ELSPETH POLLOCK
MAŁGORZATA
KRZEMIŃSKA-ADAMEK
NEW
PASSWORD
B2+/C1
Teaching Notes
Contents
1 Fun and games
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3
2 Success and failure ........................................................................................................................
12
Test practice 1–2 ..................................................................................................................................
21
3 How we shop
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22
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31
Test practice 3–4 ..................................................................................................................................
41
5 People and infuences ...................................................................................................................
43
6 City and country ..............................................................................................................................
52
Test practice 5–6 ..................................................................................................................................
60
7 A place of learning
61
4 One world
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8 Stories we remember
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69
Test practice 7–8 ..................................................................................................................................
77
Culture 1–4
79
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Worksheet activities
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Workbook answer key
Workbook transcript
83
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119
........................................................................................................................
147
Student’s Book Answer key
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155
2
1
F U N A N D GA M E S
VOCABULARY
EXTRA ACTIVITY
socialising
Challenge section, unit 1, exercise 1 page 128
WHAT IS THE LESSON ABOUT?
Vocabulary
socialising
Listening
monologues:
• three voicemail messages
Speaking
pairwork:
• a role-play: organising an 18th birthday
party
Matura topics
and tasks
Życie prywatne; Rozumienie ze słuchu
Dobieranie
EXTRA ACTIVITY
vocabulary test
after exercise 4 page 4
Students work in pairs and test each other on the phrases
in exercises 3 and 4 (listed below). One student calls out
the verb, while the other completes the phrase. Then
students exchange roles: one student calls out the noun
phrase to elicit the correct verb from the other.
send out invitations
throw a big do
make a night of it
book a venue
set it up as an event
put together a guest list
organise a get-together
EXTRA SUPPORT
phrases and definitions
weaker classes
after exercise 5 page 4
Divide the class into three groups (A, B and C). Tell students
to go to transcript 1.01 on page 160.
Assign one voicemail message (1–3) to each group.
Tell students to study the transcript and underline where
the answer to a specific question in the listening task can
be found. Then, regroup two students in each group so
that students can share the information about all three
transcripts.
Key
1b
I’m afraid he may have worked out what the plan is.
1d
Anyhow, I’d love to come, and my sister would too, so you
can plan on us turning up around 7.30.
2c
The thing is, I’m helping my mum out in her shop,
and we’re working all sorts of hours …
2f
I’ll do everything I can to be there.
3a
I’ve been putting together a family history, so I’m in touch
with quite a few members of the extended family.
3e
I think it’s amazing that you’re willing to throw a big do like this.
Give each pair of students a copy of the worksheet with
the sentences below (worksheet activities page 83).
Alternatively, you may write the following sentences
on the board. Explain that students should match the
statements with the phrases from exercise 1. Ask: How
would you describe someone who often says: ‘I don’t like being
with people, I prefer my own company?’ Check the answers
as a class.
1 I don’t like being with people, I prefer my own company.
2 I am always the person everyone wants to talk to at parties.
3 I love dancing and singing and making the party fun.
4 I am easy to talk to. My friends like talking to me.
5 I don’t mind if people play jokes on me, I don’t mind looking
silly.
6 I’m often in a bad mood, I complain a lot, and I never want
to do anything.
7 I’m sociable, I like meeting people.
8 I tell jokes and make people laugh.
Key
1 a loner
2 the centre of attention
3 the life of the party
4 approachable
5 a good sport
6 a wet blanket
7 gregarious
8 a scream
MATURA SPEAKING TASK
rozmowa na podstawie
ilustracji
Tell students to take turns to describe two different
pictures on page 4 and answer the questions below.
TEST IT! Examiner’s questions:
1 Why do you think the people in the photograph are smiling?
2 Do you find spending time with your family enjoyable?
Why? / Why not?
3 Describe the last time you met a distant relative.
HOMEWORK
writing an invitation
Tell students to design and write their 18th birthday
party invitation. Tell students to include the following
information:
• when and where the party is taking place;
• what fun attractions you have prepared;
• what you want your guests to bring with them.
In class, students present their invitations and vote on
which is the best one.
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EXTRA ACTIVITY
GRAMMAR 1
tense contrast: present perfect simple, present
perfect continuous, past simple
WHAT IS THE LESSON ABOUT?
Grammar
tense contrast: present perfect simple,
present perfect continuous, past simple
Reading
a dialogue:
• talking about plans to celebrate
New Year’s Eve
Matura topics
and tasks
Życie prywatne
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Revise the form of present perfect simple and continuous
by asking students to complete the patterns below. Elicit
some answers from the class.
• present perfect: have/has +
• present perfect continuous: have/has +
+
Key
present perfect: past participle / 3rd form
present perfect continuous: been + -ing form
EXTRA ACTIVITY
time expressions
before or after exercise 5 page 5
Tell students their left hand represents a perfect tense and
their right hand represents the past simple. Read out the
time expressions in exercise 5. Students raise their left or
right hand according to the verb tense which is used with
a given expression.
Key
left hand: lately, so far, ever/never, just, for the past two
months, this week, how long, already, since November
right hand: when, last night, yesterday, in 2019
EXTRA SUPPORT
weaker classes
after exercise 5 page 5
Write these sentences on the board for students to
choose the correct answer. Alternatively, give each student
a copy of the worksheet with the sentences (worksheet
activities page 83).
1 We’ve been studying for these exams since / for Christmas.
2 I haven’t finished my homework – already / so far I’ve only
done three exercises.
3 A How long / When did you move to Italy?
B Three months ago.
4 I spent three months in Paris already / in 2020 because the
borders were closed due to coronavirus and I couldn’t go
back home.
5 She’s only just / lately had her baby. It’s a boy!
Key
1 since
2 so far
3 When
writing in a past tense
after exercise 10 page 5
1
When students have finished exercise 10, tell them to
choose one of the topics from the exercise and write
a paragraph (80–100 words) about it. Explain that they
MUST use:
• at least one example of the present perfect continuous;
• at least one example of the present perfect simple;
• two examples of the past simple;
• some of the time expressions from exercise 5.
Monitor, helping with language and ideas as necessary.
Elicit some answers from the class.
Example paragraph (something you’ve been trying to
learn for some time):
I have loved racing cars for the past 20 years. In England,
you can start driving when you are 17, so on my 17th
birthday I drove a car for the first time. Recently, I decided
to take up racing, and I’ve been learning how to drive really
fast. In fact, this month I’ve spent about 30 hours behind
the wheel, and I think I’m finally getting it! Lately, I’ve been
trying to race with my friends from the club and I love it!
HOMEWORK
matura writing task – wpis na blogu
Students write a blog entry for the following task. Write
the task on the board or dictate it to students.
TEST IT! Pracujesz nad szkolnym projektem. Na swoim
blogu:
• opisz cel projektu (who it is for, why it was set up);
• wyjaśnij, nad czym ostatnio pracujesz i co udało Ci się
już zrobić;
• napisz, co zamierzasz zrobić po zakończeniu projektu;
• poproś czytelników bloga o pomoc w pracy nad
projektem i napisz, czego oczekujesz.
I’ve been working on a really exciting school project …
LISTENING AND VOCABULARY
listening for gist and detail • holidays and celebrations
WHAT IS THE LESSON ABOUT?
Vocabulary
holidays and celebrations
Listening
monologues:
• four texts about people celebrating
different occasions
• someone talking about the history
of greeting cards
Speaking
pairwork:
• discussing questions about celebrations
and greetings cards in Poland
Matura topics
and tasks
Życie prywatne; Rozumienie ze słuchu
Dobieranie, Odpowiedzi na pytania, Tekst
z lukami
4 in 2020 5 just
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EXTRA SUPPORT
weaker classes
before exercise 3 page 6
Write the following sentence openings on the board,
which include the words from exercise 3. Go through the
phrases and check the meanings. Ask students to complete
the sentences with their own ideas. Elicit a few answers
from the class.
I am ashamed of …
I regret …
I am proud of …
I am surprised at …
could send to his friends and acquaintances. The first
known Valentine’s Day card can be traced back to
1415.
Key
1c
2a
1
3a
EXTRA SUPPORT
weaker classes
exercise 7 page 6
EXTRA ACTIVITY
synonyms
after exercise 5 page 6
Tell students to keep their books closed. Copy the following
jumbled list of words/phrases from exercise 5 on the board.
Explain that students have one minute to memorise them
all. Then rub off the words/phrases. Tell students to work
in pairs and write down in their notebooks, in any order, as
many of the fourteen words/phrases as they can remember.
The winners are the first pair to finish the list correctly.
Finally, check the answers as a class. Now ask students to put
the words/phrases in pairs so that there are seven pairs of
synonyms.
packed relatives mistaken booking
outstanding reception thrilled reservation
crowded family members wrong
extremely pleased amazing formal party
Key
packed – crowded
relatives – family members
mistaken – wrong
booking – reservation
outstanding – amazing
reception – formal party
thrilled – extremely pleased
EXTRA ACTIVITY
In a weaker class, you may choose to do an alternative
listening task. Write the following answers to exercise
7 on the board for students to complete the gaps (1-4)
in the factfile. Alternatively, give each student a copy of
the worksheet with the task (worksheets activities page
83). Explain that there are three extra answers. Then ask
students to listen and check their ideas. Check the answers
as a class.
a famous pictures / paintings
b gained in popularity / became popular
c the 1400s / the 15th century
d introduction of postage stamp
e short poems about art
f early 1600s
g were replaced by holiday cards
Key
1c
2d
3a
4b
MATURA SPEAKING TASK
rozmowa na podstawie
ilustracji
at the end of the lesson
Students work in pairs and take turns to describe the two
photos on page 6 and answer the questions below.
greetings cards quiz
before exercise 6 page 6
Put students into small groups and explain that they
will do a quiz about the history of greetings cards. Read
out the questions in the quiz below. Alternatively, you
may distribute copies of the worksheet with the quiz
(worksheets activities page 83). You may want to ask
students to hold up pieces of paper with a, b or c after
each question to show their answers.
1 New Year’s greetings cards were produced in 1400 in
a Asia.
b North Africa.
c Europe.
2 The first printed Christmas card appeared in 1843 in
a London.
b Glasgow.
c Dublin.
3 The first known Valentine’s Day card was given in
a 1415.
b 1453.
c 1498.
If you have time, give each pair of students a copy of
the worksheet with the following text to check their
answers to the quiz. Alternatively, check the answers as
a class.
The Germans printed New Year’s greetings cards from
woodcuts as early as 1400. The first known printed Christmas
card appeared in London in 1843, when Sir Henry Cole hired
artist John Calcott Horsley to design a holiday card that he
TEST IT! Examiner’s questions:
1 How do you think the people are feeling?
2 Do you enjoy family celebrations? Why? / Why not?
3 Tell us about the last time you celebrated a special occasion.
HOMEWORK
Tell students to look for any greetings cards they have at
home and translate the messages inside them into English.
Encourage them to use the phrases from exercise 2 page 6.
GRAMMAR 2
speculating about the present and past:
may / might / could / can’t / must
WHAT IS THE LESSON ABOUT?
Grammar
speculating about the present and past:
may / might / could / can’t / must
Reading
a dialogue
• Speculating about a friend
Matura topics
and tasks
Życie prywatne; Znajomość środków
językowych Gramatykalizacja, Tłumaczenie
fragmentów zdań
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IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write the following modal verbs and adverbs along with
the three headings on the board. Ask students to match
the words and phrases with the correct heading.
definitely may might can’t possibly could must
definitely not
• 100% sure it’s true
• 50% true
• 100% sure it’s not true
Key
100% sure it’s true: definitely, must
50% true: may, might, possibly, could
100% sure it’s not true: can’t, definitely not
Now elicit the names of some famous people and write
them on the board. Ask students: What do you think Billie
Eilish / Daniel Radcliffe is doing now? Students speculate
using the modal verbs on the board. (She/He must be
singing / eating breakfast now.)
EXTRA ACTIVITY
READING AND VOCABULARY
1
reading for gist and detail • drawing conclusions •
playing games and interacting with Artificial
Intelligence
WHAT IS THE LESSON ABOUT?
Vocabulary
games and fun activities
verb collocations
Reading
two texts about Artificial Intelligence
Speaking
pairwork:
• a discussion about different ways
of spending free time at present and
in the future
• presentation of a short video clip
Matura topics
and tasks
Życie prywatne, Nauka i technika;
Rozumienie tekstów pisanych Wybór
wielokrotny, Zdania z lukami, Uzupełnianie
streszczenia
the search for a missing person
after exercise 6 page 7
Put a few objects you have in the classroom, or in your desk,
into a plastic bag or a box (e.g. a coloured pencil, a phone
number on a piece of paper, a USB drive, a lipstick, a pen,
scissors, a mobile phone, some written work from a student,
a notebook, a pair of glasses, etc.).
Describe the following imaginary situation to students: the
police are hunting for a missing person and this bag/box
includes his/her personal belongings. Explain that students
should speculate about what might have happened to the
person and what kind of person they are by looking at the
objects in the bag/box. Pass the bag/box around the class.
Students take an object, make their sentence and put the
object back and take another until they have speculated
about all of the objects, e.g.:
• a coloured pencil – He/She might have been an artist.
• a phone number on a piece of paper – He/She must have
phoned his friend before he/she disappeared.
• a USB drive – He/She could have stolen a secret file from
his/her work.
HOMEWORK
Tell students to choose one of the situations in exercise 7
and write a paragraph (100–120 words) to speculate about
what happened. Explain that they should use as many
different modal verbs as possible.
CULTURE NOTE
Games
Ludo is a strategy board game for two to four players.
There are four bases on the Ludo board, which are
typically bright yellow, green, red, and blue. Each player
chooses one colour and takes four tokens in the chosen
colour. The first coloured space outside of each base is the
start position for the tokens. The players race their tokens
from start to finish according to the rolls of a die. The
goal of the game is to get all your tokens inside the home
space, which is located in the middle of the board.
RPG (role-playing games) is game in which players take
on the roles of fictional characters in an imaginary setting.
The characters should have distinct personalities the
players can connect with. One person is chosen as game
master of the game. The game master is responsible for
challenging the players and creating difficult situations
for their characters. Some examples of RPG games are
Dungeons&Dragons, Warhammer Fantasy Role-play, Call of
Cthulhu and Cyberpunk.
Scrabble is a word board game in which two to four
players score points by forming words on the board. The
words are formed from tiles, each bearing a single letter.
The words must read left to right in rows or downward
in columns (like in a crossword) and be included in
a standard dictionary.
EXTRA ACTIVITY
after exercise 1 page 8
voting on the most/least
popular childhood game
Ask students to work individually and put the list of games
from exercise 1 in their order of preference. Have a class
vote on the most/least popular game.
EXTRA SUPPORT
weaker classes
exercise 6 page 9
Give each student a copy of the handout (worksheet
activities page 83) with answer options to choose from
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while completing the email. Allow students to choose
the correct options in pairs. After 4–5 minutes, check the
answers as a class and provide feedback if necessary.
1 whose grandfather wanted / whose grandfather likes
2 was delighted / hesitated
3 matter of time when / not a long time when
4 capable of / able to
5 can’t be difficult / may be difficult
Key
1 whose grandfather wanted
2 hestitated
3 matter of time when
4 capable of
5 may be difficult
EXTRA ACTIVITY
Key
1 countless
2 pursuits
3 crave
reading comprehension extension
after exercise 6 page 9
Students work in pairs and invent 3–4 true/false questions
about the texts in exercise 3. Ask students to read out
their questions to the class. The group then votes true or
false by giving a ‘thumbs up’ for true and a ‘thumbs down’
for false.
EXTRA CHALLENGE
class game
after exercise 6 page 9
Tell students to keep their books closed. Write the
following jumbled-up sentences from Text 1 on the board
for students to put in the correct order. Alternatively, give
each pair of students a copy of the worksheet with the
sentences (worksheet activities page 84). The first pair or
group of students to do the task correctly and find all the
sentences in the text wins. As a follow-up, you may want
to ask students to prepare their own jumbled sentence and
test others.
1 I / I’d / Intelligence / never / time / Artificial / the / first / forget /
with / socialised / .
2 he / we / ‘Ta-da’ / room / entered / as / said / , / proudly / my / .
3 do / ‘Would / able / she / homework?’ / my / , / to / be /
wondered / I / .
4 charades / I / fancied / I / playing / said / .
5 and / , / However / badly / losing / I / started / furious / getting /
was / .
Key
1 I’d never forget the first time I socialised with Artificial
Intelligence.
2 ‘Ta-da’, he said proudly as we entered my room / ‘Ta-da’,
he said proudly as he entered my room.
3 ‘Would she be able to do my homework?’, I wondered.
4 I said I fancied playing charades.
5 However, I started losing badly and was getting furious.
EXTRA ACTIVITY
1 There are
video games you can play online;
however, I prefer traditional board games.
.
2 Swimming is one of my dad’s favourite leisure
3 The latest research has shown that most teenagers
face-to-face interaction despite being surrounded by
technology.
which will pass
4 I am sure that VR glasses are just a
soon.
during our family
5 My grandparents seemed to have
reunion last weekend.
1
4 fad
5 the time of their lives
EXTRA ACTIVITY
vocabulary game
Challenge section, unit 1, exercises 2
and 3 page 128
Divide students into groups of three. Give each group
a pile of cards (worksheet activities page 84) and tell them
to keep the cards face down. Students take it in turns to
take one card from the top of the pile and either mime (M),
draw (P) or define (D) the phrase for the others to guess.
The first person to correctly guess the phrase is given the
card to keep. Play continues in a clockwise direction until
all the cards are used up. The winner is the student who
has the most cards once the game is finished.
1 pursue a goal (D)
2 achieve a goal (P)
3 chatter to a robot (D)
4 chat to a robot (M)
5 hang out (D)
6 mess about with your friends (P)
7 encourage a child to play (M)
8 nudge (M)
9 explain (D)
10 engage in creative tasks (P)
HOMEWORK
Students choose one of the games in exercise 1 and
prepare a short presentation to explain the rules of the
game. Tell the group to answer the questions below.
• How many people play the game?
• Where is it played?
• How long does it take?
• What are the rules?
gap fill
after exercise 9 page 9
Write these sentences on the board and ask students to
complete the sentences with expressions from exercises
6 and 7. Alternatively, give each student a copy of the
worksheet (worksheet actvities page 85) with the
sentences.
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SPEAKING
speculating about the picture • answering
the three questions
WHAT IS THE LESSON ABOUT?
Speaking
speculating about the picture
answering the three questions
Functional
language
speculating about a picture
phrases with seem
Listening
a monologue:
• someone describing a photograph
• a student answering three questions
about a picture
Matura topics
and tasks
Życie prywatne; Mówienie Rozmowa na
podstawie ilustracji
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write these sentences on the board for students to
complete so that they are true for them.
1 I am extremely … because …
2 I get very …. when …
3 My family is quite … when …
4 My best friend is a bit … because …
EXTRA ACTIVITY
speaking practice
after exercise 3 page 10
Tell students to work in pairs. Give each pair a card with
one of the situations below (worksheet activities page 85).
Students come to the front of the class and mime their
situation for the class to speculate on what is happening.
Encourage students to use modals of speculation when
making their suggestions.
1 A friend has a party and doesn’t invite you.
2 Your parents punish you for something you didn’t do.
3 You see someone steal a handbag in a restaurant.
4 You and your friends are having an argument.
5 You are walking your dog when it sees a cat and runs off,
chasing the cat.
6 You are trying to study, but your brother/sister is listening to
some really loud music.
EXTRA SUPPORT
weaker classes
after exercise 7 page 10
Give each pair of students a copy of the worksheet
(worksheet activities page 85) with the sentences below.
Alternatively, you may write the sentences on the board.
Students work in pairs and translate the sentences into
Polish. Elicit answers from the class.
1 I don’t seem to get very upset in situations like this.
2 It seems to me that Monica and Steven do not get on very well.
3 He was guilty of stealing the computer. Or so it seemed.
4 It doesn’t seem like a big deal to me.
5 Seemingly, unemployment in Britain is a real problem.
Key (suggested answers)
1 Zazwyczaj w podobnych sytuacjach tak bardzo się nie
denerwuję.
2 Wydaje mi się, że między Monicą a Stevenem nie
układa się najlepiej.
3 Był winny kradzieży komputera, a przynajmniej
tak się wydawało.
4 Sądzę, że to nie jest wielka sprawa.
5 Wygląda na to, że / Na pierwszy rzut oka bezrobocie
w Wielkiej Brytanii jest prawdziwym problemem.
1
HOMEWORK
Tell students to choose a photo they have at home and
write a short description of it that uses the language from
the lesson. Students bring the photo to class and read out
their description.
WRITING
a letter to the editor
WHAT IS THE LESSON ABOUT?
Writing
a letter to the editor
Functional
language
formal and informal expressions in a letter
Reading
a formal letter to the editor about creative
hobbies
Matura topics
and tasks
Życie prywatne; Wypowiedź pisemna List
do redakcji
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write the following list of hobbies on the board: pottery,
painting, baking, running, photography, gardening, blogging,
crafting, adult colouring, podcasting. Ask students: How
creative do you think these hobbies are? Discuss with the
students.
EXTRA ACTIVITY
gap fill
after exercise 3 page 11
Tell students to keep their books closed. On the board,
write the following sentence from the composition in
exercise 2 for students to complete with the correct
words.
for
It goes without saying that having a hobby like this
more than one reason.
Then encourage students to choose another sentence
from the letter and prepare a gap fill to test their partner.
Key
is beneficial
EXTRA SUPPORT
weaker classes
after exercises 5 and 6 page 11
Write these sentences on the board. Tell students to
decide whether they use an appropriate register for
a formal letter. If not, ask students to improve them.
1 I’m writing because I really want to reply to the article in
your magazine.
2 I think lots of children get on with their parents.
3 Nevertheless, it is commonly believed that children and
parents cannot be friends.
4 I would like to emphasise how important this point is.
5 People often say free time is important.
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Key
1 I am writing in response to the article in your magazine.
2 It appears to me that many children have a good
relationship with their parents.
3
4
5 It is commonly believed that leisure time is important.
EXTRA ACTIVITY
speed writing
after exercise 6 page 11
Tell students to choose either one of the hobbies from
the list in the lead-in or their own hobby. They have three
minutes to write as much as they can about the hobby.
Time the activity carefully. Students read their speed
paragraphs out to each other in groups of three. Circulate
and monitor, noting down common errors for a feedback
session to be held at the end of the activity.
HOMEWORK
Tell students to find examples of letters to the editor
online and bring them to class or share the link. Tell them
to look for and underline examples of the language from
exercise 3 page 11.
ENGLISH IN USE
verb patterns
WHAT IS THE LESSON ABOUT?
Grammar
verb patterns
verb patterns after verbs of perception:
see, watch, hear, overhear, listen
Reading
a text about the importance of boredom
Speaking
a role-play about giving advice
Matura topics
and tasks
Życie prywatne; Znajomość środków
językowych Tłumaczenie fragmentów zdań,
Gramatykalizacja
EXTRA ACTIVITY
verb patterns
after exercise 4 page 12
In pairs, students take turns to test each other on the verb
patterns. One student calls out a verb from exercise 3 or 4
(e.g. persuade) while the other responds by giving a correct
sentence with the verb. Then students exchange roles and
continue the activity.
EXTRA ACTIVITY
patterns after verbs of perception
after exercise 8 page 12
Write the verbs see, watch, hear, overhear, listen on the
board. You may also add other verbs of perception: notice,
observe, touch, feel, taste, smell. If necessary, write the
following explanation for students to copy:
The infinitive is used after verbs of perception when we want
to say that we hear or see the whole of an action or event.
The -ing form is used to suggest that we hear an action or
event in progress.
Give each pair of students a copy of the worksheet
(worksheet activities page 85) with the sentences below.
Students complete the sentences with the correct form
of the verbs in brackets.
1 I watched Novak Djokovic
(play) Nick Kyrgios at
the Wimbledon 2022 final.
(sing) when she got up
2 She listened to the birds
this morning.
(run) down the
3 During breakfast, they observed a dog
road.
(cry) last night?
4 Did you hear the baby
5 We noticed her car
(stop) at the bank, she parked and
then went into the bank.
(bake) in
6 My mum made a cake and I could smell it
the oven – lovely!
(explain) what was
7 The doctor listened to his patient
wrong.
(confess) to
8 Did the police overhear the thief
the robbery? Yes, they did because they arrested him
afterwards.
Key
1 play
2 singing
3 running
4 crying
5 stop
6 baking
1
7 explain
8 confess
HOMEWORK
Draw the following grid on the board and fill it with the
short phrases. Alternatively, give each student a copy of
the worksheet with the grid (worksheet activities page
86). Ask each group to choose five verbs from the grid
and write some sentences about learning English using
the correct verb pattern. Students present their ideas
during the next lesson.
In our English classes, …
we enjoy …
we seem …
we can’t
avoid …
we help …
our teacher
allows …
we ask …
we want …
we practise …
we prefer …
we can’t
stand …
our teacher we tend …
makes some
of us …
Example sentences:
• In our English classes our teacher allows us to choose our
homework sometimes.
• In our English classes we can’t stand learning lists of verbs.
• In our English classes we help each other study vocabulary.
ENGLISH IN USE
practice
WHAT IS THE LESSON ABOUT?
Grammar
verb patterns after: forget, remember, try,
stop, regret, mean, go on
Reading
a text about the International Festival of
Comics and Games
Speaking
discussing results of busyness
Matura topics
and tasks
Życie prywatne; Znajomość środków
językowych Wybór wielokrotny,
Transformacje zdań (zadanie otwarte),
Sety leksykalne
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HOMEWORK
CULTURE NOTE
The International Festival of Comics and Games used to
be called the All-Polish Convention of Comic Creators until
they changed the name in 1991. It also hosts the largest
comic market in Europe. It has a Facebook page and a blog
if your students are interested. There is also a section
of the fair dedicated to work produced by children and
young people, with Manga and Star Wars areas. During the
festival, the public vote for the best Polish comic, which in
2021 was Krzysztof ‘Prosiak’ Owedyk’s Oszołamiające Bajki
Urłałckie.
IF YOU WANT A LEAD-IN …
(2–3 minutes)
before exercise 1 page 13
Ask students What can you see and do at the International
Festival of Comics and Games?
Key (possible answers):
meet famous international artists and ask them questions,
watch short animated films, see what’s new in comics,
share ideas, take part in games …
EXTRA ACTIVITY
translation
after exercise 2 page 13
Give each student a copy of the worksheet with the
sentences below (worksheet activities page 86).
Alternatively, you may dictate the sentences. Tell students
to translate the sentences into English using the verbs
from the Watch out! tip.
1 Zapomniałem kupić siostrze prezent na urodziny.
2 Mark żałuje, że nie uczył się do egzaminów.
3 Następnie nauczyciel przeszedł do wyjaśniania gramatyki
na lekcji.
4 Spróbuj dobrze się bawić na imprezie dziś wieczorem!
5 Zatrzymaliśmy się, żeby napić się kawy po drodze do domu.
6 Sue pamięta, że jadła dużo słodyczy, kiedy była dzieckiem.
7 Oni nie mieli zamiaru krzyczeć na Jacka.
Key
1 I forgot to buy my sister a birthday present.
2 Mark regrets not studying for his exams.
3 The teacher went on to explain the grammar in the lesson.
4 Try to have fun at the party tonight!
5 We stopped to have some coffee on the way home.
6 Sue remembers eating lots of sweets when she was a child.
7 They didn’t mean to shout at Jack.
EXTRA ACTIVITY
Polish/English sentence swap
after exercise 4 page 13
Tell students to work in pairs. One student chooses
a sentence from exercise 3 and translates it into Polish,
while the other chooses a sentence from exercise 4
and translates it into Polish. Then students swap their
sentences and translate them back into English and
correct their translations. Students then choose different
sentences and the game continues.
Students design a new comic superhero. Explain
that they may look for ideas online if they wish to. They
should include a drawing of the superhero as well as
a paragraph (120–150 words) including the information
below:
• name (e.g. SuperSally)
• physical description (She’s extra tall with very long arms
and legs which she can use as a rope.)
• superpower(s) (She is magnetic, she can read minds but
only the minds of really evil people.)
• motto (Good always wins!)
1
REVIEW 1
EXTRA ACTIVITY
vocabulary revision quiz
Divide students into groups of three. Give each group
a copy of the worksheet (worksheet activities page 86)
with the following sentences. Students complete the
sentences with the words and phrases from unit 1. Set
a time limit for students to do the activity. The first group
to complete the task correctly are the winners.
living in Gdańsk.
1 I spent last weekend visiting my r
2 My uncle is organising a big family g
next week.
3 Fiona is having a baby, so next week we’re giving her
s
with lots of presents.
ab
4 If you want to eat at that restaurant, you’ll have to make
first.
ab
5 One of the games I played as a child was d
. It’s like
chess, but the black and white pieces look different.
6 I’m really glad those long denim dresses were just a f
and we don’t have to wear them any more!
7 This weekend we’re going to h
as
at making
a video clip.
upset at the news, it was very sad.
8 She was t
9 When I was younger, I didn’t have a g
r
w
my brother at all. We were always arguing.
10 If you want to go out tonight, you’ll have to p
your
parents to let you go.
Key
1 relatives
2 get-together
3 baby shower
4 booking
5 draughts
6
7
8
9
10
EXTRA PRACTICE
fad
have a shot
terribly
good relationship with
persuade
translation
after exercise 6 page 15
Dictate the following sentences, which are taken from
the grammar exercises on page 15, to the students.
Alternatively, give each student a copy of the worksheet
(worksheet activities page 86) with the sentences.
Students translate the sentences into Polish. Elicit some
answers from the class.
1 I’m not sure what Agnes is up to at the moment. She might
be getting ready for her date with Tim.
2 Did you phone me last night? My battery died.
3 We saw Kate leaving her room, but we don’t know where
she’s gone.
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4 We have no idea why Jemma came so late to the meeting.
She may have forgotten about it.
5 People have been holding celebrations to greet the coming
of spring for thousands of years.
6 Nothing would make me take part in an escape room game.
1
Key (suggested answers)
1 Nie wiem, co teraz robi Agnes. Może przygotowuje się
do randki z Timem.
2 Dzwoniłaś do mnie wczoraj wieczorem? Rozładowała mi
się bateria.
3 Widzieliśmy, jak Kate wychodziła ze swojego pokoju, ale
nie wiemy, dokąd poszła.
4 Nie mamy pojęcia, dlaczego Jemma tak późno przyszła
na spotkanie. Mogła o nim zapomnieć.
5 Ludzie od tysięcy lat organizują uroczystości z okazji
nadejścia wiosny.
6 Za nic nie wzięłabym udziału w grze escape room.
EXTRA CHALLENGE
dictogloss
before exercise 7 page 16
Use the letter in exercise 7 as a dictogloss. Explain to the
students that you are going to read out a letter twice to
them, but you are not going to dictate it. Students should
listen, take notes, and memorise as much as possible. Read
the letter from exercise 7 at normal speed and give the
students some time before rereading it. Students work in
pairs to construct the text from memory, sharing notes
and information. Set a time limit of 5–6 minutes. Then
tell students to compare their letters with the original in
exercise 7.
HOMEWORK
web research task
Students find answers to the questions below:
1 What are the world’s biggest comic book conventions?
2 Where and when was the first comic book convention held?
Web research key words:
• comic convention
• San Diego convention
Key
1 Comiket in Tokyo, Japan, San Diego Comic-Con
International and New York Comic Con in the USA.
Comiket: it is held twice a year and was
first held in 1975. People attending have to wait up to
five hours to get in and they usually dress up as their
favourite character.
2 San Diego, USA, 1970: it was originally just for science
fiction and comic books but now TV shows like Big Bang
Theory are included, meaning many more genres are
involved. More than 130,000 people attend it every
year.
FOLLOW-UP ACTIVITY
Discuss the following questions with students: Would you
like to go to a comic book convention? Why (not)? What would
you like to see? Why?
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SUCCESS AND FAILURE
2
VOCABULARY
describing levels
of performance
WHAT IS THE LESSON ABOUT?
Vocabulary
describing levels of performance
Listening
monologue:
• a sportsperson talking about his career
Speaking
pairwork:
• discussing different opinions regarding
winning and losing
Matura topics
and tasks
Sport; Rozumienie ze słuchu Odpowiedzi na
pytania
EXTRA SUPPORT
weaker classes
after exercise 4 page 18
Students go to transcript 1.10 on page 161 and find the
fragments of the text which helped them answer the
questions in exercise 4. Then ask students to choose three
to five phrases from the transcript which they think will
be useful for them when speaking or writing in English.
Students copy the phrases into their notebooks. This
activity encourages students to be autonomous and to
distinguish between vocabulary for either productive or
receptive use.
Key
1 Jeremy, how does it feel to be retiring from professional
tennis after such a long career?
2 But for reasons I can’t really explain, my winning streak
didn’t last long.
3 I managed to stay in the top forty or so players in the
world for most of my career, but I was always coming in
second or lower in the big tournaments.
4 I mean, millions of kids learn to play tennis, and I’m
sure that many of them dream of competing in big-time
tournaments, but very few of them ever get past school
level competitions.
5 But now that I’m retiring, I look back on my tennis career
and I realise how lucky I am. I’m really very grateful.
6 and I’m looking forward to sharing my skills with some of
the best students in the country.
EXTRA SUPPORT
sports vocabulary
Challenge section, unit 2, exercise 1 page 128
Give each pair of students a copy of the worksheet with the
sentences below (worksheet activities page 87). Students
choose the correct option to complete each sentence.
1 A good footballer can header / dribble / slam dunk the ball
across the pitch extremely quickly.
2 In tennis, it’s important to have a strong backhand /
backboard / backstroke.
3 When I am at the swimming pool, I can never find enough
space in any of the slopes / lanes / pitches to swim
properly. There are always too many people.
4 It takes a lot of practice to learn how to do
a header / slalom / flip turn in swimming.
5 Good poles / nets / rackets, which are held in both hands,
are essential for balance when skiing.
6 I saw the Winter Olympics. slalom / flip turn / backstroke
on TV last night. It was exciting!
7 As I am a beginner, I can only ski on what is called an easy
downhill / slope / pitch.
8 My sister learned to shoot / serve / dive into the water
head first when she was very young.
9 The basketball player jumped into the air, made
a defender / penalty / slam dunk into the net and scored
a point.
10 The first rule of tennis is to hit the ball over the net / poles /
serve.
Key
1 dribble
2 backhand
3 lanes
4 flip turn
5 poles
6 slalom
7 slope
8 dive
9 slam dunk
10 net
EXTRA ACTIVITY
vocabulary memory game
Challenge section, unit 2, exercise 1 page 128
Write ten of the words connected with sports from
exercise 1 on the board. Give students one minute to
memorise them. When the time is up, erase the words
from the board. Students write down as many of the words
as they can remember in their notebooks. The student
who writes down the most words, wins. You may also
put students in small groups to test each other on the
vocabulary by giving definitions in English, e.g.:
A It’s the place where you play football.
B Pitch!
MATURA SPEAKING TASK
rozmowa na podstawie
ilustracji
Students take turns to describe pictures 1 and 3 on
page 18 and answer these three questions. Write the
questions on the board.
TEST IT! Examiner’s questions:
1 What are the people doing?
2 What do you think is going to happen next?
3 Describe a situation when you enjoyed playing a sport.
HOMEWORK
Ask students to watch the sports news on television any
day of the following week and make a list of all of the
sports mentioned. Students write three words or phrases
connected with each of these sports and translate them
into English, using a dictionary if necessary. During the
next lesson, students share their vocabulary.
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GRAMMAR 1
EXTENSION ACTIVITY Choose the correct tense!
past tenses
after exercise 4 page 19
WHAT IS THE LESSON ABOUT?
Grammar
past tenses
Reading
an article about a figure skater
Listening
pairwork:
• speculating about photos
Matura topics
and tasks
Sport: Znajomość środków językowych
Gramatykalizacja
IF YOU WANT A QUICK REVIEW …
(4−5 minutes)
Ask students to tell you the names of the past tenses
in English. Write the names of the tenses in a table on
the board similar to the one below. Elicit examples of an
affirmative sentence in each past tense and write them in
the table. Students copy the table into their notebooks and
turn the affirmative statements into negative sentences
and question forms. See the example in the table. Elicit the
answers from the class.
Tense
Affirmative
Negative
Question
Past simple
We went to
London last
year.
We didn’t
go to
London
last year.
Did we go
to London
last year?
Past continuous
Give each pair of students a copy of the worksheet with
the mini-dialogues below (worksheet activities page 87).
In pairs, students choose the correct answer (a or b).
Encourage them to give reasons to support their choices.
Alternatively, you may read out the sentences to the
students. Students listen and hold up a piece of paper with
A or B written on it to give their answer.
1 Was she at the meeting last night?
a Yes, she had been there for hours before I arrived.
b Yes, she was being there for hours before I arrived.
2 What happened at the party yesterday?
a Nothing, everyone had left by the time I arrived.
b Nothing, everyone left by the time I arrived.
3 Where did they go on Sunday morning?
a They were being skated the day before, so they stayed at
home.
b They skated the day before, so they stayed at home.
4 How long were you in the USA?
a I had been living there for three years.
b I was living there for three years.
5 What did you do after school?
a I saw Rosa, we went to the library to get some books,
and then I came back home.
b I had seen Rosa, we had gone to the library to get some
books, and then I came back home.
Key
1a
Past perfect
simple
2
2a
3a
4b
5a
EXTRA ACTIVITY personalisation of
the past
Past perfect
continuous
at the end of the lesson
EXTRA ACTIVITY
vocabulary race
after exercise 3 page 19
Write these jumbled-up definitions on the board.
Alternatively, give each pair of students a copy of the
worksheet with the definitions (worksheet activities page
88). Tell students to work in pairs and put the words in the
definitions in the correct order and then find the phrase
or word from the text in exercise 3 which is being defined.
Allow students 4–5 minutes to do the activity. The first
pair to do the task correctly wins.
1 their / sportspeople / country / of / group / in / a /
competition / a / representing
2 astonished’ / a / of / ‘completely / synonym
3 who / sport / someone / an activity / he / or / begins /
later / do / life / people / generally / in / than
4 synonym / a / ‘immediately / engaged’ / of
5 an / which / means / ‘more than before’ / expression
Tell students to think of an event in the past when
something important happened to them. Write the
questions below on the board. Students work in small
groups and answer the questions to tell each other about
their experiences. Remind them to use a variety of past
tenses.
• When did the event happen?
• How old were you?
• What had happened before the event?
• What else was happening when the event occurred?
HOMEWORK
Tell students to find a picture (of their family or friends,
if possible) which is similar to those in exercise 8 on page
19. Students write a short description of what had been
happening before the photo was taken. Students bring
their photos to class and read out their descriptions.
Key
1 a group of sportspeople representing their country in
a competition: national team
2 a synonym of ‘completely astonished’: totally surprised
3 someone who begins an activity or sport later in life
than people generally do: late starter
4 a synonym of ‘immediately engaged’: instantly hooked
5 an expression which means ‘more than before’: harder
than ever
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2
LISTENING AND VOCABULARY
listening for gist and detail • competitive sports
WHAT IS THE LESSON ABOUT?
Vocabulary
competitive sports
phrasal verbs
Listening
dialogue:
• an interview with a teenager
monologue:
• a podcast about how we measure
success
Speaking
pairwork:
• discussing success and failure in sports
Matura topics
and tasks
Sport; Rozumienie ze słuchu Zdania
z lukami, Wybór wielokrotny, Odpowiedzi
na pytania
EXTRA ACTIVITY
unusual sports
before exercise 2 page 20
On the board, write a list of unusual sports (hornussen,
sepak takraw, hurling, camel racing, bossaball) and the
names of the countries (Spain, Australia, Ireland, Malaysia,
Switzerland) for students to match. Then read out the
following definitions of each sport. Students guess the
name of the sport.
1 Players cannot touch the ball with their hands.
(sepak takraw)
2 It is similar to hockey, but players throw the ball with
a special stick. (hurling)
3 It’s like volleyball but it is played on trampolines. (bossaball)
4 Big animals compete with each other to see who can run
the fastest. (camel racing)
5 It is played with whips, long sticks and a puck. (hornussen)
Key
hornussen – Switzerland
sepak takraw – Malaysia
hurling – Ireland
camel racing – Australia
bossaball – Spain
EXTRA SUPPORT
weaker classes
exercise 4 page 20
After students have listened to the interview once and
initially decided on their answers, play the recording again,
allowing students to listen and read transcript 1.12 on
page 162 at the same time. Ask them to underline any
words, expressions or even longer fragments of texts
which helped them chose their answers.
Key
1c
2b
3d
4b
1 I’ve always loved sports and competitions of all kinds,
and I especially enjoyed volleyball and basketball – both
playing and watching on TV. I didn’t want to give up
sports, obviously, so I went to a gym to see what was on
offer, and I saw these girls playing sepak takraw. I had no
idea what it was, of course. It looked like a completely
crazy kind of volleyball and I was fascinated, so I decided
to find out all about it and to learn how to play myself.
2 Well, it’s really very similar to volleyball, which I played
in the UK, but imagine a volleyball game where you
aren’t allowed to touch the ball with your hands or
arms. It’s all done with the feet and legs. There are three
players on the court for each team during a set, plus
there are two backup players in case a player needs to
be replaced during a set. The net is just like for volleyball
or badminton. The point is to get the ball to hit the
ground on the other team’s side of the court. Each team
can touch the ball three times before getting it over the
net. The first team to get 21 points is the winner of the
game. If the score is 20 to 21, it’s considered a tie game
and so the play has to go on.
3 Interviewer So what do you have to do to get ready to
play? I’m sure it’s not a sport where you can just jump in
unprepared.
Lucy No, not at all. It’s very easy to get injured playing
sepak takraw, and even well prepared players have to
drop out of a game sometimes, so it’s very important
to warm up. You have to stretch out your muscles very
carefully before you play, and you need to stretch and
cool down after the game as well. All that jumping and
kicking can make your muscles very tense.
4 You know, it’s already becoming better known. There are
a few active groups, and there are plans to put together
a national team. So I’m really optimistic that it will
become just as popular as football someday!
EXTRA ACTIVITY
vocabulary from the recording
after exercise 4 page 20
Write the following sentences on the board. Alternatively,
you may give each student a copy of the worksheet with
the sentences (worksheet activities page 87). Students
work in pairs and complete the sentences with appropriate
words from the recording. If students find this too difficult,
you may write the missing words (score, assume, athlete,
research, point) on the board for them to fill the gaps with.
, he wins all the school races.
1 Rick is a very good
2 Before reporters write articles, they have to do lots of
into the subject.
3 Some children in the first grade don’t know how to read, so
they can and be prepared to teach them.
don’t
4 The
of the lecture is to inform us about global warming.
5 At the end of the football match, the
was 2:1.
Key
1 athlete
2 research
3 assume
4 point
5 score
EXTRA ACTIVITY
phrasal verb speaking practice
after exercise 5 page 20
Give each student a copy of the worksheet with the
following sentences (worksheet activities page 87), which
include the phrasal verbs from exercise 5. Individually,
students complete the sentences so that they are true for
them. Elicit some answers from the class.
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1
2
3
4
5
6
I dropped out of
when I was younger because
.
Next year I’d like to take up
because
.
My family sometimes take part in
because
.
My best friend should give up
because
.
We always warm up before
.
We are currently putting together a
team. We are
.
looking for people who
7 I got into
because
.
8 I don’t think
will catch on in America because it’s so
typically Polish!
EXTRA ACTIVITY
dictation
after exercise 6 page 20
Tell students to keep their books closed. Read the
following extract from recording 1.11 twice, without
pausing. Tell students to make notes in their notebooks
about what they hear. Then put students into pairs and tell
them to rewrite the extract using their notes. When they
have finished, students swap notebooks with another pair
and correct each other’s texts by looking at the transcript.
The team with the fewest mistakes wins.
Extract from recording 1.11:
Instead, I believe that we should learn to appreciate the
attempt to always improve at whatever our chosen pursuit is.
I believe that success should only be measured by how much
we want to get better and that we should see failure as one
step towards success.
EXTRA SUPPORT
weaker classes
exercise 7 page 20
Ask students to read the sentences and think of at least
two ways to complete each of them. Students may
remember some information from the first listening in
exercise 6. Allow them to use the information, but do
not confirm if their answers are correct at this point.
Concentrate on whether the sentences are completed in
a logical and grammatically correct way. Then play the
recording and ask students to decide whether any of the
ways in which they completed the sentences was correct.
FOLLOW-UP ACTIVITY
after exercise 7 page 20
Write the statements below on the board. Alternatively,
you may give each student a copy of the worksheet with
the statements (worksheet activities page 88). Then read
out the text below, which gives background information
about parkour to students. Then, they decide if the
statements are true or false.
1 The word ‘parkour’ comes from French.
2 It is a very competitive sport.
3 Parkour has strict rules for participants to follow.
4 The aim of parkour is to practise difficult jumps.
5 Parkour is a sport which allows the participant to exercise
their body and mind.
2
parkour
BACKGROUND NOTE
The word ‘parkour’ derives from parcours du combattant,
a classic obstacle course method of military training.
The sport was developed in France in the late 1980s.
It involves moving from place to place as quickly and as
smoothly as possible while overcoming various physical
obstacles, whether by running, jumping or climbing.
The philosophy of the sport, which is based on freedom
of the mind and freedom of movement, is fundamentally
against traditional concepts of competition and rivalry.
In fact, some people see it not as a sport but as an
art form, similar to martial arts because it has neither
limitations nor strict guidelines. Some companies have
had a big influence on the growing awareness of parkour
by showing the sport in their advertisements. The
standard image of parkour is of a group of teenagers
jumping from building to building, but in reality the sport
is very different. It’s about stretching the mind and body
in order to find creative solutions to overcome the
physical and the psychological obstacles we face in life.
• Urban sense parkour
• Toyota parkour advert
Key
1T
2F
3F
4F
5T
HOMEWORK
Students find some information about an unusual sport
which they think is interesting and write a paragraph about
it. Tell them to include answers to the following questions.
1 What is the history of the sport?
2 Where is it played?
3 Is it competitive?
4 Why is it unusual?
5 Why do you like it?
GRAMMAR 2
talking about present
and past habits
WHAT IS THE LESSON ABOUT?
Grammar
talking about present and past habits
Reading
a blog entry about healthy lifestyles
Listening
pairwork
• describing past and present habits
Matura topics
and tasks
Sport, Zdrowie; Znajomość środków
językowych Tłumaczenie fragmentów zdań
EXTENSION ACTIVITY
stative and dynamic verb list
after exercise 3 page 21
Write these verbs on the board. Tell students to divide
them into stative or dynamic verbs, depending on their
meaning. Explain that stative verbs are not usually used
in the continuous form. Remind students we use would to
talk about habitual past actions, but not states. That is why
we use would with dynamic, but not with stative verbs.
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15
talk lose have feel hear wake up get run around eat
exercise shout admit find
Key
Stative verbs: have (can be both stative and dynamic,
depending on the context), feel, hear, admit, find
Dynamic verbs: talk, lose, have, wake up, get, run around,
eat, exercise, shout
In their notebooks, students write at least five
sentences about themselves when they were younger.
One sentence has to be false. In the next lesson, they
swap notebooks around the class and then read another
student’s work to the class. The class listen and guess who
the sentences are about. Then, they try to identify and
correct the false sentence.
2
would and used to
EXTRA ACTIVITY
after exercise 4 page 21
Write these topic areas on the board. Put students
into pairs and tell them to think about when they were
younger. You could start the activity by telling the class
about some of your own past habits. Students take turns
to talk about each topic using used to and would. When
one student is talking, the other listens and writes down
all the sentences with would or used to which they hear.
When they have both finished speaking, they share notes
and decide if the sentences are correct.
Your habits when you were 6–8 years old:
• your toys
• your favourite games / food / TV programmes
• things you disliked
• sport
• free time
Example answer:
When I was 8, I didn’t use to play (wouldn’t play) with my
friends, I used to stay (would stay) at home. My favourite
toy used to be a teddy bear, I used to invent (would invent)
games we could play together.
EXTRA SUPPORT
HOMEWORK
sentence correction
Challenge section, unit 2, exercise 1 page 129
On the board, write the sentences below. Alternatively,
give each student a copy of the worksheet with the
sentences (worksheet activities page 88). Students find
and correct the grammar mistakes in the sentences.
Explain that some sentences are correct.
1 I was used to study three hours a day when I was 12.
2 She is used to working all day, every day.
3 My uncle has got used walking five kilometres in the park
every day.
4 Peter is use to having his hair cut weekly.
5 We aren’t used to doing so much work these days.
6 Did you used to watch much TV as a child?
Key
1 I was used to study studying three hours a day when
I was 12.
I was used to study three hours a day when I was 12.
2
3 My uncle has got used to walking five kilometres in
the park every day.
4 Peter is used to having his hair cut weekly.
5
6 Did you used use to watch much TV as a child?
READING AND VOCABULARY
reading for gist and detail • dishonesty in sport
WHAT IS THE LESSON ABOUT?
Vocabulary
dishonesty in sport
prefixes and suffixes
Reading
three texts about dishonesty in sports
Matura topics
and tasks
Sport, Zdrowie; Rozumienie pisanych
tekstów Dobieranie (nagłówków do akapitów
i zdań do tekstów), Zdania z lukami
IF YOU WANT A LEAD-IN …
(3–4 minutes)
Tell students to look at the three photos at the top of page
22. Ask them to answer the following questions.
• What can you see?
• What do you think has just happened?
• What do you think happened next?
• What do you think the terms ‘fouling’, ‘match fixing’ and
‘doping’ mean?
Key
Fouling – deliberately tripping, kicking or stopping
someone during a game in a manner that breaks the rules
Match fixing – agreeing before a competition on what the
result will be
Doping – taking special drugs in order to become stronger
or better when playing a sport
EXTRA ACTIVITY
timed writing
after exercise 2 page 22
Tell students to look at the two incorrect headlines in
exercise two (3 Giving the drugs up and 5 Competing
against the best). Divide the class into either two or four
groups. Assign one of the two headlines to each group.
Tell students to imagine the story behind the headline and
write it down in their notebooks. Set a time limit of five
minutes to complete the activity. When they have finished,
students swap notebooks and read another group’s story.
Have a class vote on the most intriguing story.
EXTRA SUPPORT
weaker classes
exercise 4 page 23
Divide students into three groups. Assign questions 1 and
2 to Group A, questions 3 and 4 to Group B, and questions
5 and 6 to Group C. Tell each group to complete the
sentences. Check the answers with each group and ask
students to find fragments of the text that helped them
to complete the sentences. Then regroup the students so
that students from each group can share the answers.
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EXTRA SUPPORT
weaker classes
before exercise 5 page 23
Before students start completing the summary of the text,
ask them the questions below to help them focus on
the right pieces of information. Discuss the questions as
a class.
1 What had Liliya Shobukhova been doing before she
admitted to doping and bribery?
2 What did Russian officials do about Shobukhova’s doping?
3 Why was the motor hidden in Van den Driessche’s bike?
4 What happened to Van den Driessche after the motor in
her bike was discovered?
5 Why did Taylor Hooton take drugs?
6 What were the consequences of taking these drugs?
Key
1 She had been taking performance-enhancing drugs.
2 Nothing. They kept silent in exchange for bribes.
3 In order to help her achieve better results.
4 She was found guilty, suspended from further races and
fined.
5 To improve his strength and self-esteem.
6 Terrible mood swings.
EXTENSION ACTIVITY
negative prefix adjectives
Challenge section, unit 2, exercises 2, 3, 4 and 5 pages
128–129
Write the following negative prefixes in bold on the board
and allow students 3–4 minutes to write down as many
adjectives which are used with each prefix as they can think
of. Tell students to use dictionaries if necessary. Once the
time is up, the group with the most correct adjectives wins.
If it is a weaker class, give each pair of students a copy of
the worksheet with the prefixes and the accompanying
adjectives (worksheet activities page 88). Students match
the adjectives with the correct negative prefixes.
ir il im dis in
responsible
hospitable
legal
rational
satisfied
logical
regular
balanced
possible
advantaged
honest
formal
perfect
consistent
Key
ir: irresponsible, irrational, irregular
il: illogical, illegal
im: imperfect, imbalanced, impossible
dis: dissatisfied, disadvantaged, dishonest
in: inconsistent, informal, inhospitable
EXTRA ACTIVITY
correct or incorrect prefixes
and suffixes
Challenge section, unit 2, exercises 2, 3, 4 and 5 pages
128–129
Give each student a copy of the worksheet with the
sentences below (worksheet activities page 89). Ask
students to decide whether the meaning and the form
of the words in bold is correct or incorrect. Remind them
that they should not check in their books while doing the
exercise. If the words are incorrect, tell students to write
the correct word form.
1 She is not a competitive person.
2 That sofa is really comfortable to sit on, I hate it.
3 This house means so much to me, I could never live
anywhere else, it’s unreplaceable.
4 Her uncle is a highly disrespected plastic surgeon.
5 I am completely unprepared for the exam tomorrow; I wish
I had done more work.
6 The service at that restaurant is totally satisfactory, I’m
never going there again.
Key
1
2 uncomfortable
3 irreplaceable
2
4 respected
5
6 unsatisfactory
HOMEWORK
Tell students to do some research on the Internet to find
out about the cases of athletes who have taken steroids
and been caught out, for example, Alex Rodriguez (baseball
player), Lance Armstrong (cyclist), Kamila Valieva (ice
skating). Students write a short report about the athlete
and include the following information.
• What sport did the person compete in?
• What titles did they win?
• When and how were they caught taking steroids?
• What happened as a consequence?
• What is your opinion about the case?
SPEAKING
agreeing and disagreeing •
developing points in the task
WHAT IS THE LESSON ABOUT?
Speaking
agreeing and disagreeing
developing points in the task
Functional
language
raising a point
agreeing and disagreeing
phrases with would
Listening
a dialogue about an annual sports day
a dialogue about the organisation of
an arts day
Matura topics
and tasks
Sport, Szkoła; Mówienie Rozmowa
z odgrywaniem roli
EXTRA ACTIVITY
useful phrases for raising a point and
before exercise 4 page 24
agreeing and disagreeing
Tell students to close their books. Play recording 1.14
again and ask students to write down any phrases they
hear which correspond to the two headings below:
• Raising a point
• Agreeing and disagreeing
Encourage students to compare their answers in pairs
before looking at the Phrase Bank in exercise 4.
EXTRA ACTIVITY
using the phrases check
exercise 6 page 24
Put students in groups of three in order to role-play the
dialogue. Explain that one student in the group should
only listen and tick off each phrase from the Phrase Bank
as they hear them used by their classmates. Then students
swap roles and role-play the dialogue again.
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EXTRA ACTIVITY
controversial statements
after exercise 8 page 24
Write the controversial statements below on the board.
You may also elicit other statements from students.
• School is the best thing you get in life.
• Going out to socialise is not a priority for a teenager.
• Studying is a waste of time.
• Rules at home are made to be broken.
• Friends and personal relationships are more important than
your family.
• Pocket money should be earned.
Students work in pairs and discuss the statements. Explain
that when you clap your hands, they have to start
a discussion in order to reach an agreement. However,
when you snap your fingers, they have to disagree with each
other. When you bang the table, they have to change topics.
Encourage students to use as many of the phrases from
exercises 4 and 8 as possible.
HOMEWORK
Tell students to work in pairs and record themselves (on
their mobile phones, laptops or any other recording device)
while role-playing the speaking task in exercise 9. In class,
ask students to listen to the recordings and discuss the
questions below. If your students are not too embarrassed
with the idea, you may also play some of the recordings
and have a feedback session with the whole class.
• Do I have a good English accent?
• Is it easy to understand everything I say?
• Is my intonation flat and boring or do I use my voice to
sound interesting as well as interested?
• Do I make lots of mistakes?
• What two adjectives could be used to describe my recording?
ENGLISH IN USE
practice
WHAT IS THE LESSON ABOUT?
Reading
a text about the Sport Sucks community
Speaking
pairwork:
• talking about competitive sport
Matura topics
and tasks
Sport; Znajomość środków językowych,
Słowotwórstwo {słowa w ramce},
Gramatykalizacja, Transformacje zdań ze
słowem kluczowym, Tłumaczenie fragmentów
zdań
IF YOU WANT A LEAD-IN …
(3–4 minutes)
Tell students to work in pairs and answer the following
questions.
• Why do you think some people don’t like sports?
• What are the drawbacks of being a professional
sportsperson?
• Is there any sport you wouldn’t want to try? Why?
EXTRA SUPPORT
2
fit enable devote protest differ
health let impress
Key (possible answers)
fitness, fits, fitted, enables, enabled, devoted, devoting,
protested, protesting, different, indifferent, differs,
differed, differing, healthy, unhealthy, lets, letting,
impressive, impressing, impressed, unimpressive
EXTRA ACTIVITY
personalisation and miming
after exercise 2 page 25
Put students in groups of three or four. Write these
sentences on the board and tell students to complete
them individually so that they are true for them. Then ask
students to mime the sentences to each other in order to
guess what they have written.
• It’s the first time I …
• Last year was the second time I …
• I have only … once.
• It’s the third time my family …
Example answers:
• It’s the first time I’ve written ‘absolutely’ in English.
• Last year was the second time I ate fish.
• I have only been to London once.
• It’s the third time my family has bought a computer.
FOLLOW-UP ACTIVITY
class debate
Write the following questions on the board:
1. Do you support the ideas expressed by the Sports Suck
group? Why? / Why not?
2. Should children and teenagers be encouraged to play
competitive sports? Why? / Why not?
Ask students to choose one of the questions above to
discuss in a class debate. Then, divide the class into two
groups. Explain that group A is going to argue in favour of
the statement and group B against the statement. Follow
the steps below.
• Students in each group write a list of ideas to support
their point of view on the topic.
• Give each student in both groups a number (1, 2, 3, etc.)
• Student 1 from Group A and Student 1 from Group B
start the debate. Let each student in both groups
continue so that everyone has a chance to talk.
• Explain that the key rule to observe during the debate
is that each speaker must respond to the previous
speaker’s arguments before giving their own opinion.
• Encourage students to use the expressions for
agreement and disagreement from the speaking lesson
on page 24.
HOMEWORK
Students create a poster that illustrates their attitude
towards sport (the poster might encourage other students
to take up some sport or explain why a student is not into
sport). Students present their posters to the class during
the next lesson.
weaker classes
before exercise 1 page 25
Write the following words on the board. Ask students to
works in groups of three and write as many words formed
from the ones on the board as they can.
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WRITING
EXTRA ACTIVITY
an article
exercise 5 page 27
Writing
an article
Functional
language
narrating
ordering your points
Key writing
strategies
using a variety of language
avoiding repetition
brainstorming ideas
Matura topics
and tasks
Sport, Zdrowie; Wypowiedź pisemna
Artykuł
IF YOU WANT A LEAD-IN …
EXTRA PRACTICE
Before students open their books, play hangman with the
word IRONMAN. Then ask students to guess what athletes
have to do to compete in an Ironman competition and
what distances are involved. Students check their answers
by looking at the photos and information in exercise 1 on
page 26.
EXTRA ACTIVITY
Run: 42.2 km
vocabulary from the article
after exercise 2 page 26
Put students into pairs. Give each student a copy of the
worksheet (A or B) with the definitions below (worksheet
activities page 89). Individually, students find their words
in the article in exercise 2 which match the definitions.
Check the answers as a class. Finally, ask students to
explain the meaning of the words to each other.
Student A:
1 It’s a verb which means ‘to finish a task well’ – a
2 It’s a verb which means ‘to experience’ or ‘to be subjected
to’ – u
3 It’s a synonym of ‘essential’ – v
4 It’s a synonym of ‘should’ – o
5 It’s a plural noun which means ‘the maximum you are
capable of’ – l
Student B:
6 It’s an adverb which means ‘completely’ – u
7 It’s a verb which means ‘to do too much’ – o
8 It’s a verb which means ‘to want something desperately’ – c
9 It’s a verb which is a synonym of ‘to cope’ – h
10 It’s an adjective which means you are always thinking about
the same thing – o
Key
1 accomplish
2 undergo
3 vital
4 ought to
5 limits
6
7
8
9
10
utterly
overdo
crave
handle
obsessed
secret stories
after exercise 8 page 26
(3–4 minutes)
Cycle: 180 km
2
Tell students to think of two possible titles for each article
in exercise 5. Then put students into groups of four and
tell them to discuss their ideas. Students should choose
the best title in their group for each article. Finally, have
a class vote on the best title for each article.
WHAT IS THE LESSON ABOUT?
Key
Swim: 3.8 km
article titles
Elicit the names of two famous people from the students.
Tell the class they are going to write secret stories about
the lives of these people. Divide the class into groups of
six and ask each student to prepare a blank sheet of paper.
Tell students to write a sentence which starts with phrase 1
below (In the beginning, …). Now students fold over the
paper to hide what they have written and pass it on to
the next student, who writes the next sentence starting
with the second phrase. It’s important at this stage that
the students do not read what has already been written.
The activity continues until all of the phrases have been
used. Once all six sentences are completed, the students
unfold the paper and read their stories to each other. This
activity can be done with students either sitting in a circle
or in a row.
Phrases for each sentence:
1 In the beginning, …
2 Within days, …
3 Soon afterwards, …
4 It wasn’t long before, …
5 Until that moment, …
6 In the end, …
HOMEWORK
Tell students to read the first article topic in exercise 5
again (an article about the attraction of extreme sports and
reasons why people take them up) and write an introduction
to the article. Write the sentence beginnings taken from
the article in exercise 2 on the board or dictate them
to students. Explain that students should complete the
sentences with their own ideas in order to write the
opening paragraph.
• Have you ever …?
• It is recommended that …
• By the time …
• Moreover, you ought to …
• First and foremost, …
• All in all, …
Example answers:
Have you ever wondered why extreme sports are so
popular these days? By the time most people are 40, they
have taken part in an extreme sport, such as parachuting.
First and foremost, it is essential to practise as often as
possible. It is recommended that you find a good instructor
to help you. Moreover, you ought to make sure you are
generally fit enough. All in all, extreme sports are not
suitable for everyone.
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2
REVIEW 2
EXTRA ACTIVITY
prepositions test
Give each pair of students a copy of the worksheet
with the grid below (worksheet activities page 89).
Alternatively, you may write it on the board for students to
copy. In pairs, students take turns to cover the right-hand
column of the grid and test each other on the prepositions
which go with the verbs in the left-hand column.
Key (suggested answers)
Skiing
Tennis
Football
Swimming
ski lift
racket
goalkeeper
dive
ski jump
volley
defender
butterfly
slalom
backhand
forward
kick
breaststroke
turn
to
dribble
in
waterproof
clothes
court
end
strip
of
skis
forehand
score a goal costume
ban
for
suffer
from
suspended
from
admit
to
EXTENSION ACTIVITY
EXTRA ACTIVITY
after exercise 4 page 29
phrasal verbs competition
Ask students to work in pairs and write one sentence,
using as many of the phrasal verbs from the Wordlist on
page 28 as possible. Set a time limit of 3–4 minutes for
them to complete the task. Ask students to read out their
sentences and have a short feedback session. The group
with the sentence which uses the most phrasal verbs
correctly, wins.
Example answer:
When I was younger, I fell behind at school and couldn’t
catch up, so I thought about dropping out and giving up,
but then I got a tutor, and I started to catch on.
EXTRA ACTIVITY
sport vocabulary
Tell students to keep their books closed. Write the grid
below on the board for students to copy. Students work in
pairs and complete it with words and phrases connected to
each sport. Explain that students should either use words
from the unit or think of their own ideas. They can also use
dictionaries to help them. As a follow-up, you may want to
ask students to write odd-one-out questions for another
pair, using the lists they have made.
Skiing
Tennis
a story
Football
Ask students to work in pairs or groups of three and write
a funny, interesting or shocking story entitled An unusual
sports day. Explain that the story should be quite short
(up to 150 words) and should contain all past tenses and
some expressions from the unit for talking about present
and past habits. After 6–8 minutes, ask volunteers to read
out their stories and provide feedback on content and
language use.
HOMEWORK
web research task
Ask students to think of an individual sport and look for
information about it online. Students should prepare
a short oral presentation about the sport and answer
the questions below.
• What are the key rules of the sport?
• What clothes do participants wear?
• What special equipment is needed?
• Are any particular moves required?
• Who is famous as a result of taking part in the sport?
• Are there any competitions staged?
Swimming
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1–2
TEST PRACTICE
EXTRA SUPPORT
pre-listening
before exercise 1 page 32
before exercise 5 page 33
On the board, write the following words and phrases,
which come from the three recordings in exercise 1, and
ask students to match them with the headings below.
Remind them that they may check any unfamiliar words in
a dictionary. Students listen and check to see if they are
correct.
guest list Christmas trees state competition
great coach technique reasonable fees
get-together to repurpose gifts big stores
Planning a special occasion:
Sports coaching:
,
,
Holiday commercialisation:
,
,
,
,
Key
Planning a special occasion: get-together, guest list,
reasonable fees
Sports coaching: state competition, great coach,
technique
Holiday commercialisation: big stores, to repurpose
gifts, Christmas trees
EXTRA ACTIVITY
collocations from the text
before exercise 2 page 32
Write the following two lists of words on the board and
ask students to match them to form collocations. Check
the answers as a class. Then, read out the definitions
(1–6) of each collocation and ask students to say which
collocation is being defined.
A
B
unlock
steadily
advance
distractions
avoid
stress
reduce
accomplishment
common
factor
sense of
the secrets
1 to move forward in a consistent way
2 to discover private information
3 to remain focused
4 to become less tense
5 a thing which often has an influence on more than one
situation
6 the feeling of having done something well
Key
1 advance steadily
2 unlock the secrets
3 avoid distractions
EXTRA ACTIVITY
4 reduce stress
5 common factor
6 sense of accomplishment
speaking preparation:
vocabulary brainstorming
Write the following categories on the board:
TIME & VENUE FOR A SPORTS DAY, PRIZE GIVING
IDEAS, REQUIREMENTS FOR PARTICIPANTS, THINGS
TO DO BEFORE THE SPORTS DAY. Ask students to work
in pairs or groups of three and brainstorm ideas for each
of the categories on the board. After three minutes, elicit
ideas and write them on the board, creating a word map.
Then ask students to work individually. Students choose
one word/phrase/idea from each category and write
a sentence that they could use in the speaking task in
exercise 5 (e.g. school gym – In my opinion, the best place for
organising a sports day would be the school gym because it’s
easily accessible.)
EXTRA ACTIVITY
before exercise 6 page 33
speaking preparation:
forms of entertainment
Ask students to work in pairs and write a list of the forms
of entertainment which are available for teenagers in
Poland. Then ask each pair to rank them from most to
least popular. Collect the rankings from each pair and
have a class vote to find the most popular leisure activity.
Encourage students to use the expressions below when
presenting their opinions.
In my opinion, X is the most popular because …
I agree/disagree because …
I don’t think that’s true because …
EXTRA ACTIVITY
writing preparation
before exercise 7 page 33
Write the following list of the effects of playing video
games on the board and ask students to divide them
into either positive or negative effects. Alternatively, give
each pair of students a copy of the worksheet with the
list (worksheet activities page 89). Then, ask students to
discuss each list in small groups before completing the
writing task.
1 wasting time
2 improving cognitive skills and concentration span
3 improving hand-eye coordination
4 becoming socially isolated
5 strengthening neural circuits
6 violent behaviour
7 making fast analytical decisions
8 recognising patterns and strategies
9 becoming addicted
10 confusing reality and fantasy
Key
Positive effects: 2, 3, 5, 7, 8
Negative effects: 1, 4, 6, 9, 10
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3
H OW W E S H O P
VOCABULARY
department store • types of shopping •
shopping preferences
WHAT IS THE LESSON ABOUT?
Vocabulary
Speaking
pairwork:
• discussion about shopping preferences
and second-hand shopping
Listening
monologues:
• four speakers talking about their
approach to shopping
Matura topics
and tasks
Zakupy i usługi; Rozumienie ze słuchu
Dobieranie
(3–4 minutes)
before exercise 1 page 34
Write pleasure and dread on the board. Make sure the
students are clear about the meanings of the words.
Then, write the list of activities below on the board and
ask students: Do you look forward to these activities with
a feeling of pleasure or dread? Why? Students discuss the
options in pairs and then report back to the class. You
may number the activities on the board to show which are
considered to be the most or the least pleasant.
•
•
•
•
•
going to the cinema
eating in a restaurant
going shopping for food
playing football
talking in front of the
class in English
EXTRA ACTIVITY
•
•
•
•
•
3 knee pads
4 flour
EXTRA SUPPORT
5 salad dressing
6 place mats
listening for gist
before exercise 5 page 34
department store
types of shopping
shopping preferences
IF YOU WANT A LEAD-IN …
Key
1 shredder
2 blinds
emptying the dishwasher
doing homework
going dancing
cooking
going with your friends to
the mall
vocabulary practice
after exercise 2 page 34
Give each student a copy of the worksheet with
the sentences below (worksheet activities page 90).
Alternatively, write the sentences on the board. Students
complete the sentences with the correct words and
phrases from exercise 2. In a stronger class, you may
ask students to keep their books closed while doing the
exercise.
to get rid of any important documents which
1 I use a
I no longer need in the office.
as well as curtains in your bedroom
2 You should put up
in order to block out any light.
3 If you are going roller-blading, make sure you wear your
to protect your legs.
4 When baking a cake,
is an essential ingredient.
5 Salad made with lettuce, tomato and onions is a really boring
to make it taste better.
meal unless you add some
6 When my mother was young, people used to have
on
the dining table to put any hot bowls and plates on.
Tell students they are going to listen to four people talking
about their attitudes towards shopping. Ask them to
answer the following question for each speaker: Does he/
she like shopping? Explain that the answer may be Yes, No or
Don’t know. Check the answers as a class.
Key
1 No
2 Yes
3 Don’t know
4 Yes
EXTRA ACTIVITY
shopping vocabulary
Challenge section, unit 3, exercise 1 page 129
To practise the vocabulary from exercise 1, write
the discussion questions below on the board. Students
discuss the questions in pairs. Elicit some answers from
the class.
1 What is the best bargain you have ever bought?
2 Have you ever been ripped off?
3 Would you still buy an item of clothing if a friend said it
didn’t suit you? Why? / Why not?
4 Have you ever returned a product to a shop? Describe what
happened when you did.
5 What are the advantages and disadvantages of shopping
at clearance sales?
HOMEWORK
Tell students to choose their favourite shop and visit
its website. Ask them to prepare a short oral presentation
and answer the questions below. Either write the
questions on the board or dictate them.
• Why do you like the shop?
• Is the website easy to use and well-organised?
• Can you have the things you buy delivered to your home for
free?
• Do you prefer shopping there online or in-store?
GRAMMAR 1
future forms
WHAT IS THE LESSON ABOUT?
Grammar
future forms (present simple, present
continuous, will, be going to)
Reading
dialogue:
• two friends discussing a touring
performance
Matura topics
and tasks
Zakupy i usługi
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IF YOU WANT A LEAD-IN …
(5–6 minutes)
before exercise 1 page 35
Ask students to work in pairs and write down all of the
structures they can think of that are used for expressing
the future in English. Elicit their answers and ask them to
give example sentences and explain the meaning of the
grammar structures. Explain that students will be revising
some future forms during the lesson.
EXTRA SUPPORT
the meaning of future forms
after exercise 3 page 35
Write these jumbled-up sentences on the board and
ask students to put the words in the correct order.
Alternatively, you may give each student a copy of
the worksheet with the sentences (worksheet activities
page 90). Then, ask students to explain why a specific
future form is used in each sentence. Point out that they
can refer to the grammar explanations in exercise 3 for help.
1 tomorrow / I’m / my / lunch / mother / meeting / for / .
2 a / We’re / Friday / party / going / to / on / have / .
3 be / able / come / Will / to / he / ?
4 help / Of / I’ll / course / you / !
5 to / the / rain / , / going / look / at / It’s / clouds / .
Key
1 I’m meeting my mother for lunch tomorrow.
(appointment)
2 We’re going to have a party on Friday.
(intention)
3 Will he be able to come?
(prediction based on guesswork)
4 Of course I’ll help you!
(decision made at the time of speaking)
5 It’s going to rain, look at the clouds.
(prediction based on present evidence)
EXTRA ACTIVITY
spoken predictions
after exercise 7 page 35
Write the following list of topics on the board. Ask
students to work in pairs and make predictions about
the topics. Stress that it is important to give an adequate
reason for making the predictions. Remind students that
they should use going to when they feel sure about the
prediction or will to show that they are more doubtful.
• the weather this afternoon
• English class tomorrow
• lunch tomorrow
• new students in class next year
• the English test next week
• good films at the cinema next year
Example answers:
I think it’s going to be sunny this afternoon because there
are no clouds in the sky.
We won’t have an English test next week, but the teacher
hasn’t said anything definite about it yet.
HOMEWORK
Tell students to find a few photos of people on the web
doing funny or strange things. Students write a sentence
about each picture to predict what is going to happen
next. Students bring the pictures to the next lesson.
Put the photos up in the classroom or pass them
round the class. Vote for the funniest or most
unusual predictions.
3
LISTENING AND VOCABULARY
listening for gist and detail • distinguishing fact
and opinion • advertising
WHAT IS THE LESSON ABOUT?
Vocabulary
advertising
Listening
dialogue:
• two speakers discussing mobile advertising
monologue:
• an expert discussing changes in advertising
Speaking
pairwork:
• a discussion about using new technologies
for shopping and advertising
Matura topics
and tasks
Zakupy i usługi; Rozumienie ze słuchu
Odpowiedzi na pytania, Tekst z lukami
IF YOU WANT A LEAD-IN …
(3–4 minutes)
Ask students: What do you use your mobile phone for?
Students discuss the question in pairs. Then, elicit some
ideas and make a list of the most popular uses as a class.
EXTRA ACTIVITY
writing questions for answers
after exercise 4 page 36
Write the phrases below on the board. Students go to
transcript 1.21 on pages 163–164 and find the words
and phrases in bold in the text. Ask them to work in pairs
and write a grammatically correct question form that
corresponds to each of the answers (1–4). You may want to
elicit the first question as an example. Check the answers as
a class.
1 Some new boots.
2 It has some advantages.
3 Online coupons.
4 It’s just part of everyday life.
Key (suggested answers)
1 What is Amanda looking for?
2 What does Amanda think about being tracked online?
3 What does Amanda get from the store because she’s
being tracked online?
4 What does Amanda think about being tracked?
EXTRA ACTIVITY
vocabulary from the recording
after exercise 8 page 36
Write the definitions below on the board. Alternatively,
give each pair of students a copy of the worksheet with
the definitions (worksheet activities page 90). Students go
to transcript 1.22 on page 164 and find words and phrases
which match the definitions. Alternatively, you may ask
students to divide the worksheet in half (sentences 1–4
and 5–8). Each student finds half of the words and then
exchanges their answers with a partner.
1 the ability to use money to buy things
2 a world with a lot of industries and business activity
3 an expression used to explain how well a person lives
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4 a synonym of ‘to ruin’ or ‘to spoil’
5 to show someone something
6 a particular product or a group of products made by
a company
7 a noun having a similar meaning to ‘captivation’
or ‘fascination’
8 to aim at someone
Key
1 spending power
2 developed world
3 quality of life
4 to damage
5 to expose someone to something
6 brand
7 engagement
8 to target someone
EXTRA ACTIVITY
3
Past
2030
get my degree
By 2030 …
Then, give each pair of students a copy of the worksheet
with the task below (worksheet activities page 90).
Students write sentences for each timeline using the
correct future forms. Check the answers as a class. Finally,
encourage students to draw their own future timelines and
write sentences about themselves.
1 Past
Present
8 o’clock tomorrow
fly to Italy
At …
student-produced vocabulary test
after exercise 9 page 36
2 Past
Present
2038
have lots of
children
By …
Put students into pairs. Ask them to choose five items
of vocabulary from page 36 and write short definitions
for these items. Then, ask students to read out their
definitions for other students to guess the word.
3 Past
Tell students to look for an interesting advertisement
online and write a few sentences to answer the questions
below.
• What is the advertisement about?
• What product is it advertising?
• Do you think it is an effective advertisement?
Why? / Why not?
• Why do you like it?
Useful search words:
Top advertisements 2021/2022
Most popular TV advertisements 2022
GRAMMAR 2
future continuous, future perfect and
future perfect continuous
WHAT IS THE LESSON ABOUT?
5 Past
future continuous
future perfect simple
future perfect continuous
Reading
and listening
Dialogue:
• an interview with a bookshop owner
• describing past and present habits
Matura topics
and tasks
Sport, Zdrowie; Znajomość środków
językowych Tłumaczenie fragmentów zdań
after exercise 3 page 37
Draw the timeline below on the board and ask the
students to write a grammatically correct sentence using
the phrase given under the timeline (e.g.: By 2030, I will
have got my degree.).
Present
Next summer
study English
for 11 years
Present
2033
complete 2
novels
By …
Key
1 At 8 o’clock tomorrow, I will be flying to Italy.
2 By 2038, I will have had lots of children.
3 By 2060, I will have retired.
4 By next summer, I will have been studying / have studied
English for 11 years.
5 By 2033, I will have completed two novels.
EXTENSION ACTIVITY
stress marking
at the end of the lesson
Tell students to look at the following fragment of transcript
1.23 on page 164.
Jim
future timelines
2060
retire
By …
Amy
Grammar
Present
By …
4 Past
HOMEWORK
EXTRA ACTIVITY
Now
Amy
Jim
So, the Bellweather Bookshop is celebrating
an anniversary soon. Tell me about it.
Yes, that’s right. The Bellweather will have
been open for fifty years at the end of January.
We definitely think that’s worth celebrating!
What will you be doing for the anniversary?
Oh, we’ll be having all sorts of special events.
Some writers will be reading their work, and
we’ll be giving away a lot of prizes too.
Play the recording as many times as necessary and mark the
the words or parts of the words which are stressed in each
sentence. Check the answers as a class. You may want to
write the fragment on the board and mark the stress when
checking. Explain that English is a stress-timed language
which means there are stressed and unstressed words.
This also means English sounds rhythmical. Ask students
to read the fragment aloud in pairs to practise the stress
pattern.
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Key
Amy: So, the Bellweather Bookshop is celebrating its
anniversary soon. Tell me about it.
Jim: Yes, that’s right. The Bellweather will have been open
for fifty years at the end of January. We definitely think
that’s worth celebrating!
Amy: What will you be doing for the anniversary?
Jim: Oh, we’ll be having all sorts of special events. Some
writers will be reading their work, and we’ll be giving away
lots of prizes too.
HOMEWORK
Tell students to think of their own future and design
a timeline similar to the one below. Then ask students to
write a short text about their future and answer these
questions:
• What will you be doing at … ?
• What will you have done / will you have been doing by … ?
• In … , what will you be doing?
Example answer:
Past
Present
Next week
2030
go to
football
practice
2040
biology
degree
forensic
scientist
2 months
By this time next week, I will have been to football practice.
In 2030, I’ll be studying for a degree in biology, and
in 2040, I will have been working as a forensic scientist in …
READING AND VOCABULARY
reading for detail, coherence and cohesion •
customer services
WHAT IS THE LESSON ABOUT?
Reading
an article about customer services
Vocabulary
customer services
Speaking
pairwork:
• discussing trends in customer services
Writing
an advertisement to promote a service
Matura topics
and tasks
Zakupy i usługi, Nauka i technika;
Rozumienie tekstów pisanych Dobieranie
zdań do luk w tekście, Tekst z lukami,
Znajomość środków językowych
Tłumaczenie fragmentów zdań
EXTRA ACTIVITY
vocabulary from the text
after exercise 4 page 38
Ask students to work individually and choose three words
which they already know from the text in exercise 3.
Tell students to ignore the highlighted words in the text
that they may be unfamiliar with. Students write short
definitions to explain the meaning of the words they have
chosen. Inform students that no dictionaries are allowed.
Then put students into small groups. Students take turns
to test each other by giving a definition and finding the
correct word e.g.:
A It’s a synonym of ‘fashion’.
B Trend!
At the end of the activity, you may want to elicit the
words from the class and write them on the board.
EXTRA SUPPORT
3
matching headings
before exercise 5 page 39
The aim of the activity is to help students gain a more
general understanding of the text before they do the task
in exercise 5. Tell students to look at the six paragraphs in
the text on page 38. You may also give them the paragraph
openings below to make sure they know where each
paragraph starts.
1 In the UK people …
4 Another trend to observe …
2 So, what is it that …
5 Last but not least, …
3 A personal chef …
6 The question remains, …
Then give each student a copy of the worksheet with
the headings below (worksheet activities page 91). Ask
students to match the paragraphs (1–6) with the headings
(A–H). Explain that there are two extra headings. Check
the answers as a class.
A Modern smartphone services
B They rule the world – but who are they?
C At your home in record time
D Beauty salons are essential today
E The services provided can be either expensive or cheap
F What do customers expect?
G The customer has the last word
H Small businesses will prosper
Key
1B
2F
3E
4C
5A
EXTRA ACTIVITY
6G
small business poster
after exercise 6 page 38 and 39
Ask students to choose one of the services in question
3 in exercise 6 and design a poster to advertise it. Write
the questions below on the board and encourage students
to include answers to the questions in their poster. They
can do this either individually or in pairs. Tell students that
the only rule is that they cannot use words – they can
only use pictures. Allow students 5–6 minutes to draw
their posters. When they have finished, students swap
posters with another student or pair. Students interpret the
drawings and explain what they think the images represent.
• What service do you provide?
• What’s the name of your company?
• What do you do?
• How does your service help busy people?
• How much does your service cost per hour?
• How do people contact you?
EXTENSION ACTIVITY
vocabulary from the lesson
after exercise 10 page 39
Give each student a copy of the worksheet with the task
below (worksheet activities page 91). Ask students to
complete the sentences with appropriate words. Explain
that the missing words appear on pages 38 and 39. If it
is a weaker class, you may want to write the answers on
the board in the wrong order and ask students to match
the words and phrases with the correct sentences.
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1 A mix of
and tradition is important in a business.
2 Our
has no shops, so we have to travel a long way
to go shopping.
3 I hate driving, so I would never set up a business
people around in a car.
4 If you need to have your winter coat cleaned, you have to
.
use a
5 When I am older, I want to be a
and create custom-fit
suits and coats.
food because it is far tastier and chemical-free.
6 I prefer
7 In my opinion, a
will always have lots of work because
there’s always somebody who needs a pipe fixing!
helps you sell your house.
8 An
Key
1 innovation
2 neighbourhood
3 chauffering
4 dry-cleaning service
5
6
7
8
tailor
home-grown
plumber
estate agent
MATURA SPEAKING TASK
rozmowa na podstawie
at the end of the lesson
ilustracji
Tell students to work in pairs. Write the questions below
on the board. Ask students to look at pictures 1 and 3
on pages 38 and 39 and choose one illustration each.
Students take turns to describe their pictures using the
questions on the board to help them. While one student
describes the photo, the other student listens and
notes down examples of good vocabulary and grammar
that he/she hears. Then students swap roles. Conduct
a feedback session on examples of good vocabulary and
grammar produced.
• Who is in the picture?
• Where are they?
• What are they doing?
• How do you think they are feeling?
• What do you think is going to happen next?
HOMEWORK
Tell students to find some examples of unusual services
online and write a short paragraph describing them. During
the next lesson, students read out their descriptions to the
class.
SPEAKING
a stimulus-based discussion:
answering two questions
WHAT IS THE LESSON ABOUT?
Speaking
a stimulus-based discussion
answering two questions
Language
functions
expressing preferences
justifying a choice and giving reasons for
a choice
Listening
monologues:
• a student doing the first part of the
stimulus-based task
• two students answering money-related
questions
Matura topics
and tasks
Zakupy i usługi; Mówienie Rozmowa na
podstawie materiału stymulującego
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Ask students: Have you ever been to a street market?
What kinds of things are sold at a street market?
EXTRA ACTIVITY
3
listening true or false
before exercise 4 page 40
Give each student a copy of the worksheet with the
sentences below (worksheet activities page XXX).
Alternatively, you may write the sentences on the
board. Play recording 1.25 and ask students to decide
if the sentences are true or false. Students compare
their answers in pairs before you check them as a class.
Alternatively, you may write True on one side of the board
and False on the other. Students point to the side which
corresponds to their answer.
1 The speaker thinks that a street market has more products
to choose from.
2 The speaker is not concerned about the quality of the
products.
3 The speaker says that shopping outside is disadvantageous.
4 The speaker thinks a shopping mall sells more boring goods
than a street market.
5 The speaker likes the fact the shopping mall is not crowded.
Key
1 True
2 True
3 False
4 True
EXTENSION ACTIVITY
5 False
listening gap fill
after exercise 6 page 40
Give each student a copy of the worksheet below, which is
a gapped version of transcript 1.26 (worksheet activities page
91). Ask students to work in pairs and think of appropriate
words to complete the gaps. Then play the recording and ask
students to check their answers. Alternatively, tell students to
look at the transcript on page 164.
at some point in
I am convinced that cash money will 1
the future, and I can see several reasons why this will likely
2
. In the first place, more and more people are paying
with cards and mobile phones, and this is going to 3
because it’s more convenient than trying to keep track of a lot
of cash. Another reason is that you can run out of cash, but
with a card or via your mobile phone.
you can always 4
it or
A further disadvantage of cash is that it’s easy to 5
to count it incorrectly, so you end up paying more than you
should. The charges on a card or device are always accurate,
and an additional advantage is that if you lose a card or phone
it so no one else can use it.
you can 6
Key
1 disappear
2 to happen
3 increase
4 pay
EXTRA ACTIVITY
5 lose
6 block
punctuation
after exercise 10 page 40
Give each pair of students a copy of the worksheet below,
which is a version of transcript 1.27 that lacks punctuation
(worksheet activities page 92). In pairs, students
punctuate the script correctly. Ask students to check their
answers with the audioscript on page 164. Alternatively,
you may invite students to come up to the board and add
their suggestions.
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the quote is quite humorous but i cant say that i agree with
it my belief is that having enough money is important if you
dont have enough money you cant think about anything else
so money is obviously important but i certainly dont agree
that buying things is a way to find happiness i find that money
doesnt really make people happy at all people are a lot more
important than money
Key
The quote is quite humorous, but I can’t say that I agree
with it. My belief is that having enough money is
important. If you don’t have enough money, you can’t
think about anything else, so money is obviously
important. But I certainly don’t agree that buying things
is a way to find happiness. I find that money doesn’t
really make people happy at all. People are a lot more
important than money.
HOMEWORK
Tell students to choose a few phrases from both the
Phrase Bank and exercise 7 on page 40 which they think
they will find useful when speaking English. Ask students
to write a short answer to the first part of the task in
exercise 2 (justifying the choice of one of the images) using
the phrases they have chosen.
WRITING
an opinion essay
WHAT IS THE LESSON ABOUT?
Writing
an opinion essay
Functional
language
expressing opinions
referring to different aspects
Vocabulary
describing trends
Matura topics
and tasks
Znajomość środków językowych
Tłumaczenie fragmentów zdań; Wypowiedź
pisemna Rozprawka wyrażająca opinię
IF YOU WANT A LEAD-IN …
(2–3 minutes)
preparation and discussion
before exercise 1 page 41
Write the headings Economy and Convenience on the
board. Divide students into two groups. Assign the
category of Local shops or Supermarkets to each group.
Ask both to make a list of arguments which refer to their
category under the two headings on the board, e.g.
Supermarkets tend to offer better discounts than small shops.
It is more convenient to go shopping in supermarkets because
they have all the shops you need under one roof. Elicit some
ideas from the class. Ask students to compare their ideas
with those included in the essay in exercise 1.
EXTENSION ACTIVITY
tie dress shirt frock socks bra knickers underpants
braces waistcoat cold-shoulder top headband cap
flip-flops trunks trikini vest flares skinny jeans
dungarees bootcut trousers
Key (possible answers)
Men’s: tie, dress shirt, underpants, trunks
Women’s: frock, bra, knickers, trikini, cold-shoulder top
Both: socks, braces, waistcoat, headband, cap, flip-flops,
vest, flares, skinny jeans, dungarees, bootcut trousers
HOMEWORK
Give each student a copy of the worksheet with the
definitions below (worksheet activities page 92). You may
also write them on the board. Ask students to match the
definitions with the correct words in the opinion essay in
exercise 1. Alternatively, if it is a weaker class, you may
write the answers with jumbled-up letters on the board
(itfyjus, nlikueyl, hndya, sogod, ointndstap).
1 a verb meaning ‘to provide an argument to show something
is correct’
2 a synonym of ‘a point of view’
3 a word which means the same as ‘improbable’
4 a word which means the opposite of ‘inconvenient’
5 a synonym of ‘equipment’, ‘stuff’, ‘things’
Key
1 justify
2 standpoint
Ask students to write the headings Big supermarkets and
Small shops in their notebooks and brainstorm ideas on the
advantages and disadvantages of both kinds of shops.
EXTRA SUPPORT
3
Both. Ask students to copy the vocabulary into their
notebooks under the correct headings. Tell students
that they may use dictionaries if necessary. When
they have finished, you could have a class discussion about
the stereotyping of clothes. For example, ask students:
Should boys be able to wear skirts? Why? / Why not? Do girls
ever wear ties? When do you wear a dress shirt?
clothes vocabulary
before exercise 6 page 41
Write the following list of clothes vocabulary on the
board and the following three headings: Men’s, Women’s,
3 unlikely
4 handy
ENGLISH IN USE
5 goods
phrasal verbs
WHAT IS THE LESSON ABOUT?
Grammar
transitive and intransitive phrasal verbs
Reading
a text about loyalty cards
Speaking
pairwork:
• discussing different topics using phrasal
verbs
Matura topics
and tasks
Zakupy i usługi; Znajomość środków
językowych Tłumaczenie fragmentów zdań
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write the words and phrases below on the board. Ask
students: Which two of these words do not commonly
collocate with ‘loyalty’? Students discuss the answers in
pairs. Check the answers as a class.
• undivided
• card
• brand
• complete
• under
• to keep
• to owe your … to
• to prove
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Key
under
to keep
EXTRA ACTIVITY
class survey
after exercise 7 page 42
EXTRA ACTIVITY
error correction
before exercise 2 page 42
Ask students to keep their books closed. Give each
student a copy of the worksheet with the sentences below
(worksheet activities page 92). Alternatively, you may
write them on the board. Tell students to find and correct
one mistake related to the use of phrasal verbs in each
sentence. Check the answers as a class.
1 You can’t give up all your clothes!
2 It’s your turn to throw the rubbish up.
3 If this new music catches up, everyone will be listening to it.
4 Can you pick out your sister from the airport tonight?
5 We don’t give over free goods here.
6 I came through the purse I had lost at the bottom
of my wardrobe.
Key
1 You can’t give up away all your clothes!
2 It’s your turn to throw the rubbish up out.
3 If this new music catches up on, everyone will be
listening to it.
4 Can you pick out up your sister from the airport tonight?
5 We don’t give over out free goods here.
6 I came through across the purse I had lost at the bottom
of my wardrobe.
EXTRA SUPPORT
phrasal verbs practice
after exercise 6 page 42
Give each student a copy of the worksheet with the task
below (worksheet activities page 92). Students complete
the sentences with the correct form of the verbs. Ask
students to compare their answers in pairs before you
elicit the answers from the class.
look into set up come into turn down
take after hunt down pay back go through
1 It took us a long time to
the special dress Phoebe
wanted for the gala.
your own business, you’ll probably have
2 If you want to
to get a loan from the bank first.
3 Every year we get stopped at the airport as we
customs.
4 The police
the robbery at the bank, but they haven’t
found the thief yet.
the money you owe Jim?
5 Have you thought about
6 Last year, she
a lot of money and she now lives in
Bermuda.
most in your family?
7 Who do you
8 I asked him to marry me, but sadly he
me
.
Key
1 hunt down
2 set up
3 go through
4 are looking into
5 paying back
6 came into
7 take after
8 turned … down
3
Tell students to ask the questions from exercise 7 to
a minimum of three students and write a short summary
of their findings.
Example answer:
Most students would go to their form teacher or another
adult if someone refused to give back the money they had
borrowed from them. Hardly anyone says they throw away
things they don’t need anymore.
HOMEWORK
Tell students to prepare their own short tests on ten
phrasal verbs from the lesson on a separate piece of
paper. At the beginning of the next class, students swap
their tests in pairs and do the tests. Set a time limit of 10
minutes for students to do the task. Then, they swap the
tests again, correct and discuss the answers. Ask how
many students made no mistakes in the test.
ENGLISH IN USE
practice
WHAT IS THE LESSON ABOUT?
Grammar
be to
be about to
be due to
Reading
a text about an unusual business initiative
Speaking
stimulus based discussion on manual jobs
Matura topics
and tasks
Zakupy i usługi; Znajomość środków
językowych Transformacje zdań,
Gramatykalizacja, Uzupełnianie luk w tekście
jednym wyrazem
EXTRA ACTIVITY
question forming
after exercise 3 page 43
Give each pair of students a copy of the worksheet
with the task below (worksheet activities page 92).
Alternatively, you may write it on the board. Students put
the words in the correct order to make questions. Then,
tell students that the sentences in exercise 3 are answers
to the questions below (except for 1 and 6, which are
questions themselves). Students match the questions with
the answers. Check the final answers as a class.
a What / now / we / shall / do / ?
b are / this / weekend / you / doing / What / ?
c of / What / service / customers / this / our / think / will / ?
d all / you / the / presents / have / bought / Christmas / will /
When / ?
e How / corner / since / you / opened / is / it / your / long /
shop / ?
Key
a What shall we do now?
b What are you doing this weekend?
c What will our customers think of this service?
d When will you have bought all the Christmas presents?
e How long is it since you opened your corner shop?
a5
b4
c 3
d7
e2
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EXTRA ACTIVITY
stronger classes
after exercise 4 page 43
Write the following sentences 1-8 on the board. The
sentences are inappropriate reactions from exercise 4.
Ask students to write sentences or questions that will
match the reactions below.
1 I hate receiving mobile alerts!
2 We were considering supporting local businesses.
3 You mustn’t complain.
4 I’d rather you stocked up on organic food.
5 I wouldn’t choose a salad if I were you.
6 Why are you asking?
7 You’ve just scored a great deal.
8 Why did you turn it down?
Key (possible answers)
1 Why are you so annoyed?
2 What are you going to do with that extra money?
3 Oh, this dress, which was quite expensive, is so
uncomfortable.
4 Do you want me to buy some frozen meals?
5 I don’t know what to order. Any suggestions, Helen?
6 How much do you earn?
7 Look, I bought this jacket for just £5!
8 I got a job offer from Starbucks, but I said that I couldn’t
accept it.
EXTRA ACTIVITY
timed writing
after exercise 6 page 43
Ask students to write their opinion about the BFF Timeout
initiative as described in the text in exercise 6. Tell students
to use the phrases below in their paragraph. Set a time
limit of five minutes for students to do the task. Students
read their opinions to each other. Have a quick feedback
session at the end of the activity.
• I agree/disagree with this idea because …
• Personally, …
• However, …
HOMEWORK
Tell students to design a webpage (a poster or a
PowerPoint presentation) about an invented business that
promotes values and concepts such as giving to charity
or leading a healthy lifestyle. Ask students to include the
information below:
• the name of the business and its logo;
• the name of the charity it helps / the values it promotes;
• a brief description of any of the campaigns it’s been
involved in.
correct answer. The pair or group with most correct
answers are the winners.
• Department store
• Advertising
• Types of shopping, shopping • Customer services
preferences
• Trends
EXTRA ACTIVITY
phrasal verbs + particles game
after exercise 3 page 45
Tell students to copy the four particles below onto four
pieces of paper. Then read out the sentences (1–6).
Students hold up the piece of paper that has the ‘missing’
particle written on it. Alternatively, you may ask students
to write the particles for each sentence in their notebooks.
up into out off
1
2
3
4
We are looking
buying a new car.
I forgot to pick
Jack from the station.
Tomorrow I’m throwing
all my old school notebooks.
When the anaesthetic wore
, the patient felt much
better.
some money I’d inherited from my aunt.
5 This year, I came
6 I hope to set
my own company next year.
Key
1 into
2 up
3 out
4 off
EXTRA ACTIVITY
EXTRA ACTIVITY
vocabulary revision
before exercise 1 page 45
Ask students to work in pairs or small groups. Put the
following headings, which describe vocabulary topic areas
from unit 3, on the board. Allow students 5 minutes to
write as many words for each category from memory as
they can. Students check their answers with the Wordlist
on page 44. Explain that students get one point for each
5 into
6 up
future translation
Dictate the questions below for students to translate in
their notebooks. Explain that they should use the correct
future forms in the questions. Check the answers as
a class. Tell students to ask and answer questions in pairs.
1 Co robisz jutro o 10 rano?
2 O tej porze za rok, ile to będzie czasu, odkąd mieszkasz
w Polsce?
3 Jakich przedmiotów będziesz się uczyła do egzaminów
w maju przyszłego roku?
4 Kogo zamierzasz odwiedzić tego lata?
5 Gdzie pójdziemy w niedzielę?
6 O której rozpoczyna się następna lekcja?
Key
1 What are you doing tomorrow at 10 a.m.?
2 How long will you have lived / been living in Poland
by this time next year?
3 What subjects will you be studying for the exams in May
next year?
4 Who are you going to visit this summer?
5 Where shall we go on Sunday?
6 When does the next lesson start?
EXTRA ACTIVITY
REVIEW 3
3
definitions
Tell students to write 5–6 definitions of different items of
vocabulary from the Wordlist on page 44. In small groups,
students take turns to read out their definitions in order to
test each other.
HOMEWORK
web research task
Students research answers to the questions below.
1 What does the term ‘fair trade’ mean?
2 Where does your favourite product (e.g. a chocolate bar,
a shirt, a drink, etc.) come from? What is it made of? Is it
produced in an ethical way?
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Web research key words:
• Fairtrade International
• World Fair Trade Organization
3
Key (suggested answers)
1 Fair trade is the practice of buying and selling products
which ensures that the people from developing
countries who produce the goods receive a fair price for
their work from the companies in developed countries
that buy their products. Fair trade was developed as an
alternative way of conducting international trade. It aims
to protect the interests of farmers and workers in
developing countries and help solve problems such as
poverty and the exploitation of disadvantaged groups.
2 Students’ own answers
FOLLOW-UP ACTIVITY
Ask students the following discussion questions: Would you
be willing to pay extra for fair trade products?
Why? / Why not? What could you do to shop in a more ethical
way? Would you be able to change your shopping habits?
Why? / Why not?
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4
ONE WORLD
EXTRA SUPPORT
VOCABULARY
before exercise 6 page 48
world issues • globalisation
Tell students they are going to listen to two young people
speaking at a youth conference about globalisation. Ask
them if they can predict the words they might hear in the
recording. Write any ideas on the board. Play the recording
for students to tick off any of the suggestions.
WHAT IS THE LESSON ABOUT?
Vocabulary
world issues
globalisation
Listening
a dialogue:
• two young people talking at a youth
conference about globalisation
Speaking
pairwork:
• a discussion on globalisation
Matura topics
and tasks
Państwo i społeczeństwo; Rozumienie
ze słuchu Zdania z lukami
IF YOU WANT A LEAD-IN …
(5–8 minutes)
Tell students to keep their books closed. On the board,
write the word globalisation without consonants:
_ _ O _ A _ I _ A _ IO _. Alternatively, write the word without
the vowels: GL _ B _ L _ S _ T _ _ N. Ask students to add the
missing letters in order to work out what unit 5 is about.
Ask students what their associations with this word are.
EXTRA ACTIVITY
pre-listening
writing questions
after exercise 3 page 48
Write the words and phrases below on the board. Ask
students to work in pairs and find them in the texts in
exercise 3. Students write questions to ask about the
words/phrases from the texts. Check the answers as
a class.
Text 1 (Chanthavy)
1 Cambodia.
2 Through photos, videos and social media posts.
Text 2 (Ajani)
3 The inhabitants of developing countries.
4 To use the resources.
Text 3 (Pavel)
5 In information technology and research.
6 It has reduced unemployment and improved the quality
of life.
Key (suggested answers)
1 Where is Chanthavy / the girl from?
2 How do Chanthavy and her friends keep in touch with
each other?
3 Who suffers when multi-national companies set up
businesses in developing countries?
4 Why do multi-national companies destroy the natural
environment?
5 Where is there a lot of new foreign investment?
6 What positive effects has economic growth had?
Examples of predicted vocabulary for the topic:
1 Internet
2 industry
3 multinational companies
4 economy
5 effects
6 culture
EXTRA SUPPORT
personalisation of phrases
Challenge section, unit 4, exercise 1 page 130
Give each student a copy of the worksheet with the
sentence openings below (worksheet activities page 93).
Alternatively, write the sentence openings on the board.
Students complete the sentences individually so that
they are true for them. Then, they compare their answers
in pairs. Monitor, helping with grammar and vocabulary
where necessary. Ask a few students to share their ideas
with the class.
In my life, I would like to …
.
1 make society aware of
2 bring
together in order to
3 make a good impression on
4 bring about a change in
.
5 make a difference to
.
6 make an attempt to
.
7 bring up my children to
.
.
.
Key (possible answers)
In my life, I would like to …
1 make society aware of the difficult situation of homeless
people.
2 bring university students together in order to
demonstrate against cruelty to animals.
3 make a good impression on my future employer.
4 bring about a change in attitudes to women and equality.
5 make a difference to the development of technology.
6 make an attempt to climb a mountain in the Himalayas.
7 bring up my children to believe they should care about
our planet.
HOMEWORK
Tell students to research and write their own definition of
globalisation (about 100 words) to present during the next
class.
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GRAMMAR 1
reporting verbs and patterns
WHAT IS THE LESSON ABOUT?
Grammar
reporting verbs and patterns
Reading
an email about attending a World Talk
meeting
Matura topics
and tasks
Państwo i społeczeństwo, Życie prywatne;
Znajomość środków językowych
Gramatykalizacja
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write promise and the following verbs on the board: make,
break, keep, follow. Tell students to choose one verb which
does not collocate with the word ‘promise’. Explain that
this verb collocates with the noun ‘suggestion’.
Key
follow
EXTRA ACTIVITY
indirect to direct speech
after exercise 2 page 49
Give each student a copy of the worksheet with the
gapped dialogue below (worksheet activities page 93).
Students work in pairs and complete the dialogue by
reporting the first part of the text in exercise 2 as direct
speech. Check the answers as a class.
at the World Talk meeting?
Pamela Bill, why
Bill
My mum asked me to babysit at the last moment.
if it
next time.
I’
with the group?
Pamela Bill, tell me,
be part of it.
Bill
No, not at all! I
miss any more meetings, OK?
Pamela Well, in that case,
without everyone
Bill
You’re right, the group
meet less often? We are all so busy
attending.
with schoolwork now.
it up at the next meeting. Can you
Pamela Good idea.
remind me to do it?
the essay prize! Keep
Bill
OK, I will. By the way,
writing – you could be a journalist in the future!
not so ambitious!
Pamela Oh, thank you. But I
Key
Pamela Bill, why weren’t you at the World Talk meeting?
Bill
My mum asked me to babysit at the last moment.
I’ll call if it happens next time.
Pamela Bill, tell me, are you bored with the group?
Bill
No, not at all! I still want to be part of it.
Pamela Well, in that case, don’t miss any more meetings, OK?
Bill
You’re right, the group can’t function without
everyone attending. Why don’t we / Could
we meet less often? We are all so busy with
schoolwork now.
Pamela Good idea. I’ll bring it up at the next meeting.
Can you remind me to do it?
Bill
OK, I will. By the way, congratulations on winning
the essay prize! Keep writing – you could be
a journalist in the future!
Pamela Oh, thank you. But I’m not so ambitious!
EXTRA ACTIVITY
categories game
after exercise 4 page 49
4
Divide students into small groups. Give each group a copy
of the worksheet with the list of the structures and a set
of cards containing reporting verbs (worksheet activities
page 94). Students put the set of cards face down in the
middle of the desk. They take turns to pick a card with
a verb and decide which of the patterns follows it. The
game continues until all of the cards have been used
up. At the end of the activity, give each group a copy of
the answer key below so that students can check their
answers. Remind them that some verbs match more than
one pattern. Since reporting patterns are usually difficult
for students to remember, this game can be repeated
whenever you have five minutes to spare in class.
1 verb + that + verb clause
2 verb + to + infinitive
3 verb + preposition + -ing form
4 verb + -ing form
5 verb + object + to infinitive
Verbs:
say
admit
mention
reply
state
report
boast
deny
object to
ask
advise
remind
invite
explain
accuse sb of
offer
beg
agree
order
claim
demand
urge
insist on
congratulate sb on
assure sb
promise
suggest
propose
convince
warn
regret
threaten
reassure
blame for
add
Key
Reporting structure Reporting verbs
verb + that + verb
clause
explain, promise, insist, agree,
suggest, say, admit, demand,
mention, assure sb, reply, state,
report, boast, propose, urge, add,
verb + to +
infinitive
offer, claim, promise, agree, demand,
beg, threaten
verb + preposition
+ -ing
accuse sb of, congratulate sb on,
insist on, blame for, object to,
verb + -ing form
deny, suggest, admit, mention,
regret, propose
verb + object + to
+ infinitive
ask, warn, advise, remind, invite,
order, convince, urge, beg
HOMEWORK
Write the sentences below on the board for students to
complete with their own ideas. Remind them to use the
correct reporting structures.
1 Last year I denied …
2 I congratulated my mum/dad/brother/sister …
3 When I was young, I was accused …
4 I reminded …
5 Yesterday, I promised …
6 This morning, I offered …
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LISTENING AND VOCABULARY
listening for register, gist, intention and detail •
helping those in need • antiglobalisation movement
WHAT IS THE LESSON ABOUT?
Vocabulary
helping those in need
formal and informal language
Listening
monologues:
• three speakers discussing natural disasters
a dialogue:
• a person being interviewed about the
antiglobalisation movement
Speaking
pairwork:
• a discussion on on humanitarian
disasters and public protests
Matura topics
and tasks
Państwo i społeczeństwo, Świat przyrody;
Rozumienie ze słuchu Wybór wielokrotny,
Tekst z lukami
IF YOU WANT A LEAD-IN …
(3–4 minutes)
Write the names of the natural or man-made disasters
below on the board. Go through the words together and
elicit or explain their meaning. Tell students to work in
pairs to give examples of disasters which they have read or
heard about.
armed conflict
famine
drought
epidemic
global warming
wildfire
earthquake
tsunami
infestation
CULTURE NOTE
Hands and Hearts
Hands and Hearts is an American non-profit organisation
based in Mattapoisett, Massachusetts. The organisation
formed in 2017 when All Hands Volunteers and Happy
Hearts Fund mergerd to form All Hands and Hearts – Smart
Response. They focus on helping those reeling from disaster
both domestically and internationally. Their volunteers
serve disaster-affected communities around the world e.g
in Australia, Florida USA, Mexico, Nepal, Peru, Texas USA.
EXTRA SUPPORT
pre-listening
before exercise 3 page 50
Tell students they are going to listen to three speakers
discussing natural disasters. Write the question below on
the board. Tell them to listen to the recording and answer
the question.
Which speaker is a …
a political expert?
Key
Speaker 1: b
b volunteer?
Speaker 2: a
EXTRA ACTIVITY
c TV presenter?
Speaker 3: c
listening practice
after exercise 4 page 50
Write the following questions on the board. Alternatively,
give each student a copy of the worksheet with the
questions (worksheet activities page 93). Ask students to
listen to the recording and decide if the statements are
true (T), false (F) or if the information is not mentioned
(NI). Check the answers as a class.
4
Text 1
1 The organisation Hands and Hearts helps with issues
of personal hygiene and general health.
2 Initially, the speaker was planning to donate some money to
Hands and Hearts.
Text 2
3 Speaker 2 is satisfied with the progress that has been made
in Haiti.
4 Cholera has returned to Haiti.
Text 3
5 The speaker believes that more time is needed for Australia
to recover after the bush fires.
Key
1 NI
2T
3F
4F
5T
EXTRA SUPPORT
a gap fill task
exercise 8 page 50
Write the following answers to the listening task in
exercise 8 on the board. Students listen to the recording
and match the phrases with the gaps in the task. Check
the answers as a class.
a big international companies
b building relations
c cultures, traditions and languages
d their own countries
e a single movement
f follow their own
Key
1e
2a
3c
4f
5d
MATURA SPEAKING TASK
6b
rozmowa na podstawie
at the end of the lesson
ilustracji
Tell students to work in pairs and choose one of the
pictures on the top of page 50. Students take turns to
describe their pictures and answer the questions below.
Write the questions on the board or give students copies
of the worksheet (worksheet activities page 93).
TEST IT! Examiner’s questions:
1 What do you think the people are going to do next?
2 Would you like to do some volunteer work? Why? / Why not?
3 Describe a situation when you or someone you know
helped another person or animal.
HOMEWORK
Tell students to go online and visit the webpage of an
international charity organisation. Students prepare a short
presentation about the organisation and find answers to
the questions below.
1 Approximately how many members does the charity
have?
2 What recent projects has the charity undertaken?
3 What do you think the charity is most famous for?
4 Would you like to help this charity?
Suggested charity organisations:
• Action Against Hunger
• World Medical Relief
• Save the Children
• Empowering Children Foundation
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GRAMMAR 2
impersonal and personal constructions with
passive voice; it as a preparatory object
WHAT IS THE LESSON ABOUT?
Grammar
Reading and
Listening
Matura topics
and tasks
impersonal and personal constructions
with passive voice; it as a preparatory
object
a bio of Greta Thunberg
Państwo i społeczeństwo, Życie prywatne;
Znajomość środków językowych
Transformacje zdań
IF YOU WANT A LEAD-IN …
(5–6 minutes)
To revise basic information about personal and impersonal
constructions with the passive voice, write these three
sentences on the board.
1 People believe that our climate is changing for the worse.
2 The climate is believed to be changing for the worse.
3 It is believed that the climate is changing for the worse.
Discuss the sentences with students, paying attention
to each of the aspects that change the sentence from
the active to the passive voice and stressing the tense/
verb form (is changing/to be changing). Then, read out the
following sentences and ask for volunteers to provide the
remaining two transformed sentences in the same manner
(note: sentence 3 will be transformed from a passive to
an active structure).
1 Scientists say that changing everyday habits can help the
environment.
2 It is believed that Lionel Messi is one of the greatest
footballers of all time.
3 Bacteria are thought to keep your digestive system healthy.
4 Ecologists hope that electric cars will become more and
more popular.
Key
1 Changing everyday habits is said to help the environment.
It is said that changing everyday habits can help
the environment.
2 We/People believe that Lionel Messi is one of the
greatest footballers of all time.
Lionel Messi is believed to be one of the greatest
footballers of all time.
3 It is thought that bacteria keep your digestive system
healthy.
We/Scientists/People think that bacteria keep our
digestive system healthy.
4 It is hoped that electric cars will become more and more
popular.
Electric cars are hoped to become more and more
popular.
EXTRA ACTIVITY
reading true/false
after exercise 2 page 51
Give students a copy of the worksheet with the sentences
below (worksheet activities page 95). Alternatively, write
them on the board. Ask students to decide if the sentences
are true or false. Students should then correct any false
statements. Check the answers as a class.
1 At the age of 15, Greta spoke about the dangers of
climate change in the Swedish Parliament.
2 It is now said that Greta is one of the most influential
people in the world.
3 She seems not to be discouraged by the criticism of famous
people.
4 Greta is believed to be the founder of an international
environmental movement.
5 Her Asperger’s syndrome has deprived her of a sense of
humour.
4
Key
1 F (At the age of 15, she was calling for action in front of
the Swedish Parliament.)
2T
3T
4T
5 F (She still has a sense of humour.)
EXTRA ACTIVITY
personalisation
after exercise 5 page 51
Students choose three of the four rules from the table in
exercise 5 and write one sentence that illustrates each of
them. Two of the sentences should contain true information
about the student and one should be false. Ask students to
work in pairs, read out their sentences, and guess which one
is false. Elicit ideas for each rule from students and provide
feedback on both content and accuracy.
EXTRA SUPPORT
weaker classes
exercise 7 page 51
Give students a copy of the worksheet with the sentences
below for each set of prompts provided in exercise 7
(worksheet activities page 95). Explain that in each pair of
sentences only one sentence is correct. Allow students to
work in pairs, read prompts in exercise 7 and choose the
correct sentences. Finally, check as a class, explaining why
particular sentences are incorrect.
1 a It is said that important cultural sights are at risk in
unstable countries.
b It is say that important cultural sights are at risk in
unstable countries.
2 a Young people today are believed to have stronger political
opinions than those of previous generations.
b Young people today were believed to have had stronger
political opinions than those of previous generations.
3 a It is assumed that world peace will be a reality by the end
of the 20th century.
b It was assumed that world peace would be a reality by
the end of the 20th century.
4 a Scientists are thinking to be our best example of
international cooperation.
b Scientists are thought to be our best example of
international cooperation.
Key
1a
2a
3b
4b
EXTRA ACTIVITY
Greta’s life
at the end of the lesson
Give students a copy of the worksheet with the sentences
below (worksheet activities page 95). Alternatively, write
them on the board. Ask students to get in pairs and then
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they should do a quick internet search to find some
information about Greta Thunberg in order to complete
the sentences. After 7–10 minutes, elicit ideas from
each pair, provide feedback on correctness, and discuss
the information they have found, asking: Which piece of
information surprised you? What information was new to you?
Is there anything you especially like/dislike about Greta? What
websites did you use? Are they credible? Why / Why not?
If there are any difficulties with using the Internet, students
can complete the sentences with their own ideas on the
basis of what they already know about Greta Thunberg, her
life and actions and then check them later as homework.
.
1 Greta finds it important
2 Greta hates it
.
3 Greta is known to
.
4 Greta was awarded
.
HOMEWORK
a blog entry
Give students a copy of the worksheet with the sentences
below (worksheet activities page 95). Alternatively, dictate
them or write them on the board. Students have to choose
one and write a blog entry (100–150 words) that expresses
their opinion of it, providing examples to support their point
of view. The blog entry should contain some impersonal
constructions and ‘it’ as a preparatory subject.
1 Young people are believed to be influenced too much by the
images of celebrities they see on social media.
2 Television news programmes are thought to distort political
facts.
3 Climate change is assumed to mainly be a result of the
environmental policies of the most-industrialised countries.
4 Facebook and Instagram are believed to make their users
feel bad in terms of well-being.
READING AND VOCABULARY
reading for context and detail • emerging trends
in international communication
correct options in pairs. After 4–5 minutes, check
the answers as a class and provide feedback if
necessary.
1 what knowing a language means / why English is a global
language
2 to show the main difference between Globish and standard
English / to prove that native speakers have a broader
vocabulary range
3 Jean-Paul Nerrière’s dictionary / Jean-Paul Nerrière’s
software
4 characterise standard English are / characterise Globish are
5 they will be able to simplify it / they will be able to get
better jobs
Key
1 what knowing a language means
2 to show the main difference between Globish and
standard English
3 Jean-Paul Nerrière’s software
4 characterise Globish are
5 they will be able to simplify it
EXTRA ACTIVITY
Give each student a copy of the worksheet with the task
below (worksheet activities page 96). Students match
the words from the text in exercise 3 with the correct
definitions.
phraseology a rival to view flatly to acquire
to get by an approach an oddity
1 a particular way of thinking about something
2 a competitor
3 the manner in which a language is used, especially as far
as the choice of words and expressions is concerned
4 to pick up
5 to manage
6 to observe
7 categorically
8 a strange thing
Vocabulary
emerging trends in English
noun formation: suffixes
Reading
a text about emerging trends in English
Speaking
pairwork:
• discussing English as a global language
EXTRA ACTIVITY
Matura topics
and tasks
Kultura, Elementy wiedzy o krajach
anglojęzycznych; Rozumienie pisanych
tekstów Dobieranie, Zdania z lukami
IF YOU WANT A LEAD-IN …
(3–4 minutes)
Tell students to keep their books closed. Read out the
questions from the short quiz in exercise 1 and tell
students to try and guess the answers before they look at
the a, b, c options in the book.
EXTRA SUPPORT
weaker classes
exercise 6 page 53
Prepare a handout with answer options for students to
choose from while completing the sentences (worksheet
activities page 96). Allow students to choose the
vocabulary from the text
after exercise 6 page 53
Key
1 an approach
2 a rival
3 phraseology
4 to acquire
WHAT IS THE LESSON ABOUT?
4
5
6
7
8
to get by
to view
flatly
an oddity
Globish English
after exercise 7 page 53
Tell students to look at the cartoon on page 53, which
shows the difference between English and Globish. Write
the sentences below on the board and ask students to
‘translate’ them into Globish.
1 Could you possibly let me know whether it would be
appropriate to exit at this point?
2 Would you mind if I gave my opinion on this matter?
3 Would you be so kind as to inform me when luncheon
will be served?
Key
1 Can I go now? 2 I think … 3 When is lunch?
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EXTRA ACTIVITY
4
word formation
Challenge section, unit 4, exercises 2 and 3 page 130
Tell students to work in pairs. Give each student one of the
worksheets with the gapped sentences and answers below
(worksheet activities page 96). Individually, students
complete their sentences with words from exercises 2
and 3. Then, they check their answers in pairs, using the
answer keys on the worksheets.
Worksheet A
in our society today for people
1 There is not a lot of
who are cruel to animals.
to go on the school trip
2 My parents wouldn’t give me
abroad as it might be too expensive.
will get her in trouble. She can never remember
3 Betty’s
anything!
say that Globish will be the language of
4 Some modern
the future.
about different
5 Yesterday in class we had a group
ways to protect the environment.
6 Global warming is difficult to understand because of
of the issue.
the
4 linguists
5 discussion
6 complexity
Worksheet B
1 Do you believe in the
of ghosts?
2 We need some help and
with this issue as we don’t
fully understand it.
,
3 Many students would like a new gym at school, but in
there isn’t enough money to build one.
is that there are pros and cons to every subject.
4 My final
5 In my
, I didn’t mean to push her, I just fell!
6 We can go out tonight or tomorrow, I don’t have any
. Either is OK.
particular
Key to worksheet B
1 existence
2 guidance
3 reality
4 conclusion
5 defence
6 preference
EXTENSION ACTIVITY
word formation
Challenge section, unit 4, exercises 2 and 3 page 130
Give each pair of students a copy of the worksheet with
the table below (worksheet activities page 97). Students
complete the table with the correct noun/adjective form of
the verbs. Check the answers as a class.
accept
conclude
Verb
Noun
Adjective
accept
acceptance
acceptable
conclude
conclusion
concluding/
conclusive
admit
admittance
admittable
motivate
motivation
motivating/
motivated/
motivational
tolerate
tolerance
tolerant/tolerable
guide
guidance
guiding
defend
defence
defensive
EXTRA ACTIVITY
jumbled sentences
Challenge section, unit 4, exercises 2 and 3 page 130
Key to worksheet A
1 tolerance
2 permission
3 forgetfulness
Verb
Key
Noun
Adjective
Write the jumbled-up sentences on the board for students
to put in the correct order. Alternatively, give each student
a copy of the worksheet with the sentences (worksheet
activities page 97). Students put the words in the correct
order. Check answers as a class.
1 to / new / school / build / a / We / need / gym / permission / .
2 to / animals / about / My / favourite / thing / is / her /
her / kindness / .
3 preference / film / you / have / any / in / types / of / Do / ?
4 complexity / The / makes / it / almost / issue / impossible /
of / the / to / solve / .
5 responsibility / Whose / tonight / take / out / the /
rubbish / is / it / to / ?
Key
1 We need permission to build a new school gym.
2 My favourite thing about her is her kindness to
animals.
3 Do you have any preference in types of film?
4 The complexity of the issue makes it almost impossible
to solve.
5 Whose responsibility is it to take out the rubbish / take
the rubbish out tonight?
HOMEWORK
Students write an advert for a bilingual secondary school.
The advert should include answers to the following
questions.
• Why is it a good idea to have a bilingual education?
• How many subjects are taught in English?
• What help is given to students who find lessons difficult?
admit
motivate
tolerate
guide
defend
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SPEAKING
4
giving a presentation
WHAT IS THE LESSON ABOUT?
Speaking
giving a presentation
Functional
language
organising a presentation in clear stages
and linking ideas
expressing result and talking about influence
expressing personal opinions
Listening
presentation on the impact of globalisation
Matura topics
and tasks
Państwo i społeczeństwo; Mówienie
Prezentacja
IF YOU WANT A LEAD-IN …
(4–5 minutes)
Tell students to keep their books closed. Ask them to work
in pairs and think about some positive or negative aspects
of globalisation they can experience in their lives. Check
answers as a class. Write the most popular or interesting
ideas on the board.
EXTRA SUPPORT
brainstorming opinions
before exercise 3 page 54
Write the question in exercise 3, which concerns the
impact of globalisation, on the board. Write the five topic
areas given below on separate pieces of paper. Students
pass these five pieces of paper round and write down
vocabulary, phrases and ideas related to the different
topic areas. This task aims to help weaker students form
opinions about globalisation and participate in the class
debate.
• the economy
• the spread of information
• access to technology
• the spread of popular culture
• the promotion of human rights
EXTRA ACTIVITY
vocabulary from the recording
after exercise 4 page 54
Give each student a copy of the worksheet with the
sentences below (worksheet activities page 98). Students
find the correct words to complete the sentences in the
transcript on page 165. Check the answers as a class.
1 If you want to invest some money, you should analyse
t
first.
global e
2 During the pandemic, when schools and universities were
c
became immensely popular.
closed, o
3 The m
g
of advertising is to attract customers’
attention and sell the product.
f
behind the
4 Technological development was the d
success of IT companies all over the world.
5 Increased prices of petrol brought about the rise in
e
and resulted
transport costs. This created a d
in a general increase in prices.
6 Presidents or leaders of any country should listen to the
c
.
voice of o
7 Thanks to the Internet, our world has become a g
v
.
Key
1 economic trends
2 online courses
3 main goal
4 driving force
5 domino effect
6 ordinary citizens
7 global village
HOMEWORK
Students choose one of the questions in exercise 9 which
they haven’t answered when working in pairs and write
a short paragraph to express their opinion. Tell students
that they have to use at least five different phrases from
the Phrase Bank.
ENGLISH IN USE
practice
WHAT IS THE LESSON ABOUT?
Vocabulary
phrases with speak, tell and say
Reading
a short text about cultural identity
Matura topics
and tasks
Państwo i społeczeństwo; Znajomość
środków językowych Wybór wielokrotny,
Transformacje zdań, Sety leksykalne
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write the list of countries and brands below on the board.
Ask students to match the brands with the countries of
origin. Check the answers as a class.
Brand
1 Zara
2 L’Oréal
3 BMW
4 McDonald’s
5 Samsung
6 Nestlé
Key
1e
2f
Country
a USA
b South Korea
c Germany
d Switzerland
e Spain
f France
3c
4a
5b
6d
EXTRA ACTIVITY
before exercise 2 page 55
Write the following definition of the term ‘cultural identity’
on the board: The feeling of belonging to a group with specific
traditions, interests and basic beliefs. It might be related
to nationality, ethnicity, religion, social class, generation
or locality. Tell students to think of something which is
connected with the culture they identify with. It might
be a dish, a plant, an object, a song or a work of art.
Ask students the questions below.
• Why is this object/place/thing significant in your life?
• What kind of culture does it represent?
EXTRA ACTIVITY
say, speak, tell
before exercise 3 page 55
Tell students to keep their books closed. Write the verbs
say, speak, tell on the board and ask students to copy them
into their notebooks. Read out the words and phrases from
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exercise 3 in random order and ask students to write them
next to the verb which they collocate with. Tell students to
keep their notebooks closed while they are doing exercise 3.
Key
say: goodbye, sorry, what you think, the obvious (thing),
the same (thing, a prayer)
speak: a foreign language, your mind, in favour of/against
something, highly of someone
tell: a lie, the time, your age, a joke, the difference,
the truth, a secret
EXTRA SUPPORT
weaker classes
before exercise 5 page 55
Give students a copy of the worksheet with the sentences
below (worksheet activities page 98). Alternatively, dictate
them or write them on the board. Ask them to find and
correct one mistake in each sentence.
1 He accused me for taking his laptop without asking.
2 Ann didn’t want to congratulate Peter of his promotion.
3 In September, we will be living here for exactly 25 years.
4 I hate it when he keeps boasting of the money he has
earned.
Key
1 He accused me for taking his laptop without asking. (of)
2 Ann didn’t want to congratulate Peter of his promotion.
(on)
3 In September, we will be living here for exactly 25 years.
(will have lived/will have been living)
4 I hate it when he keeps boasting of the money he has
earned. (about the money he has earned/that he has
earned lots of money)
EXTRA SUPPORT
weaker classes
exercise 6 page 55
Write the prompts below on the board in order to help
students choose one of three words that could complete
the set of sentences in exercise 6. Instead of writing the
prompts on the board, you may prefer to write them on
small slips of paper so as to give help to any students who
require it. Check the answers as a class.
1 gap / space / pause
2 out / in / for
3 received / lost / acquired
4 lack / increase / loss
WRITING
WHAT IS THE LESSON ABOUT?
Writing
an article
Functional
language
persuading
Reading
an article about a European school
exchange programme
Vocabulary
adverbs and adjectives
Matura topics
and tasks
Państwo i społeczeństwo; Wypowiedź
pisemna Artykuł
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write Erasmus+ and the key words below on the board.
Ask students to tell you what they know about the
programme. If they have not heard about it, encourage
them to speculate.
employment training youth grants EU
BACKGROUND NOTE
the Erasmus programme
The Erasmus+ programme is a European Union
programme for education, training, youth and sport
2021–2027. One of the main principles of the programme
is increasing lifelong learning with activities. The
programme also aims to improve citizens’ skills and the
employability of young people, as well as modernise
education and training programmes in Europe. Erasmus+
provides opportunities for over 4 million Europeans to
study, train, gain work experience and volunteer for
projects abroad. Different schools, training facilities and
universities submit projects to see whether they are
eligible for a grant.
EXTRA SUPPORT
formal and informal
after exercise 4 page 56
language of persuasion
Give each pair of students a copy the table below, which
includes the expressions from the Phrase Bank (worksheet
activities page 99). Alternatively, you may draw the table
on the board. Tell students to think of more formal or more
informal equivalents for each phrase. Elicit students’ ideas
and write them on the board.
Formal
Key
1 gap
2 in
3 acquired
4 loss
4
an article
Informal
I can assure you …
It would be beneficial for you
to …
These programmes are
a must for …
HOMEWORK
Ask students to ask the question below to their family
members and write a short paragraph to report on the
answer: Which person in your life has had the strongest
influence on you?
If I were in your shoes, …
I suggest you participate in …
Don’t pass up the chance
to …
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Writing checklist:
• Who is the target reader?
• Would they be fully informed after reading your article?
• Does your writing use a more formal or informal register?
• Does the register remain consistent in the article?
• Have you used expressions from the Phrase Bank on page
56, if not, can you add any?
• Can you change any of the vocabulary to make the article
sound more advanced?
This will give you the
opportunity to …
Give it a go!
By engaging in this activity,
you will acquire important
skills.
4
Key (suggested answers)
Formal
I can assure you …
It would be beneficial for you
to …
These programmes are
(absolutely) essential for …
In your situation, I would …
I suggest you participate in …
It would be a missed
opportunity if you didn’t …
This will give you the
opportunity to …
Participate in …
By engaging in this activity,
you will acquire important
skills.
Informal
Believe me …
It would be good for you
to …
These programmes are
a must for …
If I were in your shoes, …
Why don’t you have a go at …
Don’t pass up the chance to …
You’ll be able to …
Give it a go!
By doing this, you’ll learn
important things.
EXTRA ACTIVITY
jumbled letters
before exercise 8 page 57
Ask students to keep their books closed. Write the jumbledup adjectives from exercise 8 on the board and ask students
to reorder the letters before they find the matching adverbs
in the article. To help students, you may want to read out
the synonym of each adjective as they are given below.
Jumbled-up adjective
Synonym
fogeabunlertt
memorable
ptuivrodce
useful
rwadeinrg
satisfying
bficeialne
valuable
uulsef
helpful
Key
unforgettable, productive, rewarding, beneficial, useful
EXTRA SUPPORT
article preparation
before exercise 11 page 57
HOMEWORK
EUROPEAN
DAYS
EXTRA ACTIVITY
student-generated vocabulary test
Tell students to choose one word or phrase from the
Wordlist on page 58 and to memorise its Polish translation.
Then ask students to close their books. Students take
it in turns to say their word in Polish and the rest of the
class write the word and its definition in English in their
notebooks. Elicit some answers from the class.
EXTRA ACTIVITY
sentence translation game
Write the sentences below, which are taken from
exercises on pages 59–61, on separate pieces of paper.
Divide students into five groups (you may choose to
use each row of students as a team in your classroom).
Give one of the pieces of paper to one student in the
group. Alternatively, you may whisper the sentence to the
student. The student translates the sentence into Polish
and whispers it to the second student who translates it
back into English and whispers the translated version to
the third student. The game continues in this way until
all students have heard the sentence. The last student in
the group writes down or tells everyone the final version
of the sentence. Students compare the sentence with the
original version.
1 Frank offered to help me with the problem.
2 It was assumed that Kate was a person of little influence in
the school council.
3 It would not be a good idea to miss this opportunity to
go to London.
4 It is believed that voting in a referendum is every citizen’s
duty.
5 I think that the man convinced the police that he wouldn’t
do it again.
EXTRA ACTIVITY
Ask students to read the task and the questions in exercise
11. Draw the mind map on the board and brainstorm ideas
as a class. You may ask students to write their ideas on
the board or you may do it yourself. Students might copy
the mind maps in their notebooks, if necessary. Then they do
the writing task.
programme
of the event
REVIEW 4
invited
guests
attractions
Give each student a copy of the checklist below (worksheet
activities page 99). Alternatively, you may write it on the
board. Ask students to use the checklist to edit their article
written in answer to exercise 11 and make any necessary
improvements.
vocabulary test
Tell students to look at the Wordlist on page 58 and
choose five words. Students write definitions of their
chosen words on pieces of paper and stick them up on
the classroom walls. Students walk around the classroom,
read the definitions and write words which match them in
their notebooks. At the end of the activity, read out all the
definitions and check the answers as a class.
EXTRA ACTIVITY
it as a preparatory object
Provide students with the sentence beginnings below
and ask them to finish them with their own ideas. Allow
volunteers to answer. Accept all possible answers and
allow peer correction.
1 I find it difficult to …
2 My English teacher hates it when …
3 I would appreciate it if the head of school …
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4
4 My neighbours don’t mind it when …
5 Polish people love it when …
HOMEWORK
web research task
Ask students to choose one country in the world and
conduct some research on the impact of globalisation
there. Ask them to include some positive as well as
negative aspects.
Web research key words (example):
• India + impact of globalisation
• India + advantages and disadvantages of globalisation
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3–4
TEST PRACTICE
EXTRA SUPPORT
Rozumienie ze słuchu Dobieranie
exercise 1 page 62
Before students listen to the four speakers, write the
following sentences on the board, each of which contains
a target phrase from the listening. In pairs, students explain
the meaning of the underlined fragments. After 4–5
minutes, elicit answers from the class and provide feedback.
1 It is important that waiters are attentive to diners in the
restaurant.
2 I was speechless when I heard her comment.
3 My mum kept trying to convince me to check I had
everything before the school trip, but I couldn’t be bothered.
4 Ann was right! I hadn’t studied enough, so I failed that
chemistry test. Lesson learned.
5 My sister borrowed my trousers and ripped a hole in them!
6 That was a real bargain. I bought a laptop at a quarter of
the normal price.
7 Pull up the review of the product to see if it’s worth what
they’re selling it for.
EXTRA ACTIVITY
climate strike web-search
before exercise 2 page 62
Key
1 It is a movement started by Greta Thunberg, also known
as Fridays for Future or Youth Strike for Climate. School
students around the world skip lessons on specific Fridays
to protest against climate change.
2 Młodzieżowy Strajk Klimatyczny
3 20–27 September 2019. Main facts: It was organised
a few days before the United Nations Climate Summit;
Greta Thunberg gave a speech in New York, USA, on 20
September and in Montreal, Canada, on 27 September;
over 4 million people all over the world took part in
the strike; some celebrities (Leonardo DiCaprio, Keith
Richards, Mick Jagger and Chris Hemsworth) gave their
support to the strike on social media.
exercise 2 page 62
find out / a turning point / climate awareness
continue / lifestyles
adopted / richer countries
attention / climate change
actions / Sweden
through / media
futures / risk / climate
strongly / movement
Key (suggested answers)
1 To find out why 2019 seemed to have been a turning
point in climate awareness.
2 They want to continue to live comfortable lifestyles.
3 They have adopted the excesses of richer countries.
4 It has made people pay more attention to the effects of
climate change.
5 The actions of Greta Thunberg in Sweden.
6 Mainly through social media.
7 Because they can claim that their futures are being put
at risk by inaction on climate issues.
8 She/He/They seem(s) to strongly support the movement.
EXTRA ACTIVITY
Write the following questions on the board. Tell students
to go online and research the answers to them. If possible,
ask students to do the activity in class. Alternatively,
students may do it as homework and compare their
answers during the next lesson.
1 What is the school strike for climate? Who started it?
2 What is the name of the most well-known group of young
climate protesters in Poland?
3 When was the first Global Climate Strike? What are the
most important facts about it?
EXTRA SUPPORT
1
2
3
4
5
6
7
8
Rozumienie pisanego tekstu
Pytania otwarte
Provide students with prompts that may help them to
formulate correct answers to the questions in exercise 2.
The prompts can either be written on the board or given
on small pieces of paper to individual students who require
additional support.
collocations
after exercise 2 page 62
Give each student a copy of the worksheet with
the exercise below (worksheet activities page 99).
Alternatively, you may write it on the board. Ask students
to work individually and complete the sentences with
the correct form of the verbs in the table. Explain that
all the collocations in the sentences come from the text
on page 62, so students can refer back to the text if
experiencing difficulties. After 3–4 minutes, students check
the answers in pairs. Then, check the answers as a class.
leave
be (x2)
up
alleviate
attract
shift
1 The invitation to cooperate with a leading marketing
a turning point in Mia’s career.
company
2 The aim of the campaign is to
the awareness of
breast cancer risks.
the problem of limited
3 The government wanted to
access to medical care in rural areas.
his bad school experiences behind
4 Alan decided to
and move to a different city.
5 Last year, due to her parents’ serious financial problems, my
forced to give up her university studies and
cousin
find a full-time job.
teachers’ and students’
6 The recent situation
attention towards online education.
the attention of
7 Her loud behaviour last night
almost all the guests.
Key
1 was/has been
2 up
3 alleviate
4 leave
5 was
6 has shifted
7 attracted
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EXTRA SUPPORT
Znajomość środków językowych
Słowotwórstwo
exercise 3 page 63
Write the prompts below on the board or on small pieces
of paper. Ask students to choose the correct option in
order to complete exercise 3. Check the answers as
a class.
1 comparative/comparisons/comparing
2 considerable/considerate/considered
3 steadiness/steadily/steady
4 personified/personalised/impersonal
5 advertisements/advertisers/advertised
Key
1 comparisons
2 considerable
3 steadily
4 personalised
5 advertisements
EXTRA SUPPORT
Mówienie Rozmowa na podstawie
materiału stymulującego
exercise 5 page 63
Draw the table below on the board. Ask students to work
in groups of four, read the task in exercise 5 and arrange
their ideas in the table (two for each column). These should
correspond to the two photos and the questions below
them. After 4–5 minutes, ask students in each group to
split into two pairs so as to perform the speaking task.
Monitor the activity, noting any language and ideas you
would like to follow up on. Elicit answers from the pairs
and provide feedback.
Arguments
for photo 1
Arguments
for photo 2
EXTRA SUPPORT
Reasons for Volunteering
helping lost opportunities
or neglected to consider
animals
Wypowiedź pisemna Rozprawka
exercise 6 page 63
Before students write their opinion essay, ask them to
work in small groups and discuss the two questions below
in order to help them find arguments for their texts.
1 Does individual freedom mean that you can always do
whatever you want, regardless of the consequences for
others (and for your surroundings)? Provide examples.
2 What may happen in a few years’ time if we don’t take
steps to shop responsibly or reduce our consumerist
lifestyle?
After 4–5 minutes, elicit ideas from the class to help
students collect arguments for their writing task.
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PEOPLE AND INFLUENCES
5
VOCABULARY
personality and character
WHAT IS THE LESSON ABOUT?
Vocabulary
personality and character
antonyms
Listening
dialogue:
• two people talking about candidates for
a theatre assistant’s job
Speaking
pairwork:
• a discussion about personality traits
Matura topics
and tasks
Człowiek; Rozumienie ze słuchu
Odpowiedzi na pytania
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write summer jobs on the board. Elicit some examples
of summer jobs from students and ask which they would
most like to do.
Examples of summer jobs:
• babysitter
• summer camp counselor
• waiter/waitress
EXTRA SUPPORT
• food service worker
• dog walker
• house-sitter
definitions of vocabulary
before exercise 2 page 64
Write the definitions of some of the adjectives in exercise 2
on the board. Alternatively, give students a copy of the
worksheet with some of the definitions (worksheet
activities page 100). Ask students to read the definitions
and think about possible adjectives before they look at the
texts in exercise 2. Then, students read the text in exercise
2 and check their answers. Point out that there are
thirteen highlighted adjectives in the text but only seven
definitions.
1 a synonym of ‘adaptable’
2 a person who has a positive outlook on life is …
(2 answers possible)
3 a person who is brave both physically and
psychologically is …
4 a synonym of ‘self-sufficient’
5 a person who looks after others is …
6 someone who you can always count on is …
7 a synonym of ‘wise’ or ‘well-informed’
Key
1 flexible
2 upbeat / enthusiastic
3 courageous
4 autonomous
EXTRA ACTIVITY
5 caring
6 reliable
7 knowledgeable
stress in adjectives
after exercise 3 page 64
Put students in pairs. Tell students to read out loud the
adjectives from exercises 2 and 3 and find the main stress
in each adjective. Explain that students may use their
dictionaries or an online dictionary if they need further
help. Check the answers as a class. Finally, model and drill
the pronunciation of each adjective, paying attention to
the word stress.
Key
Exercise 2: knowledgeable, patient, caring, upbeat,
confident, reliable, courageous, passionate, self-motivated,
detail-oriented, enthusiastic, flexible, autonomous
Exercise 3: ignorant, cowardly, impatient, stubborn,
insensitive, pessimistic, insecure, undependable, careless,
sloppy, indifferent, dependent, unmotivated, apathetic
EXTRA ACTIVITY
vocabulary work
at the end of the lesson
Divide students into small groups and give each group a pile
of the cards with the following words from exercises 1–3
(worksheet activities page 100). In groups, students take
it in turns to take a card and define the word in English
for their teammates to guess. The game continues in
a clockwise direction until all the cards are used up. Should
you wish to give additional help, you may want to write the
phrases in italics on the board.
It’s the opposite of …
It’s a synonym of …
It’s similar to …
It’s a quality which …
attentiveness imagination intelligence courage
caring reliable self-motivated flexible cowardly
insensitive undependable dependent motivation
persistence diplomacy creativity likeability
integrity knowledgeable patient upbeat
confident courageous passionate detail-oriented
enthusiastic autonomous ignorant impatient
stubborn pessimistic insecure careless/sloppy
indifferent unmotivated apathetic
MATURA SPEAKING TASK
at the end of the lesson
rozmowa
z odgrywaniem roli
Dictate the following task to students. Alternatively, give
each pair of students a copy of the worksheet with the
task (worksheet activities page 101).
TEST IT! Uczeń A
Podczas wakacji pracujesz w organizacji pomagającej
bezdomnym zwierzętom. Rozmawiasz z wolontariuszem/
wolontariuszką z Irlandii na temat zatrudnienia osoby, która
pomoże Wam w pracy w schronisku dla zwierząt (animal
shelter). W rozmowie omówcie poniższe cztery kwestie:
• jakie cechy charakteru powinien mieć idealny kandydat /
powinna mieć idealna kandydatka;
• jakich umiejętności wymagacie;
• w jaki sposób będziecie szukać kandydatów/kandydatek
do pracy;
• w jaki sposób wprowadzicie nową osobę do pracy
w organizacji.
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5
TEST IT! Uczeń B
Pochodzisz z Irlandii. Podczas wakacji odwiedzasz Polskę
i pracujesz wraz z uczniem A w organizacji pomagającej
bezdomnym zwierzętom jako wolontariusz/wolontariuszka.
Rozmawiacie na temat zatrudnienia osoby, która pomoże
wam w pracy w schronisku dla zwierząt. W zależności od
tego, jak potoczy się rozmowa, omów wszystkie/wybrane
kwestie:
• poproś ucznia A o dokładniejsze objaśnienie jakieś kwestii;
• uprzejmie nie zgódź się z uczniem A, tak aby musiał
podać kolejne argumenty lub zaproponować inne
rozwiązanie;
• uważasz, że zatrudniona osoba powinna biegle
posługiwać się językiem angielskim;
• nie odpowiada Ci sposób poszukiwania kandydatów/
kandydatek do pracy zaproponowany przez ucznia A.
EXTRA ACTIVITY
after exercise 6 page 65
writing defining or
non-defining relative clauses
Hand out six or eight small pieces of blank paper to each
student. Students write three or four sentences of their own,
using a relative pronoun (omitting the pronoun if possible).
Explain that they should write their sentences in two halves,
writing each half on a separate piece of paper. Students
shuffle their cards and swap them with a partner, who has to
match the sentence halves. If you want to make this activity
more challenging, put students in small groups and mix up all
the sentence halves. If you want to make it easier, tell them
that they can choose from the sentences on page 65.
EXTRA ACTIVITY
HOMEWORK
Tell students to write a short paragraph about their ideal
summer job and the qualities and character traits they
think are necessary to do the job well.
GRAMMAR 1
WHAT IS THE LESSON ABOUT?
Grammar
relative clauses
Reading and
Listening
dialogue:
• two students talking about their teachers
Matura topics
and tasks
Człowiek, Edukacja, Życie prywatne
(2–3 minutes)
Write the gapped phrases below on the board and explain
that they all collocate with one word. Ask students to
guess the missing word (goal/goals). Elicit the meaning of
the phrases from the class.
a primary/main
a realistic
to achieve your
to work towards a
to score a
EXTRA SUPPORT
after exercise 7 page 65
Tell students to write four sentences that describe
themselves and their lives and that contain relative clauses.
When they have finished, they should read their sentences
to their partner(s).
Example answers:
I am a person who enjoys rollerblading.
My bedroom is the place where I feel most comfortable.
My sister is the person I talk to most when I have a problem.
relative clauses
IF YOU WANT A LEAD-IN …
self-description
grammar brainstorm
HOMEWORK
Tell students to find a family photo or a photo with their
friends and write a description of it, using at least four
examples of relative clauses. During the next lesson, you
could display the descriptions and the photos on the
classroom wall. Tell students to refer to exercise 6 for
further help.
LISTENING AND VOCABULARY
listening for gist and detail • happiness
and resilience
WHAT IS THE LESSON ABOUT?
Vocabulary
happiness and resilience
Listening
monologues:
• four people describing difficult situations
and how they coped with them
monologue:
• a teenager talking about plans, emotions,
resilience and happiness
Speaking
describing photos
pairwork:
• a discussion about coping with difficulties
Matura topics
and tasks
Człowiek; Rozumienie ze słuchu Dobieranie,
Odpowiedzi na pytania, Wybór wielokrotny
before exercise 2 page 65
Explain that the focus of the lesson will be relative clauses.
Ask students to work in small groups and note down
everything they know about the use of relative clauses in
English. You may choose to write the questions below on
the board to give additional help. Elicit some ideas from
each group. After you have done exercise 3 with the class,
encourage them to check whether their answers were
similar to the information in the Student’s Book.
What are relative pronouns and how do we translate them
into Polish?
When can we leave them out?
What is the difference between a defining and a non-defining
relative clause?
EXTRA SUPPORT
pre-listening
before exercise 3 page 66
Write the phrases below on the board and ask students to
divide them into four groups. Tell students to find a name /
category for each group. Check the answers as a class.
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•
•
•
•
•
•
•
•
•
•
•
working on designs
training
repair
good player
cut fabric
sample recordings
Key (suggested answers)
SPORTS:
– training
– local team
– good player
FASHION DESIGN:
– working on designs
– cut fabric
– fashion house
fashion house
singer
local team
home decorating
music companies
PERFORMING:
– sample recordings
– singer
– music companies
HOME REPAIR:
– home decorating
– repair
EXTRA ACTIVITY
vocabulary personalisation
GRAMMAR 2
reduced relative clauses
5
WHAT IS THE LESSON ABOUT?
Grammar
reduced relative clauses
Reading and
Listening
a radio report about a Football League
Awards ceremony
Matura topics
and tasks
Człowiek, Edukacja, Życie prywatne
IF YOU WANT A LEAD-IN …
(4–5 minutes)
Ask students to keep their books closed. Tell them they
are going to listen to a short radio report. Write the words
below on the board and ask students to listen to the
recording and note down the five items from the list that
they can hear. Check the answers as a class.
mayor snow the car the ceremony athletes
mother coaches medal
after exercise 5 page 66
On the board, write the gapped sentences below.
Alternatively, give each student a copy of the worksheet
with the sentences (worksheet activities page 101). Tell
students to complete the sentences with their own ideas.
Point out that students can describe family members or
friends. Elicit some ideas from the class.
.
1 When I was five, I was dead set on
2 When
, it felt like it was the end of the world.
3 You will never learn to
if you’re not prepared to
stick to it.
in my life.
4 I want to make a go of
5
missed out on
because
.
6
gave up hope when
.
EXTRA SUPPORT
listening comprehension
before exercise 8 page 66
Give each student a copy of the worksheet containing the
statements below (worksheet activities page 101). Ask
students to decide whether the sentences are true or false.
If necessary, play the recording in exercise 7 again. Check
the answers as a class.
1 Young people usually make ambitious plans for their futures.
2 It is common for people to experience difficulties in life.
3 Some people may give up due to embarrassment.
4 A healthy lifestyle may change the way you think and feel
about things.
5 A positive attitude means ignoring negative experiences.
6 We should both listen to and learn from criticism from
others.
Key
1T
2T
3T
4T
5F
6F
HOMEWORK
Tell students to choose one sentence from transcript 2.11
on page 167 and write it down, after having first jumbled
up the words. During the next lesson, students swap their
sentences and put them in the correct order, e.g.
your / oriented / wrong / hear / world, / In / it’s / not / just / own /
voice / go / that / social / you / when / our / media- / things / .
(In our social media-oriented world, it’s not just your own
voice that you hear when things go wrong.)
Key
mayor, snow, the ceremony, mother, coaches
EXTRA ACTIVITY
favourite teachers
after exercise 5 page 67
Tell students to imagine they are going to give a speech after
having received a prize for their performance at school. In
their speech, they should thank the teacher who has had the
greatest influence on them. Write the gapped text below
on the board or give each student a copy of the worksheet
with the text (worksheet activities page 101). Ask students
to complete the text with reduced relative clauses. Monitor
students as they do the task, taking note of good examples
of reduced relative clauses as well as any errors. Use these
for a feedback session after the task has been completed.
Thank you for this wonderful prize. I would like to thank the
person who has helped me get to where I am now –
(name of the teacher). This teacher’s lessons, 1
, were of
(teacher’s name), 2
, has taught us all a lot
great use.
about life.
Example answer:
Thank you for this wonderful prize. I would like to thank
the person who has helped me get to where I am now –
Mrs Mathis. This teacher’s lessons, 1enjoyed by everyone,
were of great use. Mrs Mathis, 2filling us with enthusiasm,
has taught us all a lot about life.
EXTRA SUPPORT
Find the mistake!
after exercise 6 page 67
Give each pair of students a copy of the worksheet with
the sentences below (worksheet activities page 102).
Alternatively, you may write the sentences on the board.
Ask students to find the mistake in each sentence and
correct it. Check the answers as a class.
1 I enjoy spending time with people who they are funny and
kind.
2 My grandad, whose the oldest member of my family, works
in a bank.
3 Is that the hospital that you were born?
4 I go to the gym running by my school every weekend.
5 The children playing in the park who were frightened by
a dog.
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6 I live in an old building which there is no bathroom.
7 The old man, walking alone at night, who tripped and fell.
Key
1 I enjoy spending time with people who they are funny
and kind.
2 My grandad, whose who is the oldest member of my
family, works in a bank.
3 Is that the hospital that where you were born? / Is that
the hospital that you were born in?
4 I go to the gym running run by my school every
weekend.
5 The children playing in the park who were frightened by
a dog.
6 I live in an old building which where there is no
bathroom.
7 The old man, walking alone at night, who tripped and
fell.
HOMEWORK
Tell students to choose 4 sentences from exercise 5 and
rewrite them as full relative clauses.
Example:
1 As a successful student who is enjoying the benefits of
an excellent university, I would like to thank a person who
has helped me get to where I am now.
Key (suggested answers)
2 Mr Calvert, who was teaching for the first time in his life,
was a little unsure of himself at first.
3 Most teachers, who are much less flexible, know exactly
what comes next in their lessons.
4 Mr Calvert’s lessons, which were always carefully
organised but not always going to plan, were much
more exciting.
5 For example, the students, who were expecting a routine
lesson, were given the task of explaining how crystals
grew but were not told what to look for.
6 The chemistry lessons which were given by Mr Calvert
opened my mind to new possibilities.
READING AND VOCABULARY
reading for gist, coherence and cohesion •
reactions and behaviour
WHAT IS THE LESSON ABOUT?
Vocabulary
reactions and behaviour
Reading
phrasal verbs with turn
an extract from a short story by Roald Dahl
Speaking
pairwork:
• discussing important books
• discussion about a short story
Matura topics
and tasks
Człowiek, Kultura; Rozumienie pisanych
tekstów Odpowiedzi na pytania, Dobieranie
zdań do luk w tekście, Zdania z lukami
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Put students in pairs. Give them a time limit of two
minutes to write a list of different genres for books.
Key
biography, fiction, science fiction, drama, romance,
action and adventure, horror, self-help, children’s,
science, history, dictionary, cookbook, short story, fantasy
EXTRA SUPPORT
5
speculating about a short story
after exercise 2 page 68
After students have completed exercise 2, ask them to
read the first two paragraphs of the story on page 68 to
see if their suggestions were correct. Ask students how
their answers to exercise 2 might change according to
what they have just read.
EXTRA ACTIVITY
vocabulary from the text
after exercise 5 page 68
On the board, write the Polish translations of some of the
words from the text in exercise 3. Alternatively, you may
dictate them to students. Students work in pairs and find the
English equivalents in the text. Check the answers as a class.
1 punktualnie
2 niespokojnie, nerwowo
3 usiadła na krześle
4 nieruchomy
5 zdumiony, oszołomiony
6 mrożony udziec jagnięcy
Key
1 punctually
2 uneasily
3 lowered herself into the chair
4 motionless
5 bewildered
6 frozen leg of lamb
EXTRA ACTIVITY
listening true/false
after exercise 6 page 68
On the board, write the statements below. Alternatively,
give each student a copy of the worksheet with the
statements (worksheet activities page 102). Students
decide if the sentences are true or false. If necessary, play
the ending of the story from exercise 6 again. Check the
answers as a class.
1 The wife offers the police officers the lamb because her
husband didn’t like it.
2 The police officers quickly eat the lamb.
3 The police officers decide to finish the lamb out of
politeness.
4 The doctor thinks the murder weapon might have been
a sledgehammer.
5 The police officers agree that the murder weapon will
be hard to find.
6 The wife is laughing because she knows where the murder
weapon is.
Key
1F
2F
3T
4T
EXTENSION ACTIVITY
5F
6T
ways of talking and laughing
after exercise 8 page 69
Ask students which verbs from exercise 8 are connected
to using your voice (whisper, giggle). Write the list of verbs/
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nouns below and ask students to try and categorise them
according to whether they are used to describe speech or
laughter. Explain that students may use their dictionaries
or an online dictionary if they need further help. Check the
answers as a class.
hiss slur ramble cackle babble
guffaw snigger chuckle
Then ask students to close their books, notebooks and
dictionaries. Give each pair of students a copy of the
worksheet with the definitions below (worksheet activities
page 102). Student A matches the verbs/nouns of laughter
with the correct definitions and Student B matches the
verbs/nouns connected with the ways of speaking to their
definitions. Check the answers as a class. As a follow-up,
you may ask students to test each other using on the
words, using the definitions.
Student A:
1 to laugh quietly
2 to laugh noisily
3 to laugh unkindly at something which is not usually
considered funny
4 to laugh loudly in a high-pitched voice, which sounds a little
like a witch laughing
Student B:
5 to talk continuously in a confused way
6 to talk unclearly without separating the words
7 to talk in a loud whisper
8 to talk foolishly in a way that is difficult to understand
Key
Verbs/nouns of laughter: chuckle, guffaw, snigger, cackle
Verbs/nouns of speech: ramble, slur, hiss, babble
1 chuckle
3 snigger
5 ramble
7 hiss
2 guffaw
4 cackle
6 babble
8 slur
EXTRA ACTIVITY
HOMEWORK
Tell students to find some information online about
Roald Dahl. Tell them to answer the following questions.
1 What did Dahl write?
2 What are his most successful books / stories?
3 Have any of his works been made into films?
4 Why is his writing popular?
5 Which of his book have you read / would you like to read?
Key (suggested answers)
1 short stories, screenplays, children’s books, poems,
novels
2 Charlie and the Chocolate Factory, The Twits, Matilda
3 Yes, Charlie and the Chocolate Factory, Matilda,
The Witches, The BFG, James and the Giant Peach
and Fantastic Mr. Fox.
4 It appeals to all ages. Although aimed at a younger
audience, his works often include black humour. He also
used unique adjectives in his descriptive writing which
made his books an interesting and enjoyable experience
for all readers.
5 Students’ own answers
SPEAKING
photo description • referring to a past event
WHAT IS THE LESSON ABOUT?
Speaking
photo description
referring to a past event
Functional
language
introducing the topic
creating interest
ordering/defining events
concluding an account of a past event
Listening
monologues:
• a student describing a picture and
answering three questions
• a student describing a memorable time
with his friends
• a student answering a question about
a photo
Matura topics
and tasks
Człowiek, Życie prywatne; Mówienie
Rozmowa na podstawie ilustracji
writing development
after exercise 9 page 69
When students have written an ending to the story in
exercise 9, put them in groups of three. Tell them to give
their version to someone else in the group. Students read
each other’s endings and do the following:
• add three adjectives;
• replace two verbs with suitable synonyms;
• add at least two appropriate linking words.
When they have finished, they return the story to see if
the writer prefers the revised version.
EXTRA SUPPORT
phrasal verb personalisation
Challenge section, unit 5, exercises 2 and 3 page 131
Write the sentences below on the board. Alternatively,
dictate the sentences to students. Students work in pairs
and tell each about the last time they did the things
mentioned. As a follow-up, you may ask students to
mingle and discuss their answers with other students
in the class.
Describe the last time:
• you turned down an invitation;
• you waited for a friend who failed to turn up for a meeting;
• you were turned away at a restaurant because it was too
busy;
• you turned to your parents for advice.
5
IF YOU WANT A LEAD-IN …
(3–4 minutes)
In pairs, students look at the three photos on page 70 and
think of a short dialogue for each photo. Ask students:
What are the people likely to be saying?
EXTRA ACTIVITY
pronunciation of schwa weak form
after exercise 2 page 70
Tell students to go to transcript 2.15 on page 167 and
read out the first sentence. Elicit what they think is the
most common sound in English. Explain that it is a weak
unstressed vowel sound, called schwa /ǝ/, which occurs
in many words, for example non-content words such as
the, a or typically words ending in -er. You may want to
transcribe some examples on the board (ˈtiːtʃə(r), ˈstjuːd(ə)nt,
ðə, ǝ). Ask students to write the first three sentences of
the transcript in their notebooks. Then play the recording
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and ask students to mark where they think they hear the
schwa sound. Check the answers as a class. Finally, tell
students to practise reading the sentences out loud, paying
special attention to the pronunciation of the schwa.
Key
Thǝ photograph shows ǝ family ǝf three in their home.
Thǝ mothǝ and fathǝ are well-dressed peop(ə)le in their
forties, ǝnd thǝ daughtǝ is in her late teens, wearing casual
clothes. Thǝ three seem tə be in thǝ middle ǝf ǝ family
dɪˈskʌʃ(ə)n.
EXTRA SUPPORT
listening practice
before exercise 4 page 70
Give each pair of students a copy of the worksheet with
the task below (worksheet activities page 102). Students
work in pairs and put the sentences in the correct
order. Set a time limit of 2–3 minutes for students to
do this. The first pair to complete the task correctly are
the winners. Finally, play the recording in exercise 4 for
students to check their answers.
a What happened next was that I dialled her number and
waited for her to answer.
b I think that’s what good friends are for.
c Unfortunately, my friends couldn’t stop laughing, I think
because we were all a bit nervous.
d My friends, Darren and Carl, and I were riding in the back of
the car to football practice.
e This made me realise that good friends can help to lighten
the mood, and we are there to support one another no
matter what.
f I was working up the courage to call our friend Dina, who
is in our class at school, because I wanted to invite her to
a party.
g In the end, I was totally relieved when Dina accepted my
invitation.
h I remember that at first my friends were joking about it and
laughing about my nervousness, but then they encouraged
me to call her and told me that even if she said no, at least
I’d have tried.
i I’m going to tell you about a time I spent with my best
friends and how they supported me.
Key
1i
2d
3f
4h
5a
6c
7g
8e
9b
HOMEWORK
Tell students to work in pairs and record themselves (on
their mobile phones, laptops or any other recording device)
while role-playing the speaking task in exercise 7. In class,
ask students to listen to the recordings and discuss the
questions below. If your students are not too embarrassed
with the idea, you may also play some of the recordings
and have a feedback session with the whole class.
• Did I describe the photo using a wide range of vocabulary
and structures for speculating?
• Did I answer all questions giving extended answers?
• Was my description of a past event interesting?
• Did I use correct phrases for introducing the topic, creating
interest, ordering and defining events and concluding the
account?
WRITING
a letter to the editor
5
WHAT IS THE LESSON ABOUT?
Speaking
a letter to the editor
Functional
language
giving examples
describing someone’s achievements
and involvement
Grammar
emphatic clauses
Matura topics
and tasks
Człowiek, Kultura; Wypowiedź pisemna
List do redakcji
IF YOU WANT A LEAD-IN …
(5–6 minutes)
Give each pair of students a copy of the worksheet with
the quotations below (worksheet activities page 103).
Ask students to put them in their own order of preference
and say how they understand them.
In a gentle way, you can shake the world.
Mahatma Gandhi
You cannot hope to build a better world without improving the
individuals.
Marie Curie
How wonderful it is that nobody need wait a single moment
before starting to improve the world.
Anne Frank
No work is insignificant. All labour that uplifts humanity
has dignity and importance and should be undertaken with
painstaking excellence.
Martin Luther King Jr.
EXTRA ACTIVITY
question writing
after exercise 2 page 71
Write the jumbled-up questions about the letter in
exercise 2 on the board. Alternatively, give each pair of
students a copy of the worksheet with the questions
(worksheet activities page 103). Students put the
questions in the correct order and then answer the
questions in pairs. Check the answers as a class.
1 exhibition / What / is / about / the / ?
2 UN / For / Emma / a / what / ambassador/ is / ?
3 to / she / a / girls’ / right / How / education / help / does / ?
4 suitable / Why / Emma / the / author / consider / to / a /
does / candidate / ?
5 does / achievements / motivate / the / author / How /
other / Emma’s / will / young / believe / people / ?
Key
1 What is the exhibition about?
It’s about inspirational people.
2 For what is Emma a UN ambassador?
For gender equality.
3 How does she help a girls’ right to education?
She actively campaigns for equal rights to education in
developing countries.
4 Why does the author consider Emma a suitable
candidate?
She may act as a role model for teenagers.
5 How does the author believe Emma’s achievements will
motivate other young people?
She will motivate them to pursue their dreams and
become aware of social issues.
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EXTRA ACTIVITY
emphatic language practice
after exercise 6 page 71
Tell students to write three sentences of their own that
use the emphatic structures in the Watch out! box. Then
ask students to swap their notebooks and rewrite their
partner’s sentences without using emphatic language.
EXTRA ACTIVITY
a guessing game
before exercise 7 page 71
Ask students to think of a famous person who they admire
and then write some sentences about them. When they
have finished, students read out their sentences to each
other in small groups and take it in turns to guess the
name of the person being described.
EXTENSION ACTIVITY
Emma Watson speech
at the end of the lesson
In class, watch Emma Watson’s United Nations speech
(useful search words: Emma Watson UN speech) and discuss
what the general message of the speech is.
HOMEWORK
Ask students to go online and search for a speech or a talk
which they find inspiring. Students write a paragraph about
why they think the speech is interesting. Alternatively,
students can find a cause or a charity online which they
are interested in and prepare a short speech about it for
the rest of the class.
ENGLISH IN USE
dependent prepositions
a dialogue about the advantages and
disadvantages of the free movement of
people in Europe
Speaking
a discussion about multicultural societies,
being open-minded towards different
cultures, tolerance and fighting prejudice
and discrimination
Człowiek
IF YOU WANT A LEAD-IN …
5
vocabulary
after exercise 2 page 72
Write the following definitions, which are for some of the
words and expressions from the dialogue in exercise 2, on the
board. Ask students to find the words and expressions which
match the definitions in the text. Check the answers as a class.
1 inequality within a group that is based on a perceived ‘otherness’
2 ready acceptance of new ideas or opinions
3 responsibilities connected with one’s job
4 create a situation of danger
5 the ability or necessity to travel from place to place
Key
1 social discrimination
2 open-mindedness
3 work commitments
4 pose a threat to someone/something
5 mobility
EXTRA ACTIVITY
class-generated test
after exercise 5 page 72
Tell students to look at all the nouns, adjectives and verbs
from exercises 3, 4 and 5 on page 72 and write 5–6 gapped
sentences, on a separate sheet of paper, that check
dependent prepositions. Set a time limit of 5–8 minutes for
them to do this. Then, tell students to close their books. Put
students in pairs and tell them to exchange and complete the
tests. Then, they check one another’s tests and give feedback.
personalisation of language
after exercise 6 page 72
dependent prepositions
Reading/
Listening
Matura topics
and tasks
EXTRA ACTIVITY
EXTRA SUPPORT
WHAT IS THE LESSON ABOUT?
Vocabulary/
Grammar
or educational disadvantages; a rise in prejudice and
discrimination; attacks on ethnic, religious or cultural
minorities; a dominance of ‘strong’ cultures
(3–5 minutes)
Ask students to work in pairs or small groups. Tell them
that they have 3 minutes to write down what they
think are the advantages and disadvantages of living in
multicultural societies. Compare the answers as a class.
Key (possible answers)
Advantages: citizens of the host society learn tolerance
and openness; learning about other ethnicities, cultures
and customs might lead to the elimination of prejudice and
any negative race-related issues; an opportunity to learn
foreign languages; appreciating different perspectives;
other ethnicities may inspire creativity
Disadvantages: the culture of the host society may become
diluted; ethnic minorities may suffer economic, employment
Write these questions on the board. Put students in pairs.
They should use the questions to interview their partner.
• What are you good at?
• Who is good with children in your family?
• What do you think is good for you?
• Who do you care most about?
• Have you ever cared for a pet?
HOMEWORK
Ask students to choose one question from exercise 7 and
answer it in writing (a short paragraph, 100–150 words).
Remind students to justify their answers.
ENGLISH IN USE
practice
WHAT IS THE LESSON ABOUT?
Grammar
It’s no use
It’s worth
There is no point/sense in
It’s no good / not much good
Reading
a text about the contagious nature of feelings
Matura topics
and tasks
Człowiek; Znajomość środków językowych
Transformacje zdań, Słowotwórstwo,
Tłumaczenie fragmentów zdań
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IF YOU WANT A LEAD-IN …
(2–3 minutes)
Ask students to keep their books closed. Put students into
pairs and give them a time limit of 2 minutes to write a list
of as many adjectives which describe different emotional
states as they can. The pair with the longest list wins.
EXTRA ACTIVITY
opposites
after exercise 1 page 73
On the board, write the six adjectives below. Explain that
these are opposites of some of the adjectives in exercise 1
(they are either included in the task or they are adjectives
which the students have formed by adding suffixes). Tell
students to match the adjectives to form pairs of words
with opposite meanings. Check the answers as a class.
numb cheerful bored calm lazy relaxed
Key
numb
cheerful
bored
calm
lazy
relaxed
HOMEWORK
Ask students to look at their answers to exercise 5
again and write the original sentence from memory, without
looking at the book. Dictate the words below for students
to use in their sentences. During the next lesson, they can
compare their sentences with the original ones in exercise 5.
1 managed
2 company
3 seems
4 something
5 afraid
6 proud
REVIEW 5
EXTRA ACTIVITY
emotional
cross
amused
upset
energetic
tense
5
spelling test
after exercise 1 page 75
EXTENSION ACTIVITY collocations with face and focus
after exercise 3 page 73
Write the phrases below on the board. Ask students to
categorise them either into collocations with focus (noun or
verb) or face (noun or verb). Check the answers as a class.
Elicit or explain the meaning of the phrases.
a … of attention
b to come into …
c expressionless …
d to pull a …
e … on sth
f to try to …
g tear-stained …
h … up to
Key
a focus of attention
b to come into focus
c expressionless face
d to pull a face
e
f
g
h
EXTRA ACTIVITY
emotions vocabulary
focus on something
to try to focus
tear-stained face
face up to
before “Critical thinking” task page 73
On the board, write the words below and check that
students understand their meaning. Ask students to
think of the last time they felt some of those emotions.
Put students in pairs and tell them to think of a situation
that may cause some of those emotions. Ask them if the
situations allow people to say how they feel or rather force
them to keep their feelings to themselves. Remind them to
justify their opinions. Discuss the answers as the class.
stupidity fun anger exasperation charm
tiredness frustration loudness fury sadness
slyness surprise cheekiness fear
Ask students to keep their books closed. Dictate the
following list of nouns and adjectives twice to the class.
Students go to the Wordlist on page 74 and check the
spelling of the words. Alternatively, you may ask individual
students to spell the words so that you can write them on
the board.
1 likeability
2 dependent
3 persistence
4 autonomous
5 courageous
6 knowledgeable
EXTRA ACTIVITY
class survey
Give students a copy of the worksheet with the questions
below (worksheet activities page 103). Alternatively,
dictate the questions to students. Set a time limit of five
minutes for students to ask the questions to as many of
their classmates as possible and remind them to note
down the answers. When they have finished, ask a few
students to report back on their answers to the class.
In your opinion
1 who is the most courageous athlete?
2 who is the most creative writer?
3 who is the most likeable pop star?
4 who is the most passionate actor?
5 who is the most diplomatic teacher at school?
EXTRA ACTIVITY
vocabulary revision game
In pairs, students keep one of their coursebooks open
on page 74 (Wordlist for Unit 5). One student closes
their eyes and picks a word at random in the Wordlist by
pointing to it with their finger. The other student looks at
the word and gives a definition of that word in English. The
first student has to guess the word. Students swap roles
and continue the game.
EXTRA ACTIVIT Y
dictogloss
before exercise 7 page 76
Ask students to keep their books closed. Read the first text
in exercise 7 to students twice with a natural speed and
intonation. Tell them to listen and take notes. Remind them
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it is not a dictation so they should not try to write down
every word. Students work in pairs and try to reconstruct
the text from their notes. When they have finished, they
compare their versions with the original text in exercise 7.
EXTRA ACTIVITY
5
vocabulary memory game
after exercise 8 page 76
Ask students to study the words describing personality
and character in the Wordlist on page 74 (Vocabulary).
Set a time limit of 1 minute for this. Once the time is up,
students close their books and, in teams of three, try
to write down all the words they remember. Point out
that correct spelling is essential. Finally, students open
their books and check their answers. The group with the
greatest number of words spelt correctly are the winners.
EXTRA ACTIVITY
describing personality and character
Write the letters of the English alphabet (A–Z) on
the board. Ask students to write an adjective or noun
associated with personality and/or character for every
letter. Explain they can use their books, the Wordlist on
page 74 and an online or paper dictionary if they want.
Check the answers as a class. See if anyone can find words
for X, Y and Z!
Key (possible answers)
attentive, bored, confident, daring, enthusiastic, fun,
generous, happy, insecure, just, knowledgeable, likeable,
motivation, nice, optimistic, pessimistic, quiet, reliable,
sloppy, tense, undependable, vicious, worried, xenophobic,
youthful, zany
HOMEWORK
web research task
Write these words on the board: society, music, business,
movies, leaders, politics. Tell students to choose one of
these categories and search the Internet to find a person
who has had a big influence in that particular area. Ask
students to find answers to the questions below.
1 Where is the person from?
2 When and where was the person born?
3 Which area has this person most influenced and why?
4 What are his/her key achievements?
5 Do you admire this person? Why? / Why not?
Web research key words:
• The most influential people
• Influential person of the year
• Time magazine influential people list
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6
CITY AND COUNTRY
EXTRA ACTIVITY
VOCABULARY
qualities of places • describing a place
WHAT IS THE LESSON ABOUT?
Vocabulary
qualities of places
describing a place
Listening
dialogue:
• two friends talking about what they like
about their new living situations
Speaking
pairwork
• describing the place where you live
• discussing the ideal place to live
Matura topics
and tasks
Dom; Rozumienie ze słuchu Tekst z lukami
IF YOU WANT A LEAD-IN …
(4–5 minutes)
Write country and city on the board and elicit a few words
associated with each of them. Then write the words and
phrases below on the board for students to put into one
of these two categories.
cottage
fields
suburbs
pollution
traffic congestion
fresh air
nature
block of flats
shopping centres
farmhouse
lane
skyscrapers
Key
country: lane, cottage, fresh air, nature, farmhouse, fields
city: skyscrapers, pollution, shopping centres, traffic
congestion, block of flats, suburbs
EXTRA SUPPORT
adjective definitions
after exercise 1 page 78
Tell students to keep their books closed. Then give each
student a copy of the worksheet with the definitions below
(worksheet activities page 104) and tell them to think of
words which match them. Finally, tell them they may open
their books and match the adjectives in exercise 1 with the
definitions. Check the answers as a class.
1 an adjective to describe an old, rather dirty building which
needs to be redecorated
2 an adjective to describe a busy place, full of people, traffic
and movement
3 an adjective to describe a very old-fashioned,
extraordinarily pretty place
4 an adjective to describe a lovely view from a window or
a location typically seen on a postcard
5 an adjective to describe, in an informal way, somewhere
very modern, trendy and lively
6 an adjective to describe a place which is traditional,
beautiful and unchanged for many years
Key
1 shabby
2 bustling
3 quaint
4 picturesque
5 happening
6 unspoilt
listening gap fill
after exercise 5 page 78
Give students a copy of the worksheet with the second
half of the recording in exercise 6 (worksheet activities
page 104). Ask students to try and complete the missing
words on their own. Then play the recording for them to
listen and check.
if you go up to the
Girl Actually, we do. You can see the 1
top floor. Where we lived before, we were between two tall
2
, so we couldn’t see much of anything. It’s nice to be
recently too,
living among hills and fields. You moved 3
didn’t you? How’s your new place?
Boy It’s quite nice, actually. You know we moved for economic
reasons – we just couldn’t afford the rent any longer. This place
, and it’s 5
to get to the motorway too, so it’s
is more 4
easy to get around.
? Considering the number
Girl Do you still have your own 6
of books you have, not to mention the amount of other stuff,
I certainly hope so!
, so I have a special
Boy I do, yeah. It’s actually like two 7
too, so the
place to study. We’re right at the top of the 8
views are amazing, and it isn’t nearly as noisy as the old place.
Girl Well, I’d love to come and visit sometime. And you’re
welcome at our place whenever you like. Just give me a ring.
Key
1 lake
2 buildings
3 house
5 convenient 7 rooms
4 economical 6 bedroom
8 block
EXTRA SUPPORT
confusing words
Challenge section, unit 6, exercise 1 page 131
Tell students to look at the pairs of words in exercise 1.
Elicit responses on how they differ in meaning.
Key (suggested answers)
house / home – ‘house’ is more concrete: it refers to the
building in which someone lives; ‘home’ is more abstract:
it refers to any place where a person feels comfortable
amount / number – ‘amount’ is used with uncountable
nouns; ‘number’ is used with countable nouns
among / between – ‘among’ refers to groups of things or
people; ‘between’ refers to two objects, people, etc.
historic / historical – ‘historic’ means important in history,
‘historical’ means something than concerns history
farther / further – both forms can be used to talk about
physical distance; ‘further’ can also mean ‘more,
additional’ and is preferred in figurative contexts
(e.g. nothing could be further from the truth)
economic / economical – ‘economic’ refers to the
economy; ‘economical’ means money-saving
motorway / runway – a motorway is for cars; a runway is
for planes
HOMEWORK
Ask students to find their favourite image of the place where
they live. Students can use their own pictures or images from
the Internet. Tell them to write a paragraph in which they
describe the picture, using the vocabulary from the lesson.
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GRAMMAR 1
making comparisons
WHAT IS THE LESSON ABOUT?
Grammar
making comparisons
Reading /
Listening
voicemail message
Matura topics
and tasks
Make a sentence using:
1 slightly
3 not nearly
2 the ... the
4 by far
Edukacja, Podróżowanie i turystyka, Miejsce
zamieszkania; Znajomość środków językowych
Transformacje zdań
IF YOU WANT A LEAD-IN …
(5–6 minutes)
Tell students that they are going to revise the comparative
and superlative forms in English. Write the table below on
the board and ask students to complete it with the correct
adjective form. Then elicit the spelling rules for each form.
Comparative
1
2
3
4
Superlative
short
beautiful
happy
sad
Adjectives
ending in
consonant
+ vowel +
consonant
5 not so ... as
6 easily
Example: A student rolls a three.
My town isn’t nearly as big as Gdynia.
HOMEWORK
Students use the Internet to conduct research on the
most exciting holiday destination in Poland and write
a paragraph to advertise it for an online blog.
LISTENING AND VOCABULARY
WHAT IS THE LESSON ABOUT?
Comparative rules Superlative rules
Adjectives
ending in -y
6
listening for gist and detail • distinguishing fact
and opinion • life in remote places
Key
One syllable
adjectives
Two syllable
adjectives
fold them so the number is hidden. Students roll
the die or take a piece of paper with a number on it
and produce a sentence using the patterns on the
board. Monitor for the correct use of target language.
Add -er.
(shorter)
Put more or
less before the
adjective.
(more/less
beautiful)
Change -y into -ier.
(happier)
Double the
consonant.
(sadder)
EXTRA ACTIVITY
Add -est.
(the shortest)
Put the most or the
least before the
adjective.
(the most / the least
beautiful)
Put the before the
adjective and change
-y into -iest.
(the happiest)
Double the
consonant.
(the saddest)
speaking practice
after exercise 5 page 79
Divide students into small groups. Give each group fifteen
pieces of paper and ask them to write the names of
different countries, cities and famous buildings on them
and then put them in three separate piles. Students pick
two pieces of paper from one of the piles and produce
comparative and superlative sentences about the places/
cities/buildings.
Example: India + Greece
It’s common knowledge that India is much larger than Greece,
but Greece is by far one of the best countries to visit for
a holiday.
EXTRA ACTIVITY
modifiers speaking game
after exercise 6 page 79
Tell students they are going to talk about the town/village
where they live. Write the instructions on the board. Give
each pair of students a die. Alternatively, tell students to
write numbers from 1 to 6 on small pieces of paper and
Vocabulary
remote places
city living
prepositional phrases
Listening
monologues:
• a man talking about remote places
• three people talking about different
aspects of city living
Speaking
a role play encouraging young people to
move to a town
Matura topics
and tasks
Miejsce zamieszkania, Podróżowanie
i turystyka; Rozumienie ze słuchu
Odpowiedzi na pytania, Tekst z lukami,
Wybór wielokrotny
IF YOU WANT A LEAD-IN …
(5–6 minutes)
Write remote places on the board and elicit a few examples
of some. Then ask students what they know about Alaska.
Give each pair of students a copy of the worksheet with
the quiz below (worksheet activities page 104) and ask
them to decide if the sentences are true or false. Check
the answers as a class.
1 In Alaska, there is a pizza delivery company which delivers
by plane.
2 There is a town in Alaska which had a cat called Stubbs as
its mayor for 20 years.
3 Alaska has 50 volcanoes.
4 There is a frog in Alaska which is able to survive despite
being frozen during the winter months.
5 The Alaskan flag was designed by a 10-year-old girl.
Key
1 True
2 True
3 False (It has more than 100 volcanoes.)
4 True
5 False (She was 13.)
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EXTRA SUPPORT
pre-listening
before exercise 3 page 80
Ask students to work in pairs. Tell them to read the
questions in exercise 3 and try to predict the answers.
Encourage them to be as creative and imaginative as
possible. Elicit the answers from the class. This activity will
help students focus on the information needed to answer
the questions while listening.
EXTRA SUPPORT
pre-listening
5 countryside
6 congestion
6
7 cities
8 rooms
HOMEWORK
After students have done exercise 9, ask them to make
a poster that encourages young people to move to
where they live. They should draw pictures or use photos
and write short paragraphs about all of the four areas
mentioned in the exercise (housing, employment, facilities
for young people and families, entertainment).
before exercise 4 page 80
Ask students to work in pairs. Tell them to read the text in
exercise 4 and say what parts of speech the words in the
gaps are. Which gaps require phrases? Check the answers
as the class.
Key
1 adjective + preposition
2 relative clause
3 verb (passive form)
4 phrase
5 phrase
6 noun / noun + adjective
class survey
exercise 6 page 80
Do exercise 6 as a class survey. Tell students to copy
the questions into a table in their notebooks, or give them
a copy of the worksheet (worksheet activities page 105).
Students mingle and interview each other, using
the questions in the table. Ask them to note down the key
information to report back to the class.
Student 1
Student 2
Student 3
1 What do you
imagine will be
different about
where you live in
ten years?
articles: review, the with
geographical names
WHAT IS THE LESSON ABOUT?
Grammar
EXTRA ACTIVITY
articles: review
the with geographical names
Reading and
Listening
extracts from two travel blogs
Matura topics
and tasks
Podróżowanie i turystyka, Miejsce
zamieszkania
EXTRA ACTIVITY
pronunciation
after exercise 2 page 81
Give students a copy of the worksheet with the first text
from exercise 2 (worksheet activities page 105). Ask them
to listen to the recording in exercise 3 again and underline
all the words which include the sounds /s/ and /z/. Elicit
answers from the class and write the words on the board
under the appropriate headings (/s/ and /z/). Encourage
students to practise reading the text, focusing on the
correct pronunciation of the two sounds.
Key (suggested answers)
I haven’t travelled abroad much, but I think the most
interesting city I’ve visited so far is London. It is an exciting
place, and the people who live in the city seem full of
energy. Since I like shopping so much, I especially enjoyed
the area of the city called Camden. It is an exciting
neighbourhood where you find all sorts of crazy fashions.
I enjoyed the museums too. There’s also the fact that
London is an urban environment which is also full of
beautiful green spaces. I think every young person should
go there!
/s/: also, since, exciting, sorts, most, interesting,
city, so, place, seem, especially, person
/z/: there’s, crazy, fashions, visited, museums, is, spaces
2 Do you imagine
you will be living
in the same city/
town/village?
3 Do you think your
quality of life will
improve or get
worse? Why?
In what way?
EXTRA ACTIVITY
phrases from the recording
after exercise 8 page 80
Write the gapped phrases below on the board. Play the
recording in exercise 8 for students to complete the
missing words. Tell them to check their answers with the
transcript 2.22 on page 169.
5 scenic c
1 rural p
2 mass m
6 traffic c
3 local g
7 overpriced c
4 crowded c
8 exercise r
Key
1 population
2 migration
GRAMMAR 2
3 government
4 conditions
EXTRA ACTIVITY
example sentences
after exercise 4 page 81
Tell students to work in pairs and write an example for
each of the grammar rules in exercise 4. Monitor, checking
that students are using the articles correctly. Elicit a good
example to illustrate each rule and write it on the board.
Key (possible answers)
a There is an orange in the fridge.
b Can you put the magazines on the shelf, please?
c It’s a book which is very popular in America now.
d The book doesn’t appeal to me at all.
e We live on a planet …
f It’s the least popular TV programme of all time.
g Life can be very hard at times.
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HOMEWORK
Students use the Internet to find a short description of
a place they like. They introduce gaps into the text by
taking out the articles (a/an, the, zero article). Tell students
to include a maximum of six to eight gaps. During the next
lesson, students swap their texts and work on one another’s
gap-fill exercise as an in-class class activity.
Key
1 hardship
2 kinship
3 repurpose
4 pedestrian
6
5 connectedness
6 neighbourhood
7 kindergarten
EXTRA ACTIVITY
true/false
after exercise 4 page 82
READING AND VOCABULARY
reading for register, gist and detail • city amenities •
designing a place to live
WHAT IS THE LESSON ABOUT?
Vocabulary
designing a place to live
city amenities
colloquial language
Reading
an article about encouraging community
spirit in modern cities
a blog entry about a trip to Łódź
Speaking
pairwork
• a discussion about loneliness and
anonymity in big cities
• a discussion about ambience of places
Matura topics
and tasks
Miejsce zamieszkania; Rozumienie tekstów
pisanych Wybór wielokrotny, Zdania z lukami
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Play hangman with the word ‘neighbourhood’. Students
must guess the word before the whole gallows and the
hangman are drawn.
EXTRA SUPPORT
text summary
exercise 3 page 82
Assign Text A to half of the class and Text B to the other
half. Tell both groups to read their respective texts and
make a note of the main points for the text summary in
exercise 3. Then resit students from the two groups into
pairs in order to share the information about their text.
Finally, elicit answers from the class.
EXTRA ACTIVITY
vocabulary from the text
after exercise 3 page 82
Tell students to keep their books closed. Write the words
from Text A as below on the board. Allow students two
minutes to think of the complete word. When the time is
up, tell them to open their books and check their answers
with the text.
rd
p
1 h
2 k
ns
p
3 r
p
rp
e
4 p
d
st
n
5 c
nn
ct
ss
6 n
gh
rh
d
7 k
nd
g
n
Give students a copy of the worksheet with the sentences
below (worksheet activities page 105). Alternatively, write
the sentences on the board. Students work in pairs and
decide which of the sentences are true and which are false
about Text B. Check the answers as class. You can also
suggest that students hold up pieces of paper with T or F
written on them to show their answers.
1 The blog writer was originally planning on staying in Lodz.
2 He describes how run-down cities like Lodz have been
transformed.
3 The blog writer is a fan of modern city architecture.
4 He considers the murals to be the most attractive aspect of
the city.
5 His home city already has areas specially assigned to
pedestrians.
Key
1F
2F
3T
4T
EXTENSION ACTIVITY
5F
informal to formal vocabulary
Challenge section, unit 6, exercises 2 and 3 page 131
Write the informal sentences below on the board
(worksheet activities page 106). Students rewrite the
sentences in a more formal style. Check the answers as
a class.
1 Hope you’re enjoying your hols.
2 I got an invite to my Polish mate’s birthday do.
3 I bumped into this bloke, Jacek.
4 I’m always after fresh ideas to liven up cities.
5 They serve fab food there.
6 I am staying put.
7 John had a whale of a time at the wedding reception.
Key (suggested answers)
1 I hope you are enjoying your holiday.
2 I was invited to my Polish friend’s birthday party.
3 I unexpectedly met / came across a boy called Jacek.
4 I always look for fresh ideas to liven up cities.
5 Excellent food is served there.
6 I am going to remain here.
7 John had a great time at the wedding reception.
HOMEWORK
Tell students to use the Internet and find out about the
street murals in one of the cities on the list below. Tell
them to find their favourite example of a street mural in
one of these cities and write a paragraph to describe it
explaining why they like it.
London
New York
Berlin
Mexico City
Buenos Aires
Cape Town
Useful search words: city street murals, best street art
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EXTRA ACTIVITY
SPEAKING
after exercise 6 page 84
a stimulus-based discussion
WHAT IS THE LESSON ABOUT?
Speaking
Functional
language
a stimulus-based discussion: expressing
and justifying your choice
expressing and justifying your choice
Listening
monologues:
• student talking about two flat adverts
• two speakers answering a question
about choosing student accommodation
Matura topics
and tasks
Miejsce zamieszkania; Mówienie Rozmowa
na podstawie materiału stymulującego
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Students describe their bedroom to each other in pairs.
EXTRA ACTIVITY
vocabulary from the recording
questions about the recording
6
Divide students into pairs and give each student a copy
of the worksheet below (worksheet activities page 106).
Tell students to write a short definition of each word in
English. Explain that they can use dictionaries if necessary.
Students read their definitions to each other and try to
guess the words. Point out that they should be prepared
to give clues (eg. the first letter, the number of syllables) to
help their partner guess the word.
Student A:
1 grant
2 to cut costs
3 affordable
4 to waste time
5 issues
Student B:
1 introverted
2 scope for
3 downside to
4 to share
5 a queue
HOMEWORK
Tell students to choose four or five phrases from the
Phrase Bank and write sentences using the expressions.
after exercise 6 page 84
Give each pair of students a copy of the worksheet with
the jumbled-up questions below (worksheet activities
page 106). Students put the words in the correct order and
then answer the questions. If necessary, play the recording
in exercise 6 again. Alternatively, students can check the
answers with transcript 2.26 on page 169.
Speaker 1:
1 reason / is / the / What / first / a / for / in / student / living /
dorm / ?
2 of / What / does / speaker / say / the / would / be / a /
waste / time / ?
3 advantage / What / be / a / big / of / room / living / in /
a / could / dorm / ?
Speaker 2:
4 for / a / Why / be / good / flat / him / would / ?
5 would / home / What / flat / make / a / feel / like / ?
6 is / Why / not / money / issue / an / ?
Key
Speaker 1:
1 What is the first reason for living in a student dorm?
It is likely to be cheaper than a flat.
2 What does the speaker say would be a waste of time?
Commuting from a flat to university campus.
3 What could be a big advantage of living in a dorm room?
There would be plenty of people to meet and hang out
with.
Speaker 2:
4 Why would a flat be good for him?
It would give him space and time to be alone.
5 What would make a flat feel like home?
Some interesting furniture and modern art.
6 Why is money not an issue?
He has a generous student grant and some help from his
family.
ENGLISH IN USE
practice • country living
WHAT IS THE LESSON ABOUT?
Vocabulary
country living
Grammar
question tags
Reading
a text about choosing farming as a career
path
Matura topics
and tasks
Miejsce zamieszkania, Praca; Znajomość
środków językowych Transformacje zdań,
Wybór wielokrotny, Sety leksykalne
IF YOU WANT A LEAD-IN …
(4–5 minutes)
Tell students to keep their books closed. Write the nouns
and verbs from exercise 1 below in two groups on the
board. Allow students two minutes to match the words
from the two groups to form phrases. Tell students to open
their books and check the answers.
A
B
harvest
cattle
grow
land
pick
a tractor
feed
wheat/rye
cultivate
the farm animals
drive
fruit
breed
crops
Key
harvest crops
grow wheat/rye
pick fruit
feed the farm animals
cultivate land
drive a tractor
breed cattle
EXTENSION ACTIVITY question tag intonation practice
after exercise 2 page 85
Tell students that intonation plays an important part in the
meaning of question tags. If a speaker’s voice is rising, the
speaker shows that they are unsure about the statement
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and they are asking the other person for information.
However, if the intonation at the end of the sentence
is falling, the speaker is not really asking a question but
rather wants the other person to confirm what they
are saying. Model the rising/falling intonation using the
examples below. Then, encourage students to read the
sentences in exercise 2 to each other, either with rising or
falling intonation. You may want to ask students to record
each other and listen to check their intonation.
I have told you to stay at home, haven’t I?
Mark’s not at school, is he?
EXTRA ACTIVITY
phrases from the text
after exercise 4 page 85
Write the exercise below on the board. Tell students to
match the words to form phrases from the text in exercise
4. When they have finished, tell them to think of other
words which collocate with those in 1–5. Alternatively,
write the following words on the board for students to
match with the words in 1–5: studies, lifestyle, guidance,
farming, road.
job path poll food reason
1 recent
2 career
3 main
4 organic
Key
1 recent poll/studies
2 career path/guidance
3 main reason/road
5 stressful
4 organic food/farming
5 stressful job/lifestyle
HOMEWORK
Tell students to ask these questions about farming to five
young relatives and/or friends to find out if farming is
a popular career in Poland. Ask students to write a short
paragraph to describe the results of their research.
1 Do you think that there should be more organic farms
in Poland? Why? / Why not?
2 Would you like to be a farmer? Why? / Why not?
3 What are the benefits of home-grown produce?
4 Do you think people who live and work in the countryside
are happier? Why? / Why not?
WRITING
an opinion essay
WHAT IS THE LESSON ABOUT?
Writing
an opinion essay
Functional
language
comparing and contrasting
stating the obvious
referring to different aspects
Grammar
linguistic means to improve text cohesion
and coherence
Matura topics
and tasks
Miejsce zamieszkania, Państwo
i społeczeństwo; Wypowiedź pisemna
(Rozprawka wyrażająca opinię)
6
MATURA SPEAKING TASK
rozmowa na podstawie
ilustracji
Students take turns to describe the pictures on page 86
and answer the three questions below. Dictate the
questions to students or give them a copy of the
worksheet (worksheet activities page 106).
TEST IT! Examiner’s questions:
1 What do you think happened just before the photo was
taken?
2 Do you like spending your free time outdoors? Why? / Why
not?
3 Describe the last time you went to the countryside.
EXTRA ACTIVITY
question writing
after exercise 3 page 86
Write the following statements about the essay in exercise 3
on the board and ask students to write the questions they
answer. Check the answers as a class.
1 It may not be good for people’s jobs and careers.
2 It’s good for your health.
3 There are not as many cars and factories.
4 Because they are more in contact with nature.
5 The work is seasonal and low-paid.
Key
1 What does the author say might not be beneficial about
life outside a large town?
2 According to the author, what is the most beneficial
aspect of life in the countryside?
3 Why is living in the countryside more peaceful?
4 Why do people feel less stressed in the countryside?
5 What are the main disadvantages of agricultural work?
EXTRA ACTIVITY
speaking practice
after exercise 5 page 86
Write the questions about city/country life on the board.
Alternatively, give each pair of students a copy of the
worksheet with the questions (worksheet activities page
106). Students discuss the statements in pairs. Explain that
while speaking, they should use as many of the phrases in
the Phrase Bank as possible. Tell them to cross off each
phrase as they use it. The first person to use all of the
phrases appropriately is the winner.
1 Why do you think life in the countryside is so peaceful?
2 Do you agree that country life is not compatible with
a good career?
3 Is living in a block of flats unhealthy?
4 What can individuals do to make their neighbourhood
safer?
5 Give reasons stating why you would prefer to live in a town
or the countryside.
EXTRA SUPPORT
essay preparation
before exercise 7 page 87
Brainstorm ideas for the two topic areas mentioned in
exercise 7 – the quality of life and access to education
(in smaller towns). Put students into small groups and
ask them to write ideas for each of the topic areas in
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their notebooks. Alternatively, elicit ideas from the class
and write them on the board. This will help students
concentrate on using advanced grammar and vocabulary
while writing instead of panicking about not having any
ideas for the essay.
Key (possible answers)
Quality of life: safe for children; lower cost of transport
and services; less stressful, slower pace of life; smaller
job market; more difficult to find employment; need to
commute
Access to education: no universities; music or art schools
located in large towns/cities (commuting); good facilities;
schools not as anonymous as in large towns/cities
EXTRA ACTIVITY
spelling test
before exercise 12 page 87
Tell students to keep their books closed. Say the words
below, which have been taken from exercise 12, and ask
students to write them in their notebooks, paying attention
to correct spelling. Invite volunteers to write their answers
on the board.
1 suburban
2 neighbourhood
3 pricey
4 outskirts
5 properties
6 apartment
Tell students to express their opinion about the topic in
exercise 14 orally and record it. Ask students to listen
to their recording and transcribe exactly what they
have said including any repetitions, hesitation, grammar
problems, etc. During the next class, students swap their
transcriptions with their partner and correct/improve each
other’s texts.
REVIEW 6
EXTRA ACTIVITY
word formation
Copy the table onto the board and ask students to
complete it with the correct word form under each
heading. Check the answers as a class.
Verb
Adjective
picture
reside
residential
commune
cultivation
crowd
Noun
Verb
Adjective
picture
picture
picturesque
resident,
residence
reside
residential
community
commune
communal
cultivation
cultivate
cultivated
crowd
crowd
crowded
EXTRA ACTIVITY
formal to informal English
Write the list of formal words on the board and ask
students to write their informal equivalents. Tell them to
use the Wordlist on page 89 if they need help.
1 man
4 friend
2 an event
5 holidays
3 a place where people
6 to remain
spend time together
Key
1 bloke (UK) / guy (US)
2 a do
3 hangout
4 mate (UK)
5 hols
6 to stay put
EXTRA ACTIVITY
making comparisons
after exercise 3 page 89
HOMEWORK
Noun
6
Key
cultivated
Write the following on the board: expensive (trip/flight/
cruise), interesting (city/country/museum), crowded (beach/
square/capital), friendly (person/friend/local resident),
long (drive/journey/flight), good (island/holiday/hotel).
Ask students to work in pairs and write at least one
sentence for each of the adjectives using comparative and
superlative forms.
Encourage students to use various modifiers and
structures (slightly, far, a lot, a bit, by far, easily, probably),
(not) as / so … as / so with just, nearly, almost, not quite,
barely) and the … the comparisons. After 4–5 minutes, elicit
example sentences from the students. Write the most
interesting or complex ones on the board and discuss.
EXTRA ACTIVITY
retranslation: articles
after exercise 5 page 89
Give each student a copy of the worksheet with the text
below (worksheet activities page 107). Ask students to
translate the text into English. Then tell students to work
in pairs and compare each other’s translations. Finally,
ask them to go back to page 81 and read the text about
Frankfurt again. Explain that the text they have worked
on is a Polish translation of this text. Allow students to
compare their English versions of the text with the original
version, concentrating on articles. Finally, discuss the
differences as a class.
Jeśli odwiedzasz Europę po raz pierwszy, nie przegap wizyty
we Frankfurcie! Ja tu studiuję, więc oczywiście znam to miasto
bardzo dobrze, ale myślę, że jest ono fascynujące dla każdej
osoby, która je odwiedza. Starożytne zabytki są oczywiście
bardzo ciekawe, ale już samo wędrowanie ulicami starszych
dzielnic jest fajne. Nocne życie jest tu na prawdę bogate, więc
to idealne miejsce dla młodych ludzi.
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EXTRA ACTIVITY
vocabulary game
Divide students into groups of three. Each student in
the group is given one of the columns in the Wordlist on
page 88 (1, 2 or 3). Students choose five words or phrases
from their column and write their definitions in English.
Monitor and help with grammar and vocabulary where
necessary. Students then test each other by reading out
their definitions.
HOMEWORK
6
web research task
Tell students to use the Internet to research information
about their favourite town, city or village. Students should
include answers to the questions below.
1 When was it built?
2 What was/is it well-known for?
3 Have any famous people been born there?
4 Can you describe what it looks like?
5 Would you like to live there? Why? / Why not?
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5–6
TEST PRACTICE
EXTRA SUPPORT
Rozumienie ze słuchu
Wybór wielokrotny
before exercise 1 page 92
Tell students that they are going to hear an interview
with a psychologist about personality traits. Write the
following list of words and phrases from the recording
on the board. Ask students to listen and write down the
number of a phrase once they hear it. Explain that there
are three phrases not mentioned in the recording. Check
the answers as a class.
1 genes
6 junk food
2 siblings
7 gender stereotypes
3 poor diet
8 genetic cloning
4 substandard schooling
9 positive environment
5 identical twins
10 researchers
Key
Phrases not mentioned in the recording: 6, 7, 8
EXTRA ACTIVITY
phrases from the text
after exercise 2 page 92
Put students into three groups: A, B and C. Give each
student in the group a copy of the worksheet with the
phrases below (worksheet activities page 107) and tell
them to fold it so that only the words for their group
are visible. In their groups, students write definitions for
the words using a monolingual dictionary. Explain that
students should define the expressions in their own words
rather than simply copy the definitions. Then, regroup the
students so that individuals from all the different groups
can work together. The worksheet can now be unfolded
so that all the phrases are visible. Students take turns to
read out their definitions randomly while the rest of the
group guess which phrase is being defined. You may also
encourage students to choose two phrases from the list
and write their own sentences to illustrate the meaning.
Group A
1 to head for sth
2 a transplant
3 to be at one’s fingerprints
4 disillusionment
5 to line
Group B
1 inevitably
2 to retain
3 to typify
4 top-notch
5 tranquil
EXTRA ACTIVITY
a role-play
after exercise 5 page 93
Put students in pairs to role-play the situation between
Bill – the boy who wrote the email in exercise 5 – and Kim,
his friend. Tell them to imagine that the two friends have
met and that they should discuss the following questions:
What should Bill do to appear more confident in interviews?
What practical help can Kim offer? When they have finished,
students can write down a few suggestions that Kim might
make to Bill. Invite students to read them out in front of
the class and to vote on which is the most useful advice.
EXTRA ACTIVITY
writing preparation
before exercise 7 page 93
Write the headings: ideal neighbourhood for all and good
politician as well as the list of words and expressions below
on the board. Tell students to divide the vocabulary into
the two categories and to use a dictionary to check the
meaning of any unfamiliar words. Point out that some
words could belong to both groups. Explain that the
vocabulary may be useful when doing one of the writing
tasks in exercise 7.
access to medical care public transport
building credibility compassionate posses integrity
parks and recreational areas
confident and able to lead to act in an effective way
safety barrier-free spaces charismatic
to have a major impact on
various employment opportunities
altruism entertainment
access to education for people of all ages
Key
ideal neighbourhood for all
good politician
access to medical care,
public transport, parks and
recreational areas, safety,
barrier-free spaces, various
employment opportunities,
entertainment, access to
education for people of all
ages
building credibility,
charismatic,
compassionate, posses
integrity, to act in an
effective way, confident
and able to lead, to
have a major impact on,
altruism
Group C
1 to unnerve
2 traffic congestion
3 stunning scenery
4 hectic
5 cosmopolitan city
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A PLACE OF LEARNING
7
VOCABULARY
the education system • planning your education
WHAT IS THE LESSON ABOUT?
Vocabulary
the education system
planning your education
Listening
dialogue:
• two students talking about their school
experiences
Speaking
pairwork:
• a discussion about planning your
education and career
Matura topics
and tasks
Edukacja, Elementy wiedzy o krajach
anglojęzycznych; Rozumienie ze słuchu
Dobieranie
IF YOU WANT A LEAD-IN …
(3–4 minutes)
Write the questions below on the board so that students
can interview each other. Tell them to think of one more
question about school to ask their partner.
1 What do you like about your school?
2 What would you change about your school?
?
3
EXTRA SUPPORT
vocabulary practice
after exercise 2 page 94
Give each student a copy of the worksheet with the
sentences below (worksheet activities page 108). Tell
them to complete the sentences with words and phrases
from exercise 2. When they have finished, students take
turns to read the statements and say which of them are
true about themselves.
to pay for my education, I think it should
1 I would never
be free!
would be pointless because it means
2 I think going to a
you only focus on the skills needed for one particular job.
.
3 When I was seven, I hated my
4 Everyone should
in their chosen speciality after they
have done a master’s degree.
is a difficult time for most teenagers.
5
6 Children should start
at the age of four, not three.
Key
1 take out a student loan
2 vocational school
3 primary/elementary school
4 pursue a doctorate
5 High/Secondary school
6 preschool/kindergarten
EXTRA ACTIVITY
vocabulary from the recording
after exercise 5 page 94
Write the following definitions of words from the recording
on the board. Tell students to go to transcript 3.01 on
page 170 and find the words that match each definition.
Check the answers as a class.
1 an informal synonym of the adjective ‘tired’
2 a synonym of the verb ‘to memorise’
3 to be slow or not on schedule
4 a dull, boring task
5 a verb which means to maintain or sustain the pace or level
of study
Key
1 beat
2 to learn by heart
3 to be behind
4 a grind
5 to keep up
EXTRA ACTIVITY
vocabulary review
before exercise 6 page 94
Tell students to work in pairs and write a short text about
education in Poland, using as many words and phrases
from the lesson as they can. Set a time limit of five minutes
for this task. When they have finished, students read out
their paragraphs to the class. The pair who have used the
most words from the lesson correctly wins. Ensure that
the target vocabulary is being used accurately and correct
errors if necessary.
HOMEWORK
Tell students to choose one of the questions below
and prepare a short presentation.
1 What are eight things one can do to remember English
vocabulary better?
2 What eight changes should your school introduce in order
to be more attractive for modern teenagers?
3 Would you like to go to university or rather find a job after
high school? Why? Give eight reasons to support your
answer.
GRAMMAR 1
conditionals, mixed
conditionals: review
WHAT IS THE LESSON ABOUT?
Grammar
conditionals, mixed conditionals: review
Reading /
Listening
a dialogue about a school project
Matura topics
and tasks
Edukacja, Praca; Znajomość środków
językowych Transformacje zdań,
Tłumaczenie fragmentów zdań
IF YOU WANT A LEAD-IN …
(4–5 minutes)
Write conditionals: zero, first, second, third on the board.
Ask students to work in pairs and write an example
sentence of each type of conditional. When students
have finished, elicit the tenses used in different types
of conditional sentences and write them on the board.
Write example sentences for two mixed conditionals
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on the board (e.g. If Sam spoke French, he would have
translated the letter for you.; If she had been born in the
United States, she wouldn’t need to learn English now.).
Ask students if they can explain when mixed conditionals
are used.
Key (example answers)
Zero conditional
If you heat water, it boils.
If + present, present
First conditional
If I have enough money, I’ll buy tickets to the Billie Eilish
concert.
If + present, will + infinitive
Second conditional
If I had a lot of money, I would live in a palace.
If + past, would + infinitive
Third conditional
If he had seen her, he would have said hello.
If + past perfect, would + have + infinitive
EXTRA ACTIVITY
drawing mixed conditionals
after exercise 4 page 95
Tell each student to write one mixed conditional sentence
in their notebooks. Make sure their sentences are correct.
Then give each student a piece of paper and tell them
to draw a line down the middle. The line represents
two clauses of a conditional sentence. Tell students
to draw pictures to illustrate their mixed conditional
sentence and then display them on the classroom walls
or swap them with a partner. Students then look at the
pictures their classmates have drawn and write the mixed
conditional sentence they think the drawing represents
in their notebooks. Elicit the sentence about each picture
and correct the grammar errors. Give points if the
interpretation of the picture is the same as the original
sentence.
Example drawing:
2015
Now
UNIVERSITY
4 Gdybyś nie przeczytał książki, nie miałbyś teraz tak
wiele do powiedzenia na jej temat.
5 Jeśli chcesz zatrzymać film, kliknij niebieski przycisk.
7
With their books closed, students translate the sentences
into English paying attention to the correct use of
conditionals.
After 3–4 minutes, allow students to compare their
answers in pairs. Then ask students to open their books
at page 95 and find the translated sentences in the text.
Encourage them to notice differences between their
translations and the original sentences. Provide feedback
if necessary.
Key
1 If he wasn’t so ambitious, we would have finished by
now.
2 If I won this swimming competition, I would be the
happiest girl in our school.
3 If Maria didn’t want to be an opera singer, she wouldn’t
have attended so many of the opera company’s
performances.
4 Unless you had read the book, you wouldn’t have so
much to say about it now.
5 If you want to pause the film, click the blue button.
HOMEWORK
Ask students to write a short text about the rules and
obligations they have at home using the linking words
in exercise 8.
Example answer:
1 I can go out late on Saturday night on condition that I tidy
my room before.
2 I can’t play video games for the whole day on Sundays;
otherwise, my mum gets angry.
3 Provided that I do my homework during the week, I can go
to football practice on Sunday.
4 I have to walk the dog regularly or he gets depressed.
5 I don’t have much to do at the weekend unless my friends
come to visit.
HOSPITAL
LISTENING AND VOCABULARY
Dr Cox
If she hadn’t gone to university, she wouldn’t be a doctor now.
If she had gone to university, she would be a doctor now.
EXTRA ACTIVITY
sentence translation
listening for gist and detail • higher education •
experimental schools • phrasal verbs
WHAT IS THE LESSON ABOUT?
Vocabulary
higher education
experimental schools
phrasal verbs
Listening
monologues:
• three speakers talking about their education
• a talk about a democratic school in England
Speaking
pairwork:
• questions about education in Poland
• a discussion about less traditional schools
Matura topics
and tasks
Edukacja; Rozumienie ze słuchu Dobieranie,
Zdania z lukami, Odpowiedzi na pytania,
Tekst z lukami
after exercise 8 page 95
Give each pair of students a copy of the worksheet with
the following sentences (worksheet activities page 108).
They are translations of selected conditional sentences
from the lesson. Alternatively, you may write the sentences
on the board.
1 Gdyby nie był tak ambitny, już byśmy skończyli.
2 Gdybym wygrała te zawody pływackie, byłabym
najszczęśliwszą dziewczyną w naszej szkole.
3 Gdyby Maria nie chciała być śpiewaczką operową, nie
byłaby obecna na tak wielu przedstawieniach zespołu
operowego.
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IF YOU WANT A LEAD-IN …
(2–3 minutes)
Elicit a list of common problems that university students
face these days. Allow students to search the Internet on
their mobiles to find the answers if necessary.
Key (possible answers)
high cost of living
boring classes
competition
impractical university courses
EXTRA SUPPORT
vocabulary from the recording
before exercise 2 page 96
Write the following words and phrases from the recording
on the board: debt, to save, to have your sights set on,
a breeze, out of reach, to aim for, hands-on. Then read out
the definitions below so that students can match them
with the words on the board. You may also want to ask
students to write the definitions next to the phrases in
their notebooks.
1 impossible to achieve
2 practical
3 something, usually money, that you owe someone
4 to be focused on
5 really easy
6 to put aside
7 to look towards
Key
1 it’s out of reach
5 a breeze
2 hands-on
6 to save
3 debt
7 to aim for
4 to have your sights set on
EXTRA ACTIVITY
listening reconstruction
before exercise 9 page 96
Play the recording in exercise 9 (twice, if necessary) to the
class. Tell students to listen and make notes on what they
hear. When they have finished, ask them to reconstruct
the sentences from their notes. Students compare
their answers in pairs and then go to transcript 3.04 on
pages 170–171 to check their answers.
HOMEWORK
Tell students to prepare a short presentation about
a democratic or any other alternative school close to the
place where you live. Tell them to include the following:
• information on how this school is different from
a standard public school;
• what are the most interesting methods of teaching/
learning;
• what they think about this school.
GRAMMAR 2
7
unreal past, expressing
wishes and regrets
WHAT IS THE LESSON ABOUT?
Grammar
unreal past, expressing wishes and regrets
Listening
monologues:
• three students talking about their hopes
and regrets
Matura topics
and tasks
Edukacja, Praca; Znajomość środków
językowych, Tłumaczenie fragmentów zdań
EXTRA ACTIVITY
pre-listening
before exercise 2 page 97
Put these words and phrases from the listening in exercise 2
on the board. Tell students to listen to the recording and
put them in the correct order. There are two extra words/
phrases. Check the answers as a class.
f the season
a novelist
g secondary school
b pop singer
h pro footballer
c four more years
i university studies
d creative writing
e classical musician
j medicine
Key
1e
2c
3g
4h
5f
EXTRA SUPPORT
6j
7d
8a
writing sentences
after exercise 4 page 97
Ask students to work in groups of five and write five
sentences using words and phrases from the table
in exercise 4. Tell students to make them as funny as
possible. Check answers as a class. Vote on the two
funniest sentences.
EXTRA SUPPORT
multiple choice
before exercise 5 page 97
Give students a copy of the worksheet with the task below
(worksheet activities page 108). Students choose the
correct answer. Check the answers as a class.
my homework to the teacher late, she
1 If only I
wouldn’t be so angry!
a hadn’t given
b had given
c would give
2 Imagine you
anyone famous – who would you be?
a are
b could have been
c could be
3 My boss would rather I
to work if I am ill.
a didn’t come
b had come
c hadn’t come
4 Supposing you
an accident in the street, would you
call an ambulance?
a hadn’t seen
b were seeing
c saw
5 My dad would sooner I
to university next year.
a would go
b went
c hadn’t gone
Key
1a
2c
3a
4c
5b
EXTRA ACTIVITY
questions
after exercise 7 page 97
On the board, write the questions below. Students ask
and answer the questions in pairs and then note down
the answers to two of the questions that were given by
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their partner. Divide students into small groups and ask
them to read their answers to each other.
1 Would you rather be rich or famous?
2 Suppose you had a problem, who would you talk to?
3 If you saw a robbery, what would you do?
4 Is there anything that it’s high time you did at home/
school?
5 What do you wish your teachers would do differently?
HOMEWORK
Tell students to ask family members about their wishes for
the past, present and future. Write the questions below
on the board to guide them. Explain that students should
write a paragraph to summarise the answers. Remind them
that they should use the verb wish in their texts.
• Do you have any regrets about the past?
• What would you like to happen in the future?
Example answer:
My dad wishes he had lived abroad for a year or two.
My younger brother wishes he had studied harder last
year at school. My mum wishes she could speak more
languages and my cousin wishes he were rich!
READING AND VOCABULARY
reading for gist and detail • 21st- century skills
WHAT IS THE LESSON ABOUT?
Reading
21st – century skills
polysemous words
Reading
an article about 21st – century skills
Speaking
pairwork:
• a discussion about the skills important in
everyday situations / future professional
life
• discussing challenges of participation in
public debates
groupwork:
• discussing a problem in order to decide
on the best course of action
Matura topics
and tasks
Edukacja, Praca; Rozumienie pisanych
tekstów (Dobieranie, Odpowiedzi na pytania)
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write 21 – century skills and literacy on the board and
elicit the meaning of the phrases. Allow students to search
the Internet on their mobiles to find the answers, if necessary.
Encourage students to give examples of such skills.
st
EXTRA ACTIVITY
speaking extension
after exercise 2 page 99
Elicit a few names for jobs from the students and write
them on the board. Ask students to discuss the 21st –
century skills which are necessary for each job. Encourage
them to think of examples from their personal experience
of their families’ jobs.
EXTRA SUPPORT
reading comprehension
exercise 4 page 99
7
Divide students into three groups. The first group reads
text A, the second group – text B, the third group – text
C. Students read the text and match it with one of the
questions in exercise 4. Ask students to scan the texts for
the relevant information. Elicit answers from each group.
Put students in groups of three (A, B and C). Each student
reads the question that matches his/her text, then the
group tries to find a fragment in the text that justifies the
choice. There are two extra questions. Check answers as
a class.
Key
1B
2X
3A
4C
5X
EXTRA ACTIVITY
vocabulary from the text
On the board, write the words/phrases below which come
from the three texts. Divide students into three groups
and assign text A to Group 1, text B to Group 2 and text
C to Group 3. Ask students to find the words in their text
as quickly as possible and then write a short definition of
them in English. The first group to finish the task correctly
are the winners. Elicit definitions from each group. You
may also ask students to choose two words/phrases on
the board and write their own sentences to illustrate the
meaning.
Group 3 (text C)
Group 2 (text B)
Group 1 (text A)
• stick to
• broad
• community
• to master a skill
• mixture
• reflect on
something
• to be engaged in • to overcome
• employable
Key (suggested answers)
Group 1 (text A)
• broad – very wide
• reflect on something – to think about something carefully
• employable – someone who is employable has the
relevant skills to get a job
Group 2 (text B)
• community – the people who live in an area
• mixture – a combination of two or more different things
or qualities
• to be engaged in – to be involved in doing something
Group 3 (text C)
• stick to – to do something that you promised or decided
you would do
• to master a skill – to learn a skill thoroughly so that you
know it or can perform it very well
• to overcome – to succeed in dealing with a problem
EXTRA ACTIVITY
from answers to questions
exercise 5 page 99
Prepare a handout with the answers to the questions in
exercise 5 below (worksheet activities page 108). Give
each student a copy of the handout. Students cover the
questions in their Student’s Book, read the answers you
provided and form the questions on their own. Allow them
to work in pairs or to check their questions in pairs once
they have formed them individually.
1 He defines them as a blend of several key competencies
which may help people become more employable.
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2 It means that you are able to use digital tools for various
purposes, for example to collect, examine, classify and
share information.
3 It is important as it helps people to become successful.
4 They all find 21st – century skills significant.
EXTRA ACTIVITY
jumbled sentences from the text
after exercise 5 page 99
Write the following jumbled-up sentence from one of the
texts in exercise 3 on the board: still / first / I / essential /
strongly / all, / that / believe / the / ‘three Rs’ / of / are / .
Tell students to put the words in the correct order. Elicit
answers from the class. Then, ask students to choose three
sentences from texts A–C and jumble up the words in the
sentence on a separate piece of paper. Students swap
their sentences and put the words in the correct order. Tell
them they can check their answers by looking at the texts.
Key
First of all, I strongly believe that the ‘three Rs’
are still essential.
EXTENSION ACTIVITY
vocabulary collocations
Challenge section, unit 7, exercise 2 page 132
Write the gapped phrases on the board. Tell students to
complete the phrases using the five words in exercise
2 (key, course, pass, master, mark). Ask students to write
an example sentence that uses each collocation.
features
4 a permanent
1
2 to scrape a
5 to change
3 to
the art of
IF YOU WANT A LEAD-IN …
Tell students to look at the pictures in exercise 1
and answer the questions below in pairs.
• What do you think the people have just been doing?
• How do you think they feel? Why?
EXTRA SUPPORT
7
matching sentence parts
exercise 4 page 100
Give each student a copy of the worksheet with the
sentences below (worksheet activities page 109).
Ask students to match the parts of the sentences. Check
the answers as a class. You may also ask students to find
examples of more advanced vocabulary and grammar in
the sentences.
1 While the first one shows a mother and her two children on
the jetty,
2 The students are stuck inside what looks like a library, while
3 I guess that the children are likely to have fond memories of
that day and
4 So, what they do have in common is what
5 The children are being taught by their mother and are
learning by observing, while
a each group has learnt from the given experience.
b they will associate being at the lake with something
pleasant.
c the mother with her kids are enjoying a beautiful autumn
day close to nature.
d the students have no external help and are using books
and technology to revise.
e the other one depicts a group of students inside some
building.
Key
1e
Key
1 key features
2 to scrape a pass
3 to master the art of
4 a permanent mark
5 to change course
(2–3 minutes)
2c
3b
4a
5d
EXTRA ACTIVITY
peer assessment
exercise 12 page 100
HOMEWORK
Tell students to write a paragraph to express their opinion
on one of the questions from exercise 6.
SPEAKING
a stimulus-based discussion: using a range
of vocabulary • comparing and contrasting
images • expressing and introducing opinions
WHAT IS THE LESSON ABOUT?
Speaking
using a range of vocabulary
comparing images
expressing opinions
Listening
monologues:
• two students answering questions about
stimulus material
• a student comparing two photos
Matura topics
and tasks
Edukacja; Mówienie Wypowiedź na
podstawie materiału stymulującego (poziom
dwujęzyczny)
Put students in groups of four. Write the questions below
on the board. Explain that students are going to assess
each other: two students take turns to ask and answer
the questions in the extra activity on page 135 and the
other students in the group listen and make notes in order
to answer the questions on the board. When they have
finished, they give each other some feedback on how well
they completed the task. Students then swap roles and
repeat the task.
1 What specific phrases which helped to compare the images
did you hear?
2 What examples of varied vocabulary did you hear?
3 What examples of complex sentence structures did you hear?
4 Were there any grammatical or lexical errors?
HOMEWORK
web research task
Give each student a copy of the worksheet with the task
below (worksheet activities page 109). Tell students to use
the Internet and find out if the following statements about
the Ivy League are true or false.
1 The Ivy League is the group of the most prestigious British
universities.
2 Princeton University is a part of the Ivy League.
3 The Ivy League universities are referred to as ‘The Ancient
Seven’.
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4 More than 10 presidents of the United States are members
of the Ivy League alumni.
5 All Ivy League universities are in the south-east of the
country.
6 All Ivy League universities were founded before 1900.
Useful search words: Ivy League alumni, Princeton
University, Ivy League interesting facts
Key
1 F (American)
2T
3 F (The Ancient Eight)
4 T (15 presidents including Barack Obama, Bill Clinton,
George W. Bush and George H. W. Bush, and John F.
Kennedy)
5 F (in the north-east)
6T
WRITING
a for and against essay
WHAT IS THE LESSON ABOUT?
Writing
a for and against essay
Functional
language
phrases for giving advantages and
disadvantages
Grammar
constructions to express cause and effect
Matura topics
and tasks
Edukacja; Znajomość środków językowych
Transformacje zdań; Wypowiedź pisemna
Rozprawka za i przeciw
IF YOU WANT A LEAD-IN …
(3–4 minutes)
Ask students to keep their books closed. Write the
questions below from exercise 1 in which the first and last
letters of each word are correct, but the other letters have
been jumbled up. Ask students whether they can read the
questions (about 50% of people can do this, as in theory
we only need the first and last letter of each word in order
to be able to read a word correctly). When students have
a correct question, they get answers to the questions from
a partner.
1 Do you tinhk taht emaxs are a fiar way of ttniesg snutedts’
kewlgnode?
2 Deicsbre the lsat tmie you took an iroamntpt tset or eaxm.
Key
1 Do you think that exams are a fair way of testing
students’ knowledge?
2 Describe the last time you took an important test or
exam.
EXTRA ACTIVITY
cloze test
after exercise 5 page 101
Give students a copy of the worksheet with the gapped
text below – the concluding paragraph of an essay
(worksheet activities page 109). Alternatively, you may
write the text on the board. Students complete the text
with the missing words. Check the answers as a class.
You may also ask students to construct their own cloze
test for another student to complete by introducing gaps
into the conclusion of their own essay.
To conclude, 1
are both 2
and cons 3
formal testing. While formal exams 4
extremely
test practical skills, they
stressful and often do 5
be an objective way of 7
students’
also seem 6
my view, 9
are useful 10
they help
knowledge. 8
know.
students evaluate what 11
Key
1 there
2 pros
3 to/of
4 are
5
6
7
8
9 exams
10 because
11 they
not
to
testing
In
EXTRA ACTIVITY
7
expressing cause and effect
before exercise 7 page 101
Give each student a copy of the worksheet with the
multiple choice task below (worksheet activities page 109)
and ask them to choose the correct option. Check the
answers as a class.
to ensure fairness.
1 Exam results are analysed centrally
a so that
b so as
c so much
2 After having studied for
a long time, I need a rest.
a such
b so
c so as
3 I was under
a lot of pressure to pass, I couldn’t focus
on my studies.
a such
b so
c so much
4 Exams are set with a time limit
make test conditions
equal across the board.
a for
b so as
c in order to
5 A system is already in place
testing students.
a for
b in order to
c so that
Key
1b
2a
3a
4c
5a
HOMEWORK
Tell students to ask their parents or teachers the following
questions about their education. Students should write
a paragraph to summarise the answers.
• Did you take formal standardised exams at your school?
If yes, what exams did you have to take?
• Do you think formal testing is an efficient way to evaluate
students? Why? / Why not?
• How do you think your education is different to mine?
ENGLISH IN USE
word families • prefixes
WHAT IS THE LESSON ABOUT?
Vocabulary
word families
Reading
two posts about unusual college courses
Matura topics
and tasks
Edukacja; Znajomość środków językowych
Słowotwórstwo
IF YOU WANT A LEAD IN ...
(2–3 minutes)
Write Lady Gaga and Superman on the board. Ask students
to suggest ways that university students could learn
something from them.
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EXTRA ACTIVITY
word family test
after exercise 4 page 102
Put students in small groups. One student looks at the
completed table from exercise 4 in their notebook while the
others keep their notebooks closed. The student with the
open notebook asks questions about the different parts of
speech in the table in order to test the others. For example:
What’s the abstract noun from ‘achieve’? Then students swap
roles and repeat the activity.
EXTRA SUPPORT
prefix meaning
before exercise 6 and the Watch out! tip on page 102
Write the following prefixes from the Watch out! tip and
their typical meanings (a–g) on the board. Students match
the meanings with the prefixes. Check the answers as
a class.
de- in- un- ir- il- im- non- dismis- over- under- re- inter-
a
b
c
d
e again
f opposite
g too little
wrongly
too much
between/among
opposite/not
Key
a misb overc interd in-, un-, ir-, il-, im-, non-, dise ref deg underEXTRA ACTIVITY
word families gap fill
Ask students to work in pairs. Give each student
respectively a copy of Worksheet A or Worksheet B with
the gapped sentences below (worksheet activities page
110). Explain that they are going to test each other on
words from exercise 8. Students read out the sentences to
each other and ask their partner to complete the sentence
with the correct word.
Worksheet A
(inform) spread by the thief’s
1 Despite the amount of
girlfriend, the police still managed to find him.
(agree) situation, I don’t feel comfortable
2 This is a
telling him his work isn’t good enough.
(doubt) the best student in the class; she gets
3 Anna is
top marks every time.
(satisfy) job; I am
4 Working with animals is a very
extremely happy with my present situation.
(apply) for the position of
5 Did you print all the
assistant teacher?
7
Key to worksheet B
1 doubtful
2 unsuccessful
3 applicants
4 informative
5 disagreement
HOMEWORK
Tell students to use a dictionary to choose eight words
from the lesson that are new for them or that they find
particularly difficult and write correct sentences with
those words. Then, they should hide those words in the
sentences by sticking a piece of paper or using correction
fluid. During the next lesson, put students in pairs, tell
them to exchange the sentences and complete them.
Students check their answers in pairs.
ENGLISH IN USE
after exercise 8 page 102
Key to worksheet A
1 misinformation
2 disagreeable
3 undoubtedly
4 satisfying
5 applications
Worksheet B
1 It’s
(doubt) whether our teacher will be back
before the end of term.
2 Unfortunately, their attempt to solve the maths problem
(success).
was
3 We’ve interviewed all the
(apply), but we still haven’t
found anyone suitable for the post.
(inform) documentary
4 Recently, I have seen a very
about the great plague of London 1665-1666.
(agree), and I walked out
5 My dad and I had an awful
of the kitchen and slammed the door behind me.
practice
WHAT IS THE LESSON ABOUT?
Grammar
But for …,
If it wasn’t for …,
If it hadn’t been for …,
Reading
a text about introverted and extroverted
learners
Speaking
a discussion about group learning
Matura topics
and tasks
Edukacja; Znajomość środków językowych
Słowotwórstwo, Gramatykalizacja,
Tłumaczenie fragmentów zdań
IF YOU WANT A LEAD-IN ...
(3–4 minutes)
Ask students the questions below. Alternatively, write the
questions on the board for students to discuss in pairs.
• Do you find it easy to learn things by heart? Why? /
Why not?
• Do you prefer working alone or in a group? Why?
• Do you enjoy speaking or writing in English more? Why?
EXTRA ACTIVITY
timed writing
after exercise 2 page 103
After students have read the text in exercise 2, ask them
to write a short paragraph about what sort of learner they
think they are – introverted or extroverted, giving reasons
for their opinion. Set a time limit of 5 minutes for students
to do this. When they have finished, put them in small
groups and ask them to read their paragraphs to each
other.
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EXTRA ACTIVITY
7
personalisation
after exercise 4 page 103
Ask students to write three sentences about their feelings
regarding their education. Explain that they have to use
the three structures that are in the Watch Out! tip on page
103. You can read one of the examples below to help
students. When they have finished, ask them to read their
sentences out to the class.
Example answers:
If it wasn’t for my grit, I wouldn’t finish my physics project on
time.
If it hadn’t been for my friends, I wouldn’t have enrolled on
a creative writing course.
But for some free ballet classes in a local music school, I would
have given up my hobby last year.
HOMEWORK
Ask students to think of what sort of learner they think
they are – introverted or extroverted. Students choose one
option and search the Internet for five things introverts/
extroverts are good at.
REVIEW 7
EXTRA ACTIVITY
gap fill
Give students a copy of the worksheet with the gapped
text below (worksheet activities page 110) and ask them
to complete the text with appropriate words. Explain that
all the words are included the Vocabulary section of the
Wordlist on page 104. Check the answers as a class.
in
At the moment, I am 14 years old, and I attend a 1
to do my A-levels and then,
the city. I want to go to a 2
to go to university and get
hopefully, I will be awarded a 3
in physics. For the time being, I don’t think I will need
my 4
afterwards because job opportunities for physics
to do a 5
graduates are pretty good. If I don’t get the money, I will
to pay for my degree.
definitely have to 6
Key
1 high school / secondary school
2 sixth-form college
3 scholarship/grant
4 bachelor’s degree
5 PhD
6 take out a student loan
EXTRA ACTIVITY
EXTRA ACTVITY
conditionals review, unreal past,
after exercise 5 page 106 expressing wishes and regrets
Give each student a copy of the worksheet with the
sentences below (worksheet activities page 110).
Alternatively, you may dictate them or write them on the
board. Students complete the sentences with their own
ideas. Explain that they should use any types of conditional
sentences they think might be suitable.
1 If I had chosen a democratic school, now ...
2 You will have a great holiday this year provided that ...
3 If I had superpowers, I ...
4 Unless we reduce pollution ...
5 If my best friend wasn’t so stubborn, ...
6 It’s high time people in Poland ...
7 If only I ...
8 I wish my teachers ...
HOMEWORK
web research task
Students find answers to the questions below. Write
the questions on the board or dictate them to students.
Tell students to use the Internet to find the answers.
1 What can you study at the Academy of Fine Arts in
Warsaw?
2 What faculties does The Karol Szymanowski Academy of
Music in Katowice have?
3 What three famous Polish sportspeople studied at Gdańsk
University of Physical Education and Sport?
4 If you had to choose one of the universities above, which
one would you choose and why? Write a short paragraph
(150 words) justifying your answer.
Key (possibe answers)
1 eg.: painting, graphic arts, sculpture, interior design,
design, conservation and restoration of works of art,
media art, stage design
2 Composition, Conducting, Theory and Music Education
Faculty, Instrumental Faculty, Vocal-Acting Faculty, Jazz
and Pop Music Faculty
3 Sylwia Gruchała, Andrzej Grubba and Leszek Kucharski
vocabulary testing
Tell students to choose four to five words from the word
families in the English in Use section in the Wordlist on
page 104 and make sentences to illustrate their meaning.
Add that students should then include gaps in the
sentences and swap them with another student. Students
complete each other’s sentences. Circulate and monitor.
Make a note of any persistent errors to address later.
Example sentence:
(clear) two things I’ve just heard.
I would like to
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STORIES WE REMEMBER
8
VOCABULARY
literature • books
and publishing
WHAT IS THE LESSON ABOUT?
Vocabulary
literature
books and publishing
Listening
monologues:
• four speakers talking about their reading
habits and preferences
Speaking
pairwork:
• a discussion about favourite books and
reading
Matura topics
and tasks
Kultura; Rozumienie ze słuchu Dobieranie
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Write these questions on the board for students to discuss
in small groups.
• What was the last book you read? Tell the group something
about it.
• Do you prefer reading a book or watching a film based on it?
Why?
EXTRA ACTIVITY
vocabulary practice
after exercise 2 page 108
Write the jumbled-up questions below on the board for
students to put in the correct order. When they have
finished, tell students to form pairs and ask and answer the
questions. You may also ask students to write two extra
jumbled-up questions using the vocabulary from exercise 2
and swap them with another student.
1 self-help books / Poland / popular / in / Are / ?
2 include / recipe / a / would / in / What / cookbook / you / ?
3 Do / illustrations / enjoy / reading / you / with / books / ?
4 read / Whose / autobiography / like / you / to / would / ?
Key
1 Are self-help books popular in Poland?
2 What recipe would you include in a cookbook?
3 Do you enjoy reading books with illustrations?
4 Whose autobiography would you like to read?
EXTRA SUPPORT
pre-listening
before exercise 8 page 108
Tell students they are going to listen to four speakers
talking about their reading habits and preferences. Give
each student a copy of the worksheet with the following
phrases from the recording (worksheet activities page
XXX). Alternatively, you may write them on the board. Tell
students to match the words with the correct recordings.
Explain that there are three extra phrases. Check the
answers as a class.
a gripping stories
d a real conclusion
b a great reader
e works of art
c particularly interesting
f interpret the book
g complete rubbish
h plenty of instalments
i vampire fantasy
j different characters
k a compelling plot
l an avid reader
Key
Speaker 1: b, d, j
Speaker 2: l, f
Speaker 3: h, k
Speaker 4: e, a
MATURA SPEAKING TASK
at the end of the lesson
rozmowa na podstawie
materiału stymulującego
Ask students to look at the three pictures at the top of
page 108. Dictate the exam task below. Alternatively, you
may give each pair of students a copy of the worksheet
with the task (worksheet activities page 111).
TEST IT! Wraz z kolegami i koleżankami przygotowujesz
materiał do kampanii zachęcającej młodych ludzi do
czytania książek. Wyraź swoje zdanie na temat propozycji
trzech zdjęć do wykorzystania w kampanii.
• Wybierz to zdjęcie, które, Twoim zdaniem, jest
najbardziej odpowiednie, i uzasadnij swój wybór.
• Wyjaśnij, dlaczego odrzucasz pozostałe ilustracje.
Examiners questions:
1 ‘Reading is dreaming with your eyes open.’ What do you
think of this quote?
2 What influence do you think the media has on public
opinion regarding films and books?
HOMEWORK
Tell students to ask two family members or friends about
their reading habits and write a paragraph to summarise
the answers. Students may use the questions below to
help them.
• What do you like to read?
• When do you read?
• Do you think we read enough? Why? / Why not?
• What is the best book you’ve ever read?
GRAMMAR 1
criticising past actions: should / ought to / could /
might / needn´t have
WHAT IS THE LESSON ABOUT?
Grammar
criticising past actions: should / ought to /
could / might / needn’t have
Reading /
Listening
a dialogue between two friends
Matura topics
and tasks
Kultura, Edukacja
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Ask students: When was the last time you apologised to your
friend or relative for something you had done? What was the
situation? Ask them to discuss the questions in small groups.
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EXTRA ACTIVITY
8
acting out a dialogue
after exercise 2 page 109
Ask students what they think the relationship between the
boy and girl from the dialogue is (school friends). Explain
that the dialogue contains words and phrases which
express apologies or regrets. Ask students to find those
phrases. They are stressed in the dialogue. Go through the
dialogue with the students and tell them to mark the stress
on particular words and phrases. Then, play the recording
again and encourage students to note the stress. Finally,
put students into pairs and ask them to role-play the
dialogue. Invite volunteers to read out the dialogue to the
class.
Key
Mark: Well, I’m afraid I have some bad news (…) I am
sorry, but something has just come up, so I really can’t come.
Laura: Oh, Mark, you really ought to have told me sooner!
Mark: I am really sorry, Laura.
Laura: Oh well … I’m sorry too.
EXTRA ACTIVITY
speaking practice
after exercise 5 page 109
Tell students to think of three different situations in which
someone acted unreasonably. Then ask students to write
a sentence about the situation in the 1st person on a piece
of paper. Divide students into groups. Students put their
pieces of paper together and shuffle them. They take turns
to pick a piece of paper and read out the sentence. The
students in the group have to say what the person should
have / shouldn’t have, could, might have or needn’t have
done.
LISTENING AND VOCABULARY
listening for gist, intention and detail •
distinguishing fact and opinion • influential books
WHAT IS THE LESSON ABOUT?
Vocabulary
influential books
verb collocations
Listening
monologues and dialogues:
• three texts about important or influential
books
• an extract from a literary work
Speaking
pairwork:
• discussion about reading and literature
for study purposes and for pleasure
Matura topics
and tasks
Kultura; Rozumienie ze słuchu Wybór
wielokrotny, Zdania z lukami, Tekst z lukami
IF YOU WANT A LEAD-IN …
(3–4 minutes)
Play hangman with the phrase READING IN ENGLISH on
the board with the whole class. Then ask students to say
how they feel about reading in English.
EXTRA SUPPORT
vocabulary personalisation
after exercise 3 page 110
Example situations:
1 I didn’t do my homework because I went to a party.
You should have done it before you went out.
2 I promised I would take the dog for a walk and I forgot.
You ought to have asked your brother to take him.
3 I was out until late last night, and my parents were worried.
You could have phoned them before it got too late.
Write the sentences below on the board. Ask students to
complete the sentences so that they are true for them.
Encourage them to give reasons to support their answers.
1 A book which left me cold was …
2 I didn’t see the point of reading …
3 A book which took me by surprise was …
4 I think a book which has made a difference to contemporary
society is …
5 When I think of my childhood, the first book that comes to
mind is …
HOMEWORK
EXTRA SUPPORT
Tell students to write three sentences which reflect the
scenarios in exercise 3 using the structures from the
lesson. Explain that they should introduce gaps into the
grammar structures and swap their sentences with another
student during the next lesson.
Example:
• Someone didn’t do something which was possible to do.
told me about that problem sooner!
She really
vocabulary from the recording
before exercise 6 page 110
Give each student a copy of the worksheet with the words
and definitions below (worksheet activities page 111).
Alternatively, write the task on the board. Students match
the words with the correct definitions. Check the answers
as a class.
an alley to glance to hack a counter
a split second to track
1
2
3
4
5
6
to follow a trail online
a very short period of time
to break into someone’s computer illegally
a long flat surface where customers are served
to look quickly at someone or something
a narrow passage between or behind buildings
Key
1 to track
2 a split second
3 to hack
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5 to glance
6 an alley
70
HOMEWORK
Ask students to read the transcript of the story Freedom
Hackers: The First Attempt (3.13 and 3.14, pages 172–173)
again and write an ending to the story in two paragraphs.
During the next lesson, invite volunteers to read their
continuation of the story to the class. You may ask students
to vote on the best ending.
GRAMMAR 2
inversion after negative
adverbials
WHAT IS THE LESSON ABOUT?
Grammar
inversion after negative adverbials
Reading /
Listening
a fragment of a literary work
Matura topics
and tasks
Kultura, Edukacja
EXTRA SUPPORT
listening vocabulary task
Give students a copy of the worksheet with the words
and definitions below (worksheet activities page 111).
Alternatively, write the task on the board. Students match
the words with the correct definitions. Check the answers
as a class.
to startle to fall apart to be untouched
to exact revenge to be protected
to disintegrate
to punish someone for something they did
to be neat, tidy and in order
to be kept safe
to frighten or surprise someone
Key
1 to fall apart
2 to exact revenge
3 to be untouched
4 to be protected
5 to startle
EXTRA ACTIVITY
8
HOMEWORK
Tell students to find a photo at home or online which
shows an interesting or unusual situation. Students invent
the first line of a story to accompany the photo using
inversion. During the next lesson, students swap their
pictures and opening lines and continue the stories.
READING AND VOCABULARY
before exercise 2 page 111
1
2
3
4
5
2 Hardly had they walked through the door when
their mum has started shouting at them.
3 Never have I came come across such a wise
person!
4 Seldom was were they apart before the wedding.
5 Little were did she know the danger that waited on the
other side of the bridge.
6 Barely had we had time to speak when the teacher
telling told us to go home.
sentence correction
after exercise 7 page 111
Give students a copy of the worksheet with the sentences
below (worksheet activities page 112). Tell them they have
to find and correct one mistake in each sentence. Check
the answers as a class.
1 Not only had she pass the exam with flying colours, but her
tutor asked her to prepare a presentation on her hobby for
the school open day.
2 Hardly had they walked through the door when their mum
has started shouting at them.
3 Never have I came across such a wise person!
4 Seldom was they apart before the wedding.
5 Little were she know the danger that waited on the other
side of the bridge.
6 Barely had we had time to speak when the teacher telling
us to go home.
Key
1 Not only had she pass passed the exam with flying
colours, but her tutor asked her to prepare
a presentation on her hobby for the school open day.
reading for intention, gist, coherence
and cohesion • young adult literature
WHAT IS THE LESSON ABOUT?
Vocabulary
stories and young adult fiction
making a story more dramatic
Reading
an interview with an expert on young adult
literature
Speaking
pairwork:
• a discussion about reading and what
makes a book interesting/uninteresting
Matura topics
and tasks
Kultura; Rozumienie pisanych tekstów
Dobieranie zdań do luk w tekście, Zdania
z lukami, Tekst z lukami; Znajomość środków
językowych Tłumaczenie fragmentów zdań
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Put students in pairs and ask them to discuss the following
question: What do you thing makes a good story for young
adults?
EXTRA ACTIVITY
phrases from the text
after exercise 3 page 112
Write the words and phrases below on the board. Tell
students to close their books and match 1–6 with a–f
in order to make phrases. Then, tell them to check their
answers with the text on page 112. Ask students to
choose three expressions and write their own sentences to
illustrate the meaning. Check the answers as a class.
1 an engrossing
a story writer
2 a budding
b attention
3 an effective
c reader
4 to grab our
d emotions
5 to stir up
e tool
6 an avid
f story
Key
1f
2a
3e
4b
5d
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6c
71
EXTRA SUPPORT
weaker classes
before exercise 7 page 113
Before students start completing the blog entry, ask them
the questions below to help them focus on the right pieces
of information. Discuss the questions as a class.
1 What does the publisher concentrate on in general?
2 Do writers manage to understand the world of young
people or do they fail to do it?
3 In what part of a book should a changing language and
slang be reflected?
4 What genre do young people have a preference for?
Key
1 ingredients that make a successful novel for young adults
2 they fail
3 dialogues
4 a preference for crime fiction
EXTRA ACTIVITY
text vocabulary gap fill
after exercise 7 page 113
Tell students to keep their books closed. Give each pair of
students a copy of the worksheet with a fragment of the
text in exercise 3 below (worksheet activities page 112).
Explain that the letters have been jumbled up in some of
the nouns. Students work in pairs and unjumble the words.
Tell them they can check their answers with the original
text.
cesSucflus books are all about so-called emotional httur, and
the lgueiados must sound natural, real-life-like, so the author
has to veigesna what a typical young person could say in
a neivg situation to another young person and crdrepeou that
using the language that the reader losoflw. It’s ugtoh because
sludat communicate in a different way and use different
vocabulary. ganSl changes all the time. It’s a real aenhllecg.
Key
Successful books are all about so-called emotional truth,
and the dialogues must sound natural, real-life-like, so
the author has to envisage what a typical young person
could say in a given situation to another young person and
reproduce that using the language that the reader follows.
It’s tough because adults communicate in a different way
and use different vocabulary. Slang changes all the time.
It’s a real challenge.
EXTRA SUPPORT
vocabulary practice
Challenge section, unit 8, exercise 1 page 132
Give students a copy of the worksheet with the gapped
sentences below (worksheet activities page 112). Tell
them to complete the sentences with the verbs from
exercise 1. Check the answers as a class.
for the bus as fast as I could, but I didn’t get to the
1 I
bus stop in time.
deeply at the end of the film.
2 She
3 My mum
at me for not cleaning my room. She was
really angry.
4 Yesterday, we went to the countryside, and we
through the woods taking our time.
5 I wish my classmates wouldn’t
in class. It often makes
the teachers angry.
the TV for hours without really watching anything
6 Lisa
at all.
8
Key
1 sprinted/rushed
2 sighed
3 yelled
4 wandered
5 whisper
6 stared at
EXTRA ACTIVITY
idiom personalisation
Challenge section, unit 8, exercise 2 page 132
Tell students to choose five of the phrases in exercise 2
and write sentences which are true for them that use
the phrases. Elicit some answers from the class, eg.
Without my glasses, I’m as blind as a bat.
Taylor Swift sings like an angel in my opinion.
HOMEWORK
family survey
Tell students to ask their family members the questions
below and write a paragraph to summarise the answers.
Explain that students should elicit some extra details about
each situation.
When was the last time you …
1 smiled sweetly at someone?
2 ate a meal slowly?
3 said something angrily?
4 listened to someone patiently?
SPEAKING
reaching a compromise
WHAT IS THE LESSON ABOUT?
Speaking
reaching a compromise
Functional
language
suggesting ideas
compromising
agreeing, disagreeing
Listening
dialogues:
• two pairs of students doing a role-play
task
Matura topics
and tasks
Kultura, Edukacja; Mówienie Rozmowa
z odgrywaniem roli
IF YOU WANT A LEAD-IN …
(2–3 minutes)
Ask students to work in pairs. They then take turns to
describe one of the pictures on page 114 so that their
partner can guess which picture is being described.
EXTRA ACTIVITY
sentences from the recording
after exercise 4 page 114
Give students a copy of the following worksheet with
sentences from the recording in exercise 4 (worksheet
activities page 112). Ask students to put the underlined
words in the correct order and then listen and check.
1 So, I have some ideas about the book sale that should I we
discuss thought.
2 I think it would be a great idea big make some time posters
this to.
3 That’s what we did last year, and any one paid attention no.
4 prices about So what of the books the?
5 won’t bother to We have sorting books.
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Key
1 I thought we should discuss
2 to make some big posters this time
3 no one paid any attention
4 So what about the prices of the books?
5 We won’t have to bother
EXTRA ACTIVITY
4 A test version of the book will soon be available on
the market.
5 The ultimate aim of designing the book is to encourage
innovation.
peer feedback
after exercise 6 page 114
Put students in groups of three. Ask them to choose one
of the situations in exercise 6. Explain that while two
students are doing the role-play, one student should
listen and note down examples of any phrases from the
Phrase Bank which have been used as well as any errors
in grammar and lexis. Set a time limit of three minutes for
students to do the role-play. When they have finished, the
student who was listening gives constructive feedback on
how well they think the task was completed. Encourage
students to work together to correct any errors. Circulate
correcting errors as necessary. Students then swap roles
and repeat the activity.
HOMEWORK
role-play invention
Tell students to write a role-play scenario similar to those
in exercise 7 and bring it to class for the others to practise
during the next lesson.
ENGLISH IN USE
practice
3F
CULTURE NOTE
4F
5T
Massachusetts Institute of Technology
exercise 2 page 115
Massachusetts Institute of Technology is a private
research university in Cambridge, Massachusetts, famous
for its scientific and technological training and research.
It was created in 1861 and became a land-grant college
in 1863. The mission of MIT is to advance knowledge
and educate students in science, technology and other
areas of scholarship that will best serve the nation and
the world in the 21st century. There are five academic
schools – the School of Architecture and Planning, the
School of Engineering, the School of Humanities, Arts,
and Social Science, the MIT Sloan School of Management
and the School of Science – and the Whitaker College
of Health Sciences and Technology. In the 2020 edition
of Best Colleges in National Universities, Massachusetts
Institute of Technology’s ranking was number 3. Its
tuition and fees are over $50,000. MIT’s acceptance rate
for 2022 was 6.7%, which means less than 1 out of every
10 students who applied was admitted.
find the mistake
after exercise 4 page 115
Grammar
reflexive and reciprocal pronouns
Reading
a text about a wearable book
Speaking
pairwork:
• a discussion about collecting things
Matura topics
and tasks
Kultura, Nauka i technika; Znajomość
środków językowych Uzupełnianie luk
w tekście jednym wyrazem, Transformacje
zdań (zadanie otwarte)
(3–4 minutes)
Tell students to keep their books closed. Write a wearable
book on the board and ask students to speculate on what
the term means and, if possible, to draw a quick sketch
of a wearable book in their notebooks. Then ask students
to open their books and compare their drawings with the
photos on page 115.
EXTRA ACTIVITY
2T
EXTRA ACTIVITY
WHAT IS THE LESSON ABOUT?
IF YOU WANT A LEAD-IN …
Key
1T
8
reading true/false
after exercise 2 page 115
Give students a copy of the worksheet with the sentences
below (worksheet activities page 113). Alternatively, write
them on the board. Ask students to decide if the sentences
are true or false in the context of the text in exercise 2.
Check the answers as a class.
1 The new invention allows readers to experience all of
the emotions felt by the protagonist of the story.
2 The device has been tested on humans.
3 The sensory vest allows the reader’s emotions to be felt
by other readers.
Tell students to write numbers 1–6 in their notebooks.
Prepare cards with the sentences below (worksheet
activites page 114) or write each sentence on a separate
piece of paper. Tell students to pass the cards around
the class, find the mistakes and correct them in their
notebooks. Remind students not to write on the cards.
Point out that there is one sentence without a mistake. If
you have a large class, you may need more than one copy
of the sentences to pass round.
1 Our maths teacher is nowhere near as entertaining than
our English teacher.
2 It’s high time they have started giving the second year
students less homework.
3 Little did we know the dog had escaped before we had
arrived home.
4 We should arrange meeting each other every Friday.
5 I wish we hadn’t seen him after the argument, I wouldn’t be
so rude.
6 We really ought to spend more time at home with the family.
Key
1 Our maths teacher is nowhere near as entertaining
than as our English teacher.
2 It’s high time they have started giving the second year
students less homework.
3 Little did we know the dog had escaped before we
had arrived home.
4 We should arrange to meet meeting each other every
Friday.
5 I wish we hadn’t seen him after the argument, I wouldn’t
be have been so rude.
6
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EXTRA ACTIVITY
class mingle
Tell students to mingle and ask 3–4 students the questions
below, which include reflexive and reciprocal pronouns and
write a paragraph to present the answers.
• Can you describe yourself in 2–3 sentences?
• In your opinion, which members of the family talk to each
other most often?
• When did you last hurt yourself? What happened?
HOMEWORK
matura writing task – an email
Students write an email for the task below. Give each
student a copy of the worksheet with the writing task
(worksheet activities page 113). Alternatively, you may
dictate it to students or write it on the board.
TEST IT! Brat Twojej koleżanki z Anglii nie lubi czytać
książek. Koleżanka prosi Cię o radę, jak rozwiązać ten
problem. W e-mailu (100–150 wyrazów) do niej:
• przeproś, że nie odpisałeś/odpisałaś na jej poprzedniego
emaila, i podaj powód;
• zaproponuj możliwe rozwiązanie problemu;
• opisz najnowszy wynalazek MIT;
• zaproś koleżankę i jej brata do siebie na Targi Książki
i dowiedz się, czy mogliby cię odwiedzić.
WRITING
an article
WHAT IS THE LESSON ABOUT?
Reading
an article
Vocabulary
language of reviews
Grammar
linking words and phrases: review
Matura topics
and tasks
Kultura; Wypowiedź pisemna Artykuł
(poziom dwujęzyczny)
IF YOU WANT A LEAD-IN …
(3–4 minutes)
Key to Worksheet A (suggested answers)
As far as I can see, / and contrary to popular belief, /
reading for pleasure / remains a common pastime / for
a significant number/ of young people. / It is true / that
we may not read / many printed books / and tend to opt /
for different literary genres / than our parents, / but by no
means / can you make claims / that we never read.
8
Worksheet B
First and foremost, we do prefer to read off the screens of our
smart devices, simply for convenience. That is why people who
are watching us wrongly assume that we are just mindlessly
browsing the Net while, in fact, we have buried ourselves in
a story.
Key to Worksheet B (suggested answers)
First and foremost, / we do prefer / to read off the screens /
of our smart devices, / simply for convenience. / That is
why / people who are watching us / wrongly assume / that
we are just mindlessly browsing the Net / while, in fact, /
we have buried ourselves / in a story.
EXTRA ACTIVITY
giving opinions
before exercise 6 page 116
Write the following jumbled-up discussion-based
questions on the board. Tell students to work in pairs and
put the words in the correct order. Students then take
turns to ask and answer the questions in pairs.
1 Do popular young for pleasure you with agree that remains
reading people? Why? / Why not?
2 know Do has anyone who you booktubed?
3 as bookworm yourself you describe Would a? Why? / Why not?
Key
1 Do you agree that reading for pleasure remains popular
with young people? Why? / Why not?
2 Do you know anyone who has booktubed?
3 Would you describe yourself as a bookworm?
Why? / Why not?
EXTRA ACTIVITY
writing questions
after exercise 7 page 117
Write these questions on the board for students to discuss
in small groups: What kind of books do you like and what kind
of films or series do you like? What do you like more – reading
or watching stories? Why? Is reading in any way beneficial?
Why? / Why not?
Tell students to write 2–3 questions using the vocabulary
in exercise 7. Tell students to ask and answer the questions
in pairs, eg. What’s the most nail-biting story you have read?
Do you prefer books to reflect real, every-day problems?
EXTRA ACTIVITY
EXTRA ACTIVITY
dictation
after exercise 5 page 116
Put students into pairs. Give each student a copy of
worksheet A or B, which include fragments of the article in
exercise 5 (worksheet activities page 113). Ask students
to read their short text to themselves and to divide it into
short meaningful phrases of three to six words. Then give
each student a copy of the key with a suggested division of
the words to check their answers. Students take turns to
dictate their paragraph to their partner. Explain that they
should repeat each phrase no more than twice at a normal
pace.
Worksheet A
As far as I can see, reading for pleasure remains popular with
young people. It is true that we may not read many printed
books and tend to choose different literary genres than our
parents, but that doesn’t mean we never read.
linking words
after exercise 10 page 117
Give students a copy of the worksheet with the task below
(worksheet activities page 114). Students choose the
correct linking words. Check the answers as a class.
1 You have failed to prepare a decent dish for two weeks.
, we will be hiring a professional cook, and you can
focus on desserts.
a Furthermore
b Consequently
c All the same
2
an agreement has not been reached, we will have to
discuss the matter during the next meeting.
a Since
b Therefore
c Nonetheless
3 I would say,
, life is short, so live it to the full!
a in a nutshell
b whereas
c while
4 Sales have fallen dramatically, and
we will be making
several people redundant.
a apart from this
b in contrast
c for this reason
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5 This is a new company, but at the end of its first year,
,
we have been successful.
a by and large
b consequently
c this is due to
the fact that
it’s not to
6 I like the comedy element to this book, but
be recommended.
a therefore
b for this reason
c apart from this
Key
1b
2a
EXTRA SUPPORT
3a
4c
5a
6c
linking expressions: personalisation
after exercise 11 page 117
Write the following sentences on the board and ask
students to copy them into their notebooks, but change
them where necessary so they are true for them. Elicit
answers from the class, encouraging students to give
reasons to support their answers.
• By and large, I am an optimistic person.
• In contrast, my sister is quite pessimistic.
• I think, on the whole, I am a good student.
• On balance, living in this town is enjoyable.
• In the first place, I love doing writing activities while I can’t
stand anything artistic.
CULTURE NOTE
Andrzej Sapkowski
exercise 12 page 117
Andrzej Sapkowski was born in 1948 in Łódź, where he
currently lives and works. He is the author of numerous
novels and fantasy stories, as well as essays and
dictionaries about the fantasy genre. His novels have
been translated into Russian, English, Czech, German,
Korean and Chinese. The most famous creation of
Andrzej Sapkowski is The Witcher. The saga focuses on
the characters of Geralt of Rivia and Ciri, who are linked
by destiny. In 2007, the first role-playing game based
on The Witcher universe was released. In December
2019, Netflix launched The Witcher, an English-language
adaptation of the book series.
HOMEWORK
Ask students to swap the articles which they have written
in exercise 13. At home, students read their partner’s
articles and make some suggestions in pencil to improve
it by adding linking expressions, replacing commonly
used words with more advanced ones and correcting the
grammar where necessary.
vocabulary gap fill
Divide the class into two groups. Give each group a copy
of worksheet A or B with the sentences below (worksheet
activities page 115). Students complete the sentences
with the missing words. Give each group a copy of the key
so that students can check their answers. Then join the
two groups. They read the gapped sentences to each other
and try to guess the answers. If this is too difficult, explain
that they can look at the Vocabulary section in the Wordlist
on page 118.
8
Key to worksheet A
1 gripping
2 pick up
3 front cover
4 autobiography
5 poetry
Worksheet B
?
1 Did you watch the first episode of that new TV s
2 My dad reads a lot of s
-h
books in order to make
some improvements in his life.
3 The narrative in this book is beyond belief and totally
. It’s so unreal.
u
4 The second i
of the comic is due out next Tuesday.
5 Dwayne Johnson usually plays in f
-p
films, which
are always full of action.
Key to worksheet B
1 series
2 self-help
3 unconvincing
4 instalment
5 fast-paced
EXTRA ACTIVITY
definitions
Tell students to look at the Writing section in the Wordlist
on page 118 and find the words which match the
definitions below. You may read out the definitions to
students or write them on the board.
1 the main character
2 very exciting and tense
3 the people who act in a film or show
4 dull and rather boring
5 to reveal something
6 a disappointment
Key
1 protagonist
2 nail-biting
REVIEW 8
EXTRA ACTIVITY
Worksheet A
1 That thriller we watched last night was g
, I simply
couldn’t stop watching!
u
a book and just read for
2 My cousins often p
pleasure.
c
looked really
3 I bought this book because the f
interesting.
, she had such
4 I’m about to read Maya Angelou’s a
a fascinating life, I can’t wait to find out more out about her.
is so beautiful
5 I’m a big fan of Elizabeth Bishop. Her p
that I fully agree with the opinion that she was one of
the most talented poets of the 20th century.
3 the cast
4 heavy-going
EXTRA ACTIVITY
5 to shed light on
6 a total letdown
questions
Write these questions below, which use vocabulary from
this unit, on the board. Tell students to take turns to ask
and answer the questions.
1 Do you know anyone who eats like a horse? Who is it?
2 What film or book has taken you by surprise?
3 Do you prefer humorous or suspense stories? Why?
4 Do you think books should include a moral in the story?
Why? / Why not?
5 Do you prefer films with a star-studded cast or those with
relatively unknown actors? Explain your choice.
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EXTRA ACTIVITY
translation
after exercise 4 page 119
Give each pair of students a copy of the worksheet with
the following sentences (worksheet activities page 116).
They are translations of selected sentences from the
lesson. Alternatively, you may write the sentences on the
board.
1 Nie wiedziałam, co się stało z Niną. Dopiero później
dowiedziałam się, że miała wypadek.
2 Tina i Jan relaksowali się na plaży, czytając książki.
3 Niepotrzebnie gotowałeś posiłek. Już zamówiłam sushi.
4 Gdy tylko zaczął się program telewizyjny, nastąpiła przerwa
w dostawie prądu.
Key
1 Timothy Carlton (né Cumberbatch) and Wanda
Ventham were actors.
2 He taught English to Tibetan Buddhist monks in India.
3 He studied drama at the University of Manchester.
4 He played Prime Minister William Pitt the Younger.
5 The author of stories about Sherlock Holmes.
6 In The Imitation Game, a film about Alan Turing’s
attempts to crack the German Enigma code with help
from fellow mathematicians.
8
With their books closed, students translate the
sentences into English, paying attention to the correct
use of constructions used for criticising past actions and
inversion. After 3–4 minutes, allow students to compare
their answers in pairs. Then ask students to open their
books at page 119 and find the translated sentences.
Encourage them to notice differences between their
translations and the original sentences. Provide feedback
if necessary.
Key
1 I didn’t know what had happened to Nina. Only later did
I find out she’d had an accident.
2 Tina and Jan relaxed on the beach reading books.
3 You needn’t have cooked the meal. I’ve already ordered
some sushi.
4 No sooner had the TV programme started than
the electricity went off.
MATURA SPEAKING TASK
rozmowa na podstawie
ilustracji
Tell students to take turns to describe the picture on
page 119 and answer the questions below. Give each pair
of students a copy of the worksheet with the examiner’s
questions below (worksheet activities page 116).
TEST IT! Examiner’s questions:
1 Who are the people and why are they laughing?
2 What do you usually do with your friends?
3 Tell us about the last time you had a great time with your
friends.
HOMEWORK
web research task
Tell students to go online and find answers to the
questions below. Write the questions about Benedict
Cumberbatch on the board or give students a copy of
the worksheet with the questions (worksheet activities
page 116).
1 Who were the parents of Benedict Cumberbatch?
2 What did he do during his year off between school and
university?
3 What did he study?
4 Who did he play in ‘Amazing Grace’ (2006), a film about
William Wilberforce’s antislavery efforts?
5 Who was Sir Arthur Conan Doyle?
6 In which film did he play the mathematician and logician
Alan Turing? What was the film about?
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7–8
TEST PRACTICE
EXTRA SUPPORT
Rozumienie ze słuchu,
exercise 1 page 122
Pytania otwarte
Write the prompts below on the board. Tell students that
all the words come from the listening, and that they should
provide help in writing their answers to the questions.
Encourage students to formulate the responses in such
a way that every word is used. However, it’s important
to accept and discuss all the sentences, providing they
contain the correct answers, with the students.
1 focus
2 exams
3 interest
4 graphic novels
5 bravery
6 different way
Key (suggested answers)
1 Students need to focus on thinking rather than
memorising for exams.
2 Universities encourage critical and analytical thinking,
as well as research techniques, while high schools focus
on learning information for exams.
3 He is not sure that the camp will focus on his main
interest, which is graphic novels.
4 She is almost sure that there is a class on graphic novels,
but she tells him to check the website to confirm the
details.
5 He admires teenagers with dyslexia for their bravery
and determination.
6 The speaker says that Sir Richard Branson is an excellent
example of an individual with dyslexia who, despite
difficulties, has succeeded, possibly as a result of being
forced to deal with things in a different way.
EXTRA SUPPORT
Rozumienie pisanych tekstów,
exercise 2 page 122
Uzupełnianie streszczenia
Write the prompts below on the board. Ask students to
read the text in exercise 2 and decide which of the two
options best completes the email. After 3–4 minutes,
check as a class.
1 are a few friends / are a lot of friends
2 have too much / have nothing to
3 their free time / all of their time
4 time spent on reading / number of words read
5 makes it easier / makes it more difficult
6 too much pressure / too little pressure
Key
1 are a few friends
2 have too much
3 all of their time
4 number of words read
5 makes it more difficult
6 too much pressure
EXTRA ACTIVITY
cloze paragraph
after exercise 2 page 122
Give students a copy of the following worksheet with the
gapped extract from the text in exercise 2 (worksheet
activities page 116). Ask them to complete the text with
the missing words. Then, students can check their answers
by looking at the text in the coursebook.
On the other 1
, I know that they 2
not spend
all of their 3
reading assigned 4
or memorising
5
periodic table. 6
fact, after 7
lot of
observation and thought, I am pretty 8
I know exactly
9
is keeping others of my 10
from 11
lost in
12
13
good book: screen
.
Key
1 hand
2 do
3 time
4 books
5 the
6
7
8
9
10
11
12
13
In
a
sure
what
EXTRA ACTIVITY
age
getting
a
time
vocabulary from the text
before exercise 3 page 122
Write the following two lists of vocabulary on the board
and ask students to match 1–6 with a–f in order to
make phrases. When they have finished, go through the
expressions with one another and elicit their meanings.
1 historic school
2 local
3 a brand
4 council
5 refurbishing the
6 commercial and retail
a school
b new school
c space
d residents
e member
f building
Key
1f
2d
3b
4e
5a
EXTRA ACTIVITY
6c
speaking phrases
before exercise 6 page 123
Give each student a copy of the worksheet with the useful
phrases for the stimulus-based task (worksheet activities
page 116). Ask students to complete them with the
missing words. Check the answers as a class. Encourage
students to use the phrases while doing the speaking task
in exercise 6.
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Describing positive / negative sides:
1 One good / bad s
of this situation is
2 One point in f
of this is to do with
3 Secondly, we must b
in mind that
Expressing opinion:
4 F
me, this statement
5 From my point of v
, this statement
6 Is
agree / disagree with
Comparing pictures:
7 The situations shown in the photos b
no
resemblance to each other.
the first photo shows
, the other one
8 W
depicts
9 At first g
the photos seem unconnected, but in fact
10 What these pictures have in c
Key
1 side
2 favour
3 bear
4 For
5 view
6
7
8
9
10
is
.
strongly
bear
While / Whereas
glance
common
EXTRA ACTIVITY
writing preparation
before exercise 7 page 123
Ask students to work in pairs and brainstorm ideas on
the advantages and disadvantages of the use of new
technologies in education. Tell them to write each idea as
a sentence on a piece of paper. When they have finished,
divide the students into groups of three or four. Collect
the pieces of paper and divide them between the groups.
Tell students to pick a piece of paper and discuss the idea
it contains. They can do this either by expressing their
opinion or giving some additional information. Explain that
students should continue talking until you signal them to
stop. Then, they have to pick another piece of paper and,
if necessary, change their point of view as a result of what
it says.
Key (example ideas):
Advantages
Disadvantages
• Exams can be
• Interactive whiteboards mean we
taken online.
are returning to teacher-centred
rather than student-centred classes.
• Young people
find it motivating • Children who overuse computers
to use computers fail to master basic handwriting
in class.
skills.
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CULTURE
1–4
CULTURE 1
national heroes
and authority figures
WHAT IS THE LESSON ABOUT?
Vocabulary
national heroes and authority figures
Reading
three short articles about famous historic
figures
Speaking
preparing a speech about a hero or
an authority figure
Matura topics
and tasks
Kultura, Elementy wiedzy o krajach
anglojęzycznych, Człowiek; Rozumienie
tekstów pisanych Dobieranie
EXTRA ACTIVITY
vocabulary from the text
before exercise 3 page 124
Put students into pairs. Write the following two lists
of words from the texts in exercise 3 on the board.
Each student chooses a different list. Students check
the meaning of their words in a monolingual dictionary
and then explain the meaning to a partner.
A:
1 to advocate
2 to outlaw
3 the struggle
4 emblematic
5 crucial
B:
1
2
3
4
5
EXTRA ACTIVITY
reading: true/false
after exercise 4 page 124
Give students a copy of the worksheet with the sentences
below (worksheet activities page 117) and ask them to
decide whether the statements are true or false. Check
the answers as a class.
1 Martin Luther King believed that violence should be used to
fight injustice.
2 Martin Luther King’s achievements meant that racial
discrimination became illegal.
3 Winston Churchill was a gifted public speaker.
4 Churchill was the second British Prime Minister awarded
with the Nobel Prize for Literature.
5 Irena Sendler managed to save about five hundred children
on her own.
6 Sendler paid a sum of money to the Nazis in order to be
released from prison.
2T
3T
4F
5F
6F
personalisation
before exercise 7 page 124
Write the questions below on the board. Ask students to
discuss the questions in small groups. When they have
finished, elicit some answers from each group.
Do you think that an authority figure also has to be famous?
Do you have to be a leader in order to be a hero?
What are some of the less significant things that a heroic
person might do?
Who is the authority figure in your family?
CULTURE 2
human rights
WHAT IS THE LESSON ABOUT?
Vocabulary
human rights
Listening
an interview with a human rights volunteer
Speaking
pairwork:
• talking about human rights organisations
• discussing human rights
Project work
preparing an infographic about a common
abuse of human rights
Matura topics
and tasks
Państwo i społeczeństwo; Rozumienie ze
słuchu Odpowiedzi na pytania
CULTURE NOTE
resilience
merit
indifferent
to be devoted to
racial minorities
Key
1F
EXTRA ACTIVITY
human rights organisations
Amnesty International is a non-governmental organisation
with its headquarters in the UK. It campaigns for a world in
which human rights will be enjoyed by all, no matter what
their political ideology, economic status or religion.
Human Rights Watch is a non-governmental organisation,
headquartered in New York City. They investigate and
expose abuse, pressurising those in power to respect
human rights and see that justice is maintained. Human
Rights Watch is an independent, international organisation
that works as part of a vibrant movement to uphold human
dignity and advance the cause of human rights for all.
UN Watch is a non-governmental organisation based
in Geneva, Switzerland. Its mandate is to monitor the
performance of the United Nations by the yardstick of
its own Charter. It has been active in combating human
rights abuse all over the world.
Helsinki Committee in Poland was set up during
martial law (1982) by a group of intellectuals. It monitors
violations of human rights and fundamental freedoms
and reviews the compliance of Poland’s legislation with
the country’s international obligations.
Human Rights Without Frontiers International is an
international non-profit organisation that promotes
respect for human rights around the globe. It is also
an advocate for democracy, the rule of law and social
justice. Based in Brussels, Belgium, the HRWF has become
one of the most active organisations to both promote
human rights in EU institutions and to help shape
European policies towards human rights.
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EXTRA ACTIVITY
a gap-fill task
after exercise 2 page 125
5
6
7
8
EXTRA SUPPORT
weaker classes
exercise 5 page 125
Give students a copy of the worksheet with the sentences
below (worksheet activities page 117) and ask them to
complete the sentences with the words from exercise 2.
Alternatively, write the sentences on the board. Check the
answers as a class. Time permitting, ask students to work in
pairs and write their own sentences containing the words.
of three political prisoners attracted the
1 The
attention of the independent media.
against because he looked
2 At school, Noah was
different from the rest of the students.
3 Some activists had no choice but to seek political
in Europe.
4 Although most of his neighbours were sure it was him who
.
had robbed the elderly couple, he was still found
5 Despite the fact that human rights are guaranteed by
, they are often violated in many
international
countries of the world.
as regards her salary from her
6 Paula demanded fair
new employer.
7 Many people say that money isn’t the most important thing
to pursue
in life, but, nevertheless, it gives you more
your goals.
8 Choosing one candidate from the group was really tough
as each individual’s skills and experience seemed
to the rest.
Key
1 detainment
2 discriminated
3 asylum
4 innocent
EXTRA SUPPORT
1–4
law
treatment
freedom
equal
Give students a copy of the worksheet with the prompts
below (worksheet activities page 117) and ask them to
use the prompts to answer the questions. Alternatively,
write the prompts on the board. Check the answers as
a class.
1 educated / access to information
2 women / domestic violence / sexual harassment
3 condition / parents / worldwide / 1 in 18,000 to 20,000
4 I fighting / essential / places / abused
II young people / act / combat
III Dylan / discrimination / albinism / famous people / aware
Key (suggested answers)
1 They are better educated and have greater access to
information.
2 It supports women who experience domestic violence
or sexual harassment.
3 Albinism is a genetic condition inherited from both
parents that occurs worldwide, regardless of ethnicity
or gender; 1 in 18,000 to 20,000 Americans have a form
of albinism.
4 Fighting for human’s rights is essential as there are
many places in the world where they are abused. A lot
of young people are prepared to act together to combat
the issue once they have become aware of it. Dylan
raises awareness of discrimination against people with
albinism. He thinks that famous people should make
people more aware of human rights.
EXTRA ACTIVITY
vocabulary practice
after exercise 9 page 125
weaker classes
exercise 4 page 125
Give students a copy of the worksheet with the possible
answers below (worksheet activities page 117). As
students listen to the recording, tell them that they should
choose what they think is the correct answer. Alternatively,
write the possible answers on the board. Check the
answers as a class. You may choose to ask students to look
at transcript 3.20 on page 174 and find the fragments that
helped them when making their answer.
1 Human Rights Day (10th December) / 10 years of Dylan’s
project.
2 One in six footballers in the UK have experienced prejudice. /
Young people account for one out of every six people
nowadays.
3 1 in 18,000 to 20,000 Americans have a form of albinism. /
1 in 18,000 to 20,000 Americans experience domestic
violence.
4 10 basic human rights / 10 artists recorded ‘Here to Love’
song.
5 30 human rights / 30 young artists joined Lenny Kravitz’s
project last year.
Key
1 Human Rights Day is December 10th.
2 Young people account for one out of every six people
nowadays.
3 1 in 18,000 to 20,000 Americans have a form of albinism.
4 10 basic human rights.
5 30 human rights.
Write the sentence openings below on the board. Ask
students to choose four. In pairs, they complete the
sentences, developing their answers by giving more
arguments. Check the answers as a class.
1 If I were to devote myself to a cause, it would be …
2 People who are subjected to different forms of harassment …
3 Regardless of where you come from, …
4 Last time I celebrated something big time was …
5 As far as human rights are concerned, I feel strongly
about …
6 A person who could spur me on to fight for something is …
EXTRA ACTIVITY
matura writing task – artykuł
after exercise 10 page 125
Students write an article in response to the task below.
Give each student a copy of the worksheet with the task
(worksheet activities page 118). Alternatively, you may
dictate it or write it on the board.
TEST IT! Niektórzy twierdzą, że młodzi ludzie nie są
wystarczająco zainteresowani kwestią praw człowieka.
Napisz do czasopisma dla młodzieży artykuł, w którym
przedstawisz powody, dla których młodzi ludzie powinni
angażować się w walkę o swoje prawa, a także opiszesz
działalność lokalnej organizacji, która dba o zapewnienie
wszystkim równego traktowania.
Wypowiedź powinna zawierać 200–250 wyrazów.
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1–4
HOMEWORK
Students chose one of the sentence openings given in the
Extra Activity (to be done after exercise 9 page 125) and
write a paragraph related to it.
Key
1 militant
2 to boast
3 a feat
4 a landmark
5 heritage attractions
EXTRA ACTIVITY
CULTURE 3
after exercise 4 page 126
architecture
WHAT IS THE LESSON ABOUT?
Vocabulary
architecture
Reading
three texts about famous buildings
Speaking
pairwork
• talking about architectural styles
• discussing famous buildings
Project work
preparing a quiz about famous or unusual
buildings
Matura topics
and tasks
Kultura, Elementy wiedzy o krajach
anglojęzycznych, Miejsce zamieszkania;
Rozumienie pisanego tekstu Dobieranie
EXTRA ACTIVITY
class discussion
before exercise 1 page 126
Ask students to look at the photographs of the famous
buildings in exercise 1 and ask them the following
questions: What would you expect to see inside each of these
buildings? Which of these buildings would be worth visiting?
Why? Discuss answers as a class.
EXTRA ACTIVITY
writing a description
after exercise 1 page 126
Tell students to go online and find answers to the
questions below. Write the questions on the board or
give students a copy of the worksheet with the questions
(worksheet activities page 118).
1 What is the name of the most famous abbey in London?
2 What is special about the construction of the famous
Meteora monasteries?
3 What are the names of the two chambers of the British
Parliament?
4 What is the tallest skyscraper in New York?
5 What is the name of the place where the British Crown
Jewels are kept?
6 What is unusual about the church in Chesterfield (UK)?
7 What fortifications took more than 2,000 years to build?
8 What is the oldest European settlement in America?
Key
1 Westminster Abbey
2 They were constructed on large stone pillars.
3 The House of Commons and the House of Lords
4 One World Trade Center
5 The Tower of London
6 The spire is crooked/twisted.
7 The Great Wall of China
8 St. Augustine, Florida
HOMEWORK
Tell students that they are going to write a short story
set in one of the famous buildings in exercise 1. In pairs,
students write the first three sentences of the story,
in which they describe the place from a first-person
perspective. Ask them to use as many of the words from
exercise 1 as possible.
Key (example answer):
I must admit that I didn’t like the area at all – it was full
of run-down, derelict, concrete factory buildings looking
unattractive and bland in the dim evening light. I was
walking quickly to escape from this hideous place in order
see what I was hoping would be absolutely stunning –
massive walls made of plate glass, a real modern gem.
That impressive building was now directly in front of me,
and Lisa was waiting there for me…
EXTRA ACTIVITY
web research task
vocabulary from the text
after exercise 2 page 126
Give each student a copy of the worksheet with the
definitions below (worksheet activities page 118). Tell
students to find words that match the definitions in the
text in exercise 2.
1 using violent methods to achieve a goal
2 to possess some attractive features
3 an action that is impressive – but often dangerous
4 a famous building or object that you can recognise easily
5 attractions that a society considers important to its history
Students finish off the short stories that they began
in the Extra Activity (after exercise 1 page 126) above.
The complete stories should be 150-200 words.
CULTURE 4
ideologies
WHAT IS THE LESSON ABOUT?
Vocabulary
ideologies
Listening
an interview about ideologies
Reading
a blog entry about some of the ideologies
from the first half of the 21st – century
Speaking
pairwork:
• talking about ideologies
Writing
preparing a short presentation about
a chosen ideology
Matura topics
and tasks
Państwo i społeczeństwo; Rozumienie
pisanego tekstu Odpowiedzi na pytania
EXTRA SUPPORT
weaker classes
exercise 2 page 127
As students may not be sure about what details to
concentrate on while listening, give them the question
they should find the answer to: What was the influence of
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ideologies on individuals? After students have listened, elicit
the answer.
Key
– some ideologies have not worked for humanity
– an ideology, when forced upon people, may be
detrimental to society as a whole
EXTRA SUPPORT
HOMEWORK
1–4
Students read transcript 3.21 on page 174. They
should choose five words or phrases that are either
new to them or that they find particularly useful and then
write a sentence that illustrates the meaning of each of
them.
weaker classes
exercise 3 page 127
Write the sets of words on the board and tell students that
they should use the words in their summaries.
Konserwatyzm: tradycja, ład społeczny, parlament, zasady
moralne, dziedzictwo
Ekologizm: ochrona środowiska, zmiany klimatyczne, rozwój
społeczny
Feminizm: równe prawa, męski punkt widzenia, światowa
populacja
Liberalizm: wolność słowa, wolny rynek, prawa człowieka,
postępowy, swobodny
EXTRA ACTIVITY
translation
after exercise 4 page 127
Write the sentences below on the board. The sentences
are Polish translations of some of the sentences from the
text in exercise 3. With books closed, students translate
the sentences into English. Then, ask students to open
their books and find the equivalent sentences in the text.
They should then compare them with their own versions.
Discuss any differences that students notice and provide
feedback on appropriacy and correctness.
1 Przyjrzyjmy się mniej lub bardziej tradycyjnym ideologiom,
które współistnieją w pierwszej połowie XXI wieku.
2 Konserwatyści przestrzegają konwenansów i opowiadają
się za istniejącym porządkiem społecznym, a także często
sprzeciwiają się szybkim zmianom.
3 Często ścierają się z anty-ekologami, którzy utrzymują,
że Ziemia jest w o wiele lepszym stanie, niż się uważa,
i że ruchy ekologów powstrzymują postęp ludzkości.
4 Niektóre ruchy feministyczne uchodzą za dość radykalne,
co w konsekwencji prowadzi do ich krytyki.
5 Uważają również, że do obowiązków rządu należy
zapewnienie obywatelom dostępu do opieki zdrowotnej,
przyzwoitej edukacji oraz czystego środowiska naturalnego.
EXTRA ACTIVITY
after exercise 7 page 127
Ask students to get into six groups and give each group
one of the questions below. The groups formulate
answers to their questions in 3–4 sentences. After
5–6 minutes, elicit the answers and discuss each of
the ideas as a class.
1 How do you imagine a society that lives according to
the tenets of a utopian ideology?
2 In what way can authoritative rule be dangerous?
3 What progressive ideas would you like to see in society?
4 How is equality related to the idea of a secular state?
5 What actions or ideas can obstruct human advancement?
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WORKSHEET ACTIVITIES
UNIT 1 Fun and games
U1: VOCABULARY
EXTRA ACTIVITY
phrases and definitions
U1: LISTENING AND VOCABULARY
EXTRA SUPPORT
Challenge section, unit 1, exercise 1 page 128
1 I don’t like being with people, I prefer my own
company.
2 I am always the person everyone wants to talk to at
parties.
3 I love dancing and singing and making the party fun.
4 I am easy to talk to. My friends like talking to me.
5 I don’t mind if people play jokes on me, I don’t mind
looking silly.
6 I’m often in a bad mood, I complain a lot, and I never
want to do anything.
7 I’m sociable, I like meeting people.
8 I tell jokes and make people laugh.
exercise 7 page 6
a
b
c
d
e
f
g
1
famous pictures/paintings
gained in popularity/ became popular
the 1400s / the 15th century
introduction of postage stamp
short poems about art
early 1600s
were replaced by holiday cards
2
3
4
U1: GRAMMAR 1
EXTRA SUPPORT
after exercise 5 page 5
U1: LISTENING AND VOCABULARY
EXTRA ACTIVITY
greetings cards quiz
before exercise 6 page 6
1 New Year’s greetings cards were produced in 1400 in
a Asia.
b North Africa.
c Europe.
2 The first printed Christmas card appeared in 1843 in
a London.
b Glasgow.
c Dublin.
3 The first known Valentine’s Day cards was given in
a 1415.
b 1453.
c 1498.
The Germans printed New Year’s greetings cards from
woodcuts as early as 1400. The first known printed
Christmas card appeared in London in 1843, when Sir
Henry Cole hired artist John Calcott Horsley to design
a holiday card that he could send to his friends and
acquaintances. The first known Valentine’s Day card can
be traced back to 1415.
1 We’ve been studying for these exams since / for
Christmas.
2 I haven’t finished my homework, already / so far I’ve
only done three exercises.
3 A How long / When did you move to Italy?
B Three months ago.
4 I spent three months in Paris already / in 2001
because the borders were closed due to coronavirus
and I couldn’t go back home.
5 She’s only just / lately had her baby. It’s a boy!
U1: READING AND VOCABULARY
EXTRA SUPPORT
exercise 6 page 9
1
2
3
4
5
whose grandfather wanted / whose grandfather likes
was delighted / hesitated
matter of time when / not a long time when
apable of / able to
can’t be difficult / may be difficult
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WORKSHEET
ACTIVITIES
U1: READING AND VOCABULARY
EXTRA CHALLENGE
class game
after exercise 6 page 9
1 I / I’d / Intelligence / never / time / Artificial / the /
first / forget / with / socialised / .
2 he / we / ‘Ta-da‘ / room / entered / as / said / , /
proudly / my/ .
4 charades / I / fancied / I / playing / said/ .
5 and / , / However / badly / losing / I / started /
furious / getting / was / .
3 do / ‘Would / able / she / homework?‘ / my / , / to /
be / wondered / I / .
U1: READING AND VOCABULARY
EXTRA ACTIVITY
vocabulary game
after exercise 9 page 9
pursue a goal (D)
mess about with your friends (P)
achieve a goal (P)
encourage a child to play (M)
chatter to a robot (M)
nudge (M)
chat to a robot (M)
explain (D)
hang out (D)
engage in creative tasks (P)
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WORKSHEET
ACTIVITIES
U1: READING AND VOCABULARY
EXTRA ACTIVITY
U1: SPEAKING
gap fill
after exercise 9 page 9
EXTRA SUPPORT
after exercise 7 page 10
1 There are
video games you
can play online; however, I prefer traditional board
games.
1 I don’t seem to get very upset in situations like this.
2 Swimming is one of my dad’s favourite leisure
.
2 It seems to me that Monica and Steven do not get on
very well.
3 The latest research has shown that most teenagers
face-to-face interaction
despite being surrounded by technology.
4 I am sure that VR glasses are just
which will pass soon.
a
5 My grandparents seemed to have
during our family reunion last
weekend.
3 He was guilty of stealing the computer.
Or so it seemed.
4 It doesn’t seem like a big deal to me.
5 Seemingly, unemployment in Britain is a real problem.
U1: SPEAKING
EXTRA ACTIVITY
speaking practice
after exercise 3 page 10
A friend has a party and doesn’t invite you.
U1: ENGLISH IN USE 1
EXTRA ACTIVITY
Your parents punish you for something you didn’t do.
You see someone steal a handbag in a restaurant.
You and your friends are having an argument.
You are walking your dog when it sees a cat and runs
off, chasing the cat.
You are trying to study, but your brother/sister is
listening to some really loud music.
after exercise 8 page 12
patterns after verbs of
perception
(play)
1 I watched Novak Djokovic
Nick Kyrgios at the Wimbledon 2022 final.
2 She listened to the birds
(sing)
when she got up this morning.
3 During breakfast, they observed a dog
(run) down the road.
4 Did you hear the baby
(cry) last
night?
5 We noticed her car
(stop) at the
bank, she parked and then went into the bank.
6 My mum made a cake and I could smell it
(bake) in the oven – lovely!
7 The doctor listened to his patient
(explain) what was wrong.
8 Did the police overhear the thief
(confess) to the robbery? Yes,
they did because they arrested him afterwards.
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WORKSHEET
ACTIVITIES
U1: ENGLISH IN USE 1
REVIEW 1
HOMEWORK
EXTRA ACTIVITY
In our English classes, …
1 I spent last weekend visiting my
living in Gdańsk.
r
2 My uncle is organising a big family
next week.
g
3 Fiona is having a baby, so next week we’re giving
s
her a b
with lots of presents.
4 If you want to eat at that restaurant, you’ll have to
first.
make a b
5 One of the games I played as a child was
. It’s like chess, but the black
d
and white pieces look different.
6 I’m really glad those long denim dresses were just
and we don’t have to wear
af
them any more!
7 This weekend we’re going to h
as
at making a video clip.
8 She was t
upset at the news,
it was very sad.
9 When I was younger, I didn’t have
r
ag
w
my brother at all. We were
always arguing.
10 If you want to go out tonight, you’ll have
your parents to let you go.
to p
we enjoy …
our teacher
allows …
we prefer …
we seem … we can’t
avoid …
we ask …
we want …
we can’t
stand …
we help …
we practise …
our teacher we tend …
makes some
of us …
U1: ENGLISH IN USE 2
EXTRA ACTIVITY
translation
after exercise 2 page 13
1 Zapomniałem kupić siostrze prezent na urodziny.
2 Mark żałuje, że nie uczył się do egzaminów.
vocabulary revision quiz
3 Następnie nauczyciel przeszedł do wyjaśniania
gramatyki na lekcji.
4 Spróbuj dobrze się bawić na imprezie dziś wieczorem!
REVIEW 1
EXTRA PRACTICE
5 Zatrzymaliśmy się, żeby napić się kawy po drodze do
domu.
6 Sue pamięta, że jadła dużo słodyczy, kiedy była
dzieckiem.
7 Oni nie mieli zamiaru krzyczeć na Jacka.
translation
after exercise 6 page 15
1 I’m not sure what Agnes is up to at the moment.
She might be getting ready for her date with Tim.
2 Did you phone me last night? My battery died.
3 We saw Kate leaving her room, but we don’t know
where she’s gone.
4 We have no idea why Jemma came so late to the
meeting. She may have forgotten about it.
5 People have been holding celebrations to greet the
coming of spring for thousands of years.
6 Nothing would make me take part in an escape room
game.
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WORKSHEET
ACTIVITIES
UNIT 2 Success and failure
U2: VOCABULARY
EXTRA SUPPORT
U2: GRAMMAR 1
sports vocabulary
after exercise 4 page 19
Challenge section, unit 2, exercise 1 page 128
1 Was she at the meeting last night?
a Yes, she had been there for hours before I arrived.
b Yes, she was being there for hours before I arrived.
2 What happened at the party yesterday?
a Nothing, everyone had left by the time I arrived.
b Nothing, everyone left by the time I arrived.
3 Where did they go on Sunday morning?
a They had been skating the day before, so they
stayed at home.
b They were being skated the day before, so they
stayed at home.
4 How long were you in the USA?
a I had been living there for three years.
b I was living there for three years.
5 Who did you see after school?
a I saw Rosa, who had been studying till late in the
library.
b I saw Rosa, who had studied till late in the library.
1 A good footballer can header / dribble / slam dunk
the ball across the pitch extremely quickly.
2 In tennis, it’s important to have a strong backhand /
backboard / backstroke.
3 When I am at the swimming pool, I can never find
enough space in any of the slopes / lanes /
pitches to swim properly. There are always too many
people.
4 It takes a lot of practice to learn how to do a header
/ slalom / flip turn in swimming.
5 Good poles / nets / racquets, which are held in both
hands, are essential for balance when skiing.
6 I saw the Winter Olympics slalom / flip turn /
backstroke on TV last night. It was very exciting!
7 As I am a beginner, I can only ski on what is called an
easy downhill / slope / pitch.
8 My sister learned to shoot / serve / dive into the
water head first when she was very young.
9 The basketball player jumped into the air, made
a defender / penalty / slam dunk into the net and
scored a point.
10 The first rule of tennis is to hit the ball over the net /
poles / serve.
U2: LISTENING AND VOCABULARY
EXTRA SUPPORT
U2: LISTENING AND VOCABULARY
phrasal verb speaking practice
after exercise 5 page 20
EXTRA ACTIVITY
vocabulary from the recording
after exercise 4 page 20
1 I dropped out of
younger because
when I was
.
2 Next year I’d like to take up
because
.
3 My family sometimes take part in
because
4 My best friend should give up
because
.
.
5 We always warm up before
, he wins all
1 Rick is a very good
the school races.
2 Before a reporter writes an article, they have to do
lots of
into the subject.
3 Some children in the first grade don’t know how to
read, so don’t
they can and be
prepared to teach them.
4 The
of the lecture is to inform
us about global warming.
5 At the end of the football match, the
was 2:1.
.
6 We are currently putting together
a
team. We are looking for
people who
7 I got into
Choose the correct tense!
EXTENSION ACTIVITY
because
.
.
8 I don’t think
will catch on in
America because it’s so typically Polish!
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WORKSHEET
ACTIVITIES
U2: LISTENING AND VOCABULARY
FOLLOW-UP ACTIVITY
U2: GRAMMAR 1
parkour
vocabulary race
after exercise 3 page 19
after exercise 7 page 20
1
2
3
4
5
EXTRA ACTIVITY
The word ‘parkour’ comes from French.
It is a very competitive sport.
Parkour has strict rules for participants to follow.
The aim of parkour is to practise difficult jumps.
Parkour is a sport which allows the participant to
exercise their body and mind.
1 their / sportspeople / country / of / group / in
/ a / competition / a / representing
2 astonished’ / a / of / ‘completely / synonym
3 who / sport / someone / an activity / begins / later /
do / life / people / generally / in / than
4 synonym / a / ‘immediately / engaged’ / of
5 an / which / means / ‘more than before’ / expression
U2: GRAMMAR 2
EXTRA SUPPORT
sentence correction
Challenge section, unit 2, exercise 1 page 129
1 I was used to study three hours a day when I was 12.
2 She is used to working all day, every day.
3 My uncle has got used walking five kilometres in the
park every day.
4 Her dog is use to having his hair cut weekly.
5 We aren’t used to doing so much work these days.
6 Did you used to watch much TV as a child?
U2: READING AND VOCABULARY
EXTENSION ACTIVITY
negative prefix adjectives
Challenge section, unit 2, exercises 2, 3, 4
and 5 pages 128–129
ir il im dis in
responsible
hospitable
legal
rational
satisfied
logical
regular
balanced
possible
advantaged
honest
formal
perfect
consistent
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WORKSHEET
ACTIVITIES
U2: READING AND VOCABULARY
EXTRA ACTIVITY
correct or incorrect
Challenge section, unit 2,
exercises 2, 3, 4 and 5
pages 128–129
REVIEW 2
EXTRA ACTIVITY
prepositions test
prefixes and suffixes
1 She is not a competitive person.
turn
to
end
in
strip
of
ban
for
suffer
from
suspended
from
admit
to
2 That sofa is really comfortable to sit on, I hate it.
3 This house means so much to me, I could never live
anywhere else, it’s unreplaceable.
4 Her uncle is a highly disrespected plastic surgeon.
5 I am completely unprepared for the exam tomorrow;
I wish I had done more work.
6 The service at that restaurant is totally satisfactory,
I’m never going there again.
U2: WRITING
EXTRA ACTIVITY
vocabulary from the article
after exercise 2 page 26
Student A:
1 It’s a verb which means ‘to finish a task well’ –
a
2 It’s a verb which means ‘to experience’ or ‘to be
subjected to’ – u
3 It’s a synonym of ‘essential’ –
v
4 It’s a synonym of ‘should’ –
o
5 It’s a plural noun which means ‘the maximum you are
capable of’ – l
Student B:
6 It’s an adverb which means ‘completely’ –
u
7 It’s a verb which means ‘to do too much’ –
o
8 It’s a verb which means ‘to want something
desperately’ – c
9 It’s a verb which is a synonym of ‘to cope’ –
h
10 It’s an adjective which means you are always thinking
about the same thing – o
TEST PRACTICE 1–2
EXTRA ACTIVITY
writing preparations
after exercise 7 page 33
1
2
3
4
5
6
7
8
9
10
wasting time
improving cognitive skills and concentration span
improving hand-eye coordination
becoming socially isolated
strengthening neural circuits
violent behaviour
making fast analytical decisions
recognising patterns and strategies
becoming addicted
confusing reality and fantasy
Positive effects:
Negative effects:
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WORKSHEET
ACTIVITIES
UNIT 3 How we shop
U3: VOCABULARY
EXTRA ACTIVITY
vocabulary practice
after exercise 2 page 34
to get rid of any
1 I use a
important documents which I no longer need in the
office.
as well as
2 You should put up
curtains in your bedroom in order to block out any
light.
3 If you are going roller-blading, make sure you wear
to protect your legs.
your
4 When baking a cake,
is
an essential ingredient.
5 Salad made with lettuce, tomato and onions
is a really boring meal unless you add some
to make it taste better.
6 When my mother was young, people used to have
on the dining table to put any
hot bowls and plates on.
U3: GRAMMAR 1
EXTRA SUPPORT
after exercise 3 page 35
1 tomorrow / I’m / my / lunch / mother / meeting /
for / .
2 a / We’re / Friday / party / going / to / on / have / .
3 be / able / come / Will / to / he / ?
4 help / Of / I’ll / course / you / !
5 to / the / rain / , / going / look / at / It’s /
clouds / .
U3: READING AND VOCABULARY
EXTRA ACTIVITY
vocabulary from the recording
after exercise 8 page 36
1 the ability to use money to buy things
the meaning of future forms
U3: GRAMMAR 2
EXTRA ACTIVITY
future timelines
after exercise 3 page 37
1 Past
Present
2 a world with a lot of industries and business activity
3 an expression used to explain how well a person lives
4 a synonym of ‘to ruin’ or ‘to spoil’
5 to show someone something
6 a particular product or a group of products made by
a company
7 a noun having a similar meaning to ‘captivation’ or
‘fascination’
fly to Italy
At
2 Past
Present
Present
4 Past
Present
.
Next summer
study English
for 11 years
.
8 to aim at someone
By
5 Past
.
2060
retire
By
.
2038
have lots of
children
By
3 Past
8 o’clock
tomorrow
Present
By
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complete 2
novels
.
90
WORKSHEET
ACTIVITIES
U3: READING AND VOCABULARY
EXTRA SUPPORT
U3: SPEAKING
matching headings
A
B
C
D
E
Modern smartphone services
They rule the world – but who are they?
At your home in record time
Beauty salons are essential today
The services provided can be either expensive or
cheap
F What do customers expect?
G The customer has the last word
H Small businesses will prosper
2
3
4
5
6
U3: READING AND VOCABULARY
EXTENSION ACTIVITY
listening true or false
before exercise 4 page 40
before exercise 5 page 39
1
EXTRA ACTIVITY
vocabulary from the lesson
after exercise 10 page 39
and tradition is
1 A mix of
important in a business.
has no shops, so we have
2 Our
to travel a long way to go shopping.
3 I hate driving, so I would never set up a business
people around in a car.
4 If you need to have your winter coat cleaned, you
.
have to use a
5 When I am older, I want to be a
and create custom-fit suits and coats.
6 I prefer
food because it is far
tastier and chemical-free.
will always
7 In my opinion, a
have lots of work because there’s always somebody
who needs a pipe fixing!
helps you sell your house.
8 An
1 The speaker thinks that a street market
has more products to choose from.
T/F
2 The speaker is not concerned about the
quality of the products.
T/F
3 The speaker says that shopping outside
is disadvantageous.
T/F
4 The speaker thinks a shopping mall sells
more boring goods than a street market.
T/F
5 The speaker likes the fact the shopping
mall is not crowded.
T/F
U3: SPEAKING
EXTENSION ACTIVITY
listening gap fill
after exercise 6 page 40
I am convinced that cash money will
1
at some point in the future,
and I can see several reasons why this will likely
2
. In the first place, more and more
people are paying with cards and mobile phones, and
because it’s more
this is going to 3
convenient than trying to keep track of a lot of cash.
Another reason is that you can run out of cash, but
with a card or via
you can always 4
your mobile phone. A further disadvantage of cash is
it or to count it
that it’s easy to 5
incorrectly, so you end up paying more than you should.
The charges on a card or device are always accurate,
and an additional advantage is that if you lose a card or
it so no one else
phone you can 6
can use it.
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WORKSHEET
ACTIVITIES
U3: SPEAKING
U3: ENGLISH IN USE 1
EXTRA ACTIVITY
punctuation
EXTRA SUPPORT
phrasal verb practice
after exercise 6 page 42
after exercise 10 page 40
the quote is quite humorous but i cant say that
i agree with it my belief is that having enough money
is important if you dont have enough money you
cant think about anything else so money is obviously
important but i certainly dont agree that buying things
is a way to find happiness i find that money doesnt
really make people happy at all people are a lot more
important than money
U3: WRITING
HOMEWORK
1 a verb meaning ‘to provide an argument to show
something is correct’
look into set up come into turn down
take after hunt down pay back go through
1 It took us a long time to
the
special dress Phoebe wanted for the gala.
your own
2 If you want to
business, you’ll probably have to get a loan from the
bank first.
3 Every year we get stopped at the airport as we
customs.
4 The police
the robbery at the
bank, but they haven’t found the thief yet.
the
5 Have you thought about
money you owe her?
a lot of money
6 Last year, she
and she now lives in Bermuda.
most in your
7 Who do you
family?
8 I asked him to marry me, but sadly he
me
.
2 a synonym of ‘a point of view’
3 a word which means the same as ‘improbable’
4 a word which means the opposite of ‘inconvenient’
5 a synonym of ‘equipment’, ‘stuff’, ‘things’
U3: ENGLISH IN USE 2
EXTRA ACTIVITY
question forming
after exercise 3 page 43
a What / now / we / shall / do / ?
b are / this / weekend / you / doing / What / ?
U3: ENGLISH IN USE 1
EXTRA ACTIVITY
error correction
before exercise 2 page 42
c of / What / service / customers / this / our / think /
will / ?
1 You can’t give up all your clothes!
2 It’s your turn to throw the rubbish up.
3 If this new music catches up, everyone will be
listening to it.
4 Can you pick out your sister from the airport tonight?
d all / you / the / presents / have / bought / Christmas
/ will / When / ?
e How / corner / since / you / opened / is / it / your /
long / shop / ?
5 We don’t give over free goods here.
6 I came through the purse I had lost at the bottom of
my wardrobe.
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WORKSHEET
ACTIVITIES
UNIT 4 One world
U4: VOCABULARY
EXTRA SUPPORT
U4: LISTENING AND VOCABULARY
personalisation of phrases
listening practice
before exercise 3 page 50
Challenge section, unit 4, exercise 1 page 130
In my life, I would like to …
1 make society aware of
2 bring
EXTRA ACTIVITY
.
together in order to
.
3 make a good impression on
.
4 bring about a change in
.
5 make a difference to
.
6 make an attempt to
Text 1
1 The organisation Hands and Hearts helps with issues
of personal hygiene and general health.
2 Initially, the speaker was planning to donate some
money to Hands and Hearts.
Text 2
3 Speaker 2 is satisfied with the progress that has been
made in Haiti.
4 Cholera has returned to Haiti.
Text 3
5 The speaker belives that more time is needed for
Australia to recover after the bush fires.
.
7 bring up my children to
.
U5:
U4:
U4:LISTENING
LISTENINGAND
ANDVOCABULARY
VOCABULARY
MATURA SPEAKING TASK
rozmowa
at the end of the lesson
na podstawie ilustracji
TEST IT! Examiner’s questions:
1 What do you think the people are going to do next?
2 Would you like to do some volunteer work? Why? / Why not?
3 Describe a situation when you or someone you know helped another person or animal.
U4: GRAMMAR 2
EXTRA ACTIVITY
indirect to direct speech
after exercise 2 page 51
Pamela: Bill, why
at the World Talk meeting?
Bill: My mum asked me to babysit at the last moment. I’
Pamela: Bill, tell me,
Bill: No, not at all! I
if it
with the group?
be part of it.
Pamela: Well, in that case,
miss any more meetings, OK?
Bill: You’re right, the group
are all so busy with schoolwork now.
without everyone attending.
Pamela: Good idea.
Bill: OK, I will. By the way,
Pamela: Oh, thank you. But I
next time.
meet less often? We
it up at the next meeting. Can you remind me to do it?
the essay prize! Keep writing – you could be a journalist in the future!
not so ambitious!
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WORKSHEET
ACTIVITIES
U4: GRAMMAR 2
EXTRA ACTIVITY
categories game
after exercise 4 page 51
say
boast
invite
order
admit
deny
explain
claim
mention
object to
accuse sb of
demand
reply
ask
offer
urge
state
advise
beg
insist on
report
remind
agree
congratulate sb on
assure sb
promise
suggest
propose
convince
warn
regret
threaten
reassure
blame for
add
1 verb + that + verb clause
2 verb + to + infinitive
3 verb + preposition + -ing form
4 verb + -ing form
5 verb + object + to infinitive
Key
1 verb + that + verb clause: explain, promise, insist, agree, suggest, say, admit, demand, mention, assure sb, reply, state,
report, boast, propose, urge, add
2 verb + to + infinitive: offer, claim, promise, agree, demand, beg, threaten
3 verb + preposition + -ing form: accuse sb of, congratulate sb on, insist on, blame for, object to
4 verb + -ing form: deny, suggest, admit, mention, regret, propose
5 verb + object + to infinitive: ask, warn, advise, remind, invite, order, convince, urge, beg
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WORKSHEET
ACTIVITIES
U4: GRAMMAR 2
EXTRA ACTIVITY
U4: GRAMMAR 2
reading true/false
EXTRA SUPPORT
exercise 7 page 51
after exercise 2 page 51
1 At the age of 15, Greta spoke about the dangers of
climate change in the Swedish Parliament.
2 It is now said that Greta is one of the most influential
people in the world.
3 She seems not to be discouraged by the criticism of
famous people.
4 Greta is believed to be the founder of an
international environmental movement.
5 Her Asperger’s syndrome has deprived her of a sense
of humour.
1 a It is said that important cultural sights are at risk
in unstable countries.
b It is say that important cultural sights are at risk
in unstable countries.
2 a Young people today are believed to have
stronger political opinions than those of previous
generations.
b Young people today were believed to have had
stronger political opinions than those of previous
generations.
3 a It is assumed that world peace will be a reality by
the end of the 20th century.
b It was assumed that world peace would be a reality
by the end of the 20th century.
4 a Scientists are thinking to be our best example of
international cooperation.
b Scientists are thought to be our best example of
international cooperation.
U4: GRAMMAR 2
EXTRA ACTIVITY
U4: GRAMMAR 2
Greta’s life
at the end of the lesson
1 Greta finds it important
2 Greta hates it
.
.
3 Greta is known to
4 Greta was awarded
.
HOMEWORK
a blog entry
1 Young people are believed to be influenced too much
by the images of celebrities they see on social media.
2 Television news programmes are thought to distort
political facts.
3 Climate change is assumed to mainly be a result of
the environmental policies of the most-industrialised
countries.
4 Facebook and Instagram are believed to make their
users feel bad in terms of well-being.
.
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WORKSHEET
ACTIVITIES
U4: READING AND VOCABULARY
EXTRA SUPPORT
weaker classes
U4: READING AND VOCABULARY
EXTRA ACTIVITY
vocabulary from the text
after exercise 6 page 53
exercise 6 page 53
1 what knowing a language means / why English is
a global language
2 to show the main difference between Globish and
standard English / to prove that native speakers have
a broader vocabulary range
3 Jean-Paul Nerrière’s dictionary / Jean-Paul Nerrière’s
software
4 characterise standard English are / characterise
Globish are
5 they will be able to simplify it / they will be able to
get better jobs
phraseology a rival to view flatly to acquire
to get by an approach an oddity
1 a particular way of thinking about something
2 a competitor
3 the manner in which a language is used, especially
as far as the choice of words and expressions is
concerned
4 to pick up
5 to manage
6 to observe
7 categorically
8 a strange thing
U4: READING AND VOCABULARY
EXTRA ACTIVITY
word formation
Challenge section, unit 4, exercises 2 and 3 page 130
Worksheet A
in society today for people who are cruel to animals.
1 There is not a lot of
2 My parents wouldn’t give me
to go on the school trip abroad as it might be too expensive.
3 Betty’s
will get her in trouble. She can never remember anything!
4 Modern
say that Globish will be the language of the future.
5 Yesterday in class we had a group
about different ways to protect the environment.
6 Global warming is difficult to understand because of the
of the issue.
Key to worksheet B
1 existence
2 guidance
3 reality
4 conclusion
5 defence
6 preference
Worksheet B
1 Do you believe in the
of ghosts?
2 We need some help and
with this issue in class as we don’t fully understand it.
3 Many students would like a new gym at school, but in
, there isn’t enough money to build one.
4 My final
is that there are pros and cons to every subject.
5 In my
, I didn’t mean to push her, I just fell!
6 We can go out tonight or tomorrow, I don’t have any particular
. Either is OK.
Key to worksheet A
1 tolerance
2 permission
3 forgetfulness
4 linguists
5 discussion
6 complexity
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WORKSHEET
ACTIVITIES
U4: READING AND VOCABULARY
EXTENSION ACTIVITY
word formation
Challenge section, unit 4, exercises 2 and 3 page 130
Verb
Noun
Adjective
accept
conclude
admit
motivate
tolerate
guide
defend
U4: READING AND VOCABULARY
EXTRA ACTIVITY
jumbled sentences
Challenge section, unit 4, exercises 2 and 3 page 130
1 to / new / school / build / a / We / need / gym / permission / .
2 to / animals / about / My / favourite / thing / is / her / her / kindness / .
3 preference / film / you / have / any / in / types / of / Do / ?
4 complexity / The / makes / it / almost / issue / impossible / of / the / to / solve / .
5 responsibility / Whose / tonight / take / out / the / rubbish / is / it / to / ?
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ACTIVITIES
U4: SPEAKING
EXTRA ACTIVITY
vocabulary from the recording
after exercise 4 page 54
t
first.
1 If you want to invest some money, you should analyse global e
2 During the pandemic, when schools and universities were closed, o
c
became immensely popular.
3 The m
g
of advertising is to attract customers’ attention and sell
the product.
4 Technological development was the d
f
behind the success of IT companies
all over the world.
5 Increased prices of petrol brought about the rise in transport costs. This created a d
e
and resulted in a general increase in prices.
6 Presidents or leaders of any country should listen to the voice of o
c
.
7 Thanks to the Internet, our world has become a g
v
.
U4: ENGLISH IN USE
EXTRA SUPPORT
before exercise 5 page 55
1 He accused me for taking his laptop without asking.
2 Ann didn’t want to congratulate Peter of his promotion.
3 In September, we will be living here for exactly 25 years.
4 I hate it when he keeps boasting of the money he has earned.
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WORKSHEET
ACTIVITIES
U4: WRITING
EXTRA SUPPORT
formal and informal language of persuasion
after exercise 4 page 56
Formal
Informal
I can assure you …
It would be beneficial for …
These programmes are a must for …
If I were in your shoes, …
I suggest you participate in …
Don’t pass up the chance to …
This will give you the opportunity to …
Give it a go!
By engaging in this activity, you will acquire important skills.
U4: WRITING
HOMEWORK
TEST PRACTICE 3–4
EXTRA ACTIVITY
Writing checklist:
• Who is the target reader?
• Would they be fully informed after reading your
article?
• Does your writing use a more formal or informal
register?
• Does the register remain consistent in the article?
• Have you used expressions from the Phrase Bank
on page 50, if not, can you add any?
• Can you change any of the vocabulary to make
the article sound more advanced?
collocations
after exercise 2 page 62
leave
be (x2)
up
alleviate
attract
shift
1 The invitation to cooperate with a leading marketing
a turning point in Mia’s
company
career.
2 The aim of the campaign is to
the awareness of breast cancer risks.
3 The government wanted to
the
problem of limited access to medical care in rural
areas.
his bad school
4 Alan decided to
experiences behind and move to a different city.
5 Last year, due to her parents’ serious financial
forced to give up
problems, my cousin
her university studies and find a full-time job.
teachers’ and
6 The recent situation
students’ attention towards online education.
the
7 Her loud behaviour last night
attention of almost all the guests.
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WORKSHEET
ACTIVITIES
UNIT 5 People and influences
U5: VOCABULARY
EXTRA SUPPORT
definitions of vocabulary
before exercise 2 page 64
1
2
3
4
5
6
7
a synonym of ‘adaptable’
a person who has a positive outlook on life (2 words)
a person who is brave both physically and psychologically
a synonym of ‘self-sufficient’
a person who looks after others
someone who you can always count on
a synonym of ‘wise’ or ‘well-informed’
/
U5: VOCABULARY
EXTRA ACTIVITY
vocabulary work
at the end of the lesson
attentiveness
motivaton
persistence
imagination
diplomacy
creativity
intelligence
likeability
integrity
courage
knowledgeable
patient
caring
upbeat
confident
reliable
courageous
passionate
self-motivated
detail-oriented
enthusiastic
flexible
autonomous
ignorant
cowardly
impatient
stubborn
insensitive
pessimisitic
insecure
undependable
careless / sloppy
indifferent
dependent
unmotivated
apathetic
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WORKSHEET
ACTIVITIES
U5: VOCABULARY
MATURA SPEAKING TASK
rozmowa
at the end of the lesson
z odgrywaniem roli
TEST IT! Uczeń A
Podczas wakacji pracujesz w organizacji pomagającej bezdomnym zwierzętom. Rozmawiasz z wolontariuszem/
wolontariuszką z Irlandii na temat zatrudnienia osoby, która pomoże Wam w pracy w schronisku dla zwierząt (animal
shelter). W rozmowie omówcie poniższe cztery kwestie:
• jakie cechy charakteru powinien mieć idealny kandydat / powinna mieć idealna kandydatka;
• jakich umiejętności wymagacie;
• w jaki sposób będziecie szukać kandydatów/kandydatek do pracy;
• w jaki sposób wprowadzicie nową osobę do pracy w organizacji.
TEST IT! Uczeń B
Pochodzisz z Irlandii. Podczas wakacji odwiedzasz Polskę i pracujesz wraz z uczniem A w organizacji pomagającej
bezdomnym zwierzętom jako wolontariusz/wolontariuszka. Rozmawiacie na temat zatrudnienia osoby, która pomoże
Wam w pracy w schronisku dla zwierząt. W zależności od tego, jak potoczy się rozmowa, omów wszystkie/wybrane
kwestie:
• poproś ucznia A o dokładniejsze objaśnienie jakieś kwestii;
• uprzejmie nie zgódź się z uczniem A, tak aby musiał podać kolejne argumenty lub zaproponować inne rozwiązanie;
• uważasz, że zatrudniona osoba powinna biegle posługiwać się językiem angielskim;
• nie odpowiada Ci sposób poszukiwania kandydatów/kandydatek do pracy zaproponowany przez ucznia A.
U5: LISTENING AND VOCABULARY
EXTRA ACTIVITY
vocabulary personalisation
after exercise 5 page 66
1 When I was five, I was dead set on
.
2 When
, it felt like it was
the end of the world.
3 You will never learn to
if you’re not prepared to stick to it.
4 I want to make a go of
in my life.
5
missed out
because
on
.
6
gave up hope when
.
U5: LISTENING AND VOCABULARY
EXTRA SUPPORT
listening comprehension
before exercise 8 page 66
1 Young people usually make ambitious plans for their
futures.
2 It is common for people to experience difficulties
in life.
3 Some people may give up due to embarrassment.
4 A healthy lifestyle may change the way you think
and feel about things.
5 A positive attitude means ignoring negative
experiences.
6 We should both listen to and learn from criticism
from others.
U5: GRAMMAR 2
EXTRA ACTIVITY
favourite teachers
after exercise 5 page 67
Thank you for this wonderful prize. I would like to thank
the person who has helped me get to where I am now
–
(name of the teacher).
This teacher’s lessons, 1
,
were of great use.
(teacher’s
name), 2
, has taught us all
a lot about life.
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WORKSHEET
ACTIVITIES
U5: GRAMMAR 2
U5: READING AND VOCABULARY
Find the mistake!
EXTRA SUPPORT
after exercise 6 page 67
EXTENSION ACTIVITY
after exercise 8 page 69
1 I enjoy spending time with people who they are
funny and kind.
2 My grandad, whose the oldest member of my family,
works in a bank.
3 Is that the hospital that you were born?
4 I go to the gym running by my school every weekend.
5 The children playing in the park who were frightened
by a dog.
6 I live in an old building which there is no bathroom.
7 The old man, walking alone at night, who tripped and
fell.
listening true/false
after exercise 6 page 68
1 The wife offers the police officers the lamb because
her husband didn’t like it.
T/F
2 The police officers quickly eat the lamb.
T/F
3 The police officers decide to finish
the lamb out of politeness.
T/F
4 The doctor thinks the murder weapon
might have been a sledgehammer.
T/F
5 The police officers agree that the murder
weapon will be hard to find.
T/F
6 The wife is laughing because she
knows where the murder weapon is.
T/F
laughing
Student A
1 to laugh quietly
2 to laugh noisily
3 to laugh unkindly at something which is not usually
considered funny
4 to laugh loudly in a high-pitched voice, which sounds
a little like a witch laughing
Student B
5 to talk continuously in a confused way
6 to talk unclearly without separating the words
7 to talk in a loud whisper
8 to talk foolishly in a way that is difficult to
understand
U5: READING AND VOCABULARY
EXTRA ACTIVITY
ways of talking and
U5: SPEAKING
EXTRA SUPPORT
listening practice
before exercise 4 page 70
a What happened next was that I dialled her number
and waited for her to answer.
b I think that’s what good friends are for.
c Unfortunately, my friends couldn’t stop laughing,
I think because we were all a bit nervous.
d My friends, Darren and Carl, and I were riding in the
back of the car to football practice.
e This made me realise that good friends can help to
lighten the mood, and we are there to support one
another no matter what.
f I was working up the courage to call our friend Dina,
who is in our class at school, because I wanted to
invite her to a party.
g In the end, I was totally relieved when Dina accepted
my invitation.
h I remember that at first my friends were joking about
it and laughing about my nervousness, but then they
encouraged me to call her and told me that even if she
said no, at least I’d have tried.
i I’m going to tell you about a time I spent with my
best friends and how they supported me.
1
2
3
4
5
6
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8
9
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WORKSHEET
ACTIVITIES
U5: WRITING
REVIEW 5
IF YOU WANT A LEAD-IN …
EXTRA ACTIVITY
In a gentle way, you can shake the world.
In your opinion
1 who is the most courageous athlete?
Mahatma Gandhi
You cannot hope to build a better world without improving
the individuals.
Marie Curie
How wonderful it is that nobody need wait a single moment
before starting to improve the world.
Anne Frank
No work is insignificant. All labour that uplifts humanity
has dignity and importance and should be undertaken with
painstaking excellence.
Martin Luther King Jr.
class survey
2 who is the most creative writer?
3 who is the most likeable pop star?
4 who is the most passionate actor?
5 who is the most diplomatic teacher at school?
U5: WRITING
EXTRA ACTIVITY
question writing
after exercise 2 page 71
1 exhibition / What / is / about / the / ?
2 UN / For / Emma / a / what / ambassador/ is / ?
3 to / she / a girls’ / right / How / education / help /
does / ?
4 suitable / Why / Emma / the / author / consider / to
/ a / does / candidate / ?
5 does / achievements / motivate / the / author / How
/ other / Emma’s / will / young / believe / people / ?
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WORKSHEET
ACTIVITIES
UNIT 6 City and country
U6: VOCABULARY
EXTRA SUPPORT
U6: LISTENING AND VOCABULARY
adjective definitions
after exercise 1 page 78
1 an adjective to describe an old, rather dirty building
which needs to be redecorated
2 an adjective to describe a busy place, full of people,
traffic and movement
3 an adjective to describe a very old-fashioned,
extraordinarily pretty place
4 an adjective to describe a lovely view from
a window or a location typically seen on a postcard
5 an adjective to describe, in an informal way,
somewhere very modern, trendy and lively
IF YOU WANT A LEAD-IN …
1 In Alaska, there is a pizza delivery
company which delivers by plane.
T/F
2 There is a town in Alaska which had a cat
called Stubbs as its mayor for 20 years.
T/F
3 Alaska has 50 volcanoes.
T/F
4 There is a frog in Alaska which is able to
survive despite being frozen during the
winter months.
T/F
5 The Alaskan flag was designed by
a 10-year-old girl.
T/F
6 an adjective to describe a place which is traditional,
beautiful and unchanged for many years
U6: VOCABULARY
EXTRA ACTIVITY
listening gap fill
after exercise 6 page 78
Girl
Actually, we do. You can see the 1
were between two tall 2
hills and fields. You moved 3
Boy
It’s quite nice, actually. You know we moved for economic reasons – we just couldn’t afford the rent any longer.
, and it’s 5
to get to the motorway too, so it’s easy
This place is more 4
to get around.
Girl
Do you still have your own 6
the amount of other stuff, I certainly hope so!
Boy
, so I have a special place to study. We’re right at the top of
I do, yeah. It’s actually like two 7
too, so the views are amazing, and it isn’t nearly as noisy as the old place.
the 8
Girl
Well, I’d love to come and visit sometime. And you’re welcome at our place whenever you like. Just give me
a ring.
if you go up to the top floor. Where we lived before, we
, so we couldn’t see much of anything. It’s nice to be living among
recently too, didn’t you? How’s your new place?
? Considering the number of books you have, not to mention
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WORKSHEET
ACTIVITIES
U6: LISTENING AND VOCABULARY
EXTRA ACTIVITY
class survey
exercise 6 page 80
Student 1
Student 2
Student 3
1 What do you imagine will
be different about where
you live in ten years?
2 Do you imagine you will
be living in the same
city/town/village?
3 Do you think your quality
of life will improve or get
worse? Why? In what way?
U6: GRAMMAR 2
EXTRA ACTIVITY
U6: READING AND VOCABULARY
pronunciation
after exercise 2 page 81
I haven’t travelled abroad much, but I think the most
interesting city I’ve visited so far is London. It is an
exciting place, and the people who live in the city seem
full of energy. Since I like shopping so much, I especially
enjoyed the area of the city called Camden. It is an
exciting neighbourhood where you find all sorts of
crazy fashions. I enjoyed the museums too. There’s also
the fact that London is an urban environment which is
also full of beautiful green spaces. I think every young
person should go there!
EXTRA ACTIVITY
true/false
after exercise 4 page 82
1 The blog writer was originally planning on
staying in Lodz.
T/F
2 He describes how run-down cities like Lodz
have been transformed.
T/F
3 The blog writer is a fan of modern city
architecture.
T/F
4 He considers the murals to be the most
attractive aspect of the city.
T/F
5 His home city already has areas specially
assigned to pedestrians.
T/F
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WORKSHEET
ACTIVITIES
U6: READING AND VOCABULARY
EXTENSION ACTIVITY
U6: SPEAKING
informal to formal
Challenge section, unit 6,
exercises 2 and 3 page 131
vocabulary
EXTRA ACTIVITY
after exercise 6 page 84
1 Hope you’re enjoying your hols.
Student A:
1 grant
2 I got an invite to my Polish mate’s birthday do.
2 to cut costs
3 I bumped into this bloke, Jacek.
3 affordable
4 I’m always after fresh ideas to liven up cities.
4 to waste time
5 They serve fab food there.
5 issues
6 I am staying put.
7 John had a whale of a time at the wedding reception.
vocabulary from the recording
Student B:
1 introverted
2 scope for
U6: SPEAKING
EXTRA ACTIVITY
3 downside to
questions about the recording
after exercise 6 page 84
Speaker 1:
1 reason / is / the / What / first / a / for / in / student /
living / dorm / ?
2 of / What / does / speaker / say / the / would / be /
a / waste / time / ?
3 advantage / What / be / a / big / of / room / living /
in / a / could / dorm / ?
Speaker 2:
4 for / a / Why / be / good / flat / him / would / ?
5 would / home / What / flat / make / a / feel / like / ?
4 to share
5 a queue
U6: WRITING
MATURA SPEAKING TASK
rozmowa
na podstawie ilustracji
TEST IT! Examiner’s questions:
1 What do you think happened just before the photo
was taken?
2 Do you like spending your free time outdoors?
Why? / Why not ?
3 Describe the last time you went to the countryside.
6 is / Why / not / money / issue / an / ?
U6: WRITING
EXTRA ACTIVITY
speaking practice
after exercise 5 page 86
1
2
3
4
5
Why do you think life in the countryside is so peaceful?
Do you agree that country life is not compatible with a good career?
Is living in a block of flats unhealthy?
What can individuals do to make their neighbourhood safer?
Give reasons stating why you would prefer to live in a town or the countryside.
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WORKSHEET
ACTIVITIES
REVIEW 6
EXTRA ACTIVITY
TEST PRACTICE 5–6
retranslation: articles
after exercise 5 page 89
Jeśli odwiedzasz Europę po raz pierwszy, nie przegap
wizyty we Frankfurcie! Ja tu studiuję, więc oczywiście
znam to miasto bardzo dobrze, ale myślę, że jest
ono fascynujące dla każdej osoby, która je odwiedza.
Starożytne zabytki są oczywiście bardzo ciekawe, ale już
samo wędrowanie ulicami starszych dzielnic jest fajne.
Nocne życie jest tu na prawdę bogate, więc to idealne
miejsce dla młodych ludzi.
EXTRA ACTIVITY
phrases from the text
after exercise 2 page 92
Group A
1 to head for sth
2 a transplant
3 to be at one’s fingerprints
4 disillusionment
5 to line
Group B
1 inevitably
2 to retain
3 to typify
4 top-notch
5 tranquil
Group C
1 to unnerve
2 traffic congestion
3 stunning scenery
4 hectic
5 cosmopolitan city
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WORKSHEET
ACTIVITIES
UNIT 7 A place of learning
U7: VOCABULARY
EXTRA SUPPORT
vocabulary practice
EXTRA SUPPORT
multiple choice
before exercise 5 page 97
after exercise 2 page 94
to pay for
1 I would never
my education, I think it should be free!
would
2 I think going to a
be pointless because it means you only focus on the
skills needed for one particular job.
3 When I was seven, I hated my
.
4 Everyone should
in their
chosen speciality after they have done a master’s
degree.
is a difficult time for
5
most teenagers.
6 Children should start
at the age of four, not three.
U7: GRAMMAR 1
EXTRA ACTIVITY
U7: GRAMMAR 2
sentence translation
after exercise 8 page 95
1 Gdyby nie był tak ambitny, już byśmy skończyli.
2 Gdybym wygrała te zawody pływackie, byłabym
najszczęśliwszą dziewczyną w naszej szkole.
3 Gdyby Maria nie chciała być śpiewaczką operową, nie
byłaby obecna na tak wielu przedstawieniach zespołu
operowego.
my homework to the teacher late, she
1 If only I
wouldn’t be so angry!
a hadn’t given
b had given
c would give
2 Imagine you
anyone famous – who would you
be?
a are
b could have
c could be
been
to work if I am ill.
3 My boss would rather I
a didn’t come
b had come
c hadn’t come
4 Supposing you
an accident in the street, would
you call an ambulance?
a hadn’t seen
b were seeing
c saw
5 My teacher would sooner I
to university next
year.
a would go
b went
c didn’t go
U7: READING AND VOCABULARY
EXTRA ACTIVITY
from answers to questions
exercise 5 page 99
1 He defines them as a blend of several key
competencies which may help people become more
employable.
2 It means that you are able to use digital tools for
various purposes, for example to collect, examine,
classify and share information.
3 It is important as it helps people to become
successful.
4 They all find 21st – century skills significant.
4 Gdybyś nie przeczytał książki, nie miałbyś teraz tak
wiele do powiedzenia na jej temat.
5 Jeśli chcesz zatrzymać film, kliknij niebieski przycisk.
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ACTIVITIES
U7: SPEAKING
EXTRA SUPPORT
U7: SPEAKING
matching sentence parts
exercise 4 page 100
1 While the first one shows a mother and her two
children on the jetty,
2 The students are stuck inside what looks like a library,
while
3 I guess that the children are likely to have fond
memories of that day and
4 So, what they do have in common is what
5 The children are being taught by their mother
and are learning by observing, while
a each group has learnt from the given experience.
b they will associate being at the lake with something
pleasant.
c the mother with her kids are enjoying a beautiful
autumn day close to nature.
d the students have no external help and are using
books and technology to revise.
e the other one depicts a group of students inside
some building.
1
2
3
4
HOMEWORK
1 The Ivy League is the group of the most prestigious
British universities.
2 Princeton University is a part of the Ivy League.
3 The Ivy League universities are referred to as ‘The
Ancient Seven’.
4 More than 10 presidents of the United States are
members of the Ivy League alumni.
5 All Ivy League universities are in the south-east of
the country.
6 All Ivy League universities were founded before
1900.
Useful search words: Ivy League alumni, Princeton
University, Ivy League interesting facts
5
U7: WRITING
EXTRA ACTIVITY
U7: WRITING
cloze test
after exercise 5 page 101
are both
and cons 3
formal testing. While formal exams
4
extremely stressful and often
do 5
test practical skills, they
also seem 6
be an objective
way of 7
students’ knowledge.
8
my view, 9
10
are useful
they help students
evaluate what 11
know.
To conclude,
2
1
EXTRA ACTIVITY
expressing cause and effect
before exercise 7 page 101
to ensure
1 Exam results are analysed centrally
fairness.
a so that
b so as
c so much
2 After having studied for
a long time, I need
a rest.
a such
b so
c so as
3 I was under
a lot of pressure to pass, I couldn’t
focus on my studies.
a such
b so
c such a
4 Exams are set with a time limit
make test
conditions equal across the board.
a for
b so as
c in order to
5 A system is already in place
testing students.
a for
b in order to
c so that
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WORKSHEET
ACTIVITIES
U7: ENGLISH IN USE 1
EXTRA ACTIVITY
word families gap fill
after exercise 8 page 102
Worksheet A
(inform) spread
1 Despite the amount of
by the thief’s girlfriend, the police still managed to
find him.
(agree) situation, I don’t feel
2 This is a
comfortable telling him his work isn’t good enough.
(doubt) the best student in the
3 Anna is
class; she gets top marks every time.
(satisfy)
4 Working with animals is a very
job; I am extremely happy with my present situation.
(apply) for the
5 Did you print all the
position of assistant teacher from the computer?
Key to worksheet A
1 misinformation
2 disagreeable
3 undoubtedly
4 satisfying
5 applications
REVIEW 7
EXTRA ACTIVITY
after exercise 5
page 106
conditionals review, unreal past,
expressing wishes and regrets
1 If I had chosen a democratic school, now
2 You will have a great holiday this year provided that
.
.
3 If I had superpowers, I
.
4 Unless we reduce pollution
.
5 If my best friend wasn’t so stubborn,
.
6 It’s high time people in Poland
.
7 If only I
.
8 I wish my teachers
.
REVIEW 7
U7: ENGLISH IN USE 1
EXTRA ACTIVITY
word families gap fill
after exercise 8 page 102
Worksheet B
1 It’s
(doubt) whether our teacher will be
back before the end of term.
2 Unfortunately, their attempt to solve the maths
(success).
problem was
3 We’ve interviewed all the
(apply), but
we still haven’t found anyone suitable for the post.
(inform)
4 Recently, I have seen a very
documentary about the great plague of London
1665–1666.
(agree), and
5 My dad and I had an awful
I walked out of the kitchen and slammed the door
behind me.
EXTRA ACTIVITY
gap fill
At the moment I am 14 years old and I attend
in the city. I want to go to
a1
a2
to do my A-levels and then,
hopefully, I will be awarded a 3
to go to university and get my 4
in physics. For the time being, I don’t think I will need
to do a 5
afterwards because
job opportunities for physics graduates are pretty
good. If I don’t get the money, I will definitely have to
6
to pay for my degree.
Key to worksheet B
1 doubtful
2 unsuccessful
3 applicants
4 lengthened
5 disagreement
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ACTIVITIES
UNIT 8 Stories we remember
U8: VOCABULARY
EXTRA SUPPORT
U8: LISTENING AND VOCABULARY
pre-listening
EXTRA SUPPORT
vocabulary from the recording
before exercise 6 page 110
before exercise 8 page 108
a gripping stories
an alley to glance to hack
a counter a split second to track
b a great reader
c particularly interesting
1 to follow a trail online
2 a very short period of time
3 to break into someone’s computer illegally
d a real conclusion
e works of art
f interpret the book
4 a long flat surface where customers are served
g complete rubbish
5 to look quickly at someone or something
h plenty of instalments
i vampire fantasy
6 a narrow passage between or behind buildings
j different characters
k a compelling plot
l an avid reader
U8: VOCABULARY
MATURA SPEAKING TASK
rozmowa na podstawie
materiału stymulującego
TEST IT! Wraz z kolegami i koleżankami przygotowujesz
materiał do kampanii zachęcającej młodych ludzi
do czytania książek. Wyraź swoje zdanie na temat
propozycji trzech zdjęć do wykorzystania w kampanii.
• Wybierz to zdjęcie, które, Twoim zdaniem, jest
najbardziej odpowiednie.
• Wyjaśnij, dlaczego odrzucasz pozostałe ilustracje.
Examiners questions:
1 ‘Reading is dreaming with your eyes open.’ What do you
think of this quote?
2 What influence do you think the media has on public
opinion regarding films and books?
U8: GRAMMAR 2
EXTRA SUPPORT
listening vocabulary task
before exercise 2 page 111
to startle to fall apart to be untouched
to exact revenge to be protected
1 to disintegrate
2 to punish someone for something they did
3 to be neat, tidy and in order
4 to to be kept safe
5 to frighten or surprise someone
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WORKSHEET
ACTIVITIES
U8: GRAMMAR 2
EXTRA ACTIVITY
sentence correction
U8: READING AND VOCABULARY
EXTRA SUPPORT
Challenge section, unit 8, exercise 1 page 132
after exercise 7 page 111
1 Not only had she pass the exam, but her tutor asked
her to prepare a presentation on her hobby for the
school open day.
2 Hardly had they walked through the door when their
mum has started shouting at them.
3 Never have I came across such a wise person!
4 Seldom was they apart before the wedding.
5 Little were she know the danger that waited on the
other side of the bridge.
6 Barely had we had time to speak when the teacher
telling us to go home.
for the bus as fast as I could,
1 I
but I didn’t get to the bus stop in time.
deeply at the end of the
2 She
film.
at me for not cleaning
3 My mum
my room. She was really angry.
4 Yesterday, we went to the countryside, and we
through the woods taking our
time.
in
5 I wish the children wouldn’t
class. It often makes the teachers angry.
the TV for hours without
6 Lisa
really watching anything at all.
U8: READING AND VOCABULARY
EXTRA ACTIVITY
vocabulary practice
text vocabulary gap fill
after exercise 7 page 113
cesSucflus books are all about so-called emotional
httur, and the lgueiados must sound natural, real-lifelike, so the author has to veigesna what a typical young
person could say in a neivg situation to another young
person and crdrepeou that using the language that the
reader losoflw. It’s ugtoh because sludat communicate
in a different way and use different vocabulary. ganSl
changes all the time. It’s a real aenhllecg.
U8: SPEAKING
EXTRA ACTIVITY
sentences from the recording
after exercise 4 page 114
1 So, I have some ideas about the book sale that
should I we discuss thought.
2 I think it would be a great idea big make some time
posters this to.
3 That’s what we did last year, and any one paid
attention no.
4 prices about So what of the books the?
5 won’t bother to We have sorting books.
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WORKSHEET
ACTIVITIES
U8: ENGLISH IN USE
EXTRA ACTIVITY
U8: WRITING
reading true/false
dictation
after exercise 5 page 116
after exercise 2 page 115
1 The new invention allows readers to experience
all of the emotions felt by the characters
in the story.
2 The device has been tested on humans.
3 The sensory vest allows the reader’s
emotions to be felt by other readers.
4 A test version of the book will soon be available
on the market.
5 The ultimate aim of designing the book
is to encourage innovation.
EXTRA ACTIVITY
T/F
T/F
T/F
T/F
T/F
Worksheet A
As far as I can see, and contrary to popular belief,
reading for pleasure remains a common pastime for
a significant number of young people. It is true that we
may not read many printed books and tend to opt for
different literary genres than our parents, but by no
means can you make claims that we never read.
Key to worksheet A (suggested answers)
As far as I can see, / and contrary to popular belief, /
reading for pleasure / remains a common pastime / for
a significant number/ of young people. / It is true / that
we may not read / many printed books / and tend to
opt / for different literary genres / than our parents, /
but by no means / can you make claims / that we never
read.
Worksheet B
First and foremost, we do prefer to read off the screens
of our smart devices, simply for convenience. That is
why people who are watching us wrongly assume that
we are just mindlessly browsing the Net while, in fact,
we have buried ourselves in a story.
Key to worksheet B (suggested answers)
First and foremost, / we do prefer / to read off
the screens / of our smart devices, / simply for
convenience. / That is why / people who are watching
us / wrongly assume / that we are just mindlessly
browsing the Net / while, in fact, / we have buried
ourselves / in a story.
U8: ENGLISH IN USE
HOMEWORK
matura writing task – an email
TEST IT! Brat Twojej koleżanki z Anglii nie lubi czytać
książek. Koleżanka prosi Cię o radę, jak rozwiązać ten
problem.
W e-mailu (100–150 wyrazów) do niej:
• przeproś, że nie odpisałeś/odpisałaś na jej
poprzedniego emaila, i podaj powód;
• zaproponuj możliwe rozwiązanie problemu;
• opisz najnowszy wynalazek MIT;
• zaproś koleżankę i jej brata do siebie na Targi Książki
i dowiedz się, czy mogliby cię odwiedzić.
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ACTIVITIES
U8: ENGLISH IN USE
EXTRA ACTIVITY
find the mistake
after exercise 4 page 115
1 Our maths teacher is nowhere near as entertaining than our English teacher.
2 It’s high time they have started giving the second year students more homework.
3 Little did we know the dog had escaped before we had arrived home.
4 We should arrange meeting each other every Friday.
5 I wish we hadn’t seen him after the argument, I wouldn’t be so rude.
6 We really ought to spend more time at home with the family.
U8: WRITING
EXTRA ACTIVITY
linking words
after exercise 10 page 117
1 You have failed to prepare a decent dish for two weeks.
, we will be hiring a professional cook, and you can focus
on desserts.
a Furthermore
b Consequently
c All the same
2
an agreement has not been reached, we will have to discuss the matter during the next meeting.
a Since
b Therefore
c Nonetheless
3 I would say,
, life is short, so live it to the full!
a in a nutshell
b whereas
c while
4 Sales have fallen dramatically, and
we will be making several people redundant.
a apart from this
b in contrast
c for this reason
, we have been successful.
5 This is a new company, but at the end of its first year,
a by and large
b consequently
c this is due to the fact that
6 I like the comedy element to this book, but
it’s not to be recommended.
a therefore
b for this reason
c apart from this
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WORKSHEET
ACTIVITIES
REVIEW 8
EXTRA ACTIVITY
vocabulary gap fill
Worksheet A
1 That thriller we watched last night was g
, I simply couldn’t stop watching!
2 My cousins often p
u
a book and just read for pleasure.
3 I bought this book because the f
c
looked really interesting.
4 I’m about to read Maya Angelou’s a
, she had such a fascinating life, I can’t wait to find out more
about her.
is so beautiful that I fully agree with the opinion that she
5 I’m a big fan of Elizabeth Bishop. Her p
was one of the most talented poets of the 20th century.
Key to worksheet A
1 gripping
2 pick up
3 front cover
4 autobiography
5 poetry
Worksheet B
1 Did you watch the first episode of that new TV s
?
2 My dad reads a lot of s
-h
books in order to make some improvements in his
life.
. It’s so unreal.
3 The narrative in this book is beyond belief and totally u
4 The second i
of the comic is due out next Tuesday.
5 Dwayne Johnson usually plays in f
-p
films, which are always full of action.
Key to worksheet B
1 series
2 self-help
3 unconvincing
4 instalment
5 fast-paced
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WORKSHEET
ACTIVITIES
REVIEW 8
EXTRA ACTIVITY
REVIEW 8
translation
MATURA SPEAKING TASK
after exercise 4 page 119
1 Nie wiedziałam, co się stało z Niną. Dopiero później
dowiedziałam się, że miała wypadek.
2 Tina i Jan relaksowali się na plaży, czytając książki.
3 Niepotrzebnie gotowałeś posiłek. Już zamówiłam
sushi.
rozmowa
na podstawie ilustracji
TEST IT! Examiner’s questions:
1 Who are the people and why are they laughing?
2 What do you usually do with your friends?
3 Tell us about the last time you had a great time with
your friends.
TEST PRACTICE 7–8
EXTRA ACTIVITY
cloze paragraph
after exercise 2 page 122
4 Gdy tylko zaczął się program telewizyjny, nastąpiła
przerwa w dostawie prądu.
On the other 1
I know that they 2
spend all of their 3
reading assigned 4
memorising 5
table. 6
7
I am pretty 8
9
10
lost in 12
13
REVIEW 8
HOMEWORK
,
not
or
periodic
fact, after
lot of observation and thought,
I know exactly
is keeping others of my
from 11
good book: screen
.
TEST PRACTICE 7–8
web research task
1 Who were the parents of Benedict Cumberbatch?
2 What did he do during his year off between school
and university?
3 What did he study?
4 Who did he play in ‘Amazing Grace’ (2006), a film
about William Wilberforce’s antislavery efforts?
5 Who was Sir Arthur Conan Doyle?
6 In which film did he play the mathematician and
logician Alan Turing? What was the film about?
EXTRA ACTIVITY
speaking phrases
before exercise 6 page 123
Describing positive / negative sides:
1 One good / bad s
of this
situation is
2 One point in f
of this is to do
with
3 Secondly, we must b
in mind
that
Expressing opinion:
4 F
5 From my point of v
statement
6 Is
me, this statement
, this
agree / disagree with
Comparing pictures:
7 The situations shown in the photos
no resemblance to each other.
b
8 W
the first photo shows
, the other one depicts
9 At first g
the photos seem
unconnected, but in fact
10 What these pictures have in c
is
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WORKSHEET
ACTIVITIES
CULTURE
CULTURE 1
EXTRA ACTIVITY
CULTURE 2
reading: true/false
a gap-fill task
after exercise 2 page 125
after exercise 4 page 124
1 Martin Luther King believed that
violence should be used to fight
injustice.
2 Martin Luther King’s achievements
meant that racial discrimination
became illegal.
3 Winston Churchill was a gifted public
speaker.
4 Churchill was the second British
Prime Minister awarded with
the Nobel Prize for Literature.
5 Irena Sendler managed to save about
five hundred children on her own.
6 Sendler paid a sum of money to
the Nazis in order to be released
from prison.
EXTRA ACTIVITY
T/F
T/F
T/F
T/F
T/F
T/F
of three political prisoners
1 The
attracted the attention of the independent media.
against
2 At school, Noah was
because he looked different from the rest of the
students.
3 Some activists had no choice but to seek political
in Europe.
4 Although most of his neighbours were sure it was
him who had robbed the elderly couple, he was still
found
.
5 Despite the fact that human rights are guaranteed
by international
, they are often
violated in many countries of the world.
as regards
6 Paula demanded fair
her salary from her new employer.
7 Many people say that money isn’t the most important
thing in life, but, nevertheless, it gives you more
to pursue your goals.
8 Choosing one candidate from the group was really
tough as each individual’s skills and experience
to the rest.
seemed
CULTURE 2
EXTRA SUPPORT
CULTURE 2
EXTRA SUPPORT
exercise 4 page 125
1 Human Rights Day (10th December) / 10 years of
Dylan’s project.
2 One in six footballers in the UK have experienced
prejudice. / Young people account for one out of
every six people nowadays.
3 1 in 18,000 to 20,000 Americans have a form
of albinism. / 1 in 18,000 to 20,000 Americans
experience domestic violence.
4 10 basic human rights / 10 artists recorded ‘Here to
Love’ song.
5 30 human rights / 30 young artists joined Lenny
Kravitz’s project last year.
exercise 5 page 125
1 educated / access to information
2 women / domestic violence / sexual harassment
3 condition / parents / worldwide / 1 in 18,000 to
20,000
4 I fighting / essential / places / abused
II young people / act / combat
III Dylan / discrimination / albinism / famous people /
aware
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WORKSHEET
ACTIVITIES
CULTURE
CULTURE 2
EXTRA ACTIVITY
CULTURE 3
matura writing task – artykuł
EXTRA ACTIVITY
vocabulary from the text
after exercise 2 page 126
after exercise 10 page 125
TEST IT! Niektórzy twierdzą, że młodzi ludzie nie są
wystarczająco zainteresowani kwestią praw człowieka.
Napisz do czasopisma dla młodzieży artykuł, w którym
przedstawisz powody, dla których młodzi ludzie powinni
angażować się w walkę o swoje prawa, a także opiszesz
działalność lokalnej organizacji, która dba o zapewnienie
wszystkim równego traktowania.
Wypowiedź powinna zawierać 200–250 wyrazów.
1 using violent methods to achieve a goal
2 to possess some attractive features
3 an action that is impressive – but often dangerous
4 a famous building or object that you can recognise
easily
5 attractions that a society considers important to its
history
CULTURE 3
EXTRA ACTIVITY
web search task
after exercise 4 page 126
1 What is the name of the most famous abbey in
London?
2 What is special about the construction of the famous
Meteora monasteries?
3 What are the names of the two chambers of the
British Parliament?
4 What is the tallest skyscraper in New York?
5 What is the name of the place where the British
Crown Jewels are kept?
6 What is unusual about the church in Chesterfield
(UK)?
7 What fortifications took more than 2,000 years to
build?
8 What is the oldest European settlement in America?
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WORKBOOK ANSWER KEY
UNIT 1 Fun and games
VOCABULARY
Page 4
1 a
b
c
1
2
3
4
5
6
d gathering
big do
e get-together
venue
f book
reunion
reunion
get-togethers/gatherings
big do
book
venue
gathering/get-together
6 1 I haven’t / have not spoken to Timmy
2 haven’t / have not eaten out
together for
3 has been reading since she
4 has been no wedding(s) in my
family since
5 haven’t / have not booked a venue
for the reception yet
6 went out three hours ago
7 did it start raining / to rain
LISTENING AND VOCABULARY
Page 6
2 1 b 2c 3b 4b 5c 6a
1 Students’ own answers
3 1 to take part in / participate in /
attend the family reunion
2 help organise the gathering/
meeting
3 booking the place/venue
4 to set up (the reunion as) an event
5 have accepted the invitation
2 1 D 2 B 3 A 4 (extra statement) 5 C
4 1 d 2f 3c 4g 5a 6e
5 Students’ own answers
4 Students’ own answers
GRAMMAR 1
Page 5
1 1 b 2b 3b 4a 5b 6b 7a
6
7
8
9
10
2 1
2
3
4
5
since
long
When/Why
for
already/just
3 1
2
3
4
5
6
have worked / have been working
has been saving, has saved
have you lived / have you been living
ʼve been watching
have responded
ʼve booked
4 1
2
3
4
5
6
appeared
studied
graduated
have gained
have been helping
have been
5 1
2
3
4
5
Have you planned
I’ve been thinking about it
So/Thus far, I’ve/have bought
brought
found them boring / considered them
boring / thought they were boring
ʼve/have run out
has taken part in / has participated
in / has attended
he held/organised / he used to
hold/organise
ʼve/have known each other
6
7
8
9
3 1 That everybody would forget about
her birthday.
2 Go to the park to kick a ball around.
3 It was a chance for his mum’s
family to catch up with each other.
4 embarrassed
5 Eight (the speaker, four others from
his class, the guy whose party it
was, and his two cousins)
last
this
so/thus
ever
yet
5 1
2
3
4
to; graduation party
on; retirement party
Best; wedding anniversary
to; baby shower
6 1
2
3
4
outstanding
relatives
booking
mistaken
5 thrilled
6 packed
7 reception
7 Students’ own answers
GRAMMAR 2
Page 7
1 1
2
3
4
5
6
7
8
must be practising
can’t have been planned
could
might
must
must
might
must have gone
2 1
2
3
4
5
6
7
8
can’t
may/might/could/must
may/might/could
may/might/could
must
must
can’t
may/might/could
3 1 may/might/could be having lunch
2 can’t have been Jeff
3 must/may/might/could have left
4 can’t be hungry
5 may/might/could agree
6 must be thrilled
4 Mark,
Just a quick one to let you know that
Betty hasn’t shown up for grandma
and grandpa’s anniversary. Can you
believe it? She must have known
the celebration is today. I mean, she
accepted the invitation. Nobody
really knows what’s happened. She
might have missed her train and
might be waiting to catch the next
one. But she must have her phone,
right? She can’t have left it at home!
She can’t be that careless, right?
Anyway, if she contacts you, let me
know.
Henry
5 Students’ own answers
6 1
2
3
4
5
6
7
can may/might/could
✓
can may/might/could
✓
may can
might can
✓
7 1 How long have you lived / been
living
2 Betty can’t have forgotten
3 Have you found the keys? You’ve
been looking for them
4 has Ken won since you started
5 I didn’t have too many
6 got married (when they were)
at university and have been happy
7 have managed to collect
*8 can be very gregarious
READING AND VOCABULARY
Pages 8–9
1 c
2 Possible answers:
1 Because the legal age in the United
States varies from state to state.
2 family gatherings or private parties
for friends
3 either a restaurant or a country club
4 using the occasion to advertise
your wealth
5 to describe different ways
of celebrating a sweet sixteen
in the US
3 a
b
c
d
e
RSVP
theme party
tuxedos
gowns
entertain
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f comes of age
g caterers
h take somebody out
4 1 The birthday which marks
the crossing of the threshold
between childhood and adulthood
is always considered a reason for
a special celebration.
2 However, more and more
teenagers are growing tired
of regular parties and go for
something totally different.
3 Another idea that seems to be
gaining in popularity, especially for
girls, originated in Latin America.
4 The highlight of the evening is
when she dances with her father.
5 To please their sweet sixteen-yearolds, richer parents rent out hip-hop
clubs for theme parties or have top
celebrities, such as Jay-Z or Kanye
West, to entertain the guests.
5 1
2
3
4
5
6
7
8
9
battleships
board games
hangman
hide-and-seek
hopscotch
noughts and crosses
tug-of-war
shooter games
scavenger hunt
6 1
2
3
4
5
6
countless, was
have
craves
have, at
on, fad
pursuits
7 1
2
3
4
5
6
7
chat
encourage
pursue
mess about
perform
socialise
achieved
8 Students’ own answers
SPEAKING
Page 10
1 1 It looks as if the photo was taken
during/at a picnic
2 Judging from their appearance,
I would say that they are father and
son
3 I (would) guess that something
unpleasant might have happened
to the boy
4 He is covering his face as if he is
crying, and he appears rather upset
5 I imagine the father is cheering him
up
2 1 d 2b 3c 4a 5e 6f
They help to answer question 1
in exercise 3.
3 Students’ own answers
WRITING
Page 10
1 1 Dear Sir/Madam
2 I am writing
3 I believe this is a common
misconception
4 however,
5✓
6✓
7 is beneficial
8 Furthermore/Additionally
9 create crosswords
10 English and Spanish, which we are
learning
11 ✓
12 Yours faithfully
2 Positive aspects of using technology:
a, b, d, g
Ways of avoiding the negative
effects: c, e, h
(Not used: f)
3 Students’ own answers
ENGLISH IN USE
Page 11
1 1
2
3
4
5
6
to leave leave
go to go
✓
setting set
I’ve been enjoying I’ve enjoyed
sat have/’ve been sitting
2 1
2
3
4
meaning
regret
happen
bother
3 1
2
3
4
5
6
7
8
to
had/needed
had
up
together
could/may/might
enjoys/likes
have
4 1
2
3
4
5
6
7
8
9
enables me to keep fit
must have been mistaken
have been stuck indoors for
is commonly believed
has been playing chess
might be thinking of selling
is bound to be thrilled
seem to remember meeting
listened to the student play
5 1
2
3
4
5
c
a, b, c
a, b, c
a, c
c
MATURA PRACTICE
Page 12
1 1 B 2E 3D 4A
5
6
7
8
miss
fail
arranged
avoided
2 1
2
3
4
5
6
7
8
a shoulder to cry on
mutual
bottled-up grief
whining
pull yourself together
sobbing
coping process
sympathise
3 1 A 2C 3E 4B
4 Students’ own answers
SPOTLIGHT ON SOCIETY
Video Worksheet 1 E-body
Page 13
1, 2 Students’ own answers
3 1 Justin Bratton is a tech vlogger.
2 T-jacket is an invention which
is supposed to help people
on the autism spectrum.
3 James Teh is the inventor
of the T-jacket.
4 Julie Chia is an autistic boy’s mother.
5 Justin is the boy who is
on the autism spectrum.
4 Possible answers:
1 four hugs a day
2 trust and love
3 hear and see
4 with an app interface
5 focuses on
6 smiles, anxious
5 1
2
3
4
reciprocation
well-being
off
inflates
6 1 overstimulated
2 assurance
3 survival
5 imitate
6 load
7 down
4 sensory
5 security
6 anxiety
7 Students’ own answers
THE WORLD TODAY
Video worksheet 1 Beating busyness
6
7
8
9
a
c
b, c
a
Pages 14–15
COMPREHENSION
1 Students’ own answers
2 Oliver is speaking about the busyness
trap – the problem of everyone being
too busy nowadays. ‘Busy bragging’
is saying that you’re very busy to brag
about your social status (because
of having a high-status job and a family).
3 Students’ own answers
4 Solutions mentioned:
• realise that getting it all done is an
illusion
• choose what’s most important and
schedule time for it
• use ‘compartmentalised time’: put
boundaries around parts of time
during which you focus on just one
thing
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120
5 1 c 2b 3c 4a 5b
AUTHENTIC ENGLISH
1 Students’ own answers
4 had been waiting
5 was playing, had never seen
6 wanted, realised, had, had left
DISCUSSION
3 1
2
3
4
5
6
7
8
9
10
11
READING
4 1 a, c
2 b, c
3 a, b
2 to persuade or influence the listener,
an answer is not expected
3 Possible answers:
1 So how do we make employees
happier?
2 How difficult was that test?
3 Could you be any more lazy?!
4 Is that too much to ask?
Students’ own answers
1 1c
2d
3b
4e
2 Students’ own answers
SPEAKING
1 Students’ own answers
2 Students’ own answers
3 BEYOND THE CLASS
Students’ own answers
UNIT 2 Success and failure
VOCABULARY
Page 16
decided
cleaned
ordered
decorated
were sitting
waiting
switched
turned
had missed
hadn’t paid
had already ended
4 b, c
5 a, b
5 1 How long had you been taking
driving lessons before you took
the test?
2 While Tina was sleeping, her phone
rang three times.
3 After Helen (had) joined
the national team, she won
the championship twice.
4 While the teacher was explaining
English grammar, Chris was looking
out of the window.
5 I was already lying in bed when
I realised I hadn’t bought anything
for mum’s birthday.
6 Lucy heard a knock, got up and
opened the door, but there was no
one there.
5 behind
6 finish
7 match
6 Students’ own answers
2 1 victory
2 champion
3 loss
4 undefeated
5 in great form
1 1 steam
2 bombshell
3 sights
3 1 in
2 behind
3 up
4 in
5 with
2 1 d 2b 3c 4a 5d
4 1 shoot
2 poles
3 defender
4 flipturn
5 serve
5 1
2
3
4
5 net
6 dive
7 dribble
1 1
2
3
4
and
lead
streak
draw
penalties
slope
pitch
slam dunk
6 Students’ own answers
GRAMMAR 1
Page 17
1 1
2
3
4
were playing tennis; started to rain
arrived; had already been closed
was exhausted; had been jogging
was exercising; was watching sports
2 1 asked, stepped, began
2 was working, felt
3 was waiting, saw, was travelling
LISTENING AND VOCABULARY
Page 18
3 1
2
3
4
5
4 leg
5 hand
6 grasp
the best cyclist in the world
mountain biker
throat was infected
first day
check the ingredients carefully
4 Students’ own answers
5 1 d II 2 a III 3 e I 4 b V 5 c IV
6 Coach Jackson: ‘The fact that we’ve
managed to put together such
a great water polo team within just
a few months is a major achievement
for our school. Most of the boys
are swimmers who got into water
polo only several months ago. They
had never taken part in swimming
competitions or considered taking
up a competitive sport! Luckily, my
team is very ambitious, and I believe
they can achieve quite a lot. In fact,
the last three victories have shown
we are just warming up.’
7 Students’ own answers
GRAMMAR 2
Page 19
1 1 c 2e 3a 4d 5f 6b
2 1
2
3
4
5
used to visit
didn’t use to receive
used to / would take
Did Ronaldo use to play
used to have
3 1
2
3
4
5
used to be / was
was always complaining
goes to / attends
is training
is always/constantly boasting
4 1 I’m; getting used to driving / not
used to driving
2 am used to living
3 used to jog
4 will get used to eating
5 got used to getting
6 has been used to studying
7 will; get used to being
5 1
2
3
4
5
6
7
8
9*
10*
Ted had already
used to sleep
didn’t use to be
we were having dinner
had been cooking for
would take
didn’t use to
often cries / starts crying
not used to eating
got used to speaking
6 1 can’t have won the last game
2 has woken up yet; must have fallen
asleep
3 can’t have taken part in the Olympics
4 have you been playing together as
a team
5 must have felt exhausted; had just
driven
6 may have rung while I was taking
7* am not used to going to bed, might
be tired in the morning
8* can be extremely competitive
READING AND VOCABULARY
Pages 20–21
1 1 the youngest person to swim
the Channel / an 11-year old boy
who swam the Channel
2 the sea between Great Britain and
France, which people try to swim
across
3 the current age limit for people
attempting to swim the Channel
4 the width of the Channel (in km)
at its narrowest point
2 1 C 2A 3D 4F
3 1
2
3
4
5
the shortest distance
strong currents
fast or high
strong and determined
eleven
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6
7
8
9
interested in swimming
too risky
regardless of
give up
4 1 d 2c 3f 4e 5b 6a
5 1 cover
2 guarantee
3 systematic
4 managed
5 push
6 endurance
5 strip
6 1 bribery
6 suspend
2 enhancing
7 quit
3 admit
8 checks
4 ban
Secret message: match fixing
7 1 has admitted to bribery
2 turn to performance-enhancing
drugs
3 boost their athletic performance
4 ran checks on
5 were stripped of all medals
6 (have been) suspended from
further competitions
7 to quit taking drugs
8 1
2
3
4
5
6
7
8
9
9 1
2
3
4
5
6
successful
inexpensive
uncompetitive
logical
unsatisfied/dissatisfied/
unsatisfying/unsatisfactory
replaceable
uncomfortable
disrespected/disrespectful
illegal
unadventurous
tolerant
unprepared
unsatisfactory
disrespectful
impersonal
ENGLISH IN USE
Page 23
1 1 d 2b 3c 4a 5b 6b 7c
2 1
2
3
4
5
6
had already dropped out
hasn’t got used to
I’ve / I have achieved
they had been running
are going neck and neck
are dissatisfied/unsatisfied with
3 1
2
3
4
respected
competition
adventurous
defenders
4 1 draw
2 match
3 used
5 approachable
6 impatiently
7 undefeated
4 net; Net
5 behind
6 Poles; poles
MATURA PRACTICE
Page 24
1 1 A 2B 3D
4 to use a helicopter
5 a Polish junior team coach / a wellknown coach
6 they were wrong about him
7 before he was twenty
Page 25
1 Students’ own answers
to know know
be along go along
with agreement in agreement
ideas at ideas for
the excellent an excellent
how promote how to promote
4 about (4)
5 say (3)
3 Students’ own answers
WRITING
Page 22
1 1
2
3
4
5
6
7
3 Students’ own answers
SPOTLIGHT ON SOCIETY VIDEOS
Video worksheet 2 Shona faces her
fears
Page 22
2 1 agree (2)
2 think (2)
3 would (1)
2 Problems: a, b, g, i, k
Ways of dealing with problems: c, d,
e, f, h, j
2 Students’ own answers
SPEAKING
1 1
2
3
4
5
6
8 All in all
9 harm
demanding
eventually
By the time
craved
It wasn’t long before
initially
Apart from this
2 Students’ own answers
3 1
2
3
4
5
excited, enjoying it
scared
nervous
discouraged but determined
happy, proud
4 1 to ride her horse
2 hasn’t ridden/hasn’t been riding,
fell off/had fallen off
3 to the riding school
4 will be able to control
5 small/tiny mistake
6 is able to ride again / can enjoy riding
again / is happy she can ride again
5 1 become an obstacle – become
a problem
2 confront one’s doubts – face one’s
doubts
3 doubts creep in – doubts start to
become more and more important
4 give up on a first attempt – stop
trying after the first time
5 loss of balance – losing
control and falling
6 overcome one’s fears – stop
being afraid of sth
7 receive a confidence boost –
become more confident
6 1 scars
2 extraordinary
3 inner
4 overcome
5 persevere
6 pay off
7 Students’ own answers
THE WORLD TODAY VIDEOS
Video Worksheet 2 Perform under
pressure
Pages 26–27
COMPREHENSION
1 Students’ own answers
2 Students’ own answers
3 1
2
3
4
luck
practise
rammed
focused/focussed
4 1 c 2a 3b 4b
5 1 the London 2012 Games
2 rugby, cycling, swimming
3 partying
AUTHENTIC ENGLISH
1 Students’ own answers
2 To check if a listener has understood
what she said.
3 1 to clarify a point
2 to check understanding
3 to tell the listener they already
know the answer
4 as a filler when we are thinking
of what to say next
4 Students’ own answers
DISCUSSION
Students’ own answers
READING
1 Students’ own answers
2 1 d 2e 3a
SPEAKING
1 Students’ own answers
2 Students’ own answers
3 BEYOND THE CLASS
Students’ own answers
EXTRA REVIEW 1&2
Pages 28–29
VOCABULARY
1 1 putting
2 make
3 turn
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4 out
5 do
6 venue
122
2 1
2
3
4
Here’s to the newlyweds!
graduation celebration
baby shower
Congratulations on your
achievement
5 Here’s to your future
6 wedding reception
3 1
2
3
4
5 crave
6 noughts
7 fad
scavenger
countless
big
life
4 in
5 in, in
4 1 in, behind
2 in, on
3 up
5 1
2
3
4
5
6
7
take up
catch on, gave up
warming up
drop out
give up
take part in
get into
6 1
2
3
4
5
6
mistakenly
performance-enhancing, banned
boost their performance
disclose
competitive
stripped
7 1 My parents always nudged me
to playing play intellectually
stimulating games.
2 Do you have some expensive
inexpensive mountain bikes?
3 The player was punished for his
respectful disrespectful behaviour
towards the referee.
4 All her attempts to jump further
than 5 meters were successful
unsuccesful so the disappointed
girl finally gave up trying.
5 Look, there’s George, swimming
in line lane number 3!
6 No wonder no one wants to play
with Sammy, he’s such a wet eye
blanket.
GRAMMAR
8 1 b 2 a 3 a, c 4 a, b, c 5 a 6 a, b
9 1 c 2b 3a 4b 5c 6c
10 1 is always bending
2 did Fred Astaire and Ginger Rogers
make
3 am used to
4 can’t be going
5 has Mandy won
6 had been raining
7 was sitting
11 1
2
3
4
5
6
7
have fallen
getting up
have been sitting
end
has organised
have taken
was giving, went out
ENGLISH IN USE
12 1 would continue reading
2 have never played battleships
before
3 had to drop out of
4 must be warming up
5 had already sent out
6 might be suspended from
4 outstanding
5 disbelief
6 loss
13 1 encouraged
2 pursue
3 competitive
UNIT 3 How we shop
VOCABULARY
Page 30
6 dressing gown
1 1 shredder
7 knee pads
2 cushions
8 spiral notebook
3 paperclips
9 blinds
4 place mat
10 file folders
5 duvet cover
Mystery word: department store; b
2 1
2
3
4
5
6
comparison-shop
browse the shops
support small businesses
shop local
a wide selection
a special find
3 1 In
2 down
4 1 in, on, at
2 bargains
3 fit, match
3 down
4 on
5 out
4 deal
5 refund
5 Students’ own answers
GRAMMAR 1
Page 31
1 1
2
3
4
5
Are you really going to
is going to crash
are going
will switch
will call
2 1
2
3
4
5
meet are meeting
✓
are going to buy will buy
are closing close
will fly are flying
3 1
2
3
4
5
6
will probably change
am/’m taking
will/’ll move
am/’m going to study
will/’ll put
am/’m going to look
4 1 is he going to get married to / is he
getting married to
2 are you going to go / are you going
3 is it taking place / does it take
place
4 are you going to buy for a present
5 Will you join
5 Possible answers:
1 I’m going to paint the walls
pink
2 will look much better
3 I am going to buy/get some
furniture
4 I am meeting him tomorrow
5 I am going to go to the DIY store
next weekend
6 I’ll join you
7 What time do they open
8 I am going to stay at my parents’
house for a few days
9 will me help clean the flat
6 1
2
3
4
was to find out
was to have played
was to have given
was to speak
7 Students’ own answers
LISTENING AND VOCABULARY
Page 32
5 increase
6 spend
7 smaller
1 1
2
3
4
worse
less
assumption
a lot
2 1
2
3
4
5
service or quality
four hours
half a millimetre / 0.5 mm
five / 5
150 grams / 150 g
3 1 by completing an / the online form
2 (expenses like) customer service
and/or packaging
3 the fabric was of a much lower
quality
4 buy cheaper shampoo / switch to
a cheaper alternative
5 a year or two ago
4 Students’ own answers
5 1
2
3
4
to be
receiving
have redeemed
scores
5 sharing
6 give up
7 Personalising
6 Students’ own answers
GRAMMAR 2
Pages 33
1 2 V 3V 4V 6V
2 1
2
3
4
5
6
7
8
will have been living
will be browsing
will be helping
will have been driving
will have repaired
’ll have cooked
will have left
will have been writing, will have
written
3 1
2
3
4
will have picked
will have visited, will be travelling
will you be doing
will have been sitting
New Password B2+/C1 Teaching Notes © Macmillan Polska 2023 Photocopiable
123
5 will have been watching, will have
shown
6 will be having, will have ended
4 1 everyone will be sleeping
2 children will have fallen asleep
3 next year I will have been living
here for
4 I will be trying on
5 At this time tomorrow we will be
lying
6 By the end of the holiday we will
have spent
7 we will have had more than/over
5 1 have bought
2 will have been married for
3 have been getting/receiving these
advertising messages
4 will have gone
5 I will be flying
6 she had never done
7 was to sing
READING AND VOCABULARY
Pages 34–35
1 1 C 4A 5B
2 1 B 2A 3A 4C 5B 6C 7A
3 SHOW A
1 have to complete the look with
suitable accessories, hairdo, and
make-up.
2 choose the winner
SHOW B
1 participate in the show
2 the price of a (wide) selection
of products / how much different
products cost
SHOW C
1 to make quick decisions (and
choose the most expensive
products)
2 is not advisable / recommended /
will not result in winning
4 1
2
3
4
5
accessories
home appliances
washing powder
trolley
checkout
5 1
2
3
4
5
checkout
washing powder
trolley
accessories
home appliances
3 a values, b value
4 a marketing, b market
5 a service, b service(s)
SPEAKING
Page 36
1 1
2
3
4
As, from
For, the
preference, be
for, that
5 The, for
6 There, that
7 mind
2 1 I can see several reasons why some
people decide to hire an interior
decorator.
2 In the first place, many people
don’t know what they like.
3 Another reason is that decorating
a house is usually expensive and not
everyone can/is able to do it well.
4 A further disadvantage
of decorating the house by yourself
is that you need to spend hours
in various furniture and DIY shops.
5 An additional advantage of hiring
a decorator is that they know what’s
trendy and where to buy things.
3 Students’ own answers
8 1 a Pricing, b price
2 a storing, b stores
Page 38
1 1 B 2C 3A 4D 5B
2 1
2
3
4
5
write a report
is employed directly by the store
honest and detailed
work full-time
time in an exclusive hotel or
restaurant
WRITING
4 Students’ own answers
Page 36
5 Students’ own answers
5
6
7
8
1 1
2
3
4
firmly believe
It is my belief
is my conviction
I see it
2 1
2
3
4
5
6
considerable
decreasing
increase / rise
rapid
rise / increase
slightly / considerably
far as I can tell
terms of
As regards
it comes
3 Students’ own answers
ENGLISH IN USE
1 1
2
3
4
5
6
7 1 f 2a 3b 4e 5d 6c 7g 8h
9i
MATURA PRACTICE
3 Students’ own answers
Page 37
6 Across: carwash, beautician, tailor,
babysitter, dry cleaning, carpenter,
computer technician
Down: hairdresser, plumber,
shoemaker, estate agent, interior
decorator, bike hire, beauty salon,
private tutor, car mechanic, accountant
4 1 got so used to purchasing/
buying
2 Dissatisfied customers can
exchange
3 was to stock up on
4 to market this product
5 offered to service it
6 (supposed) to buy a cushion
7 the bargains will have disappeared/
gone
8 they will be reduced / on sale
9 were (supposed) to be redeemed
10 Does this cardigan match/go with
11 will be able to store
12 were (supposed) to have returned
looking into it
looking after our children
hunt them down
dates back to the 8th century
throw it out
takes after her
2 1 would
2 wearing
3 have spent
4 to find
5 significantly
6 clearance
3 1 is due to open
2 will have been driving / will have
had
3 will not turn her down
4 you will get bombarded with
5 Have you ever redeemed
6 forget to stock up on
7 their sales will increase rapidly
8 will allow them to hire
9 would rather pay a plumber
SPOTLIGHT ON SOCIETY VIDEOS
Video worksheet 3 Alternative
shopping: vintage markets
Page 39
1 Students’ own answers
2 Students’ own answers
3 1 second hand / street fashion, highstreet glamour.
2 Swedish/from Sweden, Barcelona
3 not wanted/needed anymore, made
4 is cheap/is only 8 euros, not work
5 of the low quality of the goods
6 one is about cool things at good
prices while the other is for giving
things a second life
7 exhausted but happy
4 1 f 2d 3e 4b 5c 6a 7g
5 1 look/style/item of clothing/fashion
2 local/street
3 treasure(s)
4 kind
5 out
+ Students’ own answers
6 Students’ own answers
THE WORLD TODAY VIDEOS
Video worksheet 3 The cutting edge
Pages 40–41
1 Students’ own answers
2 1 Ben’s reasons for changing career
2 the focus of the business
3 the importance of design
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124
4 the properties of the materials
5 a wish for the future
3 1 He was a graphic designer for
about 12 years.
2 He wanted to ‘get away from
the desk’ and do something more
‘hands-on’.
3 He makes kitchen knives because
his wife’s a cook and they’re both
very ‘food orientated’.
4 The shape, balance, feel and
the handle.
5 Lots of different types of wood –
burls, burrs and spalted woods.
6 Blok.
4 Possible answers:
1 ‘Hands-on’ can mean being more
involved in decision-making or
obtaining by doing something,
rather than reading or watching
about it. However, Ben may be
being more literal here and mean
that he wanted to do something
more practical that involved
making things with his hands.
2 He wants to make things that
are aesthetically pleasing so that
people look after his knives and
keep them in good shape for
years.
AUTHENTIC ENGLISH
1 Students’ own answers
2 The speaker uses a vague time
expression because he doesn’t know
the exact length of time he worked
as a graphic designer or he doesn’t
think this information is important.
3 Students’ own answers
DISCUSSION
Students’ own answers
READING
1 Students’ own answers
2 Students’ own answers
3 1 c 2b 3a 4b 5a 6c
SPEAKING
1 Students’ own answers
2 Students’ own answers
3 Students’ own answers
4 Students’ own answers
BEYOND THE CLASS
Students’ own answers
UNIT 4 One world
VOCABULARY
Page 42
1 1 poverty
2 prejudice
3 unemployment
4
5
6
7
8
trade
income
access
hunger
freedom
2 1 create
2 end
3 encourage
3 1
2
3
4
5
6
4 destroys
5 improve
6 widen
international
unemployment
cultural
tolerant
competition
natural
4 1 will bring about positive changes
2 make an attempt to end
3 brought up the problem
of unemployment
4 would like to make a difference
5 The politician made a very good
impression
6 bring together people from
different cultures
7 to make people aware
5 Students’ own answers
GRAMMAR 1
Page 43
1 1
2
3
4
5
6
7
8
on seeing
for
not to go
going
to me
that he would prepare
to help me
being
2 1
2
3
4
5
6
7
to take part
of lying
on completing
donating
us/me to leave
to show
to stop
3 1
2
3
4
5
6
7
objected to making
refused to consider
regret/regretted making
promised not to call
convinced us that he hadn’t been
boasted that she had scored
assured us that he would consider
4 1 mentioned that the company
polluted/was polluting
2 threatened to sue
3 insisted on reading
4V
5 denied saying
5 Possible answers:
1 Aunt Janet invited me to spend
the winter break at her chalet.
2 The accused admitted (to)
destroying all the evidence after
the accident.
3 A spokesperson for
the organisation stated that
most of the money had
been lost due to corruption.
4 John demanded to see his lawyer
right away.
5 The economist was trying to
convince the government to create
vibrant workplaces (in order) to
boost the country’s economy.
6 1 (that) they were/are going to take
part in the antiglobalisation protest
on the 1st of May
2 (that) the Moon is the Earth’s only
natural satellite
3 that UNICEF provides/provided
humanitarian and financial aid to
children in developing countries
4 that large corporations control/
controlled the world’s economy
5 the government had ever
encouraged unfair trade
6 the gap between rich and poor
was/is widening every day
LISTENING AND VOCABULARY
Page 44
1 1
2
3
4
niche
wiser
possibilities
end
5
6
7
8
fancy
crowd
belt
field
2 1 digital freelancers / being a digital
freelancer
2 the Internet
3 online platform
4 low price
5 communication (with clients)
3 Possible answers:
1 employee
2 specifications, deadlines and price
3 honest and hardworking
4 as much (money) as / the same
(money) as
5 to check your CV and profile
4 Students’ own answers
5 1 facilities
2 fundraiser
3 faded
4 move forward
food shortage – c
earthquake – b
tornado –
flood – a
6 1
2
3
4
5
5
6
7
8
privileged
clue
donate
corruption
in (I)
heavy (I)
Due, consider (F)
deteriorated (F)
sort (I)
7 Students’ own answers
GRAMMAR 2
Pages 45
1 1 is said to have donated
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125
2
3
4
5
6
7
8
9
the oil spill has (already) killed
isn’t expected to be
is believed to have played
is estimated to have helped
was said to be
is assumed to be launched
is believed to promote
thought that Sarah is suffering
from
10 was said to be the youngest
2 1
2
3
4
5
6
7
8
9
10
to have spent
to be a resounding success
leave it to your parents
It was assumed
have been arrested
Tom found/finds it difficult
hates it when people
appreciate it if you
mind it when people
her duty to support
3 1 hates it when people leave
2 owe it to our children
3 likes it when/whenever she can
help
4 would appreciate it if you could
support
5 it difficult to speak their
6 leave it up to the government to
decide / leave it up to governments
to decide
7 doesn’t mind it when/whenever
she is asked
8 think it is necessary to hold
4 1
2
3
4
5
6
there it
believe believed
love loves
held hold
lasted last
wrote write
3 more courses in English are
introduced
4 the governments’ initiatives
5 change in the law was introduced
4 1
2
3
4
gradual
for the better
substantial
introduce
5 for the worse
6 subtle
7 resist
5 1
2
3
4
subtle
for the better
gradual
for the worse
5 resisting
6 substantial
7 introduce
6 Possible answers:
1 inevitable changes
2 major impact
3 growing influence
4 likely consequences
5 emerging trend
6 far-reaching implications
7 1
2
3
4
5
6
permit, guide
defend, ready, tidy
admit
ready, permit, admit
guide, defend
tidy
8 1
2
3
4
willingness
defence
Tidiness
complexity
5
6
7
8
3 Students’ own answers
ENGLISH IN USE
Page 49
permission
eagerness
expansion
readiness
SPEAKING
Page 48
1 Students’ own answers
5 Students’ own answers
6 1 will have finished studying/
preparing
2 (has) promised to raise most of
3 how long we had been sitting
4 will be participating/taking part in
5 if they had accused anyone
of polluting / if anyone had been
accused of polluting
6 must have had problems with /
must have been having problems
7 is always asking me to sell
8 I don’t mind it when
READING AND VOCABULARY
Pages 46–47
1 1 b 2c 3b 4c
5 Students’ own answers
2 1 B 2D 3A 4C
3 Possible answers:
1 simplification of English grammar
and the enrichment of its
vocabulary
2 (must / have to) be 100% in French
2 1
2
3
4
5
6
7
8
9
of genuinely useful skills.
2 Don’t pass up a chance
to get to know a different
culture.
3 I believe it would be highly
beneficial for you since it would
make you more self-reliant.
4 I can assure you that this time will
be enormously productive since
you will improve your language
skills.
5 I suggest that you participate
in this programme as it will allow
you to make new friends.
6 If I were in your shoes, I would
take this opportunity to experience
something new.
7 Programmes like this are a must
for any person interested in visiting
other countries.
8 Taking part in this programme will
certainly give you the opportunity
to become more open-minded.
not least
visibly affected
say so
result in
sum up
to discuss
without saying
comes to
point out
3 1D
2 B (experiencing foreign cultures)
3 E (exploring the unknown)
4 A (living differently)
5C
4 Students’ own answers
WRITING
Page 48
1 Possible answers:
1 students ─ readers of the school
magazine
2 Title b is more interesting than
Title a, which is unoriginal and
boring.
2c Students’ own answers
3 Students’ own answers
1 Possible answers:
1 It was reported that there were
only two experts on that disease
in Europe in 2017.
2 The repairs of the facilities
destroyed by the tsunami are
expected to be very expensive.
3 It is assumed that
the communication speed will
continue to grow.
4 I want to make it clear that I will
not take part in the conference.
5 I know you don’t like speaking
in front of the public, so you can
leave it to me.
6 It is said that globalisation causes
as much poverty as it eliminates.
2 1
2
3
4
5
6
would consider sending us
denying being involved in
in its attempts to improve
have always spoken highly
demanded to know
regret that I will not be
3 1
2
3
4
5
6
at telling lies
with the inevitable changes
was a truly unforgettable
didn’t care about
if we had managed to book
were/are willing to
4 1 brought
2 encourages
3 readiness
4 admission
5 making
6 intolerable
5 1 dressing
2 keep
3 admitted
4 dry
5 make
2 1 By engaging in this programme,
you will acquire a number
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126
MATURA PRACTICE
Page 50
1 Possible answers:
SPEAKER 1
1 Travellers who don’t like exotic spices
or unusual combinations of flavour
and people who are in a hurry.
2 They have air-conditioning and
clean and pleasant toilets.
SPEAKER 2
3 They offer low prices and similar
menus, which local restaurants
cannot afford.
4 Choosing local food suppliers when
eating out.
SPEAKER 3
5 Locals have to compete for
customers, so they offer more
interesting menus, whereas
customers are given a wider
choice.
SPEAKER 4
6 Some dishes turn out to be
disgusting. It is also
time-consuming.
7 When she is on the road.
2 Possible answers:
1 of competing with (big / huge)
2 a decent price for their
3 a variety of products / a lot
of products
4 offer fair working conditions
5 broaden/extend their knowledge
3 Students’ own answers
SPOTLIGHT ON SOCIETY VIDEOS
Video worksheet 4 Elijah’s battle
Page 51
1 Students’ own answers
2 Students’ own answers
4 1 To see what information can be
uncovered about her illegally by
people with specialist skills.
2 Because, unlike in the US,
information security is rarely
covered in the media.
3 He sends her a fake email from
her boss with a link to a copy
of the Guardian homepage. Clicking
on the link gives him access to her
computer.
4 He can obtain her email address
and password, download her files,
redirect her browser (i.e. choose
which webpage she visits).
5 Sending the email to hundreds
or thousands of people increases
the chances of someone clicking
on the link.
5 1 personal data
2 primary motivation
3 hackers
AUTHENTIC ENGLISH
1 2
2 1 I walked my students through
the fire alarm procedure.
2 I walked my colleague through
the details of the document.
3 My mum asked me to walk her
through the contract.
4 She walked us through the basics
of employment law.
5 I walked my friend through setting
up his new computer.
DISCUSSION
1 Students’ own answers
READING
1 Students’ own answers
3 Students’ own answers
2 1 c 2f 3a 4b 5d
4 Students’ own answers
SPEAKING
5 1
2
3
4
going extinct
followed by
acceptable
unstoppable
5 banner
6 Justice
7 defeated
6 Students’ own answers
THE WORLD TODAY VIDEOS
Video worksheet 4 The power of
privacy
Pages 52–53
1 Students’ own answers
2 Students’ own answers
3 1T
2T
3 F (He says that most of the data
she’d willingly shared online.)
4T
4 1 designer
2 redeem
3 gear
4 track
5 deeply
6 deteriorating
5 1 off
2 for
3 down
4 forward
5 in, of
6 into
6 1 guidance
2 willingness
3 clearance
4 refund
5 exchange
GRAMMAR
7 1
2
3
4
5
6
2 Students’ own answers
3 Students’ own answers
9 1 She found it surprisingly easy to
buy vegan food at the supermarket.
2 What time is does the weekly
Monday meeting going to begin?
3 The architects are suggesting build
building more hurricane-resistant
houses in this area.
4 The new gadget would earn was
to have earned the company lots
of money but it turned out a total
flop.
5 The protesters are demanding
the government to do that
the government does something to
reduce inflation.
6 It is saying It is said that in thirty
years we will have resolved most
of the current energy problems.
10
1 I’ll take it!
2 assured me that I could/would be
able to
3 Forests are thought to be
4 was considerably higher
5 derive satisfaction from spending
6 will have a major impact
12
1
2
3
4
5
6
7
EXTRA REVIEW 3&4
Pages 54–55
2 1 emerging
2 providers
3 pads
4 stick
5 chain
6 rapidly
3 1 file
2 reduce
3 reaching
4 clue
I’m holding
us that we were participating
objected to paying a fine
is thought to be caused
will you have finished
11
Students’ own answers
4 customer
5 unfair
1
2
3
4
5
ENGLISH IN USE
BEYOND THE CLASS
1 1 browser
2 rise
3 fade
people tell me
is going to organise
me to look
will be celebrating
to sponsor
on seeing
8 1 b 2a 3b 4c 5a 6c
1 Students’ own answers
VOCABULARY
COMPREHENSION
5 inevitable
6 scoring
7 diminished
deals
was
had
back
cancel/withdraw
to
difference
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127
UNIT 5 People and Influences
VOCABULARY
Page 56
1 1 integrity, likeability, passion
2 insecure, dependent, courageous
3 diplomacy, creativity, imagination
4 indifferent, intelligent, sloppy
+ Students’ own answers
2 1
2
3
4
5 insensitive
6 stubborn
7 dependable
upbeat
pessimistic
cowardly
impatient
4 unmotivated
5 caring
3 1 enthusiastic
2 passionate
3 flexible
4 1
2
3
4
5
knowledgeable
persistence
patience
autonomous
carelessness
4 take
5 in with
6 came
5 1 make/think
2 air
3 team
6 Students’ own answers
GRAMMAR 1
Page 57
1 1
2
3
4
5
6
7
8
9
10
that/which/– , that
that, who
which/–
where
which
whose
that/where
that/–/when
that/–/whom
who/that
2 1
2
3
4
5
6
7
8
9
10
that/which ✓
that/which
that/which ✓
whose
which
whose
that/which
which
when ✓
whom
3 1 The book that/which I borrowed
from Kate was written by my
favourite author.
2 The woman whose suitcase
I offered to carry turned out to be
my Spanish teacher.
3 Mr Livingstone, whose son plays
in the basketball team, paid for
new sports equipment.
4 My friend George, who has always
been rather knowledgeable, failed
the exam.
5 I’d like to show you around the city
where I grew up.
6 Danny, with whom I used to be
in love, has a new girlfriend.
7 Yesterday, my grandma made
a cake which was delicious.
8 I saw a boy in the street who
reminded me of someone
from the past. / A boy whom
I saw in the street reminded me
of someone from the past.
9 Can I borrow the book by George
R. R. Martin that/which/– you’ve
been reading?
10 Ian’s dad, who is a dietician, helped
me change my diet.
4 1 b; whose ambitions have always
been pretty high
2 e; , who are top neurosurgeons,
3 a; when I announced that I wanted
to be a fashion designer
4 f; , where we used to spend
the evenings together
5 g; , Ian who is now a professor
at university,
5 1 a, which wasn’t easy
b which is situated
2 a who is five years older than me
b, who is studying medicine,
3 a, which was disappointing
b which they had wanted to win
very much
LISTENING AND VOCABULARY
Page 58
1 1
2
3
4
5
uneasy
enthusiastic
unaware
awkward
artificial
6
7
8
9
10
cynical
devastated
heartbroken
relieved
ecstatic
2 1 a/his suit
2 an office building
3 (young) lady/woman in a/
the yellow blouse / in yellow
4 (deeply) in love / the perfect couple
5 guilty
3 Possible answers:
1 comfortable
2 clothing/clothes; behaviour/actions
3 draw attention to yourself
4 confirm; reject
5 other people (around you)
4 Students’ own answers:
5 1
2
3
4
make
go
give
end
5 dead
6 stick
7 out
6 1 has never been as dead set
on winning
2 always sticks to it
3 never misses out on / has never
missed out on an opportunity
4 have been trying to make a go of
7 Students’ own answers
GRAMMAR 2
Page 59
1 1
2
3
4
waving
collected
talking
arrested
5 taking
part
6 driven
7 sitting
4 thinking
5 awarded
2 1 playing
2 shown
3 trying
3 1 The blonde woman standing by
the window is my aunt.
2–
3 The bride was wearing a dress
ordered from Paris.
4–
5 They are now renovating the bridge
connecting the two parts of the city.
6–
4 2 b; The neighbours’ dog hit by a car
managed to survive.
3 a; The young man playing
the guitar is a music teacher.
4 c; The horse ridden by a jockey
in a blue shirt is expected to win
the race.
5 e; An elderly man crossing
the street suddenly fell over and
broke his arm.
6 d; A man working in the grocery
shop round the corner caught
a shoplifter.
5 1
2
3
4
5
6
7
8
9
who started teaching us history
used to be unmotivated
accused me of cheating
would take my advice to heart
will have chosen the university
has insisted on being autonomous
will ever be able to fit in with
has been running
will never get used to moving
READING AND VOCABULARY
Pages 60–61
1 B
2 1
2
3
4
5
6
distrust
disappointment
disagreement
dislike
disregard
dismiss
3 1 b 2a 3c 4a
4 1
2
3
4
5
team player / worker
stop trusting you / distrust you
express certain emotions
be in danger
don’t disregard / dismiss / suppress
5 1 bG
2 fD
6 1
2
3
4
stay
steer
relate
around
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3 eF
4 aE
5 dA
6 gC
7 cB
5 win
6 offers/offered
7 through
128
7 1
2
3
4
hesitated
whispering, giggling
still
begged, frowning
8 1
2
3
4
5
6
but she always turned him down
turned up
turned the pumpkin into
but it turned out
turn round
but they turned us away / we were
turned away
7 I always turn to my grandma
SPEAKING
Page 62
1 1 c 2b 3a 4a 5b 6a 7b
2 1
2
3
4
5
6
who I want to be when I grow up
about a career in science
to turn my passion into a career
any dream can come true
she had/would become my
I have wanted to visit Japan
3 Students’ own answers
WRITING
Page 62
1 1 I am writing in reference to
the article
2 deeply involved in shaping our
society
3 A great example to prove this
4 has devoted herself to fighting for
children’s right
5 The reason why I consider her to
be
6 This is shown by the fact
7 It was Malala who made the world
more aware
8 to name but two
9 Thanks to her persistence
2 1 I am writing in response to your
request to describe our school
patron.
2 The reason why I consider her to
be a suitable role model for young
people is her character.
3 Her example shows us that we
should pursue our dreams.
4 It is her dedication to her work that
continues to inspire young people.
3 Students’ own answers
Page 63
misconceptions
carelessness
encouraged
insecure
drastically
relative
2 1 use/good
2 use/good
3 worth
None of my friends is
which is surprising
is his dedication to
I would constantly beg
is no point in asking
apologised for not turning up / was
sorry for not turning up
7 opposed to (the idea of) keeping
8 are good for our health
4 1 b 2b 3a 4b 5c 6a 7d
4 point/sense
5 point/sense
5T
6T
5 Students’ own answers
AUTHENTIC ENGLISH
1 Students’ own answers
2 The speaker uses something like
that to avoid having to give more
examples of what they’re talking
about.
5 1 My grandparents’ dog, that which
they’ve had for ten years, is
a Rottweiler.
2 Last year, we spent our holidays
in Edinburgh, which is the capital
of Scotland.
3 My older brother, whose whom
I don’t see that often these days,
has recently announced that he’s
getting married.
4 Every candidate inviting invited
to the job interview was
knowledgeable and creative.
5 We are looking for candidates who
are good at with children to work
as tutors in primary schools.
6 Today’s lecture will be delivered by
a specialist on world trade who is
famous with for his controversial
theories.
7 Who was the girl to who whom
you were talking during the break?
3 Possible answers:
1 The town really needs a gym or
something like that so young
people have more to do.
2 When I finish university, I’d like to
be an economist or something like
that.
3 I’m not sure, but I think he’s an
engineer or something like that.
4 We could go to the cinema or
something like that – I don’t really
mind.
5 I’m absolutely starving; I’d love
a sandwich or something like that.
6 I didn’t quite understand, but
I think she said she didn’t like her
boss or something like that.
MATURA PRACTICE
1 Students’ own answers
Page 64
1 1 d 2a 3c 4e 5b 6f
2 1
2
3
4
base our choice / focus
Being judged / Judging others
is no instant
he has loved/dated
DISCUSSION
Students’ own answers
READING
2 1
2
3
4
40,000 nautical miles
12/twelve
7/seven
determination to work hard
in a team
5 through interviews and an
intensive training programme
3 Students’ own answers
3 Students’ own answers
THE WORLD TODAY VIDEOS
Video Worksheet 5 Rising to
the challenge
SPEAKING
Pages 65–66
COMPREHENSION
1 Students’ own answers
2 1 to colonise Mars
2 four
3 never
3 1 b 2c 3a
ENGLISH IN USE
1 1
2
3
4
5
6
3 1
2
3
4
5
6
4 1 F (He believes that the best way
for him to leave a legacy is to
help build the first civilisation
on another planet.)
2T
3 F (He believes that humanity has
so many problems it’s not possible
to solve them on Earth.)
4 F (She has never experienced
the feeling of love and it is not
something she needs.)
1 Students’ own answers
2 Students’ own answers
3 Students’ own answers
4 Students’ own answers
BEYOND THE CLASS
Students’ own answers
SPOTLIGHT ON SOCIETY
Video worksheet 5 Emotions are ok
Page 67
1 Students’ own answers
2 Students’ own answers
3 1
2
3
4
three weeks
few shops
a limited number of people
shouldn’t deny / should embrace /
should allow ourselves to
experience
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129
5
6
7
8
9
himself why
is going to leave/move out of
to deal with the situation
get to know yourself
get closer to
4 1 to be confronted with a change
2 to reflect on your emotions
3 come out of something a better
person
4 Stay safe!
5 a friend of mine
5 1
2
3
4
5
6
uncomfortable
uncertainty, confusion
scary
loneliness
frustrated
discomfort
6 Students’ own answers
UNIT 6 City and country
VOCABULARY
Page 68
1 1
2
3
4
5
6
7
8
vibrant
dull
expensive
relaxing
depressing
isolated
polluted
charming
4 quaint
5 picturesque
6 shabby
2 1 bustling
2 happening
3 noisy
3 a – charming/relaxing
1 race
3
2 peace
4
b – vibrant
5 centre
7
6 amenities
c – relaxing/isolated
8 pace
9
connection
sense
put
surrounded
4 1 economic economical
2 correct
3 amount number
4 home house
5 farther further
6 correct
7 historic historical
8 correct
9 correct
10 home house
5 Students’ own answers
GRAMMAR 1
Page 69
1 1 less expensive
2 the luckiest
3 bigger
4 more politely
5 more serious
6 the noisiest
7 the least carefully
8 farther
9 the best
10 the worst
5
6
7
8
2 1
2
3
4
d, a lot
g, just
f, probably
e, slightly
3 1
2
3
4
5
6
7
8
coldest colder
most more
like as
least and least less and less
more hardly harder
as than
least less.
barely nearly
4 1
2
3
4
5
6
7
8
slightly/a bit more comfortable
far/much/a lot cheaper than
much more carefully
easily/by far the least touristy
just as politely as
much/far/a lot tastier
The louder Sara speaks, the less
the least elegantly of all
5 1
2
3
4
5
6
7
(to be) more difficult than
the better I try to
was not as big
becoming more and more popular
is by far the best at IT
plays the violin more skilfully than
to drive less confidently
c, not quite
b, of
h, far
a, in
6 Students’ own answers
LISTENING AND VOCABULARY
Page 70
1 Students’ own answers
2 1 C 2B 3D 4A 5X
3 Possible answers:
1 (In / From) a/the (shabby) (old)
snack bar.
2 (They used to) stroll, drink coffee
or hang around with friends.
3 (There are / It has) boarded-up
windows and graffiti (everywhere),
and the car parks are empty.
4 There are now even worse traffic
jams (on the nearby roads) / (The)
traffic jams (on the nearby roads)
are now / have become even
worse.
5 Speaker D (Speaker A talks about
positive and negative results (…
it has lost a lot of its old charm).
Speakers B and C are both very
negative about the changes.
Speaker D doesn’t seem to
care about the negative impact
of the changes on other people.)
4 Students’ own answers
5 A (picture 2)
1 way
2 world
B (picture 3)
3 beaten
4 hustle
C (picture 1)
6 place
7 beyond
6 Students’ own answers
5 up
8 beyond
GRAMMAR 2
Page 71
1 1
2
3
4
The, –
a, The
a, the
the
5
6
7
8
2 1
2
3
4
the, the
the
–
the
5 the
6 –, –
7 The, –, –
–
–, a
–, –
the, a, –
3 A taste of Scotland
A question that people often ask
travellers is ‘What’s your favourite
place on Earth?’ and, to be honest,
I’ve never quite known how to
answer. Since my last visit to the UK,
however, I can say without a doubt –
it is Scotland.
In the third week of travelling through
Britain, I finally reached the Scottish
border. My plan was rather unoriginal:
go on a trip to Edinburgh, climb Ben
Nevis, look for the monster in Loch
Ness, try a Scottish meal. When
I headed north to visit the Shetland
Islands, I had one of the most
amazing episodes of all my travel
experiences. Well … the thing is, I’ve
travelled to different countries all
over the world, but I’ve never seen
such absolutely stunning views.
I first went to visit a small town
called Lerwick, which is in the North
Sea. It turned out to be a bustling
seaport with all the amenities usually
found in large cities. The time I spent
there …
4 1
2
3
4
–
the
a
the
5
6
7
8
a
The
–
the
5 1 had promised his mum to look
after
2 didn’t use to read as much
3 you would come on time
4 a lot less/more optimistic than
5 are you always complaining
6 would get used to living
7 had already been
8 am seeing a doctor
READING AND VOCABULARY
Pages 72–73
1 1 D 2C 3B 4E
2 Possible answers:
1 Because she couldn’t find any
street names, as there were only
numbers given.
2 Because the address consists
of the names of areas. These start
with the largest area and finish
with the smallest.
3 She couldn’t find the hotel because
the buildings are numbered
in a random order.
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130
4 They are numbered in the order
in which they were built.
3 1
2
3
4
5
6
7
8
wander around
residence
local
hordes
district
concrete jungle
city break
airport shuttle
4 1
2
3
4
5
6
7
hordes
airport shuttle
residence
city break
concrete jungle
district, local
wander around
2 1 suggests
2 convince
3 gives
Picture 1: 2, 3, 5
Picture 2: 1, 4, 6
4 makes
5 appealing
6 clear
3 Students’ own answers
WRITING
Page 74
5 1 d 2g 3e 4h 5c 6f 7b 8a
6 Possible answer:
Tereny wspólne na moim osiedlu
zawsze były raczej mało atrakcyjne:
mamy tu kilka obskurnych bloków
z przygnębiającym podwórkiem.
Co gorsza, obok szkoły znajduje się
stary, opuszczony magazyn, który
z roku na rok coraz bardziej niszczeje.
Niestety większość mieszkańców
nie czuje się częścią lokalnej
społeczności, ponieważ codziennie
dojeżdża do pracy w Birmingham.
Birmingham jest oddalone
od naszej miejscowości o ok.
50 km, co oznacza, że ludzie, którzy
dojeżdżają tam do pracy spędzają
w naszym mieście znacznie mniej
czasu niż osoby, które tu pracują.
Jednak ostatnio grupa młodych
przedsiębiorców postanowiła
wprowadzić pewne zmiany. Planują
stworzyć na osiedlu teren zielony,
który, jak twierdzą, przyniesie wiele
korzyści lokalnym mieszkańcom.
Będzie to samowystarczalny
ekologiczny ogród z placem zabaw
oraz ścieżką zdrowia. Magazyn stanie
się jego najbardziej atrakcyjnym
miejscem – zostaną przekształcone
w zadaszony skatepark.
7 1
2
3
4
5
6
7
6 The problem with a/the hotel
in the suburbs
7 Considering my
fired, do
fab, after
mate, freak
hangout, invite
hols, uni
put
bumped
SPEAKING
Page 74
1 1 have come to the conclusion that
the
2 have a number of reasons for
3 main reason is that
4 a big advantage to be
5 big advantage of this hotel is
1 Possible answers:
1 There are no cinemas and
restaurants close by, which does
not mean farm holidays cannot be
enjoyable.
2 Young people usually rent
accommodation which is not
expensive. They also prefer flats
with a modern decor.
3 A city travel card allows you to
use all public transport within
the city limits. It also entitles you
to discounts on entrance to many
museums.
4 It’s a vibrant seaside resort where
hundreds of tourists spend their
holidays every year.
5 Hotels in big cities can be
expensive while staying
somewhere far from civilisation
can be much cheaper.
6 Big cities usually offer access to
many different amenities such as:
cinemas, restaurants and sport
facilities.
7 In the suburbs of the city
apartments are usually cheaper
than in the centre. Also,
the outskirts of the city have more
green areas.
2 1 In contrast to most popular holiday
resorts, many agritourism farms
are situated in areas off the beaten
track.
2 Staying on a farm is completely
different from living in a hotel.
3 Staying on a farm is comparable to
visiting one’s family in the country.
4 There are no facilities such as gyms
or tennis courts. Likewise, there’s
no night life there.
5 As for things to do, you can help to
milk the cows or feed the chickens.
6 With regard to location, a great
thing about farms is that they’re
usually surrounded by unspoilt
nature.
7 Taking into consideration the fact
that farms are usually a bit out
of the way, they’re a perfect place
for people looking for peace and
quiet.
3 Students’ own answers
ENGLISH IN USE
Page 75
1 1 b 2a 3b 4c
2 1 and more people are escaping
2 cycle lanes have been built
3 that there would be no
4 is no point in commuting
5 more conveniently located than
6 The fewer cars
7 whose historical towns
8 turned out to be shabby
9 The Tatras / The Tatra mountains
are as popular
3 1 touristy
2 rental
3 unspoilt/unspoiled
4 overcrowded
5 picturesque
6 sustainable
7 further
4 1 into
2 hustle
3 was
7 far
8 till/until
9 will
4 off
5 is
6 had
5 1 nature
2 sense
3 put
4 out
5 park
MATURA PRACTICE
Page 76
1 1 B 2C 3A 4A
2 Students’ own answers
3 Possible answers:
1 b There is a playground, so children
have a safe place to spend time
outdoors and play. / There is
a playground, which is a safe
place for children to spend time
outdoors and play.
2 e The park is full of alleys and
benches where elderly people or
couples can sit and talk.
3 a The area is covered with trees
which help make the air cleaner.
4 c It takes a lot of time to build
a shopping and recreation
centre, so the residents will be
exposed to noise and dust from
the construction site.
5 d The centre will attract crowds
of visitors, and as a consequence,
the neighbourhood will become
noisy and congested.
4 Students’ own answers
SPOTLIGHT ON SOCIETY VIDEOS
Video worksheet 6 Life afloat
Page 77
1 Students’ own answers
2 Students’ own answers
3 Students’ own answers
4 Students’ own answers
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131
5 1
2
3
4
lock
moored
banks
navigate
5 galley
6 space
7 folding
5 You’re going to drive me to
the airport, right?
4 Students’ own answers
6 Students’ own answers
DISCUSSION
THE WORLD TODAY VIDEOS
Video worksheet 6 Home is where
the wi-fi is
READING
Pages 78–79
COMPREHENSION
1 Students’ own answers
2 David and Elaine move to a different
Airbnb property in New York every
month instead of renting or buying
a house.
3 1 A year and a half.
2 He says he ‘wanted to see if it
was possible to live in a different
neighbourhood every month
without a home’.
3 No, all of their possessions fits into
three suitcases.
4 She says it’s super organised and
that it’s nice to experience some
kind of structure for a month
because she is generally not very
organised herself.
5 She says that home is ‘where
the wi-fi is.’ Rather than a physical
place, she believes people feel
at home wherever they can log
into their social media profiles,
download messages, stream music
etc.
4 Students’ own answers
5 David: He gets to know
the neighbourhoods in a different
way; he has a different relationship
with the neighbourhood than he
would have had if he hadn’t lived
there for a month or two.
Elaine: She is more aware
of the passage of time and so has
more of an incentive to do things
because of time passing by.
6 1
2
3
4
neighbourhoods
slightly different way
moving every month
digital bubble
AUTHENTIC ENGLISH
1 Students’ own answers
2 The speaker uses right as an informal
question tag to confirm what has
been said in the sentence.
3 1 We’re still going to the cinema
tomorrow, right?
2 You’ll have finished the report by
5 p.m., right?
3 It’s OK to bring a friend to
the party, right?
4 You’ve been to Tokyo before, right?
Students’ own answers
1 1
2
3
4
5
6
Check-in
Check-out
Kitchen rules
Household waste
Noise
Entertainment
7 1 T 2F 3F 4T 5T
2 1 The owner requests that guests
replace everything they take from
the fridge (before they leave) and
that they don’t put non-recyclable
rubbish into the recycling bins.
2 There are cards explaining how to
connect to wi-fi in every room.
3 They might be charged extra if they
arrive more than two hours before
or after the agreed time.
4 Replace everything you take from
the fridge before you leave.
5 They are not allowed to party.
SPEAKING
1 Students’ own answers
2 Students’ own answers
3 Students’ own answers
4 Students’ own answers
the
the
The
–
–
The
10 1
2
3
4
5
6
7
7
8
9
10
11
12
13
14
15
16
17
18
the
the
the
–
–
the
the
–
The
the
A
a
the less likely
farther and farther apart
poses a threat to
a person whose garden
the most convincingly of
make a go of
objected to my moving
Page 82
Pages 80–81
VOCABULARY
1 1 take
2 scenic
3 bustle
4 engages
5 bewildered
6 flock
2 1 still
2 ignorant
3 picturesque
4 pace
5 oriented
6 dead
5 1
2
3
4
5
6
7
9 1
2
3
4
5
6
VOCABULARY
EXTRA REVIEW 5&6
4 1 touristy
2 unspoilt
3 connection
most
who
the least
far
More and more
the time
UNIT 7 A place of learning
Students’ own answers
3 at
4 out
8 1
2
3
4
5
6
11 1 a 2 b 3 a 4 c 5 b 6 d 7 a
BEYOND THE CLASS
3 1 off
2 up
2 The dog that has kept
barking all night belongs to
Mrs. Grant.
3 I want to spend my holidays
in a place, which is vibrant and
trendy.
4 He keeps telling me to grow up,
which is very annoying.
5 They are going to cut down that
oak tree which whose branches
give us shade in the summer.
6 The village they’re moving to is
50 km south of a Dublin.
5 on
6 down
4 patience
5 motionless
6 uneasily
is all fired up
they turned us away
comes across as indifferent
had a whale of time
to stay put
we bumped into Bruce Willis
What do you make of
6 1 New York City, which is not
the capital of New York state, is its
biggest metropolis.
1 1
2
3
4
5
6
7
8
A level exams
(the) SAT
PhD degree
bachelor’s degree
pre-school
crèche
vocational school
high school
2 1 d 2a 3f 4b 5e 6c
3 1
2
3
4
5
6
7
8
sit
field
apprenticeship
advanced
high
path
picture
options
4 1
2
3
4
do
into
for
follow
5 make
6 earning
7 getting
5 1 are teacher’s pets, raise their
hands, never make mistakes
New Password B2+/C1 Teaching Notes © Macmillan Polska 2023 Photocopiable
132
2 get an English language certificate,
don’t you enrol in a course
3 used to play truant, work hard
4 learning dates by heart, than swot
5 not to get behind with
6 Students’ own answers
GRAMMAR 1
Pages 83
1 1 If I were you, I would pursue an
advanced degree. H
2 If Mark had Internet access, we
could/would be able to keep
in touch every day. M
3 If our best player hadn’t been
injured, we wouldn’t have lost
the match. H
4 If we don’t catch the next bus, we
will be late. M
5 If you didn’t drink so much coffee,
you wouldn’t have problems falling
asleep. H
6 We will be in trouble if you tell
the teacher. M
2 1
2
3
4
5
had attended, would be
hadn’t lost, wouldn’t have
would be, had received
were, would have applied
hadn’t eaten, wouldn’t feel
3 1 You can go to the party
on condition that you come back
before 10 p.m.
2 She didn’t know about the changes
in our timetable. Otherwise, she
would have come to the exam.
3 You will get into university
provided that you work hard.
4 I’ll get into big trouble unless you
help me.
5 Put on some warm clothes, or you
will catch a cold.
4 1 e; I wouldn’t ask you if I wasn’t
in serious trouble
2 c; I would have been on time if
I hadn’t had to revise
3 d; if he hadn’t helped me, I would
have no place to live
4 b; If I receive/received the money,
I will/would be able to focus on my
studies
5 a; if I had asked for your help
earlier, I wouldn’t be
5 1
2
3
4
5
would be were
correct
would will
come had come
had liked / would ask would have
asked
6 won’t don’t
6 1 Had we arrived; wouldn’t have
missed
2 Should you have; ask
3 Had I known; would never have
chosen
4 Were you to change; would be
7 Students’ own answers
LISTENING AND VOCABULARY
Page 84
1 1h
2i
3a
4e
5c
6f
7d
8j
9b
10 g
2 1b
2a
3d
4c
5a
3 Possible answers:
1 (An) Introduction to economics
2 you / they / (the) students learn
at home and practise in class
3 series of practical problems
4 self-disciplined and well organised
5 (more) useful and enjoyable
4 Students’ own answers
5 1
2
3
4
sailed
stands out
up on
up with
5
6
7
8
living up
cut back
got into
falling behind
6 Students’ own answers
GRAMMAR 2
Pages 85
1 1
2
3
4
5
6
had told
wouldn’t spend
were
hadn’t gone
had
had never left
2 1 I wish
2 would
3 If only
4 time
5 If only
6 as though
3 1
2
3
4
5
6
were
started
offered
didn’t discuss
made
dealt
4 1
2
3
4
5
6
7
had been able to
rather you didn’t ask
only I had followed
time you started taking
I hadn’t bought
If only I had
you would stop making
5 Dear Ben,
I’m really sorry I haven’t written since
I got here, but I just couldn’t find
the time and energy to do it. Life
here on campus is quite different
from what I had expected. First
of all, I have to spend so much time
studying that I sometimes wish
I didn’t decide hadn’t decided to
come here! As a fresher, I’m not
invited to many parties and I quite
often feel lonely. If only you would
be were here with me! I’m sharing
a flat with a guy called Frank.
He’s quite cool, but I just wish he
wouldn’t spend all the time studying.
I suggested going out together once
or twice, but he just looked at me
as if I am was crazy. Having
said that, I must say life here’s
very expensive and I wish my
parents had sent would send
me a bit more money every month. If
only I would have had a job! I’d better
finish now – it’s high time I had
looked looked at my notes before
tomorrow’s lecture with Professor
Wilkins.
I’m really looking forward to coming
home for Christmas.
Write soon.
Bye for now,
Eddie
6 Possible answers:
1 I wish I had enough money to pay
the tuition fees.
2 If only I hadn’t been so unkind to
her.
3 Supposing you had to sit a maths
exam tomorrow, would you pass it?
4 Suppose you had no Internet
access for a few days, what would
you do?
7 1
2
3
4
5
6
7
*8
must have fallen
used to go
Tina, who is
he had received
made to do
would have let
If you mix
Had Sally
READING AND VOCABULARY
Pages 86–87
1 1 A 2D 3C 4B 5E
2 2, 4, 5, 6, 7
3 Possible answers:
1 of absorbing/assimilating
the material / learning
2 to introduce the theory / to
present the basics
3 and the teacher move around / and
the teacher are active in
4 prepares videos / learning material
5 the lesson(s) unless
4 1 b 2e 3a 4d 5f 6c
5 1 familiarising yourself with
the material
2 gives us feedback
3 assigns us three pages
of homework
4 explore in greater depth
5 clarify many misconceptions
6 missed some of the essential
points
6 1
2
3
4
5
6
7
teamwork
literacy
persistence
creativity
communication
leadership
thinking
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133
8 awareness
9 initiative
The hidden message: RESEARCH
SKILLS
7 1
2
3
4
5
6
7
8
master the skill
fundamental skill
collect information, evaluate
skills, acquired
crucial skill
learnable skill
demonstrate, skills
sharing information
8 1
2
3
4
5
6
course
mark
key
master
keyed
course
7 marked
8 master
9 pass
10 marks
11 passed
SPEAKING
3 Suggested answer:
1 One considerable drawback
of online courses is that they
do not offer human interaction.
Learning is a social process where
students not only accumulate
knowledge but also make friends,
learn how to cooperate and
communicate with others.
2 The main benefit of online classes
is that they are freely available
to everyone. This means that
students all over the world can
take advantage of courses offered
by the best universities and listen
to leading experts in many fields.
3 Another key advantage is the low
cost of online education. While
most students couldn’t afford to
study at Harvard or MIT, they can
still attend an online course and
experience education at its best.
4 Students’ own answers
Page 88
1 1 On the surface / At first glance
the photos seem unconnected, but
in fact they linked by the fact that
they both
2 what these pictures have
in common is that they
3 dissimilar
4 While / Whereas the first
photograph shows
5 depicts
6 What these pictures share is
the locations they portray
2 Students’ own answers
WRITING
Page 88
1 1 Students often work and study
at the same time so (that) they
have enough money for their
tuition fees.
2 I decided to sign up for a speed
reading course so as to be able
to get through my readings much
faster.
3 Some students take summer
courses in order to speed up their
education.
4 Documentaries are great for
expanding your general knowledge.
5 The course was so intensive that
some people dropped out.
6 I took out a student loan in order/
so as not to borrow money from
my parents.
2 Suggested answer:
Online courses, which are now
widely available, are offered by many
top universities all over the world.
While they are unquestionably an
inexpensive way to learn new skills, it
is also true that this form of learning
is probably not suitable for students
who require more direct support and
guidance from the teacher.
ENGLISH IN USE
Page 89
1 1 If it wasn’t/hadn’t been for English
audiobooks, I wouldn’t have such
a good accent.
2 But for his/the extra lessons, Sam
wouldn’t have passed this last
exam so well.
3 But for the last question, this
would be an easy exercise.
4 If it hadn’t been for your advice,
I would have prepared a rather
poor presentation.
5 But for her problems, Sandy would
have started working on her essay
sooner.
6 If it wasn’t for the dictionary app,
I would have to carry around
a dictionary at all times.
7 If it hadn’t been for the heavy
traffic, I wouldn’t have missed
the lecture.
2 1
2
3
4
5
6
7
Historically
undoubtedly
cultural
to broaden
diplomacy
eating
be misunderstood
3 1
2
3
4
time you started learning
wouldn’t be able to
unless she passes
advised me not to take / against
taking
5 would pretend
4 1 c 2d 3a 4b 5d 6a 7a 8b
MATURA PRACTICE
Page 90
1 1 A 2D 3C 4B 5B
2 Possible answers:
1 interests and a decent/good
salary
2 to the technological
revolution
3 healthcare workers, who
4 specialisation is believed / thought /
considered / specialisation appears
5 have some general knowledge
3 Students’ own answers
4 1 b 2e 3g 4h 5c 6d 7f 8a
5 Students’ own answers
SPOTLIGHT ON SOCIETY VIDEOS
Video worksheet 7 Debate
Challenge: a life lesson
Page 91
1 Students’ own answers
2 Students’ own answers
3 Chelsea: has strong opinions / can
get a bit too angry
Erin: is a nervous speaker
Melanie: has good arguments, wants
to be a lawyer
4 1 12 weeks
2 whether the voting age should be
lowered to 14
3 teenagers today are taking
on more adult responsibilities, have
the right to decide about their
lives, voting is not difficult
4 kids have school to worry about,
shouldn’t be forced to be adults,
don’t understand what it really
means to vote, don’t learn about
politics at school
5 1 compete
2 argue
3 final
4 staying
5 confident
6 1 confused
2 elections
3 key
4 fate
5 excellent
7 Students’ own answers
THE WORLD TODAY VIDEOS
Video worksheet 7 Speech and
debate
Pages 92–93
COMPREHENSION
1 Students’ own answers
2 They are preparing for a ‘Speech and
Debate’ tournament at Democracy Prep
school in the South Bronx, New York.
3 1 It’s a public speaking competition
in which students from around
the USA have ten minutes to give
a speech or perform a dialogue
with a partner.
2 A panel of judges decides who is
able to communicate their story
the most effectively and can
transport you with their voice and
body language alone.
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3 The chance of a better future – many
colleges offer speech scholarships.
4 1T
2T
3 F (She has been given
the opportunity to work at the most
elite institutions around the world,
but she continues to choose to
work at Democracy Prep.)
5 1 three days
2 good citizens
3 finals
AUTHENTIC ENGLISH
1 Students’ own answers
2 The speaker uses like while reporting
a conversation. It is a common feature
of informal speech, particularly
amongst younger speakers.
3 Possible answers:
1 I had a meeting with my boss
today and was so confused about
the new project that I had to ask
him/her to explain it to me.
2 I recently went to a restaurant.
The service was terrible, so
I complained to the waiter.
3 I spoke to the doctor recently and
she informed me that they would
need to run more tests, which
I obviously agreed to.
4 My boss recently asked me to
do overtime at the weekend, but
I refused.
DISCUSSION
Students’ own answers
READING
1 Students’ own answers
2 1
2
3
4
5
How should I start my speech?
Should I read my speech?
How do I with stage fright?
How should I organise my speech?
How can I get the audience to like
me?
SPEAKING
1 Students’ own answers
2 Students’ own answers
3 Students’ own answers
4 Students’ own answers
BEYOND THE CLASS
Students’ own answers
UNIT 8 Stories we remember
VOCABULARY
Page 94
1 Across
3 magazine
4 series
7 cover
9 instalment
10 poetry
Down
1 drama
2 chapter
5 illustration
6 font
8 paperback
2 1
2
3
4
5
6
self-help book
cookbook / cookery book
graphic novel
non-fiction
autobiography
fantasy novel
3 1
2
3
4
5
6
gripping
compelling
humorous
engrossing
slow-going
fast-paced
4 1 clear
2 page
3 knock
4 with
A romance
5 give
6 down
7 picked
8 hands
B crime fiction
5 Students’ own answers
6 Students’ own answers
LISTENING AND VOCABULARY
Page 96
1 1
2
3
4
5
twist
setting
breach
subgenres
fluff
6
7
8
9
upbeat
fuzzy
merge
mash
2 1 (character / characters’) names and
(the) setting(s)
2 wizards, elves and dragons
3 original author
4 changes the mood
5 merges two (separate) universes
3 1
2
3
4
5
add a twist
back in time
warm and fuzzy feelings
and Zombies
copyright law
4 Students’ own answers
GRAMMAR 1
Page 95
1 1 I ought to have studied harder.
2 He could have broken a leg.
3 I should have paid for the parking
place.
4 We needn’t have washed the car.
6 could /
should
7 needn’t
8 could
2 1
2
3
4
5
ought
should
could
needn’t
needn’t
3 1
2
3
4
5
6
7
g; have eaten
d; have gone
b; have taken; have given
e; to have arrived
a; have stayed
f; have worried
c; have rushed
4 1 You needn’t have made so many
copies of the document.
2 You might / should have left some
chocolates for your brother!
3 You could have at least tried to
contact me.
4 I could have helped if you’d let me
know earlier.
5 You might/could have called me
last night. It was such a hard day
for both of us.
6 You shouldn’t have worn jeans for
your job interview.
7 You could have got killed!
8 You could/should/might have
texted me to say you’d be late.
5 1
2
3
4
5 needn’t have bought
6 didn’t need to read
needn’t have enlarged
must have been
don’t need to take
must have forgotten
5 1
2
3
4
5
b, surprise
d, cold
a, point
e, (my) mind
c, difference
6 Students’ own answers
GRAMMAR 2
Page 97
5
6
7
8
1 1
2
3
4
Only
Not
Such
Never
2 1
2
3
4
5
6
had we entered, started
can you access
have I had
the police phoned, did we find
had she left, they tried
did I realise
Little
So
No sooner
Hardly
3 1 Not only is Jack a good journalist,
but he also writes beautiful poetry.
2 Little did we know about his
personal problems.
3 Never have I heard a more foolish
story / such a foolish story.
4 No sooner had I lain down
on the sofa than there was a knock
on the door.
5 Such a difficult problem was it that
no one could solve it.
6 Seldom does he see his family as
they live in Vietnam.
7 Only after you get to know my
grandad better will you understand
him.
8 So cold was the water that no one
went for a swim.
4 1 I could have become a poet
2 not only did I enjoy reading
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135
3
4
5
6
I needn’t have listened
Hardly/Barely had I told
I should have followed
shouldn’t have given up
5 1 had gone to the book signing,
would have
2 admitted (that) he had overslept
3 the man you were talking to
4 are going to be published
5 had been studying for the test
6 hadn’t denied taking
7 said to have failed
8 is slightly less comfortable
9 Did she agree to meet us
10 I were you
11 Suppose you won
12 The girl whom you met
13 is thinking (about)
READING AND VOCABULARY
Pages 98–99
2 Possible answers:
1 I think it would be a great idea to
dress up as characters from books.
promocja / program imprezy
2 How about inviting a popular
author like Andrzej Sapkowski?
gość specjalny
3 Fair enough. Perhaps we could
create some posters with
the slogan “Open a Book, Open
a Window to Another World”.
promocja
4 I can see where you’re going with
that, but book readings tend to be
boring. program imprezy
5 I can see your point, but I don’t
believe that organising the event
on Saturday afternoon is a good
idea. czas i miejsce akcji
6 If you’re willing to supervise
the book swap, the idea certainly
works for me. program imprezy
3 Students’ own answers
1 1 e 2b 3c 4d 5a
2 Possible answers:
1 an inept/unskilled/untalented artist
2 an assumption made / assumed
3 no (existing) documents
4 The order of his/Shakespeare’s
5 Love’s Labour Won
6 No formalised spelling rules
7 adapted from other texts
8 on the development of the
WRITING
3 1
2
3
4
5
6
7
3 Students’ own answers
playwrights
coined
staging, adapted
bookseller
entitled
incorporated
edition
4 setting
5 suspense
8 ending
7b
8 a, b
9a
4 a, c
5b
6a
horse
bat
peeping
boots
bee
6 rushed
7 muttering
8 wandering
9 sighed
10 staring
SPEAKING
Page 100
1 1
2
3
4
First, like
don’t, Fair
condition
idea, solution
foremost
revolves
from
unfolds
As
protagonist
7 twists
8 keep
9 While
10 portrayal
11 By
2 Students’ own answers
Page 101
5 1 F 2T 3F 4F 5T 6T
7 1
2
3
4
5
1 1
2
3
4
5
6
ENGLISH IN USE
4 DOWN
1 narrative
2 characters
3 plot
ACROSS
6 humour
7 twist
6 1b
2c
3 b, c
Page 100
5 can’t
1 1
2
3
4
5
6
7
8
9
themselves each other’s
myself
correct
hisself himself
correct
theirselves themselves
each other herself
ourselves each other / one another
each other ourselves
2 1
2
3
4
5
6
7
8
9
enables/enabled
clarification
unconvincing
criticism
identify
irregularly
illogical
prestigious
skilfully
3 1
2
3
4
5
6
7
8
should have taken part
had I noticed her than
it wouldn’t have taken me
will have started
is believed to be
(has) warned us not to copy
have this painting renovated
thinking we had finished
9 if I remembered seeing
her
4 1 a 2b 3a 4d 5c 6b 7a
8d 9b
MATURA PRACTICE
Page 102
1 Possible answers:
1 audition for the/a school
2 was less direct than
3 at least one book last/the previous
2 Possible answers:
1 E 2A 3D 4C
3 Students’ own answers
SPOTLIGHT ON SOCIETY VIDEOS
Video worksheet 8 Caped crusaders
Page 103
1 Students’ own answers
2 Students’ own answers
3 1
2
3
4
5
6
7
8
an inspiration
interested in buying
place for superhero fans
costumes of their favourite
characters
agreed (to sell it/put it on shelves)
his father’s help / the help of his
father
typical
book of the week
4 1 a make a name for yourself –
become famous
2 f there’s room for more – more
(people, characters, things) can fit
in / be accepted
3 a bring a superhero to life – create
a superhero
4 d put a book on the shelves –
publish a book
5 c save the day – prevent a disaster
6 b small-time thief – petty thief,
someone who steals small things
5 1 comic
2 graphic
3 supervillain
4 blockbuster
5 Action
6 wrap
6 Students’ own answers
THE WORLD TODAY VIDEOS
Video worksheet 8 Homeless heroes
Pages 104–105
COMPREHENSION
1 Students’ own answers
2 The man in the picture is Tyler Watts.
He has been homeless on and off
since 2016. He is one of many people
on Hollywood Boulevard in Los Angeles
that dress up as famous characters and
earn tips by posing for photographs
with tourists. Doing so usually earns
Tyler enough money to stay in a hotel
at night instead of on the street.
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136
3 1 F (Tyler doesn’t earn an hourly
wage. He makes all of his money
through tips.)
2T
3 F (He was working as a waiter and
customers kept telling him that he
looked like Christopher Reeve.)
4T
5 F (Christopher had to rent the storage
unit when he was made homeless.)
4 1 He was beaten up by another
homeless man, who then stole his
Superman costume.
2 He asked people for donations,
aiming to raise $1000 to buy a new
costume, but managed to raise
$8000 in total.
3 Because it makes him feel
more like himself and he can do
unexpected good deeds for people.
4 He says it has made him a better
person and makes him grateful for
everything he’s got.
AUTHENTIC ENGLISH
1 Students’ own answers
2 In this context, the speaker uses
you know to emphasise what they’re
saying.
3 1 b 2a 3c 4a 5
b
4 Students’ own answers
DISCUSSION
Students’ own answers
READING
1 Students’ own answers
2 1 c 2a 3d
3 Students’ own answers
SPEAKING
1 Students’ own answers
2 Students’ own answers
3 Students’ own answers
4 Students’ own answers
EXTRA REVIEW 7&8
Pages 106–107
VOCABULARY
1 1 crucial
2 make
3 provide
2 1
2
3
4
5
6
community
explore, major
literacy
twists, setting
appeal
fast-paced
3 1
2
3
4
up to
up with
out
in
4 grip
5 steer clear
5 up, down
6 on
7 on
4 1 usage
2 broadening
3 essential
5 1
2
3
4
5
6
4 educationally
5 persuasive
6 socialise
passed with flying colours
learn by heart
is sleeping like a log
eats like a horse
as good as gold
teacher’s pet
GRAMMAR
6 1
2
3
4
were
read
have taken
saw
5 would trust
6 do we get
7 had read
7 1
2
3
4
5
on condition that you work
we might have crashed
manage to go
Not only did Tom Cruise star
If only he didn’t snore/wouldn’t
snore
6 Should you wish to book
7 he would have signed up
8 1
2
3
4
5
6
7
if I asked you
unless he asks me
Little did he know
Suppose there were no grades
you had listened
needn’t have bought me
wish the weather were
9 1 left
2 clear
3 fell
4 form
5 back
10 1
2
3
4
5
to have explained to the teacher
she gets a scholarship
time we stopped using
my grandma didn’t tell
I known the project was
obligatory
6 have I seen
KOMPENDIUM GRAMATYCZNE
Page 108
UNIT 1
TENSE CONTRAST: PRESENT
PERFECT SIMPLE, PRESENT
PERFECT CONTINUOUS, PAST
SIMPLE
1 1
2
3
4
5
6
7
have you been checking
saw
have you managed
tried
have experienced
have been sorting, (have) found
have questioned
2 1 I’ve learnt I‘ve been learning
physics all day long, but I’m afraid
I still need to revise a lot before
the exam.
2 Jim hasn’t been wasn’t ready for
what his sister told him.
3 A few months ago, I’ve
decided I decided to change
the way I react to other’s
rude behaviour.
4 correct
5 A friend of mine has been
participating has participated as
a session musician in more than
ten jazz projects.
6 correct
7 When have you last visited did you
last visit your GP?
3 1 I’ve been trying to contact Paul
/ get in touch with Paul for two
weeks. Has he changed his phone
number?
2 Back in primary school / When
I was in primary school, I attended
many extra classes/courses.
3 The woman (that) I met that
afternoon seemed familiar to me.
4 When did this accident happen?
5 Thanks to my present job, I’ve met
many inspiring people.
6 I’ve recently been eating more fruit
and vegetables and I feel much
lighter.
4 1 have never witnessed
2 has just finished
3 have been regularly attending /
have regularly attended
4 wanted to meet
5 was the last time you talked
6 have recently read
UNIT 1
SPECULATING ABOUT THE
PRESENT AND PAST: MAY, MIGHT,
COULD, CAN’T, MUST
1 1a
2b
3 both
2 1
2
3
4
4b
5b
6 both
might/could/may
can’t
can/could
must
3 1 can’t have gone
2 may/might/could have
misunderstood his words
3 must have borrowed your
4 can/could be really cold
5 must be having
6 can’t be responsible
7 may/might/could have forgotten
UNIT 2
PAST TENSES
1 1 b 2b 3a 4b 5a 6a 7b
2 1
2
3
4
had
was
were
win
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5
6
7
8
had
was
already
had
137
3 1
2
3
4
5
6
7
had never experienced
What were you doing
wasn’t ready
had been very popular
put on her coat
she was trying to explain
had ended his cooperation
4 1
2
3
4
5
had been advertised
decided to buy
had never seen
made a great impression
was trying to count
UNIT 2
TALKING ABOUT PRESENT AND
PAST HABITS
1 1 a 2a 3b 4a 5b
2 1
2
3
4
5
6
used to spending
would panic
used to enjoy
is currently going
finish
getting used to spending
3 1
2
3
4
we are starting classes
later because of the final exams
go to the gym every second day
he was always / constantly leaving
his socks on the floor
5 would never spend our holidays
in an active way when I was a child
6 getting used to revising Spanish
grammar for at least one hour
every day
UNIT 2
FUTURE FORMS
1 1
2
3
4
5
6
7
leaves
‘m going to start
‘ll buy
is going to fall
will continue
won’t talk
‘re meeting
2 1
2
3
4
5
won’t tolerate
course for shop assistants starts
she is going to talk
‘ll quickly book the tickets
He is going to fall
1 1
2
3
4
5
6
7
will be redecorating
will have finished organising
will be meeting
will have been married
will have been working
will you have completed
will you be visiting
2 1 By the end of this month, I will be
living will have lived / will have
been living in Poznań for two
years.
2 I will have been eating will have
eaten all the food myself by
the time you come. Just hurry up!
3 Next month, I will be coming will
have been coming to this library
regularly for more than two
years.
4 There’s no point in taking the taxi.
By the time we get to the cinema,
the film will already finish will have
already finished.
5 We will have been preparing will
have prepared everything for
the surprise party before they
come back home.
6 Dad will have gone will be going
/ is going / is going to go / will
go shopping soon, so he can buy
the things you need. You don’t
have to leave home.
7 Will you have been packing Will
you have packed / Will you be
packing / Are you going to pack
your bags soon? I really need some
space in the room without all your
clothes around.
3 1 have
2 be
3 1 won’t change their opinions about
the quality of the service
2 is going to start building a new
house by the end of this year
3 will never mention his name to you
again
4 for sportswear designers takes
place on Monday
5 are going to move to a larger
apartment in a month or two
4 1
2
3
4
5
UNIT 3
FUTURE CONTINUOUS, FUTURE
PERFECT AND FUTURE PERFECT
CONTINUOUS
was due to have
retired
was to have
were supposed to have replaced
was to teach
3 will
4 won’t
4 1 I will be sunbathing
2 we will have collected more than
£1000
3 the match will have finished
4 Will you be taking
5 By the end of December
5 1 After the operation, you won’t be
doing any sport for a while.
2 Next year, I will have known my
best friend for eight years.
3 Let’s hope the volcanic eruption
will have ended before we start our
holidays.
4 By the time you get home, I will
have baked the cake for the party.
UNIT 4
REPORTING VERBS AND
PATTERNS
1 1 apologised
2 boasted
3 denied
4 objected
5 promised
6 reported
2 1 is/was
2 goes/went
3 1
2
3
4
5
6
3 is
4 is
assured his sister that they
advised Sally to take
congratulated the couple on
demanded to talk to
mentioned that she was planning
reminded us to take
4 1 The mayor promised that he would
organise / promised to organise
2 Tomek suggested watching
3 He warned her not to go there
4 to go for a holiday with us
5 She replied that she didn’t want to
talk about work
UNIT 4
IMPERSONAL AND PERSONAL
CONSTRUCTIONS WITH PASSIVE
VOICE; IT AS A PREPARATORY
OBJECT
1 1 it
2 became
3 find/consider
4 have
5 is
6 not/now
2 1 are believed to be
2 was thought to have resulted / is
thought to have resulted
3 It is said
4 was believed to be
5 loved it / found it lovely
6 isn’t thought to have been / wasn’t
thought to be
7 is
3 1 is believed to be one of the main
factors causing diseases
2 is generally thought to be
negatively influenced by (them)
using electronic devices
3 are thought to present false or
unconfirmed information
4 is suspected that the crime was
committed by two company
workers
5 it difficult to speak in front of a big
audience
6 in healthcare are believed to
have been caused by low funding
in the past
7 it clear that I will not take part
in the science conference
UNIT 5
RELATIVE CLAUSES
1 1b
2a
3 both
2 1
2
3
4
5
6
4b
5 both
6a
who/that
whose
that
–/that/which
which
where
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3 1 I have no idea whose this jewellery
/ jewellery this might be.
2 My uncle, who lived abroad for
many years, is fluent in three
languages. / My uncle who lived
abroad for many years is fluent
in three languages.
3 Is it the place where you’ve been
recently spending most of your
free time?
4 We managed to finish work by
midday, which made us very happy.
5 The concert which we organised
last week proved to be a great
success. / The concert, which we
organised last week, proved to be
a great success.
UNIT 5
REDUCED RELATIVE CLAUSES
1 1
2
3
4
5
6
who wish
bought
working
which was published
which we prepare
which was designed
2 1 The novel, written by a worldfamous author, was actually quite
disappointing.
2 Those of you waiting for the post
office to open should stand
in a line.
3X
4 The resort, situated near a sandy
beach, is a popular tourist
destination.
5 Guests deciding to stay / Guests
staying in our B&B for three days
or more will receive a discount.
6X
7 The bistro, often visited by
students and freelancers, has been
awarded the prize for The Best
New Place in Vancouver.
3 1
2
3
4
5
which
working
looking
which
who/which/that
UNIT 6
MAKING COMPARISONS
1 1
2
3
4
5
6
7
8
the wisest
less responsible
more dangerously
further
more fascinating
more expensive
appealing
the worst
2 1 the healthier
2 less convenient
3 the most optimistic of all
Unit 8
4 as effectively as
3 1 longer you stay there, the more
you can appreciate the beauty
of the place.
2 is becoming more and more
irritating.
3 is definitely less trustworthy than
Carrie.
4 is the most enthusiastic person
in the team.
UNIT 6
ARTICLES: REVIEW; THE WITH
GEOGRAPHICAL NAMES
1 1
2
3
4
5
the
–
the
the
–
6
7
8
9
10
the
the
the
the
the
11
12
13
14
15
the
–
–
–
–
16
17
18
19
20
–
–
the
–
–
2 1 A: Is tempeh the a type of cheese?
B: I don’t know, I must google it.
2 Frank, look – this must be a the girl
you told me about at the party.
3 Generally speaking, the a teacher
must be patient and understanding,
but also quite demanding.
4 I saw a man who reminded me
of an old school friend. ✓
5 I like this one much better than
a the jacket you wanted to buy last
week.
6 Jane went to a the hospital to visit
her cousin.
7 The book says the Germans are
a nation known for being orderly
and punctual. ✓
3 1
2
3
4
–
a
the
–
5a
6 the
7 the
UNIT 7
CONDITIONALS, MIXED
CONDITIONALS: REVIEW; UNREAL
PAST, EXPRESSING WISHES AND
REGRETS
1 1 had listened
2 touch
3 want
4 will report
5 won’t know
6 would help
2 1 on condition that / provided that
I go
2 I would know that he needs
3 had more time
4 wouldn’t have given up his job or
I’ll change the wi-fi password
3 1
2
3
4
would change your attitude
liked listening to
stopped watching
if / though they didn’t believe
CRITICISING PAST ACTIONS:
SHOULD / OUGHT TO /
COULD / MIGHT / NEEDN’T HAVE
1 1a
2b
3a
4 both
5b
2 Possible answers:
1 I needn’t have studied all night.
2 She could have caused an accident.
3 She must have spent the whole
week working.
4 I didn’t need to take a bus, because
my mum picked me up from
the airport.
5 You shouldn’t / oughtn’t to have
shouted at Mary.
3 1
2
3
4
5
You needn’t have spent
shouldn’t/oughtn’t to have gone
must have arrived there/got there
We didn’t need to get up
You could/should/ought to have
told me earlier
4 1
2
3
4
5
need
have
ordered
must
could/might/should
UNIT 8
INVERSION AFTER NEGATIVE
ADVERBIALS
1 1
2
3
4
5
6
7
Not
Barely/Hardly
did
Never
than
Seldom/Rarely
Only
2 1
2
3
4
5
6
7
was known
do I find
had we got down
did he find
started doing
are they
have we visited
3 1 had we started our conversation
when Jane’s mother butted in with
her comments
2 do I know about the way political
systems around the world function
3 had we arrived home than we
noticed we had no food left
in the fridge
4 is she willing to learn but she is
also ready to work extra hours to
gain more experience
5 have I been as happy as I am now
6 am I moved by other people’s
behaviour but this time I was
shocked by what my brother did
New Password B2+/C1 Teaching Notes © Macmillan Polska 2023 Photocopiable
139
ŚRODKI JĘZYKOWE
WYBÓR WIELOKROTNY
Pages 123–124
1 1 c 2b 3d 4a 5d 6c
2 1 a 2c 3c 4b 5a 6d
3 1 d 2a 3c 4b 5d 6a
4 1 a 2c 3b 4d 5d 6b
5 1 d 2b 3b 4a 5c 6a
6 1 b 2c 3a 4d 5d 6a
SŁOWOTWÓRSTWO
Pages 125–126
1 1
2
3
4
misconception
pregnancy
countless
pursuits
2 1
2
3
4
disobedience
willingness
acceptance
believed
3 1
2
3
4
likeability
envious
upbeat
reliable
4 1
2
3
4
underpaid
substantial
achievement
had realised
5 1
2
3
4
recreation
strength
disbelief
undefeated
6 1
2
3
4
novelty
beauticians
substantial
disposable
7 1
2
3
4
dwellers
disused
picturesque
unaffordable
8 1
2
3
4
predictable
unconvincing
nail-biting
speechless
5 1 get
2 course
3 grown
4 marked
5 pass
6 little
6 1 track
2 heart
3 back
4 keeps
5 far
6 sooner
Pages 127–128
1 1 time
2 made
3 taken
4 finish
5 life
6 reception
2 1 speaks
2 order
3 get
4 down
5 giving
6 schedule
3 1 first
2 good/great
3 difference
4 due
5 come
6 dressing
4 1 way
2 reason
3 stay
4 point
5 world
6 turn
TRANSFORMACJE ZDAŃ BEZ
SŁOWA KLUCZOWEGO
Pages 131–132
Pages 129–130
1 1
2
3
4
5
I’ve been playing
makes me feel like
watched them playing
must have been absolutely
don’t seem to be / seem not to be
1 1
2
3
4
5
let you take
hazard a guess
may have slipped her
been putting together a
couldn’t help crying
2 1
2
3
4
5
was not long
the increase/rise at
to type it up
many irreplaceable photos
had had too
2 1
2
3
4
5
is always taking
To begin/start with
I would lose my temper
The moment the match (had)
next to nothing to
3 1
2
3
4
5
a discount of
far as I can
have been standing
have risen dramatically
was (supposed/meant) to have
3 1
2
3
4
5
are about to throw
definitely have completed
dates back to
would rather not tell
from an economic standpoint
4 1
2
3
4
5
the truth or a
to working
it hard/difficult to say
eagerness to move
thought to have hidden
4 1 takes great pride in her
2 would appreciate (it) if you
3 about positive changes / a positive
change
4 playing / having played truant /
(that) he had played truant
5 of not having paid for
5 1
2
3
4
TRANSFORMACJE ZDAŃ
Z PODANYM SŁOWEM
KLUCZOWYM
5 1 you’re in for a
2 got / become used / accustomed
to living
3 haven’t set it up
4 were in your shoes
5 it vital to keep/stay abreast
SETY LEKSYKALNE
3 quite a bit of thought
4 up out of the blue
6 1
2
3
4
5
strike me as (being)
is her patience that
confident air about
we bought turned into
What I deal with
7 1
2
3
4
5
put up with (all) the
is beyond my ability
far less polluted than
a whale of a time
was just as fascinating as
8 1
2
3
4
5
I had the ability to
so as to discourage
would rather you had
bear no resemblance to one
I not misunderstood
9 1
2
3
4
5
as blind as a bat
for readers to identify with
steer clear of each
ought to have provided
do I get my hands
my point of
had watched
Laura not to give
have mistakenly/accidentally
written
5 are believed to have
6 1
2
3
4
5
to his persistence
What I (mainly) object
whose courage has
pride in my accomplishment(s)
setback experienced by
7 1
2
3
4
5
The village we stayed
aren’t I
of the most isolated
the more I love
is surrounded by
8 1
2
3
4
condition that you make
breadth of his knowledge
take out a student
I had not / hadn’t overeaten / I had
eaten less
5 or you will / you’ll get / fall
9 1
2
3
4
5
10 1
2
3
4
5
to give it a
live up to
has an autobiography depicted
have been so many
did the plot
appreciated by every
shall we
I been able to
would have invited her
has he said since
10 1 not worth getting anxious
2 is dead set on
New Password B2+/C1 Teaching Notes © Macmillan Polska 2023 Photocopiable
140
UZUPEŁNIANIE LUK W TEKŚCIE
JEDNYM WYRAZEM
Pages 133–134
1 1
2
3
4
5
given
to
up
engage
centre/center
2 1 lead
2 catch
3 suffering
4 shape
5 limit
3 1 ends
2 keeping
3 stocking
4 for/regards
5 appeal
4 1 it
2 fun
3 clue
4 saying
5 expense
5 1
2
3
4
5
giving
make
It
which
worked/plucked
6 1 beaten
2 the
3 in
4 job
5 nearly/quite
7 1 flying
2 had
3 only
4 key
5 condition
8 1 comes
2 making
3 difference
4 knock
5 do
GRAMATYKALIZACJA
Pages 135–137
1 1
2
3
4
5
6
7
8
Here’s to another
to him practising
will drop them a
may not have noticed
judging by/from their appearance
must be exhausted
Have you heard
persuaded me to join
2 1
2
3
4
5
6
7
8
on a winning streak
ended in a draw
was suspended from further
to feel left
(had) posed a danger
would go to / used to go to
had been playing
as soon as
3 1
2
3
4
5
6
7
8
is picking it up
are in high demand
will decline considerably
a further disadvantage of
will already have eaten
will have been part
caught on really quickly
will probably go
4 1 would like to begin
2 giving it a go
3
4
5
6
7
8
insisted on paying
it’s / it is worth mentioning
was believed to be
urged us not
be beneficial for you
congratulated me on winning
5 1 to gather your thoughts
2 has been increasing steadily / has
increased steadily
3 when it comes to
4 am going to exchange
5 widened the gap between
6 I will be enjoying
7 will be opened
8 is being examined
6 1
2
3
4
5
6
7
8
willing to go the
reach an understanding
dissatisfied with the lack
whose attitude to
not much good getting
is so good
is not worth spending
finally succeeded in getting
7 1
2
3
4
5
6
7
8
goes without saying
all fired up
practically the same as
A further advantage of
take into consideration the
less and less affordable
by far the coolest
to the conclusion
8 1
2
3
4
5
6
7
8
hardly any similarity between
followed in their footsteps
Should you achieve
in order to broaden
had asked for an
had told us
‘d / would sooner you tried
it wasn’t / was not
9 1
2
3
4
5
6
7
8
was so engrossed in
took me by surprise
exacts/exacted revenge on her
Might have warned me
No sooner had
high/about time you started
needn’t / need not have taken
Little did we expect
10 1
2
3
4
5
6
7
8
is easily the best
had devoted ourselves to
Had I given up
such a heavy going
completely lost yourselves in
would have arrived
poses a threat to
In contrast to
TŁUMACZENIE FRAGMENTÓW
ZDAŃ
Pages 138–139
1 1 Congratulations on your
anniversary
2 I can’t stand playing
3 Contrary to my expectations
4 I’ve always been absentminded
5 We regret to inform you
6 can’t have overheard us
7 is big on/is crazy about
8 stays / is left at home
2 1
2
3
4
5
6
7
8
I had run that/so far
did more harm than good
I’d been practising
(which/that) he had undergone
while/as she was dribbling
they were neck and neck
show off your skills
admitted to bribery
3 1
2
3
4
’ll / will be wearing
As the photo shows
is an absolute must/necessity
(has) gradually caught on / caught
on gradually
excellent value for money
were supposed to have left / gone
out / to leave / to go out
to stock up on groceries
Do you intend to travel
5
6
7
8
4 1
2
3
4
5
6
7
8
5 1
2
3
4
5
6
7
8
far-reaching implications
It’s / It is often said
to make people aware of
boasted that she had raised/
collected
I (can) assure you
leave it to me
is constantly reminding me to
He was reckoned to be
which was careless of them
Among other
turned out to be
What stays / remains with me /
in my memory
posing a threat to hundreds
approach we took resulted from
which was quite surprising
strikes me
6 1 The Gulf of Mexico
2 and needless to say / and it goes
without saying
3 The longer you wait
4 more and more run-down
5 I have come to the conclusion
6 to escape the rat race
7 a slower pace of life
8 is not (exactly) as beautiful
7 1 have in common is that
2 form such a clear
3 If it hadn’t been for / Had it not
been for / But for
4 unless you make mistakes
5 high/about time you got
6 would have had to walk
7 unless you leave now
8 hadn’t learnt/learned the theory
New Password B2+/C1 Teaching Notes © Macmillan Polska 2023 Photocopiable
141
8 1
2
3
4
5
6
7
8
could not / couldn’t put it down
is due to the fact
staring at each other / one another
You should have whispered
revolves around the struggle
only later did I realise
As soon as we entered
I should have warned Mary
Analiza prac pisemnych
Page 140
1 1 The thesis should state
the author’s opinion on whether
second-hand shopping is ecological
and on the quality of products
in such shops.
The thesis should be placed
in the first paragraph.
2 The main body of this essay should
have two paragraphs.
3 One of the paragraphs should
discuss the ecological aspect
of buying second-hand shopping,
and the other one should refer to
the quality of products available
in second-hand shops.
2 1 There are 3.
21
3 No, it doesn’t. 1 No, it’s over
a 100 words above the word limit.
4 The thesis of the article is: ‘As
far as I am concerned, although
the attractiveness of goods
in shops varies, it is a very
ecological way of shopping’. It’s
at the beginning of the second
paragraph, which is wrong.
3 1 It should be moved to the first
paragraph.
2 The body of the essay should
consist of two paragraphs.
The paragraph division should be
added before the word ‘Secondly’.
3 The first paragraph of the main
body should refer to the ecological
aspects of buying second-hand,
and the second should discuss
the quality of products sold
in second-hand shops.
4 See the corrected version
of the model text below:
I witnessed a rather unpleasant
incident today. Our class fashion
queen overheard my friend
saying that she’d bought her
dress in a second-hand shop and
ridiculed her for wearing ‘rags’. Isn’t
it absurd? As far as I am concerned,
although the attractiveness
of goods in shops varies, it is a very
ecological way of shopping.
First off, it is a way to recycle
clothes and recycling is crucial
for protecting the environment.
Instead of going to waste, clothes
and other goods are given
a second life. Thus, buying second-
hand saves usable clothes from
a landfill site, of which there are
way too many already. Moreover,
the fewer clothes bought, the less
the industry will hopefully produce.
As it is, clothing companies
produce way too much and a huge
number of clothes is thrown away
without ever being worn.
Secondly, there is the question
of how attractive second-hand
products are. They are believed to
be of inferior quality just because
they have been used. That,
however, is far from the truth.
They are vetted to warrant their
good condition. The shops ensure
that the broken, torn or otherwise
damaged goods will not be put
on their shelves so the quality is
at least decent. Also, many items
were bought and never used
– making them, in fact, brand
new. Plus, it is possible to score
great deals finding goods from
top brands. This is because for
many people shopping is a form
of entertainment leading to many
unnecessary purchases which will
then spend some time in the back
of a wardrobe or shelves only to
be discarded without ever being
put to use. Not to mention the fact
that while chain stores carry only
what is currently fashionable
in clothes or house design, some
second-hand shops offer gems
from past decades otherwise
unavailable. This uniqueness makes
them extremely attractive because
more and more people want to
be more than just mannequins for
chain shop trends.
All in all, second-hand shopping
is not only ecological but offers
greater possibilities. These
products are saved from landfills
and customers get to choose from
a wider variety of styles at lower
prices.
4 Student’s own answers
Page 141
1 1d
2 Arguments for: 1, 2, 4, 5
Arguments against: 6, 8
Arguments not related to the topic:
3, 7
3 1 D 2B 3E 4C 5 A
4 Suggested answer:
Students trying to dodge PE classes
with more or less credible excuses
are an ever growing problem
these days. Is there a solution?
Some suggest that being able to
present a certificate of doing sports
elsewhere instead of participating
in PE classes would solve
the problem. However, it would
have both advantages and
disadvantages.
On the one hand, it would
eradicate typical problems
students have with PE. The biggest
one is being forced into sports one
dislikes or has zero talent for. It
might be team sports for the less
sociable or competitive sports for
those neither competitive nor skilled.
Other than being able to choose
a sport one enjoys, a huge advantage
of doing it outside of school are
better facilities. Sports clubs are
better equipped allowing for greater
possibilities.
However, there are serious
downsides to this solution. Firstly,
there is the practical aspect of what
to do with students who do not
participate in PE classes. At best it
would mean involving more teachers,
at worst – students pointlessly
roaming the hallways. Another issue
is the danger of dishonesty. As
there are some students who would
do anything to free themselves
of sports, some of the certificates
would probably be forged and these
kids would have no physical activity
whatsoever.
Summing up, the idea of getting
PE credit for doing sports outside
of school has both pros and cons.
While it might appeal to those who
would derive more pleasure and
satisfaction from sports, it could
lead to organisational problems for
schools and health problems for
students.
5 Student’s own answers
Page 142
1 1 e 2d 3c 4b 5a
Title 5 is the most suitable.
2 1 a 2b 3b 4a
3 1 As for the students, their studies
take up most of their time.
2 Unfortunately, their salaries are
often in no way sufficient to get an
apartment or a loan. And even if
they make enough, the unstable job
market gives them no guarantee
of holding down a job that would
enable them to pay it back.
3 Fragment number 3 needs to be
crossed out completely.
4 Nevertheless should be replaced by
Also.
4 Student’s own answers
Page 143
1 1 The introduction ought to express
disagreement with the points made
in the article.
2 There should be two body
paragraphs. One about the festival,
and the other about one
of the guests.
New Password B2+/C1 Teaching Notes © Macmillan Polska 2023 Photocopiable
142
3 There ought to be at least two
fragments stating opinion.
A negative one about the points
made in the article, and a positive
one about the guest of the school
festival.
4 No, the letter can express
emotions, but in a restrained way.
2 1 Dear Sir/Madam,
2 I would like to take issue with such
a portrayal of people my age.
3 Firstly, allow me to describe an
annual festival at my school which
will prove how varied our interests
are.
4 I found it an extremely educational
and encouraging presentation.
5 you will run more objective articles
in the future.
3 a I am writing in response to
the article E-kids, published
on February 27th. / I am writing
in response to the article E-kids
which was published on February
27th.
b It is a week of learning without
lessons, whose aim is perfectly
summed up by its title.
c Science enthusiasts prepare
experiments which others can
watch or participate in.
d Being originally from Vietnam, he
combined his knowledge of both
cultures to create his interior
design company.
4 Student’s own answers
Page 144
1 No: 1, 3, 5, 7
Yes: 2, 4, 6, 8
2 2, 5
3 1 f 2g 3h 4a 5e 6d 7b 8c
4 Punctuation:
a Music, ecology, DIY – these are our
passions anyway, aren’t they?
b More importantly, it makes your
area a better place to live.
Grammar:
d Have you ever wondered what you
could do to pitch in?
Spelling:
c You see, our work – whether it’s
putting on a play, playing chess
with them, handing out cookies –
brightens their lives.
5 Student’s own answers
Arkusze maturalne
Część pisemna Poziom rozszerzony
Pages 145–152
2.3. (the) hot chicken stock
2.4. stirring (it) again
Zadanie 3
3.1. business, self-help, (molecular)
biology
3.2. being (listed as) a/the co-author /
co-authoring
3.3. inefficient use of a/the celebrity’s /
official author’s
3.4. scientists and other experts
3.5. personality, experience(s) and story/
stories
Zadanie 4
4.1. C 4.2. A 4.3. B 4.4. D 4.5. B
Zadanie 5
5.1. B 5.2. D 5.3. A
Zadanie 6
6.1. D 6.2. B 6.3. B 6.4. A
6.5. (dozens of / (so) many) fish had gone
/ were (going) missing / had disappeared
/ were disappearing
6.6. get/lift a/the rock out of a/the tank
6.7. (maybe/perhaps) it may/might/will
grow a new head / a new head may/
might/will grow
Zadanie 7
7.1. site evaluation
7.2. pride in
7.3. on two digs / metal detecting twice
Zadanie 8
8.1. D 8.2. B 8.3. B 8.4. C 8.5. D
8.6. A
Zadanie 9
9.1. time
9.2. strong
9.3. worn
9.4. least
Zadanie 10
10.1. have let somebody know
10.2. The more carefully you work
10.3. was accused of damaging / having
damaged
10.4. Not only did we lose
Zadanie 11
Students’ own answers
Część ustna
Pages 153–154
Zadanie 2
2.1. D 2.2. C 2.3. A 2.4. D
2.5. C 2.6. B
Zadanie 3
3.1. boat(-)building / building boats,
sailing and navigating
3.2. descendants of settlers from Taiwan
3.3. 800 BCE and 700 CE
3.4. to have traded (in) / brought / taken
sweet potato
3.5. (Asian) Austronesians and Africans /
African settlers
Zadanie 4
4.1. D 4.2. A 4.3. C 4.4. C 4.5. A
4.6. (taking) a job in a completely
different sector
4.7. they would have to pay tuition fees
(of up to £9000 a year) and living costs
(while they studied)
4.8. change their career direction /
change their career(s)
Zadanie 5
5.1. C 5.2. E 5.3. D 5.4. A
Zadanie 6
6.1. D 6.2. E 6.3. C 6.4. A
Zadanie 7
7.1. A 7.2. C 7.3. B 7.4. A 7.5. D
Zadanie 8
8.1. are bound to have arrived
8.2. little did she realise it was
Zadanie 9
9.1. go 9.2. draw
Zadanie 10
10.1. sculptors
10.2. conservationists
10.3. unexpectedly
10.4. similarities
10.5. notoriety
Zadanie 11
Students’ own answers
Część ustna Poziom dwujęzyczny
Page 163
Rozmowa wstępna
Students’ own answers
Zadanie 1
Students’ own answers
Rozmowa wstępna
Students’ own answers
Zadanie 2
Students’ own answers
Zadanie 1
Students’ own answers
Life Skills Videos 1
Zadanie 2
Students’ own answers
Page 166
Zadanie 3
Students’ own answers
Zadanie 1
1.1. B 1.2. A 1.3. D 1.4. A 1.5. D 1.6. C
Część pisemna Poziom dwujęzyczny
Zadanie 2
2.1. chicken (breast) and (two) peppers
2.2. cup of (uncooked) rice
Zadanie 1
1.1. B 1.2. C 1.3. A 1.4. C
Pages 155–162
Expressing yourself
1 1 Yes = assertive; No = aggressive
2 Yes = assertive; No = neither
assertive nor aggressive
3 Yes = assertive; No = aggressive
4 Yes = assertive; No = aggressive
5 Yes = assertive; No = aggressive
6 Yes = aggressive; No = assertive
7 Yes = assertive; No = aggressive
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8 Yes = aggressive; No = assertive
+ Students’ own answers
2a Hector and Robert
Problems: Robert wants to exchange
a pair of shoes, but he doesn’t have
the receipt. Also, the shop doesn’t
have his size in stock.
Solution: Hector finds the right size
in another branch of the shop.
Anna and Aisha
Problem: Aisha hasn’t done
the Powerpoint for a presentation
that she said she would do.
Solution: Aisha will do
the Powerpoint at the weekend.
2b 1
2
3
4
5
6
7
8
… they are faulty.
… he says Hector served him.
… he’s going to a wedding tomorrow.
… emphasises how expensive
the shoes were (and reminds him
they’re faulty).
… she has done her part
of the work.
… she’s been very busy.
… she says she’s been busy, too. /
Aisha promised she’d do it.
… they have to do the presentation
in class in two weeks.
3a 1 Robert starts off being assertive,
but becomes more aggressive.
He starts to tell Hector what
he wants rather than making
requests, and he refuses to accept
Hector’s explanations. In the end,
he accepts the solution. Anna
becomes aggressive quite quickly.
Rather than explaining how she
feels calmly and asking Aisha to
explain why she didn’t do the work,
she is critical of Aisha, and doesn’t
want to listen to her excuses. This
makes Aisha defensive. However,
she suggests a solution at the end,
which Anna accepts.
2 Hector doesn’t get defensive.
He remains calm and tries to
find a solution. Aisha gets a little
defensive because she feels
attacked by Anna, who won’t listen
to her excuses.
3b Students’ own answers
4a Students’ own answers
4b Students’ own answers
2b 1 ✓ She deserves it after working
hard for her exams.
✗ She doesn’t mention any
negative things.
2 ✓ She’ll have fun and relax. She can
take up new water sports. She can
spend time with her cousins. She
can read some novels.
✗ She’ll miss her friends. She’ll miss
parties and going to the beach
with her friends. She’ll miss out
on gossip. It’ll be expensive and
she won’t earn any money. Her
aunt will probably ask her to
babysit for her younger cousins
which will be tiring.
3 ✓ She’ll earn some money. She
might be able to buy a laptop. She
would learn some useful things
about architecture and get work
experience for her CV. She would
make contacts in the profession.
She could show her parents she
can take control of her life and be
responsible.
✗ It’ll be tiring. She’ll have to get up
early. She’ll be in an office all day
and won’t be free to do what she
wants.
3a 1 She says it’s tempting to spend
the summer with her friends,
meaning it’s something she would
like to do.
2 She says she has a tricky decision
to make, meaning it’s difficult.
3 She says her youngest cousin
is cute, meaning sweet and
attractive.
4 She says the gossip she’ll miss is
juicy, meaning it’s slightly shocking
but interesting or fun to hear.
5 She says she’ll be stuck in an office,
meaning she can’t go anywhere
else.
6 She says ‘Let’s face it’ about how
competitive the world is, meaning
she has to accept the truth even if
she doesn’t want to.
3b Students’ own answers
4a Students’ own answers
4b Students’ own answers
Life Skills Videos 3
Improving your memory
Page 168
Life Skills Videos 2
1a Students’ own answers
My next steps
1b Students’ own answers
Page 167
1 Students’ own answers
2a University She’s going to study
architecture.
Summer options
1 Hang out with her friends.
2 Stay at her cousins’ beach house.
3 Work at her dad’s friend’s
architecture studio.
2a 1
2
3
4
Emily
Bea
Chloe
Nancy
2b 1 Emily
2 Yuvraj
3 Sam, Chloe
5 Yuvraj
6 Sam
7 Ousama
4 Emily, Ousama (You could
argue that Nancy, who finds
images easy to remember,
and Bea, who remembers
the way a page looks, are also
visual, but they don’t say this
directly.)
5 Bea, Chloe
3a 1 That’s what he has to do for his
course / he practises this a lot.
2 Emily
3 Bea and Nancy
4 She repeats things she needs to
know vaguely well three times to
herself. Things she needs to know
by heart she repeats ten times out
loud.
5 She pretends to draw on her wall
while learning quotes.
6 He puts them on sticky notes
around the room.
3b Students’ own answers
4a Students’ own answers
4b Students’ own answers
Life Skills Videos 4
Reading articles critically
Page 169
1 1
2
3
4
5
6
7
8
9
10
causal mechanism
content
correlation
journal
outlet
paper
press release
repurpose
research
source
2a 1
2
3
4
magazine
podcasts
neuroscience
patience
5
6
7
8
time
source
press
context
2b 1 It’s only about chocolate eating
and Nobel prize winners in one
country.
Counting Nobel prize winners
are only one way to measure
intelligence.
A country may have five Nobel
prize winners, but there are no
other clever people.
Correlation is not the same as
cause.
There might be another factor that
explains the conclusion, like how
rich a nation is.
2 The research was done by a real
scientist at a good university.
The research was originally
published in a respected scientific
journal.
3a 1 with a lot of different things
happening quickly
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2 correct, true
3 the reason for
4 for the purpose of illustrating
a point in a discussion
5 money that you can spend
on things you want
6 make sense, are logical
3b Students’ own answers
4a Students’ own answers
4b Students’ own answers
5 Because what you say online will
always be there.
6 Negative criticism.
3b Students’ own answers
4a Students’ own answers
4b Students’ own answers
Life Skills Videos 7
Understanding the global
economy
Page 172
1 1 e 2c 3g 4i 5f 6a 7j 8h
9 b 10 d
2a
Life Skills Videos 6
Negotiating in situations of conflict
Page 171
Jana
Job title
1 Students’ own answers
Life Skills Videos 5
Understanding netiquette
Page 170
1a 1 ur (your), u (you), mo (moment), @ (at)
2 IMHO (in my humble/honest
opinion), PPT (PowerPoint
presentation), ATB (All the best)
3 Hey Mr Smith!
4 
5 REALLY COOL, SLACKERS
6 this is max
7 SLACKERS LIKE THEM SHOULD
STAY @ HOME
8 ... STAY @ HOME!!!!
1b Suggested answer:
None of the things are really
appropriate in the context
of a student writing to a teacher.
2a Yuvraj: 1, 2, 3, 4, 6
Nancy: 3
Chloe: 7
Sam: –
Ousama: –
Bea: 6
Emily: 5, 8
2b Possible answers:
choice of words / being too
conversational (Nancy)
signing off emails correctly (Yuvraj)
being polite (Chloe, Nancy)
being careful with your tone / how
you come across (Chloe)
not saying things that can be
interpreted in the wrong way (Chloe,
Nancy)
not saying anything online that you
wouldn’t say to a person’s face (Sam,
Ousama, Nancy)
using proper spelling, grammar and
punctuation (Yuvraj)
answering every question in an email
(Chloe)
3a 1 Having to Google search what
a phrase means.
2 His mum abbreviating words. (nuts
= mad, crazy)
3 Emails to her professors
at university whose tone has been
misinterpreted.
4 She’s talking about how people
respond to emails.
2a 1 Feeding the guinea pig. Mark
(the father) has to remind Ethan
and Asha to do it, and they argue
about whose turn it is.
2 Clare (the mother) has to tidy up
the mess that Ethan and Asha
leave around the house.
3 Asha and Ethan argue about how
much time each of them spends
on screens.
4 Ethan leaves lights on and makes
Mark (his father) angry.
2b
Conflict
1
How it’s
resolved
now
Mark
threatens
to give the
guinea pig
away.
How to resolve it in
the future
Agree on a rota –
a schedule for who’s
responsible for doing
what on what day –
and tick things when
you’ve done them.
2
For Clare to be
Clare tells
more patient and
the kids
consistent, and for
again and
again until the children to listen
to her.
they tidy up.
3
They shout
and argue.
Then
whoever was
first gets
priority.
4
Have an organised
schedule.
For Ethan to
Mark shouts
remember to do
at Ethan and
it and maybe put
Ethan turns
off the lights. stickers next to lights.
3a 1 Asha
2 Ethan, Mark
3 Mark
4 Clare
5 Asha
6 Clare
3b Students’ own answers
4a Students’ own answers
4b Students’ own answers
Andy
Cey
Finance and IT support CEO and
producerand
business
development director
analyst
officer
Job
To analyse To support To manage
the
staff with
responsibilities data about
direction
their IT
products and
of his
needs,
markets and
company
write reports to build
websites and make
for senior
management and design sure it’s
growing
software
and
achieving
its targets
2b 1 If she sees that her company isn’t
selling as much in a country, she
tells senior management, who
adjust the company’s strategy
there.
2 A change in the exchange rate
between the pound and dollar
a few months ago meant that
the price of PCs and laptops from
his company’s suppliers went up.
3 He needs to make sure he pays
them the rates they deserve, taking
inflation into account.
4 Because they help him when he
can’t get to a country for logistical
reasons.
3a 1 language skills
2 communication skills
3 a knowledge/awareness
of different cultures
4 academic qualifications
3b Possible answers:
communication skills and cultural
knowledge/awareness
4a Students’ own answers
4b Students’ own answers
Life Skills Videos 8
Appreciating literature
Page 173
1 Students’ own answers
2a 1 Do you enjoy reading literature?
Why?
2 How often and when do you read?
3 What’s the best book you’ve read?
4 What book has influenced or
inspired you the most?
5 What fictional character do you
most identify with and why?
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2b Possible answers:
Noughts and
Crosses
Mallory Blackman
It’s set in a fictional world that has aspects to do with race that are
applicable to the real world.
It challenged his perceptions of how we relate to each other in society,
how we see race, and how it’s affected the way that we grow up.
The Giver
Lois Lowry
It made her reassess her perspective of the world
and want to read more similar books.
The Picture of
Dorian Gray
Oscar Wilde
It’s an interesting story (and it draws you in).
Mind maps and spidergrams
Pros: Easy to see where
you are at all times. Shows
the relationship between ideas
clearly. Easy to add to later.
Cons: Hard to use if you don’t
know the structure of the lecture
in advance.
4b Students’ own answers
It shows the different levels of humanity and the different ways
you can be a person.
It’s very exciting, interesting, with a lot of plot twists.
A Series of
Unfortunate Events
Lemony Snicket
They influenced her tastes and what she likes in literature and in film.
Roads to Freedom
Jean-Paul Sartre
It really changed her perspective from a more childish one
to a more adult one.
3a 1
2
3
4
5
6
3 useful
4 provide something that will be
useful
5 good, very skilful
6 look after someone who’s younger
and less experienced
Chloe
Yuvraj, Ousama
Yuvraj
Bea
Chloe, Sam
Sam, Nancy
3b Students’ own answers
4a Students’ own answers
4b Students’ own answers
3b Students’ own answers
4a Students’ own answers
4b Students’ own answers
Life Skills Videos 10
Life Skills Videos 9
Succeeding in interviews
Page 174
1 Students’ own answers
2a 1 He’s just finished secondary school
2 music recording company
3 music technology and music
business and finance
4 Some
5 A lot
6 Some
7 Some
2b 1 He’s performed a few times
at youth culture programmes.
2 He’s wanted to do this job since
he was young, and he likes
the lifestyle / being in studios.
3 Organises revision and
coursework-aiding sessions and
represents other students and
brings up their issues in school
meetings.
4 Performing for a young people’s
music charity because he was
selected by his school, he played
in front of a few famous people
and the event raised money.
5 To be an artist and producer and to
start his own (record) label.
6 Sit in recordings (recording
sessions) and make sure any talent
(artists) are happy.
3a 1 a company that produces records
2 things
Lecture
Page 175
1a Students’ own answers
1b Taking notes is very important. Good
notes result in a better understanding
of the information. Experiment with
different types and choose the best
one for you.
2a Students’ own answers
2b Students’ own answers
3a 1 Ferdinand de Saussure
2 the science of meaning
3 semantics, syntactics and
pragmatics
4 the signifier and the signified
5 in a dictionary
6 what we associate with that word
3b Students’ own answers
4a Sample answers:
Outline or linear notes
Pros: Produces well-organised,
chronological notes.
Cons: Difficult to use in a fast lecture.
Doesn’t clearly show the relationship
between ideas. Hard to add to or
change later.
The Cornell method
Pros: Good for reviewing notes later.
Easy to see key concepts. Makes you
think about the key points.
Cons: Doesn’t show the relationship
between ideas.
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WORKBOOK TRANSCRIPT
UNIT 1
MP3
01
Speaker A
I always dread it when my birthday’s
coming up, because I feel pressure to
throw a party. I’d rather curl up on the sofa
with a good book! So this year I kept quiet,
in the hope that everyone would forget
about it. But when the big day arrived,
I actually felt disappointed that nobody
had remembered! I’d arranged to watch
a film with a friend that evening, but when
I got to the cinema, I was surprised to see
my whole gang waiting for me. There’s
a bowling alley in the cinema complex,
and it turned out they’d booked a lane.
Much as the idea of a surprise party
fills me with dread, I ended up enjoying
myself no end.
Speaker B
It was just a normal Saturday lunchtime.
I was totally bored sitting at home, so
I messaged my friend to see if he wanted
to go to the park to kick a ball around. He
couldn’t think of anything better to do, so
he said, “yeah, whatever”. Anyway, when
we got there, we happened to notice
some other friends, so we called them
over. One of them had brought a guitar
along and started playing and singing.
More and more people joined us – friends,
friends of friends. Before we knew it,
we’d created a spontaneous party out
of nothing, with food and music and great
company. It couldn’t have been better
even if we’d planned it all meticulously.
Speaker C
My mum organised a family get-together
last weekend with her grown-up cousins
and all their kids. They’d lost touch over
the years, so it was a nice chance to
catch up. I was really looking forward to
seeing my own cousins again, because
we always used to get on well. But then
on the morning of the get-together, it was
as if we’d never met! I got the impression
they were now too cool to hang out with
someone like me. To make matters worse,
my aunts and uncles spent the whole
afternoon asking me about my poor
school results, and other embarrassing
stuff like that. So it didn’t live up to my
expectations at all.
Speaker D
One of my classmates invited me to his
birthday party. It was a bit out of the blue
because it wasn’t one of my friends. But
I thought, why not? But when I turned
up that afternoon, I was horrified to see
there were only four other people from
my class, plus the guy whose birthday it
was, and his two cousins. I was tempted
to make my excuses and leave, because it
was going to be a disaster! But that would
be pretty rude, so reluctantly I decided to
stick around. And you know what? We all
ended up getting on like a house on fire. It
goes to show, you never can tell!
MP3
02
1
My schoolmates and I decided to organise
a theme day to make the school more fun
by having students dress up in strange
or funny costumes. I volunteered to
set this event up on Facebook, and
I thought it would be the easiest thing
in the world. I couldn’t have been more
wrong! After three frustrating hours, my
brother finally took pity on me and gave
me a hand. I couldn’t believe it took him
only five minutes! Anyway, we’ve done
two theme days so far. Other schools saw
the pictures we posted, and now they
want to organise similar events!
2
Tango has been my boyfriend’s passion
for years, and he’s taught me to love
it. One day, our group from the dance
studio came up with the idea for an
event called ‘Dancing under the Stars’.
We wanted everyone who loves tango to
meet in one of the parks in our city and
dance with us. We advertised it on social
media, but couldn’t help worrying that
people wouldn’t notice it or they’d think
it’s a strange idea. To my surprise, about
a hundred people showed up, and it was
a huge success. Now we want to do it
every year.
3
Last week, one of my friends who shares
my passion for reading and languages
sent me a Facebook invitation to an
international book swap. The idea was
for people to exchange their old English
or French books. My shelves are full
of them, so I agreed to go. Unfortunately,
my friend came down with the flu. I felt
rather uneasy about going by myself to an
event where I wouldn’t know anyone. But
once I got there, a French girl asked me
for help. We started talking, and I soon
relaxed. I went home with a bag full
of new books and I’m hoping that they’ll
organise it again soon. I follow them
on the social media now.
4
Have you ever heard of flash mobs? It’s
when a group of people suddenly gather
in a public place at a set time, do some
unusual activity and then disappear as
fast as they appeared. They might dance,
hop down the street on one leg or sing
a popular song. My best friend loves
organising such events and has asked
me again and again to take part in one,
saying they’re tons of fun. However, to
be honest, I can’t see the fun in it. What’s
the point of doing strange things with
complete strangers for five minutes?
UNIT 2
MP3
03
Interviewer: Welcome back to our
show. It’s time to take some calls from
the listeners. We’ve got Mark Clarence
on line four. What’s your story, Mark?
Mark: Well, I joined a cycling club
at 12, and spent every spare minute of my
teenage years in training. I used to get up
at 4 a.m. for two hours of training before
school, and then another four hours after
school. I had competitions pretty much
every weekend. During school holidays, it
was even more extreme, with eight hours
of training a day.
Interviewer: That sounds intense!
Mark: It was. I set my sights on becoming
the best cyclist in the world, and that was
actually within my grasp during my peak
years.
Interviewer: What sort of cycling was it?
Mark: I started as a road racer, and
achieved some success. Track cycling
didn’t suit my strengths at all. Next,
I tried my hand at BMXing, and picked up
a few medals. But it was as a mountain
biker that I really excelled. I made it to
the national finals, and was on track to be
called up to the Olympic team.
Interviewer: So what went wrong?
Mark: I got a throat infection on my way
to the finals. Fortunately, my roommate
had what seemed to be the perfect
remedy. But later it transpired that it
contained an illegal substance.
Interviewer: Didn’t you check the
ingredients?
Mark: Yes, but I didn’t notice any banned
substances from the list we’d been given.
Later, it turned out that my printout was
out of date, and I should have checked an
online list.
Interviewer: Didn’t you have a team
doctor to help with things like that?
Mark: We did, but my roommate assured
me he’d been taking it for years without
any issues.
Interviewer: So what happened?
Mark: I ended up in second place after
day 1, with an excellent chance of making
it into the team. But when my test results
came back that evening, it was a total
bombshell: I’d tested positive and was
being suspended. I appealed against
the suspension, but I didn’t have a leg to
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147
stand on. I was kicked out of the sport for
four years.
Interviewer: That must have been awful.
Mark: It was. But what hurt more than
anything was when my peers started
questioning my earlier successes, as if
I’d cheated my way to victory. I’d always
been proud of making it under my own
steam. But then, because of one stupid
mistake, I’d thrown it all away.
Interviewer: Did you feel bitter towards
your roommate?
Mark: Not at all. There was no-one to
blame but me. I should have checked
the ingredients more carefully.
Interviewer: What happened after your
ban? Did you return to the sport?
Mark: My heart wasn’t in it. I couldn’t
face yet more training, so now I cycle
only for pleasure. I’ve devoted my life to
helping other athletes, by urging them to
stay away from banned substances, and
educating them in how to avoid my fate.
Interviewer: It sounds like you’ve made
the most of a bad situation. Thanks for
your call, Mark.
Mark: Thanks for having me, bye.
UNIT 3
MP3
04
Good morning. Today’s lecture is about
skimpflation, which involves getting less
for the same money, in terms of inferior
service or lower quality. About two
weeks ago, I got an email that my family’s
holiday flights had been cancelled. After
completing the online form to ask for
my money back, nothing happened
for ten days. Yesterday, I called their
telephone helpline to speak to somebody
in customer services. Four hours later,
after being kept on hold and told “your
call is a priority for us”, I finally discovered
I won’t get my money back for another
month. And this is happening increasingly
nowadays: companies cut costs by
skimping on expenses like customer
service or packaging, while keeping their
prices stable.
Another example: I’ve been buying
the same brand of socks for years
because I like their quality. In fact,
the pair I’m wearing today I bought ten
years ago. Last week, I bought a pair
of the same socks, or so I thought. They
looked the same, and the price was
similar. But after I’d unpacked them,
the fabric seemed to be of a much lower
quality. This morning, I actually checked
my hunch: the socks I’m wearing today
are 2mm thick, whereas the ones I bought
are only 1.5mm. And that missing half
a millimetre makes a world of difference.
So that’s skimpflation. Now you may have
spotted a connection with the concept
of inflation, where prices basically go up
and up. If I want socks that are as good
as the ones I bought ten years ago, I’ll
need to pay L5 for them, compared
to the L3 I paid back then. Of course,
inflation is very noticeable: if I spot that
the price of my favourite shampoo has
gone through the roof, for example, I may
decide simply to switch to a cheaper
alternative. But skimpflation is much less
visible. By the time we notice the lower
quality, we’ve already parted with our
hard-earned cash.
Another related concept is shrinkflation,
which involves getting less quantity for
the same money. I’ve certainly noticed
this phenomenon with pasta, which
until a year or two ago used to come
in 500-gram packs. But now it’s shrunk
to only 350 grams, for the same price as
before, so I have to buy two packs, and
add 150 grams from the second pack.
It’s not the end of the world, but it’s still
annoying.
MP3
05
Host: Hello everyone and welcome to
today’s programme. Our guest today is
Mike Swan, someone who gets paid for
shopping. Mike, how do you manage to
do it?
Mike: Hi, and thanks for having me
on the programme. Well, there’s more
than one way to earn money by shopping,
for example, you can be what’s called
a personal shopper. My job, however,
has a much cooler name. I’m a mystery
shopper. You could say that I am employed
to inspect the quality of services
the shops provide. This involves
checking the appearance and cleanliness
of the shops as well as the friendliness
and helpfulness of the staff. For example,
I might visit an electronics department
and ask a shop assistant to help me
choose a laptop. Later, I write a report
on different aspects of my visit.
Host: So you have to be good at writing
formal reports?
Mike: It depends. Mystery shoppers
hired directly by a chain store usually
complete online surveys that answer
detailed questions. Others, like me,
work for companies providing secret
shopper services for various businesses.
My company has a special mobile app,
where some questions require either
short or long answers. But formality is
not our main concern. It’s all about an
honest judgment of the services and
attention to detail. That’s the toughest
part – it’s unbelievable how quickly you
forget things. That’s why we’re required
to complete our reports within 24 hours
after visiting a shop.
Host: Let me see if I’ve got this right –
you get paid for going shopping and filling
out surveys about the experience? How
does one get a job like that?
Mike: You
register
with
one
of the companies, and they find services
in your area whose owners have asked for
a check-up. I can even earn some money
while on holiday – I mean, wherever I am
I’ll always need to buy groceries for my
family, and then there’s souvenirs and
speciality shops to visit – so why
not get paid for it? I just let them
know where I am and they send
me off shopping.
Host: Sounds like a dream job for
shopaholics, but can anyone do it?
Mike: As long as they keep their old job.
I mean, there are people who do this fulltime – shop for 8- 10 hours a day, visit five
or six shops and then spend another 2 to
3 hours writing reports. But that’s rare.
You see, you never know how many jobs
you’ll get, and you only get a few pounds
per report. Plus, there are already about
half a million registered mystery shoppers
in the UK. So, like most of us, you’d better
have a steady income to pay the bills,
in case someone else is hired to write
reports about your local supermarket.
Host: So it’s not so great after all?
Mike: Everyone thinks it’s an awesome
job, with free groceries and other things.
Actually, I only get a few pounds to
spend. And if they do give me the money
for a major purchase, like a TV set,
I always have to send the product back.
After all, they paid for it, so it’s rightfully
theirs. Don’t get me wrong, you can
also be a mystery guest at hotels and
restaurants. This is usually for exclusive
places, and then all your expenses are
refunded. But it also means there’s no
extra payment and the reports need to
be much more detailed. These jobs are
even more difficult to get, and I’ve never
heard of anyone earning a living by going
on free cruises!
UNIT 4
MP3
06
Presenter: Welcome to this week’s
edition of Career Insights. Today I’m talking
to Carly Laurence, who helps people to
become Digital Freelancers. Carly, what
exactly are Digital Freelancers?
Carly: In a nutshell, they’re citizens
of the world, who have taken advantage
of globalisation to carve out a niche for
themselves in today’s interconnected
world.
Presenter: I’m sorry, but I’m still none
the wiser. What exactly do they do?
Carly: Well, as you know, freelancers
work for other people and organisations
but
aren’t
employed
by
them.
A lot of companies prefer working with
freelancers, because it gives them greater
flexibility than if they employed the same
people on a permanent basis.
Presenter: So presumably ‘digital’ ones
are programmers, developers, website
designers, and people like that, right?
Carly: Not only. The term actually covers
all freelancers who find and conduct
their work over the Internet, including
architects,
translators,
marketing
consultants and so on. The possibilities
are endless.
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148
Presenter: I see. But what did you
mean when you said they’re citizens
of the world?
Carly: It’s because they work for clients
anywhere in the world. Your clients don’t
care where you are, as long as you can
solve their problem according to their
specifications, within their deadline and
for a reasonable price.
Presenter: But how do freelancers
find work all over the world? It must be
complicated.
Carly: Not really. There are online
platforms that bring digital freelancers
and clients together. The biggest ones
have millions of users and no end of work
available. All you need to do is register,
set up your profile, and start submitting
offers to work on whichever projects take
your fancy.
Presenter: OK, but surely there must be
hundreds of applicants for each job? How
can you stand out from the crowd?
Carly: Well, the easiest way is to offer
the lowest price! Once you’ve got
a few jobs under your belt, you should
concentrate on building your reputation
for honesty and hard work. The more jobs
you do well, the more your reputation will
grow, and the easier it’ll be to find wellpaid work with prestigious clients.
Presenter: But surely, Carly, if I join one
of these sites, I’ll be up against freelancers
from poorer countries, with much lower
costs. I’ll never be able to compete against
them, which doesn’t feel fair.
Carly: Well, I’d argue that it isn’t fair for
people in poor countries to receive less
money for the same work than somebody
in a rich country! In that sense, digital
freelancing is a great way of creating
a level playing field, because everyone
has the same opportunities.
Presenter: I see what you mean. OK, one
last question: Do I need perfect English
to be a digital freelancer?
Carly: No, not at all. Your English needs
to be good enough to communicate with
clients on a daily basis, but generally you
can get by with, say, B1 or B2 level. That
said, I would recommend getting your CV
and profile checked carefully, because
they really should be written in excellent
English. Beyond that, it’s your skills that
matter much more than your English. You
should give it a go!
Presenter: You know what? I think I will!
Thanks, Carly.
MP3
07
1
I don’t understand why everyone is so
upset about the expansion of fast food
outlets. For travellers who do not like
exotic spices and unusual combinations
of flavour, fast food is a familiar, though
not necessarily healthy, alternative. For
people who are in a hurry – it’s a way to
save time. And for those who don’t like it
– there are plenty of local restaurants. You
can choose whatever suits you. One point
that’s definitely on the positive side, you
can rely on American fast food restaurants
for one thing – when you are wandering
through a foreign city or driving through
an exotic country, you know where to
stop for an air-conditioned break which
also has clean and pleasant toilets.
2
I honestly don’t see how anyone can
approve of the fact that fast food chains
are spreading around the world. These
places are a symbol of everything that is
wrong with globalisation. Shouldn’t any
further expansion be stopped? Fast food
outlets create unfair competition for local
restaurants and cafés, which cannot offer
such low prices and similar menus. So
they are, in fact, stealing business from
local people. Worst of all, they introduce
some very unhealthy eating habits, which
appeal most of all to young people. I don’t
think we can take any legal measures to
stop this but, as consumers, we can take
some direct action: simply choose local
food suppliers.
3
A number of people seem to be convinced
that the spread of fast food restaurants
has inflicted considerable damage to
local communities. To me, however,
they’re a sign of modern times – as our
cultures continue to mix, so does our
cuisine. In Seattle, I pass two Chinese
restaurants, one Indian restaurant and
two kiosks selling kebabs every day
on my way to work – why shouldn’t I go
past an American fast food outlet on my
way to the pyramids in Egypt? It just
forces locals to compete for customers
by offering interesting menus, but it also
gives me a greater choice. I think we
should appreciate the fact we have an
alternative to local food!
4
I’m a foodie, so for me fast food doesn’t
offer much competition for local
restaurants. Whenever I go abroad, I try
to sample the local cuisine. I read reviews
beforehand and wander around picking
out local dishes to try. Some turn out
to be delicious while others are simply
disgusting. While this is fun, it’s also timeconsuming. On the other hand, when
I’m on the road, I appreciate the fact
that there are places where I can count
on the food being served quickly, so that
I can grab a quick bite without wasting
time. I’d just like to make one suggestion
– I’m not sure if it’s a good idea that these
places are usually located in the middle
of the most historic parts of town.
UNIT 5
MP3
08
Alison: Do you fancy a bit of peoplewatching, Roger?
Roger: People-watching? What’s that?
Alison: Sit down and I’ll show you. This
is a good place because it’s comfortable
and we can keep an eye on lots
of people but they won’t realise
we’re doing it. OK, see that man
over there? What can you tell me about
him?
Roger: No idea, Alison. What should I be
looking for?
Alison: I always focus on two things.
First, what are they wearing? In this case,
his suit looks too big, as if he’s borrowed
it for the day.
Roger: OK.
Alison: And second, what are they doing?
He keeps checking his watch, so he’s
feeling uneasy about something. I reckon
he’s got a job interview.
Roger: Or a date perhaps?
Alison: No. He’s waiting outside that
office building until it’s safe to go
inside. I bet he’s arrived too early for his
interview, so he’s hanging around outside
to kill time.
Roger: Maybe. OK, Alison, what about
those young ladies over there. Three best
friends, by the look of things.
Alison: Stop pointing, Roger! And
don’t stare at them either! You’re
going to draw attention to yourself!
Anyway, I’m not sure they’re all friends.
The one in the yellow blouse is doing all
the talking, but the other two don’t seem
so enthusiastic. I reckon those two can’t
stand each other, but their mutual friend,
in yellow, is blissfully unaware.
Roger: How do you know?
Alison: I’m just guessing, but that’s the fun
part. You come up with a hypothesis and
then keep watching to check if it’s right
or wrong.
Roger: OK, well now’s your chance. She’s
off. Let’s see what her friends do while
she’s gone.
Alison: I knew it! They’ve taken their
phones out so they don’t have to talk to
each other.
Roger: Very awkward! So what about
that middle-aged couple over there,
Alison?
Alison: Easy. They’re deeply in love. Look
at the way they’re holding hands.
Roger: Don’t you think it looks a bit
artificial? It’s almost as if they’re trying
too hard to be the perfect couple.
Alison: Don’t be so cynical! Look
at the way they’re saying goodbye now.
He’s going to get into that taxi. He’s
probably heading for the airport. And
now she’s devastated because her true
love has gone away.
Roger: Are you sure? It looks more like
guilt to me.
Alison: Roger! It’s love, pure and simple.
Roger: OK, whatever. Oh, look. Mr
Borrowed-Suit is on the move, but he
isn’t going into that office for a job
interview. He’s heading towards … Ms
Deeply-in-love. And she doesn’t look so
heartbroken now.
Alison: No. She looks relieved, … ecstatic,
even. You don’t think … no … surely not.
Roger: You see! I was right!
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149
Alison: OK but keep quiet about it!
Roger: Don’t worry. They can’t hear us.
Alison: No, but there are other people
around us, and, well, it’s best if they don’t
know what we’re doing!
UNIT 6
MP3
09
Speaker A
When we moved here about 10 years
ago, this used to be a fairly nondescript
part of town, with mainly elderly
residents and less well-off people. There
weren’t many shops, apart from grocery
stores and a handful of unfashionable
clothes shops, as well as some car repair
workshops. We certainly didn’t have
any cafés or restaurants – unless you
count the shabby old snack bar that
sold soup and sandwiches. But over
the last 10 years, it’s suddenly become
incredibly fashionable for some reason
that I can’t figure out – the place for
the cool people to hang out! So now
more and more of the old shops are being
replaced by upmarket boutiques and
fancy restaurants. In a way it’s nice that
my neighbourhood has become more
attractive, but I do feel the area has lost
a lot of its old charm.
Speaker B
This area used to have a vibrant local
community atmosphere, with everyone
out on the street, especially during
the summer, strolling or drinking coffee
or just hanging around with friends.
I don’t know the exact reason, but it
always felt incredibly safe and welcoming.
But then about five years ago, a six-lane
bypass was built right through the middle
of our neighbourhood. Apparently, it was
desperately needed to relieve traffic jams
in another part of town and has actually
achieved that purpose to some extent.
But for us, it’s been nothing but a curse.
It basically ripped our little community
in half, so if we want to visit the parts
on the other side of the busy road, we
have to use a gloomy underpass, which is
pretty uninviting. So nowadays, everyone
keeps themselves to themselves much
more.
Speaker C
It all started going wrong when people
began driving to out-of-town retail
parks or buying things over the Internet,
instead of from local shops. One by one,
all the retailers in the town centre were
forced to shut down, to be either replaced
by betting shops and money-lenders, or
else left vacant. So where once we had
a bustling High Street, full of shoppers
mingling and nattering and spending
money here in the town, nowadays it’s
more like a ghost town with boarded-up
windows and graffiti everywhere. Even
the car parks are empty, which never
used to happen! It’s incredibly sad, and
I have no idea what the solution is.
Speaker D
This street used to be a notorious rat
run, a short-cut between two busy
roads that often got jammed. So
motorists used to race along the road,
spewing exhaust fumes and making
life hell for the unfortunate residents.
It was far too dangerous for kids to
walk on the pavements, let alone play
in the street. But about two years ago,
after a long campaign, the road was
pedestrianised. Of course, there was
plenty of resistance, including from
local shopkeepers, who were concerned
that they’d lose business, but actually
the change has totally transformed
the area into a green and pleasant space
for all the locals, and the shops are
actually thriving now. There are now even
worse traffic jams on the nearby main
roads, but thankfully that’s somebody
else’s problem now.
UNIT 7
MP3
10
Gemma: Hey, Alex, I’m thinking of taking
the ‘Introduction to economics’ course
at the local college. I remember you said
you’d applied for it.
Alex: Yeah, I did, Gemma, and I’m
still doing it now. I’m even thinking
of taking the follow-up course, ‘Economics
in practice’. It’s extremely useful, but it
took a while to get used to it.
Gemma: What do you mean?
Alex: It uses a technique called
the Flipped Classroom. The idea is
that you take responsibility for your
own learning, by completing an online
self-study course, writing homework
assignments, watching videos of lectures
and interacting in online discussion
forums.
Gemma: OK. So it’s basically a self-study
course, then? Why is it called the Flipped
Classroom?
Alex: Well, we also meet once a week
in person, as a whole group, to put
the techniques into practice, for example
in group projects. In a traditional course,
you learn everything in class and practise
at home, but on my course, that’s flipped
upside down: we learn at home and
practise in class.
Gemma: Wow. Sounds cool.
Alex: It is. But as I say, it was weird
at first.
Gemma: In what way?
Alex: Well, most of us didn’t really make
much of an effort during the first selfstudy session. I guess we treated it like
optional homework – something to do
quickly half an hour before the class. But
that was a disaster, because we weren’t
ready for the face-to-face class at all. We
were supposed to be applying the skills
we’d learned to a series of practical
problems, but most of us hadn’t devoted
enough time to learning the skills
in the first place, so … it all fell flat.
Gemma: Oh no! Was your teacher
disappointed?
Alex: That’s what we were
expecting, but he calmly explained that
this always happens on every Flipped
Classroom course. So he treated it as
a learning experience for us!
Gemma: Wow! I thought he might have
yelled at you!
Alex: Actually, that’s another key feature
of the course. The idea is that we’re not
studying for the benefit of our teacher,
or because we’re scared of him getting
angry, but because we want to do it for
ourselves. So that’s quite a change from
what we’re used to, but in a good way.
Gemma: I’m sure. So is it hard to stay
self-disciplined and well organized?
Alex: It was at first, but I’m much better
at it now.
Gemma: So how many hours a week do
you spend on self-study?
Alex: When I signed up for the course,
I was told to spend at least five hours
a week on it. I’d assumed that was an
exaggeration, and I’d be able to get away
with an hour or less per week. But it
turns out that five is an underestimate,
so in a typical week it’s more like eight
hours, plus two hours face-to-face!
Gemma: So ten hours per week? Wow!
Alex: Yeah, but that’s actually one
of the key lessons I’ve learned: the more
preparation you do at home, the more
useful and enjoyable the face-to-face
sessions will be.
Gemma: And? Would you recommend it
for me?
Alex: Absolutely. You’ll learn so much …
and not just about economics!
MP3
11
Interviewer: Today in our programme
on education we’re talking to Paul Dilks,
who is a career adviser helping high
school students choose their future
career paths. Paul, how do we find the job
of our dreams?
Paul: Career advisers used to have
a simple recipe for finding your perfect
job – just look at a list of the best paid
professions to see which of them reflects
your interests, and you’ve got the answer.
However, it’s not that simple anymore.
Of course, because we all spend such
a large percentage of our time at work, it
is still important that we actually enjoy our
job. However, as most students in the US
and the UK graduate with a considerable
loan to pay off, a decent salary remains
a very important consideration. But what
most people fail to realise is that there are
now some crucial new factors to take into
account, namely, the list of professions
which are currently in demand. However,
something that is well-paid today might
look completely different five years from
now, so you should always think ahead
when planning your career.
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150
Interviewer: I guess I wasn’t aware
of that when I was considering my career
options ten years ago.
Paul: That’s because the dynamics
of the job market are very different today.
It is barely the same from year to year,
but these changes used to take decades.
That’s why it’s difficult to be in control
of the situation. This is due to a number
of reasons. The technological revolution
has made certain jobs obsolete, and this is
a process that will continue in the future.
Therefore, you need to ask yourself if
the position you’re thinking of will still
exist when you finally enter the job
market. This applies especially to jobs
which may soon become fully automated,
such as telemarketers, receptionists or
even real estate agents. On the other
hand, technological developments are
likely to result in employment growth
in pharmacology, astronautics and
engineering. Also some social changes,
for example the fact that society is
growing older, will ensure an increasing
demand for healthcare workers.
Interviewer: But, as you mentioned
earlier, salary rankings used to be popular
guidelines for choosing a degree.
Paul: And, of course, they still are, so
some students continue to refer to them
in order to narrow down their options.
However, I’d much rather students
considered the rankings for jobs with
the biggest future employment potential.
For example, you’ll find mainly medical
professionals and managers in the top
20 of today’s salary rankings. If you refer
to future employment potential rankings,
though, you will find out that, while
medicine is likely to remain in the top
20, the demand for managerial positions
might lose out to engineering. Still,
the current list of popular majors
suggests that students tend not to think
of the future when making their career
choices. For instance, many students go
for business studies. But, while it’s true
that businessmen and businesswomen
are well paid today, they are not expected
to remain at the top of the best paid list
in the future.
Interviewer: Are there any new majors
currently being offered by colleges?
Paul: Yes. In fact, there’s quite a boom
in them. Every year universities are
offering more and more new majors,
many of which we’ve never seen before.
It is often felt that specialisation is
the key to success, and that’s why many
colleges have created degrees which
are targeted at particular positions. For
example, MyMajors.com, a website
dedicated to helping people find the right
career path, lists over 1,800 possible
disciplines that students can choose from
as their main subject at college. Apart
from traditional fields such as corporate
banking or hotel management, many
colleges now offer vocational courses
such as casino management, which
focus on the practicalities of a particular
position, while doing away with
the broader issues related to the job, like
economic theories.
Interviewer: It sounds like a good
solution for people who know what they
want, doesn’t it?
Paul: In the short run, yes! We must
remember, however, that although jobs
nowadays are hardly ever for life, it would
be nice if our degrees were. I mean,
what if the job doesn’t live up to your
expectations? Would it necessitate going
back to college? In his book, entitled
“Will College Pay Off?” Professor Peter
Cappelli suggests that employees who
have graduated from specialised degree
programmes are often overqualified for
their jobs, yet they lack more general
knowledge. This means that if they need
to change jobs, their choices are limited,
as they don’t know enough about any
related fields to be able to switch careers.
It’s unlikely that they are equipped with
the social and personal skills which are
crucial on the job market these days
because the curriculum somehow fails to
develop these.
UNIT 8
MP3
12
Hi everyone. This week I’ve been looking
into the amazing world of fan fiction. And
it really is a whole world that I was totally
unaware of.
Let’s start with a quick definition: as
the name suggests, fan fiction is a piece
of fiction that is written by a fan of a wellknown book, film or whatever, and is
somehow based on that original work,
but there must be an added twist. For
example, the book I’m reading now was
written by a fan of the Harry Potter series
of books. She basically imagined the same
lead characters in a very different setting
– in this case, a space rocket travelling
to other galaxies. She had to change
the characters’ names to avoid breaching
copyright law. Fan fiction where
the characters have new names and
the story is set somewhere different is
known as Uberfic, one of many subgenres
of fan fiction.
A lot of those subgenres involve alternative
universes, or AUs. For example, Fantasy
AU stories take a non-fantasy story and
transport it to a world filled with wizards,
elves and dragons. Another example is
Time Travel AU, which allows characters
to travel back in time, for example to fix
a mistake that those characters made
in the original novel.
Speaking of fixing mistakes, there’s
a huge subgenre of fan fiction devoted to
fans fixing errors that they claim to have
found in the original stories, or at least
things that they wish the original author
had done differently. That subgenre is
called, predictably enough, Fix-it fic.
Then there are subgenres that
change the mood of the original
work. For example, Darkfic turns
a neutral story into something much
more depressing or even distressing.
At the opposite extreme, Fluff is fan
fiction that is as upbeat as possible.
Another name for fluff is WAFF, which
stands for ‘warm and fuzzy feelings’.
Finally, there’s a subgenre where two
separate universes are merged into
a single work, called Fusion-fic. This
is sometimes called a crossover or
a mashup, and in fact those terms aren’t
restricted to fan fiction. For example,
one of the most famous mashups is
a book called ‘Pride and Prejudice and
Zombies’, which takes the classic English
novel ‘Pride and Prejudice’ and mashes
the story up with that of a zombie
apocalypse. It’s even been turned into
a film! As I say, technically that wasn’t
fan fiction, because it was written by
a professional writer rather than an
amateur fan. The advantage of using very
old fiction is that you don’t have to worry
about breaching copyright law – you can
keep or change whatever you like. Other
examples of mashups of classic works
of fiction with different universes include
‘Sense and Sensibility and Sea Monsters’,
and ‘Android Karenina’.
MP3
13
1
Girl: Don’t worry. It will be OK.
Boy: I’m not so sure. When we were
reading the text in the class, I thought
I had a good grasp of every theme and
all the thoughts of the protagonist. But
now I’m beginning to have doubts. I’ll fail
miserably.
Girl: But you know this scene by heart!
Boy: I’ll mess up my lines, you wait and
see. I’ll go out there, see them staring
at me, and my mind will go blank. This is
worse than any exam I’ve ever taken.
Girl: I’m sure you’ll manage! This is no
different from that Tolkien competition.
You thought nothing would come of it
yet you came top of the class, remember?
You’ve been practising for weeks. Pull
yourself together, go out there and knock
them off their feet. Mark isn’t half as good
as you, so I’m sure they’ll want you!
2
When my son Tommy said they were
reading Maus in their English lessons,
I felt uneasy. This graphic novel tells
the story of the Holocaust, portraying
different nationalities and ethnic groups
as animals. I had my doubts as to whether
Tommy would understand that this is
a serious subject and not something to
joke about. He was familiar with the topic
of the persecution of Jews during the war
from films, but found them difficult to
watch. Looking back, I think the images
might have been too horrible for him to
cope with. It turned out that he needed
something less direct, like this novel,
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151
which translates everything into less
realistic terms. Maus speaks to his
imagination, but it does not scare him.
I guess the teacher knew what he was
doing after all.
3
I was on the bus the other day when
I overheard two women lamenting
the decline of readership among young
people. Intrigued by the topic, I decided
to examine the issue in greater detail.
Just as I had suspected, commonly held
beliefs on the issue are far from the truth.
The research on the reading habits
of Millennials reveals that they are avid
readers. Four in five young people took
books off the shelf last year. There is also
a similar view that young people only
read those books which are obligatory
for school, preferring other forms
of entertainment in their free time. Again,
the figures prove that the percentage
of Millennials who read for pleasure are
almost as high as their grandparents’
generation. Naturally, young people also
read in order to find out more about
a particular subject, but so does the rest
of the population. I’d also believed that
most young readers preferred e-books
and audiobooks to printed versions, so
I was genuinely surprised to find out that
in fact the opposite is true. Yet, the most
striking finding for me was that it is
Millennials who use public libraries most
often.
EGZAMIN MATURALNY
Z JĘZYKA ANGIELSKIEGO
(POZIOM ROZSZERZONY)
MP3
14
1
Good afternoon, ladies and gentlemen.
I hope you’re all enjoying your flight.
May I remind you that you can buy duty
free goods at any time during the flight.
Simply press the button above your head
to call for service. My colleagues and
I will shortly be passing through the cabin
with trolley for light refreshments for
you to purchase. We accept payment for
these drinks and snacks in Polish zlotys
and Euros, but please ensure you have
the correct change. You may also pay by
credit or debit card if you prefer. You may
also order from our selection of hot meals
– please see the menu in the seat in front
of you – which we will then prepare for
you and bring separately. Note that we
will be offering complimentary water,
juice, tea and coffee to all passengers
at a later point in the flight.
2
Man: What about this coat?
Woman: Yeah, it’s nice. I’m not sure
about the colour, though. I mean, I like
red, but that’s really bright.
Man: But that’s the point. I want to stand
out from the crowd.
Woman: In that case, the one you tried
on in the previous shop was much better.
Man: The mustard-coloured one? Yeah, it
was lovely, but it was a bit heavy for an
autumn coat.
Woman: Possibly, but it’d be perfect for
the winter. What about that one over
there? The navy blue one.
Man: Are you kidding? That’s a little-oldman coat!
Woman: Of course it isn’t! Anyway,
they’re coming back into fashion these
days!
Man: Good job I don’t follow fashion
then! I quite liked the dark green one,
though. The first one I tried on.
Woman: About three hours ago? It
looked great, but I seem to remember
the quality was pretty low.
Man: Hmm, you’re right. So shall I go for
this one, then?
Woman: Yeah, why not. That colour is
starting to grow on me!
3
Let me start today’s lecture by asking you
what motivates you. Money? Rewards?
Prizes? According to research, those
things are much less motivating than we
think, and they may even be demotivating.
A few years ago, I conducted an
experiment with sixty psychology
students. I divided them at random into
three groups, and invited each group to
a lecture hall, where I’d provided paints,
paintbrushes, glitter and other arts and
crafts equipment. Each group had an hour
to be as creative as possible. They were
to leave their masterpieces on a large
table to dry, after first putting a colourful
sticker, a square, triangle or circle,
on the bottom.
You see, I forgot to mention one crucial
difference between the groups. The first
group, the ones with the square stickers,
had been paid for their time. It wasn’t
a huge amount – ten zlotys each for
the hour. I had some hidden cameras
in the lecture hall, so I could see that in fact
they spent most of that hour chatting and
generally looking bored and miserable.
They produced a few pieces of art, but no
more than two or three per person.
The second group, which had triangle
stickers, were also paid, but this time it
was two zlotys per piece of art – again, not
a huge amount, because it had to come
out of my research budget! But it had
a huge impact on the way the students
worked: they spent the whole hour
creating artwork, usually alone and
in silence, an average of six or seven pieces
per student. They all ended up with more
cash than the first group, but it didn’t
seem to make them happy in the least!
Finally, students in the third group, with
circle stickers, weren’t paid at all – and
I took care to ensure they weren’t aware
the other groups had been paid. Well, they
had a whale of a time, creating amazing
pieces of art. What’s more, they worked
much more collaboratively, in pairs
or small groups, compared to
the other two groups. By the end
of the hour, there were just a handful
of pieces of art, but each one was truly
a masterpiece. Amazingly, when I opened
the door to say the experiment was over,
it turned out that most of them actually
wanted to stay and keep working.
I followed up the experiment with
an art exhibition, with all the groups’
artwork on display in a mixed up order,
without the stickers being visible.
When I asked attendees to judge
the quality of the artwork, the results
were astonishing: the ones with the circle
stickers were far and away the best. And
the worst? The ones from the triangle
group – who had been paid per item –
were universally acknowledged as awful!
MP3
15
MP3
16
First of all, we’re going to chop up some
chicken breast into small chunks, and two
peppers. I usually take one red and one
yellow, but it’s up to you. I’m also going
to finely chop a large onion and put some
water in the kettle to boil. Now I’m going
to put a splash of oil into this saucepan,
where I’m going to fry the chicken, and
another splash into this one, so I can fry
the peppers separately.
While those two saucepans are sizzling
away, let’s take a large flat frying pan,
and heat up another splash of oil. Add
the onions to soften them, but don’t
burn them. While I’m waiting, I’m going
to make some chicken stock, with a stock
cube and hot water from the kettle.
My onions are nice and soft now, so I’m
going to add the rice to the frying pan
– about a cup should be enough. That’s
uncooked rice, of course – we’re just
going to mix it all up with the onions
in order to coat each grain with a thin
layer of oil. Now let’s add our chicken
and our peppers, and give it all a good stir
with a wooden spoon. Lovely!
Finally, we’re ready to add the hot
chicken stock. Let’s top it up with more
hot water from the kettle – almost to
the top of the frying pan. Add some salt
and pepper to the mix, and give it a quick
stir, and … that’s it. Turn the heat right
down so it’s just bubbling gently, and
whatever you do, resist the temptation to
stir it again while it’s cooking. It’s going
to take about half an hour for the rice to
cook and all the water to boil away, but
it’ll be worth it! Delicious!
Interviewer: On today’s show, I’m talking
with Fiona Wells, who has authored over
a dozen bestselling books on a wide range
of topics from business to self-help, and
from molecular biology to architecture.
If you’re wondering why you’ve never
heard of Fiona, that’s because she’s
a ghostwriter. Welcome to the show,
Fiona. What exactly does a ghostwriter
do?
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152
Fiona: Basically, we’re paid to write
books on behalf of other people, usually
celebrities or experts in particular
fields, like successful businesspeople
or scientists. Sometimes we’re listed
as the co-author, in which case that’s
technically not ghostwriting. It’s far
more common for us to be completely
anonymous instead, so the book appears
to have been written solely by the official
author.
Interviewer: But why don’t those people
write their own books? Why do they
need you?
Fiona: There are three main reasons.
The first one is time: it takes a huge
amount of time to write a book, and most
celebrities are far too busy to do that
on their own. So it’s a much more efficient
use of their time to outsource the most
time-consuming parts of the process to
people like me, especially when deadlines
are looming. Secondly, of course not
everybody is a gifted writer.
Interviewer: Yes, I can imagine some
of the best-known reality TV stars must
struggle to build sentences of more than
three words!
Fiona: Actually, it’s not like that at all.
Reality TV stars are usually surprisingly
smart people, even if they deliberately
cultivate the image of being not too
bright! In fact, it’s the scientists and other
experts that often need the most help,
because they deal with complicated ideas
which are hard to communicate to a nonspecialist audience. So that’s where my
skills as a writer really make a difference.
Interviewer: I see. And the third reason?
Fiona: Even if the official author is
a talented writer, such as a journalist or
a poet, they may not have the technical
skills to plan and organise a complete
book.
Interviewer: I see. Don’t you feel jealous
when the celebrity gets all the credit for
a book that you’ve actually written?
Fiona: No, not at all. The way I see it,
the book is all about the personality,
the experiences and the stories inside
it, which all come 100% from the official
author. All I do is help them to get all
of that down on paper. It’s actually a great
privilege to work so closely with such
amazing people, and to be able to offer
a useful service to them. And it certainly
gives me a buzz to see my books at the top
of bestseller lists, even if it’s only me and
a handful of others that know they’re
actually my books!
EGZAMIN MATURALNY
Z JĘZYKA ANGIELSKIEGO
(POZIOM DWUJĘZYCZNY)
MP3
17
Speaker A
I’m not sure if it’s my commonest
dream, but it stands out because it
wakes me up without fail! You see, I’m
a telecommunications engineer, so
I spend a lot of time working at heights.
That doesn’t phase me, because I trust
my safety equipment and my skills and
experience. But during my dreams, as
soon as I arrive I’m already having doubts.
Did I attach my safety harness properly? Is
this roof really strong enough to support
my weight? Are my hands too wet and
cold to grip this ladder? Whatever it is,
I gradually start to panic. And of course,
the more scared I get, the more likely
I am to fall, until inevitably I lose my grip.
I experience the terror of falling for a few
seconds, which always wakes me up.
My heart is pounding and although I’m
relieved it was only a dream, it takes ages
to get back to sleep. Although I always
hate having this dream, maybe it’s healthy
to be reminded frequently of the dangers
of becoming too complacent in my job –
not that I need reminding, of course!
Speaker B
I have a habit of watching TV before
going to bed, so inevitably the storylines
of the film or series creep into my dreams.
So if I’ve been watching a fantasy film
about elves fighting dragons, then it’s
a sure thing that I’ll be an elf battling
heroically against a dragon! And if it’s
a scary movie about zombies, then you
can bet your life I’ll have some zombies
in hot pursuit at some point during my
night’s sleep! What I find most amazing
is that I can also see the dream from
the outside, while I’m experiencing it. So
for example, I’m aware that I’m an actor
playing a character, pretending to be
terrified or devastated or whatever, rather
than experiencing it in real life, and trying
to appear as plausible and convincing as
possible. And occasionally, I’m also aware
that I’m dreaming. I know it sounds weird,
but that’s the way it is. I’ve been warned
a few times against watching so much TV
before bed, especially scary stuff, because
it’s bound to give me weird dreams, but
I’m stuck in my habits nowadays!
Speaker C
One of my most common recurring
dreams is that I’m unprepared for
a job interview. It typically starts with me
feeling confident, even overconfident,
but gradually it starts to dawn on me that
I’ve done far too little preparation. In one
version of my dream, as I’m on my way to
the interview, I realise I have no idea what
job I’ve applied for. So I then go through
the agony of waiting for the interview to
begin, getting increasingly stressed as I try
to pick up clues about the job from my
surroundings. Then, when the interview
begins, the first question is always, “Why
would you be a good fit for this company?”,
and I hear myself waffling utter nonsense.
I’m expecting to be caught out as
a clueless fraud at any moment, but still
the torture continues for question after
question. The irony is that in real life,
I’m always exceptionally well prepared
for high-stress situations, but
I always have this nagging doubt
in the back of my mind that I could
have done more. So perhaps my recurring
dream is a good way of motivating myself
to prepare meticulously, because I know
what it’ll feel like if I don’t!
MP3
18
Interviewer: For today’s podcast, I’m
interviewing Alice Winters, a professional
sports psychologist. What exactly does
a sports psychologist do, Alice?
Alice: In simple terms, our job consists
of understanding how psychological
factors influence athletic performance,
and using that knowledge to guide
and support our clients. So we might
conduct an hour-long therapy session
with an athlete to discuss why she lacks
confidence in her abilities, and then
perhaps we’d teach her some techniques
to use at future sporting events.
Interviewer: So is your work mainly
about overcoming barriers like that?
Alice: For me personally, that’s a very small
part of my work. It’s an example of what
we call clinical sports psychology, which
involves helping sportspeople to deal with
anxiety and other mental health issues.
So it’s really a form of psychotherapy,
if you like, which requires a good deal
of specialised training. Another branch
is educational sports psychology, helping
excellent athletes to become even better,
through techniques such as visualisation,
goal-setting and self-talk. Within that
branch, I do a lot of work on focus,
mental toughness and resilience. Finally,
there are exercise psychologists, who
tend to work with non-athletes. They
teach motivational and habit-formation
techniques to encourage their clients to
take regular exercise, which isn’t my kind
of thing at all.
Interviewer: Do you mainly work with
individual athletes?
Alice: Actually, no. Very few of us spend
all our time doing hands-on work like
that, because our services are considered
something of a luxury for all but the richest
of sports clubs. A great deal of our time is
spent trying to find alternative sources
of income. My main source of income is
actually business consulting! I conduct
training sessions with high-flying
executives, to help them incorporate
the lessons of sports psychology into
their everyday work. There’s unlimited
work like that available, provided you’ve
built your reputation first. So another
vital part of my job is as an influencer and
podcaster, ensuring that when clients are
looking for a sports psychologist, it’s me
they come to.
Interviewer: How important is your work
in elite sport?
Alice: It depends who you ask! There are
many different professionals who work
with elite sportspeople, from dieticians to
physiotherapists, from personal trainers
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153
to tacticians, and of course we all believe
that it’s our contribution that is key.
The reality is that at this level, the best
athletes really are incredibly similar to
each other in their abilities, so whatever
we can do that gives them even a tiny
edge over their competitors, that can
make all the difference between winning
and losing.
Interviewer: How did you get into
the field yourself?
Alice: I was one of the best tennis
players in my region, at least in terms
of physical ability and technical skills. But
what was preventing me from moving
up to the highest level was my mindset.
I was convinced I was going to lose my
most important matches, and inevitably
I did just that. Then I read a few books
on sports psychology techniques, and
amazingly they seemed to work. I started
approaching key matches believing I was
destined to win. Of course, it didn’t always
work, and that made losing all the more
painful, but that self-belief really pushed
me way beyond my previous limits.
Unfortunately, as I was hitting the top
of my game, I suffered an injury that
put paid to my career as a professional.
But at least at that stage I had a clear
idea of what I wanted to do with my life
and my skills: to help other athletes to
overcome their psychological barriers.
Interviewer: What
do
sports
psychologists need to succeed?
Alice: Well, a solid background in elitelevel sports is crucial, not only because
it gives you that deep understanding
of your clients’ situation, but also because
it helps you to gain their respect. But
because this is such a competitive field,
it’s as much about running a business as
anything else. Not only do you need to
become an expert in psychology itself,
which takes years of studying and onthe-job experience, and ideally some
qualifications to back that up, but you also
need to learn your way around issues like
marketing, accounting and law. If you’re
not up to speed on those things before
you start, it can be quite a challenge!
MP3
19
Today I’m going to talk to you about
the history and culture of the Austronesian
peoples, best known for exploring and
colonising much of the Pacific Ocean by
boat long before western explorers had
the technology – or the bravery – to follow
in their wake. Most experts agree that
the Austronesians originated from what
is now Taiwan. Indeed, although Taiwan is
now mainly populated by ethnic Chinese
inhabitants, it still has an indigenous
population of half a million, many of whom
speak Austronesian languages. The first
Austronesian explorers are believed to
have set off from Taiwan around three
and a half thousand years ago, although
their expertise as boatbuilders, sailors and
navigators predates that. For example,
they are known to have used boats with
sails as much as 4000 years ago. From
Taiwan, they appear to have landed first
in the modern-day Philippines, from
which they colonised much of southeast Asia, including much of what is now
Malaysia and Indonesia. Many major
languages of this region, including Malay
and Indonesian, with around 270 million
speakers, belong to the Austronesian
language family. However, that doesn’t
mean
the
Austronesian-speaking
population of these places is descended
from the settlers from Taiwan. A more
likely scenario is that a small number
of newcomers mingled with larger preexisting populations, who then adopted
the former’s language. Around the same
time, other seafaring Austronesians were
heading east into the Pacific Ocean. They
colonised the island of Palau around
1000 BCE, becoming the first humans to
set foot on a remote Pacific island, and
within a few hundred years, they had
reached the Solomon Islands, Fiji, Samoa
and, around the year 800 BCE, Tonga.
After this, the eastward expansion slowed
right down for about 1500 years, but it
kicked off again in the year 700 CE, when
the Austronesians reached the Cook
Islands and Tahiti. Two hundred years later,
they were in Hawaii, then Rapa Nui, also
known as Easter Island, home of the giant
and mysterious head-shaped sculptures,
and part of what is now Chile, around
the year 1000 CE. Two hundred years
later, they landed in New Zealand, where
they became the Maori people. There
is even speculation that Austronesians
reached South America around the same
time, based on their trade in sweet
potatoes. How else could this native
American plant have reached Hawaii
and New Zealand long before the age
of European explorers? While there was
a pause in the eastward expansion across
the Pacific, other Austronesians were also
spreading westwards across the Indian
Ocean, colonising Madagascar around
2000 years ago. As you know, Madagascar
is a huge island just off the coast of Africa,
which makes it particularly surprising that
its original population was actually Asian
Austronesians, thought to have arrived by
canoe from Indonesia, a journey of seven
and a half thousand kilometres. Nowadays
Madagascar has a mixed population, with
African settlers having arrived in the 9th
century CE.
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STUDENT’S BOOK ANSWER KEY
UNIT 1
continuous (This morning, I’ve been
putting up the decorations.), present
perfect continuous (Well, I’ve been
helping all week.), present perfect
simple (I’ve decorated three rooms
so far. But I haven’t shopped for
the food yet.)
VOCABULARY
1 Students’ own answers
2 A3 B2 C1
+ Students’ own answers
3 1
2
3
4
5
6
7
8
5 Past simple: When …?, last night,
yesterday, in 2019
Perfect tenses: lately, so far, ever /
never, just, for the past two months,
this week, How long …?, already,
since November
book a venue
catch up
make a night of it
send out invitations
throw a big do
organise a get-together
put together a guest list
set it up as an event
4 make
5 book
6 catch up
4 1 organise
2 send out
3 throw
5 1 b, d
6 1 and 2
2 c, f
3 a, e
Critical Thinking
Students’ own answers
GRAMMAR 1
1 Students’ own answers
2 1 He has been helping his mother
with preparations for a family New
Year celebration.
2 He has put up some decorations, /
He has decorated three rooms, but
he hasn’t done the shopping yet.
3 He sent out the invitations.
3 Present perfect simple: haven’t seen;
have you been; ’ve hosted; have
you finished; ’ve decorated; haven’t
shopped; ’ve always loved; ’ve
already met
Present perfect continuous: ’ve been
helping (x2); ’ve been putting up
Past simple: celebrated, moved, sent
out
7 1 ‘ve/have been addressing
2 haven’t started
3 bought
4 Have you seen
5 ‘ve/have been watching
6 haven’t seen
7 travelled
8 was
9 have never seen
8 1 I have been knowing known Sarah
for many years.
2 I’ve been sending sent him three
emails, but I haven’t got a reply yet!
3 Gillian has lived lived in Bristol for
three years and then moved to
London.
4 My dad already wrote has already
written several articles for this
magazine, and he’s planning some
more.
9 1 Janna and Louis have been
planning their wedding for a few
months (now).
2 My friends haven’t lived in their
new flat for very/too long. / My
friends have only been living
in their new flat for a short time.
3 My history teacher has written two
course books on/about ancient
times.
4 I read these books when I was
at school. I enjoyed/liked them
very much.
5 I can’t go out now because
I haven’t finished writing my essay.
4 1 present perfect simple (I haven’t
seen you lately.; What have you been
up to?; We’ve hosted the celebration
at our place since then.; You’ve
already met my family.; I’ve always
loved… .), past simple (Yesterday,
I sent out the invitations.; We
celebrated at my grandparents’
house until they moved into a small
10 Students’ own answers
flat.)
2 present perfect simple (We’ve
LISTENING AND VOCABULARY
hosted the celebration at our place
1 A Photograph 1 – baby shower
since then.), past simple (We
Photograph 2 – graduation
celebrated at my grandparents’
celebration
house until they moved into a small
+
Students’
own answers
flat.)
B
Students’
own answers
3 present perfect simple (We’ve
hosted the celebration at our place
2 1 f, birthday party
since then.), present perfect
2 d, Christmas party
3
4
5
6
c, graduation celebration
e, anniversary celebration
b, baby shower
a, wedding reception
3 1 She burst into tears a couple
of times during the party.
2 (He regrets) Hiring a wedding
planner (who was inexperienced).
3 (She is proud of) Being the first
in her family to graduate and
studying hard while working parttime.
4 His eldest grandson and his family
were able to come all the way from
Australia.
5 (They’re describing) Special events /
Celebrations they experienced
in their lives.
4 1 c 2d 3a 4e
5 1
2
3
4
booking
packed
relatives
mistaken
5 thrilled
6 outstanding
7 reception
6 1 It is an enormous, multibilliondollar business/industry.
2 (Many) Centuries ago. / In ancient
times.
3 They were expensive (because
of being handmade).
4 (In) The United States. / The USA.
5 ‘Non-occasion’ cards appeared.
7 Possible answers:
1 the 1400s / the 15th century
2 introduction of postage stamp
3 famous paintings/pictures
4 gained in popularity / became
popular
8 Students’ own answers
GRAMMAR 2
1 Students’ own answers
2 1 She has not turned up for an
appointment.
2 She must have forgotten. She
may not have made a note of it
in her phone. She must be doing
something else, and the meeting
slipped her mind. She could be
at the dance school. She might be
shopping with her mum.
3 She missed her bus.
3 1
2
3
4
must be
might be shopping
can’t have stood us up
may not have made / might have
happened
5 might have happened / may not
have made
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4 1
2
3
4
must/may/might/could be working
may/might have met
must have left
can’t have done
5 1 can’t have invited Gina
2 may not / might not / can’t be from
Jack
3 may/might/could feel hurt / have
felt hurt
4 must be doing something
important
6 1
2
3
4
5
he must be really bored
must have felt disappointed
may/might/could rain
must have left it
may/might not have received
6 1
2
3
4
5
whose grandfather wanted
hesitated / was apprehensive
matter/question of time when
capable of
might/may/will be difficult/tough/
problematic
7 Students’ own answers
8 1
2
3
4
5
6
7
8
to crave
countless
to be big on something
to be in for something
a fad
to have the time of one’s life
to have a shot at something
pursuits
9 1 am big on
7 Possible answers:
2 fad
1 they might both be worried about
3 have a shot at
something.
4 pursuits
2 It can’t have been Mark because
5 had the time of my life
he doesn’t know my address. / It
+ Students’ own answers
may have been Karen. / The sender
10 Student’s own answers
might have made a mistake
in the address.
SPEAKING
3 I must have left it on my desk. /
I can’t have lost it! / Someone may
1 Students’ own answers
have taken it by mistake.
2 1 She thinks the people in the photo
4 Someone must have stolen it. /
are waiting for a friend / the girl is
Someone must have hidden it as
calling a friend who has not turned
a joke. / I can’t have forgotten
up yet.
where I left it!
2 ‘turn up’ and ‘stand up’
READING AND VOCABULARY
1 a draughts, Ludo, Scrabble, roleplaying games (RPG); Monopoly,
Cluedo, Risk
b hangman, Scrabble; Pictionary,
Boggle
c hangman, battleships, noughts and
crosses, role-playing games (RPG);
dots and boxes, Pictionary
d hopscotch, hide-and-seek,
scavenger hunt, tug-of-war, roleplaying games (RPG); skipping (jump
rope), dodge ball
e shooter games, role-playing games
(RPG); platform games, simulation
games, sports games
Picture 1 noughts and crosses
Picture 2 tug-of-war
Picture 3 Ludo
2 Students’ own answers
3 1 Text 1 could be an extract from
a novel. Text 2 could be found in an
online magazine.
2 Students’ own answers
4 1 A 2C 3D 4B
5 1 was considered to be a fad /
a passing fashion
2 achieve is to create/design/
produce/make robots which/that
3 learn to navigate/move around
in physical space
4 may be affected
3 1
2
3
4
5
6
as
seems
Judging, would
guess
if, appears
imagine
4 Groups of adverbs:
• a bit, slightly
• quite, rather, fairly
• very, really
• extremely, terribly
+ Students’ own answers
5 Possible answers:
1 She is bound to feel rather
nervous.
2 Chances are that they are rather
excited but also quite nervous.
3 I’m pretty sure he is extremely
grateful.
4 It’s highly probable that they are
quite shocked and afraid.
5 I suppose he is very disappointed.
6 I’ve never been in that situation,
but I’m guessing she must be
extremely excited.
6 1 The young woman is worried about
a friend. The friend might have
wanted to discuss a problem.
2 The speaker is quite relaxed about
friends being late. All young people
are extremely busy.
3 He didn’t realise his friend was late.
Because of exams, he understood
his friend forgetting about
their meeting.
7 1, 3, 4, 6, 8
8-9 Students’ own answers
WRITING
1 Students’ own answers
2 The author states the aim
of the letter. (I am writing in response
to the article …; I would like to offer my
point of view on the matter.)
It covers both points:
1 I have been blogging about fashion
and jewellery-making …; Moreover,
I design my own necklaces, and
record YouTube tutorials …
2 Firstly, it helps stimulate imagination
and creativity.; … it allows me to
keep in touch with my friends.; …
everybody can stay up-to-date with
my publications.; … gives me great
pleasure.
3 1 don’t use
2 use
3 use
4 1
2
3
4
5
6
7
8
4 don’t use
5 use
claim
misconception
give somebody great pleasure
form of recreation / leisure activity
beneficial
furthermore
emphasise
leisure activity / form of recreation
5 1 it is commonly believed / it is often
thought
2 be close to / have a good
relationship with
3 nevertheless / however (Note:
Before both of these words, a full
stop or semi-colon is necessary,
with a comma following the word.)
4 from my point of view / it appears
to me that
5 since/as
6 Possible answers:
1 It is a common misconception
that spending free time with their
parents does not give teenagers
pleasure.
2 I’d like to emphasise that parents
and teenagers often spend their
holidays together. Furthermore,
while on holiday, they play games
and talk to each other.
3 Doing things together with our
parents is beneficial for you as/
since that is how we build lasting
relationships.
7 Students’ own answers
ENGLISH IN USE 1
1 Students’ own answers
2 Boredom helps us reflect on our
lives and become more creative and
effective in what we do.
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156
3 Possible answers:
1 No one enjoys being bored.;
… we miss having an opportunity
to reflect on what we are doing.;
… to practise doing less …
2 … most of us want to fill our every
waking moment with activity.;
… the more we will manage to
achieve.; … we fail to find the time
we need …
3 The constant busyness and lack
of time make us perform less
effectively …
4 … what causes us to develop our full
potential …; Having quality leisure
time allows people to relax and
enables them to do some thinking!
5 When we continue to pack our
calendars …; … and continue
choosing activities …
4 1 feel like, spend your time, risk, fancy,
avoid, can’t stand, keep, can’t help
2 arrange, volunteer, offer, happen,
seem, tend, hope, aim
3 help, let
4 help, persuade, motivate, remind,
ask, encourage, invite
5 begin, start, bother, prefer, intend
4 to work
5 1 doing
5 having
2 feel
6 to do / doing
3 to take, doing
+ Students’ own answers
6 1 encourage their children to attend /
to take part / participate in
2 lets us stop / allows us to stop
3 arranged to go swimming
4 persuaded me to organise
5 spend their free time sitting
6 volunteered to take part in /
participate in
7 1
2
3
4
5
avoid doing, want to rest
offered to give me, felt like going
always enables me to relax
practises playing, aims to become
kept waving, seemed not to notice
/ kept waving, didn’t seem to
notice / keep waving, doesn’t seem
to notice
8 1
2
3
4
arguing (part of the action)
whisper (complete action)
perform (complete action)
dancing (part of the action)
9 Students’ own answers
ENGLISH IN USE 2
1 1 d 2b 3c 4a 5c 6a
2 1 a to book
b meeting
2 a to find
b getting
3 a to say
b gossiping
4 a not completing
b to inform
3 1
2
3
4
must have been delighted
Try buying (Joanna)
have been doing karate for
has not / hasn’t seen Tom since
4 1 set
2 keen
3 packed
4 help
Critical Thinking
Student’s own answers
3 1
2
3
4
5
11 1 relative
2 beneficial
3 apprehensive
4 countless
5 invitations
6 appointments
3 out
4 on
UNIT 2
5 on
retirement
mistaken, booking
relatives
graduation, outstanding
countless
4 1 A Did you phone, died, didn’t / did
not receive
B ‘ve/have been texting, has asked
2 has been collecting, ‘s/has
collected
3 have been holding
5 1
2
3
4
5
6
7
4 up
5 common
6 reception
13-14 Students’ own answers
up, made
booked, throwing
put, set
having, organised
2 1 with
2 up
10 1 have
2 on
3 activities
12 1 C 2 A 3 D 4 B 5 C 6 B
REVIEW 1
1 1
2
3
4
9 Answers in the separate “Test each
other” file
may be getting ready
must have rung you
have enjoyed himself
may have forgotten
kept encouraging the guests to
make me take part in
didn’t remember inviting Tom
6 Possible answers:
1 Jim says/claims that he won’t go
on / continue learning to play
the guitar next semester.
2 I remember well meeting my best
friend for the first time.
3 How long have you been playing
tennis?
4 Alan and his dad may be (doing the)
shopping in the supermarket now.
5 We saw Kate leaving her room, but
we don’t know where she’s gone.
7 1
2
3
4
5
6
7
8
9
10
I am writing
claims
do not
misconception
It appears to me
Furthermore
form of recreation / leisure activity
It is often thought
emphasise
Yours faithfully
8 1
2
3
4
5
6
would
seems
may/might/could
from
if
would
VOCABULARY
1 Students’ own answers
2 1
2
3
4
5
6
7
8
9
10
be in the lead
end in a draw
be on a winning streak
undefeated
suffer a loss
fall behind
catch up
fight to the finish
neck and neck
equal match
3 1
2
3
4
5
6
7
8
9
undefeated
loss
second
lead
winning
match
fall
victories
neck and neck
4 Possible answers:
1 Jeremy’s retirement.
2 It didn’t last long.
3 He was in the top 40/forty (or so)
players.
4 They dream about competing
in big-time tournaments.
5 He feels lucky and grateful.
6 He is planning to share his skills
with / teach/coach young players.
5 Students’ own answers
GRAMMAR 1
1 Students’ own answers
2 1 She heard the news that the National
Skating Committee had chosen her
to be on the national team.
2 They thought she would have
problems competing because she
had not been skating long enough.
3 She won a medal. She had been
practising hard not to embarrass
her teachers.
3 1
2
3
4
5
was practising
heard
had chosen
hadn’t been expecting
was
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157
6
7
8
9
10
11
12
13
14
15
stopped
sat
had never skated
took
wanted
hadn’t been skating
worked
won
had been practising
didn’t want
4 1 I actually stopped skating for a while
and sat down to take in the news.
2 Figure-skater Kristen Lane was
practising, as usual, early yesterday
morning when …
3 … when she heard the news …
4 I had never skated at all before …
5 … I had not been skating long
enough.
5 1
6 1
2
3
4
5
6
Had Colin decided, wanted
went, put, started
had tried
was thinking, called
had been swimming
Were you watching, rang
7 Possible answers:
1 They had never seen a cricket
match before they visited England.
2 Lara had only been running for
a year when she won her first race.
3 Tina arrived in Switzerland, drove
to the ski resort and began training
immediately.
4 I had admired Usain Bolt all my life,
so it was an honour to meet him.
5 While Ted was running very fast,
he fell down, but he still came
in second in the race.
8 Example answers:
They had been playing football for
an hour when one of the players
knocked another player down.
The referee decided that the standing
player had done something wrong,
so he gave him a red card. The man
with the penalty had to sit down for
the rest of the game, and he felt very
upset.
The tennis player had been playing
well when she suddenly started
losing. Perhaps she had been
on a winning streak, and this was her
first loss in a while, because she looks
very disappointed. After the match,
I think she went to the dressing room
and tried to calm herself down. Her
coach encouraged her and gave her
some tips to help her play better.
The speed skaters had been
competing in a race, possibly during
a championship. They had been
running very fast when they crashed
and fell down. Luckily, I don’t think
they got seriously injured. However,
I think they were not able to catch up
with other competitors and probably
lost the race.
LISTENING AND VOCABULARY
1-2 Students’ own answers
3 Possible answers:
1 in Asia
2 was 12/twelve (years old)
3 was crazy and fascinating
4 get/score 21 points
5 injured
4 1 c 2b 3d 4b
5 1
2
3
4
5
6
7
8
take up
catch on
drop out of
got into
put (one) together
give up
warm up
take part in
6 Possible answers:
1 climbing, skateboarding, parkour
2 They are not truly competitive.
3 You compete against yourself.
4 Because they are an example
of a situation where we compete
against others and tend to focus
on the final result rather than
improvement.
5 The attempt to improve
at the thing we do.
7 Possible answers:
1 mainly focus on winning
2 sincere/honest when they say that
3 must be / are probably influenced by
4 to evaluate/gauge athletes /
people in general
5 is an important stage
8 Students’ own answers
GRAMMAR 2
1 Students’ own answers
2 1 He used to run every morning.
Now, he runs twice a week.
2 She used to think it was boring and
a waste of time.
3 That Kim can join him
on the mornings he goes running.
3 1 I used to run every morning …;
Well, when I used to run every day
…; You didn’t use to exercise at all.;
I used to think …
2 I would go to the gym …
3 Do you still run every morning?;
But now, I run twice a week and
I go to the gym the other days.
4 … I was always having problems …;
In fact, you’re always complaining
about how boring it is.
a 3 – present simple with always,
every day, often etc.
b 1 – used to, 2 – would
c 4 – be (past and present) + always
+ -ing form
4 1 would get / used to get / got
2 was always running around
/ would always run around /
always ran around
3 would play / used to play / played
4 exercise
5 play
6 didn’t use to worry / didn’t worry
7 choose
8 never eat
9 used to believe / believed
10 work out
5 1
2
3
4
used to believe
does
would lose / used to lose his temper
are always shouting
6 Possible answers:
1 used to run / would run
2 is always criticising
3 go to the gym every day
4 used to / would go to hockey
practice
7 Students’ own answers
READING AND VOCABULARY
1 Students’ own answers
2 A1 B4 C2
3 1A
2 A, B, C
3 B, C
4C
5C
6 A, B
4 1
2
3
4
5
to have a bright future ahead of him
he’d decided to quit taking drugs
to pay bribes
were taken away from her
being aware of the presence of /
knowing that there was
6 speculations
5 Possible answers:
1 had been taking (performanceenhancing) drugs
2 blackmailing her (for money)
3 ride faster / win races
4 was found guilty / was suspended
from further races (and fined)
5 to improve his muscle strength and
self-esteem
6 to (terrible) mood swings
6 1 They take performance-enhancing
drugs or resort to mechanical
doping.
2-4 Students’ own answers
7 1 d, zacząć brać środki dopingowe /
poprawiające wydolność organizmu
2 f, przestać brać doping
3 h, poprawić swoje wyniki sportowe
4 a, przyznać się do łapówkarstwa
5 g, mieć dożywotni zakaz / zostać
dożywotnio zdyskwalifikowanym
6 b, zostać pozbawionym wszystkich
medali
7 c, przeprowadzić kontrolę czegoś
8 e, zostać czasowo zawieszonym
w zawodach
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158
8 1 admitted to bribery
2 turn to performance-enhancing
drugs, boost their athletic
performance
3 be stripped of all the medals
4 suspended from further races;
banned for life
5 run checks on
6 quit taking drugs
9 promising – adjective; obiecujący,
dobrze się zapowiadający
strength – noun; siła
disclose – verb; ujawnić
sculpted – adjective; wyrzeźbiony
disbelief – noun; niedowierzanie
irregularities – noun;
nieprawidłowości
competitive – adjective; wyczynowy,
ambitny; competition – noun;
zawody, rywalizacja
mistakenly – adverb; błędnie, mylnie
discovery – noun; odkrycie
10 Student’s own answers
Critical Thinking
Student’s own answers
SPEAKING
1 The pictures show (1) a tug-of-war,
(2) a chess tournament and (3)
skateboarding.
+ Students’ own answers
2 Students agree to get more students
involved in organising the event
so that teachers have less to do.
They also agree they need better
promotion of the sports day. They
both think that gift cards would make
better prizes than medals.
Students disagree about the focus
of the sports day (displaying
students’ special skills or promoting
competitive contact sports) as well as
not giving prizes.
3 1 She suggests keeping most
of the traditional activities and
adding some new ones because
it will give students with other
athletic abilities a chance to
participate.
2 skateboarding, hip-hop dancing,
chess
3 He suggests gift cards because
he wants the students to get
something useful.
4 put an article on the school
website, send flyers home with
students
4 1
2
3
4
5
here
about
decide
sure
excellent
6
7
8
9
10
5-7 Students’ own answers
agreement
along
with
great
should
8 1
2
3
4
think
imagine
be
think
5 have
6 prefer
7 mind
9 Students’ own answers
ENGLISH IN USE
1 1 devoted
2 indifferent
3 fitness
4 protesting
5 unhealthy
6 enables
2 1 It’s the first time my sister has
taken part in a sports competition.
2 It was the second time we had
been skiing in the Alps. / We
had been skiing in the Alps once
before.
3 It’s the first time I’ve been to
the gym.
4 It was the third time Jack had
fouled in the match. / Jack had
fouled twice before in the match.
3 1
2
3
4
5
6
had been practising for months
Did you use to play
is always borrowing
had got into swimming
had dropped out
has been in the lead
4 1
2
3
4
has caught on
on a winning streak
had been playing for
would / used to spend our
weekends
5 fell behind the other runners
5 1 It’s the first time Helen’s won
2 the second time we had beaten
3 The cyclist was stripped of the/his/
her medals
4 Katie can’t have forgotten, must be
5 are always arriving late
6 had been saving since Christmas,
bought it
7 while she was getting onto the bus
Critical thinking
Students’ own answers
WRITING
1 Students’ own answers
2 Task elements: podaj przykład
sportowca, na którego życie sport
wyczynowy wywarł negatywny
wpływ; doradź czytelnikom, w jaki
sposób sport wyczynowy można
uprawiać bezpiecznie.
1 The author describes his/her
brother who collapsed in the gym
after exercising too much.
2 Before you take up a competitive
sport you should undergo medical
tests. It is recommended that
you train under professional
supervision and consult a dietitian
to advise you on a healthy diet.
Also, you ought to take frequent
breaks to let your body rest.
3 1 Have you ever thought …
the danger they pose to
one’s health?
2 My brother Julian had never
been … he was suffering from
a heart condition.
3 What happened to Julian … take
frequent breaks to let your body rest.
4 All in all, … before it is too late.
4 1 a 2b 3d 4c 5e
Titles a and b are suitable. The others
do not correspond to the content
of the article:
c Julian did not take part
in the Ironman competition.
d the conclusion drawn from
the article is opposite to this
statement – you have to be careful
while training and not push your
body to the limit.
e the conclusion drawn from
the article is that people should
train but in a responsible way – not
give up training at all.
5 Students’ own answers
6 1 had decided, craved, was suffering,
would go
2 you should undergo medical tests;
it is recommended that you train
under professional supervision; you
ought to take frequent breaks …
3 a pose a danger to someone
b crave
c demanding
d train under professional
supervision
e overdo
f do more harm than good
In the exam, the range of lexical and
grammatical structures in the written
work is assessed.
7 Set the scene: My brother Julian had
never been into sports until the day
he announced that he had decided
to enter an Ironman competition. He
explained that he craved challenge.
Describe the main events: Initially,
he seemed sensible about it, but
in no time, he did nothing but train.
The moment he finished in the pool,
he would go for a run and a bike ride.
By the time anyone realised it, he had
become obsessed.
Comment on what happened
at the end of the story: Eventually,
his body could not cope with this
demanding regime, and one day he
collapsed in the gym. It turned out
that he was suffering from a heart
condition.
8 1 initially
2 in no time
3 the moment
4 eventually
5 by the time
9 1 first and foremost
2 moreover
3 all in all
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159
10 Possible answers:
Sport may have a positive influence
on one’s mind and body. First of all,
it helps you keep fit and lose weight.
Additionally, sports activities are said
to build your character and teach you
to overcome obstacles. Moreover,
people who play team sports have
the chance to make new friends.
All in all, doing sport can certainly
benefit the individual in more ways
than one.
11 1
2
3
4
5
6
7
had been feeling
Initially
it was not long before
had to do
would spend
the moment
What is more
12 Possible answers:
My sister had been feeling low for
some time and no one had any idea
how to help her. I knew she craved
a change in her life, so I suggested
she should take up a sport. Initially,
she regarded the idea as ‘suitable
only for people with extraordinary/
incredible motivation’. However, after
a few days, she announced that she
would try. She signed up for a karate
course, and it was not long before
she became fascinated by this sport.
She did not mind all the demanding
training she had to do. She would
spend a few hours in the karate club
every day, and she never complained.
Actually, the moment she started
practising karate, she grew more
self-confident and became a more
optimistic person. Her case proved
that sport can have an incredible/
extraordinary effect on a person.
What is more, it can help people
make a difference to their lives. All
you need to do is to want a change!
Then, even hard exercise is not
a problem.
13-14 Students’ own answers
REVIEW 2
1 1 to, –
2 in, to
3 in, in
2 1
2
3
4
5
4 of, for
5 on, –
6 from, to
has recently caught on
gave up
had dropped out of
had been warming up
was falling behind
3 What’s the story of your sporting
career? Mine is quite unusual. I was
born in a small village in Austria. I had
used to dream of leaving it for most
of my childhood. I have had been into
sports since I could remember, so
when I turned 11, I decided to focus
on that and train hard to become
a football player. My parents agreed
to send me to football practice
10 1 energy
once a week, but most of the time,
2 unwilling to go to
I just should have played would
the playground
just play / just played / was just
3 the US / the United States
playing in a field outside my house
4 was chasing
hoping against hope that someone
5 got/were used to
would spot my talent. Surprisingly,
6 are likely
my dreams come came true one
7 how much time they spend
day! During one of the football
exercising / how much they
practices, the coach of the local
exercise / how physically active
team approached me and invited me
they are
to a professional training session!
I must have done really well because 11-12 Students’ own questions
they asked me to come again. After
that, I was coming would come /
TEST PRACTICE 1-2
came every day, and I did my best
1 1 C 2C 3B
to impress my coach. Things just got
better from then on. Now, I’m playing 2 1 E 2 B 3 C 4 D
for a top team in the English Premier
4 natural
3 1 activities
League.
5 invitation
2 extremely
4 1 had never taken part
3 believed
2 was
4 1 match
3 party
3 had set up
2 reception
4 row
4 had been swimming
5-7 Students’ own answers
5 had never prepared
6 had been training
UNIT 3
7 had still never seen
8 failed
VOCABULARY
9 felt
1 Students’ own answers
5 if
5 1 think
2 Clothing/Apparel: cardigan, belt,
6 should
2 go along
dressing gown, tights
7 in
3 Wouldn’t
Electronics: shredder, memory stick,
4 with
handheld games console, 3D pen,
6 1 In the beginning
wireless earbuds
2 by then
Groceries: steaks, flour, salad
3 as soon as
dressing, pasta
4 long before
Stationery: spiral notebook,
5 To begin with
paperclips, markers, file folders
6 Apart from
Sporting gear: helmet, knee pads,
7 All in all
skateboard
Possible answers:
Home goods / Décor: duvet cover,
place mats, blinds, cushions
a got into
Possible answers:
b demanding
Clothing/Apparel: tie, V-neck T-shirt
c discipline
Electronics: portable charger,
d an extraordinary
microphone
e incredible
Groceries: sourdough bread, bacon
f fantastic leisure activity
Stationery: stapler, bubble envelope
g don’t overdo it
Sporting gear: bike, swimming cap
7 Answers in the separate “Test each
Home goods / Décor: coasters,
other” file
carpet
8 1 took it up
3 Advantages of online shopping: wide
2 until their coach (had) arrived
selection of products, comparison3 didn’t / did not use to undergo
shopping, comfort of staying at home
4 dropped/pulled out of
Advantages of in-person shopping:
5 in the habit of jogging
trying out and handling items,
5 wasn’t / was not long before
shopping local, supporting small
businesses, browsing the shops,
9 1 had been / was in the lead
coming across products which
2 he’d be / he would be / he had
have been marked down, sharing
been / he was suspended from
the shopping experience with others
3 put on an event
4 are always showing off
5 second time they (had) suffered
6 be stripped of his/her/their
medal(s) / a/the medal
4 1
2
3
4
wide selection
try out
browsing
find
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160
5
6
7
8
comparison-shop
mark down, stock up on
shop local, support small businesses
hunting down
5 1 e 2a 3d 4b
+ Students’ own answers
6 Students’ own answers
7 1
2
3
4
5
6
7
are obviously going to be
is showing
will be able
arrives
will probably get
will be
am going to come
Critical thinking
Students’ own answers
8 Students’ own answers
GRAMMAR 1
1-2 Students’ own answers
1 Students’ own answers
2 1 Some clothes.
2 Her tour starts on Friday. It’s going
to be tiring but a lot of fun as well.
3 (She promises) To send him some
videos of their performances. They
have a film-maker travelling with
them.
3 a our tour starts; we depart; we
arrive; we give; we spend
b I think I’ll buy; I’ll order that for sure!
c I’m doing some in-person shopping
tomorrow; where are you stopping;
Are you performing
d Are you going to send me
e they promise that I’ll receive them;
I promise I’ll send you some
f are you sure you’ll get them; it’s
possible they won’t arrive
g it’s going to be really tiring; it’s
going to be a lot of fun
4 1
2
3
4
5
6
leaves (a)
will help (b)
is going to open (d)
are meeting (c)
is going to sell (g)
will pay (e)
5 1 a fixed schedule
b prediction based on guesswork
or past experience or knowledge
2 a plan/intention
b prediction based on past
experience or guesswork
3 a prediction based on present
evidence
b prediction based on guesswork
or past experience
4 a promise
b arrangement
LISTENING AND VOCABULARY
3 1 a shopping mall or shopping area
2 Mike is annoyed with
the advertisements he receives
and feels threatened/followed.
Amanda sees the advantages
of the situation, e.g. receiving
special offers.
4 Possible answers:
1 He is not interested in the adverts
he gets, and he doesn’t like
the feeling of being tracked.
2 They are another way of tracking
people and taking away their privacy.
3 The discounts and bonuses which
help customers save money while
shopping.
4 Becoming ‘friends’ with the shop or
shop assistants.
5 Shut down his mobile phone while
shopping.
5 1 h 2e 3b 4f 5g 6a 7c 8d
6 1 get bombarded with advertisements
2 scored a great deal / redeemed
online coupons
3 being tracked online
4 give up your privacy / share your
personal information
5 redeemed online coupons
6 receive mobile alerts
7 Students’ own answers
8 1 F 2O 3O 4F 5F 6O
9 Possible answers:
1 focuses / concentrates (its efforts)
2 spend the most / are
the biggest spenders / have most
of the spending power
3 there are advertisements
everywhere she goes / there’s so
much advertising around us/her
in public spaces / she is / we are
bombarded with advertisements
everywhere
4 85
5 take real notice / really notice
6 attract/draw people’s/customer’s/
customers’ attention / be effective
6 1 My flight is going to leave leaves
at seven in the morning, so I think
I am waking up will wake up at four.
2 I will go am going to go to
the opening of Casey’s shop
because I think she is will be
disappointed not to see me there.
3 I don’t believe that online shopping 10 Students’ own answers
ever replaces will ever replace inGRAMMAR 2
person shopping.
4 I am not exchanging am not going to 1 Students’ own answers
exchange this jacket for a larger one
2 1 Writers will be reading their work
because I hope I am losing will lose
and the shop will be giving away
enough weight to wear this size.
prizes.
2 (They face) Competition
from (big) online booksellers.
3 The shop has had a café and
has been selling many things
besides books for a long time.
3 1 The Bellweather will have been
open for 50 years at the end
of January.; By the end of the year,
four bookshops will have closed …;
… come December, we will have
had a café in the shop for 20 years
2 I will have been working
here for 20 years by
the day of the anniversary.; …
come December (…) we will have
been selling games, toys and other
novelties for almost as long.
3 What will you be doing …?; Oh,
we’ll be having all sorts of special
events.; Some writers will be
reading their work; … we’ll be
giving away a lot of prizes
4 1
5 1 will have been designing sportswear
2 will have been selling her clothes
online
3 will have had her own shop
4 will have lived / been living in her
own flat
5 will have had two shops
6 1 Sara will have been managing
the shop for five years by the end
of the month.
2 I’ll be touring the Louvre at this
time next week.
3 By 2029, the department store will
have been in business for 80 years.
4 They will be moving house at this
time next month.
5 By the end of the month, Patrick
will have sent 17 application
letters.
6 Mary will be waiting for you
at the reception.
7 Students’ own answers
READING AND VOCABULARY
1 1
2
3
4
5
6
pet groomer
carpenter
plumber
bookkeeper
mobile locksmith
upholsterer
2 proofreader: a person whose job is to
read and correct pieces of written or
printed work
errand runner: a person whose job
involves going somewhere to take
a message, to buy something, deliver
goods, etc.
estate agent: a person whose
job is to sell houses and land for
the owners
private tutor: a private teacher,
especially one who teaches an
individual student or a very small group
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interpreter: a person whose job is to
translate what somebody is saying
into another language
tailor: a person whose job is to make
men’s clothes, especially somebody
who makes suits, etc. for individual
customers
seamstress: a woman whose job is to
sew and make clothes
care provider: a person whose job it
is to take care of somebody, e.g. an
elderly person
life coach: a person who is employed
by somebody to give them advice
about how to achieve their life goals
website designer: a person who
designs websites
social media manager: a person
whose job it is to manage their
client’s social media presence
dry-cleaner’s: a shop where clothes,
curtains, etc. are cleaned without
using water / with chemicals other
than water
+ Students’ own answers
3 1 A fitness concierge is in charge
of someone’s exercise routine.
2 Drones deliver customers’ orders
in the shortest possible time.
3 Interactive corridors advise you
what clothes and accessories to
buy.
4 1 e 2c 3a 4f 5b
5 Possible answers:
1 new trends / a change / changes
2 differ
3 personalised services
4 to do everything
5 delivery time / speed of delivery
6 value for money
7 more popular/widespread
6 Students’ own answers
7 1 offer
2 provide
3 please
4 guarantee
5 an order
6 comprehensive
Expressions with a similar meaning:
deliver/provide a service, please/
appeal to customers, guarantee/
ensure satisfaction, comprehensive/
full service
4 zarabiać netto / mieć dochód netto
5 zamówić dostawę bezpośrednio do
domu
6 stać się niezbędnym
10-11 Student’s own answers
SPEAKING
1-2 Students’ own answers
3 1, 3, 4, 5, 7, 10
4 I would (definitely) choose/prefer …
To my mind, …
I would rather …
One more good reason for choosing
X is that …
There is also the fact that …
As we can see from the photo, X
seems …
I wouldn’t choose X for several
reasons.
5 Students’ own answers
6 The student thinks that cash money
will disappear in the future. She
mentions the following reasons:
– more and more people use cards
and mobiles because they are more
convenient
– it is possible to run out of cash
– cash is easy to lose
– cash can be counted incorrectly
while non-cash payments are
always accurate
– you can block a lost or stolen card
or phone
7 1
2
3
4
5
6
am convinced
several reasons
the first place
Another reason
further disadvantage
additional advantage
8 Students’ own answers
9 Possible answers:
1 I would definitely choose shopping
in a shopping mall for the following
reasons.
2 I would rather pay by card than
in cash.
3 One more good reason for
choosing the street market is that
there is a great variety of fruit and
vegetables available there.
4 For me, the best choice would be
to buy the clothes I need online.
8 1 I am going to place an order / I’ll
10 The student doesn’t mention
place an order
extra information to develop his
2 will appeal to customers
arguments. He also repeats the same
3 only offer good value for money
ideas in his answer.
4 could provide/deliver such services
+ Students’ own answers
5 guarantee 100% customer
11 Students’ own answers
satisfaction and offer a lot
of special deals
9 1 kompleksowa obsługa/usługa
2 cieszyć się popytem / mieć wzięcie
/ być pożądanym
3 kupować coś w internecie
WRITING
1 1 The author believes that
the change is for the better.
2 First element: goods at competitive
prices, special offers, rewards cards.
Second element: a wide
selection of products,
doing all the grocery
shopping under one roof,
different facilities like car parks,
cashpoints and bike stands,
paying by card.
3 (The aim of the final paragraph
is) To sum up the main point
of the essay and offer your point
of view. The author uses different
words – he/she rephrases the key
ideas from the essay.
2 1
2
3
4
As I see it, …
I firmly believe that …
From an economic standpoint, …
As regards …
3 Nouns/Verbs for upward trends: rise,
increase, go up
Nouns/Verbs for downward trends:
decline, decrease, go down, drop,
fall
Adjectives which describe the speed
of a change: slow, gradual, slight,
considerable, sharp, steady, rapid,
drastic, dramatic
4 Possible answers:
1 The number of small independent
shops will gradually fall.
2 There is a rapid rise in the number
of mobile services.
3 The number of ecological products
in the shops has considerably
increased / has been increasing
considerably.
4 There has been a dramatic drop
in the number of kiosks.
5 Possible answers:
1 I am confident that; is gradually
declining/decreasing
2 From a practical point of view
3 As for / As regards; will be a rapid
rise/increase
4 From a financial standpoint, I firmly
believe
6 Students’ own answers
ENGLISH IN USE 1
1 Students’ own answers
2 They have offered copper tokens,
green stamps, loyalty programmes
and loyalty apps.
3 1
2
3
4
5
pick up
look after
give away
catch on
come across
6
7
8
9
wear off
give out
throw out
date back to
4 Transitive (separable)
Verb + particle + noun: … shop
owners started giving out copper
tokens…; … we’ll pick up points …
Verb + noun + particle: Now, we can
throw our plastic loyalty cards out …
Verb + pronoun + particle:
Businesses give them away …
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Transitive (inseparable)
Verb + particle + noun: … they look
after their customers.; …their history
dates back to the late 18th century …
Verb + particle + pronoun: … we
come across them …
Intransitive
Verb + particle: The idea caught on …;
… the app novelty wears off …
5 1
2
3
4
looks after the interests of
(I) threw them out
our fascination wore off quickly
will be giving out leaflets
6 1 look into the problem (inseparable)
2 pay back the money / pay
the money back (separable)
3 takes after our father (inseparable)
4 go through the receipts
(inseparable)
5 are setting up their own businesses /
are setting their own businesses up
(separable)
6 turn down their job offer / turn
their job offer down (separable)
7 hunt down bargains / hunt
bargains down (separable)
8 come into a large fortune
(inseparable).
7 1 throw out / give away
2 came into
3 picking up
4 pay back
+ Students’ own answers
ENGLISH IN USE 2
1 1 I will be doing the shopping this
time tomorrow.
2 By the end of June, we will have
been selling our organic fruit for
three years.
3 I think this service will appeal to
our customers.
4 Big shopping malls stock up
on goods before Christmas
2 1
2
3
4
5
6
are about to close
is due to receive
is due to start
is to present
is to make
are about to reduce
3 1
2
3
4
5
6
7
will you be doing
will have owned
this service will appeal to
looking after
is due to arrive
does your train arrive
will have bought
4 1 b 2a 3c 4a
5 1
2
3
4
5
I will be shopping at
Which of these tops appeal(s) to
as soon as you find
will have been running
is being looked at/into
6 1 to
2 out
3 rather
4 moment
5 for
Critical thinking
Students’ own answers
REVIEW 3
1 1T
2 F – A tailor will make some clothes
for you. A carpenter will make
some furniture for you.
3T
4 F – You can get a helmet
in a sporting gear department. You
can get cushions in a home and
décor department.
5 F – A mobile locksmith will unlock
your door if you’ve lost your keys.
2 1
2
3
4
5
value, deliver
place, redeem
get bombarded, receive
wide selection, please
support, shop
3 1
2
3
4
5
6
down
down, mark them down
off
into, look into it
after
down, turn it down
4 1
2
3
4
5
6
leaves
will enjoy
will have finished
are going to open / are opening
will have been selling
are we meeting
5 1 is due to arrive in ten minutes
2 will be doing the shopping at five
o’clock
3 are seeing / are going to see, will go
4 are going to organise
5 is about to go out of business
6 will have been working
6 1 choose, reason, rather
2 mind, preference, choosing
7 1 can tell; newsagents across
the country has fallen / been falling
steadily
2 confident; be paying by card rather
than in cash in the future
3 an economic standpoint; offer
worse deals than online stores
4 regards/for; I think that it will
increase rapidly
8 Answers in the separate “Test each
other” file
9 1 gown
2 down
3 supposed
10 1
2
3
4
4 will
5 going/likely
6 at/into
’ll/will have been working as
won’t / will not match / go with
will have paid back
has been gradually decreasing /
going down
5 dates back to
6 is to / is supposed to / is
going to fix/repair
11 1 elderly people / senior citizens /
pensioners
2 protect the environment
3 water
4 recycled fabrics
5 charity shops / second-hand
stores/shops
6 two times more expensive
7 plan what you will eat / plan what
to eat / plan your meals
12 Possible answers:
1 7,500 litres
2 Chicken meat is not as harmful
(to the planet/environment) as
beef. / Beef is more harmful (to
the planet/environment) than
chicken.
3 The amount of meat people
consume has been declining/
decreasing / going down slightly.
4 Avoid ready-made meals (eat more
vegetables) and prepare grocery
lists.
13-14 Students’ own answers
UNIT 4
VOCABULARY
1-2 Students’ own answers
3 1 positive: it improves
communication between
people and promotes cultural
understanding, it gets us closer to
ending prejudice
2 negative: it contributes to
increasing international trade
at the expense of the inhabitants
of developing countries; big
companies destroy the natural
environment and encourage unfair
competition; multinational
companies offer poor working
conditions and also wages, which
widens the gap between the rich
and the poor
3 positive: new foreign investments
create vibrant workplaces;
economic growth resulting
from globalisation reduces
unemployment and improves
the quality of life
4 1 b (P)
2 i (P)
3 g (P)
5 1
2
3
4
5
4 f (N)
5 h (P)
6 c (N)
7 a (P)
8 d (P)
9 e (N)
reduce unemployment
end prejudice
destroy the natural environment
improved communication
create vibrant workplaces
6 Possible answers:
1 encourage better relations
2 does not (really/fully)
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3
4
5
6
negative effects/consequences
keep/fulfil their promises
get ahead
help people/others see/realise/
understand
7 Students’ own answers
GRAMMAR 1
1 Students’ own answers
2 Bill’s mum asked him to babysit
at the last minute. Bill suggested
meeting less often as everyone is
very busy with schoolwork.
anyone else. Jane advised him not
to / advised that he really shouldn’t
brag like that. She warned that it
makes/made him sound conceited.
8 Students’ own answers
LISTENING AND VOCABULARY
1 Possible answers:
1 drought/fires
2 tsunami/earthquake/typhoon/
cyclone
+ Students’ own answers
2 Students’ own answers
3-4
Reporting structure
verb + that + verb clause
verb + to + infinitive
verb (+ object) + preposition + -ing
verb + -ing
verb + object + to + infinitive
5 Possible answers:
1 ‘I will give a presentation
at the next meeting.’
2 ‘You really must apply for money to
go to the conference.’
3 ‘Tina, your speech was really
fascinating! Congratulations!’
4 ‘Shall I / Can I / Do you want me to
help you set up the conference?’
5 ‘I’m the son of a prince.’
6 1
2
3
4
5
accused us of not telling him
instructed my dad to rest
threatened to tell (my) mum
The teacher admitted that the film
apologised for giving Greg
7 1 Mike accused Kayla of showing
someone else his speech. She
denied showing it to anyone and
added that she would never do
a thing like that.
2 David congratulated Ina
on winning a scholarship to go to
the conference. Ina exclaimed that
it was wonderful and added she
wouldn’t have been able to attend
without it.
3 Shane asked Patty if she
was definitely going to take
part in the global conference
the following week. Patty assured
Shane that she really was and
suggested that he (should) go as well.
4 Milo boasted that he had got more
comments on his web page than
Reporting verbs
ex. 3: explain, promise, insist, warn,
agree, suggest, say, advise
ex. 4: admit, demand, mention, assure
sb, reply, state, regret, report, boast,
propose, urge
ex. 3: offer, claim, ask, promise, agree
ex. 4: demand, beg
ex. 3: accuse sb of, congratulate sb on,
insist on
ex. 4: admit to
ex. 3: deny, suggest, advise
ex. 4: admit, object to, mention, regret,
report, propose
ex. 3: ask, warn, remind, advise
ex. 4: invite, order, beg, convince, urge
3 a 2 b3 c1
4 1 a 2c 3b
5 Formal: please consider sending;
due to corruption; deeply disturbing;
has tragically prevented; I am here
to tell you; some aspects have
deteriorated; many things have
improved
Informal: really cool; really heavy;
sort of; really gross; you don’t have
a clue; I’m definitely in!
6 1
2
3
4
5
6
7
fade
fundraiser
Corruption
privileged
donate
facilities
move forward
7 Her area of expertise is global
political issues. She has just
published a new book.
8 Possible answers:
1 a single movement
2 (big/gigantic) international
businesses/companies / large
corporations
3 self-determination
4 follow their own
5 their own countries
6 understanding / building relations
Critical thinking
Students’ own answers
GRAMMAR 2
1 Students’ own answers
2 She is young and she was
diagnosed with Asperger’s syndrome.
3 1 Greta is now said to be one
of the most influential people
in the world.
2 It is believed that her Asperger’s
syndrome (Autism Spectrum
Disorder) has given her the ability
to speak honestly and not to be
put off by criticism.
3 It was assumed that she was
a person of little influence.
4 1 opinions and facts, source
2 formal
5 it
She doesn’t seem to mind it when
famous people make fun of her.
6 1 This organisation is said to connect
youth from many different countries.
It is said that this organisation
connects youth from many
different countries.
2 Gandhi is believed to have spread
the concept of civil disobedience
around the world.
It is believed that Gandhi spread
the concept of civil disobedience
around the world.
3 Globalisation was hoped to
eliminate poverty in developing
countries.
It was hoped that globalisation
would eliminate poverty
in developing countries.
4 Social media is claimed to have
become a huge influence on global
opinions.
It is claimed that social media has
become a huge influence on global
opinions.
7 1 It is said that important cultural sites
are at risk in unstable countries.
2 Young people today are believed
to have stronger political opinions
than previous generations.
3 It was assumed that world peace
would be a reality by the end
of the 20th century.
4 Scientists are thought to be our
best example of international
cooperation.
8 1 I don’t mind it when organisations
ask me for donations.
2 Do you find it sad that so many
languages are dying out around
the world?
3 I would appreciate it if you could
send me the conference schedule
very soon.
4 I love it when I am contacted
by people from other countries
on social media.
9 Students’ own answers
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READING AND VOCABULARY
1 1 c 2a 3c 4c
2 Students’ own answers
3 c
4 1 B 2B 3C 4A 5D
5 Possible answers:
1 Why did Jean-Paul Nerrière invent
Globish?
2 What advice does Jean-Paul
Nerrière give to speakers of English?
3 What does Jean-Paul Nerrière
think about learning synonyms?
4 Is Globish becoming popular
among teachers?
5 What circumstances/situations will
still require the use of standard
English?
6 Possible answers:
1 what knowing a language means /
what it means to know a language
2 show the main difference between
Globish and standard English
3 Jean-Paul Nerrière’s software
4 characterise Globish are
5 they will be able to simplify it
7 Student’s own answers
8 1 likely
2 far-reaching
3 emerging
4 increasing
5 major
6 inevitable
9 Possible answers:
1 The way non-native speakers use
English will have a major impact
on its grammar.
2 According to linguists, changes
in English are inevitable.
3 We should always think about
our actions and their likely
consequences.
4 Bilingual schools are an emerging
global trend.
5 Globalisation has far-reaching
implications for the development
of English.
10 1
2
3
4
reduce (reduction)
rely (reliance)
acquire (acquisition)
emphasise (emphasis)
11-12 Student’s own answers
SPEAKING
1-3 Students’ own answers
4 1 economy (operating globally
gives companies a competitive
edge; operating globally gives
firms access to customers and
workforce; global access to
products is good for customers;
strong interconnections may
sometimes cause economic
problems between countries);
social changes (societies become
more tolerant, there’s greater
possibility of cultural exchange,
it’s easier to get to know people
from other countries); education
(students and teachers are
more aware of what’s going
on in the world, it’s easier to
access courses and materials
in other parts of the world, there’s
a possibility of contacting and
exchanging ideas with teachers and
students around the world)
2 Furthermore, …, For example, …,
For instance, Therefore, …,Last but
not least …, This means that …
3 … and as such it (globalisation)
influences …, while I generally
view it as a positive development,
I would like to point out that it’s
also got its drawbacks … When
it comes to …, It goes without
saying that …, Therefore, it’s worth
mentioning that …, it is thanks to
… that …, Globalisation also means
that …, not to mention …,
4 I would like to begin my
presentation by saying that …,
In this presentation I wish to
discuss three areas …, Let me start
with …, I would like to point out
that …, When it comes to …, Last,
but not least, …, Other aspects that
deserve merit are …,
5 Phrases which do not fit
in the ‘organising your presentation
in clear stages and linking ideas’
category:
Would you agree that …
What makes me say so is …
I’m in favour of …
Phrases which do not fit
in the ‘expressing result and talking
about influence’ category:
to my way of thinking …
I would like to point out that …
It goes without saying that …
I doubt anyone could deny …
All the phrases which do not fit
within the two given categories can
be used to express one’s opinion.
6-9 Students’ own answers
ENGLISH IN USE
1 Students’ own answers
2 1 c 2b 3c 4a
3 SAY: the truth (tell the truth)
SPEAK: a secret (tell a secret)
TELL: a prayer (say a prayer)
4 1
2
3
4
5
would speak
Tell, said
telling, speak, tells
speaks
speaking, speak
5 1 accused the mayor of ignoring
2 congratulated me on passing
3 will have been running / will have
had/owned / will celebrate having/
running
4 is always boasting that
6 1 gap
2 in
3 acquired
4 loss
Critical thinking
Students’ own answers
WRITING
1 Students’ own answers
2 1 opiszesz ten projekt
2 korzyści niesie ze sobą udział
w nim / w takim programie
3 1 Other young people. The purpose
is to encourage them to participate
in a programme like that.
2-3 Students’ own answers
4 1
2
3
4
5
6
7
8
9
assure – formal
beneficial – formal
a must – informal
shoes – informal
participate – formal
pass – informal
give – informal
give – informal
acquire – formal
5 Possible answers:
1 students of a particular school (school
magazine, encouraging students)
2 inhabitants of a particular area
(local newspaper, people)
3 young people from EU member
states (international forum, young
people, EU funds)
4 teachers from EU member states
(encouraging teachers, Erasmus+)
6-7 Students’ own answers
4 highly
8 1 truly
5 genuinely
2 enormously
3 immensely
+ Students’ own answers
9-11 Students’ own answers
REVIEW 4
1 1
2
3
4
5
encourages, destroys
far-reaching
told
inevitable
speak, beneficial, increases
2 1
2
3
4
5
T
F, It means ‘get worse’.
F, It affects something very much.
T
T
3 1 Daniel accused that I cheated me
of cheating in the exam.
2 correct
3 The man denied to steal stealing
the money from the teacher.
4 correct
5 Frank offered me to help me with
the problem.
6 I asked what time did the conference
start the conference started.
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4 1 had been boasting that he had
broken
2 admitted (to) doing
3 wouldn’t do
4 begged to be
5 that the police explain
6 had urged them to bring
5 Possible answers:
1 I hate it when people don’t have
their own opinion on important
social issues.
2 I would appreciate it if you got
interested in the situation in your
own country.
3 My mum loves it when she has
time for herself.
4 Hannah’s left it to you to decide
who you want to vote for.
5 It was assumed that Kate was
a person of little influence
in the school council.
6 It is believed that voting
in a referendum is every citizen’s
duty.
6 1
2
3
4
5 proven
6 opponents
7 leave
firmly
opinion
partly
point
7 Possible answers:
1 I suggest you participate in this
exchange programme. F
2 Don’t pass up the chance to go to
London. I
3 Promoting cultural understanding
is a must for anyone who wants
nations to cooperate. I
4 I can assure you that this exchange
programme will be beneficial to
you. F
8 Answers in the separate “Test each
other” file
9 1 highly
2 bring
3 make
4 favour
10 1 C 2 D 3 B 4 C 5 A
11 1 B 2 D 3 C 4 B 5 A
12-13 Students’ own answers
TEST PRACTICE 3-4
1 1 C 2D 3E 4A
2 1 To find out why 2019 seemed
to have been a turning point
in climate awareness.
2 They want to continue to live
comfortable lifestyles. / They are
not willing to change their habits
to more environmentally-friendly
ones.
3 They have adopted the excesses
of richer countries.
4 It has made people pay more
attention to the consequences
of climate change.
5 The actions of Greta Thunberg
in Sweden.
6 Mainly through social media.
7 Because they can claim that their
futures are being put at risk by
inaction on climate issues.
8 He/She seems to strongly support
the movement.
3 1
2
3
4
5
comparisons
considerable
steadily
personalised
advertisements
4 1
2
3
4
5
6
accused me of not showing
will have been delivered
to look into
such a sharp increase
you are going to buy
decided to turn down
5-6 Students’ own answers
UNIT 5
VOCABULARY
1-2 Students’ own answers
3 ignorant – knowledgeable
cowardly – courageous
impatient – patient
stubborn – flexible
insensitive – caring
pessimistic – upbeat
insecure – confident
undependable – reliable
careless / sloppy – detail-oriented
indifferent – passionate
dependent – autonomous
unmotivated – self-motivated
apathetic – enthusiastic
4 1 autonomous, dependent
2 patience
3 flexible
4 passions
5 confidence
6 detail-oriented
7 carelessness
+ Students’ own answers
5 1 He seemed to be distracted and
impatient.
2 She’s not sure he’d fit in, and he didn’t
seem to like following instructions.
3 He thinks that she is not very
confident.
4 She is fairly autonomous but still
a team player.
5 She’s experienced, detail-oriented,
knowledgeable and friendly.
6 They are hoping they can choose
someone for the job.
6 Students’ own answers
GRAMMAR 1
1 Students’ own answers
2 They are both helpful, supportive and
encouraging.
3 1 a who b which c that
d where e whose
2 sentences 1 and 7; Who/
which/that can be left out
in defining relative clauses when
they are not followed by a verb.
3 a 1, 2, 3, 6, 7
b 4, 5, 8
4 non-defining
4 1 who/that (students), which
(working in law firms)
2 who (idols)
3 which/that (job), whose
(colleagues)
4 whom (friend)
5 – (job), which/that (job)
5 1 This is the primary school where
I met many friends.
2 James is the friend from high
school whose house I studied
at / at whose house I studied all
the time. / James, at whose house
I studied all the time, is a friend
from high school.
3 The case (which/that) we discussed
yesterday has now been solved.
4 Steve, who is now a teacher, used
to work in the bank. / Steve, who
used to work in a bank, is now
a teacher.
5 Ivy’s house, which was designed by
a great architect, is nearly finished.
/ Ivy’s house, which is nearly
finished, was designed by a great
architect.
6 This is our new teacher (who/that/
whom) I told you about last week.
6 I am a person who whose family has
always had very modest ambitions.
My parents, that who(m) I admire
very much, are satisfied with
the positions they have reached.
My father is a department manager,
what which suits him well as he is
detail-oriented and good with his
employees, whom who really respect
him. My mother, who is qualified
as a nurse, supervises other nurses
and cares for patients, which can be
difficult work. These jobs, which pay
fairly well, have allowed my parents
to have a stable life. It has also given
me the chance to pursue my own
ambition, which is to become a chef.
My parents give me a lot of support,
and that is something for whom
which I am very grateful.
7 Students’ own answers
LISTENING AND VOCABULARY
1-2 Students’ own answers
3 1
2
3
4
sports
fashion design
performing
home repair
4 1 D 2B 3E 4C
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5 Possible answers:
positive: stick to sth, make sth work,
make a go of sth
negative: give up hope, miss
out on sth, feel like (it’s) the end
of the world
both: be dead set on
6 1
2
3
4
5
dead set on
like the end of the world
stick to
missed out
make a go of it
7 1
2
3
4
(She’s) A student.
Resilience and happiness.
(She’s) Positive and encouraging.
You should care about your
physical health and ways
of perceiving things.
5 We shouldn’t listen to criticism
on social media.
8 1 d 2d 3a
Critical thinking
Students’ own answers
GRAMMAR 2
1 The purpose was to give out
the annual football awards. (Debrovic
thanked his mother) Because she
worked hard but found time to
encourage and support him.
2 1 The annual Football League
Awards, hosted by the mayor
yesterday evening, turned out to
be a memorable event.
2 Attendees, waiting in the queue
outside, were mostly concerned
with staying warm.
3 a the same
b -ing
c past participle
5 The film script, written by
the author of the novel, is brilliant.
6–
7 My best friend Julia, not having
any brothers or sisters, has a large
room of her own.
7 1
8 Students’ own answers
READING AND VOCABULARY
1-2 Students’ own answers
3 Possible answers:
1 (They are) Husband and wife.
The woman is in love with the man,
but he does not seem to return
the feelings.
2 The man does not seem to be friendly
or considerate, and the woman
appears patient and caring.
3 He said he was leaving her. She
was shocked but calm.
4 She hit him on/over the head with
a frozen lamb leg.
4 1 F 2D 3A 4C 5B
5 Possible answers:
1 with sewing
2 had something to tell her
3 acted as if nothing had happened /
didn’t believe them
4 nauseous / like vomiting
5 was about to leave / was getting
ready to leave / was standing by
the window
6 The woman offers the cooked lamb
to the police officers and thus makes
them eat the murder weapon.
+ Students’ own answers
7 Students’ own answers
8 a frown
b giggle
c hesitate
4 waiting – who were waiting
falling – which/that was falling
9
held up – who had been held up
opened – which was opened
sung – which/that was sung
chosen – who was chosen / who had
been chosen
working – who worked / who was
working
10
joined – who was joined
5 1
2
3
4
enjoying
teaching
being
organised
5 expecting
6 seeing
7 given
d beg
e whisper
f sit still
1 had begged
2 giggling
3 whispered
4 was sitting still
5 frowned
6 hesitated
+ Students’ own answers
tranquil, motionless, uneasily,
bewildered
11 tranquil – pleasant/neutral
motionless – neutral
uneasily – unpleasant
bewildered – unpleasant
6 1 There is a black car parked outside
with two police officers sitting in it. 12 Student’s own answers
2 The teacher asked the students
SPEAKING
waiting outside her classroom to
make less noise.
1 Students’ own answers
3 My brother, being an excellent
2 Possible answers:
cricket player, hopes to join
a a family of three; the parents
a professional team.
are in their forties, well-dressed;
4 The boy, left alone by his friends,
the girl is in her late teens, casually
soon began to cry.
dressed
b in the family’s house
c they are having a family
discussion about something;
it’s possible that the girl has
broken a rule and the parents are
trying to make her see reason and
change her mind
d the parents may leave the girl
on her own for a while and talk to
her again later
+ Students’ own answers
3 Students’ own answers
4 a, b, c, d, e, g, i
5 I’m going to talk about the time
(when) …
I remember that at first …
What happened next was …
In the end, I was (totally) relieved
when …
This made me realise that …
6-7 Students’ own answers
WRITING
1 Students’ own answers
2 The author covers the two elements
of the writing task:
Part 1: description
of the achievements of Emma
Watson (osiągnięcia wybranej osoby)
Part 2: explanation of why she may
be an inspiration to young people
(w jaki sposób może ona stanowić
inspirację dla młodzieży)
3 1
2
3
4
5
6
7
8
9
other
name
as
successfully
accomplishments
deeply
actively
devoted
Thanks
4 a
b
c
d
appears to be
numerous
deeply involved in
I hope that my proposal will meet
with your approval.
e pursue their dreams
5 What few people realise is that she
is deeply involved in the HeForShe
initiative for gender equality as a UN
ambassador.
The reason why I consider her
a suitable candidate is that, being
talented and self-motivated, she may
act as a role model for teenagers who
hope to develop their artistic talents.
6 1 What people appreciate is the fact
that she devotes a lot of time to
helping others.
2 It is the musician’s talent that
I admire the most.
3 What will certainly draw people
to the meeting is his incredible life
story.
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167
4 Who we need to invite is a wellknown person that would inspire
young people.
7-8 Students’ own answers
ENGLISH IN USE 1
1 Students’ own answers
2 1
2
3
4
5
on
of
for
of
on
6
7
8
9
10
of
in
with
of
in
11
12
13
14
15
to
to
to
on
on
16
17
18
19
on
with
to
in
3 on: insist, view, keen, decide, impact
of: approve, lack, fond, frightened
with: deal, popular
in: believe, increase, successful
to: due, open, threat, opposition
4 1
2
3
4
5
similar (TO)
famous (FOR)
laugh (AT/WITH)
engage (IN/WITH)
aware (OF)
5 1
2
3
4
in, to
on
with, in
of, with
5 There is no sense in giving you
any more advice unless you start
listening to me.
3 1
2
3
4
5
6
7
8
Facial
focusing
unconsciously
to interpret
are surrounded
willingness
scared
remembering
4 1
2
3
4
I congratulated Lucy on passing
makes Ken feel
for which I am grateful to him
looking after / caring for / taking
care of my grandmother
can’t/couldn’t have made that
mistake
would have finished my project
to discourage Jim from
participating
talking to
which was nice/kind of him
which may pose a threat to
5
6
7
5 with
6 of, for
7 to, at
6 1 a with b for
2 a in b from
3 a about b for
7 1 What makes people more open to
other cultures?
2 How does Poland compare to
other countries when it comes to
tolerance?
3 How do we fight prejudice and
discrimination in schools?
4 How do we improve (our)
understanding of people’s different
views?
5 What are your/the boundaries
of tolerance of/towards other
cultures?
+ Students’ own answers
ENGLISH IN USE 2
1 adjectives: low, upset, cross, anxious,
hurt, tense, eager
adjectives with suffixes: emotional,
thrilled, envious, amused, tearful,
energetic, guilty
+ Students’ own answers
2 1 It is worth finding someone with
whom you can talk openly about
your negative emotions like anger
or fear.
2 It’s no use convincing our
grandfather to be less pessimistic.
3 It’s no good simply hoping that
young people will always tell us how
they feel. We need to ask them.
4 There is no point / I see no point
in forcing people to talk about their
personal problems.
8
9
10
5 1 a Karen was feeling low, but I was
able to cheer her up.
b Karen was feeling low, but
I succeeded in cheering her up.
2 a I’m not fond of the company
of people who are insensitive and
stubborn.
b I tend not to hang out with
/ enjoy hanging out with
people who are insensitive and
stubborn.
3 a Patrick strikes me as quite
a likeable character.
b Patrick appears to be quite
a likeable character.
4 a What Jessica said was quite rude.
b Jessica said something which was
quite rude.
5 a What exactly are they frightened
of?
b What exactly are they scared of?
6 a Our form tutor said that she was
satisfied with our test results.
b Our form tutor said that she took
pride in our test results.
Critical thinking
Students’ own answers
REVIEW 5
2
3
4
5
6
4 1 of
2 with
3 with/to
4 for
5 1 nominated
2 working
3 being
4 getting
5 preparing
6 1 ’m going to talk about the time
(when)
2 started out as an ordinary day
3 ’ll never forget the time (when)
4 stays with me the most vividly
5 What happened next was
6 When I look back
7 1 Dear Ms Johnson,
2 am writing in reference /
in response
3 propose
4 believe
5 a suitable candidate
6 The reason why I consider her
7 appears
8 deeply involved
9 As for / As regards
10 in addition
11 will meet with your approval
12 Yours sincerely
8 1
2
3
4
appears, successfully
numerous, accomplishments, name
proposal, approval
praised, exemplified
9 Answers in the separate “Test each
other” file
10
1 Nouns: attentiveness, persistence,
diplomacy, likeability, creativity
Adjectives: knowledgeable, envious
(-), dependable / dependent (-),
passionate, courageous, autonomous,
cowardly (-)
11
4 an upbeat
2 1 insecure
5 sloppy
2 frowns
3 insensitive
3 1 Many people (who/whom/that) my
father worked with / with whom
my father worked became
his best friends, which was
great.
Leo, who/whom I am very
grateful to / to whom I am very
grateful, helped me a lot with my
English project. / I am very grateful
to Leo, who helped me a lot with
my English project.
I dream of a job which/that would
allow me to develop my interests,
which won’t be easy to find.
We met a young man whose father
works as a psychologist.
Rebecca, who is tired of living
in the city, wants to change her
lifestyle.
The woman (who/whom/that)
Peter was talking to / to whom
Peter was talking was his colleague
from work.
1
2
3
4
5
knowledgeable
have/has surveyed
living
likeability
imagination
1
2
3
4
5
6
to which he has
is no point
which is
whose exams have not been
to whom
the writer succeeded in
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168
12 1 B 2 A 3 E 4 D
GRAMMAR 1
13 Possible answers:
1 twice a day
2 moving
3 make/produce/design T-shirts
4 didn’t trust
5 felt
1 Students’ own answers
14-15 Students’ own answers
UNIT 6
VOCABULARY
1 Positive: happening, vibrant,
picturesque, quaint, bustling,
relaxing, peaceful, lively, charming,
unspoilt, fascinating, scenic
Negative: shabby, dull, overcrowded,
noisy, depressing, expensive, isolated,
polluted, touristy
+Students’ own answers
2 Possible answers:
Achara from Bangkok likes
living in the centre of things, but
complains about pollution and traffic
congestion.
Kenneth seems completely satisfied
with living in a small village. He
enjoys the slower pace of life,
the picturesque countryside and
escaping the rat race.
Aleksy from Sandomierz appears to
be completely satisfied with living
in a small town. He appreciates
the peace and quiet, the sense
of community and a connection with
nature. He mentions some historical
places in his town which could be
interesting to tourists.
3 1
2
3
4
5
6
7
8
9
escape the rat race
be at the centre of everything
peace and quiet
put up with traffic jams
enjoy the slower pace of life
sense of community
be surrounded by
be close to all the amenities
a connection with nature
4 1
2
3
4
5
shabby
overcrowded, community
rat race
polluted, vibrant
amenities
2 Comparative adjectives: harder, faster,
less confusing, crowdeder → more
crowded, fater → fatter, happier,
worse, politer → more polite, friendlier
Superlative adjectives: the most
affordable, the eldest, the most worst
→ the worst, the least expensive
Comparative adverbs: harder, faster,
more easily, more effectively, worse
Superlative adverbs: (the) most
conveniently, (the) most beautifully,
the most worst → (the) worst
3 Danielle is getting ready for the most
difficult exams of the term. She
prefers to stay at home because she
is too stressed to have a good time.
If she does go somewhere, Danielle
prefers to go to her grandparents’
beach house rather than Ken’s
country house as she is unlikely to be
interrupted there, so it will be easier
for her to concentrate. Moreover,
Ken’s place is much farther away
from where she lives than her
grandparents’ place, so it’s harder to
get to.
4 a comparatives with modifiers
(slightly, far, a lot, a bit, etc.)
It would be far more practical for me
than going to Ken’s …
There are a lot fewer distractions, …
… my grandparents are way less likely
than my friends to interrupt me.
Also, Ken’s place is about three times
farther away, …
b superlatives with modifiers (by far,
easily, probably, etc.)
I’ve got by far the most difficult
exams of the term coming up, …
… staying at home is probably
the best thing for me to do.
c (not) as / so … as with modifiers
… I wouldn’t be anywhere near as fun
as my usual self even if I did come!
d the … the comparisons
The more I think about it, the more
I’m beginning to realise that …
e comparative + comparative
… I’m getting more and more worried
about them.
Some of my classes are getting
harder and harder, …
5 Possible answers:
1 distance of her new house
2 getting used to
3 age of
4 view of the lake
5 too expensive
6 less noise
5 1
2
3
4
5
6
7
Critical thinking
Students’ own answers
6 Possible answers:
1 It is not nearly as easy to
find a place to park in my
neighbourhood as it used to be.
just, as
more
so, most
in, easily, of
larger, fewer
slightly, the widest
just, higher, far
2 Edinburgh is easily the most
interesting city I have ever
visited.
3 Flats are less and less
affordable in this area of town.
4 Rome is as romantic a city as Paris. /
Paris is as romantic a city as Rome.
5 The taller the buildings they build,
the darker the streets get.
6 This is by far the best flat I have
ever lived in.
7 Students’ own answers
LISTENING AND VOCABULARY
1-2 Students’ own answers
3 Possible answers:
1 He has been travelling and was too
busy to post comments.
2 Through a (four-kilometre singlelane) tunnel (which is only open
during the day).
3 They live in one (14-storey) building.
4 By helicopter or on foot (by walking
a challenging eight-mile trail).
5 the Grand Canyon and Havasu Falls
6 The post is still delivered by donkey.
7 You can reach the oasis by hired
car or bus.
8 The oasis is a green place
surrounded by the bare desert.
4 Possible answers:
1 satisfied with
2 who are tired of the
3 inhabited by
4 in the summer
5 have not been influenced
6 dry and arid / barren desert
5 1
2
3
4
5
6
7
8
out of place
out of this world
off the beaten track
beyond my ability
hustle and bustle
are up for
beyond belief
out of the way
6 Students’ own answers
7 1 The speaker describes
the movement of people in China
from the countryside to the city.
2 The speaker enjoys living in a small
town for a number of reasons. She
is unlikely to change her opinion.
While she admits there are fewer
job opportunities, she notices
it is possible to work remotely
nowadays.
3 She describes the idea of co-living,
which involves sharing a living
space. The inhabitants have private
apartments and share some
communal spaces with others.
8 1 b 2c 3b
9 Students’ own answers
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169
GRAMMAR 2
1 Students’ own answers
2 London: the people who are full
of energy, shopping in Camden,
the museums, the green spaces
Frankfurt: the ancient monuments,
wandering through older
neighbourhoods, the nightlife
+Students’ own answers
3 1
2
3
4
5
6
the
–
an
the
–
the
7
8
9
10
11
12
the
an
the
an
–
the
13
14
15
16
17
18
–
a
a
a
The
the
19
20
21
22
–
The
an
–
4 a
b
c
d
e
f
g
a/an, the
no article, the
a/an, no article
the
a/an
the
no article (plural/uncountable) or
the (singular)
Possible answers:
a … I am a student here …;
The nightlife is really lively, …
b for young people who …; I enjoyed
the museums, too.
c It is an exciting place …
d … and the people who live in the city …
e … London is an urban environment
which …
f … the most interesting city I’ve
visited …; … visiting Europe for
the first time …
g … which is full of beautiful green
spaces …
5 1
2
3
4
–
–
–
the
6 1
2
3
4
5
6
7
the/a
an
a
the
–
the
a
5
6
7
8
the
the
the
the
8
9
10
11
12
13
14
9
10
11
12
the
–
a
–
a
a
a
the
–
–
–
13 –
15
16
17
18
19
20
21
the/a
an
–
the
the
an
the
7 Students’ own answers
READING AND VOCABULARY
1-2 Students’ own answers
3 Possible answers:
Text A
The text may come from
a newspaper. It is an article. It may
be addressed to people interested
in reading about architecture, social
and cultural trends and urban
planning. The text is mainly about
an alarming trend of the so-called
urban loneliness and the ways
urban planners and local authorities
are trying to prevent it. It explains
that the growing trend of urban
loneliness might be linked to
the way cities and residential areas
are designed. The second part
of the article describes ways in which
residential areas can be redesigned
to encourage community spirit.
The text may appeal to people who
are concerned about social changes
and urban design.
Text B
The text may come from a blog.
It is addressed to young people.
The text is mainly about the author’s
trip to Łódź. It describes the unique
architecture of the city which
attracted the author’s attention.
The text may appeal to people who
enjoy travelling or are interested
in urban architecture.
4 1 d 2b 3c
5 Possible answers:
1 he has become really fond of /
enthusiastic about (the city of) Łódź
2 is how to make cities more
pleasant/comfortable to live in /
more friendly for its inhabitants
3 an area where people like to
4 The time in Łódź has inspired
6 Possible answers:
More formal structures and advanced
vocabulary:
There is growing evidence …, While
it is true that …, … opportunities
abound, strata of society, … a very
limited number of places, put measures
in place
Informal structures:
– Shortened (grammatically
incomplete) sentences: Hope you’re
enjoying your hols …; Incredible
stuff!; Any brainwaves, guys?
– Hyphens and exclamation points:
… – so much inspiration!; … and this
in only one day!
– Informal vocabulary: What are you
up to?; … I got an invite to my Polish
mate’s birthday do., I kind of expected …;
I am staying put for a bit, …; bloke
– Phrasal verbs: turn out; bump into.
7 Student’s own answers
8 1
2
3
4
5
6
7
8
9
10
ambience
run-down
revamp
city dwellers
community spirit
disused
conducive to sth
built-up area
flock
quarter
9 Student’s own answers
Critical thinking
Student’s own answers
SPEAKING
1-2 Students’ own answers
3 1 The speaker chooses the first
advert: it is fully furnished; sharing
common areas is an opportunity to
meet people in a city where you do
not know anyone; the price seems
affordable and utilities are included
in the price.
2 The speaker would not consider
choosing the studio flat because it
seems expensive, especially since
it is located in the pricey university
district. The flat is unfurnished
which is a problem in terms of time
and money.
3 Students’ own answers
4 1, 4 and 6
5 Students’ own answers
6 1 student dorm
Money: Living in a student dorm
is cheaper than living in a flat.
The speaker will only have money
from the grant plus what she can
earn while working part-time.
Convenience: An affordable
flat would not be located near
the campus (need to commute).
Social life: Living in a dorm makes
it easy to socialise – plenty
of people to meet in a dorm who
you could turn to for advice.
2 renting a flat
Social life: A flat is a good option
for people who are introverted and
prefer spending more time alone.
It is possible to study without
interruptions when you want to
and play the music you like.
Surroundings: You can design a flat
in the way you like and make it feel
cosy. Dorm rooms come furnished,
so it isn’t as easy to make one feel
like home.
Convenience: Sharing a kitchen or
toilets is inconvenient – you have
to wait in a queue and sometimes
clean up after other people.
7 1
2
3
5
6
8
thought
conclusion
number
choice
influence
definitely
9
10
11
12
13
main
of
problem
downside
point
8-9 Students’ own answers
ENGLISH IN USE
1 Students’ own answers
2 1
2
3
4
5
shall we
doesn’t she
has she
is there
won’t
6
7
8
9
10
aren’t I
didn’t they
No one
will you
didn’t they
3 1 (just) as beautiful as
2 put up
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170
3
4
5
6
6 Needless to say / It goes without
saying that
7 As for / With regard to
13 As regards the economic
aspect, the suburbs seem
less expensive than the city
centre. In contrast to houses
7-8 Students’ own answers
and flats in central locations,
4 1 d 2c 3a 4d 5d 6c
9 it – life outside a large town
properties on the outskirts of a city
their – people’s
cost significantly less. This means
5 1 close
3 far
that people can afford to buy a larger
such a way of life – life
2 peace
4 areas
and more comfortable apartment for
in the countryside
6 Students’ own answers
the price of a more centrally located
they – the jobs which are available
studio flat. What’s more, the cost
in the countryside
WRITING
of services and products in shops also
that – life
tends to be lower in suburban areas.
1 Students’ own answers
10 Possible answers:
For example, it is less expensive to
2 Possible answers:
1 Small towns are losing their young
have your hair cut or your car serviced.
1 the trend among city dwellers to
people, who are leaving in search
Similarly, eating out also tends to be
move to the countryside
of work or study opportunities. /
not so pricey. Taking everything into
2 the health aspects and career
Small towns are losing their young
consideration, people who live outside
opportunities
people as they are leaving in search
the city centre are likely to pay less for
3 Students’ own answers
of work or study opportunities. /
their living expenses.
Small towns are losing their young
3 The author believes that living
14 economic point of view: create
people. They are leaving in search
in the countryside is definitely
more job opportunities, build better
of work or study opportunities.
healthier but tends to limit career
infrastructure in the area, attract
2 City dwellers often get caught up
prospects.
more investors
in the so-called rat race. It may
Arguments relating to health:
ecological point of view: put
affect their mental and physical
it’s more peaceful to live
wild animals at risk, lead to
well-being. / City dwellers often
in the countryside – less traffic
the destruction of the ecosystem,
get caught up in the so-called rat
congestion; no industry; less noise;
increase traffic congestion, cause
race, which may affect their mental
less stress thanks to contact with
more pollution and noise, leave/
and physical well-being.
nature
produce more waste
3 Life in a small town has a few
Arguments relating to career
+ Students’ own answers
benefits such as a slower pace of life,
opportunities: not many employment
a sense of community and lower
opportunities as most businesses
property prices. / Life in a small town REVIEW 6
are located in cities; jobs available
has the following benefits: a slower
1 1 amenities
in the country are often seasonal
pace
of
life,
a
sense
of
community
2 centre
and not very well-paid – they do not
and lower property prices.
meet young people’s aspirations
3 escaping, quiet
11 Possible answers:
+Students’ own answers
4 run-down, disused
1
In
Poland,
the
cost
of
renting
5 isolated, touristy
4 The author mentions that life
a
room
in
a
university/student
in the countryside may be exciting
4 polluted
2 1 picturesque
dorm is usually low. This
as people can spend their free time
5 overcrowded
2
communal
means that a large number
outside.
3
ambience
of students apply for this type
No, the conclusion doesn’t sum up
of accommodation.
3 1 The weather at the seaside is
the essay. It mentions some new
getting better and better.
2
Villages should / need to promote
points, which are not closely related
their
local
attractions
as
it
will
help
2
London is by far the most exciting
to the two aspects mentioned
them
to
draw
in
more
tourists.
city to live in.
in the writing task. It also only
3 How do teenagers living
3 Kielce is not nearly as big as
focuses on the positive side of living
in the country(side) spend their
Wrocław.
in the countryside. The conclusion
free time? Some play sports
of the opinion essay should sum up
4 The more you study, the better
outdoors while others help their
the key points of the essay, rather
your school results will be /
parents with the work on the farm.
than discuss new ideas.
the better the school results you
4 Although our village is one
will have.
5 Comparing and contrasting
of the most carefully preserved
5
In Warsaw, Varso Tower is
While I agree with those who say that …
in the area, for some reason it has
the tallest building of all.
In contrast (to) …
the smallest number of visitors
6 Is this the least expensive flat you
In comparison with …
of all the villages in the county.
sell?
Likewise, …
12 Possible answers:
7 Mark isn’t a better driver than
Stating the obvious
Lucy. / Mark isn’t better at driving
in the city centre – in central
Needless to say, …
than Lucy.
locations
Referring to different aspects
8 This hotel is the most conveniently
houses and flats in the suburbs –
As regards …
located one in town.
properties on the outskirts of a city
With regard to …
flat – apartment
7 the
4–
4 1 the
in the suburbs – in suburban areas/
6 1 Whereas/While
8–
5–
2–
neighbourhoods
2 Likewise/Similarly,
9 the
6–
3 the
It costs less – It is less expensive
3 comparable/similar
4 The
5 1 a, The, the
is usually less expensive too – also
4 In contrast to / In comparison with
5 an, –
2 a, a, the
tends to be not so pricey
5 entirely, from/to
6 The
3 –, a, –
in the suburbs – outside the city centre
is surrounded
harder you study
Let’s go
not buying / not having bought
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6 1 The advert states; make it clear
2 have given this question a lot of /
quite a bit of thought; come to
the conclusion
3 a number of reasons; is/will/would
(definitely) be an issue
4 Considering; would definitely
choose
7 1
2
3
4
compared (in comparison with)
same (similarly/likewise)
needless (clearly/naturally)
account/consideration (with regard
to / as regards health)
8 Answers in the separate “Test each
other” file
9 1
2
3
4
5
quarter
grow
up
point
community
10 1 C 2 D 3 A 4 B 5 D
11 1 a new warehouse / a warehouse
2 have a good/high opinion / think
highly / approve
3 long/late working hours /
the working hours
4 a salary increase / a higher salary /
a pay rise
5 always warm / never cold/chilly
12-13 Students’ own answers
TEST PRACTICE 5-6
1 1 D 2B 3D 4B
2 1 C 2B 3A 4C
3 1 which
2 the
3 much/far
4 more
5 most
6 However
4 1
2
3
4
5
6
7
8
far more suitable than that of
set on gaining
strikes me as being
being a person who prepares
whom my father (has) collaborated on
as much as renting a flat
which is in the Netherlands
to the cause of environmental
justice
5 1
2
3
4
5
6
7
suitable
discouraged
enthusiastic
confidence
knowledgeable
independently
supportive
6-7 Students’ own answers
UNIT 7
VOCABULARY
1 Possible answers:
1 high school / secondary school
2 pre-school / kindergarten
3 college/university
4 primary school
+ Students’ own answers
2 Ages 0–5: preschool, crèche,
kindergarten
Ages 6–13: primary school,
elementary school
Ages 14–18: secondary school, high
school, sixth form college, (the) SAT,
A level exams
Ages 19 and over: major in a subject,
degree, take out a student loan,
community college, pay tuition,
vocational school, win a scholarship/
grant, pursue a doctorate / a PhD
/ an advanced degree, receive
a bachelor’s degree / master’s degree
American system of education:
preschool, kindergarten, high school,
(the) SAT, community college,
elementary school
British system of education: crèche,
primary school, secondary school,
sixth form college, community
college, A level exams
3 Students’ own answers
4 1
2
3
4
5
6
7
8
9
make a commitment
major in a subject
crèche/kindergarten/preschool
earn a living
do on-the-job training, get an
apprenticeship
follow in somebody’s footsteps
explore one’s options
pursue an advanced degree / a PhD
pay tuition
5 1 K 2K 3M 4M 5K 6M
6 Students’ own answers
GRAMMAR 1
1 Possible answers:
Sarah is worried that they have fallen
behind with the project because
of an added video element.
James suggests explaining
the situation and asking the teacher
for an extension.
2 1 finish
2 will be
3 had known
4 would have offered
5 wasn’t
6 would have finished
7 hadn’t suggested
8 wouldn’t have fallen
9 had been
10 would your life have turned out
11 had suggested
12 wouldn’t be
13 had
14 would tell
15 finish
16 won’t be
17 explain
18 will probably give
3 1 a Well, if we finish it on time,
it will be a miracle!; Well,
if you finish a little late, it
won’t be a big deal.; And if
you explain to the teacher what’s
going on, she will probably give
you an extension.
b If I had more confidence, I would
tell him that we simply couldn’t
do this and finish on time.
c If I had known you were having
problems, I would have offered
to help.; If he hadn’t suggested
that, we wouldn’t have fallen so
far behind!; If your schooling had
been different, would your life
have turned out better?
2 a zero conditional, first conditional
b second and third conditional,
mixed conditionals
4
Mixed
conditionals
1 If + past
A present
simple,
situation
would
which has
+ have
a past result
+ past
participle
3 If + past
A past
perfect,
situation
would +
which has
verb
a present
result
Example
sentence
2 If he wasn’t
so ambitious,
we would
have finished
by now.
4 If he had
suggested
it sooner,
we wouldn’t
be in this
situation
now.
5 1 If Mary continues swotting / keeps
studying hard; she will pass (1st
conditional)
2 If I won this swimming competition,
I would be (2nd conditional)
3 will be furious if she sees (1st
conditional)
4 would have gone; if he hadn’t had
(3rd conditional)
5 If you want to pause the film, press
(0 conditional)
6 would have won if the striker
hadn’t sprained his ankle (3rd
conditional)
6 1 If Lily hadn’t spent all her money
on clothes, she would be able to go
on the school trip.
2 If Carl didn’t have so much revision
to do, he would have gone to
the party.
3 If Maria didn’t want to be an opera
singer, she wouldn’t have attended
so many of the opera company’s
performances.
4 If Julian’s family wasn’t/weren’t
going to travel to the States next
week, he would have signed up for
summer classes.
5 If Deb had accepted the place
at Leeds University, she would be
moving to the UK.
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4 people did not understand
5 received an education
8 1 You can go to the party on condition
6 what the consequences of
that you finish your homework first.
7 classes/lessons (they want)
2 They didn’t go to the project
meeting; otherwise, they would
10 Students’ own answers
know about the changes.
3 They would have arrived on time
GRAMMAR 2
/ They wouldn’t have arrived late
1 Students’ own answers
provided that they had been given
the directions to the meeting place. 2 1 T 2 F 3 T 4 F 5 F 6 T
4 You’d better get to work, or your
3 a I wish I could practise more,
term paper will be late.
though.; If only I weren’t so
5 Unless you had read the book,
obsessed with football, …
you wouldn’t have so much to say
b If only I’d started at five or six …
about it now.
c I wish the coach wouldn’t ask me
to help train the younger players.
9 Students’ own answers
7 2
LISTENING AND VOCABULARY
1 Students’ own answers
2 1
2
3
4
nurse, doctor
two (speakers 1 and 2)
one (speaker 2)
speakers 2 and 3
3 a 3 b1 c2 d1 e3
4 Possible answers:
1 to become a registered nurse
2 save money / avoid (a huge) debt
3 accepted into a medical
programme / medical school
in Korea
4 a different / less ambitious career /
changing her career path
5 electronics engineering (in Warsaw)
6 really interests him
5 1
2
3
4
5
6
7
8
fall behind with
get into
give up on
stand out from
sail through
keep up with
live up to
cut back on
6 1
2
3
4
5
6
7
stands out from
give up on
fall behind with
keep up with
live up to
get into
cut back on
4 1 focused
2 were
3 became
4 pursued
5 came
5 1 hadn’t bought
2 wouldn’t give
3 could study
4 you were
5 had been born
6 1
2
3
4
5
6
started
helped
had begun
had entered
could see, holds/held
pursued
READING AND VOCABULARY
1-2 Students’ own answers
8 Possible answers:
1 (It was founded) In 1921.
2 (People thought) That children
were left to run wild and received
no formal education there.
3 Artistic and idealistic parents (sent
their children there at first).
4 She’s grateful and full of admiration
for the approach.
9 Possible answers:
1 moved several
2 to choose what to study
3 curiosity/interests
5 Possible answers:
1 He defines them as a blend
of several key competencies which
may help people become more
employable.
2 It means that you are able to use
digital tools for various purposes,
for example to collect, examine,
classify and share information.
3 It is important as it helps people to
become successful.
4 They all find 21st-century skills
significant.
6 Students’ own answers
7 1 master (learn very well), acquire,
demonstrate (show), improve
2 essential (important and basic),
crucial (important), fundamental
(basic and important), learnable
3 evaluate (form an opinion about),
collect (get), share
8 Possible answers:
1 master/improve
2 crucial
3 collect
4 learnable
5 demonstrate
6 acquiring
7 1 He is so quick as though he
9 explanation, combination,
understands new ideas immediately.
recruitment, investment, solution,
2 Suppose you got into Harvard or
mixture/mix, understanding,
Yale. It would be so exciting!
knowledge, determination,
3 If only I hadn’t given her the wrong
engagement, creation/creativity,
homework assignment!
success
4 I would rather you spent more time
+ Students’ own answers
studying.
10 Student’s own answers
5 It’s about time you took your piano
Critical thinking
playing seriously.
Students’ own answers
6 Imagine you won a lot of money.
Would you spend it on your
education?
SPEAKING
8 Students’ own answers
7 Students’ own answers
4 1 B 2– 3A 4C 5–
3 A The author mentions critical
thinking; It is important when
looking for a job. It helps you make
better decisions, solve problems
and evaluate information.
B The author mentions digital literacy
and civic literacy. Digital literacy
allows you to use technology
more skillfully and creatively.
Civic literacy helps you engage
with the community you live
in and influence what is happening
around you. She also thinks more
traditional skills such as reading,
writing and arithmetic are important
in the modern world, too.
C The author mainly stresses
the importance of grit/persistence.
It helps people achieve their goals
and prevents them from giving up.
1 Students’ own answers
2 Possible answers:
1 You can observe various plant
and animal species in their natural
environment.
2 One can find out about some
natural phenomena such as
precipitation, erosion, weather
changes and the ways in which
species adapt to their environment.
3 The sights, the sounds, the smells,
the texture of wood, rocks and soil
are stimulating for the senses and
as such improve and accelerate
development.
4 Being close to nature may also
offer some challenges, e.g. during
hiking trips or kayaking, and
through such challenges one is
able to know oneself better.
3 Student 1 makes the following key
points: being close to nature is
important; children learn through
experiencing things so being close
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4
5
6
7
10 it may not be the best option if you
to nature offers them a chance to
have little time before a test or an
learn many things such as respecting
exam
nature, being environmentally
friendly, watching natural processes.
11 the students seem to be sitting too
close to each other, which may not
Student 2 makes the following key
be very conducive to learning
points: being close to nature has
benefits to everyone, including
12 I think that this way of studying
children. These benefits include:
may be very efficient provided
improving one’s mental and physical
that you’ve got the time for it and
well-being, observing the natural
it’s right for your personality and
processes happen. The student
learning style
suggests that learning about nature
8 Students’ own answers
makes one respectful towards it.
4 other
9 1 are
The second answer is better because
5 common
2
to
it uses more advanced vocabulary,
6 At
3 between
more complicated sentencestructures. It’s also got a well10 Phrases from the Phrase Bank
organised structure.
1 While the first one shows a mother
a it goes without saying
and her two children on the jetty,
the other one depicts …
b a number of
2 The family are looking at a swan
c benefits
whereas the students seem to be
d gains
studying …
e be out in the open, be outdoors
3
The pictures are also very dissimilar
f acquire the knowledge
when it comes to their setting.
g observe
Phrases not in the Phrase Bank
h natural environment / natural world
1 However, there appears to be
Students’ own answers
some similarity …
Possible answers:
2 These photos differ greatly
in terms of …
1 If the students have the time to
discuss the things they’re learning 11-12 Students’ own answers
or revising, it may make it easier for
them to acquire the knowledge.
WRITING
2 If the students are only trying to
1 Students’ own answers
learn the things thoughtlessly, by
heart, it may turn out that they
2 1 inappropriate answer; The author
forget this knowledge after a short
expresses his/her opinion
while.
on the topic. There is no thesis
statement and no mention
3 There is some knowledge
of advantages and disadvantages
which you cannot learn without
of standardised testing.
memorising it, so assuming
the students are studying,
2 appropriate answer; There’s
for example, some medical
a reference to the use
terminology, it may prove very
of standardised testing in schools.
profitable for them if they become
The author mentions some
doctors.
potential positive and negative
aspects of testing.
Possible answers:
1 the greater efficiency of revising
in a team rather than alone
2 if you revise together with friends,
you get instant feedback and
encouragement
3 you may compare your notes
4 to patch up any possible holes
in your knowledge and get a fuller
picture of the topic
5 competitiveness or the need for
inspiration
6 when you lose focus in your
revision and need an additional
challenge/stimulation to get back
on track
7 prefer peace and quiet to help
them focus
8 the constant chatter and closeness
of friends / other people may
simply prove overwhelming
9 be more time-consuming
Person noun
1 critic
2X
3 educator
4X
5 sociologist
6X
7 scientist
8 user
9 achiever
10 X
Abstract noun
criticism
ability
education
clarity, clarification
society, sociology
knowledge
science
usage, use
achievement
breadth
Verb
criticise
enable
educate
clarify
socialise
know
X
use
achieve
broaden
3 inappropriate answer; The student
mentions the use of standardised
exams, but does not mention their
advantages and disadvantages.
A question used in the introduction
cannot be a thesis statement.
3 Possible answer:
There Zare a number
of benefits of standardised
testing.
4 Students’ own answers
5 Possible answer:
To conclude, there are both
advantages and disadvantages
of formal testing. While formal exams
are extremely stressful and often do
not test practical skills, they seem
to be an objective way of testing
students’ knowledge. In my view,
exams are useful because they help
students evaluate what they know.
6 Students’ own answers
7 1 I took a gap year so as to complete
a graphic design course.
2 Angela decided to take a year off
so that she could travel round
Europe.
3 Some graduates take a gap year
in order to earn some money to
support themselves.
4 Gap years are for taking a break
from studying.
5 I was under so much stress during
the school year that I sometimes
couldn’t sleep at night.
6 Taking all the exams was such an
effort for me that I need a break
now.
8 Students’ own answers
ENGLISH IN USE 1
1-2 Students’ own answers
3 fame/famous/infamous
broadly/broaden
society/sociology/sociological
education/educators
clearly/clarify
imagine/imaginary
performance/performer
science/scientific
4
Adjective
critical
able
educational, educated
clear
social, sociological
knowledgeable
scientific
useful, usable
achievable
broad
5 1
2
3
4
5
Adverb
critically
ably
educationally
clearly
socially, sociologically
knowledgeably
scientifically
usefully
X
broadly
knowledge, knowledgeable
socialising, sociable
useful, users
Educators, educational
achievement, achievable
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6 Possible answers in brackets
1 de- (defrost)
2 non- (non-returnable)
3 un- (undress)
4 im- (impatient)
5 under/over – (undercooked/
overcooked)
6 ir- (irrational)
7 mis- (misplace)
8 over- (oversleep)
9 il- (illegible)
10 re- (rewrite)
11 dis- (dissatisfied)
12 inter- (interdisciplinary)
7 1
2
3
4
5
immature, disapproved
irregular, retake
misunderstood
overworked, underpaid
discourage
8 Possible answers:
satisfy: satisfaction, dissatisfaction,
satisfied, dissatisfied, satisfying,
unsatisfying
apply: application, applicant, applied,
applicable, inapplicable
agree: disagree, agreement,
disagreement, agreeable,
disagreeable, agreeably, agreed
success: succeed, successful,
unsuccessful, successfully,
unsuccessfully
doubt: doubtful, undoubtedly,
doubtless, doubtfully, undoubted
inform: information, misinformation,
informative, uninformative,
informant, informer, misinformed
ENGLISH IN USE 2
1 Students’ own answers
2 1 educators
2 considerably
3 implications
3 1
2
3
4
5
6
4 enjoyment
5 interact
6 demotivate
learned (how) to deal with
hadn’t fallen behind
as if he knew
had got a university degree
provided (that) he succeeds in
earned / were earning a living
4 1 If it hadn’t been for / But for Ann’s
poor final school results, she would
have got into her dream school.
2 If it wasn’t for / But for the varied
teaching methods our teachers use,
we wouldn’t find it easy to learn.
3 If it hadn’t been for / But for
Nathaniel’s illness, he would have
prepared better for his class test.
4 If it hadn’t been for / But for my
determination, I wouldn’t have
succeeded.
5 If it wasn’t for / But for Jenny’s hard
work, she wouldn’t get top marks.
5 1 will have been studying at / will
have studied at
2
3
4
5
6
7
can’t/couldn’t have passed
hadn’t made so many
But for
turned down your invitation
The Japanese are said to
if not for the fact
6 Students’ own answers
Critical thinking
Students’ own answers
REVIEW 7
1 1
2
3
4
5
sitting, form
into, pursue, field
do, did
demonstrate
acquire
2 1
2
3
4
high marks / flying colours
her mum’s footsteps
out a student loan
cut back
3 1 retake
2 disapproved, vocational
3 awareness, useful, international,
learnable
4 misunderstood, immature
5 enable, broaden, knowledge
you lose the chance to socialise
with other students on a daily
basis. This means you may
be given fewer opportunities
to develop relationships with others,
which may make you feel lonely.
Another major disadvantage is
the fact that your parents become
your teachers. This is likely to affect
the relationship with your mother or
father, who, in their role as a teacher,
will evaluate your work. I believe this
would be quite stressful for me. All
in all, for the reasons above I would
not consider home schooling to be
a positive experience.
8 Answers in the separate “Test each
other” file
9 1
2
3
4
5
6
time Patricia started working
I hadn’t / had not played truant
as to stop students from
he want to study
my mum had followed in
condition that you
10 1 had
2 tuition
3 in/on
4 so
5 flying
6 order
11 Possible answers:
1 (slow and) gradual
2 1774
3 not important/useful
4 digital
5 don’t earn much / are poor / are
not wealthy
6 Having top/excellent marks/grades
4 1 Sam took a gap year so as to get
some rest.
2 I’ll help you with your essay this
time on condition that you try
yourself next time.
3 It looks as though Tony knows
all the answers. He’s really
12 Possible answers:
knowledgeable.
1 the claim that the school system
4 You won’t receive your bachelor’s
needs a fundamental reform
degree unless you study hard. /
2
reading and writing
Unless you study hard, you won’t
3
repetitive
receive your bachelor’s degree.
4
critical thinking
5 Jane wishes she hadn’t sent her
5
only students who live in certain
son to kindergarten as he was not
areas / close to the schools
ready for it.
6 It’s about time you started revising 13-14 Students’ own answers
for your exam.
7 But for my father’s encouragement
UNIT 8
to continue my studies, I would
have given up.
5 1
2
3
4
5
6
7
had paid, wouldn’t have
was not / were not
failed, would happen
(will) succeed, do not give
studied
won, would you do
would get / would have got, had
done
6 Possible answer:
Learning by heart is a common way
of committing knowledge to memory.
While some people believe that it
is an effective technique, others
question its usefulness in education.
7 Possible answer:
Home schooling does not appeal to me
as a way of getting an education. First
of all, when you are homeschooled,
VOCABULARY
1 Possible answers:
a an author at a book signing with
lots of fans asking for autographs
b people / two girls in a library,
between the stacks or bookshelves
c a young person reading something
on e-reader or tablet
+Students’ own answers
2 Genres of writing: autobiography,
fantasy, romance, crime fiction,
cookbook, science fiction, non-fiction,
suspense, poetry, graphic novel, short
story, drama/play, self-help book
+ Possible answers: adventure, guide,
historical fiction
Elements of books: font (size), front
cover, dust jacket, blurb, cover art,
chapters, illustrations
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+ Possible answers: preface, table
of contents, afterword
Types of publications: e-book,
paperback, magazine, hardback,
instalment, series, audio book
+ Possible answers: journal, comic,
pocket edition
3 positive: imaginative, engaging,
compelling, engrossing, fast-paced,
convincing, fascinating, gripping,
humorous
negative: unconvincing, slow-going
4 Students’ own answers
5 a pick sth up
b identify with sb
c give sth a miss
d knock sb off their feet
e a page-turner
f get your hands on sth
g can’t put it down
h steer clear of
6 1
2
3
4
5
steer clear of
knock me off my feet
page-turner; couldn’t put it down
get my hands on; pick up
identify with
7 Students’ own answers
8 a 3 b1 c4 d2 e3
9 Students’ own answers
GRAMMAR 1
1 Students’ own answers
2 Mark tells Laura that he can’t speak
at the book fair. His reason is a family
emergency: he has to go help his
sister with a problem. Laura is angry
at first, and then she is apologetic.
Mark suggests that Laura call a friend
of his who might be willing to speak
at the fair.
3 1 could have (You could have given me
a few days’ warning at least!)
2 ought to have (Mark, you really
ought to have told me sooner!)
3 needn’t have, shouldn’t have
(You needn’t have agreed to do it
in the first place if you were going
to back out at the last minute.;
I shouldn’t have shouted at you.)
4 1 You needn’t have bought all
the groceries. I had ordered them
online.
2 Cindy should / ought to have told
her parents where she was going
before she left.
3 Mary could/might have put off
their marriage until she knew
Stephen better.
4 Cameron needn’t have walked
away during the argument. He
should / ought to have stayed and
made his case.
5 Kelly shouldn’t / ought not to
have destroyed the note from her
grandfather.
5 Possible answers:
1 Bran shouldn’t have ignored his
mother’s warnings.
2 Juliet ought not to have decided to
meet Romeo in secret.
3 Katniss shouldn’t have voted for
the second Hunger Games.
4 Aragorn ought not to have let
Wormtongue go free.
5 Scott could/might have stayed
at home / shouldn’t have gone to
the forest with his friend.
6 1 Bella should have decided shouldn’t
have decided to become a vampire,
2 … she needen’t have made should/
could have made a different
choice.
3 … she couldn’t have taken needn’t/
shouldn’t have taken such a drastic
step.
4 … who oughtn’t to have voted
ought to have voted against
the second Hunger games …
5 … the authors needn’t have made
should / ought to / could have
made better choices …
7 Students’ own answers
LISTENING AND VOCABULARY
1 Students’ own answers
2 1 b 2a 3c
3 1
2
3
4
5
make a difference to
left me cold
comes to my mind
took me by surprise
see the point of
4 Students’ own answers
5 Possible answers:
1 his dependability/reliability
2 (feel) concerned/worried
3 might have been ill / taken to
hospital
4 to leave
5 something dangerous
6 Students’ own answers
7 Possible answers:
1 were so shocked that
2 hack a government computer
3 must have caught
4 track where the message
5 two men (wearing suits)
6 a police inspector
7 question/ask them about
8 had disappeared / left the café
8 Students’ own answers
GRAMMAR 2
1 Students’ own answers
2 1 A lamp is on and some objects
have been moved slightly.
2 David is her colleague and best
friend, and the only person who
knows her secret.
3 She was given a new
identity when her father,
a criminal, testified against
other criminals from his
organisation.
4 She doesn’t know what to do.
3 1 Scarcely had Delia entered the flat
when she realised …
2 Not only was a lamp burning, but
also …
3 No sooner had this thought
entered her mind than the phone …
4 Hardly had he been arrested when
Delia’s world …
5 Rarely had she needed to worry …
4 1 a particular action
2 formal
3 time when
5 1 Little could Miriam understand
what her sister had told her.
2 Not only was she upset about
the past, but she was also worried
about the future.
3 Never had it occurred to her to
wonder why their family was so
wealthy.
4 In fact, seldom had she questioned
the idea that they were amongst
the best families in England.
5 Yet no sooner had she finished
school than she was sent to the US
to study.
6 Then, hardly had she arrived back
in England when her sister revealed
the truth.
7 Seldom had she felt so shocked as
when she learned her mother was
a criminal mastermind, and not
the successful barrister she had
assumed.
6 3
7 Possible answers:
1 Rarely/Seldom did Stella visit her
family.
2 Never have I read a more / such
a boring book!
3 Rarely/Seldom have I seen a film
that didn’t have any faults.
4 Barely/Hardly had I arrived
at the station when the train
left. / No sooner had I arrived
at the station than the train left.
5 Not only are his stories exciting,
but they are also well-written.
6 No sooner do I wake up than I start
thinking about the tasks of the day.
/ Hardly do I wake up when I start
thinking about the tasks of the day.
7 Little did she know how many
problems joining the group would
cause her.
8 Lily was shocked when the police
questioned her. Only later did she
realise they had been following her
for days.
9 Barely/Hardly did Sheila joined
the basketball team when their
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results improved. / No sooner did
Sheila join the basketball team than
their results improved.
10 Rarely/Seldom do you have an
opportunity to try such a tasty
dish.
11 Our cruise holiday was a disaster:
not only did we lose lots of money,
but we also got a terrible food
poisoning.
12 Little did I realise how tough
the race would turn out before
taking part in it.
8 Students’ own answers
READING AND VOCABULARY
1-3 Students’ own answers
4 1 e 2c 3g 4d 5a
5 d
6 Possible answers:
1 in publishing, on a writing career
2 of elements (in order) for it
3 resonate with / appeal to
4 collaborate/consult with
5 to incorporate them well into
the story
7 1 ingredients that make a successful
novel for young adults
2 fail
3 dialogues
4 a preference for crime fiction
8 Student’s own answers
9 1 all correct
2 catch
3 take
4 all correct
5 be fascinated
6 wake
10 1 grab people’s attention
2 should a story be vividly told, but
(it should) also (be) persuasive
3 so captivated by
4 are often passed on
5 were engaged/engrossed
in the story
6 of connecting with the audience
11 1
2
3
4
5
6
with
on
with
from
in
in
3 Possible answers:
They don’t really negotiate at all;
the girl makes most of the decisions
and dismisses the boy’s ideas.
I would add some language to make
negotiating easier and also have
the girl listen to the boy’s ideas and
give some feedback if she doesn’t
like them.
4 1 Because they would be more
visible to students than flyers. /
Because flyers didn’t really attract
any students to the previous book
sale.
2 It tends to make people
uncomfortable. / It makes people
feel like they paid too little or too
much.
3 That they should decide how
many volunteers are needed
for each task beforehand
and then the whole group
should be together to decide
on the assignment of jobs.
4 Because it would attract athletic
students who wouldn’t normally
attend a book sale.
5 a
b
c
1
2
3
4
Suggesting ideas
Agreeing/Disagreeing
Compromising
5 point
need
6 condition
about
7 agree
could
8 solution
see
6 Possible answers:
1 suggest wearing ear buds and
dimming the screen; suggest a time
after which both should be sleeping
2 some books on which popular films
are based because students can
identify with the characters and
they have more action than most
set books
3 suggest keeping a video or
photo diary instead of a written
one; suggest not having a daily
requirement, but every three
days or so; suggest taking photos
over a few weeks and writing
a summary of that time period
7 Students’ own answers
12 Students’ own answers
Critical thinking
Student’s own answers
SPEAKING
1 The photos show a boy at a show
or poetry festival, an author giving
a reading from her work at a book
fair or event, and a used book sale.
+ Students’ own answers
2 Possible answers:
1 ceny książek
2 na co przeznaczyć zebrane środki
ENGLISH IN USE
1 Students’ own answers
2 1 come
2 if/though
3 from
3 1
2
3
4
5
6
4 order
5 Despite
6 was
themselves
each other / one another
–
himself
each other / one another
–
4 1 rather you did not read
2 Little did we realise
3 ought to have told me
4 live next to each other
5 No sooner had I read
5 Possible answers:
1 I had been looking forward to
meeting this author for months.
I turned up on time in order not to
miss anything.
2 I wish I hadn’t missed so many
classes. I have really fallen behind.
3 There’s no point in waiting for Nick
any longer. It’s high time we left for
the cinema.
4 I have been steering clear of horror
films ever since you recommended
watching A Quiet Place to me.
5 But for an interesting plot, this
novel wouldn’t appeal / wouldn’t
have appealed / wouldn’t be
appealing to young people.
Critical thinking
Students’ own answers
WRITING
1-2 Students’ own answers
3 1 and 3
+Students’ own answers
4 1a
3 b, c
5 1 The author believes that contrary
to popular opinion, many young
people still read for pleasure.
He/She proves this point
in the following way: firstly, he/she
suggests that young people often
choose to read using electronic
devices because it’s more
convenient and it should not be
assumed that whenever they use
an electronic device, they are just
browsing the Net. Secondly, young
people enjoy booktubing which
proves that reading is still popular
among them. Finally, young people
enjoy reading, but not necessarily
the classics. They prefer modern
literature because it reflects
contemporary problems.
2 Students’ own answers
3 Students’ own answers
6 Possible answers:
As far as I can see In my view, and
contrary to popular belief, reading for
pleasure remains a common pastime
for a significant number of young
people teenagers. It is true that we
may not read many printed books
and tend to opt for different literary
genres than our parents, but by no
means can you make claims that we
never read.
First and foremost, we do prefer to
read off the screens of our smart
devices, simply for convenience.
That is why people who are
watching us wrongly assume that
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4 unfold
we are just mindlessly browsing
the hero understands
the Net while, in fact, we have
realises more and more
5 depict
buried ourselves in a story.
what makes his enemies
6 reflect
Secondly, we enjoy booktubing, that
bad why his enemies have
7 a winner
become so vicious. The book has
is, reviewing books for our peers
8 nail-biting
fictional characters and describes
via webcam, which allows us to
9 shed (some) light on sth
an imagined imaginary world, but
share our opinions with other avid
also realistically describes portrays
readers. What is more Additionally,
8 1 edge – films
young generations go for choose
the human nature and its dark sides
2 side – films
modern popular fiction rather
darker side.
3 portrayed – both
than the classics, and we truly
13 Students’ own answers
4 tears – both
look forward to the new releases
5 letdown, hype – both
of our favourite crime stories
REVIEW 8
6 insightful – books
or thrillers. What captures our
7
heavy
going
–
books
1 1 intriguing, capture
attention are the stories which are
8
blockbuster,
cast
–
films
2 make up, engage
full of suspense, and which are set
in present times. The reason is that
3 twists, captivated
9 Students’ own answers
contemporary novels reflect current
4 suspense, protagonists
10
Adding
information
/
Enumerating:
problems and depict 21st-century
5 cast, instalment
furthermore,
first
and
foremost,
apart
characters we can identify with.
6 dust jacket
from
this,
in
the
first
place,
finally,
A perfect example of A book that has
secondly
2
1 I try to steer clear of books about
turned out proved to be a real winner
murders or death. Quite simply,
Explaining reasons and results:
among my friends is Żmijowisko by
they scare me.
therefore, as a result, this is due
the Polish writer Wojciech Chmielarz.
2
The novel was so compelling that
to
the
fact
that,
for
this
reason,
The novel is a nail-biting, exciting and
I couldn’t put it down.
consequently, since
compelling thriller which revolves
3 The ending of the book took me by
Comparing and contrasting:
revolving around the themes of past
surprise.
regrets, shameful secrets, betrayal
nonetheless, whereas, in contrast, all
and resentment. When a 15-year-old
4 This writer’s books will never leave
the same, while
girl, the daughter of the protagonist,
you cold.
Summarising/Generalising:
goes missing, the reader is drawn
5
This thriller really knocked me off
by and large, to sum up,
into the world of the characters and
my feet.
on the whole, in a nutshell,
their painful memories. As the novel
in conclusion, on balance
3 1 You should / ought to have told me
unfolds we learn more and more
2 Wouldn’t it be better to buy
about the conflicts between the main 11 Students’ own answers
3 Seldom/Rarely do I read /
characters, which is intriguing.
12 Possible answers:
I seldom/rarely read
The novel is a real page-turner. It is
James Bryce, a British historian and
4
I needn’t have waited for you
so incredibly suspenseful that you
politician, once said, ‘The worth
cannot put the book down. Not only
5
You could have told me
of a book is to be measured by what
is the plot fast-paced, but there are
you can carry away from it.’ I think
6 Hardly/Barely had I finished
many twists in the story. The book
firmly believe this is true, and in my
reading
was also made into a popular and
article, I would like to say you about
4 1 when than
star-studded TV series, which we
discuss a book which has made me
2 ourselves each other / one another
watched and enjoyed immensely.
to think in a different way differently
3 I found did I find
Taking young people’s interest
about what makes people good or
4 themselves
in reading into account I suggest
bad why some people are good while
5 to
that we organise an online book
others are evil.
fair during which we could
The book which I recently liked
5 1 signing
exchange our ideas about the books
a lot has recently made a deep
2 see, with
we adore reading, offer some
impression on me is Ostatnie życzenie
3 see, on
recommendations and even discuss
(The Last Wish). It is an interesting
4 Fair, don’t
the themes presented in the novels.
This compelling collection of short
5 willing, for
This day and age it is relatively
stories, It was written by the polish
easy to hold a meeting online for
6 Possible answers:
Polish fantasy writer Andrzej
many people and I wholeheartedly
Sapkowski, This interesting story
very exciting nail-biting
believe that it would draw crowds.
is setting is set in a fictional land
very popular with a winner among
We could divide the fair into themes
in the a very distant past.
is as good as people say it is lives up
and genres so that readers of crime
The story describes how its major
to the hype around it
fiction, fantasy or love stories could
main character, Geralt, is fighting
seem real too are convincing as well
chat in separate virtual rooms.
fights against bad cruel monsters
interesting
engaging
I hope that my article has shed some
who attack innocent people across
makes
you
focus
all your attention
light on the issue of teen reading
the land. Geralt is a witcher His
on
the
film
keeps
you on the edge
in question. To sum up In conclusion,
whose magic powers make him
of
your
seat
I am not saying that every young
turn him into a brilliant fighter, and
is told unfolds
person is a bookworm, but many
a hero, but also a merciless killer.
of us we do devour books for
1 In the first place / First of all,
No sooner you read do you read
entertainment.
the first few pages than you become
2 Secondly/Furthermore
part of the hero’s world and find out
7 1 protagonist
3 In a nutshell
about his motives and dilemmas.
2 revolve around sth
7 Answers in the separate “Test each
As the story is told unfolds,
3 twists
other” file
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8 1
2
3
4
5
6
put it down
need not have ordered
have I read such a
the edge of your seat
ought to have asked
only does it have
9 1 slept like a log/baby
2 have known each other / one
another
3 didn’t / did not need/have to worry
4 did she know how
5 could have told me
6 did I realise (that)
10 Possible answers:
1 To illustrate how much time will
pass before the books in the Future
Library can be read.
2 They will be used to make
the paper on which the books from
the Future Library will be printed.
3 He/She thought it was a hoax. /
He/She didn’t believe it was a real
project.
4 (the) title of their/his/her book
5 orchestral blast
11-12 Students’ own answers
TEST PRACTICE 7-8
1 Possible answers:
1 Students need to learn to think
rather than memorise for exams.
2 Universities encourage critical
and analytical thinking as well as
research while high schools focus
on learning information for exams.
3 He is not sure that the camp will
focus on his main interest, graphic
novels.
4 She is almost sure there is
a class on graphic novels (with his
favourite author), and she tells him
to check the website to make sure
of the details.
5 She admires dyslexic teenagers for
their bravery and determination.
6 The speaker says Sir Richard
Branson is a prime example
of a dyslexic person whose
struggles have led them to success
as they forced him to deal with
things in a different way.
2 Possible answers:
1 are a few friends / others
2 have too much
3 all of their time
4 number of words read
5 makes / can make it harder / more
difficult
6 too much pressure
3 1 B 2C 3D 4C 5D
4 1 sooner had Jeanette entered
2 may/might/could have borrowed
the book
3 live up to its
4 high time I decided
4 be discriminated against
5 devote oneself to a/
the cause
5-7 Students’ own answers
CULTURE 1
8 1
2
3
4
5
1-3 Students’ own answers
4 1
2
3
4
5
C
A, B, C
A, C
A, B
A, C
5 Students’ own answers
d in
6 a for
e to/for
b at
f to
c for
+ Students’ own answers
g to
7 Students’ own answers
CULTURE 2
1 Students’ own answers
2 1
2
6
7
9
11
13
14
equal
discriminated
law
treatment
innocent
detainment
freedom
asylum
3 Students’ own answers
4 1 Human Rights Day is December
10th.
2 Young people account for 1 out
of every 6 people nowadays.
3 1 in 18,000 to 20,000 Americans
have a form of albinism.
4 There are 10 basic human rights.
5 There are 30 human rights in total.
5 1 They are better educated and have
greater access to information.
2 It supports women subjected
to domestic violence or sexual
harassment.
3 Albinism is a genetic condition
inherited from both parents that
occurs worldwide, regardless
of ethnicity or gender. One
in 18,000 to 20,000 Americans
have a form of albinism. In some
countries people with this
condition are discriminated against.
4 Fighting for human rights is
essential as there are many places
in the world in which they are
abused. A lot of young people are
ready to act together to combat
the problems they become aware
of. Dylan supports fighting against
discrimination against people with
albinism and thinks that celebrities
should make others more aware
of human rights.
6 Students’ own answers
7 1 breach/abuse human rights
2 combat a problem
3 advocate gender equality
passionate/impassioned, racial
awareness, equality
subjected, harassment
regardless, ethnicity
indifferent, intolerance
9 Possible answers:
1 We are in the most busy, active
part of a situation now.
2 We want to celebrate it on a great
scale this year.
3 I make a lot of effort to change
the situation.
4 I have a firm opinion about it.
5 I appreciate it that famous people
do what they can to help.
6 Who encouraged me to do it was
a football player.
10-11 Students’ own answers
CULTURE 3
1
Material
concrete, brick, timber,
plate glass, marble
Style
Gothic, Art Nouveau,
Baroque, medieval,
Romanesque, Renaissance
Impression bland, gorgeous,
impressive, iconic, kitsch,
plain, stunning, hideous,
an eye-sore, over-the-top,
imposing
Condition run-down, well-kept,
ruined, derelict
Size
huge, multi-storey, singlestory, spacious, tall
without category: gargoyle –
gargulec; courtyard – dziedziniec;
ornate – ozdobny; belfry –
dzwonnica; turret – wieżyczka;
moated – z fosą
+Students’ own answers
2 1 B 2– 3– 4C 5A
3–5 Students’ own answers
CULTURE 4
1 1 a form of social and political
philosophy, a system of ideas that
tries to explain the world and to
change it.
2 communism, fascism, feminism,
environmentalism, liberalism,
conservatism, capitalism
2 People come up with ideologies
because they have a certain set
of beliefs which they think should
be implemented to make the world
a better place.
Some ideologies have not worked for
humanity.
Ideology, when forced upon people,
may be detrimental to society as
a whole.
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179
7 loner
8 approachable
3 Students’ own answers
4 1 Liberals believe in individual liberty
whereas conservatives think
that people should have strong
leadership. Conservatives want to
safeguard traditional institutions,
e.g. parliament or the church,
but liberals, in contrast, believe
in limited government intervention
and secular state.
+ Students’ own answers
2 Because some people claim that
their actions oppose human
advancement.
3 Women make up half of the world
population, so they should take
part in decision-making. Feminists
fight for equal rights for both
genders.
4 Students’ own answers
5 Students’ own answers
6 – doctrine – principle – tenet;
The communist doctrine states …;
However noble the principles behind
this philosophy of life may be …;
The main tenets of conservatism
include …;
– to subscribe to – to favour; People
who hold liberal views subscribe to
the idea …; … capitalism, which favours
private businesses …;
– advocates – proponents; Advocates
of feminism claim …; Its proponents are
concerned with …;
– hold – maintain; … antienvironmentalists who hold that Earth
is in a far better condition …; They also
maintain that people should have …;
– safeguard – preserve; … they wish
to safeguard traditional institutions …;
… as a gesture to preserve traditions.
7 Possible answers:
1 an imagined community or society
that has nearly perfect qualities for
its citizens
2 a form of government characterised
by strong central power and limited
political freedoms
3 ideas in favour of reforms and
changes
4 a state that is neutral in matters
of religion
5 a series of agreements to which
a group of people have subscribed,
or a set of rules that we create for
ourselves to live by
6 progress that people make as a race
8 Students’ own answers
UNIT 1 VOCABULARY CHALLENGE
1 1
2
3
4
5
6
scream
centre of attention
gregarious
good sport
life of the party
wet blanket
4 make
5 interact
2 1 join
2 go to
3 make
3 1 I had the time to mess about
2 try to engage in tasks
3 The goal I’m trying to achieve/
accomplish is to
4 Nobody had to nudge/encourage
me
5 would you explain to a robot
UNIT 1 GRAMMAR CHALLENGE
1 1
2
3
4
5
6
7
3 am used to running / have
got used to running
4 get used to cooling down
5 am / (have) got used to hearing
6 used to eat
7 get used to getting up
may, might
could, may
could, can
can, could
might not, may not
could, may
could, can
UNIT 2 VOCABULARY CHALLENGE
UNIT 3 Vocabulary challenge
1 1 bargains; clearance; on sale;
discount
2 in stock; on order; online; in store
3 match; fit; suit
4 exchange; return; refund
5 steal; deal; rip-off
2 store
noun: a shop / a place to keep things
verb: put things away to keep them
until you need them
service
noun: something provided by
a company
verb: examine a machine / provide
people with what they need
1
swimming
flip turn, lane,
backstroke,
dive
basketball
backboard,
slam dunk,
dribble, shoot
tennis
racket,
net, serve,
backhand
2 Negative prefixes: ir-, un-, il-, im-,
dis-, inSuffixes: -ant, -able, -ing, -ed, -ful,
-ous, -ive, -al, -ory
3 competitive, successful,
comfortable, logical, expensive,
respected/respectful, satisfactory/
satisfied/satisfying, personal,
tolerant/tolerable, replaceable,
lawful, prepared/preparatory,
adventurous
4 uncompetitive, unsuccessful,
uncomfortable, illogical, inexpensive,
disrespected/disrespectful,
unsatisfactory/unsatisfied
or dissatisfied/dissatisfying,
impersonal, intolerant/intolerable,
irreplaceable, unlawful, unprepared/-,
unadventurous
5 1 was dissatisfied/unsatisfied /
wasn’t satisfied
2 was unprepared / wasn’t prepared
3 was/were unsuccessful / wasn’t/
weren’t successful
4 unlawful
5 was illogical /wasn’t logical
6 is irreplaceable / isn’t replaceable
7 were inexpensive / weren’t
expensive
UNIT 2 GRAMMAR CHALLENGE
1 1 got used to eating
2 used to practise
football
penalty,
defender,
dribble, pitch,
shoot, header
skiing
slope, poles,
slalom,
downhill
market
noun: the number of people who
want to buy something
verb: try to persuade people to
buy a product by advertising it
in a particular way
price
noun: the amount of money
you have to pay for something /
the unpleasant things that you must
suffer in order to be successful,
happy etc.
verb: put the value on goods to show
how much they cost
value
noun: the amount of money that
something is worth / the importance
or usefulness of something
verb: think that someone or
something is important / decide how
much something is worth
3 1
2
3
4
5
6
7
price; market
services; stores
price; value
market
value
serviced
store
UNIT 3 GRAMMAR CHALLENGE
1 1 a Kelly was scheduled to compete,
but we don’t know if she did.
b Kelly was scheduled to compete,
but she didn’t.
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2 a They planned to leave, but we
don’t know if they did.
b They planned to leave an hour
ago, but they didn’t.
2 1 Bob was to / was supposed to
have taken part in the game, but he
dropped out.
2 The race was to / was supposed to
start at 5 p.m., but there may have
been a delay.
3 Aren’t you supposed to / Aren’t
you to have left already? You’ll miss
your flight!
4 They were to / They were
supposed to have handed out
the medals last night, but they
hadn’t been delivered yet.
5 The new coach was to / was
supposed to start work today. Do
you know if she’s arrived yet?
UNIT 4 VOCABULARY CHALLENGE
1 1
2
3
4
5
6
7
make an attempt
brings up
make a difference
make people/you/us aware
makes a good impression
bring together
bring about
2 – ance/-ence: acceptance, existence,
guidance, defence, tolerance,
preference, admittance
– tion/-sion: expansion, permission,
conclusion, invasion, discussion,
admission, motivation
– ity: possibility, complexity,
responsibility, probability, reality
– ness: readiness, tidiness,
eagerness, forgetfulness, kindness,
willingness
not used: tend (tendency), linguist
(linguistics), invest (investement)
3 1
2
3
4
5
6
7
8
expansion
possibilities
complexity
reality
responsibility
conclusion
guidance
motivation
1 1
2
3
4
5
6
comes across as
What did you make of
took to my new boss
fit in with
has a confident air about herself
be a (real) team player
2 1
2
3
4
5
6
7
stand with her back to someone
reject
become
be discovered
come
refuse to let in
ask for help
3 1 turn up
2 turned out, had turned down
3 has turned to / is turning to / is
going to turn to
4 turned (us) away, turned round
5 turned into
UNIT 5 GRAMMAR CHALLENGE
1 1 a All of the brothers live in L.A. All
of them are successful actors.
b Only some of the brothers live
in L.A. Only those brothers in L.A.
are successful actors.
2 a Not all the athletes were injured.
Only the injured athletes did not
run.
b All of the athletes referred to
were injured. None of them ran.
2
a ‘Which’ refers to the whole
sentence.
b ‘Which’ refers to the house.
UNIT 6 VOCABULARY CHALLENGE
1 1
2
3
4
5
6
7
amount, number
historical, historic
farther/further, further
among, between
house, home
economic, economical
motorway, runway
2 a uni – a university
hols – holidays
an invite – an invitation
fab – fabulous
UNIT 4 GRAMMAR CHALLENGE
1 1
2
3
4
5
6
7
8
9
10
UNIT 5 VOCABULARY CHALLENGE
are/were
will improve / would improve
become/became
has visited / had visited
show/showed
are/were
can join / could join
seemed
has/had
will volunteer / would volunteer
3 Possible answers:
1 do, mate (Robisz jakąś imprezę
z okazji urodzin twojego kumpla?)
2 staying put (Nigdzie się stąd nie
ruszam. Świetnie się tu bawię.)
3 am always after (Ciągle szukam
nowych pomysłów na egzotyczne
dania.)
4 bumped into, bloke/guy, a real
football freak. (Wpadłem na tego
gościa w klubie. Miał fioła na punkcie
piłki nożnej.)
5 hangout (Ten nowy klub jest niezłą
miejscówką dla wszystkich, którzy
lubią muzykę house.)
6 all fired up (Bardzo kręci ją
współczesny design.)
7 jazz (this bar) up (A może byś
podrasował/podkręcił wygląd
tego baru malując ściany na żółto?)
8 reckon, a whale of a time (Zdaje
mi się, że Ian świetnie się bawił
podczas swojej ostatniej wizyty
w Szczecinie.)
UNIT 6 GRAMMAR CHALLENGE
1 1 a a non-specific house which
has a huge garden (Kupili dom
z ogromnym ogrodem.)
b a specific, already known house
which is defined by the huge
garden (Kupili ten dom, który miał
ogromny ogród.)
2 a Magda is a patient
of the hospital, which is
mentioned here for its purpose
of treating patients (Magda już od
kilku dni leży w szpitalu.)
b the hospital is mentioned as
a workplace or building, not for
its purpose (Magda zna kilka osób,
które pracują w szpitalu.)
3 a referring to a specific politician
who is already mentioned or
known (Spostrzeżenia tego
polityka zaskoczyły wiele osób. Ten
polityk zaskoczył kilka osób swoimi
spostrzeżeniami.)
b referring to politicians in general
(Każdy polityk powinien pomyśleć
dwa razy zanim wyrazi swoje
zdanie.)
4 a referring to the language (Nie jest
łatwo nauczyć się chińskiego ze
względu na dużą liczbę znaków.)
b referring to a group of people
by their nationality (Chińczycy są
pracowitym i ambitnym narodem.)
UNIT 7 VOCABULARY CHALLENGE
1 1
2
3
4
5
pet, raised
truant, hard
heart, mistakes
schedule, swotting
enrol, course, certificate
2 1 key (a adjective = important; b verb
= put information into a device; c
noun = the thing that will do most
to help you to achieve sth)
2 pass (a verb = be successful
in a test; b noun = document
allowing sth; c verb = give
information to sb)
3 master/Master (a noun = somebody
very good at sth; b verb = learn
sth thoroughly; c noun = an
advanced degree in a subject
such as language or history from
a university)
4 mark (a noun = school score;
b verb = celebrate sth; c verb =
judge student’s work)
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181
5 course (a noun = series of lessons;
b noun = the things you choose to
do in a particular situation; c noun
= part of a meal)
UNIT 7 GRAMMAR CHALLENGE
1 1 If I trusted Phoebe, I would have
voted for her in the last election to
the school council.
2 Had Mark not become involved
in this project, he would still have
time for his football practice.
3 I don’t like any of the team sports
on offer, otherwise I would have
applied to one of the sports
teams.
4 Had Selma kept her promises, she
would be preparing the next school
book fair.
5 Had they not included
an unpopular subject
in the curriculum, they would have
more candidates for this major.
UNIT 8 VOCABULARY CHALLENGE
1 Ways of looking: gaze (wpatrywać
się, przyglądać), glance at (zerkać,
rzucać na coś okiem), stare at (gapić
się na kogoś/coś), study (analizować,
przyglądać się), peep (podglądać,
zaglądać)
Ways of moving: march
(maszerować), wander (wędrować,
włóczyć się), sprint (biec szybko,
sprintem), rush (pędzić, biec), crawl
(pełzać, czołgać się)
Ways of speaking: yell (wrzeszczeć,
krzyczeć), mutter (mamrotać), scream
at (krzyczeć na kogoś/coś), whisper
(szeptać), sigh (wzdychać)
2 Possible answers:
1 as blind as a bat (N) – ślepy jak kret
2 as good as gold (P) – złoty człowiek
/ grzeczne dziecko
3 sleep like a log (P) – spać jak suseł
4 as busy as a bee (P) – pracowity jak
pszczółka
5 sing like an angel (P) – śpiewać jak
słowik
6 as tough as old boots (N or
Neutral) – twardy jak kamień,
twardy jak skała
7 work like a dog (N) – tyrać jak wół
8 eat like a horse (N or Neutral) – jeść
za dwóch, mieć wilczy apetyt
3 1 smile
2 say
3 listen
4 eat
4 Possible answers:
1 staring
2 studying
3 screaming at
4 sleeping like a log
5 whispers
6 gently
7 sweetly
8 rushes
9 glancing at
5 Students’ own answers
UNIT 8 GRAMMAR CHALLENGE
1 a 3 b1 c2
2 1 didn’t need to memorise
2 must have seen
3 didn’t need to stay
4 needn’t have bought
5 must have left
6 needn’t have given
+ Students’ own answers
STUDENT A Test each other
REVIEW 1
1 F (It is a fashion that lasts only for
a short time.)
2 F (It is a party for a woman who
is going to have a baby and her
friends, who give her presents for
the baby.)
3T
4T
5 F (It’s a formal party.)
REVIEW 2
Possible answers:
1 To prevent dishonest practices and
punish those who cheat.
2 No, you’re against it.
3 You may feel exhausted, you may
collapse or fall ill, you may get
injured.
4 Proud of his/her achievements,
self-confident.
REVIEW 3
Possible answers:
1 Rozglądałem się po sklepach
w poszukiwaniu dobrej jakości
nakolanników.
2 Znasz jakieś dobre sklepy, które
sprzedają elektronikę?
3 Zakupy przez Internet z pewnością
zastąpią zakupy stacjonarne.
4 Ludzie będą w coraz większym
stopniu rezygnowali ze swojej
prywatności w przyszłości.
5 Zamierzam oddać mój garnitur do
pralni chemicznej.
REVIEW 4
Possible answers:
1 Both these phrases are informal.
The first one means that someone
doesn’t have an idea about
something, and the other means
that something is really disgusting.
2 Typical is followed by of. Sample
sentence: This type of embroidery is
typical of Ukraine.
3 Tell a joke, tell a story.
4 You praise this person.
5 Helping other people.
REVIEW 5
1 thrilled
2 campaign
3 pursue
4 creative
REVIEW 6
1T
2 F (It is in poor condition.)
3 F (It means you don’t rely on help
from others.)
4 F (It’s an area where people can
walk and no vehicles are allowed.)
5T
REVIEW 7
1 crèche
2 essential
3 qualification
4 Persistence
REVIEW 8
Students’ own answers
STUDENT B Test each other
REVIEW 1
1T
2T
3 F (It’s an outdoor game
that involves jumping
on a set of squares that you draw
on the ground.)
4 F (It means having a good effect or
influence on someone or something.)
5T
REVIEW 2
Possible answers:
1 Manchester City is no equal match
for FC Barcelona.
2 Have a demanding exercise
regimen, turn to performanceenhancing drugs.
3 No, you’re very close to each other.
4 Extreme sports.
REVIEW 3
Possible answers:
1 Czy możesz polecić dobrego
projektanta stron internetowych?
2 Moja mama często porównuje ceny
zanim kupi jakiś produkt.
3 Co jeszcze mam kupić oprócz mąki?
4 Pod koniec roku minie dziesięć
lat, odkąd pracuję jako księgowy/
księgowa.
5 Proszę, nie zapomnij zrobić
zakupów spożywczych.
REVIEW 4
Possible answers:
1 Really heavy is less formal than
deeply disturbing. Both these
phrases can be used to describe,
e.g. a shocking, depressing film.
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2 Facilities are buildings, services,
equipment that are provided for
a particular purpose, especially
making peoples’ lives easier and
more comfortable.
3 Successful may be followed by
in and at. Sample sentences: Sarah
has been successful at finding
the best deal for our holiday. Derek
has always been highly successful
in his work.
4 When you move forward
you decide to concentrate
on the present and the future and
get on with your life.
5 You can say a prayer or say goodbye.
REVIEW 5
1
2
3
4
devoted
reliable
stubborn
self-motivated
REVIEW 6
1 F (People living in large cities often
feel isolated and anonymous.)
2T
3T
4T
5 F (It is lively and fashionable.)
REVIEW 7
1 pay
2 take
3 Degree
4 commitment
REVIEW 8
Students’ own answers
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ISBN 978-83-8152- 576 3
Text and design © Macmillan Education Limited
Written by Elspeth Pollock and Małgorzata
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author of this work in accordance with the Copyright,
Designs and Patents Act 1988.
This edition published 2023
First edition entitled Password 4 Teaching Notes published
2017
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