Focus4 2E Students Book With Answers

SECOND EDITION B2/B2+
STUDENT'S BOOK
with answers
© Pearson Central Europe, 2020 Focus 4 SECOND EDITION (B2/B2+)

VOCABULARY GRAMMAR LISTENING READING
1 pp. 4–5 Focus on Words: p. 6 Present p. 7 Memory pp. 8–9 Hidden talents
Phrasal verbs; describing and past Listening Focus: Matching Reading Focus:
Live and teachers and students; habits Focus on Words: Memory Gapped text
learn collocations 2 3 Pronunciation Focus: Sounds and Focus on Words:
Reading: Degree courses you spelling – vowels Collocations; expressions
didn’t know existed with brain
BBC 1 pp. 16–17 Word list
2 pp. 20–21 Focus on Words: p. 22 Past p. 23 An interview with pp. 24–25 Me Before
Personality adjectives; Perfect a neuroscientist You by Jojo Moyes (book
Human compound adjectives; Simple and Listening Focus: Multiple extract)
nature describing personality Continuous choice Reading Focus:
Reading: Know yourself – 6 Focus on Words: Relationship Multiple choice
personality test phrases Focus on Words: Physical
pp. 32–33 Word list Pronunciation Focus: Sounds and actions; ways of looking
5
BBC spelling – consonants
3 pp. 36–37 Focus on Words: p. 38 Future p. 39 Places to live pp. 40–41 I am 16

Prepositions describing forms Listening Focus: Multiple and live alone in the
Living location; describing places; including the choice wilderness
spaces collocations and compound Future Perfect Focus on Words: Collocations Reading Focus:
nouns Continuous and compound nouns Gapped text
Reading: A small city with big 10 11 Pronunciation Focus: Sentence Focus on Words:
ideas stress – future question forms Describing houses;
9
BBC pp. 48–49 Word list idiomatic expressions
4 pp. 52–53 Focus on Words: p. 54 p. 55 Market trading pp. 56–57 Money

Phrasal verbs; shopping Question tags Listening Focus: Multiple Reading Focus:
Shopping collocations; verb phrases and reply choice Matching
around Reading: 6 ways to buy questions Focus on Words: Noun phrases Focus on Words: Making
clothes responsibly 15 Pronunciation Focus: Long and and spending money;
BBC 14 pp. 64–65 Word list short vowel sounds being rich and poor
5 pp. 68–69 Focus on Words: p. 70 p. 71 The future of work pp. 72–73 What if you
Expressions to do with work; Reported Listening Focus: Matching, don’t have one dream job?
Off to work phrasal verbs; adjectives from Speech answering questions Reading Focus:
nouns 20 21 Focus on Words: Phrases Multiple choice
Reading: Eat that frog! describing change Focus on Words:
pp. 80–81 Word list Pronunciation Focus: Word pairs Choosing a career; verb–
19
BBC – nouns and verbs; word stress noun collocations
6 pp. 84–85 Focus on Words: p. 86 p. 87 A street artist pp. 88–89 A short history
Truth and falsehood; Conditional Listening Focus: Gap fill of the selfie
A matter of adjective–noun collocations; clauses – Focus on Words: Collocations Reading Focus: Gap
fact adverbs alternatives Pronunciation Focus: Word stress fill
Reading: Fake news to if in four-syllable words Focus on Words: Verbs
pp. 96–97 Word list 26 27 and verb phrases;
25
BBC photography
7 pp. 100–101 Focus on p. 102 p. 103 Problems with technology pp. 104–105 The human
Words: Scientific research; Advanced Listening Focus: Multiple microbiome; Being too
It’s not prepositions after verbs and passive forms choice clean
rocket nouns; words in science 30 31 Focus on Words: Phrasal verbs Reading Focus:
science! Reading: Female scientists Pronunciation Focus: Word stress Multiple choice
changing the world in word families Focus on Words: Medical
29
BBC pp. 112–113 Word list conditions; word families
8 pp. 116–117 Focus on p. 118 Unreal p. 119 Intelligent animals pp. 120–121 Disaster
Words: Environmental issues; past and Listening Focus: Gap fill movies
Costing the landscapes; animals regrets – wish, Focus on Words: Word building Reading Focus:
earth Listening: The life journey of if only, it’s time Pronunciation Focus: Vowel and Matching
a plastic bottle and would consonant minimal pairs Focus on Words: Severe
pp. 128–129 Word list rather weather and natural
BBC 35
36 37 disasters; collocations
pp. 132–155 Grammar and Use of English Reference and practice

pp. 156–158 Prepositions p. 159 Word building p. 160 Irregular verbs
2
GRAMMAR SPEAKING USE OF ENGLISH WRITING FOCUS REVIEW
p. 10 Verb p. 11 Describing pp. 12–13 Register – pp. 14–15 pp. 18–19
patterns a photo; formal and informal Writing Focus: A CV and Słownictwo i Gramatyka
4 speculating language a covering email Środki językowe
Sentence Language Focus: Useful phrases for Czytanie
transformation a CV and a covering email Słuchanie
Mówienie
Pisanie
p. 26 Relative p. 27 Telling pp. 28–29 pp. 30–31 pp. 34–35
clauses a personal Collocations Writing Focus: An article Słownictwo i Gramatyka
7 8 anecdote Language Focus: Participle clauses Środki językowe
to express reason Słuchanie
Mówienie
Pisanie
p. 42 p. 43 Organising pp. 44–45 pp. 46–47 pp. 50–51

Quantifiers a place to live; Determiners Writing Focus: A ‘for and against’ Słownictwo i Gramatyka
12 suggesting, Sentence essay Środki językowe
agreeing to transformation; Language Focus: Expressing Czytanie
and objecting sentence formation concession Mówienie
to a course of Pisanie
action
13
p. 58 Present p. 59 pp. 60–61 Modal pp. 62–63 pp. 66–67

and past modal Making and expressions Writing Focus: A formal email – Słownictwo i Gramatyka
structures justifying choices; Sentence describing an incident and making Środki językowe
16 evaluating transformations; a complaint Słuchanie
options multiple choice cloze Language Focus: Expressing cause Pisanie
17 18 and result Mówienie
p. 74 Reporting p. 75 Problem pp. 76–77 Phrasal pp. 78–79 pp. 82–83
verbs solving; verbs – advanced Writing Focus: An opinion essay Słownictwo i Gramatyka
22 expressing points Language Focus: Expressing Środki językowe
annoyance Open cloze certainty and describing Czytanie
23 24 consequences Mówienie
Pisanie
p. 90 Mixed p. 91 Discussing pp. 92–93 Compound pp. 94–95 pp. 98–99

conditionals ethical issues; nouns and adjectives Writing Focus: A review Słownictwo i Gramatyka
28 expressing Sentence Language Focus: Adjectives for Środki językowe
opinions transformations reviews Czytanie
tentatively and Mówienie
adding comments Pisanie
p. 106 Passive p. 107 pp. 108–109 Easily pp. 110–111 pp. 114–115
reporting Clarification confused words Writing Focus: A narrative Słownictwo i Gramatyka
structures 33 34 Cloze; translation Language Focus: Speech verbs Środki językowe
32 Słuchanie
Mówienie
Pisanie
p. 122 p. 123 Giving pp. 124–125 Prefixes pp. 126–127 pp. 130–131
Emphasis – cleft a presentation Sentence Writing Focus: A letter to an Słownictwo i Gramatyka
sentences and transformation editor Środki językowe
inversion Language Focus: Formal language – Czytanie
38 review; comparison and contrast Mówienie
Pisanie
3
VOCABULARY
1
1.1 Education • phrasal verbs • describing
teachers and students • collocations
I can talk about further education, university
courses and educational issues.
SHOW WHAT YOU KNOW

1 In your notebook, match the words to make collocations.
1 arts/bachelor’s/master’s b a career
2 attend/have/skip e b degree
3 communication/language/people f c education
4 fail/pass/take d d exams
5 further/higher/private c e lessons
6 long/rewarding/successful a f skills
2 Write two true sentences and a false one using collocations in

Exercise 1. Can your partner guess which one is false?
I’d like to do a master’s degree in business studies.
3 SPEAKING Look at some traditional fields of study on the signpost.

What are the three most/least appealing subjects? Which way would
you go? Discuss your ideas with a partner.
4 Read the information on the

webpage. Which degree would you
Live and
like to do most? Architecture
Business
5 1.2 Listen to a father and Economics Administration
learn
daughter discussing the webpage.
What does the daughter find out Engineering History
about her father?
She finds out that her father was nearly
Mathematics Medicine
expelled and was dyslexic.
Educating the mind without educating Humanities
Modern
the heart is no education at all. Languages
Law
Aristotle DEGREE COURSES YOU Sociology Philosophy
DIDN’T KNOW EXISTED ?
Is this you?
You’re keen to go on to higher education. But none of the traditional
subjects appeal. Don’t worry, these days you can get a degree in most
things. You like baking? You can major in baking technology management.
More inclined towards fashion? How about writing a dissertation on
5 handbag and accessories design? If you have a passion for something,
you can usually find a course that specialises
in your area. Here are three courses you never
knew existed.
1 THE SCIENCE OF SUPERHEROES

10 University of California, USA
This course is a new, creative way to learn
physics. Through studying heroes and villains,
you’ll learn the answers to important real-life
questions such as what the chemical composition
15 of Captain America’s armour is. In other words,
you’ll attend lectures on the real principles of
Physics, but they’ll be given in a more
engaging and accessible way.
4
6 1.2 Listen again and write the correct option in FOCUS ON WORDS | Describing teachers and students
your notebook. Use a dictionary if necessary. 10 1.4 In your notebook, translate the underlined
1 The daughter is gifted / weak. words in Exercise 6. Use a dictionary if necessary.
2 The daughter is lazy / a swot compared to her father. Then listen and repeat. Which words are used more
3 The father couldn’t settle down / make friends in class. often to describe a student and which ones to
4 The father was disruptive / self-disciplined. describe a teacher?
5 The father nearly got expelled / got a scholarship.
1 a bully = tyran, despota, brutal (S)
6 The father had lenient / strict teachers.
2 disruptive = zakłócający spokój (S)
7 The father’s teachers gave up on / supported him.
3 dyslexic = dyslektyczny (S)
8 The father was dyslexic / a bully.
4 gifted = utalentowany (S/T)
9 The father did well / fell behind at school.
5 lenient = łagodny, wyrozumiały (T)
10 The father scraped through / failed his exams.
6 self-disciplined = zdyscyplinowany (S)
7 SPEAKING What do you know about your parents’ 7 strict = surowy (T)
education? Discuss your ideas with a partner. 8 a swot = kujon (S)
FOCUS ON WORDS | Phrasal verbs 11 In your notebook, complete the sentences with the
8 1.3 In your notebook, complete the definitions words in Exercise 10.
with the base form of the phrasal verbs in red in the 1 Mr Morris is a lenient teacher. He doesn’t mind
text and in Exercise 6. Then listen, check and repeat. if you hand your homework in late.
2 Jackie is a swot . She spends all her time
1 make less progress than others = fall behind studying and always gets top marks.
2 quit doing sth; stop hoping sb will change = 3 Miss Nelmes is very strict . She demands
give up on absolute silence in her lessons.
3 start working in a type of job = go into 4 May is musically gifted . She can play almost
4 do sth after finishing another thing = go on to any instrument and has a beautiful voice.
5 study sth as your main subject = major in 5 Barry is quite disruptive in class. He shouts out and
6 only just succeed in doing sth = scrape through generally causes problems.
7 become calm or confident = settle down 6 Mike is very self-disciplined . He always does his
homework as soon as he gets home.
9 SPEAKING In your notebook, complete the questions FOCUS ON WORDS | Collocations
with the correct prepositions. Ask and answer the
questions in pairs. 12 1.5 In your notebook, complete the collocations
1 How often do you only just scrape through exams? with the base form of the verbs highlighted in the text
2 Have you ever given up on anything that was and in Exercise 6. Then listen, check and repeat.
important to you?
1 attend/ give a lecture
3 Have you ever fallen behind at school because of
2 be of interest to sb
illness or some other issue?
3 deepen your knowledge
4 If you go on to university, what subjects do you think
4 enrol on a course
you will major in ?
5 get a degree/a scholarship
5 In what subject or lesson do you find it most difficult to
6 get expelled
settle down and concentrate?
7 have a passion for sth
6 What profession would you like to go into ?
8 sit an exam
9 work in the field of sth
10 write a dissertation
2 SURF SCIENCE AND TECHNOLOGY

20 University of Plymouth, UK 13 SPEAKING In your notebook, complete the sentences
with a suitable noun. Do you agree or disagree with
The university website warns that 'You will not be
them?
taught how to surf, and it is important to realise that
this is an academic course.' That means you don’t 1 Don’t enrol on a university course unless you
have a passion for it.
graduate because you can catch a good wave – you have
2 Sitting exams is much more stressful than
25 to sit exams here! Core modules include ecology and
writing a dissertation .
scientific aspects of health, fitness and sports nutrition.
3 Getting a scholarship to study at a foreign university
is an impossible dream.
3 THE BEATLES, POPULAR MUSIC AND SOCIETY
Liverpool Hope University, UK 4 Working in the field of science and
technology is better than being an artist.
If you enrol on this course, you’ll deepen your 5 You don’t have to attend lectures to deepen
30 knowledge of the band’s music as well as how it was your knowledge . Just google everything.
influenced by the city of Liverpool. The Beatles not only
changed the world of music, but they also had a big 14 PROJECT Work in groups. Do some research online
impact on youth culture and fashion. This course will into unusual things you can study online. Then prepare
be of interest to those working in the field of cultural a digital presentation and present it to your class.
35 studies and if you want to go into the music industry.
5
GRAMMAR The right education
1.2 Present and past habits Ken Robinson is an educationalist. In his book, The Element
Element,
he interviews people who have made a successful living doing
I can talk about present and what they love. This is Gillian Lynne’s story.
past habits.
Gillian had a successful career in the theatre, but life didn’t
5 use to be so good. When she was eight, her schoolwork was
1 Read about Gillian Lynne’s education. What do a disaster, her handwriting was awful, and she used to fail
you think Gillian did when her mum and the all her exams. Her teachers would complain about her
psychologist left the room? disruptive behaviour: she was always fidgeting and
She got up and started dancing. handing in her homework late. They told her mother
10 that she had a learning disorder. So Gillian’s
2 1.6 SPEAKING Listen to two friends talking mother took her to see a psychologist and listed
about Gillian’s story and check your ideas in some of the problems: she never pays attention
Exercise 1. Discuss what this story teaches us ’ll get up and move around
in class – she’ll
about educating children. instead of listening to the teacher; she’s
15 always disturbing people and her homework’s
3 Read the GRAMMAR FOCUS. Which verb forms always late. Finally, the doctor turned to
in blue in the text in Exercise 1 complete the Gillian and said, ‘Gillian, I need to speak
examples correctly? to your mother privately now. Don’t worry.
We won’t be long.’ As they left the room, he
GRAMMAR FOCUS 2 20 turned on the radio on his desk …
Present and past habits

6 SPEAKING In your notebook, write sentences comparing
• You can use the Present Simple and the Past your routine at primary school and now. Compare your
Simple to talk about habits. You also use the Past sentences with a partner. Who has changed the most?
Simple to talk about single past actions.
• You can use used to to talk about regular past Primary school Now
actions that don’t happen anymore or past states 1 For breakfast I’d I’ll
that are no longer true.
2 Before setting off for school I’d I’ll
She 1used to fail all her exams.
Life 2 didn’t use to be so good. 3 At break time I’d I’ll
• You can use will (present) or would (past) to talk 4 At lunchtime I’d I’ll
about characteristics or predictable actions. You 5 After school I’d I’ll
don’t use them to talk about states.
She 3 ’ll get up and move around instead of 1 For breakfast, I’d have cereal with milk in primary school, but
listening to the teacher. now I’ll just have a piece of toast.
Her teachers 4 would complain about her disruptive
7 In your notebook, complete the sentences about annoying
behaviour.
habits. Use one verb from the box to complete both
Note: You don’t usually ask questions with this use sentences in each example. Use the Present and Past
of will and would. Continuous with always.
• You can use the Present Continuous or Past Continuous
with always to stress the repetitiveness of an action check chew lose talk tell
or to show your annoyance.
1 Before, Tim was always chewing the end of his pen.
She 5 ’s always disturbing people. Now, he‘s always chewing gum.
She 6 was always fidgeting and handing in her 2 Before, Julie was always checking her make-up.
homework late. Now, she’s always checking her phone.
3 Before, Sam was always talking about himself.
4 In your notebook, complete the sentences with Now, he’s always talking about his new friends.
the correct form of the verbs in brackets. Use 4 Before, Dave was always losing his temper.
would where possible. If would is not possible, Now, he’s always losing his keys.
use used to. If used to is not possible, use the Past 5 Before, Mary was always telling lies.
Simple. Now, she’s always telling people what to do.
1 This school used to be (be) smaller than it is now.
8 SPEAKING List the habits in Exercise 7 from the least to the
2 Mum would take (take) me to school every day.
most annoying. Compare your ideas with a partner. Do you
3 I didn’t use to like (not like) going to school. know people who had or have any of these habits?
4 I used to hate (hate) having school lunches.
5 I would go (go) swimming every week.
FOCUS VLOG 3 About daily routines
6 I went (go) on a school trip to England.
1.7 Listen to the Focus Vlog. What did the speakers use
5 SPEAKING Ask and answer questions based on
to do when they were teenagers that they miss doing now?
the sentences in Exercise 4. Use used to or the
Write the answers in your notebook.
Past Simple.
1 Did this school use to be smaller than it is now?
Grammar page 132
6
LISTENING
1.3
LISTENING FOCUS Matching
Matching
4 1.9 Listen to four people talking about memory.
I can identify specific information In your notebook, match statements A–E with speakers
in a detailed spoken dialogue 1–4. There is one extra statement.
about memory.
The speaker …
Speaker 1 B A refers to someone who is incapable of
1 SPEAKING Discuss how good you are at Speaker 2 C forgetting anything.
remembering the different things in the box. Speaker 3 E B wanted a family member to confirm
Speaker 4 A whether his/her memory was correct.
dates and times English words faces C disagrees with someone about how they
items on a shopping list names song lyrics keep a good memory.
D wishes they could forget witnessing a crime.
E can describe someone accurately after
2 1.8 Read about two methods of memorising
seeing them for only a few seconds.
a shopping list. Which headings A–E match
paragraphs 1–2 correctly? There are three extra
headings. Then listen and check.
FOCUS ON WORDS | Memory
A Use your imagination
B Make up a dramatic narrative 5 1.10 In your notebook, translate the expressions in the
C Learn how to give a speech box. Use a dictionary if necessary. Then listen and repeat.
D Imagine what each item tastes like
E Visualise the items in a familiar place 1 have a clear/vivid memory of sth = mieć wyraźne wspomnienie czegoś
2 have a vague/distant memory of sth = mieć zatarte wspomnienie czegoś
3 have a good/terrible memory for sth = mieć dobrą/złą pamięć do czegoś
MEMORY TIPS 4
5
have a photographic memory = mieć pamięć fotograficzną
have a memory like a sieve = mieć dziurawą pamięć
Greek philosopher Socrates famously 6 jog your memory = odświeżyć swoją pamięć
said ‘Learning is remembering’. So, how 7 lose your memory = tracić pamięć
can we improve our memory? The key is 8 sb’s earliest memory = czyjeś najwcześniejsze wspomnienie
to use your imagination. Here are two ways
5 of remembering a shopping list of eight items.
6 1.9 In your notebook, complete the questions with
1 B First, imagine a huge loaf of bread, and the words in Exercise 5. Then listen again and answer the
suddenly, coffee squirts out of the top and makes questions.
a fountain of dark brown liquid. After a few seconds, 1 What is Speaker 1’s earliest memory?
the dark brown changes to white yoghurt. The 2 Has Speaker 2’s grandfather lost his memory?
10 yoghurt forms a river and it goes under a bridge – 3 Does Speaker 3 have a good memory for names
the bridge is a steak. Some black and green olives or faces, or both?
are crossing the bridge and some big brown eggs 4 Does Speaker 4 have a good memory?
are chasing them. The olives hide behind a big
carton of orange juice. You lift an olive to your 7 SPEAKING Ask and answer the questions in Exercise 6
using you or your. Find out as much as you can.
15 mouth to eat and it turns into an onion which tastes
horrible. That’s it. You’ve reached the end. 1 What is your earliest memory?
2 E Think of your home and get a mental image of

PRONUNCIATION FOCUS
the rooms in your house. Then, put the items on the
list, one by one, in specific places in the rooms. For 8 1.11 Listen and repeat the words in the box. Do any of
20 instance, you imagine the bread on the doormat the words have the same vowel sound? No, all six are different.
as you come in the door. Then you go into the living
room and the coffee is in front of the television, the bread clear learn mean steak wear
yoghurt is on the sofa and the steak is stuck to the
mirror on a wall. And so on, it’s all about making 9 1.12 Copy the table and complete it with the words
25 personal associations … you get the idea. This from Exercise 8 in the correct row. Then listen, check and
method isn’t just useful for memorising shopping repeat.
lists. Some famous people have used it to give a
speech without using notes. Sound Typical spelling Occasional spelling
/iː/ need detail 1
mean piece
3 SPEAKING Test your partner’s memory. Follow /ɪə/ here career 2
clear
the instructions to complete the task.
/ɜː/ reserved squirt turn 3
learn
• Write down a shopping list of eight items and
give it to your partner.
/e/ egg 4
bread
• Study your partner’s list for sixty seconds using /eɪ/ made detail pay 5
steak
one of the methods in Exercise 2. /eə/ pair rare 6
wear
• Take it in turns to recall your list. Did the tip help?
7
READING 7 SPEAKING If you could discover your hidden
1.4 Gapped text

talent, what would you like that talent to be?
Discuss your ideas with a partner.
I can infer unstated information and

FOCUS ON WORDS | Expressions with brain
understand relationships between ideas
in a descriptive text. 8 1.16 In your notebook, complete the
expressions with the words in the box. Use
a dictionary if necessary. Then listen, check
1 SPEAKING How much do you know about your brain? Do the and repeat.
quiz on page 9 and discuss your ideas with a partner.
behind have on rack
2 1.13 Listen and check your answers.
3 Read the text and answer the questions. 1 be the brains behind sth = be responsible
for inventing or organising sth
1 What hidden talents did the five people discover?
2 brainstorm sth = discuss (new) ideas
2 What caused them to discover their hidden talents?
3 brainy = very intelligent (informal)
3 How do some experts explain the phenomenon?
4 have a brainwave = suddenly think of a
good idea
READING FOCUS Gapped text 5 have sth on the brain = keep thinking
constantly about sth
4 Read the text again. Which sentences A–E complete 6 rack your brains = try very hard to
gaps 1–4 correctly? There is one extra sentence. remember or to solve sth
A After a year, he realised he had acquired extraordinary
memory skills and could recall the day of the week of any
given date.
9 In your notebook, complete the text about
Tim Berners-Lee with appropriate expressions
B In the near future, we will be able to expand our knowledge
in Exercise 8. Why isn’t he a multi-billionaire?
through a series of experiments into brain structure and its
function.
C We even know where many of the different brain functions,
such as memory, sight and smell, are located. Tim Berners-Lee
D However, their existence has led some researchers to argue
that there is an undiscovered genius within all of us. Tim Berners-Lee is proof
E Soon afterwards, he noticed that his vision had changed. He that you don’t have to be
also realised that he had developed remarkable mathematical a savant to do amazing
abilities. things. Berners-Lee, a
5 modest engineer and
computer scientist is
FOCUS ON WORDS | Collocations 1
the brains behind the World Wide Web. In 1989
5 1.15 In your notebook, complete the collocations with he was working for CERN, the European
the base form of the verbs in blue in the text. Explain the Organisation for Nuclear Research, in
difference, if any, between the pairs of collocations. Then 10 Switzerland. An essential part of his job was
listen, check and repeat.
to 2 brainstorm ideas with his colleagues
1 acquire a skill/sharpen a skill and then share information with researchers
2 be left unconscious/be found unconscious in different geographical locations. It was
3 be struck by lightning/be hit by lightning while he was 3 racking his brains for ways to
4 fall into a coma/come out of a coma 15 improve the communication process that
5 feel an urge/get an urge
he 4 had a brainwave – he could use hypertext,
6 lose consciousness/regain consciousness
7 remain a mystery/solve a mystery
a language for sharing text electronically, to
8 suffer an injury/recover from an injury allow computers all over the world to talk to
each other – through the Internet. The World
6 In your notebook, complete the questions with the correct 20 Wide Web was born! But Tim Berners-Lee
form of the verbs in Exercise 5. Then answer the questions. did not have money 5 on the brain ! Had
1 What aspects of the human brain remain a mystery? he been a more materialistic man, he could
2 Where was Jason Padgett when he was attacked and have become a multi-billionaire by charging
left unconscious? royalties for his invention. Instead, he gave it
3 How common is it for savants to lose the new skills they have 25 to the world for free.
acquired ?
4 Why did Ben McMahon fall into a coma?
5 What was Orlando Serrell doing when he suffered a head
10 SPEAKING Which scientist, inventor or thinker
injury?
do you most admire? Decide on your ‘Top 3’.
6 Where was Tony Cicoria when he was struck/hit by lightning?
Compare your ideas with other people in the
7 When did Heather Thompson first feel/get an urge class.
to paint?
8
THE HUMAN BRAIN QUIZ
fact or fiction?
1 A larger brain is smarter than a smaller brain. fiction
2 On average a person has 70,000 thoughts each day. fact
3 The brain’s storage capacity is practically unlimited. fact
4 The brain produces enough electricity to power a small light bulb. fact
5 Most people only use 10 percent of their brain. fiction
HIDDEN TALENTS 1.14
Despite some recent advances, there is still a great deal Orlando Serrell suffered a head injury when he was knocked
about the human brain that remains a mystery. We know it out in a baseball game at the age of ten. When he regained
is made up of about 100 billion nerve cells, called neurons, consciousness, he felt OK and finished the game. 3 A
connected like wires in a giant telephone exchange. We 40 He has never made a mistake. For instance, ask him about
5 know messages pass down them like electrical signals and 11 February 1983 and he says ‘Friday. It was raining that
jump from one neuron to the next when chemicals known as day. I had a pizza – pepperoni sausage.’
neurotransmitters are released. 1 C But what we don’t
Some knocks on the head are more dramatic than others.
fully understand are things like consciousness, intelligence
Tony Cicoria, an orthopaedic surgeon, was struck by lightning
and creativity.
45 as he was leaving a public payphone. Luckily there was a
10 Much of our knowledge comes from studying brain functions nurse nearby and she saved his life. Several weeks after
when things go wrong. There are some fascinating cases the accident, Cicoria developed a strong desire to listen to
of where a bang on the head has brought about changes in classical piano music and play the piano even though he’d
personality or caused a person to become talented in a way never wanted to play a musical instrument before. He is now a
they weren’t at all before the injury. 50 successful pianist and composer.
15 A famous case was Jason Padgett, a furniture salesman from Although cases of female savants are not as common as those
Washington, who was mugged by two men after leaving a of males, there are some examples. Heather Thompson, a
karaoke bar. He survived the attack, but was left unconscious. successful businesswoman from Washington, was loading her
2
E Padgett began to see patterns in everything he looked supermarket shopping into her car when the boot door crashed
at, and to draw complex geometric figures. He seemed to 55 down onto her head. Although she never lost consciousness,
20 understand the mathematical nature of the universe despite the accident changed her life. Soon afterwards she felt an urge
the fact that he had little formal academic training. The man to paint, and overnight she became a talented abstract artist.
who had barely scraped through his school exams ended up She explained that her hands simply knew how to use colour
pursuing a career in mathematics as a number theorist. and white spaces – it felt natural to her to paint.
Padgett’s is a case of acquired savant syndrome, a condition 60 There is no single theory to explain each case, but many
25 in which brain damage of some kind unlocks extreme mental researchers believe that acquired savant syndrome happens
abilities. All cases of acquired savant syndrome involve a when the right side of the brain compensates for an injury to
head injury and the special abilities are typically in the fields the left side. The condition is rare – fewer than one hundred
of maths, languages, music or art. Having acquired the new cases have been identified. 4 D The challenge
skill, it is extremely rare for a savant to lose it. The change 65 is how to access that hidden knowledge and
30 is permanent. skill without experiencing a bang on
the head.
Another example of this syndrome is 24-year-old Ben
McMahon from Australia, who fell into a coma after a car
crash. A week later he woke up speaking Mandarin Chinese.
He had studied Chinese at school, but had never been
35 fluent until the accident. McMahon works now as a
Chinese-speaking tour guide in Australia.
9
GRAMMAR 6 Read GRAMMAR FOCUS II. Find examples of verb
1.5 Verb patterns

patterns with remember, stop, hear and see in
Exercise 5. Explain the changes in meaning.
For the changes in meaning, see Grammar Reference
I can use a wide range of different page 133.
verb patterns. GRAMMAR FOCUS II 4
Verb patterns – change in meaning
1 1.17 Listen to Part 1 of a podcast about being left- • You can use remember, forget, stop and try with
handed. What jobs seem to be more suited to ‘lefties’? the -ing form or a to + infinitive, but with a change
Jobs that are creative/visual – in music, the arts and media/ in meaning.
architects/sports people.
I remember doing my homework. Sadly, I didn’t
2 1.17 Listen to the podcast again. Are statements 1–4
true or false? remember to hand it in.
Jim will never forget going on that school trip. He
1 No one knows what makes someone use their right or left
hand. F forgot to take any money.
2 Left-handers tend to choose creative professions. T 'I’ve stopped eating chocolate.' 'Really? Why did
3 Dominance of the left hemisphere enables left-handers to you stop to buy some on the way home?'
be better at 3D perception. F I tried to convince Jane, but she doesn’t want my
4 Rafa Nadal keeps winning because he is naturally left- advice. Why don’t you try talking to her?
handed. F • You use feel, hear, see, watch + object + -ing
to describe ongoing actions or the same verbs
3 Read GRAMMAR FOCUS I. Which verb forms in blue in
+ object + infinitive without to to describe finished
Exercise 2 match these verb patterns?
actions.
I watched Dan playing football and saw him score
GRAMMAR FOCUS I 4 the winning goal.
Verb patterns
1 verb + to + infinitive: tend to choose
7 In your notebook, complete the sentences with
2 verb + object + to + infinitive: enables left-handers to be
the correct form of the verbs in brackets. Discuss
3 verb + object + infinitive without to: makes someone use
whether any sentences are true for you.
4 verb + -ing: keeps winning
1 I often forget to bring (bring) my pens to school.
2 I’ll never forget meeting (meet) my best friend.
4 In your notebook, match the verbs in the box with verb 3 I don’t remember learning (learn) how to swim.
patterns 1–4 in GRAMMAR FOCUS I. Check the lists in 4 I always remember to switch (switch) my phone off
Grammar Reference page 133 if you are not sure. in lessons.
5 I stopped taking (take) piano lessons a
advise 2 allow 2 arrange 1 avoid 4 can’t afford 1 while ago.
can’t help 4 can’t stand 4 cause 2 decide 1 encourage 2 6 I usually stop to buy (buy) sweets on my way.
expect 1, 2 fancy 4 force 2 imagine 4 intend 1 let 3 7 If my laptop freezes, I try turning (turn) it off and
manage 1 offer 1 refuse 1 remind 2 seem 1 on again.
spend/waste time 4 urge 1 warn (not) 2 8 I tried to work (work), but I was tired.
9 I’ve never seen my father lose (lose) his
temper.
5 1.18 In your notebook, complete Part 2 of the podcast
10 I often see my neighbour driving (drive) to work.
with the correct form of the verbs in brackets. Then listen
and check. How many left-handed people do you know?
Grammar page 133
So that’s the good news about being left-handed. The bad news is that manufacturers don’t
remember to make tools and machinery for left-handers. Society 1 forces us to use (force/us/use)
objects that are designed for right-handed people and this 2 makes us look(make/us/look) clumsy.
As a child I don’t remember deciding that I was left-handed. But when my primary school teacher
5 saw me using my left hand for writing and drawing she 3 encouraged me to swap (encourage/
me/swap) hands. She didn’t 4 manage to change (manage/change) my natural inclination,
and I didn’t stop writing with my left hand. Why 5 waste time trying (waste time/try) to change
someone’s natural handedness? Just 6 let them use (let/them/use) the hand they feel comfortable
with – you can’t 7 expect people to do (expect/people/do) what isn’t natural to them!
10 I once heard someone say that left-handed people were strange. But when you stop to think about
famous historical figures who were left-handed, you can’t 8 avoid concluding (avoid/conclude)
that they were brilliant! I’m sure Leonardo da Vinci, Mahatma Gandhi, Albert Einstein, Winston
Churchill and Marie Curie would agree!
10
SPEAKING
SPEAKING FOCUS
1.6 Describing a photo Speculating about people
Based on …, I’d say he’s/she’s/it‘s …
I can describe a photo and speculate
about hypothetical situations. Judging by …, I (don’t) think …
It looks/seems as if/though …
He/She/It appears/doesn’t appear to be …
The chances are (that) he’s/she’s/it’s …
1 SPEAKING Look at the adjectives in the box. Tell your
partner about the last time you experienced these Showing certainty
feelings while you were learning something. Clearly, (there’s a problem/something is wrong).
It’s obvious/clear (from the expression on his/her face) that …
confused determined enthusiastic He/She/It is definitely/certainly (not) …
frustrated relieved terrified thrilled
Showing uncertainty
The last time I felt really confused was when I was trying It’s hard to be sure (whether/if …)
to understand when to use the Present Perfect tense in It’s not easy to say (whether/if …)
English! But, fortunately, I understand it now … I can’t really tell (whether/if …)
2 SPEAKING Take it in turns to describe and speculate Speculating about the situation
about photo A. He/She could/might have just + past participle (recent past)
He/She could/might be + -ing (present)
• Say what the photo shows.
He/She could/might be about to + infinitive (near future)
• Speculate about the people and their feelings.
• Speculate about the situation just before and/or just
after the photo was taken.
A B
3 1.19 Listen to someone describing photo A. Does 5 SPEAKING Take it in turns to describe and speculate
the speaker have the same ideas about the situation as about photo B. Use the SPEAKING FOCUS to help you.
you?
6 1.20 Listen to a teenager answering a question.
4 1.19 Read the SPEAKING FOCUS. In your Which of these questions has he been asked?
notebook, complete the description of photo A with 1 Which school subject do you feel is the most useful
one word in each gap. Then listen again and check. and why?
This is a photo of a teenage girl driving a car. It’s 1hard to 2 Is it important for you to learn to drive? Why?/
be sure whether she’s having a driving lesson or taking Why not?
her driving test. The middle-aged man sitting in the 3 In your opinion, what qualities should a good teacher
passenger seat to her left has got some official looking or instructor have?
papers and a pen, so the 2 chances are he’s an 4 Given the choice, which new subjects or skills would
examiner rather than an instructor. 3 Based on you like to learn and why?
his body language, I’d say they might be 4 about
to crash! 5 Clearly , something is wrong. It looks 7 1.20 Listen again. Which phrases do you hear?
6
as if he’s absolutely terrified. He’s covering
his face and hiding behind his papers. He could have • Personally, I think … ✓ • I intend to … ✓
7
just seen a car pull out in front of them or, • In my opinion, … • For this reason, I feel … ✓
even worse, a pedestrian step out into the road. The girl • Actually, … ✓ • That’s why I think …
doesn’t 8 appear to be as scared as him, so maybe • To be honest, …
she hasn’t noticed the problem yet. Hopefully, she’ll be
able to stop in time. 9 Judging by the examiner’s
reaction, I don’t think she’s going to pass her driving test 8 SPEAKING In pairs, ask and answer the questions in
Exercise 6. Use the phrases in Exercise 7 to help you.
this time!
11
Text 1
USE OF ENGLISH To: Jill Duncan (Head of English)
From: Angie Dalton (School Exchange Organiser)
1.7 Register Hi Jill,
I can use formal and informal I’ve been thinking about having a welcome party for
language appropriately. 5 the Swiss exchange students. They can come to a
get-together in the main hall. Make sure all your staff
come along and also could you say a few words? – you
1 SPEAKING Read UK TODAY. Discuss why you think
fewer UK students are studying foreign languages these know, say hello and tell the visitors a bit about the
days. What is the situation in your country? school and the town. We’ll follow this with a bit of
10 food (menu TBC). They can come in through the main
entrance and we can get our students to say hello and
UK TODAY then they can show the exchange students around the
school. BTW, I’ve already posted a map and directions
International exchange trips on the website.
• Young people can experience life with a host family and 15 Thanks, Jill
at a local high school, new places, customs and people.
Angie
• 62 percent of UK students decided to study languages at
university after an exchange trip, but …
Text 2
• Only 30 percent of state secondary schools organise
international exchange trips these days and …
Stoneberry School
• Fewer than 8 percent of UK students study a foreign
language until age 18 and the numbers are falling. You are invited to attend a reception in honour of
the exchange group from Switzerland.
The reception will be held in the school assembly
hall from 5 p.m. to 6.30 p.m.
5 All English teaching staff will be present and
in addition the Head of English will give
a welcome speech.
This will be followed by light refreshments. A map
and directions have been posted on the website.
2 Read Texts 1 and 2 and answer the questions. 10 Please enter through the front entrance where
1 What is happening at Stoneberry School? student representatives will greet you.
2 What is the purpose of Text 1 and Text 2?
3 Which text is formal/informal? Why? Visitors will be given a guided tour of the school.
3 Read the LANGUGE FOCUS. In your notebook,

complete the table with the examples in blue in Texts 1 4 There are twelve more underlined examples of formal
and 2. and informal equivalents in Texts 1 and 2. Write
them down in a new formal/informal table in your
notebook.
LANGUAGE FOCUS
Register – formal and informal language
Formal language is more common in written English, e.g. in official documents, business letters and invitations. It is also used
in certain spoken contexts such as announcements, presentations or speeches. Informal language is more common in spoken
English. It is also used in some written contexts, e.g. in informal emails, blogs or postcards.
Formal Informal Formal Informal

No contractions or Contractions and More complex noun Simpler noun
abbreviations: abbreviations: phrases: phrases:
I have been thinking … 1
I’ve been thinking … light refreshments 5
a bit of food
To be confirmed 2
TBC More verbs of Latin origin: More phrasal verbs:
Greater use of the Less use of the 6
enter come in
passive: passive: Complex prepositional Simple prepositions:
3
This will be followed We’ll follow this … phrases: a welcome party
More use of indirect More use of direct a reception 7 in honour of for the exchange
questions: questions: the exchange group students
Do you think you could 4
Could you say a few words More formal linkers: Neutral linkers:
say a few words? 8
in addition also
incidentally BTW (by the way)
12
5 Read an email from one of the Swiss exchange 8 USE OF ENGLISH In your notebook, complete the
students to the student in her English host family. second sentence so that it has a similar meaning to the
Which options are more appropriate? first. Use between two and five words including the word
in capitals. Do not change the word given.
1 It’s fantastic you’ve chosen our school for your exchange trip.
Dear Miss Natalie Brown, / Hi Natalie ,
1
DELIGHTED
We are delighted (that) you have chosen our school for your
2
Sorry for not writing earlier / I apologise for the delay exchange trip.
in writing to you, but 3 I’ve been up to my eyes in / I have 2 You must wear school uniform at all times during school hours.
been extremely busy with my school work. 4I am delighted WORN
School uniform must be worn at all times during school hours.
to be invited / Thanks for inviting me to stay in your house
3 Does she like Italian food? LIKES
for three weeks. I’d like to know if/whether she likes Italian food.
5
I’d like / Please allow me to tell you a bit about myself. 4 Turn off your mobile phones, otherwise we will take them
away from you. CONFISCATED
I 6was raised / grew up in Basel and I have quite a big
Turn off your mobile phones, otherwise they will be confiscated .
family. 7 There are / It consists of three children – two girls 5 A meeting for parents is planned so that we can provide them
and a boy. 8 In addition / Also , we have two dogs. with the necessary information. ORDER
A meeting for parents is planned in order to provide them with
9
BTW / Incidentally, have you ever 10considered / the necessary information.
thought about learning German? You could come and
9 USE OF ENGLISH Read about the Tower of London and
stay with me in Basel.
use the information to complete the informal email. Write
11
Anyway / In conclusion, my train 12 gets in to / arrives in the answers in your notebook. Sometimes there is more
London at 2.30 p.m. and 13 so / consequently I should be than one possible answer.
at your house by 3.30 p.m. I hope 14that is acceptable / Visit the

that’s OK .
15
CU soon, / Yours sincerely, TOWER OF
Annika LONDON Guided tours
every day
Visitors will be given a guided tour. You will be
6 In your notebook, rewrite the sentences in the passive accompanied by a Beefeater who will recount
using the more formal equivalents of the underlined stories of the history of the Tower. Prepare to
phrasal verbs. Use the verbs in the box. be dazzled by the Crown Jewels. This will be
followed by the Ceremony of the Keys.
address demolish omit postpone
reject
reprimand tolerate We recommend allowing a minimum of three
hours to complete your visit.
If you require
1 I will not put up with bad behaviour. The tours start at 9 a.m. The last tour commences more information,
Bad behaviour will not be tolerated. at 2.30 p.m. in winter and 3.30 p.m. in summer. please consult our
2 You can leave out question 7. Please be aware that in poor weather conditions, website.
Question 7 can be omitted. the tour will be given in the Chapel.
3 I’ll deal with those issues tomorrow.
Those issues will be addressed tomorrow.
4 They’re pulling down the old hall next week.
Hi Annika,
The old hall is being demolished next week.
I think visiting the Tower of London is a great idea. They
5 Unfortunately, the city council turned down our 1
‘ll give/‘ll offer/can give us a guided tour of the Tower, and we
proposal.
can 2 start/begin/go on our tour any time in the morning. We
Unfortunately, our proposal was rejected by the city council.
need at 3 least three hours to see everything. A Beefeater
6 We’ve put off the decision till next week. will take us around the Tower and he’ll 4 tell us stories
The decision has been postponed till next week. about its history. We’ll start with the Crown Jewels – they’re
7 I’ve told him off twice already. amazing! And 5 after that/later/then we’ll see the Ceremony of
He’s already been reprimanded twice. the Keys. If the weather’s 6 bad/poor/horrible , the tour will be in
the Chapel. If you want to know anything else, we can just
7 In your notebook, complete the more formal version 7
look it up on the website.
of each question.
Cheers,
1 Is there a swimming pool at the school? Natalie
I was wondering if there was a swimming pool at
the school.
2 Are we going to London?
10 SPEAKING In pairs, discuss your own experiences or
views about international exchange trips.
Do you know if/whether we are going to London ?
3 Where can I change some money? • What are the pros and cons?
Could you tell me where I can change some money ? • What countries would you most like to have an
4 What time does school start in the morning? exchange with?
I’d like to know what time school starts in the morning . • Where would you take an exchange student in your area?
5 Are we allowed to wear trainers to school?
Use of English page 134
Do you think we are allowed to wear trainers to school ?
13
WRITING 3 In your notebook, complete the headings in
1.8 A CV and a covering email

Sigrid’s CV with the phrases in the box.
Education and qualifications Interests

I can write a CV and covering letter to Employment history Personal profile
describe my skills, education and work Referees Skills and achievements
experience.
4 Discuss the questions. Then read the first part of

1 SPEAKING Discuss the questions. the WRITING FOCUS and check.
1 What kind of part-time or summer jobs do students in your 1 How long is Sigrid’s CV and how has she made it
country do? easy to follow?
2 Have you ever applied for a part-time or summer job? 2 Why does she avoid using full sentences, e.g.
3 Have you got a CV? How are CVs different from covering I have a good command of English?
letters/emails? 3 How are her referees linked to her experience?
2 Read Sigrid’s CV and covering email. What position is she

applying for? Which skills and experience make her an
appropriate candidate for the job? From: s.halverson3@mymail33.com
Children’s activity coordinator at a zoo’s summer activity programme. Subject: Sigrid Halverson – summer work application
Experience with childcare, artistic and sporting skills, works well in
a team, etc. Attachments: Sigrid Halverson CV
Dear Ms Laver,
S I G R I D H A LV E R S O N 5 I am writing in response to your online advertisement
seeking staff for Chatfield Zoo’s summer activities
14 Cherry Tree Drive Mob: 1101 351 191 programme. I wish to apply for the position of
Chatfield, CH17 3QP s.halverson3@mymail33.com children’s activity coordinator.
I am an eighteen-year-old childcare student and I
10 am passionate about working with children. I intend
1
Personal profile to pursue a career as a kindergarten teacher when I
Bright and responsible sixth-former with practical experience of finish my education. With this in mind, I hope to gain
caring for young children and a proven ability to work well in a as much relevant experience as possible while I am
team. still a student. I would welcome the opportunity to
2
Skills and achievements 15 work with and learn from a successful organisation
• well-developed communication skills such as Chatfield Zoo.
I gained considerable work experience at a local
• excellent command of Danish and Spanish
kindergarten last summer. During my work placement
• competent user of Microsoft Office there, I worked alongside teachers, contributed to
3
Education and qualifications 20 classes and supervised the children at break times.
Currently: Queen Anne’s College, Chatfield I also sat in on staff meetings and coordinated a very
Level 3 NVQ Childcare successful sports day. Additionally, as a keen athlete
2012–2019 Stoneferry School, Chatfield and artist, I feel confident I possess relevant skills
GCSEs Maths (C), English (B), Spanish (A), Combined Science (B), and would be well suited to the position.
History (C), Geography (B), Art and Design (A), English Literature (B) 25 I would be delighted to attend an interview at your
4
Employment history convenience and have attached my CV for your
Summer 2019 Work experience: Chatfield Kindergarten, Childcare consideration. Please do not hesitate to contact me if
Assistant you require any further information.
• dedicated member of care team assisting learning through play Yours sincerely,
• relevant knowledge of health and safety regulations 30 Sigrid Halverson
2017–2019 Babysitting two pre-schoolers for family friends
5
Interests
Art and design, mountain biking, cross-training, animals
6
Referees
Mrs C. Waters
Manager, Chatfield Kindergarten
t.waters@cfk.com
Mrs D. Sommer
Course Coordinator (Childcare)
Queen Anne’s College, Chatfield
d.sommer@qac.co.uk
14
WRITING FOCUS 9 Decide which underlined verbs in Sigrid’s email
Organising a CV complete LANGUAGE FOCUS II correctly. In your
notebook, match the verbs with their meanings.
• A CV should be one to two pages long.
• Save space and make your CV concise by avoiding
LANGUAGE FOCUS II
full sentences.
• Use headings and bullet points to organise your CV Use these phrases to explain more about your work
logically. experience in a covering email. Use full sentences.
• Use positive language to describe your skills and 1 I gained considerable work experience. c
experience. 2 I worked alongside teachers. f
3 I contributed to classes. d
• Choose referees linked to your education and work
4 I supervised the children at break times. e
experience.
5 I sat in on staff meetings. a
• Check whether a photo is required in the country where 6 I coordinated a sports day. b
you are applying for a job.
a attended but didn’t take part in
Organising a covering email
b helped to organise
• Use full sentences and a variety of positive language. c got
• Say why you are writing and which job you are applying d gave my ideas, time and effort
for. e watched/checked
f worked together with
• Give details about yourself and explain why you want
the job.
• Explain more about your relevant skills and experience 10 In your notebook, complete the extracts from covering
(don’t just repeat what’s on your CV). emails with words from LANGUAGE FOCUS II.
• Mention availability for interview and any attachments 1 Two classmates and I coordinated the end-of-term
you are sending, e.g. your CV. party for our year at school.
2 While volunteering at the animal hospital,
I gained valuable knowledge of common pet
5 Read the second part of the WRITING FOCUS. Find illnesses.
examples of each point in Sigrid’s covering email. Has 3 I supervised a group of younger students during a
she followed all the advice? yes
field trip to a museum.
4 During my work placement at the theatre,
6 In your notebook, complete the examples in I sat in on rehearsals and watched the director.
LANGUAGE FOCUS I with information from Sigrid’s
5 I am proud to say I contributed to some ideas that
CV.
the company used in their marketing campaign.
6 I learned a lot because I worked alongside some of the
LANGUAGE FOCUS I most experienced members of staff.
Use these phrases to give concise information on your 11 Find other useful phrases in Sigrid’s covering letter.
CV. Avoid full sentences.
1 competent user of Microsoft Office 12 SPEAKING Make notes on your ideal summer job.
2 dedicated member of care team What is it? What skills and experience would be
3 excellent command of Danish and Spanish helpful? Discuss your ideas with a partner.
4 practical experience of caring for young children
5 proven ability to work well in a team
SHOW WHAT YOU‘VE LEARNT
6 well-developed communication skills
13 In your notebook, write your CV.
• Use the headings from Sigrid’s CV.
7 In your notebook, complete the list of skills with
• Use the ideas in the WRITING FOCUS and
phrases from LANGUAGE FOCUS I.
LANGUAGE FOCUS I to help you.
1 proven ability to meet deadlines • Invent any necessary details.
2 practical experience of leading a team • Check that your CV is one-page long.
3 competent user of image editing software
4 well-developed leadership skills 14 Do the writing task in your notebook. Use the
5 excellent command of Mandarin Chinese ideas in the WRITING FOCUS, LANGUAGE FOCUS II
6 dedicated member of school athletics team and ideas in Exercise 12 to help you.
Ubiegasz się o pracę wakacyjną. Napisz list
8 SPEAKING Make a similar list of your skills and motywacyjny, w którym przedstawisz swoje kwalifikacje
abilities. Compare your list with a partner. Which of
(dotychczasowe wykształcenie, umiejętności
your skills and abilities might help you get the job
i zainteresowania) oraz przekonasz pracodawcę,
Sigrid is applying for?
że odpowiadają one wymaganiom oferowanej pracy.
Wypowiedź powinna zawierać od 200 do 250 słów
i spełniać wszystkie wymogi typowe dla formy
wskazanej w poleceniu.
15
UNIT 1 Live and learn
1.1 Vocabulary 4.1 strict /strɪkt/ surowy, wymagający squirt /skwɜːt/ wytryskać
swot /swɒt/ kujon visualise /ˈvɪʒuəlaɪz/ wizualizować
accessible /əkˈsesəbəl/ przystępny
villain /ˈvɪlən/ czarny charakter witness /ˈwɪtnəs/ być świadkiem
appeal /əˈpiːl/ podobać się
work in the field of /ˌwɜːk ɪn ðə ˈfiːld
appealing /əˈpiːlɪŋ/ atrakcyjny, kuszący 1.4 Reading 4.4
əv/ zajmować się jakąś dziedziną
armour /ˈɑːmə/ zbroja, pancerz
write a dissertation /ˌraɪt a great deal /ə ˈɡreɪt diːl/ dużo
attend a lecture /əˈtend ə ˈlektʃə/ przyjść
ə ˌdɪsəˈteɪʃən/ pisać pracę dyplomową academic training /ˌækəˈdemɪk ˌtreɪnɪŋ/
na wykład, wziąć udział w wykładzie
youth culture /ˈjuːθ ˌkʌltʃə/ kultura wykształcenie akademickie
be of interest to /ˌbi əv ˈɪntrəst tə/ być
młodzieżowa acquire a skill /əˌkwaɪər ə ˈskɪl/ nabyć
interesującym dla
bully /ˈbʊli/ prześladowca, osoba umiejętność
1.2 Grammar 4.2 advance /ədˈvɑːns/ postęp
znęcająca się nad innymi
chemical composition /ˌkemɪkəl annoying /əˈnɔɪ-ɪŋ/ irytujący bang on the head /ˌbæŋ ɒn ðə ˈhed/
ˌkɒmpəˈzɪʃən/ skład chemiczny complain about /kəmˈpleɪn əˌbaʊt/ uderzenie w głowę
core /kɔː/ główny, najważniejszy skarżyć się na be found unconscious /bi ˌfaʊnd
deepen your knowledge /ˌdiːpən jə disturb /dɪˈstɜːb/ przeszkadzać ʌnˈkɒnʃəs/ zostać znalezionym
ˈnɒlɪdʒ/ pogłębiać wiedzę educationalist /ˌedjʊˈkeɪʃənəlɪst/ nieprzytomnym
design /dɪˈzaɪn/ projektowanie pedagog, metodyk be hit by lightning /bi ˌhɪt baɪ ˈlaɪtnɪŋ/
disruptive /dɪsˈrʌptɪv/ zakłócający spokój fidget /ˈfɪdʒət/ wiercić się zostać porażonym piorunem
dyslexic /dɪsˈleksɪk/ dyslektyczny, hand in /hænd ˈɪn/ wręczyć, oddać be left unconscious /bi ˌleft ʌnˈkɒnʃəs/
cierpiący na dysleksję (zadanie domowe) być nieprzytomnym
engaging /ɪnˈɡeɪdʒɪŋ/ wciągający, handwriting /ˈhændˌraɪtɪŋ/ charakter be made up of /bi ˌmeɪd ˈʌp əv/ składać
zachęcający pisma się z
enrol on a course /ɪnˌrəʊl ɒn ə ˈkɔːs/ learning disorder /ˈlɜːnɪŋ dɪsˌɔːdə/ be struck by lightning /bi ˌstrʌk baɪ
zapisać się na kurs trudności w uczeniu się ˈlaɪtnɪŋ/ zostać porażonym piorunem
fall behind /ˌfɔːl bɪˈhaɪnd/ mieć lose your temper /ˌluːz jə ˈtempə/ stracić be the brains behind sth /bi ðə ˈbreɪnz
zaległości panowanie nad sobą bɪˌhaɪnd ˌsʌmθɪŋ/ być mózgiem czegoś
get a degree /ˌɡet ə dɪˈɡriː/ zdobyć tytuł make a successful living /ˌmeɪk boot /buːt/ bagażnik samochodowy
naukowy ə səkˌsesfəl ˈlɪvɪŋ/ odnieść sukces brainstorm /ˈbreɪnstɔːm/ robić burzę
get a scholarship /ˌɡet ə ˈskɒləʃɪp/ zawodowy mózgów, zastanawiać się nad
otrzymać stypendium naukowe pay attention in class /ˌpeɪ əˌtenʃən ɪn brainy /ˈbreɪni/ bystry, uzdolniony
get expelled (from school) /ˌɡet ɪkˈspeld ˈklɑːs/ uważać na lekcji bring about /ˌbrɪŋ əˈbaʊt/ spowodować,
(frəm ˌskuːl)/ zostać wydalonym wywołać
1.3 Listening 4.3 charge royalties /ˌtʃɑːdʒ ˈrɔɪəltiz/
(ze szkoły)
get top marks /ˌɡet tɒp ˈmɑːks/ accurately /ˈækjərətli/ dokładnie, otrzymywać tantiemy
dostawać najlepsze oceny precyzyjnie come out of a coma /ˌkʌm ˌaʊt əv
gifted /ˈgɪftɪd/ utalentowany, uzdolniony association /əˌsəʊsiˈeɪʃən/ skojarzenie ə ˈkəʊmə/ obudzić się ze śpiączki
give a lecture /ˌɡɪv ə ˈlektʃə/ wygłosić chase /tʃeɪs/ gonić, ścigać compensate for /ˈkɒmpənseɪt fə/
wykład earliest memory /ˌɜːliəst ˈmeməri/ rekompensować (coś)
give up on /ˌɡɪv ˈʌp ɒn/ zrezygnować z, najwcześniejsze wspomnienie complex /ˈkɒmpleks/ złożony
przestać w kogoś wierzyć give a speech /ˌɡɪv ə ˈspiːtʃ/ wygłosić develop a desire /dɪˌveləp ə dɪˈzaɪə/
go into /ˌɡəʊ ˈɪntə/ zacząć się czymś przemowę nabrać ochoty
zajmować have a clear memory of /ˌhæv ə ˌklɪə essential part /ɪˈsenʃəl ˌpɑːt/ istotna
go on to /ˌɡəʊ ˈɒn tə/ przejść do robienia ˈmeməri əv/ pamiętać coś wyraźnie część
czegoś have a distant memory of /ˌhæv ə fall into a coma /ˌfɔːl ˌɪntʊ ə ˈkəʊmə/
graduate /ˈɡrædʒueɪt/ kończyć studia, ˌdɪstənt ˈmeməri əv/ mieć odległe zapaść w śpiączkę
uzyskać dyplom uczelni wspomnienie (czegoś) feel an urge /ˌfiːl ən ˈɜːdʒ/ odczuć
have a passion for /ˌhæv ə ˈpæʃən fə/ have a good memory for /ˌhæv ə ˌɡʊd pragnienie, odczuć ochotę
pasjonować się czymś ˈmeməri fə/ mieć dobrą pamięć do geometric pattern /ˌdʒiːəˌmetrɪk
have an impact on /ˌhæv ən ˈɪmpækt ɒn/ have a memory like a sieve /ˌhæv ə ˈpætən/ wzór geometryczny
mieć wpływ na ˈmeməri laɪk ə ˌsɪv/ mieć słabą pamięć get an urge /ˌɡet ən ˈɜːdʒ/ poczuć
hero /ˈhɪərəʊ/ bohater have a photographic memory /ˌhæv potrzebę, poczuć chęć
inclined towards /ɪnˈklaɪnd təˌwɔːdz/ ə ˌfəʊtəˌɡræfɪk ˈmeməri/ mieć pamięć have a brainwave /ˌhæv ə ˈbreɪnweɪv/
skłonny do fotograficzną doznać olśnienia
keen to do sth /ˌkiːn tə ˈduː ˌsʌmθɪŋ/ have a terrible memory for /ˌhæv have sth on the brain /ˌhæv ˌsʌmθɪŋ ɒn
chętny do zrobienia czegoś ə ˌterəbəl ˈmeməri fə/ mieć słabą ðə ˈbreɪn/ stale o czymś myśleć
lenient /ˈliːniənt/ pobłażliwy, łagodny pamięć do knock sb out /ˌnɒk ˌsʌmbɒdi ˈaʊt/
major in /ˈmeɪdʒər ɪn/ studiować, have a vague memory of /ˌhæv ə ˌveɪɡ pozbawić kogoś przytomności,
specjalizować się w ˈmeməri əv/ mieć mgliste wspomnienie znokautować
management /ˈmænɪdʒmənt/ zarządzanie (czegoś) lose consciousness /ˌluːz ˈkɒnʃəsnəs/
music industry /ˈmjuːzɪk ˌɪndəstri/ have a vivid memory of /ˌhæv ə ˌvɪvəd stracić przytomność
przemysł muzyczny ˈmeməri əv/ mieć żywe wspomnienie modest /ˈmɒdəst/ skromny
nutrition /njuːˈtrɪʃən/ odżywianie (czegoś) nerve cell /ˈnɜːv sel/ komórka nerwowa
principle /ˈprɪnsəpəl/ zasada, reguła improve your memory /ɪmˌpruːv jə neurotransmitter /ˌnjʊərəʊtrænzˈmɪtə/
scrape through /ˌskreɪp ˈθruː/ przebrnąć, ˈmeməri/ poprawiać pamięć neuroprzekaźnik
przejść przez coś z trudem jog your memory /ˌdʒɒɡ jə ˈmeməri/ number theorist /ˈnʌmbə ˌθɪərəst/
self-disciplined /ˌself ˈdɪsɪplɪnd/ odświeżyć sobie pamięć naukowiec zajmujący się teorią liczb
zdyscyplinowany lose your memory /ˌluːz jə ˈmeməri/ overnight /ˌəʊvəˈnaɪt/ nagle, z dnia
settle down /ˌsetl ˈdaʊn/ uspokoić się, stracić pamięć na dzień
ustabilizować się make up /ˌmeɪk ˈʌp/ wymyślić, zmyślić payphone /ˈpeɪfəʊn/ automat
sit an exam /ˌsɪt ən ɪɡˈzæm/ zdawać, memorise /ˈmeməraɪz/ nauczyć się telefoniczny
pisać egzamin na pamięć personality /ˌpɜːsəˈnæləti/ osobowość
narrative /ˈnærətɪv/ opowiadanie
16
Live and learn Word list
rack your brains /ˌræk jə ˈbreɪnz/ łamać 1.7 Use of English 4.7 competent user of /ˌkɒmpɪtənt ˈjuːzər əv/
sobie głowę zaawansowany użytkownik
address /əˈdres/ zająć się (sprawą)
recall /rɪˈkɔːl/ przypominać sobie considerable /kənˈsɪdərəbəl/ znaczny,
announcement /əˈnaʊnsmənt/
recover from an injury /rɪˌkʌvə frəm ən niemały
ogłoszenie
ˈɪndʒəri/ powracać do zdrowia po urazie contribute to /kənˈtrɪbjuːt tə/ przyczynić
assembly hall /əˈsembli ˌhɔːl/ aula
regain consciousness /rɪˌɡeɪn ˈkɒnʃəsnəs/ się do
be up to your eyes in /bi ˈʌp tə jə
odzyskać przytomność coordinate /kəʊˈɔːdəneɪt/ koordynować
ˌaɪz ɪn/ mieć czegoś po uszy, być czymś
release /rɪˈliːs/ uwalniać covering letter /ˌkʌvərɪŋ ˈletə/ list
bardzo zajętym
remain a mystery /rɪˌmeɪn ə ˈmɪstəri/ motywacyjny
chapel /ˈtʃæpəl/ kaplica
pozostawać zagadką dedicated member of /ˌdedɪkeɪtɪd
consist of /kənˈsɪst əv/ składać się z
remarkable /rɪˈmɑːkəbəl/ niezwykły ˈmembər əv/ oddany członek,
custom /ˈkʌstəm/ zwyczaj, tradycja
savant syndrome /ˈsævənt ˌsɪndrəʊm/ zaangażowany członek
confiscate /ˈkɒnfɪskeɪt/ konfiskować
zespół sawanta (stan, gdy osoba excellent command of /ˌeksələnt
dazzle /ˈdæzl̩/ olśniewać
upośledzona wykazuje niezwykłe kəˈmɑːnd əv/ doskonała znajomość
deal with /diːl wɪð/ zajmować się czymś
umiejętności) czegoś
delighted /dɪˈlaɪtəd/ zadowolony
sharpen a skill /ˌʃɑːpən ə ˈskɪl/ szlifować gain work experience /ˌɡeɪn wɜːk
demolish /dɪˈmɒlɪʃ/ zburzyć, rozebrać
umiejętność ɪkˈspɪəriəns/ zdobyć doświadczenie
(budynek)
solve a mystery /ˌsɒlv ə ˈmɪstəri/ zawodowe
exchange student /ɪksˈtʃeɪndʒ ˌstjuːdənt/
rozwiązać zagadkę health and safety regulations /ˌhelθ ən
student uczestniczący w wymianie
suffer an injury /ˌsʌfər ən ˈɪndʒəri/ ˈseɪfti ˌreɡjuˈleɪʃənz/ przepisy BHP
exchange trip /ɪksˈtʃeɪndʒ ˌtrɪp/
doznać urazu, zostać rannym image editing software /ˌɪmɪdʒ ˈedɪtɪŋ
wymiana studencka
telephone exchange /ˌteləfəʊn ˌsɒftweə/ oprogramowanie do edycji
get-together /ˈɡet təˌɡeðə/ spotkanie
ɪksˈtʃeɪndʒ/ centrala telefoniczna zdjęć
towarzyskie
unlock /ʌnˈlɒk/ odblokować in response to /ɪn rɪˈspɒns tə/
greet /ɡriːt/ witać
vision /ˈvɪʒən/ wzrok w odpowiedzi na
guided tour /ˌɡaɪdɪd ˈtʊə/ zwiedzanie
wire /waɪə/ przewód, kabel kindergarten /ˈkɪndəɡɑːtn/ przedszkole
z przewodnikiem
lead a team /ˌliːd ə ˈtiːm/ kierować
1.5 Grammar 4.5 hold /həʊld/ urządzać przyjęcie, urządzać
zespołem
spotkanie
clumsy /ˈklʌmzi/ niezdarny leadership skills /ˈliːdəʃɪp ˌskɪlz/
host family /ˈhəʊst ˌfæməli/ rodzina
enable /ɪˈneɪbəl/ umożliwić zdolności kierownicze
goszcząca
fancy /ˈfænsi/ mieć ochotę, chcieć czegoś meet deadlines /ˌmiːt ˈdedlaɪnz/
in honour of /ɪn ˈɒnər əv/ na czyjąś cześć
handedness /ˈhændɪdnəs/ naturalna dotrzymywać terminów
incidentally /ˌɪnsəˈdentəli/ przypadkowo,
tendencja do używania jednej ręki part-time job /ˌpɑːt ˈtaɪm ˈdʒɒb/ praca
nawiasem mówiąc
częściej niż drugiej w niepełnym wymiarze godzin
leave sth out /ˌliːv ˌsʌmθɪŋ ˈaʊt/
hemisphere /ˈheməsfɪə/ półkula practical experience of /ˌpræktɪkəl
pominąć coś
left-handed /ˌleft ˈhændɪd/ leworęczny ɪkˈspɪəriəns əv/ praktyczne
omit /əʊˈmɪt/ pominąć coś
left-hander /ˌleft ˈhændə/ osoba doświadczenie w jakiejś dziedzinie
postpone /pəʊsˈpəʊn/ odłożyć, przełożyć
leworęczna pre-schooler /priːˈskuːlə/ przedszkolak
na później
natural inclination /ˌnætʃərəl proven ability to /ˌpruːvən əˈbɪləti tə/
pull down /ˌpʊl ˈdaʊn/ zburzyć, rozebrać
ˌɪŋkləˈneɪʃən/ naturalna skłonność udokumentowana znajomość czegoś
(budynek)
perception /pəˈsepʃən/ widzenie, pursue a career /pəˌsjuː ə kəˈrɪə/
put sth off /ˌpʊt ˌsʌmθɪŋ ˈɒf/ odkładać
postrzeganie rozwijać karierę zawodową
coś na później
swap /swɒp/ wymienić, zamienić relevant /ˈreləvənt/ odpowiedni
put up with /ˌpʊt ˈʌp wɪð/ znosić,
tend to do sth /ˌtend tə ˈduː ˌsʌmθɪŋ/ sit in /sɪt ˈɪn/ być obecnym
tolerować
mieć skłonność do robienia czegoś staff /stɑːf/ personel
reception /rɪˈsepʃən/ przyjęcie
urge sb to do sth /ˌɜːdʒ ˌsʌmbɒdi tə ˈduː summer job /ˈsʌmə dʒɒb/ praca
refreshments /riˈfreʃmənts/ przekąski,
ˌsʌmθɪŋ/ nakłaniać kogoś do robienia wakacyjna
napoje
czegoś supervise /ˈsuːpəvaɪz/ nadzorować
reject /rɪˈdʒekt/ odrzucać
valuable /ˈvæljuəbəl/ cenny
1.6 Speaking 4.6 reprimand /ˈreprəmɑːnd/ skarcić, udzielić
volunteer /ˌvɒlənˈtɪə/ pracować jako
nagany
appear /əˈpɪə/ wydawać się wolontariusz
require /rɪˈkwaɪə/ prosić o
based on /ˈbeɪst ɒn/ sądząc po czymś welcome an opportunity /ˌwelkəm ən
tell sb off /ˌtel ˌsʌmbədi ˈɒf/ skarcić,
certainly /ˈsɜːtnli/ z pewnością ˌɒpəˈtjuːnəti/ skorzystać z możliwości,
udzielić nagany
certainty /ˈsɜːtnti/ pewność chcieć skorzystać z okazji
the Crown Jewels /ðə ˌkraʊn ˈʤu:əlz/
clearly /ˈklɪəli/ ewidentnie, najwyraźniej well suited /ˌwel ˈsuːtɪd/ odpowiedni,
kolekcja brytyjskich klejnotów koronnych
confused /kənˈfjuːzd/ zdezorientowany dopasowany
turn sb down /ˌtɜːn ˌsʌmbɒdi ˈdaʊn/
definitely /ˈdefɪnətli/ zdecydowanie well-developed /ˌwel diˈveləpt/
odrzucić kogoś
determined /dɪˈtɜːmənd/ zdeterminowany rozwinięty, rozbudowany
welcome party /ˈwelkəm ˌpɑːti/ przyjęcie
enthusiastic /ɪnˌθjuːziˈæstɪk/ pełen work alongside /ˈwɜːk əˌlɒŋˌsaɪd/
powitalne
entuzjazmu współpracować z
welcome speech /ˈwelkəm ˌspi:tʃ/ mowa
expression /ɪkˈspreʃən/ wyraz twarzy work placement /ˈwɜːk ˌpleɪsmənt/ staż,
powitalna
hard to be sure /ˈhɑːd tə bi ˌʃɔː/ trudno praktyka zawodowa
powiedzieć 1.8 Writing 4.8
intend to /ɪnˈtend tə/ mieć zamiar apply for a position /əˌplaɪ fər ə pəˈzɪʃən/
judging by /ˈdʒʌdʒɪŋ baɪ/ sądząc po ubiegać się o stanowisko
czymś at your convenience /ət jə kənˈviːniəns/
obvious /ˈɒbviəs/ oczywisty w dogodnym dla ciebie/Pana/Pani
pedestrian /pəˈdestriən/ pieszy momencie
pull out /pʊl ˈaʊt/ wjechać na drogę be passionate about /bi ˈpæʃənət əˌbaʊt/
relieved /rɪˈliːvd/ odczuwający ulgę pasjonować się (czymś)
thrilled /θrɪld/ podekscytowany childcare /ˈtʃaɪldkeə/ opieka nad dziećmi
uncertainty /ʌnˈsɜːtnti/ brak pewności
17
FOCUS REVIEW 1 Wszystkie ćwiczenia wykonaj w zeszycie.
4 Uzupełnij zdania odpowiednimi formami czasowników

SŁOWNICTWO I GRAMATYKA podanych w nawiasach.
1 If you need more details, try looking (look) online
for information. Maybe you’ll find something.
1 Połącz czasowniki z ramki A z przyimkami z ramki B
2 The Music Academy exam board first listened to us all
i uzupełnij zdania otrzymanymi czasownikami
frazowymi. sing (sing) and then they announced who was
admitted.
A 3 I’m sorry, sir. I forgot to check (check) if my essay
fall go major settle scrape is within the word limit you required.
4 Do you think our Chemistry teacher will let us
B use (use) the lab to carry out our own
experiments?
behind down in into through
5 We were warned not to touch (not/touch) any of the
1 After the lunch break, the kids were excited and took exhibits.
time to settle down .
2 Maths wasn’t my best subject and I just managed to ŚRODKI JĘZYKOWE
scrape through the exam.
3 If you miss a few classes, it’s easy to fall behind . Wybór wielokrotny; parafraza zdań
Then it’s hard to catch up. 5 Przeczytaj tekst. Które z podanych odpowiedzi A–D
4 He enjoys working with kids and he’d like to poprawnie go uzupełniają?
go into teaching as a career.
5 She wants to major in Biology at university, then New research suggests that having a smartphone on your desk
get a job at a nature reserve. when you are studying tends 1 a negative effect on your
2 Wybierz poprawny wyraz. ability to concentrate. It 2 that in IQ tests where candidates
1 Many students can’t afford to go to university unless had a smartphone nearby, even when they did not actively use
they get a degree / scholarship / dissertation. it, they 3 less well than those without. It is thought that
2 I have a very vague / clear / photographic memory of we have become accustomed to being alert to updates and
my first day at school – I remember it really well.
notifications on our mobile devices. Thus, just having
3 Amy fainted, but thankfully after just a few seconds she
remained / lost / regained consciousness. a smartphone in sight may be enough to 4 our attention
4 George got bored quickly and his teachers complained from the task at hand.
he was disruptive / gifted / expelled in class.
5 Our sports coach is pretty lenient / self-disciplined / 1 A to having B you to have
strict ; she makes us work really hard in training. C having D to have
6 You can’t possibly be hungry again – you always have 2 A has been shown B was showing
food on / in / inside the brain! C is shown D had shown
3 A made B got on
3 Przeczytaj tekst. Jakie wyrazy poprawnie go
uzupełniają? Wpisz w każdą lukę tylko jeden wyraz. C performed D got through
4 A put off B distract
C omit D mess with
THE SCHOOL REUNION
Last week I went to a school reunion and I was 6 Wykorzystaj podane wyrazy i przekształć zdania,
amazed how different the school looks now. The zachowując ich sens. Nie zmieniaj podanych
building where we 1 used to have PE classes has fragmentów. W każdą lukę możesz wpisać
been demolished and a new sports centre has been maksymalnie cztery wyrazy.
built instead. I clearly remember how we 2 would 1 So, did you get that email I sent you about the new
beg our sports teacher to allow us to play games in course? WONDERING
I was wondering whether/if you got that email I sent you
the old building!
about the new course.
Then I bumped into Caroline who I 3 was
2 Teachers are typically more aware of dyslexia now than
always having arguments with. I hardly recognised
they were in the past. TEND
her. She didn’t 4 use to look so glamorous. But Teachers tend to be more aware of dyslexia now than
one thing hasn’t changed about her. She 5 is they were in the past.
always talking about others behind their back. It’s so 3 Our English teacher often took us to the cinema to
unpleasant. watch foreign films. WOULD
The reunion also reminded me of the importance of Our English teacher would take us to the cinema to
punctuality that the school head teacher talked about watch foreign films.
so often. I got used to certain things so much that 4 My best friend has a very irritating habit of chewing
even now I 6 will/always arrive at meetings at least gum loudly. ALWAYS
fifteen minutes earlier than necessary! My best friend is always chewing gum loudly.
5 I’m not sure if I’ve told my parents about the school
trip. REMEMBER
I don’t/can’t remember telling my parents about the
school trip.
18
CZYTANIE SŁUCHANIE
Uzupełnianie luk Dobieranie
7 Przeczytaj tekst. Które z podanych zdań A–F 8 1.21 Usłyszysz dwukrotnie cztery wypowiedzi
poprawnie go uzupełniają? Jedno zdanie zostało na temat kursów i warsztatów. Dopasuj zdania A–E
podane dodatkowo i nie pasuje do żadnej luki. do wypowiedzi 1–4. Jedno zdanie zostało podane
dodatkowo i nie pasuje do żadnej wypowiedzi.
The speaker …
Brooklyn Free School, New York Speaker 1 C A is looking to develop
Speaker 2 B a professional goal.
A school with no grades, no homework, no tests and no
Speaker 3 A B is struggling with the amount of
obligation to attend classes. That’s the Brooklyn Free School,
Speaker 4 E work on the course.
a learning institution that follows a ‘free’ education philosophy.
C is motivated by feedback from
Neither the school’s head teacher nor the teaching staff, who
the tutor.
are known as advisers, tell the students what to do. 1 F This is
D is thinking of quitting the
based on the school’s belief that learning only happens when it
course.
is self-directed and not imposed by others.
E is surprised by the attitude of
The school is open to students from three to eighteen years
the tutor.
of age. It encourages them to get involved in everything
that concerns the school. In order to do so, students attend a
Democratic Meeting where they have equal votes with the staff.
This get-together is at the heart of the school’s philosophy. MÓWIENIE
2
D Announcements are made, issues are raised and decisions
are taken. Everyone cooperates for the well-being of the school.
Attendance at the weekly meeting is one of the few school rules. 9 Opisz zdjęcie i odpowiedz na pytania do niego.
Though some of the younger students don’t pay much attention,
preferring to read or draw instead, they must be present.
A typical school day is different for every student. They can
paint, play video games or work on laptops. Some prepare for
the school’s annual play by rehearsing or building stage sets. In
the kitchen, others might be baking a cake or sorting rubbish
for recycling. Traditional classroom lessons are also available
if students wish to attend. 3 B By offering these choices, the
school accommodates all needs. Being part of a group of classes
on a regular basis fits some students best, while doing individual
projects is what suits others.
The school’s philosophy is a radical one. Parents hope it will
make their children independent thinkers and problem solvers.
However, the school’s system has its share of opponents.
4
E This is due to the enormous freedom students have, which
can lead to laziness and lack of discipline. Furthermore, they 1 Why do you think these people are attending a class?
believe that students whose families cannot afford to hire private 2 How do tests and exams make you feel? Why?
tutors have fewer chances of gaining college entry. It’s believed 3 Tell me about a situation in which you or someone you
that the school’s academic preparation is inadequate. This seems know had to learn something really difficult.
to be supported by the fact that there are parents who have
had to hire help to make sure their children learn the basics.
5
A Since then, however, enrolments have increased and people
are regaining confidence in the idea of self-regulated education PISANIE
and the school’s mission.
E-mail/List formalny
A Also, in its first academic year, a third of the original 10 Wykonaj zadanie egzaminacyjne.
students left, as did the teachers.
B These are best for students who prefer a structured day W twoim mieście podczas wakacji będą odbywały się
along with a weekly timetable. międzynarodowe zawody sportowe. Organizatorzy
C Many students go there to escape the stress and exam zamieścili ogłoszenie, w którym poszukują wolontariuszy
pressures of conventional schools. mówiących po angielsku do pomocy w tym wydarzeniu,
D Taking place every Wednesday, it gives staff and zwłaszcza do asystowania sportowcom nieznającym miasta.
students an opportunity to be heard. Napisz list motywacyjny, w którym podasz przyczyny,
E Their main criticism is that it does not, in fact, dla których chcesz wykonywać tę pracę, i opiszesz swoje
adequately prepare students for real life. umiejętności konieczne do jej wykonywania.
F It’s entirely up to them to choose what they learn and Wypowiedź powinna zawierać od 200 do 250 słów
how they wish to learn it. i spełniać wszystkie wymogi typowe dla formy wskazanej
w poleceniu.
19
VOCABULARY
2
2.1 People • personality adjectives
• compound adjectives • describing personality
I can talk about people and describe their
personalities.
SHOW WHAT YOU KNOW

1 In your notebook, write positive and negative adjectives for each
noun in the box.
ambition friendliness honesty kindness patience

politeness responsibility sensitivity
ambition: ambitious, unambitious
2 SPEAKING Discuss the qualities in Exercise 1 that you admire

most/least and the qualities you think you possess.
3 Do the personality test and then read the key.
KNOW
YOURSELF
Human PERSONALITY TEST
nature How well do you really know yourself? Read each
We are what we repeatedly do. sentence carefully and circle the symbol next to
Excellence, then, is not an act, it if you feel it truly describes the real you.
but a habit.
Aristotle
1 I learn new things fast. 11 I come up with new ideas.
2 I feel others’ emotions. 12 I make new friends easily.
3 I do jobs straight away. 13 I prefer small groups of people.
4 I like being alone. 14 I have a soft heart.
5 I have a vivid imagination. 15 I usually start conversations.
6 I make people feel relaxed. 16 I love helping others.
7 I like telling funny stories. 17 I enjoy the arts.
8 I know myself well. 18 I keep my things tidy.
9 I pay attention to detail. 19 I think before I speak.
10 I love partying. 20 I plan things in advance.
KEY
The symbols represent five different personality types. In your
notebook, write how many of each symbol you chose.
20
4 SPEAKING Write a short sentence that summarises 6 Which adjectives complete the descriptions correctly?
your results. Compare your results with a partner 1 Megan is brave enough to say things that shock people.
and then discuss the questions. She’s quite daring / insecure.
I am quite deep and fairly conscientious. 2 Janet understands difficult concepts and enjoys
1 How accurate do you think this personality test is? debating serious topics. She’s intellectual / witty.
2 Why do you think people like doing personality 3 Tom is diplomatic and is unlikely to upset or embarrass
tests? people. He’s very thorough / tactful .
3 Can you learn more about a person from a 15-minute 4 Sue has a very gentle, loving nature. She’s extremely
personality test or a 15-minute chat? perceptive / affectionate .
5 Rick never talks about his achievements. He’s very humble /
FOCUS ON WORDS | Personality adjectives moody.
5 1.22 In your notebook, translate the adjectives 6 Harry believes that most people are good and honest. He’s
in red in the quiz. Use a dictionary if necessary. Then very spontaneous / trusting .
listen and repeat.
FOCUS ON WORDS | Compound adjectives
1 affectionate = 7 perceptive =
7 1.23 In your notebook, complete the gaps with the
2 daring = 8 spontaneous =
underlined words in the text. Then listen, check and
3 humble = 9 tactful = repeat.
4 insecure = 10 thorough =
5 intellectual = 11 trusting = 1 fair-minded 6 self-centred
6 moody = 12 witty = 2 good-natured 7 self-conscious
3 kind-hearted 8 self-critical
4 laid-back 9 short-tempered
5 level-headed 10 strong-willed
AGREEABLE
You’re kind-hearted and sensitive to the needs of others. 8 Match each comment with an appropriate compound
Being relaxed, trusting and laid-back, you work well with adjective in Exercise 7.
others. In difficult situations, you’re tactful and avoid 1 ‘Everyone seems really stressed. I’m cool. No problem.’
5 hurting people. In fact, you’re very good at making people 2 ‘I’m not going to change my mind, I’m determined.’
feel at ease. You’re affectionate and show your feelings. 3 ‘I’m happy to fit in with what everybody else thinks.’
You’re good-natured, friendly and popular. 4 ‘I was hopeless. I should have done so much better.’
5 ‘I can see both sides of the argument.’
IMAGINATIVE 9 Which compound adjectives in Exercise 7 are positive and

which are negative? Which describe you?
You’re artistic and creative and so you have the ability to
10 think outside the box. You’re daring and you’re not afraid
FOCUS ON WORDS | Describing personality
to do adventurous things. You’re also quite perceptive and
intellectual and have a love of learning. 10 1.24 In your notebook, complete the highlighted
expressions from the text. Then listen, check and repeat.
ORGANISED 1 be full of oneself

2 be larger than life
You’re thorough – you like to plan things carefully. Being
3 be the life and soul of the party
15 quite strong-willed, you usually get what you want. You’re
4 have a love of learning
level-headed and you think things through carefully. In 5 make sb feel at ease
future, you will excel in leadership positions. 6 think outside the box
DEEP 11 SPEAKING Replace the underlined phrases with an

expression in Exercise 10. Which statements do you
You’re a deep thinker and you’re not comfortable with small
agree with? Discuss with a partner.
20 talk. You’re not insecure, but you are quite humble, and you
can be a little self-conscious or even self-critical at times. 1 It’s up to teachers, not parents, to inspire and encourage
a desire for knowledge in children. a love of learning
You enjoy your own company, but you’re not a loner – you
2 Computers will never replace humans because they can’t
like being with close friends. Above all, you’re fair-minded
view things creatively. think outside the box
and if you feel strongly about something, you’re not afraid to
3 People often perform better in oral exam situations when
25 speak up.
they feel comfortable. feel at ease
4 People who have a really high opinion of themselves rarely
SOCIABLE make good friends. are full of themselves
5 Everybody would like to be entertaining on social occasions
You’re the life and soul of the party and love being the centre the life and soul of the party
of attention. People enjoy your company because you’re 12 PROJECT Work in groups. Choose a famous person,
witty and spontaneous. You’re larger than life and good fun e.g. an artist, a politician or a businessperson. Do some
30 to be around. However, on bad days you can be moody and research online into his or her personality. Then prepare
short-tempered. Also, there are times when you appear a a digital presentation and present it to your class.
little self-centred and full of yourself. 21
GRAMMAR 5 USE OF ENGLISH In your notebook,
2.2 Past Perfect Simple and Continuous

complete the sentences using the prompts
in brackets. Do not change the order of the
words. Change the forms or add new words
I can talk about a past action or situation that took where necessary.
place before another past action or situation.
1 The roads were wet this morning. It had
been raining (it/rain) all night.
2 Yesterday I was tired. I hadn’t slept (not/sleep)
1 Read the story. Why did Amelie and Steve wait seventeen years well the previous night.
to get married? Because a love letter Steve had sent to Amelie had been lost.
3 I went to the doctor last week because
I hadn’t been feeling (not/feel) well.
It was meant to be 4 I had had the same phone (have/same/phone)
for ages, so I got a new one last month.
Amelie was studying English in the UK when she met Steve. It 5 I didn’t understand yesterday’s homework
was love at first sight and they spent a wonderful summer together. because I hadn’t been listening to the teacher
Amelie returned to France after her course finished. They tried to 4 (not/listen/teacher) in class.
keep a long-distance relationship going, but they drifted apart. 6 By the time I arrived, the lesson had already
started (lesson/already/start).
5 A few years later, Steve wrote to Amelie, but Amelie’s mother put
the letter on the mantelpiece, forgot to tell Amelie, and it slipped down
6 Are any sentences in Exercise 5 true for you?
the back of the fireplace. Many years later, a builder was removing
Write three of your own sentences using Past
the fireplace when he found the letter. It had been there for ten years. 3
Perfect forms.
During that time, Amelie had remained single and had never
10 forgotten the love of her life. Meanwhile, 7 In your notebook, complete the story with
Steve had been working in a factory in his 2 the Past Perfect Simple or Continuous form
home town. He had been thinking about of the verbs in the box. Why did Eric and
Amelie too, but he assumed she had got Vilma wait forty years to get married?
married to somebody else. 1 They lost touch when Vilma had moved away.
15
When she finally read the letter, Amelie grow hear know live make meet
was too nervous to call as so much time had move search see work
passed. But she finally plucked up courage
and they arranged to meet.
20
They got married seventeen years
after they had first met.
Eric and Vilma
40 YEARS ON
Vilma was my wife’s best friend. They 1had known
2 Read the GRAMMAR FOCUS. Match the underlined examples in the each other since childhood. When Vilma moved away
story with rules 1–4.
we lost touch, but she 2 had made a big impression
on me. So when my wife and I separated, I decided
GRAMMAR FOCUS 6 to ask my friends if anyone 3 had heard from her, but
Past Perfect Simple and Continuous no one had. Vilma was a very compassionate person,
so I imagined that she 4 had moved to Tibet and
You use the Past Perfect to make it clear that an activity took place 5
had been working for a charity for a few years.
before the main events in a story.
Finally, my niece called to say she 6 had seen Vilma’s
1 You use the Past Perfect Simple to describe a completed action. profile on Facebook. I rang her and found that she
2 You use the Past Perfect Continuous to describe an activity in 7
had been living in Paris, so I 8 had been searching in
progress. the wrong place! We met up and when we saw one
3 You use the Past Perfect Simple (NOT Continuous) with state verbs another it was magical. We 9 had grown older, but
(be, have, know, etc.). that didn’t matter. She was widowed and didn’t have
4 You don’t have to use the Past Perfect if a time expression (i.e. children. I proposed immediately. Forty years after we
before or after) makes the order of events clear. 10
met/had met for the first time, we got married.
8 In your notebook, write questions about the

3 Find other examples of the Past Perfect in the story and discuss story using the prompts. Then answer the
why the simple or continuous forms have been used. questions.
1 How long / Eric’s ex-wife / know / Vilma?
4 Which verb forms complete the sentences correctly?
How long had Eric’s ex-wife known Vilma?
1 Amelie didn’t know that Steve wrote / had written to her. 2 any of Eric’s friends / hear / from Vilma / after
2 Steve didn’t know that Amelie had never received / had never been she / move away?
receiving his letter. 3 Why / Eric / think / Vilma / move / to Tibet?
3 Steve thought Amelie had got / got married to somebody else. 4 Where / Vilma / live / since Eric /
4 Amelie found the letter and realised it was lying / had been lying lose touch / with her?
behind the fireplace for ten years. 5 Vilma / have / any children / with her late
5 Amelie was nervous about calling Steve because they hadn’t seen / husband?
didn’t see each other for a long time.
Grammar page 135
22
LISTENING
LOVE IS A
A B
2.3 Multiple choice

I can understand the details of an
extended radio interview with a
neuroscientist.
LOVE IS
CHEMICAL REACTION UNCONDITIONAL
1 SPEAKING ‘What is love?’ is one of the most popular
searches on Google. In your notebook, match the
people 1–4 with their definition of love in the memes
C LOVE DRIVES ALL D
A–D. Which definition do you like best? Why?
1 A novelist C 3 A parent B
LOVE IS
2 A nun D 4 A neuroscientist A
2 1.25 Listen to an interview with a neuroscientist

and answer the questions.
1 What does she specialise in? In studies of emotions. KINDNESS, GENEROSITY
2 How does she define love? As a powerful neurological
condition. GREAT STORIES AND SELF-SACRIFICE
3 Does her research affect her own feelings about love? No.
5 In your notebook, match phrases in Exercise 4 with
LISTENING FOCUS Multiple choice equivalent phrases 1–6. Can you put these possible
stages in a relationship in a logical order?
3 1.25 Listen to the interview again. For 1 fancy sb = be attracted to sb
questions 1–5, choose the correct answer, A, B, C or D. 2 adore sb = be madly in love with sb
Write the answers in your notebook. 3 end a relationship = split up with sb
1 Dr Ruby Niverton studies how 4 fall in love with sb = fall for sb
A emotions influence the brain. 5 start seeing sb = go out with sb
B chemical reactions in the brain affect us. 6 worship sb = be obsessed with sb
C data about the brain can be collected. Suggested possible order: 1, 5, 4, 2, 6, 3
D the brain is linked to the heart. 6 In pairs, write a short love story. Use phrases from
2 According to Dr Niverton, romantic love Exercise 5. Read the love stories written by other
A is linked to hunger and thirst. students. Decide which is the best one.
B isn’t very powerful. When Harry met Sally …
C is like an addiction.
D is a characteristic of all addicts. PRONUNCIATION FOCUS
3 The scanner showed that when someone is in love
A there is only activity in one area of the brain. 7 1.27 Listen and repeat the words in the box. In
B the strength of their passion has no effect on brain your notebook, write pairs of words with the same
activity. consonant sound.
C two parts of the brain are activated.
D their brain activity is similar to when they think church confusion courage feature
about chocolate. Japan measure official pressure
4 Experiments found that when a person is
heartbroken, the love-related activity in their brain church – feature official – pressure confusion – measure
courage – Japan
A stops completely.
B is significantly reduced. 8 1.28 Copy the table and complete it with the
C continues in a different part of the brain. words from Exercise 7. Then listen, check and
D can be increased. repeat.
5 Dr Niverton’s findings demonstrate that strong
emotions can Sound Typical spelling Examples
A be controlled. C be scientifically measured.
/ʃ/ sh shrine worship
B cause brain damage. D lead to obsession.
ti + vowel attention emotional
ci + vowel 1
official
FOCUS ON WORDS | Relationship phrases ss passionate 2 pressure
/ʒ/ s + ion 3
confusion decision
4 1.26 In your notebook, complete the phrases with
the correct prepositions. Then listen, check and repeat. s + ure 4
measure pleasure
/tʃ/ ch 5
church match
1 be attracted to sb t + ure 6
feature picture
2 be madly in love with sb /dʒ/ j 7
Japan journey
3 be obsessed with sb
g 8
courage marriage
4 fall for sb
5 go out with sb
6 split up with sb
23
READING FOCUS ON WORDS | Physical actions
2.4 Multiple choice

5 1.30 In your notebook, complete the definitions
with the base forms of the verbs in blue in the text.
I can find specific information in Then listen, check and repeat.
a long text.
1 bend low = crouch down
2 appear for a short time on = flicker across
1 SPEAKING Look at the book genres in the box. Which 3 react suddenly = flinch
books do you often/sometimes/never read? Discuss 4 move an arm from side to side = give a wave
with a partner. 5 make an ugly face = grimace
6 hold firmly = grip
adventure (auto)biographies crime 7 pause nervously = hesitate
fantasy historical fiction horror 8 make a low sound of pain = let out a groan
mystery romance science fiction 9 handle or control sth = manipulate
10 make a movement as if drink is going down your
2 SPEAKING Look at the screenshots from a film based throat = swallow
on the book Me Before You by Jojo Moyes and discuss
the questions with a partner.
6 In your notebook, complete the questions with the
1 What kind of a story do you think it is? correct forms of the verbs from Exercise 5. Then
2 What is the relationship between the two characters? answer the questions.
1 Why does Will find it hard to grip the remote control
3 Read the information about Jojo Moyes and the
and manipulate it?
extract. Check your ideas in Exercise 2. Which
adjectives a–d describe the characters 1–4? 2 Why did Mrs Traynor hesitate before knocking on
Will’s door?
1 Mrs Traynor c 3 Nathan a
3 Who was crouching down to adjust Will’s feet on the
2 Lou Clark d 4 Will b
wheelchair?
a level-headed, responsible, professional 4 How did Mrs Traynor react when Will let out
b strange, short-tempered, dependent a groan ?
c neurotic, worried, formal 5 Why did Lou try not to flinch when Will was
d shocked, self-conscious, nervous grimacing and crying out?
6 Why did Lou give a wave instead of shaking Will’s hand?
READING FOCUS Multiple choice 7 When did a smile flicker across Will’s face?
FOCUS ON WORDS | Ways of looking

4 Read the extract again. For questions 1–5,
choose the correct answer, A, B, C or D. Write the 7 1.31 In your notebook, complete the definitions
answers in your notebook. with the underlined words glance, gaze and stare from
the extract. Then listen, check and repeat.
1 Mrs Traynor was hoping that
A Lou would make an effort with her clothes.
Look at sth for a LONG time …
B Lou and she would become friends.
1 … with interest, wonder or delight = gaze
C Lou could be good company for Will.
2 … carefully and with difficulty = peer
D Lou could help Will use his digital devices.
3 … in surprise, anger or boredom = stare
2 After she spoke to Mrs Traynor and before she went
in to meet Will, Lou thought that Look at sth for a SHORT time …
A she had nothing in common with him. 4 … and then look away = glance
B Will was into Hollywood comedies. 5 … too quickly to see it clearly = glimpse
C she could develop a friendship with Will. 6 … secretly – i.e. through a keyhole = peep
D Will was like her other disabled friends.
3 When Mrs Traynor opened Will’s door, Lou saw 8 Which verbs are more likely to complete these
A a spacious elegantly furnished room. example sentences from the Longman Dictionary of
B a small room with colourful furniture. Contemporary English?
C a room with a glass door that was open.
1 We peeped / gazed through a crack in the fence and
D a room with a sheepskin on the floor.
saw Mrs Finley talking to a strange-looking man.
4 When Lou entered Will’s room,
2 He stared / glanced over his shoulder, the man was
A Will was the first to speak.
coming towards him, pushing through the crowd.
B Lou spoke to Will confidently.
C Lou shook hands with Will. 3 I lay back on the sand and glanced / gazed at the stars
D Will ended up greeting her politely. above.
5 The main purpose of this passage is to show 4 From the corner of my eye, I glimpsed / stared at a
A Lou’s ability to be a good carer to Will. man running out of the store.
B the challenges facing Will in his day-to-day life. 5 She sat there staring / peeping into space.
C what sort of relationship Will has with his mother. 6 Roger peered / gazed into the dark corridor to see
D what kind of situation Lou is getting herself into. what was making the noise.
9 In pairs, write your own ‘book extract’ including

a sentence from Exercise 8. Compare your extracts in
class. Choose the best one.
24
From
Jojo Moyes
is an English
journalist, novelist
and screenwriter. She
by Jojo Moyes was a journalist for ten
1.29
years before becoming a full-time novelist
Mrs Traynor looked at my clothes, as if A broad New Zealand accent. ‘He’s
for the first time. I was wearing the very decent, Mrs T.’ She pushed open the in 2002. She’s written numerous best-
shaggy waistcoat thing that Dad says door. The annexe’s living room was selling novels, and her book Me Before
makes me look like an emu. I tried to deceptively large, and one wall consisted You won several awards and has gone on
5 smile. It seemed like an effort. entirely of glass doors that looked out to sell over eight million copies worldwide.
‘Obviously I would hope that you 45 over open countryside.
Me Before You is a love story between
could … get on with each other. It A wood burner glowed quietly in the Will Traynor, paralysed after a motorcycle
would be nice if he could think of you as corner, and a low beige sofa faced a
accident, and Louisa Clark, his new carer.
a friend rather than a paid professional.’ huge flat-screen television, its seats
covered by a wool throw. The mood of The film based on the book was also a
10 ‘Right. What does he … um … like
to do?’ 50 the room was tasteful, and peaceful – huge box-office success. Jojo lives and
a Scandinavian bachelor pad. writes on a farm in Essex, England, with
‘He watches films. Sometimes he listens
to the radio, or to music. He has one of In the centre of the room stood a her husband and their three children.
those digital things. If you position it black wheelchair, its seat and back
near his hand, he can usually manipulate cushioned by sheepskin. A solidly
15 80
Oh God, I thought. I’m not up to this.
it himself. He has some movement in his 55 built man in white collarless scrubs
I swallowed, hard. The man was still
fingers, although he finds it hard to grip.’ was crouching down, adjusting a man’s
staring at me. He seemed to be waiting
feet on the footrests of the wheelchair.
I felt myself brightening. If he liked for me to do something.
As we stepped into the room, the man
music and films, surely we could find ‘I – I’m Lou.’ My voice,
in the wheelchair looked up from
20 some common ground? I had a sudden 85
uncharacteristically tremulous, broke
60 under shaggy, unkempt hair. His eyes
picture of myself and this man laughing into the silence. I wondered, briefly,
met mine and after a pause, he let
at some Hollywood comedy, me running whether to hold out a hand and then,
out a bloodcurdling groan. Then his
the Hoover around the bedroom while remembering that he wouldn’t be able
mouth twisted, and he let out another
he listened to his music. Perhaps this to take it, gave a feeble wave instead.
unearthly cry.
25 was going to be okay. Perhaps we might 90
‘Short for Louisa.’
end up as friends. I had never had a 65 I felt his mother stiffen.
Then to my astonishment his features
disabled friend before – only Treen’s ‘Will, stop it!’
cleared, and his head straightened on his
friend David, who was deaf, but would He didn’t even glance towards her. shoulders.
put you in a head-lock if you suggested Another prehistoric sound emerged
that meant disabled. Will Traynor gazed at me steadily, the
30
from somewhere near his chest. It was 95
faintest of smiles flickering across his
‘Do you have any questions?’ 70 a terrible, agonizing noise. I tried not to
face. ‘Good morning, Miss Clark,’ he
‘No.’ flinch. The man was grimacing, his head
said. ‘I hear you’re my latest minder.’
tilted and sunk into his shoulders as he
‘Then let’s go and introduce you.’ She
stared at me through contorted features. GLOSSARY
glanced at her watch. ‘Nathan should
He looked grotesque, and vaguely angry. a wool throw = wełniana narzuta
35 have finished dressing him now.’ We put sb in a head-lock = założyć komuś
75 I realized that where I held my bag, my
hesitated outside the door and Mrs chwyt zapaśniczy
knuckles had turned white. he’s decent = jest ubrany (tu: nie nagi)
Traynor knocked. ‘Are you in there?
‘Will! Please.’ There was a faint note of a wood burner = kominek opalany
I have Miss Clark to meet you, Will.’ drewnem
hysteria in his mother’s voice. ‘Please, a bachelor pad = kawalerka
There was no answer.
don’t do this.’ scrubs = kitel
40 ‘Will? Nathan?’ shaggy = rozczochrany, kudłaty
bloodcurdling = mrożący krew w żyłach
tilt = przechylać
minder = opiekun
25
Part �
GRAMMAR The middle child

Middle children, 1which have been / [ Ø ] given less attention
2.5 Relative clauses

by their parents, are more independent. Middle children
2
which / whose older siblings boss them around feel life is unfair.
They often believe their other siblings get all the attention,
I can identify and use different types 3
which / that can make them feel left out.
of relative clauses.
The baby of the family
Parents 4which are / [ Ø ] bringing up their youngest children are
1 SPEAKING Discuss any advantages or disadvantages more lenient, 5 which / what means that last-borns are rarely told
of being the firstborn child in a family. off. Youngest children, 6that / who have fewer responsibilities, are
carefree and easy-going. The baby of the family, 7whose / who is
2 Read Part 1 of a text about birth order. Are any of the used to having things done for them, tends to be bad at making
things you discussed in Exercise 1 mentioned? decisions.
The only child

WHAT BIRTH ORDER Only children have many of the same qualities as the oldest
child, 8that / which is not surprising. Only children, 9which / who
SAYS ABOUT YOU spend more time with adults, will often act older than their age.
The typical only child likes being the centre of attention,
Part � which / whose sometimes makes them appear self-centred.
10
Birth order is the key 1that can unlock your personality. Here are
some generalisations that have come out of research 2carried out 4 Read Part 2 of the text. Which forms complete the
over the years. text correctly?
The firstborn 5 SPEAKING What position are you in your family?
Parents 3learning to bring up their
Discuss the comments in Parts 1 and 2 with a partner.
first child tend to be extremely
Which statements do you agree with?
attentive and protective. Firstborn
children, 4who have their
6 In your notebook, rewrite the sentences using reduced
parents’ undivided attention,
relative clauses. Tick the statements you agree with.
are responsible, reliable and
well-behaved. Firstborns tend 1 Siblings who share a bedroom tend to be less selfish.
to be perfectionists bursting Siblings sharing a bedroom tend to be less selfish.
with confidence, 5which 2 Children who have been brought up as the baby of the
makes it hard for them to family are often fussy eaters.
admit when they’re wrong. 3 Firstborns, who are accustomed to accepting rules, are
better behaved at school.
3 Read the GRAMMAR FOCUS. What types of clauses 4 Middle-born children, who grow up with a younger and
are examples 1–5 in blue in Part 1 of the text? older sibling, can be argumentative.
5 Only children who spend a lot of time alone tend to be
GRAMMAR FOCUS 7 very creative.
6 The youngest child, who is used to being the centre of
Relative clauses attention, is usually sociable.
• In defining relative clauses, you can leave out who,
which or that when it is the object of the verb. 7 In your notebook, complete the sentences with who,
which, that, where, whose or Ø (no pronoun). Which
Olga is the girl who sits next to me. (who is the subject sentences are true for you? Compare with a partner.
of sit)
1 My sister is always leaving her clothes on the floor,
Olga is the girl (who) I sit next to. (who is the object
which is very annoying!
of sit)
2 In my family, the person who/that cooks the most
• In non-defining relative clauses, who, which, where or delicious food is my grandmother.
whose always come after a comma and you cannot leave 3 I’m jealous of people whose parents let them do
them out. whatever they want.
Eva is friends with Sam, who I can’t stand. (= I can’t 4 The only place where I can get some peace at home is
stand Sam.) in the bathroom.
• In reduced relative clauses (defining and non-defining), 5 My mother, who thinks I’m still a baby, worries when
you use a present participle for active verbs and a past I go out late.
participle for passive verbs. 6 I’ve got several cousins Ø living in the same town
There’s a new teacher teaching year 4. (= who is as me.
teaching) 7 We live in a house Ø built over 100 years ago.
Josh, taught by the new teacher, is delighted. FOCUS VLOG 8 About important people
(= who is taught)
• In comment clauses, you refer to the whole of the main 1.32 Listen to the Focus Vlog. What personality traits
clause using which. do the speakers mention when they describe the people
Eva is friends with Sam, which I can’t stand. (= I can’t they look up to? Write the answers in your notebook.
stand the situation.)
Grammar page 136

26
SPEAKING 5 1.33 In your notebook, complete the SPEAKING FOCUS
2.6 Telling a personal anecdote

with the words in the box. Then listen again and check.
All As As soon as blue doubt Funnily Initially place

I can tell a personal anecdote
about a memorable day out.
SPEAKING FOCUS
1 SPEAKING Look at the extract from a website. Introducing the anecdote

Discuss which days out you would most (Right, so) I’m going to tell you about (a great day out).
and least like to go on and why. (OK, so) this is a story about (a day I’ll never forget).
This took 1place about (a month ago).
Home Events News Archives Sequencing events in the anecdote

2
/When/Just after (we got there, the sun came out).
As soon as
3
/To begin with, (we were the only people there …)
Initially
memorableday.com As/While (we were sitting there), ...
Suddenly/4 All of a sudden, (the weather changed).
Are you tired of doing the same old things with Describing events vividly
your friends? Why not try something different Predictably/5 As expected, (other people soon started …)
with one of our alternative days out? Unexpectedly/Out of the 6 blue , (it started pouring
Go mountain biking with rain).
Visit a gallery or photo exhibition Luckily/Fortunately, (after it stopped raining, the sun came out
again).
Sing karaoke
Rent a rowing boat or kayak Finishing the anecdote
Attend a workshop (e.g. dancing or DJing) Without a 7 doubt , it was (one of the best days I’ve had
in ages).
Go go-kart racing
When I look back (on that day) now, I feel …
Visit an aquarium or zoo It turned out to be (an unforgettable day out).
Strangely/8 Funnily enough, (the best days are often the ones
you don’t really plan).
6 1.34 Which options complete the anecdote correctly?

Listen and check.
Right, so this 1took place / is a story about a day I’ll

never forget. I’ve always loved music and last month my
friend and I went to a DJing workshop. 2 To begin with /
Just after,, we learnt about the equipment.
We can’t afford our own stuff yet but,
3
fortunately / out of the blue, we were
able to use the decks, mixers and
laptops at the centre. 4 When / While we
had understood the basics, it was time
2 SPEAKING Describe the photo in Exercise 1 and to have a go. 5Strangely / Predictably ,
discuss the questions with a partner. it was really difficult at first, but after
1 What might the people be thinking and feeling? a while I started to get the hang
2 In your opinion, what factors make a memorable of it. It feels and sounds
day out? fantastic when you get
it right. It turned out to
3 In your notebook, put the parts of an anecdote
about a memorable day out in a logical order be an 6unexpected /
(1–5). unforgettable day. I can’t
a Where and when the day took place, and other wait for the next workshop.
background information 2
b Who was involved in the day 3
c Why the day was so memorable 5 7 SPEAKING Follow the instructions below. Take turns to be
Student A and Student B.
d What the anecdote is going to be about 1
e What happened step by step 4 Student A: Tell a personal anecdote about a memorable day out.
Use the SPEAKING FOCUS to help you.
4 1.33 Listen to someone describing a Student B: Listen to your partner’s anecdote and think of a
memorable day out and check your ideas in question to ask them when they have finished.
Exercise 3. In pairs, try to retell the anecdote.
27
USE OF ENGLISH 2 Read the LANGUAGE FOCUS. In your
2.7 Collocations
notebook, complete it with the examples in
blue in Lisa’s post.
I can recognise and use common

collocations. LANGUAGE FOCUS
Collocation
1 SPEAKING Read Lisa’s post and comment on her last • A collocation is a central feature of any language.
sentence. In pairs, discuss whether you could share a flat with It refers to typical, frequently occurring
Lisa. Give reasons for your answer. combinations of words. For example, you can
have strong feelings but NOT tough feelings.
You might burst into tears but NOT explode into
tears.
Home New posts Friends Profile
• The strength of a collocation can vary. Have a
laugh is quite weak because you can also have a
day off, have a shower or have a baby. Shrug your
shoulders is strong. You can’t really shrug anything
else!
Lisa is looking for • Different types of collocation:
a flatmate adjective + noun = nasty habit, vivid
imagination, 1high standards
Message Send invitation
verb + noun = share an interest, break the
law, 2 reach an agreement
I’m a 21-year-old student with a spare room to rent. It’s a big
noun + verb = accidents happen,
room with a bed, a wardrobe and a desk. The flat has two 3
guests turn up
bedrooms, a living room, a kitchen and a bathroom. Only people
who meet the requirements below should apply. noun + (of/and) noun = sense of humour,
4
centre of attention
5 You need to be on a full-time course because I don’t want you
verb + adjective = look miserable,
hanging around the flat in the daytime. 5
keep quiet
I lead a healthy lifestyle. I’m a vegan and I don’t like people adjective + and + adjective = loud and clear,
cooking meat in my kitchen. It’s equally important that there are 6
neat and tidy
no cooking smells during the weekend.
verb + adverb = smile politely, 7 sleep badly
10 If you expect me to be your friend, you’ll be bitterly adverb + adjective = perfectly normal,
disappointed. I’m painfully shy and I can’t stand being the centre 8
bitterly disappointed
of attention. I don’t need a soulmate, I just want a quiet life.
• Choosing the right collocation will make your
I sleep badly, so I don’t want you to binge-watch TV programmes English sound more natural.
or roar with laughter late at night. Lights go out here at 11 p.m.
15 Basically, I’d like you to use your common sense. If I’ve gone to
bed, I expect you to keep quiet. 3 Look at the underlined collocations in Lisa’s
Friends are okay, but if more than three guests turn up, post. What type of collocation are they?
adjective + noun: spare room, full-time course,
it’s too much.
healthy lifestyle, quiet life
I set high standards of cleanliness here. I like people who are adverb + adjective: equally important, painfully shy
noun + verb: lights go out
20 neat and tidy. When you move in, we can reach an agreement verb + noun: meet the requirements, roar with
about how we share the cleaning. laughter
I’m quite easy-going.
28
4 USE OF ENGLISH Read the posts from Anna and 7 Which words complete the sentences correctly? Write
Martin. In your notebook, complete each gap with one the answers in your notebook. Which sentences are
word. Which person would be more suitable to share true for you?
a flat with Lisa? 1 Dad says it’s important to set standards
for yourself.
A fine B tall C high D big
Home New posts Friends Profile 2 My sister has a imagination and draws
incredible pictures.
A vivid B detailed C sharp D strong
3 The last film I saw was rubbish. I was
disappointed.
Anna’s looking for A totally B absolutely C bitterly D completely
a room 4 Most of my online friends are best described as
acquaintances.
Message Send invitation A occasional B casual C nearby D relaxed
5 I eat well and try to lead a lifestyle.
A strong B fit C wise D healthy
I’m sociable, so I’d love to live with like-minded
people. I hope we may 1 share/have the same 8 In your notebook, complete the questions with one
interests. I have an excellent sense of 2 humour word in each gap.
and I like to 3 have a laugh. I don’t 1 Do you sometimes doubt yourself or are you always
have any nasty 4 habits and I’ve never supremely confident?
5
broken the law lol. My private life is perfectly 2 Are you messy or neat and tidy?
6
normal . 3 Are you shy or do you like being the centre
of attention?
4 Are you a good citizen? Have you ever broken
the law?
5 Are you emotional? How likely are you to
Martin’s looking for burst into tears?
6 Can you remember the last time you roared
a room with laughter?
Message Send invitation 9 SPEAKING Ask and answer the questions in

Exercise 8. Give reasons for your answers.
I’m a medical student, so I work long hours at the

hospital. I usually go back to my home town to visit SHOW WHAT YOU’VE LEARNT UNITS 1–2
my parents two weekends a month or whenever
I7 have a day off. I eat out a lot because
10 USE OF ENGLISH In your notebook, complete the
I can’t cook. I’d like to live with somebody who has second sentence so that it has a similar meaning to
the first. Use between two and five words including
8
high standards and is 9 neat and
the word in capitals. Do not change the word given.
tidy like me. Please get in touch if you like my profile.
1 People describe me as independent or rebellious.
FREE
People describe me as a free spirit .
2 Students at our school don’t have to wear school
5 1.35 In your notebook, match a word from box
uniform. REQUIRED
A with a word from box B to make six common
Students at our school are not required to wear school
collocations. Then listen to the conversation between
uniform.
Lisa and Dave and check your answers.
3 My best friend is very shy and hates it when
A everybody looks at her. ATTENTION
casual deeply free good highly supremely My best friend is very shy and hates being the centre
of attention .
B 4 Someone’s posted a funny video on the school
website. BEEN
acquaintance company confident
A funny video has been posted on the school website.
depressed intelligent spirit
5 If my parents shouted at me when I was younger,
casual acquaintance, deeply depressed, free spirit, good I used to start crying. INTO
company, highly intelligent, supremely confident If my parents shouted at me when I was younger,
I used to burst into tears .
6 SPEAKING Discuss the ideal qualities for somebody 6 My last exam results were extremely disappointing.
to share a flat with. Use the collocations from BITTERLY
Exercise 5. I was bitterly disappointed with my last exam results.
I would/wouldn’t like to live with someone who is (a/an) …
29
WRITING 2 SPEAKING Read Last week’s competition on the
2.8 An article
Psychology Magazine website and discuss the
questions with a partner.
1 Why is adolescence described as a ‘roller coaster ride’?
I can write an article attracting the
2 What are the best things about being a young adult?
reader’s attention with participle
3 What new challenges do you face as a young adult?
clauses.
3 Read the winning article on the magazine website and
1 Look at the photos. Which aspects of adolescence do discuss the questions with a partner.
they illustrate? 1 Did the author mention any of the pleasures or
challenges you discussed in Exercise 2?
Psychology Magazine
2 What is the author’s conclusion? Do you agree?
Probably that adolescence is ‘the best days of our lives’ for
most people.
Home Latest news Competitions Near you Photos Search
Have Your Say

Last week’s competition
The journey from teenager to adult can bring joy and pain, success and failure, friendship
and heartbreak. If you are riding the roller coaster of adolescence right now, then Psychology
5 Magazine wants to hear from you.
Send us an article in which you describe some of the very best things about coming of age and
discuss the most challenging aspects of life for people living through these ‘in-between’ years.
As usual, a selection of articles will be published in an upcoming edition of Psychology Magazine.
The winning article:

10
Adolescence: Pain and Pleasure in Equal Measure
by Josh Payne
Remember when you were little and school summer holidays seemed to go on
forever? Being children, most of us lived carefree and happy lives. Sadly, this does
not last and we must all grow up. I can reliably report that the process brings pain
15 and pleasure in equal measure. 30
This week’s competition
First, there is the pain. Adolescence is a time of huge physical and emotional There are many unfair gender
change. For many of us, this change is accompanied by feelings of self-doubt, envy -based
stereotypes concerning the
and embarrassment. Apparently, we are neither children nor adults; asked to act interests and
attitudes of adolescents. Wri
te an article of
like ‘grown-ups’ in certain situations, but not in others. ‘Be responsible and act 200–250 words in which you
describe some
20 your age … but be home by 9 p.m.!’ These mixed messages can be hard to deal 35 of these common stereotypes
and challenge
with. Add to this the pressure of schoolwork, and it is no wonder we sometimes feel them by explaining why they
are untrue
unable to cope. or unfair. As usual, a selection
of articles
will be printed in an upcoming
Thankfully, alongside the pain, there is also pleasure. Though we have to study, few edition of
of us need to worry about bills or housework. As a result, whether it is playing sport Psychology Magazine.
25 or online games, we have time to enjoy ourselves. On top of this, we have our friends.
Pleasure and pain alike, can be shared with those who know exactly how we feel.
Despite the challenges, as far as I am concerned, the pleasure of being a young adult
outweighs the pain. Although it may not always seem so now, perhaps in the future
we will look back on adolescence as the best days of our lives.
30
4 Read the WRITING FOCUS and look at the article 6 Read the LANGUAGE FOCUS. In your notebook, rewrite
again. Decide which techniques the author used for the underlined fragments using participle clauses.
writing the title, the introduction and the conclusion. 1 Because they want to look stylish, many adolescent
boys also enjoy shopping for clothes.
WRITING FOCUS Wanting to look stylish, many adolescent boys also
enjoy shopping for clothes. Wanting to look stylish,
An article 2 Because they attend mixed schools, most adolescent
Title boys and girls receive the same education.
Attending mixed schools,
• Attract the reader’s attention from the start:
3 Because I grew up with three sisters, I know something
1 ask a question (Are These the Best Days of Our Lives?) about the differences between boys and girls.
2 use vivid adjectives (Adolescence: Thrilling and Having grown up with three sisters,
Terrifying) 4 Because they are stereotypes, such statements do
3 summarise the topic (The Pains and Pleasures of contain an element of truth, of course.
Being stereotypes,
Adolescent Life) 5 Because I have always got on well with boys, I think
4 use rhyme/wordplay (Top Ten Tips for Troubled Teens) I understand some of their attitudes.
Introduction Having always got on well with boys,
• Define the topic and hold the reader’s attention: LANGUAGE FOCUS
5 ask a question
6 tell a short anecdote Participle clauses to express reason
7 give an interesting or surprising fact or figure You can use participle clauses in formal writing to express the
8 give a quotation reason for a statement made in the main clause.
Main paragraphs • Use a present participle (verb + -ing) when states or
• Develop the topic and discuss all the issues mentioned actions occur at the same time.
in the question. Being children, most of us lived carefree and happy lives.
Conclusion = Because we were children (past), most of us lived
carefree and happy lives. (past)
• Give your personal opinion and leave the reader with
something to think about: • Use a perfect participle (having + past participle) when
9 ask a question one state or action occurs before another.
10 refer to the future Having grown physically, many adolescents expect to
be treated as adults.
11 make an appeal or suggestion
= Because they have grown physically (past), many
12 return to the idea in the title or the introduction
adolescents expect to be treated as adults. (present)
Note: Articles tend to be written in a formal or semi-formal
style. In a formal article avoid: informal phrases (I think =
As far as I am concerned …), colloquial language (Most 7 SPEAKING Read the statements and decide if they are
parents reckon that … = In most parents’ opinions …) and stereotypes about adolescent girls or boys. Do they
contractions (don’t = do not). reflect reality? Discuss in groups.
• They find it difficult to talk about their feelings.
• They are always gossiping.
5 Read the example article introductions and • They love fashion and shopping.
conclusions. Decide which techniques 5–12 in the • They love sports and gadgets.
WRITING FOCUS the authors used. • They are kind and considerate.
Introductions: • They are rude and aggressive.
a It’s easy to forget that 100 percent of adults alive today
were once teenagers like us. As a young man, my SHOW WHAT YOU’VE LEARNT
‘sensible’ father was a real rebel. He rode a motorbike
and got a tattoo at the age of sixteen. 7, 6
8 Do the writing task in your notebook. Use
b In his famous book, American author John Gray said the ideas in the WRITING FOCUS, the LANGUAGE
that ‘Men are from Mars, women are from Venus’. Does FOCUS and ideas in Exercise 7 to help you.
this also apply to adolescents? Are younger men and
Istnieje wiele stereotypów na temat innych zainteresowań
women really so different from each other? 8, 5
i postaw chłopców w porównaniu do zainteresowań
Conclusions: i postaw dziewcząt. Napisz artykuł na stronę internetową
c As I began by saying, men and women differ in many czasopisma Psychology Magazine, w którym przedstawisz
ways, but individuals also differ regardless of their te stereotypy i uzasadnisz, dlaczego są one
gender. We should be wary of stereotyping, respect nieprawdziwe i krzywdzące.
each other and cooperate to use our strengths for a Wypowiedź powinna zawierać od 200 do 250 słów i
common good. 12, 11 spełniać wszystkie wymogi typowe dla formy wskazanej
d So, as a regular teenage girl, am I really that different w poleceniu.
from the boy sitting opposite me in class? Perhaps not.
Whether we will become more or less alike in later life
remains to be seen. 9, 10
31
UNIT 2 Human nature
2.1 Vocabulary 4.9 2.2 Grammar 4.10 2.4 Reading 4.12
adventurous /ədˈventʃərəs/ śmiały, assume /əˈsjuːm/ przypuszczać, zakładać adjust /əˈdʒʌst/ poprawiać, dopasować
odważny compassionate /kəmˈpæʃənət/ pełen agonizing /ˈæɡənaɪzɪŋ/ pełen bólu
affectionate /əˈfekʃənət/ uczuciowy, współczucia i cierpienia
czuły drift apart /ˌdrɪft əˈpɑːt/ oddalać się astonishment /əˈstɒnɪʃmənt/ zdumienie,
agreeable /əˈɡriːəbəl/ miły, ciepły od drugiej osoby (w relacji) zdziwienie
daring /ˈdeərɪŋ/ odważny, śmiały late /leɪt/ zmarły bachelor pad /ˈbætʃələ ˌpæd/ kawalerka
excel in /ɪkˈsel ɪn/ osiągać w czymś long-distance relationship /ˌlɒŋ ˌdɪstəns be up to sth /bi ˈʌp tə ˌsʌmθɪŋ/ być
znakomite wyniki, wyróżniać się w czymś rɪˈleɪʃənʃɪp/ związek na odległość w stanie, być na siłach coś zrobić
fair-minded /ˌfeə ˈmaɪndɪd/ sprawiedliwy, lose touch /ˌluːz ˈtʌtʃ/ stracić kontakt bend /bend/ schylić się, zgiąć
bezstronny z kimś bloodcurdling /ˈblʌdˌkɜːdlɪŋ/ mrożący
feel strongly about sth /ˌfiːl ˈstrɒŋli love at first sight /ˌlʌv ət ˌfɜːst ˈsaɪt/ krew w żyłach
əˌbaʊt ˌsʌmθɪŋ/ traktować coś bardzo miłość od pierwszego wejrzenia box-office success /ˌbɒks ˌɒfɪs səkˈses/
poważnie, wierzyć w coś głęboko make an impression /ˌmeɪk ən ɪmˈpreʃən/ sukces kasowy
(be) full of oneself /(bi) fʊl əv wʌnˈself/ zrobić wrażenie brighten /ˈbraɪtn/ rozweselać się,
zarozumiały mantelpiece /ˈmæntlpiːs/ półka nad rozpogadzać
good-natured /ɡʊd ˈneɪtʃəd/ łagodny, kominkiem broad accent /ˌbrɔːd ˈæksənt/ wyraźny,
dobroduszny pluck up the courage /ˌplʌk ʌp ðə silny akcent
have a love of learning /ˌhəv ə lʌv əv ˈkʌrɪdʒ/ zebrać się na odwagę carer /ˈkeərə/ opiekun
ˈlɜːnɪŋ/ mieć zamiłowanie do nauki propose to sb /prəˈpəʊz tə ˌsʌmbɒdi/ chest /tʃest/ klatka piersiowa
honest /ˈɒnəst/ uczciwy, szczery oświadczyć się komuś collarless /ˈkɒlələs/ bez kołnierzyka
hopeless /ˈhəʊpləs/ beznadziejny remain /rɪˈmeɪn/ pozostać confidently /ˈkɒnfɪdəntli/ z pewnością
humble /ˈhʌmbəl/ skromny, pełen pokory separate from sb /ˈsepəreɪt frəm siebie, z przekonaniem
imaginative /ɪˈmædʒənətɪv/ pomysłowy, ˌsʌmbɒdi/ żyć w separacji contorted /kənˈtɔːtɪd/ skrzywiony
o bujnej wyobraźni slip down /slɪp daʊn/ zsunąć się crack /kræk/ szpara, pęknięcie
insecure /ˌɪnsɪˈkjʊə/ bez wiary w siebie, widowed /ˈwɪdəʊd/ owdowiały crouch down /ˈkraʊtʃ ˌdaʊn/ kucnąć
niepewny cushioned /ˈkʊʃənd/ wyłożony poduszkami
intellectual /ˌɪntəˈlektʃuəl/ intelektualista 2.3 Listening 4.11 deaf /def/ niesłyszący
kind-hearted /ˌkaɪnd ˈhɑːtəd/ życzliwy, addiction /əˈdɪkʃən/ uzależnienie decent /ˈdiːsənt/ ubrany (tu: nie nagi)
o dobrym sercu adore /əˈdɔː/ uwielbiać, wielbić deceptively /diˈseptɪvli/ złudnie,
laid-back /ˌleɪd ˈbæk/ wyluzowany, be attracted to /bi əˈtræktɪd tə/ lubić, zwodniczo
niefrasobliwy czuć pociąg do delight /dɪˈlaɪt/ zachwyt, przyjemność
larger than life /ˈlɑːdʒə ðən ˌlaɪf/ brain damage /breɪn ˈdamɪdʒ/ dependent /dɪˈpendənt/ niesamodzielny
imponujący uszkodzenie mózgu disabled /dɪsˈeɪbəld/ niepełnosprawny
level-headed /ˌlevəl ˈhedɪd/ opanowany, confusion /kənˈfjuːʒən/ zamieszanie; emerge /ɪˈmɜːdʒ/ wyłonić się, pojawić
zrównoważony dezorientacja entirely /ɪnˈtaɪəli/ całkowicie
make sb feel at ease /meɪk ˌsʌmbɒdi fall for /ˌfɔːl ˈfə/ zakochać się, zadurzyć face a challenge /ˌfeɪs ə ˈtʃæləndʒ/
ˌfiːl ət ˈiːz/ sprawiać, że ktoś czuje się się w stawiać czoła wyzwaniu
swobodnie fall in love with /ˌfɔːl ɪn ˈlʌv wɪð/ faint /feɪnt/ słaby, nikły
moody /ˈmuːdi/ humorzasty, kapryśny zakochać się w feeble /ˈfiːbəl/ słaby
party /ˈpɑːti/ imprezować fancy /ˈfænsi/ podkochiwać się w fence /fens/ płot
pay attention to detail /ˌpeɪ ˌəˈtenʃən tə feature /ˈfiːtʃə/ cecha find common ground /ˌfaɪnd ˌkɒmən
ˈdiːteɪl/ zwracać uwagę na szczegóły generosity /ˌdʒenəˈrɒsəti/ szczodrość ˈɡraʊnd/ znaleźć wspólny język
perceptive /pəˈseptɪv/ wnikliwy, go out with /ˌɡəʊ ˈaʊt wɪð/ spotykać się z, firmly /ˈfɜːmli/ stanowczo, pewnie
spostrzegawczy być w związku flicker across /ˈflɪkər əˌkrɒs/ przemknąć
plan in advance /ˌplæn ɪn ədˈvɑːns/ heartbroken /ˈhɑːtˌbrəʊkən/ przez/po, mignąć
planować z wyprzedzeniem zrozpaczony, ze złamanym sercem flinch /flɪntʃ/ wzdrygać się
self-centred /ˌself ˈsentəd/ egocentryczny (be) madly in love with /(bi) ˌmædli ɪn footrest /ˈfʊtrest/ podnóżek
self-conscious /ˌself ˈkɒnʃəs/ ˈlʌv wɪð/ być szaleńczo zakochanym w from the corner of your eye /frəm ðə
skrępowany, nieśmiały measure /ˈmeʒə/ mierzyć ˌkɔːnər əv jɔːr ˈaɪ/ kątem oka
self-critical /ˌself ˈkrɪtɪkəl/ krytyczny novelist /ˈnɒvəlɪst/ powieściopisarz furnished /ˈfɜːnɪʃt/ umeblowany
wobec siebie nun /nʌn/ zakonnica gaze /ɡeɪz/ wpatrywać się
short-tempered /ˌʃɔːt ˈtempəd/ (be) obsessed with /(bi) əbˈsest wɪð/ get yourself into /ˌɡet jɔːˌself ˈɪntə/
wybuchowy, porywczy mieć obsesję (na czyimś punkcie) wplątać się w
small talk /ˈsmɔːl tɔːk/ pogawędka, passionate /ˈpæʃənət/ pełen pasji give a wave /ˌɡɪv ə ˈweɪv/ pomachać
rozmowa na błahe tematy pleasure /ˈpleʒə/ przyjemność glance /ɡlɑːns/ spojrzeć, rzucić okiem
sociable /ˈsəʊʃəbəl/ towarzyski pressure /ˈpreʃə/ presja, ciśnienie glimpse /ɡlɪmps/ zerknąć, mignąć
speak up /ˌspiːk ˈʌp/ wypowiadać się (w reduced /rɪˈdjuːst/ zredukowany, good company /ˌɡʊd ˈkʌmpəni/ dobre
jakiejś sprawie) ograniczony towarzystwo
spontaneous /spɒnˈteɪniəs/ spontaniczny relationship /rɪˈleɪʃənʃɪp/ związek grimace /ˈɡrɪməs/ skrzywić się
strong-willed /ˌstrɒŋ ˈwɪld/ see sb /ˈsiː ˌsʌmbɒdi/ spotykać się z, grip /ɡrɪp/ chwytać, ściskać
zdeterminowany, o silnym charakterze chodzić na randki have nothing in common /ˌhæv ˌnʌθɪŋ ɪn
tactful /ˈtæktfəl/ taktowny, grzeczny self-sacrifice /ˌself ˈsækrɪfaɪs/ ˈkɒmən/ nie mieć nic wspólnego
the life and soul of the party /ðə ˌlaɪf ən poświęcenie się hesitate /ˈhezəteɪt/ wahać się
ˌsəʊl əv ðə ˈpɑːti/ dusza towarzystwa shrine /ʃraɪn/ świątynia keyhole /ˈkiːhəʊl/ dziurka od klucza
think outside the box /ˈθɪŋk aʊtˈsaɪd ðə split up with /ˌsplɪt ˈʌp wɪð/ zerwać z knuckle /ˈnʌkəl/ kłykieć
ˈbɒks/ myśleć twórczo, myśleć kreatywnie unconditional /ˌʌnkənˈdɪʃənəl/ let out a groan /ˌlet aʊt ə ˈɡrəʊn/ wydać
thorough /ˈθʌrə/ dokładny, skrupulatny bezwarunkowy jęk
trusting /ˈtrʌstɪŋ/ ufny worship /ˈwɜːʃɪp/ wielbić, ubóstwiać make an effort /ˌmeɪk ən ˈefət/ postarać
witty /ˈwɪti/ bystry, błyskotliwy, dowcipny się coś zrobić
manipulate /məˈnɪpjəleɪt/ sterować,
manewrować
32
Human nature Word list
minder /ˈmaɪndə/ opiekun funnily /ˈfʌnəli/ dziwnie, śmiesznie painfully shy /ˌpeɪnfəli ʃaɪ/ nieśmiały
neurotic /njʊˈrɒtɪk/ neurotyczny, get the hang of /ˌɡet ðə ˈhæŋ əv/ do bólu
znerwicowany zrozumieć, załapać, jak coś się robi perfectly normal /ˌpɜːfɪktli ˈnɔːməl/
passage /ˈpæsɪdʒ/ fragment have a go /ˌhəv ə ˈɡəʊ/ spróbować całkowicie normalny, zupełnie zwyczajny
peaceful /ˈpiːsfəl/ spokojny initially /ɪˈnɪʃəli/ początkowo post a video /ˌpəʊst ə ˈvɪdiəʊ/
peep /piːp/ podglądać memorable /ˈmemərəbəl/ godny opublikować klip wideo, np. w Internecie
peer /pɪə/ przyglądać się bacznie zapamiętania quiet life /ˈkwaɪət ˌlaɪf/ spokojne życie
position /pəˈzɪʃən/ umieszczać out of the blue /ˌaʊt əv ðə ˈbluː/ nagle reach an agreement /ˌriːtʃ ən əˈɡriːmənt/
push through /pʊʃ θruː/ przepychać się pour with rain /ˌpɔː wɪð ˈreɪn/ lać jak osiągnąć porozumienie, dogadać się
put sb in a head-lock /pʊt ˌsʌmbɒdi ɪn ə z cebra roar with laughter /ˌrɔː wɪð ˈlɑːftə/
ˈhed lɒk/ założyć komuś chwyt zapaśniczy predictably /prɪˈdɪktəbli/ zgodnie z ryczeć ze śmiechu
screenwriter /ˈskriːnˌraɪtə/ scenarzysta przewidywaniem sense of humour /ˌsens əv ˈhjuːmə/
scrubs /skrʌbz/ kitel unexpectedly /ˌʌnɪkˈspektɪdli/ poczucie humoru
shaggy /ˈʃæɡi/ rozczochrany, kudłaty niespodziewanie set high standards /set ˌhaɪ ˈstændədz/
sheepskin /ˈʃiːpˌskɪn/ barania skóra wyznaczać wysokie standardy
solidly built /ˌsɒlɪdli ˈbɪlt/ dobrze 2.7 Use of English 4.15 share an interest /ˌʃeər ən ˈɪntrəst/ mieć
zbudowany accidents happen /ˈæksɪdənts ˌhæpən/ wspólne zainteresowania
spacious /ˈspeɪʃəs/ przestronny wypadki się zdarzają shrug your shoulders /ˌʃrʌɡ jə ˈʃəʊldəz/
stare /steə/ gapić się binge-watch /ˈbɪndʒ wɒtʃ/ oglądać bez wzruszyć ramionami
steadily /ˈstedəli/ uważnie, bacznie opamiętania (np. kilka odcinków serialu sleep badly /ˌsliːp ˈbædli/ źle spać
stiffen /ˈstɪfən/ zesztywnieć z rzędu) smile politely /ˌsmaɪl pəˈlaɪtli/ grzecznie
straighten /ˈstreɪtn/ wyprostować bitterly disappointed /ˌbɪtəli ˌdɪsəˈpɔɪntəd/ się uśmiechać
swallow /ˈswɒləʊ/ przełykać głęboko rozczarowany soulmate /ˈsəʊlmeɪt/ bratnia dusza
tasteful /ˈteɪstfəl/ elegancki, w dobrym break the law /ˌbreɪk ðə ˈlɔː/ złamać spare room /ˌspeə ˈruːm/ pokój gościnny
guście prawo strong feeling /ˌstrɒŋ ˈfiːlɪŋ/ silne
tilt /tɪlt/ przechylać burst into tears /ˌbɜːst ˈɪntə ˈtɪəz/ uczucie
tremulous /ˈtremjələs/ drżący wybuchnąć płaczem supremely confident /sʊˌpriːmli
twist your mouth /ˌtwɪst jə ˈmaʊθ/ casual acquaintance /ˌkæʒuəl ˈkɒnfədənt/ niezwykle pewny siebie
wykrzywić usta əˈkweɪntəns/ przelotna znajomość turn up /ˌtɜːn ˈʌp/ pojawić się
uncharacteristically /ʌnˌkærɪktəˈrɪstɪkli/ common sense /ˌkɒmən ˈsens/ zdrowy vivid imagination /ˌvɪvəd
nietypowo rozsądek ɪˌmædʒəˈneɪʃən/ bujna wyobraźnia
unearthly /ʌnˈɜːθli/ nieludzki deeply depressed /ˌdiːpli dɪˈprest/
unkempt /ˌʌnˈkempt/ potargany, w głębokiej depresji 2.8 Writing 4.16
nieuczesany deeply disappointed /ˌdiːpli adolescence /ˌadəˈlesəns/ wiek dojrzewania
wonder /ˈwʌndə/ zastanawiać się ˌdɪsəˈpɔɪntəd/ głęboko rozczarowany apparently /əˈpærəntli/ najwidoczniej
wood burner /ˈwʊd ˌbɜːnə/ kominek equally important /ˌiːkwəli ɪmˈpɔːtənt/ attract sb’s attention /əˌtrækt ˌsʌmbədiz
opalany drewnem równie ważny əˈtenʃən/ przyciągnąć czyjąś uwagę
wool throw /ˌwʊl ˈθrəʊ/ wełniana narzuta flatmate /ˈflætmeɪt/ współlokator come of age /ˌkʌm əv ˈeɪdʒ/ dorosnąć,
free spirit /ˌfriː ˈspɪrət/ wolny duch, osiągnąć pełnoletniość
2.5 Grammar 4.13 osoba, która żyje, jak chce cope with /ˈkəʊp wɪð/ radzić sobie z
accustomed to /əˈkʌstəmd tə/ full-time course /ˌfʊl taɪm ˈkɔːs/ kurs, differ /ˈdɪfə/ różnić się
przyzwyczajony do zajęcia w pełnym wymiarze godzin embarrassment /ɪmˈbærəsmənt/
argumentative /ˌɑːɡjəˈmentətɪv/ kłótliwy go out /ˌɡəʊ ˈaʊt/ zgasnąć zażenowanie, zakłopotanie
attentive /əˈtentɪv/ troszczący się, uważny hang around /ˌhæŋ əˈraʊnd/ kręcić się envy /ˈenvi/ zazdrość
boss sb around /ˌbɒs ˌsʌmbɒdi əˈraʊnd/ po jakimś miejscu, spędzać gdzieś czas for the common good /fər ðə ˌkɒmən
kierować kimś, rozkazywać komuś have a baby /ˌhæv ə ˈbeɪbi/ urodzić ˈɡʊd/ dla dobra ogółu
bursting with confidence /ˌbɜːstɪŋ wɪð dziecko gender-based stereotype /ˌdʒendə
ˈkɒnfɪdəns/ przejawiający ogromną have a day off /ˌhæv ə ˈdeɪ ɒf/ mieć ˌbeɪst ˈsteriətaɪp/ stereotyp dotyczący
pewność siebie dzień wolny (np. od szkoły, od pracy) płci
carefree /ˈkeəfriː/ beztroski have a laugh /ˌhæv ə ˈlɑːf/ dobrze się gossip /ˈɡɒsɪp/ plotkować
carry out research /ˈkæri aʊt rɪˈsɜːtʃ/ bawić, pośmiać się heartbreak /ˈhɑːtbreɪk/ zawód miłosny,
przeprowadzać badania naukowe have a shower /ˌhæv ə ˈʃaʊə/ brać prysznic żal, smutek
(be) the centre of attention /(bi) ðə healthy lifestyle /ˌhelθi ˈlaɪfstaɪl/ zdrowy hold sb’s attention /ˌhəʊld ˌsʌmbədiz
ˌsentər əv əˈtenʃən/ być w centrum uwagi tryb życia əˈtenʃən/ skupić czyjąś uwagę
feel left out /ˌfiːl ˈleft ˌaʊt/ czuć się high standards /ˌhaɪ ˈstændədz/ wysokie in equal measure /ɪn ˌiːkwəl ˈmeʒə/
wykluczonym standardy w równym stopniu
firstborn /ˈfɜːstbɔːn/ pierworodny highly intelligent /ˌhaɪli ɪnˈtelədʒənt/ outweigh /aʊtˈweɪ/ przeważać, mieć
fussy eater /ˌfʌsi ˈiːtə/ wybredny przy bardzo inteligentny przewagę
jedzeniu keep quiet /ˌkiːp ˈkwaɪət/ być cicho regardless of /rɪˈɡɑːdləs əv/ bez względu
protective /prəˈtektɪv/ opiekuńczy like-minded /ˌlaɪk ˈmaɪndɪd/ na, niezależnie od
reliable /rɪˈlaɪəbəl/ godny zaufania, o podobnych upodobaniach roller coaster ride /ˈrəʊlə ˌkəʊstə ˌraɪd/
wiarygodny look miserable /ˌlʊk ˈmɪzərəbəl/ jazda bez trzymanki (o zmieniającej się
sibling /ˈsɪblɪŋ/ rodzeństwo wyglądać na nieszczęśliwego często sytuacji)
undivided attention /ˌʌndɪˌvaɪdəd loud and clear /ˌlaʊd ən ˈklɪə/ głośno self-doubt /ˌself ˈdaʊt/ zwątpienie
əˈtenʃən/ pełnia uwagi i wyraźnie w siebie
well-behaved /ˌwel biˈheɪvd/ grzeczny, meet the requirements /ˌmiːt ðə
dobrze wychowany rɪˈkwaɪəmənts/ spełniać wymagania
nasty habit /ˌnɑːsti ˈhæbɪt/ paskudny
2.6 Speaking 4.14 zwyczaj
all of a sudden /ˌɔːl əv ə ˈsʌdn/ nagle neat and tidy /ˌniːt ən ˈtaɪdi/
attend a workshop /əˌtend ə uporządkowany
ˈwɜːkʃɒp/ brać udział w warsztatach
33
4 Wybierz poprawną odpowiedź.

SŁOWNICTWO I GRAMATYKA
1 Maria accepted Niko’s invitation to a candlelit dinner,
which / that / what made him really happy.
2 Last week I bumped into the Smiths, who / that / whose
1 Jakie wyrazy poprawnie uzupełniają zdania? Pierwsze
i ostatnie litery brakujących wyrazów zostały podane. son used to be in my class at school.
3 Would you like to meet my cousin which / Ø / whose I
1 The hero in action films is traditionally daring and told you about yesterday?
prepared to take risks. 4 Here are some lovely photos from Greece taking /
2 She plays the type of detective who’s especially taken / which took on our honeymoon.
perceptive and notices the smallest of details. 5 The family living / lived / which living in the flat above
3 My favourite character is the brother because he’s very ours are really noisy.
laid-back. When everyone else is getting stressed, he
doesn’t seem worried.
4 I didn’t like the main character because she’s so
ŚRODKI JĘZYKOWE
ŚRODKI JĘZYKOWE
self-centred. Everything’s about her and she doesn’t
care how it affects the others. Test luk; tłumaczenie
5 There’s a scene where the uncle points out the
problems with Jo’s plan. He’s really tactful though and 5 Jakie formy podanych w ramce wyrazów poprawnie
does it without discouraging his nephew. uzupełniają tekst? Dwa wyrazy zostały podane
6 When Billy first dances in front of an audience, dodatkowo i nie pasują do żadnej luki.
he’s really self-conscious, but over time, he gains
deep equal full gather health polite
confidence.
2 Wybierz poprawny wyraz.

1 It’s important that an interviewer makes the candidate PARK LIFE
feel at ease / eased / at rest. by Anna George
2 She’s confident, but not too filled with / full of / full
with herself. She’ll always acknowledge when she In parks around the world, it’s become perfectly normal to come
doesn’t know something. across hundreds of people 1 gathering every Saturday
3 When my uncle saw his future wife for the first time, he morning to run their weekly five kilometres. Since it started
was immediately attracted with / to / at her. in 2004, parkrun has become a global phenomenon with
4 When Mum saw my new haircut, a look of shock events taking place in hundreds of locations in more than 20
hesitated / grimaced / flickered across her face, but she
countries across the world. Parkruns attract people of all ages
didn’t say anything.
5 I only briefly glimpsed / glanced / gazed the message and for a whole range of different reasons. Most participants
on her phone, but I’m sure it was from Blanka. see running as part of a 2 healthy lifestyle. For many, the
social side of the events is 3
equally important. People
who start off as casual acquaintances nodding to each other
podanych w nawiasach. Użyj czasu Past Perfect Simple
lub Past Perfect Continuous. and smiling 4 politely , can end up as firm friends.
1 Joshua had already been (already/be) married twice
before he met Carol. 6 Przetłumacz na język angielski podane w nawiasach
2 I asked Martha and Sue to organise my wedding fragmenty, tak aby otrzymać logiczne i gramatycznie
because they had prepared (prepare) quite a few poprawne zdania. W każdą lukę możesz wpisać
maksymalnie pięć wyrazów.
before.
3 Stewart was really exhausted because he had been 1 Let me introduce you to the woman whose (kobiecie,
looking (look) after the twins the whole afternoon. której) husband originally set up the gallery.
4 Dad, how long had you been dating (you/date) Mum 2 Having left the village where (Opuściwszy wieś, w której)
before you got engaged? she grew up, my granny enjoyed living in the city.
5 I stopped talking to my younger brother after 3 When we got to the church, we realised that
we had had (have) a serious argument for the we had left the present/gift (zostawiliśmy prezent) for the
third time that week. newlyweds at home. We felt extremely embarrassed.
6 When I saw Jane, I could see she had been crying (cry), 4 How long had Tom been waiting for (Tom czekał na)
but I didn’t know why. a reply to his email before he realised he wasn’t going
to get a response?
5 Mark says he never has time to make his bed in the
morning, which irritates me a lot/which really irritates me
(co mnie bardzo irytuje). He should get up earlier.
6 Protected by his parents (Chroniony przez swoich
rodziców) for all his life, the young boy was painfully
shy and had difficulty making friends.
34
SŁUCHANIE MÓWIENIE
MÓWIENIE
Wybór wielokrotny
8 Wykonajcie zadanie w parach. Uczeń A opisuje zdjęcie A
7 1.36 Usłyszysz dwukrotnie wywiad
i odpowiada na dotyczące go pytania. Uczeń B opisuje
na temat bliźniąt. Która z podanych
zdjęcie B i odpowiada na dotyczące go pytania.
odpowiedzi A–D jest zgodna z treścią
nagrania?
1 The presenter starts the interview by asking A
about psychic twins because
A it is a special interest of hers.
B she doubts the reality of psychic powers.
C she is a twin herself.
D she believes the show’s listeners are
interested in this topic.
2 Answering the first question, Adam, the
psychologist, says that
A female twins are more likely to show
psychic tendencies.
B science is unable to prove the existence of
psychic powers.
C not many twins experience some form of
B
psychic connection.
D there is little anecdotal evidence to
support the idea of psychic twins.
3 The classroom story is given to
A illustrate an example of psychic
connection between twins.
B prove that even twins who are very far
from each other can be connected.
C convince the presenter of the psychic
connection between twins.
D describe a common negative reaction
from people who observe psychic
behaviour.
UCZEŃ A
4 The most important issue for a twin is
1 What do you think is going to happen next? Why?
A developing different interests and hobbies
2 Do you get on better with boys or girls in your family? Why?
from your twin.
B gaining the individual attention of your 3 Tell me about a situation in which you or someone you know was
parents. involved in a family argument.
C being dressed like your brother or sister in
childhood.
D craving to become a unique human being. UCZEŃ B
5 According to Adam, 1 How do you think the man is feeling? Why?
A our DNA plays the most important role in 2 What’s the most challenging thing about living on your own? Why?
determining who we are. 3 Tell me about the household chores that you, or somebody you
B it is very difficult for a twin to study know, had to do when you were a child.
different subjects than his/her sibling.
C the environment we grow up in is the
biggest factor in defining our personality.
D living in different places is the best way for PISANIE
PISANIE
twins to deal with their emotions.
Artykuł
9 Wykonaj zadanie egzaminacyjne.
Między rodzicami a ich nastoletnimi dziećmi często dochodzi

do sytuacji konfliktowych. Napisz artykuł na stronę internetową, w którym
przedstawisz dwa najczęstsze źródła konfliktów oraz omówisz sposoby
ich rozwiązania.
Wypowiedź powinna zawierać od 200 do 250 słów i spełniać wszystkie
wymogi typowe dla formy wskazanej w poleceniu.
35
VOCABULARY
3
3.1 Landscape features • prepositions describing
location • describing places • collocations
and compound nouns
I can describe cities and talk about city life.
SHOW WHAT YOU KNOW

1 Which of these townscape and landscape features can you find near
your school? Discuss with a partner.
a breathtaking view a bridge a canal a fast-flowing river

a historic monument a housing estate a market square
a shopping centre a waterfront restaurant slums
2 Discuss how far you would need to go to see features in Exercise 1

that are not near your school.
3 SPEAKING A city in Spain has banned cars from the city centre.
Discuss the possible advantages and disadvantages. Read the text
and compare your ideas.
4 1.37 Read the questions and make sure you understand the
meaning of the underlined collocations. Then listen to a phone-in
programme and answer the questions.
1 How has Ryan’s daily commute changed?
It’s become more difficult – he can no longer park his car at home.
2 According to Jack, what can a reliable network of buses replace? Cars
Living
3 Where does Sarah want planners to put in cycle lanes?
In the suburbs where she lives.
4 Why is Julia’s home town very popular with tourists?
spaces
Because it’s picturesque and it has a historic centre.
5 Why can’t ancient cobbled streets have cycle lanes, according
to Julia? They are too narrow.
A city is not a concrete jungle, it is

a human zoo.
Desmond Morris
Pontevedra, located on the northwest coast of Spain, is a

small city surrounded by rolling hills. The picturesque old
town of Pontevedra comes alive at night
and the vibrant atmosphere continues
5 well into the early hours.
So far, it sounds like any Spanish city.
But this one is different – I’m standing
in the city centre and I can’t hear
any cars!
10 The mayor of Pontevedra
was determined to preserve
the historic centre of the
city with its bustling
squares, Gothic
15 architecture and
quaint backstreets
and limit urban
development.
36
5 SPEAKING Think about your own local town or city. FOCUS ON WORDS | Describing places
How doable/desirable would it be to ban all cars from
the centre? 8 1.39 In your notebook, complete the collocations
with the adjectives in red in the text. Then listen,
check and repeat.
FOCUS ON WORDS | Prepositions describing location
6 1.38 In your notebook, complete the table with the 1 bustling square/market/streets
appropriate prepositions in the box. Then listen, check 2 medieval centre/architecture/castle
and repeat. 3 picturesque old town/village/scenery
4 quaint backstreet/town/neighbourhood
at in on within 5 shabby city centre/building/house
6 urban development/area/space
7 vibrant atmosphere/nightlife/colours
1 on 2 within
the coast walking distance
the outskirts easy reach 9 SPEAKING Replace the bolded word or phrase in
the border 500 metres the description of Norwich with an adjective from
3 at 4 in Exercise 8. Write the answers in your notebook.
the traffic lights the city centre Would you like to visit Norwich? Discuss with a partner.
the roundabout the suburbs 1 picturesque, 2 medieval, 3 quaint, 4 bustling, 5 vibrant
the town hall the park
Norwich – a cathedral city
Visit Norwich, one of England’s most
7 In your notebook, complete the sentences with the 1
beautiful cathedral cities. During the middle
prepositions in Exercise 6. Name an example for each
ages, Norwich was England’s second city
sentence. Compare your answers with a partner.
and there are some spectacular examples
Name … of 212th–15th century architecture in the city.
1 a big city located on the coast. See the cathedral, of course, but don’t miss
2 a café within walking distance of where you are. the 3nice, old-fashioned backstreets behind
3 a famous monument in the city centre of your it. Norwich is also famed for its huge, 4busy
capital city. and noisy open-air food market as well as
4 a town located on the border of your country. its 5exciting nightlife. Less than two hours
5 a school, a shopping centre or a sports centre located from the capital, Norwich should definitely
in the suburbs of a nearby city. become your next destination.
6 a park or play area within easy reach of your house.
FOCUS ON WORDS | Collocations and compound nouns
10 1.40 In your notebook, complete the collocations
So he banned cars – completely! He transformed and compound nouns with the underlined examples
in the text and in Exercise 4. Then listen, check and
20 the medieval centre into a pedestrian zone. He felt
repeat.
that the historical centre was dead. It was a city in
decline, polluted and with a lot of traffic accidents. He 1 cobbled streets 6 on-street parking
got rid of on-street parking and opened underground 2 cycle lanes 7 pedestrian zone
car parks on the outskirts of the city within walking 3 daily commute 8 reliable network
25 distance of the centre. With pedestrianisation, the 4 home town 9 rolling hills
shabby city centre got a facelift: gone were the traffic 5 noise pollution 10 underground car park
lights and pavements, drainage systems, public
lighting and street furniture were all renovated.
11 SPEAKING In your notebook, complete the sentences
The benefits of all these changes are numerous:
with the appropriate collocations or compound nouns in
30 deaths in traffic accidents in the city centre have
Exercise 10. Would such measures improve your home
dropped to zero and CO2 emissions are down by 70 town? Discuss with a partner.
percent. The city centre is growing with 12,000 new
inhabitants who have moved there while other cities 1 All cobbled streets should be replaced by smooth
in the region are getting smaller. By not allowing modern surfaces like tarmac.
35 big shopping malls to be built in the centre, small 2 On-street parking should be limited to residents only.
businesses have flourished. Noise pollution has been 3 Pedestrian zones should be for people on foot only.
replaced with the tweeting of birds and the sound of No cycling!
human voices. 4 There should be more underground car parks to take cars
off the street.
5 There should be a lot more cycle lanes to encourage
people to use bikes.
6 Anybody causing noise pollution should be heavily fined.
12 PROJECT Work in groups. Imagine you’re going on

a trip to one of Poland’s neighbouring countries.
Do some research online, choose a few interesting
places to visit and prepare a digital presentation. Then
present it to your class.
37
GRAMMAR THE VOYAGE OF A
3.2 Future forms including the LIFETIME
Part �
Future Perfect Continuous
I can use a variety of forms
to talk about the future. In a few weeks’ time, the Franklin family will 1be embarking
on a three-year sailing voyage. We asked the children how they felt
about the adventure. Mandy (17) said, ‘We’ll 2 be missing a lot of
1 SPEAKING Look at the pairs of sentences school, but I think that by the end of this trip we’ll 3 have learnt more than in
and decide which alternative is more likely. a classroom. We’ll have 4 been travelling for three years and we 5 ’ll have
Discuss with a partner. seen places with our own eyes. We won’t 6 have just read about them in books.’
In three years’ time …
Mandy had a few worries: ‘The worst thing is that I’ll 7 be spending three
1 a I’ll still be living at home with my parents.
years in a small space with my untidy brother.’
b I won’t be living at home with my
parents. Jake (12) was less keen than his sister: ‘By the time we go, I’ll have 8 been
2 a I’ll have moved to another part of the playing basketball for my school team for two years, and I want to become a
country. professional in the future. I’ll 9 be practising whenever I can, but it’s not
b I won’t have moved to another part of easy on a boat.’
the country.
3 a I’ll have been studying at university for a 4 In your notebook, complete Part 2 with the correct form of the
year. verbs in brackets. Use the Future Continuous, Future Perfect
b I won’t have been studying at university Simple or Future Perfect Continuous. Would you like to go on
for a year. a voyage like this? Why?/Why not?
Part �
2 Read the GRAMMAR FOCUS and do
the task.
1 In your notebook, translate example Eileen Franklin told us ‘We’re not in a hurry, so after leaving San Francisco we
sentences 1–3 into your own language.
1
will be travelling (travel) down the coast of Mexico for a few weeks. After that, we
2 Discuss the difference in meaning between
2
will be sailing (sail) across the Pacific and we 3 will be heading (head) towards
the sentences. Indonesia, our final destination. It’s a long voyage, but by the time we leave we
3 Look at Exercise 1 and name the future verb
4
will have been planning (plan) for several years, so I think we’re as prepared as
forms in blue. we can be.’
‘Yes,’ added Bob. ‘And by the time we set off, we 5 will have done (do) everything
GRAMMAR FOCUS 10 possible to make this a safe trip: Jake 6 will have improved (improve) his swimming
and Eileen 7 will have done (do) an advanced first-aid course. On the boat, we
Future forms 8
will be using (use) top-of-the-range technology to chart our route. It’s the trip
• You use the Future Continuous to talk about of a lifetime, so we 9 won’t be taking (not take) any chances!’
unfinished actions in progress at a time in the
future. It often refers to future events that are 5 Read REMEMBER THIS. In your notebook, rewrite questions 1–6
fixed or expected. using the Future Continuous to make them more polite.
1 At 11 a.m. tomorrow, I’ll be doing an exam.
• You use the Future Perfect Simple to talk REMEMBER THIS
about an action that will be completed before
a certain time in the future. You can also use the Future Continuous to make polite enquiries.
2 By 11 a.m. tomorrow, I’ll have done an Compare:
exam. Will you be staying in tonight? = I just want to know. (polite)
• You use the Future Perfect Continuous to Are you going to stay in tonight? = I’d like a decision. (more direct)
talk about how long an action will have been
in progress before a certain time in the future. 1 Are you going home straight after school?
3 By 11 a.m. tomorrow, I’ll have been doing 2 Are you doing anything interesting this evening?
an exam for an hour. 3 Who do you plan to see at the weekend?
4 When will you go on your next holiday?
5 Are you going to have a party for your 18th birthday?
3 Read Part 1 of the story about the Franklin 6 Do you think you’ll leave home permanently before you’re 25?
family plans. In your notebook, complete the
text with ‘ll, be, been or have. Then discuss 6 SPEAKING Ask and answer the questions you have rewritten in
the questions. Exercise 5.
1 What problems do the children predict?
Mandy: We’ll be missing a lot of school. I’ll be FOCUS VLOG 11 About dreams
spending three years in a small place with my
untidy brother. 1.41 Listen to the Focus Vlog. Where do the speakers think
Jake: I’ll be practising whenever I can, but it’s they will be living five years from now? Write the answers in your
not easy on a boat.
notebook.
2 Which child seems more positive about
the voyage? Mandy seems more positive.
Grammar page 138
38
LISTENING
3.3 Multiple choice
I can identify specific information in a detailed
spoken dialogue about places to live.
A B C
Freedom Ship Co-housing Smart home
1 Match photos A–C with descriptions 1–3. In your FOCUS ON WORDS | Collocations and compound nouns
notebook, complete the texts with the photo captions.
5 2.1 In your notebook, translate the collocations
and compound nouns from the recordings. Then listen
1 In the Smart home of the future, all appliances will
and repeat.
be connected through wireless networking systems.
The house and car would use power that is collected
1 domestic chore = obowiązek domowy, praca domowa
through solar panels and stored. C
2 household appliance = sprzęt gospodarstwa domowego
3 housing development = osiedle mieszkaniowe
2 Co-housing is a housing development where each 4 multi-storey car park = parking wielopoziomowy
household has a self-contained house or flat. People 5 residential area = dzielnica mieszkaniowa
have the opportunity to eat together and meet regularly 6 second home = drugi dom, np. na lato
in a large communal house. B 7 self-contained flat = samodzielne mieszkanie, z łazienką,
kuchnią i osobnym wejściem
8 tower block = wieżowiec
3 The Freedom Ship is designed to be twenty-five storeys
high. If the concept became reality, it would feature
a casino, an art gallery, a park, a shopping centre and 6 In your notebook, complete the collocations with the
accommodation for 80,000 people. It would cost $12 words in Exercise 5. Then complete the sentences to
billion to build. A
make them true for you. Compare with a partner.
1 My least favourite domestic chore is …
2 SPEAKING Discuss which house in Exercise 1 you
would most/least like to live in. Give reasons for your 2 The nearest multi-storey car park is …
answers. 3 The one household appliance I couldn’t live
without is …
3 1.42 Listen to three recordings. In which order are 4 The newest housing development in my
places A–C in Exercise 1 mentioned? B, A, C neighbourhood is …
5 The tallest tower block in my city is …
6 The residential area I’d most like to live in is …
LISTENING FOCUS Multiple choice 7 I’d love to have a second home in …
8 I’d prefer to live in a small self-contained flat than …
4 1.42 Listen again. For questions 1–3, choose
the correct answer, A, B or C. Write the answers in PRONUNCIATION FOCUS
your notebook.
1 Which statement is an opinion and NOT a fact? 7 2.2 Listen and complete the chants. Write the
A Over a third of British people don’t know their answers in your notebook. Listen again and repeat
neighbours. the chants. Focus on stress and intonation.
B In Denmark, lots of people live in co-housing A
development. What will you be doing?
C The neighbourly relations at Springhill will be What will you have seen?
100 percent better. Where will you be going?
2 The speakers think that the Freedom Ship project is Where will you have been?
A unlikely to happen.
B not big enough for 80,000 people. B
C a good investment opportunity. How long will you have been learning?
3 Choose the most appropriate headline for this news How much will you have learnt?
report. How long will you have been earning?
A SMART HOMES MEAN LESS SHOPPING How much will you have earned?
B SMART HOMES SAVE TIME AND MONEY
C SMART HOMES NEED SMART PHONES
39
READING 2 Copy the table and complete it with the words in
3.4 Gapped text

Exercise 1. Add six words of your own. Then compare
your ideas with a partner.
I can understand relationships
House of my dreams! House of my nightmares!
between ideas in a descriptive text.
The house of my dreams would be minimalist. There

FOCUS ON WORDS | Describing houses wouldn’t be much furniture, but it would have a fireplace.
1 2.3 In your notebook, translate the words and The house of my nightmares ...
phrases in the box. Use a dictionary if necessary. Then
listen and repeat. 3 Look at the photo of Zeki and the map. Which words
from Exercise 1 might you use to describe his ‘house’?
The house has … canvas camp bed, cramped, damp, draughty, fireplace,
1 a canvas camp bed = łóżko polowe pokryte płótnem inaccessible, minimalist, snug
2 central heating = centralne ogrzewanie 4 Read the article and check your ideas in Exercise 3.
3 an en suite bathroom = prywatna łazienka przylegająca Then answer the questions.
do pokoju 1 Where does Zeki come from?
4 a fireplace = kominek 2 Who taught him to live in the wilderness?
5 a fitted kitchen = kuchnia na wymiar 3 Where is he living at the moment?
6 running water = bieżąca woda 4 What is he studying?
The house is … 5 How does he get to school?
7 cramped = zatłoczony, ciasny 6 Does he miss his friends?
8 damp = wilgotny 7 What does he like about his lifestyle?
9 draughty = pełen przeciągów 8 What would you like/hate most about Zeki’s lifestyle?
10 inaccessible = niedostępny, nieosiągalny
11 minimalist = minimalistyczny
12 snug = przytulny, zaciszny
I am 16 and live alone in the wilderness

2.4
I live alone on the Isle of Skye in a tipi almost impossible to find this became second nature to me. When I gained a place at the
without detailed directions. It might seem unusual for someone School of Adventure Studies on the Isle of Skye last year, I decided to
of sixteen, but I love my own company and I’m passionate about live in a tipi, practising what I preach.
preserving wild spaces. I grew up with my mum, Ghillie, and older I sleep on an ancient canvas camp bed my grandfather gave me,
5 sister, Yazzie, in a remote and sometimes inaccessible home in 15 with two old army blankets and some skins I tanned myself for
the Scottish mountains, using cross-country skis to drag food and warmth. I have an open fire and spend my evenings tanning animal
supplies to the house. and fish skins, and carving wood. I store clothes and books in an old
Mum, a cookbook writer, taught us about possible dangers and metal trunk of my mum’s – it’s covered in stickers from her travels.
how to cope with them, then let us run wild from an early age. I wash my clothes in the river and dry them in the wind or in the
10 1
B I spent so much time with tribes who rely on the land that 20 heat from the fire. I have a bush shower using water from the river.
Zeki
40
READING FOCUS Gapped text FOCUS ON WORDS | Idiomatic expressions
5 Read the article again. Which sentences A–E 6 2.5 Look at the fragments in blue in the text. In
complete gaps 1–4? There is one extra sentence. your notebook, complete the expressions below. Then
A A few people were exhausted and had to be
taken off the mountain by the leaders, but I feel 1 be/become second nature to sb
comfortable in the mountains and enjoyed the 2 enjoy your own company
challenge. 3 have a hairy moment
B We also travelled abroad regularly, visiting remote 4 keep a cool head
tribes and cultures, where we lived for weeks as Mum 5 keep your wits about you
studied food and recipes to write about. 6 not be everyone’s cup of tea
C I’d like to see more people look after the land 7 practise what you preach
and not be scared of getting outside, getting wet, 8 run wild
learning how to survive. When my studies are over,
I’ll move the tent back to Mum’s house.
D There’s usually some fire left from the previous day, 7 Look at the idiomatic expressions in blue in the text
again. Which of them does Zeki use to describe …
so the fire is soon blazing while I have cereal for
breakfast. I collect wood for later in the day, then I 1 … something he was allowed to do as a child?
wash at the river. run wild
E Eating things in nature is not something to play 2 … the reason why he decided to live in a tipi?
to practise what I preach
around with – if you make a mistake, it can be quite a
serious one. I sometimes eat too much of something 3 … his feelings about being on his own?
enjoy my own company
and I get a stomach ache.
4 … the long-lasting effect that visiting remote tribes had
on him? become second nature to me
5 … something that doesn’t suit everybody?
not be everyone’s cup of tea
6 … the state of being alert and prepared for any new
situation? keep my wits about me
7 … the ability to stay calm in a stressful situation?
keep a cool head
I wake at 6 a.m. and get the fire on straight away using flints and 8 … some of the frightening experiences he has had?
steel. 2 D Sometimes I just jump in, especially when there’s have a few hairy moments
frost on the ground. When I rush back to the tipi, it’s like a sauna. 8 In your notebook, rewrite questions 1–8 by replacing
I get my backpack organised, including any food and kit I need the underlined phrases with the appropriate form of
the expressions in Exercise 6.
25 for the day, cover the fire to keep it low, but alive and walk thirty
1 When was the last time you experienced something
minutes to the school. There are twelve of us on the course, of all
really frightening or dangerous? had a hairy moment
ages, and we’ve just finished mountaineering. We’re about to start
2 When you were a child, did your parents allow you to
whitewater kayaking. behave exactly as you wanted to? run wild
I’ve had a few hairy moments. Once I was on the hills, when the 3 Are there times when you like being by yourself more
30 weather turned bad and I became disoriented, but thanks to Mum’s than being with others? enjoy your own company
4 When do you have to be alert and focussed in your
training, I knew I had to keep a cool head. My classmates and I
daily life? keep your wits about you
recently had a two-day test in horrible weather. 3 A However, 5 When was the last time you did something that you
I’m aware that I need to keep my wits about me and be prepared. advise other people to do? practised what you preach
My friends used to love coming to our home and running wild with 6 What kind of everyday actions do you do easily without
35 me, so they are used to the way I live. I hope some of them will visit having to think about them? are second nature to you
7 Are you capable of staying calm in stressful situations
me soon. People ask if I miss the Internet, but I never used to use it
or do you panic? keeping a cool head
much, or watch television. I am sociable, but I have always enjoyed 8 Is camping in the wild something that appeals to you?
my own company. I use my mobile every few weeks to catch up is your cup of tea
with friends and my mum, who I usually see once a month. 9 SPEAKING Ask and answer the questions in Exercise 8
with a partner. Give reasons for your answers.
40 What I’m doing isn’t everyone’s cup of tea, but it makes me happy.
4
C Until then, I’m happiest sitting by the flickering
fire, carving a spoon in perfect silence and watching the
stars through the open tipi door.
GLOSSARY
tan a skin = garbować skórę
carve wood = rzeźbić w drewnie
a trunk = kufer
flint and steel = krzesiwo (z krzemienia i kawałka stali)
blazing = płonący
flickering = migoczący
41
GRAMMAR 4 2.7 Read Part 2 of the vlog post. Which options
3.5 Quantifiers
complete it correctly? Listen and check.
I can use a range of different

quantifiers. Part �
• Find a laundry basket and put 1 all / each the
clothes on the floor into it. Too 2much / many
1 SPEAKING Describe your bedroom to a partner. On a clothes? OK, get 3 a couple / a few of bin bags and
scale of 1–10 (1=extremely tidy, 10=extremely untidy), put the rest in there. Then hide 4 both / either of
what score is your bedroom? the bags in the wardrobe. If the cool friend sees
5
plenty / either of the bags, just say it’s 6 a few / few
2 2.6 Read and listen to Part 1 of a vlog post. Why things you’re collecting for charity.
does the vlogger want to tidy her room? • The whole place smells of snacks, so take
Because a friend she likes is coming over. 7
every / some half-empty drink and stale half-eaten
crisp packet to the kitchen immediately. There’s
Part � a big difference between messy and disgusting.
Welcome fellow teens to my video blog. Today’s • There are 8 a number / several of things that
vlog is called ‘How to tidy your room in ten minutes!’ would give the wrong impression, things
I’m sure all of you know what I’m talking about – like your huge pink teddy bear …
your room’s a total nightmare. It looks as if a bomb Hide them.
5 has exploded. There’s loads of dirty washing – in • Make the bed. There’s 9 no / none
fact the whole floor is covered. There’s no space excuse for an unmade bed.
anywhere. You have plenty of clothes, but you • Open 10plenty / all the windows –
don’t wear half of them because you can’t find now!
them. Most of them are in a pile because there are
10 not enough drawers to put them in. You’ve had You’re ready!
a number of opportunities to tidy your room, but
you haven’t, and now the very cool new friend you
like is coming round. Very few of your friends
know what a slob you are and you want to keep it
15 like that. You don’t have much time, so here are
a few speed-cleaning tips.
3 Read the GRAMMAR FOCUS. Then find more

examples in blue of rules 1–3 in the text. 5 Discuss with a partner in which sentences of is
all of you = rule 2 necessary. Write the answers in your notebook.
no space/much time/a few speed-cleaning tips = rule 1 Then make the sentences true for you by using other
all of you/most of them/very few of your friends = rule 2 quantifiers if necessary. Compare your sentences.
loads of dirty washing/plenty of clothes/a number of
opportunities = rule 3 1 A couple of my friends are quite tidy.
2 Some classmates are very untidy.
GRAMMAR FOCUS 12 3 Several people I know share a bedroom.
4 Very few of my neighbours have big gardens.
Quantifiers
5 Many of the buildings in my street are old.
You can use a wide range of different expressions to talk 6 Every room in my house has Wi-Fi.
about quantity. 7 None of my friends has a TV in their room.
Countable nouns Uncountable Both 8 Most rooms in my house have paintings on the
nouns walls.
every, each much, all
6 In your notebook, write three sentences about
many a great deal of* most
yourself – two true ones and one false. Use a different
a number of*, several a little a lot of*, word in the box in each sentence.
a few (very) little lots of*,
(very) few loads of*, all couple every little loads
both, a couple of*, plenty of* lots most none plenty
either some
neither no, none of* All of my music is on my phone.
1 Use quantifiers without of before nouns: most people 7 Work with a partner. Read your sentences from
2 Use quantifiers with of before determiner + noun: most Exercise 6 to each other. Guess which sentence
of the people, and before pronouns: most of them is false.
3 *Always use these quantifiers with of: a lot of people
Grammar page 139
Note: all the people and all of the people are possible.
You can’t use of after no and every. Use none of and every
one of.
42
SPEAKING
3.6
SPEAKING FOCUS 13
Organising a place to live Suggesting a course of action
I can justify my views when What do you think about (+ -ing)?
suggesting, agreeing to and Maybe we ought to (just) …
objecting to a course of action. What would you say if we (+ Past Simple)?
Given the choice, I’d rather …, and you?
1 What is important when looking for a flat to share with Objecting

a friend? Number these factors in your notebook from No way!/Absolutely not!/You must be joking! (informal)
most (6) to least (1) important for you. Fair? I think it’s completely unfair.
(Well yeah, but) wouldn’t it be better to …?
decoration/furniture location I know/see what you mean/what you’re saying, but …
privacy rent security size I’m not convinced (we’ll be able to afford it/that’s a good
idea/that’ll work).
2 SPEAKING Compare your ideas in Exercise 1 with Compromising
other classmates. Agree on the final order. If you agree to (pay more), I’ll (take the smaller room).
We could (split the cost/go halves/share).
3 2.8 Listen to a conversation between two friends Why don’t we compromise/meet halfway (and agree
who are talking about accommodation. Which two that …)?
factors from Exercise 1 are not mentioned? I guess so./I suppose that could work.
Decoration/furniture and security are not mentioned. OK, that seems like a fair compromise.
4 2.8 Read the SPEAKING FOCUS. In your notebook, Agreeing
complete the conversation with one word in each gap. True./Right./Absolutely./Totally.
Then listen again and check.
You are absolutely right.
Zoe: I can’t believe we’ve both been accepted into the I fully/completely agree.
same university! OK, that’s settled then.
Amy: Isn’t it great? I’m so excited! And we’ll be living
together.
Zoe: I know. I can’t wait! 5 SPEAKING Read the situation and discuss the
Amy: What do you think 1about living in halls of questions with a partner.
residence? To be honest, I’m not sure. You and a friend are moving into a flat together for your
Zoe: No, me neither. Do you know Jay? first year at university. The flat is unfurnished and needs
Amy: Yep, why? decorating, but you don’t have a great deal of money.
Zoe: Well, his brother studies there and he says the halls • What furniture/household appliances do you think are
are really old and noisy. Maybe we ought to just the most important to buy?
look for a place of our own. • What colours would you like in the flat (walls, curtains,
Amy: You’re 2 absolutely right. carpets etc.)?
Zoe: The question is do we want to share with other • Who will get the bigger bedroom?
people. It would probably be cheaper. • Who will do the decorating?
Amy: Well yeah, but 3 wouldn’t it be better to get
our own place? Obviously, it depends how much it 6 SPEAKING Prepare a dialogue in which you discuss
costs, but if we could find the right flat at the right the questions in Exercise 5. Try to get what you want,
price, I think I’d prefer not to share. but also be ready to compromise. Use the SPEAKING
Zoe: I know what you mean, but I’m not 4 convinced FOCUS to help you.
we’ll be able to afford it. Why don’t we
5
meet halfway and look for shared 7 SPEAKING Practise the dialogue and act it out.
accommodation, but in a place where we could
have our own rooms?
Amy: I suppose that could 6 work . That way we
might even be able to afford something near the
university. Given the choice, I’d 7 rather be
within walking or cycling distance, and you?
Zoe: Totally. I don’t even mind if it’s a small room,
as long as it’s close to the campus.
Amy: That’s 8 settled then. So, let’s have a look
online and see what we can find.
43
USE OF ENGLISH
3.7 Determiners
I can use both, each, every, all, whole,
another, other, others, each other
and one another.
1 Read a review of the Hobbiton movie

set and answer the questions.
• Where is it located?
• What did the tourists think of it?
• Would you like to go there?
A hobbit fan’s
PARADISE
If you’re a fan of the Hobbit movies, you’ll love this Hobbiton drink: The Shire’s Rest Café and The Green Dragon
tour. I was on a family holiday with my parents and my sister in Inn, and we stopped at both places! In fact, the
New Zealand. The whole family are fans of the Hobbit movies tour ended at the Green Dragon Inn. It was exactly
and we’ve seen every one of them, so we went to visit the like in the film and the whole time we were there,
5 Hobbiton movie set which is located on a sheep farm. It’s a 15 we were expecting Bilbo Baggins to walk in! My
popular tourist spot – all the tourists take hundreds of photos, sister and I had ginger lemonade. There were other
and so did we! There are forty-four Hobbit holes, and I think drinks like tea and hot chocolate, but we were
we visited all of them. Each Hobbit hole is different and has a really thirsty. Mum and Dad had tea and cookies.
round brightly painted door. A team of four gardeners keep the Mum was so hungry she wanted another cookie,
10 village looking neat and tidy. There were two places to eat and 20 but we didn’t have time.
2 Read the LANGUAGE FOCUS. Copy the table and complete it with the examples in blue from the text.
LANGUAGE FOCUS
both, each, every and all; all and whole; another, other, others, each other and one another
both, each, every and all
+ noun + of + my/the etc. + noun + pronoun
both both 1places both of the places both of them
2 things or people
each each 2 Hobbit hole each (one) of the Hobbit holes each (one) of them
2 or more things or people
every every Hobbit movie every one of the Hobbit movies every 3 one of them
all all the 4 tourists all (of) the tourists all 5 of them
each, every and all another, other, others, each other and one another
• Each, every and all have similar meanings. You use each • another 8 cookie means ‘a different cookie’
when you want to emphasise that you are thinking about or ‘an additional cookie’.
individual people or things separately. • other 9 drinks means ‘different drinks’, but
Each Hobbit hole had a slightly different door and I took not usually ‘additional drinks’. (Use more drinks.)
a selfie in front of each one. • the other(s) and the other one(s) refers to the
• You can use every and all (NOT each) with adverbs like second of two people or things or to the rest of
almost, nearly, practically. people or things in a group.
I’ve visited practically every country in Asia. I’ll carry this bag. Can you carry the other one?
all and whole I can see Tom. Where are the others?
• You can use all (of) the or the whole (of the) to talk about • each other and one another mean the same thing.
100 percent of something. You don’t use the whole … My sister and I took photos of each other. = She
with plural nouns for this meaning. took a photo of me and I took a photo of her.
all the tourists NOT the whole tourists
all the time and the 6 whole time
all the family and the 7 whole family
44
3 SPEAKING In your notebook, complete the questions 6 In your notebook, match sentences 1 and 2 with
with the appropriate word from the box. You can use meanings a and b.
some words more than once. Then answer the questions. A1 Have another biscuit. b
2 Have the other biscuit. a
all both each every whole
a There is one biscuit available.
1 Can you write your name with each hand? b There are several biscuits available.
2 Have you got earrings in both ears? B 1 Here’s one photo, where’s the other? a
3 Do all your relatives look like you? 2 Here’s one photo, where are the others? b
4 Does every/each one of your Facebook friends a There’s one photo missing.
know you personally? b There are several photos missing.
5 Are you off school for the whole month of C 1 Could I have another coffee? a
August? 2 Could I have the other coffee? b
6 Do all your friends live near you? a I’d like the same coffee again.
7 Can you kick a ball with each foot? b I’d like the alternative coffee you offered.
8 When you eat an apple, do you eat the whole
thing?
second sentence so that it has a similar meaning to the
4 Read about the Mamma Mia film locations. Which first. Use between two and five words including the
options complete the text correctly? word in capitals. Are the sentences true for you?
1 I’ve seen nearly all of the James Bond films. ONE
I’ve seen nearly every one of the James Bond films.
2 I saw the first Harry Potter film, but I haven’t seen any
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of the others. OTHER
I saw the first Harry Potter film, but I haven’t seen
Posted yesterday the other ones .
3 I think each of Pirates of the Caribbean films is worth
seeing. EVERY
I think every one of the Pirates of the Caribbean films is
My fantastic Mamma Mia trip worth seeing.
If you love Abba, Meryl Streep and picturesque places, 4 I saw the film twice and I enjoyed it each time. BOTH
you’ll love 1 every / all minute of the Mamma Mia films. I saw the film twice and I enjoyed it both times .
I’ve seen practically 2each / every film with Meryl 5 I’ve never found a film that is fun for all the family.
Streep in it and I don’t know how she manages to be so WHOLE
different in 3 each / all the role she plays. I loved Mamma I’ve never found a film that is fun for the whole family .
Mia and I’ve just seen Mamma Mia: Here We Go Again. 6 I’d like to see Mission Impossible in a different
4
Both / Every of the films are equally good. cinema – a bigger one. ANOTHER
For my 18th birthday, my parents took me on a trip to I’d like to see Mission Impossible in another cinema –
Greece to visit the film locations for Mamma Mia. There a bigger one.
are two main locations: the islands of Skopelos and
Skiathos. 5 Both / Each of the islands are stunning, just SHOW WHAT YOU’VE LEARNT UNITS 1–3
like in the films. You can’t see 6every one / all the places
in the films because some of them were built just for
the shoot – for instance, Villa Donna, the hotel owned 8 USE OF ENGLISH In your notebook, complete
by Meryl Streep, was filmed in studios in the UK. But I the sentences so that they make sense using
wanted to see the church where Sophie gets married. appropriate forms of the words in brackets. Use no
We had to climb 199 steps, but once we got there more than five words.
the view was breathtaking. The 7all / whole trip was 1 On arrival yesterday, visitors were given (be/give) a
fantastic – a dream come true! Next year my parents guided tour of the movie set.
are taking me to Croatia where Mamma Mia: Here We 2 You are reminded that taking photographs
Go Again was filmed. is strictly forbidden (be/strict/forbid).
3 Quiet please! Are you going to chat to one another
Share Like Comment
(chat/another) during the whole visit?
4 Most people enjoyed the experience, but I
was bitterly disappointed (be/bitter/disappoint).
5 One person thought the guide was so amusing that
he kept roaring with laughter (keep/roar/laughter).
6 At the end, almost every one of (almost/every) the
visitors gave the guide a tip.
7 My brother and I love films. Both of us go (both/we/
go) to the cinema as often as we can.
8 The last film I saw was so sad. At the end, everybody
burst into tears (burst/tear).
9 I was wondering whether you would be able to come
(able/come) tomorrow.
5 SPEAKING Discuss your favourite films and make a list
of the top three film locations you would like to visit.
45
WRITING 3 Read the essay on living in halls of residence. In pairs,
3.8 A ‘for and against’ essay

discuss which advantages and disadvantages from
Exercise 2 the author mentions. Which one is NOT
included? Number 5 is not included.
I can write a ’for and against’
essay using formal language and
expressions of concession. Some university students prefer to live with their families
until they graduate and can earn their own living.
1 SPEAKING Read UK TODAY. How similar or different However, it is also very common for young people
do you think the situation in your country is? beginning university to choose to live together with
5 other students in halls of residence. Although there are
several potential downsides to this communal way of
living, there are also numerous benefits.
UK TODAY One of the most convincing arguments for halls of
residence is that they allow students to experience
Halls of Residence
10 independent living in a safe place with a strong sense
• Most UK universities provide accommodation for first- of community. Having never lived alone, most new
year students in university-owned halls of residence, on
students appreciate this supportive environment. In
or near the campus.
the same way, the presence of an official supervisor is
• There is often a supervisor, whose job it is to maintain likely to be reassuring for students and their parents. Yet
order and support students with everyday issues. 15 another plus is that halls of residence are usually very
• Rooms in these halls are generally small but private, convenient because they are located on or close to
and in most cases, bills are included in the rental price. university campuses. This allows residents to save time
Kitchen facilities are usually shared. and money.
• In 2018/19, the average cost of renting a room in halls of Despite these clear advantages, there are also
residence in the UK was about £140 per week. 20 considerable drawbacks. The first downside is that
the rooms tend to be very small and bathrooms may
2 Read the comments made by first-year university sometimes have to be shared. Being full of young
students. Decide if they refer to advantages or people, halls can also be very noisy. This can make them
disadvantages of living in halls of residence. Then difficult places in which to study. Likewise, parties and
compare with a partner. 25 late nights are common, and can interfere with students’
1 Freedom! (Ammar – Newcastle) A academic progress. Other minuses are that food can
2 It’s impossible to get any studying done. ‘go missing’ from shared fridges and cupboards, and
(Ian – Edinburgh) D communal kitchens are often busy, and sometimes dirty.
3 I’m exhausted. There are parties every night. All things considered, there are pros and cons to living
(Nick – Hull) D 30 in halls. Certainly, residents need to be self-disciplined
4 There’s a supervisor we can talk to if we have any in order to successfully balance study and social life.
problems. (Emma – Durham) A Personally, I imagine the benefits of living closely with
5 Rules, rules, rules! Keep quiet, clean up, no visitors. other students outweigh the drawbacks.
(Ollie – Oxford) D
6 We all help each other out. I’ve made so many new
friends. (Abigail – Liverpool) A
7 Someone stole my sausages! (Jason – Manchester) D
8 Our halls are on campus. I fall out of bed and into my
lectures. (Anahita – London) A
9 My room is OK but it’s tiny. (Richard – Nottingham) A/D
46
4 Discuss the questions in pairs. 7 Read the LANGUAGE FOCUS and then find two
1 What is the author’s opinion of halls of residence? sentences in the essay which express concession.
The author believes the benefits of living in halls of
residence outweigh the drawbacks.
2 Would you like to live in this type of student
LANGUAGE FOCUS
accommodation? Why?/Why not? Expressing concession
5 In your notebook, complete the WRITING FOCUS with You can increase the variety in your written English by
the words and expressions in purple in the text. including sentences that express concession.
• Although/Even though + clause
WRITING FOCUS Although halls of residence are not always the
cheapest option, many students prefer them.
A ‘for and against’ essay Many students prefer halls of residence even though
Introduction they are not always the cheapest option.
• Begin with general or factual comments on the topic. • In spite of/Despite + noun or -ing
Many young people beginning university choose to live In spite of the cost, many students prefer halls of
in halls of residence. residence.
• End with a statement that mentions both sides of the Many students prefer halls of residence despite the
issue. cost.
Although there are several potential 1downsides to … , Despite living cheaply, many students still find
there are also numerous benefits. themselves short of money.
Main paragraphs
• Present arguments for in one paragraph and arguments 8 In your notebook, rewrite the sentences so that the
against in another. meaning is the same.
The first/One/A further/Another/2 Yet another 1 Although there are numerous arguments for living
benefit/plus/drawback/downside of … with your parents while at university, there are also
There are numerous/potential/clear/considerable considerable drawbacks.
pluses/3 minuses to … Despite the numerous arguments for living with your
parents while at university, there are also considerable
One of the most 4
convincing /most persuasive/
drawbacks.
strongest arguments for/against … is …
2 Many students live at home with their parents, even
• Develop and support some of your arguments with though there are minuses.
additional comments or examples. In spite of the minuses, many students live at home .
This allows residents to save time and money. 3 In spite of the cooking facilities in halls of residence,
• Make comparisons. students often survive on fast food only.
In the same 5 way ,… Although there are cooking facilities in halls of residence,
Similarly,/Equally,/ 6 Likewise ,… students often survive on fast food only .
4 Although some student accommodation offers good
Conclusion
value for money, it is still likely to be cheaper for
• Make a summarising statement. students to live with their parents.
All things 7 considered ,/All in all,/On balance, there Despite some student accommodation offering good
are pros and cons to … value for money, it is still likely to be cheaper for students
• End with your personal opinion. to live with their parents .
Personally, I think/feel/believe/8 imagine … 5 Many teenagers have plenty of freedom despite living
with their parents.
Even though many teenagers live their parents, they have
6 Which options complete the sentences correctly? plenty of freedom .
1 One of the most persuasive / potential arguments

for living at home is the amount of money that can SHOW WHAT YOU‘VE LEARNT
be saved.
2 There are also several numerous / clear upsides to 9 Do the writing task in your notebook. Use the
living independently while at university. WRITING FOCUS and the LANGUAGE FOCUS to
3 The daily commute is one of the drawbacks of / for help you.
living a long way from the university campus. Coraz więcej młodych osób wybierających się na studia
4 Living alone, students learn to cook and clean decyduje się studiować w swoim mieście i przez cały
for themselves. On balance / Equally , they gain okres studiów mieszkać z rodzicami. Napisz rozprawkę
experience in managing their money. na ten temat, w której przedstawisz zalety i wady takiej
5 All in all / Personally, there are pluses and minuses to decyzji.
remaining in the family home while at university. Wypowiedź powinna zawierać od 200 do 250 słów
47
UNIT 3 Living spaces
3.1 Vocabulary 4.17 shabby /ˈʃæbi/ zaniedbany, odrapany residential area /ˌrezəˌdenʃəl ˈeəriə/
smooth /smuːð/ gładki dzielnica mieszkaniowa
ancient /ˈeɪnʃənt/ starożytny, bardzo
surface /ˈsɜːfəs/ powierzchnia run low on sth /ˈrʌn ləʊ ɒn ˌsʌmθɪŋ/
stary
street furniture /ˈstri:t ˌfɜ:nɪtʃə/ mała posiadać niewiele czegoś
at the roundabout /ət ðə ˈraʊndəbaʊt/
architektura (obiekty uliczne, np. lampy, second home /ˌsekənd ˈhəʊm/ drugi
na rondzie
ławki) dom, np. na lato
at the town hall /ət ðə ˈtaʊn ˌhɔːl/
surround /səˈraʊnd/ otaczać self-contained flat /ˌself kənˌteɪnd ˈflæt/
w ratuszu
tarmac /ˈtɑːmæk/ asfalt samodzielne mieszkanie, z łazienką,
at the traffic lights /ət ðə ˈtræfɪk ˌlaɪts/
tweet /twiːt/ ćwierkać kuchnią i osobnym wejściem
na światłach
underground car park /ˌʌndəɡraʊnd ˈkɑː smart house /ˌsmɑːt ˈhaʊs/ inteligentny
ban /bæn/ zakazać
pɑːk/ podziemny parking dom, dom wykorzystujący technologię
bustling /ˈbʌsəlɪŋ/ tętniący życiem
urban /ˈɜːbən/ miejski social housing /ˈsəʊʃəl ˌhaʊzɪŋ/
cobbled street /ˈkɒbəld ˌstriːt/
urban development /ˌɜːbən dɪˈveləpmənt/ mieszkania socjalne
brukowana ulica
urbanizacja, rozwój urbanistyczny solar panel /ˌsəʊlə ˈpænl/ panel
cycle lane /ˈsaɪkəl ˌleɪn/ ścieżka
vibrant /ˈvaɪbrənt/ pełen energii, tętniący słoneczny
rowerowa
życiem sustainable /səˈsteɪnəbəl/ zgodny
daily commute /ˌdeɪli kəˈmjuːt/
vibrant colour /ˌvaɪbrənt ˈkʌlə/ żywy z zasadami zrównoważonego rozwoju
codzienny dojazd (do pracy/szkoły)
kolor store /stɔː/ magazynować, przechowywać
destination /ˌdestəˈneɪʃən/ cel podróży
within 500 metres /wɪðˌɪn faɪv ˌhʌndrəd tower block /ˈtaʊə blɒk/ wieżowiec
determined /dɪˈtɜːmɪnd/
ˈmiːtəz/ w odległości 500 metrów well-established /ˌwel ɪˈstæblɪʃt/ uznany,
zdeterminowany
within easy reach /wɪðˌɪn ˌiːzi ˈriːtʃ/ o ugruntowanej pozycji
drainage system /ˈdreɪnɪdʒ ˌsɪstəm/
w bliskiej odległości, w pobliżu wireless /ˈwaɪələs/ bezprzewodowy
system odpływowy, kanalizacja
within walking distance /wɪðˌɪn ˌwɔːkɪŋ
early hours /ˈɜːli ˌaʊəz/ wczesne godziny 3.4 Reading 4.20
ˈdɪstəns/ w odległości krótkiego spaceru
emission /ɪˈmɪʃən/ emisja, wydzielanie
famed for /ˈfeɪmd fə/ słynący z alert /əˈlɜːt/ czujny, uważny
3.2 Grammar 4.18 be/become second nature to sb
fine sb /ˈfaɪn ˌsʌmbədi/ dać komuś
mandat, nałożyć karę finansową chart /tʃɑːt/ wytyczać, nakreślać /biˌ/bɪˌkʌm sekənd ˈneɪtʃə tə ˌsʌmbɒdi/
flourish /ˈflʌrɪʃ/ rozkwitać, prosperować embark on /ɪmˈbɑːk ɒn/ rozpoczynać być/stać się czyjąś drugą naturą
get a facelift /ɡet ə ˈfeɪslɪft/ przejść coś, wyruszać blanket /ˈblæŋkət/ koc
modernizację first-aid course /ˌfɜːst ˈeɪd kɔːs/ kurs blazing /ˈbleɪzɪŋ/ płonący
home town /ˌhəʊmˈtaʊn/ rodzinne pierwszej pomocy canvas camp bed /ˌkænvəs ˌkæmp ˈbed/
miasto route /ruːt/ trasa, kurs łóżko polowe pokryte płótnem
in decline /ɪn dɪˈklaɪn/ podupadający set off /ˌset ˈɒf/ wyruszyć w podróż carve wood /ˌkɑːv ˈwʊd/ rzeźbić
in the city centre /ɪn ðə ˌsɪti ˈsentə/ take a chance /ˌteɪk ə ˈtʃɑːns/ w drewnie
w centrum miasta zaryzykować, podjąć ryzyko central heating /ˌsentrəl ˈhiːtɪŋ/
in the park /ɪn ðə ˈpɑːk/ w parku top-of-the-range /ˌtɒp əv ðə ˈreɪndʒ/ centralne ogrzewanie
in the suburbs /ɪn ðə ˈsʌbɜːbz/ najwyższej klasy cramped /kræmpt/ zatłoczony, ciasny
na przedmieściach voyage of a lifetime /ˌvɔɪ-ɪdʒ əv ə damp /dæmp/ wilgotny
inhabitant /ɪnˈhæbɪtənt/ mieszkaniec ˈlaɪftaɪm/ rejs życia directions /dəˈrekʃənz/ wskazówki
limit /ˈlɪmət/ ograniczyć (objaśniające, jak gdzieś trafić)
3.3 Listening 4.19 drag /dræɡ/ ciągnąć, wlec
mayor /meə/ burmistrz
medieval /ˌmediˈiːvəl/ średniowieczny affordable /əˈfɔːdəbəl/ w przystępnej draughty /ˈdrɑːfti/ pełen przeciągów
noise pollution /ˈnɔɪz pəˌluːʃən/ cenie en suite bathroom /ɒn ˌswiːt ˈbɑːθrʊm/
zagrożenie hałasem casino /kəˈsi:nəʊ / kasyno prywatna łazienka przylegająca do pokoju
on the border /ɒn ðə ˈbɔːdə/ na granicy co-housing /kəʊ ˈhaʊzɪŋ/ życie we enjoy your own company /ɪnˌdʒɔɪ jər
on the coast /ɒn ðə ˈkəʊst/ na wybrzeżu wspólnocie mieszkaniowej əʊn ˈkʌmpəni/ dobrze się czuć samemu,
on the outskirts /ɒn ði ˈaʊtskɜːts/ communal /ˈkɒmjənəl/ wspólny, dzielony we własnym towarzystwie
na obrzeżach miasta communal house /ˌkɒmjənəl ˈhaʊs/ fireplace /ˈfaɪəpleɪs/ kominek
on-street parking /ɒn striːt ˈpɑːkɪŋ/ wspólny dom fitted kitchen /ˌfɪtəd ˈkɪtʃən/ kuchnia
parkowanie na ulicy disposable income /dɪˌspəʊzəbəl na wymiar
open-air market /ˌəʊpən ˌeə ˈmɑːkət/ ˈɪŋkʌm/ pieniądze, przychód do wydania flickering fire /ˌflɪkərɪŋ ˈfaɪə/ migoczący
targ na świeżym powietrzu dock /dɒk/ dokować, przybijać do portu ogień
pavement /ˈpeɪvmənt/ chodnik domestic chore /dəˌmestɪk ˈtʃɔː/ flint and steel /flɪnt ən stiːl/ krzesiwo
pedestrian zone /pəˌdestriən ˈzəʊn/ obowiązek domowy, praca domowa (z krzemienia i kawałka stali)
deptak, strefa dla pieszych homeowner /ˈhəʊmˌəʊnə/ właściciel have a hairy moment /ˌhæv ə ˌheəri
pedestrianisation /pəˈdestriənaɪzeɪʃən/ domu ˈməʊmənt/ przeżyć stresujące/
zamknięcie dla ruchu kołowego household /ˈhaʊshəʊld/ gospodarstwo przerażające chwile
(np. ulicy) domowe inaccessible /ˌɪnəkˈsesəbəl/ niedostępny,
picturesque /ˌpɪktʃəˈresk/ malowniczy household appliance /ˌhaʊshəʊld nieosiągalny
popular with /ˈpɒpjələ wɪð/ popularny əˈplaɪəns/ sprzęt gospodarstwa keep a cool head /ˌkiːp ə ˈkuːl ˌhed/
wśród domowego zachować zimną krew
preserve /prɪˈzɜːv/ zachować, chronić housing development /ˌhaʊzɪŋ keep your wits about you /ˌkiːp jə ˈwɪts
quaint /kweɪnt/ urokliwy dɪˈveləpmənt/ osiedle mieszkaniowe əˌbaʊt jə/ zachować przytomność
reliable network /rɪˌlaɪəbəl ˈnetwɜːk/ light fixture /ˈlaɪt ˌfɪkstʃə/ oprawa umysłu
niezawodna sieć (np. transportu oświetleniowa kit /kɪt/ ekwipunek, zestaw
publicznego) multi-storey car park /ˌmʌltɪ-ˌstɔːri ˈkɑː minimalist /ˈmɪnɪməlɪst/ minimalistyczny
replace /rɪˈpleɪs/ zastąpić pɑːk/ parking wielopoziomowy not be everyone’s cup of tea /nɒt bi
resident /ˈrezɪdənt/ mieszkaniec neighbourly /ˈneɪbəli/ życzliwy, sąsiedzki ˌɛvrɪwʌnz ˌkʌp əv ˈtiː/ nie być dla
rolling hills /ˌrəʊlɪŋ ˈhɪlz/ łagodnie profitable /ˈprɒfətəbəl/ opłacalny, każdego, nie być czymś, co wszyscy
pofałdowane wzgórza dochodowy polubią
scenery /ˈsi:nəri / sceneria provider /prəˈvaɪdə/ dostawca
48
Living spaces Word list
practise what you preach /ˌpræktɪs wɒt bills /bɪlz/ rachunki
jə ˈpriːtʃ/ żyć zgodnie z głoszonymi common /ˈkɒmən/ powszechny, częsty
zasadami convenient /kənˈviːniənt/ wygodny,
rely on /rɪˈlaɪ ɒn/ polegać na praktyczny
remote /rɪˈməʊt/ odległy convincing /kənˈvɪnsɪŋ/ przekonujący
run wild /ˈrʌn ˌwaɪld/ biegać samopas, downside/drawback /ˈdaʊnsaɪd/
biegać bez kontroli ˈdrɔːbæk/ minus, wada
running water /ˌrʌnɪŋ ˈwɔːtə/ bieżąca equally /ˈiːkwəli/ jednocześnie; w
woda równym stopniu
sauna /sɔːnə/ sauna experience /ɪkˈspɪəriəns/ doświadczać
snug /snʌɡ/ przytulny, zaciszny go missing /ɡəʊ ˈmɪsɪŋ/ zaginąć
supplies /səˈplaɪz/ zaopatrzenie, prowiant interfere /ˌɪntəˈfɪə/ przeszkadzać,
tan a skin /ˌtæn ə ˈskɪn/ garbować skórę kolidować
tribe /traɪb/ plemię kitchen facilities /ˌkɪtʃən fəˈsɪlɪtiz/
trunk /trʌŋk/ kufer pomieszczenie kuchenne; wyposażenie
wilderness /ˈwɪldənəs/ dzicz, pustkowie likewise /ˈlaɪk-waɪz/ podobnie, w ten
sam sposób
3.5 Grammar 4.21 maintain order /meɪnˈteɪn ˌɔːdə/
bin bag /ˈbɪn ˌbæɡ/ worek na śmieci zachować porządek
disgusting /dɪsˈgʌstɪŋ/ obrzydliwy on balance /ɒn ˈbæləns/ po rozważeniu
drawer /drɔː/ szuflada wszystkich kwestii
excuse /ɪkˈskjuːz/ wymówka potential /pəˈtenʃəl/ potencjalny
laundry basket /ˈlɔːndri ˌbɑːskət/ kosz persuasive /pəˈsweɪsɪv/ przekonujący
na pranie pros and cons /ˌprəʊz ən ˈkɒnz/
nightmare /ˈnaɪtmeə/ koszmar za i przeciw, wady i zalety
pile /paɪl/ sterta, stos rental price /ˌrentl ˈpraɪs/ koszt wynajmu
slob /slɒb/ niechluj sense of community /ˌsens əv
stale /steɪl/ nieświeży, czerstwy kəˈmjuːnəti/ poczucie wspólnoty
supervisor /ˈsuːpəvaɪzə/ nadzorca,
3.6 Speaking 4.22 opiekun
agree /əˈɡriː/ zgadzać się supportive /səˈpɔːtɪv/ pomocny,
compromise /ˈkɒmprəmaɪz/ iść wspierający
na kompromis
course of action /ˌkɔːs əv ˈækʃən/
kierunek działania
go halves /ˌɡəʊ ˈhɑːvz/ podzielić się pół
na pół
hall of residence /ˌhɔːl əv ˈrezədəns/
akademik
meet halfway /ˌmiːt ˌhɑːfˈweɪ/ pójść
na kompromis
object /əbˈdʒekt/ sprzeciwić się
privacy /ˈprɪvəsi/ prywatność
rent /rent/ czynsz
security /sɪˈkjʊərəti/ bezpieczeństwo
share a room /ˌʃeər ə ˈruːm/ dzielić pokój
split the cost /ˌsplɪt ðə ˈkɒst/ podzielić
się kosztami
3.7 Use of English 4.23

breathtaking /ˈbreθˌteɪkɪŋ/ zapierający
dech
inn /ɪn/ gospoda
movie set /ˈmuːvi ˌset/ plan filmowy
shoot /ʃuːt/ sesja filmowa lub zdjęciowa
stunning /ˈstʌnɪŋ / oszałamiający
tourist spot /ˈtʊərɪst ˌspɒt/ atrakcja
turystyczna
3.8 Writing 4.24

all in all/all things considered /ˌɔːl ɪn
ˈɔːl/ˌɔːl θɪŋz kənˈsɪdəd/ ogólnie rzecz
biorąc
appreciate /əˈpriːʃieɪt/ docenić
argue for/against sth /ˈɑːɡjuː fə/əˈɡenst
ˌsʌmθɪŋ/ argumentować za czymś/
przeciw czemuś
average cost /ˌævərɪdʒ ˈkɒst/ średni
koszt
balance /ˈbæləns/ równoważyć
benefit /ˈbenəfɪt/ korzyść, pożytek
49
SŁOWNICTWO I GRAMATYKA ŚRODKI JĘZYKOWE

Test luk; uzupełnianie zdań
1 Które z podanych słów poprawnie uzupełniają zdania? Jedno 5 Przeczytaj tekst. Jakie wyrazy poprawnie go
słowo nie pasuje do żadnego zdania. uzupełniają? Wpisz w każdą lukę tylko jeden
wyraz.
bustling daily fitted medieval rolling running shabby
1 I’ll never forget walking through the bustling market in the BRITAIN’S NEW TOWNS
centre of Marrakesh, through crowds of people
in-between the maze of stalls.
At the end of the 19th century, Sir Ebenezer Howard
2 Some parts of the city are clearly in need of investment with became renowned for what he called ‘garden cities’: self-
shabby buildings sitting empty and covered in graffiti. contained communities surrounded by a ‘green belt’, which
3 The Alhambra Palace dates back to the thirteenth century would provide the best of city and country living. They were
and is an example of medieval architecture. thought to be the answer to the overcrowding of Victorian
4 The landscape south of the town is quite flat, but to the north cities. Letchworth and Welwyn Garden Cities were the only
there are rolling hills. two towns based on his vision, 1 both of them in
5 When the office moved to the outskirts of the city, Luke’s Hertfordshire, just north of London.
daily commute increased by thirty minutes.
After World War II, the need for inexpensive housing
6 She grew up in a remote mountain village without electricity
or running water.
2
within easy reach of larger industrial towns
became an urgent matter. In 1945, the British government
2 Wybierz poprawny wyraz. created a committee to investigate building new self-
1 Our hotel was at / with / within walking distance of the beach. sufficient towns. The first wave of new towns were mostly
2 My family live in a fairly quiet domestic / housing / residential located near to London, 3 each/every one with its mix
area in the suburbs. of residential development and green space. Later, more
3 We’d all like to spend less time on domestic / home / new towns were built to cope with housing demand from
residential chores like cooking and cleaning. other major cities including Birmingham and Liverpool. In
4 The downhill sections of the path are slippery, so you need
total, the committee had created 21 new towns by 1970
to get / keep / run your wits about you.
5 The conference venue is at / in / on the outskirts of the city
spread across the 4 whole of England.
close to the motorway. And now, more than a century after Howard’s manifesto,
6 I’m afraid opera isn’t my cup of coffee / tea / water. Britain is facing 5 another housing crisis. According
to current demographic trends, by 2050 at least another
3 Uzupełnij zdania odpowiednimi formami czasowników 10 million people will 6 have moved to Britain.
podanych w nawiasach. Użyj czasu Future Continuous,
That means that 6 million new houses will need to be built
Future Perfect Simple lub Future Perfect Continuous.
to accommodate all those people.
1 Ann and Tim feel so excited. This time next week they
will be moving (move) into their new home.
2 How many more places do you want to view today? 6 Uzupełnij zdania wyrazami z nawiasów
By teatime, we will have viewed (view) six flats! w odpowiedniej formie. Nie zmieniaj
3 Will you be putting (you/put) in new bathroom fittings next kolejności podanych wyrazów i dodaj wszystkie
weekend? niezbędne elementy, tak aby otrzymać logiczne
4 I hope that by the time Olivia starts living on her own, she i poprawne gramatycznie zdania. W każdą lukę
will have learnt/learned (learn) to cook. możesz wpisać maksymalnie pięć słów.
5 I’m truly exhausted. By next week I will have been renovating 1 By Saturday, Rob will have designed a new
(renovate) our house for a month. (design/new) kitchen for us.
6 By tomorrow the plumber will have fixed (fix) the tap. 2 Despite taking out/having taken out a loan (take
out/loan), they still don’t have enough money to
4 Wybierz poprawną odpowiedź. renovate their house.
1 I’ve asked six people to help me move. Unfortunately, 3 I asked every one of my friends (every/one/friend)
no / none / neither of them will have time tomorrow. to put me up for the night, but none of them was
2 I always have plenty / a few / a little snacks in the fridge in able to do so.
case friends drop round. 4 This house has been for sale for a year now
3 I’m sure we had two new light bulbs. But now, when I need in spite of being (spite/be) relatively cheap.
them, I can’t find either / both / all of them. 5 There is a great deal of accommodation (deal/
4 Apparently, the electricity was off for few / several / loads accommodation) for rent, but you have to start
hours after the storm. looking well before the academic year begins.
5 I’ve noticed that a great deal / a number / couple of furniture 6 Don’t call tomorrow afternoon because we
has been delivered next door. will be painting the walls (paint/walls) in my
6 There’s only a few / a little / a couple of paint left. Do you parents’ house.
think it will be enough?
50
CZYTANIE MÓWIENIE
Uzupełnianie luk
7 Przeczytaj tekst. Które z podanych zdań A–E poprawnie go 8 Pracując w parach, odpowiedzcie na pytania.
uzupełniają? Jedno zdanie zostało podane dodatkowo i nie
1 Would you prefer to live in a town, a city or in
pasuje do żadnej luki.
the countryside? Why?
2 Do you think it’s a good idea for children to
live and study in cities? Why?/Why not?
A MODERN CAVE MAN 3 Which city in the world would you like to live
in for a short time? Why?
P eople have lived in caves since

the dawn of time. But if you’re
picturing a cold, damp and cramped
9 Pracując w parach, wykonajcie zadanie
egzaminacyjne.
space, you’ll need to think again. 1 C

Why choose to live in a cave? UCZEŃ A
To begin with, cave houses are Po wakacjach przenosisz się do innego
affordable, easy to heat in the winter miasta, by rozpocząć studia i chcesz wynająć
and stay cool in the summer. 2 A mieszkanie z Uczniem B. Poniżej podano cztery
Each home is unique and, if you kwestie, które musisz omówić w rozmowie.
purchase a property which is licensed Rozmowę rozpoczynasz ty.
to be modified, it’s easy enough to
carve yourself out an extra shelf in a Cena mieszkania c Odległość
the wall or even a whole new room.
The largest cave home boasts as b Koszt mebli d Okolica
many as forty rooms and can be had for as little as 200,000 euros.
You don’t need such a spacious cavern to feel the charm of a cave
home, however. 3 E Cave houses bring a warmth and cosiness which
is a unique selling point for many buyers: sound is gently muffled and UCZEŃ B
the amount of light seems to ignore common logic. Most cave homes Po wakacjach przenosisz się do innego
face southward to allow for natural light to enter through the windows miasta, by rozpocząć studia i chcesz wynająć
cut into the rock face. But due to the ingenious layout of many homes mieszkanie z Uczniem A. W zależności od
and the white walls, light is easily transmitted throughout. In areas tego, jak potoczy się rozmowa, wykorzystaj
further back, modern builders often use a system of ordinary mirrors to wszystkie lub wybrane zdania. Rozmowę
reflect natural light around the interior. rozpoczyna Uczeń A.
Cave dwelling is also surprisingly safe. 4 B Ventilation is important, • How big is the rent?
as a cave home needs to breathe and excess moisture can become • What furniture would we need?
problematic and in extreme cases even trigger asthma attacks. • Wouldn’t it be better if we chose a cheaper/
Electricity is generally preferred over gas – although when gas fittings smaller flat?
are provided, these tend to be closer to the front of the cave for safety • No way! I’m not going to spend hours on the
reasons. train/bus!
As cave communities tend to be in small villages, a car is essential for
getting around and nightlife is hard to find. Such homes are very much
for those who prefer a quiet rural lifestyle, quaint cobbled backstreets PISANIE
and breathtaking views.
Rozprawka
A Being carved into stone, their temperature does not fluctuate
much, but rather a steady 20 degrees Celsius is maintained Obecnie wiele rodzin decyduje się
throughout the year. na przeprowadzkę z centrów miast do domów
B They are not prone to fires or earthquakes and they do not tend to na obrzeżach. Napisz rozprawkę, w której
collapse, however, while deciding to opt for this accommodation, you rozważysz wady i zalety takiego rozwiązania.
have to take into consideration a few factors.
Wypowiedź powinna zawierać od 200 do 250
C There are a large number of luxurious houses carved into the
słów i spełniać wszystkie wymogi typowe
Andalucian mountains which offer more comfort than you might
dla formy wskazanej w poleceniu.
imagine.
D Despite the fact that cave homes tend to meet most people’s
initial expectations of living in a cave, some people feel
disappointed.
E Even those of a much more modest size seem surprisingly open –
there is no sense of being underground or feeling locked up.
51
VOCABULARY
4
4.1 Shopping • phrasal verbs • shopping
collocations • verb phrases
I can talk about shops and buying clothes.
SHOW WHAT YOU KNOW

1 In your notebook, complete the sentences with for, in, on, to or
up. You can use one word twice. Are the sentence true for you?
Compare your ideas.
1 I only buy clothes that are reduced or on special offer.
2 I pay more attention to price than fashion.
3 I often buy clothes in charity shops or vintage shops.
4 I buy designer clothes and brands are important to me.
5 I never manage to pick up a bargain in the sales.
6 I look for clothes that are good quality and will last for ages.
2 Think about all the clothes you have in your wardrobe. In your
notebook, write sentences with too few, enough and too many.
I have too few smart shirts, enough pairs of jeans, too many T-shirts.
3 SPEAKING Read the FACT FILE. Do you think textile waste is a big
problem in your country?
4 Read the rest of the text. In your notebook, mark the six ways to
buy clothes responsibly as follows: √ (I do this already), ? (I’m not
Shopping
sure) and ! (it’s a good idea).
6 responsibly
WAYS to buy clothes
around
Wealth consists not in having great Most young people are on a limited budget, so it’s
possessions, but in having few wants. tempting to go bargain-hunting. When you do, you should
Epictetus consider these six ways to shop more responsibly.
1 Shop locally
5 You may have to pay out a bit more for local brands, but it’s good to
support local producers. Large international chain stores can sell the
latest fashion at bargain prices because they employ people in poor
working conditions and pay them low salaries. You can check up on a
brand’s employment policies and avoid those that have a bad reputation.
10 2 Support brands that promote ethical values

Not all chain stores are bad! Shop around for stores that encourage
recycling. There are new companies that have sprung up with more
responsible attitudes and environmentally-friendly policies – these are
the shops you should opt for.
15 3 Make a list
When you go shopping, cut down on
impulse purchases by making a list of
clothes you really need. Then, when you
feel like treating yourself to another
20 T-shirt, pause before you enter your PIN
and look at your list. If it’s not on the list,
don’t buy it … or at least ask the shop
assistant to put the T-shirt aside while
52 you think about it.
FOCUS ON WORDS | Phrasal verbs 6 In your notebook, replace the underlined word or
phrase with the correct form of a phrasal verb in
5 2.9 In your notebook, add the correct particle to
Exercise 5. Then answer the questions about the text.
complete the phrasal verbs in red in the text. Then
listen, check and repeat. 1 Why is it worth spending more on local brands?
2 Why should finding information about employment
1 check up on = find information about policies influence where you shop?
2 cut down on = reduce 3 Why is it a good idea to look in different shops for
3 look out for = look carefully for sth places that recycle?
4 pay out for = spend (a lot of money) 4 Why might you ask a shop assistant to reserve an item
5 put sth aside = reserve for you?
6 send sth back = return 5 Why don’t you reduce carbon emissions when you
7 shop around = look in many different shops shop online?
8 spring up = appear 6 Why should you look carefully for sports clothes made
from recycled materials?
FOCUS ON WORDS | Shopping collocations

7 2.10 In your notebook, complete the collocations
FACT FILE
with the underlined words in the text. Then listen,
check and repeat.
largest
The clothing industry is one of the 1 bargain price 6 mass-produced product
polluters in the world. 2 chain store 7 online shopping
n has 3 ethical value 8 responsible attitude
Since 2000, global clothes productio 4
age pers on now impulse purchase 9 synthetic fabric
more than doubled. The aver
. 5 local brand 10 throw-away society
clothes ever y year
buys 60 percent more
y
We live in a throw-away society! Ever 8 In your notebook, complete the statements with your
s 15 milli on tonn es
year the US generate own ideas. Compare your ideas with a partner.
le the amo unt
of used textile waste – doub
1 My favourite chain store is …
twenty years ago. 2 A synthetic fabric I am wearing at the moment is …
ents
The average life expectancy of garm 3 Impulse purchases are not a good idea because …
today is less than three year s. 4 We live in a throw-away society because …
s of years 5 The last time I did some online shopping I bought …
Synthetic fabrics can take hundred
they ’re like plastic. 6 A shop near here that always has bargain prices is …
to decompose – basically,
FOCUS ON WORDS | Verb phrases
9 2.11 In your notebook, translate the highlighted
25 4 Think about how you shop verb phrases in the text. Then listen and repeat.
When you shop online, you may think that 1 be on a limited budget = mieć ograniczony budżet
you are cutting down on carbon 2 enter your PIN = wprowadzić nr PIN
emissions by not travelling to the 3 go bargain-hunting = polować na okazję
shops by car or bus. But online 4 have a bad reputation = mieć złą reputację
30 shopping can also mean more 5 support local producers = wspierać lokalnych producentów
6 treat yourself to sth = zafundować sobie coś
vehicles on the road for delivery
and pick-up when you want to send
something back. 10 In your notebook, complete the sentences with the
correct verb form of the verbs in Exercise 9. Are the
5 Choose natural materials sentences true for you? Compare with a partner.
35 Synthetic fabrics (e.g nylon, acrylic, polyester) are bad 1 I’m not good at being on a limited budget.
news for the environment. Go for organic versions of 2 When I get birthday money, I like to treat myself.
3 I agree with the idea of supporting local producers.
natural materials. If you buy sportswear, look out for
4 I can’t be bothered to go bargain-hunting.
labels that use recycled materials. 5 I don’t think chain stores care if they have a bad
reputation.
6 Go for second-hand goods 6 I’m always very cautious when I enter my PIN
40 If you shop in charity or vintage in public.
shops, not only will you reduce your
11 SPEAKING Discuss which clothing industry problem
environmental impact, but you’ll get
is the most serious. Can it be dealt with by e.g. the
something original, unlike the mass- government? What action could be taken?
produced products on the high street.
12 PROJECT Work in groups. Do some research online
into Polish fashion brands. Then prepare a digital
presentation and present it to your class.
53
GRAMMAR
4.2 Question tags and reply questions
I can use question tags and reply
questions.
1 2.12 Listen to a conversation between Laura and her 4 2.14 In your notebook, complete some things
mum. What is Laura’s mum concerned about? Jamie said at the concert with question tags.
Buying tickets online.
The fact that Laura is wearing her earrings. Then listen and check.
Jamie driving. 1 We can go in now, can’t we?
2 2.12 Read GRAMMAR FOCUS I and complete the 2 Let’s get closer to the stage, shall we ?
examples from the conversation with auxiliary verbs. 3 Look after my coat for a minute, would you ?
Then listen again and check. 4 This is a great concert, isn’t it ?
5 Everybody’s dancing, aren’t they ?
6 Don’t forget where we’re sitting, will you ?
GRAMMAR FOCUS I 15 7 Excuse me, nobody’s seen a silver earring,
Question tags have they ?
• You normally add a negative tag to a positive statement and a
5 Read GRAMMAR FOCUS II. Find three reply
positive tag to a negative statement.
questions in the conversation in Exercise 3.
You know it’s risky buying tickets online, 1don’t you?
He hasn’t passed his driving test, 2 has he?
GRAMMAR FOCUS II 15
Special cases:
• I am … ➙ aren’t I? Let’s … ➙ shall we? Reply questions
I’m always careful when I borrow your things, 3 aren’t I? You use reply questions to react to what somebody
Let’s go, shall we? has said and to show interest. They usually have rising
intonation.
• Negative words such as never, no, nobody, hardly, rarely, etc.
Positive statement ➙ positive reply question
➙ positive tag
‘We’re going to a concert.’ ‘Are you?’ ➚
But you never wear them, 4 do you?
Negative statement ➙ negative reply question
• Imperatives ➙ will/would/can/could you?
‘Beyoncé hasn’t played here before.’ ‘Hasn’t she?’ ➚
Negative imperative ➙ will you?
Sit down, will you? (= tell sb to do sth)
Open the door, would you? (= ask sb to do sth) 6 In your notebook, write true sentences about
Don’t lose them, 5 will you? yourself based on the prompts. Student A: read
• With everybody, somebody, nobody, etc. use they. your sentences. Student B: react with a suitable
With something, nothing and this/that use it. reply question.
That’s Jamie at the door, isn’t it? 1 I / need / a new phone.
Everybody’s having a good time, aren’t they?
A: I don’t need a new phone. B: Don’t you?
2 Dad / give / me money for my last birthday.
3 I / go / shopping recently.
4 I / think / I’m a very lucky person.
3 2.13 In your notebooks, complete the conversation
5 Mum / usually / do / the shopping online.
between Laura (L) and Jamie (J) with appropriate question
6 I / have got / a credit card.
tags. Then listen and check. What was Laura concerned
about? 7 In your notebook, write four more true sentences
J: This is the place. He said he’d meet me at the main entrance. about yourself and read them out. Your partner
L: Did he? So why are we waiting at the staff entrance? reacts with a suitable reply question.
J: Oh no, you’re right. Come on, we’d better hurry. A: I’m saving up to buy a laptop. B: Are you?
L: Let’s call him, 1shall we? You took his phone number,
2
didn’t you ? 8 SPEAKING In your notebook, write and act out
J: No, but he’s got mine. He’ll call me, 3 won’t he ? a dialogue between a teenager and a parent.
L: Yes – I suppose he wants his cash. Don’t lose it, Use the situations in the box or your own ideas.
4
will you ? Include at least five question tags and/or reply
J: What cash? questions.
L: For the tickets. You haven’t paid him yet, 5 have you ?
J: Yes, I have – I transferred the money to his account online. The teenager wants to …
L: Did you? Oh, hey, that’s him over there, 6 isn’t it ? form a band dye their hair pink
J: Is it? How do you know? give up a sport or a musical instrument
L: He’s holding up a piece of paper with your name on it. get more pocket money go abroad with friends
Grammar page 141
54
LISTENING UK TODAY
4.3 Multiple choice Where do British people go to buy and sell
I can understand the main points of a second-hand/pre-owned goods?
radio interview about market trading. • Flea markets – Camden market is the biggest one in
London. It sells second-hand clothes and reasonably-
priced new fashion.
1 SPEAKING Read UK TODAY and discuss the questions. • Antiques markets – London’s Portobello Market is
1 Do you have similar types of market in your nearest located in the fashionable Notting Hill. It specialises in
town or city? antiques and bric-a-brac (old-fashioned ornaments).
2 When did you last go to a market? What did you buy? • Car boot sales – Every weekend thousands of people
3 Do you sometimes buy things in online auctions? take their unwanted domestic clutter to car boot sales
around the country. One person’s rubbish is another
2 2.15 Listen to an interview on the Shopping
person’s treasure.
Programme. What does Martin do for a living?
Martin buys lost luggage and sells the contents on his market • Online auctions – More than 17 million people log on to
stall. sites like eBay each month to bid for a bargain.
LISTENING FOCUS Multiple choice
3 2.15 Listen to the interview again. For

questions 1–5, choose the correct answer, A, B, C or D.
Write the answers in your notebook.
1 This episode of the programme is about
A things that you can buy and sell at airports.
B markets where Martin sells second-hand items.
C the growing number of bags that are lost at
airports.
D the increased activity in the used goods trade.
2 How does Martin obtain the goods he sells?
A He goes to the market.
B He buys them from the owners.
C He makes a bid for them.
5 In your notebook, complete the noun phrases in
D He claims them from the airport.
sentences a–c. Can you put the sentences in a logical
3 What kind of things can Martin find in the suitcases
order to explain what happens to unclaimed lost
he buys?
luggage at Heathrow Airport? c, a, b
A designer clothes
B electrical goods a Unclaimed lost property goes to auction
C rotten food houses where market stallholders bid for them.
D shoes b That’s how personal belongings end up as pre-owned
4 Martin is most surprised by goods on market stalls.
A how many suitcases are lost. c Thousands of checked bags go missing at Heathrow
B people who leave the airport without their bag. Airport every month.
C one kind of thing people tend to forget.
6 SPEAKING Discuss your ideas about buying
D why people come to the airport at the last minute. pre-owned or second-hand goods. What sort of items
5 What is Martin’s attitude to what he does? would/wouldn’t you buy second-hand?
A He sometimes feels uncomfortable about it.
B He treats it as just a way to earn a living.
C He considers it quite a risky job. PRONUNCIATION FOCUS
D He finds it shocking.
7 2.17 Listen and repeat the words in the box.
Then copy the table and put the words in the correct
FOCUS ON WORDS | Noun phrases column depending on the vowel sound.
4 2.16 In your notebook, translate the noun phrases auction boot bought could gone goods
below. Then listen and repeat. lose put rotten stall through watch
1 auction house = dom aukcyjny

2 car boot sale = giełda staroci, giełda rzeczy używanych 1 /ɔː/ 2 /ɒ/ 3 /u:/ 4 /ʊ/
3 checked bags = bagaż rejestrowany auction gone boot could
4 flea market = pchli targ bought rotten lose goods
5 lost property = zagubiona własność stall watch through put
6 market stall = stragan, stoisko na targu
7 personal belongings = przedmioty osobiste
8 2.18 Listen, check and repeat.
8 pre-owned goods = przedmioty z drugiej ręki
55
READING FOCUS ON WORDS | Making and spending money
4.4 Matching
6 2.21 In your notebook, complete the phrases with
the base form of the correct verbs in blue in the texts.
I can scan a set of related texts in Then listen, check and repeat.
order to find specific information.
1 bid (for sth) in an auction
2 come up for auction
3 fundraise for charity
1 SPEAKING Discuss the questions. Have you ever …
4 hold an auction
a sold clothes online? 5 increase (your) earnings
b been to an auction? 6 make a fortune
c raised money for charity? 7 make a profit
2 Read the list of weirdest things sold at auction. One of
them is not true – guess which one. 7 In your notebook, replace the underlined phrases with
• a ghost in a jar phrases in Exercise 6. Then answer the questions.
• the meaning of life 1 How much did someone pay for Girl with Balloon when
• a grandmother it became available for auction?
• Justin Timberlake’s half-eaten French toast 2 Who offered money for the artwork and what
• New Zealand happened as soon as it was sold?
• the tea leaves from the bottom of Queen Elizabeth’s 3 How are young people earning a lot of money?
teapot 4 How much money did Scarlett earn on top of what she
spent on an on-trend backpack?
5 How does Lydia use social media to make more money
from selling online?
6 Which broadcasting organisation collects money for
children who need help?
7 As well as organising auctions, what other things do
people do for Children in Need?
FOCUS ON WORDS | Being rich and poor

8 2.22 Copy the table and complete it with the base
forms of the underlined informal phrases in Text C to
the correct column. Then listen, check and repeat.
‘RICH’ ‘POOR’
1 be loaded 5 be broke
2 be rolling with money 6 be short of money
3 be well-off 7 find it hard to make ends meet
4 with money to burn 8 live from hand to mouth
9 In your notebook, complete the sentences and

3 2.19 Listen and check your ideas in Exercise 2. In compare with a partner.
your opinion, which thing on the list is the weirdest?
1 In my city, people who are rolling in money live in …
2 If I had money to burn, I’d buy …
4 SPEAKING Read the titles of texts A–C and look
at the photos. Discuss what you think the texts are 3 If my friends and I are short of money and we want to
about. Then read and check your ideas. go out, we …
4 The government can help families who are living from
hand to mouth by …
READING FOCUS Matching 5 I think people who are extremely well-off should …
6 When I’m broke, I earn some money by …
5 Read the texts again. Which statements 7 Even if I were loaded, I would never …
1–4 match texts A–C correctly? One text has two 8 A good idea to save money if you find it hard to make
matching statements. ends meet is to …
In which case do people make or raise money …
1 by understanding young people’s consumer 10 SPEAKING Reflect on the three texts and discuss
behaviour? B the questions.
2 by getting something different than they paid for? A 1 How do you explain the large sums of money people
3 by appealing to both the rich and the poor? C spend on works of art?
4 by using auctions on the Internet and social media? B 2 At what age is it OK for young people to start making
money?
3 Which causes or charities would you like to fundraise
for? How would you raise money?
56
2.20
B
A
PAINTING TEENS BUILD BUSINESS

WORTH MORE EMPIRES FROM THEIR
AS DAMAGED BEDROOMS
GOODS 30 Enterprising teens are selling stuff online and making a
fortune! They’re buying popular items from streetwear
Banksy’s famous brands and reselling them on Depop, an auction app aimed
Girl with Balloon at young people. Reselling limited edition goods can earn
has been voted the them up to several thousand pounds a month.
UK’s best loved 35 Scarlett was fourteen when she started recycling used clothes
5 work of art. It by selling them online. ‘When I didn’t wear something any
first appeared as more, I thought I may as well sell it on,’ says Scarlett, now fifteen.
graffiti on a wall
in East London These days she buys products from hyped sports labels with a
and the true identity of the artist has never cult following, from boutiques and clothes markets in London
40 and sells them online. She recently
10 been revealed. When a framed painting of
Girl with Balloon came up for auction at the bought an on-trend backpack for £120
famous auction house, Sotheby’s in London, and sold it for £180, making her a
it sold for £1.04 million. But then something nice profit of £60.
extraordinary happened – shortly after it was She finds out which products are
15 sold, the painting began to pass through a 45 in-demand by checking streetwear-
shredder hidden in the frame. focused social media groups.
Banksy posted an image on Instagram of the She earns around £100 a month.
shredded painting, saying that he’d secretly ‘Wherever I go, I look out for
built a shredder into the frame of the painting products to resell. My dad is always
20 in case it ever came up for auction. 50 asking what I’ve sold. He thinks
it’s cool.’
The auction house refused to reveal the
identity of the buyer who successfully bid for Seventeen-year-old Lydia also
the artwork, but suggested that the media caught the bug for selling
attention would increase the value of the clothes online. She spends
55 about two hours a day reselling
25 painting. ‘This is now part of art history in its
shredded state and we’d estimate Banksy has and makes about £1,000 profit
added a minimum fifty percent to its value.’ every month. To create more
publicity and increase her
GLOSSARY earnings, she models the clothes
a shredder = niszczarka 60 on Instagram.
GLOSSARY
hyped = rozreklamowany
a cult following = grono wiernych
fanów
C
BBC RAISE MONEY
FOR A GOOD CAUSE
BBC Children In Need Telethon is a televised event that fundraises for charity. The
60 Telethon has raised millions of pounds for young people in the UK since it was first
broadcast in 1980. The charity supports families who are short of money, or where there’s a
child with a disability or serious illness. For example, if a family is already living from hand
to mouth and they can’t afford to buy their disabled child a new wheelchair, Children in
Need will step in.
65 The annual Children in Need Telethon features performances from top entertainers who
encourage people to donate money online or on the phone. But it’s not only wealthy people
with money to burn who donate. Leading up to the telethon, schools all over the UK raise
money in different ways: selling cakes, hosting a quiz or film night, holding auctions or
simply getting people to guess how many sweets there are in a jar. Another popular way to
70 raise money is to take on a challenge and ask friends’ parents – especially those who are
rolling in money! – to sponsor them. This means that everyone can contribute, from people
who are well-off and can afford to donate, to those who may find it hard to make ends meet
themselves, but have raised money in creative ways.
57
GRAMMAR 5 Complete the GRAMMAR FOCUS. Which past
4.5 Present and past modal structures

model structures in blue in Exercise 4 complete the
examples?
I can give advice, criticise past

actions and talk about past necessity. GRAMMAR FOCUS 16
Past modal structures
• You can use should/shouldn’t have + past participle
1 2.23 Listen to James talking to his sister Ellie. What
or ought to/ought not to have + past participle to
is James’s problem?
He hasn’t got a present for his girlfriend’s birthday yet and criticise a past action or show regret.
doesn’t know what to get. I 1should have listened to your advice.
2 2.23 Listen again. What advice does Ellie give? I 2 ought to have asked if it was real gold.
What reasons does she give? • You use had to/didn’t have to + infinitive to say a past
1 You shouldn’t / should buy her clothes. action was necessary/unnecessary.
2 With a bracelet, you need to / needn’t worry about We 3 had to go to the doctor’s.
giving the wrong message. • You can also use didn’t need to + infinitive or needn’t
3 You ought to / ought not to get her concert tickets in have + past participle to say a past action was
advance. unnecessary.
4 You mustn’t / must buy her the same perfume as Mum.
There is a difference in meaning:
5 You had better / had better not ask her friends
I didn’t need to bother = I didn’t bother, because it
for advice.
wasn’t necessary.
3 SPEAKING Take turns to say the sentences with the I 4 needn’t have bothered = I bothered, but it wasn’t
affirmative or negative form of the modal structure in necessary.
brackets. Discuss whether you agree with the advice.
1 You shouldn’t (should) leave present buying till the last
6 Which phrase (a or b) has a similar meaning to the
minute.
underlined words in each sentence?
2 You (ought to) buy a present unless you
are sure about it. 1 I needn’t have revised last night, my exam was
3 You (must) give your credit card details cancelled.
to a stranger. a I revised. b I didn’t revise.
4 You (need to) check if you can take the 2 I didn’t need to buy a phone – I got one from my dad.
item back. a I bought a phone. b I didn’t buy a phone.
5 You (had better) remember your dad’s 3 I’m tired. I should have gone to bed earlier last night.
birthday this year! a I went to bed early. b I didn’t go to bed early.
4 I ought not to have spent so much money yesterday.
4 2.24 Read and listen to a second conversation a I spent a lot. b I didn’t spend much.
between James (J) and Ellie (E). Did James choose a 5 It’s a lovely day. I needn’t have brought my coat.
good birthday present for his girlfriend? No. a I brought my coat. b I didn’t bring my coat.
E: How was the birthday?
J: Oh, a bit of a disaster actually. I should have listened
to your advice, but I didn’t. I got a bracelet. I thought
first. Use no more than four words, including the word
it was such a bargain – €15 for a gold bracelet. I ought in capitals. Do not change the word given.
to have asked if it was real gold.
1 It’s a pity we didn’t stay at home. SHOULD
E: You should have realised you couldn’t get real gold
We should have stayed at home.
for €15. But anyway, didn’t she like it?
2 It’s a shame he didn’t tell her. TO
J: She’s allergic to metal – she can only wear real gold.
He ought to have told her.
She put it on and got a big rash on her arm. We had
3 It was unnecessary to do what he said. HAVE
to go to the doctor’s.
You didn’t have to do what he said.
E: Oh dear, did you have to take the bracelet back?
4 That was a silly thing for me to say. SHOULD
J: Yes, but I needn’t have bothered. They refused to
I shouldn’t have said that.
exchange it because I didn’t have the receipt. Here
5 It wasn’t necessary for her to come. BOTHERED
you are – you can have it.
She needn’t have bothered coming.
E: Ooh, thanks!
8 2.25 Listen to three conversations. Which sentence
from Exercise 7 completes each conversation best?
A1 B4 C5
9 SPEAKING Choose a sentence from Exercise 7 and

write your own conversation. Then practise and act out
your conversation.
Grammar page 142
58
SPEAKING 4 In your notebook, complete the second sentence so
4.6 Making and justifying choices

that it has a similar meaning to the first. Use the words
in brackets.
1 There’s a bigger chance that people will remember this
I can evaluate options and justify
choices with relevant arguments. one.
It is more likely that people will remember (likely)
this one.
2 This one looks very stylish. That one looks a bit cheap.
1 SPEAKING Look at two different ways of shopping for
This one looks very stylish, but that one looks (but) a bit
food and answer the questions.
cheap.
1 What are the pluses and minuses of each option? 3 I’d choose this one because it gives more information.
2 If you were university students doing your own food It gives more information. That’s why I’d opt for (why/opt)
shopping, which option would you prefer? Why? this one.
4 I like this one because it’s more eye-catching.
I prefer this one simply because it’s (prefer/simply) more
1 2 eye-catching.
5 This one is no good as it doesn’t tell you anything
about the shop.
I really don’t think this one is suitable because it doesn’t
tell you anything (suitable/because) about the shop.
6 I wouldn’t choose this one because I think it’s poorly
designed.
The reason (why) I wouldn’t pick this one is because I think it’s
(reason/pick) poorly designed.
5 Look at the leaflets advertising a clothes shop. In your

answers to Exercise 4, replace the phrases ‘this one’
and ‘that one’ with ‘leaflet 1’ or ‘leaflet 2’. Compare
your ideas with a partner.
2 2.26 Listen to Emma and Oscar discussing the Leaflet 1

options above. Do they mention any of the pluses and
minuses you discussed in Exercise 1?
3 2.26 In your notebook, complete the SPEAKING

FOCUS with the words in the box. Then listen again
and check.
but choice choose compare

likely opt reason simply
SPEAKING FOCUS 17 www.beachameleon.co.uk

Comparing and contrasting options Leaflet 2
X (Going to the market) is …, 1but Y (shopping online) is …
X is the only one/option that …
CHEAPEST IN TOWN
Students
When you 2 compare the two/X and Y … B E S T B A R G A I N S 30% off
It is (much) more 3 likely that … You can find us here:
X is definitely the cheaper/better/more suitable choice.
12 Devons
Devonshire Street
Choosing an option and justifying the choice Mon–Fri
That’s why I’d 4 opt for X. De
von
9.00 a.m.–6 p.m.
… and therefore, X is probably/clearly the best
shir
eS
tree
Sat
t
10 a.m.–4 p.m.
5
choice .
The main/Another 6 reason ((why) X would be my
www.beachameleon.co.uk
choice) is that …
I prefer X mainly/7 simply because …
This option is (clearly) the most/least + adjective + because
… 6 SPEAKING Look at the leaflets again. Your cousin
owns a small shop which sells fashionable clothes
Explaining reasons for rejecting other options for young people. She has asked you to help her to
X might (require less effort), but I wouldn’t 8 choose it advertise the shop.
because … • Choose the leaflet in Exercise 5 which, in your opinion,
X isn’t the best choice if you consider … is most appropriate and give reasons.
The reason I wouldn’t go for/pick/choose X is because … • Explain why you have rejected the other option.
Use the SPEAKING FOCUS to help you.
59
USE OF ENGLISH
4.7 Modal expressions
Me and Money Quiz
I can use a range of expressions to
express modality. 1) Where do you keep your money?
A) In my wallet.
B) In a bank account.
1 SPEAKING Are you ‘a saver’ or ‘a spender’? Do the Me and 2) You get your allowance every Friday. What do
Money Quiz and discuss the answers with a partner. Do you
you do with it?
agree with the results?
A) I go shopping.
2 Read the article about Jordon Cox. Answer the questions. B) I put most of it in the bank.
3) When you buy something expensive how
1 How did Jordon travel from Sheffield to Essex? Why?
much time do you spend comparing prices?
2 Why were Jordon and his mother unable to afford to go out?
3 What gave Jordon the idea for saving money through coupons?
A) None – I know what I want.
4 Why did he change his mind about going to university? B) Days or weeks – I want to make sure I get
5 What is Jordon saving for now? the best deal.
6 How is Jordon’s attitude to money different from yours? 4) You’ve just won millions in the lottery. What
would be the first thing you’d do?
A) Buy something luxurious – a car or
a house.
News Sport We a t h e r Po l i t i c s Health Education B) Go to a financial advisor for guidance.
5) Which of these statements about money do
Money-saving teen Jordon Cox: you most agree with?
From blogging to Berlin A) You can’t take it with you.
B) A penny saved is a penny earned.
Teenage blogger Jordon

Cox claims he was able
Mostly As: You’re a spender! You need to learn
to save £7.72 on his train how to save for a rainy day.
journey from Sheffield in Mostly Bs: You’re a saver! Are your parents
5 the north of England to bank managers?!
Essex in the South East
of England – by taking a
plane via Berlin. He was
supposed to be getting the train from Sheffield to Essex,
10 but found that it was cheaper to fly from Sheffield to Berlin
and from Berlin to Essex. He then blogged about his
journey on his money-saving blog, and immediately gained
7,000 Twitter followers.
So how did Jordon become an expert in saving money?
15 His story started when his father and mother split up.
This meant that he and his mother were obliged to live
on much less money. Jordon wasn’t allowed to work
because he was too young, and consequently, they were
unable to go out and enjoy the kind of things they used to
do, such as going out for meals or trips.
20
Then Jordon saw a programme on TV called ‘Extreme

Couponing’ – the reality TV series follows shoppers who
are required to buy the most shopping for the least
money by using money-off vouchers or coupons. Jordon
was inspired by the programme and that week he went out Sheffield
25
and succeeded in saving £10 on shopping.
Berlin
Once he had started saving money, Jordon decided Essex
to share his tips on a Facebook page. One of his most
impressive ‘shopping trips’ was when he managed to
acquire shopping worth £500 for 4p, giving it all away to a
30
charity for disadvantaged families. A few months later he
was running money-saving seminars.
A few years ago, Jordon thought he was likely to go to
university when he was eighteen, but now he’s happy
35 to have a job and financial security and is planning to
continue spreading his money-saving message. He thinks
that if he saves for three years, he is sure to have enough
to buy a house. Not bad for a teenager!
60
3 Read the LANGUAGE FOCUS. In your notebook, 6 In your notebook, complete the dialogue between Ron
complete it with the base form of the phrases in blue (R) and Eve (E) with a different word in each gap. In
in the article. some gaps, more than one answer is possible.
R: Let’s go and have a coffee.
LANGUAGE FOCUS
E: I can’t afford it! You know me – I never 1manage to get
Modal expressions to the end of the week without spending all my pocket
money.
As well as using modal verbs, you can express modality with
R: What happens if you need 2 to buy something big
adverbs (perhaps, etc.), adjectives or participles (she’s sure
like a jacket or a new phone?
to, he’s obliged to, etc.) or with other verbs (we managed
E: I’ve got my savings. My parents give me 10 euros
to, etc.)
a week, but I’m not 3 supposed/allowed to spend all of it.
MODAL VERBS ALTERNATIVE STRUCTURES I 4 have/need to put 30 percent into a savings account.
Then, I’m 5 able/supposed/allowed to use the money I’ve
1 probability be 1likely/be unlikely to do/that …
saved for those things.
can, could, may, be bound to do …
R: So what about money you earn doing babysitting?
might, must be 2 sure to do …
E: I 6 ‘m supposed to save thirty percent of everything
be certain to do …
I earn, but recently I’ve been lending it all to my sister. She
2 ability be 3 able /be 4 unable to do … wants a new phone, but my parents have 7 forbidden/banned
can, can’t, could 5
manage to do … her from using her savings because she lost the last one.
6
succeed in doing … She loses things a lot. If she gets a new phone, she’s
3 permission be allowed to do … 8
sure/likely/certain/bound to lose it quickly.
can, could, may be permitted to do … R: So it’s a waste of money!
4 prohibition not be 7 allowed to do … E: Not for me – she’s paying me interest on the loan!
can’t, couldn’t, be forbidden to do/from doing …
may not, be banned from doing … SHOW WHAT YOU’VE LEARNT UNITS 1–4
shouldn’t,
mustn’t
7 USE OF ENGLISH Complete the text with the
5 obligation have to do … correct option, A, B, C or D. Write the answers in your
should, must need to do … notebook.
ought to do …
be 8 obliged to do …
be 9 required to do …
THREE MONEY-SAVING TIPS
be 10 supposed to do …
ONE Don’t 1 an opportunity to get a discount on 2 your
be meant to do … online purchases. Look for either a coupon or a code … or
both! You can get a reduction in the price, and you’re also 3
to get free delivery. In shops, buy things when they’re on offer,
4 Which structures are more likely in these sentences? In or just smile and say, ‘Excuse me, 4 have a small discount,
your notebook, translate the sentences. Then tick the please?’ It might work!
ones that are true for you and compare with a partner. TWO 5 way to save money is to have a present drawer.
1 My parents succeed in / are banned from using my Buy presents and birthday cards when they’re on special offer.
phone under any circumstances. If you 6 buy something at the last minute, you’re unlikely
2 I’m supposed / certain to change passwords regularly to get a bargain, but if you have a stock of presents, whenever
when I shop online, but I don’t. there’s a birthday you just open the drawer.
3 I can’t find my wallet, but it’s bound / permitted to turn THREE Leave your wallet at home. It’s a good idea to have
up sooner or later. days when you’re 7 to spend any money. You’ll avoid 8
4 I managed / was likely to save up for a new phone purchases!
recently. I’m ordering one tomorrow.
5 My mum says I’m allowed / required to use her credit 1 A fail B miss C let D pass
card to buy things online. 2 A the whole B every C each D all of
3 A likely B possible C banned D permitted
5 USE OF ENGLISH In your notebook, rewrite the
4 A I’m able to B do you think could I
sentences. Replace the underlined structures with an
C do you think I could D might I
alternative including the word in capitals.
5 A Every B The others C Other D Another
1 My online delivery is late. It should be here by 6 A manage B are bound to
now. MEANT C have to D succeed in
My online delivery is late. It’s meant to be here by now. 7 A not allowed B certain C banned D sure
2 Janet couldn’t persuade her parents to lend her any 8 A wishful B impulse C reflex D reactive
more money. SUCCEED didn’t succeed in persuading
3 Terry should have called me last night, but he
forgot. SUPPOSED was supposed to call FOCUS VLOG 18 About money
4 Everybody must show their ID when they open a bank
account. REQUIRED is required to show 2.27 Listen to the Focus Vlog. Do the speakers
5 Tom will probably waste all his money on new clothes. usually pay by cash or card? Write the answers in your
You know what he’s like. BOUND is bound to waste notebook.
6 You can spend up to €100 a day on this store
card. PERMITTED are permitted to spend Use of English page 143
61
WRITING YCN Youth City News
4.8 A formal email
YCN Message Board
I can describe an incident and make Got comments? Need advice? This is the place …
a complaint about it in writing.
Last Saturday, my friends and I were kicked
out of Queen Plaza Shopping Centre for … no
1 SPEAKING Would you hang out with your friends in good reason! We were having a coffee in Plaza
the places mentioned in the box? Why?/Why not? Café when the manager came over and told
Rachel
Discuss with a partner. us to be quiet. We honestly weren’t being that
loud and my friend said this to the manager.
coffee shop empty building park Next thing, two security guards arrived and
fast-food restaurant shopping centre told us to leave or they’d call the police! They
skate park street corner walked us to the exit and told us not to come
back. It was so embarrassing and a total
overreaction. What can we do?
2 Read Rachel’s post on the Youth City News (YCN)
website. Do you think he and his friends were treated
unfairly? What is the advice given by the YCN? If you really weren’t disturbing anyone, then it
YCN says Rachel can write to the centre management and YCN does seem unfair, Rachel. Why don’t you write
explain the situation. to the centre management and explain the
3 Read Rachel’s email below and answer the questions. situation? Be sure to let us know their reaction.
1 Are the main events described in the email the same as
those in Rachel’s message to YCN? Yes.
2 How does the style of the email differ from the style of 4 Which words from the WRITING FOCUS complete
the message? The email is more formal. Rachel’s email correctly? Sometimes more than
3 How do you think the Centre Manager will react? one answer is possible. Write the answers in your
notebook.
Dear Sir or Madam, WRITING FOCUS

I am writing on behalf of myself and my friends to
1
A formal email – describing an incident and making
2
draw your attention to an incident that took a complaint
place at the Queen Plaza Shopping Centre last Saturday. Introduction
5 I would like to 3 make a formal complaint about • Say why you are writing and summarise your complaint.
the way we were treated by staff at the centre. I am writing on behalf of myself and my friends …
Last Saturday, some friends and I met in the centre at I am writing to draw your attention to …
Plaza Café. We were having some drinks and enjoying I would like to make a formal complaint about …
ourselves when the manager of the café approached Main paragraphs
10 our table and accused us of being too noisy. When • Use narrative tenses to describe the incident you are
we tried to reason with him, he immediately called complaining about.
security. A moment later, two guards arrived and forced • Give your reaction to the incident.
us to leave the café and the shopping centre. To make We are particularly upset because …
4
matters worse, they threatened to call the police To make matters worse, …
15 and told us not to return in the future. The truth/fact is (that) …
Without (a) doubt, the worst part of this whole incident
We are particularly upset because the 5 truth/fact was …
is we were no noisier than some of the other people … I/we decided to contact you and complain.
in the café. To be honest, we are amazed that the Conclusion
centre security guards are allowed to treat customers • Say what you would like to happen.
20 in this way. Without doubt, the worst 6 part of I/We urge you to (reconsider your policies …)
this whole incident was being thrown out of the busy I/We ask/demand that you (investigate the matter …)
shopping centre like criminals. We were so humiliated
• Make a final statement.
that we decided to contact you and complain.
It is simply unfair to discriminate against young people
As the manager of the centre, we 7 urge you to in this way.
25 reconsider your policies towards teenage customers. It • Mention that you expect a reply.
is simply unfair to discriminate against young people in I/We look forward to your response.
this way. We have contacted the local media about the
incident and look forward to your response.
Yours faithfully,
30 Rachel Seaborne
62
Video News Quizzes
LANGUAGE FOCUS
Expressing cause and result
You can make your writing more varied by using so/such
and that clause to give information about a cause, and link
it to a result:
• so + adjective + that clause
We were so humiliated that we decided to contact
you and complain.
5 In your notebook, complete the sentences with the • such + a/an/Ø + (adjective) + noun + that clause
appropriate words or phrases in purple from the email. It was such a humiliating situation that we decided to
Use the definitions in brackets to help you. contact you and complain.
I am writing to complain about an incident that 1took
place (happened) last night at Skybowl bowling alley.
a We told her we had paid and tried to 2 reason with 8 You are going to write an email of complaint about
her (persuade her to be more sensible). an incident. Imagine you experienced one of the
b She 3 accused us (said that we had done situations described below. In your notebook, make
something bad) of trying to leave without paying for notes about:
our drinks. • The details of the incident (what happened and how
c My friends and I had finished our game and were you felt/reacted)
about to leave when a waitress 4 approached (came • What you want the manager (of the place/company)
towards) us. to do.
d All the other customers heard her shouting and we felt
really 5 humiliated (ashamed or embarrassed). 1 A bus driver refused to let you and four friends onto
e However, she started shouting at us and a bus late at night.
6
threatened (promised to do something bad) to call 2 You and your friends were asked to leave the cinema
the police. after a member of staff accused you of throwing
popcorn around.
In the end, the manager checked the computer and 3 You were leaving a supermarket when the security
found that it was the waitress’s mistake. The worst part of alarm went off. The security guards were very
this whole event was that nobody apologised. aggressive towards you when they searched you.
6 Put sentences a–e in Exercise 5 in order to form an
extract from an email. c, b, a, e, d SHOW WHAT YOU‘VE LEARNT
7 SPEAKING Read the LANGUAGE FOCUS. In your 9 Do the writing task in your notebook. Use your
notebook, complete the questions with so or notes the Exercise 8, the WRITING FOCUS and the
such a/an/Ø (no article). Then ask and answer in pairs. LANGUAGE FOCUS to help you.
When was the last time … Potraktowano cię niesprawiedliwie w jednej z sytuacji
1 you were so angry that you shouted at opisanych w ćwiczeniu 8. Napisz e-mail ze skargą
someone? do kierownictwa osoby, która nieodpowiednio się
2 you had such a good time hanging out with zachowała. Opisz zaistniałą sytuację i przedstaw, czego
your friends that you didn’t want the day to end? oczekujesz w ramach rekompensaty.
3 you felt so humiliated that you went red in Wypowiedź powinna zawierać od 200 do 250 słów
the face? i spełniać wszystkie wymogi typowe dla formy
4 you received such terrible service that you wskazanej w poleceniu.
complained or told someone else about it?
5 you had to deal with such rude people that
you felt offended?
63
UNIT 4 Shopping around
4.1 Vocabulary 4.25 sportswear /ˈspɔːtsweə/ odzież sportowa unclaimed /ˌʌnˈkleɪmd/ nieodebrany (np.
spring up /ˌsprɪŋ ˈʌp/ pojawiać się bagaż)
average /ˈævərɪdʒ/ średni
support local producers /səˌpɔːt ˌləʊkəl unwanted /ʌnˈwɒntəd/ niechciany
bargain price /ˈbɑːɡən ˌpraɪs/ okazyjna
prəˈdjuːsəz/ wspierać lokalnych used goods trade /ˌjuːzd ˌɡʊdz ˈtreɪd/
cena
producentów handel używanymi rzeczami
be on a limited budget /bi ɒn ə ˈlɪmɪtɪd
synthetic fabric /ˌsɪnˈθetɪk ˈfæbrɪk/
ˈbʌdʒət/ mieć ograniczony budżet 4.4 Reading 4.28
tkanina syntetyczna
can’t be bothered to do sth /ˌkɑːnt bi
tempting /ˈtemptɪŋ/ kuszący afford to do sth /əˈfɔːd tə duː ˌsʌmθɪŋ/
ˌbɒðəd tə ˈduː ˌsʌmθɪŋ/ nie mieć ochoty,
textile waste /ˌtekstaɪl ˈweɪst/ odpady móc sobie na coś pozwolić (finansowo)
żeby coś zrobić
włókiennicze annoying /əˈnɔɪ-ɪŋ/ irytujący
carbon emission /ˈkɑːbən ɪˌmɪʃən/ emisja
throw-away society /ˌθrəʊ əˈweɪ annual /ˈænjuəl/ coroczny
dwutlenku węgla
səˌsaɪəti/ społeczeństwo available /əˈveɪləbəl/ osiągalny, dostępny
cautious /ˈkɔːʃəs/ ostrożny
charakteryzujące się filozofią wyrzucania be broke /bi ˈbrəʊk/ być spłukanym, bez
chain store /ˈtʃeɪn stɔː/ sklep należący
przedmiotów po jednorazowym użyciu grosza
do sieci, sieciówka
treat yourself to /ˈtriːt jɔːˌself tə/ be loaded /bi ˈləʊdəd/ być bardzo
check up on /ˌtʃek ˈʌp ɒn/ sprawdzić
zafundować sobie coś bogatym
clothing industry /ˈkləʊðɪŋ ˌɪndəstri/
przemysł odzieżowy be rolling in money /bi ˌrəʊlɪŋ ɪn ˈmʌni/
4.2 Grammar 4.26 spać na pieniądzach
cut down on /ˌkʌt ˈdaʊn ɒn/ ograniczyć,
zredukować be concerned about /bi kənˈsɜːnd əˌbaʊt/ be short of money /bi ˌʃɔːt əv ˈmʌni/
decompose /ˌdiːkəmˈpəʊz/ rozkładać się martwić się o mieć mało pieniędzy
delivery /dɪˈlɪvəri/ dostawa dye your hair /ˌdaɪ jɔː ˈheə/ farbować be well-off /bi ˌwel ˈɒf/ być zamożnym,
double /ˈdʌbəl/ podwoić włosy być dobrze sytuowanym
enter your PIN /ˈentə jə ˈpɪn/ form a band /ˌfɔːm ə ˈbænd/ założyć bid /bɪd/ oferta kupna (na aukcji)
wprowadzić kod PIN zespół muzyczny bid for sth (in an auction) /ˈbɪd fə
ethical values /ˌeθɪkəl ˈvæljuːz/ wartości hold sth up /ˌhəʊld ˌsʌmθɪŋ ˈʌp/ trzymać ˌsʌmθɪŋ (ɪn ən ˈɔːkʃən)/ licytować
etyczne coś w górze na aukcji, składać ofertę kupna
employment policy /ɪmˈplɔɪmənt risky /ˈrɪski/ ryzykowny broadcast /ˈbrɔːdkɑːst/ transmitować,
ˌpɒləsi/ polityka zatrudnienia save up for /ˌseɪv ˈʌp fə/ oszczędzać na nadawać
environmental impact /ɪnˌvaɪrənˌmentl staff entrance /ˌstɑːf ˈentrəns/ wejście business empire /ˈbɪznəs ˌempaɪə/
ˈɪmpækt/ wpływ na środowisko dla personelu imperium biznesowe
garment /ˈɡɑːmənt/ odzież, strój stage /steɪdʒ/ scena catch the bug /ˌkætʃ ðə ˈbʌɡ/ złapać
generate /ˈdʒenəreɪt/ generować, transfer money /ˌtrænsˈfɜː ˈmʌni/ przelać bakcyla
produkować pieniądze cause /kɔːz/ cel, sprawa
go bargain-hunting /ˌɡəʊ ˌbɑːɡən come up for auction /ˌkʌm ˌʌp fər
4.3 Listening 4.27 ˈɔːkʃən/ wystawić na aukcji
ˈhʌntɪŋ/ polować na okazje
have a bad reputation /ˌhæv ə bæd antiques market /ænˈtiːks ˌmɑːkət/ targ consumer behaviour /kənˌsjuːmə
ˌrepjəˈteɪʃən/ mieć złą opinię staroci bɪˈheɪvjə/ zachowanie konsumentów
high street /ˈhaɪ striːt/ główna ulica auction house /ˈɔːkʃən haʊs/ dom contribute /kənˈtrɪbjuːt/ przyczyniać się
handlowa w mieście aukcyjny do, mieć wkład w
impulse purchase /ˈɪmpʌls ˌpɜːtʃəs/ bric-a-brac /ˈbrɪk ə ˌbræk/ bibeloty cuddly /ˈkʌdli/ milutki
zakup robiony pod wpływem impulsu, car boot sale /ˌkɑː ˈbuːt seɪl/ giełda cult following /ˌkʌlt ˈfɒləʊɪŋ/ grono
emocji staroci, giełda rzeczy używanych wiernych fanów
latest /ˈleɪtɪst/ najnowszy, ostatni checked bag /ˌtʃekt ˈbæɡ/ bagaż disability /ˌdɪsəˈbɪləti/ niepełnosprawność
life expectancy /laɪf ɪkˈspektənsi/ rejestrowany disabled /dɪsˈeɪbəld/ niepełnosprawny
średnia długość życia claim sth /ˈkleɪm ˌsʌmθɪŋ/ odebrać coś donate /dəʊˈneɪt/ przekazać datek,
local brands /ˈləʊkəl brændz/ lokalne clutter /ˈklʌtə/ graty, rupiecie ofiarować
marki domestic /dəˈmestɪk/ domowy enterprising /ˈentəpraɪzɪŋ/
look out for /ˈlʊk aʊt fə/ szukać, fashionable /ˈfæʃənəbəl/ modny przedsiębiorczy
wypatrywać flea market /ˈfliː ˌmɑːkət/ pchli targ entertainer /ˌentəˈteɪnə/ artysta
mass-produced product /ˌmæs prəˈdjuːst get hold of /ˈɡet ˌhəʊld əv/ zdobyć, złapać rozrywkowy
ˌprɒdʌkt/ wyrób masowej produkcji lost property /ˌlɒst ˈprɒpəti/ zgubiona fetch /fetʃ/ osiągnąć wartość/cenę
online shopping /ˌɒnlaɪn ˈʃɒpɪŋ/ zakupy własność find it hard to make ends meet /ˌfaɪnd
robione w Internecie market stall /ˈmɑːkət ˌstɔːl/ stragan, ɪt ˈhɑːd tə ˌmeɪk ˌendz ˈmiːt/ ledwo
opt for /ˈɒpt fə/ wybierać coś, decydować stoisko na targu wiązać koniec z końcem
się na old-fashioned /ˌəʊld ˈfæʃənd/ fundraise for charity /ˈfʌndˌreɪz fə
pay out /ˌpeɪ ˈaʊt/ zapłacić za coś, wydać staromodny ˌtʃærəti/ zbierać pieniądze na cele
pieniądze online auction /ˌɒnlaɪn ˈɔːkʃən/ aukcja dobroczynne
pick-up /ˈpɪk ʌp/ odbiór (np. przesyłki) internetowa have money to burn /hæv ˈmʌni tə
polluter /pəˈluːtə/ truciciel ornament /ˈɔːnəmənt/ ozdoba ˌbɜːn/ mieć forsy jak lodu
put sth aside /pʊt ˌsʌmθɪŋ əˈsaɪd/ personal belongings /ˌpɜːsənəl bɪˈlɒŋɪŋz/ hold an auction /ˌhəʊld ən ˈɔːkʃən/
odłożyć coś na bok przedmioty osobiste organizować aukcję
responsible attitude /rɪˌspɒnsəbəl pre-owned goods /ˌpriː ˈəʊnd ˌɡʊdz/ human trafficking /ˌhjuːmən ˈtræfɪkɪŋ/
ˈætətjuːd/ odpowiedzialna postawa przedmioty z drugiej ręki handel ludźmi
responsibly /rɪˈspɒnsəbli/ reasonably-priced /ˌriːzənəbli ˈpraɪst/ hyped /haɪpt/ rozreklamowany
odpowiedzialnie w rozsądnej cenie increase (your) earnings /ɪnˌkriːs (jər)
send sth back /ˌsend ˌsʌmθɪŋ bæk/ rotten food /ˌrɒtn ˈfuːd/ zepsute ˈɜːnɪŋz/ zwiększyć dochody/zyski
odesłać coś jedzenie in demand /ɪn dɪˈmɑːnd/ poszukiwany,
shop around /ˌʃɒp əˈraʊnd/ rozglądać się second-hand clothes /ˌsekənd ˌhænd chciany
po sklepach i porównywać (np. produkty ˈkləʊðz/ używane ubrania jar /dʒɑː/ słoik
lub ceny) stallholder /ˈstɔːlˌhəʊldə/ właściciel label /ˈleɪbəl/ marka, metka
shop locally /ˌʃɒp ˈləʊkəli/ robić zakupy straganu leftover /ˈleftəʊvə/ pozostały
lokalnie
64
Shopping around Word list
limited edition /ˌlɪmɪtɪd ɪˈdɪʃən/ time-consuming /ˈtaɪm kənˌsjuːmɪŋ/ threaten /ˈθretn/ grozić
limitowana edycja czasochłonny treat sb unfairly /ˌtriːt ˌsʌmbədi ˌʌnˈfeəli/
live from hand to mouth /ˌlɪv frəm traktować kogoś niesprawiedliwie
ˌhænd tə ˈmaʊθ/ klepać biedę 4.7 Use of English 4.31 upset /ˌʌpˈset/ zmartwiony, wytrącony
make a fortune /ˌmeɪk ə ˈfɔːtʃən/ zbić a penny saved is a penny earned z równowagi
fortunę /ə ˈpeni ˌseɪvd əz ə ˈpeni ˌɜːnd/ ziarnko
make a profit /ˌmeɪk ə ˈprɒfɪt/ osiągnąć do ziarnka, zbierze się miarka
zysk allowance /əˈlaʊəns/ kieszonkowe
make money /ˌmeɪk ˈmʌni/ zarabiać disadvantaged /ˌdɪsədˈvɑːntɪdʒd/
pieniądze w niekorzystnej sytuacji, ubogi,
meaning of life /ˈmiːnɪŋ əv ˌlaɪf/ sens pokrzywdzony
życia financial advisor /fəˈnænʃəl ədˌvaɪzə/
on trend /ɒn ˈtrend/ modny doradca finansowy
place a bid /pleɪs əˈbɪd/ złożyć ofertę gain /ɡeɪn/ osiągnąć, zyskać
put sth up for sale /ˌpʊt ˌsʌmθɪŋ ʌp fə get a discount /ˈɡet ə ˈdɪskaʊnt/ dostać
ˈseɪl/ wystawić coś na sprzedaż zniżkę
raise money /ˌreɪz ˈmʌni/ zbierać guidance /ˈɡaɪdəns/ wskazówki,
pieniądze doradztwo
refuse /rɪˈfjuːz/ odmówić interest on a loan /ˌɪntrəst ɒn ə ˈləʊn/
resell /ˌriːˈsel/ odsprzedać odsetki od pożyczki
reveal /rɪˈviːl/ ujawnić luxurious /lʌɡˈzjʊəriəs/ luksusowy
shredder /ˈʃredə/ niszczarka miss an opportunity /ˌmɪs ən
step in /step ɪn/ wkroczyć ˌɒpəˈtjuːnəti/ przepuścić okazję
streetwear /striːtweə/ moda uliczna money-off voucher/coupon /ˌmʌni ɒf
sum of money /ˌsʌm əv ˈmʌni/ suma ˈvaʊtʃə/ˈkuːpɒn/ voucher/kupon
pieniędzy obniżający cenę
take on a challenge /ˌteɪk ˌɒn ə ˈtʃæləndʒ/ open a bank account /ˌəʊpən ə ˈbæŋk
podjąć wyzwanie əˌkaʊnt/ otworzyć konto bankowe
winning bid /ˈwɪnɪŋ ˌbɪd/ najwyższa permit /pəˈmɪt/ pozwalać
oferta pocket money /ˈpɒkət ˌmʌni/
wheelchair /ˈwiːltʃeə/ wózek inwalidzki kieszonkowe
value /ˈvæljuː/ wartość reduction in the price /rɪˈdʌkʃən ɪn ðə
ˌpraɪs/ obniżenie ceny
4.5 Grammar 4.29 run a seminar /ˌrʌn ə ˈsemənɑː/
bother /ˈbɒðə/ starać się; fatygować; prowadzić seminarium
martwić się save for a rainy day /ˌseɪv fər ə ˈreɪni
bracelet /ˈbreɪslət/ bransoletka deɪ/ oszczędzać na czarną godzinę
exchange /ɪksˈtʃeɪndʒ/ wymienić savings account /ˈseɪvɪŋz əˌkaʊnt/ konto
hang out /ˌhæŋ ˈaʊt/ spędzać czas oszczędnościowe
in advance /ɪn ədˈvɑːns/ z wyprzedzeniem, stock of /stɒk əv/ zapas
z góry succeed in /səkˈsiːd ɪn/ udać się;
it’s a pity/it’s a shame /ɪts ə ˈpɪti/ɪts osiągnąć sukces
ə ˈʃeɪm/ to szkoda waste money /ˌweɪst ˈmʌni/ marnować
rash /ræʃ/ wysypka pieniądze
receipt /rɪˈsiːt/ paragon
take sth back /ˌteɪk ˌsʌmθɪŋ ˈbæk/ oddać 4.8 Writing 4.32
(np. coś do sklepu) accuse sb of /əˈkjuːz ˌsʌmbɒdi əv/
oskarżyć kogoś o
4.6 Speaking 4.30 approach /əˈprəʊtʃ/ podejść, zbliżyć się
choice /tʃɔɪs/ wybór bowling alley /ˈbəʊlɪŋ ˌæli/ kręgielnia
delivery truck /dɪˈlɪvəri ˌtrʌk/ samochód discriminate against sb /dɪˈskrɪməneɪt
dostawczy əˌɡenst ˌsʌmbɒdi/ dyskryminować kogoś
eye-catching /ˈaɪ ˌkætʃɪŋ/ wpadający draw sb’s attention to /ˌdrɔː ˌsʌmbədiz
w oko, efektowny əˈtenʃən tə/ zwrócić czyjąś uwagę na
get the message /ˌɡet ðə ˈmesɪdʒ/ embarrassing /ɪmˈbærəsɪŋ/ żenujący
zrozumieć, załapać feel offended /fiːl əˈfendəd/ poczuć się
halfway across town /ˌhɑːfˈweɪ əˈkrɒs urażonym
ˌtaʊn/ przez pół miasta humiliated /hjuːˈmɪlieɪtɪd/ poniżony
interact with sb /ˌɪntərˈækt wɪð ˌsʌmbədi/ incident /ˈɪnsɪdənt/ zajście, incydent
nawiązać kontakt, komunikować się kick sb out /ˌkɪk ˌsʌmbɒdi ˈaʊt/ wyrzucić
z kimś kogoś, pozbyć się kogoś
justify /ˈdʒʌstɪfaɪ/ uzasadniać make a complaint /meɪk ə kəmˈpleɪnt/
leaflet /ˈliːflət/ ulotka złożyć zażalenie, zgłosić reklamację
locally grown /ˌləʊkəli ˈɡrəʊn/ uprawiany on behalf /ɒn bɪˈhɑːf/ w imieniu
lokalnie, w okolicy overreaction /ˌəʊvəriˈækʃən/ przesadna
miraculous /mɪˈrækjələs/ cudowny reakcja
on second thoughts /ɒn ˌsekənd ˈθɔːts/ policy /ˈpɒləsi/ zasady, polityka
po namyśle reason with /ˈriːzən wɪð/ przekonywać
order sth online /ˌɔːdə ˌsʌmθɪŋ reconsider /ˌriːkənˈsɪdə/ przemyśleć,
ˈɒnlaɪn/ zamówić coś w Internecie rozważyć ponownie
poorly /ˈpɔːli/ kiepsko, słabo security guard /sɪˈkjʊərəti ˌɡɑːd/
take effort /teɪk ˈefət/ wymagać wysiłku ochroniarz
65

Wybór wielokrotny; parafraza zdań
1 Połącz fragmenty zdań. 5 Przeczytaj tekst. Które z podanych odpowiedzi A–D
poprawnie go uzupełniają?
1 Many consumers are trying to cut b
2 New shops are starting to spring d
3 Think about the environment before BAR CODE
treating yourself e
You may have never heard of
4 It’s true that sometimes you have to pay a Joe Woodland or Bernard Silver,
5 Even if you’re a bit short c but you 1 to come across
a out a bit more for ethical products. their groundbreaking invention
b down on the amount of waste they create. on a daily basis – the bar code.
c of money, there are still ways you can cut waste. While studying engineering, Woodland and Silver were approached
d up that offer goods with no plastic packaging. by a retail food company and asked to find ways to automate
e to that heavily packaged box of chocolates. checkout operations. They 2 design a bar code in the shape
of a bull’s eye. It meant that employees no longer 3 manually
2 Które z podanych słów poprawnie uzupełniają tekst? input prices for every single product at the checkout neither were
Jedno słowo nie pasuje do żadnej luki. they 4 replace price tags whenever an item’s cost changed.
Even though the idea didn’t catch on at first, the food industry
chain making meet pre-owned
didn’t give up looking for an easy way to scan products. Finally, an
sales support taking
IBM employee, George Laurer, 5 designing the bar code we’re
all familiar with today as a rectangular box with vertical lines and
It seems that anywhere you go in the world
numbers. The first ever item was scanned on 26th June 1974.
now, you see the same brand names and the It was a pack of chewing gum, which is now a museum exhibit,
same 1 chain stores selling familiar goods. together with the scanner used.
An increasing number of people, however, are
Nowadays, you 6 to come across everything from food to
turning to alternatives, such as avoiding the big
furniture branded with a bar code. It has even become a feature in
brands to 2 support local independent shops or
some modern paintings.
seeking out unique 3 pre-owned goods at auctions
or car boot 4 sales . Buying and selling 1 A are meant B manage
second-hand goods is no longer just for those C are certain D are required
who find it hard to make ends 5 meet . For 2 A able to B succeeded
many, selling their unwanted belongings online C managed to D were allowed to
is a way of reducing waste as well as 6 making 3 A ought to B must
a bit of a profit. C should D had to
4 A needed to B bound to
C had to D obliged to
3 Uzupełnij zdania właściwymi question tags lub 5 A succeeded in B managed
pytaniami typu reply questions.
C were able to D supposed to
1 Nobody has received a refund for their cancelled 6 A are allowed B are likely
flight, have they ? C are meant D will surely
2 That’s a nice dress she’s wearing tonight,
isn’t it ? 6 Wykorzystaj podane wyrazy i przekształć zdania,
3 Let’s talk about insuring the house, shall we ? zachowując ich sens. Nie zmieniaj podanych fragmentów.
4 Don’t forget to call me, will you ? W każdą lukę możesz wpisać maksymalnie cztery wyrazy.
5 A: Tim had to take out a loan to buy a car. 1 It would have been better if we hadn’t given Tony so
B: Did he ? much money for his birthday. SHOULD
6 A: I’m not going to lend him money ever again! We should not have given Tony so much money for his
B: Aren’t you ? birthday.
2 The offer was so good, they didn’t hesitate to accept it.
4 Wybierz poprawną odpowiedź. SUCH
1 We should have found / had to find the receipt It was such a good offer that they didn’t hesitate to accept it.
before we could take the camera back to the shop. 3 It wasn’t necessary for Sarah to pay her university fees
2 I told you not to order a wedding dress online. You because they were covered by her employer. NEED
should listen / ought to have listened to me then, Sarah didn’t need to pay her university fees because they
and we wouldn’t have to look for one now! were covered by her employer.
3 She said she was broke, so she shouldn’t have / 4 By law, stores can’t sell certain products to under
ought to have spent so much on new clothes. eighteens. FORBIDDEN
4 I didn’t need to spend / needn’t have spent a fortune By law, stores are forbidden to sell/from selling certain
on all this fancy food. They didn’t come after all. products to under eighteens.
5 Look at the queue to get into the shop! We ought to 5 We didn’t manage to launch a new campaign due to lack
arrive / ought to have arrived earlier. of funding. SUCCEED
We did not succeed in launching a new campaign due to
lack of funding.
66
SŁUCHANIE MÓWIENIE
Wybór wielokrotny
7 2.28 Usłyszysz dwukrotnie wywiad z Anne, która 9 Pracując w parach, wykonajcie zadanie egzaminacyjne,
pracuje jako tajemniczy klient (mystery shopper). Która a następnie odpowiedzcie na pytania.
z podanych odpowiedzi A–D jest zgodna z treścią
nagrania?
Popatrz na zdjęcia A, B i C. Chcesz sobie kupić strój
1 Anne is asked by her clients to na studniówkę i musisz wybrać odpowiedni sklep.
A visit local businesses. Rozważasz trzy opcje.
B buy specific products.
• Wybierz tę opcję, która twoim zdaniem będzie
C dress in a particular way.
najbardziej odpowiednia, i uzasadnij swój wybór.
D go to any store she wants.
• Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.
2 The services of mystery shoppers are in demand mainly
because
A shops want to attract wealthier customers. A
B they provide information on the online competition.
C there aren’t many people who actually do the job.
D online shopping is becoming a danger to regular
stores.
3 Which is not true about the stores Anne has visited?
A Some of them are hiring more staff and are cleaner
than before.
B Some of them have more customers and longer
queues.
C Some of them are becoming more shopper-friendly.
D Some of them are winning awards for customer service.
B
4 What does Anne say about being a mystery shopper in
expensive restaurants?
A It’s a task requiring a good memory.
B She has to take notes during the meal.
C It’s a good opportunity to speak to the staff.
D She finds it a good way to combine work and spending
a nice evening.
5 From the interview with Anne, we learn that the job of
a mystery shopper
A hardly ever produces the desired results.
B can sometimes bring financial rewards.
C follows a monotonous routine. C
D is suitable for anyone willing to do it.
PISANIE
E-mail/List formalny
Niedawno ty i twój niepełnosprawny kolega odwiedziliście

muzeum. Twojego kolegi nie wpuszczono do jednej
z sal: argumentowano, że mógłby on uszkodzić delikatne 1 Why do you think some people only want to buy
eksponaty. Napisz do dyrektora muzeum e-mail, w którym designer clothes?
opiszesz zaistniałą sytuację oraz przedstawisz swoje 2 What are the advantages and disadvantages of
oczekiwania względem muzeum. buying clothes online?
Wypowiedź powinna zawierać od 200 do 250 słów 3 Some people say that shopping for clothes is a good
i spełniać wszystkie wymogi typowe dla formy wskazanej way to relax and relieve stress. Do you agree? (Why?/
w poleceniu. Why not?)
4 Do you think it makes sense to spend a lot of money
on clothes you will only wear once at the prom or
similar occassions? What makes you think so?
67
VOCABULARY
5
5.1 Work • expressions to do with work
• phrasal verbs • adjectives from nouns
I can talk about work and employment.
SHOW WHAT YOU KNOW

1 In your notebook, complete the sentences with the correct form of
work (noun or verb) or job (noun).
1 Brenda has a part-time/manual/well-paid job .
2 Tom works from home/long hours/with his hands.
3 Amy has done a lot of hard/voluntary/office work over the years.
4 Luca works outdoors/in advertising/abroad.
5 Hal applied for/got fired from/resigned from a job in sales.
2 SPEAKING Think about three people with different jobs that you
know. Tell your partner about them using the structures in
Exercise 1 and your own ideas.
3 Read a summary of some ideas from a book called Eat that Frog! by
Brian Tracy. What does eat that frog mean according to the author?
4 SPEAKING Discuss the questions about the summary.

1 How good are you at time management and getting things done?
2 Which tips describe things you do or would consider doing?
3 Why do you think it is important to ‘eat that frog’?
Off to work EAT THAT FROG!

My advice is to never do tomorrow
what you can do today. Procrastination
is the thief of time.
Charles Dickens
You’re almost at the end of school and close to going on to further

education or entering the job market. In his book, Eat that Frog!,
time management expert Brian Tracy outlines some simple tips to
help you reach your full potential and stop you burning out.
1 EAT THAT FROG
Imagine the scenario – you’ve taken up a new job or started a new course, but
you’re overworked. You’ve got so many things to do. Your frog is your biggest,
most difficult and important task, the one you’re most likely to put off until
later. Make sure it’s the first job you do, and keep at it until it’s done.
2 WRITE DOWN YOUR GOALS
Set out your objectives. Make a list of ten goals you’d like to achieve in the
next twelve months. If you could only achieve one goal, which one would
have the most positive effect on your life? Focus on that objective first and
get down to work straight away.
68
FOCUS ON WORDS | Expressions to do with work FOCUS ON WORDS | Phrasal verbs
5 2.29 In your notebook, complete the phrases in red 7 2.30 In your notebook, match the underlined
in the text with the correct verb. Then listen, check phrasal verbs in the text with their definitions. Then
and repeat. listen, check and repeat.
1 achieve a goal 1 become ill because of hard work = burn out

2 do sth day in, day out 2 do/complete a task = carry out
3 enter the job market 3 start doing sth = get down to
4 improve your career prospects 4 continue doing sth = keep at
5 increase your output 5 plan sth in detail = map sth out
6 put your heart into sth 6 not do sth till later = put sth off
7 reach your full potential 7 arrange or describe sth = set sth out
8 speak your mind 8 do things to make progress = work towards
9 think for yourself
10 work to a deadline
8 SPEAKING In your notebook, complete the sentences
with the most appropriate phrasal verb in brackets
6 In your notebook, replace the underlined phrases with and the pronoun it. Discuss which sentence, a or b,
the phrases in Exercise 5. Then answer the questions is most like you and whether you should change your
about the text. habits.
1 How can this book help you to become as good as you 1 When I have English homework, …
can be? a I put it off till the last minute. (burn out/put off)
2 Of all the objectives you’d like to fulfil, which one should b I get down to it as soon as I can. (get down to/keep at)
you pursue first? 2 When I have an English essay to do, …
3 How can you make yourself twenty-five percent more a I brainstorm ideas and map it out carefully before
productive? writing. (carry out/map out)
4 What can help when you have a time limit to do b I start writing immediately and keep at it until it’s
something? finished. (keep at/set out)
5 How can you make your employment possibilities better? 3 When I have an English exam coming up, …
6 What do you need to do over and over until it becomes a I make a revision plan and carry it out carefully.
second nature? (carry out/put off)
7 What specific things should you put a lot of effort into? b I work towards it immediately by doing old exam papers.
(burn out/work towards)
3 WRITE A TO-DO LIST FOCUS ON WORDS | Adjectives from nouns

Get organised. Before you get on with your work, if you 9 2.31 In your notebook, complete the table with the
take ten minutes to map out exactly how you will spend adjectives in the text. Then listen, check and repeat.
your time, you can increase your output by twenty-five
percent. Planning can save you time especially when you’re NOUN ADJECTIVE
working to a deadline. 1 conscientiousness conscientious
2 enthusiasm enthusiastic
4 DEVELOP THE RIGHT HABITS 3 knowledge knowledgeable
Improve your career prospects by observing what 4 overwork overworked
successful people do. Imitate their behaviour: be punctual, 5 punctuality punctual
think for yourself, speak your mind. Do these things day 6 purpose purposeful
in, day out until they become second nature. Then you’ll be 7 single-mindedness single-minded
on your way to becoming a successful person, too.
5 GET BETTER AT WHAT YOU DO 10 SPEAKING In your notebook, complete the statements
Commit to taking on new challenges, picking up new with an appropriate noun or adjective in Exercise 9.
skills and reading about your future profession. The more Then discuss whether you agree and say why.
knowledgeable and skilled you become, the faster you will 1 Overwork is unhealthy. It causes stress.
carry out the tasks at hand. Identify what you’re good at 2 It is a sign of respect to be punctual and not to waste
and then put your heart into doing those specific things other people’s time.
very, very well. 3 Single-minded people have the gift of extreme focus. They
become successful more often.
6 MOTIVATE YOURSELF 4 Knowledge is power. A good education is important.
Always be enthusiastic and purposeful. Try to be 5 At work, people with a sense of purpose are
conscientious and get the job done – imagine you have motivated and optimistic about the future.
to go away for a month and then work towards finishing
the job before you leave. 11 PROJECT Work in groups. Do some research online
into apps that help you develop the right habits
7 REMEMBER – EAT THAT FROG! and/or be more productive. Then prepare a digital
Do the hard things first. Focus on the important tasks. presentation and present it to your class.
Be single-minded. Just do it!
69
1 2
GRAMMAR
5.2 Reported Speech
A waiter
I can use Reported Speech,
making appropriate 3
grammatical changes.
1 2.32 SPEAKING Listen to some people being

interviewed for the jobs shown in photos 1–3.
Would you employ them? Why?/Why not?
A part-time postal worker A receptionist
2 2.32 Read the reports of the interviews
in Exercise 1. In your notebook, rewrite the 4 Harry is preparing for a job interview. In your notebook,
underlined parts in Direct Speech. Then listen report his parents’ comments. Do not change the tense if it
again and check. isn’t necessary.
1 We asked the candidate to tell us about his 1 ‘You didn’t prepare well enough for your last interview.’ They
weaknesses. He told us that he wasn’t a morning said (that) he hadn’t prepared well enough for his previous
person. In fact, he said he had struggled to get interview.
up that morning. He said he would like to start 2 ‘You’ll never get a job if you don’t have your hair cut.’ They
work after lunch. said .
A: Tell us about your weaknesses . 3 ‘You forgot to clean your shoes last time and they always look
B: I ’m not a morning person. In fact, I struggled to get at shoes.’ They said .
up this morning. I’d like to start work after lunch . 4 ‘You should buy a new suit.’ They said .
2 In the interview, we said it was a pity that they 5 ‘You mustn’t drink too much coffee beforehand because you’ll
hadn’t had any experience of restaurant work. be nervous.’ They said .
6 ‘Don’t worry if you don’t get it. Something better might come
They told us not to worry and that they were very
up.’ They’ve told him .
good at eating. That was why they thought they
should get the job. 5 SPEAKING In your notebook, report these interviewers’
A: It’s a pity that you haven’t had any experience of comments. Do not change the tense if it isn’t necessary.
restaurant work . Which comments would you be happy with/worried about? Why?
B: Don’t worry. We’re very good at eating .
1 ‘Did you write this CV?’ They asked me whether/if I had
C: That ’s why we think we should get the job .
written that CV.
3 In the current interview, we’ve just asked the
2 ‘Don’t call us, we’ll call you.’ They told me not to call them.
candidate whether she likes the job she has now.
They would call me .
She says she doesn’t because she has to answer
3 ‘I’ll be contacting your references tomorrow.’ He says he’ll be
the phone a lot, and she hates that. contacting my references tomorrow .
A: Do you like the job you have now ? 4 ‘Will you be available to start here next month?’ They’ve asked
B: No, I don’t because I have to answer the phone me whether/if I’ll be available to start there next month .
a lot and I hate that .
5 ‘You’re exactly the person we’re looking for.’ She says
3 Read the GRAMMAR FOCUS. Then look at the I’m exactly the person they’re looking for .
way the Direct Speech is reported in Exercise 2 6 ‘Could we give you some advice?’ They asked me whether/if
and find examples for each rule. they could give me some advice .
GRAMMAR FOCUS 20 6 SPEAKING In your notebook, complete the reported

statements to make them true for you.
Reported Speech
1 The last time my friends gave me good advice, they told me
When you report someone’s words, remember these .
rules: 2 My friend annoys me when he/she tells me .
• You usually move the verbs ‘one tense back’ when 3 I think I’m pretty good/bad at English. My teacher says
your reporting verb is in a past tense (She said …). .
• You don’t change the verb form if your reporting 4 I heard something interesting recently. Somebody told me
verb is in a present tense (She says … or He has .
told me …). 5 I don’t know what I want to do when I leave school. My
• You don’t change verbs in the Past Perfect or parents say .
modal verbs such as would, should, could, might 6 The last person who spoke to me was . He/She
or must. said .
• You change pronouns, possessive adjectives and

words for time and place if necessary. FOCUS VLOG 21 About job interviews
• You change the word order in questions and
2.33 Listen to the Focus Vlog. What kind of questions did
don’t use do, does or did.
the speakers get during their job interviews? Were any of the
• You use the to + infinitive to report orders, questions unusual? Write the answers in your notebook.
suggestions, requests and promises.
Grammar page 144

70
LISTENING 5 SPEAKING Use phrases in Exercise 4 to describe trends
5.3 Matching; answering questions

in your country. Think about the ideas in the box.
cycling to work/school shopping online

I can identify details that support studying English cost of going out
a point of view in an interview getting married in your 20s living alone
about jobs. using plastic bags
1 SPEAKING Discuss which category (A–C) each job in

the box belongs to. Think of three more jobs for each LISTENING FOCUS Matching
category.
6 2.36 Listen to four people talking about
actor A artist A body-part maker C dentist A their jobs. Which statements A–E match speakers
factory worker B fire fighter A lawyer A office worker B 1–4? There is one extra statement.
politician A robot mechanic C shop assistant B The speaker
teacher A solar panel engineer A space tourist guide C Speaker 1 B A is concerned about one group of
wind turbine technician A writer A Speaker 2 E his/her clients.
Speaker 3 A B says that technology has replaced
A jobs that will always be needed
Speaker 4 D parts of the jobs in his/her industry.
B jobs that are at risk
C believes that it’s better to do an
C jobs of the future
apprenticeship than go to university.
2 2.34 Listen to an interview with a data analyst. D has a hobby that has taught him/her
Compare his findings with your ideas in Exercise 1. skills that are relevant for his/her job.
E thinks technology might have a
3 2.34 In your notebook, complete the sentences further positive impact on his/her job.
with the words in the box. Then listen again and check.
constant decline marked rise sharp 7 2.36 Listen again and answer the questions.
1 There’s been a steady rise in people working 1 Why are law firms now offering apprenticeships?
from home. 2 How have dental patients benefited from medical
2 There’s been a sharp drop in the number of advances?
people commuting to work. 3 Why is it useful to have good interpersonal skills as
3 The need for jobs in the medical and teaching a shop assistant?
professions will remain constant . 4 What qualifications and skills do you need to be a wind
4 There will be a marked increase in jobs connected turbine technician?
with alternative energy.
8 SPEAKING Discuss the questions about the future
5 There will be a gradual decline in jobs in retail, of work.
offices and factories.
1 What other jobs or careers do you think are stable?
FOCUS ON WORDS | Phrases describing change Which ones are at risk?
2 What are the advantages of working from home
4 2.35 In your notebook, match the letters A–E on compared to commuting to work?
the graph with their descriptions 1–5 in the box. Then 3 What kind of qualifications and skills do you think you’ll
listen, check and repeat. need for the future?
PRONUNCIATION FOCUS
NUMBER OF EMPLOYEES
120
100
E 9 2.37 Listen and repeat the words said as nouns
A
D and as verbs. In your notebook, mark the stress.
80 C Which pairs have different stress patterns?
B
60
contract export import increase
40 market recruit review target
20
a contract/to contract an export / to export
an import / to import an increase / to increase
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 a market / to market a recruit / to recruit
a review / to review a target / to target
1 a sharp/marked rise/increase (in) C 10 Take it in turns to practise the words in Exercise 9.

2 a steady/gradual rise/increase (in)/a growing number Decide whether your partner is saying a noun or
of E a verb.
3 remain constant/be unchanged D
4 a steady/gradual drop/decline (in) B
5 a rapid/sharp drop/decline (in) A
71
READING 5 In your notebook, complete the comments with
5.4 Multiple choice

words and phrases in Exercise 4.
I can find specific information in Sandra, 16

a long text. Thanks for this post. I can see now that my problem
is that I’m a jack of all trades and master of none! At
school I had 1c areer guidance , but it didn’t help me
1 SPEAKING Discuss the questions. at all. I still don’t know what to do at college.
1 As a child, how did you use to answer this question?
Robert, 18
What do you want to be when you grow up?
2 How would you answer this question now? I agree. The 2counsellors don’t really help. It would
3 Is it better to have one or many passions? Why? be more helpful to have counselling once we have
some experience and can visualise our future
2 Look at the title of the blog post. What do you think it 3
c areer p ath more clearly.
is about? Read and check your ideas.
Marta, 16
READING FOCUS Multiple choice I was really interested in what you’re saying about
the modern 4w orkplace being more flexible. I think
5
job-sharing is a great idea – you just have to make
3 Read the post again. For questions 1–5, choose the sure that communication is really good between
correct answer, A, B, C or D. Write the answers in your both people doing the job.
notebook.
1 The writer thinks that as we get older we Paula, 17
A tend to lose our imagination. Maybe, but I think it’s better to work for a big
B find it impossible to make decisions. organisation if you want to 6t hrive in your career.
C could benefit from career counselling. I don’t think you can ever feel like an important part
D are expected to choose a specialisation. of the workforce if you’re a self-employed
2 In the paragraph beginning ‘But what happens …’, the writer 7
freelancer .
suggests that
A everybody should find a passion and stick to it. James, 17
B people refuse to choose a career on purpose. I don’t think I could do the same job day in, day
C people are concerned if they can’t identify their vocation. out, even if they had 8f lexitime in place of rigid
D you will never succeed in life unless you find your niche. nine to five hours. But I can see myself working as
3 In the modern workplace, people a 9p art-timer in several different jobs.
A that are curious stay in the same profession.
B can’t decide what they want to do.
C are taking responsibility for how they work. 6 SPEAKING Discuss whether you have similar or
D have fewer opportunities than their parents. different opinions to the people in Exercise 5.
4 In the paragraph beginning ‘Reflecting the needs …’,
the writer shows that FOCUS ON WORDS | Verb–noun collocations
A the workplace is in need of modernisation.
B the traditional working day is being transformed. 7 2.40 In your notebook, complete the
C part-time workers are able to do several jobs equally well. underlined verb–noun collocations in the blog post
D freelancers can choose to be employed or independent. with the correct verb. Translate them. Then listen,
5 While outlining the characteristics of generalists, Emilie check and repeat.
Wapnick does NOT describe them as people who can
A undertake unfamiliar tasks. 1 be in charge 5 have one true
B acquire new skills and knowledge. 2 be wired differently calling
C come up with original solutions to problems. 3 find your niche 6 have a vocation
D work in several roles simultaneously. 4 focus on your strengths 7 lack purpose
FOCUS ON WORDS | Choosing a career 8 SPEAKING In your notebook, complete the

sentences with collocations in Exercise 7. Discuss
4 2.39 In your notebook, match the words in blue in the which sentences are true for you.
text with their definitions. Then listen, check and repeat. 1 I wouldn’t say I lack purpose . I’m just keeping my
1 advice from career experts = career guidance options open.
2 a series of jobs in the same profession = career path 2 My sister/brother and I are wired differently – it’s
3 a person who gives advice = counsellor incredible to think we’re related.
4 work hours that are not fixed = flexitime 3 My dad always wanted to be a teacher – he says it’s
5 a person who is self-employed = freelancer his one true calling .
6 one work role carried out by two people = job-sharing 4 I’d like to focus on my strengths , but I’m not sure
7 a person who doesn’t work full-time = part-timer what they are.
8 do well and be successful = thrive 5 I’m not worried about finding my niche or having
9 people who work = workforce a vocation . I just want to be famous and make lots
10 the place where you work = workplace of money!
72
What if you don’t have
2.38
ONE dream job?
Do you remember being asked what you wanted to be their working day – work traditionally performed by one
when you grew up? No doubt the more imaginative your person can be split between two part-timers. There are also
answer, the more approval you would get. But once we reach a growing number of freelancers choosing self-employment
adolescence, there’s far less tolerance for answers like, ‘I’m as a way to be in charge of their own professional lives.
5 going to be a marine biologist, circus clown and journalist!’ 50 This new flexible workplace is one where multipotentialites
Now the question translates as You are allowed one identity in feel at ease. Multipotentialite is a term invented by Emilie
this life, so which is it? Wapnick, whose TED talk ‘Why some of us don’t have a true
At school there’s pressure to focus on your strengths, and calling’ has been watched by millions of viewers. She claims
choose a subject to major in at university, which leads to one to be someone who has a range of interests. She sees herself
10 specific degree, intended for one type of job. The message 55 not as a specialist, but as a generalist and describes how she
that you need to specialise is reinforced in many contexts. used to worry that she wasn’t normal because she didn’t have
Career guidance books and counsellors give you tests to a vocation and so could be dismissed as a quitter, a flake or a
help you find your niche and identify your dream job. jack of all trades, master of none.
But what happens if you’re wired differently? Let’s say you’re She explains how people like herself are suited to the modern
15 curious about several subjects, and there are many things 60 workplace in three essential ways. Firstly, they are used to
you’d like to study. If you’re unable or unwilling to settle on a combining two or more fields and it is at the intersection
single career path, you might worry that you don’t have one between seemingly unrelated ideas that innovation often
true calling like everybody else and that, therefore, your life happens. Secondly, people who change roles frequently
lacks purpose. As the saying goes, you’re a ‘jack of all trades, are less afraid of trying new things and stepping out of their
20 master of none’. 65 comfort zones. They’re fast learners. And finally, they are
In reality, few people are just ‘one thing’. A rare few have a adaptable.
vocation and stick to it, but for most young people who So, if you’re a generalist, a polymath, a multipotentialite, or
will make up the workforce of the future, ‘one thing’ is whatever you call yourself, you are the one who will thrive
not relevant any more. For our parents’ and grandparents’ in the twenty-first century workplace. The world needs jacks
25 generation, it was normal to work in the same profession and 70 of all trades. And it also needs an updated version of the
often the same company for thirty or more years. Those days phrase. How about ‘jack of all trades, master of all’?
are long gone.
The ambitious young people of today are more interested
in moving around and doing different things. In the modern
30 workplace, people are working flexibly and the individual is
in control of their professional life and in a position to make
decisions about how, when and where they work. Rather
than finding something and doing it forever, the new
challenge is to find a way of working that works for you.
35
Reflecting the needs of the modern workforce,
the workplace is also changing at a rapid
rate. Flexible working is becoming the new
norm. The standard working day of nine to
five has been replaced by flexitime. The
40 majority of people no longer believe that
attendance in an office is required or
necessary on a day-to-day basis.
Job-sharing is becoming
more popular with people
45 who prefer diversity in
GLOSSARY
jack of all trades, master of none = kto potrafi
wiele rzeczy, ale w żadnej nie jest ekspertem
a multipotentialite = multipotencjalista, ktoś o
wielu zainteresowaniach i zdolnościach
dismiss sb as = odrzucić, lekceważyć
a quitter = ktoś niewytrwały, kto zbyt łatwo się
poddaje
a flake = osoba ekscentryczna, szalona
be suited to = nadawać się do
intersection = miejsce przecięcia, skrzyżowanie
a polymath = człowiek wszechstronnie
uzdolniony, człowiek renesansu
73
GRAMMAR
5.5 Reporting verbs
I can use a range of reporting
verbs.
Part �
The judge rejected the teenager’s demands,
but 1 everyone in the court that in future,
1 SPEAKING Discuss the meaning of the question in the children may consider suing their parents for a smartphone.
headline. Then read Part 1 of the report and decide The judge 2 Rachel and her family to have family
what you think the answer is. counselling. The teenager has 3 to return home and
the Cannings have 4 the media to give the family some
privacy while they work things out. The parents have 5
SPOILT BRAT OR NEGLECTED CHILD? to relax the house rules and in return, Rachel has 6
them that she won’t leave home again.
Part �
US teenager Rachel Canning took
her parents to court and tried to sue
them for financial support. She accused them 4 USE OF ENGLISH Read Part 2 of the report. Which
of abandoning her when she had turned 18 and options A–D complete the text? Do you agree with the
refusing to fund her college education. She claimed judge’s decision?
that they had thrown her out of her home and explained
that she had been living at a friend’s house. 1 A warned B explained C promised D suggested
2 A denied B insisted C advised D reminded
Mr Canning refused to accept his daughter’s version of
events. He denied kicking Rachel out and assured the 3 A agreed B proposed C reminded D ordered
court that she had left voluntarily after an argument about 4 A refused B warned C insisted D urged
household rules. He suggested that Rachel’s friends had 5 A convinced B offered C suggested D told
encouraged her to take the matter to court. He insisted that 6 A agreed B denied C warned D promised
he and his wife loved and missed their child and added that
the situation was having a terrible effect on them. He begged 5 Some reporting verbs can have two or more
his daughter to come home soon. patterns. In your notebook, report each of these
sentences in two different ways.
2 In your notebook, translate the six reporting verbs in 1 ‘I did not kick my daughter out!’ Rachel’s father
blue in Exercise 1. Five can be replaced with said and denied kicking his daughter out/that he had kicked
one with told. Which one and why? his daughter out.
2 ‘We reckon you should take your parents to court.’
3 Read the GRAMMAR FOCUS. Then find five more Rachel’s friends suggested taking her parents to court/
reporting verbs in the text in Exercise 1. Which verb that she should take her parents to court .
patterns do they illustrate? 3 ‘We have been terribly upset.’ Rachel’s parents
admitted being terribly upset/that they had been terribly
GRAMMAR FOCUS 22 upset .
4 ‘You should have some family counselling.’ The
Reporting verbs judge recommended having some family counselling/
1 Verbs without an object that they should have some family counselling .
• verb + that clause: add, admit, agree, claim, deny, 5 ‘OK. We’ll relax some of the house rules.’ Rachel’s
explain, insist, promise, propose, recommend, suggest parents promised to relax some of the house rules/that
She promised that she would come home. they would relax some of the house rules .
• verb + to + infinitive: agree, claim, offer, promise, refuse 6 ‘All right. I’ll move back in.’ Rachel agreed to move
He offered to help. back in/that she would move back in .
• verb + -ing: admit, deny, propose, recommend, suggest 6 In your notebook, complete the sentences with the
They suggested talking to the lawyer. verbs in the box. Use an appropriate verb pattern
• verb + preposition + -ing: apologise for, insist on, and the pronoun me as the object if necessary.
object to
buy not copy have lose redecorate owe
I insisted on paying for everything.
2 Verbs with an object Recently …
• verb + object + that clause: assure, convince, inform, 1 my friends have persuaded me to have a haircut.
promise, remind, warn 2 my brother has blamed me for losing his camera.
She assured me that she was OK. 3 a teacher has warned me not to copy homework from
the Internet.
• verb + object + to + infinitive: advise, beg, convince,
4 a friend has reminded me that I owe him/her some
encourage, invite, order, persuade, remind, urge, warn (not)
money.
He urged them to leave.
5 my parents have offered to buy me a laptop.
• verb + object + preposition + -ing: accuse sb of, blame 6 Dad has suggested redecorating my bedroom.
sb for, congratulate sb on, thank sb for
He congratulated me on passing the exam. 7 SPEAKING Are any of the sentences in Exercise 6
true for you? Use the beginnings to report other
things that people have said to you recently.
Grammar page 145

74
SPEAKING 4 2.42 In your notebook, complete the dialogues
5.6 Problem solving

with one word in each gap. Sometimes more than one
answer is possible. Then listen and check.
Dialogue 1
I can discuss problems and solutions,
and express annoyance. Abi and Beth are working in a supermarket during the
school holidays.
Abi: What’s 1up ?
Beth: Well, unfortunately, I 2 seem/appear to have broken
1 SPEAKING Describe what happened last time you
experienced one of these problems. the bar code scanner.
Abi: Oh no. What happened?
1 something was lost or stolen (bag, keys, bike, etc.)
Beth: I put it on the table during the break and spilled my
2 something was broken (computer, car, phone, etc.)
coffee on it – like an idiot!
3 something was forgotten (test, alarm, appointment,
Abi: Whoops. The manager isn’t going to be happy.
etc.)
Beth: Yeah, tell me about it. 3 Every time I try to
switch it on, it beeps and switches off again.
Abi: Have you 4 tried drying it under the hand
dryer in the toilets?
Beth: Actually no, but it’s worth a go, I 5 suppose/think .
Dialogue 2
Leo is working on his uncle’s farm during the summer.
Pete: Hello, Woodtop Farm.
Leo: Uncle Pete, it’s me. I’m in the bottom field.
The tractor has broken down.
Pete: What? What’s the 6 matter/problem with it?
Leo: Er … I 7 wish I knew.
Pete: OK. Listen, are the lights working?
Leo: Hang on a second … Yep.
Pete: OK, then it’s not the battery. You did remember
to put some fuel in it, right?
2 2.41 Listen to two friends, Hannah and Daniel, Leo: Er … oh.
discussing a problem and answer the questions. Pete: Leo! I told you it was nearly empty.
1 What was the problem and how did Hannah and Daniel Leo: I, er … I forgot. Sorry.
try to solve it? Pete: Well, you’ll have to walk back up here and get
2 What would be a better solution in your opinion? some, won’t you?
3 What do you think might happen next? Leo: What? It’s miles!
Pete: Well, you should have thought about that
3 2.41 Discuss which words complete the SPEAKING 8
ealier/before . Next time, perhaps you’ll remember.
FOCUS correctly. Then listen and check. Leo: Can’t you bring some fuel down in the … hello?
5 SPEAKING Follow the instructions below to prepare

SPEAKING FOCUS 23 24 a dialogue. Use the SPEAKING FOCUS to help you.
Talking about a problem As part of a project, you are giving a joint presentation
What’s wrong/the matter? about summer job opportunities in your local area.
Together, you prepared a presentation on a laptop.
What’s 1 up / on (with it)?
Student A: You were responsible for bringing a pen
I seem/appear to have lost/forgotten/broken …
drive with all the notes and visuals. The
I haven’t (got) a clue./I’ve no 2thought / idea ./I wish I knew. presentation is in twenty minutes, and you
Every time I try to …, it … have just realised that you left the pen drive
Perhaps there’s something wrong/a problem with the … at home.
Student B: You worked hard on the presentation and are
Talking about a solution
very annoyed that your partner forgot to bring
Have you tried … + -ing?
the pen drive.
It’s worth a try/a go, I suppose. There isn’t enough time to go home. Together, you need
I 3 doubt / know it’ll/that’ll work/help, but let’s see. to come up with a solution.
Problem solved!
No, that doesn’t/didn’t make any 4solution / difference . 6 SPEAKING Practise your dialogue and act it out. Take
turns to be Student A and Student B.
Expressing annoyance
What are we 5about / supposed to do now?
Why on earth did/didn’t you …?
How should I 6 know / think?
You should have should have checked/asked first.
You should have thought about that earlier.
75
USE OF ENGLISH
5.7 Phrasal verbs
The
WhatsApp
I can use phrasal verbs with two particles
and other advanced phrasal verbs.
1 SPEAKING In your notebook, list all the social media apps

you use. Discuss which are the most popular. How popular is
story
WhatsApp?
If you use instant messaging services, it’s very
likely that WhatsApp is one of them. But what
2 Read the text about WhatsApp. One of the statements 1–6 is
do you know about it? Did you know that
false. Which one?
it was invented by Jan Koum, a Ukrainian-
1 Jan Koum, a co-founder of WhatsApp, is from Ukraine. born entrepreneur? After he bought his first
2 The app is called WhatsApp because it sounds like ‘What’s up?’
iPhone, he got annoyed that he was missing
3 Koum was not successful at school or at university in the USA.
calls when he went to the gym and WhatsApp
4 Koum met Brian Acton, the other co-founder of WhatsApp,
grew out of the simple idea that it’s good to
at Yahoo.
let people know if you’re available. He came
5 Koum and Acton both got jobs at Facebook in 2007.
up with the name WhatsApp because it
6 Koum and Acton sold WhatsApp to Facebook and are now
billionaires. sounded like ‘What’s up?’
There was nothing in Koum’s upbringing to
3 Read the LANGUAGE FOCUS. In your notebook, complete it suggest that the young Ukrainian would one
with examples of the three-part phrasal verbs in blue and the
day change the world of social media. He
underlined nouns and adjectives in the text.
was brought up in a small village near Kiev.
He rarely saw his father who was usually tied
LANGUAGE FOCUS up with work at a government construction
company until 10 o’clock at night. But
Phrasal verbs – advanced points
then, when Koum was 16, he emigrated to
Three-part phrasal verbs
California with his mother and grandmother,
• Most three-part phrasal verbs are made up of really common while his father stayed behind and never left
verbs like come, get, put, etc. plus a variety of adverbial and Ukraine. It was a hard time for the family who
prepositional particles.
lived in very run-down accommodation.
1
come up against (meet or confront), 2 look down on (feel superior
to), 3 make up for (compensate for) Koum studied Computer Science and Maths,
• Three-part phrasal verbs are nearly always inseparable. but at school he came up against bullying
from other boys and often got into trouble.
He came up against bullying. NOT He came up bullying against.
In Ukraine, Koum had left behind his close
Word building with phrasal verbs
group of friends; now he looked down on
• Nouns the casual friendships that people had at high
Verb + particle: clear sth out ➙ a clear-out, let sb down ➙ school in America and he eventually dropped
a4 letdown , warm sth up ➙ a warm-up. You stress the ‘verb’ out of college.
part not the particle.
Particle + verb: bring sb up ➙ an 5 upbringing , pour down ➙ Things changed when he got a job at Yahoo
a downpour, set out ➙ outset. You usually stress the ‘particle’ part in the early 2000s. First, he met Brian Acton,
not the verb. who would go on to co-found WhatsApp.
When Koum and Acton left Yahoo in 2007,
• Adjectives
they applied for jobs at Facebook. Both were
Particle + verb -ing: put sb off ➙ be off-putting
turned down.
Verb (past participle) + particle: run sth down ➙
be 6 run-down Following rejection from Facebook, the two
friends decided to go travelling in South
America, and it was when they returned to
4 In your notebook, match the remaining three-part phrasal verbs the USA that they co-founded WhatsApp. The
in blue in the text with the definitions 1–6. Use a dictionary if
app didn’t take off straight away, which was
necessary.
a real letdown for Koum and Acton. However,
1 be the result of = come down to by 2014 it had more than 400 million users
2 think of a new idea = come up with globally. In the end, the huge success of
3 leave school or a course = drop out of WhatsApp came down to the excellent user
4 do sth after = go on to
experience. Facebook paid more than $19
5 develop from sth = grow out of
billion to acquire WhatsApp, which more than
6 be very busy with sth = be tied up with
made up for their earlier rejection, turning
both Koum and Acton into billionaires.
76
7 SPEAKING Discuss the statements in Exercise 6.
Which ones do you agree with? Give reasons for your
answers.
8 In your notebook, rewrite the sentences so they mean

the same using the noun or adjective form of the
underlined phrasal verb.
1 I was brought up in a similar way to my parents.
I had a similar upbringing to my parents .
2 Yesterday it poured down on my way home from
school.
Yesterday there was a downpour on my way home from
school .
3 I always warm up before I do any sport.
I like to do a warm-up before I do any sport .
4 I need to clear out all the junk in my bedroom.
I need to have a clear-out of all the junk in my bedroom .
5 Background music puts me off when I am trying to
study.
I find background music off-putting when I am trying to
Jan Koum (right) and Brian Acton (left), study .
co-founders of WhatsApp 6 If I dropped out of college, my parents would never
forgive me.
If I became a college dropout, my parents would never
forgive me .
5 In your notebook, match eight more common three-
part phrasal verbs with their definitions. Use
a dictionary if necessary. SHOW WHAT YOU’VE LEARNT UNITS 1–5
1 keep up with sb d a admire and respect

9 USE OF ENGLISH In your notebook, complete
2 get on with sb c b avoid
the message with one word in each gap.
3 get out of b c be friends with
4 get round to f d stay at the same level as
5 look up to sb a e defend Dee
Published 1 hour ago
6 put up with sth/sb g f find time to
7 run out of sth h g tolerate
Dear All,
8 stand up for sth e h use all of sth and have
nothing left This is to announce that I’ve decided to give
up social media (no, it’s not a joke). I’m just
completely fed up with it. Over the last five
6 In your notebook, complete the three-part phrasal
years, I’ve spent a great 1 deal of time
verbs in the sentences with the correct forms of come,
and energy on posting, reading, liking and
get, make or put.
commenting. But now push notifications are
1 To become rich, you only have to come up with driving me mad! I just can’t put 2 up
one good idea. with it any longer. I’m also fed up with all my
2 I get on really well with my work colleagues, we 3
casual acquaintances. Over the years,
are quite a team! I’ve 4 managed to collect 3,000 friends on
3 Being successful in a job comes down to hard work social media, but 5 none of them visited
– that’s all. me when I was ill – not one! Last, but not
4 An interesting job that you love doing can make least, I’m so busy on social media that I can’t
up for a low salary. 6
get down to any serious school work.
5 It’s important to keep your social media profile It feels like if I don’t stop now, I’ll 7 drop
updated, but most people don’t get round out of school! So, this is my last post.
to it.
6 Rich people always try to get out of paying their CU 8 soon – in the real world!
taxes. Dee
7 Wage discrimination isn’t a thing of the past; women
come up against it all the time. 431
8 You can’t choose you work colleagues. If you don’t get
on, you just have to put up with them.
10 SPEAKING Imagine you decided to give up social

media. Discuss the questions.
1 What would be the advantages/disadvantages?
2 What would you miss most/least?
3 How long would you be able to manage without social
media?
Use of English page 146 77

WRITING Why do you want to go to university?
5.8 An opinion essay
I want to go to university because:
I can write an opinion essay exploring
different aspects of viewpoints. I want to continue my education and development. 58.4%
I am really keen on the subject I want to study. 57.9%
1 SPEAKING Look at the results of an international this is necessary for my future career. 53.7%
student survey about reasons for going to university.
Then answer the questions and compare your answers I need stimulation and intellectual challenge. 52.7%
with a partner.
I want to learn some necessary life skills. 50.1%
1 Which three reasons are most important to you?
2 What other reasons to go to university can you this will help me find a job (or a better job). 36.1%
think of?
I want to experience student life and just have fun. 22.8%
3 Should students choose a degree based on what
they are interested in or what is most likely to lead to my family expects me to continue my education. 16.3%
getting a job? Explain your answer.
2 Read the task and the essay below. Do you agree with
the author’s opinion?
3 Read the WRITING FOCUS. In the model essay, find …
1 a sentence which states the writer’s main opinion.
Some university degrees are more likely to lead to 2 a sentence that says which two aspects will be
employment after graduation than others. In your discussed.
opinion, should young people choose a university 3 a sentence which acknowledges an opposing opinion
subject based on what will help them get a good and states why the writer disagrees with it.
job rather than what interests them? 4 a sentence which expands the discussion by giving
Write an opinion essay on this topic analysing examples.
the importance of motivation to study and 5 a sentence which restates the writer’s main opinion.
career success. 6 a final comment.
Many school-leavers choose a degree based on what is likely to lead to a good job rather
than what truly interests them. Personally, I worry this could lead to a negative experience 1
at university and that it may be better to opt for a subject you find stimulating. To explain 2
the reasons for my view, I will examine the issue in terms of motivation and career
success.
When it comes to motivation, there is no doubt that three or four years is a long time
to dedicate to a single subject. The high level of commitment required means that
enthusiasm for your chosen subject is important. The outcome of struggling through
a course you don’t enjoy could be low final grades and a negative student experience.
It is also important to consider this issue with regard to career
success. It is often the case that those who
rise to the very top of their field get
there because they are passionate about
what they do. Of course, passion does
not guarantee career success, but it is
undeniably an important factor.
It is true that some subjects appear to offer 3
limited career prospects, however, I am of the
opinion that studying for any degree teaches valuable
transferable skills. These include the ability to interpret 4
information or communicate complex ideas, for example,
and are undoubtedly appreciated by employers.
All in all, I think it is better to choose a university 5
subject that interests you. I would prefer to learn useful 6
skills and work towards high grades in a subject I have
enjoyed studying rather than risking low grades in
a subject that I do not find motivating.
78
4 In your notebook, complete the WRITING FOCUS with 7 Read the LANGUAGE FOCUS. Which structures are
the words and phrases in the essay. used in the essay in Exercise 2?
WRITING FOCUS LANGUAGE FOCUS

An opinion essay Expressing certainty and describing consequences
Introduction Use the following structures to express certainty and
• Introduce the topic and state your main opinion. describe consequences in a formal way.
• Say which two (or more) points of view or aspects will be Expressing certainty
discussed. Undeniably/Undoubtedly , …
To explain the 1reasons for my view, I will examine the issue It’s undeniable that/ There is no doubt that …
in 2 terms of … Without (a) doubt, …
It is my intention to explore this issue from the viewpoint of Describing consequences
… The result/consequence/ outcome of (such a decision/
This essay will look at this question from the perspective of choice) could be that …
… As a result/consequence, …
Paragraphs 2 and 3 This could lead to /result in …
• Discuss different aspects of the issue and support the main
opinion you stated in the introduction.
When it 3 comes to … 8 SPEAKING In your notebook, rewrite the statements.
Use the prompts in brackets and the LANGUAGE
It is also important to consider this issue with 4 regard to …
FOCUS. Which of the statements do you agree with?
Another important angle on/aspect of this issue is …
1 The average secondary student in my country is short
• Expand the discussion by giving examples.
of money. (undoubtedly)
Paragraph 4 2 Employers in my country value work experience as
• Acknowledge an opposing opinion and say why you highly as qualifications. (without)
disagree with it. 3 Young people can learn some very useful skills by
It is 5 true that … working part time. (doubt)
However, I am of the 6 opinion that … 4 Succeeding at school is more important than earning
While some people say …, I … a bit of extra cash. (undeniable)
5 Having a part-time job teaches you to be more
Some people do not agree and feel that …
responsible. (undeniably)
Conclusion
• Use a linking phrase to introduce a conclusion. 9 In your notebook, complete statements 1–4 with
In conclusion,/To sum up,/All things considered,/ 7 All in all , a word from the LANGUAGE FOCUS. Use each word
• Restate your main opinion. only once.
• Include a final comment. 1 Not gaining experience through a part-time job could
result in a very bare CV.
2 The consequence/outcome of working part-time
5 Which options complete the sentences correctly? while you are at school is less time for homework.
1 It is my reason / intention to explore this issue from the 3 Focusing on schoolwork only could lead to better
viewpoint of both employers and job-seekers. final grades.
2 This essay will look at this question from the 4 As a result of having a part time job, students gain
perspective / opinion of an international student. valuable work experience.
3 Another important aspect / angle on this issue is
parental expectations. SHOW WHAT YOU‘VE LEARNT
4 While / True a few lucky people earn a living doing very
little, most of us have to work hard to do well. 10 Do the writing task in your notebook. Use
5 Some people do not question / agree and say it’s the ideas in the WRITING FOCUS, the LANGUAGE
better to study something you think will be easy. FOCUS and Exercises 8 and 9 to help you.
6 All things concluded / considered , it is more important
Coraz więcej młodych osób podejmuje pracę
to find a good job.
w weekend lub na część etatu jeszcze w trakcie nauki
6 SPEAKING In your notebook, complete the questions w szkole średniej. Napisz rozprawkę, w której
with the words in purple in the essay in Exercise 2. przedstawisz opinię na ten temat, biorąc pod uwagę
Then answer them and discuss your ideas in pairs. wpływ wykonywania takiej pracy na naukę w szkole oraz
na perspektywy przyszłej kariery zawodowej.
1 Which school subjects do you find most stimulating ?
2 Which school subjects require the highest level of Wypowiedź powinna zawierać od 200 do 250 słów
commitment ? i spełniać wszystkie wymogi typowe dla formy
3 Which valuable transferable skills could you learn from wskazanej w poleceniu.
studying overseas?
4 Which university subjects offer limited career prospects ?
5 Apart from going to university, what other options do
school-leavers have?
79
UNIT 5 Off to work
5.1 Vocabulary 4.33 take sth up /ˌteɪk ˌsʌmθɪŋ ˈʌp/ secure /sɪˈkjʊə/ pewny, bezpieczny
zainteresować się czymś; podjąć się sharp drop/decline in /ˌʃɑːp ˈdrɒp/
achieve a goal /əˌtʃiːv ə ˈɡəʊl/ osiągnąć
zadania dɪˈklaɪn ɪn/ wyraźny spadek
cel
think for yourself /ˌθɪŋk fə jɔːˈself/ sharp rise/increase in /ˌʃɑːp ˈraɪz/
burn out /ˌbɜːn ˈaʊt/ wypalić się
myśleć samodzielnie ˈɪnkriːs ɪn/ wyraźny wzrost
zawodowo
time management /ˈtaɪm ˌmænɪdʒmənt/ stable /ˈsteɪbəl/ stały, stabilny
carry out /ˌkæri ˈaʊt/ przeprowadzać,
zarządzanie czasem steady drop/decline in /ˌstedi ˈdrɒp/
realizować, wykonywać
to-do list /tə ˈduː ˌlɪst/ lista zadań, lista dɪˈklaɪn ɪn/ ciągły/regularny spadek
commit to /kəˈmɪt tə/ poświęcić się,
spraw do załatwienia steady rise/increase in /ˌstedi ˈraɪz/
zaangażować się
work to a deadline /ˌwɜːk tə ə ˈdedlaɪn/ ˈɪnkriːs ɪn/ ciągły/regularny wzrost
conscientious /ˌkɒnʃiˈenʃəs/ skrupulatny,
pracować zgodnie z harmonogramem take sth over /ˌteɪk ˌsʌmθɪŋ ˈəʊvə/
sumienny
work towards /ˌwɜːk təˈwɔːdz/ pracować przejąć coś, zdobyć coś
conscientiousness /ˌkɒntʃiˈentʃəsnəs/
dążąc do osiągnięcia celu take sth apart /ˌteɪk ˌsʌmθɪŋ əˈpɑːt/
sumienność
rozebrać coś na części
develop a habit /dɪˌveləp ə ˈhæbɪt/ 5.2 Grammar 4.34 tedious /ˈtiːdiəs/ żmudny, monotonny
wykształcić nawyk
answer the phone /ˈɑːnsə ðə ˌfəʊn/ trainee /ˌtreɪˈniː/ praktykant, stażysta
do sth day in, day out /ˌduː ˌsʌmθɪŋ ˈdeɪ
odebrać telefon wind turbine /ˈwɪnd ˌtɜːbaɪn/ turbina
ɪn ˌdeɪ aʊt/ robić coś codziennie, robić
interview /ˈɪntəvjuː/ rozmowa wiatrowa
coś bez przerwy
employment possibilities /ɪmˌplɔɪmənt kwalifikacyjna
references /ˈrɛfrənsɪz/ referencje, list 5.4 Reading 4.36
ˌpɒsəˈbɪlɪtiz/ możliwości zatrudnienia
enter the job market /ˌentə ðə dʒɒb polecający adaptable /əˈdæptəbəl/ potrafiący się
ˈmɑːkət/ wejść na rynek pracy struggle to do sth /ˈstrʌɡl tə ˌduː ˌsʌmθɪŋ/ dostosować
enthusiasm /ɪnˈθjuːziæzəm/ entuzjazm zmagać się, starać się coś zrobić approval /əˈpruːvəl/ akceptacja, uznanie
enthusiastic /ɪnˌθjuːziˈæstɪk/ pełen weakness /ˈwiːknəs/ słabość at a rapid rate /ət ə ˌræpɪd ˈreɪt/ bardzo
entuzjazmu szybko
5.3 Listening 4.35 attendance in the office /əˈtendəns ɪn ði
fulfil an objective /fʊlˈfɪl ən əbˈdʒektɪv/
osiągnąć cel alternative energy /ɔːlˌtɜːnətɪv ˈenədʒi/ ˌɒfɪs/ obecność w biurze
get down to /ɡet daʊn tə/ zabrać się za energia alternatywna be in charge /bi ɪn ˈtʃɑːdʒ/ zarządzać
goal /ɡəʊl/ cel applied sciences /əˌplaɪd ˈsaɪənsɪs/ nauki czymś, mieć kontrolę
improve your career prospects stosowane be suited to /bi ˈsuːtɪd tə/ nadawać się do
/ɪmˌpruːv jə kəˈrɪə ˌprɒspekts/ polepszać be at risk /bi ət ˈrɪsk/ być zagrożonym be wired differently /bi ˈwaɪəd ˌdɪfrəntli/
swoje perspektywy zawodowe be constant/unchanged /bi ˈkɒnstənt/ mieć inną konstrukcję, różnić się
increase your output /ɪnˌkriːs jər ʌnˈtʃeɪndʒd/ być niezmiennym career guidance /kəˈrɪə ˌɡaɪdəns/
ˈaʊtpʊt/ zwiększyć swoją wydajność benefit /ˈbenəfɪt/ korzystać doradztwo zawodowe
keep at /kiːp ət/ pracować nad commute to work /kəˌmjuːt tə ˈwɜːk/ career path /kəˈrɪə ˌpɑːθ/ ścieżka kariery
knowledge /ˈnɒlɪdʒ/ wiedza dojeżdżać do pracy combine /kəmˈbaɪn/ łączyć
knowledgeable /ˈnɒlɪdʒəbəl/ mądry, concerned about /kənˈsɜːnd əˈbaʊt/ counsellor /ˈkaʊnsələ/ doradca,
znający się na czymś dobrze zaniepokojony czymś psycholog szkolny
map sth out /mæp ˌsʌmθɪŋ aʊt/ dental patient /ˌdentl ˈpeɪʃənt/ pacjent curious about /ˈkjʊəriəs əˌbaʊt/ ciekawy
rozplanować coś dentysty (czegoś)
objective /əbˈdʒektɪv/ cel do an apprenticeship /ˌduː ən dismiss sb as /dɪsˈmɪs ˌsʌmbɒdi əz/
outline /ˈaʊtlaɪn/ naszkicować, zrobić əˈprentəsʃɪp/ odbywać praktykę odrzucić, lekceważyć kogoś z jakiegoś
plan, zrobić zarys zawodową powodu
overwork /ˌəʊvəˈwɜːk/ przepracowanie elderly /ˈeldəli/ starszy diversity /daɪˈvɜːsəti/ różnorodność
overworked /ˌəʊvəˈwɜːkt/ fulfilling /fʊlˈfɪlɪŋ/ dający satysfakcję essential /ɪˈsenʃəl/ niezbędny
przepracowany gradual drop/decline in /ˌɡrædʒuəl find your niche /ˌfaɪnd jə ˈniːʃ/ znaleźć
pick up a new skill /ˌpɪk ˌʌp ə njuː ˈskɪl/ ˈdrɒp/dɪˈklaɪn ɪn/ stopniowy spadek miejsce dla siebie, znaleźć swoją niszę
nabyć nową umiejętność gradual rise/increase in /ˌɡrædʒuəl ˈraɪz/ flake /fleɪk/ osoba ekscentryczna, osoba
punctual /ˈpʌŋktʃuəl/ punktualny ˈɪnkriːs ɪn/ stopniowy wzrost szalona
punctuality /ˌpʌŋktʃuˈæləti/ graduate /ˈɡrædʒuət/ absolwent flexitime/flexible working /ˈfleksitaɪm/
punktualność growing number /ˌɡrəʊɪŋ ˈnʌmbə/ ˈfleksəbəl ˌwɜːkɪŋ/ elastyczny czas pracy
purpose /ˈpɜːpəs/ cel rosnąca liczba focus on your strengths /ˌfəʊkəs ɒn jə
purposeful /ˈpɜːpəsfəl/ zdecydowany, handle sb /ˈhændl ˌsʌmbədi/ radzić sobie ˈstreŋθs/ skupić się na swoich mocnych
stanowczy z kimś stronach
put a lot of effort into /ˌpʊt ə lɒt əv ˈefət high-powered job /ˌhaɪ ˈpaʊəd dʒɒb/ freelancer /ˈfriːˌlɑːnsə/ wolny strzelec
ˌɪntə/ włożyć wiele wysiłku w praca na prestiżowym stanowisku have a vocation /ˌhæv ə vəʊˈkeɪʃən/
put your heart into sth /ˌpʊt jə ˈhɑːt lucrative /ˈluːkrətɪv/ dochodowy mieć powołanie do czegoś
ˈɪntə ˌsʌmθɪŋ/ włożyć w coś serce, starać marked rise/increase in /ˌmɑːkt ˈraɪz/ have one true calling /ˌhæv wʌn ˌtruː
się ˈɪnkriːs ɪn/ wyraźny wzrost ˈkɔːlɪŋ/ mieć jedno prawdziwe
reach your full potential /ˌriːtʃ jə fʊl medical advances /ˌmedɪkəl powołanie
pəˈtenʃəl/ osiągnąć pełnię swoich ədˈvɑːnsɪz/ postępy w medycynie identify /aɪˈdentɪfaɪ/ identyfikować,
możliwości rapid drop/decline in /ˌræpɪd ˈdrɒp/ rozpoznawać
set sth out /ˌset ˌsʌmθɪŋ ˈaʊt/ rozłożyć dɪˈklaɪn ɪn/ gwałtowny spadek imaginative /ɪˈmædʒənətɪv/ twórczy,
coś, rozstawić; przedstawić recruit /rɪˈkruːt/ rekrutować pomysłowy
single-minded /ˌsɪŋɡəl ˈmaɪndɪd/ relevant /ˈreləvənt/ właściwy, intersection /ˌɪntəˈsekʃən/ miejsce
wytrwały, zdeterminowany odpowiedni przecięcia, skrzyżowanie
single-mindedness /ˌsɪŋɡəl ˈmaɪndɪdnəs/ remain constant/unchanged /rɪˌmeɪn jack of all trades, master of none /ˌdʒæk
determinacja ˈkɒnstənt/ʌnˈtʃeɪndʒd/ utrzymać się əv ɔːl ˈtreɪdz ˌmɑːstər əv ˈnʌn/ ktoś, kto
skilled /skɪld/ wykwalifikowany na stałym poziomie potrafi wiele rzeczy, ale w żadnej nie jest
speak your mind /ˌspiːk jə ˈmaɪnd/ replace /rɪˈpleɪs/ zastąpić ekspertem
wypowiadać swoje zdanie retail /ˈriːteɪl/ sprzedaż detaliczna job-sharing /ˈdʒɒb ˌʃeərɪŋ/ dzielenie się
pracą, dzielenie się etatem
80
Off to work Word list
keep your options open /ˌkiːp jɔːr neglected /nɪˈɡlektɪd/ zaniedbany, leave sb behind /ˌliːv ˌsʌmbɒdi bɪˈhaɪnd/
ˌɒpʃənz ˈəʊpən/ pozostawić sobie opuszczony zostawić kogoś w tyle, opuścić kogoś
możliwość wyboru object /əbˈdʒekt/ nie zgadzać się letdown /ˈletdaʊn/ rozczarowanie
lack purpose /ˌlæk ˈpɜːpəs/ nie mieć celu order /ˈɔːdə/ kazać look down on /ˌlʊk ˈdaʊn ɒn/ patrzeć
multipotentialite /ˈmʌltɪpəˌtenʃɪˈælaɪt/ persuade /pəˈsweɪd/ przekonać z góry, gardzić kimś
multipotencjalista, ktoś o wielu reckon /ˈrekən/ sądzić, myśleć look up to /ˌlʊk ˈʌp tə/ patrzeć na kogoś
zainteresowaniach i zdolnościach remind /rɪˈmaɪnd/ przypomnieć z podziwem, szanować
on a day-to-day basis /ɒn ə ˌdeɪ tə ˌdeɪ relax the rules /rɪˌlæks ðə ˈruːlz/ zmienić make up for /ˌmeɪk ˈʌp fə/
ˈbeɪsɪs/ na co dzień zasady na łagodniejsze zrekompensować, wynagrodzić
on purpose /ɒn ˈpɜːpəs/ specjalnie, spoilt /spɔɪlt/ rozpuszczony, off-putting /ˈɒfˌpʊtɪŋ/ odpychający
celowo rozpieszczony outset /ˈaʊtset/ początek
part-timer /ˌpɑːt ˈtaɪmə/ pracownik na sue sb /ˈsjuː ˌsʌmbɒdi/ złożyć pozew put up with /ˌpʊt ˈʌp wɪð/ znosić coś
niepełnym etacie sądowy przeciwko komuś rejection /rɪˈdʒekʃən/ odmowa,
polymath /ˈpɒlɪmæθ/ człowiek suggest /səˈdʒest/ sugerować odrzucenie
wszechstronnie uzdolniony, człowiek take sb to court /ˌteɪk ˌsʌmbɒdi tə ˈkɔːt/ run out of /ˌrʌn ˈaʊt əv/ nie mieć już
renesansu podać kogoś do sądu czegoś, wyczerpać
quitter /ˈkwɪtə/ ktoś niewytrwały, kto zbyt turn eighteen /ˌtɜːn eɪˈti:n/ skończyć run-down /ˌrʌn ˈdaʊn/ zniszczony, w złym
łatwo się poddaje osiemnaście lat stanie
range of interests /ˌreɪndʒ əv ˈɪntrəsts/ urge /ɜːdʒ/ przekonywać, zalecać stand up for /ˌstænd ˈʌp fə/ bronić
obszar zainteresowań voluntarily /ˈvɒləntərəli/ dobrowolnie take off /ˌteɪk ˈɒf/ nabrać tempa,
reflect the need /rɪˌflekt ðə ˈniːd/ warn /wɔːn/ ostrzec odnieść sukces
odzwierciedlać potrzebę work things out /ˌwɜːk ˌθɪŋz ˈaʊt/ upbringing /ˈʌpˌbrɪŋɪŋ/ wychowanie
reinforce /ˌriːənˈfɔːs/ wzmacniać, rozwiązać problem, dogadać się z kimś warm-up /ˈwɔːm ʌp/ rozgrzewka
wspierać
rigid /ˈrɪdʒɪd/ sztywny, niezmienny 5.6 Speaking 4.38 5.8 Writing 4.40
seemingly /ˈsiːmɪŋli/ pozornie battery /ˈbætəri/ akumulator acknowledge /əkˈnɒlɪdʒ/ przyznać, uznać
self-employment /self ɪmˈplɔɪmənt/ break off /breɪk ˈɒf/ oderwać się, ułamać appreciated /əˈpriːʃɪeɪtɪd/ doceniony
samozatrudnienie, własna działalność fuel /ˈfjuːəl/ paliwo examine/explore an issue /ɪɡˌzæmɪn/
gospodarcza have no clue /ˌhæv nəʊ ˈkluː/ nie mieć ɪkˌsplɔːr ən ˈɪʃuː/ badać, zgłębiać temat
settle on /ˈsetl ɒn/ zdecydować się na, pojęcia in terms of /ɪn ˈtɜːmz əv/ pod względem,
wybrać it’s worth a try /ɪts ˌwɜːθ ə ˈtraɪ/ warto pod kątem czegoś
split the work /ˌsplɪt ðə ˈwɜːk/ podzielić spróbować intention /ɪnˈtenʃən/ zamiar, intencja
pracę lock /lɒk/ zamek lead to /ˈliːd tə/ prowadzić do
step out of your comfort zone /ˌstep solution /səˈluːʃən/ rozwiązanie level of commitment /ˌlevəl əv
aʊt əv jə ˈkʌmfət ˌzəʊn/ wyjść ze swojej solve a problem /ˌsɒlv ə ˈprɒbləm/ kəˈmɪtmənt/ stopień zaangażowania
strefy komfortu rozwiązać problem limited /ˈlɪmɪtɪd/ ograniczony
stick to /stɪk tə/ trzymać się (czegoś) spill /spɪl/ rozlać outcome /ˈaʊtkʌm/ wynik, rezultat
thrive /θraɪv/ prosperować, odnosić switch sth on/off /ˌswɪtʃ ˌsʌmθɪŋ ˈɒn/ˈɒf/ question /ˈkwestʃən/ kwestionować,
sukcesy włączyć/wyłączyć coś wątpić
unrelated /ˌʌnrɪˈleɪtɪd/ niepowiązany school-leaver /ˌskuːl ˈliːvə/ absolwent
unwilling /ʌnˈwɪlɪŋ/ niechętny 5.7 Use of English 4.39 stimulating /ˈstɪmjəleɪtɪŋ/ pobudzający
work flexibly /ˌwɜːk ˈfleksəbli/ mieć acquire /əˈkwaɪə/ nabyć, zdobyć do myślenia, inspirujący
elastyczny czas pracy be tied up with /bi ˌtaɪd ˈʌp wɪð/ być survey /ˈsɜːveɪ/ badanie, ankieta
workforce /ˈwɜːkfɔːs/ siła robocza, zajętym czymś transferable skills /trænsˌfɜːrəbəl
pracownicy bring sb up /ˌbrɪŋ ˌsʌmbɒdi ˈʌp/ ˈskɪlz/ uniwersalne umiejętności
workplace /ˈwɜːkpleɪs/ miejsce pracy wychowywać kogoś undeniably/undoubtedly /ˌʌndɪˈnaɪəbli/
casual /ˈkæʒuəl/ przelotny ʌnˈdaʊtɪdli/ niewątpliwie
5.5 Grammar 4.37 clear-out /ˈklɪəraʊt/ generalne porządki value /ˈvæljuː/ cenić, doceniać
abandon /əˈbændən/ porzucić, opuścić come down to /ˌkʌm ˈdaʊn tə/ viewpoint /ˈvjuːpɔɪnt/ punkt widzenia,
add /æd/ dodać sprowadzać się do czegoś stanowisko
admit /ədˈmɪt/ przyznać come up against /ˌkʌm ʌp əˈɡenst/ with regard to /wɪð rɪˈɡɑːd tə/
apologise /əˈpɒlədʒaɪz/ przepraszać napotykać trudności, zmagać się z czymś w stosunku do, wobec
assure /əˈʃʊə/ zapewnić come up with /ˌkʌm ˈʌp wɪð/ wpaść na
beg /beɡ/ błagać coś, wymyślić
blame /bleɪm/ obwiniać downpour /ˈdaʊnpɔː/ ulewa
brat /bræt/ bachor drop out of /ˌdrɒp ˈaʊt əv/ porzucić coś
claim /kleɪm/ twierdzić dropout /ˈdrɒpaʊt/ osoba, która
congratulate /kənˈɡrætʃəleɪt/ porzuciła naukę
pogratulować entrepreneur /ˌɒntrəprəˈnɜː/
convince /kənˈvɪns/ przekonać przedsiębiorca
demand /dɪˈmɑːnd/ żądanie get on with /ˌɡet ˈɒn wɪð/ dogadywać
deny /dɪˈnaɪ/ zaprzeczać, odmawiać się z, mieć dobre relacje
encourage /ɪnˈkʌrɪdʒ/ zachęcać get out of /ˌɡet ˈaʊt əv/ uniknąć czegoś
explain /ɪkˈspleɪn/ wytłumaczyć get round to /ˌɡet ˈraʊnd tə/ zabrać się
family counselling /ˌfæməli ˈkaʊnsəlɪŋ/ do czegoś
terapia rodzinna grow out of /ˌɡrəʊ ˈaʊt əv/ wyrastać
financial support /ˌfəˈnænʃəl səˈpɔːt/ z czegoś; być spowodowanym czymś
wsparcie finansowe keep up with /ˌkiːp ˈʌp wɪð/ dorównywać
fund /fʌnd/ finansować komuś
household rules /ˌhaʊshəʊld ˈruːlz/
zasady obowiązujące w domu
insist /ɪnˈsɪst/ upierać się, nalegać
81

Słowotwórstwo; uzupełnianie zdań;
1 Uzupełnij zdania słowami z ramki w odpowiedniej formie. tłumaczenie
Dwa słowa nie pasują do żadnej luki. 4 Przekształć podane wyrazy tak, aby poprawnie
uzupełniały zdania.
carry find improve put reach speak thrive
1 We want to see that candidates are enthusiastic
1 I think Chris will need to move to a bigger company if he’s (ENTHUSIASM) about the wildlife.
going to reach his full potential. 2 She was clearly knowledgeable (KNOWLEDGE)
2 Robots are being used increasingly to carry out about all aspects of video production.
simple, repetitive tasks. 3 A lot of work is done by freelancers
3 If you can respond to an email quickly, then do it right away (FREELANCE) who work on specific projects.
rather than put/putting it off until later. 4 In an interview, you should try and focus on your
4 He took a short project management course to try and strengths (STRONG).
improve his career prospects. 5 In recent years, there’s been a marked/remarkable
5 Sometimes you have to be diplomatic, but occasionally you (MARK) increase in jobs related to social media.
need to speak your mind.
5 Uzupełnij zdania wyrazami z nawiasów w
2 Przeczytaj tekst. Które z podanych odpowiedzi A–D odpowiedniej formie. Nie zmieniaj kolejności
poprawnie go uzupełniają? podanych wyrazów i dodaj wszystkie niezbędne
elementy, tak aby otrzymać logiczne
i poprawne gramatycznie zdania. W każdą lukę
When I left school, I didn’t have a 1 what I wanted to do as
możesz wpisać maksymalnie pięć słów.
a career. I was quite good at Science, so I decided to study
Physics. I knew it was the wrong choice though right from the 1 The other day my mum’s boss refused to give her
2
. I enjoyed the social side of university and I 3 the (refuse/give/she) a pay rise.
2 Our new interpreter suggested making a few changes
other students on my course, but I really struggled with the
(suggest/make/few/change) in the speech so that
coursework. I tried to be disciplined, but it didn’t make any
it would sound more natural.
4
. Physics just wasn’t my thing. Soon my tutor noticed
3 The management thanked the team for working
that I wasn’t 5 my classmates and called me in for a chat.
(thank/team/work) so hard.
I explained that I was thinking about 6 university, but she
4 My team leader convinced me to sign up
suggested I look at other options first. She 7 the idea that (convince/I/sign up) for a training course.
I could sit in on lectures in different subjects to see if any of 5 Last month my dad offered to show my class
them might suit me better. So one day I went to an engineering (offer/show/I/class) around different departments
class and realised I’d found my niche! in his company.
6 Przetłumacz na język angielski podane

1 A clue B idea
w nawiasach fragmenty, tak aby otrzymać
C thought D knowledge logiczne i gramatycznie poprawne zdania.
2 A clear-out B downturn W każdą lukę możesz wpisać maksymalnie pięć
C letdown D outset wyrazów.
3 A got out of B came up with
1 Amanda’s Mum congratulated her on getting
C got on with D looked down on
(pogratulowała jej zdobycia) a scholarship in
4 A change B difference Brussels.
C solution D progress 2 Marion advised me not to apply (poradziła mi,
5 A coming up against B putting up with żebym nie aplikowała) for this job.
C keeping up with D getting round to 3 She asked me if/whether I had ever trained
6 A standing up for B running out of (czy kiedykolwiek trenowałam) to be a fitness
C growing out of D dropping out of instructor.
7 A made up for B came up with 4 The players spend fifteen minutes running up
C came up against D looked up to and down the pitch, but that is just a warm-up
(to tylko rozgrzewka) before the serious training
3 Przekształć zdania, zachowując ich sens. Użyj form mowy begins.
zależnej. 5 Choosing a career is without doubt/without a doubt/
1 ‘You should take a few days off,’ the manager said. undoubtedly/no doubt (bez wątpienia) one of the
The manager said that I should take a few days off. most challenging decisions you face in life.
2 ‘I’ve been working here for ten years,’ Olivia told them.
Olivia said (that) she had been working there for ten years.
3 ‘What’s your home address?’ the man asked.
The man asked him what his home address was/for his home address .
4 ‘When are you going to look for a permanent post?’
My parents keep asking me when I am going to look for
a permanent post .
5 ‘Send your CV to head office,’ the store manager told me.
The store manager told me to send my CV to head office.
82
Text 1
CZYTANIE
1 Jamie Fox is happy with his job because
Wybór wielokrotny
A he never gets bored.
7 Przeczytaj dwa teksty dotyczące pracy. Z podanych B he uses his educational background.
odpowiedzi A–D wybierz właściwą, zgodną z treścią tekstu. C he has plenty of free time during the day.
D he thinks it is better than being out of work.
Text 1 2 Jamie’s friends are envious because of
A the hours he works.
The Human Scarecrow B the nature of his work.
C the money he earns.
Being told to bring a deckchair and a good book for the first day in a D the variety of his tasks.
new job might not be the kind of advice you’d expect to receive from 3 Mr Youngs decided to employ Jamie because
your new boss, but that’s exactly the advice Jamie Fox was given
A he had found traditional methods too expensive.
when he took up a post to help out a local farmer.
B he has been using human scarecrows for a long time.
Fox, 22, a recent music graduate from Bangor University, uses C he had lost a large amount of crops previously.
a range of musical instruments to scare off partridges that have D he wanted to prove that human scarecrows are more
been destroying crops because ordinary scarecrows don’t quite efficient.
seem up to the job. Despite working from 7.30 am to 4.00 pm for
a minimum wage, Fox, who is saving up to finance a trip next year
to New Zealand, is quite content with his unique position. Indeed, Text 2
he’d much rather be out in the open air reading and playing 4 Which of the following is stated in the text as an
instruments, he says, and time passes much quicker than sitting at
opinion, not a fact?
home doing nothing and claiming unemployment benefit.
A Female graduates tend to find a job faster than
Fox can do anything he likes to pass the time. As well as playing their male counterparts.
musical instruments and reading to relieve the monotony, other B The number of graduates without jobs is set to
perks of the job include doing Sudoku puzzles, observing the
rise.
wildlife and daydreaming. He does, however, need to get out of
the comfort of his chair occasionally to scare the partridges off C There is a discrepancy between the earnings of
the fields. And although the work is far from lucrative, some of female and male graduates.
Jamie’s friends, including those with more generously paid jobs, D The majority of graduates manage to secure
are reportedly envious of his position and the fact that he spends professional jobs.
the best part of the day doing largely as he pleases. 5 The writer expresses a wish that
His employer, farmer William Youngs, claims that he was forced A UK graduates will choose more stable occupations.
to take someone on as a human scarecrow after partridges didn’t B a degree will not be required for non-professional
respond to more traditional methods of frightening them away. positions.
Since losing 30 acres worth of crops to the birds at a cost of C more UK students will choose to carry on
thousands of pounds, Youngs has tried a variety of approaches to studying.
protect his livelihood. Now, however, he is happy with the solution D more professional jobs will be created.
and claims that Jamie’s presence in the fields is proving very
effective and making a real difference.
MÓWIENIE
GLOSSARY
partridge = kuropatwa scarecrow = strach na wróble
8 Pracując w parach, odpowiedzcie na pytania.
Text 2 1 What types of part-time jobs are offered to teens in
GRADUATE EMPLOYMENT TRENDS your area?
2 Would you like to set up your own business? Why?
A recent study reveals some rather interesting figures about 3 What can a young person do to be successful on
graduates in the labour market. the job market?
Six months after leaving a UK university, around one in ten graduates
cannot find employment, with men usually taking more time to secure PISANIE
a job. The good news for male graduates, however, is that their average Artykuł
starting salary is typically £2,000 per annum higher than that of their
female counterparts. 9 Wykonaj zadanie egzaminacyjne.
About three quarters of the 230,000 graduates who took part in the
survey are employed and a further 15 percent continue to study. Coraz częściej młodzi ludzie po skończeniu szkoły
Moreover, most employed graduates hold professional posts. These decydują się na rok przerwy przed studiami
figures may appear encouraging; still, some believe the number of i poświęcają ten czas na podróże lub pracę. Napisz
out-of-work graduates is likely to increase within a fairly short time artykuł, w którym rozważysz konsekwencje takiej
frame. At the same time, about one third of all UK graduates are in decyzji, biorąc pod uwagę studia uniwersyteckie oraz
non-professional positions which do not require a degree at all, mostly przyszłą karierę zawodową młodych ludzi.
in sales and customer service departments.
According to the reports, just over 4 percent of recent graduates are i spełniać wszystkie wymogi typowe dla formy
working in stable ‘elementary occupations’ such as office juniors, wskazanej w poleceniu.
hospital porters and waiters. Studies suggest overall, however, that
there has been a rise in the number of jobs which require a university
degree – a trend, one hopes, that will continue. 83
VOCABULARY
6
6.1 The media • truth and falsehood • adjective–
noun collocations • adverbs
I can talk about the media and fake news.
SHOW WHAT YOU KNOW

1 In your notebook, complete the sentences with the words in the
box. Then write about your media habits. Use the sentences or
your own ideas.
clips media podcasts post Twitter
1 I get news from news apps/social media posts/local papers.

2 If I see something interesting, I ‘like’/share/ post /retweet it.
3 I like to read news blogs/celebrity Twitter feeds/editorials.
4 I like to watch TV drama series/online video clips /reality TV.
5 I like to listen to podcasts /the radio/music streaming services.
2 SPEAKING Compare your sentences in Exercise 1. Discuss how

similar/different your habits are to your partner’s.
3 SPEAKING Look at the three news headings and discuss which one
you think is true.
1
American woman adopts alien baby!
SPACE BABY SURVIVES UFO CRASH
A matter
‘I couldn’t resist its big sad eyes,’ says a woman from Ohio.
2
5 million euros lottery winner leaves winnings on bus
of fact John Smith appeals to public: ‘I was going to buy my mum a

new house.’
3
WOMAN BURST INTO FLAMES DURING AN OPERATION!
Never let the truth get in the way of
a good story. Spark ignites cleaning solution and patient becomes ball of fire.
Mark Twain
FAKE NEWS
What is it?
Completely made-up stories presented as news and made to go viral, often
for politically motivated reasons or commercial gain. Fake news stories
are 70 percent more likely to be retweeted because they are usually more
eye-catching than the truth. Some people spread fake news deliberately while
others do it without realising. The Internet is awash with information that cannot
be trusted. The smartphone generation are bombarded with such information
on a daily basis and they’re growing up alarmingly misinformed.
How do you know what you’re reading is accurate?

Don’t take a story at face value – step back and ask yourself these questions:
• Does the story come from a reputable source? Has this website always
shown a clear commitment to newsworthy stories based on fact?
Alternatively, is this an article put out knowingly by an organisation that has
an agenda – an agenda to manipulate the media because of a political or
commercial motive?
• Does the photo or video look normal? If it looks slightly odd, it may have
been tampered with to distort the truth and mislead people into believing
something that never actually happened.
84
4 Read the Internet article and check your ideas in Exercise 3. What 8 Are the pairs of collocations 1–7 in Exercise 7
do you do to make sure that what you are reading is true? similar or different in meaning? Use a
Story 3 is true. dictionary to check your answers.
FOCUS ON WORDS | Truth and falsehood
9 SPEAKING In your notebook, complete
5 2.43 In your notebook, complete the phrases in red in the the sentences with an appropriate word in
text with the correct verb. Then listen, check and repeat. Exercise 7. Discuss whether you agree or
disagree with the opinions.
People/Organisations can sometimes …
1 I hate being bombarded with so much useless
1 distort the truth 4 mislead /misinform people information on a daily basis .
2 have an agenda 5 spread fake news 2 I never take anything I read at face value
3 manipulate the media 6 tamper with photos unless it is from a reputable source .
You should … 3 I have a gut feeling that print-based
media will disappear within ten years.
7 check the accuracy 10 trust your instincts
4 I would never make a long-term commitment
8 double-check facts 11 not take a story at
to any political organisation.
9 evaluate sources face value
5 Organisations should be heavily fined if they
spread fake news for commercial gain .
6 In your notebook, complete the questions with a word in
Exercise 5. Then answer the questions according to the FOCUS ON WORDS | Adverbs
information in the text.
10 2.45 Copy the table and complete it with
1 Do people always spread fake news on purpose? adverbs in the text that match the adjectives
2 Can you trust your instincts when deciding whether a story is true? below. Then listen, check and repeat.
3 What motivates organisations who have an agenda to manipulate
the media ? ADJECTIVE ADVERB
4 What things are sometimes tampered with to mislead people ? 1 alarming alarmingly
5 Where can you check the accuracy of a story? 2 close closely
6 Who is responsible for identifying people who distort the truth ? 3 critical critically
7 Why should people learn how to double-check facts and 4 deliberate deliberately
evaluate sources ? 5 knowing knowingly
6 remarkable remarkably
FOCUS ON WORDS | Adjective–noun collocations
7 2.44 In your notebook, complete the underlined phrases in

11 In your notebook, rewrite each sentence with
the text with a noun to create collocations. Then listen, check
the correct adverb made from the adjective in
and repeat.
brackets.
1 a clear/a long-term commitment different 1 The press and social media are controlled.
2 a distinct/a gut feeling different (close)
3 a newsworthy/an eye-catching story different The press and social media are closely
4 a reliable/a reputable source similar controlled.
5 awash with/bombarded with information quite similar 2 The number of fake news stories is alarmingly
6 for commercial/political gain different high. (alarming)
7 on a daily/on a regular basis quite similar 3 News organisations never deliberately spread
fake news. (deliberate)
4 Students are taught to think critically about
everything they read. (critical)
5 No government minister ever knowingly
• Is this story likely to be true? There are different ways in which a misinforms the public. (knowing)
story can be inaccurate or misleading. Start from your gut feeling, 6 Most people are remarkably happy despite the
trust your instincts – does it sound believable? American economic situation. (remarkable)
woman adopts alien baby is clearly fake news. But how about
the lottery winner? Would he really carry 5 million euros in cash 12 SPEAKING Which of the situations described
on a bus? Then there’s the story of a person bursting into flames. in the sentences in Exercise 11 would you
Unbelievable, right? Not exactly – you can check the accuracy like/put up with/not like in a society?
of this story by searching online where you find out that fires in
13 PROJECT Work in groups. Choose a well-
operating theatres are remarkably common! In fact, the third story
known newspaper or magazine published
is the only true story. in an English-speaking country. Do some
research online and prepare a digital
What can you do? presentation. Then present it to your class.
Social media giants have a responsibility to tackle the problem of
fake news, but in an era when anyone with an Internet connection
can publish stories freely and without any checks, individuals need
to learn how to double-check facts and evaluate sources. In
other words, it is essential to read information
critically: you should question facts and
examine arguments closely, instead of
believing everything you read. 85
GRAMMAR 4 SPEAKING In your notebook, rewrite these
6.2 Conditional clauses – alternatives to if

conditional sentences using unless. Which
sentences are true for you?
1 I’ll fail all my exams if I don’t revise properly.
I can make conditional sentences using
I’ll fail all my exams unless I revise properly.
if, unless, imagine, provided, suppose
2 I can’t do my homework if I don’t have a laptop.
and inversion.
3 My parents won’t let me go out if I haven’t finished my
homework.
1 SPEAKING ‘The dog ate my homework’ is a typical excuse 4 I’d never get to school on time if my mum didn’t wake
used by students. Discuss and list other excuses. me up every morning.
5 I can’t understand American films if I don’t watch them
2 Read the story. What excuse did the students use for with subtitles.
missing their exam? What happened next?
second sentence so that it has a similar meaning to
The Exam Question the first. Use no more than six words including the
word in capitals. Are any of the sentences true for
Imagine you were taking an important exam on Monday, you?
what would you do the weekend before? You almost
1 I won’t go out this evening if I get too much
certainly wouldn’t do what two chemistry students did in
homework. PROVIDED
Kansas, Missouri. They went to a different city and partied
I might go out this evening provided I don’t get too
all weekend. They had a great time, but they knew that
much homework.
unless they got back in time for the exam, they wouldn’t
2 If my mum hadn’t reminded me, I would’ve forgotten
be able to take it. So they drove through the night and
her birthday. NOT
got back to college in the early hours of Monday morning.
Had my mum not reminded me, I would’ve forgotten
Sadly for them, they overslept and missed the exam.
her birthday.
When they found their professor afterwards, they decided to 3 I’d never eat fast food unless I was absolutely starving.
invent a story. They told her that they would have got back WASN’T
for the exam had they not had a flat tyre. If I wasn’t absolutely starving , I’d never eat fast food.
The professor thought about this for a 4 I’d have watched Mr Bean if I’d known it was on TV
moment and then agreed that, provided last night. WAS
they arrived before 9 a.m., they could Had I known Mr Bean was on TV last night, I’d have
take the exam the next day. She placed watched it.
them in separate rooms and gave them 5 I don’t watch football unless my team are playing. IF
the exam paper. The first question was I don’t watch football if my team aren’t playing .
simple and worth 5 points. But they were 6 If I wasn’t so tired, I’d go out this evening. NOT
unprepared for the question on the next Were I not so tired , I’d go out this evening.
page: (95 points) Which tyre? 7 If I should ever get married, I’d want a huge party.
EVER
Should I ever get married , I’d want a huge party.
3 Read the GRAMMAR FOCUS. In your notebook, 6 Use ideas 1–6 to write conditional questions in your
rewrite the conditional clauses in blue in the story notebook. Begin each question with Imagine …
using if. or Suppose … and complete it with your own ideas.
1 You can’t live anywhere in the world.
GRAMMAR FOCUS 26 Imagine/Suppose you could live anywhere in the
world, where would you live?
Conditional clauses – alternatives to if 2 You didn’t find 100 euros in the street yesterday.
• You use unless to mean ‘if not’ with the sense ‘except if’. 3 You’re not able to travel back in time.
I wouldn’t lie to you unless it was necessary. 4 You don’t have to live without technology.
(= … if it wasn’t necessary.) 5 You didn’t see an old man steal something from
a shop last week.
• You use imagine or suppose/supposing to ask questions.
6 You can’t have three wishes.
Imagine you were getting married, how would you feel?
(= If you were getting married, …) 7 SPEAKING Ask and answer the questions in
• You use provided/providing to create a condition. Exercise 6.
I’ll lend you €10 provided you pay me back tomorrow.
(= if you pay me back …) FOCUS VLOG 27 About time travel
• You can use inversion in formal contexts – mostly with the
auxiliary verbs were, had or should. 2.46 Listen to the Focus Vlog. Would the
speakers like to visit the 20th century or go to
Had they followed my instructions, they wouldn’t have got
more distant periods? Write the answers in your
lost. (= If they had followed …)
notebook.
Note: In inversion, you do not contract negative forms.
Had they not called, we wouldn’t have known (…).
NOT Hadn’t they called … Grammar page 147
86
LISTENING
6.3 Gap fill
I can identify the main points of a
discussion about a street artist.
1 SPEAKING Describe these two murals by controversial

British artist Banksy. Discuss what you think they
mean.
FOCUS ON WORDS | Collocations
2 3.1 Listen to a news report about Banksy. Has the 6 3.3 Decide which is the incorrect verb or adjective
information below been confirmed or not? Write the in these collocations from the recording. Then listen,
answers in your notebook. check and repeat.
Banksy bio
1 commit / perform an offence
2 make / do a statement
3 guard / protect your identity
1 Real name is Robin Gunningham. not confirmed 4 produce / raise awareness
2 Was born in Bristol in 1973. not confirmed 5 keep / remain anonymous
3 Trained to be a butcher. not confirmed 6 strong / tough beliefs
4 Became famous in the 1990s. confirmed 7 underlying / covered message
5 Has never been arrested. confirmed
6 Authenticates his work on his website. confirmed
7 Is a multi-millionaire. not confirmed 7 SPEAKING In your notebook, complete the statements
with the appropriate noun in Exercise 6. Then discuss
whether you agree or disagree with them. Give
reasons for your answers.
3 SPEAKING In your notebook, add pro- or anti- to the
following words to describe whether you think Banksy 1 Committing an offence is always wrong.
is for or against these things. 2 If you’re a street artist, it’s a good idea to remain
anonymous .
1 pro- anonymity
3 Teenagers don’t do enough to protect their identity
2 anti- authority
online.
3 anti- war
4 Street art can be an effective way of raising awareness
4 pro- animal rights
and making a statement .
5 pro- peaceful protest
5 Only experts can understand the underlying message(s)
6 pro- fairness in modern art.
7 anti- animal cruelty 6 Nobody has strong beliefs about anything
8 pro- equality anymore.
4 3.2 Listen to two people talking about Banksy and
check your ideas in Exercise 3. PRONUNCIATION FOCUS
8 3.4 Listen and repeat the words in the box. Then

LISTENING FOCUS Gap fill copy the table and put the words into the correct
column A, B or C depending on the stress.
5 3.2 Listen again and complete sentences
1–8 in your notebook. Write one, two or three words alteration authority ceremony commentator
in each gap. inauthentic photographer uncomfortable
1 Robert is doing a school assignment on ethical underlying vandalism
concerns and issues in art.
2 Banksy has remained anonymous thanks to his
friends’ commitment and loyalty . A B C
3 The reason Banksy substituted paintbrushes with ceremony authority alteration
stencils and spray cans was that he could paint commentator photographer inauthentic
more quickly/faster . vandalism uncomfortable underlying
4 When looking at Banksy’s mural on a garage in
Wales, it is easy to mistake ash for snowflakes .
9 3.5 Listen, check and repeat.
5 According to Alice, Banksy would be the perfect
artist for Robert’s project because of his firm
belief in equality.
6 Alice and Robert sometimes don’t understand/get the
message Banksy is trying to convey.
87
READING FOCUS ON WORDS | Verbs and verb phrases
6.4 Gap fill 4 3.7 In your notebook, complete the phrases in blue
in the text with the correct verb. Then listen, check
I can recognise inferred meaning in and repeat.
a structured text.
1 become mainstream = be ordinary or normal
2 date back to = begin at a time in the past
1 SPEAKING Discuss the questions. 3 gain popularity = become more popular
4 have a habit of = do sth regularly
1 When was the last time you took a selfie and why did
5 make a claim = state that sth is true
you take it?
6 seek = try to do
2 Which of your friends posts the most interesting
7 shake sth off = get rid of
selfies?
8 trigger = cause sth to happen
3 Why do you think selfies are so popular?
2 SPEAKING Discuss and try to guess the correct 5 In your notebook, complete the questions with
answers. Then read the text and check your ideas.
one word in each gap. Then answer the questions
1 The first selfie was taken in 1839 / 1914 / 2006. according to the information in the text.
2 One in three / five / ten photos taken by eighteen to 1 When did smartphones become mainstream ?
twenty-four-year-olds is a selfie. 2 Who made the claim that they had invented the
3 The word ‘selfie’ originated in Russia / Australia / New selfie?
York. 3 When does the oldest selfie date back to and
4 Taking selfies occasionally causes memory / how was it taken?
mental health / motivational problems. 4 What do Australians have a habit of adding to
the end of words?
READING FOCUS Gap fill 5 What might some people be seeking by taking a lot
of selfies?
3 In your notebook, complete the summary so 6 What can taking lots of selfies help you to shake
that it is logical and consistent with the meaning of off ?
the text. Write up to six words in each gap. 7 What kind of apps are gaining popularity and why?
Anybody who 1 uses social media/is a social media user 8 What does BDD mean and what can trigger it?
is also likely to be a selfie-taker, and this doesn’t just
FOCUS ON WORDS | Photography
mean young people. The history of the selfie is really
interesting. Contrary to 2 a claim by Britney Spears 6 3.8 In your notebook, translate the words and
and Paris Hilton to have taken the first selfie, the real phrases to do with photography. Then listen and
pioneer was nineteenth century photographer Robert repeat.
Cornelius. His photograph was called a self-portrait.
1 sharp/in focus = ostry / wyraźny
The first teenager to take a selfie was a young Russian
2 blurred/out of focus = niewyraźny / rozmazany, nieostry
princess who managed to do it by 3 taking a picture/ 3 airbrush/retouch = retuszować /
photo of herself in a mirror. 4 take a snap = zrobić zdjęcie
The selfie as we know it today was first taken by a group 5 crop images = kadrować / przycinać zdjęcia
of photographers using 4 a camera that was so heavy/such 6 zoom in/zoom out = powiększyć / pomniejszyć
a heavy camera that it required two men to hold it. Since 7 a shot = zdjęcie
the 5 invention/arrival/birth/appearance/development of the 8 a lens = obiektyw
smartphone in the early 2000s, taking selfies has become 9 capture a memorable moment = uchwycić
niezapomnianą chwilę
much easier and one in three photos taken by a young
10 pose for a photo = pozować do zdjęcia
person has been a selfie.
The term ‘selfie’ comes out of the Australian
6
habit of adding -ie onto the end of words. An Australian 7 SPEAKING There is one word missing in each question.
man posted a photo of himself on a health forum calling In your notebook, rewrite the questions with an
it a ‘selfie’ and the name stuck. appropriate word in Exercise 6. Then ask and answer
the questions.
Taking selfies can just be a bit of fun, but there are two
psychological conditions that can be caused by selfie- 1 When was the last time you took a on your smartphone?
taking. ‘Selfitis’ is a term for people who 7 take too many When was the last time you took a snap on your
smartphone?
selfies and post them on social media in order to feel
2 How do you usually pose for selfies – do you smile, duck-
happier or more accepted. The other condition is body
face or wink?
dysmorphic disorder. A medical journal has reported 3 What is the funniest moment you have captured on your
that the use of airbrushing apps could make people phone?
feel 8 worried about/unhappy about/dissatisfied with their 4 Do you sometimes put your finger in front of the lens by
appearance with the result that many seek surgery to mistake?
look more like their selfies. 5 What do you do with photos that are not in focus?
6 Have you ever retouched/airbrushes images of yourself to
try and improve them?
88
A short history of the selfie 3.6
They’re everywhere – people posing with their phones 45 And what about the origin of the word itself? It is thought
held out in front of them or on a selfie-stick. And it’s to come from Australia where people have a habit of
not just young people – social media users of all ages putting -ie on the end of words – barbie for barbecue,
take selfies, including space-walking astronauts and postie for postal worker and even Aussie for Australian.
5
the Pope. In 2002, an Australian man took a photo of an injury to his
50 lip and put it up on a public forum to ask for advice on how
So when did this selfie mania begin? Most people would
to treat it. He referred to the photo as a ‘selfie’, and the
guess that it was around the beginning of this century
term was born. Selfie became Oxford Dictionaries’ word of
or perhaps a bit later when smartphones became
the year in 2013.
mainstream. But most people would be wrong, just as
10
Britney Spears and Paris Hilton were wrong when they So, why do we take so many photos of ourselves? A 2017
declared on Twitter in 2017 that 55 study into ‘selfitis’, as the obsessive taking of selfies has
they had invented the selfie eleven been called, found a range of motivations, from seeking
years previously. In fact, they were to feel more part of a group to shaking off depressive
around 167 years too late to make thoughts and – of course – capturing a memorable
15 that claim. The oldest existing moment. Since we live so much of our lives online, there
selfie dates back to 1839 when 60 is pressure to present good quality images, and so it is
photographer Robert Cornelius no surprise that airbrushing apps that enable people
took a self-portrait photograph of to retouch images and present an idealised version of
himself. To achieve this, he had to themselves are gaining popularity.
20 uncover the lens, run to his place
For the most part, this
and pose in the same position 65 is harmless fun, normal
for up to fifteen minutes and then
behaviour in the age of social
run back to cover the lens again.
media. But a recent report in
Cornelius couldn’t take a dozen
25 shots and choose the best one –
a medical journal suggested
that filtered images ‘blurring
his selfie had to be just one photo. Half a century later, 70 the line of reality and fantasy’
in 1914, thirteen-year-old Grand Duchess Anastasia
could be triggering body
Nikolaevna of Russia took a picture of herself in a mirror
dysmorphic disorder. BDD,
and became the first teenager to take a selfie.
30
as it is known, is a mental
The first image taken in the same way as today, with the health condition where
photographer holding the camera at arm’s length, was in 75 people imagine defects in
December 1920. The image shows five photographers their appearance. Nowadays
standing on the roof of their studio in New York. The men it’s not unusual for young
were the main photographers of the Byron Company, people to ask for plastic
35 a photographic studio founded in Manhattan in 1892 and surgery, not to look more like their favourite celebrity, but
still in business today. An image taken by another man 80 to look like their own filtered image. In a 2018 report on
shows that the camera was so heavy in those days that facial plastic surgery, 55 percent of surgeons said patients’
it took two of the photographers to hold it up. Thanks motivation was to look better in selfies, up from just 13
to innovations and improvements in cameras, a selfie percent in 2016.
40 gradually became easier to take, but it was the smartphone
Whatever your motivation, once you’re in the selfie habit,
coming out in the early 2000s that led to selfie dominance. 85 it’s hard to stop. So tousle your hair, extend your arm,
Surveys have shown that every third photo taken by those
check the lighting is right, zoom in, smile/duck-face/wink,
aged eighteen to twenty-four is a selfie.
and snap a selfie. It’s blurred. Take another snap. Once
more. Delete the ugly ones and post the cutest shot.
Wait for the likes!
GLOSSARY
body dysmorphic disorder = dysmorfofobia,
zaburzenie psychiczne polegające na
bardzo krytycznym ocenianiu własnej urody
tousle = poczochrać, potargać (włosy)
duck-face = dzióbek (ułożenie ust przy
pozowaniu do zdjęć)
wink = puścić oczko
89
GRAMMAR 5 Which explanations (a, b or both) are correct
6.5 Mixed conditionals

for each sentence?
1 If I’d watched the Twilight films, I’d know
who Edward Cullen was.
I can use mixed conditionals to talk about
hypothetical situations in the past or present. a I didn’t watch the Twilight films.
b I know who Edward Cullen is.
2 If I was interested in Harry Potter, I’d have
read the books.
1 Read the text and find out what these two British actors think
a I’m not interested in Harry Potter.
about their screen characters.
Radcliffe doesn’t mind being called Harry Potter. b I haven’t read any of the books.
Pattinson didn’t like Edward Cullen. 3 If Robert Pattinson was ugly, I might not have
ACTORS LIKE THEIR SCREEN CHARACTERS, watched Twilight.
a Robert Pattinson is handsome.
OR DO THEY? b I watched Twilight.
Daniel Radcliffe doesn’t mind being called Harry 4 Pattinson and Radcliffe wouldn’t be enjoying
Potter. If he hadn’t played the part of Harry Potter, so much success if they hadn’t worked hard
he wouldn’t be one of the richest young stars in on these roles.
cinema today. 1 c But there have been times when a They aren’t enjoying success.
his fame has been difficult for him to deal with. b They worked hard on these roles.
If he was less famous, he would have gone out
dancing with his friends more, 2 a but sadly, he’s 6 SPEAKING Discuss your answers in
Daniel Radcliffe
never had that freedom. Exercise 5 and correct the explanations that
are wrong.
Robert Pattinson didn’t like the character 1 b I don’t know who Edward Cullen is.
he played in the Twilight series. He 4 a Pattinson and Radcliffe are enjoying success.
says that if Edward Cullen wasn’t a
7 In your notebook, write mixed conditional
fictional character, he would have been
sentences for each situation 1–6. Which
a troubled young man. 3 d Pattinson
sentences are true for you?
understands that he wouldn’t be so
mega-famous if he hadn’t played the 1 It’s cold today so you came to school by bus.
role of Edward Cullen, but he says it’s (If …)
really weird being famous for a character If it wasn’t cold today, I wouldn’t have come
he doesn’t like. 4 b Robert Pattinson to school by bus.
2 You’re reading this book because your friend
2 Read the text again. Can you match the real situations with the recommended it. (I …)
real results or consequences? 1 c, 2 a, 3 d, 4 b 3 You don’t like football, so you didn’t watch
Situations Results the game last night. (If …)
1 Radcliffe played Harry Potter. a He didn’t go out dancing 4 You passed all your exams because you’re
2 Radcliffe is very famous. much. a good student. (I …)
3 Edward Cullen is fictional. b He is very famous. 5 You didn’t have a big breakfast, so you’re
4 Pattinson played c He is very rich. hungry now. (If …)
Edward Cullen. d He wasn’t a troubled young 6 You’re learning how to drive because your
man. parents paid for some lessons. (I …)
3 Match the four conditional sentences in blue in the text with the 8 SPEAKING In your notebook, complete
four real situations and results in Exercise 2. the sentences to make them true for you.
Compare your sentences with a partner.
4 Read the GRAMMAR FOCUS and complete the gaps in your 1 If I didn’t have a smartphone, (imaginary past
notebook. Use past or present. result) .
2 If antibiotics hadn’t been invented,
GRAMMAR FOCUS 28 (imaginary present result) .
3 If I had been born in the USA, (imaginary
Mixed conditionals present result) .
You use a mixed conditional to describe certain imaginary situations and 4 If I could fly, (imaginary past result)
their imaginary results. There are two main types: .
1 imaginary ¹present condition ➙ imaginary ² past result 5 If I was a better student, (imaginary past
result) .
If + Past Simple, would/wouldn’t have + past participle
6 If my dad hadn’t woken me up this morning,
If he was less famous, he would have gone out dancing with his (imaginary present result) .
friends more. 7 If my parents were famous actors, (imaginary
2 imaginary ³ past condition ➙ imaginary 4 present result past result) .
If + Past Perfect, would/wouldn’t + verb
Grammar page 148
If he hadn’t played the part of Harry Potter, he wouldn’t be one of
the richest young stars in cinema today.
Note: As well as would, you can also use could, might and should in
conditional sentences.
90
SPEAKING 1 2
6.6 Discussing ethical issues

I can express opinions in discussions
on social issues and add comments
using adverbials.
1 SPEAKING Discuss which of these ways of highlighting

ethical issues you think are the most effective and why.
handing out leaflets posts on social media I CAN’T SURVIVE

the involvement of public figures WITHOUT MY COAT
protest marches petitions
CAN YOU?
2 SPEAKING Imagine you are organising a ‘Say no to fur’
campaign at school and need to choose a poster to
advertise it. Look at posters 1 and 2 and do the task.
• Choose the poster which you think is more effective
and support your choice with reasons. 5 In your notebook, match questions a–f in Exercise 3
• Explain why you have rejected the other poster. with appropriate ways to begin answers to them in the
SPEAKING FOCUS.
3 3.9 Listen to three extracts from an interview
with an anti-fur campaigner. Which questions is the 6 Read the extracts from the interview. In your
campaigner answering in each extract? notebook, complete REMEMBER THIS with the words
Extract 1 in orange.
a Do awareness-raising campaigns and protests really a Sadly, fur seems to be fashionable again these days …
make a difference and if so, how? b Obviously, protesting is a good way to promote
b Do fashion designers still like using fur and if so, how awareness …
important is it to stop the fur trade? c Frankly, I find some of the pictures extremely difficult to
Extract 2 look at.
c Why do you think fur is still popular with fashion
designers and celebrities? REMEMBER THIS
d What are the benefits of getting public figures involved
in anti-fur protests? You can use comment adverbials to add your opinion to
Extract 3 statements you make.
e Apart from avoiding fur products, what else could • You use clearly/1 obviously to introduce something that
members of the public do to help? can easily be noticed or understood.
f If you could send any message to people who wear fur, • You use to be honest/2 frankly to show that you are
what would it be? saying what you really think about something.
• You use regrettably/3 sadly to show you wish
4 3.9 In your notebook, complete the SPEAKING something was not true.
FOCUS with the words in the box. Then listen again
and check.
7 SPEAKING You are going to ask and answer the
argued emphasise firmly obvious particularly questions below. Follow the instructions.
• Decide who is Student A and who is Student B.
SPEAKING FOCUS • In your notebook, make notes on how you will answer
the questions.
Beginning your answer
• Use the SPEAKING FOCUS and REMEMBER THIS to
I 1firmly believe/I’m not convinced they do because … help you.
One 2 obvious /clear advantage/disadvantage is that … • Ask and answer the questions.
I think I’d 3 emphasise /explain that/how …
Student A: Ask Student B the questions below.
It’s absolutely vital/quite important because …
1 How important is it to stop the practice of testing
As well as (avoiding fur products), other (things that can help)
cosmetics on animals?
include …
2 If you could send any message to the governments
I think the main/one/a significant reason is that …
of countries that still test cosmetics on animals, what
Expressing opinions tentatively would it be?
It could be 4 argued that …
Student B: Ask Student A the questions below.
I don’t feel 5 particularly strongly about …
1 Why do you think hunting animals for sport is still
I don’t have a strong opinion about …
popular with certain groups and individuals?
I suppose you could say that …
2 How important is it to stop the practice of hunting
animals for sport?
91
USE OF ENGLISH
6.7 Compound nouns and adjectives
A DAY IN THE
I can understand and use compound LIFE OF A
NEWS ANCHOR
words.
I’m a news anchor on the morning show of a local of the story are accurate, a copy editor makes
TV station. The question I get asked most is what sure stories are written in a way that I’d actually say
time I get up. 3 a.m.! And I’m in hair and make-up them and when I’m live on air if I become tongue-
at 4.30. I wear block colours – no stripes or frills, tied or mess up, I have the director in my ear.
and no green. We sometimes use green screens On morning TV, we focus on heartwarming stories.
so that artificial backgrounds can be superimposed. It’s the morning and people are eating breakfast –
So if you wear a green top, it doesn’t show up I don’t want to give a blow-by-blow account of
against a green background and you appear as a some hideous crime. Having said that, it’s our
floating head and a pair of arms and legs – very ill- job to report anything newsworthy.
advised and not a good look!
It’s a four-hour programme with several
We go live at 6 a.m., and before that I have to read three-minute commercial breaks –
up on the day’s news stories. I start by getting an that’s when I dash to the bathroom, ask
overview of the stories I’ll be reporting. We’re a about any breaking news and read up on
local news station so we don’t report on foreign the next interview.
affairs.
I work nonstop for four hours, but how many
You can’t rehearse – you have to deal with jobs finish before midday? It means I can
breaking news as it comes in, but I have a lot of spend time with my four-year-old twins. I go
backup. A fact-checker has made sure the details to bed at the same time as they do!
1 SPEAKING Are statements 1–5 true or false?

Try to guess. Then read the article to check LANGUAGE FOCUS
your ideas. Compound nouns and adjectives
1 A news anchor can’t wear green. T Compound nouns
2 A news anchor can’t rehearse the stories. T
3 A news anchor can’t hear the director while • A compound noun is normally made up of two words. The first
she/he is on-air. F word describes or modifies the second word: a 1morning show =
4 A news anchor can’t report on crime at a show that is on in the morning. Compare: a company car
breakfast time. F (a type of car) and a car company (a type of company).
5 A news anchor can’t go to the toilet for • Compound nouns can consist of:
four hours. F noun + noun: 2 news anchor, newsreader, health check
adjective + noun: 3 foreign affairs
2 SPEAKING Would you like to be a news
verb-ing + noun: breaking 4 news
anchor or work in television? Tell your partner.
preposition + noun: 5 overview
3 In your notebook, match five compound • A significant number are made from phrasal verbs: back sth up
adjectives and nouns in blue in the article with ➙ a 6 backup , crack down on sth ➙ a crack-down
definitions 1–5. • Compound nouns can be written as one word, two words or with
1 likely to have a bad effect = ill-advised a hyphen. Check in a dictionary. The stress is usually on the first
2 a short description including the main ideas syllable.
= overview Compound adjectives
3 unable to speak because of nerves or
• A compound adjective is usually made from two words and
embarrassment = tongue-tied
usually written with a hyphen.
4 information about a news event that is still
happening = breaking news • Compound adjectives can consist of:
5 extremely detailed = blow-by-blow number + noun: three-minute, twenty-four-hour
adjective + noun: high-quality, present-day, deep sea
4 Check whether you understand the noun + adjective: user-friendly, waist-high, weatherproof
meaning of all the other compound nouns
noun/adjective/adverb + -ed/-ing participle: 7 heart warming ,
and adjectives in blue in the article. Use
mouth-watering, short-lived, far-fetched, kind-hearted,
a dictionary if necessary.
weather-beaten, broad-shouldered, flat-footed
verb + preposition/adverb: made-up, unheard-of
5 Read the LANGUAGE FOCUS. In your
notebook, complete it with examples in blue • Some compound adjectives are made from more than two
from the article. words: four-year-old, blow- 8 by-blow , state-of-the-art
• The noun in a compound adjective is usually singular:
a four- 9 hour programme NOT a four-hours programme
92
6 In your notebook, match the words from boxes A 9 USE OF ENGLISH In your notebook, complete
and B to make common compound colour adjectives. the second sentence so it has a similar meaning to the
What things can you describe using these colours? first. Use no more than five words including the word in
A B capitals.
1 Fifty years ago, nobody had heard of some of the health
blood charcoal lemon blue brown green
problems affecting children today. WERE
lime nut sky snow grey red yellow white Some of the health problems affecting children today
a blood-red sky, a blood-red rose, blood-red lips were unheard of fifty years ago.
charcoal-grey, lemon-yellow, lime-green, nut-brown, sky- 2 Local police have announced that they are cracking down
blue, snow-white on antisocial behaviour. A
7 In your notebook, rewrite the following descriptions Local police have announced a crack-down on antisocial
with a compound adjective. Use a dictionary if behaviour.
necessary. 3 The Oxford to London bus service, which operates all day
1 a young woman with rosy cheeks and all night, is under review. TWENTY-FOUR-HOUR
a rosy-cheeked young woman The twenty-four-hour bus service from Oxford to London is
2 a child with curly hair a curly-haired child under review.
3 an old man with thin lips a thin-lipped old man 4 Phones with voice recognition are easier to use according
4 a young sportsman with broad shoulders to a recent survey. MORE
a broad-shouldered young sportsman Phones with voice recognition are more user-friendly
5 a high jumper with long legs a long-legged high jumper according to a recent survey.
6 a teenager with a kind heart a kind-hearted teenager 5 I’ve completely worn myself out playing tennis this
afternoon. AM
8 Read the news story. In your notebook, replace the I am completely worn out after playing tennis this afternoon.
information in brackets with a compound noun or 6 Joe and Becky decided to buy a train pass that would
adjective. Do you believe the boy’s explanation? last them seven days. SEVEN-DAY
Joe and Becky decided to buy a seven-day train pass .
Real-life teddy bear SHOW WHAT YOU’VE LEARNT UNITS 1–6
A 1 three-year old boy (boy who was three years
old) who went missing in woods for two days 10 USE OF ENGLISH Complete the text with the correct
says a black bear kept him safe. The boy who option A, B, C or D. Write the answers in your
notebook.
survived the 2 two-night ordeal (ordeal that lasted
two nights) alone in the woods in freezing The branch of a well-known pizza company 1 up
with a 2 offer which turned out to be somewhat
conditions has told police and family he was 3
. They promised 100 free pizzas per year
helped out by a friendly bear. Rescuers, who
for 100 years to 4 customer who painted the
had to wade through 3 waist-high water (water that company’s logo on the side of their car and then posted it
was high to the waist), found him tangled up on social media. The 5 response from the general
in thorny bushes. He was taken to hospital for public was loud and 6 : the thought of looking
a 4 health check (check on his health) and was 7
to a lifetime supply of 8 -watering pizzas
found to be a little 5 sunburnt (burned by the proved irresistible and 9 of people 10 in
sun) but otherwise unhurt. The story of the bear posting their photos before the overwhelmed company
is too far-fetched for some people, but whether withdrew their offer early.
a 6 kind-hearted bear (bear with a kind heart) really 1 A put B took
took care of him, or whether it was all in his C came D made
imagination, the important thing is that he is 2 A special B important
safely home with his family. C significant D particular
3 A short-handed B short-lived
C short-range D short-changed
4 A every B all
C each of D whole
5 A first B beginning
C introductory D initial
6 A obvious B clear
C distinct D long
7 A forward B up
C out D down
8 A tongue B teeth
C mouth D stomach
9 A lot B very many
C hundreds D one thousand
10 A were able B managed
C succeeded D could

93
WRITING 3 SPEAKING Read the review. If you have seen Stranger
6.8 A review of a TV series

Things, do you agree with the writer’s opinion of it? If
you haven’t, does the review make you want to watch
the series? Explain your answers.
I can write a review of a television
series.
1 Take a nostalgic journey back to small-town

1 SPEAKING Discuss the questions in groups. America in the 1980s with Netflix’s dark mystery
1 Which old TV series do you consider to be classics and Stranger Things. This excellent show is heavily
why? influenced by the books and films of Stephen
2 Which of today’s TV series do you think are the classics King and Steven Spielberg. Series creators, the
of the future and why? Duffer brothers, have combined action, humour
3 What do you know about the series shown in the and horror to create a well-reviewed sci-fi drama.
picture? As far as I’m concerned, it’s a TV classic.
2 Read the notice on the website and answer the 2 In season one of Stranger Things, a schoolboy
questions. named Will goes missing. His friends, mother
1 What kind of website is Pictureshow? Which similar and the rest of the town become part of a series
sites do you know? A film and TV review site. of mysterious events involving an unusual young
2 What should readers do to enter the competition? girl named Eleven. It soon becomes clear that
Write a review of a recent TV show and explain why you something even stranger is hiding in the woods
think it will be considered a classic in the future. of their town. In season two, the town and its
inhabitants are once again threatened by super-
natural forces and we are reminded that the worst
Pictureshow TV and film reviews by you, for you. villains are not always the monsters. Season three
Classic TV
not only presents a continuation of this theme,
but also shows how the main characters and their
relationships have developed with time.
RESULTS
3 Stranger Things is a brilliant show with an
• Classic TV series by genre
unforgettable soundtrack. The plot explores
• Editor’s picks: TV classics friendships, family ties and even romance. The
• 50 classic shows that changed TV forever young cast give wonderful performances and the
show is beautifully shot. Unlike many modern
• Tomorrow’s Classics Competition shows, it doesn’t rely too heavily on special
effects. While season one is not particularly scary,
season two is more strongly influenced by horror
Tomorrow’s Classics Competition films and is terrifying at times.
4 All in all, Stranger Things offers viewers a gripping
Spotting the classic TV series of tomorrow is story with plenty of twists and turns. From
no easy task, but that’s our challenge for you the opening scene, it feels as though you are
this month. To enter the competition, send us a watching a future TV classic. I can’t recommend
review of a recent TV show and explain why you it enough and have no doubt that people will be
think it will be considered a classic in talking about it for many years to come.
the future. Our favourite review
will appear on the website next
month and the winner will
receive a €50 cash prize.
94
4 Read the review again. Which points a–d below match 7 In your notebook, match adjectives in purple in
paragraphs 1–4? the review and Exercise 6 with their definitions in
a Summarise your opinions and make a the LANGUAGE FOCUS box. Is each one positive,
recommendation. 4 negative, or a matter of taste?
b Give your opinion on the story, acting, dialogue,
special effects, etc. 3 LANGUAGE FOCUS
c Give key information: the name of the series, where
and when it is set etc., and your overall opinion. 1 Adjectives for reviews
d Summarise the story, but don’t give any spoilers. 2 Use a range of adjectives to make your review interesting.
1 very funny = hilarious positive
5 Read the WRITING FOCUS and find examples of the 2 impossible to forget = unforgettable positive
advice in the review. 3 extremely frightening = terrifying a matter of taste
4 exciting = gripping positive
WRITING FOCUS 5 emotional about the past = nostalgic a matter of taste
6 hard to believe = far-fetched negative
A review 7 liked by critics = well-reviewed positive
The goal of a review is to give your personal opinion about 8 easy to guess = predictable negative
something, e.g. a film, a series or a book. The opinion
should be supported with examples and recommendations
should be given at the end. Reviews are usually written for 8 In your notebook, complete the sentences with the
newspapers, websites or magazines and therefore have a most suitable adjective from the LANGUAGE FOCUS.
Use each adjective only once.
fairly informal style.
Introduction 1 This comedy is hilarious . It will have you laughing
• Attract the reader’s attention with an interesting opening out loud.
sentence. 2 Although the show was well-reviewed on several TV
websites, we found it average at best.
• Mention the type of show, the stars/director/writer, the
3 For me this series is unforgettable . I haven’t stopped
setting, obvious influences, etc.
thinking about it since I finished watching it.
• State your overall opinion. 4 This show takes a nostalgic look at life in the UK in
Main paragraphs the 1920s.
• Use present tenses to give more details about the plot 5 Don’t watch this zombie series alone because it is truly
and the main characters. terrifying .
• Use present or past tenses to say what you liked/didn’t 6 This predictable sitcom is no different to a thousand
like about the TV series. others you’ve seen before.
• Use a variety of adjectives and modifiers when presenting 7 If you don’t mind a far-fetched plot involving aliens and
your opinions. cowboys, you’ll probably enjoy this series.
8 Each episode is so gripping , it’s almost impossible
Conclusion
to stop watching and go to bed.
• Summarise your review.
• Make recommendations. 9 SPEAKING In pairs, think of shows, films or actors to
fit some of the descriptions in Exercises 6 and 8.
6 In your notebook, complete the sentences from other

reviews with one word from the model in Exercise 3. SHOW WHAT YOU‘VE LEARNT
1 People will be talking about how bad this is for
many years to come. 10 Do the writing task in your notebook. Use the
2 I can’t recommend it enough and look forward to the ideas in the WRITING FOCUS and the LANGUAGE
second season. FOCUS to help you.
3 From the opening scene, it is clear that the film is Napisz artykuł na stronę internetową szkoły o serialu,
going to be slow and predictable. który wywarł na tobie duże wrażenie. W artykule
4 The cast give confident performances and are przedstaw główne wątki serialu oraz wyjaśnij, dlaczego
a pleasure to watch. jest on popularny wśród młodzieży.
5 The third season is strongly influenced by the films of Wypowiedź powinna zawierać od 200 do 250 słów
Quentin Tarantino. i spełniać wszystkie wymogi typowe dla formy
6 At times, the show is poorly shot and relies too wskazanej w poleceniu.
heavily on low quality special effects.
7 To sum up, Schumer’s new sitcom is hilarious and full
of unexpected twists and turns.
8 The rather far-fetched plot explores the idea of an
alien invasion.
95
UNIT 6 A matter of fact
6.1 Vocabulary 4.41 on a regular basis /ɒn ə ˌreɡjələ ˈbeɪsɪs/ remain anonymous /rɪˌmeɪn əˈnɒnəməs/
regularnie pozostać anonimowym
accurate /ˈækjərət/ dokładny, precyzyjny
operating theatre /ˈɒpəreɪtɪŋ ˌθɪətə/ sala stencil /ˈstensəl/ szablon do odrysowania,
alarming /əˈlɑːmɪŋ/ alarmujący
operacyjna wzór
alarmingly /əˈlɑːmɪŋli/ alarmująco,
print-based media /ˌprɪnt beɪst ˈmiːdiə/ strong belief /strɒŋ bəˈliːf/ silne
zatrważająco
media drukowane przekonanie
appeal to /əˈpiːl tə/ apelować
question facts /ˈkwestʃən ˌfækts/ substitute /ˈsʌbstətjuːt/ zastąpić
awash with information /əˌwɒʃ wɪð
kwestionować fakty treatment of animals /ˌtriːtmənt əv
ˌɪnfəˈmeɪʃən/ zalewany informacjami
reliable/reputable source /rɪˌaɪəbəl/ ˈænɪməlz/ traktowanie zwierząt
believable /bəˈliːvəbəl/ wiarygodny,
ˌrepjətəbəl ˈsɔːs/ wiarygodne źródło unconfirmed rumour /ˌʌnkənˌfɜːmd
realistyczny
remarkable /rɪˈmɑːkəbəl/ niezwykły ˈruːmə/ niepotwierdzone plotki
bombarded with information
remarkably /rɪˈmɑːkəbli/ niezwykle, underlying message /ˌʌndəˌlaɪ-ɪŋ
/bɒmˌbɑːdɪd wɪð ˌɪnfəˈmeɪʃən/
wybitnie ˈmesɪdʒ/ zasadnicze przesłanie
bombardowany informacjami
spark /spɑːk/ iskra
burst into flames /ˌbɜːst ˌɪntə ˈfleɪmz/ 6.4 Reading 4.44
spread fake news /ˌspred ˌfeɪk ˈnjuːz/
stanąć w płomieniach
rozpowszechniać nieprawdziwe airbrush /ˈeəbrʌʃ/ retuszować
check the accuracy /tʃek ði ˈækjərəsi/
informacje at arm’s length /ət ˈɑːmz ˌleŋθ/ na
sprawdzić prawdziwość
tackle a problem /ˌtækəl ə ˈprɒbləm/ długość ramienia
cleaning solution /ˈkliːnɪŋ səˌluːʃən/
stawić czoła problemowi become mainstream /bɪˌkʌm ˈmeɪnstriːm/
środek czyszczący
tamper with photos /ˌtæmpə wɪð stać się powszechnym, stać się
clear commitment /ˌklɪə kəˈmɪtmənt/
ˈfəʊtəʊz/ manipulować przy zdjęciach codziennym
jasne zobowiązanie
trust your instincts /ˌtrʌst jər ˈɪnstɪŋkts/ blurred /blɜːd/ niewyraźny, rozmazany
close /kləʊs/ bliski
zaufać swoim przeczuciom/instynktowi body dysmorphic disorder /ˌbɒdi
closely /ˈkləʊsli/ blisko
winnings /ˈwɪnɪŋz/ wygrana dɪsˈmɔːfɪk dɪsˌɔːdə/ dysmorfofobia,
critical /ˈkrɪtɪkəl/ krytyczny
critically /ˈkrɪtɪkli/ krytycznie zaburzenie psychiczne, polegające
6.2 Grammar 4.42 na bardzo krytycznym ocenianiu własnej
deliberate /dɪˈlɪbərət/ celowy
deliberately /dɪˈlɪbərətli/ celowo flat tyre /ˈflæt taɪə/ przebita opona urody
distinct feeling /dɪˌstɪŋkt ˈfiːlɪŋ/ invent a story /ɪnˌvent ə ˈstɔːri/ zmyślić capture a memorable moment
wyraźne/nieodparte przeczucie historię /ˌkæptʃər ə ˈmemərəbəl ˌməʊmənt/
distort the truth /dɪˌstɔːt ðə ˈtruːθ/ oversleep /ˌəʊvəˈsliːp/ zaspać uchwycić niezapomnianą chwilę
zniekształcać prawdę starving /ˈstɑːvɪŋ/ bardzo głodny crop images /ˌkrɒp ˈɪmɪdʒɪz/ kadrować,
double-check facts /ˌdʌbəl ˌtʃek subtitles /ˈsʌbˌtaɪtlz/ napisy dialogowe przycinać zdjęcia
ˈfækts/ dwukrotnie sprawdzać fakty cute /kjuːt/ śliczny, uroczy
6.3 Listening 4.43 date back to /ˈdeɪt ˌbæk tə/ pochodzić z
evaluate sources /ɪˌvæljueɪt ˈsɔːsɪz/
oceniać źródła alteration /ˌɔːltəˈreɪʃən/ zmiana, jakiegoś okresu, sięgać (czasów)
examine sth closely /ɪɡˌzæmɪn ˌsʌmθɪŋ przeróbka declare /dɪˈkleə/ oznajmiać, oświadczać
ˈkləʊsli/ sprawdzać coś dokładnie animal cruelty /ˌænəməl ˈkruːəlti/ defect /ˈdiːfekt/ defekt, wada
eye-catching story /ˌaɪ ˌkætʃɪŋ ˈstɔːri/ okrucieństwo wobec zwierząt duchess /ˈdʌtʃəs/ księżna
historia przyciągająca uwagę animal rights /ˌænəməl ˈraɪts/ prawa duck-face /ˈdʌkfeɪs/ dzióbek (ułożenie
fake news /ˌfeɪk ˈnjuːz/ nieprawdziwe zwierząt ust przy pozowaniu do zdjęć)
informacje anonymity /ˌænəˈnɪməti/ anonimowość facial /ˈfeɪʃəl/ dotyczący twarzy
falsehood /ˈfɔːlshʊd/ fałsz authenticate /ɔːˈθentɪkeɪt/ uwierzytelniać gain popularity /ˌɡeɪn ˌpɒpjəˈlærəti/
for commercial gain /fə kəˌmɜːʃəl ˈɡeɪn/ authority /ɔːˈθɒrəti/ władza, autorytet zyskać popularność
w celu osiągnięcia korzyści finansowych background /ˈbækɡraʊnd/ pochodzenie harmless /ˈhɑːmləs/ niegroźny,
for political gain /fə pəˌlɪtɪkəl ˈɡeɪn/ bar code /ˈbɑː kəʊd/ kod kreskowy nieszkodliwy
w celach politycznych butcher /ˈbʊtʃə/ rzeźnik have a habit of /ˌhæv ə ˈhæbɪt əv/ mieć
gut feeling /ˌɡʌt ˈfiːlɪŋ/ przeczucie commit an offence /kəˌmɪt ən əˈfens/ nawyk
have an agenda /ˌhæv ən əˈdʒendə/ mieć popełnić wykroczenie in focus/out of focus /ɪn ˈfəʊkəs/aʊt əv
ukryty cel confirm /kənˈfɜːm/ potwierdzić ˈfəʊkəs/ ostre/nieostre (zdjęcie)
equality /ɪˈkwɒləti/ równość lens /lenz/ obiektyw
ignite /ɪɡˈnaɪt/ zapłonąć, zająć się ogniem
ethical issue /ˌeθɪkəl ˈɪʃuː/ kwestia make a claim /ˌmeɪk ə ˈkleɪm/ stwierdzić,
inaccurate /ɪnˈækjərət/ niedokładny
etyczna ogłosić
knowing /ˈnəʊɪŋ/ intencjonalny
fairness /ˈfeərnəs/ sprawiedliwość mental health problem/condition
knowingly /ˈnəʊɪŋli/ rozmyślnie, celowo
long-term commitment /ˌlɒŋ tɜːm float away /ˌfləʊt əˈweɪ/ odlatywać /ˌmentl ˈhelθ ˌprɒbləm/kənˌdɪʃən/
kəˈmɪtmənt/ długoterminowe genuine /ˈdʒenjuɪn/ prawdziwy, zaburzenie psychiczne
zobowiązanie autentyczny origin /ˈɒrɪdʒɪn/ pochodzenie
made-up /ˌmeɪd ˈʌp/ zmyślony identity /aɪˈdentəti/ tożsamość originate /əˈrɪdʒəneɪt/ pochodzić
manipulate the media /məˌnɪpjəleɪt ðə make a statement /ˌmeɪk ə ˈsteɪtmənt/ pose for a photo /ˌpəʊz fər ə ˈfəʊtəʊ/
ˈmiːdiə/ manipulować mediami przekazać ideę; stworzyć wrażenie pozować do zdjęcia
mislead/misinform people /ˌmɪsˌliːd/ out of reach /aʊt əv riːtʃ/ poza zasięgiem refer to /rɪˈfɜː tə/ nawiązywać do
mɪsɪnˌfɔːm ˈpiːpəl/ wprowadzać ludzi paintbrush /ˈpeɪntbrʌʃ/ pędzel retouch images /ˌriːˌtʌtʃ ˈɪmɪdʒɪz/
w błąd do malowania retuszować zdjęcia
misleading /mɪsˈliːdɪŋ/ wprowadzający w peaceful protest /ˌpiːsfəl ˈprəʊtest/ seek /siːk/ szukać, zabiegać o
błąd, mylący pokojowy protest shake sth off /ˌʃeɪk ˌsʌmθɪŋ ˈɒf/ pozbyć
newsworthy story /ˌnjuːzˌwɜːði ˈstɔːri/ protect your identity /prəˌtekt jər się czegoś
historia warta opublikowania aɪˈdentəti/ chronić swoją tożsamość sharp /ʃɑːp/ ostry, wyraźny
not take a story at face value /nɒt ˌteɪk protestor /prəˈtestə/ protestujący snap a selfie /ˌsnæp ə ˈselfi/ zrobić/
ə ˌstɔːri ət ˌfeɪs ˈvæljuː/ nie zakładać raise awareness /ˌreɪz əˈweənəs/ pstryknąć selfie
prawdziwości historii zwiększać świadomość take a shot/snap /ˌteɪk ə ˈʃɒt/ˈsnap/
on a daily basis /ɒn ə ˌdeɪli ˈbeɪsɪs/ recognised /ˈrekəgnaɪzd/ uznany, zrobić zdjęcie
codziennie ceniony
96
A matter of fact Word list
tousle /ˈtaʊzəl/ poczochrać/potargać bush /bʊʃ/ krzak rehearse /rɪˈhɜːs/ robić próbę, ćwiczyć
(włosy) car company /ˌkɑː ˈkʌmpəni/ firma report on /rɪˈpɔːt ɒn/ raportować,
treat /triːt/ leczyć motoryzacyjna informować o
trigger /ˈtrɪɡə/ powodować, wywoływać charcoal-grey /ˈtʃɑːkəʊl ˌɡreɪ/ grafitowy, rosy-cheeked /ˌrəʊzi ˈtʃiːkt/ o różowych
wink /wɪŋk/ puścić oczko ciemnoszary policzkach
zoom in/zoom out /ˌzuːm ˈɪn/ˌzuːm ˈaʊt/ commercial break /kəˌmɜːʃəl ˈbreɪk/ short-lived /ˌʃɔːt ˈlɪvd/ krótkotrwały
powiększyć/pomniejszyć przerwa na reklamę sky-blue /ˌskaɪ ˈbluː/ błękitny
company car /ˌkʌmpəni ˈkɑː/ samochód snow-white /ˌsnəʊ ˈwaɪt/ śnieżnobiały
6.5 Grammar 4.45 służbowy state-of-the-art /ˌsteɪt əv ði ˈɑːt/ bardzo
fictional character /ˌfɪkʃənəl ˈkærəktə/ copy editor /ˈkɒpi ˌedɪtə/ redaktor, korektor nowoczesny
fikcyjny bohater crack down on /ˌkræk ˈdaʊn ɒn/ stripe /straɪp/ pasek, prążek
screen /skriːn/ ekran rozprawiać się, wprowadzać porządek sunburnt /ˈsʌnbɜːnt/ spalony słońcem
crackdown on /ˈkrækdaʊn ɒn/ walka z superimpose /ˌsuːpərɪmˈpəʊz/ nakładać
6.6 Speaking 4.46 curly-haired /ˌkɜːli ˈheəd/ o kręconych (jeden obraz na drugi)
awareness-raising campaign /əˈweənəs włosach tangled up /ˈtæŋɡəld ʌp/ zaplątany
ˌreɪzɪŋ kæmˌpeɪn/ kampania dash /dæʃ/ biec szybko thin-lipped /ˌθɪn ˈlɪpt/ o wąskich,
zwiększająca świadomość deep sea /diːp ˈsiː/ głębokie morze zaciśniętych ustach
convinced /kənˈvɪnst/ przekonany fact-checker /ˌfækt ˈtʃekə/ osoba tongue-tied /ˈtʌŋ ˌtaɪd/ oniemiały
creature /ˈkriːtʃə/ stworzenie weryfikująca fakty thorny /ˈθɔːni/ kolczasty, ciernisty
desirable /dɪˈzaɪərəbəl/ pożądany far-fetched /ˌfɑː ˈfetʃt/ przesadzony, TV station /ˌtiː ˈviː ˌsteɪʃən/ stacja
do harm /ˌduː ˈhɑːm/ robić krzywdę naciągany telewizyjna
emphasise /ˈemfəsaɪz/ podkreślić flat-footed /ˌflæt ˈfʊtɪd/ z płaskostopiem unheard-of /ʌnˈhɜːd ɒv/ nieznany,
engage with /ɪnˈɡeɪdʒ wɪð/ zaangażować float /fləʊt/ unosić się (w powietrzu lub niespotykany
się w na wodzie) unhurt /ʌnˈhɜːt/ bez obrażeń, zdrowy
firmly /ˈfɜːmli/ stanowczo foreign affairs /ˌfɒrɪn əˈfeəz/ sprawy user-friendly /ˌjuːzə ˈfrendli/ przyjazny
for the sake of /fə ðə ˈseɪk əv/ dla dobra, międzynarodowe dla użytkownika
przez wzgląd na frill /frɪl/ falbanka waist-high /ˌweɪst ˈhaɪ/ do pasa
frankly /ˈfræŋkli/ szczerze green screen /ˌɡriːn ˈskriːn/ zielone weather-beaten /ˈweðə ˌbiːtn/ ogorzały
fur /fɜː/ futro tło (technika obróbki filmu lub zdjęcia, od pogody, zahartowany
fur trade /fɜː treɪd/ handel futrami w której jednolite tło zmieniane jest weatherproof /ˈweðəpruːf/ odporny
general public /ˌdʒenərəl ˈpʌblɪk/ ogół komputerowo na dowolny obraz) na warunki atmosferyczne
społeczeństwa health check /ˈhelθ ˌtʃek/ badanie withdraw /wɪðˈdrɔː/ wycofać
glamorous /ˈɡlæmərəs/ wytworny, lekarskie worn-out /ˌwɔːn ˈaʊt/ zmęczony,
elegancki heartwarming /ˈhɑːtˌwɔːmɪŋ/ wykończony
hand out leaflets /ˌhænd ˌaʊt ˈliːflɪts/ podnoszący na duchu, radujący voice recognition /ˈvɔɪs rekəɡˌnɪʃən/
rozdawać ulotki hideous /ˈhɪdiəs/ paskudny, okropny rozpoznawanie mowy
involvement /ɪnˈvɒlvmənt/ udział, high-quality /ˌhaɪ ˈkwɒləti/ wysokiej
zaangażowanie jakości 6.8 Writing 4.48
make a difference /ˌmeɪk ə ˈdɪfərəns/ ill-advised /ˌɪl ədˈvaɪzd/ nierozważny, dark /dɑːk/ mroczny
mieć znaczenie, sprawiać różnicę nierozsądny enter a competition /ˌentər ə ˌkɒmpəˈtɪʃən/
make your point /ˌmeɪk jə ˈpɔɪnt/ wyrazić irresistible /ˌɪrɪˈzɪstəbəl/ nieodparty wystartować w zawodach/konkursie
swoją opinię kind-hearted /ˌkaɪnd ˈhɑːtɪd/ życzliwy family ties /ˈfæməli taɪz/ więzy rodzinne
member of the public /ˌmembər əv ðə lemon-yellow /ˈlemən ˈjeləʊ/ koloru genre /ˈʒɒnrə/ gatunek filmowy
ˈpʌblɪk/ obywatel cytrynowego go missing /ˌɡəʊ ˈmɪsɪŋ/ zaginąć
obviously /ˈɒbviəsli/ najwyraźniej lifetime supply /ˌlaɪftaɪm səˈplaɪ/ gripping /ˈɡrɪpɪŋ/ wciągający, porywający
peacefully /ˈpiːsfəli/ pokojowo dożywotni zapas heavily influenced /ˌhevəli ˈɪnflʊənst/
petition /pəˈtɪʃən/ petycja lime-green /ˌlaɪm ˈɡriːn/ koloru limonkowego pod silnym wpływem
prevent from /prɪˈvent ˌfrəm/ zapobiec long-legged /ˌlɒŋ ˈleɡəd/ długonogi hilarious /hɪˈleəriəs/ zabawny
czemuś make-up /ˈmeɪkʌp/ makijaż nostalgic /nɒˈstældʒɪk/ nostalgiczny
promote awareness /prəˌməʊt mess up /ˌmes ˈʌp/ zepsuć; pomylić się opening scene /ˌəʊpənɪŋ ˈsiːn/ scena
əˈweənəs/ promować świadomość morning show /ˌmɔːnɪŋ ˈʃəʊ/ poranny otwierająca
protest march /ˈprəʊtest ˌmɑːtʃ/ marsz program plot /plɒt/ fabuła
protestacyjny mouth-watering /ˈmaʊθ ˌwɔːtərɪŋ/ predictable /prɪˈdɪktəbəl/ przewidywalny
public figure /ˌpʌblɪk ˈfɪɡə/ osoba apetyczny, rozpływający się w ustach soundtrack /ˈsaʊndtræk/ ścieżka
publiczna news anchor /ˌnjuːz ˈæŋkə/ prezenter dźwiękowa
receive criticism /rɪˌsiːv ˈkrɪtəsɪzəm/ być wiadomości spoiler /ˈspɔɪlə/ informacja zdradzająca
krytykowanym news station /ˌnjuːz ˈsteɪʃən/ telewizja zakończenie (np. filmu)
regrettably /rɪˈɡretəbli/ niestety informacyjna spot /spɒt/ dostrzegać, zauważać
take notice of /ˌteɪk ˈnəʊtɪs əv/ news stories /ˌnjuːz ˈstɔːriz/ temat terrifying /ˈterəfaɪ-ɪŋ/ przerażający
zauważyć, wziąć pod uwagę wiadomości twists and turns /ˌtwɪsts ən ˈtɜːnz/
vital /ˈvaɪtl/ niezbędny newsreader /ˈnjuːzˌriːdə/ prezenter zwroty akcji
wiadomości unforgettable /ˌʌnfəˈɡetəbəl/
6.7 Use of English 4.47 nonstop /ˌnɒnˈstɒp/ bez przerwy niezapomniany
background /ˈbækɡraʊnd/ tło nut-brown /ˌnʌt ˈbraʊn/ koloru well-reviewed /ˌwel rɪˈvjuːd/ dobrze
backup /ˈbækʌp/ wsparcie orzechowego oceniony, z dobrymi recenzjami
blood-red /ˈblʌd red/ krwistoczerwony on air /ɒn ˈeə/ na żywo, na antenie
blow-by-blow /ˌbləʊ baɪ ˈbləʊ/ ordeal /ɔːˈdiːl/ męka, gehenna
szczegółowy overwhelmed /ˌəʊvəˈwelmd/
breaking news /ˌbreɪkɪŋ ˈnjuːz/ przytłoczony
wiadomość z ostatniej chwili overview /ˈəʊvəvjuː/ przegląd
broad-shouldered /ˌbrɔːd present-day /ˈprezənt deɪ/ aktualny,
ˈʃəʊldəd/ barczysty dzisiejszy
97

Wybór wielokrotny; uzupełnianie zdań
1 Połącz słowa z ramki A ze słowami z ramki B i uzupełnij 5 Przeczytaj tekst. Które z podanych odpowiedzi
zdania otrzymanymi kolokacjami w odpowiedniej formie. A–D poprawnie go uzupełniają?
A
‘Prodigal Summer’
commercial daily double-check make raise
by Barbara Kingsolver
B
awareness basis the facts gain a statement This novel is the story of two women whose lives change
dramatically over the course of one summer. It doesn’t have
1 The company’s website is updated on a daily basis with a(n) 1 plot like some of Kingsolver’s other books, but
the latest news and events. neither is it too slow or predictable, with one or two surprising
2 She set up a campaign to raise awareness of the disease twists along the way. First and foremost, it’s about the
amongst the general public. characters. Both women have 2 opinions about how they
3 The school have been passing on students’ data for want to live their lives and both 3 believe in the importance
commercial gain , selling lists of names to advertisers. of respecting the natural world. It’s set in the 4 USA, in
4 It’s vital that, as a journalist, you double-check the facts in the small farming community of Egg Fork in the Zebulon
a story before it’s published. Mountains, a made-up place, but typical of the Appalachian
5 This morning, the director of the hospital made a statement Mountains of North Carolina, and the landscape and its wildlife
to the media about the crisis.
are ever-present in the 5 . The women’s stories are also
2 Jakie wyrazy poprawnie uzupełniają zdania? Pierwsze linked up with a third character, an elderly local farmer who is
litery brakujących wyrazów zostały podane. nostalgic for a past way of life and who initially seems angry
and bitter, but who turns out to be surprisingly 6 .
1 You shouldn’t take stories you read online at
face value, they’re often fake news.
2 I just had a gut feeling that something wasn’t right 1 A eye-catching B gripping
about what I’d been told. C newsworthy D remarkable
3 The name of the witness has been changed to 2 A hard B tough
protect her identity. C strong D heavy
4 Legally, he hadn’t actually committed an offence, but his 3 A greatly B honestly
actions were clearly dishonest. C completely D firmly
5 It’s really important to check the accuracy of any 4 A nowadays B real-time
statistics you use in your article. C present-day D up-to-date
6 I don’t believe the files were deleted by accident, they 5 A foreground B backdrop
clearly did it deliberately . C background D back-story
6 A heart-warming B kind-hearted
3 Wybierz poprawną odpowiedź. C hard-hearted D single-minded
1 Would / Should you need any further information, please
don’t hesitate to ask.
6 Uzupełnij zdania wyrazami z nawiasów
w odpowiedniej formie. Nie zmieniaj kolejności
2 Had the government not / Hadn’t the government acted,
podanych wyrazów i dodaj wszystkie niezbędne
there would soon have been more riots.
elementy, tak aby otrzymać logiczne i poprawne
3 I would ask people for their IDs before letting them in
gramatycznie zdania. W każdą lukę możesz wpisać
providing / unless I knew them personally. maksymalnie pięć słów.
4 We wouldn’t get involved in your project weren’t we /
1 I would not have told (not/tell) Christie my secret
were we not enthusiastic about it.
then if she were not a trustworthy person.
5 Imagine / Provided you were offered a job as a foreign
2 I’m pretty sure that if you had listened to the advice
affairs correspondent, would you accept it?
(listen/advice) which I gave you last time, you
4 Uzupełnij zdania odpowiednimi formami czasowników wouldn’t be in such a terrible situation now.
podanych w nawiasach. Użyj mieszanych okresów 3 Suppose you had missed (you/miss) your flight last
warunkowych. night, what would you have done?
1 If Karen had checked (check) her sources before 4 If you hadn’t forgotten the keys, we would not be
submitting her article last week, she would not be (not/be) standing (not/stand) outside our house in the cold
in trouble with the editor today. right now.
2 John would have told (tell) us the truth about the school 5 I’m sure there will be an investigation unless the
incident if he were/was (be) an honest person. company releases (unless/company/release) its
3 If Jerry generally took (take) his job seriously, his financial report.
manager would have promoted (promote) him a long time ago. 6 Tim wouldn’t be giving you any free lessons
4 If my grandparents were not (not/be) such generous were he not your (be/he/not/you) good friend.
people, they would not have helped (not/help) me financially
at university and I wouldn’t be a lawyer.
5 We would not have to (not/have to) take them to court now
if they had paid (pay) the loan back on time.
98
CZYTANIE MÓWIENIE
Uzupełnianie luk
7 Przeczytaj tekst. Następnie uzupełnij jego streszczenie 8 Pracując w parach, wykonajcie zadanie
tak, by treść streszczenia była zgodna z treścią tekstu. i odpowiedzcie na pytania.
W każdą lukę możesz wstawić nie więcej niż sześć
słów.
Popatrz na plakaty A i B. Władze twojej miejscowości
podjęły decyzję o zamknięciu młodzieżowego ośrodka
THE POWER OF IMAGES kultury. Uczniowie twojej klasy sprzeciwiają się tej
decyzji i organizują pikietę, do udziału w której mają
It’s often said that a picture is worth a thousand words. zachęcać plakaty wywieszone w szkole. Masz do
There’s something appealing about images that makes wyboru dwa plakaty.
them a powerful tool for communication.
• Wybierz ten plakat, który twoim zdaniem będzie
As you scroll through your social media feed or browse a news bardziej odpowiedni i uzasadnij swój wybór.
website, what is it that prompts you to read on? The chances are • Wyjaśnij, dlaczego odrzucasz drugą propozycję.
that it’s the images that attract your attention. Online content that
is accompanied by an image is more likely to prompt engagement,
A
in the form of clicks, likes and shares, than straightforward text.
This phenomenon is especially important to digital marketers. OUR VOICE MATTERS!
They will tell you that on average people only read around
20 percent of the text on a web page. When it comes to
remembering information, it is said that we retain around 80
percent of what we see versus only 20 percent of what we read
and just 10 percent of what we hear. Although these figures are
criticised by experts as an oversimplification, visuals do play an
important role in how we deal with content in an information-rich
world. Producing eye-catching visuals to attach to digital content
is vital for anyone who wants to get their message across to the Join us in Market Square on May 15!
maximum number of people.
It’s not only in the commercial world that the power of the image
is being recognised. Governments and NGOs such as the World B WE WON’T GO
!
WITHOUT A FIGHT
Health Organisation are acknowledging the importance of social
media in communicating public health messages. Research into
social media engagement during one recent disease outbreak, When? May 15
re
for example, found that it was image-based platforms such as Where? Market Squa
Instagram that were most effective in communicating vital health See you there!
messages. Whilst there is some concern amongst healthcare
professionals that what starts off as helpful messages can easily
get distorted as they’re shared and reshared, specialists say that
social media has huge potential for promoting public health.
Political journalists and campaigners have also long understood
the power of an image. In a social media age, though, just posting
a striking image that is sure to go viral has been labelled by some
as ‘slacktivism’. That is the idea that people will like and share an
1 Should young people get involved in campaigns that
image without really thinking about the ideas behind it or engaging
concern their local areas? Why?/Why not?
with the political message. The challenge for activists, journalists,
marketers and governments is to develop a social media strategy 2 Is it better to express your opinion on a controversial
that includes eye-catching visuals, but is also more than skin deep. issue or to keep quiet? Why?/Why not?
3 What’s the most effective way to persuade somebody
Images play a key role in how we process all kinds to change their opinion? What makes you think so?
of information. When looking at information online, 4 What are the advantages of using social media to
people are far more likely 1 to engage with content organise an event?
if it includes an image of some kind. Apparently, we
remember only a tiny percentage of information in the PISANIE
form of text or audio, but a much greater proportion of
ideas presented 2 visually/in the form of images/pictures . Artykuł
This fact is exploited by those involved in 3 (digital) 9 Wykonaj zadanie egzaminacyjne.
marketing to help make their messages stand out. Images
are also increasingly being used by official bodies to Tematem gazetki w twojej szkole są w tym miesiącu
communicate 4 (important) health/public messages to the wydarzenia kulturalne. Napisz artykuł do gazetki, w którym
widest possible audience and by journalists and activists opiszesz niedawno obejrzany w kinie film i zachęcisz lub
to promote political campaigns. However, this use of eye- zniechęcisz innych do jego obejrzenia, przedstawiając jego
catching images that quickly spread has been criticised mocne albo słabe strony.
as an example of ‘slacktivism’ because it is superficial Wypowiedź powinna zawierać od 200 do 250 słów
and doesn’t really 5 engage people with the underlying i spełniać wszystkie wymogi typowe dla formy wskazanej
message. w poleceniu.
99
VOCABULARY
7
7.1 Science • scientific research
• prepositions after verbs and nouns
• words in science
I can talk about science and scientific research.
SHOW WHAT YOU KNOW

1 For each adjective in the box, add a subject and a person. Write the
answers in your notebook. Add any other science word families that
you know.
archaeological astronomical biological botanical

chemical geological mathematical physical
archaeological: archaeology, archaeologist
2 SPEAKING Look at the subjects in Exercise 1. Which science is

the most/least difficult to study?
3 SPEAKING Between 1901 and 2019 the Nobel Prize for Chemistry
and Physics was awarded to 386 men and only 8 women. Discuss
possible reasons for this and say if you think the situation is changing.
4 Read the text. What scientists are mentioned and what are their
fields of study? What do they have in common?
It’s not FEMALE SCIENTISTS

rocket Changing The World
science! In any web search for the world’s famous scientists, Marie Curie always
receives a mention. Curie, a Polish and naturalised French physicist
and chemist, discovered radiation, helped apply it in the field of X-rays
I am among those who think that and coined the term radioactivity. She made a huge contribution to
science has great beauty. science, but was one of the very few women who gained the recognition
they deserved.
Marie Curie
Science was a man’s world in the nineteenth century. And yet, Mary Anning
became an expert in fossils and geology. Coming from a poor family, she
collected fossils on the beach and sold them to make a little money. She
found fossils of complete marine reptiles that became extinct over 100 million
years ago. She gained the respect
of scientists, but living in an era
when women weren’t allowed
to vote or attend university,
she was not allowed to
join the Geological Society
of London.
A hundred years later,
conditions were still difficult
for female scientists.
Rosalind Franklin, a chemist
born in 1920, was part of
a team who discovered the molecular
structure of DNA. Tragically, she died
aged 37, four years before her fellow
scientists, all men, were awarded
the Nobel Prize in 1962. They
made no reference to Franklin
in their acceptance speech.
100 Rosalind Franklin
5 3.10 SPEAKING Listen to a podcast 8 SPEAKING In your notebooks, complete the descriptions with
about another famous scientist, Ada appropriate verbs and match them to the scientists in Exercise 4.
Lovelace. What was she famous for? Then write short descriptions of the two scientists who are NOT
For working on the first type of computer and described. Discuss who you admire most.
inventing the first algorithm. Dorothy Hodgkin and Rosalind Franklin are not described.
6 3.10 Listen again and answer the 1 She saw the true potential of the ‘Analytical Engine’ and the
questions. US Department of Defense recognised her achievements by naming
a computer language after her.
1 What did Ada Lovelace collaborate with
2 She coined the term ‘radioactivity’ and always receives
Charles Babbage on?
a mention as one of the world’s most famous scientists.
2 How do people refer to Charles Babbage?
3 Surprisingly, she was not awarded the Nobel Prize for her discovery
3 Who is credited with inventing the first
of radio pulsars in outer space.
computer algorithm?
4 She won the respect of fellow scientists and found evidence of
4 In what way did Lovelace see the true
animals that had become extinct 100 million years ago.
potential of the computer?
5 How easy was it for women to have access FOCUS ON WORDS | Prepositions after verbs and nouns
to education in the 19th century?
6 When did Ada Lovelace find out that she 9 3.12 In your notebook, complete the underlined phrases in the
had an aptitude for calculations? text and Exercise 6 with the correct preposition. Then listen, check
7 Did many women manage to win the and repeat.
respect of their fellow scientists?
1 become an expert in sth 5 have an aptitude for sth
8 What did the US Department of Defense
2 collaborate with sb 6 make reference/refer to
name after Lovelace?
3 credit sb with sth sth
FOCUS ON WORDS | Scientific research 4 have access to sth 7 name sth after sb
7 3.11 In your notebook, complete the

10 SPEAKING In your notebook, complete the questions with a verb
collocations in red in the text and Exercise 6
or a noun. Then ask and answer the questions.
with the correct noun. Then listen, check
and repeat. 1 What software programmes do you have access to at school?
2 What area of science would you like to be an expert in?
1 award a prize 3 If you were doing a science project, who would you collaborate with?
2 coin a term 4 Which school subjects do you think you have an aptitude for?
3 gain recognition 5 Is there somebody in your family who you were named after?
4 make a contribution
5 receive a mention FOCUS ON WORDS | Words in science
6 recognise an achievement
11 3.13 In your notebook, translate the words in the table. Use
7 see the potential
a dictionary if necessary. Then listen and repeat. Do you know any
8 win respect
other words you could add?
MATHS & COMPUTING CHEMISTRY PHYSICS

A similar injustice happened when British 1 algorithm algorytm 6 acid kwas 11 atom atom
astrophysicist Jocelyn Bell Burnell discovered 2 calculation kalkulacja, 7 base zasada (chemiczna) 12 electron elektron
radio pulsars, described as the greatest obliczenie 8 element pierwiastek 13 nucleus
astronomical discovery of the twentieth century. 3 equation równanie chemiczny jądro atomu
Her supervisor and his male colleague were 4 fraction ułamek 9 molecular structure 14 relativity
awarded the 1974 Nobel Prize in Physics for 5 multiplication & struktura molekularna względność
the discovery, and she was completely left out. division mnożenie 10 radioactivity 15 velocity prędkość
i dzielenie promieniotwórczość
Many astronomers criticised the decision, but
Bell Burnell finally gained recognition in 2007
when she was made Woman of the Year for her 12 SPEAKING Work together to complete these scientific facts using
remarkable contributions to science. the words in Exercise 11. Use plural forms if necessary. Write the
In cases where women’s achievements answers in your notebooks.
were recognised, we still find evidence of 1 The periodic table, showing all known elements , was created in 1867
discrimination in the way these were reported by Russian chemist Dmitri Mendeleev.
in the press. When the brilliant chemist 2 An electron moves around the nucleus of an atom.
Dorothy Hodgkin was awarded the Nobel 3 An algorithm is a set of rules to be followed in calculations , especially
Prize in 1964 for discovering the molecular by a computer.
structure of penicillin and vitamin B12, the paper 4 E = mc2 is Einstein’s most famous equation and helps to explain the
headline was Oxford Housewife Wins Nobel. theory of relativity .
In fact, this housewife was also a professor at 5 Addition (+), subtraction (-), multiplication (x) and division (÷) are the
Oxford University. four basic maths operations.
Today the gender gap in the world of science 6 Acids (e.g. lemon juice) have a pH value lower than 7.0.
is slowly closing and there are many female 13 PROJECT Work in groups. Choose a famous woman working in
scientists inspiring new generations of girls to a male-dominated field. Do some research online and prepare
study scientific subjects. But there is still some a digital presentation. Then present it to your class.
way to go for women to be equally represented
in science. 101
GRAMMAR
7.2 Advanced passive forms
I can use a variety of advanced
passive forms.
1 SPEAKING Discuss what would happen in your home

if all screens were banned for six months. Then read
what happened to the Maushart family and compare.
What happened when mum pulled 3 In your notebook, rewrite the sentences in the
the plug on technology passive starting with the underlined object.
1 You can buy absolutely anything on the Internet these
Susan Maushart unplugged her teenagers and for six days.
months the family lived without their devices. Family rooms Absolutely anything can be bought on the Internet
were no longer lit up by the light of screens and no electronic these days.
noises could be heard through the night. 2 Nobody could have predicted the importance of the
Maushart decided to unplug the family because nothing was Internet back in the 1970s.
ever properly switched off. She’d constantly told her children 3 You must protect your computer with anti-virus
to turn their devices off when doing their homework, but software.
even when they should have been switched off, they were 4 Architects may have designed Bill Gates’s house on
bleeping away in the background. an Apple computer.
So what happened? Once the children had been made 5 You can control the volume of a YouTube video with
to turn off their technology, the family rediscovered small the up/down arrows on your keyboard.
pleasures like board games, books and listening to music 6 They should have given Albert Einstein a Nobel Prize
together. Susan Maushart’s son was given a saxophone for his theory of relativity.
and took up music seriously. If the Internet was needed for
homework, her older daughter just went to the library. 4 Find the indirect object in each sentence. In your
The youngest daughter hated being unplugged, but Susan notebook, rewrite the sentences in the passive using
Maushart believes her children became more focused thanks by if necessary. Which sentences are true for you?
to being less dependent on technology. She now believes all 1 Yesterday, people sent me more than fifty messages.
families need to be encouraged to unplug periodically. Yesterday, I was sent more than fifty messages.
2 My parents might give me a new laptop for my next
birthday.
2 Read the GRAMMAR FOCUS. Which forms of be
complete the sentences correctly? Then check your 3 They have promised us some new computers for the
answers in the text. school.
4 People owe me lots of money.
5 They should offer my father a new job.
GRAMMAR FOCUS 30 6 Today a temporary teacher is teaching us IT.
Advanced passive forms 5 SPEAKING In your notebook, write sentences using
• Passive forms with present or past modal verb structures. the passive infinitive or -ing form. Use the prompts.
… no electronic noises could 1be heard through Then discuss the statements.
the night. Most teenagers …
… even when they should 2 have been switched off, 1 don’t enjoy (shout at)
they were bleeping … Most teenagers don’t enjoy being shouted at.
• Passive forms with verbs that take two objects, i.e. a 2 can’t stand (ignore) being ignored.
person – usually the indirect object, and a thing – usually 3 would prefer (not criticise) not to be criticised.
the direct object (give sb sth, send sb sth, show sb sth, 4 would like (take seriously) to be taken seriously.
etc.) 5 get tired of (judge) of being judged.
6 just want (love) to be loved.
Her son 3 was given a saxophone. (the ‘person’ is
7 dislike (tell what to do) being told what to do.
the topic – more common)
8 aren’t interested in (compare to other teenagers)
A saxophone was given to her son. (the ‘thing’ is the topic being compared to other teenagers.
– less common)
• Passive forms with verbs + -ing or verbs + to + infinitive. FOCUS VLOG 31 About science and technology
The youngest daughter hated 4 being unplugged.
3.14 Listen to the Focus Vlog. What kind of
… all families need 5 to be encouraged …
technology would the speakers like to be developed
Note: make sb do sth ➙ be made to do sth in the future? Write the answers in your notebook.
Once the children had been made to turn off their
technology …
Grammar page 150
102
LISTENING A B
7.3 Multiple choice

I can extract the main points from a news
report about problems with technology.
1 SPEAKING Look at the cartoons and identify what problems

they illustrate. Discuss any similar problems you have had with
technology.
2 3.15 Listen and match three of the cartoons (A–D) with the
situations (1–3). 1 D 2 B 3 A
LISTENING FOCUS Multiple choice
3 3.15 Listen again. For questions 1–3, choose the C D

correct answer, A, B or C. Write the answers in your notebook.
1 The shop assistant wants to
A warn Julie against buying cheap laptops.
B persuade Julie to increase her planned budget.
C encourage Julie to store films and music on a laptop.
2 What are the people doing?
A arguing whether to follow the navigation or not
B discussing the best way to their destination
C consulting a map to find their way
3 Choose the most appropriate headline for this news report.
A MOPED CRIME RISES BY 30 PERCENT IN LONDON
B MOBILE THEFTS HIGHER ON PUBLIC TRANSPORT
C MOPED THIEVES TARGET MOBILE PHONE USERS
4 In your notebook, complete the sentences about the

recordings with the words in the box. There are four extra 6 SPEAKING In your notebook, complete the
words. sentences to make them true for you. Then
compare with a partner.
drop gaming laptop bag map memory card
1 I usually listen to the same kind of music.
mobile phone rise sat-nav security word processing
I don’t really go in for …
RECORDING 1 2 When I buy my next phone, I’d like the shop to
a The shop assistant says four gigabytes of RAM is not sufficient if throw in …
Julie wants to go in for gaming . 3 I always find it difficult to figure out …
4 I can’t talk my parents into buying me …
b The shop assistant says he’ll throw in a laptop bag if Julie buys
5 The person who winds me up most is …
the better computer.
6 The government should bring in new laws
RECORDING 2
to …
a Luke wants a map to help him figure out which way to go.
7 The next new book/film/album/game I want to
b Luke was talked into using the sat-nav even though they
buy is coming out …
wind him up.
RECORDING 3
a Figures have come out that show a sharp rise in moped PRONUNCIATION FOCUS
robberies.
7 3.17 Copy the table, listen and complete
b The police say they are going to bring in new security
it. Then listen again and repeat.
measures.
FOCUS ON WORDS | Phrasal verbs NOUN ADJECTIVE ADVERB

1 science scientific scientifically
5 3.16 In your notebook, match the phrasal verbs in green in
Exercise 4 with the definitions. Then listen, check and repeat. 2 technology technological technologically
3 electronics electronic electronically
1 introduce sth = bring in
2 be released or be published = come out 4 electricity electric electrically
3 understand sth = figure sth out
4 enjoy, choose or do sth = go in for
8 3.18 In your notebook, mark the stress in
5 persuade sb to do sth = talk sb into sth
the words in the table. Then listen, check and
6 include sth extra for free = throw sth in repeat.
7 annoy or irritate sb = wind sb up
103
READING FOCUS ON WORDS | Medical conditions
7.4 Multiple choice 4 3.20 In your notebook, match the words in blue in
the text with their definitions. Then listen, check and
I can scan a set of related texts to repeat.
find specific information.
1 the response of the body’s immune system to some
substances = allergy
1 SPEAKING Discuss the statements below and try to 2 a condition that causes breathing difficulties = asthma
guess the correct answers. Then read the two texts 3 a condition that affects how people communicate and
quickly and check your answers. interact with others = autism
4 a condition that causes people to feel unhappy =
depression
WHAT DO YOU KNOW ABOUT MICROBES? 5 when your blood glucose is too high = diabetes
1 Microbes are microscopic creatures / insects / plants. 6 it protects against infections = immune system
2 Your body consists of 5 / 17 / 57 percent microbes. 7 a disease/condition caused by viruses or bacteria =
3 Bacteria are always / usually / sometimes beneficial. infection
8 when a person carries excess weight that might affect
4 Most microbes that live in our body are located in the
their health = obesity
respiratory / digestive / nervous system.
5 You need to wash your hands for 5 / 15 / 60 seconds to
wash off harmful germs. 5 3.21 In your notebook, complete the news report
6 If you chop meat on a board, clean the board with the words in Exercise 4. Then listen and check.
immediately / within an hour / later.
7 Dogs’ saliva is never / often / not usually harmful to Cities are taking steps to tackle air pollution following
humans. reports into its impact on human health. Children are at
the highest risk of being affected because their 1 immune
2 SPEAKING Discuss how you feel about the topic systems aren’t strong enough to fight off 2 infections . If they
in the texts. Is it something that interests you? breathe in polluted air over a long period, they may develop
Why?/Why not? 3
asthma or other lung conditions. People who suffer from
pollen 4 allergies in the summer get worse symptoms in
READING FOCUS Multiple choice cities where diesel fumes act as an irritant. 5 Obesity and
Type 2 6 diabetes are not only due to lifestyle or genetic
factors but also to traffic-related air pollution.
3 Read the texts again. For questions 1–5, choose
the correct answer, A, B, C or D. Write the answers
in your notebook. FOCUS ON WORDS | Word families
1 The microbes that live on a human
A can be washed away. 6 3.22 Copy the table and complete it with the
B are not beneficial because they’re hidden away. underlined words in the text. Then listen, check and
repeat.
C have no effects on our bodies at all.
D are harmful if they are of a certain kind.
NOUN VERB ADJECTIVE
2 The gut microbiome
A is similar among members of the same family. 1 advice advise advisable
B is responsible for how we react to what we eat. 2 benefit benefit beneficial
C doesn’t respond to drugs and medicine. 3 cleanliness clean clean
D is routinely monitored by doctors. 4 digestion digest digestive
3 What is fact according to Text A? 5 harm harm harmful
A The microbiome controls people’s sleep patterns. 6 medicine medicate medicinal
B No two people have identical gut microbiomes. 7 regulation regulate regulatory
C The majority of disease is caused by an unhealthy 8 response respond responsive
gut microbiome.
D In future, microbes could be the basis of a new form
7 SPEAKING In your notebook, complete the statements
of medicine. with the correct form of the word in capitals. Then
4 Text B states that too much washing and cleaning could discuss whether you agree with the statements and
be dangerous because say why.
A all bacteria are beneficial to our health.
1 Cleanliness is next to godliness. John Wesley CLEAN
B you could be at higher risk of infection.
2 Happiness: a good bank account, a good cook and a
C humans need exposure to a wide range of bacteria.
D cleaning products can cause asthma and allergies. good digestion . Jean Jacques Rousseau DIGEST
5 Both texts state that exposure to microbes 3 Let your food be your medicine and medicine be your
A will strengthen the immune system. food. Hippocrates MEDICINE
B can be eliminated if we wash more. 4 Happiness is beneficial for the body, but it is grief
C happens exclusively in the gut. that develops the powers of the mind. Marcel Proust
D will lead to you getting a disease. BENEFIT
5 Whenever a doctor cannot do good, he must be kept
from doing harm . Hippocrates HARM
104
3.19 Text A
THE HUMAN MICROBIOME

Why our microbes could be key to our health
Did you know that more than half of your body is not ecosystems of a rainforest and a desert are very
human? The average adult has just under 40 trillion different, he writes, so the microbiome of the skin is
microbial cells and about 30 trillion human ones. In completely different from the gut. Microbiomes also
other words, human cells make up only 43 percent 30 differ between two people. In fact, each individual has
5 of the body’s total cell count. The rest are microbes. a unique gut microbiome, as personal as a fingerprint.
No matter how well you wash, nearly every part Rob Knight of the University of California San Diego
of your body is covered in microscopic creatures. and an expert on the human microbiome explains that
This includes bacteria, viruses, fungi and archaea, differences in the microbiome of the gut help to explain
each with their own DNA, and together they are 35 why people respond differently to the same foods.
10 known as the human microbiome. 90 percent of It is thought that 90 percent of disease can be linked
this microscopic life is hidden away in our digestive back in some way to the gut and the health of the
system. But it would be naive to think that we carry microbiome. Over recent years, the gut microbiome
around so much microbial material without it having has been associated with a wide range of conditions
any effect on our bodies at all. 40 such as diabetes, autism, depression and obesity.
15 Microbes and bacteria have a negative reputation It has also been linked to how individuals respond to
and it’s true that some microbes are known to cause certain drugs (and is affected by the
disease and these are called pathogens. Others drugs we take, such as antibiotics). GLOSSARY
only become harmful if they get in the wrong place It has even been suggested that archaea = archeony
or grow in number. But the majority of microbes are 45 it could be connected with how (jednokomórkowce podobne
do bakterii)
20 essential for our health: they regulate the immune well we sleep. Microbial medicine cell = komórka
system, provide nutrients for our cells, help is in its early stages, but some condition = dolegliwość, choroba
digestion and protect us against disease. researchers think that it will become fungi = grzyby
routine for doctors to keep an gut = jelito
Different parts of the body all have very different microbe = mikrob, drobnoustrój
communities of microbes. In his book, I Contain
50 eye on the makeup of patients’ microbiome = microbiom
25 Multitudes, Ed Yong compares the body’s microbiomes. Microbiome-derived nutrients = składniki odżywcze
medicine may well be the future of pathogen = patogen, czynnik
microbiome to the earth’s ecosystems. Just as the chorobotwórczy
precision medicine.
Text B
ALL YOUR HEALTH QUESTIONS ANSWERED
Being too clean may

be bad for your health
Q I shower every morning, wear clean clothes every day and I carry a hand sanitiser
that I use regularly throughout the day to keep my hands clean, especially after
touching my pet dog. My house is spotless and you won’t see a dirty dish in the kitchen.
But now I hear that being too clean may be bad for my health. Is this true?
A We need to strike the right balance between keeping obsessively clean

and learning to live with the bacteria around us. We know that certain
bacteria cause diseases, and in recent times, sanitation and cleanliness have
Sometimes, it’s good to get dirty!
Research shows that children who
grow up on farms are less likely to have
dramatically improved our health. But not all bacteria are bad. In fact, lots of them problems like allergies and asthma and
5 are extremely useful and beneficial to our health. So the question is, how can we 25 this is because they’re exposed to a
avoid disease from the bad bacteria while nurturing the good bacteria? wonderful biodiversity of bacteria in the
soil, rich in beneficial microbes. Dogs
First, let me be clear – I’d never suggest skipping the essentials, such as washing
are also good for helping you to develop
your hands. Scientists consider dirty hands as one of the most likely reasons why
healthy bacteria – next time a slobbery
infections are passed between us. Getting your hands clean is not just a question 30 dog jumps up at you, don’t push it
10 of how long you wash them, but how well. Experts say you have to apply soap
away. Instead, think about how the
and water, rub all surfaces of the hands thoroughly for at least fifteen seconds,
bacteria in its saliva may be boosting
then rinse under running water and then dry them. The rubbing with soap
your immune system.
detaches the germs from your skin, while the rinsing and drying takes them off
the hands. But not all of our body has to be washed so thoroughly. A long shower
15 every day may not be advisable, as it removes the ‘good bacteria’ from our skin. GLOSSARY
germ = zarazek, drobnoustrój
Around the house, the solution for fighting the wrong kind of bacteria isn’t sanitation = urządzenia sanitarne, kanalizacja
excessive cleaning, but the right kind of cleaning. For instance, if you chop sanitiser = płyn dezynfekujący
vegetables on your chopping board, you can wait until after your meal to wash it nurture = żywić
up. Not so if you’ve chopped raw fish or meat, when instant action is required, or
20 you may increase the risk of infection.
105
GRAMMAR 4 USE OF ENGLISH In your notebook, complete the
7.5 Passive reporting structures

sentences using the prompts in brackets. Do not
change the order of the words. Change the forms
or add new words where necessary.
I can use passive reporting structures to
1 It is understood that Pythagoras came up with
talk about general feelings and beliefs.
(understand/Pythagoras/come up) the idea of odd
and even numbers.
2 Pythagoras is said to have prepared (say/prepare)
1 3.23 SPEAKING Discuss the Maths facts and try to the way for many famous Greek mathematicians.
guess which options are correct. Then listen and check 3 It is thought that Archimedes (think/Archimedes) is
your answers. one of the greatest mathematicians of all time.
4 Archimedes is believed to have made (believe/make)
Maths facts his most famous discovery in the bath.
5 The Romans are not thought to have been interested
1 It is thought that numbers and counting began with the (not/think/be interested) in Maths.
number zero / one . 6 Several other civilisations are known to have
2 Arithmetic is considered to have originated around contributed (know/contribute) to the advancement
20,000 / 6,000 years ago in Sumer. of mathematics.
3 The Egyptians / Romans are known to have invented the
numbers one thousand and one million. 5 In your notebook, rewrite each sentence in two
ways.
4 Before 1500, the term ‘mathematics’ was understood to
mean ‘astrology’ / ‘physics’. 1 We know that most mathematical symbols were
5 There are said to be limited / unlimited opportunities for invented in the 1500s.
mathematicians. It is known that most mathematical symbols were
invented in the 1500s.
6 An increasing / A decreasing number of students are
Most mathematical symbols are known to have
expected to be doing Maths at university in the future.
been invented in the 1500s.
2 Historians consider the seventeenth century to be
2 Read the GRAMMAR FOCUS and find examples of each a high point in the history of mathematics.
pattern in Maths facts. The seventeenth .
It .
GRAMMAR FOCUS 32 3 Many teachers thought that calculators could harm
students’ Maths skills.
Passive reporting structures It .
You can use the passive to talk about general feelings or beliefs Calculator .
with reporting verbs like believe, know, think, etc. These structures 4 They estimate that there are over 10,000 new
are usually used in more formal contexts. Maths graduates every year in the UK.
• it + passive verb (present or past) + that clause 1 There .
It .
• subject + passive verb (present or past) + to + infinitive
(to do/to have done/to be doing, etc.) 2, 3, 4, 6 6 SPEAKING In your notebook, list the school
• there + passive verb (present or past) + to be/to have been 5 subjects you study. Put them in order from most
important to least important. Discuss your lists.
How important is Maths?
3 3.24 Read the text. One word is missing in each
underlined verb structure. In your notebook, correct the Grammar page 151
verb structures. Then listen and check.
1 Pythagoras is understood to have come up with
WHERE DO OUR Brahmi numerals around 300 AD

1 2 3 4 5 6 7 8 9
NUMBERS COME FROM?
Around 500 BC, the Greek philosopher 1 Pythagoras is understood
to have come up with the idea of odd and even numbers. 6
There are known to have been several other
2
It is said that Pythagoras prepared the way for many famous civilizations, including the Maya people in Mexico
Greek mathematicians including Archimedes. 3 Archimedes is and scholars in ancient China, who contributed to
considered to be one of the greatest mathematicians of all time. the advancement of mathematics. However, the
He discovered how to measure the volume of an object with an next big breakthrough was probably in 500 AD
irregular shape. 4 He is believed to have been taking a bath when when the Indians invented ‘zero’. They had already
he made the discovery, and leapt out shouting ‘Eureka!’ (‘I have created symbols for the numbers one to nine. In
found it!’). Unfortunately, Archimedes was killed by a Roman fact, 7it could be argued that our ‘Arabic numerals’
soldier in 212 BC and mathematics entered a dark age. 5 It is should rather be known as ‘Indian numerals’. After
thought that the Romans just weren’t interested in mathematics. all, it was actually the Indians who invented them.
106
SPEAKING 5 3.26 In your notebook, complete the
7.6 Clarification
conversations with words from the SPEAKING
FOCUS. Then listen and check.
Dialogue 1
I can ask for and give clarification.
A: Not many people agree with me, but I think
computer games are a bit of a waste of time. I’d
rather kick back with my friends than stare at a
screen for hours on end.
1 SPEAKING Discuss which of these machines you would trust
in place of a human and which you would not. B: Er … sorry, but I don’t know what you mean
1
by ‘kick back’.
1 a self-driving car 4 a virtual teacher
A: What I 2 meant was spend time together, you
2 a robotic surgeon 5 a robot police officer
know, hang out, chat, relax.
3 a computer-generated
online friend Dialogue 2
A: I think I’d die without my phone.
2 SPEAKING Imagine you are going to a science and B: And this year’s Oscar for best actress goes to …
technology exhibition. Look at the posters and discuss A: Ha ha, very funny. Are you 3 saying I’m being
which you would rather visit and why. dramatic?
B: Yes, 4 exactly . I think you’d survive without it.
1
From Mario to Minecraft Dialogue 3
A: Dan, I have to answer this question for homework.
An interactive history of Can you help, please?
games, gaming machines B: Sure, what’s the question?
and gaming culture A: ‘In what ways might socially intelligent robots
benefit human society?’
B: Hmm. Well, I suppose the ability to have
2
Mind-blowing conversations with our machines will make a big
difference.
Machines A: I’m not sure I 5 follow you.
B: Well, we interact with today’s machines mostly by
From self-driving
typing or pushing buttons, but some phones and
cars to robo-cops
tablets already understand voice commands, right?
The latest developments Imagine they and other machines could react to
in robotics and artificial what you say and talk back to you properly.
intelligence A: Hmm. OK. If I understand 6 correctly , you mean
we’ll be able to have a conversation with our
television or our fridge, right?
B: Yes, that’s 7 pretty much it.
A: I’m not sure I’d want to have a conversation with a
fridge.
3 3.25 Listen to a conversation at the ‘Mind-blowing B: Why not?
Machines’ Exhibition. What type of machine is Sam A: Well, they have a reputation for being rather cold.
describing? A robotic surgeon. B: Oh, very funny.
4 3.25 Listen again. Which phrases from the SPEAKING 6 SPEAKING Discuss the questions. Use the
FOCUS do you hear? SPEAKING FOCUS to help you.
1 In what ways are computer games good or bad for
SPEAKING FOCUS 33 34 the people who play them?
2 What do you think has been the most important
Signalling confusion technological development during your lifetime?
Sorry, I’m not with you. 3 Have social media made us more or less sociable?
I’m not sure I follow (you). Explain your opinion.
I’m afraid you’ve lost me there. ✓ 4 In what ways might socially intelligent machines
benefit human society?
I don’t know what you mean by …
Checking your understanding
So, in other words, …
Are you saying …? ✓
If I understand correctly, you mean …, right?
Giving clarification
Yes, precisely/exactly. ✓
Yes, (that’s) pretty much (it).
No, that’s not (quite) what I meant.
What I meant was …
107
USE OF ENGLISH 3 Decide which words complete the sentences
7.7 Easily confused words

correctly. Then answer the questions.
1 What was the purpose of the original US system
that proceeded / preceded GPS?
I can understand and use words that are
easily confused. 2 What historic / historical decision did US
President Reagan make in 1983?
3 Actually / Currently , how many systems are
1 SPEAKING What do you know about GPS? Discuss the there and who do they belong to?
questions. 4 How would your location be affected / effected
1 What does GPS stand for? Global Positioning System if only three satellites were in sight / site?
2 How does GPS work? Three satellites measure the distance 5 How can GPS contribute to environmental
and triangulate your position, a fourth one corrects the position. advice / advise?
3 When do you use GPS?
4 What other uses do you think it has? 4 Read the LANGUAGE FOCUS. In your notebook,
complete it by matching the words in blue in the
2 Read the text. Which headings A–D match paragraphs 1–4 text to the words they are often confused with.
correctly? Check your ideas in Exercise 1.
A GPS takes Einstein’s theory into account LANGUAGE FOCUS
B GPS is owned and operated by the US government
C GPS isn’t just for determining location Easily confused words
D GPS isn’t the only navigation system Lots of English words cause problems because they are
easily confused. If in doubt, it is always best to check in
a dictionary.
GPS
• Words that look or sound similar, but have
Four things you different meanings
cite/site/1sight
didn’t know about conscious/conscientious
1
B dessert/2 desert
Originally, the system was built by the US Navy to locate late/lately
submarines, and consisted of six satellites which eventually lose/loose
grew to ten. This model preceded the Global Positioning principal/3 principle
System or GPS as we know it today. At first, GPS was proceeded/4 preceded
reserved for military use, but in 1983 US President Reagan sensible/sensitive
made a historic decision to let all civilian commercial aircraft
weather/5 whether
use it.
2
• Words that look or sound similar and have similar
D
meanings (this often includes words from the
GPS is just one of several space-based radio navigation same word family)
systems. Currently, there are four global navigation systems: alike/likely
GPS (US), GLONASS (RUSSIA), Galileo (EU) and BeiDou advise/6 advice
(China). These navigation systems are essential for military
alone/lone/lonely
operations, so some countries prefer not to be dependent
on another country in case problems arise. assure/insure/7 ensure
3
breathe/breath
A
dependant/8 dependent
Twenty-four satellites ensure that at least four satellites are economic/economical
in sight of any location on Earth at all times. Four satellites effect/9 affect
are needed to provide data to calculate an exact position.
historical/10 historic
The GPS receiver measures the distance to three satellites by
the amount of time it takes to receive a transmitted signal. A lay/lie
fourth satellite is used to account for Albert Einstein’s general migrate/immigrate/emigrate
theory of relativity, that time moves faster for those satellites raise/rise/11 arise
that are further from sources of gravity. Without correction,
• Words that look or sound different, but have
this would affect the exact location by about six miles. That,
similar meanings
in a nutshell, is the principle on which the GPS is based.
after all/finally/lastly/12 eventually
4
C comprise/consist of/include
Most people associate GPS with giving directions when occasion/opportunity
driving. But there are other important uses for this powerful • False friends are words that look or sound similar
tool. GPS helps farmers by gathering data about soil,
to words in your language, but have different
weather patterns and expected rainfall. It is also used to find
meanings
evidence of the speed at which the ice caps are melting, or
the deserts are advancing, and this information contributes realise (know or understand) ≠ perform or carry out
to environmental advice and warnings. GPS can even predict actually (in fact) ≠ 13 currently
whether a natural disaster is likely and help to manage the 14
data (information) ≠ date
consequences.
108
5 Decide which options complete the sentences correctly. 8 SPEAKING Ask each other the questions choosing the
Which statements do you agree with? correct words.
1 It’s so easy to lose / loose track of time when you’re on 1 Are you economic / economical ? Do you hate waste?
your phone. 2 Do you lay / lie on your front when you’re sleeping?
2 Technology is useful, but it makes you lone / lonely / 3 Are there any historic / historical buildings near your
alone. school?
3 Going to bed late / lately every night is not good for 4 Will you ever get an occasion / opportunity to go to
your health. Australia?
4 The arise / raise / rise in antisocial behaviour is due to 5 Would you say you were a person of strong principles /
too much screen time. principals?
5 So it seems, after all / finally / lastly, that money doesn’t 6 Are you a conscious / conscientious student?
buy you happiness.
6 If present / actual trends continue, cybercrime will 9 In your notebook, replace each underlined word or
affect / effect all of us. phrase with a word from the box so that the meaning is
the same.
6 In your notebook, complete the sentences with
different parts of speech by changing one letter in the actually complement compliment currently
words in bold. eventually fantastic genial possibly sight site
1 You can advise someone or give someone advice. 1 I always say I’ve got lots of Facebook friends, but …
2 You can practise the guitar or do some guitar a in fact I’ve only b at the moment
practice . got 100. I’ve only got 100.
3 You can breathe in deeply or take a deep breath . 2 ‘Are you going to buy a new laptop?’
4 You can be dependent on someone or be someone’s a ‘In the end, yes.’ b ‘Maybe, yes.’
dependant. 3 My grandma and grandpa always …
5 A situation can affect you badly or have a bad a work well with b say nice things to
effect on you. each other. each other.
4 We love our family doctor. He’s a …
a great guy. b friendly guy.
text with the appropriate form of the words in the box.
There are two extra words. 5 Our local festival takes place in the grounds of a historic
castle. It’s a …
affect depend economy interest a wonderful place. b wonderful spectacle.
like migration sense sure
10 SPEAKING In your notebook, translate the sentences
in Exercise 9. Discuss whether the words in the box
Many species of bird migrate twice a year often
1 have any false friends in your language. Are any of the
travelling long distances, especially if their natural sentences true for you?
habitat suffers harsh winters. Scientists are 2 interested
in finding out how they navigate on these journeys. SHOW WHAT YOU’VE LEARNT UNITS 1–7
They know that birds are 3 sensitive to light and use
the sun and stars to 4 ensure that they know where
north is located. Some researchers think they may 11 USE OF ENGLISH In your notebook, translate
also recognise landmarks, but it’s doubtful that they the phrases in brackets into English. Use no more
are completely 5 dependent on this method because than five words.
they can still navigate on cloudy days and fly across 1 I’d like to know what time the exhibition opens
the oceans where there are no landmarks. The latest (otwiera się wystawa) tomorrow.
thinking is that they’re 6 likely to use more than one 2 Some of the exhibits are on loan from private
method, including detecting the Earth’s magnetic field. collections, the others/other belong (pozostałe należą)
the museum.
3 The robot demonstration is very popular and people
have to put up (muszą znosić) with a long wait to see
it.
4 If you like, you can join a forty-minute tour (do
czterdziestominutowej wycieczki) of the exhibition.
The tour is free.
5 You’re welcome to discuss the exhibition, but you are
asked to keep quiet (uprasza się o zachowanie ciszy)
during the demonstration.
6 If you’re late for the bus home, you will be banned from
(nie będziesz miał pozwolenia na) coming on the next
trip.
7 The exhibition booklet comprises fifty pages (składa się
z pięćdziesięciu stron) and includes the data about
the exhibits as well as some photos.

109
WRITING
7.8 A narrative
I can write an entertaining narrative
using a variety of verbs to describe
ways of speaking.
1 SPEAKING Work in groups. Discuss the questions

about Artificial Intelligence (AI).
1 What is AI? Write a short definition.
2 How do you feel about the idea of living in a world
where AI is more advanced than human intelligence?
3 What problems might there be if it was impossible to
tell the difference between a human and a robot?
2 SPEAKING The image on this page is from the story

you are about to read. Say what might be happening
in it. Now read the story and find out.
3 SPEAKING What did Robert discover about himself

in his parents’ office? What exactly do you think his
parents’ job is?
4 Study the WRITING FOCUS and find examples of each

point in the story in Exercise 2.
WRITING FOCUS ROBERT WEAVER discovered he was

not in fact Robert Weaver on Independence Day,
Structure of a narrative
2092. His parents were celebrating at their company
Short stories are usually written from a first-person point of
headquarters on Earth-Station One and had left
view (the main character tells the story) or a third-person
the 17-year-old home alone for the weekend. They
point of view (the writer tells the story but is not a character
in it). worked in advanced computing, though exactly what
they did their son wasn’t sure. Their office, in the
Beginning basement of the house, remained locked at all times
• Get the reader’s attention with a dramatic or mysterious and Robert was strictly forbidden from entering. ‘Top
opening, a statement by one of the main characters, or secret and extremely dangerous,’ his parents had
a detail concerning an important place or person from
warned him many times.
the story.
• Set the scene. Say where and when the story takes place With his mother and father away, Robert had decided
and introduce the main characters. to throw a party. It was going well, just a few friends
Middle hanging out and having fun. But word had spread,
• Use narrative tenses to describe the action. and soon the house was full. A small group had gone
• Add drama and interest with shorter sentences. downstairs and seen a strange blue glow coming
• Use language that appeals to the senses to describe from under one of the doors. ‘Something’s in there,’
what the characters see, hear and feel. whispered one of the girls and insisted they find out
• Report speech using a variety of verbs. what it was. Just as they were breaking in, Robert
• Give characters a voice using direct speech. appeared at the bottom of the stairs. ‘What are you …
End No!’ he yelled, terrified of what his parents would say.
• Conclude the story with a twist, a lesson learned, But it was too late.
a decision taken (as a result of what happened), or a later The room was more of a high-tech laboratory
event linked to the story. than an office, and in its centre they all saw what
appeared to be a glowing blue holographic model
of a human body. Robert raised his hands to his
mouth in shock, and the hologram made precisely
the same movement. As he turned to the others, the
hologram mirrored him once again. ‘What is this?’
gasped Robert.
One of the girls in the doorway screamed, and
another said in a shocked voice ‘You’re not human,
Robert! You’re … You must be an android. And that
is your 3D image … because ONLY androids have
holographic models!’
110
5 Look at the beginnings of six stories (1–6). Which
beginnings …
a use a dramatic or mysterious opening? 1, 5
b use a direct quote to get the reader’s attention? 2, 4
c describe a detail or a place important for the story? 3, 6
1 The morning after the brain implant, Zara Jones

stretched, sighed and got out of bed. When she
pulled back the curtains, she realised nothing was
the same as it had been yesterday.
2 ‘Stand against the wall!’ snapped the home-help

droid at the frightened family. The revolution had REMEMBER THIS
begun at exactly four minutes past six. When you use direct speech in a narrative, the words
that are actually spoken should be written inside inverted
commas. There should always be a comma, full-stop,
3 Neither of the suns had risen that day and the
question mark or exclamation mark at the end of what is
only light in Milo Haver’s apartment came from
said, and inside the inverted commas.
the communications screen. The extra hours of
e.g. ‘Something’s in there,’ whispered one of the girls.
darkness presented tech-thieves like Milo with a
‘What is this?’ gasped Robert.
rare opportunity.
7 Read REMEMBER THIS. In your notebook, complete

4 ‘Please let me out!’ sobbed 17-year-old Kevin
each sentence with the most suitable verb from the
Saunders, but the Saunders’ smart-house refused
LANGUAGE FOCUS. Add inverted commas where
once again. necessary.
1 ‘Keep still!’ she whispered as quietly as possible, afraid
5 They had been hunting for Robot AI71 for almost a that the hunter-drone might hear us.
week when they finally found her. She was missing 2 ‘How long was this going to take?’ wondered Leila as
a finger and her battery was critically low. she sighed with frustration and told the system to
reboot for the third time.
3 Tom screamed in terror when he opened the curtains
6 The sensors showed that the child was asleep. and saw two sets of piercing red eyes staring out of the
His mother remembered switching off his AI toys. darkness at him.
So why could she hear giggling coming from the 4 The child’s furry AI friend was always making jokes and
bedroom? they would often spend the whole evening giggling
together in his room.
5 As Marlon sobbed , pale blue tears ran down his
6 In your notebook, match the base forms of the speech cheeks and into both of his mouths.
verbs in purple in the story and in Exercise 5 with the 6 ‘Put the vacuum cleaner on the floor!’ yelled the
definitions in the LANGUAGE FOCUS. security guard at the cleaner-bot, and this time it did as
it was told.
LANGUAGE FOCUS 7 Keila gasped with surprise as her feet left the
ground and she rose gently to the ceiling.
Speech verbs 8 ‘Will you just be quiet!’ snapped the pilot at Dee-dee
You can make your writing more descriptive and dramatic as the light-bike flew towards the clouds.
by using alternatives to say. Use them to describe the way
in which the characters speak, or the noises they make to SHOW WHAT YOU’VE LEARNT
express their emotions.
1 breathe in suddenly because you are surprised or 8 Do the writing task in your notebook. Use the
in pain = gasp WRITING FOCUS and the LANGUAGE FOCUS to
2 say something quietly using your breath rather help you.
than your voice = whisper Anglojęzyczne czasopismo rozpisało konkurs
3 shout something loudly, to get someone’s na najciekawszy artykuł o zabawnych lub nieoczekiwanych
attention or because you are angry = yell sytuacjach związanych z użyciem nowoczesnej
technologii w nauce języka obcego. Napisz artykuł,
4 speak suddenly in an angry way because you have
w którym zrelacjonujesz sytuację, a także uzasadnisz,
lost your temper = snap
w jaki sposób użycie tej technologii może być przydatne
5 laugh quickly in a high voice = giggle w nauce języka obcego.
6 let out a long loud breath because you are sad, Wypowiedź powinna zawierać od 200 do 250 słów
relieved, or frustrated = sigh i spełniać wszystkie wymogi typowe dla formy
7 cry noisily while taking short breaths = sob wskazanej w poleceniu.
8 make a high, long, loud noise because you are hurt
or afraid = scream
111
UNIT 7 It’s not rocket science!
7.1 Vocabulary 4.49 radioactivity /ˌreɪdiəʊækˈtɪvəti/ top-of-the-range /ˌtɒp əv ðə ˈreɪndʒ/
promieniotwórczość najwyższej klasy
acceptance speech /əkˈseptəns ˌspiːtʃ/
radiation /ˌreɪdiˈeɪʃən/ promieniowanie turn around /ˌtɜːn əˈraʊnd/ zawrócić
przemówienie, wystąpienie przy
receive a mention /rɪˌsiːv ə ˈmenʃən/ urge sb to do sth /ˈɜːdʒ ˌsʌmbədi tə ˈduː
przyjęciu nagrody
zostać wyróżnionym ˌsʌmθɪŋ/ nakłaniać kogoś do zrobienia
acid /ˈæsɪd/ kwas
recognise an achievement /ˌrekəɡnaɪz czegoś
addition /əˈdɪʃən/ dodawanie
ən əˈtʃiːvmənt/ docenić osiągnięcie wind sb up /ˌwaɪnd ˌsʌmbədi ˈʌp/
algorithm /ˈælɡərɪðəm/ algorytm
relativity /ˌreləˈtɪvəti/ względność drażnić, irytować kogoś
apply /əˈplaɪ/ zastosować
remarkable /rɪˈmɑːkəbəl/ wybitny, word processing /ˈwɜːd ˌprəʊsesɪŋ/
atom /ˈætəm/ atom
niezwykły edycja tekstu
award a prize /əˌwɔːd ə ˈpraɪz/ przyznać
see the potential /ˌsiː ðə pəˈtenʃəl/
nagrodę 7.4 Reading 4.52
dostrzegać potencjał
base /beɪs/ zasada (chemiczna)
subtraction /səbˈtrækʃən/ odejmowanie advice /ədˈvaɪs/ porada
become an expert in /bɪˌkʌm ən
supervisor /ˈsuːpəvaɪzə/ przełożony; advisable /ədˈvaɪzəbəl/ wskazany,
ˈekspɜːt ɪn/ zostać ekspertem w (jakiejś
promotor naukowy stosowny
dziedzinie)
theory of relativity /ˌθɪəri əv ˌreləˈtɪvəti/ advise /ədˈvaɪz/ udzielać rad
calculation /ˌkælkjəˈleɪʃən/ kalkulacja,
teoria względności allergy /ˈælədʒi/ alergia
obliczenie
value /ˈvæljuː/ wartość archaea /ɑːˈkiːə/ archeony
capable of doing sth /ˈkeɪpəbəl əv ˌduːɪŋ
velocity /vəˈlɒsəti/ prędkość (jednokomórkowce podobne do bakterii)
ˌsʌmθɪŋ/ zdolny do czegoś, będący
win the respect /ˌwɪn ðə rɪˈspekt/ asthma /ˈæsmə/ astma
w stanie coś zrobić
zdobyć szacunek autism /ˈɔːtɪzəm/ autyzm
coin a term /kɔɪn ə tɜːm/ ukuć termin
collaborate with /kəˈlæbəreɪt wɪð/ beneficial /ˌbenəˈfɪʃəl/ korzystny, mający
7.2 Grammar 4.50 dobry wpływ
współpracować z
collect /kəˈlekt/ zbierać, kolekcjonować ban /bæn/ zakazać benefit /ˈbenəfɪt/ korzystać; korzyść
contribution /ˌkɒntrəˈbjuːʃən/ wkład, bleep /bliːp/ pikać, piszczeć biodiversity /ˌbaɪəʊdaɪˈvɜːsəti/
udział (o urządzeniach elektronicznych) zróżnicowanie biologiczne
credit sb with /ˈkredɪt sʌmbɒdi wɪð/ periodically /ˌpɪəriˈɒdɪkli/ okresowo boost /buːst/ poprawiać, pobudzać
przypisywać komuś (coś) unplug /ʌnˈplʌɡ/ odłączyć cell /sel/ komórka
discrimination /dɪˌskrɪməˈneɪʃən/ chopping board /ˈtʃɒpɪŋ bɔːd/ deska
7.3 Listening 4.51 do krojenia
dyskryminacja
division /dəˈvɪʒən/ dzielenie be on the rise /ˌbi ɒn ðə ˈraɪz/ cleanliness /ˈklenlinəs/ czystość
electron /ɪˈlektrɒn/ elektron wzrastać community /kəˈmjuːnəti/ środowisko
element /ˈeləmənt/ pierwiastek bring in /ˌbrɪŋ ˈɪn/ wprowadzać, condition /kənˈdɪʃən/ dolegliwość,
chemiczny przedstawiać choroba
equation /ɪˈkweɪʒən/ równanie come out /ˌkʌm ˈaʊt/ zostać depression /dɪˈpreʃən/ depresja
extinct /ɪkˈstɪŋkt/ wymarły opublikowanym derived /dɪˈraɪvd/ pochodny,
fellow scientists /ˌfeləʊ ˈsaɪəntɪsts/ commuter /kəˈmjuːtə/ osoba pochodzący
koledzy naukowcy dojeżdżająca do pracy detach /dɪˈtætʃ/ oddzielać
fossil /ˈfɒsəl/ skamieniałość distracted /dɪˈstræktɪd/ rozkojarzony diabetes /ˌdaɪəˈbiːtiːz/ cukrzyca
fraction /ˈfrækʃən/ ułamek exit /ˈeɡzɪt/ zjazd z autostrady digest /daɪˈdʒest/ trawić
gain recognition /ˌɡeɪn ˌrekəɡˈnɪʃən/ figure /ˈfɪɡə/ liczba, statystyka, dane digestion /daɪˈdʒestʃən/ trawienie
zdobyć uznanie figure sth out /ˌfɪɡə ˌsʌmθɪŋ ˈaʊt/ digestive system /daɪˈdʒestɪv ˌsɪstəm/
gender gap /ˈdʒendə ɡæp/ różnice zrozumieć, rozwiązać problem układ trawienny
dzielące płcie go in for /ˌɡəʊ ˈɪn fə/ lubić coś robić essentials /ɪˈsentʃəlz/ podstawy
have access to /ˌhæv ˈækses tə/ mieć look up directions /ˌlʊk ˌʌp daɪˈrekʃənz/ excessive /ɪkˈsesɪv/ nadmierny
dostęp do szukać wskazówek, szukać drogi exclusively /ɪkˈsklu:sɪvli/ wyłącznie
have an aptitude for /ˌhæv ən ˈæptɪtjuːd moped /ˈməʊped/ skuter exposed /ɪkˈspəʊzd/ narażony,
fə/ mieć talent do motorway /ˈməʊtəweɪ/ autostrada odsłonięty
injustice /ɪnˈdʒʌstəs/ niesprawiedliwość offence /əˈfens/ wykroczenie exposure /ɪkˈspəʊʒə/ narażenie,
make a contribution /ˌmeɪk ə offender /əˈfendə/ sprawca, przestępca wystawienie, ekspozycja
ˌkɒntrəˈbjuːʃən/ przyczynić się, wnieść price range /ˈpraɪs ˌreɪndʒ/ zakres fight off /ˌfaɪt ˈɒf/ zwalczyć
wkład w coś cenowy fingerprint /ˈfɪŋɡəˌprɪnt/ odcisk palca
make reference to/refer to /ˌmeɪk reveal /rɪˈviːl/ wyjawiać fumes /fjuːmz/ spaliny
ˈrefərəns tə/rɪˈfɜː tə/ odnieść się, robbery /ˈrɒbəri/ kradzież, rabunek fungi /ˈfʌŋɡiː/ grzyby
nawiązać do route /ruːt/ trasa genetic factor /dʒəˌnetɪk ˈfæktə/ czynnik
marine reptile /məˈriːn ˈreptaɪl/ gad sat-nav /ˈsæt næv/ nawigacja satelitarna genetyczny
morski security measures /sɪˈkjʊərəti ˌmɛʒəz/ germ /dʒɜːm/ zarazek, drobnoustrój
molecular structure /məˈlekjələ ˌstrʌktʃə/ środki bezpieczeństwa grow in number /ˌɡrəʊ ɪn ˈnʌmbə/
struktura molekularna stick to /stɪk tə/ trzymać się czegoś wzrastać
multiplication /ˌmʌltəpləˈkeɪʃən/ storage /ˈstɔːrɪdʒ/ pamięć gut /ɡʌt/ jelito
mnożenie (w komputerze) harm /hɑːm/ krzywda; krzywdzić
name sth after sb /ˈneɪm ˌsʌmθɪŋ ˌɑːftə store /stɔː/ przechowywać, magazynować harmful /ˈhɑːmfəl/ szkodliwy
ˌsʌmbɒdi/ nazwać coś na czyjąś cześć sufficient /səˈfɪʃənt/ wystarczający hidden away /ˌhɪdn əˈweɪ/ schowany,
nucleus /ˈnjuːkliəs/ jądro atomu take advantage of /ˌteɪk ədˈvɑːntɪdʒ əv/ ukryty
outer space /ˈaʊtə speɪs/ przestrzeń wykorzystać immune system /ɪˈmjuːn ˌsɪstəm/ system
kosmiczna talk sb into /ˌtɔːk ˌsʌmbədi ˈɪntə/ odpornościowy
path /pɑːθ/ ścieżka, droga namówić kogoś na infection /ɪnˈfekʃən/ infekcja
periodic table /ˌpɪəriˈɒdɪk ˈteɪbəl/ układ target /ˈtɑːɡət/ wybierać za cel, kierować impact /ˈɪmpækt/ wpływ
okresowy pierwiastków do (np. reklamę, produkt) instant /ˈɪnstənt/ natychmiastowy
provided (that) /prəˈvaɪdəd (ðæt)/ pod theft /θeft/ kradzież irritant /ˈɪrətənt/ czynnik drażniący
warunkiem throw sth in /ˌθrəʊ ˌsʌmθɪŋ ˈɪn/ dołożyć, linked back to /ˈlɪŋkt bæk tə/ powiązany z
dodać coś lung condition /lʌŋ kənˈdɪʃən/ choroba płuc
112
It’s not rocket science! Word list
make up /meɪk ʌp/ składać się na fully-automated /ˌfʊli ˈɔːtəmeɪtəd/ lately /ˈleɪtli/ ostatnio
medicate /ˈmedɪkeɪt/ leczyć, podawać w pełni automatyczny lay /leɪ/ kłaść, położyć
lekarstwa kick back /kɪk bæk/ zrelaksować się, lie /laɪ/ leżeć
medicinal /məˈdɪsənəl/ leczniczy wyluzować likely /ˈlaɪkli/ prawdopodobny
medicine /ˈmedsən/ lek mind-blowing /ˈmaɪnd ˌbləʊɪŋ/ locate /ləʊˈkeɪt/ lokalizować
microbe /ˈmaɪkrəʊb/ mikrob, zadziwiający, szokujący lone /ləʊn/ samotny, odludny
drobnoustrój perform an operation /pəˌfɔːm ən lonely /ˈləʊnli/ samotny
microbiome /ˌmaɪkrəʊˈbaɪəʊm/ ˌɒpəˈreɪʃən/ przeprowadzić operację loose /luːs/ luźny
mikrobiom range of movement /ˌreɪndʒ əv lose /luːz/ stracić, zgubić
nervous system /ˈnɜːvəs ˌsɪstəm/ system ˈmuːvmənt/ zakres ruchu migrate /maɪˈɡreɪt/ migrować
nerwowy remote /rɪˈməʊt/ zdalnie sterowany occasion /əˈkeɪʒən/ okazja, wydarzenie
nurture /ˈnɜːtʃə/ żywić robotic surgeon /rəʊˌbɒtɪk ˈsɜːdʒən/ opportunity /ˌɒpəˈtjuːnəti/ okazja,
nutrients /ˈnjuːtriənts/ składniki robot chirurgiczny możliwość
odżywcze scary /ˈskeəri/ straszny practice /ˈpræktɪs/ praktyka
obesity /əʊˈbiːsəti/ otyłość steady /ˈstedi/ stabilny practise /ˈpræktɪs/ praktykować
pathogen /ˈpæθədʒən/ patogen, czynnik surgical unit /ˈsɜːdʒɪkəl ˌjuːnət/ precede /prɪˈsiːd/ poprzedzać
chorobotwórczy mechanizm operujący principal /ˈprɪnsəpəl/ zasadniczy,
pollen allergy /ˈpɒlən ˌælədʒi/ alergia na voice command /ˈvɔɪs kəˌmɑːnd/ najważniejszy; dyrektor
pyłki polecenie głosowe principle /ˈprɪnsəpl/ zasada, reguła
provide /prəˈvaɪd/ dostarczać, zapewniać proceed /prəˈsiːd/ kontynuować,
raw /rɔː/ surowy 7.7 Use of English 4.55 przechodzić dalej
regulate /ˈreɡjəleɪt/ regulować account for /əˈkaʊnt fə/ tłumaczyć coś rainfall /ˈreɪnfɔːl/ opady deszczu
regulation /ˌreɡjəˈleɪʃən/ regulacja actually /ˈæktʃuəli/ faktycznie raise /reɪz/ wznosić, podnosić
regulatory /ˌreɡjəˈleɪtəri/ regulujący advance /ədˈvɑːns/ postępować receiver /rɪˈsiːvə/ odbiornik
respiratory system /rɪˈspɪrətəri ˌsɪstəm/ affect /əˈfekt/ mieć wpływ rise /raɪz/ rosnąć
układ oddechowy after all /ˈɑːftər ɔːl/ mimo wszystko sensible /ˈsensəbəl/ sensowny, rozsądny
respond /rɪˈspɒnd/ reagować alike /əˈlaɪk/ taki sam, podobny sensitive /ˈsensətɪv/ wrażliwy
response /rɪˈspɒns/ reakcja, odpowiedź alone /əˈləʊn/ sam sight /saɪt/ wzrok
responsive /rɪˈspɒnsɪv/ wrażliwy na coś arise /əˈraɪz/ pojawiać się, nadarzać site /saɪt/ miejsce, teren
rinse /rɪns/ spłukać (o okazji) source of gravity /ˌsɔːs əv ˈɡrævəti/
risk of infection /ˌrɪsk əv ɪnˈfekʃən/ assure /əˈʃʊə/ zapewniać, gwarantować źródło grawitacji
ryzyko infekcji breath /breθ/ oddech submarine /ˈsʌbməriːn/ łódź podwodna
routinely /ruːˈtiːnli/ rutynowo, stale breathe /briːð/ oddychać take sth into account /ˌteɪk ˌsʌmθɪŋ ˌɪntʊ
rub /rʌb/ wcierać cite /saɪt/ cytować əˈkaʊnt/ brać coś pod uwagę
saliva /səˈlaɪvə/ ślina civilian /səˈvɪljən/ cywilny weather /ˈweðə/ pogoda
sanitation /ˌsænəˈteɪʃən/ urządzenia commercial aircraft /kəˌmɜːʃəl ˈeəkrɑːft/ whether /ˈweðə/ czy
sanitarne, kanalizacja samoloty komercyjne
sanitiser /ˈsænətaɪzə/ płyn dezynfekujący comprise /kəmˈpraɪz/ zawierać 7.8 Writing 4.56
skip /skɪp/ pomijać, unikać conscious /ˈkɒnʃəs/ świadomy basement /ˈbeɪsmənt/ piwnica
slobbery /ˈslɒbəri/ zaśliniony consist of /kənˈsɪst əv/ składać się z gasp /ɡɑːsp/ westchnąć gwałtownie
soil /sɔɪl/ gleba, ziemia currently /ˈkʌrəntli/ obecnie, aktualnie giggle /ˈɡɪɡəl/ chichotać
spotless /ˈspɒtləs/ idealnie czysty data /ˈdeɪtə/ dane glow /ɡləʊ/ blask
strenghten /ˈstreŋθən/ wzmacniać date /deɪt/ data headquarters /ˈhedˌkwɔːtəz/ główna
strike a balance /straɪk ə ˈbæləns/ dependant /dɪˈpendənt/ osoba zależna, siedziba
znaleźć równowagę, złoty środek na czyimś utrzymaniu piercing /ˈpɪəsɪŋ/ przeszywający
surface /ˈsɜːfəs/ powierzchnia dependent /dɪˈpendənt/ zależny, scream /skriːm/ krzyczeć
thoroughly /ˈθʌrəli/ dokładnie niesamodzielny sigh /saɪ/ westchnąć
desert /ˈdezət/ pustynia snap /snæp/ powiedzieć ostro, warknąć
7.5 Grammar 4.53 dessert /dɪˈzɜːt/ deser sob /sɒb/ szlochać
advancement /ədˈvɑːnsmənt/ postęp, determine /dɪˈtɜːmɪn/ określić whisper /ˈwɪspə/ szeptać
rozwój economic /ˌekəˈnɒmɪk/ ekonomiczny, yell /jel/ wrzeszczeć
breakthrough /ˈbreɪkθruː/ przełom opłacalny
decreasing /diːˈkriːsɪŋ/ malejący economical /ˌekəˈnɒmɪkəl/ oszczędny
even number /ˌiːvən ˈnʌmbə/ liczba effect /ɪˈfekt/ efekt, skutek
parzysta emigrate /ˈeməɡreɪt/ emigrować
increasing /ɪnˈkriːsɪŋ/ rosnący ensure /ɪnˈʃʊə/ zagwarantować
invent /ɪnˈvent/ wynaleźć eventually /ɪˈventʃuəli/ ostatecznie,
leap out /ˌliːp ˈaʊt/ wyskoczyć w końcu
measure /ˈmeʒə/ mierzyć exact /ɪɡˈzækt/ dokładny, precyzyjny
numeral /ˈnjuːmərəl/ cyfra finally /ˈfaɪnəl-i/ w końcu, wreszcie
odd number /ˌɒd ˈnʌmbə/ liczba gather /ˈɡæðə/ zebrać
nieparzysta genial /ˈdʒiːniəl/ sympatyczny, miły
scholar /ˈskɒlə/ uczony historic /hɪˈstɒrɪk/ historyczny
unlimited /ʌnˈlɪmətəd/ nieograniczony (bardzo ważny, mający długą historię)
volume /ˈvɒljuːm/ objętość historical /hɪˈstɒrɪkəl/ historyczny
(dotyczący przeszłości)
7.6 Speaking 4.54 ice cap /ˈaɪs kæp/ pokrywa lodowa
artificial intelligence /ˌɑːtɪˈfɪʃəl immigrate /ˈɪmɪɡreɪt/ imigrować
ɪnˈtelədʒəns/ sztuczna inteligencja in a nutshell /ɪn ə ˈnʌtʃel/ w skrócie
clarification /ˌklærəfəˈkeɪʃən/ wyjaśnienie include /ɪnˈkluːd/ zawierać
exhibition /ˌeksəˈbɪʃən/ wystawa, pokaz insure /ɪnˈʃʊə/ ubezpieczać
lastly /ˈlɑːstli/ na koniec, wreszcie
113

Test luk; uzupełnianie zdań
1 Uzupełnij zdania czasownikami z ramki 5 Jakie formy podanych w ramce wyrazów poprawnie
w odpowiedniej formie. uzupełniają tekst? Dwa wyrazy zostały podane
dodatkowo i nie pasują do żadnej luki.
award coin digest figure wind
breath depend digest economy
1
In 2018, Donna Strickland and Gerard Mourou history respond
awarded the Nobel Prize for Physics.
2 It took the team months of trial and error to
figure out the solution to the problem.
3 It really winds me up how people presume
Engineering is a ‘boys’ subject’.
4 Grace Hopper was a computer scientist who
coined the term ‘debugging’.
5 Patients may have trouble digesting certain types
of foods.
2 Przekształć podane wyrazy tak, aby poprawnie

uzupełniały zdania.
1 Well-balanced meals at school might help to solve the
problem of obesity among pupils. OBESE
2 A simple calculation gives us the average number
of pupils per class. CALCULATE
3 This new technology will be extremely beneficial No one likes walking through a busy city during rush hour.
for teaching blind students. BENEFIT There’s the noise and the traffic and perhaps worst of all, the
4
Her innovative designs are gaining recognition pollution. When air pollution levels are high, we all
internationally. RECOGNISE 1
breathe in tiny particles of substances that are harmful
5 It is always advisable to wear safety glasses when to our health. As an asthma sufferer, for me the effects of air
handling chemicals. ADVICE pollution are not just unpleasant, but potentially life-threatening.
So, I really welcomed the 2 historic decision by my home
podanych w nawiasach. Użyj strony biernej. city to ban cars from the city centre altogether. It’s just one
of a growing number of cities taking bold action to reduce air
1 I’m sure you will be shown (show) the results soon.
2 Your invention needs to be described (describe) in detail
pollution. Of course, politicians are cautious about the
before you submit it to the Patent Office.
3
economic impact of banning vehicles from their cities. As
3 I don’t mind not being paid (not pay) much for testing a society, we’ve become 4 dependent on road vehicles not
computer games because I love playing them. just to get around but to transport goods. The health problems
4 The spare parts should have been delivered (deliver) associated with pollution, however, also bring huge costs.
a week ago.
Mr Jenkins was made to undergo (make/undergo)
5
6 Uzupełnij zdania wyrazami z nawiasów
a stomach operation by his surgeon.
w odpowiedniej formie. Nie zmieniaj kolejności
4 Uzupełnij drugie zdanie w każdej parze tak, aby miało podanych wyrazów i dodaj wszystkie niezbędne
takie samo znaczenie jak zdanie wyjściowe. Użyj strony elementy, tak aby otrzymać logiczne i poprawne
biernej. gramatycznie zdania. W każdą lukę możesz wpisać
maksymalnie pięć słów.
1 One report argued that the archaeologists had
1 Psychologists are thought to have established (think/
damaged some artefacts during the excavations.
establish) a connection between genes and specific
It was argued that the archaeologists had damaged
types of behaviour, but there isn’t enough information
some artefacts during the excavations.
available yet.
2
Some writers believe that the lost city of Atlantis
2 When I saw Julia last week, she looked much better, so
existed until the ninth century BC.
I guess the treatment she received must have done the
The lost city of Atlantis is believed to have existed until
trick (must/do/trick).
the ninth century BC.
3 My younger brother does not enjoy being told (not/enjoy/
3 It’s not clear why the lights went out. They say there
tell) to switch his computer off every evening at 8 p.m.
was a short circuit.
4
A place at the research station was offered to Dominica
It’s not clear why the lights went out. There
(offer/Dominica) after she had become a laureate in
is said to have been a short circuit.
a national competition in Physics.
4 The police think that a dangerous hacker has been
5 Even primary school pupils are expected to be doing/to do
stealing sensitive data for over a year.
(expect/do) many experiments nowadays.
A dangerous hacker is thought to have been stealing
6 Ada Lovelace is believed to have studied (believe/study)
sensitive data for over a year.
the art of flying when she was twelve.
114
9 Pracując w parach, wykonajcie zadanie egzaminacyjne
SŁUCHANIE i odpowiedzcie na pytania.
Wybór wielokrotny
7 3.27 Usłyszysz dwukrotnie trzy nagrania. Która Popatrz na zdjęcia A, B i C. W twojej szkole odbędzie
z odpowiedzi A–C jest zgodna z treścią nagrań? się festiwal nauki. Twoją rolą jest wykonanie ulotek
reklamujących to wydarzenie. Na ulotkach chcesz
1 What’s the most appropriate headline for this news
umieścić jedno ze zdjęć.
report?
A INTERNET PIRACY ON THE INCREASE AGAIN • Wybierz zdjęcie, które twoim zdaniem będzie najbardziej
B NEW LAWS SET TO PUNISH ILLEGAL odpowiednie, i uzasadnij swój wybór.
DOWNLOADERS MORE HARSHLY • Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.
C ILLEGAL DOWNLOADERS TO RECEIVE NEW KIND
OF WARNING A
2 What are the man and the woman doing?
A discussing the man’s health problems
B arguing about the man’s favourite pastime
C deciding what they should do first
3 Which of the following is stated in the text as a fact,
not an opinion?
A The phone doesn't work properly.
B The phone has got some pre-installed applications.
C Connecting the phone to the Internet is simple. B
MÓWIENIE
8 Pracując w parach, wykonajcie zadanie egzaminacyjne.
UCZEŃ A
Wraz z Uczniem B przygotowujecie szkolną wystawę C
na temat wynalazków. Poniżej podane są cztery kwestie,
które musisz omówić. Rozmowę rozpoczynasz ty.
a Wynalazki, które warto pokazać
b Sposób ich prezentacji
c Atrakcje dla zwiedzających

1 What are the advantages and disadvantages of being
d Zaproszenie na wystawę a scientist?
2 How do you think technology will change our lives in
the future?
3 Do you think robots will become indispensable one
UCZEŃ B day? What makes you think so?
4 Should people feel threatened by technological
Wraz z Uczniem A przygotowujesz szkolną wystawę
innovations? Why?/Why not?
na temat wynalazków. W zależności od tego, jak potoczy
się rozmowa, wykorzystaj wszystkie lub wybrane zdania.
Rozmowę rozpoczyna Uczeń A. PISANIE
• So, tell me, which inventions should we choose?
• I’m afraid you’ve lost me there. E-mail/List formalny
• How about making some posters with basic information 10 Wykonaj zadanie egzaminacyjne.
about them?
• Are you saying that we should just publish the invitation Bierzesz udział w programie testowania prototypu nowego
online? telefonu dla znanego producenta urządzeń komórkowych.
Okazało się, że dwie funkcje telefonu są niedopracowane.
Napisz list do producenta telefonu i opisz sytuacje,
w których telefon cię zawiódł, oraz zasugeruj poprawki
lub nowe funkcje, które powinny zostać wprowadzone.
i spełniać wszystkie wymogi typowe dla formy wskazanej
w poleceniu.
115
VOCABULARY
8
8.1 Nature • environmental issues
• landscapes • animals
I can talk about the environment and animals.
SHOW WHAT YOU KNOW

1 In your notebook, match words from boxes A and B to make
collocations.
A B
climate economic endangered bins change energy
global recycling renewable growth panels shortages
solar water species warming
climate change
2 SPEAKING Which collocations in Exercise 1 describe problems and

which describe solutions? Are you optimistic or pessimistic about
the future of our planet?
3 SPEAKING Read the infographic. Which statistic is most shocking?
The Life Journey of a PLASTIC BOTTLE

Plastic has only existed for around 100 years,
but it’s everywhere. 70 PERCENT of plastic
Costing water bottles are not recycled.
A plastic water
the earth 1
bottle takes
450 YEARS
to degrade.
a
We do not inherit the earth from our

ancestors, we borrow it from our
children. 3
2
Native American quote
4
e
The Great g
Pacific Garbage b
Patch is situated
between Hawaii
and California
c f
and contains
an estimated
87,000 TONS
of plastic waste. 5
6 d
h
Every year over 1 MILLION

marine animals die from eating the
plastic trash or getting trapped in it.
116
4 3.28 Listen to a commentary on the life journey of 10 SPEAKING Take it in turns to explain the difference in
a plastic bottle. Why does it use humour and irony? meaning between the following words.
Because it’s an engaging way to make a serious point. 1 a built-up area/open countryside
5 3.28 In your notebook, match stages of the bottle’s 2 a foothill/a mountain
journey A–F with places 1–6 on the infographic. Then 3 a stream/a river
listen again and check. 4 an orchard/a forest
A It remains on the loose and blows across open 5 a meadow/a ploughed field
countryside through orchards, meadows and ploughed 6 a desert/a plain
fields, avoiding farmers and ditches if it can. 4 7 a ditch/a canal
B Somebody drinks the liquid and throws the bottle
FOCUS ON WORDS | Animals
away – it is released into the wild and it begins its
migration, avoiding eco-warriors who could lead to 11 3.31 In your notebook, match the underlined words
their extinction. 2 and phrases in Exercise 5 with the definitions in the
C Eventually, it reaches the open sea and joins the thriving box. Then listen, check and repeat.
population of plastic waste in the Pacific Ocean. 6
D A plastics factory is the breeding ground for our plastic 1 a place where animals have their babies = breeding
bottle. It hatches here and then moves to its natural ground
habitat, the supermarket. 1 2 when an animal no longer exists = extinction
E In built-up areas nowhere is safe – not even parks. 3 to be born by coming out of an egg = hatch
Children want to kick it and park wardens want to catch it 4 not in the wild = in captivity
and put it in captivity. 3 5 moving to another location = migration
6 the normal place for an animal to live = natural habitat
F It drops into a stream which takes it out of the foothills
7 having escaped from where it was kept = on the loose
and onto the plain. 5
8 to let an animal leave a place where it was kept =
6 SPEAKING Discuss how much plastic you and your release into the wild
family throw away in a typical week and how you could 9 a very successful group of animals = thriving population
cut down on plastic waste.
FOCUS ON WORDS | Environmental issues 12 In your notebook, complete the animal fact file with
the words or phrases in Exercise 11.
7 3.29 In your notebook, translate these
environmental terms used in the commentary. Then
listen and repeat.
Did you know …?
There are only about 3,900 tigers living in the wild now
1 biodegradable = biodegradowalny and facing 1 extinction . About 10,000 are kept in
2 contamination = zanieczyszczenie 2
captivity .
3 eco-warrior = bojownik ruchu ekologicznego
The Arctic tern makes the longest 3 migration of any bird.
4 irreparable damage = nieodwracalne szkody
Every year it flies nearly 71,000 km from its 4 breeding
5 single-use plastic = jednorazowe opakowanie plastikowe
grounds in the Arctic to the Antarctic and back.
6 food chain = łańcuch pokarmowy
In the 1980s, only a few giant pandas remained in the
wild. The Chinese government took action to protect their
8 SPEAKING In your notebook, complete the statements natural 5 habitat and there is now a 6 thriving
with an appropriate word or phrase in Exercise 7. Discuss population of over 2,000.
the environmental issues that you worry about most.
The emperor penguin lays one egg which takes more
1 The Great Pacific Garbage Patch is one of five such ‘patches’ than two months to 7 hatch . During that time it lives
in the oceans and they are doing irreparable damage . through Antarctic temperatures of minus 40 °C and wind
2 Forty percent of all plastic produced is single-use plastic speeds of over 200 km/h.
used in packaging. Most of it is not recycled.
3 One million plastic drinks bottles are sold every minute.
None of them are biodegradable .
4 Plastic trash causes serious contamination of the food chain .
By 2050, oceans will contain more plastic than fish.
5 Eco-warriors such as Greenpeace use spectacular
methods to protest against climate change.
FOCUS ON WORDS | Landscapes
9 3.30 In your notebook, label the pictures in the Arctic tern

infographic with the words in red in Exercise 5. Then
13 PROJECT Work in groups. Choose a plant or an
a built-up area e orchard animal whose natural habitat is being destroyed.
b ditch f plain Do some research online and prepare a digital
c foothills g ploughed field presentation. Then present it to your class.
d meadow h stream
117
GRAMMAR
8.2 Unreal past and regrets – wish, if only,
it’s time and would rather
I can talk about present or future wishes
and past regrets and use phrases with it’s
time and would rather.
1 SPEAKING Discuss your vision of an ideal holiday

and a nightmare holiday.
2 3.32 Listen to the Moss family discussing

what to do for their next holiday. Answer
the questions. 6 3.33 Listen to the Moss family talking after their holiday.
1 What suggestions do they make? Which verb forms explain the meaning of these extracts?
2 What do you think they will probably do? 1 ‘If only I’d worn more sunscreen.’ = Ellie wore / didn’t wear
enough sunscreen.
3 3.32 Read sentences 1–4 and decide who
2 ‘I wish I hadn’t forgotten my camera.’ = Ben had / didn’t have
said them: Ben, Ellie, Mum or Dad. Then listen
again and check. his camera with him.
3 ‘I wish you’d fallen in, too, Ben.’ = Ben fell out / didn’t fall out
1 ‘If only we could go somewhere exciting for a of the raft with Ellie.
change.’ Ellie 4 ‘I just wish I’d known about the mosquitoes.’ = Mum knew /
2 ‘I think it’s time we did something cultural.’ Dad didn’t know that there were mosquitoes.
3 ‘I wish you all realised how much I look forward to
doing nothing for two weeks.’ Mum 7 Look at the example phrases in Exercise 6. Which tense
4 ‘I’d rather we went to the same campsite we went completes the rule in GRAMMAR FOCUS II correctly?
to last year.’ Ben
4 Read GRAMMAR FOCUS I and answer the GRAMMAR FOCUS II 36

questions about the sentences in Exercise 3.
Past regrets
1 Which sentences refer to the present and which You use wish/if only + sb + Past Simple / Past Perfect to talk
to the future? present = 3; future = 1, 2, 4 about past regrets.
2 Which tense is used after the underlined
If only I’d worn more sunscreen.
structures? Past Simple
I wish I hadn’t forgotten my camera.
Note: If only is much stronger than wish.
GRAMMAR FOCUS I 36
Unreal past
8 In your notebook, complete the sentences with the correct
• You use wish/if only + sb + Past Simple to say form of the verbs in brackets. Do you have any of these
that somebody really wants a present or future regrets?
situation to be different.
1 I wish I had gone (go) on holiday with my friends last summer.
• You use it’s (high) time + sb + Past Simple to say 2 If only I had revised (revise) more for my last English test.
that somebody should do something (now or in 3 I wish my parents had been born (be born) in another country.
the future). 4 I wish I hadn’t given up (not give up) piano lessons a few
• You use would rather + sb + Past Simple to say years ago.
what somebody would prefer somebody else to 5 If only I had gone (go) to bed earlier last night.
do (now or in the future).
9 SPEAKING In your notebook, complete the sentences to
make them true for you. Then compare them with your
partner.
5 In your notebook, complete the second sentence
so it has a similar meaning to the first. Which 1 I wish I could … 4 If only I hadn’t …
sentences are true for you? 2 It’s high time I … 5 I wish my parents …
1 It isn’t summer. I wish it was summer . 3 I’d rather people didn’t …
2 We always go to the mountains, but I prefer the
FOCUS VLOG 37 About regrets
sea. I’d rather we went to the sea .
3 I ought to learn how to ski. It’s time I 3.34 Listen to the Focus Vlog. What do they speakers
learnt/learned how to ski . wish they had or hadn’t done when they were younger?
4 I can’t drive. I wish I knew how to drive/could drive . Write the answers in your notebook.
5 I really need to plan my next holiday. It’s high
time I planned my next holiday .
6 It’s raining. If only it wasn’t raining . Grammar page 153
118
LISTENING
8.3 Gap fill
I can extract the main points from a
lecture about intelligent animals.
1 SPEAKING Discuss which

adjectives in the box you
would use to describe the
animals in the pictures.
affectionate agile
aggressive competitive
friendly gentle
harmless independent
intelligent loyal playful 5 In your notebook, complete the text with the words in
social stupid wise Exercise 4.
2 3.35 SPEAKING Discuss whether you think the Bird-brained

statements below are true or false. Then listen to a
wildlife expert and check your ideas.
or highly intelligent?
1 Chimpanzees share half of the same genes as humans. F
We know it’s a common 1 misconception to think that owls
2 Dolphins sometimes attack each other. T
are wise. In fact, they’re rather stupid. But what about
3 Cats have more developed brains than dogs. F
other birds, do they deserve the same 2 reputation ?
Many scientists are convinced that the intelligence of
LISTENING FOCUS Gap fill some birds has been seriously 3 undervalued . Take the
crow family. Crows are 4 undoubtedly
3 3.35 Listen to the lecture again and top of the list when it comes to
complete the summary in your notebook. Write one brain power. They perform even
or two words in each gap. better than chimpanzees in some
· Chimpanzees and humans have many character
traits in common as they share 98% of the same
research tests. It just shows
that appearances can be
genetic material. Their 1 emotional lives are similar, 5
deceptive . Not all birds are
and mothers and children of both species form bird-brained – in the same
strong ties. What comes as a surprise is the fact that way that not all humans
chimpanzees can turn out to be quite 2 aggressive . are intelligent!
· Dolphins are very smart and have big brains. Like
humans and chimpanzees, they live in social groups
and establish 3 (stable) communities . 6 SPEAKING Discuss the questions.
· Despite their look and what people think, sheep
aren’t stupid animals. They can 4 remember (things)
1 Which domesticated animal do you think is most/least
useful to society? Why?
very well and have good recognition skills. 2 How could wild animals be better protected? Is it ever
· Dogs’ brains have been evolving much 5 longer
than cats’ brains. The brain development and
OK to keep them in captivity?
3 Do you know any organisations, international or local,
intelligence are connected with how 6 social the which help to protect animals and nature? Can you
animal is. give examples of their activities?
PRONUNCIATION FOCUS
FOCUS ON WORDS | Word building
7 3.37 Listen and repeat these pairs.
4 3.36 In your notebook, add the alternative parts of
speech according to the prompts to complete a list of 1 sheep /ʃiːp/ ship /ʃɪp/
words from the lecture. Then listen, check and repeat. 2 keys /kiːz/ kiss /kɪs/
3 cats /kæts/ cuts /kʌts/
1 adolescent > adolescence (noun) 4 prove /pruːv/ proof /pruːf/
2 competition > competitive (adjective) 5 bag /bæɡ/ back /bæk/
3 conceive > misconception (noun)
4 deception > deceptive (adjective) 8 3.38 Which five words in Exercise 7 can you hear?
5 doubt > undoubtedly (adverb) Listen and write in your notebook.
1 cuts 2 back 3 sheep 4 kiss 5 prove
6 reputable > reputation (noun)
7 resemblance > resemble (verb) 9 Choose five words from Exercise 7 and take turns to
dictate them to your partner. Check the words. Has
8 value > undervalued (adjective/past participle)
your partner written the correct word?
119
READING 3 In your notebook, complete the sentence beginnings with
8.4 Matching
the words in Exercise 2. Then finish each ‘news’ sentence in
an appropriate way.
1 The earthquake , measuring 7.4 on the Richter scale, lasted
I can scan a set of texts to find
for seven seconds, but …
specific information.
2 Roofs were blown off and cars overturned in the latest
hurricane to hit the coast of …
3 It has already been fifteen weeks since the drought began.
1 SPEAKING Think about the most extreme
All the water holes have dried up and …
weather conditions you have ever experienced.
4 Fishing villages were destroyed by the latest tsunami , as a
Tell your partner where you were, what you were
thirty-metre wall of water …
doing and how extreme the weather was.
5 Fire fighters are trying to prevent the wildfire from
spreading any further by …
FOCUS ON WORDS | Severe weather and natural
6 Heavy snowfall has led to a high risk of avalanches and skiers
disasters
have been warned …
2 3.39 In your notebook, translate the words 7 Not only drivers had problems during yesterday’s blizzard .
and phrases. Use a dictionary if necessary. Then A group of young hikers from the local college lost their way
listen and repeat. in the snow due to poor visibility and …
1 avalanche = lawina 4 SPEAKING Discuss when and where the natural disasters in
2 blizzard = zamieć śnieżna Exercise 2 might occur:
3 drought = susza a in your region c on your continent
4 earthquake = trzęsienie ziemi b in your country d elsewhere in the world.
5 gale-force winds = wichury
6 hurricane = huragan 5 SPEAKING Look at the photos in the film blog and discuss
7 tsunami = tsunami the questions.
8 wildfire = pożar lasu 1 Which of these films, if any, have you seen?
2 What is each film about and what do they have in common?
3 Which words in Exercise 2 would you associate with each film?
3.40
THIS WEEK’S THEME:
FILM BLOG DISASTER MOVIES BASED ON TRUE STORIES
The subject of this week’s Film Blog is natural disasters.
Here are four films, all based on true stories, that will have
B ADRIFT
you sitting on the edge of your seat! NB The summaries There are few forces on
contain SPOILERS! Earth more deadly than
a Category 4 hurricane.
A EVEREST At its centre, a Category
4 generates winds of
Everest tells the story of an attempt to reach the summit of over 200 km/h and waves
Mount Everest in 1996. Several teams of climbers encounter up to thirty metres in
a severe blizzard and eight climbers die, including two height. Adrift begins with
expedition leaders. Californian Tami Oldham
Once the climbers depart the base camp and begin the waking up on her yacht
ascent, the film becomes a gripping tale of survival, life after being unconscious for some time. She searches the boat
and death. When they begin their descent, the blizzard hits. for her British fiancé Richard Sharp, and soon realises he must
Climbers are blinded in the snowstorm and can see no more have been swept overboard during the hurricane.
than thirty centimetres in front of them. It is best not to move The film then goes back to five months before the hurricane
in a whiteout, but if you stay still on Everest, you’ll freeze when Tami and Richard are hired to deliver a luxury yacht
to death. With gale-force winds of 160 km/h and a lack of from Tahiti to San Diego, 6,500 kilometres away. Two weeks
oxygen, the climbers fight for their lives. The severe weather into the voyage, they hear on the radio that a huge storm is
conditions make rescue impossible. brewing on their route, so they change course. Meanwhile,
The special effects make you feel as though you are right Hurricane Raymond changes direction unexpectedly, and they
there with the climbers. During filming on end up sailing straight into the eye of the storm.
Everest, an avalanche struck, killing sixteen The yacht is battered by twelve-metre waves and Tami wakes
Sherpa guides – a harsh up alone. Then she spots Richard in the water.
reminder that Everest is
When she manages to save him, she realises that he has
one of the most dangerous
life-threatening injuries. So she has to repair the boat and
places on Earth.
reach Hawaii. The unexpected twist is when Tami realises that
Richard is actually a hallucination. At the end of the film, she
In films like Everest, it’s difficult is eventually rescued by a Japanese boat after being all alone
to feel sorry for the characters. aboard the yacht for forty-one days.
If they want to take risks by
climbing mountains, it’s up to When I saw Adrift, I couldn’t help wondering whether I’d be able to
them. Not my problem. Ada survive on my own, lost at sea. I’m not sure. 41 days is a long time. Fred
120
6 SPEAKING Read the reviews on the blog and check your ideas in 9 In your notebook, answer the questions about
Exercise 5. Which film would you like to see most/least and why? the blog reviews. In each answer use a different
collocation in Exercise 8.
READING FOCUS Matching A
1 What phrase does the reviewer use to describe
the type of story told by the film?
7 Read the reviews again. Which statements 1–6 match
texts A–D? Two texts have two matching statements. 2 When did the climbers’ problems start?
3 Why are rescuers unable to help the climbers?
In this film … B
1 the special effects led to difficult filming conditions for the actors. C 1 What do Tami and Richard hear on the radio to
2 the director gave the characters their own voice. D make them change course?
3 the main characters take action to try and avoid the disaster. B 2 What does Tami assume happened to her
4 the actors witness another disaster while making the film. A boyfriend during the hurricane?
5 the characters are not expecting the disaster. C 3 In Tami’s hallucination, where does she see
6 the characters are starving due to man-made problems. D Richard and what is wrong with him?
C
1 What does a large part of the film focus on?
FOCUS ON WORDS | Collocations
2 How does the reviewer describe the conditions
8 3.41 In your notebook, complete the collocations with the in which the actors had to perform?
words in blue in the texts. Then listen, check and repeat. D
1 What problems confronting William’s village does
1 begin the ascent/descent 6 on a positive note the film investigate?
(of a mountain) 7 severe weather 2 Despite the problems, how does the film end and
2 extreme poverty/hunger conditions why?
3 a gripping tale 8 a storm is brewing
4 life-threatening injuries 9 suffer agony 10 SPEAKING Read four comments on the film
5 physically demanding 10 be swept overboard blog and discuss whether you agree with
the views expressed. Give reasons for your
answers.
C THE IMPOSSIBLE D THE BOY WHO HARNESSED THE WIND

The film is based Set in Africa, the film tells the story of Malawian inventor William
on the story of Kamkwamba. When he was just fourteen years old, he saved his family
a Spanish family and village from famine by building an electricity-generating windmill
who went on a from spare parts, working from rough plans he found in a library book.
Christmas holiday The film explores a community facing extreme poverty and hunger.
to Khao Lak in Although the Kamkwamba family is struggling to survive, the parents do
Thailand in 2004 their best to focus on their children’s education, but William is forced to
and were caught leave school when the family can no longer afford the school fees.
up in the tsunami The film is directed by and stars Chiwetel Ejiofor who spent a decade
that hit southeast getting to know the Malawi people and learning their language. He uses
Asia, killing 230,000 people in fourteen countries. subtitles so that the characters in the film mostly speak Chichewa, the
The filming of the tsunami itself is spectacular and Malawian language, and this is one of the reasons why the characters
uses a mixture of digital effects and real waves are so believable.
filmed in slow motion in a water tank. Drought and the underlying issues of deforestation, colonialism and
Most of the film deals with the aftermath of the climate change are dealt with in detail. But the movie ends on a
tsunami and the agony suffered by the family positive note, with science-obsessed William Kamkwamba saving his
when they are split up and have no idea whether village, bringing them electricity and
the others have survived. more importantly, water.
In the film, the family are British, with Naomi
Watts and Ewan McGregor giving honest and The Boy Who Harnessed the Wind
compassionate performances as the parents of shows yet again how unfair life
three young boys. The director, Juan Antonio is and how important it is for rich
Bayona, wanted the film to be as realistic as countries to help people in poor
possible, so the actors had to spend five weeks countries to survive. Jessica
of physically demanding filming in a massive
water tank. GLOSSARY
The Impossible tells a captivating true story in whiteout = śnieżyca, zamieć
which survival, society, family ties and human battered = zniszczony, poturbowany
kindness all shine through. aftermath = następstwa, pokłosie
famine = klęska głodu
deforestation = wylesianie, wycinka
The Impossible is an amazing film, but it made me lasów
question how sensible it is to develop tourism in areas
that are likely to suffer natural disasters. Isn’t it too
risky? Boris
121
GRAMMAR
8.5 Emphasis – cleft sentences and
inversion
HD
I can use a variety of sentence

structures to change the emphasis.
1 3.42 Read and listen to a conversation between

two friends. Why does Will get angry?
Because Emma doesn’t think humans are responsible for
climate change.
Will: I’ve been watching a programme about extreme
weather events – interesting but very scary!
What they did was show the effects of some
recent floods where people had lost absolutely 3 In your notebook, rewrite the sentences using the
structures from the GRAMMAR FOCUS and the words
everything. Rarely have I seen such devastating
in capitals.
scenes. What I find shocking is that some
people still believe that humans have nothing to 1 Will and Emma had an argument. HAPPENED
do with climate change. What happened was (that) Will and Emma had an
Emma: I don’t think you can blame humans. argument.
Will: What? It’s those kind of comments that really 2 Will started talking about climate change. IT
annoy me. How can you say that? 3 Will told Emma how strongly he felt. DID
Emma: All I’m saying is that there’s no link between 4 Emma only suggested that you couldn’t blame humans.
carbon emissions and climate change. What’s ALL
5 Will couldn’t believe Emma’s views on scientists. WHAT
happened is that scientists have invented
6 Will hadn’t ever heard such ridiculous accusations.
global warming so they can get more funding.
NEVER
Will: Are you serious?! Not only are you making
ridiculous accusations, but you don’t even know 4 In your notebook, complete the sentences with the
the basic facts. Of course, it’s carbon emissions words in the box. There are two extra words.
that are to blame for global warming.
all are do does has is it’s what
2 Read the GRAMMAR FOCUS. In your notebook,
complete the examples with the words in blue in 1 It’s the gases from industrialisation that have caused
Exercise 1. the greenhouse effect.
2 What scientists do is analyse air that’s 800,000
GRAMMAR FOCUS 38 years old, trapped under the ice in Antarctica.
3 Never has there been more carbon dioxide in
Emphasis the atmosphere than there is now.
There are a variety of ways in which you can change the 4 What happened was that average temperatures
emphasis in a sentence. rose by 1 °C last century.
5 Not only are we observing a rise in sea levels,
• Cleft sentences: ‘divide’ a sentence by adding a clause
but also many more extreme weather events.
to emphasise key information.
6 If we don’t act now, all we’re doing is creating
What’s 1happened is (that) scientists have invented …
problems for future generations.
(= Scientists have invented …)
What they 2 did was (to) show the effects of … 5 In your notebook, put the words in the correct order
(= They showed the effects of …) to make sentences. Begin with the underlined words.
3
What I find shocking is (that) … (= I find it 1 worry about most / I / is / global warming / What
shocking (that) …) 2 I / money / my next birthday / All / for / want / is
4
It’s those kind of comments that … (= Those 3 it gets dark so early / What / winter / I / about / that /
kind of comments …) hate / is
5
All I’m saying is (that) … (= I’m just saying (that) 4 most / the food / What / I / my country / about / love / is
…) 5 who / in our house / the cooking / my father / does / It’s
• Inversion: negative expression (never, rarely, not only 6 to do / What / buy a laptop / is / want / I
etc.) + auxiliary verb + subject (formal). 7 my clothes / to any of my friends / Under no
circumstances / lend / would I
6
Rarely have I seen … (= I have rarely seen …)
7
Not only are you making ridiculous accusations, but 6 SPEAKING Discuss which sentences in Exercise 5 are
you don’t even know the basic facts. (= You are making true for you. Make more true sentences with the same
… and you don’t even know …) sentence beginnings.
What I worry about most is …
Grammar page 154
122
SPEAKING
8.6 Giving a presentation
I can introduce new information
during a presentation.
1 SPEAKING Follow the instructions below.

1 In pairs, make a list in your notebooks of well-
known natural wonders.
2 Compare your list with another pair of students.
3 In groups of four, discuss which of the places you Naica
have visited or would like to visit.
2 Look at the photo. Then describe it using the

words in the box.
cave/cavern crystal geologists Mexico Giant Crystal Cave

minerals underground
5 In your notebook, complete the extracts from
3 3.43 You are going to listen to a presentation presentations with words and phrases from the SPEAKING
about the Giant Crystal Cave. How does the FOCUS.
information below relate to the topic? Listen 1 You may be wondering why I’ve chosen to talk about Ha
and check. Long Bay in Vietnam today. Well, let me explain.
1 the year 2000 4 58 °C 2 You may already know that Wolin, an island in Poland,
2 half a million years 5 ten minutes is home to around 200 bird species.
3 fifty-five tons 3 Perhaps you have heard of Table Mountain in
South Africa. It rises high above the city of Cape Town.
4 3.43 In your notebook, complete the 4 We are probably all familiar with the Wieliczka salt mine
SPEAKING FOCUS with the words in the box. near Kraków, but most people aren’t aware that it was
Then listen again and check. chosen as one of the new Seven Wonders of Poland in
2007.
aware during familiar free
5 Thanks for listening. If anyone has any questions, please
realise wondered feel free to ask now.
6 SPEAKING Discuss which is the correct piece of advice for

SPEAKING FOCUS each pair of tips on giving presentations.
Giving a presentation 1 a Speak with a clear voice at a natural speed.
b Speak more loudly and a little more slowly than normal.
Introducing the topic
2 a Look at a point just above the audience.
Have you ever thought about/considered/1wondered b Make eye contact with members of the audience.
how/why/what, etc. …? 3 a Ask the audience questions to keep them involved.
2
During my/this presentation, I plan to tell you b Don’t ask the audience questions.
about … 4 a Write a script and read out every word when you present.
b Have some notes with you when you present, but don’t
You may be wondering why I’ve chosen to talk about …
read them out.
today. Well, let me explain … 5 a If you forget something, keep going. Nobody knows
Introducing familiar information what you were planning to say anyway!
We are (probably) all 3 familiar with … b If you forget something, say sorry and finish the
presentation.
You may be 4 aware that …
6 a When you finish, thank the audience and sit down.
You may already know that … b When you finish, thank the audience and invite
Perhaps you have heard of/about … questions.
Introducing surprising information
7 SPEAKING Prepare a presentation on a natural wonder.
Most people aren’t aware/don’t 5 realise that … Follow the steps below.
Did you know that …? • Select a natural wonder that interests you.
You might not know that … • Do some research and plan your presentation.
Finishing your presentation • Find some interesting photographs to illustrate the
presentation, if possible.
OK, that’s all from me.
• Select useful language from the SPEAKING FOCUS.
Thank you for listening. • Learn and practise your presentation.
I hope you found the presentation interesting. • Give your presentation to the class. Follow the advice in
If anyone has any questions, please feel 6 free Exercise 6.
to ask now.
123
USE OF ENGLISH 3 Read the LANGUAGE FOCUS. Then copy and
8.7 Prefixes
complete it with more examples in blue from the
blog.
I can recognise and form a wide

range of words using prefixes. LANGUAGE FOCUS
Prefixes
1 SPEAKING Discuss how you think the weather affects Prefixes can be added to the same root word to create
human behaviour. Try to guess the correct answers. different words. For example from the root word use you
1 Rainy / Sunny weather makes you sleepy. can form reuse and misuse.
2 Rainy / Sunny weather makes you hungry. PREFIX MEANING EXAMPLES
3 Rainy / Sunny weather makes you more violent.
4 Calm / Stormy weather makes children hyperactive. un- in- not (mainly 1
incapable ,
5 Dull / Sunny weather makes your memory better. dis- il- adjectives) 2
unwilling ,
6 Rainy / Sunny weather makes you feel comforted. im- ir- 3
illogical , 4 unusual
2 Read the blog and check your ideas in Exercise 1. un- dis- opposite (mainly undo, disallow
verbs)
redo again remarry, 5 reconsider
hyper- extremely 6
hyperactive ,
hypersensitive
mis- bad(ly), wrong(ly) 7

misbehave ,
misinformation
multi- many or several multicultural
off-/on- not the case/ 8

off-balance ,
a place where … 9
off-colour /
HOW WEATHER AFFECTS HUMAN BEHAVIOUR onstage
out- more than or 10

outnumber , outdo
Are you incapable of getting up in the morning? That may
be because it’s raining and the absence of sunlight causes better
the sleep hormone melatonin to be overactive. Heavy rain over-/ too much/not 11
overactive /
can also make you hungry. When it’s cloudy, the hormone
under- enough 12
underestimated
serotonin decreases, and you need more carbohydrates.
The effect of rain on crime rates cannot be anti-/pro- against/in favour 13
antisocial /
underestimated. A New York Times investigation found pro-democracy
that crimes committed on dry days far outnumber those
pre-/ before/after 14
pre-strom /
committed in bad weather because people (including
criminals) are unwilling to go out in the rain. Perhaps we post- post-match
should reconsider our negative opinion of British weather
self- done to/by yourself self-esteem,
in the light of these statistics!
self-obsessed
High temperatures on the other hand have long been linked
with an upturn in violence. Raised temperatures cause an sub- inferior or lower substandard
increase in heart rates and people are less able to control
up-/ increase or 15
upturn /downturn
their temper.
down- improve/become
Another study concluded that the behaviour of children worse
can predict when a storm is brewing. When the barometer
hits pre-storm lows, children become hyperactive and
start misbehaving. One theory is that the positive electrical
4 In your notebook, translate the example words in the
forces in the atmosphere increase blood pressure and
table. Does your language have similar prefixes?
cause antisocial behaviour.
An Australian study shows that sunshine can affect our 5 Work out the meaning of the words in the box. Then
mental sharpness: it may seem illogical, but it has been choose three words and write example sentences for
proven that people think better on days when the sky is them in your notebook.
grey. A selection of shoppers saw ten unusual objects in
the checkout area of a shop and were asked to recall the antinuclear misjudge multipurpose
objects later. Shoppers on cloudy days could remember overpaid pre-election self-awareness
them better than shoppers on sunny days. uncontrollable understaffed
Ending on a positive note, it’s not all bad news for rain. If I believe self-awareness can be learned.
your emotions are off-balance or you’re feeling off-colour,
the sound of raindrops can be comforting. So if it’s raining
where you are, the best thing is to curl up and have a nap.
124
6 In your notebook, match the words in the box with 10 SPEAKING Read the comments in Exercises 8 and 9 again.
the correct prefixes to make twelve new words. Which do you agree or disagree with? Discuss how the
What spelling rules can you work out for il-, im- weather affects your behaviour or how you feel.
and ir-?
11 SPEAKING In your notebook, rewrite the sentences with
adequate approve aware believe the appropriate forms of the words in capitals. Then
capable legal literate
mature discuss whether you share any of these worries.
probable relevant responsible safe I worry about …
1 dis-approve , believe 4 in-adequate , capable 1 jobs. Youth unemployment is a big problem in my country.
2 il-legal , literate 5 ir-relevant , responsible EMPLOY
3 im-mature , probable 6 un-aware , safe 2 the environment. People should use more renewable
energy. NEW
7 SPEAKING In your notebook, rewrite the sentences 3 the media. There is too much misinformation : you can’t trust
so they have the opposite meaning by changing anybody. INFORM
the underlined word. Which statements do you 4 health. There aren’t enough doctors. Our hospitals are
agree with? understaffed . STAFF
1 It’s probable that people will live on Mars one day. 5 politics. There has been a downturn in the numbers of
2 The money I get from my parents is adequate. people who vote in elections. If you can vote, you should.
3 It ought to be legal to cycle without a helmet. TURN
4 Most people would describe me as responsible. 6 our society. I think it should be more diverse and more
5 The roads in my country are really safe. multicultural . CULTURE
6 Doctors are underpaid for the job they do.
7 People who are pro-nuclear don’t understand the SHOW WHAT YOU’VE LEARNT UNITS 1–8
dangers.
8 Pre-match interviews with footballers are boring. 12 USE OF ENGLISH In your notebook, complete the
first. Use between two and five words including the
two comments about the blog with the correct
word in capitals.
form of the word in brackets.
1 Could you tell me when the conference starts?
I don’t like winter. I suffer from low (ESTEEM) WONDERING
1
self-esteem and I fall out with friends because I’m I was wondering if/whether you could tell me when the
very (SOCIAL) 2 antisocial . I’m (CAPABLE) conference starts.
3
incapable of getting up in the morning and I know 2 My parents are both extremely clever and I can’t
that my work is (STANDARD) 4 substandard because overestimate how much they’ve taught me. HIGHLY
I lack concentration. I need sunshine to feel alive. Both of my parents are highly intelligent and I can’t
overestimate how much they’ve taught me.
Jonny
3 I’m not allowed to use my electronic devices after
10 p.m. BANNED
All this weather stuff is (RELEVANT) 5 irrelevant
I’m banned from using my electronic devices after 10 p.m.
for people like me. I work all day in a shop, I travel
4 In my class, all the students turn off their phones in
to work and back by bus and I go to the gym in
school time. WHOLE
the evening. I’m totally (AWARE) 6 unaware of the
The whole class turn off their phones in school time.
weather most of the time!
5 My last birthday wasn’t as good as I expected and I was
Julie disappointed. LETDOWN
My last birthday was a bit of a letdown and I was
9 USE OF ENGLISH In your notebook, complete disappointed.
another two comments about the blog with 6 I get very short of breath when I run for more than five
appropriate forms of the words in the box. There minutes. BREATHE
are two extra words. I can’t breathe very well/can hardly breathe when I run for
more than five minutes.
balance comfortable controllable fair 7 My brother is so broad-shouldered that it’s difficult to
able obsessed purpose sensitive find tops to fit him. SUCH
My brother has such broad shoulders that it’s difficult to
Personally, I’m 1 hypersensitive to changes in the find tops to fit him.
weather. I find the transition from one season to 8 I think football players earn too much for what they do.
another particularly 2 uncomfortable . For a couple of ARE
weeks, I don’t feel like myself – I feel 3 off-balance and I think football players are overpaid for what they do.
4
unable to concentrate. Then I go back to
normal again.
Emma Use of English page 155
It really annoys me when people say the weather

affects them. These people think it’s all about them!
They’re 5 self-obsessed and I get an 6 uncontrollable
desire to shout ‘It’s not the weather – it’s just
another excuse to talk about yourself!’.
Tim
125
WRITING 4 SPEAKING Discuss the questions in pairs.
8.8 A letter to an editor

Then study the WRITING FOCUS and
check your ideas.
1 In which paragraph(s) does Nick:
I can write a formal letter using a variety of
a support his opinion with examples?
linking devices. 2, 3 & 4
b summarise his opinion then make
a final comment? 5
1 SPEAKING Discuss the questions. Use the collocations in the box. c give a reason for writing and opinion
1 Why are some areas made into national parks? on the topic? 1
2 Describe a well-known national park you know. 2 Why doesn’t Nick use contracted forms
(it’s, there’s, can’t, etc.), abbreviations or
cultural heritage diverse landscapes
informal language in his letter?
environmental impact natural beauty Because it is a formal letter.
sustainable tourism wildlife protection
WRITING FOCUS
2 SPEAKING Read Alice’s comments in Young Traveller magazine. Do Letter to an editor
you agree with her point of view?
A letter to an editor is written in response
to an article you have read or a film or
3 Read Nick’s letter to the magazine in response to Alice’s comments.
programme you have watched. It should
Why does he choose to write about Zakynthos? Would you like to
be formal in style and contain the following
visit the island? Why?/Why not?
elements:
YOUNG TRAVELLER Introduction

Your reason for writing and your point of view
HAVE YOUR SAY … on the topic.
Body paragraphs
Last month we asked you: Is enough being done to protect Support for your point of view, further
the natural environment in popular tourist destinations?
opinions and examples.
ALICE, 17, WROTE: Conclusion

A summary of your opinion and a
I’m a nature lover and it seems to me that governments and tour
recommendation or final comment.
operators care mainly about the money that tourism generates and not
about the negative impacts that visitors have on natural environments.
Development of facilities for tourists often takes priority over protection
of areas of natural beauty and local wildlife, and not enough is done to
establish national parks or develop tourism responsibly.
NICK, 18, WROTE:
Dear Editor, 4 Similarly, speedboats are so disruptive that they
are not permitted close to the beach. Despite the
1 I am contacting you after reading Alice’s comments in
importance of tourism to Zakynthos, it is not actually
January’s Young Traveller magazine. Although I understand
possible to visit the beaches after sunset. While
Alice’s concerns, I would like to point out that there
tourists can visit some of the nesting beaches during
are tourist resorts where a great deal is being done to
the day, they cannot get close to or touch the cages
promote wildlife protection and preserve natural beauty.
protecting the nests, leave rubbish or light fires.
2 Having just returned from a holiday to beautiful Zakynthos, Having said this, the turtles continue to be a major
I have personally seen sustainable tourism in action. tourist attraction.
Zakynthos is a picturesque Greek island surrounded
5 The situation in Zakynthos is not perfect;
by turquoise waters. In the southern part of the island
nevertheless, it is undeniable that the negative
lies the Bay of Laganas, a major nesting area for the
impacts of tourism have been reduced and the
Loggerhead Sea Turtle. The island’s natural environment
turtles continue to lay their eggs there. To my mind,
is vital to its success as a tourist destination, yet it is
the island proves that some tourist destinations are
only relatively recently that the authorities have begun to
concerned about more than just money. Perhaps the
protect it.
positive example set by Zakynthos could trigger other
3 Under pressure from environmental groups, the Greek resorts to care more for their natural environments.
government made parts of the coastline into a marine
Yours faithfully,
national park in 1999. As a result, strict rules for tourists
have been introduced on and near the beach. Walking Nick Mason
on the beach is allowed only very close to the sea.
Vehicles and artificial lights (e.g. torches) are
banned on the beach.
126
5 In your notebook, complete the headings in 7 Read LANGUAGE FOCUS II. In your notebook,
LANGUAGE FOCUS I with the words in the box. rewrite extracts 1–6 using the words in brackets.
1 Some beaches are protected while others are not.
cause and result concession
(whereas)
certainty consequences reason
Whereas some beaches are protected, others
are not.
LANGUAGE FOCUS I 2 Whereas Zakynthos protects its wildlife, many
other destinations fail to. (while)
Formal language – review Zakynthos .
Express 1concession 3 Closing the beaches at night wasn’t easy. That
Although/Even though I understand Alice’s concerns, I would said, it was necessary for the sake of the turtles.
like to point out that … (Having)
Despite/In spite of the importance to tourism of Zakynthos, it is not Closing .
actually possible to visit the beaches after sunset … 4 Things are improving; nevertheless it will take
years for the bay to recover completely. (even so)
Express 2 reason formally using participle clauses
Things .
Having just returned from a holiday to beautiful Zakynthos, 5 Even though bins are provided, visitors continue to
I have personally seen … leave litter in the sand. (yet)
Being a responsible tourist, I am happy to follow the rules. Bins .
Express 3 cause and result 6 The seabird population has unexpectedly begun
Speed boats are so disruptive that they are not permitted. to recover. (actually)
Litter became such a problem that the area was closed. The seabird population .
Express 4 certainty 8 Read the message which was printed after Nick’s
It is undeniable that/There is no doubt that the negative impacts letter in Young Traveller magazine.
of tourism have been reduced. Then plan your letter to an editor.
Undeniably/Undoubtedly, there is still work to be done.
Without (a) doubt, the situation is improving. Thank you for your interesting
Describe consequences
5 contribution, Nick. We would like
to hear from other readers who
As a result/consequence, strict rules for tourists have been
have visited, or know of places
introduced. where similar efforts are being
The result/consequence/outcome of (such a decision/choice) is made. Write a letter describing
that the turtles are left in peace. a place in which negative impacts
This could trigger other resorts to care more about their natural of tourism on the natural environment
environments. are being controlled.
This could lead to/result in other destinations introducing similar YOUNG TRAVELLER
schemes.
1 Do some research. Use your own ideas or try one
of the following:
6 Which words from Nick’s letter complete LANGUAGE • Masai Mara National Reserve, Kenya
FOCUS II correctly? • Punta Tombo Penguin Rookery, Argentina
• Białowieża National Park, Poland
LANGUAGE FOCUS II
(Hint: search for ‘visitor rules’ or ‘visitors’ guide’.)
Comparison and contrast 2 In your notebook, take some notes about the place:
• Where is it located?
Expressing comparison and contrast
• Why is it interesting?
While/Whereas many parts of the forest are protected, others • How are negative impacts of tourism controlled?
are not.
Some tourists behave responsibly while/whereas others do not. SHOW WHAT YOU’VE LEARNT
That said/1 Having said this, the turtles remain a major
tourist attraction.
9 Do the writing task in your notebook. Use
The situation is not perfect; 2 nevertheless /even so it is the ideas in Exercise 8, the WRITING FOCUS and
undeniable that the negative impacts of tourism have been the LANGUAGE FOCUS to help you.
reduced.
Co roku spędzasz wakacje w miejscu, które przyciąga
Introducing unexpected or surprising contrasts wielu turystów. Lokalne władze poważnie podchodzą
The island’s natural environment is vital to its success as a tourist do problemów ochrony środowiska, co wywarło
destination, 3 yet it is only relatively recently that the na tobie duże wrażenie. Napisz list do redakcji
authorities have begun to protect it. czasopisma przyrodniczego, w którym opiszesz
Despite the importance of tourism to Zakynthos, it is not to miejsce i podasz przykłady podjętych działań
4
actually possible to visit the beaches after sunset. zmniejszających negatywny wpływ turystyki
na środowisko.
127
UNIT 8 Costing the earth
8.1 Vocabulary 4.57 white water rafting /ˌwaɪt ˌwɔːtə ˈrɑːftɪŋ/ deforestation /diːˌfɒrəˈsteɪʃən/
spływ górski wylesianie, wycinka lasów
biodegradable /ˌbaɪəʊdɪˈɡreɪdəbəl/
disaster movie /dɪˈzɑːstə ˌmuːvi/ film
biodegradowalny 8.3 Listening 4.59 katastroficzny
breeding ground /ˈbriːdɪŋ ɡraʊnd/
adolescent /ˌædəˈlesənt/ nastoletni drought /draʊt/ susza
lęgowisko
affectionate /əˈfekʃənət/ czuły earthquake /ˈɜːθkweɪk/ trzęsienie ziemi
built-up area /ˌbɪltˌʌp ˈeəriə/ obszar
agile /ˈædʒaɪl/ zręczny, zwinny electricity-generating /ɪˌlekˈtrɪsəti
zabudowany
bird-brained /ˈbɜːd ˌbreɪnd/ o ptasim ˌʤenəreɪtɪŋ/ generujący energię
contamination /kənˌtæməˈneɪʃən/
móżdżku, głupawy extreme hunger /ɪkˌstriːm ˈhʌŋɡə/
zanieczyszczenie
bond /bɒnd/ więź skrajny głód
countryside /ˈkʌntrisaɪd/ teren wiejski
character trait /ˈkarəktə treɪt/ cecha extreme poverty /ɪkˌstriːm ˈpɒvəti/
current /ˈkʌrənt/ prąd rzeczny/morski
charakteru skrajne ubóstwo
discard /dɪsˈkɑːd/ wyrzucić, pozbyć się
competition /ˌkɒmpəˈtɪʃən/ rywalizacja famine /ˈfæmɪn/ klęska głodu
ditch /dɪtʃ/ rów
competitive /kəmˈpetətɪv/ lubiący fee /fiː/ opłata, czesne
eco-warrior /ˈiːkəʊˌwɒriə/ bojownik
współzawodnictwo gale-force winds /ˌɡeɪl fɔːs ˈwɪndz/
ruchu ekologicznego
conceive /kənˈsiːv/ wyobrażać sobie, wichury
extinction /ɪkˈstɪŋkʃən/ wyginięcie
wymyślać gripping tale /ˌɡrɪpɪŋ ˈteɪl/ wciągająca
food chain /ˈfuːd ˌtʃeɪn/ łańcuch
deception /dɪˈsepʃən/ oszustwo, podstęp opowieść
pokarmowy
deceptive /dɪˈseptɪv/ złudny, mylny, harness /ˈhɑːnəs/ okiełznać, wykorzystać
foothill /ˈfʊtˌhɪl/ pagórek
pozorny harsh reminder /ˌhɑːʃ rɪˈmaɪndə/
gust of wind /ˌɡʌst əv ˈwɪnd/ podmuch
developed /dɪˈveləpt/ rozwinięty brutalne przypomnienie
wiatru
domesticate /dəˈmestəkeɪt/ udomowić hurricane /ˈhʌrɪkən/ huragan
hatch /hætʃ/ wykluwać się
doubt /daʊt/ wątpliwość life-threatening injuries /ˌlaɪf ˌθretənɪŋ
in captivity /ɪn kæpˈtɪvəti/ w niewoli
embrace /ɪmˈbreɪs/ obejmować ˈɪnʤəriz/ urazy zagrażające życiu
irreparable damage /ɪˈrepərəbəl
establish a community /ɪˌstæblɪʃ ə on a positive note /ɒn ə ˈpɒzətɪv ˌnəʊt/
ˈdæmɪdʒ/ nieodwracalne szkody
kəˈmjuːnəti/ zakładać wspólnotę/stado w optymistycznym tonie
leafy /ˈliːfi/ liściasty, pełen zieleni
extend a territory /ɪkˌstend ə ˈterətəri/ on the edge of your seat /ɒn ði ˈedʒ əv
litter /ˈlɪtə/ zaśmiecać
powiększyć terytorium jə ˌsiːt/ w napięciu
meadow /ˈmedəʊ/ łąka
gentle /ˈdʒentl/ łagodny overturn /ˌəʊvəˈtɜːn/ wywrócić się
migration /maɪˈɡreɪʃən/ migracja
hug /hʌɡ/ przytulać physically demanding /ˈfɪzɪkli
(have a) narrow escape /(hæv ə) ˌnærəʊ
loner /ˈləʊnə/ samotnik dɪˈmɑːndɪŋ/ wymagający fizycznie
ɪˈskeɪp/ uniknąć nieszczęścia o mały włos
mindlessly /ˈmaɪndləsli/ bezmyślnie rough /rʌf/ niedokładny, przybliżony
natural habitat /ˌnætʃərəl ˈhæbɪtæt/
misconception /ˌmɪskənˈsepʃən/ błędne severe weather conditions /səˌvɪə ˈweðə
środowisko naturalne
przekonanie kənˌdɪʃənz/ trudne warunki pogodowe
on the loose /ɒn ðə ˈluːs/ na wolności
notion /ˈnəʊʃən/ idea, pomysł snowfall /ˈsnəʊfɔːl/ opady śniegu
orchard /ˈɔːtʃəd/ sad
playful /ˈpleɪfəl/ żywy, wesoły spare parts /ˌspeə ˈpɑːts/ części
park warden /ˌpɑːk ˈwɔːdn/ strażnik
please /pliːz/ zadowalać zamienne
w parku
recognition skills /ˌrekəɡˈnɪʃən ˌskɪlz/ split up /ˌsplɪt ˈʌp/ oddzielony od
patch /pætʃ/ fragment (terenu), skrawek
umiejętności poznawcze suffer agony /ˌsʌfər ˈæɡəni/ cierpieć
ziemi
reputable /ˈrepjətəbəl/ poważany, męki
plain /pleɪn/ równina
szanowany summit /ˈsʌmɪt/ szczyt
plastic waste /ˌplæstɪk ˈweɪst/ odpady
reputation /ˌrepjəˈteɪʃən/ reputacja, tsunami /tsʊˈnɑːmi/ tsunami
z tworzyw sztucznych
opinia twist /twɪst/ zwrot akcji
ploughed field /ˌplaʊd ˈfiːld/ zaorane
resemblance /rɪˈzembləns/ water tank /ˈwɔːtə ˌtæŋk/ zbiornik wody
pole
podobieństwo whiteout /ˈwaɪtaʊt/ śnieżyca, zamieć
predator /ˈpredətə/ drapieżnik
resemble /rɪˈzembəl/ być podobnym, wildfire /ˈwaɪldfaɪə/ pożar lasu
prey /preɪ/ ofiara, żer
przypominać windmill /ˈwɪndˌmɪl/ wiatrak, młyn
release into the wild /rɪˌliːs ˌɪntə ðə
ˈwaɪld/ wypuścić na wolność, uwolnić undervalued /ˌʌndəˈvæljuːd/
niedoceniony 8.5 Grammar 4.61
do środowiska naturalnego
reunite /ˌriːjuːˈnaɪt/ zjednoczyć, połączyć wise /waɪz/ mądry accusation /ˌækjəˈzeɪʃən/ oskarżenie
roam /rəʊm/ włóczyć się, błąkać carbon dioxide /ˌkɑːbən daɪˈɒksaɪd/
8.4 Reading 4.60 dwutlenek węgla
set free /set friː/ uwolnić
single-use plastics /ˌsɪŋɡəl juːs ˈplæstɪks/ a storm is brewing /ə stɔːm əz ˈbruːwɪŋ/ devastating scene /ˈdevəsteɪtɪŋ ˌsiːn/
jednorazowe opakowania plastikowe zanosi się na burzę druzgocący widok
stream /striːm/ strumień adrift /əˈdrɪft/ dryfujący flood /flʌd/ powódź
tern /tɜːn/ rybitwa aftermath /ˈɑːftəmæθ/ następstwa, funding /ˈfʌndɪŋ/ dofinansowanie
thriving population /ˌθraɪvɪŋ ˌpɒpjəˈleɪʃən/ pokłosie greenhouse effect /ˈɡriːnhaʊs ɪˌfekt/
rozwijająca się populacja avalanche /ˈævəlɑːntʃ/ lawina efekt cieplarniany
trapped /træpt/ uwięziony, w pułapce battered /ˈbætəd/ zniszczony, industrialisation /ɪnˌdʌstriəlaɪˈzeɪʃən/
trash /træʃ/ śmieci, odpady poturbowany uprzemysłowienie
be swept overboard /bi ˌswept ridiculous /rɪˈdɪkjələs/ absurdalny,
8.2 Grammar 4.58 ˈəʊvəbɔːd/ zmieciony z pokładu idiotyczny
campsite /ˈkæmpsaɪt/ kemping begin the ascent/descent /bɪˈɡɪn ðə
əˈsent/dɪˈsent/ rozpocząć wspinaczkę/ 8.6 Speaking 4.62
for a change /fər ə ˈtʃeɪndʒ/ dla odmiany
lounge /laʊndʒ/ siedzieć wygodnie, zejście (z góry) astonishingly /əsˈtɒnɪʃɪŋli/ zadziwiająco
rozsiąść się believable /bəˈliːvəbəl/ wiarygodny astounding /əˈstaʊndɪŋ/ zdumiewający
raft /rɑːft/ tratwa blind /blaɪnd/ oślepić audience /ˈɔːdiəns/ widownia,
sunbed /ˈsʌnbed/ leżak blizzard /ˈblɪzəd/ zamieć śnieżna publiczność
sunscreen /ˈsʌnskriːn/ krem captivating /ˈkæptəveɪtɪŋ/ wciągający, awe-inspiring /ˈɔːr ɪnˌspaɪərɪŋ/
przeciwsłoneczny urzekający, fascynujący wzbudzający podziw
cave/cavern /keɪv/ˈkævən/ jaskinia
128
Costing the earth Word list
demolish /dɪˈmɒlɪʃ/ zburzyć self-awareness /ˌself əˈweənəs/
diameter /daɪˈæmɪtə/ średnica samoświadomość
drain /dreɪn/ osuszyć, odprowadzić wodę self-esteem /ˌself ɪˈstiːm/ poczucie
miner /ˈmaɪnə/ górnik własnej wartości
natural wonder /ˌnætʃərəl ˈwʌndə/ cud self-obsessed /ˌself əbˈsest/ mający
natury obsesję na punkcie własnej osoby
wonder /ˈwʌndə/ zastanawiać się sharpness /ˈʃɑːpnəs/ ostrość
substandard /ˌsʌbˈstændəd/ poniżej
8.7 Use of English 4.63 normy
antinuclear /ˌæntiˈnjuːkliə/ unable /ʌnˈeɪbəl/ niezdolny (do czegoś)
przeciwjądrowy unaware /ˌʌnəˈweə/ nieświadomy
antisocial /ˌæntiˈsəʊʃəl/ aspołeczny uncomfortable /ʌnˈkʌmftəbəl/
carbohydrates /ˌkɑːbəʊˈhaɪdreɪts/ niewygodny
węglowodany uncontrollable /ˌʌnkənˈtrəʊləbəl/ nie
comforting /ˈkʌmfətɪŋ/ podnoszący do opanowania, niepohamowany
na duchu underestimate /ˌʌndərˈestɪmeɪt/ nie
curl up /ˌkɜːl ˈʌp/ zwinąć się docenić
disallow /ˌdɪsəˈlaʊ/ nie pozwolić na understaffed /ˌʌndəˈstɑːft/ mający braki
disapprove /ˌdɪsəˈpruːv/ nie pochwalać w personelu
disbelieve /ˌdɪsbəˈliːv/ nie dowierzać undo /ʌnˈduː/ rozwiązać, rozpiąć; cofnąć
downturn /ˈdaʊntɜːn/ spadek, tendencja unemployment /ˌʌnɪmˈplɔɪmənt/
zniżkowa bezrobocie
hyperactive /ˌhaɪpərˈæktɪv/ nadaktywny, unsafe /ˌʌnˈseɪf/ niebezpieczny
nadpobudliwy unusual /ʌnˈjuːʒuəl/ niezwykły
hypersensitive /ˌhaɪpəˈsensətɪv/ unwilling /ʌnˈwɪlɪŋ/ niechętny
nadwrażliwy upturn /ˈʌptɜːn/ poprawa, zmiana
illegal /ɪˈliːɡəl/ nielegalny na lepsze
illiterate /ɪˈlɪtərət/ niepiśmienny violent /ˈvaɪələnt/ agresywny
illogical /ɪˈlɒdʒɪkəl/ nielogiczny
immature /ˌɪməˈtʃʊə/ niedojrzały 8.8 Writing 4.64
improbable /ɪmˈprɒbəbəl/ coastline /ˈkəʊstlaɪn/ linia brzegowa
nieprawdopodobny concession /kənˈseʃən/ przyzwolenie
inadequate /ɪnˈædəkwət/ nieodpowiedni cultural heritage /ˌkʌltʃərəl ˈherətɪdʒ/
incapable /ɪnˈkeɪpəbəl/ nieudolny, dziedzictwo kulturowe
nieporadny diverse landscape /daɪˌvɜːs ˈlændskeɪp/
irrelevant /ɪˈreləvənt/ nieistotny, zróżnicowany krajobraz
nieważny facilities /fəˈsɪlɪtiz/ udogodnienia
irresponsible /ˌɪrɪˈspɒnsəbəl/ lay eggs /ˌleɪ ˈeɡz/ składać jaja
nieodpowiedzialny natural beauty /ˌnætʃərəl ˈbjuːti/
misbehave /ˌmɪsbɪˈheɪv/ źle się naturalne piękno
zachowywać nesting beach /ˈnestɪŋ ˌbiːtʃ/
misinformation /ˌmɪsɪnfəˈmeɪʃən/ mylna gniazdowisko na plaży
informacja speedboat /ˈspiːdbəʊt/ motorówka
misjudge /ˌmɪsˈdʒʌdʒ/ niewłaściwie sustainable tourism /səˌsteɪnəbəl
oceniać ˈtʊərɪzəm/ turystyka uprawiana
multicultural /ˌmʌltiˈkʌltʃərəl/ z dbałością o środowisko
wielokulturowy take priority /ˌteɪk praɪˈɒrəti/ mieć
multipurpose /ˌmʌltiˈpɜːpəs/ pierwszeństwo
wielozadaniowy, uniwersalny tourist resort /ˈtʊərɪst rɪˌzɔːt/ kurort
nap /næp/ drzemka turystyczny
off-balance /ˌɒf ˈbæləns/ rozchwiany wildlife protection /ˈwaɪldlaɪf prəˌtekʃən/
off-colour /ˌɒf ˈkʌlə/ nie w formie ochrona środowiska
onstage /ˌɒnˈsteɪdʒ/ sceniczny
outdo /aʊtˈduː/ prześcignąć, przewyższyć
outnumber /aʊtˈnʌmbə/ mieć przewagę
liczebną
overactive /ˌəʊvərˈæktɪv/ nadmiernie
ruchliwy
overestimate /ˌəʊvərˈestəmeɪt/ przecenić
overpaid /ˌəʊvəˈpeɪd/ zbyt wysoko
opłacony
post-match /ˌpəʊst ˈmatʃ/ pomeczowy
pre-election /ˌpriː ɪˈlekʃən/
przedwyborczy
pre-storm /ˌpriː ˈstɔːm/ przedburzowy
pro-democracy /ˌprəʊ dɪˈmɒkrəsi/
prodemokratyczny
raindrop /ˈreɪndrɒp/ kropla deszczu
recall /rɪˈkɔːl/ przypominać sobie
reconsider /ˌriːkənˈsɪdə/ na nowo
rozważyć
remarry /ˌriːˈmæri/ ponownie wziąć ślub
129

Słowotwórstwo; tłumaczenie
1 Które z podanych słów poprawnie uzupełniają zdania? 5 Przekształć podane wyrazy tak, aby poprawnie
Dwa słowa nie pasują do żadnej luki. uzupełniały zdania.
1 The country is struggling to deal with the
ditch drought habitat meadow
outbreak of malaria due to inadequate
orchard severe strong thriving healthcare facilities. ADEQUATE
2 Max was facing the other direction and
1 There was a small orchard at the back of our house was completely unaware of what was
where we’d pick apples in the autumn. happening behind him. AWARE
2 The car skidded on an icy road and ended up in a 3 Where a person comes from should be
ditch , but thankfully no one was hurt. irrelevant ; what’s important is whether they
3 It was amazing to see tigers in their natural habitat in have the skills for the job. RELEVANT
India. 4 We don’t want to lose Sophia and have asked
4 The village is in a remote mountain area and experiences her to reconsider her decision to resign.
some severe weather conditions. CONSIDER
5 The region is facing its worst drought in decades with 5 The company has been forced to close some
no rain in months now. shops due to a sharp downturn in sales.
6 Thanks to conservation efforts, there’s now a thriving
TURN
population of wildcats. 6 There have been complaints about vandalism
and other antisocial behaviour. SOCIAL
2 Zastąp wyrażenia w nawiasach odpowiednimi słowami.
Pierwsze litery brakujących słów zostały podane. 7 He’s a strict vegetarian and disapproves of
keeping animals for meat. APPROVE
1 The clearance of hundreds of trees has caused
8 The clinic is severely understaffed with often
irreparable (impossible to repair) damage to the forest.
only one or two nurses on duty. STAFF
2 There are less than a hundred animals in the wild and just
9 The idea that space exploration has led to
a handful in captivity (not in the wild).
the loss of the ozone layer is a common
3 Despite its resemblance (being similar) to a bat, this misconception . CONCEIVE
creature is actually a type of squirrel.
10 The bird's north–south migration route is
4 The packaging is biodegradable (capable of being
3,000 miles from Canada to Southern Mexico.
decomposed).
MIGRATE
5 Many of the villagers live in extreme poverty (being
poor) getting by on less than a dollar a day. 6 Przetłumacz na język angielski podane
6 Raccoons are extremely competitive (that like to compete w nawiasach fragmenty, tak aby otrzymać
and win) animals. logiczne i gramatycznie poprawne zdania.
W każdą lukę możesz wpisać maksymalnie pięć
3 Uzupełnij zdania odpowiednimi formami czasowników wyrazów.
podanych w nawiasach.
1
Don’t you agree that it is
1 If only you sorted out/had sorted out (sort out) the recycling high time you started training (najwyższa pora, abyś
properly, I wouldn’t have to waste time doing it! zaczął trenować) your dog?
2
It’s high time you started (start) cycling to school. 2 Never before have we seen (przedtem nie
It’s not too far. widzieliśmy) so many robins in our garden.
3 If only the motorway had not been built (not build) near the 3 Pollution might be tightly controlled in one
nature reserve. It wouldn’t have affected the local wildlife so country whereas in another country (podczas gdy
much. w innym państwie) regulations may be less strict.
4 I’d rather you used (use) reusable bags while 4 Under no circumstances will you leave (w żadnym
shopping instead of those plastic ones. razie nie wyjdziesz z) home now. There is a
5 I wish my parents had asked (ask) me what breed of dog tornado approaching, so we need to stay inside.
I wanted to get before buying me a poodle. 5 I wish I had listened to (żałuję, że nie posłuchałem)
my brother when he told me not to swim in the
4 Przekształć zdania, zachowując ich sens. Nie zmieniaj
river with such a strong current.
podanych fragmentów.
6 Having seen the effect (Zobaczywszy efekt) that
1 Tim not only saw a school of dolphins, but he also spotted this type of fishing can have on the sea floor,
a whale. I believe it should be banned.
Not only did Tim see a school of dolphins, but he also spotted 7 I wish I had chosen (szkoda, że nie wybrałem)
a whale. a presentation about endangered species.
2 Claudia needs to mow the lawn before she goes on holiday. I’m struggling with the topic of acid rain.
What Claudia needs to do is (to) mow the lawn before she goes 8 Not only is farming physically demanding work
on holiday. (rolnictwo to wymagająca fizycznie praca), but it
3
We have never experienced such cold weather while skiing. also involves early starts and long hours.
Never have we experienced such cold weather while skiing.
4 Josh only recommended you should buy more organic food.
All Josh recommended was that you/Josh did was recommending
that you should buy more organic food.
130
CZYTANIE MÓWIENIE
Dobieranie
7 Przeczytaj cztery teksty na temat różnych stref 8 Pracując w parach, wykonajcie zadanie egzaminacyjne,
roślinnych A–D oraz dotyczące ich pytania 1–6. a następnie odpowiedzcie na pytania.
Do każdego pytania dopasuj właściwy tekst.
Do dwóch tekstów pasują po dwa pytania.
Popatrz na zdjęcia A, B i C. Twoja szkoła organizuje akcję
Which text mentions an environment where … „Ratujmy naszą planetę”. Przygotowujesz prezentację
1 young creatures are protected from potential harm? D na rozpoczęcie tej akcji i chcesz wykorzystać jedno
2 temperatures can change drastically in a short space of ze zdjęć. Masz trzy zdjęcia do wyboru.
time? A • Wybierz zdjęcie, które twoim zdaniem będzie
3 water levels fluctuate several times a day? D najbardziej odpowiednie, i uzasadnij swój wybór.
4 a very wide range of species thrive? B • Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.
5 there are no distinct seasons? B
6 few plants and wildlife can endure severe conditions? C
A
A
B
DESERTS
Contrary to popular perception, temperature alone does not
directly define whether an area of land is described as a
desert. The key factor instead is rainfall, with desert areas
averaging less than 254 millimetres of rain a year. There are, in
fact, what are known as ‘cold deserts’, such as in the Antarctic,
where temperatures can be below freezing. Even the hot, dry
deserts we most typically think of, such as the Sahara, can
experience very dramatic temperature drops at night. This is
because the lack of cloud cover allows hot air to escape very
quickly once the sun has set.
C
B
RAINFORESTS
As their name suggests, rainforests are found in areas with
consistently high levels of rainfall, typically in tropical regions
of the world around the equator. They may receive more than
2,000 millimetres of rain a year and with an average daily
temperature of around 28 ºC, they are hot and humid. This
climate is consistent all year round which creates the perfect
habitat for an incredibly diverse range of plants and animals and
makes them some of the most biodiverse environments on the
planet.
1 What could be done to persuade people to recycle
C more?
TUNDRAS 2 How can you use social media to promote an
One of the world’s harshest environments are tundras, treeless environmentally-friendly lifestyle?
ecosystems found in the Arctic and on the tops of mountains. 3 Is the work of environmental organisations effective?
These areas are very cold and windy with little rainfall, making What makes you think so?
it difficult for both plants and animals to survive. Most of the 4 What are the advantages of living next to large green
plants found on the tundra are very low-lying, growing in gaps in areas?
the rocks where they have some protection from the wind. The
Arctic tundra is covered in snow for much of the year, with the
soil below the surface permanently frozen. Tundra plants have PISANIE
a very short growing season of just fifty to sixty days during the
short Arctic summer. E-mail/List formalny
D
MANGROVE FORESTS Jedno z czasopism przyrodniczych zamieściło apel
Mangrove forests are found in coastal areas around the world do swoich czytelników o ograniczenie podróży
where trees and shrubs grow with their roots submerged in samolotowych. Napisz list do redakcji tego czasopisma,
water that is a mix of freshwater and seawater. Mangrove w którym odniesiesz się do tego apelu. W liście wyraź swoją
forests are typically tidal, so water levels rise and fall twice a opinię na ten temat oraz zaproponuj inne działania mające
day. They play a vital role in preventing coastal erosion as well na celu ograniczenie emisji CO2.
as providing a home to numerous species of fish, which use Wypowiedź powinna zawierać od 200 do 250 słów
them as nurseries because the mass of roots creates a safe i spełniać wszystkie wymogi typowe dla formy wskazanej
space for young fish away from the reach of larger predators. w poleceniu.
131
REFERENCE AND PRACTICE Wszystkie ćwiczenia wykonaj w zeszycie.
2 Complete the sentences with the correct form of the

1.2 GRAMMAR
Present and past habits words in brackets. Add any other words if necessary.
W języku angielskim do opisu przyzwyczajeń 1 I had a kindergarten teacher who used to wear (use/
i charakterystycznych zachowań możemy użyć wear) a flower in her hair.
następujących form:
2 Have you noticed our History teacher is always tapping
• czasów Present Simple lub Past Simple, kiedy opisujemy
(always/tap) his pen on the desk?
czynności lub stany powtarzające się obecnie lub w przeszłości:
3 Our Maths teacher is really forgetful. Sometimes, she
When I get home, I practise the violin. Kiedy wracam
will set (will/set) us homework, but forget to collect it.
do domu, ćwiczę grę na skrzypcach.
4 Years ago, teachers didn’t use to have (not/use/have) the
My grandfather picked me up from school until I was ten.
Dopóki nie skończyłem dziesięciu lat, ze szkoły odbierał equipment they do now. There was just a blackboard.
mnie dziadek. 5 At my secondary school, we used to watch videos on
• konstrukcji: used to + bezokolicznik, kiedy mówimy an old TV that was always breaking down/would always
o stanach (np. z czasownikami be, have, believe, like) break down (always/break down).
lub czynnościach, które powtarzały się w przeszłości. 6 When you were at school, did you use to have (use/
Konstrukcji tej nigdy nie używamy w odniesieniu have) a favourite teacher?
do jednorazowych wydarzeń z przeszłości:
3 Choose the correct option, A, B or C to complete
When I was at primary school, I used to be eager to learn.
the text.
Kiedy byłem w szkole podstawowej, byłem chętny do nauki.
I didn’t use to fall behind with my schoolwork.
In every class, you get a mix of different personalities.
Nie miewałem zaległości w nauce.
There’s generally one kid who’s 1 the centre of
Did you use to like Chemistry? Czy lubiłeś chemię?
attention. They 2 something completely inappropriate
• konstrukcji: would + bezokolicznik, kiedy opisujemy
in the middle of a lesson so everyone laughs. Then there’s
powtarzające się, typowe dla danej osoby przeszłe
the shy kid who 3 at the back of the class and 4
zachowania lub czynności (ale nie stany):
at their desk when the teacher asks a question. When
Our Maths teacher would give us loads of homework.
I was at primary school, I found reading and writing quite
Nasza nauczycielka matematyki zadawała nam mnóstwo
pracy domowej.
difficult and I struggled to keep up with my classmates.
I 5 much self-confidence. I 6 questions because
• konstrukcji: will + bezokolicznik, kiedy opisujemy
I was convinced I’d get them wrong and look stupid. It
powtarzające się, typowe dla danej osoby obecne
seemed like the other kids 7 awards for something and
zachowania lub czynności (ale nie stany):
I never did. That was until we started studying IT and
She’ll watch TV or play games all day. Całymi dniami
ogląda telewizję albo gra w gry. I suddenly found the thing I was good at. Now I’m
regularly top of the class … at least in one subject
Uwaga! Czasowników will/would w tym znaczeniu raczej
nie stosujemy w pytaniach. anyway.
• czasów Present Continuous lub Past Continuous
z przysłówkiem always, kiedy mówimy o stale 1 A used to be
powtarzających się zachowaniach, zwłaszcza takich, które
B always trying to be
budzą lub budziły w nas irytację:
C always being
She’s always putting things off. Ona zawsze odkłada
2 A ‘ll say
wszystko na później.
B ‘re saying
My neighbours were always complaining about the noise.
Moi sąsiedzi nieustannie narzekali na hałas. C said
3 A ‘s sitting
B is used to sitting
1 Choose the correct option. C sits
1 When Marek and I shared a room in a hall of residence, 4 A would always look down
he was always borrowing / will always borrow my things B is always looking down
without asking. C won’t look down
2 When I was a kid, I would / used to believe that my dad 5 A didn’t use to have
was a spy. B wouldn’t have
3 Did you ever use to / used to cheat in exams? C wasn’t always having
4 It’s so annoying. She will always lose / is always losing 6 A wouldn’t answer
her notebook. B wasn’t answering
5 Martha would ask / was asking the teacher plenty of C ‘m not used to answering
questions after every lesson. She was very curious. 7 A used to always winning
6 I always forget / will forget to bring a pen. Can I borrow B were always winning
one of yours? C will win
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1 Complete the second sentence so that it has a similar

1.5 GRAMMAR
Verb patterns meaning to the first. Use no more than five words
Składnia czasowników including the word in capitals.
Czasowniki występujące po innych czasownikach lub wyrażeniach 1 Are you looking for volunteers? You could put a poster
czasownikowych mogą przybierać następujące formy: up in the school. TRIED
• czasownik + to + bezokolicznik, np.: agree, arrange, can’t Are you looking for volunteers? Have you
afford, decide, expect, intend, learn, manage, offer, prefer, tried putting up a poster in the school?
refuse, seem, tend: 2 It’s really important that you hand in your assignment
I decided to leave school. Zdecydowałem się rzucić szkołę. on Friday. FORGET
• czasownik + dopełnienie + to + bezokolicznik, np.: advise, You must not forget to hand in your assignment on Friday.
allow, cause, enable, encourage, expect, force, remind, urge, 3 I told him that dropping Spanish was a bad idea.
warn (not):
ENCOURAGED
Robert’s mother encouraged him to study Law. Mama
I encouraged him not to drop Spanish.
Roberta zachęcała go, by studiował prawo.
4 Those boots are much too expensive for me to buy.
• czasownik + dopełnienie + bezokolicznik, np.: make, let:
AFFORD
Do his parents let him hang out with his friends? Czy rodzice
pozwalają mu spędzać czas ze znajomymi? I can’t afford (to buy) those boots.
• czasownik + bezokolicznik z końcówką -ing (forma 5 Janice doesn’t go to dance classes any more. She quit
gerund), np.: admit, avoid, can’t help, can’t stand, enjoy, two years ago. STOPPED
fancy, imagine, keep, miss, practise, spend/waste time: Janice stopped going to dance classes two years ago.
I can’t stand wearing a suit. Nie cierpię nosić garnituru. 6 We watched the gardener when he planted some
Po czasownikach begin, continue, hate, intend, like, love, flowers in front of the building. They look great.
prefer, start możemy użyć zarówno bezokolicznika z końcówką WATCHED
-ing, jak i bezokolicznika z to. Znaczenie pozostaje takie We watched the gardener plant some flowers in front of
samo lub zmienia się bardzo nieznacznie: the building. They look great.
I started playing chess. I started to play chess. Zacząłem grać 7 Would John like to come to the concert on Sunday?
w szachy.
FANCY
He intends using the website. He intends to use the website.
Does John fancy coming to the concert on Sunday?
Zamierza wykorzystać tę stronę internetową.
8 Kuba has been forbidden from using his dad’s
Składnia czasowników a zmiana znaczenia computer. ALLOWED
Po niektórych czasownikach, takich jak remember, forget, Kuba isn’t allowed to use his dad’s computer.
stop i try, znaczenie zdania zmienia się w zależności od tego,
czy użyjemy po nich bezokolicznika z końcówką -ing, czy 2 Complete the sentences with the correct form of the
bezokolicznika z to: verbs in the box.
Jenny remembers locking the door. Jenny pamięta, jak add admire bring do drive eat fix learn
zamykała drzwi. splash wear
Jenny remembers to lock the door. Jenny pamięta, żeby
zamykać drzwi. 1 Thankfully, my sister’s really practical and she managed
Dad’ll forget giving me the money. Tata zapomni, że dał mi to fix my bike for me.
pieniądze. 2 When we arrived at the cabin, it was really dark, but
Dad’ll forget to give me the money. Tata zapomni dać mi luckily Sam had remembered to bring a torch.
pieniądze. 3 When we’re at the farm, my uncle sometimes lets me
Liz stopped drinking coffee. Liz przestała pić kawę. drive his old van around the fields.
Liz stopped to drink some coffee. Liz zatrzymała się, żeby 4 I saw some people learning to kayak on the river
napić się kawy.
and it looked really fun.
I tried restarting the computer, but it didn’t help. Próbowałem
5 Of course you can use the bikes, but can you just
zrestartować komputer, ale to nic nie dało.
remind everyone to wear helmets?
I tried to restart the computer, but the command didn’t work.
6 Everyone needs to wear plastic gloves to avoid
Próbowałem zrestartować komputer, ale komenda nie działała.
splashing the cleaning liquid on their skin.
W przypadku czasowników takich jak feel, hear, see i watch
7 When we reach the top of the hill, we’ll stop for a while
bezokolicznika używamy, kiedy jesteśmy świadkami jakiejś
czynności, słyszymy ją lub widzimy, natomiast formy z końcówką by that wooden gate to admire the view.
-ing – kiedy słyszymy, widzimy lub obserwujemy tylko jej fragment: 8 Obviously, if you keep adding white paint to the
I saw Mary painting a picture. Widziałem, jak Mary malowała mix, the colour will get lighter and lighter.
obraz. (obserwowałem ją w trakcie tej czynności, ale nie wiem, 9 My mum makes me eat lots of fish because it’s
czy ją ukończyła) considered to be brain food.
I saw Mary paint a picture. Widziałem, jak Mary namalowała 10 Harry tends to do his homework at the last
obraz. (obserwowałem całą czynność) minute, which is why he isn’t doing well at school.
133
1 Complete the second, more informal sentence in each

1.7 USE OF ENGLISH
Register – formal and informal language pair with the correct form of the phrasal verbs in the box.
Styl formalny jest używany w oficjalnych dokumentach, listach,
mailach do osób, których dobrze nie znamy oraz formalnych come along go into leave out put off take away
zaproszeniach, a w języku mówionym w ogłoszeniach, 1 Tomorrow’s meeting has been postponed.
prezentacjach i przemówieniach. Stylu nieformalnego użyjemy
We’ve put off tomorrow’s meeting.
w prywatnej rozmowie, liście czy mailu do kolegi/koleżanki,
notatce albo pocztówce. Styl formalny bądź nieformalny 2 Do not enter the recording studio when the ‘on air’
wyrażamy poprzez użycie odpowiednich struktur gramatycznych light is illuminated.
oraz dobór odpowiedniego słownictwa. You can’t go into the recording studio if the
‘on-air’ light’s on.
Struktury gramatyczne
3 Kindly inform the centre in advance if you are unable
• W stylu formalnym używamy pełnych form czasownikowych, to attend the workshop.
a w nieformalnym form skróconych:
Can you please let us know if you can’t come along
I am contacting you ... / I’m contacting you … Kontaktuję
to the workshop?
się z Państwem / z Wami…
4 Applicants under the age of 18 should omit section 4.
• W języku formalnym używamy pełnych form, a skróty
If you’re under 18, you can leave out section 4.
używane są w języku nieformalnym:
5 Bottled water may be confiscated by airport security.
Could you do it as soon as possible? / Could you do it ASAP?
If you try to take bottled water through security, they
Czy może Pan/Pani / Czy możesz zrobić to jak najszybciej?
might take it away from you.
• Styl formalny charakteryzuje się częstszym użyciem strony
biernej oraz konstrukcji bezosobowych, a w nieformalnym 2 Choose the best option for the context.
używamy raczej strony czynnej oraz konstrukcji osobowych: 1 An email to a friend: Who’s coming to / Who is
The dissertation must be submitted today. / You must attending the party?
submit the dissertation today. Praca musi zostać oddana 2 An official document: More info’s / More information is
dziś. / Musisz oddać pracę dziś. available via the school website.
It is said / They say that spinach is healthy. Mówi się / 3 A job application: I’m really into / I especially enjoy
Mówią, że szpinak jest zdrowy.
outdoor activities.
• W stylu formalnym używamy pytań pośrednich, 4 A social media comment: The whole thing just
zaczynających się od takich wyrażeń jak: isn’t OK / is unacceptable to me.
I was wondering ... / Could you tell me ...? / Do you 5 A conversation: Sorry, I’ve got to go / I must leave
happen to know ...? Zastanawiałem się... / Czy możesz mi
now, I’ll call you later.
powiedzieć...? / Czy wiesz przypadkiem...?
6 An announcement at an event: There are toilets /
• W stylu nieformalnym częściej używa się pytań bezpośrednich:
Toilet facilities are located near each exit gate.
I was wondering if there are enough volunteers. /
Are there enough volunteers? Zastanawiałem się, czy jest 3 Read the advertisement and use the information to
wystarczająca liczba wolontariuszy. / Czy jest wystarczająca complete the social media post. Use no more than
liczba wolontariuszy? two words for each gap.
Słownictwo Wildlife photography workshop

• Styl formalny cechuje użycie bardziej złożonych wyrażeń A one-day photography workshop is being held at the zoo on 28 June
i rzeczowników abstrakcyjnych, a w stylu nieformalnym with wildlife photographer, Mark Ellis. The event will consist of
używamy prostych wyrażeń lub przymiotników, np.: an introductory session during which Mark will introduce some
employment opportunities / a chance to get a job of the key concepts in wildlife photography and demonstrate
(możliwość podjęcia pracy). a number of techniques.
Is happiness possible? / Is it possible to be happy? Then, participants will have the opportunity to photograph some
Czy szczęście jest możliwe? / Czy można być szczęśliwym? of the zoo’s animals. The workshop will conclude with a session
• Wiele słów w stylu formalnym wywodzi się z języka during which Mark will critique participants’ work.
łacińskiego, np. to depart, to cease (odjechać, zatrzymać się), This event is open to all those interested in wildlife photography.
a w nieformalnym – z anglosaskiego, np. to go, to stop Special equipment is not required, but participants should bring their
(odjechać, zatrzymać się). own camera or mobile device.
• W stylu formalnym używa się czasowników prostych,

natomiast w nieformalnym – czasowników frazowych,
I’ve just spotted some info about a wildlife photography
np. appear / turn up (pojawić się).
workshop. Fancy going? It’s on 28/6 at the zoo with a top
• Cechą stylu formalnego są złożone wyrażenia przyimkowe, photographer. 1 There’s an intro session in the morning where
a nieformalnego – proste wyrażenia przyimkowe, the guy will chat a bit about wildlife photography and ² give us
np. in favour of / for (na rzecz / dla). some tips. Then you get to go round the zoo and 3 take
photos/pictures of the animals. And at the end, he’ll take
• Formalnymi łącznikami są słowa takie jak furthermore/ a 4 look at your shots. Anyone can go and you don’t 5 need
however (co więcej / jednakże). W języku nieformalnym any fancy gear, just take your 6 phone/mobile or camera.
użyjemy takich wyrażeń jak and/but (oraz/ale).
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2.2 GRAMMAR REFERENCE AND PRACTICE Wszystkie ćwiczenia wykonaj w zeszycie.
Past Perfect Simple and Czasu Past Perfect Continuous używamy, mówiąc
Past Perfect Continuous o czynnościach, ale nie o stanach.
Większy nacisk kładziemy na czas trwania czynności niż na jej
Past Perfect Simple skutek:
Czasu Past Perfect Simple używamy: When they finally arrived, we’d been discussing the
• mówiąc o czynnościach, które miały miejsce przed problem for two hours. Kiedy się w końcu pojawili,
określonym momentem w przeszłości (często wyrażonym już od dwóch godzin dyskutowaliśmy o problemie.
w czasie Past Simple): Jeśli w wypowiedzi pojawia się określenie czasu takie jak
When I arrived at the reception, the bride’s father had before lub after, użycie czasu Past Perfect Simple lub Past
already made his speech. Kiedy dotarłem na przyjęcie, Perfect Continuous nie jest konieczne, ponieważ kolejność
ojciec panny młodej zdążył już wygłosić swoją mowę. wydarzeń nie ulega wątpliwości:
• mówiąc o stanach, które trwały przed określonym The children went to sleep before we came. Dzieci poszły
momentem w przeszłości: spać zanim przyszliśmy.
When my parents got married, they had known each other
for a year. Kiedy moi rodzice się pobrali, znali się
od roku.
verbs in brackets. Use the Past Perfect Simple or the
Past Perfect Continuous
Past Perfect Continuous.
Czasu Past Perfect Continuous używamy, mówiąc
o czynnościach, które trwały do określonego momentu 1 Robert watches a lot of French cinema, but fortunately
w przeszłości (lub zakończyły się krótko przed nim): he hadn’t seen (not see) that film before. He loved it!
The guests had been waiting in front of the church for 2 I didn’t speak to Janet at the reception. By the time
an hour before the bus picked them up. Goście czekali przed I arrived she had already left (already/leave).
kościołem przez godzinę, zanim przyjechał po nich autokar. 3 It was such a shame. She had been decorating (decorate)
the Christmas tree for about an hour before it fell over.
Zdania twierdzące (Affirmative) Zdania przeczące (Negative)
4 I was really tired. I had driven (drive) all the way there
I/You/ I/You/
hadn’t without stopping.
He/ ’d been He/
been 5 Gosia locked the cat in the wardrobe by mistake. The
She/ (had sleeping. She/It/ sleeping.
(had not poor thing had been crying (cry) for ages before she
It/We/ been) We/
been)
They They finally let him out.
Pytania ogólne Krótkie odpowiedzi 6 Barbara hadn’t known (not know) that Alex was going
(Yes/No questions) (Short answers)
to be at the party.
I/you/ Yes, I/you/he/she/it/we/they
he/she/ been had. 7 On the way to the airport, I realised that I had left
Had (leave) my passport at home.
it/we/ sleeping? No, I/you/he/she/it/we/they
they hadn’t. 8 The streets were all wet because it had been raining
(rain) heavily since the morning.
Pytania o podmiot
Pytania szczegółowe (Wh- questions)
(Subject questions) 2 Complete the text with the correct form of the verbs
I/you/ in the box.
How he/she/ been been
had Who had get on not get to know move out not share
long it/we/ sleeping? sleeping?
they stay work
Past Perfect Simple a Past Perfect Continuous Last year, I moved to a new city to start a job with a big
Czasu Past Perfect Simple używamy: insurance company. I 1 had been working there for a couple
• mówiąc o zakończonych czynnościach: of weeks when I met Natalie in the coffee shop one
My father had visited his Scottish relatives twice when he lunchtime. Up to that point, I 2 had been getting on OK
finally went to live with them. Mój ojciec odwiedził swoich with my job, but I 3 hadn’t got to know many people. We
szkockich krewnych dwukrotnie, zanim w końcu z nimi immediately hit it off. We had lots of things in common
zamieszkał. and we were soon chatting away. I told her that
• mówiąc o stanach za pomocą czasowników statycznych, I 4 had been staying in a hostel since I’d arrived and that
np.: be, have, know, see, believe: I was looking for a place to live. Coincidentally, her
I went to see the cathedral. I had never seen such previous flatmate 5 had moved out just a few days
a magnificent church. Zwiedziłem katedrę. Nigdy wcześniej before, so she was looking for someone else to share
nie widziałem tak wspaniałego kościoła. with. I went to see the flat that evening and I moved in
a few days later. I was a bit unsure at first because
I 6 hadn’t shared a flat with anyone before, but we got
on really well and we soon became best friends.
135
Relative clauses • mogą być zarówno definiujące, jak i niedefiniujące:

Do you know the man talking (= who is talking) to Mr
Zdania podrzędne definiujące: Schwartz? Czy znasz mężczyznę, który rozmawia z panem
• dostarczają informacji będących integralną częścią zdania Schwartzem? (zdanie podrzędne definiujące)
(których pominięcie narusza jego sens) i nie są oddzielone Rich people, accustomed (= who are accustomed) to
przecinkami od zdania nadrzędnego, luxurious living, will never understand poor people. Bogaci
• mogą rozpoczynać się od: ludzie, przyzwyczajeni do życia w luksusie, nigdy nie
– who lub that, jeżeli mówimy o ludziach: zrozumieją biednych. (zdanie podrzędne niedefiniujące)
Mrs Wilkes is the person who/that moved in yesterday.
Pani Wilkes jest osobą, która wprowadziła się wczoraj.
1 Choose the correct option, A, B or C to complete the
– which lub that, jeżeli mówimy o rzeczach: sentences.
Would you like to see the house which/that is for sale?
1 Kim’s the one likes to be the centre of attention
Czy chciałbyś zobaczyć ten dom, który jest na sprzedaż?
the whole time. That’s her in the red dress.
– whose, jeżeli mówimy o przynależności:
A who B whom C which
I know a girl whose parents own a yacht.
2 There’s a new magazine on the market you how
Znam dziewczynę, której rodzice mają jacht.
to play guitar.
– where, jeżeli mówimy o miejscach:
A what teaches B teaches C teaching
This is the place where my parents first met.
3 Barbara is an only child, a lot about her
To jest miejsce, w którym poznali się moi rodzice.
behaviour at times.
W zdaniach podrzędnych definiujących możemy opuścić
A explaining B which explains C that explains
zaimek względny who, which lub that, jeżeli jest on
4 Isn’t this the same place we saw on the way here?
dopełnieniem zdania nadrzędnego:
A what B – C where
He is the man (who/that) I want to marry. On jest mężczyzną,
którego chcę poślubić. 5 The wedding I went to, was in Poznań, was
ALE: This is the man who/that wants to marry me. To jest actually very nice. And the bride was beautiful.
mężczyzna, który chce mnie poślubić. A where B that C which
6 According to some, children to break rules
Zdania podrzędne niedefiniujące: become more independent thinkers.
• dostarczają dodatkowych informacji, bez których zdanie A taught B teaching C that taught
nadrzędne i tak zachowałoby sens, zawsze zawierają zaimek
7 That’s the priest conducted the wedding
względny i są oddzielone przecinkami od zdania nadrzędnego,
ceremony. Doesn’t he look different in casual clothes?
• rozpoczynają się od tych samych zaimków względnych co
A – B that C which
zdania podrzędne definiujące, z wyjątkiem that:
My father, who lives in Montreal, couldn’t come. Mój ojciec, 2 Complete the second sentence so that it has a similar
który mieszka w Montrealu, nie mógł przyjechać. meaning to the first. Use the number of words shown
Joyce’s new Lexus, which she bought in May, cost a fortune. in brackets.
Nowy lexus Joyce, którego kupiła w maju, kosztował fortunę. 1 My older brother, who is studying in Australia, doesn’t
St Mary’s Church, where we met, was built in 1645. Kościół get home very often.
św. Marii, gdzie się spotkaliśmy, został zbudowany w 1645 r. My older brother, studying in Australia , doesn’t get
I bumped into Angus, whose brother is studying Medicine. home very often. (3)
Spotkałem Angusa, którego brat studiuje medycynę.
2 Children who grow up with two languages at home
Zdanie podrzędne niedefiniujące może również stanowić find it easy to switch between them.
komentarz do zdania nadrzędnego. Rozpoczynamy je wtedy Children growing up with two languages at home find it
zaimkiem which: easy to switch between them. (3)
Tom was late for dinner, which made his mother furious. 3 Polish and French are the languages which were
Tom spóźnił się na kolację, co rozzłościło jego matkę.
spoken by my family as I was growing up.
Zdania podrzędne skrócone: Polish and French are the languages
• zamiast zaimka względnego i czasownika zawierają formę spoken by our family as I was growing up. (4)
present participle (strona czynna) lub past participle (strona 4 My mother, who was sent away to school at a young
bierna): age, didn’t have a close relationship with her parents.
Elderly people living alone (= who live alone) should be My mother, sent away to school at a young age, didn’t
in touch with a family member or friend every day. Starsi have a close relationship with her parents. (4)
ludzie mieszkający samotnie powinni być w codziennym 5 My sister, who was diagnosed with dyslexia at school,
kontakcie z członkiem rodziny lub znajomym.
went on to get a PhD in Physics.
Children raised (= who were raised) in a bilingual
My sister, diagnosed with dyslexia at school, went on to
environment may begin to speak a little later. Dzieci
get a PhD in Physics. (3)
wychowane w środowisku dwujęzycznym mogą zacząć
mówić trochę później.
136

2.7 USE OF ENGLISH
Collocations sentences.
Kolokacja, czyli związek frazeologiczny, to bardzo często 1 When I finally heard the news I just into tears. It
używane połączenie dwóch lub więcej słów w logicznie was such a relief.
brzmiącą całość. Inaczej niż w przypadku idiomu sens kolokacji
A fell B broke C burst
wynika ze znaczeń poszczególnych wyrazów. Przykładem
kolokacji w języku polskim są odnieść zwycięstwo (a nie 2 Diana is shy and she absolutely hates speaking
ponieść zwycięstwo) lub mocna kawa (a nie silna kawa). in public.
Kolokacje możemy podzielić na słabe, czyli takie, w których jeden A bitterly B painfully C perfectly
z wyrazów tworzy wiele różnych związków frazeologicznych 3 When the lights suddenly , several people in the
z innymi, np. take a photo/notes/a break (robić zdjęcie/notatki/ hall screamed.
przerwę), oraz mocne, w których poszczególne słowa w danym A went out B switched off C closed down
związku frazeologicznym nie łączą się z wieloma innymi, 4 Make sure you hold the fabric in place while you
np. common sense (zdrowy rozsądek). Związek frazeologiczny stitch around the edges.
często tworzą więcej niż dwa słowa, np.:
A clearly B tightly C strongly
healthy lifestyle – zdrowy tryb życia 5 If everyone’s prepared to compromise, I’m sure we can
lead a healthy lifestyle – prowadzić zdrowy tryb życia an agreement.
Używanie właściwych związków frazeologicznych sprawia, A reach B find C make
że język, którego używamy, brzmi naturalnie.
6 If they start talking about the competition, just
Rodzaje kolokacji: quiet and pretend you don’t know anything.
• przymiotnik + rzeczownik: A remain B keep C stay
My brother has a vivid imagination. Mój brat ma bujną 7 The company expects standards of all its staff,
wyobraźnię. especially those dealing directly with customers.
I only wear these earrings on social occasions. Zakładam A high B full C good
te kolczyki tylko na spotkania towarzyskie. 8 Joanna’s always had a imagination. It’s no
• czasownik + rzeczownik: surprise she became a novelist.
Try not to lose touch with your friends after high school. A strong B creative C vivid
Spróbuj nie stracić kontaktu z przyjaciółmi po skończeniu szkoły.
2 Complete the text with the words in the box.
Make sure you keep an eye on Maggie. Upewnij się,
There are two extra words.
że przypilnujesz Maggie.
• rzeczownik + czasownik: attention come interest leave neat
Be careful when the doors open so that you don’t get hit. normal quiet smart spare strong
Uważaj, gdy drzwi się otworzą, aby cię nie uderzyły.
Snow has been falling heavily recently. Ostatnio
intensywnie pada śnieg. Empty Nest Syndrome
• rzeczownik (of/and/for) + rzeczownik: When children 1 leave home to go off to
Tim’s desire for knowledge is impressive. Pragnienie university, many parents are looking forward to
wiedzy Tima jest imponujące. a 2 quiet life without all the noise and
What’s your home town like? Jakie jest twoje miasto rodzinne? disruption of a houseful of teens. They dream
• czasownik + przymiotnik/liczebnik: about how easy it’ll be to keep the house
Who came first? Kto przybiegł pierwszy? 3
neat and tidy at last. They plan to turn the
You looked beautiful at the prom. Wyglądałaś pięknie kids’ bedrooms into 4 spare rooms so that
w czasie studniówki. friends can come and visit. They can’t wait to do
• przymiotnik + and + przymiotnik: things as a couple again without the kids being
The rooms looked neat and tidy. Pokoje wyglądały bardzo the centre of 5 attention .
schludnie.
But when the time comes and the house is
We were told loud and clear what to do in an emergency.
Powiedziano nam jasno, co zrobić w sytuacji kryzysowej. suddenly quiet, it can 6 come as a bit of
a shock. Many parents experience 7 strong
• czasownik + przysłówek:
feelings of loss. Others suffer anxiety about how
Hold tightly onto me when you’re going down those stairs.
their offspring are coping without them. All these
Trzymaj się mnie mocno, kiedy będziesz schodził tymi schodami.
emotions are perfectly 8 normal though and just
She smiled politely. Uśmiechnęła się uprzejmie. part of adjusting to a new stage of life. There’s
• przysłówek + przymiotnik: even a name for it: Empty Nest Syndrome.
We want to rent a fully furnished flat. Chcemy wynająć
w pełni umeblowane mieszkanie.
It’s perfectly normal that you’re afraid of the operation.
To zupełnie normalne, że boisz się operacji.
137
Future forms including the Future Perfect Future Perfect Continuous

Continuous Czasu Future Perfect Continuous używamy, mówiąc
o czynnościach lub stanach, które w określonym momencie
Future Continuous w przyszłości będą trwać już od pewnego czasu:
Czasu Future Continuous używamy: By the end of the year, we will have been living in Toronto
• opisując czynności, które będą trwały w określonym for eight years. Przed końcem roku minie osiem lat, odkąd
momencie w przyszłości: mieszkamy w Toronto.
This time tomorrow we’ll be flying to the Maldives. Jutro
o tej porze będziemy lecieć na Malediwy.
• mówiąc o przyszłych zdarzeniach, które są nieuchronne
I/You/ have
lub mają charakter rutynowy: I/You/ have been
He/ won’t been
I’ll be going to the supermarket after work. Po pracy pójdę He/She/ working
’ll (will) She/ (will working
do supermarketu. It/We/ for 12
It/We/ not) for 12
They hours.
• formułując uprzejme pytania lub prośby: They hours.
Will you be doing the first aid course this month? Czy
będziesz chodzić na kurs pierwszej pomocy w tym miesiącu? Pytania ogólne Krótkie odpowiedzi
(Yes/No questions) (Short answers)
Will you be using your car tomorrow? Czy będziesz używał
I/you/
jutro samochodu? (bo chciałbym go pożyczyć) have been Yes, I/you/he/she/it/we/
he/
working they will.
Zdania twierdzące (Affirmative) Zdania przeczące (Negative) Will she/
for No, I/you/he/she/it/we/
I/You/ it/we/
I/You/ 12 hours? they won’t.
He/ won’t they
He/She/ be be
’ll (will) She/ (will
It/We/ sleeping. sleeping. Pytania szczegółowe Pytania o podmiot
It/We/ not) (Wh- questions) (Subject questions)
They They
Pytania ogólne Krótkie odpowiedzi I/you/ have been
have
(Yes/No questions) (Short answers) How he/she/ working
will been Who will
I/you/ Yes, I/you/he/she/it/we/they long it/we/ for 12
working?
he/she/ be will. they hours?
Will
it/we/ sleeping? No, I/you/he/she/it/we/they
they won’t. Typowe określenia czasu używane w czasie Future Perfect
Simple i Future Perfect Continuous:
Pytania szczegółowe Pytania o podmiot • by 2030 / next month / next year (do roku 2030 /
(Wh- questions) (Subject questions)
przyszłego miesiąca / przyszłego roku)
I/you/
• by then (do tego czasu)
How he/she/ be be
will Who will • by the time … (do czasu, gdy…)
long it/we/ sleeping? sleeping?
they • in two days’ / three weeks’ / one month’s /
ten years’ time (za dwa dni / trzy tygodnie / miesiąc /
Future Perfect Simple dziesięć lat)
Czasu Future Perfect Simple używamy, mówiąc o czynnościach,
które zakończą się przed określonym momentem w przyszłości: 1 Complete the sentences with the correct form of
They will have left by 6 o’clock. Wyjdą przed szóstą. the verbs in brackets. Use the Future Continuous,
the Future Perfect Simple or the Future Perfect
Continuous.
I/You/ I/You/
have won’t have 1 This time next week I will have been working/will have
He/She/ He/She/
’ll (will) finished (will finished worked (work) here for three years. Doesn’t time fly?
It/We/ It/We/
by 10. not) by 10. 2 Robert can’t meet us at 6 p.m. He won’t have finished
They They
Pytania ogólne Krótkie odpowiedzi (not finish) his homework by then.
(Yes/No questions) (Short answers) 3 Will you have read (you/read) that book by Friday?
I/you/ Yes, I/you/he/she/it/we/they I promised to lend it to Asia.
have
he/she/ will. 4 Magda will be visiting (visit) her grandfather tomorrow,
Will finished
it/we/ No, I/you/he/she/it/we/they
by 10? so we can’t meet for coffee like we usually do.
they won’t.
5 I will have been volunteering (volunteer) as a lifeguard
Pytania szczegółowe Pytania o podmiot for three years in a row after this summer.
(Wh- questions) (Subject questions) 6 This article says we won’t be living (not live) in space for
I/you/ at least another 200 years.
have
he/she/ have 7 Will you be collecting (you/collect) Paweł from the train
When will Who will finished
it/we/ finished?
by 10? station tomorrow or do I need to go?
they
138

3.5 GRAMMAR
Quantifiers sentences.
Określnik Rzeczowniki policzalne Rzeczowniki niepoliczalne 1 I’m afraid only people decided to come, so we
(Quantifier) (Countable nouns) (Uncountable nouns) won’t be putting on the show.
każdy each/every A a few B little C few
Each/Every book 2 I hear that people are still unaware of the plans
costs 10 pounds.
to build a multi-storey car park in the city centre.
wszystkie all
A most of B most C none of
All the books were quite cheap.
3 The head teacher said that of the students that
All the furniture was quite cheap.
caused the fire will be allowed to go on the trip next
większość most
Most books were quite cheap. week.
Most of the furniture was quite cheap. A none B no C very little
dużo many much / a great deal of 4 This flat has a slightly bigger living room than the
(pytania Have you got many Have you got much / other one, but I’m afraid of them have cable TV.
i przeczenia) books? a great deal of furniture? A either B both C neither
I haven’t got many I haven’t got much / 5 Why is there only water left? Barbara bought
books. a great deal of furniture.
three bottles for the trip.
dużo a lot of / lots of / loads of / plenty of A any B a few C a little
(zdania I’ve got a lot of / lots of / loads of / plenty of
6 Jenny can come in our car too – there’s of space.
twierdzące) books.
I’ve got a lot of / lots of / loads of / plenty of A plenty B some C a couple
furniture. 7 There’s a great of traffic on the roads today, so
kilka, a number of / several / a little I’m going to take the underground to work.
kilkanaście, a few / a couple of I’ve got a little A number B lot C deal
trochę I’ve got a number of / furniture. 8 There are vacant shops on the high street, which
several / a few / is a bad sign for the local economy.
a couple of books.
A plenty B several C few
some
I’ve got some books/furniture. 2 Complete the sentences with the quantifiers in the
box. There are three extra words.
mało few little
I’ve got very few books. I’ve got little furniture. a couple all each either few little many
oba both much neither no none plenty some
Both these books are
mine. 1 There are two single beds in the spare room, but
którykolwiek either
neither of them have sheets on them at the
(z dwóch) You can buy either book. moment, I’m afraid.
2 You’ll find plenty of cups and mugs in the
żaden neither
(z dwóch) Neither book was cupboard above the kettle. There should be enough
expensive. for everyone.
nic, ani no 3 There isn’t much space left in the wardrobe,
trochę, I’ve got no books/furniture. but you could put a box of stuff under the bed.
żaden none of 4 We have a separate heating control in each
None of the books/furniture belongs to me. room, so you can keep the rooms you use warm
Następujących określeń ilości zawsze używamy z przyimkiem without wasting energy.
of: a number of, a couple of, a great deal of, a lot of, lots of, 5 Modern kitchen appliances are pretty energy efficient
loads of, plenty of, none of. and use very little electricity.
Każdego z pozostałych określeń ilości (z wyjątkiem no i every) 6 Annoyingly, there’s no mobile signal inside
możemy użyć z przyimkiem of, jeśli wystąpi po nim zaimek the flat, so you have to go out on the balcony if you
osobowy lub rzeczownik poprzedzony zaimkiem (dzierżawczym
want to make a call.
lub wskazującym) albo przedimkiem określonym:
Most shops / Most of the shops were open. Większość 7 When we got home, none of the lights were
sklepów była otwarta. working. It turned out there was a power cut, so we
John spent most of his life on a farm. John spędził większość had to find some candles.
życia na farmie. 8 We’ve only got a couple of chairs in the kitchen,
A few of us took a taxi home. Kilkoro z nas wróciło do domu so Magda and Jan took those and I brought in a stool
taksówką. from the other room.
9 There are two ways to get to the capital from the
village and we can take either route.
139
3.7 USE OF ENGLISH REFERENCE AND PRACTICE Wszystkie ćwiczenia wykonaj w zeszycie.
Determiners • The other to „drugi (z dwóch), pozostałe z (konkretnej

liczby)”. Tego określnika używamy z rzeczownikiem
Both policzalnym lub zaimkiem one/ones:
Określnik both (oboje, obaj, obie, oba) używany jest, gdy I booked this hotel because the other ones are full.
mówimy o dwóch osobach lub rzeczach. Both można użyć Zarezerwowałem ten hotel, bo w innych nie ma miejsc.
z rzeczownikiem policzalnym lub zaimkiem: Can you show me the other side of your hand?
Both (of the) cities are interesting. Oba miasta są interesujące. Czy możesz mi pokazać drugą stronę dłoni?
I’ve visited both of them. Odwiedziłem oba. • The others oznacza „pozostali, pozostałe” i występuje
Each, every i all samodzielnie:
I can see some tourists from our group. Where are the
• Określniki each i every (każda, każdy, każde) występują
others? Widzę tylko niektórych turystów z naszej grupy.
z rzeczownikami w liczbie pojedynczej. Each odnosimy
A gdzie są pozostali?
do dwóch lub więcej, a every do trzech lub więcej osób
lub rzeczy: Each other i one another
The guide knows each/every monument in town. Tych określeń używamy, gdy opisujemy czynność
Przewodnik zna każdy zabytek w mieście. wykonywaną wzajemnie przez dwie lub więcej osób:
• Określniki every i all (ale nie each) mogą być użyte The tourists helped each other / one another with their bags.
z przysłówkami almost, nearly, practically: Turyści pomogli sobie nawzajem z bagażami.
Kate has seen nearly every art gallery. Kate widziała niemal
każdą galerię sztuki. 1 Complete the second sentence so that it has a similar
• All (wszyscy, wszystkie) używamy z rzeczownikami w liczbie meaning to the first. Use the words in capitals.
mnogiej lub z zaimkami. All odnosi się do trzech lub więcej 1 The biscuits are delicious. Do you mind if I have one
osób lub rzeczy: more? ANOTHER
All (of) the guidebooks were interesting. Wszystkie The biscuits are delicious. Do you mind if I have another one ?
przewodniki były interesujące. 2 The cottage isn’t suitable for wheelchair users because
All of them were interesting. Wszystkie były interesujące. the two bedrooms are located on the first floor. BOTH
• Po określnikach both, each (one), every one, all wstawiamy The cottage isn’t suitable for wheelchair users because
of, gdy występuje po nim zaimek osobowy lub rzeczownik both bedrooms are located on the first floor.
w liczbie mnogiej poprzedzony zaimkiem (wskazującym 3 There’s enough room at the dining table for all the
lub dzierżawczym) albo przedimkiem określonym: family to eat together. WHOLE
Both maps were useful. Obie mapy były przydatne. There’s enough room at the dining table for the whole
family to eat together .
Both of my maps were useful. Obie moje mapy były przydatne.
4 All the rooms in the hotel are unique and decorated in
Both of the maps were useful. Obie mapy były przydatne.
a different style. EACH
Both of them were useful. Obie były przydatne. Each room in the hotel is/Each of the rooms in the hotel is
All i whole unique and decorated in a different style.
5 The buses from the city centre to the castle leave at
Kiedy chcemy powiedzieć „cały/cała”, używamy all lub whole.
20-minute intervals. EVERY
• Whole używamy z rzeczownikami policzalnymi w liczbie
The buses from the city centre to the castle leave every 20
pojedynczej:
minutes .
I spent a whole day on the beach. Spędziłem cały dzień
na plaży. 2 Complete the text with the words and phrases from the
box. There are two extra options.
• All używamy głównie z rzeczownikami niepoliczalnymi,
a z policzalnymi, jeśli mówimy o czasie trwania danej czynności: all of another both of each each of
All the accommodation is booked. Wszystkie miejsca są every other others
zarezerwowane.
He stayed there all winter. Został tam całą zimę.
Unique stays
Another, other, the other(s) i the other ones Have you ever dreamed of staying in a treehouse in the middle
• Określnik another oznacza „inny, jeszcze jeden”. Używany jest of the Black Forest? Or perhaps you’d like to fall asleep looking up
z rzeczownikiem w liczbie pojedynczej lub z zaimkiem one: at the stars high in the Arctic Circle from the comfort of a warm
Let’s think about another place to meet. Pomyślmy o innym bed? Now you can. We offer the chance for you to stay in
1
both of these unique locations plus 2 other equally special
miejscu spotkania.
places across Europe and beyond.
I’ve already had a sandwich, so I don’t want another one.
We have more than twenty unique holiday rentals, 3 each of them
Już zjadłem kanapkę, więc nie chcę kolejnej.
has their own special charms. There are cosy cabins hidden
• Określnik other oznacza „inni, inne”. Używany jest deep in the woods, glass cubes with 360° wilderness views and
z rzeczownikami lub z zaimkiem ones: even a hut that rotates to follow the sun. We have properties in
We need other people to help us. Potrzebujemy innych almost 4 every type of landscape imaginable; forest, mountains,
osób, które nam pomogą. coast, Arctic wilderness, even desert. 5 Each property sleeps 2–6
These curtains are ugly. We need other ones. Te zasłony są people and 6 all of them offer luxury accommodation.
brzydkie. Potrzebujemy innych. Visit our website to start your adventure now.
140
Question tags and reply questions Everybody/Everyone will ask questions, won’t they?
Wszyscy będą zadawać pytania, prawda?
Pytania rozłączne Nobody / No one signed up for the dressmaking course,
Pytania rozłączne, czyli question tags, to krótkie pytania did they? Nikt nie zapisał się na kurs krawiecki, prawda?
dodawane na końcu zdania w celu uzyskania potwierdzenia • W zdaniu, którego podmiotem jest zaimek that, w pytaniu
od rozmówcy lub zadania pytania. Za ich polskie odpowiedniki rozłącznym używamy zaimka it:
można uznać słowa „prawda?”, „nieprawdaż?” lub „dobrze?”,
That’s your new car over there, isn’t it? To twój nowy
umieszczone na końcu zdania:
samochód, prawda?
She’s gorgeous, isn’t she? Ona jest olśniewająca, prawda?
• W zdaniach z there is / there are we wszystkich czasach
Question tags stosowane w celu uzyskania potwierdzenia zaimek there powtórzony jest w pytaniu rozłącznym:
od rozmówcy mają intonację opadającą. Question tags There was a security alarm in the store, wasn’t there?
stosowane w celu zadania pytania mają intonację wznoszącą. W sklepie był alarm przeciwkradzieżowy, prawda?
Pytania rozłączne tworzymy za pomocą czasowników Pytania typu reply questions
posiłkowych be, have, do, will lub modalnych, np. can, should,
Za pomocą pytań typu reply questions wyrażamy
oraz zaimka osobowego odpowiadającego podmiotowi.
zainteresowanie wypowiedzią rozmówcy i dajemy mu
Po zdaniu twierdzącym mają zwykle formę przeczącą,
do zrozumienia, że oczekujemy na więcej szczegółów.
a po zdaniu przeczącym – twierdzącą.
Za ich polskie odpowiedniki można uznać wyrażenia
Zdanie twierdzące + pytanie rozłączne w formie „O, naprawdę?” lub „Tak?”.
przeczącej:
Zdanie twierdzące + reply question w formie twierdzącej:
They made a formal complaint, didn’t they? Złożyli oficjalną
‘Your dad lent me some money.’ ‘Did he?’ „Twój tata
skargę, prawda?
pożyczył mi trochę pieniędzy”. „Naprawdę?”
Zdanie przeczące + pytanie rozłączne w formie
Zdanie przeczące + reply question w formie przeczącej:
twierdzącej:
‘I don’t buy shoes online.’ ‘Don’t you?’ „Nie kupuję butów
Olivia can’t swim, can she? Olivia nie umie pływać, prawda? w Internecie”. „Naprawdę?”
Inne formy pytań rozłącznych
• W zdaniach z I’m pytaniem rozłącznym jest aren’t I?:
1 Complete the sentences with the correct question tag.
I’m late, aren’t I? Jestem spóźniony, prawda?
1 You’ve forgotten to post my letters, haven’t you ?
• W zdaniach z Let’s pytaniem rozłącznym jest shall we?:
2 I’m going to have to start again from the beginning,
Let’s meet later, shall we? Spotkajmy się później, dobrze?
aren’t I ?
• Jeśli w zdaniu występują słowa zawierające negację,
3 No matter what we do, nothing will change,
takie jak no, nobody, never, rarely, seldom, hardly
i barely, w pytaniu rozłącznym używamy twierdzącej will it ?
formy czasownika: 4 Don’t get lost, will you ?
I hardly know you, do I? Ledwo cię znam, prawda? 5 There will be no buses going to Woodside on New
They never listen to you, do they? Oni cię nigdy nie Year’s Day, will there ?
słuchają, prawda? 6 Everybody loves chocolate cake, don’t they ?
• W zdaniach rozkazujących twierdzących w pytaniach 7 Nobody’s in the changing room at the moment,
rozłącznych, w zależności od intencji, używamy will, would, are they ?
can/can’t lub could, a zdaniach rozkazujących przeczących 8 Let’s get something to eat first, shall we ?
pytaniem rozłącznym jest will you?:
2 Write the correct reply questions to complete the
Wait for me here, will/could you? Poczekaj tu
dialogues.
na mnie, dobrze?
Don’t spend too much, will you? Nie wydawajcie za dużo, 1 A: I’m not going to the theatre tomorrow.
dobrze? B: Aren’t you ?
• W zdaniu, którego podmiotem jest zaimek something 2 A: My brother never buys anything online.
lub nothing, w pytaniu rozłącznym używamy zaimka it. B: Doesn’t he ?
W przypadku nothing w pytaniu rozłącznym zawsze 3 A: The shop on the corner sells bus tickets.
używamy twierdzącej formy czasownika: B: Does it ?
Something is wrong, isn’t it? Coś jest nie tak, prawda? 4 A: You can’t book a table in advance.
Nothing can be done, can it? Nic nie można zrobić, B: Can’t you ?
prawda? 5 A: They don’t allow you to take your own drinks into
• W zdaniu, którego podmiotem jest zaimek everybody, the stadium.
everyone, no one lub nobody, w pytaniu rozłącznym B: Don’t they ?
używamy zaimka they oraz czasownika w liczbie mnogiej.
6 A: Most foreign films have subtitles.
W przypadku no one i nobody w pytaniu rozłącznym zawsze
używamy twierdzącej formy czasownika: B: Do they ?
141

4.5 GRAMMAR
Present and past modal structures sentences.

Konstrukcje z czasownikami modalnymi w czasie 1 We got a travel card when we arrived in the city, so we
teraźniejszym tickets every time we went on the metro.
Udzielając rad lub wyrażając konieczność albo jej brak, A didn’t have to buy B needn’t have bought
możemy użyć: C shouldn’t have bought
• czasowników modalnych should/shouldn’t i ought to / 2 Of course, we in the city centre. The car parks
oughtn’t to (powinieneś / nie powinieneś): are ridiculously expensive.
You should / ought to eat more fruit and vegetables. A didn’t have to park B needn’t have parked
Powinieneś jeść więcej owoców i warzyw.
C shouldn’t have parked
You shouldn’t / oughtn’t to spend so much money on
3 We booked a table in advance, but when we arrived,
clothes. Nie powinieneś tyle wydawać na ubrania.
the restaurant was fairly empty, so we .
• czasownika modalnego must/mustn’t (musisz / nie możesz,
A didn’t need to bother B mustn’t have bothered
nie wolno ci):
C needn’t have bothered
You must try fish pedicure, it’s really wonderful. Musisz
wypróbować rybny pedicure, jest naprawdę cudowny. 4 If you’re going to be queuing for a long time,
You mustn’t spoil her. Nie możesz jej rozpieszczać. some water with you. It’s going to be a really hot day.
A you’d better take B you had to take
• czasownika need to / needn’t (musisz, powinieneś / nie musisz):
C you needn’t take
You need to have the receipt if you want to return the dress.
Powinnaś mieć paragon, jeśli chcesz zwrócić sukienkę. 5 Legally, if the customers were under 16, the venue
I can hear you, you needn’t shout. Słyszę pana, nie musi ought sold them tickets without permission from
pan krzyczeć. an adult.
• konstrukcji had better / had better not (lepiej / lepiej nie): A to have not B not have
You’d better check the price online before you buy a phone C not to have
here. Lepiej sprawdź ceny w Internecie, zanim kupisz tutaj 6 I bought a ticket for the bus, but I it to anyone
telefon. either when I got on or during the journey.
You’d better not be late. Lepiej się nie spóźnij. A needn’t have shown B didn’t need to show
C shouldn’t have shown
Konstrukcje z czasownikami modalnymi
w czasie przeszłym 2 Translate the words in brackets into English. Use
present and past modal structures. Sometimes more
• Aby powiedzieć, że coś było lub nie było konieczne than one answer is possible.
w przeszłości, używamy had to / didn’t have to (musiałem /
nie musiałem): 1 You really shouldn’t have told/oughtn’t to have told (nie
Ella’s car broke down, so she had to take a taxi. Samochód powinnaś była powiedzieć) her that I was leaving.
Elli zepsuł się, więc musiała wziąć taksówkę. I thought I could trust you not to say anything.
Luckily, I didn’t have to wait long. Na szczęście nie 2 My train was cancelled, but fortunately I didn’t have
musiałem długo czekać. to wait (nie musiałem czekać) long for another.
• Aby wyrazić żal lub krytykę, że coś zdarzyło się lub nie 3 It wasn’t until they got to the auction that they realised
zdarzyło się w przeszłości, używamy konstrukcji ought (not) they needn’t have bought (niepotrzebnie kupili) tickets
to / should (not) + have + past participle (powinien był / in advance. There were still plenty on sale on the door.
nie powinien był): 4 Apparently, Patrycja had to return (musiała zwrócić) the
We should have booked / ought to have booked shoes the next day because the sole came off.
a different hotel. This one is terrible. Powinniśmy byli
5 You had better apologise (lepiej przeproś) for the
zarezerwować inny hotel. Ten jest fatalny.
mistake. Simon was very upset.
My parents shouldn’t have sold / oughtn’t to have sold
6 I didn’t realise we had to dress (mieliśmy ubrać się)
their camper van. Moi rodzice nie powinni byli sprzedawać
swojego samochodu kempingowego. smartly. No wonder they wouldn’t let me in in these
baggy jeans.
• Aby powiedzieć, że jakaś czynność nie była konieczna
w przeszłości, możemy też użyć konstrukcji didn’t need 7 You really shouldn’t/oughtn’t to/needn’t worry (nie
to + bezokolicznik lub needn’t + have + past participle. powinieneś się denerwować) about the driving test.
Konstrukcje te różnią się znaczeniem: I’m sure you’ll be fine.
I didn’t need to cook dinner for the children yesterday 8 I was really nervous before my job interview, but it
because they were away. Nie musiałem wczoraj gotować turned out that I needn’t have worried (niepotrzebnie
dzieciom obiadu, bo wyjechały. się martwiłem). Everything went smoothly.
I needn’t have cooked dinner for the children yesterday 9 You had better not write (Lepiej nie zapisuj) your PIN
because they weren’t hungry. Niepotrzebnie wczoraj number on your credit card.
ugotowałem dzieciom obiad, bo nie były głodne.
Czasownik modalny must i konstrukcja had better nie
występują w czasie przeszłym.
142
Modal expressions Obowiązek

Zamiast czasowników modalnych możemy też używać innych Czasowniki modalne must i should oraz:
struktur. Pozwalają one wyrażać modalność w wypowiedziach, • have to do … – musieć:
w których czasowniki modalne zwykle nie są używane (np. w czasie You have to pay for extra luggage. Musisz zapłacić za
przeszłym, przyszłym czy wyrażeniach bezokolicznikowych): dodatkowy bagaż.
I must help him. Muszę mu pomóc. • need to do … – musieć, potrzebować:
I had to / was obliged to help him. Musiałem mu pomóc. We need to borrow money to go on a holiday. Musimy
pożyczyć pieniądze, aby pojechać na wakacje.
Prawdopodobieństwo
• ought to do … – powinno się:
Czasowniki modalne: can, can’t, could, may, might, must oraz:
Producers ought to choose names for their products
• be likely / be unlikely to do … / that – prawdopodobnie carefully. Producenci powinni ostrożnie dobierać nazwy dla
(nie): swoich produktów.
Tim is likely to sell the house. Tim pewnie sprzeda dom. Ought to to czasownik „semi-modal” czyli w połowie
It was unlikely that Jenny’s offer would win. To było mało modalny. Używany jest z bezokolicznikiem z to, co nie jest
prawdopodobne, że oferta Jenny wygra. cechą czasowników modalnych, ale pod innymi względami
• be bound to do … – na pewno / z pewnością: zachowuje się jak czasownik modalny.
You are bound to feel nervous before the auction. • be obliged to do … – być zobowiązanym:
Na pewno denerwujesz się przed aukcją. Is he obliged to pay for the damage? Czy on jest
• be sure to do … – na pewno / z pewnością: zobowiązany zapłacić za szkody?
She is sure to pay a lot if she wants to buy that flat. • be required to do … – wymaga się:
Na pewno zapłaci dużo, jeśli chce kupić to mieszkanie. They are required to be punctual. Są zobowiązani
• be certain to do … – na pewno / z pewnością: do punktualnego przybycia.
The manager is certain to ask difficult questions. • be supposed to do … – mieć coś zrobić / powinno się:
Kierownik na pewno zada trudne pytania. You are supposed to sign both copies. Powinieneś
Umiejętność podpisać obie kopie.
Czasowniki modalne: can, can’t, could oraz: • be meant to do … – mieć coś zrobić / powinno się:
• be able / unable to do … – być w stanie, nie być w stanie: I meant to text you, but I forgot. Miałem do ciebie wysłać
wiadomość, ale zapomniałem.
Zoe was unable to open a bank account. Zoe nie zdołała
otworzyć rachunku bankowego.
• manage to do … – zdołać, być w stanie:
meaning to the first. Use between three and five
Will you manage to help her? Czy zdołasz jej pomóc? words including the words in capitals.
• succeed in doing … – zdołać, być w stanie:
1 Unfortunately, they didn’t manage to meet their
I succeeded in exchanging the trousers with no receipt.
crowdfunding target. SUCCEED
Zdołałem wymienić spodnie bez paragonu.
Unfortunately, they didn’t succeed in meeting their
Pozwolenie crowdfunding target.
Czasowniki modalne can, could, may oraz: 2 The band’s very popular, so the tickets will probably
• be allowed to do … – wolno (komuś) / mieć pozwolenie: sell out quickly. LIKELY
Will I be allowed to join the club? Czy będzie mi wolno The band’s very popular, so the tickets are likely to sell
zapisać się do klubu? out quickly.
• be permitted to do … – wolno (komuś) / mieć pozwolenie: 3 You can’t go into the backstage area without a security
Students were permitted to open a charity shop. pass. ALLOWED
Pozwolono studentom otworzyć sklep charytatywny. You aren’t allowed to go into the backstage area
Zakaz without a security pass.
Czasowniki modalne can’t, couldn’t, may not, shouldn’t, 4 We couldn’t get the book you wanted because it was
mustn’t oraz: out of stock. MANAGE
• not be allowed to do … – nie mieć pozwolenia: We didn’t manage to get the book you wanted because
The school shop isn’t allowed to sell any sweets. Nie wolno it was out of stock.
sprzedawać słodyczy w szkolnym sklepiku. 5 The phone should come with a charger, but it wasn’t in
• be forbidden to do … / from doing … – mieć zakaz: the box. MEANT
Guests are forbidden to use the pool after 11 p.m. The phone is meant to come with a charger, but it
Gościom nie wolno używać basenu po godzinie 23. wasn’t in the box.
• be banned from doing … – mieć zakaz: 6 Alex can’t train with the team because he insulted one
Students were banned from taking food into the room. of the instructors. BANNED
Uczniom zakazano wnosić jedzenie do sali. Alex has been/was/is banned from training with the team
because he insulted one of the instructors.
143
2 Report the questions and requests.

5.2 GRAMMAR
Reported Speech
1 ‘Can you wait here for a few minutes?’
W zdaniach w mowie zależnej zmianie ulega większość czasów She wants to know .
gramatycznych w zdaniach oznajmujących i pytających, jednak
2 ‘Please, sign in at reception when you arrive.’
tylko wtedy, gdy czasownik wprowadzający mowę zależną jest
w czasie przeszłym (np. He said …, She told me …, He asked They told me .
…). Jeśli czasownik wprowadzający mowę zależną występuje 3 ‘Have you already sent us a copy of your qualifications?’
w czasie teraźniejszym (np. Present Simple lub Present Perfect), She asked .
czas gramatyczny w przytaczanym zdaniu pozostaje bez zmian: 4 ‘Log on to our website to update your contact details.’
‘I’m not satisfied with your performance.’ ➞ The teacher has The job agency has asked us .
said she is not satisfied with my performance. 5 ‘Could you give me the report by noon today?’
„Nie jestem zadowolona z twoich osiągnięć”. ➞ Nauczycielka John asked .
powiedziała, że nie jest zadowolona z moich osiągnięć. 6 ‘Will I need to wear a uniform?’
‘How do you handle stress?’ ➞ She wants to know how I asked the interviewer .
I handle stress.
„Jak radzi pan sobie ze stresem?” ➞ Pyta, jak radzę sobie 3 Choose the correct option, A, B or C to complete the
ze stresem. dialogue.
Max: How did your interview go?
Nawet wtedy, gdy czasownik wprowadzający mowę zależną jest
w czasie przeszłym, w mowie zależnej bez zmian pozostają: Nina: I think it was OK, but I struggled with some of the
questions.
• czasowniki w czasie Past Perfect Simple i Continuous:
Max: Like what?
‘Before my resignation I had been working on a large
environmental project.’ ➞ The candidate told the Nina: Well, she asked me what 1 .
interviewer that before his resignation he had been Max: Oh, that’s difficult. What did you say?
working on a large environmental project. Nina: I said that I 2 at speaking in public. I told her
„Przed złożeniem rezygnacji pracowałem nad dużym that I 3 in front of a big group of people.
projektem związanym z ochroną środowiska”. ➞ Kandydat Max: That sounds OK. But do you need to speak in
powiedział osobie prowadzącej rozmowę, że przed public for the job?
złożeniem rezygnacji pracował nad dużym projektem Nina: Not really. I asked her 4 in front of people
związanym z ochroną środowiska.
and she told me 5 . She said that I might
• czasowniki modalne would, should, could, might, must: 6
presentations in meetings occasionally, but
‘During the interview you should try to make eye contact.’ she said that it 7 in front of a lot of people.
➞ The advisor told me that during the interview you should
Max: It was a good answer to the question, then.
try to make eye contact. „Podczas rozmowy kwalifikacyjnej
You were honest, but you didn’t say 8
powinno się próbować nawiązywać kontakt wzrokowy”. ➞
Doradca powiedział mi, że podczas rozmowy kwalifikacyjnej a weakness that’s going to affect your ability to do
powinno się próbować nawiązywać kontakt wzrokowy. the job.
‘We must all try harder.’ ➞ The manager said that we must 1 A my biggest weakness was B was my biggest weakness
all try harder. C is my biggest weakness
„Musimy wszyscy bardziej się starać”. ➞ Kierownik 2 A haven’t been very good B hadn’t been very good
powiedział, że wszyscy musimy bardziej się starać. C wasn’t very good
3 A ‘ve got nervous B ‘d got nervous
1 Report the statements. Which statements DON’T C got nervous
move back one tense when reported?
4 A if I need to speak B will I need to speak
1 ‘You need to fill out an application form.’ C whether I’d need to speak
She says (that) I/we need to fill out an application form . ✓ 5 A to not worry B not to worry
2 ‘Candidates must speak good English.’ C don’t worry
The job advert said (that) candidates must speak good 6 A have needed to give B need to give
English . ✓ C need to have given
3 ‘I really want to improve my career prospects.’ 7 A won’t be B wouldn’t have been
Ben’s told me (that) he really wants to improve his career C wouldn’t be
prospects . ✓ 8 A you’ve had B you had
4 ‘I’d like to express my interest in this vacant post.’ C you’d had
He said (that) he’d like to express his interest in that vacant
4 Now write the conversation between Nina and the
post . ✓
interviewer in Exercise 3.
5 ‘Magda hasn’t really achieved her goals.’
Rob told me (that) Magda hadn’t really achieved her goals . Interviewer: What’s ?
6 ‘I had never had a job interview before.’ Nina: I . .
Paula said (that) she had never had a job interview before . ✓ ?
Interviewer: . .
144

5.5 GRAMMAR
Reporting verbs verbs in brackets. Use a preposition if necessary.

Zamiast czasowników say i tell do przytaczania wypowiedzi 1 She reminded me to fulfil (fulfil) my duties.
można użyć wielu innych czasowników w różnych 2 Jonathan suggested hiring/(that) I/we/they hire (hire) an
konstrukcjach (przy czym ten sam czasownik może
interior designer.
występować w kilku z nich).
3 She persuaded me not to step down (not step down).
Czasowniki bez dopełnienia: 4 I was blamed for causing (cause) unnecessary
• czasownik + (that) + przytaczane zdanie (np.: add, admit, problems.
agree, claim, complain, deny, explain, insist, promise, 5 He threatened to tell (tell) the boss about my
propose, recommend, regret, suggest): lack of experience.
‘I wasted a lot of money.’ ➞ Sue complained (that) she had 6 She congratulated me on winning (win) first prize.
wasted a lot of money.
7 Would you advise me to do (do) a course in
„Straciłam dużo pieniędzy”. ➞ Sue narzekała, że straciła
accountancy?
dużo pieniędzy.
8 He is suspected of selling (sell) top-secret
• czasownik + (not) to + bezokolicznik (np.: agree, claim,
information.
decide, offer, promise, refuse, threaten):
‘I’ll hire two new employees.’ ➞ The manager decided to 2 Complete the text with the correct form of the
hire two new employees. reporting verbs in the box. There are two extra verbs.
„Zatrudnię dwóch nowych pracowników”. ➞ Kierownik
agree congratulate explain invite persuade
zdecydował się zatrudnić dwóch nowych pracowników.
promise suggest thank warn
• czasownik + (not) -ing (np.: admit, deny, propose,
recommend, regret, suggest):
‘I didn’t take this money.’ ➞ The cashier denied taking that
Recently, my cousin asked me to help him sell his
money.
homemade cookies at a music festival. I wasn’t very
„Nie wziąłem tych pieniędzy”. ➞ Kasjer zaprzeczył, że wziął keen at first, but he 1 persuaded me to do it, saying it
te pieniądze. would probably only take a couple of hours. He
• czasownik + przyimek + (not) -ing (np.: apologise for, insist 2
explained that he only had a few boxes of cookies
on, object to): to sell and that they’d sell really quickly. He also
‘I’m sorry I was rude.’ ➞ I apologised for being rude. 3
promised/agreed to split the profits fifty-fifty.
„Przepraszam, że byłem nieuprzejmy”. ➞ Przeprosiłem I 4 agreed/promised to help out, but I 5 warned him
za to, że byłem nieuprzejmy. that I wouldn’t stay longer than two or three hours. To
my surprise, the cookies proved to be really popular
Czasowniki z dopełnieniem: and they sold out in just over an hour! My cousin was
• czasownik + dopełnienie + (that) + przytaczane zdanie delighted and 6 thanked me for making his new
(np.: advise, assure, convince, inform, persuade, promise, business such a success. He’s also 7 invited me to
remind, tell, warn): work with him again at the next festival.
‘The meeting will start in an hour.’ ➞The secretary
reminded them (that) the meeting would start in an hour.
„Spotkanie zaczyna się za godzinę”. ➞ Sekretarka
przypomniała im, że spotkanie zaczyna się za godzinę.
• czasownik + dopełnienie + (not) to + bezokolicznik
(np.: advise, ask, beg, convince, encourage, invite, order, 3 Complete the sentences with the correct prepositions
persuade, recommend, remind, tell, warn, urge): or write Ø if no preposition is needed.
‘You really should apply for this job.’ ➞ Everybody 1 The company later apologised for misleading its
encouraged me to apply for that job.
customers.
„Naprawdę powinnaś ubiegać się o tę pracę”. ➞ Wszyscy
2 Some people object to receiving marketing
zachęcali mnie, żebym ubiegała się o tę pracę.
emails from companies.
• czasownik + dopełnienie + przyimek + (not) -ing (np.:
3 The store denied Ø selling fake goods.
accuse sb of, blame sb for, criticise sb for, congratulate sb
4 The manager thanked everyone for their hard
on, praise sb for, suspect sb of, thank sb for):
work.
‘It’s your fault that the car was damaged.’ ➞ Joe’s boss
blames him for damaging the car. 5 At least one person has admitted Ø/to using a fake
„To twoja wina, że samochód został uszkodzony”. ➞ ID to get into the venue.
Szefowa Joego wini go za uszkodzenie samochodu. 6 He blamed problems with the IT system for
missing the deadline.
7 Several experts have proposed Ø cutting the
working day to just five hours.
145
Phrasal verbs – advanced points The boys grew up in this run-down building you see.
Chłopcy dorastali w tym zrujnowanym budynku.
Trzyczęściowe czasowniki frazowe
Pamiętaj, aby każdorazowo sprawdzać w słowniku
Trzyczęściowe czasowniki frazowe najczęściej składają się pisownię rzeczowników i przymiotników tworzonych
z prostych czasowników oraz różnych przyimków/przysłówków: od czasowników frazowych.
Tom dropped out of school after failing his exams. Tom
porzucił szkołę po tym, jak oblał egzaminy.
You should stand up for what you believe in. Powinieneś 1 Rewrite the sentences replacing the underlined verb
stawać w obronie tego, w co wierzysz. with the correct form of a phrasal verb from the box.
Kate couldn’t keep up with other students. Kate nie nadążała There is one extra verb.
za pozostałymi uczniami.
come up against come up with drop out of
Trzyczęściowe czasowniki frazowe są nierozdzielne. get on with get out of look up to put up with
Dopełnienie, czy to w postaci rzeczownika, czy zaimka, musi
wystąpić po całym czasowniku: 1 You should not tolerate such working conditions.
We are sure to come up against a lot of opposition. put up with
Z pewnością napotkamy wiele trudności. 2 I try to avoid early shifts if I can. get out of
We are sure to come up a lot of opposition against. 3 Two students quit the course. dropped out of
4 Of course we encountered problems, but we found
Rzeczowniki i przymiotniki tworzone od
czasowników frazowych ways to deal with them. came up against
5 We found an efficient way of dealing with applications.
• Rzeczowniki: came up with
– czasownik + przyimek/przysłówek: clear out (sprzątać, 6 He’s aware that young athletes admire him as a role model.
czyścić) ➞ a clear-out (generalne porządki), let sb down look up to
(zawieść, rozczarować) ➞ a letdown (rozczarowanie), warm
sth up (rozgrzać) ➞ a warm-up (rozgrzewka), burn out
2 Complete the text with one word in each gap.
(wypalić) ➞ burnout (wypalenie zawodowe):
Hanna did well at school, but she decided not to
I had a clear-out because I needed more space for some 1
go on to further education. Instead, she got
new equipment. Zrobiłem generalne porządki, ponieważ
a job in a local restaurant working in the kitchen.
potrzebowałem więcej miejsca na nowe wyposażenie.
She got 2 on really well with her colleagues
A friend of mine took a year out to avoid burnout. Mój
and loved working as part of a team. Although she
przyjaciel wziął roczny urlop, aby uniknąć wypalenia
didn’t have any formal qualifications, she 3 made
zawodowego.
up for that with her enthusiasm and willingness to
W utworzonych w ten sposób rzeczownikach akcent pada learn. Over the next few years, she first worked her
na czasownik. way up to become a chef and eventually went on to
– przyimek/przysłówek + czasownik: bring up run her own restaurant. She now goes into schools
(wychowywać) ➞ upbringing (wychowanie), pour down to talk about her career path. She explains that
(lać) ➞ downpour (ulewa), set out (rozpocząć) ➞ outset people looked 4 down on her because of her lack
(początek), put in (wkładać) ➞ input (wkład): of education. She talks about how she had to stand
Please, allow me to say a few words at the outset. up 5 for herself and prove her abilities.
Pozwól mi, proszę, powiedzieć kilka słów na początku.
They had the greatest input into our company. Oni mieli 3 Complete the sentences using a noun or adjective
największy wkład w rozwój naszej firmy. form of the phrasal verb in brackets.
W utworzonych w ten sposób rzeczownikach akcent pada
na przyimek lub przysłówek. 1 The film was a bit of a letdown – not as good as
I’d expected. (let down)
• Przymiotniki:
2 We got caught in a complete downpour without
– przyimek/przysłówek + czasownik + -ing: put off
(budzić wstręt) ➞ off-putting (odpychający), lift up (unieść) an umbrella. (pour down)
➞ uplifting (podnoszący na duchu), stand out (wyróżniać się) 3 It’s important that everyone knows what’s involved
➞ outstanding (wyróżniający się): from the outset (set out)
Our teacher told us an uplifting story. Nasz nauczyciel 4 The smell is a bit off-putting , but it actually tastes
opowiedział nam podnoszącą na duchu historyjkę. really good. (put off)
For such outstanding work, you deserve a pay rise. 5 The cupboard in my office is full of old paperwork, it
Za tak wyróżniającą pracę należy się podwyżka. needs a clear-out (clear out)
– czasownik (past participle) + przyimek/przysłówek: 6 He grew up in a rather run-down neighbourhood.
run down (wyczerpywać się) ➞ rundown (zniszczony, (run down)
podupadły), build up (rozbudować) ➞ built-up (zabudowany), 7 She had a fairly traditional upbringing and
wear out (wyczerpać się) ➞ worn-out (wyczerpany, zużyty):
education. (bring up)
You are driving through a built-up area. Jedziesz po terenie
8 Messi pulled a muscle during the warm-up and
zabudowanym.
couldn’t play. (warm up)
146
1 Choose the correct option.

6.2 GRAMMAR
Conditional clauses – alternatives to if

1 I won’t help you if / unless you stop misleading me.
Zdania warunkowe stopnia zerowego, pierwszego, drugiego 2 I’ll lend you the book providing / supposing you give
i trzeciego możemy budować, używając albo spójnika if (jeśli),
it back to me on Friday.
albo następujących słów i konstrukcji:
3 You would never have read the news story unless / if
• spójnika unless (jeśli nie, chyba że):
I hadn’t sent you the link.
I won’t tell you what happened if you don’t promise to
4 Providing / Supposing I refused to tamper with the
keep it secret. ➞ I won’t tell you what happened unless you
promise to keep it secret. Nie powiem ci, co się stało, chyba picture, what would you do then?
że obiecasz zachować to w tajemnicy. 5 Imagine / Provided you had your own TV show, what
• spójnika provided (that) / providing (pod warunkiem że): would it be about?
You can go with us if you pay for your own meals. ➞ You 6 Had I not / Hadn’t I distorted the truth, there would
can go with us, provided (that) / providing you pay for have been even more trouble.
your own meals. Możesz pojechać z nami, pod warunkiem 7 Should / If you be unhappy with the portrait, you can
że zapłacisz za swoje posiłki. always get a photo taken.
• wyrażeń Imagine/Suppose/Supposing (w pytaniach): 2 Complete the second sentence so that it has a similar
If someone published a private email from you on meaning to the first. Use no more than four words
Facebook, wouldn’t you be mad? ➞ Imagine/Suppose/ including the word in capitals.
Supposing someone published a private email from you
on Facebook, wouldn’t you be mad? A gdyby tak ktoś 1 I don’t generally believe a news story online if it isn’t
zamieścił prywatny e-mail od ciebie na Facebooku – nie from a reputable source. UNLESS
byłbyś wściekły? I don’t generally believe a news story online
• inwersji, którą stosujemy w języku oficjalnym, a której celem unless it is from a reputable source.
jest podkreślenie efektu retorycznego zdania. Możemy 2 You can only use statistics in your essay if you state
zastosować ją w zdaniach z czasownikami posiłkowymi where they’re from. PROVIDED
were i had, przy czym czasownika were używamy również You can include statistics in your essay provided you
w pierwszej i trzeciej osobie liczby pojedynczej. Aby state where they’re from.
przekształcić zdanie warunkowe metodą inwersji, pomijamy
3 If a company used your image in an advert, what
if, a czasownik posiłkowy przestawiamy na początek zdania:
would you do? SUPPOSE
If it were my photograph, I would not let anyone publish it.
Suppose a company used your image in an advert, what
➞ Were it my photograph, I would not let anyone publish
would you do?
it. Gdyby to było moje zdjęcie, nie pozwoliłbym nikomu go
opublikować. 4 We won’t publish someone’s photo unless we get their
If I had considered all the aspects carefully, I would permission first. IF
probably have made the right decision. ➞ Had I considered We will only publish someone’s photo if we get
all the aspects carefully, I would probably have made the their permission first.
right decision. Gdybym uważnie rozważył wszystkie aspekty, 5 If someone posted lies about you on social media,
prawdopodobnie podjąłbym prawidłową decyzję. how would you feel? IMAGINE
Inwersję możemy również zastosować przy użyciu czasownika Imagine someone posted lies about you on social
should w zdaniach warunkowych pierwszego stopnia, jeśli media, how would you feel?
spełnienie postawionego w zdaniu warunku jest stosunkowo 6 Everything should be OK unless it rains. PROVIDING
mało prawdopodobne. Przed zastosowaniem inwersji musimy
Everything should be OK providing it doesn’t rain.
przekształcić zdanie warunkowe w zdanie bardziej formalne
z zastosowaniem konstrukcji: should + bezokolicznik, która 3 Put the words in brackets in the correct order to
zastępuje czasownik w czasie Present Simple. Dopiero później complete the sentences.
stosujemy inwersję, stawiając should na początku zdania
1 I’m sure that, were she here today (here/she/today/
i pomijając If:
were), she’d be shocked by this behaviour.
If you are dissatisfied with the product, you are entitled
2 Had you used (had/used/you) a stronger password,
to a full refund. (najmniej formalne) ➞ If you should be
your account might not have been hacked.
dissatisfied with the product, you are entitled to a full refund.
(bardziej formalne) ➞ Should you be dissatisfied with 3 Should customers need (customers/need/should)
the product, you are entitled to a full refund. (najbardziej further help, there’s a customer service desk in store.
formalne) Jeśli będą państwo niezadowoleni z produktu, 4 Had someone not contacted (contacted/had/not/
mają państwo prawo do pełnego zwrotu pieniędzy. someone) the media, the story wouldn’t have become
public.
Przy inwersji nie używamy skróconych form przeczących:
5 Were we to use (we/to/use/were) his real name in the
If I hadn’t told the police the truth, an innocent person
story, he might be put in danger.
would have been arrested ➞ Had I not told the police
the truth, an innocent person would have been arrested. 6 Don’t hesitate to call me, should the same problem ever
Gdybym nie powiedział policji prawdy, zostałaby aresztowana arise (arise/ever/problem/should/the same) again.
niewinna osoba.
147

6.5 GRAMMAR
Mixed conditionals verbs in brackets. Use mixed conditionals.

Konstrukcje występujące w zdaniach warunkowych drugiego 1 If you hadn’t moved (not move), the photo
i trzeciego stopnia można łączyć, tworząc zdania warunkowe wouldn’t be (not be) so blurred.
mieszane typu pierwszego i drugiego.
2 Jared would be (be) a much better actor today if
Zdania warunkowe mieszane typu pierwszego he had taken (take) lessons when he was younger.
If + Past Simple, would / wouldn’t have + past participle 3 The paper wouldn’t have reported (not report) the story
Zdań tych używamy, spekulując o trwałych sytuacjach lub if it didn’t involve (not involve) a celebrity.
stanach, które mogły mieć określone skutki w przeszłości: 4 If you hadn’t eaten (not eat) so much for dinner, you
If Sergio didn’t speak English with an Italian accent, he wouldn’t feel (not feel) sick now.
wouldn’t have been recognised then. Gdyby Sergio 5 She wouldn’t be (not be) angry with you now if you
nie mówił po angielsku z włoskim akcentem, nie zostałby had told (tell) her the truth this morning.
wtedy rozpoznany. (a ponieważ mówi z akcentem, został 6 If Gina was/were (be) a better liar, they might have
rozpoznany)
believed (might/believe) the story she told them.
If I was/were taller, I would have got the main role in the
school play a year ago. Gdybym był wyższy, dostałbym 3 Choose the correct option, A, B or C to complete the
główną rolę w szkolnym przedstawieniu rok temu. (ponieważ text.
nie jestem wyższy, nie dostałem tej roli)
Uwaga! Czasownika were możemy używać w pierwszej
i trzeciej osobie liczby pojedynczej. Scrolling through your social media feed, it’s easy to
think that everyone’s holidays are perfect. However, if
Zdania warunkowe mieszane typu drugiego those same people 1 so selective about what
If + Past Perfect, would / wouldn’t + bezokolicznik they shared, the impression would be very different.
Zdań tych używamy, spekulując o sytuacjach, które mogły For example, you see a shot of your friend sitting on
mieć miejsce w przeszłości, ale się nie zdarzyły i ma to a beach in the sun, but if they’d taken a picture a few
określone skutki w chwili obecnej: hours earlier, it 2 grey clouds. Or you see
them alone looking out at a stunning view, but if they
Gina wouldn’t be so unhappy now if she hadn’t changed her had turned the camera round just a few degrees, it
job two years ago. Gina nie byłaby teraz tak nieszczęśliwa, 3
crowds of other tourists. Personally, I like
gdyby nie zmieniła pracy dwa lata temu. (Zmieniła pracę, więc to have a more realistic record of my travels. If I had
teraz jest nieszczęśliwa.) only captured the ‘picture perfect’ moments of my
If the police had stopped looking for him then, he would be recent trip to Asia, I 4 laugh at some of the
a free man now. Gdyby policja przestała go wówczas szukać, disasters now. If I 5 photographic evidence
byłby teraz wolnym człowiekiem. (ale nie przestała, więc nie of me walking through water up to my knees when the
jest wolny) monsoon rain arrived early, my friends just wouldn’t
Tak jak we wszystkich typach zdań warunkowych, również believe my story.
w zdaniach warunkowych mieszanych zamiast would możemy
użyć could, might lub should.
1 A hadn’t been B haven’t been C wouldn’t be
2 A will show B would show C will have shown
1 Match the sentence beginnings 1–6 with their
3 A would reveal B had revealed C reveals
endings a–f.
4 A didn’t B wouldn’t be able to
1 If someone had proofread the article, e C wouldn’t have been able to
2 She probably wouldn’t have got it wrong b 5 A hadn’t got B didn’t get C haven’t got
3 If he wrote a bit more slowly, d
4 The text would be more natural a
4 Rewrite the two sentences as a single sentence using
a mixed conditional.
5 If they checked their facts regularly, f
6 They could reach a wider audience c 1 My dad threw away the receipt. I can’t take the T-shirt
back to the shop. If my dad …
a if they’d paid for a proper translator.
2 Maria’s not very tall. She couldn’t become
b if she was more willing to ask for advice.
a professional basketball player. If Maria …
c if they’d created an English version of their website.
3 The editor didn’t give me his contact details. I can’t
d he might have made fewer spelling mistakes.
send him copies of the photos. If the editor …
e it wouldn’t contain so many errors.
4 The venue doesn’t have good public transport links.
f they’d have known the figures were out of date.
Lots of people drove to the concert. Fewer people …
5 The signs at the airport aren’t very clear. We got lost
and missed our flight. If the signs …
6 The organiser didn’t book tickets in advance. We’re
standing in this long queue. We …
148
1 Complete the sentences with the words in the box.

6.7 USE OF ENGLISH
Compound nouns and adjectives There is one extra word.

Rzeczowniki złożone
actual affairs art breaking commercial
Rzeczowniki złożone zwykle składają się z dwóch słów.
present stop
Pierwsze z nich opisuje lub modyfikuje drugie, np.:
time travel – podróż w czasie, travel time – czas podróży. 1 People now learn about the latest breaking news
• rzeczownik + rzeczownik: via social media.
We always watch a news bulletin first thing in the morning. 2 Our journalists cover both domestic news and foreign
Zawsze rano oglądamy wiadomości telewizyjne. affairs .
• przymiotnik + rzeczownik: 3 People are fed up with the non-stop coverage of the
Everybody should be interested at least a little bit in elections.
foreign affairs. Każdy powinien choć trochę interesować się 4 They use state-of-the-art camera technology to
sprawami zagranicznymi.
capture the action.
• czasownik z końcówką -ing + rzeczownik: 5 After the commercial break, we’ll hear from our
Have you seen my reading glasses? Widziałeś moje okulary reporter on the scene.
do czytania?
6 This ancient tradition is still practised in present-day
• przyimek + rzeczownik: Turkey.
Our local radio station is located on the outskirts of town.
Nasza lokalna stacja radiowa znajduje się na obrzeżach miasta. 2 Replace the underlined phrase in the first sentence
with an appropriate compound adjective in the
• rzeczownik utworzony od czasownika frazowego:
second one.
Don’t forget to ring me if you need any backup. Nie zapomnij
do mnie zadzwonić, jeśli będziesz potrzebował wsparcia. 1 They’ve produced a video that lasts for five minutes.
They’ve produced a five-minute video.
Rzeczowniki złożone zapisujemy jako jedno słowo, dwa
oddzielne słowa lub dwa słowa z łącznikiem. 2 We’re using a name we made up to protect the
woman’s identity.
Przymiotniki złożone We’re using a made-up name to protect the
• liczebnik + rzeczownik: woman’s identity.
We were extremely tired after the twenty-hour flight to 3 People had to walk through water that was as high as
Australia. Byliśmy bardzo zmęczeni dwudziestogodzinnym their waist to get to safety.
lotem do Australii. People had to walk through waist-high water to
• przymiotnik + rzeczownik: get to safety.
The setting of the film is present-day London. Sceneria 4 The hospital has an emergency department that is
filmu to współczesny Londyn. open for twenty-four hours a day.
• rzeczownik + przymiotnik: The hospital has a twenty-four-hour emergency
The evening blood-red sun promises good weather the department.
next day. Wieczorne krwistoczerwone słońce to obietnica 5 We’ve created a new online booking system that’s very
dobrej pogody następnego dnia. easy for people to use.
• rzeczownik/przymiotnik/przysłówek + imiesłów We’ve created a new user-friendly/easy-to-use online
zakończony na -ed lub -ing: booking system.
It was such a heart-warming message. To była podnosząca
na duchu wiadomość. 3 Choose the correct option.
I got tongue-tied when I saw that so many people came 1 Ford, the US car company / company car, is planning
to hear me speak. Oniemiałem, gdy zobaczyłem, ile osób to open a factory in the town.
przyszło, by wysłuchać mojego wystąpienia. 2 The job also comes with a car company / company car
• czasownik + przyimek/przysłówek: and private health insurance.
Nowadays, there are a lot of made-up stories on 3 There’s a jug of tap water / water tap on the table or
social media. W dzisiejszych czasach w mediach you can order mineral water.
społecznościowych jest wiele zmyślonych opowieści.
4 There’s an outside tap water / water tap we use to
Przymiotniki złożone zwykle zapisujemy z łącznikiem. water the garden.
Niekiedy przymiotniki złożone składają się z więcej niż dwóch 5 If time travel / travel time were possible, I’d go back to
słów, np. fifteen-year-old (piętnastoletni), state-of-the-art Ancient Egypt.
(najnowocześniejszy).
6 The new high-speed rail link cuts time travel /
Zwróć uwagę na to, że rzeczownik w przymiotniku złożonym
travel time to two hours.
występuje zwykle w liczbie pojedynczej:
7 You turn off the main road and go down a small
two-minute conversation NIE: two-minutes conversation
roadside / side road .
flat-footed NIE: flat-feeted
8 A group of schoolchildren were standing by the
roadside / side road waiting for a bus.
149
Advanced passive forms Strona bierna konstrukcji make sb do sth

W zdaniach w stronie czynnej po czasowniku make używamy
Strona bierna z czasownikami modalnymi
bezokolicznika bez to, natomiast w stronie biernej
Strony biernej możemy użyć: po czasowniku tym występuje bezokolicznik z to:
• z czasownikami modalnymi w czasie teraźniejszym My mother made me clean the kitchen. Mama zmusiła mnie
(czasownik modalny + be + past participle): do posprzątania kuchni.
The project must be completed by tomorrow. Projekt musi I was made to clean the kitchen. Zmuszono mnie
zostać ukończony do jutra. do postrzątania kuchni.
Mobile phones may be used. Telefony komórkowe mogą
być używane. 1 Complete the sentences with the correct forms of the
• z czasownikami modalnymi w czasie przeszłym (czasownik verb be and the verbs in brackets.
modalny + have been + past participle), aby wyrazić 1 Your phone might have been/be set (set) to silent
przypuszczenia lub opinie dotyczące przeszłości: mode. Have a look in the settings.
The competition should have been cancelled after 2 These samples can’t have been checked (check)
the accident. Zawody powinny były zostać odwołane properly. There are far too many errors.
po wypadku. (ale tak się nie stało i były kontynuowane)
3 The laptop must have been left (leave) on overnight.
The server couldn’t have been repaired properly
The battery’s completely dead.
yesterday. Serwer na pewno nie został wczoraj prawidłowo
4 The volume can be adjusted (adjust) using the
naprawiony. (nadal nie działa tak, jak powinien)
button on the side of the tablet.
Their Facebook profile must have been removed because
I can no longer find it. Ich profil na Facebooku musiał zostać 5 All mobile devices should be switched (switch) to
usunięty, bo nie mogę go już znaleźć. flight mode during the flight.
Strona bierna z czasownikami przyjmującymi 2 Put the words in brackets in the correct order to
complete the sentences.
dwa dopełnienia
• Niektóre czasowniki, np. ask, bring, buy, give, hand, offer, 1 Hopefully, everyone has been sent an email (an email/
pay, promise, sell, send, show, teach, tell, mogą przyjmować been/everyone/has/sent) with a link to the video.
dwa dopełnienia – bliższe (najczęściej odpowiadające na 2 They claim they were made to sign (made/they/to/sign/
pytanie „kogo? co?”) i dalsze („komu? czemu?”): were) the contract without reading it first.
They promised a bonus and a pay rise (dopełnienie bliższe) 3 Customers said they had not been offered any explanation
to John (dopełnienie dalsze): Zaproponowali Johnowi (any/been/explanation/had/not/offered/they) for the
premię i podwyżkę. delay.
• W takim przypadku stronę bierną możemy utworzyć, 4 Remember that laptops need to be removed from your bag
zaczynając zdanie od dowolnego dopełnienia:
(be/from/laptops/need/removed/to/your bag) at security.
A bonus and a pay rise were promised to John.
5 The school had already been promised more money
(podmiotem zostało dopełnienie bliższe; nacisk położony
(already/been/had/more money/ promised/the school)
jest na premię i podwyżkę)
for science equipment.
John was promised a bonus and a pay rise. (podmiotem
zostało dopełnienie dalsze; nacisk położony jest na osobę) 6 I should have been kept (been/have/I/kept/should)
more up-to-date with what was going on.
Czasownik + -ing oraz czasownik + to + bezokolicznik
• W przypadku czasowników i zwrotów, po których występuje meaning to the first. Use no more than four words
inny czasownik z końcówką -ing, np. be interested in, can’t including the word in capitals.
stand, don’t mind, enjoy, get tired of, hate, like/dislike,
love, miss, stronę bierną tworzymy, używając konstrukcji: 1 It is a bad idea not to address all of the issues. OUGHT
czasownik/zwrot + being + past participle: All of the issues ought to be addressed.
My teacher doesn’t mind being asked questions. 2 Everybody could hear the music despite my closing
Moja nauczycielka nie ma nic przeciwko temu, by zadawano the windows. COULD
jej pytania. The music could be heard despite my closing the
I got tired of being constantly criticised. Zmęczyło mnie windows.
bycie wiecznie krytykowanym. 3 She had shown me the password for the site the
• W przypadku czasowników i zwrotów, po których występuje previous afternoon. HAD
to + inny czasownik w bezokoliczniku, np. can’t afford, I had been shown the password for the site the
choose, decide, hope, need, prefer, pretend, refuse, want,
previous afternoon.
would like, stronę bierną tworzymy, używając konstrukcji:
4 They said that I mustn’t surf the Internet. TOLD
czasownik/zwrot + to be + past participle:
I was told not to surf the Internet.
Millions of people hope to be cured of the disease. Miliony
ludzi mają nadzieję na wyleczenie z choroby. 5 I don’t like it when someone orders me around. BEING
Your son will need to be told the truth. Będzie trzeba I dislike being ordered around.
powiedzieć twojemu synowi prawdę. 6 The babysitter made the kids go to bed early. MADE
The kids were made to go to bed early.
150
1 Rewrite the sentences using passive reporting

7.5 GRAMMAR
Passive reporting structures structures.

Aby mówić o powszechnie panujących opiniach i poglądach, 1 Many people consider Bob Dylan to be the most
używamy czasowników takich jak: agree, believe, claim, influential musician of the twentieth century.
consider, estimate, expect, feel, hope, know, report, say,
Bob Dylan .
think, understand w następujących konstrukcjach:
2 In February, newspapers reported that crime levels
• it + strona bierna (czas teraźniejszy/przeszły) + that:
were falling faster in Poland than in other EU countries.
People claim that optimists live longer. ➞ It is claimed that
It .
optimists live longer. Twierdzi się, że optymiści żyją dłużej.
3 Linguists expect that by 2050 another 7,000 languages
People believed that Mathematics was the link between
God and the world. ➞ It was believed that Mathematics will have disappeared.
was the link between God and the world. Uważano, It .
że matematyka jest ogniwem pomiędzy Bogiem a światem. 4 Nutritionists say that salmon is one of the most
• podmiot + strona bierna (w czasie teraźniejszym lub nutrient-dense foods there is.
przeszłym) + to + bezokolicznik: Salmon .
Computer scientists consider wearable technology to 5 Palaeontologists think there were over 500 different
be the future of computing. ➞ Wearable technology is species of dinosaur.
considered to be the future of computing. Technologia There .
wearable uważana jest za przyszłość branży komputerowej. 6 Experts believe that 1.24 million people were killed in
Doctors knew that almonds protected against diabetes. road traffic accidents in 2010.
➞ Almonds were known to protect against diabetes.
Road traffic accidents .
Wiadomo było, że migdały chronią przed cukrzycą.
7 We now know that cats are able to produce about
W miejsce bezokolicznika możemy także użyć be + present/ ninety different sounds more than dogs.
past participle:
Cats .
They expect that over three million smartphones will be sold.
➞ Over three million smartphones are expected to be sold. 2 Choose the correct option, A, B or C to complete the
Oczekuje się, że sprzedanych zostanie ponad trzy miliony text.
smartfonów.
People thought that the Ministry of Health was preparing new How safe are your passwords? In a recent study,
regulations. ➞ The Ministry of Health was thought to be 123456 1 the most commonly used
preparing new regulations. Uważano, że ministerstwo zdrowia password. In the study data, there 2 more
przygotowuje nowe przepisy. than 23 million rather unimaginative people using
• podmiot + strona bierna (w czasie teraźniejszym lub it. The equally easy-to-guess ‘password’ 3
przeszłym) + to have + past participle (jeżeli relacjonowany in the top five. Names of people, football teams and
pogląd dotyczy sytuacji, która zdarzyła się wcześniej): bands were popular because 4 they’re easy to
Experts estimate that the earthquake has killed more than remember. However, people who use well-known words
1,000 people. ➞ The earthquake is estimated to have or names as passwords 5 themselves at high
killed more than 1,000 people. Szacuje się, że trzęsienie risk of being hacked. A string of three random words
ziemi zabiło ponad tysiąc osób. together 6 a strong password that will best
The press previously reported that the company’s profit protect you from fraud.
had reached £100 million. ➞ The company’s profit
was previously reported to have reached £100 million. 1 A was found that it was
Poprzednio informowano, że dochód przedsiębiorstwa B is found to have been
osiągnął 100 milionów funtów. C was found to be
• there + strona bierna (w czasie teraźniejszym 2 A showed to have been
lub przeszłym) + to be (jeżeli relacjonowany pogląd B was shown to be
dotyczy sytuacji aktualnej lub przyszłej): C were shown to be
Analysts expect that there will be a rise in the number of 3 A was reported that it appeared
jobs offered. ➞ There is expected to be a considerable
B was reported to appear
rise in the number of jobs offered. Spodziewany jest znaczny
C is reported to be appearing
wzrost liczby oferowanych miejsc pracy.
4 A it is thought that
• there + strona bierna (w czasie teraźniejszym lub
B there were thought
przeszłym) + to have been (jeżeli relacjonowany pogląd
dotyczy sytuacji, która zdarzyła się wcześniej): C were thought that
Historians think that there were over twenty inventors 5 A are said to be putting
before Edison who invented various light sources. ➞ There B are said that they put
are thought to have been over twenty inventors before C are said to have been put
Edison who invented various light sources. Sądzi się, 6 A it is considered that it makes
że przed Edisonem było ponad dwudziestu wynalazców, B is considered to be made
którzy wynaleźli różnego rodzaju źródła światła.
C is considered to make
151
Easily confused words • Tak zwane false friends (fałszywi przyjaciele), czyli
angielskie wyrazy, które wyglądają lub brzmią
• Wyrazy, które wyglądają lub brzmią podobnie, ale mają podobnie do polskich, ale mają inne znaczenie:
różne znaczenie, np.:
– data to w języku polskim nie „data”, tylko „dane”:
cite (cytować), site (miejsce), sight (widok) I lost all the data. Straciłem wszystkie dane.
conscious (świadomy), conscientious (dokładny, sumienny) – „data” (termin) to date:
dessert (deser), desert (pustynia) I’d like to fix the date. Chciałbym ustalić termin.
late (późno, za późno), lately (ostatnio) – realise to nie „realizować”, tylko „zdawać sobie sprawę”:
principal (dyrektor szkoły), principle (zasada) Do you realise how dangerous it is? Czy zdajesz sobie
proceed (kontynuować), precede (poprzedzać) sprawę, jakie to niebezpieczne?
sensible (rozsądny), sensitive (wrażliwy) – „realizować” to carry out:
weather (pogoda), whether (czy) We used to carry out a lot of experiments.
The principal talked to the parents. Dyrektor szkoły rozmawiał Przeprowadzaliśmy wiele eksperymentów.
z rodzicami. – actually to nie „aktualnie”, tylko „w rzeczywistości”:
The principle of being a vegetarian is not eating meat. This flat looks smaller, but actually is bigger. Mieszkanie
Zasadą bycia wegetarianinem jest niejedzenie mięsa. wygląda na mniejsze, ale w rzeczywistości jest większe.
• Wyrazy, które wyglądają lub brzmią podobnie i mają – „aktualnie” to currently:
podobne znaczenie (często należą do jednej rodziny The company currently employs 1,000 people. Firma
słów), np.: aktualnie zatrudnia 1000 ludzi.
alike (podobny, jednakowy), likely (prawdopodobny)
advise (radzić), advice (rada)
alone (sam), lone (odludny, samotny), lonely (samotny) 1 Complete the sentences with the words in capitals.
assure (zapewnić), ensure (upewnić się), insure (ubezpieczyć)
1 Maria works alone studying wildlife in Alaska.
breathe (oddychać), breath (oddech)
She admits to feeling lonely occasionally, but
dependant (osoba zależna, na utrzymaniu), dependent
she loves her job. ALONE / LONELY
(niesamodzielny, zależny)
2 Of course, trains sometimes arrive a few minutes
economic (ekonomiczny = gospodarczy), economical
late , but on some routes lately ,
(ekonomiczny = oszczędny)
effect (efekt), affect (mieć wpływ) the delays have become extreme. LATELY / LATE
historical (historyczny = związany z historią), historic 3 We advise people to bring warm clothes, but
(historyczny = ważny w historii) there are people who don’t listen to advice
lay (położyć), lie (leżeć) and turn up in shorts. ADVISE / ADVICE
migrate (migrować), immigrate (imigrować), emigrate 4 At first sight it looks just like an empty field,
(emigrować) but it’s actually the site of one of Europe’s
raise (podnosić, zwiększać), rise (podnosić się), arise most significant battles. SITE / SIGHT
(pojawiać się) 5 If any significant issues arise , you should
Please, lay your phones on the desks. Proszę, połóżcie raise them with your manager later. RAISE /
telefony na ławkach. ARISE
My grandfather likes to lie on the couch after lunch.
2 Complete the words in the text with the correct
Mój dziadek lubi leżeć na kanapie po obiedzie.
endings.
• Wyrazy, które wyglądają lub brzmią różnie, ale mają
podobne znaczenie, np.:
after all (przecież, w końcu, jednak), finally (wreszcie, VOLUNTEER RESEARCHERS NEEDED
nareszcie, w końcu), lastly (w końcu, na koniec),
We can’t live without water, but for those living in
eventually (ostatecznie, w końcu) 1
des ert regions with little or no rainfall, water is
comprise (składać się z), consist of (składać się z), a constant challenge. What’s more, these areas are
include (zawierać) typically more 2sensitive to the effects of climate
occasion (okazja = wydarzenie), opportunity (okazja = change. Communities here often have very limited
sposobność) access to clean water. Our project is looking to recruit
After all, it’s simple. W końcu (= przecież) to proste. hardworking, 3conscientious volunteers to help design
Finally/Eventually, he started the car. W końcu (po długim water filtering systems that are both effective and
czasie) uruchomił samochód. 4
economical to run. This would be ideal work
Finally/Lastly, add some salt. Na koniec dodaj sól. experience for engineering students. Our research is
The course comprises / consists of a coursebook and a CD. entirely 5dependent on charitable donations, so we
Kurs składa się z książki ucznia i płyty CD. aren’t able to offer payment, but you’ll gain valuable
experience putting the engineering 6principles you’ve
The course includes a CD. Kurs zawiera płytę CD.
studied into practice as well as making a really valuable
It was the only opportunity. To była jedyna okazja.
contribution to this vital area of development.
I bought it for a special occasion. Kupiłem to na specjalną okazję.
152
1 Choose the correct option.

8.2 GRAMMAR
Unreal past and regrets – wish, if only,

it’s time and would rather 1 If only I lost / hadn’t lost / didn’t lose my camera on
the beach.
Teraźniejszość i przyszłość 2 It’s high time we stop / stopped / had stopped
Aby wyrazić żal z powodu sytuacji, która obecnie trwa dumping waste in the seas.
i wydaje się niemożliwa do zmiany, używamy konstrukcji wish
3 My back’s all red. I wish I had / did / would put more
+ Past Simple lub If only + Past Simple:
sun cream on.
I wish I knew more about ecology. Żałuję, że nie wiem więcej
4 I’d rather she couldn’t / didn’t / won’t go alone, to be
o ekologii.
honest.
I wish oceans weren’t used as rubbish tips. Chciałbym, żeby
oceany nie były używane jako wysypiska śmieci. 5 If only I hadn’t to / had to / didn’t have to go camping.
If only we could save sea animals from starvation. Gdybyśmy I hate sleeping in tents.
tylko mogli ocalić zwierzęta morskie od śmierci głodowej. 6 I wish you all knew / had known / know just how much
If only I didn’t have to work so much. Szkoda, że muszę tyle effort I put into this trip.
pracować. 7 If only I had seen / saw / did see her earlier. I’d have
asked her to join us.
Do wyrażania opinii i życzeń odnoszących się do sytuacji
i zdarzeń w teraźniejszości i niedalekiej przyszłości 2 Complete the sentences with the correct form of the
używamy konstrukcji It’s (high) time + Past Simple: verbs in brackets.
It’s (high) time people stopped driving cars in cities. 1 If only more people left (leave) a patch of
Najwyższy czas, by ludzie przestali jeździć samochodami
their garden to grow wild, it would help wildlife.
w miastach.
2 So many products damage the environment. It’s time
It’s (high) time we started sorting our rubbish. Najwyższa
consumers took (take) more interest in how
pora, byśmy zaczęli sortować śmieci.
the things they buy are made.
Mówiąc o preferencjach i życzeniach dotyczących zachowania 3 It’s difficult to know what products contain. I’d rather
innych osób w teraźniejszości lub przyszłości, używamy companies labelled (label) them more clearly.
konstrukcji would rather + Past Simple:
4 Some species are now at risk of extinction. I wish we
I’d rather we switched to organic fruit and vegetables.
had done (do) more to protect them earlier.
Chciałabym, żebyśmy przestawili się na ekologiczne warzywa
5 I wish supermarkets didn’t sell (not sell) fruit and
i owoce.
vegetables wrapped in plastic.
My mum would rather I studied more. Moja mama
chciałaby, żebym więcej się uczył. 6 The new road blocks a migration route for animals. If
only they had consulted (consult) wildlife experts, it
Przeszłość could have been avoided.
Wyrażając żal wobec sytuacji, które miały miejsce
w przeszłości, używamy konstrukcji wish + Past Perfect 3 Complete the text with the correct form of the verbs
lub If only + Past Perfect: in the box.
I wish we had done more to prevent this tragedy. Żałuję, do know not assume not fly switch warn
że nie zrobiliśmy więcej, by zapobiec tej tragedii.
My sister wishes we hadn’t moved to this city, but I’m happy
I love travelling, but lately I’ve become more
about it. Moja siostra żałuje, że się przeprowadziliśmy
conscious of my environmental footprint. When
do tego miasta, ale ja jestem z tego zadowolona.
I look back on the amazing places I’ve visited, I have
If only the city council hadn’t reduced the funds for
fond memories, but I also wish I 1 hadn’t flown quite
environmental protection. Wielka szkoda, że rada miasta
so many air miles. It’s time more of us 2 switched
zredukowała fundusze na ochronę środowiska.
to less polluting forms of transport. I’ve been trying
If only I had listened to you when you said I shouldn’t go on
to cut my air travel, but it’s not always that easy.
that expedition! Gdybym tylko cię posłuchał, kiedy mówiłeś,
I wish big travel companies 3 didn’t assume that
że nie powinienem jechać na tę wyprawę!
everyone wants to fly. Of course, they don’t offer
other transport options, because they’d rather
everyone 4 did the same to keep things simple.
Researching different routes yourself can be fun,
but it doesn’t always work out. When I planned to
take a ferry from Spain to Morocco last year, for
example, I wish I 5 had known that it sometimes gets
cancelled in bad weather. I got stuck in Cádiz for two
days and missed the train I’d booked from Tangier to
Marrakesh. If only someone 6 had warned me about
possible delays, I’d have waited to buy my train ticket
when I arrived.
153
1 Match the sentence beginnings 1–6 with their

8.5 GRAMMAR
Emphasis – cleft sentences and inversion endings a–f.

Aby wzmocnić przekaz zdania, możemy użyć takich struktur jak 1 The figure that surprised me d
zdania rozszczepione (cleft sentences) oraz inwersja. 2 What’s happened in some countries a
Zdania rozszczepione 3 Never have our rivers e
Zdanie rozszczepione składa się z dwóch części i zazwyczaj 4 It’s people in the hottest parts of the world b
rozpoczyna się od zaimków takich jak what, it lub all. Jego 5 Not only f
treść mogłaby z powodzeniem zostać zawarta w jednym 6 What many of us see as a basic necessity c
zdaniu pojedynczym, jednak zostało ono rozbite na dwie
części składowe dla podkreślenia wybranego elementu a is the population has migrated to cities putting
zdania, np. wykonawcy czynności, sprawcy zdarzenia, miejsca, pressure on resources.
pory, przyczyny: b who are already experiencing water shortages.
I love helping other people. ➞ What I really love doing is c is becoming a luxury in some regions.
helping other people. Tym, co najbardziej lubię robić, jest d was the amount of water wasted through leaking pipes.
pomaganie innym ludziom. e been under such pressure from human water use.
The company covered up the issue. ➞ What the company f is water scarce in these areas, but it’s frequently
did was (to) cover up the issue. Koncern zatuszował sprawę. contaminated.
I raised the subject of sewage being dumped into the river. ➞
It was me who raised the subject of sewage being dumped 2 Choose the correct option.
into the river. To ja poruszyłem temat odprowadzania ścieków 1 All / It’s / What’s meat production that accounts for
do rzeki. most of the world’s agricultural land use, representing
We helped the flood victims clean up the debris. ➞ All we around 80 percent of farmland worldwide.
did was (to) help the flood victims clean up the debris. 2 Not only are / did / do cattle take up land themselves,
Pomogliśmy tylko ofiarom powodzi sprzątać odpady.
but farmland is also used to grow animal feed.
You need love. ➞ All you need is love. Miłość to wszystko,
3 It’s / What / What’s many people find shocking is that
czego człowiek potrzebuje.
huge areas of forest are being cleared just to grow
Inwersja grain to feed to cows.
Inwersji z przysłówkami przeczącymi, np.: never, rarely, 4 In some parts of the world, what farmers are doing /
seldom, hardly, barely, scarcely, no sooner, lub zwrotami are doing is / do are cutting down previously wildlife
zawierającymi no lub not, np.: under no circumstances, on rich forests just to keep up with our demand for meat.
no condition, on no account, at no time, in no way, not 5 It’s / What’s / What this loss of habitat that especially
until, not only, możemy użyć, jeśli wyrażenia te występują concerns environmentalists.
w pierwszej części zdania. Dokonujemy wtedy zmiany szyku
6 With a growing population and changing eating
wyrazów w zdaniu – zdanie twierdzące przyjmuje szyk i formę
habits, never before has demand for meat been / has
czasownika jak w zdaniu pytającym (przysłówek przeczący /
wyrażenie z no lub not + czasownik posiłkowy + podmiot): been demand for meat / is demand for meat so high.
He had never been so devastated. ➞ Never had he been so 3 Rewrite the sentences changing the emphasis.
devastated. Nigdy wcześniej nie był tak zdruzgotany.
1 Tess promised to help tidy up the garden.
We rarely hear about such powerful mother and child bond in It was Tess that/who promised to tidy up the garden/
animals. ➞ Rarely do we hear about such powerful mother the garden that Tess promised to tidy up .
and child bonds in animals. Rzadko słyszymy o tak silnej więzi
2 We are only handing out leaflets in protest.
matki z potomstwem u zwierząt.
All we are doing is handing out leaflets in protest .
He had entered the house and the phone rang. ➞ No sooner
3 She has never been so disappointed by the results.
had he entered the house than the phone rang. Ledwo
Never has she been so disappointed by the results .
wszedł do domu, gdy zadzwonił telefon.
4 You are not going out in that raging storm under any
She not only survived the disaster, but she saved two other
circumstances.
people as well. ➞ Not only did she survive the disaster,
Under no circumstances are you going out in that raging
but she saved two other people as well. Nie tylko przeżyła storm .
katastrofę, lecz także uratowała dwoje innych ludzi. 5 The protestors started the violence.
You are not permitted to leave the building under any What the protestors did was start the violence .
circumstances. ➞ Under no circumstances are you permitted 6 We rarely see such extreme temperatures at this time
to leave the building. Pod żadnym pozorem nie wolno wam of year.
opuszczać budynku. Rarely do we see such extreme temperatures at this
time of year .
7 They had only just got back to the flat when they
heard the news.
Hardly had they got back to the flat when they heard the
news .
8 I don’t believe in telling lies.
What I don’t believe in is telling lies .
154
1 Complete the words in the sentences using an

8.7 USE OF ENGLISH
Prefixes appropriate prefix.

Przedrostki 1 We can cut waste by reusing plastic bags and bottles
Dodanie przedrostka do tematu danego wyrazu prowadzi rather than throwing them away.
do utworzenia nowych słów, np.: take – brać, 2 The number of kids cycling to school has grown and
retake – poprawiać (egzamin), overtake – wyprzedzać. they now outnumber those being dropped off by car.
Najczęściej występujące przedrostki: 3 It’s hard to persuade people to leave their cars
at home because they’re unwilling to give up the
• un-, in-, dis-, il-, im-, ir- zwykle dodajemy do przymiotników,
nadając im znaczenie przeciwne. convenience of driving.
Przedrostek il- występuje przed przymiotnikami 4 There’s been an upturn in demand for organic
zaczynającymi się od l-, ir- przed przymiotnikami products as people become more eco-conscious.
zaczynającymi się od r-, a im- przed przymiotnikami 5 In the winter, the area experiences heavy snow and
zaczynającymi się od m- lub p-: unwilling – niechętny, sub-zero temperatures.
incurable – nieuleczalny, disobedient – nieposłuszny, 6 People are naturally impatient and they don’t like
illegible – nieczytelny, immoral – niemoralny, impatient – having to wait for things.
niecierpliwy, irrelevant – nieistotny.
7 We underestimated the number of people who might
• un-, dis- zwykle dodajemy do czasowników, nadając im
come and we soon ran out of chairs.
znaczenie przeciwne: unlock – otworzyć, discontinue –
8 All the students took a pre-course test to decide which
zaprzestać
class they should join.
• re- oznacza „zrobić coś ponownie”: reapply – zgłaszać się
ponownie, rebuild – odbudować 2 Choose the correct option.
• hyper- oznacza „nad-, przesadnie”: hypertension – 1 The builders painted the room the wrong colour and
nadciśnienie, hypersensitive – nadwrażliwy they had to undo / redo the work.
• mis- oznacza „źle, niewłaściwie, nieudolnie”: 2 Workers are asking for more money, complaining
misunderstand – źle zrozumieć, misbehave – niewłaściwie they’re overpaid / underpaid .
się zachowywać, mismanagement – złe zarządzanie 3 We have strict security to prevent the misuse / reuse of
• multi- oznacza „wielo-”: multilingual – wielojęzyczny, confidential information.
multitasking – wielozadaniowość 4 People get frustrated by politicians’ inability / disability
• on-/off- oznaczają „w danym miejscu” lub „poza danym to give a direct answer.
miejscem”: onshore – na lądzie, offshore – na morzu, 5 The hall is a multi-purpose / repurpose space that can
on-site – dostępny na miejscu, off-site – poza miejscem
be used for all kinds of events.
• out- często dodawany jest do czasownika i oznacza „więcej,
6 The books are aimed at preschool / post-school
bardziej”: outlive – żyć dłużej niż, outnumber – przewyższać
children aged between three and five.
liczebnie
7 In private, she’s quite shy; the complete opposite of
• over-/under- oznaczają „za dużo, nadmiernie / za mało,
her off-stage / onstage personality.
słabo”: overdeveloped – nadmiernie rozbudowany,
underdeveloped – słabo rozwinięty, overweight – 8 A group of anti-nuclear / pro-nuclear activists were
z nadwagą, underweight – z niedowagą protesting against plans for a new power station.
• anti-/pro- oznaczają „przeciw/za, pro-”: antisocial – 3 Complete the sentences using the correct form of the
aspołeczny, anti-ageing – przeciwzmarszczkowy, pro-family word given.
– prorodzinny, pro-ecological – proekologiczny
1 Inspectors found the company had inadequate
• pre-/post- oznaczają, że coś zdarzyło się przed lub po safety training for staff. ADEQUATE
innym zdarzeniu: preschool – przedszkolny, pre-tax – przed
2 It’s a very multicultural community, with students
opodatkowaniem, post-tax – po opodatkowaniu,
post-match – pomeczowy from all over the world. CULTURE
3 The wildfires spread and quickly became
• self- oznacza „samodzielnie” lub „czynność skierowana
uncontrollable . CONTROLLABLE
na samego siebie”: self-control – panowanie nad sobą,
self-portrait – autoportret 4 It seems improbable now that we’ll get finished by
• sub- oznacza „poniżej” lub „gorszy”: substandard – poniżej the deadline. PROBABLE
standardów, sub-zero – poniżej zera 5 His arguments are completely illogical and don’t
• up-/down- oznaczają „wzrost, poprawę” lub „spadek”: make any sense. LOGICAL
upturn – poprawa, tendencja zwyżkowa, downturn – 6 They were living in substandard conditions with no
spadek, zmiana na gorsze electricity or clean water. STANDARD
7 Such high levels of air pollution are clearly
unsafe and need to be tackled urgently. SAFE
8 All kinds of wildlife are now treating this disused
factory as a home. USED
155
PREPOSITIONS
PREPOSITIONS IN PHRASES in a pile (3.5): Why are your clothes in a pile in the middle of the
room again?
AT
in advance (2.1): Do I have to pay for the course in advance?
at all times (7.7): Children must be supervised at all times while in
in an auction (4.3): Do you sometimes buy things in an online
the park.
auction?
at arm’s length (6.4): The first image taken in the same way as
in charge of (5.4): Ed is in charge of promoting and reviewing gigs.
today, with the photographer holding the camera at arm’s
in (one’s) class (1.1, 8.7): Your marks are good because you pay
length, was in December 1920.
attention in class./In my class, all the students turn off their
at first sight (2.2): When Steve met Sally, it was love at first sight.
phones in school time.
at least (4.1): It will take at least three hours to get there.
in decline (3.1): It was a city in decline, polluted, with a lot of traffic
at lunchtime (1.2): We couldn’t stay in the classrooms at lunchtime
accidents.
– we had to go to the canteen.
in detail (5.1): Can your grandma really recall her youth in detail?
at night (3.1): The town of Pontevedra comes alive at night and
in fact (2.1): Frank isn‘t a morning person. In fact, he loves sleeping
the atmosphere continues well into the early hours.
long hours.
at risk (5.3): A lot of retail jobs are at risk. in many/some/certain cases (7.1): Young people avoid certain
at the age of (1.4): Chris built his first glider at the age of fifteen. courses because in many cases they don’t lead to an obvious
at the concert (4.2): What did Jamie say at the concert? career.
at the door (4.2): That’s Jamie at the door, isn’t it? in order to (3.8): We sold our flat in order to buy a house in the
at the end (3.7): At the end, everybody burst into tears. suburbs.
at the end of (5.1, 8.4): You’re almost at the end of school and in other words (1.1): Have you been living here all your life? In
close to going on to further education./At the end of the film, other words – 18 years?
she is eventually rescued by a Japanese boat. in place of (5.4): In place of using an alarm clock, I had to ask mum
at the auction house (4.4): When the painting came up for auction to ring me at 6 a.m.
at the famous auction house, it sold for £1.04 million. in return (5.5): Vikki’s parents promised her a new computer and in
at the intersection (5.4): It is at the intersection between return she agreed to take the dog for a walk twice a day for the
seemingly unrelated ideas that innovation often happens. next six months.
at the last minute (4.3): We nearly missed our flight – we got to in spite of (3.8): In spite of the cost, many students prefer halls of
the airport at the last minute. residence.
at the main entrance (4.2): He said he’d meet me at the main in summer (1.7): In summer, the temperatures can be quite high in
entrance. this region.
at the moment (3.4): Where is he living at the moment? in ten minutes (3.5): How to tidy your room in ten minutes?
at the right price (3.6): We want to find the right flat at the right in terms of (5.8): It’s a mistake to think of Alaska only in terms of
price. how cold it is there.
at the risk of (7.4): Will you tell her the truth, even at the risk of in the twenty-first century (5.4): You are the one who will thrive in
offending her? the twenty-first-century workplace.
at the roundabout (3.1): Turn left at the first roundabout. in the age of (6.4): For the most part, taking a selfie is harmless
at the same level (5.7): Your arms should be at the same level as fun and normal behaviour in the age of social media.
your desk. in the background (7.2): Whenever I do my homework, my
at the shopping centre (4.8): I want to tell you about the incident computer is always bleeping away in the background.
that took place at the shopping centre. in the bath (7.5): Archimedes made his most famous discovery in
at the town hall (3.1): Let’s meet at the town hall. the bath.
at the traffic lights (3.1): She slowed down at the traffic lights by in the city centre (3.1): I’m standing in the city centre and I can’t
Sloane Street. hear any cars!
at the weekend (3.2): Who do you plan to see at the weekend? in the early hours of (6.2): We decided to set off in the early hours
of the morning to avoid the rush hour traffic.
FOR
in the end (4.8): His story didn’t make any sense and in the end he
for a minute (4.2): Can you look after my coat for a minute?
admitted that it wasn’t true.
for ages (2.2): I’ve had the same phone for ages. It’s time to
in the future (2.8): She told us never to return to her restaurant in
change it now.
the future.
for breakfast (3.4): I have cereal for breakfast.
in the passenger seat (1.6): I saw a middle-aged man sitting in the
for example/instance (4.4, 1.3): You can paint the rooms different
passenger seat of the car.
colours – for instance, the bedroom could be yellow, the
in the press (7.1): Don’t believe everything you read in the press.
bathroom blue, etc.
in the sales (4.1): I never manage to pick up a bargain in the sales.
for hours on end (7.6): My brother usually stares at the screen for
in the same way (3.8): He prepares for a gig in the same way an
hours on end.
athlete does for a big sporting event.
for my 18th/last birthday (3.7, 4.2): For my 18th birthday, my
in the suburbs (3.1): Don’t you get bored living out here in the
parents took me on a trip to Greece.
suburbs?
for six months (7.2): What would happen in your home if all in the wild (3.4): The programme focuses on animals’ behaviour in
screens were banned for six months? the wild.
FROM in time (1.6): We arrived at the concert just in time, which was very
from the start (2.8): Attract the reader’s attention from the start. lucky considering the amount of traffic in the city centre.
IN in winter (1.7): The last tour starts at 2.30 p.m. in winter and
in a hurry (3.2): You are always in such a hurry. Why don’t you plan 3.30 p.m. in summer.
your days better?
156
PREPOSITIONS
INTO enthusiasm for (5.8): Considering her enthusiasm for the project,
into the early hours (3.1): The town of Pontevedra comes alive at I’m sure we’ll succeed.
night and the atmosphere continues well into the early hours. excuse for (3.5): There is no excuse for an unmade bed.
ON experiment into (1.4): In the near future, we will be able to expand
on arrival (3.7): On arrival yesterday, the visitors were given a our knowledge through a series of experiments into brain
guided tour of the movie set. structure and its function.
on average (1.4): Every American owns seven pairs of jeans on expert in (7.1): Jill is an expert in EU funding.
average. gift of (5.1): Single-minded people have the gift of extreme focus.
on balance (3.8): On balance, there are pros and cons to remaining They know how to avoid distractions.
in the family home while at university. home to (8.6): The ocean is home to over half of all living species.
on behalf of (4.8): I am writing on behalf of my friends. impact on (5.3): Technology might have a positive impact on my
on my way (1.5): I usually buy some sweets on my way home. job.
on purpose (5.4): You’ve destroyed my dress on purpose! love of (2.1): John has a love of learning.
on social media (5.7): I’m so busy on social media that I can’t get love of your life (2.2): Amelia never married because she had
down to any serious school work. never forgotten Richard, who was the love of her life.
on the border (3.1): My grandparents live in a market town on the (be/fall) in love with (2.3): Sue is madly in love with Tim.
border of England and Wales. memory for (1.3): I have a good memory for numbers and faces.
on the coast (3.1): I used to live in a small village on the coast. network of (3.1): The city has a reliable network of buses.
on the ground (3.4): The communications system is controlled by point of view (7.8): Short stories are usually written from
staff on the ground. a first-person point of view.
on the outskirts (3.1): He opened underground car parks on the range of (5.4): The travel agency offered a wide range of
outskirts of the city. destinations to choose from.
on the website (1.7): We haven’t found any reference to the latest reason for (2.7): Please give me your reasons for applying for a job
projects on the company’s website. here.
on time (6.2): Don’t be late – you have to be there on time. report on (6.4): She was sent a report on the floods in Bangladesh.
on top of (2.8): On top of everything else, we now have extra sense of (2.7): Have you got a sense of humour?
classes every Saturday morning. solution to (5.4): She often comes up with original solutions to
TO problems at work.
to be honest (1.6): To be honest, I don’t know what to advise you sort of (2.4): What sort of ailments can this help?
to do in this situation. thought of (6.7): The very thought of moving abroad brought me
to my mind (8.8): To my mind, the benefits outweigh the to tears.
drawbacks. thousands of (4.3): Every weekend thousands of people take their
to your left (1.6): To your left, you can see a new extension. unwanted stuff to car boot sales.
time for (5.7): It’s time for a radical shake-up of education in many
UNDER
regions of the world.
under any circumstances (4.7): My parents are banned from using
urge to (1.4): She felt an urge to paint, and overnight she became
my phone under any circumstances.
a talented abstract artist.
under no circumstances (8.5): Under no circumstances are you
allowed to enter the lab without my permission. PREPOSITIONS AFTER VERBS
under pressure (8.8): The head teacher was under pressure to accept into (3.6): I can’t believe we’ve both been accepted into
resign. the same university!
WITH accuse sb of (4.8): A member of your staff accused me of stealing.
with regard to (5.8): We need to reconsider our policy with regard add to (2.8): If you add the pressure of schoolwork to household
to immigrants. duties, you have a recipe for disaster.
with sth in mind (1.8): With your recent conduct in mind, I feel you apologise for (5.5): Although Rachel apologised for her
should resign from being the student representative. misbehaviour, I still can’t forgive her.
WITHIN apply for (1.8): Only six people applied for the post, which was
within 500 metres (3.1): There is a park within 500 metres of the quite disappointing.
school. associate with (7.7): Most people associate GPS with giving
within easy reach (3.1): There is a play area within easy reach of directions when driving.
our house. benefit from (5.3): A large student population benefits from the
within walking distance (3.1): He opened underground car parks city’s vibrant nightlife.
within walking distance of the centre. bid for (4.4): You can log on to a website to bid for a bargain.
WITHOUT blame sb for (5.5): Why are you blaming my son for starting the
without (a) doubt (4.8): Without doubt, the worst part of the fight?
whole incident was being humiliated in front of everybody. burst with (2.5): First-borns tend to be bursting with confidence.
collaborate with (7.1): During the late seventies, he collaborated
PREPOSITIONS AFTER NOUNS with the legendary Muddy Waters.
access to (7.1): Teenagers claim to need constant access to social congratulate sb on (5.5): My supervisor congratulated me on
media. passing the exams with flying colours.
aptitude for (7.1): Ginny seems to have a real aptitude for consist of (7.4): Her diet mainly consists of fruit and vegetables.
painting. contribute to (7.5): Scholars in ancient China contributed to the
complaint about (4.8): I’d like to make a complaint about the way advancement of mathematics.
we were treated. cope with (3.4): Bethany couldn‘t cope with the demands of
cost of (3.8): In 2018/19, the average cost of renting a room in halls employment on top of child-rearing and housework.
of residence in the UK was about £140 per week. die from (8.1): A lot of animals died from starvation during the dry
decline/drop/increase/rise in (5.3): There has been a sharp drop season.
in the number of people commuting to work. focus on (5.1): In our test, we’re going to focus on brain activity.
effect on (2.3): The accident had a terrible effect on Steve. insist on (5.5): My granny always insists on feeding me with sweets.
157
PREPOSITIONS
interact with (7.6): We interact with today’s machines mostly by incapable of (1.3): Rob was incapable of understanding how his
pushing buttons. wife felt.
judge by (1.5): Judging by the examiner’s reaction, I don’t think included in (3.8): Is breakfast included in the price of the room?
she’ll pass her driving test. interested in (5.8): Should students choose a degree based on
lead to (2.3): Space exploration might lead to the discovery of what they are interested in?
other planets. invited to (1.7): You are invited to attend a reception in honour of
mistake sb/sth for (6.3): When looking at Banksy’s mural on a the exchange group from Switzerland.
garage in Wales, it is easy to mistake ash for snow. involved in (2.6): Our parents got really involved in the end-of-
name after (7.1): The baby was named after her maternal school play and they even made costumes.
grandmother. obsessed with (2.3): Stop being so obsessed with cleanliness! A
object to (5.5): The council objected to another shopping mall bit of dirt won’t do any harm.
being built in the city. passionate about (3.4): Sally is passionate about music. She would
opt for (4.1): We finally opted for the red paint in the kitchen. like to be a conductor one day.
pose for (6.4): Hannah looked so funny when she was posing for popular with (3.1): Why do you think fur is still popular with
a selfie. fashion designers and wealthy consumers?
prevent sb/sth from (8.4): Fire fighters are trying to prevent the relevant for (5.3): My brother has a hobby that has taught him
fire from spreading any further. skills that are relevant for his job.
reason with (4.8): We tried to reason with the guard, but he short of (5.8): Young people tend to be short of money.
wouldn’t listen. suited to (5.4): She explains how people like herself are suited to
refer to/make reference to (7.1): In her books, she refers to her the modern workplace in three essential ways.
childhood. surrounded by (8.8): The whole island is surrounded by turquoise
report on (6.7): When are you going to report on the progress of waters.
the construction of the concert hall? unaware of (8.7): Mike seems unaware of the trouble he’s causing.
roar with (2.7): When was the last time you roared with laughter? unprepared for (6.2): The pupils were unprepared for the
sail across (3.2): I admire my father who sailed across the Pacific questions that the teacher asked them.
when he was in his twenties. useful for (1.3): Which method is most useful for memorising
search for (8.4): The fire brigade searched for the missing people, shopping lists?
but they couldn’t find anybody. welcome to (7.7): You’re welcome to discuss the exhibition.
specialise in (1.1): Chris specialises in neurology.
stare at (2.4): Stop staring at me – I feel rather uncomfortable. OTHER
stick to (5.4): If you think your plan is good, then stick to it. according to (6.7): According to recent figures, most students
struggle to (8.4): Although the Kamkwamba family is struggling have part-time jobs.
to survive, the parents do their best to focus on their children’s after a while (2.6): We started talking and after a while I realised
education. that we had met before.
sue sb for (5.5): The customers decided to sue the supermarket after all (7.7): My mum received a phone call in which her boss
for not paying attention to safety regulations. told her that he couldn’t extend her contract after all.
suffer from (7.4): After falling off the horse, Dominic has been aged 15 to 29 (6.4): ‘Youth’ is defined as people aged 15 to 29.
suffering from back pain. all in all (3.8): All in all, I think experiments on animals should be
transfer sth to (4.2): I’ve just transferred the money to your banned.
account so that you can buy yourself a new computer. around 100 years (8.1): Plastic has only existed for around 100
treat yourself to (4.1): Let’s treat ourselves to some ice cream. years, but it’s everywhere.
warn sb against (7.3): I warned you against buying a cheap laptop. as a result (2.8): As a result, whether it is playing sport or online
games, we have time to enjoy ourselves.
PREPOSITIONS AFTER ADJECTIVES as a result of (7.8): Frederic claimed that his eyes changed colour
accompanied by (2.8): Physical changes that happen during as a result of the traumas he had been through.
adolescence are often accompanied by emotional ones. be of interest to sb (1.1): This course will be of interest to those
accustomed to (2.5): First-borns, who are accustomed to working in the field of cultural studies.
accepting rules, are better behaved at school. be of the opinion (5.8): I’m of the opinion that public figures’
attracted to (2.3): When Tom spoke to Pauline at our wedding, he private lives should not be reported in the papers.
was attracted to her straight away. by the time (3.2): By the time we go, I’ll have been playing
awash with/bombarded with (6.1): The Internet is awash with basketball for my school team for two years.
information that cannot be trusted. contrary to (6.4): Contrary to popular belief, a desert can be very cold.
beneficial to (7.4): Lots of bacteria are extremely useful and date back to (6.4): The oldest existing selfie dates back to 1839
beneficial to our health. when photographer Robert Cornelius took a self-portrait
concerned about (4.2): Some tourist destinations are concerned photograph of himself.
about more than just money. due to (7.4): All the flights were cancelled due to bad weather.
connected with (5.3): There will be an increase in jobs connected instead of (1.2): Why don’t you use honey instead of sugar?
with alternative energy. one by one (1.3): You need to put the items in the basket carefully
consistent with (6.4): The results are consistent with earlier research. one by one.
credited with (7.1): She is credited with inventing the first out of the blue (2.6): It was going to be a nice day, but then it
computer algorithm. started raining out of the blue.
curious about (5.4): A brainy person is curious about the world. put your heart into sth (5.1): Identify what you’re good at and
dependent on (7.2): We’re all more and more dependent on then put your heart into doing those specific things.
technology in our lives. regardless of (2.8): We’ll go on the trip regardless of the weather.
familiar with (8.6): Are you familiar with the health and safety so on (1.3): She was always disturbing her classmates and her
regulations in our factory? homework was always late and so on.
fed up with (5.7): I’ve decided to give up social media (no, it’s not thanks to (3.4): I managed to complete the project only thanks to
a joke). I’m just completely fed up with it. your help.
important to sb (1.1): Maintaining proper social relationships is
very important to them.
158
WORD BUILDING
PRZEDROSTKI
Często używane przedrostki Przyrostki tworzące rzeczowniki
Przedrostek Przykłady Przyrostek Przykłady
anti- (=against) anti-war, antisocial -ion/-tion/-sion explosion, illustration, conclusion
bi- (=two) bilingual -ance/-ence disappearance, violence
co- (=with, together) co-worker, cooperate -ism vandalism
down- (=become worse) downturn -ise expertise
ex- (=former, before) ex-partner, ex-boyfriend -ment recruitment, achievement
hyper- (=extremely) hyperactive, hypersensitive -ness fairness, vastness
inter- (=between) international -al approval, withdrawal
macro- (=large) macroeconomics -y honesty, recovery
micro- (=extremely small) micro-organism
-cy accuracy, vacancy
mis- (=badly, wrongly) mismanage, misbehave
-ty/-ity stupidity, curiosity
mono- (=one) monolingual
-dom freedom
multi- (=many/several) multicultural
-hood adulthood, neighbourhood
off- (=not the case) off-colour
-ing handwriting, blessing
on- (=the place where) on-stage
-ful handful
out- (=better than) outweigh
-ship leadership, apprenticeship
over- (=too much) overpriced, overactive
-th strength, depth
post- (=after) postwar
-age orphanage, marriage
pre- (=before) pre-owned
pro- (=in favour) pro-fairness -ics economics
re- (=again) reunite, remarry -sis diagnosis, metamorphosis

self- (=done to/by yourself) self-employed, self-esteem -ure pressure
semi- (=half or partly) semicircle -er/-or campaigner, creator
sub- (=under, below) subway, substandard -ian mathematician
under- (=not enough, below) underpaid, underlying -ist traditionalist, perfectionist
up- (=increase or improve) upturn -ive representative
-ant/-ent applicant, adolescent
Przedrostki zmieniające znaczenie wyrazów -ee interviewee, nominee
na przeciwne
Przedrostek Przykłady Przyrostki tworzące przymiotniki
de- deforestation Przyrostek Przykłady
dis- disappear, disapprove
-ic enthusiastic, iconic
il- illiterate, illogical
-able/-ible believable, accessible,
im- impatient, immature
-al environmental, emotional
in- inauthentic, incapable
-ive productive, disruptive
ir- irrational, irregular
-ous courageous, studious
non- non-biodegradable
-ing challenging
un- unsupervised, undo
-y leafy, brainy
PRZYROSTKI
-ed injured, ragged
Przyrostki tworzące przysłówki -ate passionate
Przyrostek Przykłady
-ful painful, faithful
-ly surprisingly -less pointless, useless
-ent/-ant persistent, ignorant
Przyrostki tworzące czasowniki
-ly friendly
Przyrostek Przykłady
-like childlike
-ise/-ize (Am.E.) familiarise, recognise
-ary revolutionary
-en deepen, frighten
-ish selfish
-ify justify, identify
-ate domesticate, authenticate
159
IRREGULAR VERBS
Infinitive Past Simple Past Participle Infinitive Past Simple Past Participle
be [biː] was/were [wɒz/wɜː] been [biːn] być lend [lend] lent [lent] lent [lent] pożyczyć komuś
beat [biːt] beat [biːt] beaten [ˈbiːtn] bić let [let] let [let] let [let] pozwolić
become [bɪˈkʌm] became [bɪˈkeɪm] become [bɪˈkʌm] stać się lie [laɪ] lay [leɪ] lain [leɪn] leżeć
begin [bɪˈgɪn] began [bɪˈgæn] begun [bɪˈgʌn] zacząć light [laɪt] lit [lɪt] lit [lɪt] zapalać
bite [baɪt] bit [bɪt] bitten [ˈbɪtn] ugryźć lose [luːz] lost [lɒst] lost [lɒst] zgubić
bleed [bliːd] bled [bled] bled [bled] krwawić make [meɪk] made [meɪd] made [meɪd] zrobić
blow [bləʊ] blew [bluː] blown [bləʊn] dmuchać mean [miːn] meant [ment] meant [ment] znaczyć
break [breɪk] broke [brəʊk] broken [ˈbrəʊkən] złamać meet [miːt] met [met] met [met] spotkać
bring [brɪŋ] brought [brɔːt] brought [brɔːt] przynieść overtake overtook overtaken
wyprzedzać
broadcast broadcast broadcast [ˌəʊvəˈteɪk] [ˌəʊvəˈtʊk] [ˌəʊvəˈteɪkən]
nadawać
[ˈbrɔːdkɑːst] [ˈbrɔːdkɑːst] [ˈbrɔːdkɑːst] pay [peɪ] paid [peɪd] paid [peɪd] płacić
build [bɪld] built [bɪlt] built [bɪlt] budować put [pʊt] put [pʊt] put [pʊt] położyć
burned [bɜːnd]/ burned [bɜːnd]/ read [riːd] read [red] read [red] czytać
burn [bɜːn] spalić
burnt [bɜːnt] burnt [bɜːnt] ride [raɪd] rode [rəʊd] ridden [ˈrɪdn] jeździć na
burst [bɜːst] burst [bɜːst] burst [bɜːst] rozerwać ring [rɪŋ] rang [ræŋ] rung [rʌŋ] dzwonić
buy [baɪ] bought [bɔːt] bought [bɔːt] kupować wznosić się,
rise [raɪz] rose [rəʊz] risen [rɪzən]
been able to wschodzić
can [kæn] could [kʊd] móc
[biːn ˈeɪbl tə] run [rʌn] ran [ræn] run [rʌn] biegać
catch [kætʃ] caught [kɔːt] caught [kɔːt] złapać say [seɪ] said [sed] said [sed] powiedzieć
choose [tʃuːz] chose [tʃəʊz] chosen [ˈtʃəʊzn] wybrać see [siː] saw [sɔː] seen [siːn] zobaczyć
come [kʌm] came [keɪm] come [kʌm] przyjść seek [siːk] sought [sɔːt] sought [sɔːt] poszukiwać
cost [kɒst] cost [kɒst] cost [kɒst] kosztować sell [sel] sold [səʊld] sold [səʊld] sprzedać
cut [kʌt] cut [kʌt] cut [kʌt] ciąć send [send] sent [sent] sent [sent] wysłać
deal [diːl] dealt [delt] dealt [delt] mieć do czynienia set [set] set [set] set [set] ustawić
dig [dɪg] dug [dʌg] dug [dʌg] kopać shake [ʃeɪk] shook [ʃʊk] shaken [ʃeɪkən] potrząsać
do [duː] did [dɪd] done [dʌn] zrobić shine [ʃaɪn] shone [ʃɒn] shone [ʃɒn] świecić
draw [drɔː] drew [druː] drawn [drɔːn] rysować show [ʃəʊ] showed [ʃəʊd] shown [ʃəʊn] pokazać
dreamed [driːmd]/ dreamed [driːmd]/ shut [ʃʌt] shut [ʃʌt] shut [ʃʌt] zamknąć
dream [driːm] marzyć
dreamt [dremt] dreamt [dremt] sing [sɪŋ] sang [sæŋ] sung [sʌŋ] śpiewać
drink [drɪnk] drank [drænk] drunk [drʌnk] pić sit [sɪt] sat [sæt] sat [sæt] siedzieć
prowadzić sleep [sliːp] slept [slept] slept [slept] spać
drive [draɪv] drove [drəʊv] driven [ˈdrɪvn]
samochód slide [slaɪd] slid [slɪd] slid [slɪd] ślizgać się
eat [iːt] ate [et] eaten [ˈiːtn] jeść smelled [smeld]/ smelled [smeld]/
smell [smel] pachnieć, wąchać
fall [fɔːl] fell [fel] fallen [ˈfɔːlən] upaść smelt [smelt] smelt [smelt]
feed [fiːd] fed [fed] fed [fed] karmić speak [spiːk] spoke [spəʊk] spoken [ˈspəʊkən] mówić
feel [fiːl] felt [felt] felt [felt] czuć spend [spend] spent [spent] spent [spent] spędzać
fight [faɪt] fought [fɔːt] fought [fɔːt] walczyć spilled [spɪld]/ spilled [spɪld]/
spill [spɪl] rozlać
find [faɪnd] found [faʊnd] found [faʊnd] znaleźć spilt [spɪlt] spilt [spɪlt]
fit [fɪt] fit [fɪt] fit [fɪt] pasować split [splɪt] split [splɪt] split [splɪt] rozdzielić (się)
rozprzestrzeniać się,
fly [flaɪ] flew [fluː] flown [fləʊn] lecieć spread [spred] spread [spred] spread [spred]
rozpowszechniać
forget [fəˈget] forgot [fəˈgɒt] forgotten [fəˈgɒtn] zapomnieć
stand [stænd] stood [stʊd] stood [stʊd] stać
forgive [fəˈgɪv] forgave [fəˈgeɪv] forgiven [fəˈgɪvən] wybaczyć
steal [stiːl] stole [stəʊl] stolen [ˈstəʊlən] ukraść
freeze [friːz] froze [frəʊz] frozen [ˈfrəʊzən] zamrozić
stick [stɪk] stuck [stʌk] stuck [stʌk] wychylić
get [get] got [gɒt] got [gɒt] dostać
sting [stɪŋ] stung [stʌŋ] stung [stʌŋ] użądlić
give [gɪv] gave [geɪv] given [ˈgɪvən] dać strike [straɪk] struck [strʌk] struck [strʌk] uderzyć
go [gəʊ] went [went] gone/been [gɒn/biːn] iść, jechać swell [swel] swelled [sweld] swollen [ˈswəʊlən] spuchnąć
grow [grəʊ] grew [gruː] grown [grəʊn] rosnąć swim [swɪm] swam [swæm] swum [swʌm] płynąć
hang [hæŋ] hung [hʌŋ] hung [hʌŋ] wisieć take [teɪk] took [tʊk] taken [ˈteɪkən] wziąć
have [hæv] had [hæd] had [hæd] mieć teach [tiːtʃ] taught [tɔːt] taught [tɔːt] uczyć
hear [hɪə] heard [hɜːd] heard [hɜːd] słyszeć tear [teə] tore [tɔː] torn [tɔːn] podrzeć
hide [haɪd] hid [hɪd] hidden [ˈhɪdn] chować tell [tel] told [təʊld] told [təʊld] powiedzieć
hit [hɪt] hit [hɪt] hit [hɪt] uderzyć think [θɪŋk] thought [θɔːt] thought [θɔːt] myśleć
hold [həʊld] held [held] held [held] trzymać throw [θrəʊ] threw [θruː] thrown [θrəʊn] rzucać
hurt [hɜːt] hurt [hɜːt] hurt [hɜːt] zranić understand understood understood
rozumieć
keep [kiːp] kept [kept] kept [kept] trzymać [ˌʌndəˈstænd] [ˌʌndəˈstʊd] [ˌʌndəˈstʊd]
know [nəʊ] knew [njuː] known [nəʊn] wiedzieć upset [ʌpˈset] upset [ʌpˈset] upset [ʌpˈset] zasmucić
lead [liːd] led [led] led [led] prowadzić wake [weɪk] woke [wəʊk] woken [ˈwəʊkən] obudzić się
learned [lɜːnd]/ learned [lɜːnd]/ wear [weə] wore [wɔː] worn [wɔːn] nosić
learn [lɜːn] uczyć się
learnt [lɜːnt] learnt [lɜːnt] win [wɪn] won [wʌn] won [wʌn] wygrać
leave [liːv] left [left] left [left] opuścić write [raɪt] wrote [rəʊt] written [ˈrɪtn] pisać
160

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SECOND EDITION B2/B2+

© Pearson Central Europe, 2020 Focus 4 SECOND EDITION (B2/B2+)

3 pp. 36–37 Focus on Words: p. 38 Future p. 39 Places to live pp. 40–41 I am 16

4 pp. 52–53 Focus on Words: p. 54 p. 55 Market trading pp. 56–57 Money

pp. 132–155 Grammar and Use of English Reference and practice

p. 42 p. 43 Organising pp. 44–45 pp. 46–47 pp. 50–51

p. 58 Present p. 59 pp. 60–61 Modal pp. 62–63 pp. 66–67

p. 90 Mixed p. 91 Discussing pp. 92–93 Compound pp. 94–95 pp. 98–99

SHOW WHAT YOU KNOW

2 Write two true sentences and a false one using collocations in

3 SPEAKING Look at some traditional fields of study on the signpost.

4 Read the information on the

DIDN’T KNOW EXISTED ?

1 THE SCIENCE OF SUPERHEROES

2 SURF SCIENCE AND TECHNOLOGY

Present and past habits

2 E Think of your home and get a mental image of

1.4 Gapped text

I can infer unstated information and

HIDDEN TALENTS 1.14

1.5 Verb patterns

3 Read the LANGUGE FOCUS. In your notebook,

Formal Informal Formal Informal

at your house by 3.30 p.m. I hope 14that is acceptable / Visit the

1.8 A CV and a covering email

Education and qualiﬁcations Interests

4 Discuss the questions. Then read the first part of

2 Read Sigrid’s CV and covering email. What position is she

4 Uzupełnij zdania odpowiednimi formami czasowników

SHOW WHAT YOU KNOW

ambition friendliness honesty kindness patience

ambition: ambitious, unambitious

2 SPEAKING Discuss the qualities in Exercise 1 that you admire

3 Do the personality test and then read the key.

2 I feel others’ emotions. 12 I make new friends easily.

3 I do jobs straight away. 13 I prefer small groups of people.

4 I like being alone. 14 I have a soft heart.

5 I have a vivid imagination. 15 I usually start conversations.

6 I make people feel relaxed. 16 I love helping others.

7 I like telling funny stories. 17 I enjoy the arts.

8 I know myself well. 18 I keep my things tidy.

9 I pay attention to detail. 19 I think before I speak.

10 I love partying. 20 I plan things in advance.

IMAGINATIVE 9 Which compound adjectives in Exercise 7 are positive and

ORGANISED 1 be full of oneself

DEEP 11 SPEAKING Replace the underlined phrases with an

2.2 Past Perfect Simple and Continuous

8 In your notebook, write questions about the

2.3 Multiple choice

2 1.25 Listen to an interview with a neuroscientist

2.4 Multiple choice

FOCUS ON WORDS | Ways of looking

9 In pairs, write your own ‘book extract’ including

GRAMMAR The middle child

2.5 Relative clauses

The only child

Grammar page 136

2.6 Telling a personal anecdote

All As As soon as blue doubt Funnily Initially place

1 SPEAKING Look at the extract from a website. Introducing the anecdote

Home Events News Archives Sequencing events in the anecdote

6 1.34 Which options complete the anecdote correctly?

Right, so this 1took place / is a story about a day I’ll

I can recognise and use common