangerous 7 > <
A
quality of
North
W
-al adjectives, economical 8 > <
Hill
O
nouns
On Saturday 1st July our yearly fundraising School
PI
event will take place. This year, we’re
looking for courageous volunteers to take
O
IK
part in our Charity Challenge! Wskazówka
£5 to enter the Challenge – or just hang out Jeśli chcesz się dowiedzieć, jak utworzyć przymiotnik od
IE
Pay
with friends at our healthy café. rzeczownika lub czasownika, wyszukaj w słowniku ten
N
rzeczownik lub czasownik. Jeśli przymiotnik nie pojawia

IA
For more details, go to northhillschoolfundraising.com

się w tym samym haśle, zwykle występuje jako osobne
N
hasło tuż za rzeczownikiem/czasownikiem, np. dangerous

H
znajduje się za danger. Natomiast jeśli doszło do zmiany

EC
FUNDRAISING EVENT pisowni, przymiotnik może się pojawić pierwszy, np.

SZ
beautiful poprzedza beauty.

If you’re looking for an enjoyable day out for the family,
W
come to our Fundraising Day. Entry is free.

O
Make a minimum £5 donation and you can take the 4 dictionary work Read the tip. Find these words in a
ZP
3-sport Charity Challenge: dictionary and find adjectives that are formed from them.
O
Are you skillful Are you fearless Are you brave (Sometimes there is more than one adjective.)
R
enough to enough to reach enough (or foolish

score 5 out of 5 the top of a giant enough) to join in afford coward fury pain pe
ace se
lf
Ż
penalties? climbing wall? the muddy run?

A
5 use of english Complete the second sentence so that it

D
All of the money raised will go to means the same as the first. Use adjectives from
ZE
three different environmental charities.

exercise 4.
R
Open 11 a.m.–4 p.m. on Saturday 1st July.

1 The injection didn’t hurt at all.
SP
The injection was painless.

A
2 There was no violence at the demonstration.

N
Hi Elliot! Do you fancy going to the fundraising event at my It was a > < demonstration.
IE
school on Saturday? It 1 > < but I probably won’t get there 3 She doesn’t think about others.
N
until about 1 p.m. If you 2 > < or more, you can do the Charity She is > < .
Challenge. It looks fun – you have to take part in 3 > < . I think 4 For some people, holidays abroad are too expensive.
I’ll be too 4 > < to climb the giant wall, though! Anyway, let me Holidays abroad aren’t > < for some people.
know if you’re interested. 5 He didn’t have enough courage to go to the dentist’s.
Harry He was too > < to go to the dentist’s.
6 My dad was really angry that I stayed out late.
My dad was > < that I stayed out late.
3 Read the Learn this! box. Then find one example of each
of the adjective suffixes in the first two texts in exercise 2 6 speaking Work in pairs. Imagine that you are planning a
and add them to the table. charity event for your school. Think of activities that are
a) fun, but not too childish, b) doable in any weather,
c) not costly to organise or dangerous to do.
! Państwo i społeczeństwo • Znajomość środków językowych Słowotwórstwo Unit 8 Making headlines 103

8F Reading
An Australian murder mystery
1 speaking Work in pairs. Do you know any stories 5 vocabulary Find the words for these items in the first
about unexplained deaths? Think about TV dramas, two paragraphs of the text.
films and books.
2 Read the text on page 105. This mystery is sometimes 1

called the Tamám Shud case. Why? 2
E
Wskazówka
N
3
IO
Kiedy rozwiązujesz test wielokrotnego wyboru, spróbuj
odgadnąć odpowiedzi na pytania, zanim zapoznasz się
N
z podanymi możliwościami. (Nie zawsze jest to wykonalne,
O
ale czasem ci się uda.) Dopiero wtedy przeczytaj możliwe
R
4
B
odpowiedzi. Jeśli jedna z nich jest zgodna z twoim
ZA
domysłem, prawdopodobnie jest poprawna. Ale i tak
sprawdź to uważnie. 5
IE
N
A
3 Read the tip. Then look at the sentence beginnings below.
W
Can you complete them? Do not look at exercise 4 yet.
O
1 The suitcase did not help to identify the man because …
PI
2 University professor John Cleland was the only person who …
3 The two clues contained in the book with the missing 6 O
IK
page were …
IE
4 After they’d interviewed the nurse, the police wrongly

thought that … 6 vocabulary Complete the compound nouns (1–8)
N
IA
5 After many investigations, we now know … with the words below. Find them in the text. Which one is
N
written as a single word?

4 For sentences 1–5, choose the correct answer (a–d).
H
car code gum investigation

EC
1 The suitcase did not help to identify the man because …

number prints records ticket
a nothing in it had a name.
SZ
b nobody was sure that the suitcase belonged to him. Compound nouns
W
c it only contained cigarettes, matches and a few 1 a murder > < 5 dental > <
O
other possessions. 2 a train > < 6 an open-top > <

ZP
d the police didn’t find it until weeks after his death. 3 chewing > < 7 a telephone > <
2 University professor John Cleland was the only person who …
O
4 finger > < 8 a secret > <

a understood the meaning of tamám shud.
R
b found the secret pocket in the dead man’s trousers. 7 Work in pairs or small groups. Work together to read this
Ż
A
c had read the Rubaiyat of Omar Khayyam. secret message and find out one more mysterious fact
D
d looked for clues to the dead man’s identity. about the Somerton Man case.
ZE
3 The two clues contained in the book with the missing

page were …
R
KEY: a = z, b = a, c = b … x = w, y = x, z = y
SP
a a soldier’s telephone number and a secret message.

b a message in Persian and a nurse’s telephone number.
Xifo uif ovstf tbx uif cpez, tif tbje tif eje opu lopx
A
c a secret message and a nurse’s telephone number.

N
d two telephone numbers and the name of a nurse. When the nurse saw the body, she said she …
IE
4 After they’d interviewed the nurse, the police wrongly ijn, cvu tif tffnfe up sfdphojaf ijn boe mpplfe tdbsfe.
N
thought that …
a she had given Alfred Boxall a copy of the Rubaiyat.
b the dead man was Alfred Boxall.
c she could tell them what the secret message said.
8 speaking Discuss these questions in pairs. Give
d the dead man had given her a copy of the Rubaiyat.
reasons.
5 After many investigations, we now know … 1 Do you think people will ever solve the mystery of the
a the identity of the dead man. Somerton Man? Why? / Why not?
b what the secret message in the book means. 2 What do you think happened?
c how and why the man died. 3 Do you think the information in exercise 7 is an important
d where the piece of paper containing the words tamám shud clue?
came from. 4 Does it matter who the man is or why he died? Why have
people tried so hard to find out?
104 Unit 8 Making headlines ! Państwo i społeczeństwo • Rozumienie tekstów pisanych Wielokrotny wybór

8F
who was the
Somerton Man?
3.04
It began at 6:30 a.m. on 1 December 1948 when some passers-by discovered the body
E
N
of a man on Somerton Beach in Adelaide, Australia, just west of the city. The police
IO
arrived and launched a murder investigation. At the hospital, doctors examined the body
N
but could not find out for sure how the man had died. In his pockets were a bus ticket
O
5 from the city, a train ticket, a comb, chewing gum, cigarettes and matches. There was
R
no wallet or identification. Nobody knew who the man was.
B
ZA
The police continued their investigation. They could not identify the man using
fingerprints or dental records. Then, two weeks after the discovery of the body, there
IE
was a breakthrough: they found a suitcase that the man had left at Adelaide station the
N
10 day before his death. Inside the case were some clothes, a knife, scissors and a brush.
A
However, these possessions did not reveal the man’s identity. In fact, somebody had
W
removed the labels from most of his clothes and another label from the suitcase itself.
O
PI
O
IK
IE
A new expert joined the investigation: John Cleland, a

N
professor at the University of Adelaide. In April, he found

IA
15 a clue that everybody else had missed: a small piece of

N
paper in a secret pocket inside the dead man’s trousers.

H
On the paper were two words in Persian: tamám shud.

EC
They are the final two words of a famous Persian poem,

The Rubaiyat of Omar Khayyam, and they mean ‘it is the
SZ
20 end’. Somebody had torn the paper from an old book that
W
contained the poem.

O
A few months later, a man gave police a copy of the

ZP
Rubaiyat. He said somebody had dropped it into his

O
open-top car the day after the man on Somerton Beach

R
25 died. The last page of the book – with the final two words
Ż
– was missing. In the book, the police found two clues: a

A
telephone number and a message. The message was in a

D
secret code. The second line was crossed out, and some
ZE
letters were unclear.

R
SP
A
N
30 The telephone number belonged to a nurse. She said she

IE
had given a copy of the Rubaiyat to a soldier called Alfred

N
Boxall in 1945. Finally, the police had solved the mystery:

obviously, the dead man was Alfred Boxall!
There was only one problem: Alfred Boxall was still alive.
35 The police found him and interviewed him. What is more,
he still had his copy of the Rubaiyat. The mystery of the
body on Somerton Beach continued.
So what about the mysterious five-line message? Could that
contain the answer to this puzzle? Perhaps, but unfortunately
40 we do not know what the message says. Nobody has ever
solved the secret code.
Unit 8 Making headlines 105


8G Speaking
Photo description
I can describe photos of festivals.
1 speaking Work in pairs. Look at the photo below and 4 Listen to the student again. What deductions does
3.05
answer the questions. Then compare answers with she make using must be and can’t be?
another pair.
5 vocabulary Work in pairs. Check the meaning of the
1 What kind of event does the photo show?
words and phrases in the list. How many can you find in the
2 Would you like to be at this event? Give reasons.
photo below?
Festivals acts crowds festival-goers fields
E
food stalls lighting mud screens speakers
N
IO
stage tents
N
O
R
B
ZA
IE
N
A
W
O
PI
O
IK
IE
N
6 speaking Work in pairs. Describe the photo in exercise 5

IA
Wskazówka to your partner. How do you think the people in the

N
foreground are feeling?

H
Kiedy opisujesz ilustrację, staraj się nie zaczynać zawsze

EC
w ten sam sposób (np. There’s …). Używaj zróżnicowanych

7 Listen to a student answering the question below.
3.06
zwrotów, np. I can just make out …, On the left / right is …,
SZ
Which three reasons from the list (a–f) does she mention?
I think that’s …, There seems to be …, I can also see …, That
W
looks to me like … itp. Why do you think musical festivals are so popular with young
O
people these days?

ZP
2 3.05 Read the tip. Then listen to a student describing

O
a They can spend time with their friends.

the photo in exercise 1. How well does she follow the advice
R
b It’s an affordable way to see really famous acts.

in the tip? Which phrases from the tip does she use?
Ż
c The atmosphere is friendly and exciting.

A
d They can be independent from their families.

D
LEARN THIS!
e It’s a good way to meet new people.
ZE
You can use must be to talk about things which you can deduce
f They can hear music they wouldn’t normally listen to.
are true.
R
8 speaking Work in pairs. Decide which three reasons from

SP
They’re yawning, so they must be tired.

You can use can’t be to talk about things which you can exercise 7 are the most important. Justify your decision.
A
deduce are not the case.

N
9 speaking Work in pairs. Ask and answer the question

They’re laughing, so they can’t be tired.
IE
below. In your answer, give information about

N
a the kind of event (music festival, gig, school concert, etc.),

3 Read the Learn this! box. Complete the sentences with b where and when the event took place,
must be or can’t be. c who you were with,
1 The tickets for the festival have sold out. It > < a very popular d what you thought of the event (enjoyable, boring, exciting, etc.).
event.
Tell me about the last time you heard some live music.
2 They > < rich – they’ve got a Porsche and a Ferrari.
3 It > < a very violent horror film – it’s a 12 certificate.
4 There > < a lot of students in that school – the building is tiny. 10 speaking Work in pairs. Do the Extra Speaking Task on
5 You did much better in your exams than you expected, so page 165. Use words and phrases from this lesson.
you > < happy.
➼ Vocabulary Builder Music: page 139
106 Unit 8 Making headlines ! Kultura • Państwo i społeczeństwo • Mówienie Opis ilustracji

Writing
An email
8H
I can write an email about a music festival.
1 Read the task and the email below. Does the writer cover
all of the points in the task?
You recently spent three days camping with friends at a music

festival. Write an email to a friend from England in which you:
• describe the event;
• discuss the pros and cons of live music;
FPO
107a Photo: Night-time crowd at Download 2018.
E
• relate something that did not go to plan;
N
For example, this one opposite, from Getty:
• ask about your friend’s experience of music festivals.
IO
N
O
R
To:
B
Subject:
ZA
Hi Henry!
IE
How are you? I’ve just spent three days camping with friends
N
at the Download Festival. It’s a huge music festival in central
3 Read the tip. Answer the questions.
A
England. There were about 80,000 people there!
W
We heard lots of amazing acts over the weekend, including 1 Is the email in exercise 1 logical and coherent in your opinion?
O
Guns N’ Roses. The great thing about live music is being part
Why? / Why not?
PI
of a huge crowd. What’s more, the stage shows are really
2 Did Chris develop the points? If so, give examples of how he
O
spectacular. But to be honest, it’s too loud if you’re near the
did this.
IK
speakers.
When we got there on Saturday, I realised I had forgotten my
4 Match the adjectives in A with the nouns in B to make
IE
wallet and all my money! Luckily, one of my friends said he

as many useful phrases as possible for describing a
N
would lend me some.

music festival. Some adjectives can go with more than
IA
Which music festivals have you been to? Have you ever camped
one noun.
N
at one? This was my first experience and I loved it!

H
Chris A amazing delicious fresh live loud

EC
massive muddy noisy personal well-known

SZ
B acts air bands coincidence crowds

2 key phrases Find three more phrases in the second fields food music neighbours opinion
W
paragraph of the email and add them to the correct

an amazing coincidence, amazing acts …
O
categories (A, B or C).

ZP
A Advantages 5 Read the task. Then plan your email. Remember to cover
O
The big advantage / benefit of X is … each point in the task in a separate paragraph.
R
On the plus side, …

Ż
1 >< You recently spent three days camping with friends at a music
A
B Disadvantages
D
festival. Write an email to a friend from England in which you:

ZE
One disadvantage, though, is … • describe the event;

On the downside … • discuss the pros and cons of camping;
R
• relate a memorable event during the trip;

SP
2 ><
C Additional points • ask about your friend’s opinions of live music.
A
Also, …
N
As well as that, … 6 Write your email (80–130 words). Use phrases from
IE
3 >< exercise 2 to discuss advantages and disadvantages and

N
include phrases from exercise 4 or your own ideas.
Wskazówka Hi Billy,
Pisząc prywatny e-mail, pamiętaj, aby był logiczny, spójny How are you? I’ve just spent three days …
i uwzględniał wszystkie informacje podane w poleceniu
(zob. też 3H). CHECK YOUR WORK
Postaraj się rozwinąć każdą informację podaną w poleceniu, Have you …
wzbogacając ją o szczegóły i dodatkowe dane. •• written a logical and coherent email?
•• mentioned all four points and added extra detail?
! Podróżowanie i turystyka • Kultura • Wypowiedź pisemna E-mail Unit 8 Making headlines 107

8
Language Review
1 use of english Read the text and complete the gaps. 2 Look! That (musi być) > < a shoplifter! Let’s call the police.
Choose a, b or c. a had to be b can be c must be
3 After the car accident, the policewoman (powiedziała nam,
CRIME TIME IN COALDALE żeby niczego nie dotykać) > < in the car.
In February 2017, outside a small town called a asked us if we didn’t touch anything
Coaldale in Alberta, Canada, a 1 > < went wrong. It was b told us not to touch anything
a Saturday morning, around 11 o’ clock, when a local c said she couldn’t touch anything
E
person returned home and found a man and woman
4 use of english Complete the second sentence so
N
at his house. The two 2 > < had taken several items,
IO
including jewellery, a laptop, an iPad and keys to a car. that it has a similar meaning to the first.
N
When they realised the owner of the house was back, 1 ‘We’re launching an investigation.’
O
they left the house in the car they had stolen. They said > < .
R
B
First, the home-owner called the police. He told them 2 ‘There’s a bad traffic jam on Main Street.’
ZA
what had just happened, and then he went after the He told me > < .
couple. It was a 3 > < thing to do. 3 ‘They have increased police numbers.’
IE
The police were on their way to the house when they The reporter said > < .
N
discovered an accident on the road. A member of the 4 ‘I think I’ll install security cameras at my house.’
A
local police force 4 > < news reporters that the crash She told us > < .
W
had happened on Highway 845. He explained that
O
the man and woman had been in the first car and the 5 mediation Read texts 1 and 2. Then complete the gaps in
PI
home-owner was in the second one. text 3.
O
IK
Fortunately, nobody was hurt, but the couple made Text 1
another foolish decision. They ran into a farmer’s field
SALE!
IE
to try to escape the police. However, a police officer

N
ran after them, caught them and 5 > < an arrest.

Please support our fundraising event for the
IA
Later, the police said that the public should not get homeless. We’re selling fantastic clothes at
N
involved when a crime is being committed. affordable prices, so come and get a bargain.
H
EC
1 a drug-deal b burglary c mugging Saturday, 15th October

2 a vandals b criminals c terrorists Woodvale Town Hall, 3 p.m.– 5 p.m.
SZ
3 a cowardly b furious c dangerous

W
4 a told b said c explained Text 2

O
5 a gave b made c did

ZP
To:
2 use of english Read the sentences and choose the Subject:
O
R
words (a, b or c) which mean the same as the fragments Hey Guys,
in bold.
Ż
I’m emailing this flyer to let you all know about a fundraising
A
1 She can’t be a member of a gang. event next Saturday. As you know, homelessness is a
D
major issue here in Woodvale. My friend Tracey is organising

a It’s likely she’s
ZE
the event and I told her I would invite all my friends.

b It’s not possible she’s
Yesterday, Tracey told me that poverty in our town was
R
c It’s true she’s getting worse. She said she hoped to raise between €100
SP
2 They raised a lot of money from the charity car wash. They and €200, so let’s do what we can to help. Please invite
must be happy. everyone you know.
A
a I’m sure they are

N
Thanks,
b They probably are
IE
Jeff
c It’s possible they are
N
3 An advantage of fundraising events is that many people work Text 3

together to help those in need.
a As well as
b A negative side of
c A benefit of Hi Maddie, I’m just letting you know about a second-
hand clothes sale. It’s on for 1 > < this Saturday, starting
3 use of english Choose the correct translations of the at 3 p.m. It’s a charity event for 2 > < people and the
organiser hopes to raise at least 3 > < . My friend Jeff
fragments in Polish.
wants us all to do what we can to help. You’ll have fun
1 Mike said that he (nie może pożyczyć) > < any money for his and you can get 4 > < clothes. Can you come?
train ticket.
a can’t lend b couldn’t borrow c couldn’t lend
! Państwo i społeczeństwo • Znajomość środków językowych Dobieranie •
108 Language Review 8 Parafraza • Tłumaczenie fragmentów zdań

8
Wordlist
addict (n) /ˈædɪkt/ uzależniony I watch a lot of homeless person (n) /ˈhəʊmləs pɜːsn/ osoba shoplifting (n) /ˈʃɒplɪftɪŋ/ kradzież sklepowa
TV but I’m not a TV addict! bezdomna There is a homeless person sleeping The police arrested him for shoplifting.
addiction (n) /əˈdɪkʃn/ uzależnienie He died in the park every night. smuggling (n) /ˈsmʌɡlɪŋ/ przemyt Do you
as a result of his alcohol addiction. homelessness (n) /ˈhəʊmləsnəs/ bezdomność think that smuggling is as serious as theft?
affordable (adj) /əˈfɔːdəbl/ przystępny cenowo Homelessness is a serious problem in some cities. solve (v) /sɒlv/ rozwiązywać The police are
Houses in London are no longer affordable for the identify (v) /aɪˈdentɪfaɪ/ zidentyfikować still trying to solve the crime.
majority of people on an average income. The woman identified the culprit immediately. steal (v) /stiːl/ ukraść The terrorists were
alcohol (n) /ˈælkəhɒl/ alkohol He never drinks increase police numbers (phr) /ɪnˌkriːs pəˌliːs driving a stolen car.
alcohol. ˈnʌmbəz/ zwiększyć liczbę policjantów study (v) /ˈstʌdi/ zbadać, obejrzeć dokładnie
arson (n) /ˈɑːsn/ podpalenie Arson can have She won the vote by promising to increase police We’re going to study the CCTV footage tomorrow to
E
devastating consequences. numbers. see if there are any images of the thief’s face.
N
beggar (n) /ˈbeɡə(r)/ żebrak The beggar was inequality (n) /ˌɪnɪˈkwɒləti/ nierówność There suicide bomber (n) /ˈsuːɪsaɪd bɒmə(r)/
IO
asking for food. is great inequality between the rich and the poor. zamachowiec samobójca A suicide bomber
bomb (n) /bɒm/ bomba Fortunately, the bomb install security cameras (phr) /ɪnˌstɔːl tried to board the plane.
N
failed to go off. sɪˈkjʊərəti kæmərəz/ instalować kamery take a problem seriously (phr) /ˌteɪk ə ˌprɒbləm
O
burglary (n) /ˈbɜːɡləri/ włamanie There was a przemysłowe After several thefts, the shop ˈsɪəriəsli/ poważnie podchodzić do
R
burglary next door last week. owner decided to install security cameras. problemu She doesn’t know how to take a
B
chewing gum (n) /ˈtʃuːɪŋ ɡʌm/ guma do żucia interview (v) /ˈɪntəvjuː/ przesłuchać They’ve problem seriously.
ZA
Do you like chewing gum? interviewed the suspect for the past hour. tasteless (adj) /ˈteɪstləs/ pozbawiony smaku
childish (adj) /ˈtʃaɪldɪʃ/ dziecinny Don’t be kill (v) /kɪl/ zabić The man killed his wife after This sauce is rather tasteless.
so childish! You can’t always have everything you she said she was going to leave him. telephone number (n) /ˈtelɪfəʊn nʌmbə(r)/
IE
want. knife crime (n) /ˈnaɪf kraɪm / przestępstwo numer telefonu What’s your telephone
N
commit (v) /kəˈmɪt/ popełnić This man has z użyciem noża Knife crime is a growing number?
A
committed a very serious crime. problem among teenagers. terrorism (n) /ˈterərɪzəm/ terroryzm
W
commuter (n) /kəˈmjuːtə(r)/ dojeżdżający do launch (v) /lɔːntʃ/ wszcząć Do you think The government continues to fight against
pracy The average commuter travels three hours they’re going to launch an investigation into the terrorism.
O
a day. robbery? the poor (n) /ðə ˈpɔː(r)/ biedacy Life can be
PI
cowardly (adj) /ˈkaʊədli/ tchórzliwy Nothing make an arrest (phr) /ˌmeɪk ən əˈrest/ difficult for the poor.
can justify his cowardly behaviour. aresztować The police can’t make an arrest the rich (n) /ðə ˈrɪtʃ/ bogacze The rich are
create new jobs (phr) /kriˌeɪt njuː ˈdʒɒbz/ unless they get more evidence. O getting richer.
IK
tworzyć nowe miejsca pracy Building new mugging (n) /ˈmʌɡɪŋ/ rabunek (uliczny) theft (n) /θeft/ kradzież There have been a lot
roads will create new jobs. The mugging took place last night. of thefts in this area recently.
IE
crime (n) /kraɪm/ przestępstwo There has murder (n, v) /ˈmɜːdə(r)/ morderstwo; traffic (n) /ˈtræfɪk/ ruch uliczny There was a
been an increase in car crime recently. mordować This is one of the most vicious lot of traffic on the way to work this morning.
N
criminal (n) /ˈkrɪmɪnl/ przestępca Not all murders the police have ever come across. Why traffic jam (n) /ˈtræfɪk dʒæm/ korek
IA
criminals are dangerous. on earth would anyone murder another human drogowy We got stuck in a traffic jam on the way
N
damage (v) /ˈdæmɪdʒ/ uszkodzić The storm being? home.

damaged the roof. murder investigation (n) /ˈmɜːdər ɪnvestɪɡeɪʃn/ train ticket (n) /ˈtreɪn tɪkɪt/ bilet kolejowy
H
dangerous (adj) /ˈdeɪndʒərəs/ niebezpieczny śledztwo w sprawie morderstwa The murder Did you remember to buy the train tickets?
EC
Police warn that the man is highly dangerous. investigation isn’t making much progress. unemployed person (n) /ˌʌnɪmˈplɔɪd pɜːsn/
dental records (n) /ˈdentl rekɔːdz/ mysterious (adj) /mɪˈstɪəriəs/ tajemniczy osoba bezrobotna An unemployed person
SZ
dokumentacja dentystyczna Dental records Several people reported seeing mysterious lights should register at a job centre.
are essential to identify some murder victims. in the sky. unemployment (n) /ˌʌnɪmˈplɔɪmənt/
W
drinkable (adj) /ˈdrɪŋkəbl/ zdatny do offer treatment (phr) /ˌɒfə ˈtriːtmənt/ bezrobocie If the factory closes, unemployment
O
picia Are you sure this water is drinkable? zaoferować leczenie We will offer treatment to in the town will increase.
drug-dealing (n) /ˈdrʌɡ diːlɪŋ/ handel anybody in need. vandal (n) /ˈvændl/ wandal Vandals show no
ZP
narkotykami Drug-dealing is a crime that open-top car (n) /ˌəʊpən tɒp ˈkɑː(r)/ samochód respect for public property.
causes lots of problems in our society. z odkrytym dachem She was proud of her new vandalism (n) /ˈvændəlɪzəm/ wandalizm
O
drugs (n) /drʌɡz/ narkotyki He doesn’t take open-top car. Acts of vandalism are so pointless!
R
drugs. outlaw (n) /ˈaʊtlɔː/ człowiek wyjęty spod

Ż
economical (adj) /ˌiːkəˈnɒmɪkl/, /ˌekəˈnɒmɪkl/ prawa Robin Hood was a famous outlaw.
A
oszczędny, ekonomiczny The new model of painful (adj) /ˈpeɪnfl/ bolesny A wasp sting
this car is very economical. can be very painful.
D
enjoyable (adj) /ɪnˈdʒɔɪəbl/ przyjemny painless (adj) /ˈpeɪnləs/ bezbolesny The

ZE
We spent an enjoyable few days in Scotland. animal’s death was quick and painless.
fingerprints (n) /ˈfɪŋɡəprɪnts/ odciski palców patrol (v) /pəˈtrəʊl/ patrolować A security
R
The burglar left his fingerprints all over the house. guard patrols this area every night.
SP
foolish (adj) /ˈfuːlɪʃ/ głupi I was foolish pollution (n) /pəˈluːʃn/ zanieczyszczenie We
enough to trust him. must stop the pollution of our beaches.
A
furious (adj) /ˈfjʊəriəs/ wściekły He was poverty (n) /ˈpɒvəti/ bieda, ubóstwo There
N
furious with her for losing the car keys. are many people living in poverty in this city.
gambler (n) /ˈɡæmblə(r)/ hazardzista provide training (phr) /prəˌvaɪd ˈtreɪnɪŋ/
IE
Gamblers sometimes lose all their money and zapewniać szkolenie The company I work for
even their houses. will provide training.
N
gang (n) /ɡæŋ/ gang The police are looking for public property (n) /ˌpʌblɪk ˈprɒpəti/ mienie
the gang that committed the robbery. publiczne, własność publiczna This park is
gang member (n) /ˈɡæŋ membə(r)/ członek public property.
gangu He became a gang member when he was robbery (n) /ˈrɒbəri/ rabunek The armed
still at school. robbery at the local jeweller’s took place last
gang violence (n) /ˈɡæŋ vaɪələns/ przemoc month.
gangów Gang violence is a problem in some secret code (n) /ˌsiːkrət ˈkəʊd/ szyfr They
parts of London. managed to break the secret code.
greenish (adj) /ˈɡriːnɪʃ/ zielonkawy selfish (adj) /ˈselfɪʃ/ egoistyczny I’m sick of
I’ve painted my bedroom a greenish colour. your selfish behaviour!
helpful (adj) /ˈhelpfl/ pomocny, przydatny selfless (adj) /ˈselfləs/ bezinteresowny
My teacher gave me some helpful advice. I admire him for his selfless service to the poor.
Wordlist 8 109

4
Skills Trainer
Reading states, secondary school students now have to complete a

course in personal finance before they leave school. Most
Wskazówka teachers agree that the school programme would be better if it
Przeczytaj cały tekst, żeby zorientować się, o czym jest. included this subject. However, only one in five thinks that they
Następnie przeczytaj pytanie i bez patrzenia na podane opcje actually have the skills and knowledge to teach it. So, before
odpowiedzi spróbuj odpowiedzieć na to pytanie na podstawie pupils can start learning about how to manage their money,
informacji w tekście. Określ, która z trzech podanych opcji jest their teachers will need to take a course in it first!
E
najbardziej zbliżona do twojej odpowiedzi.
N
2 What is the purpose of this text?
IO
A To present reasons for teaching personal finance at school.
N
B To advise teachers to get qualifications to teach personal
1 Read the tip. Then read the text and answer the question
O
finance.
R
without looking at the options. Compare your answer to C To describe the situation in the United States concerning
B
the options and choose the correct answer. the teaching of personal finance in schools.
ZA
For young people who regularly send text messages and use 3 A valuable lesson
IE
social networking websites, ‘cyberbullying’ is a problem they My school-leaving party is next month. I can’t afford to buy a
N
may well have encountered. Cyberbullies are people who try dress for it, so I asked my mum if she could give me £50 for one.
A
to hurt their victims by sending them unpleasant messages You’ll never believe what she said! She told me that she wouldn’t
W
– usually anonymously – or spreading false rumours about give me money for nothing. But if I did all the housework for
O
them. Studies have shown that about one in three teens have a week, she’d offer to pay for a new dress. I got angry with her
PI
experienced cyberbullying at some point. and refused to speak to her for the rest of the day. But now I
Martha knows what it feels like to be bullied online. A few months O
understand what she meant. Money is never free. Someone
IK
ago, someone started writing hurtful and unpleasant messages always has to work to earn it. She’s taught me a lesson I won’t
IE
on her Facebook page. He then told her that she was going to forget!
get hurt. Later, Martha discovered that the bully was a boy from
N
3 What was the author’s first reaction when she heard her
IA
another class in her school. ‘He admitted that he had sent the
mother’s answer?
N
messages,’ said Martha. The boy promised that he would never do A She was very angry.
H
it again, but Martha’s friends advised her to tell the boy’s teachers, B She was disappointed.
EC
because they thought he could start bullying other people. C She was understanding.
SZ
What is this text about?

A The growing popularity of social media. Listening
W
B A problem in the online world.

O
C The positive and negative aspects of social media.

ZP
Wskazówka
O
Niektóre zadania sprawdzające umiejętność rozumienia ze

2 Read the texts and answer the questions. Choose A, B or C.
R
słuchu oparte są na wypowiedziach kilku osób na podobny

Ż
temat. Sprawdź w poleceniu, jaki jest temat nagrania,

A
1 The visitor i przypomnij sobie związane z nim słownictwo. Pomoże ci

D
Bill heard a knock at the door. ‘It must be them!’ he thought. to w rozwiązaniu zadania.
ZE
As soon as he opened the door, a huge man in an expensive

R
suit came in. ‘Hello, Bill,’ he said. ‘You know why I’m here,
SP
don’t you?’ Bill started to speak very quickly. He admitted that 3 Read the tip and the instructions in exercise 4. What is the
he’d promised to pay back five days ago the money that he’d topic of the recordings? Make a list of words and phrases
A
connected with this topic.

N
borrowed. But he was short of cash at that moment. ‘Bill, my

IE
friend, you’ve run out of money?’ asked the man with a big smile.
4
N
Bill was getting more and more nervous. ‘Well, this is your lucky 3.07 Listen to four people talking about crime and the
day then. I work for the lottery and I’m here to tell you that you’re police. Match sentences A–E with speakers 1–4. There is
our latest winner!’ one extra sentence.
1 Why does the man visit Bill? This speaker …
A To get the money that Bill owes him. A is planning a crime.
B To give him some good news. B was at the scene of a crime.
C To borrow some money from him. C works in a bank.
2 Money at school D is asking for help.
Should schools teach teenagers how to manage their money? E is advertising a career opportunity.
It’s an idea that’s becoming popular in the USA. In about 20
! Państwo i społeczeństwo • Edukacja • Rozumienie tekstów pisanych Wielokrotny wybór •

110 Skills Trainer 4 Rozumienie ze słuchu Dobieranie

4
Skills Trainer
Use of English 7 Describe the photo.
Wskazówka
Czasami w tym zadaniu każde z dwóch podanych zdań może
być uzupełnione jednym z podanych wyrazów, jednak musisz
znaleźć ten wyraz, który pasuje do obu zdań.
E
N
IO
5 Read the tip. Choose the word (A, B or C) that completes
N
both sentences.
O
R
1 How > < you like to pay?
B
> < you lend me money if I asked you?
ZA
A do B would C did
2 The great thing > < this job is the salary.
IE
What are you talking > < ?
N
A with B in C about Wskazówka 2
A
3 This > < be the best film I’ve seen! Pamiętaj, aby zawsze odpowiadać na pytania pełnymi
W
Our rules state that everyone > < turn off their phone during zdaniami i rozwinąć wypowiedź, podając kilka przykładów lub
O
the exam. argumentów na poparcie swojej opinii.
PI
A must B might C can
4 Can I bring it > < if it doesn’t fit? O
IK
You came > < late last night. 8 Read the tip. Then answer the questions.
IE
A on B back C for
1 What do you think will happen to this person?
N
2 What kind of problems are there in the area where you live?
IA
Speaking 3 Tell me about a time when you helped someone.

N
H
Wskazówka 1
EC
Writing
Kiedy opisujesz ilustrację, używaj zwrotów wyrażających
SZ
przypuszczenie, np. It looks like …, It seems to me …, They could /

Wskazówka
W
may / might be …, He appears / seems to be …

Staraj się używać urozmaiconego słownictwa. Sprawdzając
O
swoją pracę, zwróć uwagę na to, czy nie powtórzyłeś/

ZP
6 Read the tip. Complete the sentences about the photo. powtórzyłaś tych samych wyrazów. Jeśli tak, to postaraj się je
O
Then describe the photo. zmienić.

R
Ż
A
9 Read the tip. Write synonyms for the words below. Use a
D
dictionary to help you.

ZE
bad big good interesting nice sad very

R
SP
10 Read the task and write the forum post. Write 80–130 words,
A
not including the words provided.

N
Na forum internetowym twojego osiedla toczy się dyskusja na

IE
temat form pomocy potrzebującym. Napisz przeznaczony do

N
umieszczenia na forum tekst, w którym:

• opiszesz, kto najbardziej potrzebuje pomocy;
• przedstawisz, w jaki sposób można pomóc;
• opiszesz akcję charytatywną, w której uczestniczyłeś/
uczestniczyłaś;
1 It looks like she’s > < . • zachęcisz innych uczestników forum do wyrażenia swojej
2 She seems to be > < . opinii.
3 She could be > < .
I’d like to add my thoughts to this discussion …
! Państwo i społeczeństwo • Praca • Znajomość środków językowych Wielokrotny wybór • Mówienie Opis ilustracji •
Wypowiedź pisemna Wiadomość na forum internetowym Skills Trainer 4 111

9B
9 Grammar
A Gadgets
Vocabulary
I can describe gadgets and talk about their use.
Science
E
N
IO
N
O
Unit map
R
B
Vocabulary
ZA
Electronic devices
Gadgets: features and accessories
IE
Noun endings
N
Scientific discoveries
A
Conjunctions
W
Word Skills 2 3
O
Verb + preposition
PI
Grammar
The passive (present simple and O
IK
past simple)
The passive (present perfect and
IE
future)
N
Listening
IA
Intentions of the speaker

N
H
EC
SZ
W
Reading Great inventions?

O
ZP
O
R
Ż
A
D
Speaking Making a complaint

ZE
1 Match five of the devices below with photos 1–5. Then check the meaning of all
R
the words.
SP
Electronic devices digital radio digital photo frame drone eReader

A
fitness tracker games console game controller laptop portable phone charger
N
Writing An internet forum post sat nav set-top box smartphone smart speaker smartwatch sound bar
IE
tablet VR headset wireless headphones

Culture 9 Computer pioneers
N
page 134 2 Listen and say what devices these people should buy. Sometimes more
3.08
than one answer is possible.
1 – He should buy a …
3 speaking Work in groups of three. Which of the electronic devices have you used
a) today, b) in the last week?
Grammar Builder page 158 This morning I used a … Yesterday I used a …
112 Unit 9 Science ! Nauka i technika


4 9A
5 Which features and accessories from exercise 4 would you
use to do these things? (Sometimes you need or could use
more than one thing.)
1 make the sound louder
2 switch a device on
3 recharge a device
4 record a voice memo
E
5 write a text
N
6 move a character in a video game
IO
5
7 switch off the sound
N
8 stop your phone getting damaged
O
9 change channels on the TV
R
B
6 3.09 Listen to three conversations. What devices are
ZA
they talking about?
IE
7 Complete the sentences with the verbs below.
N
A
message plug press select stream touch
W
1 It’s got built-in Bluetooth, so you can > < music from your
O
phone or tablet.
PI
2 You can even call or > < people hands-free. Or you can use
O
voice control.
IK
4 vocabulary Label the pictures with words from below. 3 You > < this button when you start an activity and again when
IE
Which items are not illustrated? you finish.

N
4 If you > < ‘share’ mode, it automatically posts your workout

Gadgets: features and accessories button case
IA
results on Facebook.
charging cable charging station D-pad keypad
N
5 You simply > < the charging cable into a wall-plug charger or
microphone mute switch on/off switch remote control
H
a PC.
SIM card speaker stick touchscreen voice control
EC
6 If you > < this icon on the screen, it goes on to the next page.
volume control wall-plug charger
SZ
8 3.09 Listen again and check your answers.

W
9 speaking Work in pairs. Imagine you can only own two of

O
ZP
1 the devices from exercise 1. Agree on which two you would

3 choose and why. Use the phrases below to help you.
O
R
I would choose a …
A … is useful because …
Ż
A
4 Without a … you couldn’t …

D
I think a … is more / less useful than a …

ZE
3
1
2
5
4
5
6
9
Do you agree? Yes, I agree. / No, I don’t agree.
R
7
8
2 So, our first / second choice is …
SP
We chose a … because … . We also chose a … because …

A
N
IE
10 Carry out a class survey. Give ten points to each device in

N
7
6 first place and five points for each device in second place.
8 Which is the most popular device?
9
X Y
A B
10
Unit 9 Science 113


9B Grammar
The passive (present simple and past simple)
I can use the present and past passive.
1 speaking Work in pairs. How did people contact each LOOK OUT!
other before there were mobile phones?
When we use adverbs with the passive, we usually put them
2 Read the text. What happened in 1973, 1986, 1992 and immediately before the past participle.
1997? Phones are sometimes used as alarm clocks.
It was probably invented by accident.
E
N
IO
N
5 Read the Look out! box. Complete the sentences with
O
the present simple or past simple passive of the verbs in
R
brackets.
B
ZA
1 Mobile phones are owned (own) by about 7 billion
IE
people in the world today.
N
2 The best-selling phone ever was the Nokia 1100.
A
A brief history of MOBILE PHONES More than 250 million > < (sell).
W
3 In Japan, mobiles > < (often / use) in the shower,
O
❯ Over 1.5 billion mobile phones are sold every
PI
year worldwide. so most of them are waterproof.
❯ The
first mobile phone call was made in 1973
4
O
The average text message >< (usually / answer)
IK
within 90 seconds.
by Martin Cooper. He worked for the company
Motorola. 5 In 2017, 594,000 iPhones > < (buy) every day.
IE
6 Today, the internet > < (access) more often from a

N
❯ The
first mobiles were powered by enormous
phone than from a computer.
IA
batteries. They weighed nearly a kilogram!

7 More text messages > < (send) every year in the
N
❯ Voicemail was added to phones in 1986. Internet

H
Philippines than in any other country.

access was not added until 1996.
EC
8 The world’s toughest phone > < (drop) 25 metres

❯ The first text message was sent in December onto concrete and did not break.
SZ
1992. It said ‘Merry Christmas’.

W
6 Complete the questions about the reading texts in Units 1–8

❯ The first phone with a camera was invented in
O
1997 by Philippe Kahn. Photos of his newborn using the correct passive form of the verbs in brackets.
ZP
daughter were sent to 2,000 friends and family. 1 Why > < Ashlyn Blocker > < (watch) more carefully than all the
O
other children at her school? [1F]

❯ In the UK, a mobile phone is stolen every 72
R
seconds. 2 > < Dan and Kate Suski > < (rescue) by helicopter after their
Ż
boat sank? [2F]

A
❯ W
hat are mobile phones used for the most? 3 What skills > < (improve) by playing online video games,
D
It isn’t texting or calling – it’s checking the time! according to a report? [3F]
ZE
4 Who > < (nearly / kill) by a storm at a paragliding event? [4F]

R
5 Why > < Frankie Spires > < (allow) to have the day off every year
SP
LEARN THIS! The present and past passive on 31 October? [5F]

a The passive is formed with the correct form of the verb 6 Why > < Terry Alderton > < (laugh at) after sunbathing? [6F]
A
N
1><
and the past participle. 7 Where > < meetings > < (sometimes / hold) if Aaron Levie is
choosing the venue? [7F]
IE
b We use the 2 > < simple of be for the present passive and the
8 Where > < the words tamám shud > < (find) in the Somerton
N
3><
simple of be for the past passive.
Man case? [8F]
c If we want to say who performed the action, we use
+ their name. 7 speaking Work in pairs. Ask and answer the questions
4><
in exercise 6.
3 Study the first two sentences of the text in exercise 2. Then
complete the Learn this! box. Why was Ashlyn Blocker watched more carefully
than all the other children at her school?
4 Find eight more examples of the passive in the text. Which
examples are … Because …
a plural? b negative? c a question?
114 Unit 9 Science ! Nauka i technika


Listening
Intentions of the speaker C
C
9C
I can identify the speaker’s intention.
B
A
E
N
IO
N
O
R
1 speaking Describe the photos. Where are the people?
B
What do you think they are saying? 2 The boy’s main aim is to
ZA
a compare his new motorbike with his previous one.
b try to persuade someone to buy a second-hand motorbike.
IE
Wskazówka
c complain that he can’t afford a brand-new motorbike.
N
Czasami zadanie wymaga rozpoznania intencji mówcy
3 The doctor’s main aim is to
A
(np. to persuade, to warn, to inform itp.). Zwracaj uwagę na
a encourage the patient to live a healthier lifestyle.
W
sformułowania, z których można wywnioskować intencję,
b warn the patient of the dangers of eating too much.
O
np. I think you should, Be careful to, I’m going to tell you
PI
about itp. c recommend a course of treatment.
4 The speaker’s main aim is to
O
IK
a describe a new invention.
2 Read the tip. What is the intention of the speakers in b advertise a new product he has invented.
IE
sentences 1–10? Choose from the verbs below. Match three c persuade somebody to invest money in his invention.
N
of the sentences with the photos. 5 The head teacher’s main aim is to
IA
to apologise to challenge to comfort to complain a persuade students to use the minibus.

N
to describe to encourage to enquire to entertain b inform people that the school will buy a minibus.
H
to inform to persuade to recommend to tell a story c thank people for helping the school to raise money.
EC
to thank to warn to welcome

5 3.11 Match the verbs in A with the words and phrases in
SZ
1 ‘Be careful not to touch the cooker. It’s hot.’ B to make collocations. Then listen again and check.
W
2 ‘This is ridiculous! Why is there such a long delay?’

A lose ge t prescribe come up with browse run
O
3 ‘I’d go and see this film if I were you. It’s brilliant.’

B a good deal an idea on biofuel drugs the internet
ZP
4 ‘Good morning. Let me show you to your table.’

5 ‘I’d like some information about opening times, please.’ weight
O
6 ‘Don't worry, everything will be fine.’

R
7 'I’m really sorry I was angry at you.'

6 Prepare a short speech (30–50 words) to do one of these
Ż
things. Use the questions and phrases to help you.

A
8 'Please come with me to the party. I won’t go unless you do.'

D
9 'It all happened one day last summer …' 1 Persuade someone to come out this evening.
ZE
10 'I’m really grateful to Valerie for her generosity.' Where? Why will they enjoy it?
Why don’t you … ? I think you’ll enjoy …
R
3 Listen and identify the intentions of the speakers.

3.10
SP
It’ll be (great fun). (George) is coming too.

Choose the correct answers. 2 Thank the parents of your penfriend for their hospitality.
A
1 a to persuade b to thank c to complain How did they make you feel welcome? What did you particularly
N
2 a to describe b to challenge c to persuade enjoy?

IE
3 a to comfort b to encourage c to complain I had a (wonderful) time. It was so kind of you to …

N
4 a to warn b to persuade c to complain I really enjoyed the … I hope to see you again soon.
5 a to comfort b to challenge c to warn 3 Inform your cousin about your plans for your gap year.
6 a to inform b to welcome c to recommend Where are you going and when? What kind of work are you going
to do? How long will you stay?
4 Read the questions below. Then listen and choose
3.11 I’m going to … I’ll be there for …
the correct answers. I’m going to work (in a shop).
1 The scientist’s main aim is to When I come home, I’m going to …
a warn people about the dangers of overeating.
7 speaking Work in pairs. Deliver your speech to your
b inform people about a scientific advance.
partner.
c persuade people to try a new product.
! Nauka i technika • Rozumienie ze słuchu Wielokrotny wybór Unit 9 Science 115


9D Grammar
The passive (present perfect and future)
I can use different forms of the passive.
1 Look at the photo. What things do you think a wearable 4 What will life be like in cities 50 years from now? Complete
gadget like this can do? the predictions with the verbs in brackets. Use the future
passive.
2 Read the text and check your ideas from exercise 1.
1 Food > < (grow) in huge vertical farms.
2 Everyone > < (connect) to a super-fast fibre-optic network.
3 In shops we > < (assist) by robots who will help us find what we
are looking for.
E
N
4 Computers and mobiles > < (wear), not carried.
IO
5 People > < (drive) around in driverless cars. Traffic lights > <
N
(not need).
O
6 Some people predict that we > < constantly > < (watch)
R
by cameras!
B
5 Complete the predictions with the affirmative future
ZA
passive form of the verbs below.
IE
build control drive buy and sell speak connect
N
A
One hundred years from now
The camera revolution
W
1 the weather > < by humans.
O
2 we > < all > < to computers so that we can think faster.
O
PI
ver the past 20 years, 1photography has 3 only two languages > < in the world (English and Chinese).
been transformed. Digital cameras became
O
4 cars > < by robots.
IK
popular in the 1990s, but most people now use 5 all products > < online.
smartphones to take photos. 2So have digital 6 hotels > < on the Moon.
IE
cameras been replaced by mobiles? Not yet, but it 6 speaking Work in groups of three. Say if you agree or
N
probably won’t be long. The way we keep and share

IA
disagree with the statements in exercise 5. Use the phrases

photos has also changed. Nowadays few people have below to help you.
N
photo albums. Instead billions of photos have been

H
uploaded to social networking sites. I don’t agree that … I agree that …

EC
I’m not sure that … I wouldn’t say that …

But things are going to change again. Smart glasses
SZ
have recently been developed that allow you to 7 Complete the sentences with the verbs below. Use the
W
take a photo simply by blinking. You can also use present perfect passive.
O
them to send messages and surf the Internet. The download send share spend watch
ZP
3
technology hasn’t been fully developed yet, so
In the past 60 seconds
these devices won’t be sold in many shops for a
O
4
1 174,000 photos have been shared on Instagram.
R
while.
2 $863,000 > < online.
Ż
5
Will mobiles be replaced by smart glasses? They 3 4.3 million videos > < on YouTube.
A
haven’t been replaced yet, but it may happen sooner

D
4 375,000 apps > < from the App Store and Google Play.
ZE
than we think. What’s certain is that 6our lives will be 5 18 million text messages > < .
changed by these devices in ways we haven’t even
R
8 Write questions using the prompts below. Use the present

thought of.
SP
perfect passive with ever.

1 bite / by a dog ? Have you ever been bitten by a dog?
A
N
2 punish / for something you didn’t do?

IE
3 Match the underlined passive forms in the text (1–6) with 3 trick / a friend or relative?
4 hurt / while doing sport?
N
the tenses below (a–f). How many more examples can you
find in the text? 5 criticise / by a good friend?
6 sting / by a bee?
a present perfect affirmative
b present perfect negative 9 speaking Work in pairs. Ask and answer the questions in
c present perfect interrogative exercise 8. Give extra information using the past simple.
d will future affirmative
e will future interrogative
Have you ever been bitten by a dog?
f will future negative

Yes, I have. My neighbour’s dog bit me last year.
116 Unit 9 Science ! Nauka i technika • Mówienie Rozmowa wstępna


Word Skills
Verb + preposition
9E
I can understand and use verb + preposition collocations.
1 Read the text, ignoring the gaps. Would you like to travel 4 Complete the sentences with the words below. Use a
to Mars? Why? / Why not? dictionary to check your answers if you need to.
about apologised asked laugh of with
1 I > < for my late arrival.
2 Dad complained > < the noise from the neighbours.
3 I’ve often dreamed > < flying to the Moon.
E
4 We finished our meal and > < for the bill.
N
5 Don’t > < at your little sister. It isn’t kind.
IO
6 Can you help me > < my science homework?
N
O
LOOK OUT!
R
B
Some verbs can be followed by more than one preposition,
ZA
sometimes with a slight change in meaning, e.g. shout at /
shout to, agree with / agree to.
LIVING ON MARS
IE
My sister shouted at me because I lost her mobile.
N
Lots of people like the idea of living on other planets. I saw Liz on the other side of the road and shouted to her.
A
But could we adjust to the conditions on Mars? The
W
atmosphere consists of 95% carbon dioxide and almost
O
5 Read the Look out! box. Write the correct prepositions to
PI
no oxygen, so we’d obviously have to wear space suits
complete the sentences.
outside. The temperature at night can be very low
O
IK
(similar to Antarctica) and there are very high levels of 1 a Have you ever heard of / about wearable gadgets?
ultra-violet radiation. Gravity is only 38% of that on Earth. b Have you heard of / about John’s new job?
IE
We need to learn more 1 > < the effect that would have on 2 a She has to care for / about her elderly mum.
N
our bodies. Small robot vehicles called ‘Mars Rovers’ have b I don’t care for / about money.
IA
already searched 2 > < water on Mars but found none that 3 a You look worried. What are you thinking about / of?
N
is drinkable. So should we forget 3 > < the whole idea? b What do you think about / of my new dress?
H
4 a Throw the ball at / to me!

EC
Most scientists agree that we could live on Mars, but it

would be difficult and very expensive. However, if we b It was unkind to throw a ball at / to the dog.
SZ
continue to destroy the environment on Earth, we may 5 a I write to / about my penfriend about once a month.
b I wrote to / about my holiday on my blog.
W
have to prepare 4 > < life on other planets sooner than

6 a My teacher agreed with / to my request to leave early.
O
we think!
ZP
b I don’t agree with / to you.

2 Look at the highlighted verb + preposition collocations in
O
6 Complete the questions with the correct prepositions.

R
the text. Then complete the other four with for or about.
1 What kinds of things do you worry > < ?
Ż
A
2 When did you last argue > < someone? Who? What > < ?
Wskazówka
D
3 Have you ever complained > < anything in a restaurant or

ZE
Po czasownikach często występują takie przyimki, jak: shop? What was the problem?
about, for, of, on itp. 4 What kind of music do you listen > < ?
R
SP
Nie zawsze wiadomo, którego przyimka należy użyć po 5 When did you last take part > < a race? How did you do?
określonym czasowniku. Jeśli nie masz pewności, sprawdź 6 If you were going to write a letter > < someone famous, who
A
czasownik w słowniku. would it be? Why?

N

IE
3 dictionary work Read the tip. Then look at the

N
exercise 6. Give extra details if you can.

dictionary entry for learn. Which prepositions is it
used with? What kinds of things do you worry about?
learn /lɜːn/ verb (pt. pp. learnt or learned) 1 learn (sth/ I worry about schoolwork and exams.
about sth) to get knowledge, a skill, etc.: We’re learning
about Japan at school. I‘m learning the guitar. 2 [I] learn
(of/about sth) (from sb) to get some information about
sth; to find out: I was sorry to learn of your father’s death.
! Nauka i technika • Mówienie Rozmowa wstępna Unit 9 Science 117


9F Reading
Great inventions?
A B
E
N
IO
N
O
R
B
ZA
IE
N
A
W
O
PI
O
IK
1 speaking Look at the photos. What do you think these 5 vocabulary Find nouns in the text related to these
inventions were for? verbs and adjectives.
IE
N
Noun endings
2 Read the texts. Find the answers to exercise 1. Were any of
IA
your guesses correct? Number the inventions in the photos Text 1 Text 3
N
(A–D) in the order in which they were invented. a invent e move

H
b record f arrange
EC
Wskazówka Text 2 Text 4

SZ
c deaf g discover
W tym zadaniu pytania mogą czasami zawierać synonimy lub
W
parafrazy zwrotów i zdań w tekście. Przeczytaj pytania d bald h reconstruct

O
i zastanów się, jak możesz je sparafrazować. Wyszukaj

6 vocabulary Look at your answers in exercise 5. How
ZP
podobne sformułowania w tekstach i dopasuj do nich pytania.

many different noun endings do they include? Can you
O
think of other nouns with these endings?

R
3 Read the tip. Then look through text 2 and find the part 7 speaking Work in groups of three. Decide which three
Ż
A
that matches the question below. How is this information inventions and discoveries from history are the most
D
phrased in the text? important. Use the ideas below or think of your own.
ZE
Which invention was designed by a British inventor? Give reasons.

R
aeroplanes antibiotics books cars computers

SP
4 Match each question (A–E) with a part of the text (1–4).

electricity fire printing television wheels
There are two questions which match the same part of
A
the text.
N
If the wheel didn’t exist, we couldn’t travel by car or bus.

IE
Which invention …
N
A was lost and then found again?

B was more expensive than other similar devices? If we didn’t have aeroplanes,
C no longer exists even in a museum? journeys would take much longer.
D was designed by an unknown inventor?
E was designed to improve your health?
8 project Work in groups of three. Prepare a poster
that presents your ideas from exercise 7. Write a short text
about each invention saying why it is important.
Illustrate the poster with photos.
➼ Vocabulary Builder Scientific discoveries: page 139
118 Unit 9 Science ! Nauka i technika • Rozumienie tekstów pisanych Dobieranie


9F
C D
E
N
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N
O
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B
ZA
IE
N
A
INVENTIONS THE WORLD FORGOT
W
O
PI
O
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3.12
IE
The Telharmonium The Writing Ball

N
The telharmonium was the world’s first electronic musical 30 The writing ball was invented in 1865 by Rasmus Malling-
IA
instrument. It was designed by an American, Thaddeus Hansen from Denmark. It was a machine for typing onto
N
Cahill, in 1897. Three models of the instrument were built; the paper. Malling-Hansen spent a long time working on the design.
H
first weighed about 7,000 kg, and the other two weighed nearly For example, he made sure all the keys were placed in the best
EC
5 200,000 kg! Music from the instrument was broadcast to people’s positions for typing quickly. The machine even used electricity
SZ
homes using another new invention: the telephone. For the first 35 to make the movement faster. There was one problem,
time, people could stay at home and listen on their telephones however: you could not see the paper as you were typing.
W
to live music from another part of the country. (The radio had Nevertheless, the writing ball was sold all over Europe and
O
not been invented.) People loved these concerts, but there were was very successful. However, each model was made by hand.
ZP
10 problems. Some telephone users who were not listening to the Soon, other machines became more popular because they
O
concert were interrupted by loud music halfway through their 40 were made in factories and were cheaper. A new keyboard was
R
conversation! By 1914, the world was no longer interested in the developed with the keys arranged differently. This arrangement
Ż
telharmonium. After Cahill’s death in 1934, his brother kept one is now used on phones and computer keyboards all over the
A
of the three models, but in 1962 it was destroyed. No recordings world, even though it was quicker to type using the writing ball.
D
15 of the music were kept, so the telharmonium and its unique The once-popular writing ball was forgotten.
ZE
sound have disappeared forever.

The Antikythera Mechanism
R
The Rejuvenator
SP
45 In 1901, a ship was discovered at the bottom of the sea

In the early part of the 20th century, there was a lot near the Greek island of Antikythera. On the ship was an
A
of interest in the power of electricity to cure medical ancient machine. It had been made about 1,900 years earlier,
N
conditions. A device called the rejuvenator was invented by in 2 bc. For many years after its discovery, nobody understood
IE
20 British scientist Otto Overbeck in 1925. It was used in the exactly what the machine was for. But in the 1970s, scientists
N
home to treat all kinds of medical problems, including deafness 50 used X-rays to find out its secrets. Amazingly, they found that
and baldness, and became very popular. It was advertised in the machine was an ancient computer. It had been designed to
newspapers and members of the public were invited to watch predict the movements of the sun, the moon and the planets.
live demonstrations in theatres. The users placed electrodes on It did this using more than thirty hand-made metal wheels
25 any part of their body and a small electric current was passed of different sizes. A study of the mechanism in 2006 was led
through it. It was unclear exactly how the machine worked, but 55 by Professor Michael Edmunds from Cardiff University. He
hundreds were sold all around the world and Overbeck became described the device as ‘just extraordinary, the only thing of its
rich. In the 1950s, it was still possible to buy new parts for these kind’ and ‘more valuable than the Mona Lisa’. Reconstructions
machines, but today they are only seen in museums. have been made and the device works perfectly.
Unit 9 Science 119


9G Speaking
Making a complaint
I can complain about faulty goods in a shop.
Wskazówka
Prowadząc rozmowę polegającą na odgrywaniu roli,
pamiętaj, żeby uwzględnić wszystkie punkty polecenia.
Ważne jest też, aby reagować na pytania rozmówcy i
udzielać właściwych odpowiedzi.
E
3 3.14 Read the task and the tip. Then listen to a student
N
IO
doing the task. Does he mention all four points and
respond well to what the sales assistant says?
N
O
R
You are returning a gadget to a shop because something
B
has gone wrong with it. Discuss these four issues during the
ZA
conversation with the sales assistant:
• what the gadget is and when you bought it;
IE
• what the problem is;
N
• what you want to happen next;
A
• what you will do if that isn’t possible.
W
O
The sales assistant starts the conversation.
PI
1 Describe the photo. Answer the questions. O
4 key phrases Complete the phrases with the words
IK
below.
1 What are the people saying, do you think?
IE
2 Have you ever taken anything back to a shop? What was it? broken come exchange happy manager money
N
problem repair something stopped work write

IA
2 3.13 Read and listen to the conversation. Complete it Making a complaint

N
with the words below. There’s a 1 > < with …

H
EC
battery charging cable on/off button There’s 2 > < wrong with …
receipt repair phone It doesn’t 3 > < .
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Sales assistant Hello. Can I help you? It has 4 > < working.
W
Customer Yes, I bought this 1 > < here and there’s a It’s 5 > < .
O
problem with it. The (dial) has 6 > < off.

ZP
Assistant Oh, dear. What’s wrong with it? Can I have my 7 > < back, please?
Customer I can’t switch it on. I press the 2 > < and Can I 8 > < it, please?
O
nothing happens.
R
Can you 9 > < it?

Assistant Let me have a look. Yes, you’re right. I’m not 10 > < about that.
Ż
A
Is the 3 > < fully charged? Can I see the 11 > < , please?
D
Customer Yes, it is. It doesn’t work even when I’m going to 12 > < to (the manager).
ZE
the 4 > < is connected.

Assistant Have you got the 5 > < ? 5 3.14 Listen again. Write the phrases in exercise 4 that
R
Customer Yes, here it is. I’d like to exchange it, please.

SP
the student uses.

Assistant I’m afraid that won’t be possible. We can only
6 key phrases Match the sentence halves.
A
offer an exchange within 30 days of purchase.

N
Customer Is there anything else you can do?

Dealing with a complaint
Assistant We can 6 > < it for you.
IE
Customer How long will that take? 1 What’s wrong a a refund?

N
Assistant About two to three weeks. 2 When did you b repair it.
Customer OK, then. Repair it, please. 3 Have you got c a credit note.
4 Would you like d the receipt?
5 We don’t give e refunds.
6 I can give you f with it?
7 We can g I can do.
8 There’s nothing h buy it?
7 speaking Work in pairs. Do the task in exercise 3. Take

turns to be the sales assistant and the customer. Use words
and phrases from exercises 4 and 6 to help you.
120 Unit 9 Science ! Zakupy i usługi • Mówienie Opis ilustracji • Rozmowa z odgrywaniem roli

Writing
9H
1 speaking Work in pairs. Think of two advantages and 4 key phrases Complete the phrases for introducing an
two disadvantages of a world without cars. opposing view and for summing up. Use the words below.
Which key phrases does the writer use in the article?
2 Read the forum post. Does the writer mention your ideas all analysis argued balance believe despite hand
from exercise 1?
having opinion true
Introducing an opposing view
E
Sign in
1><
said that, …
N
On the other 2 > < , …
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GREEN EARTH FORUM It’s also 3 > < to say that …
N
Other people claim / 4 > < that …
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It could also be 5 > < that …
R
B
Summing up
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On 6 > < , I think …
Overall, … in my 7 > < .
IE
All in 8 > < , I believe …
N
But 9 > < this, I still believe …
A
Moderator
In the final 10 > < , I think …
W
Join the debate. A prize for the best answer!
O
What would be the pros and cons of a world without cars? 5 Read the questions below and follow the instructions.
PI
Would the pros outweigh the cons, in your opinion?
O
IK
What would be the pros and cons of a world without mobile
Member_221
phones? Would the pros outweigh the cons, in your opinion?
IE
It’s difficult to imagine a world without cars because they

are such an important part of our lives. If they didn’t exist,
N
1 Work in pairs. Brainstorm ideas for the pros and cons. Use the
IA
it would take far longer to get anywhere unless you lived

photos below to help you.
next to a bus stop. Public transport would be much more
N
crowded as far more people would have to use it to get to 2 Choose one or two pros and one or two cons for your post.
H
work or school. 3 Decide if you think the pros outweigh the cons or the cons
EC
outweigh the pros.

Having said that, there would be several advantages.
SZ
Firstly, there would be far less pollution so people would

be healthier. What is more, people would probably be fitter
W
too, because they would walk or cycle rather than going

O
by car. Local communities might be stronger, since people

ZP
would spend more time in their own neighbourhood.

O
On balance, I think the advantages of a world without cars

R
outweigh the disadvantages.

Ż
A
D
ZE
Wskazówka
R
Pisząc tekst, pamiętaj, żeby używać zróżnicowanych

SP
struktur. Możesz tworzyć zdania złożone przez połączenie

dwóch zdań pojedynczych spójnikiem (although, because, if,
A
or itp.). Używaj różnych spójników w zależności od tego, jaki

N
jest związek między zdaniami.

IE
N
3 Read the tip. Match the highlighted conjunctions in the 6 Write your forum post (80–130 words). Include some complex
forum post with the meanings below. sentences with different conjunctions. Use phrases from
1 because (×2) exercise 4 to introduce opposing views and to sum up.
2 instead of
3 except if / if it was not true that CHECK YOUR WORK
4 for that reason Have you …
•• followed the advice in the tip?
➼ Vocabulary Builder Conjunctions: page 139
•• written 80–130 words?
! Nauka i technika • Wypowiedź pisemna Wiadomość na forum internetowym Unit 9

Science 121

9
Language Review
1 use of english Read the text and complete the gaps. 3 use of english Complete the conversations. Choose
Choose a, b or c. a, b or c.
1 X There’s a problem with this game controller.
Y ><
a How can I help you?
b How much was it?
FITNESS trackers c What’s wrong with it?
E
N
One of the most popular gadgets today is the fitness 2 X Can I have my money back, please?
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tracker. It is believed that by 2022, in the United States, Y ><
a
N
over $55 billion worth of wearable devices like these 1 > < . I can give you a credit note.
O
Fitness trackers are useful little 2 > < which have changed b Can I see the manager?
R
the way many people approach keeping fit. A fitness c It doesn’t work.
B
tracker is a small device that you wear like a watch, but 3 X Can you repair it?
ZA
it 3 > < to measure, or ‘track’ movement. So, the person Y ><
wearing the fitness tracker sets a fitness goal and the
a We don’t give refunds.
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gadget helps them to record their progress.
b There’s nothing I can do.
N
Many different models are available. Some simply track
c It’s broken.
A
the number of steps taken by the wearer. Other models
W
are able to track heart beat and how well a person sleeps.
Some can be 4 > < under water to track swimming! Better 4 mediation Read text 1. Then complete the gaps in
O
models have excellent batteries so you don’t have to use text 2.
PI
the 5 > < very often. Other types let you download music
that you can listen to while you’re exercising.
Text 1
O
IK
Search Home
But some question whether fitness trackers are actually
good for us. Studies have shown that some people can’t
IE
eReader for sale

6 ><
being ‘tracked’ all the time. It can have a negative
N
effect on them. What do you think? Don’t read books on your tablet or smartphone … it’s much
IA
better to use an eReader. The good news is that I’m selling mine
for an excellent price and it’s just like new.
N
H
I only bought it two months ago and didn’t use it very often
1 a have been sold b had been sold c will have been sold
EC
because I received another one as a gift for my birthday.

2 a arrangements b inventions c reconstructions It’s a fantastic device that lets you save even more books than
SZ
3 a designs b designed c is designed most eReaders because it’s got a SIM card. You can read all you
4 a worn b wearing c wore want, or you can listen with wireless headphones. And you can
W
use your usual wall-plug charger if the battery runs low. Let me
5 a keypad b charging cable c set-top box
O
know if you’re interested. Thanks!

6 a adjust to b consist of c care for
ZP
Karol
2 use of english Choose the word (a, b or c) that

O
R
Text 2
Ż
1 My grandparents live in a very > < village. They are far away
A
To:
D
from everything. Subject:

ZE
‘Could you please pass me the > < control so that I can change Hi Jacob,
the channel?’
R
My brother, Karol, is selling his eReader. I know you want to buy a

SP
a small b remote c select second-hand one, so I thought you might be interested.

2 She dreams > < owning a VR headset, but they’re way too He has had it for 1 > < only and it’s in great condition. Like most
A
expensive! eReaders, it connects to wi-fi, but even more ebooks can be

N
He’s heard > < smart speakers with voice control, but he’s saved to this device because it’s also got a 2 > < . It’s got a brilliant
touchscreen. You just tap the corner of the gadget and the page
IE
never used one.

will turn. A lot of eReaders have built-in speakers, but this one has
N
a of b at c on something even better. If you don’t feel like reading, you can use
3 I’ve written > < my aunt to thank her for the new games 3 ><
headphones to listen to your audio books! I don’t think the
console. battery is very good, but if it runs low, just plug it into your 4 > < .
Before you can stream music, you have to agree > < the terms Are you interested? Let me know!
and conditions. Paweł
a about b with c to
4 They > < for a technology company that designs digital radios.
Max is bringing his smartwatch back to the shop because it
doesn’t > < properly.
a look b work c switch
122 Language Review 9 ! Nauka i technika • Sport • Zakupy i usługi • Znajomość środków językowych Dobieranie • Parafraza • Wielokrotny wybór

9
Wordlist
arrange (v) /əˈreɪndʒ/ ułożyć, rozmieścić invention (n) /ɪnˈvenʃn/ wynalazek set-top box (n) /ˌset ˌtɒp ˈbɒks/ dekoder
The books were arranged in alphabetical order. The electric car is a useful invention. telewizyjny We get more channels with a set-top
arrangement (n) /əˈreɪndʒmənt/ ułożenie inventor (n) /ɪnˈventə(r)/ wynalazca box.
That flower arrangement is very pretty. Benjamin Franklin was an inventor as well as a SIM card (n) /ˈsɪm kɑːd/ karta SIM I scratched
bald (adj) /bɔːld/ łysy I hope I don't go bald politician. my SIM card and it's not working now.
like my father did. keypad (n) /ˈkiːpæd/ klawiatura The keypad smartphone (n) /ˈsmɑːtfəʊn/ smartfon
baldness (n) /ˈbɔːldnəs/ łysina Baldness is lights up so it's easier to see the numbers. I hardly use my computer now I have a
quite common in men. laptop (n) /ˈlæptɒp/ laptop I work on my smartphone.
Bluetooth (n) /ˈbluːtuːθ/ Bluetooth Switch the laptop on the train home each day. smart speaker (n) /ˈsmɑːt spiːkə(r)/
Bluetooth off on your phone to save the battery. lose weight (phr) /ˌluːz ˈweɪt/ tracić wagę Did inteligentny głośnik, asystent głosowy He
E
broken (adj) /ˈbrəʊkən/ zepsuty, pęknięty, you lose weight over summer? can't afford to buy a smart speaker.
N
złamany The washing machine's broken. message (v) /ˈmesɪdʒ/ wiadomość Could you smartwatch (n) /ˈsmɑːtwɒtʃ/ inteligentny
IO
browse the internet (phr) /ˌbraʊz ði ˈɪntənet/ give this message to Jane, please? zegarek I don't see the point in smartwatches.
przeglądać internet I browse the internet for microphone (n) /ˈmaɪkrəfəʊn/ mikrofon I only need to tell the time.
N
hours sometimes. My new earphones have an in-built microphone. sound bar (n) /ˈsaʊnd bɑː(r)/ soundbar (typ
O
button (n) /ˈbʌtn/ przycisk Press this button to mobile phone (n) /ˌməʊbaɪl ˈfəʊn/ telefon głośnika, umieszczany przy telewizorze) There
R
ring the bell. komórkowy I got my first mobile phone when I are ten different sound bars to choose from in the
B
case (n) /keɪs/ etui Put the camera back in its was 12 years old. store.
ZA
case. move (v) /muːv/ ruszać się The train stopped speaker (n) /ˈspiːkə(r)/ głośnik Turn the
charging cable (n) /ˈtʃɑːdʒɪŋ keɪbl/ przewód and didn't move for a couple of hours. speaker down.
ładowarki I can't charge my phone because I left movement (n) /ˈmuːvmənt/ ruch, mechanizm stick (n) /stɪk/ drążek To start the game, press
IE
my charging cable at work. (np. zegarka) I like watching the slow the button on the stick.
N
charging station (n) /ˈtʃɑːdʒɪŋ steɪʃn/ stacja movement of the clouds across the sky. stream (v) /striːm/ nadawać, transmitować
A
dokująca We can still listen to music while my mute switch (n) /ˈmjuːt swɪtʃ/ przełącznik They're going to stream the event online.
W
phone is on the charging station. wyciszania Press the mute switch to turn the tablet (n) /ˈtæblət/ tablet She's too young to
come up with an idea (phr) /kʌm ˌʌp wɪð ən volume off. have her own tablet!
O
aɪˈdɪə / poddać pomysł See if you can come on/off switch (n) /ˌɒn ˈɒf swɪtʃ/ przełącznik touch (v) /tʌtʃ/ dotykać Don't touch the paint
PI
up with an idea for our project. włączenia/wyłączenia I keep pressing the on/off – it's still wet.
D-pad (n) /ˈdiː pæd/ pad kierunkowy switch by accident. touchscreen (n) /ˈtʌtʃskriːn/ ekran dotykowy
The button on my D-pad is broken. O
paper (n) /ˈpeɪpə(r)/ papier Can you pass me a It's not a touchscreen TV.
IK
deaf (adj) /def/ głuchy You'll have to speak piece of paper, please? voice control (n) /ˈvɔɪs kəntrəʊl/ sterowanie
louder. My father's a bit deaf. plug (v) /plʌɡ/ podłączyć I'll have to change głosowe The voice control on my phone doesn't
IE
deafness (n) /ˈdefnəs/ głuchota Can the the plug on the kettle. always understand me.
doctors do anything to help her cope with her portable phone charger (n) /ˌpɔːtəbl ˈfəʊn volume control (n) /ˈvɒljuːm kəntrəʊl/
N
deafness? tʃɑːdʒə(r)/ przenośna ładowarka telefonu regulacja głośności The earphones don't have a
IA
demonstration (n) /ˌdemənˈstreɪʃn/ I keep a portable phone charger in my school bag. volume control.
N
prezentacja The salesman gave me a prescribe drugs (phr) /prɪˌskraɪb ˈdrʌɡz/ VR headset (n) /ˌviː ɑː ˈhedset/ zestaw do
demonstration of what the computer could do. przepisywać leki The doctor prescribed drugs odbioru wirtualnej rzeczywistości We strongly
H
digital radio (n) /ˌdɪdʒɪtl ˈreɪdiəʊ/ radio cyfrowe to help my dad with depression. recommend playing the game with a VR headset.
EC
I like how quickly my digital radio finds different press (v) /pres/ naciskać If you press this wall-plug charger (n) /ˈwɔːl plʌɡ tʃɑːdʒə(r)/
radio stations. button, the door will open. ładowarka ścienna It'll be faster to use the
SZ
digital photo frame (n) /ˌdɪdʒɪtl ˈfəʊtəʊ freɪm/ problem (n) /ˈprɒbləm/ problem It's going to wall-plug charger.
cyfrowa ramka na zdjęcia The digital photo cause problems if Donna brings her husband. wheels (n pl) /wiːlz/ koła His favourite toy is a
W
frame can hold over 500 photos. recharge (v) /ˌriːˈtʃɑːdʒ/ ładować I need to dog on wheels.
O
discover (v) /dɪˈskʌvə(r)/ odkrywać I was in recharge my phone. wireless headphones (n) /ˌwaɪələs ˈhedfəʊnz/
the shop when I discovered that I didn't have any reconstruct (v) /ˌriːkənˈstrʌkt/ zrekonstruować słuchawki bezprzewodowe I use wireless
ZP
money. This medieval crossbow was reconstructed a few headphones to listen to music while I'm running.
drone (n) /drəʊn/ dron The drone almost hit a years ago by a team of university researchers.
O
passing aeroplane. reconstruction (n) /ˌriːkənˈstrʌkʃn/

R
eReader (n) /ˈiːriːdə(r)/ czytnik książek rekonstrukcja The reconstruction of the

Ż
elektronicznych I take my eReader on holiday prehistoric raft is exhibited at the museum.

A
because it's lighter than carrying books. record (v) /rɪˈkɔːd/ nagrać The band has
fitness tracker (n) /ˈfɪtnəs trækə(r)/ monitor recently recorded a new album.
D
aktywności My fitness tracker tells me how far I remote control (n) /rɪˌməʊt kənˈtrəʊl/ zdalne
ZE
walk each day. sterowanie, pilot, np. do telewizora Use the

games console (n) /ˈɡeɪmz kɒnsəʊl/ konsola remote control to turn on the TV.
R
do gier There are two new games consoles out repair (n, v) /rɪˈpeə(r)/ naprawa; naprawić
SP
this year. The bike was damaged beyond repair so I threw it

game controller (n) /ˈɡeɪm kəntrəʊlə(r)/ away. These cars can be expensive to repair.
A
kontroler gier We need two game controllers to run on biofuel (phr) /ˌrʌn ɒn ˈbaɪəʊfjuːəl/
N
play racing games. działać na biopaliwie Some new cars run on

get a good deal (phr) /ˌɡet ə ˌɡʊd ˈdiːl/ dostać biofuel.
IE
dobrą ofertę We got a good deal on our summer sat nav (n) /ˈsæt næv/ nawigacja satelitarna
holiday. I try not to rely on sat nav too much when I'm
N
glasses (n) /ˈɡlɑːsɪz/ okulary Does she wear driving.

glasses? select (v) /sɪˈlekt/ wybierać We select only the
invent (v) /ɪnˈvent/ wynaleźć When was the finest fruits.
camera invented?
Wordlist 9 123

5
Skills Trainer
Reading 2 Read the text. Match sentences A–E with gaps 1–4 in the
text. There is one extra sentence.
Wskazówka
Wstawione zdanie musi być logicznie powiązane zarówno ze Driverless cars
zdaniem przed luką, jak i po niej, np. może być przykładem One of the most exciting inventions on the horizon is a driverless
popierającym argument przedstawiony wcześniej w tekście car. 1 > < However, this new kind of transport presents two very
lub kontrastującym z argumentem po luce; może również different types of challenge.
E
uzupełniać jakiś ciąg wydarzeń, przedstawiać skutek jakiejś First of all, driverless cars need to be able to see and identify a
N
sytuacji czy wydarzenia lub uzupełniać opis jakiejś rzeczy, huge range of different objects. This sounds simple because all
IO
osoby bądź miejsca. of us do this naturally, without thinking about it. But if you’re a
N
computer, it’s an extremely difficult task. Imagine, for example,
O
R
that there’s a cat in the road. How does the car’s computer
1 Read the tip. Match sentences A–C with gaps 1–3 in the text.
B
know that it’s a cat? Computers can’t be programmed to
ZA
Use the clues in brackets to help you.
recognise cats because no two cats look exactly the same. 2 > <
The ‘inner-net’ Fortunately, there is a solution to this problem – ‘machine
IE
As a child, Chris Dancy from Denver, in the US, loved recording learning’. In machine learning, computers learn independently
N
small details of his life, from his height to his finances. Today,
A
by looking at lots and lots of data. So, to recognise a cat, a
W
he is a huge fan of wearable technology, and he is becoming computer is shown thousands of photos of cats. And, in the end,
O
increasingly well known for the 700 systems he uses to monitor it is able to recognise a cat even if it hasn’t seen that specific cat
PI
and record every aspect of his daily life. before.
Chris is currently wearing the Google Glass headset, a voice-
O
The second problem linked with driverless cars is perhaps even
IK
controlled computer which you wear like a pair of glasses. 1 > < harder to solve. Imagine this situation: your car is driving you
(Uzupełnienie opisu rzeczy.) A camera attached to his shirt and a cat suddenly runs into the road. Your car can now do three
IE
takes a picture every 30 seconds, and more devices monitor his things. First, it can continue on its way and probably kill the cat.
N
heart rate and physical movements, and tell him when he isn’t Second, it can stop suddenly. 3 > < What’s more, it’s impossible
IA
standing up straight. They also advise him on his diet, and what to know how serious the accident will be – either for you or
N
H
time he needs to get up in the morning. the other driver. Third, your car can change direction suddenly
EC
It doesn’t stop there. 2 > < (Uzupełnienie ciągu wydarzeń.) and avoid the cat. However, it can’t see if there are any vehicles
Chris then transfers the information collected on these systems coming in the opposite direction because you’re on a bend in
SZ
onto charts and graphs which he checks regularly. He believes the road. What should your car be programmed to do? Should
W
that monitoring his life this way has made him healthier, both it always try to protect you first? 4 > < Or, even worse, you have
O
physically and mentally. a group of people in front of you! Should the car protect you or
ZP
Like many people, Chris worries about how much of our personal them?
O
information is available on the internet, and that companies New inventions are definitely making our lives easier. However,
R
might try to make money from this knowledge. 3 > < (Skutek as driverless cars show, they can also create completely new
Ż
przedstawionej sytuacji.) He believes that recording and problems which have no clear answers.
A
monitoring this information for your own benefit is the future.

D
A But what if, in the middle of the road, there’s another person?
ZE
A For this reason he says it’s time to discover the ̒ inner-net,̓ – B They are different sizes, different colours, different shapes, etc.
the information of you. C Let’s suppose that it can stop in time to avoid hitting the cat.
R
B Information from the internet pops up in front of his eyes when D But if it does this, there is a car quite close behind you and you
SP
he requests it, while the computer records his daily routine will be hit by it.
A
with photos and videos. E Just think about being able to read a book or even get some
N
C Chris uses an app to update him on the health and activities of extra sleep while you are being taken to work or to school in
IE
his dogs, and he has installed sensors in his home to monitor the morning!
N
its temperature and air quality.

Listening
Wskazówka
Informacje w nagraniu są zwykle wyrażone w inny sposób
niż w pytaniach. Dlatego wybierając odpowiedź, nie kieruj się
pojedynczymi słowami i zwrotami, które usłyszałeś/usłyszałaś
w nagraniu.
124 Skills Trainer 5 ! Nauka i technika • Rozumienie tekstów pisanych Dobieranie


5
Skills Trainer
3 3.15 Read the tip. Listen to four sentences. Which one Speaking
is the answer to the question: Where did John go on holiday
this year? Wskazówka
Prowadząc rozmowę z odgrywaniem roli, zwróć uwagę na
4 Listen to five texts and answer the questions.
3.16 stopień zażyłości z rozmówcą.
Choose A, B or C. Jeżeli jest to rówieśnik, możesz być bezpośredni/bezpośrednia
w pytaniach (Can I have a drink?), prośbach (Can I borrow your
E
1 What is the problem with the second dress?
phone?) i propozycjach (Do you want to go out?).
N
A It’s too small.
IO
B It’s too big. Jeżeli jest to osoba starsza, nieznajoma lub zajmująca
N
C It’s the wrong colour. wysoką pozycję, powinieneś/powinnaś używać zwrotów
O
2 What is the speaker doing? grzeczniejszych (Can I help you? May I sit here? ).
R
A giving information
B
B advertising something
ZA
C warning about something 6 Przyleciałeś/Przyleciałaś do Londynu na kurs językowy, ale
linie lotnicze zgubiły twój bagaż. W rozmowie z koleżanką
IE
3 Who did the girl send the message to?
A her best friend z Anglii, która cię odebrała na lotnisku, porusz następujące
N
kwestie:
A
B everyone in her list of contacts
W
C some people that she does an activity with • kupno najpotrzebniejszych rzeczy,
O
4 Where is the speaker? • doładowanie komórki i skorzystanie z internetu,
PI
A in a cave • złożenie skargi w sprawie zagubionego bagażu,
B at an adventure camp • O
wpływu tej sytuacji na twoje dalsze plany.
IK
C on a river Ty rozpoczynasz rozmowę.
5 How does the customer feel at the end?
IE
A embarrassed 7 Przyleciałeś/Przyleciałaś na wakacje do Dublina, ale linie

N
B angry lotnicze zgubiły twój bagaż. W rozmowie z pracownikiem

IA
C confused linii lotniczych porusz następujące kwestie:

N
•
H
kupno najpotrzebniejszych rzeczy;

Use of English
EC
• doładowanie komórki i skorzystanie z internetu;

• złożenie skargi w sprawie zagubionego bagażu;
SZ
Wskazówka • wpływu tej sytuacji na twoje dalsze plany.

W
Upewnij się, czy wybrana odpowiedź pasuje do obu kwestii Rozmowę rozpoczyna pracownik linii lotniczych.
w dialogu. Przeczytaj uzupełniony dialog i zastanów się, czy
O
brzmi on naturalnie.
ZP
Writing
O
R
Wskazówka
5 Read the tip. Then complete the conversations. Choose A,
Ż
Po napisaniu tekstu przelicz słowa. Jeśli jest ich za dużo, wykreśl

A
B or C. niektóre sformułowania lub zdania. Następnie upewnij się, że

D
1 X There’s a problem with my laptop. tekst jest nadal spójny i logiczny.

ZE
Y ><
R
X It’s stopped working.

SP
A How’s it going? 8 Read the tip. Then read the task and write the blog post.
B What’s wrong with it? Write 80–130 words, not including the words provided.
A
C Let me see!
N
Międzynarodowa strona internetowa poświęcona współczesnej

2 X What did you think of Son of Dracula?
IE
technologii ogłosiła konkurs na najlepszy wpis na blogu

Y ><
N
dotyczący wynalazków XXI wieku. Wybierz największy wynalazek

X Really? I love them!
tego stulecia i napisz na blogu tekst, w którym:
A I’m not really a fan of horror films.
• opiszesz główne cechy wynalazku;
B I found the plot interesting.
C It wasn’t very gripping.
• uzasadnisz, dlaczego wybrałeś/wybrałaś ten wynalazek;
3 X Do you think it’s going to rain today?
• opiszesz, jak wyglądałoby twoje życie bez tego wynalazku;
Y ><
• zachęcisz czytelników bloga do podzielenia się swoimi
propozycjami.
X Yes, it’s hard to say, isn’t it?
A No, I disagree with that. Today’s post is going to be about the best invention of the
B It’s true that it’s possible. 21st century. I've decided to choose …
C To be honest, I really don’t know.
! Nauka i technika • Zakupy i usługi • Podróżowanie i turystyka • Życie prywatne • Rozumienie ze słuchu Wielokrotny wybór •
Znajomość środków językowych Wielokrotny wybór • Mówienie Rozmowa z odgrywaniem roli • Wypowiedź pisemna Wiadomość na blogu Skills Trainer 5 125

1 Culture
The British
3 Complete the labels for the charts with the words below.
Use information from the text to help you.
better culture good manners reserved
reserved sense of humour the same or worse
100% What do you like about the British?
E
49%
N
50% 40% 32%
IO
N
O
0%
R
1 >< queuing 2 ><
B
ZA
1 speaking Describe the photos. Do they match 100% What do you dislike about the British?
IE
your idea of typical British people? Why? / Why not?
N
50%
31% 28%
A
2 Read the text. Are the sentences about the
19%
W
people who took part in the survey true or false?
O
0%
a Most have a positive view of the British overall.
PI
3 >< 4 >< 5 ><
b More than half have a better opinion of the British now that
they live in the country. O
IK
Is your opinion of the British
39%
IE
6 ><
better or worse now than before
N
you lived here?

IA
N
7 ><
61%
H
HOW
EC
SZ
FOREIGNERS
W
4 4.03 Listen to five people from other countries talking
SEE THE
O
about their view of the British. Which person do you think

ZP
has the most negative view?
BRITISH
O
5
R
4.03Listen again. Match the speakers 1–5 with

4.02 sentences A–F below.
Ż
A
Which speaker(s)
D
hat is a typical British person like? People who A are not keen on the weather in the UK? (2 speakers)
ZE
come to Britain from other countries probably have a few B makes a positive comment about the food? (1 speaker)
R
expectations: British people are polite, rather reserved, and C do not think British people are hard-working? (2 speakers)
SP
enjoy drinking tea and standing in queues! But how accurate D have a negative opinion of young people’s behaviour?
is this stereotype? In an online survey of 1,402 foreign
(2 speakers)
A
nationals living in the UK, just over half said that the British
N
E are fans of British culture? (2 speakers)

matched their expectations.
F are generally positive about the people in Britain?
IE
The survey also asked which aspects of the British character

(3 speakers)
N
the foreign nationals liked and disliked. British people’s good

manners were popular with 49% and 40% liked the ability to 6 speaking Work in pairs. Discuss the questions. Use the
queue. Many agreed that the British are reserved and for 32% phrases below to help you.
this was a good quality – but for 19% it was negative. Other
negative aspects were the British sense of humour (31%) and
People usually think we are …
British culture in general (28%). However, 77% said they liked A lot of people see us as …
British people in general and 61% said that their opinion of the It is / isn’t right to say that we are … because …
British got better as a result of living in the UK. However, it’s probably true to say that …
A spokesman for the researchers said, ‘People probably come 1 What do people from other countries think of your nationality?
to Britain with a stereotype of what to expect. It’s good to see Is there a stereotype?
that, for the majority, the reality is better than the stereotype.’ 2 Do you think other people’s view of your nationality is correct?
Why? / Why not?
126 Culture Bank ! Kultura • Państwo i społeczeństwo • Rozumienie ze słuchu Dobieranie

Culture
2
Robinson Crusoe
1 speaking Describe the photo. Where is the man? Why is he there?

What is he doing? Do you know the name of the film and the actor?
2 use of english Read the text and choose the correct answers.
1 a when b before c up to
2 a In b On c At
3 a which b who c it
E
4 a if b why c that
N
IO
5 a stay b to stay c staying
6 a on b over c about
N
O
7 a so b because c however
R
B
ZA
4.04
The real Robinson Crusoe
IE
N
A
W
Written by Daniel Defoe and published in 1719, supplies. Selkirk was worried 4 > < the ship was
O
Robinson Crusoe is one of the oldest and most in poor condition and, instead of returning to
PI
famous adventure stories in English literature. it, decided 5 > < on the island alone. He became
In the story, Crusoe is marooned on a desert O
very lonely and quickly regretted his decision,
IK
island and spends 27 years there 1 > < he is but he was right 6 > < the Cinque Ports: it sank.
IE
rescued. Defoe probably got the idea for his Selkirk survived by building a shelter and killing
N
novel from the true story of the Scottish sailor, animals for food. Two ships visited the island
IA
Alexander Selkirk. 2 > < the early 18th century, the following year, but unfortunately they were
N
England was at war with Spain, and Selkirk Spanish, 7 > < Selkirk hid from sight. An English
H
EC
joined the crew of an English ship, the Cinque ship finally arrived at the island in February
Ports, 3 > < attacked Spanish colonies and ships 1709 and Selkirk was able to return home.
SZ
in the South Pacific. In 1704, Selkirk’s ship

W
stopped at a remote island for fresh water and

The story so far ...
O
Robinson Crusoe is a sailor. On a voyage to Africa, his

ZP
ship sinks in a storm. Crusoe manages to swim to an

O
3 Read The story so far. Then work in pairs. What do you think island, but he is the only survivor. He manages to get
R
happens next? Use the ideas below, or your own ideas.

ropes, wood, guns and tools from the ship. He builds
Ż
shelters and a canoe, and hunts wild animals. Many

A
1 They become friends.

D
years pass. One day, he sees a footprint in the sand

ZE
2 The prisoner attacks Crusoe and runs away.

and then discovers that cannibals occasionally visit
3 The prisoner becomes Crusoe’s slave.
the island and eat their prisoners. On one of these
R
4 Crusoe learns to speak the prisoner’s language.

SP
visits, Crusoe kills two cannibals and helps one of the

5 The prisoner takes Crusoe to his home on another island.
prisoners to escape …
A
4 4.05 Listen to the next part of the story and check

N
your ideas.
6 speaking Work in pairs. Imagine that you are going
IE
N
5 Complete the questions with the words below.

4.05 to spend a year on a desert island. Decide which of the
Use each word once. Then listen again and answer the things below you will take with you and why. What else will
questions in your notebook. you take? Use the phrases to help you.
how long what where when why blanket first-aid kit gun knife lighter
1 > < did Crusoe call the man ‘Man Friday’? mobile phone pencil and paper sun cream
2 > < did Crusoe teach Man Friday to do? towel toothbrush
3 > < did they go back to Crusoe’s first house? Let’s take … so that we can …
4 > < did Crusoe and Man Friday live together? I (don’t) think we need a … because …
5 > < were they when Man Friday saw his country? A … will be useful for …
I think we should also take …
Good idea. / I’m not sure about that.
! Kultura • Znajomość środków językowych Dobieranie From Robinson Crusoe, Oxford Bookworms. Text adaptation by Diane Mowat. Culture Bank 127

3 Culture
Screen exports
1 speaking Look at the photos. Do you know these TV 3 Are the sentences true or false?
programmes? What types of programmes do you think they
1 Countries around the world spend more than £1 billion a year
are? Choose from the words below.
on British TV programmes.
chat show documentary drama 2 The finished programmes which the UK exports are
sitcom talent show science fiction all dramas.
3 In India and Iran, you can watch British people taking part in a
A Skins cookery programme.
E
N
4 Doctor Who is popular in Turkey, but not in most other
IO
countries.
N
5 Heartbeat is popular in Finland, but not in most other
O
countries.
R
4
B
4.07 Listen to the information about Top Gear. What is
ZA
the most important reason for the show’s popularity?
IE
B Doctor Who 5 4.07 Listen again. Choose the correct answers.
N
A
W
O
1 Top Gear is popular in 170 / 350 different countries.
PI
2 Most countries show their own / the British
O
version of the programme.
IK
3 The programme first appeared
in 1977 / 1987.
IE
C Strictly Come Dancing 4 It began a new format in 2002

N
IA
with three / two main presenters.

5 The 2002 format introduced a new
N
H
presenter / racing driver called The Stig.

EC
6 The first female presenter, who joined in 2016,

was American / German.
SZ
W
6 speaking Ask and answer the questions in pairs.

O
ZP
1 Do you ever watch any of the shows mentioned in the text in

exercise 2? What do you think of them?
O
2 In general, do you prefer programmes from your own country or

R
2 Read the text. Check your answers to exercise 1. other countries? Why?
Ż
A
BRITISH TV
D
ZE
around the world

R
SP
4.06
A
Selling British TV programmes to countries around the world from 1997, is still a huge favourite around the world. Wildlife
N
is an important industry for the UK. It brings in around documentaries are also an important export.
IE
£1.3 billion a year. The top countries for British TV exports Popular British formats include several talent shows: The
N
are 1) the USA, 2) Sweden, 3) Denmark, 4) Germany and X Factor and Strictly Come Dancing are two well-known
5) Norway. examples. Cookery programmes are very popular too. For
There are two main types of TV export: finished programmes example, local versions of Masterchef are on TV in more than
and formats. When countries buy a finished programme, it is forty different countries, including India and Iran.
ready to broadcast on their own channels. When they buy a Different TV shows are popular in different countries. For
format, they are just buying the idea for a programme. They example, the science fiction show Doctor Who is very popular
then have to make the programme in their own language and in Turkey and many other countries. But when a TV company
with people and places from their own countries. in Finland bought the programmes, audiences there did not
Many of the finished programmes are dramas. For example, like it at all. They prefer an old police drama called Heartbeat,
a drama about British teenagers called Skins is very popular which was popular in the UK twenty years ago and only sells
in many countries. Midsomer Murders, a detective drama to a few countries.
128 Culture Bank ! Kultura • Mówienie Rozmowa wstępna • Rozumienie tekstów pisanych Prawda/Fałsz

Culture
4
The English language
1 speaking Work in pairs. Where are you most likely to 4 Listen to an interview about English as a global
4.08
see or hear English words in your country? language. Which one of these topics do they not mention?
1 The future of English
2 Read the information about the history of English. Are the
2 The number of English speakers
sentences true or false?
3 How English became a global language
1 Britain’s first inhabitants spoke Latin. 4 The influence of technology
2 Old English arrived from Scandinavia. 5 Foreign words in English
E
3 The Vikings invaded parts of Britain between about 800 and
N
6 The effect of English on other languages
IO
1000 ad.
4 After 1066, most powerful and important people in Britain 5 4.08 Listen again. What is the significance of these
N
numbers and dates?
O
spoke French.
R
5 Over half of all English words come from French and Latin. 1 the 18th and 19th centuries 5 1.5 billion
B
2 1945 6 half a million
3 Read the information again and answer the questions.
ZA
3 55% 7 one hundred years from
1 Where did the Saxons come from? 4 335 million now
IE
2 What language did the Romans bring?
6 speaking Work in pairs. Ask and answer the questions.
N
3 Where did the Celtic speakers go after the Saxons arrived?
A
4 What language did the Vikings speak? 1 What are the benefits of being able to speak English for people
W
5 After 1066, which language did most ordinary people speak? in your country?
O
6 Which very common English word came from Celtic? 2 Does your language have words borrowed from English and
PI
7 What percentage of English words come from Old English and other languages? Give examples.
Norse? O
IK
IE
Origins of English words

N
IA
N
H
EC
‘chair’
SZ
‘biology’ Others ‘fruit’

Greek 10%
‘school’
W
‘city’
‘grammar’
‘money’
6%
O
‘history’ French
ZP
29% 5
O
Old English
In 1066, William the
R
& Norse
Conqueror and the Normans
26%
Ż
Latin invade. Their language,

A
29% French, becomes the

D
ZE
‘mother’ language of the aristocracy,

‘father’ ‘you’ the church and the
R
‘telescope’ government, while the

SP
‘me’ ‘get’
‘temperature’ ordinary people continue
‘take’ ‘went’
‘autograph’ to speak English. But many
A
French words come into

N
1 4
English.
IE
Before the arrival of Words for meats, e.g. beef

3
N
the Romans in the first In the 9th century ad, and mutton, are French, but
century ad, the people Old English arrives in the Vikings invade the words for the animals
of Britain spoke Celtic 4th and 5th centuries ad, northern and eastern are Old English: cow and
England from Norway
languages, similar to
modern Welsh. Very few 2 with Saxons from North
Germany and Holland. The and Denmark. Many
sheep. That’s because the
farmers who looked after the
Celtic words came into In 43 ad, the Romans Saxon invaders pushed very common English animals spoke Old English,
English. But one very arrive, bringing Latin the Celtic speakers to the words come from their while the rich Normans, who
common one did: dad. with them. west and north. language, Norse. ate the meat, spoke French.
… 200bc 100bc 0ad 100ad 200ad 300ad 400ad 500ad 600ad 700ad 800ad 900ad 1000ad 1100ad …
! Kultura • Rozumienie tekstów pisanych Prawda/Fałsz Culture Bank 129


5 Culture
British entrepreneurs
1 speaking Look at the photo. Are there Body

Shops in your country? What do they sell?
2 Complete the text about British

entrepreneur Anita Roddick with one
word in each gap.
E
4.09
N
Anita Roddick
IO
N
O
R
Anita Perilli was born in 1942 in Littlehampton, a seaside
B
town 1 > < the south of England. Her parents were from Italy 4 4.10 Listen to a radio programme about Richard
ZA
and ran a café. After leaving school, she trained 2 > < an Branson, another British entrepreneur.
English teacher, but before finding a job, she decided to Put the businesses in the order
IE
travel round the world, working in a number of different
that Branson started them.
N
countries. When she got back 3 > < Britain, her mother
A
introduced her to a young Scottish man called Gordon a airline
W
Roddick. They fell in love immediately and 4 > < married. b mail-order record
O
Together, they opened a restaurant and a small hotel in company
PI
Anita’s home town. They had two daughters and moved to c mobile phone company
Brighton, also on the south coast. O
d recording studio
IK
It was there in 1976 that Anita Roddick opened the first e space tourism company
f student magazine
IE
Body Shop. Her husband was travelling in South America

g train company
N
and she needed to earn money to support her young family.

IA
She wanted 5 > < sell cosmetics and skin-care products that 5 4.10 Listen again.
N
were natural and not tested on animals. She also recycled

Are the sentences true or false?
H
the bottles 6 > < contained her products: customers could

EC
bring them back to the shop and refill them. ‘Businesses 1 Branson’s head teacher made a correct prediction about
have the power to do good,’ she said. She opened a second Branson’s future.
SZ
shop six months 7 > < and by 1991, there were 700 Body 2 Branson was unable to attract famous bands to his record
W
Shops. By 2004, the Body Shop had over 2,000 stores with company.
3 He still owns his record company.
O
71 million customers in 51 countries.

ZP
Anita Roddick was passionate about social and 4 He has broken two world records.
environmental issues. She gave money 8 > < many charities, 5 Branson has set up a space tourism company.
O
including Greenpeace and Amnesty International, and she 6 speaking Work in pairs. Ask and answer the questions.
R
campaigned for them too. She joined anti-globalisation

Ż
1 What nationality are the entrepreneurs below? What are they

A
protests and was very critical of big oil companies that did
famous for?
D
not invest in renewable energy.

ZE
Towards the end 9 > < her life, she sold Body Shop to the Roman Abramovich Coco Chanel
Simon Cowell Walt Disney Henry Ford
R
world’s largest cosmetics company, L’Oréal. Many of her

SP
customers felt betrayed. But she gave away most 10 > < her Bill Gates Steve Jobs
money to charities. She died in 2007 at the age of 64.
A
Where is Bill Gates from and what is he famous for?

N
IE
3 Read the text again. Answer the questions.

N
He’s American. He founded Microsoft.

1 Where were Roddick’s parents from?
2 What did she do immediately after leaving school?
3 What businesses did she and her husband run together?
2 Do you know of any entrepreneurs from your country?
4 Where was her husband when she opened the first
What are they famous for?
Body Shop?
5 What was different about the ingredients in Body Shop
products?
6 Why did some of her customers feel betrayed?
130 Culture Bank ! Zakupy i usługi • Rozumienie ze słuchu Prawda/Fałsz


Culture
6
Alcatraz
E
N
IO
N
O
R
B
ZA
IE
N
1 speaking Look at the photo of the island of Alcatraz. 4 Who was Alcatraz’s most famous prisoner?
A
5 Why did the government decide to close it?
W
Choose the correct answers.
6 How many people visit Alcatraz every year?
O
1 Which country is it in?
PI
a the USA b Britain c Australia 5 4.12 Listen to an interview. Are the sentences true
2 What was it used for in the past? or false?
O
IK
a a holiday resort b a prison c a private house 1 Danny works at Alcatraz.
3 What is it today?
IE
2 It was impossible to escape from Alcatraz but life was not too
a a government building b a water sports centre bad for the prisoners.
N
c a tourist attraction
IA
3 No prisoners ever tried to escape.

N
2 Read the text and check your answers to exercise 1. 6 4.12 Listen again and choose the correct answers.
H
EC
1 The presenter is surprised that …

4.11
a black prisoners were separated from white prisoners.
SZ
Alcatraz is a small, rocky island in San Francisco Bay in b the cell isn’t very big.
the USA. It is 2.4 km from the shore and the sea around the
W
c there was so little furniture in the cells.

island is very dangerous. The water is very cold and there
O
2 If the prisoners weren’t well-behaved …

are fast, strong currents. In the 19th century, the American
ZP
a they had to stay in their cells during the day.

government realised it was the ideal place to put dangerous
b they had to work very hard.
O
prisoners, because it is very difficult to reach and even

c they had to tidy all the cells.
R
more difficult to escape from. So they built a prison on the

3 The prisoners could …
Ż
island and from the 1930s to the 1960s it was the toughest
A
prison in the USA. Over 1,500 prisoners stayed on the island, a go outside for an hour a day.
D
including America’s most violent bank robbers and murderers. b play sports only on Saturdays and Sundays.
ZE
The most famous prisoner was the gangster Al Capone. But c play instruments in their cell.
4 How many prisoners certainly died while trying to escape
R
the prison was never full and it was very expensive to run,
SP
so the government finally decided to close it. Alcatraz became from Alcatraz?
a museum and is now one of San Francisco’s most popular a 2 b 6 c 8
A
tourist attractions, with more than one and a half million 5 Danny thinks that the other five prisoners …
N
visitors a year. a successfully escaped.

IE
b were found by the FBI.

N
c probably died while trying to escape.

3 vocabulary Find adjectives in the text in exercise 2 7 Make notes about a famous tourist attraction in your
with the opposite meaning to the ones below.
country. Use the questions below to help you.
Opposites cheap easy empty hot large safe
• Where is it?
slow unpopular weak
• When was it built?
4 Read the text again and answer the questions. • Why is it famous?
1 How far is Alcatraz from the coast?
• What can you do / see there?
2 Why is it dangerous to try to swim to or from the island? 8 speaking Tell the class about the tourist attraction.
3 For about how long was the island a prison?
! Podróżowanie i turystyka • Państwo i społeczeństwo • Rozumienie ze słuchu Wielokrotny wybór • Prawda/Fałsz Culture Bank 131
12 OxSol SB PreInt CultureBank.indd 131 11/02/2020 12:19

7 Culture
Wall Street
1 speaking Look at the photo of people working at the 4 mediation Work in pairs. Study the infographic about
New York Stock Exchange. What do you imagine their jobs the Great Depression. How many different pieces of
are like? Use some of the adjectives below. information does it show?
creative challenging repetitive rewarding
stressful tiring varied well-paid
The Great Depression
450.00
400.00
Dow Jones 1928–1932
WALL STREET
E
350.00
N
300.00
IO
Stock prices
250.00
200.00
N
O
150.00
R
100.00
B
50.00
ZA
0.00
1 Oct 1928 1 Oct 1929 1 Oct 1930 1 Oct 1931 1 Oct 1932
IE
rising unemployment drop in average
N
1930 4 million yearly family income
A
people
W
$2,300
1931 6 million $1,500
O
4.13
people
PI
Wall Street is a street > < New York City’s financial district. People
1
1932 15 million
also use Wall Street to mean the whole financial district. The Dutch
O people
IK
gave the street 2 > < name. They built a wall there to protect the area 1929 1932
from the British in the 17th century. plummeting world trade
IE
7
Wall Street is one of the main financial centres in the world, 3 > < with
N
6
IA
London, Hong Kong and Tokyo. The New York Stock Exchange opens
Billions of dollars
5
every morning at 9:30 a.m. and closes at 4 p.m. The 4 > < for opening
N
4
H
and closing is a bell and they often invite a celebrity to ring it.
3
EC
Exports
Imports
In the early part of the 20th century, Wall Street was the centre of the 2
financial world. Millions of people wanted to invest money in the New
SZ
1
York Stock Exchange because it was 5 > < so well. Their money grew 0
W
1929 1930 1931 1932 1933

and grew and investors became rich. It seemed 6 > < good to be true –
O
and it was.
5
ZP
Listen to the information about the Great

4.14
The Wall Street Crash began on 24 October 1929. The value of Depression. Which two pieces of information from the
O
investments started to fall and soon everybody wanted to get their infographic are not mentioned?
R
money back. Investors panicked and the situation got 7 > < . The New
Ż
York Stock Exchange lost 89% of its value very quickly and caused 6 Listen again. Make a note of a piece of information
4.14
A
the worst global depression in history. from the recording that is not in the infographic.
D
ZE
7 mediation Work in pairs. Decide how you could show

2 use of english Read the text about the New York the pieces of information you wrote down in exercise 6 on
R
SP
Stock Exchange. Choose the correct words to complete an infographic like the one in exercise 4. Then compare
the text. your ideas with other pairs.
A
8 speaking Read the quotations about money. Work in

N
1 a at b in c on
2 a its b it’s c their pairs. Decide if you agree or disagree. Give reasons.
IE
3 a also b moreover c together

money is the root of all evil.’
N
‘The love of
4 a alarm b signal c symbol The Bible
5
6
a
a
becoming
enough
b
b
being
more
c
c
doing
too
‘The lack of money is the root of all evil.’
George Bernard Shaw, playwright
7 a badly b worse c worst
‘Time is more valuable than . You can get money
3 Answer the questions about the text. more money
but you cannot get more time.’
1 What two meanings are there for ‘Wall Street’? Jim Rohn, entrepreneur
2 What are the opening hours of the New York Stock Exchange? ‘Too many people spend they money
3 Was the Stock Exchange doing better before or after 1929? haven’t earned, to buy things they don’t want,
4 What happened to the Stock Exchange on 24 October 1929? to impress people they don’t like.’
Will Smith, actor
132 Culture Bank ! Państwo i społeczeństwo • Znajomość środków językowych Dobieranie
12 OxSol SB PreInt CultureBank.indd 132 24/06/2019 09:18

Culture
8
Sherlock Holmes
1 speaking Look at the picture of Sherlock Holmes below. 4 4.16 Listen to an interview with a TV
Describe his appearance using the words below to help and film critic. Complete each sentence
you. What do you know about him? Can you describe his with one word.
character? 1 The character of Holmes has been
coat deerstalker hat examine played by at least > < different actors.
magnifying glass pipe 2 Holmes’s personality is what makes
the stories > < .
E
2 Do the Sherlock Holmes quiz.
N
3 His coldness and lack of sympathy are
IO
evidence of a > < side to his character.
1 When were the Sherlock
N
4 When Holmes is feeling depressed,
O
Holmes stories written? he sometimes goes to > < .
R
a between 1847 and 1887 5 In Elementary, the American TV
B
b between 1887 and 1927 drama, Watson is a > < .
ZA
c between 1927 and 1967 6 In the original stories, Holmes isn’t
IE
2 Who wrote the stories? interested in women, but in
Elementary, he has > < .
N
a Agatha Christie
A
b Stephen King 5 vocabulary Below is a list of qualities that Sherlock
W
c Arthur Conan Doyle Holmes possesses. Check the meanings. Put them into two
O
3 What is the name of Holmes’s assistant? categories: positive and negative.
PI
a Dr Watson b Mr Watson c Professor Watson
O
Personality adjectives arrogant brave cold confident
IK
4 What is Holmes’s address in London? curious cynical easily bored imaginative intelligent
a 221b Bank Street logical observant proud stubborn unemotional
IE
b 221b Bond Street unsympathetic vain

N
c 221b Baker Street 6

IA
4.16 Listen again. Write down the qualities in exercise 5

that the film critic mentions.
N
5 Who is Holmes’s worst enemy?

H
a Professor Moriarty b Mrs Baker c Irene Adler

7 speaking Work in pairs. Discuss the questions. Give
EC
6 What musical instrument does Holmes play? reasons for your opinions.
SZ
a trumpet b guitar c violin

1 Have you read any Sherlock Holmes stories, or seen any
W
7 What was Watson’s job before he met Holmes? on television or in the cinema? Did you enjoy them? What
O
a army officer b teacher c lawyer happens in the stories?

ZP
2 Do you like reading crime stories or watching crime dramas on

8 What is Holmes’s most famous line?
O
TV? Which ones are popular in your country?

a I’ve got it, Watson!
R
b Elementary, my dear Watson! 8 internet research Find out about a famous fictional
Ż
c Simple, Watson! detective. Describe his/her appearance and personality.

A
Say why you like or dislike his/her personality.

D
ZE
3 Read the fact file and check your answers to the quiz in
exercise 2.
R
SP
4.15
A
* The author of the Sherlock Holmes stories was Arthur Conan Doyle
N
(1859–1930). He was born in Scotland and studied medicine at

Edinburgh University. He worked as a doctor, but in his spare time
IE
he wrote detective stories.

N
* He wrote the first Sherlock Holmes story in 1887. His detective hero
lives at 221b Baker Street in London.
* Holmes is tall and thin, with a long, sharp face. He usually wears
a deerstalker hat, smokes a pipe or cigarettes, and carries a
magnifying glass. He is extremely intelligent and is a brilliant
violinist.
* Holmes’s assistant is Dr Watson, an ex-army officer. Watson is less
intelligent than Holmes. In one Sherlock Holmes film, when Watson
asks Holmes how he solved a crime, Holmes’s famous reply is
‘Elementary, my dear Watson!’
* Holmes’s greatest enemy is Professor Moriarty. At the end of one
story, they both die. But Doyle’s fans were so upset that he had to
bring Holmes back to life in another story!
! Kultura • Państwo i społeczeństwo • Mówienie Rozmowa wstępna Culture Bank 133

9 Culture
Computer pioneers
3 Put the events in the order they happened, according to

the text.
a Marian Rejewski worked as an accountant.
b Alan Turing invented the Bombe computer.
c World War II began.
d Marian Rejewski invented a machine for breaking codes.
e Marian Rejewski spoke publicly about his code-breaking work.
E
N
f A group of code-breakers started work at Bletchley Park.
IO
g World War II ended.
N
4 Work in pairs. Discuss the following question. Give reasons
O
for your answer.
R
B
Which happened first, do you think: the first computer was built
ZA
or the first computer program was written?
IE
5 4.18Listen to the information
N
about Ada Lovelace. What is the
A
answer to the question in
W
exercise 4?
O
Enigma machine
PI
6 Listen again. Are the
4.18
1 speaking Look at the photos above and below and the
O
sentences true or false?
IK
title of the text. Guess the answers to these questions. 1 Ada Lovelace grew up with a famous
1 What is the large machine in the photo below for? writer.
IE
2 What is the smaller machine above for? 2 As a child, Lovelace showed no

N
IA
3 What period of history are the machines from? particular ability at maths.
3 Charles Babbage designed complex
N
2 Read the text. Find out the answers to the questions in

H
machines, but didn’t finish building them.

exercise 1.
EC
4 Lovelace realised that Babbage’s invention could do complex
code-breakers
calculations by following a program.
SZ
5 Lovelace described the idea behind computer programs, but

W
she did not actually write one.

O
6 Ada is now the name of a type of computer.

ZP
7 internet research Find out five more facts about

O
Bletchley Park and the people who worked there during

R
World War II. Then share your information with the class.
Ż
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Q I N 6 4 M N X C G S 4 E 3 P V N C J A L F J B N R P ; Z M V P Wworked at a secret location in the south of

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AlanLTuring,
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K P T M C D E S C A H K L Z G T H N ; L A Y A J N V R S K L N OaRmathematician Y VBletchley
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JITU 09S - 477 WF Y 7E W
N V R S K L N O RY V M F. S B H V B T W L S P B N A G XO P N N I YO
V
Vocabulary Builder
Introduction Unit 1
IA Sports and hobbies 1F Disabilities and conditions
1 Match the icons with eight of the sports and hobbies 1 Match the symbols with the disabilities and conditions
below. below.
basketball board games bowling chess cycling be autistic be deaf or hard of hearing be visually impaired
dancing drama drawing football gymnastics be visually impaired have a food allergy use a wheelchair
E
N
ice hockey ice skating listening to music skateboarding have learning difficulties suffer from depression be dyslexic
IO
swimming video games volleyball watching films
1 2 3 4
N
1 2 3 4
O
R
B
ZA
5 6teapot teapot 7 8
teapot teapot
IE
teapot teapot
5 6 7 8 teapot teapot
N
te ot
pa tea ot
p
A
W
be autistic – 3
O
2 Complete the sentences with phrases from exercise 1.
PI
Someone who
O
IK
2 Which sports and hobbies from exercise 1 can you do 1 is autistic has a lot of difficulty interacting and communicating
with other people.
IE
a on your own? b at home? c in a team? 2 > < cannot see well.

N
3 > < cannot hear well.

IA
IC Clothes 4 > < cannot stop feeling very sad.

N
5 > < has difficulty reading.

H
3 Look at the pictures and complete the descriptions. Use 6 > < becomes very ill if they eat the wrong thing.
EC
the words below.

7 > < cannot walk.
SZ
boots cardigan coat dress gloves hat hoodie 8 > < has difficulty understanding new information.
jacket jeans leggings scarf shirt shoes shorts
W
skirt socks sweater sweatshirt T-shirt tie top 1H Phrasal verbs and register
O
tracksuit trainers trousers

ZP
LEARN THIS!
O
R
a Most phrasal verbs are neutral in register, neither formal

nor informal.
Ż
A
I woke up at seven, got out of bed and turned on the radio.

D
ZE
b Some phrasal verbs have more formal equivalents.

They put off the match until next Saturday.
R
SP
They postponed the match until next Saturday.

A
A Mia is wearing … B Luke is wearing …

3 Rewrite the sentences using the phrasal verbs below. Use
N
the correct tense and form.

IE
N
carry on come back get away give back look up to

make up put up with run after talk about
1 My sister often invents funny stories.
2 The robbers escaped in a stolen car.
3 The dog chased the cat.
4 I respect my older sister.
5 Please continue reading.
C Georgia is wearing … D Ben is wearing … 6 I won’t tolerate your rudeness any longer!
7 Please return the money when you can.
4 Write which clothes from exercise 3 you are wearing 8 My teacher wants to discuss my exam results with my parents.
now. 9 My grandad went to live in Australia but returned to Britain
twenty years later.
Vocabulary Builder 135

V
Vocabulary Builder
Unit 2 4 Order the words to make a sequencing phrase for each

gap.
2G Sports clothing and equipment
(few / a / ago / years) 1 > < , I visited Wales with my family. We
1 Match the items (1– 12) in the photos with the words from stayed at a campsite and I made friends with a boy from Cardiff.
below. Check the meaning of all the words. (last / one / spring / day) 2 > < , I got an email from him. He was
ball bat boots gloves goal goggles helmet in London and wanted to meet up. But I couldn’t make it. (week
hoop mask net puck racket rope running shoes / about / later / a) 3 > < , he sent me some photos from London.
E
N
safety harness shirt shorts skates socks But after that, we didn’t contact each other again. (summer
IO
stick surfboard swimming trunks (men) / holidays / day / the / during / one) 4 > < , while I was camping in
N
swimming costume (women) vest wetsuit Scotland, I met him again. Amazingly, he was in the next tent!
O
R
1
Unit 3
B
ZA
2
3 3G Expressing likes and dislikes
IE
1 Complete the sentences using the prepositions below. One
N
4
A
sentence does not need a preposition.
W
about for for in of on about
O
6 1 My sister isn’t keen > < video games.
PI
5 2 When I was young, I wasn’t interested > < sport.
O
3 Lucy isn’t a big fan > < horror films.
IK
4 My parents can’t stand > < loud music.
IE
5 I like comedies, but I can’t get excited > < sitcoms.

8
6 Zoe doesn’t go > < water sports, but she likes swimming.
N
7
IA
7 My cousin is mad > < vampire films.

N
8 My best friend is always up > < a trip to the cinema.

H
EC
2 Use the bold phrases in exercise 1 (including the correct

prepositions) to write your own opinions about the things
SZ
9 below.
W
cooking going bowling going out for dinner

O
10 playing board games watching horror films

ZP
11 12
3H Social activities
O
R
3 Complete the phrases. Use the verbs below.

Ż
A
2 Match at least three of the words in exercise 1 with each of go go for go out for go to play watch
D
these sports: a) basketball, b) climbing, c) football, 1 > < the park / the cinema / the beach / the shopping centre /
ZE
d) surfing. a café / a restaurant / a friend’s house

R
2 > < a walk / a run / a jog / a bike ride

basketball: shorts, …
SP
3 > < lunch / dinner / a meal / a coffee / the day / the evening
4 > < dancing / skating / skateboarding / rollerblading /
2H Sequencing phrases
A
swimming
N
3 Complete the sequencing phrases with the words below. 5 > < TV / Netflix / a film
IE
6 > < video games / volleyball / tennis / board games

N
day during following holidays later month night

4 speaking Work in pairs. Invite your partner to do an
weeks yesterday
activity from exercise 3. Your partner accepts or declines
one day last week / 1 > < / summer / term / August the invitation.
the day before 2 > < / my birthday / my exams
the other day / week / evening / 3 > < / morning Do you fancy going rollerblading?
the 4 > < day / week / morning / summer
a few days / 5 > < / months / years ago Yes, great idea. / No, sorry, I can’t.
about a week / month / year 6 > <
one day 7 > < the holidays / my exams / the summer term
136 Vocabulary Builder

13 OxSol SB PreInt VocabBank.indd 136 21/06/2019 11:28

V
Vocabulary Builder
Unit 4 Unit 5
4G Climate change 5G Safety at work
1 Complete the collocations with the verbs. 1 Label the pictures with five of the words below.
emit rely on use up helmet high-visibility jacket mask gloves goggles
1
use up natural resources ear defenders first-aid kit warning sign fire extinguisher
fire exit fire alarm
E
2><
fossil fuels
N
1 2 3
IO
3><
carbon dioxide
N
invest in protect reduce reduce save
O
4><
your carbon footprint
R
B
5><
renewable energy
ZA
6><
carbon emissions
IE
7
protect endangered species
4 5
N
8><
energy
A
W
2 Complete the sentences with the correct form of
O
collocations from exercise 1.
PI
1 The government should > < such as wind and solar power.
O
IK
2 You can > < by insulating your house, turning off lights and
using public transport.
IE
3 At the moment, we > < such as coal, shale gas and oil to give 2 Complete the sentences with the other six words in
N
us energy. exercise 1.
IA
4 Factories > < and other greenhouse gases into the

1 If you hear the > < , leave the building as quickly as possible.
N
atmosphere.
H
You are allowed to leave by the > < .

5 How can we > < such as orangutans, gorillas and tigers?
EC
2 Wear a > < if you want people to see you easily.

6 If we don’t > < , the amount of CO2 in the atmosphere will
3 I wear > < at work because the machines are very noisy.
SZ
go up.
4 There is a > < on the door. It says ‘Do not Enter.’
W
5 I’ve cut my hand. I need a bandage. Where is the > < ?

4H Taking action: collocations
O
3 Complete the phrases with the verbs below. 5H Formal language

ZP
O
contact give out organise put up set up start write 3 Replace the underlined words in the sentences with the
R
1 start an internet petition more formal words below.

Ż
2 > < to politicians available discuss manager many obtain opportunity

A
3 print and > < posters

D
possess require sit succeed telephone wish

ZE
4 print and > < leaflets in the street

1 Please call me if you need more information.
5 > < a website
2 I can get a reference from my current boss.
R
6 > < a march

SP
3 I have got the personal qualities that are necessary to do well

7 > < local newspapers and radio stations
in business.
A
4 I do my exams in June and will be free to start work

4 speaking Work in pairs. Choose one of the situations 1–4
N
immediately afterwards.
below. Imagine that you want to protest against it. Which
IE
5 There are lots of reasons why I would like to become a teacher.

actions in exercise 3 will you choose to follow? Which will
N
6 I would be grateful for the chance to chat about my application

be most effective, do you think?
in person.
1 Your local sports centre is going to close.
2 A developer is going to build a huge shopping centre on fields
and woods near your town.
3 Air pollution in the town centre is getting worse.
4 Elephants in Africa are under threat.


V
Vocabulary Builder
Unit 6 Unit 7
6C Points of the compass 7G Describing clothes
1 Label 1–4 on the compass. Use east, north, south, and west. 1 Complete the second line in each conversation using the
comparative form of an adjective from the box.
1 bright formal loose plain short
E
1 A Do you like the pattern on this top?
N
north-west a B Not really. I think you should get something > < .
IO
2 A Does that jumper fit?
N
B No, it’s too tight. I need a > < one.
O
3 A Have they only got this T-shirt in grey or brown?
R
2 3
B o, they’ve got > < colours too: yellow, red and orange.
N
B
ZA
4 A It’s a nice coat, but it’s much too long.
B I know. I need a > < coat.
c
IE
b 5 A I think that top is too casual for a job interview.
N
B You’re right. I need something > < .
A
4
2 Write a few sentences describing the clothes you are
W
wearing. Use adjectives from exercise 1 and/or the nouns
O
2 Look at the label ‘north-west’ on the compass. Then label
PI
points a–c. below. Use a dictionary to check the meanings.
O
buttons hood laces logo pockets
IK
3 speaking Work in pairs. The point between north-west (long/short) sleeves zip
and north is ‘north-north-west’. Can you name the other
IE
seven points on the compass?

I’m wearing a loose, casual top with a logo on the front. It’s got
N
long sleeves.
IA
6G City tourism
7H Money: prepositions
N
4 Write the words below in the correct groups: A, B or C.

H
3 Complete the sentences with the prepositions below. You

EC
boat trip bus fare day trip excursion need to use some prepositions more than once.
fish and chip shop food van open-top bus tour
SZ
restaurant route sandwich bar street café tea room for from in off on to
W
timetable travel pass travel zone walking tour 1 How much did you spend > < those trainers?
O
A Places to eat: street café, … 2 I’m saving up > < some new clothes.
ZP
B Organised sightseeing: open-top bus tour, … 3 You shouldn’t lend money > < friends. It can cause arguments!
O
C Getting around: bus fare, … 4 Don’t worry – my mum is paying > < everything.
R
5 I don’t want to borrow money because I don’t like being

5 Complete the sentences with words from exercise 4.
Ż
> < debt.

A
1 The > < is valid for one day on all buses and underground 6 Use this coupon to get £1 > < your next sandwich.
D
7 How much do they charge > < a haircut?

ZE
trains.
2 Can I have a > < with bus and tram times, please? 8 I borrowed some money > < my brother.
R
3 You can get takeaway burgers at the > < in the main square. 9 Don’t waste money > < a new phone – your old one is fine.
SP
But they close and drive away at about 11 p.m. 10 The company owes thousands of pounds > < the bank.
11 They’ll replace the battery in your phone > < £35.
A
4 You get the best views of the city if you take the > < . It leaves
N
every 30 minutes from the bus station.

4 speaking Work in pairs. Talk about:
IE
5 You must have the correct > < when you get on. The driver
• what you spend your money on.
N
won’t give you change.

6 This ticket is only valid in two of the nine > < in London. • something you would like to save up for.
7 If you want traditional British food, try the > < on Queen Street. • the best person to borrow money from.
8 Make sure you’re wearing comfortable shoes if you’re planning
to go on a > < of the city.
9 I recommend taking a > < on the river.
138 Vocabulary Builder


V
Vocabulary Builder
Unit 8 Unit 9
8C Crime 9F Scientific discoveries
1 Match the crimes with the criminals. 1 Complete the sentences with the important scientific
Crimes arson burglary drug-dealing mugging discoveries below.
murder robbery shoplifting smuggling theft anaesthetics antibiotics Big Bang DNA evolution
vandalism gravity radioactivity solar system vaccines X-rays
E
N
Criminals robber mugger burglar arsonist vandal 1 > < (e.g. penicillin) are important medicines which cure
IO
shoplifter smuggler murderer thief (thieves) infections.
N
drug dealer 2 > < protect people from disease and are made using the
O
germs that cause that disease.
R
arson – arsonist
3 > < is the genetic information that is contained in all living cells.
B
ZA
2 Complete the phrases with the verbs below. Then match 4 Some natural materials (e.g. uranium) are very dangerous to
them with a crime and criminal from exercise 1. humans because of their > < .
IE
5 The > < theory explains what happened at the beginning of
break kill rob sell set smash up smuggle
N
the universe.
steal steal
A
6 > < stop people from feeling pain when they are having
W
1 to smash up / vandalise something – vandal / vandalism medical treatment.
O
2 to murder / > < somebody 7 The theory of > < explains how different plants and animals
PI
3 to burgle / > < into a house developed during the history of the Earth.
4 to > < fire to (a building, etc.) 8 O
We use > < to photograph the inside of a human body (e.g. a
IK
5 to > < / deal drugs broken bone).
6 to > < something (into a country) 9 > < is the force that pulls things towards the centre of the
IE
7 to > < something from a shop / to shoplift Earth.

N
8 to > < a person or place (e.g. a bank) 10

IA
Astronomers discovered that the sun is at the centre of the > <
9 to > < something from a person or place and the planets go around it.
N
10 to mug
H
EC
8G Music 2 Work in pairs. Try to match these well-known scientists

SZ
with discoveries from exercise 1.

3 Complete the sentences using the words below.
W
a Nicolaus Copernicus (1473–1543)

ballad beat remix single b Isaac Newton (1643–1727)
O
ZP
The original single is a slow 1 > < , but the 2 > < has a really fast c Charles Darwin (1809–1882)
3><
and sounds completely different. d Marie Skłodowska-Curie (1867–1934)
O
e Alexander Fleming (1881–1955)

R
catchy chorus hit lyrics tune

f Francis Crick (1916–2004) and James Watson (b1928)
Ż
The 4 > < don’t make sense, but the song became a big
A
D
5><
because the 6 > < has a really 7 > < 8 > < . You just can’t stop 9H Conjunctions
ZE
singing it!
R
album guitarist solo track LEARN THIS! Conjunctions

SP
On the 9 > < , this 10 > < lasts for more than eight minutes because When we join two clauses together, we use a conjunction.
11 > < Common conjunctions in English include and, but, because, if,
plays a long 12 > < in the middle.
A
the lead
even if, so, or and although.
N
backing recordings rock singer-songwriter

IE
Mick Jagger, the lead singer with the famous 13 > < band 3 Choose the correct conjunction to complete the
N
The Rolling Stones, is a 14 > < singer on some 15 > < by Carly Simon, sentences. Use a dictionary to help you if necessary.
an American 16 > < .
If there were no cars, lorries, vans, etc. in the world
4 Write a message to a friend recommending one of your 1 you couldn’t travel long distances rather than / so / unless
favourite tracks or albums. Use vocabulary from exercise 3 you went by public transport.
to help explain why you like it. 2 you would probably shop locally rather than / since / but
going to a big supermarket.
3 the motorways would be empty as / because / so you could
cycle on them safely.
4 we would eat more food from our local area so / since /
although it would be difficult to transport it from other places.


I
Grammar Builder
IB Contrast: present simple and continuous 4 Choose the correct tense. ➼ I.5, I.6, I.7
1 Cats sleep / are sleeping for about sixteen hours a day.
1 Complete the sentences with the present simple
2 Mason walks / is walking to school every day.
affirmative form of the verbs below. ➼ I.1, I.2 3 Jack and Emily don’t belong / aren’t belonging to our
go have live miss play study visit watch sports club.
1 My aunt > < in Scotland. 4 Don’t forget your scarf – it snows / it’s snowing.
2 Caden > < his grandparents every weekend. 5 I meet / I’m meeting Paul for a coffee this afternoon.
E
6 Why do you wear / are you wearing shorts? It’s cold today!
N
3 Audrey > < TV in her bedroom every evening.
IO
4 My mum’s a scientist: she > < climate change. 7 He’s laughing, but he doesn’t understand / isn’t
understanding the joke.
N
5 Brooklyn > < the piano really well.
O
6 My cousin > < to school in Switzerland. 8 Let’s continue with the game. I have / I’m having fun!
R
7 Now that she’s at secondary school, she > < her old teachers
5 Complete the conversation. Use the correct present simple
B
from primary school.
ZA
or present continuous form of the verbs in brackets.
8 Grace > < double maths every Tuesday.
➼ I.5, I.6, I.7
IE
2 Make the sentences negative. ➼ I.1 Ryan Hi, Ava. What 1 > < (you / do)?
N
Ava I 2 > < (look) for a present for Laura. I 3 > < (go) to her
A
1 Sophie has a guitar lesson every Saturday.
W
Sophie doesn’t have a guitar lesson every Saturday. party tomorrow night.
Ryan Me too. But I 4 > < usually > < (not buy) her a birthday
O
2 My cat likes cheese.
PI
3 Isaac and Ellie live near the city centre. present.
4 Maya goes bowling every weekend. Ava
O
I 5 > < (want) to get her something. 6 > < (she / like) DVDs?
IK
5 My next-door neighbours work in London. Ryan She 7 > < (prefer) books, I think. She 8 > < (read) the
6 Amelia wears sports clothes at home. Mortal Engines novels at the moment. Maybe she would
IE
like a new one.

N
Ava Great idea. Thanks!

IA
N
ID Articles
H
EC
6 Complete the sentences with a / an, the or no article.

SZ
➼ I.8, I.9, I.10, I.11

W
1 There’s > < zoo and > < wildlife park near my home, but > <
wildlife park isn’t open in the winter.
O
ZP
2 Don’t use > < DVD player, it’s broken.

3 Can you pass me my sunglasses, please? They’re on > < table.
O
4 I’ve got > < computer and > < laptop, but I have to share > <
R
laptop with my brother.

Ż
5 My sister is at > < home. She’s playing > < guitar.

A
D
6 My dad is > < teacher and my mum is > < doctor.

ZE
7 There’s > < CD player in my room so I can lie in > < bed and
listen to > < music.
R
SP
8 Do you want to go to > < cinema this evening, or watch > < TV
at > < home?
A
N
7 Complete the sentences with the or no article. Remember:

➼ I.12
IE
we do not use the with generalisations.

N
3 Look at the picture and correct the sentences. Use the 1 Children need > < milk for healthy teeth and bones.
verbs in brackets. ➼ I.3, I.4 2 I love the UK, but I don’t like > < weather here.
3 On holiday, I prefer to stay in > < nice hotels.
1 The woman in a dress is cooking. (eat)
4 I’m not a sports fan, but > < table tennis is fun.
She isn’t cooking. She’s eating.
5 It’s freezing, but the children are enjoying > < snow.
2 The old man is reading. (sleep)
6 At school, students learn how to use > < computers.
3 The two girls are skateboarding. (read)
7 I’m not interested in > < science fiction films.
4 The dog is drinking water. (play)
8 These dancers are great but I don’t really like > < music.
5 The man with the hat is washing. (cook)
6 The two boys are playing volleyball. (chat)
140 Grammar Builder and Reference


I
Grammar Reference
Present simple Jeśli czasownik jest zakończony krótką, akcentowaną samogłoską

i spółgłoską, podwajamy tę spółgłoskę i dodajemy -ing.
I.1
-p → -pping: drop → dropping
Twierdzenia Przeczenia Pytania/Krótkie -n → -nning: plan → planning
odpowiedzi -t → -tting: chat → chatting
I work I don’t work Do I work?
Yes, I do./No, I don’t. Porównanie: present simple i present continuous
E
you work you don’t work Do you work? I.5 Czasu present simple używamy:
N
Yes, you do./No, you don’t. •• kiedy mówimy o czymś, co zdarza się zawsze lub regularnie
IO
he/she/it he/she/it Does he/she/it work? (np. co tydzień, często, czasami);
N
O
works doesn’t work Yes, he does./No, it doesn’t. Allie cycles to school every day.
R
we/you/they we/you/they Do we/you/they work? •• kiedy stwierdzamy fakty.
B
work don’t work Yes, we do./No, you don’t. Cows eat grass.
ZA
I.2 Pisownia: 3. osoba liczby pojedynczej (he/she/it) I.6 Czasu present continuous używamy:
IE
Najczęściej do czasownika dodajemy -s. •• kiedy mówimy o czymś, co dzieje się właśnie w tej chwili albo
N
+ -s: start → starts play → plays w tym okresie;
A
Luke is wearing a T-shirt. (w tej chwili)
W
Jeśli czasownik kończy się na -ch, -ss, -sh albo -o, dodajemy -es. Luke is working hard this term. (obecnie, w tym okresie)
O
+ -es: teach → teaches miss → misses
•• kiedy mówimy o czynnościach przyszłych, już zaaranżowanych.
PI
do → does go → goes
We’re playing volleyball tomorrow.
Jeśli na końcu czasownika jest spółgłoska + -y, zmieniamy -y na -i O
IK
I.7 Niektórych czasowników zazwyczaj nie używamy w present
oraz dodajemy -es. continuous. Są to głównie czasowniki, które nie opisują czynności,
IE
-y → -ies: study → studies carry → carries tylko stan. Należą do nich m.in.:
N
Formą 3. osoby liczby pojedynczej czasownika have jest has. •• hate, have, like, love, need, prefer, want, wish
IA
•• believe, know, mean, realise, recognise, remember, suppose,

N
Present continuous understand

H
I.3 Zdania w czasie present continuous tworzymy za pomocą •• belong, contain, depend, matter, owe, possess
EC
odpowiedniej formy be oraz czasownika z końcówką -ing. I don’t understand the task. ✓
SZ
NIE I’m not understanding the task. ✗

Twierdzenia Przeczenia Pytania/Krótkie
W
odpowiedzi
Przedimki
O
I’m playing I’m not playing Am I playing?

ZP
I.8 Przedimka a używamy, kiedy wspominamy o czymś po raz

Yes, I am./No, I’m not.
pierwszy. Przedimka the używamy, kiedy mówimy o czymś po raz
O
you’re playing you aren’t Are you playing?

R
kolejny.
playing Yes, you are./No, you aren’t.
I’ve got a cat and a dog. The cat is black and white.
Ż
A
he’s/she’s/it’s he/she/it isn’t Is he/she/it playing?

I.9 Przedimka the używamy, kiedy dokładnie wiadomo, o jakiej
D
playing playing Yes, he is./No, she isn’t.

osobie lub rzeczy mówimy, np. dlatego że jest tylko jedna rzecz
ZE
we’re/you’re/ we/you/they Are we/you/they playing? lub osoba danego rodzaju.

R
they’re playing aren’t playing Yes, we are./No, you aren’t. Let’s go to the park. (W pobliżu jest tylko jeden park.)
SP
I.4 W większości przypadków formę z -ing tworzymy przez Pass me the cup. (Wskazuję konkretną filiżankę.)
Look at the moon!
A
dodanie -ing do czasownika.

N
+ -ing: work → working study → studying I.10 Przedimka a używamy, kiedy mówimy o czyimś zawodzie.
IE
W przypadku czasowników zakończonych na -e opuszczamy -e My uncle is a taxi driver.

N
i dodajemy -ing. I.11 Niektóre zwroty zawierają przedimek the:

-e → -ing: dance → dancing write → writing listen to the radio go to the cinema play the guitar
Jeśli czasownik jest zakończony na -ee, po prostu dodajemy -ing. Niektóre utarte zwroty nie zawierają żadnego przedimka:
+ -ing: agree → agreeing see → seeing watch TV listen to music go to bed go to school
be at home/at work/in hospital/at university
Jeśli zaś czasownik jest zakończony na -ie, zamieniamy -ie na -y
i dodajemy -ing. I.12 Nie używamy przedimka, mówiąc o rzeczach ogólnie.
-ie → -ying: die → dying lie → lying I don’t like spicy food. ✓
NIE I don’t like the spicy food. ✗
Grammar Builder and Reference 141


1
Grammar Builder
1B Past simple (affirmative) 1D Past simple (negative and interrogative)

1 Write the past simple form of verbs 1–20. Verbs 1–10 are 5 Complete the sentences with the past simple negative form
regular and verbs 11–20 are irregular. ➼ 1.2, 1.3 of the verbs below. ➼ 1.6, 1.7
1 look 11 feel be can e njoy fe el le ave spe nd study win
2 study 12 leave 1 I > < the film. It was terrible!
3 stop 13 spend 2 Ben > < talk until he was three.
E
4 die 14 have 3 We > < the match. The score was 2–1 to the other team.
N
5 move 15 give
IO
4 The weather > < very good yesterday.
6 compare 16 win 5 I > < very well yesterday. I had a headache.
N
7 agree 17 begin
O
6 Joe failed the exam because he > < for it.
R
8 enjoy 18 go 7 We were late because we > < early enough.
B
9 realise 19 get 8 Fred > < all his pocket money. He saved some.
ZA
10 drop 20 say
6 Complete the conversation with the correct past simple
IE
2 Write the correct past simple affirmative form of the form of the verbs be and can. ➼ 1.5, 1.7
N
verb be. ➼ 1.4, 1.5 Sam You 1 > < (not be) at the party last night. Where
A
W
1 I > < very happy with my exam results. 2
> < (you / be)?
2 The sports centre > < shut last weekend. I 3 > < (not can) go. My cousins 4 > < (be) here, so I had to
O
Leah
PI
3 You > < angry at me for being late. stay in.
O
4 There > < five winners in last week’s lottery. Sam 5
> < (it / be) fun?
IK
5 Nobody > < at home this morning. Leah Yes, it 6 > < (be) good. We watched a film. It 7 > < (be) a
6 My grandfather > < a student at Harvard University. really funny comedy. 8 > < (there / be) a lot of people at
IE
7 We > < on holiday in China last August. the party?

N
8 Adam’s party > < amazing. Sam No, not many. It 9 > < (not be) much fun. And the music
IA
10 11
> < (be) too loud! I > < (not can) hear what people
N
3 Complete the sentences with the past simple affirmative were saying. The film sounds better!
H
form of the verbs in brackets. All the verbs are regular.

EC
➼ 1.1, 1.2. 1.5 1D Question words

SZ
1 The train to Warsaw > < (stop) at Poznan.

2 My friends > < (work) very hard for their exams. 7 Complete the questions with the words below. ➼ 1.8
W
3 We > < (try) some interesting dishes at the Mongolian How How often What When Where Who
O
restaurant.
ZP
1 >< do you live?

4 Last night, I > < (plan) my summer holiday.
2 did you do on Saturday evening?
O
><
5 You > < (seem) very upset yesterday.
R
3 >< did you get up this morning?

6 I > < (chat) with my cousin for hours last night.
4 did you travel to school this morning?
Ż
><
7 My uncle > < (marry) his next-door neighbour.
A
5 >< do you go to the cinema?

8 Theo > < (move) house three times last year.
D
6 >< do you sit next to in English lessons?

ZE
4 Complete the email. Use the past simple affirmative form

8 speaking Work in pairs. Ask and answer the questions
R
of the verbs in brackets. ➼ 1.1, 1.2, 1.3, 1.4, 1.5

SP
in exercise 7.
9 Read the answers and complete the questions.

A
➼ 1.8
N
Dear Abby 1 What are you thinking about?

IE
How are you? I 1 > < (see) Ryan yesterday and we 2 > < (chat) I’m thinking about my next holiday.
N
for hours about Zak’s party. We both 3 > < (have) a great time. 2 Who > < ?
We really 4 > < (enjoy) the music and the food 5 > < (be) good She danced with Tom.
too. Ryan 6 > < (leave) just before midnight, but I 7 > < (stay) 3 Who > < ?
until 2 a.m.! I 8 > < (feel) so tired the next day! I hope Ryan’s I’m looking for Zoe.
parents 9 > < (be) OK about the mess. They 10 > < (go) out for 4 Where > < ?
the evening. They walked to the beach.
See you soon! 5 What > < ?
Ella He’s worried about his exams.


1
Grammar Reference
Formy twierdzące czasu past simple Formy przeczące i pytające czasu past simple
1.1 Forma twierdząca czasu past simple jest taka sama dla 1.6 W pytaniach i przeczeniach używamy did lub didn’t
wszystkich osób w liczbie pojedynczej i mnogiej (I, you, he, i bezokolicznika bez to zarówno w przypadku czasowników
we itd.). regularnych, jak i nieregularnych. Formy te są takie same we
I watched a football match last night. wszystkich osobach liczby pojedynczej i mnogiej (I, you, he, we, it).
She watched TV. They watched a DVD.
Przeczenia Pytania
E
1.2 Pisownia: forma twierdząca czasu past simple
I didn’t watch Did I watch?
N
czasowników regularnych
IO
W czasownikach nieregularnych formę twierdzącą czasu past simple he/she/it didn’t watch Did he/she/it watch?
N
tworzymy, dodając końcówkę -ed. we/you/they didn’t watch Did we/you/they watch?
O
+ -ed: work → worked play → played
R
Forma skrócona i pełna Krótkie odpowiedzi
B
Jeśli czasownik jest zakończony na -e, dodajemy -d.
ZA
+ -d: dance → danced die → died didn’t = did not Yes, I did./No, I didn’t.
IE
Jeśli czasownik jest zakończony na spółgłoskę i -y, zmieniamy -y na 1.7 Formy przeczące i pytające czasu past simple czasowników
N
-i i dodajemy -ed. be i can tworzymy bez użycia did i didn’t.
A
-y → -ied: study → studied cry → cried Formy czasownika could są takie same dla wszystkich osób (I, he,
W
Jeśli czasownik jest zakończony krótką, akcentowaną samogłoską we, they itd.).
O
i spółgłoską, podwajamy spółgłoskę i dodajemy -ed.
PI
Przeczenia Pytania/Krótkie
-p → -pped: drop → dropped
-n → -nned: plan → planned O odpowiedzi
IK
I/He/She/It wasn’t happy. Was I/he/she/it happy?
-t → -tted: chat → chatted
Yes, I was./
IE
1.3 Formy twierdzące czasu past simple niektórych czasowników No she wasn’t.
N
są nieregularne. Należy nauczyć się ich na pamięć.

IA
We/You/They weren’t happy. Were we/you/they happy?

1.4 Forma twierdząca past simple czasownika be Yes, we were./
N
H
Czasownik be ma dwie formy twierdzące czasu past simple: was No, they weren’t.
EC
i were.
Przeczenie Pytania/Krótkie
SZ
I was
odpowiedzi
W
you were
I/He/She/It/We/You/They Could I/he/she/it/we/you/they
O
he/she/it was couldn’t see. see?

sad.
ZP
we Yes, I/he/we could./

O
you were No, she/you/they couldn’t.

R
they
Ż
Zaimki pytające
A
1.5 Czasu past simple używamy:

D
•• kiedy mówimy o zakończonej czynności, która miała miejsce 1.8 Przykłady zaimków pytających i wyrażeń z ich użyciem
ZE
w określonym czasie w przeszłości; where who what which why when how what time
how often how much/many how long/wide/tall
R
We played volleyball last Saturday.

SP
Jeśli pytanie z zaimkiem pytającym zawiera przyimek, zazwyczaj

•• kiedy mówimy o czynnościach lub zdarzeniach, które
należy go umieścić na końcu zdania.
następowały po sobie.
A
Where are you from?

Joanna got up, had a shower, got dressed and left the house.
N
Who did you talk to?

IE
What are you waiting for?

N


2
Grammar Builder
2B Past continuous 2D Past simple and past continuous

1 Complete the sentences. Use the past continuous form of 6 Complete the sentences with the past simple or past
the verbs in brackets. ➼ 2.1, 2.2, 2.3 continuous form of the verbs in brackets. ➼ 2.5, 2.6
1 At eight o’clock yesterday evening, Josh > < (text) 1 When Molly > < (drop) her phone on the floor, it > < (break).
his girlfriend. 2 When my parents > < (get) home, they > < (find)
2 ‘Why > < they > < (laugh) at me?’ a mouse in the kitchen.
E
3 You > < (not pay) attention while I > < (speak), were you? 3 Martin > < (not hear) the phone because he > < (have)
N
4 Emma > < (watch) TV and Lisa > < (read) a magazine. a shower.
IO
5 At midnight, Wendy > < still > < (do) her homework. 4 At 8 p.m. last night, I > < (sit) at my desk but I > < (not work).
N
5 When I > < (see) Ben and Tia, they > < (sit) on a bench,
O
2 Complete the text with the past continuous form of the
R
> < (laugh) and > < (chat).
➼ 2.1, 2.2, 2.3
B
verbs below. 6 It was a warm afternoon, but the sun > < (not shine).
ZA
get make put shine sing talk 7 While we > < (take) my grandmother to hospital, our
car > < (break down).
IE
8 I > < (lose) my watch while we > < (play) volleyball in
N
It was a beautiful morning. The sun 1 > < and the birds 2 > < . the park.
A
We 3 > < ready to go to the beach. Dad 4 > <
W
our bags in the car and Mum and Tom 5 > < sandwiches 7 Complete the second sentence so that it means the same
O
in the kitchen. I 6 > < to my friend on the phone. as the first. ➼ 2.5, 2.6
PI
O
1 While we were having dinner, my dad arrived home.
IK
3 Complete the conversation with the past continuous form We > < when my dad > < .
of the verbs in brackets. ➼ 2.1, 2.2, 2.3 2 I was trying to sleep when the phone rang.
IE
The > < while I > < .

Policeman What 1 > < (you / do) at 9 o’clock yesterday evening?
N
3 She was climbing up some rocks when she fell.

I 2 > < (watch) TV in the living room.
IA
Woman
As she > < , she > < .
Policeman What 3 > < (you / watch)?
N
4 While you were shopping, I tidied your room.

H
Woman Er … I can’t remember. I 4 > < (not pay) attention.

You > < when > < .
EC
I was sleepy.
5 The boat hit some rocks as it was sailing towards the shore.
Policeman What 5 > < (your husband / do) at that time?
SZ
The boat was > < when it > < .

Woman He 6 > < (make) chicken pie in the kitchen.
W
Policeman How do you know? 8 Complete the text with the past simple or past continuous
O
Woman Because our dog 7 > < (go crazy). He loves the smell form of the verbs in brackets. ➼ 2.5, 2.6, 2.7
ZP
of chicken!
O
4 What were you doing last Saturday at these times? Write It was past midnight when Helen 1 > < (arrive) home.
R
sentences. ➼ 2.1, 2.2, 2.3 She 2 > < (close) the door quietly because her parents
Ż
3><
(sleep) upstairs. As she 4 > < (take off ) her coat,
A
1 7 a.m. 4 6 p.m. 5><

D
she (see) a letter on the floor with her name on it.

2 10 a.m. 5 9 p.m.
ZE
She 6 > < (open) the letter and 7 > < (read) it. Then she
3 1 p.m. 6 11.30 p.m. 8><
(put) it in her pocket, 9 > < (pick up) her coat and
R
At 7 a.m., I was having a shower. 10 > <

(go) out again. It 11 > < (be) a cold night but it
SP
12 > <
(not rain). A few people 13 > < (walk) towards
5 Compete the sentences. Use the past continuous form of
A
the High Street, so Helen 14 > < (cross) the road and
the verbs in brackets. ➼ 2.4
N
15 > <
(follow) them. She 16 > < (not know) where they
IE
bark chase eat get lie run stand wait walk 17 > <
(go) – but she 18 > < (not want) to be alone.
N
1 Dave > < slowly down the street, > < a sandwich.
2 We > < at the bus stop, > < for the bus.
3 They > < on the beach, > < a sun tan.
4 The dog > < about in the park, > < and > < a ball.


2
Grammar Reference
Past continuous Past simple i past continuous

2.1 Czas past continuous tworzymy za pomocą was lub were oraz 2.5 Czasu past simple używamy, kiedy mówimy o ciągu zdarzeń
formy -ing czasownika. w przeszłości. Czynności, o których mowa, następowały jedna po
drugiej.
Twierdzenia Przeczenia Pytania
She walked into the room and sat down. Then she opened her bag
I was playing I wasn’t playing Was I playing? and took out a letter.
you were playing you weren’t playing Were you playing?
E
Czasu past continuous używamy, aby opisać okoliczności zdarzenia.
N
he / she / it was he / she / it wasn’t Was he / she / it She was sitting in the room, reading a letter. A man was looking
IO
playing playing playing? out of the window.
N
we / you / they were we / you / they Were we / you /
O
playing weren’t playing they playing? 2.6 Czasu past continuous używamy, kiedy opisujemy czynność
R
będącą tłem innego wydarzenia, natomiast czasu past simple
B
używamy do opisu wydarzenia, które przerwało czynność
ZA
2.2 W większości czasowników formę -ing tworzymy przez
dodanie końcówki -ing do czasownika. opisaną w czasie past continuous.
IE
+ -ing: work → working study → studying As she was reading the letter, the phone rang.
N
(czynność trwająca) (wydarzenie przerywające)
W większości czasowników kończących się na -e opuszczamy -e
A
Czasu past continuous możemy używać w połączeniu ze słowem
W
i dodajemy -ing.
as lub while. W takim przypadku część zdania opisującą dłuższą
O
-e → -ing: dance → dancing write → writing
czynność zwykle oddzielamy przecinkiem od części zdania
PI
Jeśli czasownik kończy się na -ee, po prostu dodajemy -ing. mówiącej o krótszym wydarzeniu.
+ -ing: agree → agreeing see → seeing O
IK
While we were having lunch, my uncle arrived.
Jeśli czasownik kończy się na -ie, zamieniamy -ie na -y As we were having lunch, my uncle arrived.
IE
i dodajemy -ing. Jeśli przed czasownikiem w czasie past continuous nie użyjemy
N
-ie → -ying: die → dying lie → lying as ani while, przed czasownikiem w czasie past simple należy użyć
IA
Jeśli na końcu czasownika jest krótka, akcentowana samogłoska when. W tego typu zdaniach zazwyczaj nie stosujemy przecinka.
N
We were having lunch when my uncle arrived.

H
i spółgłoska, podwajamy spółgłoskę i dodajemy -ing.

EC
-p → -pping: drop → dropping

-n → -nning: plan → planning 2.7 Niektórych czasowników zazwyczaj nie używamy w past
SZ
-t → -tting: chat → chatting continuous ani w żadnym innym czasie typu continuous. Są to
głównie czasowniki, które nie opisują czynności, tylko stany.
W
2.3 Czasu past continuous często używamy do opisu sytuacji. Należą do nich m.in.:
O
The sun was shining brightly. Some tourists were standing in • hate like love need prefer want wish
ZP
the square. A man was selling ice creams. • believe know mean realise recognise remember suppose
O
understand
R
Czasu past continuous używamy, kiedy mówimy o czynności, która

• belong contain depend matter owe possess
Ż
trwała w określonym momencie w przeszłości.

They weren’t dancing because they didn’t like the music.
A
At seven o’clock this morning, I was eating my breakfast.

NIE They weren’t dancing because they weren’t liking the music. ✗
D
ZE
2.4 Kiedy używamy czasu past continuous, mówiąc o kilku Niektórych czasowników nie używamy w past continuous tylko
R
czynnościach, których wykonawca jest ten sam, nie musimy w określonym znaczeniu, np. czasownika have w znaczeniu „mieć”,
SP
powtarzać podmiotu (I, we itp.) ani słowa was lub were. „posiadać”.
We were sitting at a table, chatting and drinking coffee. He had dark hair and was wearing a white T-shirt.
A
NIE He was having dark hair and a white T-shirt. ✗

N
IE
N


3
Grammar Builder
3B Quantity 3D must, mustn’t, have to, don’t have to/needn't

1 Complete the conversation with some or any. ➼ 3.1, 3.2 5 Choose the correct answers. ➼ 3.6, 3.7
Aiden There aren’t 1 > < good programmes on TV. Have you 1 You must / mustn’t finish your breakfast or you’ll be hungry
got 2 > < DVDs? later.
Emily Yes. There are 3 > < DVDs on the shelf behind the TV. 2 I must / mustn’t leave before 8.30 or I’ll be late for school.
Aiden Let’s see … You’ve got 4 > < great films here! What do 3 You must / mustn’t eat that bread. It’s a week old!
E
you fancy watching? 4 In football, you must / mustn’t touch the ball with your hand.
N
Emily How about Grown Ups 2? My sister says there are 5 > < 5 You must / mustn’t visit Paris some time. It’s a wonderful city.
IO
funny scenes in that. 6 You must / mustn’t go near the edge of the cliff. It’s very
N
Aiden Really? I heard it wasn’t very good. But there are 6 > < dangerous.
O
R
good actors in it: Adam Sandler, Chris Rock …
6 Complete the sentences with must, mustn’t or needn’t.
B
Emily Let’s try it. Would you like 7 > < popcorn?
ZA
Aiden Yes, please! ➼ 3.6, 3.7, 3.8
Emily Oh, actually, we haven’t got 8 > < popcorn. Sorry! But 1 You > < take off your shoes if they are clean.
IE
there are 9 > < crisps. 2 Students > < turn off their mobiles during lessons or the
N
Aiden Great. Can I have 10 > < water too? teacher will take them away.
A
Emily Yes, of course.
W
3 You > < go to the check-in desk if you have checked in online.
4 In most Arab countries, you > < eat with your left hand. You
O
2 Complete the recipe with a little or a few. ➼ 3.1, 3.3
PI
should use your right hand.
O
5 When you’re driving, you > < stop if someone steps onto the
IK
Take your ready-made pizza base and add 1 > < cheese. pedestrian crossing.
Slice 2 > < mushrooms and 3 > < ham and sprinkle on top. 6 We > < waste any more time.
IE
Cut 4 > < small tomatoes in half and put them between the
7 Complete the sentences with must or have to and the verbs
N
mushrooms. Finally, add 5 > < more cheese and 6 > < olives
IA
below. ➼ 3.9
and cook the pizza in a hot oven. Ten minutes later, enjoy
N
your pizza with 7 > < salad on the side. Why not invite 8 > < drive eat get up phone stop take take wear
H
EC
friends to join you? 1 At school, we > < a white shirt and a blue sweater.
2 We > < at the new Chinese restaurant in town. I’ve heard it’s
SZ
really good.
3 Replace a lot of with much or many. ➼ 3.1, 3.4
W
3 In Britain, we > < on the left.

1 Do you get a lot of tourists here in the summer?
O
4 Sue really > < eating so many sweets – it’s bad for her teeth!
ZP
2 I don’t spend a lot of time in my bedroom. 5 You > < your grandparents more often. You know how much
3 There aren’t a lot of people in our village. they enjoy talking to you.
O
4 Have you got a lot of information about university courses? 6 We > < exams at the end of our final year at school.
R
5 They never do a lot of homework. 7 You > < your mobile with you so that I can call you.
Ż
6 Did a lot of people go to see your school show? 8 Jason > < early because he’s got a doctor’s appointment at
A
D
eight in the morning.

4 Complete the email with the words and phrases below. Use
ZE
each word or phrase once only.

R
➼ 3.1, 3.2, 3.3, 3.4, 3.5

SP
a few a little any How many How much many much

A
N
IE
Hi Hailey
N
How are you? I hope you enjoyed your trip to London. 1 > <
money did you spend? Did you do 2 > < sightseeing? I’m inviting
3 ><
friends round for a film night next week. There won’t be
4 ><
people – just four or five. Can you come? 5 > < DVDs can
you bring? We can spend 6 > < time choosing the ones we want
to watch. Don’t bring 7 > < food or drink, though. My mum is
making dinner for us!
See you soon!
Isabella


3
Grammar Reference
Liczba/Ilość must i mustn’t

3.1 Rzeczowniki policzalne i niepoliczalne 3.6 Formy must i mustn’t są takie same dla wszystkich osób
Rzeczowniki policzalne mają formy liczby pojedynczej i mnogiej. (I, you, he itd.).
a car – three cars an island – lots of islands
Twierdzenia Przeczenia
a woman – two women
I must go home. You mustn’t tell anybody.
Rzeczowniki niepoliczalne występują tylko w liczbie pojedynczej.
You must tell the truth. They mustn’t be late.
E
Nie stawiamy przed nimi przedimka a/an.
N
food pollution money (forma pełna = must not)
IO
Niektóre rzeczowniki mogą być policzalne lub niepoliczalne Pytania* Krótkie odpowiedzi
N
w zależności od znaczenia.
O
Must you leave so early? Yes, I must.
R
We haven’t got much time for dinner. (niepoliczalny)
B
I told him the answer three times. (policzalny) Rzadko tworzy się pytania z must. Bardziej powszechna jest
ZA
Nothing can travel faster than light. (niepoliczalny) konstrukcja Do you have to ... ?
He turned on the lights in the kitchen. (policzalny)
IE
3.7 Konstrukcji must + bezokolicznik bez to używamy, aby
powiedzieć, że coś jest konieczne. You must oznacza „trzeba,
N
3.2 some i any
A
Słowa some używamy zwykle w zdaniach twierdzących, a any – należy”.
W
w przeczących i pytających. Stawiamy je przed rzeczownikami I’ve got a maths test tomorrow. I must revise for it this evening.
O
w liczbie mnogiej i przed rzeczownikami niepoliczalnymi. You must be quiet in the school library.
PI
There are some traffic lights at the end of the road. Konstrukcji mustn’t + bezokolicznik bez to używamy, aby
There’s some pasta on the table. O
powiedzieć, że coś jest zabronione. Mustn’t oznacza „nie wolno”.
IK
The dog doesn’t want any biscuits. We mustn’t be late for school.
They haven’t got any money. You mustn’t use a mobile phone in the cinema.
IE
Are there any cinemas in your town? Często używamy must lub mustn’t, gdy mówimy o zasadach
N
i przepisach.
IA
Do you need any help?

In the UK, you must be seventeen to drive a car.
N
Kiedy proponujemy coś lub prosimy o coś, zwykle używamy some, You mustn’t smoke on aeroplanes.
H
nawet jeśli jest to pytanie.

EC
Would you like some tea? Can I borrow some money? needn’t i don’t have to
SZ
3.3 a little i a few 3.8 Konstrukcji needn’t + bezokolicznik bez to używamy, aby
W
Wyrażenia a little używamy z rzeczownikami niepoliczalnymi, powiedzieć, że coś nie jest konieczne, choć zrobienie tego nie jest
O
natomiast a few – z rzeczownikami w liczbie mnogiej. Oba znaczą wbrew przepisom, regułom.
ZP
„trochę”. You don’t have to bring a towel. There are towels at the
Julia ate a little rice. Mike ate a few chips. swimming pool.
O
R
(Możesz jednak przynieść, jeśli chcesz.)

3.4 much, many, a lot of
Ż
Słowa much używamy z rzeczownikami niepoliczalnymi, natomiast must i have to

A
D
many – z rzeczownikami w liczbie mnogiej. Wyrażenie a lot of

3.9 Czasowniki must i have to mają bardzo podobne znaczenie,
ZE
łączy się z rzeczownikami w liczbie mnogiej oraz niepoliczalnymi.

ale must często wyraża uczucia i życzenia mówiącego.
Wszystkie trzy określniki znaczą „dużo”.
R
You must read this book. It’s brilliant!

SP
French people don’t drink much tea.

I’m really tired. I must go home.
Are there many pedestrian crossings in the town centre?
Have to często używamy, mówiąc o obowiązku narzuconym przez
A
Bill Gates has got a lot of money.

kogoś innego.
N
There are a lot of tall buildings in Tokyo.

You have to show your passport when leaving the country.
IE
Słów much i many często używamy w zdaniach przeczących

Mustn’t i don’t have to mają INNE znaczenie.
N
i pytających, a rzadko w zdaniach twierdzących, chyba że

Don’t have to znaczy, że coś nie jest konieczne.
w bardzo oficjalnych tekstach pisanych.
We don’t have to wear a school uniform.
Charlotte’s got a lot of friends. ✓
Mustn’t znaczy „nie wolno”.
Charlotte’s got many friends. ✗
We mustn’t wear jeans to school.
3.5 How much …? i How many …?
Wyrażenia How much …? i How many …? służą do pytania
o ilość lub liczbę. How much …? używamy z rzeczownikami
niepoliczalnymi, a How many …? – z rzeczownikami w liczbie
mnogiej.
How much food did you eat? How many films did you watch?


4
Grammar Builder
4B Comparatives and superlatives 4D (not) as … as, too and enough

1 Write the comparative and superlative forms of these 5 Rewrite the sentences using (not) as … as and the opposite
adjectives and quantifiers. ➼ 4.1, 4.3, 4.4 adjective below. ➼ 4.5
1 small 4 powerful 7 a few 10 wet difficult dirty expensive heavy narrow patient short
2 large 5 a little 8 a lot 11 pretty Ellie is shorter than Tamara.
3 early 6 bright 9 rare 12 frightening Ellie isn’t as tall as Tamara.
E
N
1 smaller – the smallest 1 The shirt is cheaper than the jacket.
IO
2 Your helmet is cleaner than your bike.
2 Write sentences comparing (a) and (b). Use the
N
3 This year’s exams are easier than last year’s.
O
comparative form of the adjective in brackets and than.
4 My dad is more impatient than my mum.
R
➼ 4.1, 4.2
5 Our new laptop is lighter than our old one.
B
a) Iceland b) Egypt (cold)
ZA
6 My feet are wider than yours.
Iceland is colder than Egypt.
6 Write sentences based on the information. Use (not) as … as
IE
1 a the Earth b the sun (small) and the adjective in brackets. ➼ 4.5
N
2 a gold b silver (heavy)
A
Tom and Karen both weigh 72 kg. (heavy)
W
3 a rock-climbing b hiking (dangerous)
Tom is as heavy as Karen.
O
4 a cycling b skiing (easy)
PI
5 a the USA b the UK (big) 1 The pen costs £12.95 and the book costs £8.50. (expensive)
6 a Porches b Skodas (expensive) 2
O
Darren is 154 cm and Lucy is 165 cm. (tall)
IK
7 a ice storms b thunderstorms (rare) 3 London has a population of 8.5 million and Paris 2.2 million. (big)
8 a a broken ankle b a sprained ankle (bad) 4 The skiing holiday costs £500 and the beach holiday costs the
IE
same. (cheap)
N
3 Complete the sentences with superlative forms of the 5 About a hundred students choose Spanish each year and only
IA
adjectives and quantifiers in brackets. ➼ 4.3, 4.4 fifty choose French. (popular)
N
H
1 Joe is (intelligent) boy in the school. 7 Write sentences with words from the chart. Use too and the
EC
2 Friday is (good) day of the week. infinitive. ➼ 4.6

3 This is (bad) restaurant in London.
SZ
4 Lake Superior is (big) of the five Great Lakes. James is too young to take his driving test.
W
5 In my family, my brother eats (a lot) and my dad eats (a little). James icy reach that shelf.
O
6 December 21st is (short) day of the year in the UK. This pizza young go swimming
ZP
7 Ben Nevis is (high) mountain in Britain. This suitcase cloudy lift.

8 The Amazon is (wide) river in the world.
O
The water short eat.

R
The sky heavy take his driving test.

4 Complete the email with the comparative or superlative You hot see the stars.
Ż
form of the adjectives and quantifiers in brackets.

A
D
➼ 4.1, 4.2, 4.3, 4.4 8 Rewrite the sentences in exercise 7 with the adjectives below
ZE
and enough. ➼ 4.6

R
clear cool light old tall warm

SP
Dear Aunt Polly

I hope you’re well. Jake seems 1 > < (happy) at his new school.
James isn’t old enough to take his driving test.
A
It’s 2 > < (small) and 3 > < (friendly) than his old school. His
9 Complete the second sentence so that it means the same as
N
grades are 4 > < (good) than last year – in fact, he’s one of 5 > <
the first. Use enough and a noun. ➼ 4.7
IE
(good) students in his class. He gets 6 > < (a little) homework

N
but the lessons at school are 7 > < (difficult), he says. 8 > < 1 We’re too late to have a drink before the film.
(bad) thing is that his journey to school is 9 > < (long). At the We haven’t got > < to have a drink before the film.
moment he cycles there, but he’s planning to go by bus when 2 These shoes are too expensive for me to buy them.
the weather gets 10 > < (cold) and 11 > < (wet). I haven’t got > < to buy these shoes.
I’m working hard for my exams but I’m not really enjoying it. 3 We can’t play football – we need more people.
The 12 > < (hard) thing is working when the weather is warm There aren’t > < to play football.
and sunny! 4 I didn’t work hard enough to get good grades.
Write soon I didn’t do > < to get good grades.
Eva 5 I think we need more shops in our village.
In my opinion, there aren’t > < in our village.


4
Grammar Reference
Stopień wyższy i najwyższy przymiotników W przypadku długich przymiotników (większość dwusylabowych

i dłuższych), używamy wyrazu most (najbardziej).
4.1 Zasady tworzenia stopnia wyższego przymiotników
gripping → the most gripping
Do przymiotników jednosylabowych dodajemy końcówkę -er.
Niektóre przymiotniki są nieregularne.
+ -er: long → longer straight → straighter
good → the best bad → the worst far → the furthest
Jeśli przymiotnik jednosylabowy kończy się na -e, dodajemy
tylko -r. 4.4 Liczby i ilości możemy porównać za pomocą
+ -r: wide → wider large → larger
E
Jeśli na końcu przymiotnika jednosylabowego jest krótka (not) as … as
N
4.5 Do porównywania rzeczy lub osób używamy też konstrukcji
IO
samogłoska i pojedyncza spółgłoska, podwajamy spółgłoskę
i dodajemy -er. (not) as … as.
N
Not as … as znaczy less … than, czyli „mniej ... od/niż”.
O
-t → -tter: hot → hotter wet → wetter
R
-n → -nner: thin → thinner Jack is twelve. Liam is fourteen. Jack isn’t as old as Liam.
B
Jeśli na końcu przymiotnika dwusylabowego jest spółgłoska i -y, Po słowie than zwykle używamy zaimków osobowych
ZA
opuszczamy -y i dodajemy -ier. w formie dopełnienia (me, you, he, him, us, them), a nie w formie
-y → -ier: friendly → friendlier sunny → sunnier podmiotu.
IE
Istnieje też kilka innych przymiotników dwusylabowych, których As … as znaczy equally …, czyli „tak samo ... jak”.
N
stopień wyższy tworzymy przez dodanie -er. My brother and I both weigh 62 kg. I’m as heavy as my brother.
A
Po wyrażeniu (not) as … as zwykle używamy zaimków osobowych
W
quiet → quieter narrow → narrower gentle → gentler
simple → simpler w formie dopełnienia (me, you, he, him, us, them), a nie w formie
O
podmiotu.
PI
W przypadku większości pozostałych przymiotników
dwusylabowych i wszystkich przymiotników mających powyżej We aren’t as rich as them.
O
IK
dwóch sylab stopień wyższy tworzymy za pomocą słowa more. She’s as excited as me.
boring → more boring difficult → more difficult
too i enough
IE
Nieliczne przymiotniki mają nieregularną formę stopnia wyższego.

N
Są to: 4.6 Too (za, zbyt) wstawiamy przed przymiotnikiem, natomiast

IA
good → better bad → worse far → further enough (dość, wystarczająco) – po przymiotniku.
N
Niektóre określniki ilości mają nieregularne formy. This jacket is too small for him.
H
few → fewer much/many → more little → less This jacket isn’t big enough for him.
EC
4.2 Do porównywania rzeczy lub osób używamy słowa than. 4.7 Enough wstawiamy przed rzeczownikiem.
SZ
Horror films are usually scarier than thrillers. He can’t buy it. He hasn’t got enough money.
W
Po słowie than zwykle używamy zaimków osobowych 4.8 Po wyrażeniach too + przymiotnik oraz przymiotnik + enough
O
w formie dopełnienia (me, you, he, him, us, them), a nie w formie
ZP
często używamy bezokolicznika z partykułą to.

podmiotu. He’s too young / old enough to join the army.
O
You’re taller than me.

R
Ż
4.3 Zasady tworzenia stopnia najwyższego przymiotników

A
Przed krótkimi przymiotnikami (jednosylabowymi i niektórymi

D
dwusylabowymi) wstawiamy przedimek określony the

ZE
i dodajemy końcowkę -est.

R
+ -est long → the longest

SP
Jeśli krótki przymiotnik kończy się na -e, dodajemy -st.

+ -st wide → the widest
A
Jeśli krótki przymiotnik kończy się krótką samogłoską

N
i spółgłoską, podwajamy tę spółgłoskę i dodajemy końcówkę -est.

IE
-t → -ttest hot → the hottest

N
Jeśli przymiotnik kończy się na -y, zamieniamy -y na -i oraz

dodajemy końcówkę -est.
-y → -iest friendly → the friendliest


5
Grammar Builder
5B will and going to 5 Complete the conversation with the correct form of will or
going to. ➼ 5.3, 5.4, 5.5, 5.6
1 Complete the sentences with the correct affirmative or
Tara Hi, Matt. Where are you going?
negative form of will. ➼ 5.1 Matt Into town. I 1 > < buy some new trainers.
1 Don’t worry. My dad > < pay for our tickets. Tara I 2 > < go with you. I can help you choose.
2 ‘ > < Fyn be at the party?’ ‘No, he > < .’ Matt Thanks! Look, here’s our bus.
3 Suzie’s the best student in the class. She > < pass all her exams Tara It’s going very fast. It 3 > < stop!
E
easily. Matt That’s strange. Maybe it’s full.
N
4 ‘ > < your friends be at the beach?’ ‘Yes, they > < .’ I've got an idea. I 4 > < phone my sister, Lucy. She usually
IO
Tara
5 Max is good at keeping secrets. He > < tell anyone. drives into town on Saturdays. She 5 > < probably give us a
N
6 August is always very dry, so it > < rain then.
O
lift. And her car is OK now, after the accident.
R
7 ‘ > < you be in Year 5 next year?’ ‘No, I > < .’ Matt Accident? Actually, I think I 6 > < go by bike.
B
8 Kyle wants to have a motorbike, but his parents > < allow it.
ZA
5D Zero and first conditional
2 Write offers or promises in reply to sentences 1–6. Use the
IE
verbs and object pronouns below. ➼ 5.1, 5.2 6 Complete the sentences with the verbs below. Use the
N
Verbs ask carry eat invite tell video
present simple or will. ➼ 5.7, 5.8
A
Pronouns her him it them you us have lend not go not hurry up not understand reply
W
O
1 This bag is too heavy for me. 1 If you > < , you’ll be late for school.
PI
I’ll carry it. 2 If you text me, I > < immediately.
2 I don’t really like these crisps. 3
O
If I > < time, I’ll phone you later.
IK
3 I really want Emma to come to my party. 4 We > < skiing at Christmas if there isn't enough snow.
4 Let’s send a video message to Grandma. 5 I’ll help you if you > < the exercise.
IE
5 I want to know what happens at the end of the film. 6 I > < you my phone if you can't find yours.
N
6 Maybe we can borrow my dad’s laptop.

IA
7 Match 1–6 with a–f below and write six first conditional
N
3 Write decisions with will in reply to sentences 1–6. Use your sentences. For each sentence, write the if clause first, then
H
own ideas. ➼ 5.1, 5.2 second. ➼ 5.7, 5.8

EC
1 Somebody’s knocking at the door. 1 you / study hard

SZ
I’ll answer it. 2 the weather / be bad

3 you / not listen to the instructions
W
2 Would you like the blue T-shirt or the red one?

4 she / not invite Joe to her party
O
3 There’s chicken or fish for lunch.

ZP
4 It looks freezing outside. 5 we / not leave now

5 The next bus into town is in an hour. 6 the match / be / on TV
O
6 What would you like to drink? a you / not know what to do

R
b we / miss the train

Ż
4 Look at the pictures and read the prompts. Then write

A
c you / pass all your exams

predictions using going to and the prompts. ➼ 5.3, 5.4
D
d I / watch it
ZE
e he / be upset
R
f we / not have a barbecue

SP
1 If you study hard, you’ll pass all your exams.

You’ll pass all your exams if you study hard.
A
N
8 Complete the sentences with the correct form of the verbs in

IE
brackets. ➼ 4.9
N
1 If we > < (use) public transport instead of cars, we > < (reduce)
1 they / catch / the bus 2 the boat / sink
our carbon footprint.
2 If we > < (cut down) rainforests, we > < (destroy) many animals’
natural habitat.
3 We > < (can) combat climate change if we > < (conserve) energy.
4 You > < (save) electricity if you > < (not leave) the lights on.
5 If you > < (burn) a fossil fuel, it > < (give off) carbon dioxide.
3 the rope / break 4 she / get / a shock


5
Grammar Reference
will i going to 5.5

5.1 Zdania z will tworzymy w następujący sposób: will going to
will + bezokolicznik bez to. Przewidywania Przewidywania Przewidywania oparte
I will go. oparte na wiedzy na sytuacji i tym, co
Forma will jest taka sama dla wszystkich osób (I, you, he, she i przekonaniach. widzimy lub słyszymy.
itd.). W zdaniach twierdzących z podmiotem wyrażonym zaimkiem Messi will score. He Messi’s got the ball.
always scores in He’s going to score!
E
osobowym (I, you, he, she itd.) zwykle używamy formy skróconej
important games.
N
’ll. Nigdy jednak nie używamy tej formy w krótkich odpowiedziach
IO
twierdzących. W zdaniach przeczących zwykle używamy skróconej Decyzje Spontaniczne Zamiary – decyzje
N
formy won’t. Używamy tej formy także w krótkich odpowiedziach decyzje podjęte podjęte już wcześniej.
O
przeczących. w chwili mówienia. I’m going to have
R
Show me the menu. chicken tonight. I
B
Twierdzenia Przeczenia Hmm. I’ll have bought it this morning.
ZA
I’ll see you later. I won’t tell anybody. chicken.
IE
She’ll be angry. They won’t listen.
5.6 Aby przewidywanie wyrażone zdaniem z will lub going to
N
(pełna forma = will) (pełna forma = will not)
A
przedstawić jako bardziej lub mniej pewne, można dodać słowo
Pytania Krótkie odpowiedzi
W
definitely lub probably. Zwróć uwagę na pozycję przysłówka.
Will you be at home? Yes, I will.
O
I’ll definitely/probably be at home this weekend.
Will it work? No, I won’t.
PI
I definitely/probably won’t finish my homework.
When will we know?
O
I’m definitely/probably (not) going to invite friends round.
IK
5.2 Zdań z will używamy:
• kiedy wypowiadamy oparte na faktach stwierdzenia na temat Pierwszy tryb warunkowy
IE
przyszłości; 5.7 Pierwszego trybu warunkowego używamy, gdy przewidujemy

N
skutek spowodowany jakąś przyszłą czynnością. Aby opisać tę

IA
There will be a solar eclipse in 2026.

• kiedy przewidujemy przyszłość, zwłaszcza gdy opieramy się czynność, używamy present simple, a will i bezokolicznika bez to –
N
H
na naszej wiedzy lub tylko zgadujemy. Tego typu zdania często aby opisać efekt tej czynności.
EC
zaczynamy od I think/don’t think …; If the weather’s fine tomorrow, we’ll play tennis.
I think you’ll do well in your exams. (czynność) (skutek)
SZ
I don’t think England will win the next World Cup. If you go to bed early, you won’t be tired tomorrow.
W
• kiedy coś proponujemy; (czynność) (skutek)

O
I’ll carry your bags.

5.8 Część zdania z if może znajdować się przed zdaniem
ZP
I’ll lend you my phone.

nadrzędnym lub po nim. Jeśli znajduje się po zdaniu nadrzędnym,
• kiedy coś obiecujemy;
O
nie wstawiamy przecinka.

R
I’ll always love you.

If you work hard, you’ll do well at school.
I won’t forget.
Ż
You’ll do well at school if you work hard.

A
• kiedy mówimy o planach podjętych w chwili mówienia.

D
Look! There’s Tommy. I’ll go and say hello.

Zerowy tryb warunkowy
ZE
5.3 Zdania z going to tworzymy w następujący sposób: czasownik 5.9 Tak zwanego zerowego trybu warunkowego używamy, kiedy
R
SP
be w present simple + going to + bezokolicznik bez to. opisujemy stały związek przyczynowo-skutkowy, tzn. kiedy
I’m going to take my driving test next year. chcemy powiedzieć, co jest następstwem jakiegoś działania.
A
Djokovic isn’t going to win this match. Zarówno opisując daną czynność, jak i skutek nią spowodowany,
N
Are you going to be at home this weekend? używamy czasu present simple.
IE
Yes, I am./No, I’m not. If I eat too much, I feel ill.

N
Część zdania z if może znajdować się przed zdaniem nadrzędnym

5.4 Zdań z going to używamy:
lub po nim. Jeśli znajduje się po zdaniu nadrzędnym, nie
• kiedy przewidujemy przyszłość, zwłaszcza gdy opieramy się na
wstawiamy przecinka.
tym, co widzimy lub słyszymy;
If I drink a lot of coffee, I can’t sleep.
Look at that man! He’s going to jump in the river! I can’t sleep if I drink a lot of coffee.
Listen to the thunder. There’s going to be a storm.
• kiedy mówimy o naszych planach i zamiarach.
I’m going to invite her to my party.


6
Grammar Builder
6B Present perfect 6D Past simple and present perfect

1 Write the words in the correct order to make sentences. 6 Some of the sentences are incorrect. Rewrite them
➼ 6.1 correctly. ➼ 6.5
1 exams / finished / hasn’t / my / sister / her 1 I’ve read six books last year. ✗
2 you / new / game / played / computer / have / this / ? I read six books last year.
3 dog / its / my / leg / has / broken 2 Jo washed her hair last night.
E
4 parents / New York / been / have / to / my 3 I had this watch since March.
N
5 you / my / have / trainers / seen / ? 4 Have you ever been to Spain?
IO
6 cousin / has / my / applied / job / new / for / a 5 ‘Tidy your room, please.’ ‘I already tidied it.’
N
7 or Greece / to / we / Italy / been / haven’t 6 We’ve eaten at that restaurant last Tuesday.
O
R
7 Peter has gone to the shops on Friday morning.
2 Write the past participles of these regular and irregular
B
8 I’ve been kayaking twice in the last year.
ZA
verbs. ➼ 6.2 9 ‘Did you do your homework yet?’ ‘No, not yet.’
1 visit visited 7 do
IE
2 ask 8 reach 7 Complete the sentences. Use the past simple form of the
N
3 take 9 stop verb in one sentence, and the present perfect in the other.
A
➼ 6.5, 6.6
W
4 meet 10 put
5 use 11 be 1 have
O
PI
6 see 12 spend a I > < this laptop since Christmas.
O
b We > < dinner in the garden last night.
3 Complete the sentences with the present perfect form of
IK
2 not buy
the verbs in brackets. ➼ 6.1, 6.2, 6.3 a I > < a new jacket in the sale last weekend.
IE
1 Oh no! You > < (drop) my laptop! b I > < any new clothes for months.
N
2 My friends > < (buy) lots of new clothes in the sale. 3 leave
IA
3 We > < (be) on holiday for a week but we > < (not spend) much a I > < home at seven and arrived at school at eight.
N
money. b I > < your dinner in the fridge. You can heat it up later.
H
4 This train > < (stop) at every town and village! 4 not text
EC
5 I > < (have) a shower and I’m ready to go out. a I > < you last night because I don’t have your number.
SZ
6 > < (you / met) my best friend from school? b Jim > < his girlfriend since Monday. She’s a bit upset about
7 How long > < (he / have) that motorbike? it.
W
8 My grandparents > < (live) in a hotel since 2010. 5 go

O
9 I > < (eat) Japanese food, but I > < (not try) Vietnamese food. a I > < to Turkey three times. The last time was in 2011.
ZP
b Liam > < to Morocco last summer.

O
4 Write for or since. ➼ 6.3

R
8 Complete the conversations with the verbs. Use the past

1 We’ve been in this queue for / since two hours!
Ż
simple or the present perfect.

2 I’ve known my best friend for / since we were at primary
A
➼ 6.5, 6.6
D
school.
ZE
3 Have you had that phone for / since a long time? go go never go not have stay visit
4 You’ve needed a new car for / since years. Max 1><
you > < to Portugal?
R
5 I’ve had a headache for / since this morning. Yes, I 2 > < there last summer.
SP
Lucy
6 Jason has worked in London for / since about three years Max 3><
you > < Porto?
A
ago. Lucy No, we 4 > < time. We 5 > < in Lisbon.

N
Max I’d like to see Lisbon. I 6 > < there.

5 Complete the sentences with been or gone. ➼ 6.4
IE
be be not go see see

N
1 I’m sorry, Adam isn’t here. He’s > < to the shops.
Tom I 7 > < the new Iron Man film last Saturday. 8 > < you
2 My parents have > < on holiday. They’ll be back next week.
> < it?
3 My hair is wet because I’ve > < to the swimming pool.
Sarah No, I haven’t. I 9 > < to the cinema for ages. 10 > < it good?
4 Bess was here earlier, but now she’s > < .
Tom Yes, it 11 > < great. You should see it.
5 I’ve > < to Paris but I don’t remember it very well.
6 Kate has > < to Paris three times this year.


6
Grammar Reference
Present perfect 6.3 Czasu present perfect używamy:

6.1 Zdania w czasie present perfect tworzymy za pomocą
• kiedy informujemy o niedawnych zdarzeniach, jeśli nie mówimy,
kiedy dokładnie do nich doszło;
czasownika posiłkowego have i imiesłowu czasu przeszłego (past
participle).
Guess what! I’ve passed my exam!
• kiedy mówimy o zdarzeniach, do których doszło w okresie, który
Twierdzenia Formy skrócone i pełne się jeszcze nie skończył (np. podczas wakacji);
I’ve I’m in Poznan. I’ve visited a museum but I haven’t seen the
E
you’ve cathedral.
N
’ve = have • kiedy pytamy, jak długo trwa już dana sytuacja;
we’ve finished.
IO
they’ve How long have you been in Spain?
N
• w połączeniu z for lub since, aby powiedzieć, jak długo trwa
O
he/she/it’s ’s = has
już dana sytuacja. Since używamy, gdy mówimy, kiedy miała
R
Przeczenia Formy skrócone i pełne początek, a for – gdy mówimy, ile czasu minęło od jej początku.
B
ZA
I haven’t We’ve been in Spain for a week/since Tuesday.
you haven’t
haven’t = have not 6.4 Imiesłów czasu przeszłego czasownika go ma dwie formy:
IE
we haven’t finished.
been i gone.
N
they haven’t
A
• Formy been używamy, gdy dana osoba już wróciła.
he/she/it hasn’t hasn’t = has not
W
John has been shopping. (Poszedł na zakupy, ale jest już
Pytania Krótkie odpowiedzi
O
z powrotem.)
PI
Have I • Formy gone używamy, gdy dana osoba jeszcze nie wróciła.
Have you Yes, I have./No, you haven’t
O
John has gone shopping. (Cały czas chodzi po sklepach.)
IK
Have we (= have not).
Have they finished? Past simple i present perfect
IE
Has he/she/it Yes, he has./No, she hasn’t 6.5 Obu czasów używamy, kiedy mówimy o zakończonych
N
zdarzeniach w przeszłości.
IA
(= have not).
I finished ‘The Hobbit’ last night. I really enjoyed it.
N
6.2 W czasownikach regularnych imiesłów czasu przeszłego ma I’ve finished ‘The Hobbit’. You can read it now.
H
taką samą formę jak past simple – kończy się na -ed. Więcej • Czasu past simple używamy, kiedy mówimy o konkretnej sytuacji
EC
o zasadach pisowni czasu past simple – zob. 1.2 na stronie 143. w określonym czasie w przeszłości.
SZ
play → played dance → danced study → studied I went to the cinema last Saturday night. I saw the new
drop → dropped Spiderman film.
W
• Czasu present perfect używamy, kiedy mówimy o naszych

O
W czasownikach nieregularnych imiesłów czasu przeszłego

ZP
doświadczeniach. Dokładny czas zdarzenia nie jest określony.

niekiedy ma taką samą formę jak past simple,
I’ve been to Italy three times.
a niekiedy inną.
O
‘Have you ever eaten Chinese food?’ ‘Yes, I have.’

R
forma past simple imiesłów czasu • Past simple może występować w połączeniu z określeniami
Ż
podstawowa przeszłego oznaczającymi zamknięty okres.

A
D
buy bought bought I visited my cousin yesterday/last Tuesday/on 1 May/in

ZE
put put put January itp.

(NIE I’ve visited my cousin yesterday itp.)
R
see saw seen

Więcej o użyciu present perfect – zob. 6.3 powyżej.
SP
take took taken

6.6 Często za pomocą present perfect pytamy o czyjeś
A
N
doświadczenia i odpowiadamy na pytania o nie. Następnie

za pomocą past simple podajemy szczegóły na ten temat.
IE
N
‘Have you ever broken a bone?’ ‘Yes, I broke my leg when I was
twelve.’


7
Grammar Builder
7B Second conditional 5 speaking Work in pairs. Ask and answer the questions in
exercise 4. ➼ 7.1, 7.2, 7.3
1 Match the two halves of the conditional sentences. Which
sentences are true for you? ➼ 7.1, 7.2, 7.3 What would you do if you were outside in a thunderstorm?
1 If I won the lottery,
2 I’d feel bad I would try to find a building to hide in.
3 If I found a spider in my bed,
E
4 I would download a film illegally
N
5 If I went on holiday with my friends,
IO
7D Past perfect
a
N
I’d be terrified.
O
b if I couldn’t afford to buy it. 6 Complete the sentences with the past perfect form of the
R
c I’d buy a new house for my parents. verbs in brackets. ➼ 7.5, 7.6
B
d we’d go camping.
ZA
1 I didn’t have any chocolate because my sister > < (eat) it.
e if my best friend was angry at me.
2 By the time I arrived at the party, most people > < (leave).
IE
2 Complete the second conditional sentences with the 3 I couldn’t buy the magazine because I > < (forget) to bring my
N
wallet with me.
correct form of the verbs in brackets. ➼ 7.1, 7.2, 7.3
A
4 I didn’t recognise my cousin. He > < (grow) a beard.
W
1 If you > < (can’t) feel pain, you > < (injure) yourself by accident. 5 After I > < (do) my homework, I played computer games.
O
2 I > < (do) more homework if I > < (spend) less time online. 6 We couldn’t get home because we > < (miss) the last bus.
PI
3 If children > < (not watch) TV so much, they > < (be) healthier. 7 After I > < (write) the answer, I realised I > < (make) a mistake.
4 If a big rock > < (hit) the Earth, it > < (cause) a huge explosion.
O
8 I didn’t watch the programme because I > < (see) it before.
IK
5 Global warming > < (slow) down if people > < (change) their
lifestyles. 7 Complete the sentences. Use the past simple or past
IE
6 If you > < (apply) for a job at the hotel, I’m sure you perfect form of the verbs in brackets. ➼ 7.5, 7.6
N
> < (get) it.

IA
1 I > < (not can) remember where I > < (leave) my keys.
7 If you > < (visit) Rome, you > < (can) see the Trevi Fountain.
N
2 Last Saturday, I > < (eat) at a Japanese restaurant.

8 If I > < (want) to become a millionaire, I > < (start) my own
H
I > < (never eat) Japanese food before that.

business.
EC
3 I > < (find) a £10 note that I > < (lose) last year.
4 Last weekend I > < (meet) a girl who > < (be born) in the same
SZ
3 Rewrite these sentences using the second conditional.

hospital as me.
➼ 7.1, 7.2, 7.3, 7.4
W
5 I > < (not play) volleyball because I > < (hurt) my hand.
O
1 She doesn’t like swimming. That’s why she doesn’t go to the 6 The pavement > < (be) wet because it > < (rain).
ZP
pool.
If she liked swimming, she’d go to the pool. 8 Rewrite each pair of sentences as one sentence using the
O
OR She’d go to the pool if she liked swimming. past simple and the past perfect. Start with the word
R
2 My job is repetitive. That’s why I don’t enjoy it. given. ➼ 7.5, 7.6
Ż
3 He doesn’t earn a lot of money. That’s why he doesn’t rent an

A
1 I had dinner. I watched TV.

D
apartment on his own.

After I’d had dinner, I watched TV.
ZE
4 The Louvre Museum is crowded. That’s why I don’t like it.

2 They went to the bank. They went to the garden centre.
5 We won’t go on holiday this year. We can’t afford it.
R
After …
SP
6 I don’t understand my homework. That’s why I can’t finish it

3 We bought a newspaper. We had a coffee.
quickly.
After …
A
4 We played tennis. We went home.

N
4 Complete the second conditional questions with the

After …
IE
correct form of the verbs in brackets. ➼ 7.1, 7.2, 7.3, 7.4

5 The play started. We arrived at the theatre.
N
1 What > < (you / do) if you > < (be) outside in a thunderstorm? When we arrived at the theatre, the play had started.
2 If you > < (can) meet one film star, who > < (you / choose)? 6 I went to sleep. My cousin phoned.
3 > < (you / behave) well on holiday if your parents > < (not be) When …
there? 7 Messi scored two goals. We arrived at the match.
4 How > < (you / feel) if you > < (win) the lottery? When …
5 If you > < (can) visit any country, where > < (you / go)? 8 The children did the housework. Their mother got home.
6 If you > < (have to) spend a month alone on a desert island, When …
what > < (you / take) with you?


7
Grammar Reference
Drugi tryb warunkowy Krótkie odpowiedzi

7.1 Drugiego trybu warunkowego używamy, kiedy mówimy o Yes, I had./No, I hadn’t.
hipotetycznych sytuacjach lub zdarzeniach i ich konsekwencjach.
Yes, she had./No, she hadn’t.
If I lived near the sea, I would go to the beach a lot.
hipotetyczna sytuacja konsekwencja Trzecia forma czasowników regularnych (past participle) jest taka
sama, jak druga forma (stosowana w czasie past simple).
W zdaniu podrzędnym z if używamy czasu past simple,
finished danced studied chatted
E
a w zdaniu nadrzędnym – would z bezokolicznikiem bez to. Would
Czasowniki nieregularne mają czasami trzecią formę taką samą, jak
N
może przybrać skróconą formę ’d lub wouldn’t.
formę czasownika w past simple. Czasami jest ona inna.
IO
If she had a car, she’d learn to drive.
go – went – been/gone
N
If she learned to drive, she wouldn’t use her bike.
buy – bought – bought
O
R
7.2 Zdanie podrzędne z if może też wystąpić po zdaniu see – saw – seen
B
nadrzędnym.
ZA
7.6 Czasu past perfect używamy, kiedy mówimy o wydarzeniu
I’d buy you a present if I had enough money.
w przeszłości, które miało miejsce przed innym przeszłym
Kiedy zdanie nadrzędne występuje jako pierwsze, zwykle nie
IE
wydarzeniem.
oddzielamy go przecinkiem od zdania podrzędnego.
N
past future
A
7.3 W zdaniu nadrzędnym możemy użyć słowa could
W
w znaczeniu would + can. Ponieważ could jest też formą past simple
O
They ran out of milk I arrived at the shop Now
czasownika can, może również wystąpić w zdaniu podrzędnym
PI
z if. When I arrived at the shop, they had run out of milk.
If I won the lottery, I could stop work. O
IK
7.7 Czasu past perfect używamy w zdaniach z after i when,
If I could remember his number, I’d call him.
kiedy chcemy podkreślić, że drugie wydarzenie zaczęło się po
IE
7.4 Jeśli zdanie wyrażające warunek zawiera I, he lub she, zamiast zakończeniu pierwszego wydarzenia.
N
was można użyć were. Obie formy są dopuszczalne, ale were When I’d done my homework, I went out. ✓
IA
uważane jest za bardziej poprawną, zwłaszcza w sytuacjach When I did my homework, I went out. ✗
N
When I phoned Jake he had finished his dinner. ✓

H
oficjalnych.
EC
If it was / were warmer, I wouldn’t wear a sweatshirt. When I phoned Jake he finished his dinner. ✗
SZ
Past perfect
W
7.5 Zdania w czasie past perfect tworzymy w następujący sposób:

O
Twierdzenia
ZP
l/you’d gone
O
R
he/she/it’d gone
Ż
we/you/they’d gone
A
D
ZE
Formy skrócone i pełne

R
’d = had
SP
Przeczenia
A
l/you hadn’t gone

N
he/she/it hadn’t gone

IE
N
we/you/they hadn’t gone
Formy skrócone i pełne

hadn’t = had not
Pytania
Had I/you gone ...?
Had he/she/it gone ...?
Had we/you/they gone ...?


8
Grammar Builder
8B Reported speech (1) 8D Reported speech (2)

1 Complete the reported speech. ➼ 8.1 4 Complete the reported speech. Use the past perfect,
1 ‘I’m wearing my sister’s jacket,’ she said. could / couldn’t and would / wouldn’t. ➼ 8.3
She said she > < her sister’s jacket. 1 ‘Burglars have broken into our house twice,’ said Di.
2 ‘I didn’t arrive on time,’ he told me. Di said that burglars > < into their house twice.
He told me he > < on time. 2 ‘I’ll carry the bags for you,’ said Ryan.
E
3 ‘The DIY store isn’t open on Sundays,’ he said. Ryan said that he > < the bags for me.
N
He said the DIY store > < open on Sundays. 3 ‘I’ve lost my glasses,’ said my grandma.
IO
4 ‘It’s snowing heavily,’ my dad said. My grandma said that she > < her glasses.
N
My dad said that it > < heavily. 4 ‘We can get some bread at the corner shop,’ said Dad.
O
R
5 ‘I’m not enjoying the film,’ Zak said. Dad said that we > < some bread at the corner shop.
B
Zak said he > < the film. 5 ‘I’ve never been to Spain,’ Kelly said.
ZA
6 ‘My grandma makes really good pizzas,’ said Gino. Kelly said that she > < never > < to Spain.
Gino said that his grandma > < really good pizzas. 6 ‘You can’t go out tonight,’ said Mum.
IE
7 ‘I don't like horror films,’ said Joel. Mum said I > < go out that night.
N
Joel said he > < horror films. 7 ‘You haven’t locked the door,’ said George.
A
8 ‘I went to Paris at Christmas,’ my cousin told me. George said that I > < the door.
W
My cousin told me he > < to Paris at Christmas. 8 ‘Barcelona will win the Champions League again,’ said Harry.
O
9 ‘I know all the answers,’ my friend said. Harry said that Barcelona > < the Champions League again.
PI
My friend said she > < all the answers.
O
5 Change the direct speech to reported speech. Remember
IK
10 ‘We didn’t take many photos,’ my parents said.
My parents said they > < many photos. to change the pronouns and references to time where
➼ 8.2, 8.3
IE
necessary.
2 Complete the sentences with the correct pronouns and
N
1 ‘I’ll see you tomorrow,’ said Sally.

IA
possessive adjectives. ➼ 8.2 Sally said that she would see me the next day.
N
1 ‘I’m cleaning your brother’s room,’ my dad told me. 2 ‘We haven’t been to London since last January,’ said Emma.
H
My dad told me he was cleaning my brother’s room. 3 ‘Tom can’t speak French,’ said Wendy.
EC
2 ‘I love your sunglasses,’ my uncle said to me. 4 ‘I’ll get a holiday job next summer,’ said Kylie.
SZ
My uncle said that > < loved > < sunglasses. 5 ‘We can play tennis tomorrow,’ said Jake.
3 ‘You need our help,’ Anna told him. 6 ‘Kate has decided to study medicine,’ said her brother.
W
Anna told him that > < needed > < help. 7 ‘I won’t tell anyone what Josh has done,’ said Andy.
O
4 ‘Your sister has left her bike in our garage,’ said my friend’s
ZP
mum to me. 8D tell and say

O
My friend’s mum told me that > < sister had left > < bike in > <
6 Complete the reported speech with said or told. ➼ 8.4
R
garage.
Ż
5 ‘You’re hurting my finger,’ Dan said to his brother. 1 Kate > < me that she wasn’t feeling well.
A
Dan told > < brother that > < was hurting > < finger. 2 Sally > < she wouldn’t be late.
D
3 Jordan > < that he didn’t like Vanessa.

ZE
3 Rewrite what Emma said using reported speech. 4 Amy > < James that she’d text him later that day.
R
➼ 8.1, 8.2 5 Charlie > < he wanted to go home.

SP
1 ‘I’m on the High Street.’ 6 Beth > < us she was going to the café.
A
She said she was on the High Street.

N
2 ‘It’s raining quite hard here.’

IE
3 ‘I need to buy a present for my sister.’

N
4 ‘It’s her birthday soon.’

5 ‘I’m looking for a silver bracelet.’
6 ‘I saw a nice one yesterday in the jeweller’s.’
7 ‘Unfortunately, it isn’t there any more.’
8 ‘I think somebody bought it.’


8
Grammar Reference
Mowa zależna (1) Mowa zależna (2)

8.1 Mowy zależnej używamy, gdy przekazujemy, co ktoś inny 8.3 Ogólne informacje na temat zmian czasu i zaimków
powiedział. Wypowiedź innej osoby wprowadzamy, używając w mowie zależnej – zob. 8.1 i 8.2.
słowa that, choć w większości zdań można je pominąć. Mowa
zależna zwykle wymaga zmiany formy czasownika. Mowa niezależna Mowa zależna
Present perfect Past perfect
Mowa niezależna Mowa zależna
‘I’ve finished,’ he said. He said (that) he had finished.
E
Present simple Past simple
N
can/can’t could/couldn’t
IO
‘I don’t like dogs,’ Ben said. Ben said (that) he didn’t like
‘He can’t swim,’ she said. She said (that) he couldn’t swim.
N
dogs.
will/won’t would/wouldn’t
O
‘My dad is at work,’ Becky said. Becky said (that) her dad was
R
at work. ‘I’ll phone later,’ he said. He said (that) he would phone later.
B
Present continuous Past continuous
ZA
8.4 tell i say
‘He’s wearing a blue top,’ Michelle said (that) he was • Jeśli chcemy wspomnieć, do kogo była skierowana dana
IE
Michelle said. wearing a blue top. wypowiedź, zwykle używamy czasownika tell.
N
Past simple Past perfect ‘Tom, I’m hungry,’ said Mel. → Mel told Tom she was hungry.
A
Po czasowniku tell nie używamy przyimka to.
W
‘We moved to London in 2010,’ Phil said (that) they had
Mel told to Tom she was hungry. ✘
O
Phil said. moved to London in 2010.
• Po czasowniku say zwykle nie wspominamy, do kogo była
PI
8.2 W mowie zależnej zaimki zwykle ulegają zmianie. Zmiana skierowana wypowiedź.
O
‘Tom, I’m hungry,’ said Mel. → Mel said she was hungry.
IK
zależy od sytuacji i tego, kto mówi.
‘You’re eating my chips,’ he told us. Jeśli jednak chcemy o tym wspomnieć, używamy przyimka to.
IE
He told us we were eating his chips. Mel said to Tom that she was hungry.
N
Zmianie mogą też ulegać określenia miejsca i czasu. Mel said Tom that she was hungry. ✘
IA
Mowa niezależna Mowa zależna

N
H
yesterday the day before

EC
‘I sold my bike yesterday,’ he He told me (that) he’d sold his

SZ
told me. bike the day before.

today that day
W
‘I’m revising today,’ she said. She said (that) she was
O
ZP
revising that day.

here there
O
R
‘My grandparents live here She told him (that) her

Ż
too,’ she told him. grandparents lived there too.

A
D
ZE
R
SP
A
N
IE
N


9
Grammar Builder
9B The passive (present simple and past simple) 9D The passive (present perfect and future)
1 Write the past participle of these verbs. 5 Complete the sentences. Use the correct affirmative,
1 break 6 fly negative, or interrogative form of the present perfect
2 take 7 try passive. ➼ 9.4
3 make 8 show 1 My watch has been stolen (steal).
4 send 9 grow 2 These socks > < (not wash).
E
5 spend 10 know 3 > < your ticket > < (check)?
N
4 A new road > < (build) between Kingsbridge and Abbotsville.
IO
2 Complete the sentences with the correct form of the 5 The latest Avengers film > < (not show) in our local cinema yet.
N
verb be. ➼ 9.1, 9.2 6 > < your parcel > < (deliver) yet?
O
R
1 I > < mugged last summer in New York. 7 They’re going to cancel the concert because not enough
B
2 The museum > < renovated two years ago. tickets > < (sell).
ZA
3 Good food > < served every night in our restaurant. 8 How many people > < (invite) to Emily’s party?
4 Nowadays, most food > < made in factories. 9 My homework > < (not mark) by the teacher.
IE
5 The video clip > < viewed over a million times that day.
N
6 Most newspapers > < published online these days. 6 Complete the advertisement. Use the future passive form
A
(will) of the verbs in brackets. ➼ 9.5
W
7 The first TV programmes > < broadcast about 90 years ago.
8 Every year, we > < invited to my aunt’s house for Christmas,
O
PI
but we never go!
SuperCloud
O
IK
Our pizzas 1 > < (make) freshly every evening from FREE cloud storage for your computer data!
a recipe which 2 > < (know) by only a few people. It’s so easy! Simply select the files you want to store
IE
Only the finest ingredients 3 > < (use). The tomatoes and they 1 > < (upload) to SuperCloud. They 2 > < (scan)
N
4 >< for viruses and then 3 > < (store) on our servers.
IA
(grow) in the south of Italy and the cheese

5 >< Your files and photos 4 > < (back up) automatically, so
(produce) using only the finest buffalo milk.
N
they 5 > < (not lose).

H
The pizzas 6 > < (prepare) by our skilled pizza chefs.

EC
Then they 7 > < (cook) in our traditional pizza ovens. Remember, you 6 > < (not charge) for the SuperCloud
They 8 > < (serve) with fresh salad. service. It’s FREE!
SZ
Click here to sign up. Once you sign up, an email

W
7><
(send) to you with full instructions.
3 Complete the description using the present simple passive
O
form of the verbs in brackets. ➼ 9.1, 9.2 What are you waiting for?!
ZP
O
4 Complete the broadcasting facts. Use the past simple

R
passive form of the verbs in brackets. ➼ 9.1, 9.2 7 Rewrite the sentences. Use the present perfect or future
Ż
1920 The first radio broadcast 1 > < (transmit) by KDKA in the
passive. Use by where necessary. ➼ 9.2, 9.3, 9.4, 9.5
A
1 Robots will build the cars in the new factory.

D
USA.
ZE
1925 The first soap opera, The Smith Family, 2 > < (broadcast) on The cars will be built by robots in the new factory.
the radio. 2 The police have arrested three men.
R
1928 A television image 3 > < (send) from England to the USA for 3 We probably won’t need desktop computers ten years from
SP
the first time. now.

A
1928 The first television set 4 > < (sell). 4 Youths have vandalised the bus stop.
N
1936 The first BBC TV programmes 5 > < (make) in the UK. 5 Digital cameras have replaced celluloid film cameras.
IE
1940 Colour TV sets 6 > < (demonstrate) by CBS in New York. 6 The police will study the CCTV footage.
N
1947 Baseball games 7 > < (televise) for the first time. 7 They haven’t invented computers that can think like humans.
1954 More money 8 > < (earn) by TV broadcasters than by radio
broadcasters.
1964 Colour TV sets 9 > < (buy) by families across the USA.
1983 The final episode of the comedy series M*A*S*H 10 > <
(watch) by more than 125 million viewers.
1990 The first episode of The Simpsons 11 > < (show) on Fox.


9
Grammar Reference
Strona bierna (present simple i past simple) Strona bierna (present perfect i future simple)
9.1 Stronę bierną tworzymy za pomocą czasownika be 9.4 Stronę bierną czasu present perfect tworzymy za pomocą
w odpowiednim czasie i imiesłowu czasu przeszłego. czasownika be w present perfect i czasownika głównego
These cars are made in China. (present) w formie imiesłowu czasu przeszłego.
This computer was made in Japan. (past)
Zdanie w stronie biernej może być twierdzące, przeczące lub Twierdzenia
pytające. The room has been tidied.
E
Przeczenia
N
Present simple Past simple
IO
The room hasn’t been tidied.
Twierdzenia
N
Pytania i krótkie odpowiedzi
O
They are powered by It was powered by steam.
Has the room been tidied?
R
electricity.
B
Yes, it has./No, it hasn’t.
Przeczenia
ZA
Cricket isn’t played in many Basketball wasn’t played in 9.5 Stronę bierną czasu future simple tworzymy za pomocą will/
IE
countries. the 18th century. won’t + be i czasownika głównego w formie imiesłowu czasu
N
przeszłego.
Pytania i krótkie odpowiedzi
A
W
Are they grown in Europe? Was it built by the Romans? Twierdzenia
O
Yes, they are./No, they aren’t. Yes, it was./No, it wasn’t. Teachers will be replaced by robots.
PI
9.2 Strony biernej używamy, kiedy nie wiemy, kto jest Przeczenia
O
Teachers won’t be replaced by robots.
IK
wykonawcą danej czynności albo jest to mało istotne.
My laptop was stolen last weekend. Pytania i krótkie odpowiedzi
IE
Jeśli w stronie biernej chcemy wspomnieć, kto jest wykonawcą Will teachers be replaced by robots?
N
czynności, używamy słowa by. Yes, they will./No, they won’t.

IA
My house was designed by a famous architect.

N
H
9.3 W zdaniach w stronie biernej przysłówki stawiamy zwykle

EC
bezpośrednio przed imiesłowem czasu przeszłego.

SZ
Phones are often used as video cameras.

It was probably discovered by the Ancient Greeks.
W
O
ZP
O
R
Ż
A
D
ZE
R
SP
A
N
IE
N


F
Functions Bank
Talking about likes and dislikes Rozmawianie o upodobaniach Spekulowanie na temat

Speculating about feelings
czyjegoś samopoczucia
I can’t stand … (IA) Nie znoszę …
She’s probably feeling … and … Prawdopodobnie ona czuje się
I don’t mind … (IA) Nie mam nic przeciwko … (2G) …i…
I hate … (IA) Nienawidzę … I expect they’re feeling …, but Przypuszczam, że czują się … , ale
maybe a bit ... (2G) może trochę …
E
I love … (IA) Uwielbiam …
N
Sądząc po wyrazie twarzy,
IO
I quite like … (IA) Całkiem lubię … Judging by her expression, I’d say
powiedziałbym/powiedziałabym,
… (2G)
N
Jestem miłośnikiem/ że …
O
I’m really keen on … (IA)
miłośniczką …
R
To me, they look as if they’re Moim zdaniem wyglądają, jakby
B
… isn’t bad (IA) … nie jest zły. feeling … (2G) czuli się …
ZA
… is great (IA) … jest świetny.
IE
Wyrazy i zwroty określające
… is terrible (IA) … jest okropny. Sequencing words and phrases
kolejność zdarzeń
N
A
a while later (2H) chwilę później
W
Reagowanie i okazywanie
Reacting and showing interest
zainteresowania
O
before long (2H) niedługo
PI
Wow! (1G) Jej! /O rany!/Ho, ho. immediately (2H) natychmiast
O
IK
Really? (1G) Naprawdę? in (2016) (2H) w (2016 roku)
IE
You’re joking / kidding! (1G) Żartujesz! one morning (2H) pewnego ranka
N
No way! (1G) To niemożliwe!

IA
shortly after (2H) niedługo potem

N
How boring / funny / frustrating / Ale nudne/śmieszne/irytujące/ soon (2H) wkrótce

H
exciting / upsetting! fascynujące/przykre/okropne!

EC
suddenly (2H) nagle

That’s amazing / exciting / To niesamowite/fascynujące/
SZ
worrying / shocking! (1G) niepokojące/wstrząsające! a few (months) ago (2H) kilka (miesięcy) temu
W
Brzmi świetnie/strasznie!/ one day (in May) (2H) pewnego dnia (w maju)
That sounds great / terrible /
O
To musi/musiało być irytujące/

annoying / terrifying! (1G)
ZP
przerażające! once (2H) kiedyś

O
What a cool thing to do! (1G) Świetny pomysł!

R
Zwroty używane
I’m so jealous! (1G) Zazdroszczę ci! Structuring your presentation
Ż
w prezentacjach
A
What a relief! (1G) Co za ulga!

D
I’d like to start by saying / looking Chciałbym/Chciałabym zacząć od

ZE
at … (4G) powiedzenia/popatrzenia na …
That sounds like a nightmare! (1G) To jakiś koszmar!
R
Oh no! What a disaster / shame! Och, co za katastrofa./ I’ll begin with … (4G) Zacznę od …
SP
(1G) Jaka szkoda!

Teraz chciałbym/chciałabym
Now I’d like to move on to … (4G)
A
przejść do …
N
Describing a photo Opisywanie zdjęcia

IE
This leads to my next point. (4G) To nawiązuje do kolejnej kwestii.

The photo shows … (2G) Na zdjęciu widać …
N
Now let’s look at (the question Teraz popatrzmy na (kwestię

in the foreground / background of …) (4G) związaną z …)
na pierwszym/dalszym planie
(2G)
in the top left corner / bottom w lewym górnym rogu/dolnym
right corner (2G) prawym rogu Ordering points or examples Zwroty używane do wyliczania
in the centre (2G) na środku First(ly), … (4G) Po pierwsze, …
on the left / right (2G) po lewej/prawej stronie Second(ly), … (4G) Po drugie, …
It looks as if they’re … (2G) Jak się zdaje, oni … Finally, … (4G) I wreszcie, …
160 Functions Bank


F
Functions Bank
Justifying your opinions Uzasadnianie opinii Asking for information Proszenie o informacje
The main reason I feel this way is Czy mógłbyś/mogłabyś mi

Myślę tak głównie dlatego, że … Could you tell me if / when / where /
… (4G) powiedzieć, czy/kiedy/gdzie/
when / what, etc. …? (6G)
kiedy/co itd. …?
The reason I say that is … (4G) Mówię tak dlatego, że …
Do you know if / where / when / Czy wiesz, czy/gdzie/kiedy/
Summing up your opinions Podsumowanie opinii what, etc. …? (6G) co itd. …?
E
N
Chciałbym/Chciałabym się
IO
All in all, … (4G) Ogólnie rzecz biorąc, … I’d like to know the best /
dowiedzieć, jak najlepiej/najtaniej/
cheapest / quickest way to … (6G)
N
To sum up, … (4G) Podsumowując, … najszybciej …
O
R
In conclusion, … (4G) Na zakończenie, … I was wondering if / how / when Zastanawiam się, czy/jak/kiedy/
B
what … (6G) co …
ZA
Expressing an opinion Wyrażanie opinii
Writing blog posts Tworzenie wpisu na blogu
IE
I think that … (4H) Myślę, że …
N
Witajcie ponownie (na moim
A
I don’t think that … (4H) Uważam, że nie … Welcome back (to my blog)! (6H)
blogu)!
W
O
My own view / opinion is that … (4H) Mój osobisty pogląd jest taki, że … Today’s post is about … (6H) Dzisiejszy wpis jest poświęcony …
PI
O
Proszę, nie zapomnijcie
Przedstawianie Please don’t forget to subscribe /
Presenting an opposing view o subskrypcji/zostawieniu
IK
przeciwstawnego poglądu leave a comment. (6H)
komentarza.
IE
Some people think / believe that

Niektórzy myślą/wierzą, że … Make sure you don’t miss any Aby nie przegapić żadnego
… (4H)
N
future posts (by signing up / przyszłego wpisu, (zarejestruj się/

IA
People often / sometimes say that Ludzie czasem/często mówią, że subscribing). (6H) zasubskrybuj …).
N
… (4H) …
H
Please share this post (on social Udostępnij ten wpis (w mediach
There is a view that … (4H) Istnieje pogląd , że …
EC
media). (6H) społecznościowych).

SZ
Making choices and expressing Dokonywanie wyboru

preferences i wyrażanie swoich upodobań Shopping for clothes Kupowanie ubrań
W
O
I’d rather … (5G) Wolałbym/Wolałabym … I’m looking for a hoodie. (7G) Szukam bluzy z kapturem.
ZP
I prefer … (5G) Wolę … Have you got it in blue? (7G) Czy jest w kolorze niebieskim?
O
R
I think … will be better / more fun Myślę, że … będzie lepszy/ Can I bring it back if it doesn’t fit? Czy mogę go/ją zwrócić, jeśli nie
(7G) będzie pasować?
Ż
… (5G) weselszy.
A
It looks nice on you. (7G) Dobrze ci w nim/niej.

D
I’ll opt for / choose … (5G) Wybieram …

ZE
It doesn’t fit very well. (7G) Niezbyt dobrze pasuje.

R
Justifying a choice Uzasadnianie decyzji

SP
It’s a bit tight. (7G) Jest trochę ciasna.

I’ve chosen … because … (5G) Wybrałem/Wybrałam … , bo …
Have you got anything cheaper?
A
Powodem, dla którego Czy jest coś tańszego?

(7G)
N
The reason for my choice is that

dokonałem/dokonałam takiego
… (5G)
IE
wyboru, jest … I’ll take it please. (7G) Zdecyduję się na niego/nią.

N
How would you like to pay? (7G) Jak chciałbyś/chciałabyś zapłacić?

Rejecting the other options Odrzucanie pozostałych opcji
I won’t go for / choose … because Advantages Podawanie zalet

Nie wybiorę … , bo …
… (5G)
The big advantage / benefit of ... is
I’m rejecting … because … (5G) Odrzucam … , bo … Dużą zaletą/korzyścią z … jest …
… (8H)
I don’t think … will be good / Myślę, że … będzie gorszy/mniej On the plus side, … (8H) Jeśli chodzi o plusy, …
interesting / much fun because interesujący/mniej fajny,
… (5G) ponieważ … The great thing about … is … (8H) Wspaniałą rzeczą w … jest …
Functions Bank 161


F
Functions Bank
Disadvantages Podawanie wad Dealing with a complaint Przyjmowanie reklamacji
One disadvantage, though, is … What’s wrong with it? (9G) Co jest z nim/nią nie tak?
Jedną wadą jest to, …
(8H)
When did you buy it? (9G) Kiedy go/ją pan kupił/pani kupiła?
On the downside … (8H) Jeśli pomyśleć o wadach, …
Have you got the receipt? (9G) Czy ma pan/pani paragon?
E
But to be honest, … (8H) Ale prawdę mówiąc, …
N
Czy chciałby pan/chciałaby pani
IO
Would you like a refund? (9G)
zwrotu pieniędzy?
N
Podawanie dodatkowych
Additional points
O
informacji We don’t give refunds. (9G) Nie zwracamy pieniędzy.
R
B
Also, … (8H) Poza tym, … Mogę zaproponować
I can give you a credit note? (9G)
ZA
notę kredytową.
As well as that, … (8H) W dodatku, …
We can repair it. (9G) Możemy go/ją naprawić.
IE
What’s more, … (8H) Co więcej, …
N
There’s nothing I can do. (9G) Nic na to nie poradzę.
A
W
Making a complaint Składanie reklamacji
Wprowadzanie
O
There’s a problem with … (9G) Jest problem z … Introducing an opposing view
przeciwstawnego poglądu
PI
There’s something wrong with …
Jest coś nie tak z … O
Having said that, … (9H) Pomimo tego, …
IK
(9G)
On the other hand, … (9H) Z drugiej strony, …
IE
It’s doesn’t work. (9G) Nie działa.

It’s also true to say that … (9H) Prawdą jest również, że …
N
It has stopped working. (9G) Przestał/Przestała działać.

IA
Other people claim / believe that

N
It’s broken. (9G) Jest zepsuty/zepsuta. Inni twierdzą/uważają, że …

… (9H)
H
EC
The dial has come off. (9G) Tarcza się odkleiła. Można również argumentować,
It could also be argued that … (9H)
że …
SZ
Can I have my money back, Czy mogę prosić o zwrot

please? (9G) pieniędzy?
W
Summing up Podsumowywanie
O
Can I exchange it, please? (9G) Czy mogę go/ją wymienić?

ZP
On balance, I think … (9H) Podsumowując, uważam …

Czy mogą państwo go/ją
Can you repair it? (9G)
O
naprawić? Overall, … in my opinion (9H) W sumie, … moim zdaniem.

R
Jestem niezadowolony/ All in all, I believe … (9H) Ogólnie rzecz biorąc, uważam …
Ż
I’m not happy about that. (9G)

niezadowolona z tego powodu.
A
D
But despite this, I still believe … Jednak mimo tego, wciąż

Czy mogę porozmawiać
ZE
Can I see the manager, please? (9G) (9H) uważam …

z kierownikiem?
R
I’m going to write to (customer Zamierzam także napisać do W końcowym rozrachunku,

In the final analysis, I think … (9H)
SP
services). (9G) (biura obsługi klienta). myślę …

A
N
IE
N
162 Functions Bank


W
Writing Bank
Informal letter
You recently visited an English friend in York. Write a letter to Clare.
• Thank Clare for looking after you during your visit.
• Describe your first week at university.
• Ask Clare about her job and tell her your plans to work part-time.
• Invite her to visit. • Rozpocznij list od Dear i imienia adresata.
E
N
• Na początku listu zapytaj o samopoczucie adresata.
IO
Dear Clare,
N
How are things? It was great to see you during the holidays! • Podziel list na krótkie akapity, tak aby każdy z nich
O
Thanks for showing me all the sights of York. I had a fantastic time.
R
dotyczył innego tematu.
B
I started university here in Kraków last week. There’s so much
ZA
information and so many new people to meet. I think the course is
going to be really interesting and I’m sure I’ll have a lot of fun here.
IE
N
How is your new job? Are you enjoying it? It must be really nice
A
to be earning some money. I’m going to try to get a part-time
W
job while I’m studying here. A bit of extra cash will be really useful. • W liście prywatnym można używać słów i zwrotów
O
potocznych.
There’s a bookshop in the city centre that’s advertising for staff,
PI
so I might go there and have a chat with them.
O
IK
Well, I’ve got to get back to the books. Write soon. • Możesz zakończyć list takimi zwrotami, jak Write soon, Best
wishes, See you soon lub Take care i swoim imieniem. Jeśli
IE
Best wishes, dobrze znasz osobę, do której piszesz, możesz napisać

N
Kuba Love, Lots of love lub With love from.

IA
N
P.S. You are very welcome to come and visit me next year. • Użyj skrótu PS, gdy chcesz podać dodatkowe
H
Do you think you will be able to? I hope so!

EC
informacje lub zadać dodatkowe pytanie na

końcu listu.
SZ
W
Email
O
ZP
You have received a letter from an English-speaking friend who has just started university in Cambridge. Write an email.
O
• Describe a job you have recently started.

R
• Accept an invitation to visit.

Ż
Inbox
• Share some news about your family.
A
•
D
Ask about your friend’s plans for Christmas and Hi Karl,

ZE
describe your own plans. Thanks for your letter – it was great to hear from you! I’m really pleased
R
that you’re enjoying university.

• Prywatny e-mail często rozpoczyna się od Hi
SP
I started my new job last week and I don’t like it at all. My boss is really rude
lub samego imienia adresata. Zwykle nie używa
and we have to work long hours. No one else talks to me – not even the
A
się Dear. customers!

N
I’d love to come and visit you next year. Cambridge sounds like a great place.
IE
• Pisząc e-mail, możesz używać zwrotów There’s so much I’d like to see there. I can’t wait!
N
potocznych.
Tomorrow, I’m going to visit my cousin in hospital. She hasn’t had an
accident – she’s had a baby! It’s a little girl and they’ve called her Lily.
• Używaj form skróconych, np. We’re i I’ll oraz Do you like that name?
skrótów, takich jak etc., e.g. What are you up to at Christmas? I’m going to stay with my grandparents
in Edinburgh.
• Możesz zakończyć e-mail zwrotem See you I hope to hear from you soon. Take care.
soon, See you later lub Bye for now.
Bye for now,
Aleksy
Writing Bank 163


W
Writing Bank
Blog post
Your English penfriend Clare came to stay with you at Easter. Write a blog post.
• Explain how you know Clare.
• Describe her appearance and personality.
• Describe a memorable day out.
• Speculate about a visit to England in the future.
Blogsite.com
E
Last Easter, my penfriend Clare came to stay with me in Kraków for
N
• Staraj się używać różnych czasów gramatycznych two weeks. I know Clare because our schools arranged an exchange
IO
w swojej wypowiedzi. Poszczególne punkty programme and we visited each other two years ago. Since then, we
N
polecenia są tak skonstruowane, aby ci to have sent regular emails and letters but we haven’t seen each other.
O
umożliwić. Clare is the same age as me. She’s tall with short, dark hair and green
R
eyes. We get on well because our personalities are very similar. We’re
•
B
Tworząc wpis na blogu, unikaj oficjalnych
both easy-going and friendly, but quite shy too. We both hate loud,
ZA
zwrotów. Używaj potocznego lub neutralnego arrogant people!
języka.
IE
Because Clare visited at Easter, I wanted to show her how we celebrate
• Pamiętaj, że długość tekstu powinna wynosić od
N
the festival here in Kraków. So on Easter Monday, we went out to the fair
A
80 do 130 słów i uwzględniać wszystkie elementy with buckets of water and splashed lots of people. It was great fun and
W
polecenia. Clare really enjoyed experiencing a local tradition.
O
• Dobrym pomysłem jest uwzględnienie każdego If I can save up enough money between now and August, I’ll go to
PI
England to visit Clare for a fortnight. We may go camping for a few
elementu polecenia w oddzielnym akapicie.
O
days while I’m there. I hope the British weather is better than they say!
IK
IE
N
IA
Internet discussion forum post

N
Your local authority has decided that a supermarket chain can build a store on some nearby playing fields.
H
Write a post for an internet discussion forum.

EC
• Explain why you disagree with the decision.

SZ
• Present the advantages of green spaces in towns.

W
• Describe a memorable event that took place there.

O
• Suggest a better location for the supermarket and give reasons.

ZP
• Rozpocznij wypowiedź od wyjaśnienia jej

O
kontekstu.
R
YourTown.com
Ż
I strongly disagree with the plan to build a supermarket on • Kiedy wymieniasz argumenty lub przykłady,
A
używaj takich wyrazów, jak Firstly lub

D
the playing fields near our school. Firstly, it will mean losing
ZE
an important facility for recreation. People of all ages use the Secondly.
fields for jogging, playing sports and having picnics. Secondly,
R
it will cause an increase in traffic around the school. • Tworząc wpis na forum internetowym, unikaj
SP
zbyt potocznego języka.

Green spaces are particularly important in towns. They
A
•
N
provide a space where people can escape from noise and Aby wyrazić swoją opinię, używaj takich
pollution. Moreover, they make the whole area more attractive. zwrotów, jak In my view … lub As I see it … .
IE
N
Last November, there was a firework display on the playing • Pamiętaj, że długość tekstu powinna wynosić
fields. Hundreds of people attended and the event raised od 80 do 130 słów i uwzględniać wszystkie
a lot of money for charity. elementy polecenia.
In my view, it would be better to build a new supermarket • Dobrym pomysłem jest uwzględnienie
next to the station. The buildings there are mostly empty. każdego elementu polecenia w oddzielnym
A new supermarket would improve this part of town. akapicie.
164 Writing Bank


S
Extra Speaking Tasks
Unit 3 Unit 8
8 mediation Work in pairs. Prepare a role-play. 10 speaking Work in pairs. Take turns to be A and B.
Student B: You and your friend have decided at the last minute
Describe one photo each.
to go to the cinema. You are on the bus on your way there. Student A: You are the teacher. Ask B to describe the photo.
Your friend phones with information about the films. Read the Student B: You are the student. Describe the photo.
information below and decide together which film to see. Student A: Now ask B the three questions below.
E
• The bus arrives at 7.35. The last bus home leaves at 10. Student B: Answer A’s questions.
N
• You are not a fan of horror films.
IO
• You like action films (but only if they aren’t very violent). 1 How do you think the people are feeling? Why?
N
2 Why do people enjoy going to food festivals, in your opinion?
O
Unit 5 3 Tell me about the last time you ate a meal outdoors.
R
B
6 speaking Work in pairs. Take turns to do the task below.
ZA
Spend about a minute preparing your answer. Use words
A
IE
and phrases from exercises 1, 2 and 4 in lesson 5G to
N
help you.
A
W
After leaving school, you have decided to take a gap year and work
O
in Britain. Which of the jobs shown in the pictures is most suitable
PI
for you, and why? Why are you rejecting the other jobs?
O
IK
IE
N
A
IA
N
H
EC
SZ
W
O
ZP
B
O
B
R
Ż
A
D
ZE
R
SP
A
N
IE
N
Extra Speaking Tasks 165


P Pronunciation
1B Past tense -ed endings (/d/, /t/, /ɪd/) 4F The pronunciation of ough
1 Listen and repeat the past simple forms. How is
4.19 1 4.26 Listen and repeat the words.
the- ed ending pronounced? Write the correct sound for
/ʌf/ enough
each verb: /d/, /t/, or /ɪd/. /aʊ/ drought
1 played /oʊ/ though
2 finished /ɔː/ thought
3 voted
E
2 4.27 How is ough pronounced in these words? Match
N
2 Read the past tense verbs below and decide if the them with the sounds in exercise 1, using the words in
IO
4.20
-ed ending in each verb is pronounced /d/, /t/ or /ɪd/. Then exercise 1 to help you. Then listen, check and repeat.
N
O
listen, check and repeat. although bought rough
R
1 decided 5 studied
B
2 dropped 6 talked 6A The letter o (/ɒ/ and /əʊ/)
ZA
3 looked 7 scored 1 4.28 Listen and repeat. Can you hear the difference?
IE
4 returned 8 watched
/ɒ/ on /əʊ/ Poland
N
2E Word stress
A
2 4.29 Read the words. Is the letter o pronounced /ɒ/ or
W
1 4.21Listen to the words below. Is the stress different /əʊ/? Listen, check and repeat.
O
for the noun and the verb? Write the words in your
PI
remote not got old romantic
notebook and mark the main stress on each word. The
first word in each pair is done for you. 7G Prices O
IK
complėte completion 1 Listen and repeat the prices.
IE
4.30
explȯre exploration
N
1 £2.50 4 £45
IA
2 4.22 Copy these pairs of words into your notebook. 2 50p 5 £10.99
N
Listen to how they are pronounced and mark the main 3 £19.95 6 95p
H
stress on each word. Does the stress stay the same in

EC
any of the pairs? Listen again and repeat. 2 Work in pairs. Practise saying these prices. Then
4.31
SZ
listen, check and repeat.

Verbs Nouns
1 £2.95 4 £65
W
1 achieve achievement
2 £9.50 5 £79.99
O
2 experience experience
ZP
3 record record 3 99p 6 15p

4 feel feeling
O
5 dream dream
8A Vowels (/æ/ and /ʌ/)
R
1 4.32 Listen and repeat. Can you hear the difference?

Ż
3D must, mustn’t, and doesn’t (/s/ and /z/)

A
/æ/ addict
D
1 Listen to the sentences. How is the letter s

4.23 /ʌ/ unemployment
ZE
pronounced in must, mustn’t and doesn’t? Listen again

2
R
and repeat. Read the words. Are the underlined letters

4.33
SP
pronounced /æ/ or /ʌ/? Listen, check and repeat.

1 You must answer now.
2 She mustn’t tell you the answer. drugs
A
N
3 He doesn’t have to answer. gang

public property
IE
2 Listen to the sentence. Which letter is not

4.24 traffic
N
pronounced in mustn’t? Listen again and repeat. vandalism
3 Listen and write the three sentences. Then listen

4.25
and repeat.
166 Pronunciation

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Solutions

w tworzeniu samodzielnych wypowiedzi

zajęć i osiągnięcie wyznaczonych celów

Tim Falla Podręcznik

4912822 Sol Gold Pre-Int SB A Cov.indd 1 24/06/2019 09:35

4912822 Sol Gold Pre-Int SB A Cov.indd 2 24/06/2019 09:35

Treść podręcznika jest zgodna z podstawą programową kształcenia ogólnego określoną

Numer ewidencyjny w wykazie: 1033/1/2019.

01 OxSol SB PreInt New Core Curriculum Prelims.indd 1 21/06/2019 11:46

Unit A Vocabulary B Grammar C Vocabulary D Grammar

Unit A Vocabulary B Grammar C Listening D Grammar E

Wypowiedź pisemna E-mail

Conversations about films MEDIATION ! Znajomość środków !

Speaking: Discussing films

Weather reports An interview with a survivor of a natural disaster językowych Parafraza co

! Rozumienie ze słuchu Wielokrotny wybór

© Copyright Oxford University Press

4907675 OX Sol Pre Int SB.indb 2 13/06/2019 10:13

E Word Skills F Reading G Speaking H Writing

! Mówienie Rozmowa wstępna

© Copyright Oxford University Press

4907675 OX Sol Pre Int SB.indb 3 13/06/2019 10:14

Describing how devices work ! Rozumienie ze słuchu Wielokrotny wybór !

Wypowiedź pisemna Wiadomość na blogu • Znajomość środków językowych Wielokrotny wybór

Culture p126 Writing Bank p163

Vocabulary Builder p135 Extra Speaking p165

© Copyright Oxford University Press

4907675 OX Sol Pre Int SB.indb 4 13/06/2019 10:14

PROJECT Complaints ! Wypowiedź pisemna Wiadomość na forum

! Mówienie Opis ilustracji • Rozmowa z odgrywaniem roli internetowym

© Copyright Oxford University Press

4907675 OX Sol Pre Int SB.indb 5 13/06/2019 10:14

1 Work in pairs. Do the weather quiz.

5 You only get hail when

a there are showers. b there are storm clouds. c it is cold.

6 In what direction does an ‘east wind’ blow?

a towards the east b from the east

Reading Gliders in the storm a five minutes. b twenty minutes. c an hour.

8 When you are facing a rainbow, the sun is always

a in front of you. b behind you. c to one side.

Verb Noun Adjective

Writing An internet forum post ><

Culture 4 The English language fog 2 ><

page 129 frost frosty

4907675 OX Sol Pre Int SB.indb 46 13/06/2019 10:16

It’s minus ten. It’s 35 degrees (Celsius). It’s below zero.

It’s freezing / cold / cool / mild / warm / hot.

Here in Bydgoszcz, there’s a lot of snow

on the ground. The temperature is …

3 Do you prefer rainy, snowy or icy weather? Why?

6 1.36 Listen to four weather reports (1–4). Match three of

! Świat przyrody Unit 4 Our planet 47

4907675 OX Sol Pre Int SB.indb 47 13/06/2019 10:16

The worst tsunamis of the 21st century happened in

about 18,000 – but left about 450,000 without homes.

adjectives from the text in exercise 1.

4907675 OX Sol Pre Int SB.indb 48 13/06/2019 10:16

np.: charakter wypowiedzi (wywiad, reklama itp.), czas i/lub

miejsce rozmowy, tożsamość rozmówców i relacje między

5 1.38 Listen to five more conversations. Match each one

Przed wysłuchaniem nagrania przeczytaj pytania i znajdź

w nich wskazówki dotyczące kontekstu: kim są osoby

opisane oraz kiedy odbywa się rozmowa. To wszystko