1

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Study
Family

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life
helpline

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Vocabulary
Studying at university Life at university

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1a Work with a partner. How many of 5 In your notebook, complete the sentences with words a–g.
these subjects do you know? 1 Some people don’t want to study in their country. They want
to study …
business studies • dentistry
2 At university it’s usually easy to make new …
engineering • geology • law
medicine • nursing • philosophy 3 When you live away from home, you become more …
politics • psychology • sociology 4 Students who don’t live at home often live in a hall of …

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veterinary medicine 5 If you haven’t got enough money to pay for your studies you
can apply for a student …

1b What other university subjects can you 6 At university, there are lots of clubs that organise
think of? Make a list in your notebook. extracurricular …
7 Universities have gyms, libraries, language centres
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1c Work in groups of three. Which of and other …
the subjects in 1a and 1b interest you
and why? a abroad e independent
b activities f friends
2 Work with a partner. Read part of an c residence g facilities
email and decide if the words in yellow d loan
are nouns or verbs. What do you think
they mean?

Most of the students I’ve met so far are

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undergraduates. But there are others who’ve

already graduated and are studying to get
a second degree or a master’s. On my course
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I have about 12 hours of lectures a week and

I attend a couple of tutorials, too. Throughout
the term, there’s continuous assessment of
our coursework and assignments – my tutor
gives me a grade or mark for each piece of
work. There are usually exams too, so, of course,
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I need to keep my notes up-to-date and revise. 6a In your notebook, complete the questions with the words
In some cases, if you fail an exam, you can resit a–g in 5.
it. But don’t worry, that won’t happen to me – I’m 1 Do you do any extracurricular ?
SA

sure I’ll pass!! What about you? How is life going

at your university? 2 What special for students are there in your school?
3 Do you find it easy to make new ?
3 Now use a dictionary to check any 4 Have you become more in the way you study? How?
words in 2 that you are not sure about. 5 Would you like to study , in the UK or the US, for
When using a dictionary, remember that
example?
many English words have more than one
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meaning and can have more than one 6 Would you prefer to live at home or in a hall of ?
form (e.g. they can be a noun and a verb).
7 Is it easy to get a student in your country if you
don’t have enough money to study?
4 1.01 Listen to the vocabulary quiz.
Answer the eight questions with words
from 1 and 2. 6b Use the questions to interview your partner.
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VOCABULARY BUILDER ➤ PAGE 126

6 Unit 1 Edukacja

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 Reading

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1 2
Student
CHAT ROOM

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The best place for help with university life
Home News Chat Profile Log in Register Search

3 4

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You are here: Home > Forums > Uni courses
UNUSUAL DEGREES 28 th October

a Kat 19.10 reply Like

SA
I’m having a brilliant time at uni at the moment.
The only problem is that I’m not studying a typical
5 subject like engineering or business studies.
I’m doing baking technology management.
Some people think that all I do is bake bread and cakes. But
there is a lot more to it than that. It’s true that on Wednesdays
and Fridays we always do practical assignments, but on the
other days we do essays and exam preparation like everybody
else. There’s another thing that drives me mad. People are

EE
1 Work with a partner. Do you think you can
forever asking me to make them their favourite cake!
study the things in pictures 1–5 at university?
Why?/Why not? Jsm95 19.25
b reply Like

My first degree course wasn’t very unusual. I did

2 Read the comments (a–e) from an Internet sociology. But now I’m in the middle of a master’s
forum and match them to pictures 1–5. course entitled ‘The Beatles, Popular music and
Write the answers in your notebook.
FR
Society’. When I tell people, usually they’ll start
a b c d e singing an old Beatles tune. Then they’ll ask me why I’m wasting
my time studying pop music. I don’t see why they think it’s
OK to study classical music or literature but not the music and
3 Match the people (a–e) with the questions below. words of a group that changed the modern world. Anyway, what
Write the answers in your notebook. somebody studies is always a very personal choice.
Which person …
■ is excited about going to a particular c Brad 19.40 reply Like

place for their course? 1 I’m doing a degree that’s relatively new, Digital and
■ is confident about their future Social Media. People think that I spend all day on
social media networks. Of course, I enjoy using
thanks to their course? 2
social media, but the degree goes into the whole
thinks it’s as valid to study modern
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■
area in great depth. We even study things like the philosophical
culture as older culture? 3 and ethical implications of social media. But for me the best thing
■ believes that people think their subject about the course is that it’s very hands-on. For example, we get
is all practice and no theory? 4
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12 weeks of work experience in a digital agency. Maybe that’s

■ thinks other people would like to why 91% of students who study this course find a job as soon as
study their course? 5 they graduate.
■ clearly prefers the practical side
of their course? 6 d MikeyS 19.50 reply Like

You guys have it easy! People never stop asking

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4 CRITICAL THINKING me where my helmet is when I tell them that I’m

doing Viking studies. I suppose that it does seem
Think! Then compare ideas with your class. a strange thing to study, but I’ve always been
■ Are these subjects too specialised, in your fascinated by the Vikings. That’s why I decided to specialise.
SA

opinion? People usually think that, because it’s so specialised, there

isn’t much to do. It’s just the opposite! We study Scandinavian
5 Can you guess from the context what languages, and learn about contemporary Danish and Icelandic
the underlined words mean? Check your ideas in culture. Undergraduates spend their third year in a Scandinavian
a dictionary. university, which I’m looking forward to. And no, we don’t need
to wear Viking helmets when we’re there.
6 What about you?
e Kooks 20.10 reply Like
Which of these subjects would you most like to study? Why?
EE

People are usually really jealous when I tell them

that I’m studying surf science and technology.
BUZZWORD It’s only a two-year course, but we do a whole
variety of subjects, including the history of surfing,
micro learning – an educational approach that is focused sports psychology, and practical work creating a dynamic
on small learning units or short-term learning activities surfboard. What I really like about the course are the other
My tutor is experimenting with micro learning – I get students. We all share the same passion for surfing, so it means
FR

we all get on really well and work together as a team.

assignments in the form of podcasts, infographics or
micro-lectures.

Unit 1 7

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 Grammar in context

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Present simple, present continuous 4a In your notebook, complete the dialogues with
the present simple or present continuous form
and present habits

PL
of these verbs. Add other words if necessary.
1a Look at the verbs in these sentences and name
  
the tenses. coach • leave • play • say • study

​
 ​
 ​
 ​
 ​
1 On Wednesdays and Fridays we always do practical
assignments. 1 A: What’s the matter?

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2 I’m having a brilliant time at the moment. B: It’s my brother. He music loud.
3 People study better when they’re interested in 2 A: Why isn’t your sister here?
the subject. B: She’s at the Language Academy. She
Italian on Wednesdays.

SA
4 People are forever asking me to make them a cake.
5 They think that there isn’t much to do. 3 A: You’re angry with me, aren’t you?
B: Yes, I am. You your dirty plates on
1b Read the explanations and match them with the table.
the sentences in 1a. Write the answers in your 4 A: Why don’t you like this TV presenter?
notebook.. B: He the same things.
a We use the present simple for routines and habits. 5 A: Are you coming on the trip on Saturday?

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B: I can’t. I the junior basketball
b We use the present simple for things that are team and there are matches every Saturday.
generally or always true.
4b Work with a partner. Practise saying
c We use the present simple, not the present the dialogues using the correct word stress.
continuous, for verbs that describe states and
FR
situations, not actions. 5 Work in groups of three. Talk about things
d We use the present continuous for actions that are people do that annoy you.
happening at or around the moment of speaking.
Present perfect simple and present
e We can use the present continuous with always, perfect continuous
constantly, continually or forever for habits that
annoy or irritate us. 6a Match sentences 1–4 with the explanations
of their uses a–d. Write the answers in your
GRAMMAR REFERENCE ➤ PAGE 136
notebook.
E

1 We’ve been here for four weeks.

2 Choose the correct alternative. Write the answers
in your notebook. 2 I’ve met lots of interesting people.
3 I’ve just realised something.
PL

1 Thanks to you, I understand/am understanding now.

4 I’ve made a timetable. It’s on my wall.
2 The Moon goes/is going round the Earth.
3 Listen! Somebody comes/is coming. a an action which started in the past and continues
4 Temperatures get/are getting higher each year. in the present
5 My brother usually walks/is usually walking to the b an action that happened at an unspecified
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university, but this week he goes/is going by bus. moment in the past
6 Do you wear/Are you wearing a uniform at your c a past action which has a result in the present
school? d an action which finished very recently
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7 I don’t agree/am not agreeing that it’s better to

study at home. 6b Look at these sentences. Which is present
8 That course sounds/is sounding really interesting. perfect simple and which is present perfect
continuous? How do we form these tenses?
3a 1.02 Listen to the sentences and mark the 1 I’ve been studying here for a month.
word which the speaker stresses most. Write the 2 I’ve joined three clubs.
answers in your notebook.
6c Which tense gives more importance to …
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1 They’re constantly arriving late.

2 You’re always saying that. 1 the completion and result of an action?
3 She’s forever complaining. 2 the process and duration of an action?
4 He’s continually talking about football. 3 how many times an action happens?
4 an action that is incomplete or has finished
FR

3b Practise saying the sentences with the stress recently?

on the correct words.
GRAMMAR REFERENCE ➤ PAGE 136

8 Unit 1

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 Developing vocabulary

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7 Work with a partner. These words do and make
often go with the present perfect simple

PL
or present perfect continuous. Talk about 1 Look at these words. Do they usually go with do or with
why and how we use the words. make? Make two lists in your notebook.

1 for 5 just
a cake • a course • a decision • an assignment
2 since 6 already an exam • a noise • chores • friends • homework
3 ever 7 yet the dinner • the shopping • the washing • well

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4 never
2 In your notebook, complete the rules with do or make.
8 In your notebook, rewrite the sentences

SA
using the correct tense. Correct 1 We usually use with work at school or university.
the words in bold. 2 We usually use with work around the house.
1 She’s been failing six exams.
3 We usually use with things we produce, create or
2 I’ve lived here for 2012.
construct.
3 We’ve been to that city in 2008.
4 I’ve done this assignment for two weeks, 4 We usually use when we talk about activities in general.
but I haven’t finished yet.

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5 We use with these words: a mistake, a decision,
5 My friend has been having an accident. a noise, friends, an appointment, an effort, an excuse,
6 That artist has been painting more than
money, progress, a phone call, a plan, a promise, an offer,
a hundred paintings.
a suggestion.
7 They’ve been revising for that exam since
five hours. 6 We use with these words: your best, a favour,
FR
8 Oh no! My keys and my wallet! I lost them. business, sport, your hair.
9 I haven’t been doing this exercise yet.
10 I’ve waited here for a bus for 20 minutes. 3 Complete the text with the correct form of do or make.
Write the answers in your notebook.

Last year a good university (a) my brother an offer

to study electronic engineering there. He (b) the
decision to accept their offer. He has to (c) a lot of
work, but his tutors say that he (d) very well at the
E

moment and that he (e) a lot of progress. He has to

(f) a lot of theoretical exercises, but he also has to
PL

(g) practical assignments. Right now, for example,

they (h) a simple computer from old parts. The only
problem is that my brother is becoming unhealthy because he
never has time to (i) sports and he always eats out
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because he doesn’t have time to (j) the shopping

or (k) lunch or dinner. My mum says he needs to
(l) an effort to (m) those simple chores,
9a In your notebook, complete the questions
SA

with the present perfect simple or but I understand that it’s hard. There isn’t time to (n)
present perfect continuous. everything!
1 How long have you …?
2 How long have you been …? 4a Choose three expressions with do and three with make.
Use the expressions to write questions in your notebook
3 Have you ever …? to ask other people in your class.
4 How many times have you …?
What do you think is the best way to make new friends?
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5 What have you been …?

How do you feel when you make mistakes speaking English?
6 Have you just …?
What course would you like to do at university?
9b Interview your partner with
4b Interview as many people as possible with your
the completed questions. Then tell the
questions.
class one interesting thing you found out
FR

about your partner. VOCABULARY BUILDER ➤ PAGE 126

Unit 1 9

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 Listening Grammar in context

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Gerunds and infinitives – 1

PL
1 In your notebook, match statements 1–10
in Listening exercise 1 with these rules.
We use the gerund
a as the subject/object of a sentence. 1
b with go to talk about physical activities.

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c after prepositions.
d after verbs of liking or disliking (except
1 Work in groups of three. Look at these statements when the verb goes with would, e.g. would

SA
made by students about revising for exams. Which ones like, would prefer).
do you think are a good idea? e after certain verbs like admit, avoid,
1 Reading your notes again and again is useful. consider, involve, risk, suggest.
2 It’s good to revise with other students. We use the infinitive
3 I always go to the library to revise. f to explain why somebody does something.
4 I revise by reading my notes and then asking somebody to g immediately after adjectives.
test me.

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h after too, enough, the first, the last.
5 I can’t stand revising so I leave all my revision to the last week
i after certain verbs like agree, appear,
before the exams.
arrange, ask, decide, expect, forget, help,
6 I feel stressed when I revise so I go running or swimming learn, manage, need, promise, try, want.
regularly to help me relax.
GRAMMAR REFERENCE ➤ PAGE 136
7 My revision strategy involves drinking lots of coffee and going
FR
to bed late.
8 I always need to take a break after 45 or 50 minutes of study.
9 The last thing I do before the real exam is do a practice exam.
10 I avoid revising everything. I just revise some of the topics and
hope they come up in the exam.

2 1.03 Listen to two teenagers talking about revision.

Which three ideas in 1 does the boy mention? Has he
prepared well for the exam or not?

3 1.03 Listen again and choose the best answer.

E

Write the answers in your notebook.

1 Last night the boy …
PL

a didn’t sleep at all.

b didn’t sleep much.
c slept badly because of nerves.
2 The students found out about the exam …
a four weeks ago.
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b yesterday.
c four days ago.
3 On Fridays the boy …
SA

a goes out. b does sport. c revises.

4 The boy …
a doesn’t understand all the exam topics.
b doesn’t like some of the exam topics.
c hasn’t got notes for all the topics.
5 The boy thinks he isn’t going to pass the exam as …
a he needs to answer all the questions.
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b he’s studied the wrong topics.

BUZZWORD
c he’s studied last year’s exam.
binge learning – when you learn a lot shortly
4 What about you? before an exam and you forget it all soon after
1 Have you ever had a bad experience in a test or exam? No wonder he’s so tired. He was up binge
What happened? Was it because you didn’t prepare? learning for his finals until 2 am.
FR

2 What is your top tip for doing well in exams? Why?

10 Unit 1

006-017_Checkpoint_B2_SB_U1.indd 10 17.02.2020 16:25:41

 E
2a Choose the correct alternative. Write the answers 3 We arranged to meet in the library.
in your notebook.

PL
4 My friends appeared finding the exam easy.

TWO UNUSUAL
5 I was happy because I managed passing
the exam with 90%.
REVISION TECHNIQUES 6 Please promise not to cheat again!
7 You risk to fail if you don’t start studying soon.

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It’s amazing (a) thinking/to think how much revision 8 Have you ever considered to study another
we do while we’re at school or university. The problem language?
is that (b) revising/to revise can quickly become boring
and repetitive. It’s important (c) using/to use a variety 4 Complete this exam advice with the gerund

SA
of different revision techniques for (d) keeping/keep or infinitive form of the verbs given. Write
revision as effective the answers in your notebook.
as possible. Instead
1 Plan your time at the start to make sure that
of (e) doing/to do the same
you have enough time (finish)
old things, here are two
unusual techniques that the exam.
might work for you. 2 (Start) the exam before you have

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read all the questions can be a bad idea.
1 (f) Leaving/To leave
revision cards all around
your house can help
3 We suggest (take) more than one
pen or pencil to the exam.
(g) checking/to check
4 Don’t write too fast or carelessly to avoid
what you’ve learnt.
(create) a bad impression.
FR
Put cards in the
bathroom, kitchen, 5 Think about (leave) yourself time
living room … (check) your work at the end.
everywhere. The idea is that you can revise and learn
6 Check that you know how many questions you
something even when you go to the kitchen cupboard
need (complete) because sometimes
(h) getting/to get a biscuit! But remember that it’s
essential (i) having/to have a real break from time to time. not all questions are obligatory.
7 Try (answer) all the questions that are
2 Most people enjoy (j) singing/to sing, even if they
don’t actually sing very well. Some experts suggest
(k) singing/sing your revision notes to the tune of
obligatory.

a song that you like. You can sing your notes all day 5a Work with a partner. Complete these
E

long, even when you questions with the gerund or infinitive form
of an appropriate verb. Write the answers
walk to school, go
in your notebook.
PL

(l) cycling/to cycle, or do

sport. Basically, music 1 Do you enjoy in the evening?
appears (m) helping/to 2 When you sleep, do you ever dream of
help us to remember
?
more. But don’t forget
(n) keeping/to keep your 3 Have you ever thought of ?
M

voice down in the 4 Do you find it difficult ?

exam when you’re
5 Have you ever considered ?
singing your notes to
yourself! And check 6 Do you think that you are brave enough
SA

that people in your ?

family don’t mind 7 Would you like to be the first person ?
(o) listening/to listen to
you revising at home
8 Are you interested in ?
all weekend! 9 At the weekend, do you ever go ?
10 Next year do you want ?
2b Work with a partner. Would you use either of these
EE

techniques? Why?/Why not? 5b Interview other students using your

questions in 5a. Tell the class some of the
3 Is the gerund or infinitive used correctly in each things you discovered.
sentence? If not, rewrite it in your notebook.
1 I’ve been studying hard so I expect passing the exam.
FR

2 She suggested to study together that evening.

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 Developing speaking

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Giving personal information – SPEAKING BANK
preferences

PL
Expressing preferences
1 Read questions 1–6 and match each one with one prefer
of the categories a–d. Write the answers in your ■ I prefer to work alone.
notebook. ■ I prefer revising alone.
1 What do you like about the place where you live? ■ I prefer studying alone to studying with other

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2 What would you like to do when you finish studying people.
at school? would prefer
3 Are you happier studying alone or with other ■ I’d prefer to be a translator (than a musician).
people? I’d prefer not to study music.

SA
■

4 What things do you enjoy doing with your friends? would rather
5 Do you like going to parties? ■ I’d rather live in a big city.
6 Are you happier doing mental or physical work? ■ I’d rather not live in a small town.
■ I’d rather study than work.
a your home and family
b your interests 6 Put the verbs in the correct form.

EE
c your studies/work Write the answers in your notebook.
d your plans for the future
1 I prefer (play) football to
(do) homework.
2 I’d rather (go) by bus than
FR
(walk).
3 She’d prefer (not stay) in at the weekend.
4 She prefers (write) essays by hand.
5 He’d rather (write) a project than
(do) an exam.
6 I’d prefer (go) by train than (fly).

Practice makes perfect

E

7a Work with a partner. Ask and answer

the questions. Remember to give reasons
and personal details and to use expressions
PL

from the Speaking bank.

2 1.04 Listen to six students answering Student A: Ask these questions.
the questions in 1. Match each student to one
1 Which subject(s) do you prefer studying?
of the questions.
2 Would you rather study at home or in a library?
Student A Student D
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Student B Student E 3 Would you like to have an end-of-year school trip

Student C Student F this year or would you prefer to go somewhere
with your family?
SA

3 1.04 Listen again. Does each student give

Student B: Ask these questions.
a reason or any personal details to support
their answer? Is it a good idea to give reasons 1 Would you prefer to study in your country or abroad?
and/or personal details? Why?/Why not? 2 Do you prefer studying with books or using
a computer?
4 Work with a partner. Take turns to ask and
answer the questions in 1. Remember to give 3 Would you rather have a school uniform or wear
reasons and personal details. what you like?
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5 Look at the different ways of expressing 7b Change partners and repeat.

preferences in the Speaking bank and then
do exercise 6.
FR

12 Unit 1

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 Developing writing

E
An informal email replying to a request for information

PL
M
SA
EE
1 Read this email from a British girl called WRITING BANK
Amy to a friend who lives in Italy.
In the email, find the four main pieces Useful expressions in informal emails
of information that Amy asks for. ■ Hi, Dear … (a)
■ Thanks for your last email, It was great to
FR
hear from you, Sorry I haven’t written for
Hi! a long time, I’m writing to tell you about … (b)
Sorry I haven’t written for a long time, but I’ve been ■ What about you? How are you? How are
revising hard for exams. I’ve finished them all now things? Are you doing exams/on holiday at
I hope I’ve passed! What about you? What have you the moment? What have you been doing? (c)
been doing recently?
■ By the way, Anyway, (d)
I’ve got some great news! I spoke to my parents about ■ Write back soon, That’s all for now, Bye for
your invitation to take part in an exchange programme
now, Best wishes, All the best, (e)
this summer, and they say that I can! Which month do
you think is better, July or August?
By the way, I’d really like to learn more of your 4 Work with a partner. Imagine that you have received
E

language when I’m there. What do you think Amy’s email. In your notebook, make notes about
is the best way for me to do that? the information she wants.
Then after I’ve spent some time with you in Italy, What have you been doing recently? – assignments
PL

you’ll come back with me and visit my family here at school, went away with family last weekend, started
in England. Please let me know what type of things going to the gym …
you’d like to do here.
Anyway, I’m going out with my friends now to 5 You are going to write a reply to Amy. With your partner,
celebrate the end of our exams. I’ll tell you all about make a paragraph plan in your notebook. Decide what
it in my next email. Write back soon!
information to include in each paragraph.
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Best wishes,
Paragraph 1 – Thank Amy for her letter. Tell her what you’ve
Amy been doing.
SA

2 Look at the style of the email in 1. What Practice makes perfect

things in it are typical of informal emails?
exclamation marks 6 Write your reply to Amy. Use your notes and paragraph
plan to help you. Make sure that you include all of the
3 Look at the Writing bank. Match these information she needs. Write between 120 and 150
topics with the groups of expressions. words.
Write the answers in your notebook. WRITING BANK ➤ PAGE 158
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Can you add any other expressions?

1 Changing topic
2 Signing off
3 Greetings
4 Opening remarks
FR

5 Asking about someone’s health and

activities

Unit 1 13

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 Integrating skills

E
1 Work in groups of three. Which of the social 3 1.05 Listen to the recording and answer
causes would you volunteer to help and why? Does the questions below. Write the answers in your

PL
your school support any volunteer programmes? notebook.
■ helping the elderly with the housework / providing 1 What’s the topic of the programme?

company for the elderly 2 Why are Paulina and Peter in England?
■ helping children from underprivileged families to 3 What voluntary organisations have they worked for?

study and assisting them with their homework 4 Why does Peter recommend doing voluntary work?

M
■ providing children from underprivileged families
4 1.05 Listen again. Which of the following

with opportunities to spend their free time in a fun
and active way is stated in the recording as a fact? Which is
the opinion of the speaker? Write the answers
organising activities for children in hospital

SA
■
in your notebook.

■ taking care of animals in shelters
1 The Academy of the Future has been helping children

in Poland for 15 years.
2 Read an advertisement for a voluntary service
2 A child meets his/her mentor on a weekly basis.
organisation and answer the questions below.
3 Mentors make friends with the children in their care.
Write the answers in your notebook.
4 One of the aims of Peter’s workcamp was to help
VOLUNTEERING FOR PEACE – WHY NOT? organise free time for refugee children.
5 The activities managed to help the children to forget

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Have you ever wondered if there is anything you could do
about their present situation.
to help build international peace? If you have, we've got
the very project for you. We are Service Civil International, 5 In your notebook, complete the email with
a voluntary non-profit organisation, founded in 1920 by Pierre
the information from the advertisement in 2
Cérésole, a Swiss engineer. His aim – to promote a culture
and the recording.
of peace after World War I – remains our goal. Every year,
we help thousands of volunteers, of all ages (18+) and
FR
from many different backgrounds, to take part in various Od: Kasia Do: Jasiek
community projects. Temat: Wolontariat
We believe that international peace is only possible if people Cześć Jasiek!
from different cultures meet in order to understand each other Przeczytałam artykuł o SCI, który mi przesłałeś. Podoba mi się
better. This is why we bring people from different countries cel ich działania – czyli (1) na świecie. Podoba mi się też
together to give them the opportunity to live and work to, że na „workcampie” mogą się spotkać ludzie z (2) .
together for a period of two to three weeks. These short-term Nie jestem jednak pewna, czy chciałabym wyjechać zagranicę
projects – called workcamps – are organised in different local na taki „workcamp”. Wolałabym zrobić coś tu, w naszym mieście,
communities all around the world – from Belgium, Finland and i dlatego bardziej podoba mi się idea Akademii Przyszłości,
Turkey, to Palestine, Indonesia or Iceland. w której jeden mentor opiekuje się jednym dzieckiem. Fajne jest
Why are the projects called workcamps? Because their też to, że dzieci (3) kontrakt, który podpisują i są traktowane
po partnersku, oraz to, że organizatorzy zapewniają bogaty
E

primary aim is to work for the local community, for example,

working with refugees, helping disadvantaged or disabled program (4) . Z drugiej strony, można zorganizować taki
children, teaching English in a youth club, planting trees, „workcamp” SCI w Polsce – słyszałam o projekcie w Belgii, gdzie
helping locals develop more eco-friendly farms, or helping woluntariusze zajmowali się przez tydzień (5) , uczyli ich
PL

to preserve local traditions and festivals. However, the angielskiego i organizowali im zabawy i gry. Może moglibyśmy
most important goal is to break down barriers and learn coś podobnego zorganizować u nas?
about other cultures in order to become more tolerant and Pa,
open-minded. At the same time, you will also learn how to Kasia
become more independent, as well as make a lot of new
friends! To find out more about our workcamps, check our 6 Work in pairs. Discuss the following questions.
M

website. We look forward to hearing from you!

1 Do you think it’s a good idea to do voluntary work?
Why?/Why not?
2 Should schools encourage and support their students
SA

A Are the sentences true (T) or false (F)? If they are

in any voluntary activities? Why?/Why not?

false, correct them in your notebook.
3 Some people think that we should help people in
1 Service Civil International makes a huge profit
need in our home country first, rather than help
every year.
people in other countries. To what extent do you
2 A Swiss engineer founded SCI in order to try agree?
prevent the start of the First World War.
3 The aim of SCI is to promote tolerance and 7 For the next class, with a partner, prepare a short
presentation on a voluntary organisation aimed
EE

a more open-minded attitude.

at teenagers (either Polish or international),
4 There is an upper age limit for volunteers.
which you consider to be worthwhile. Include
5 Workcamps last a couple of weeks. the following information:
6 Participants of workcamps are required to ■ the name and location of the organisation;
do some physical work.

■ its main activities;
FR


B What is the style of the advertisement: formal, ■ who can participate;


informal, informative, critical, encouraging? ■ the reason(s) why you find it worthwhile.

14 Unit 1 Człowiek: społeczny system wartości (poziom rozszerzony)

006-017_Checkpoint_B2_SB_U1.indd 14 16.04.2020 14:40

 (adj) = adjective – przymiotnik (n/n pl) = noun/noun plural
Wordlist Unit 1 – rzeczownik/rzeczownik

E
(adv) = adverb – przysłówek
(conj) = conjunction – spójnik w liczbie mnogiej
EDUKACJA (det) = determiner – określnik (phr) = phrase – wyrażenie

(np.: a, an, the, that itp.) (prep) = preposition – przyimek

PL
Uczenie się, oceny szkolne (pron) = pronoun – zaimek
assignment (n) /əˈsaɪnmənt/ praca domowa (v) = verb – czasownik
cheat (v) /tʃiːt/ ściągać
continuous /kənˈtɪnjʊəs əˈ ocena na podstawie
assessment (n) sesmənt/ całorocznej pracy do an exam (v phr) /ˈduː ən ɪɡˈzæm/ zdawać egzamin
course (n) /kɔːs/ kurs, zajęcia do chores (v phr) /ˈduː ˈtʃɔːz/ wykonywać obowiązki


domowe

M
coursework (n) /ˈkɔːsˌwɜːk/ praca okresowa
do homework (v phr) /ˈduː ˈhəʊmˌwɜːk/ robić pracę domową
degree (n) /dɪˈɡriː/ stopień naukowy
do the shopping /ˈduː ðə ˈʃɒpɪŋ/ robić zakupy
fail (v) /feɪl/ nie zdać, oblać
(v phr)
grade (n) /ɡreɪd/ ocena, stopień
do the washing (v phr) /ˈduː ðə ˈwɒʃɪŋ/ robić pranie

SA
graduate (v) /ˈɡrædʒueɪt/ ukończyć szkołę
do well (v phr) /ˌduː ˈwel/ dobrze sobie radzić
lecture (n) /ˈlektʃə(r)/ wykład
mark (n) /mɑːk/ ocena, stopień INNE
master’s (n) /ˈmɑːstəz/ stopień magistra
academic (adj) /ˌækəˈdemɪk/ naukowy, akademicki
notes (n pl) /nəʊts/ notatki
ages (n pl) /ˈeɪdʒɪz/ całe wieki
pass (v) /pɑːs/ zdać


already (adv) /ɔːlˈredi/ już
resit (v) /ˌriːˈsɪt/ zdawać ponownie
annoy (v) /əˈnɔɪ/ irytować
revise (v) /rɪˈvaɪz/ powtarzać
anyway (adv) /ˈeniˌweɪ/ w każdym razie

EE
term (n) /tɜːm/ semestr
arrange (v) /əˈreɪndʒ/ umawiać się /
tutor (n) /ˈtjuːtə(r)/ nauczyciel, adiunkt


postanawiać (coś
tutorial (n) /tjuːˈtɔːriəl/ ćwiczenia, seminarium zrobić)
undergraduate (n) /ˌʌndəˈɡrædʒʊət/ student na studiach avoid (v) /əˈvɔɪd/ unikać

licencjackich brave (adj) /breɪv/ dzielny, odważny
Życie szkoły break (n) /breɪk/ przerwa
become independent /bɪˈkʌm ɪndɪˈpendənt/
FR
usamodzielnić się by the way (prep phr) /ˌbaɪ ðə ˈweɪ/ przy okazji
(v phr) can’t stand (v phr) /ˌkɑːnt ˈstænd/ nie znosić
extracurricular /ˌekstrəkəˈrɪkjʊlər zajęcia choice (n) /tʃɔɪs/ wybór
activities (n phr) ækˈtɪvətiz/ ponadprogramowe chore (n) /tʃɔː(r)/ obowiązek, praca
hall of residence (n) /ˌhɔːl əv ˈrezɪd(ə)ns/ akademik


domowa
make new friends /ˈmeɪk ˌnjuː ˈfrendz/ zawierać nowe come up (v phr) /ˌkʌm ˈʌp/ pojawiać się
(v phr) przyjaźnie complain (v) /kəmˈpleɪn/ skarżyć się, narzekać

student facilities /ˈstjuːd(ə)nt fəˈsɪlətiz/ udogodnienia don’t mind (v phr) /ˌdəʊnt ˈmaɪnd/ nie mieć nic przeciwko
(n phr)


duration (n) /djʊˈreɪʃ(ə)n/ czas trwania
student loan (n phr) /ˈstjuːd(ə)nt ˈləʊn/ kredyt studencki
encourage (v) /ɪnˈkʌrɪdʒ/ zachęcać
study abroad (v phr) /ˈstʌdi əˈbrɔːd/ studiować za granicą
ever (adv) /ˈevə(r)/ kiedykolwiek
CZŁOWIEK expect (v) /ɪkˈspekt/ oczekiwać
E

experience (n) /ɪkˈspɪəriəns/ doświadczenie

Społeczny system wartości find out about (v phr) /ˌfaɪnd ˈaʊt əˌbaʊt/ dowiedzieć się

assist (v) /əˈsɪst/ pomagać (o czymś)
break down barriers /ˌbreɪk ˈdaʊn ˈbæriəz/ przełamywać bariery /ˌhænd ˈɪn/
PL

hand in (v phr) wręczać, oddawać

(v phr) helpline (n) /ˈhelpˌlaɪn/ infolinia
community project (n) /kəˈmjuːnəti ˌprɒdʒekt/ projekt społeczny/ improve (v) /ɪmˈpruːv/ poprawiać
disabled (adj) /dɪsˈeɪb(ə)ld/ niepełnosprawny instead of (adv) /ɪnˈsted ɒv/ zamiast (czegoś/kogoś)

disadvantaged (adj) /ˌdɪsədˈvɑːntɪdʒd/ pokrzywdzony przez just (adv) /dʒʌst/ właśnie, dopiero co

los
look forward to /ˌlʊk ˈfɔːwəd tə/ z niecierpliwością
mentor (n) /ˈmentɔː(r)/ mentor, opiekun (v phr) oczekiwać
M

non-profit organisation /ˌnɒnˈprɒfɪt organizacja non-profit manage (v) /ˈmænɪdʒ/ zdołać, móc, dać radę
(n) ˌɔːɡənaɪˈzeɪʃ(ə)n/
never (adv) /ˈnevə(r)/ nigdy
preserve (v) /prɪˈzɜːv/ zachowywać
personal details (n pl) /ˌpɜːs(ə)nəl ˈdiːteɪlz/ dane osobowe/
refugee (n) /ˌrefjʊˈdʒiː/ uchodźca

personalne
SA

shelter (n) /ˈʃeltə(r)/ schronisko practical (adj) /ˈpræktɪk(ə)l/ praktyczny

underpriviledged (adj) /ˌʌndəˈprɪvəlɪdʒd/ upośledzony realise (v) /ˈrɪəlaɪz/ uświadomić sobie

społecznie
relatively (adv) /ˈrelətɪvli/ stosunkowo
volunteer (v) /ˌvɒlənˈtɪə(r)/ podejmować się
research (v) /rɪˈsɜːtʃ/ prowadzić badania

czegoś dobrowolnie

research (n) /ˈriːsɜːtʃ/ badania
voluntary work (n) /ˈvɒlənt(ə)ri ˌwɜːk/ wolontariat
risk (v) /rɪsk/ ryzykować
KOLOKACJE Z DO I MAKE since (adv) /sɪns/ odkąd, od kiedy

take your mind off /ˌteɪk jəˈmaɪnd ˌɒf odwrócić uwagę od
EE

make a cake (v phr) /ˈmeɪk ə ˈkeɪk/ robić ciasto something (v phr) ˈsʌmθɪŋ/ czegoś
make a decision /ˈmeɪk ə dɪˈsɪʒ(ə)n/ podejmować decyzję theoretical (adj) /ˌθɪəˈretɪk(ə)l/ teoretyczny
(v phr)
topic (n) /ˈtɒpɪk/ temat
make a noise (v phr) /ˈmeɪk ə ˈnɔɪz/ hałasować
uni (n) /ˈjuːni/ uniwerek
make friends (v phr) /ˌmeɪk ˈfrendz/ zawierać przyjaźnie
unspecified (adj) /ʌnˈspesɪfaɪd/ nieokreślony
make the dinner (v phr) /ˈmeɪk ðə ˈdɪnə(r)/ robić obiad
valid (adj) /ˈvælɪd/ ważny, obowiązujący
/ˈduː ə ˈkɔːs/
FR

do a course (v phr) robić kurs

wallet (n) /ˈwɒlɪt/ portfel
do an assignment /ˈduː ən əˈsaɪnmənt/ robić pracę domową
(v phr)

Unit 1 15

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 Skills checkpoint Unit 1

E
Rozumienie ze słuchu
Please tell Kate I can’t go to the cinema with

PL
1 1.06 Usłyszysz dwukrotnie fragment you tonight. I’ve failed an important exam in
programu radiowego. Na podstawie informacji psychology and I need to study this evening
zawartych w nagraniu uzupełnij w zeszycie luki because my tutor has allowed me to retake
1–6 w poniższej notatce. Luki należy uzupełnić it tomorrow. I promise I’ll join you next time.
w języku angielskim. Kisses

M
Dr Anderson and his team are studying how people
(1) things. They have recently discovered that, Bob, did you attend the course in
international law with Professor McDonald?
in some cases, making a guess might improve the process
I was wondering if you still have notes from
of (2) information. When people are asked to his classes. I’m having an exam with him in

SA
make a guess which is based on the (3) two a few weeks, and your notes would help me
words, it might have benefits for their memory. The same a lot, cause I’ve been absent a lot this term.
is true when people have to guess a word and are told Please?
(4) the word belongs to, as they tend to
remember the words better and for a longer period of 2 Both texts are about
time. In such cases, people are forced (5) A exam grades.
and to process the information. However, making B taking exams.

EE
(6) might not improve the process of C university teachers.
remembering but rather have a negative effect on the
way people retain new information. From: To: Subject:

Uncle Jack,
Rozumienie tekstów pisanych
1 There are some things I don’t understand as I’ve
FR
2 Przeczytaj teksty związane ze studiowaniem. been ill for a few weeks.
W zadaniach 1–3 z podanych odpowiedzi wybierz 2 I would be really grateful – I’m trying to do my
właściwą, zgodną z treścią tekstów. best to get a good final grade.
Zapisz w zeszycie literę A, B albo C. 3 I want to ask you a favour – I’ve got a big test
in biology this week and I need to revise a lot of
material.
DO YOU EVER WONDER 4 Could you help me with it?
WHAT IT WOULD BE LIKE
Thanks a lot,
TO STUDY ABROAD? Robert

Are you interested in a degree in business 3 The correct order of the sentences in the message is
A 4-3-1-2 B 3-1-4-2 C 2-3-1-4
E

studies, engineering or sociology?

Would you like to become more independent
Znajomość środków językowych
and make new friends abroad?
PL

Would you like to practise your language skills? 3 Uzupełnij zdania 1–-5, wykorzystując podane
w nawiasach wyrazy w odpowiedniej formie.
Are your grades excellent?
Nie należy zmieniać kolejności podanych wyrazów.
If you want to learn more about: Trzeba natomiast – jeżeli jest to konieczne –
dodać inne wyrazy, tak aby otrzymać logiczne
What undergraduate courses you can
M

i gramatycznie poprawne zdania. Wymagana jest

do in Britain; pełna poprawność ortograficzna wpisywanych
What coursework and assessment look like fragmentów. Uwaga: w każdą lukę możesz wpisać
maksymalnie pięć wyrazów, wliczając w to wyrazy
at British universities;
SA

już podane. Odpowiedzi zapisz w zeszycie.

What student facilities are available;
1 My younger brother is so annoying – he
How to apply for a student loan (always / listen) loud music when I’m trying to study.
Come to a meeting with Paula Delaney of the British 2 I (do / course) in directing since
September as, one day, I’d like to be able to make
Embassy
my own films.
FRIDAY, 4 P.M., 3 I (prefer / study) psychology rather than
EE

engineering after I’ve graduated from secondary

SCHOOL ASSEMBLY HALL
school.
1 The aim of the meeting is to 4 My sister (not /make) friends at her new
A encourage teenagers to study in Britain. college yet.
B practise language skills. 5 If you revise everything the night before an exam,
C provide information about studying in Britain. you (risk / forget) most of the material.
FR

16 Unit 1 – poziom rozszerzony

006-017_Checkpoint_B2_SB_U1.indd 16 16.04.2020 15:00

 E
4 Przeczytaj tekst. Z podanych odpowiedzi Wypowiedź ustna
wybierz właściwą, tak aby otrzymać logiczny

PL
i gramatycznie poprawny tekst. Zapisz w zeszycie 6 Pracujcie w parach. Popatrzcie na zdjęcia
literę A, B, C albo D. i wykonajcie zadanie. Następnie odpowiedzcie
na pytania.
If you’re a secondary school student, you’ve probably
heard more than once that choosing what to study is Chciałbyś/Chciałabyś dowiedzieć się, jak uczyć się
a tough decision. Unfortunately, it is true. It is one of szybciej i bardziej efektywnie. Masz do wyboru trzy

M
the most difficult decisions you will ever have to formy zdobywania nowej wiedzy.
(1) and one which will have enormous impact ■ Wybierz formę zdobywania wiedzy, która byłaby dla
on your future life. My son Jack (2) computer
Ciebie najlepsza, i uzasadnij swój wybór.
games, and so he decided to study game design. He

SA
was convinced it would help him to construct his own
■ Wyjaśnij, dlaczego odrzucasz pozostałe propozycje.
game, which would bring immediate financial rewards. 1 2
However, much to his surprise, he (3) for
almost two years now, but he hasn’t designed a game
yet. He has always been good at drawing and graphic
design, so he doesn’t have to make (4) in
these subjects. However, he has been working really

EE
hard to learn programming. He’s also been learning
how (5) all the assignments on time as he
has never been too fond of sticking to deadlines. Even
though studying game design involves (6)
really hard, Jack is satisfied: he is doing what he has 3
always dreamt of. So, the moral of the story is: choose
wisely.
FR
1 A do 4 A any effort
B perform B his best
C make C homework
D make up D chores
2 A always loved 5 A doing
B always intended B making
C has always loved C to do Uczeń A
D has always wanted D to make 1 To what extent is it possible to change your learning
3 A studied 6 A to work habits?
B is studying B working 2 Some people say that the realities of today’s world
E

C studies C that he will work mean it’s necessary to learn new skills throughout
D has been studying D him to work one’s life. Do you agree? Why?/Why not?
Uczeń B
PL

Wypowiedź pisemna 1 What can you learn best from books: knowledge or
skills? Why?
5 Napisz e-mail do znajomego, który studiuje za
granicą. W treści e-maila: 2 To what extent do you agree with the opinion that
we learn best in groups with other people/from
■ wyjaśnisz, że też chciałbyś/chciałabyś studiować other people? Justify your opinion.
M

zagranicą;
■ napiszesz, czym się interesujesz i co chciałbyś/ SELF-ASSESSMENT UNIT 1
chciałabyś studiować;
■ zapytasz o dobre i złe strony studiowania za granicą; How well can you do these things in English now?
SA

Give yourself a mark from 1 to 4.

■ poprosisz o sugestie dotyczące kosztów związanych
ze studiowaniem za granicą i pożyczek studenckich. 1 = I can do it very well. 3 = I have some problems.
2 = I can do it quite well. 4 = I can’t do it.
From: To: Subject:
a I can talk about present situations, routines and actions.
Hello Mark,
I’m sorry I haven’t written to you for so long. b I can understand written and spoken texts about
EE

studying and university life.

I hope you don’t mind me asking so many questions. c I can express preferences.
Cheers,
d I can reply to informal emails and include relevant
XYZ
information.
Długość wiadomości powinna wynosić od 100 do 150 słów e I can give a presentation on a voluntary organisation.
(nie licząc słów w zdaniach, które już są podane).
FR

LANGUAGE CHECKPOINT ➤ PAGE 137

Unit 1 17

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 1
2

E
Nine
Family

PL
lifefive
to

M
Vocabulary
Work conditions and responsibilities Working life

SA
1 Work with a partner. Try to think of one job 6 In your notebook, match the definitions 1–5 with the
for each letter of the alphabet. expressions a–g. There are two extra expressions.
A – architect B – builder C – chef 1 You have flexible a work long hours
working hours. b do shift work
2 Read the job descriptions. What are the jobs? 2 You sometimes work during c work from nine
a You don’t need special qualifications to do my the day and sometimes
to five

EE
job, except for a driving licence. I deal with at night.
d work full-time
the public. I’m responsible for getting them 3 You work extra hours.
where they want to go. It’s quite a stressful job e be on flexitime
4 You spend a long
because of the traffic and because my passengers time working. f work part-time
are often in a hurry. I work outdoors, but
5 You don’t work all day. g work overtime
because I’m inside my car I work in quite good
FR
conditions. I’m self-employed, not an employee
in a company. I don’t earn an enormous salary. 7 Work with a partner. In which jobs or situations
do you think it is common to work …
b I work in dangerous conditions. One day I’d
just like to work indoors in an office and do 1 from nine to 2 long hours? 3 overtime?
paperwork, or maybe even manual work. I’m not five?
very well-paid considering the amount of work 8a In your notebook, put these different events in
I do. It’s a skilled job because you need special a logical order.
training to do it. For example, you need to learn
to control a big crowd of people. But really, apply for a job • be offered a job
it’s experience that teaches you to deal with get a promotion • look for a job • sign a contract
criminals.
E

1 – look for a job

3 Look again at the expressions in yellow.
Check that you understand what they mean.
PL

8b 1.08 Listen and check.

Use a dictionary if necessary.

4 1.07 Listen to four people describing 9 Match the expressions 1–5 with their meanings a–e.
their jobs. Match each person to one of Use a dictionary if necessary. Write the answers in
these jobs. Write the answers in your notebook. your notebook.
M

1 become unemployed 4 retire

architect • bank manager • construction worker
2 be made redundant 5 resign
head teacher • office worker
personal assistant (PA) • physiotherapist 3 be sacked/fired/dismissed
school caretaker • software engineer • vet
SA

a general expression for when you lose your job

b state formally that you are leaving a job permanently
1 3
c stop working, usually because you are officially too old
2 4 to work
5 Work in groups of three. Describe a job d lose your job, usually for doing something wrong
using the expressions in yellow in 2. Can your e lose your job because it is no longer necessary
partners guess the job?
EE

10 Work with a partner. Talk about your work plans.

BUZZWORD
I’d like to find a job as a software engineer,
gamification – the process of adding game-like
designing games. I’d prefer …
elements to activities, in order to encourage people
to take part and increase success or profits
FR

Our company is using gamification in employee VOCABULARY BUILDER ➤ PAGE 127

training and it’s really exciting.

18 Unit 2 Praca

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 Reading

E
1 Work with a partner. Look at the photos of two 2 Read the articles and check your answer
people with unusual jobs. Where do you think they work? in 1.

PL
Sliding into a dream job This job is a nightmare!

M
While 22-year-old student Sebastian Smith was doing When you see them on the
his final university assignment, he heard an advert street, you really don’t think
on the radio asking people to apply for ‘the best job of it as a full-time job. But for eight
in the world’. hours a day, five days a week,

SA
5 Paul Edmeades works as
a living statue.
5 The job was to evaluate waterslides around the world. Sebastian
spent the rest of the day dreaming about it and just knew that he Some time ago, Paul made
had to apply. Meanwhile, 2,000 other people were thinking exactly a special metal structure and
the same. In the end, five lucky people got to the final selection attached it to a heavy base. He hid
event, which took place at a holiday resort in Egypt. After a number 10 the structure in his gold-painted suit
10 of trials, Sebastian convinced the judges that he was the best and learnt to sit back with just one Living statues have to
candidate.

EE
foot on the ground and make it look stand still for hours
Sebastian finished his degree course in design, graduated and then as if he was defying gravity. Paul
walked straight into his new job. It came with a good annual salary became one of the thousands of living
and all his travel expenses paid. Unfortunately, the job was only for 15 statues working in the UK.
15 six months, but it included a seven-night, all-inclusive holiday. These statues have to put up
Sebastian felt that the job was a dream come true. There used with children and adults coming
FR
to be a waterslide close to where he lived as a young child and up to them and touching them to see if they are real. And
he would beg his mother to take him. Sadly, the waterslide standing still for hours can bring serious health problems. Matt
closed before he could visit it. But now he has tried 20 Walters has been a living statue for over 30 years. He used to be
20 waterslides in over 15 countries, from Turkey to able to stand completely still for three hours at a time. But the
Jamaica. pain became too much. The cold certainly doesn’t help. Paul
wears four pairs of trousers and three pairs of socks. And there are
There was a serious side to the job, too. While
other, even worse dangers. Members of the public sometimes
he was enjoying himself on the slides, he
25 hit Paul, insult him, or even steal the money he makes. Once
had to talk to families and find out what
when he was working in Trafalgar Square, a gang suddenly
25 they thought of the attractions. And
appeared and started kicking him. Luckily he escaped, but that
Sebastian was also responsible for
was all because he was working in somebody else’s spot.
evaluating other factors, such as
safety. Sebastian’s predecessor So, what about promotion or a pay rise? Is it possible to get
E

in the job, Tommy Lynch, said 30 ahead in this profession? Paul says that living statues are
30 that the only drawback currently very popular in the United Arab Emirates and the pay
was going to work on there is good. But the problem is the heat, which, for a living
statue, is even worse than the cold!
PL

a cold day wearing

only a pair of
shorts!
4 CRITICAL THINKING

3 Read the articles again. Are these statements True (T), Think! Then compare ideas with your class.
M

False (F) or is the information Not Mentioned (NM)? ■ Do you think ‘dream jobs’ really exist? Why/
Write the answers in your notebook. Why not?
1 Sebastian was an undergraduate when he first ■ What factors do you think could make a job
heard about this special job. T/F/NM a dream job?
SA

2 At first, Sebastian wasn’t very interested in 5 Can you guess from the context what the
the job. T/F/NM underlined words mean? Check your ideas
3 Sebastian’s mother thought waterslides were in a dictionary.
too dangerous for children. T/F/NM
4 Part of Sebastian’s job was to see if any 6 What about you?
waterslides were dangerous. T/F/NM Would either of the jobs in the articles be your idea of
a dream job? Why/Why not?
EE

5 It’s important that people can’t see the

mechanism that Paul built. T/F/NM
BUZZWORD
6 One problem that living statues have is that
people are not sure if they are real statues. T/F/NM vibe manager – a person who is responsible for
7 The worst problem for a living statue is planning office parties, staff outings, etc. in order to
the cold. T/F/NM make sure people are enjoying their time at work
FR

8 The psychological pressure of being a living As a vibe manager Kate is involved in promoting healthy
statue is difficult to bear. T/F/NM office activities, such as lunchtime yoga.

Unit 2 19

018-029_Checkpoint_B2_SB_U2.indd 19 16.04.2020 15:26

 Grammar in context

E
Past simple and past continuous 4a In your notebook, make the correct questions for
these answers.

PL
1a Look at these sentences. Which verbs are past
1
simple and which are past continuous?
I had a snack when I got home after school yesterday.
1 Paul became one of the thousands of living statues
in the UK. 2

2 He was working in somebody else’s spot. No, I wasn’t watching TV at 9 o’clock last night.

M
3 Sebastian finished his degree course, graduated 3
and then walked into his new job. My parents were working yesterday at 10 am.
4 While he was doing his assignment, he heard 4
an advert.

SA
I went to Ireland last summer.
5 Once when he was working in Trafalgar Square, 5
a gang suddenly appeared. Yes, I was listening to music while I was doing my
homework yesterday.
1b Look at the rules. Is each rule for the past simple
6
(PS) or the past continuous (PC)?
I ate out last Saturday.
1 We use it to say that one thing happened after
7

EE
another.
I was sleeping at 6 o’clock this morning.
2 We use it to talk about an activity in progress
at a moment in the past.
4b Now interview your partner using the questions
3 We use it to describe scenes in a story or
in 4a.
description.
4 We use it to talk about finished actions or situations
FR
Past habits
in the past.
5 We use it to talk about an activity in progress in 5a Look at these sentences and answer
the past that was interrupted by another action. the questions.
a There used to be a waterslide close to his home.
1c Is it more common to use the words while and b He didn’t use to go on waterslides.
as with the past simple or the past continuous?
c He would beg his mother to take him.
GRAMMAR REFERENCE ➤ PAGE 138 d The final took place at a holiday resort in Egypt.

2a How do we spell the -ed form of these verbs? 1 Which events in a–d are things that happened
Write the answers in your notebook. regularly?
E

2 What happened just once?

cry • develop • happen • hate • mention
 ​
 ​
 ​
 ​
occur • plan • prefer • step • stop • study 5b Read rules 1–5 and complete 1–3 with used to,
PL
 ​
 ​
 ​
 ​
 ​
travel • try • visit would or the past simple. Write the answers in
​
 ​
 ​
your notebook.
1 We use and to talk about past
2b 1.09 How do we pronounce the -ed form
habits.
of the verbs in 2a: /d/, /t/, /id/? Listen and check
your answers. 2 We use to talk about single events in
M

the past.
3 Are the underlined verbs in the correct tense? 3 We use with past actions but not past
If not, rewrite them correctly in your notebook. states.
SA

1 When I got home, I was making the dinner. He would arrive late, NOT He would be late.
2 As we were walking home, we helped an old lady to He used to like his job, NOT He would like his job.
cross the road. 4 We do not usually use wouldn’t to talk about
3 When I looked out of the window, I saw that it past habits.
rained. He didn’t use to go to bed early.
4 Last year, I was spending my holidays in the US. NOT He wouldn’t go to bed early.
EE

5 When the phone rang, I stopped what I did and 5 When we give a period of time, we use the past
answered it immediately. simple, not used to.
6 I was unlucky because I walked in the park when it He used to live on an island. He lived on the
started to rain. island for six months, NOT He used to live on
7 I asked her why she cried. the island for six months.
FR

GRAMMAR REFERENCE ➤ PAGE 138

20 Unit 2

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 Developing vocabulary

E
6 Choose the best alternative. If you think both Phrasal verbs connected with work
alternatives are correct, choose both. Write

PL
the answers in your notebook. 1 Match the phrasal verbs in yellow with their
meanings (a–h). Write the answers in your notebook.
1 When I was small, I used to/would have
a skateboard. 1 If you want to get ahead, you need to work hard.
2 My brother lived/used to live in France for a month. 2 He applied for a job in an international company,
3 We didn’t use to/wouldn’t walk to school, but now but they turned him down.

M
we do. 3 She took over the project last year. It’s hers now.
4 When I was ten, I used to/would play computer 4 They’re going to set up a new office in Tokyo.
games for hours. 5 This new job is really hard, but I’m going to keep at it.

SA
5 Once my friend met/would meet a famous actor. 6 We’re working on a new product to get it just right.
6 At primary school, I used to/would go home for 7 To apply for the job, you need to fill in this form.
lunch. 8 I’m so busy at work that I can’t keep up with it all.
7 In the past, everything used to/would be cheaper.
a spend time producing or improving something
7 Complete this text with used to, would or b start (a business, an organisation, etc.)
the past simple. When both used to or would are c continue doing something even if you want to stop

EE
possible, use would. Write the answers in your
d be more successful, or progress faster
notebook.
e go at the same speed as something or someone
f add information to a document, e.g. your name/address
g not accept an offer, request or application
h take control of something
FR
2 In your notebook, complete the sentences with
the correct form of the phrasal verbs in 1.
1 Don’t stop trying! it!
2 I’m ambitious. I want to and get to the top
of the company.
A few years ago, Ben Southall had a dream job.
3 Don’t forget to this section of the
He (a) (live) in a luxurious house on
questionnaire with your email address.
a tropical island, to promote tourism in Australia.
4 They offered me a promotion, but I it
He (b) (not have) much time for just relaxing
E

because it wasn’t well-paid.

because he (c) (work) up to 19 hours, seven
5 You need a lot of money and original ideas to
days a week. Each day he (d) (do) lots of
a new business.
PL

promotional events and press conferences. At the end

6 We need to work faster if we want to our
of the day, he (e) (write) his blog before competitors.
going to sleep. Above all, he (f) (love)
7 Let’s this project first and when we finish
the excitement of surfing, sailing and flying. There was we can look at something else.
one dangerous moment though. In the last week of
M

8 We used to be independent, but a big company

the job, he (g) (jump) into the sea and he us last year.
nearly (h) (die) because of a jellyfish sting!
Luckily, a local doctor (i) (save) his life. 3a In your notebook, complete the questions with
SA

the correct preposition or adverb.

8a Complete these sentences in your notebook. 1 Are you working any school assignments?
Make some of them true for you and some false. 2 Do you find it easy or difficult to keep all
1 I used to in the evenings. of your homework?

2 I didn’t use to at the weekends, but now 3 What qualities do you think you must possess to get
I do. in a job?
EE

3 When I was at primary school, I would . 4 Would you like to set your own business one
day? What type of business?
4 Once when I was at primary school, I .

3b Work with a partner. Take it in turns to ask

8b Work in groups of three. Read out your
and answer the questions in 3a.
sentences. Can your partners say which ones
FR

are true and which are false? VOCABULARY BUILDER ➤ PAGE 127

Unit 2 21

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 Listening Grammar in context

E
Past perfect simple

PL
1a Look at the sentence and then decide which action
happened first.
When I had finished school, I bought a ticket to travel round
the world.
a I finished school.

M
b I bought a ticket.

1b Choose the correct alternative. Write the answers in your

notebook.

SA
We use the past perfect simple to talk about actions that
happened after/before another action in the past.

1c How do we form the past perfect simple?

GRAMMAR REFERENCE ➤ PAGE 138

EE
1 Work in groups of three. Read this 2 Complete the sentences with the past simple or past
definition of a gap year. Do you think gap perfect simple form of the verbs given. Write the
years sound interesting? Why/Why not? answers in your notebook.
1 When she (write) her letter of application, she sent it.
gap year (n) /ɡæp jɪə(r)/
A year, usually between finishing school and starting 2 The teacher didn’t let her do the exam because when she
university, when you travel or work.
FR arrived, the exam (start).
3 He unlocked the door and (step) inside.
2 1.10 Listen to five people talking 4 Before today’s conversation, I (not speak) to
about their gap year experiences. Match the boss.
each statement (A–F) with the correct 5 When the wind (blow), the leaves on the trees
speaker. Use the letters only once. There shook.
is one extra letter. Write the answers in 6 They didn’t want to see the film again because they
your notebook.
(see) it twice already.
A I didn’t work at any moment during my gap 7 They weren’t hungry because they (eat).
year.
B I learnt two languages during my gap year. 3 In your notebook, complete the sentences in a logical
E

C My gap year prepared me to study hard. way using a verb in the past perfect simple and
D I was fired from my gap year job because the words in bold.
PL

I didn’t enjoy it. 1 We couldn’t get into the room because … lock
E I enjoyed being close to nature during my 2 They gave her the job because … questions
gap year. 3 I couldn’t go out last Saturday because … homework
F Although my gap year experience was 4 She arrived late for work because … bus
difficult, it is going to influence my choice
5 My little brother was crying because … ice cream
M

of a career.
6 People on the beach were frightened because … shark
Speaker 1: Speaker 4: 7 He didn’t feel well because … pizza
Speaker 2: Speaker 5: 8 They got wet because … umbrella
SA

Speaker 3:

3 What about you?

1 Which of these gap years do you like the
most? Why?
2 What would be your perfect plan for a gap
EE

year?
FR

22 Unit 2

018-029_Checkpoint_B2_SB_U2.indd 22 17.02.2020 16:26:51

 E
Past perfect continuous 7a Read the story of Yu Youzhen. What did
she do and why? Ignore the gaps at the

PL
4a Do these sentences contain verbs in the past perfect moment.
simple or the past perfect continuous?
1 I’d been working for almost 12 months when I had an idea.
2 When I’d earned enough money, I decided to go skiing
in France.

M
3 I’d been organising my gap year for a long time.
4 When I’d finished that job, I worked as a volunteer
in Madagascar.

SA
4b Which sentences give more importance to the duration
of the action? Which give more importance to the
completion of the action?

4c How do we form the past perfect continuous?

GRAMMAR REFERENCE ➤ PAGE 138

EE
5 Choose the best alternative. Write the answers in your
notebook.
1 We had waited/been waiting for an hour when finally

A
the director arrived. few years ago, a Chinese woman called
FR
2 They were tired because they have/had been running for Yu Youzhen became a millionaire.
more than an hour.
Before becoming a millionaire, she had
3 By the time we got there, they had eaten/been eating all
(a) working hard for nearly
the food.
40 years. She (b) been a farmer,
4 He had written/been writing three novels by the time he
was 25. cook and even a lorry driver. Then she applied
5 She couldn’t open the door because she had lost/been losing (c) the job of street cleaner. One
the key. day the government gave her money for her
6 When I saw her face, I knew she had cried/been crying for land. She used the money to set (d)
a long time. her own business. After a few years, she had
E

7 The teacher was angry because the boys had talked/been made about £1 million by buying apartments.
talking all through the lesson.
But she decided she (e) want
to stay at home doing nothing. So she
PL

6 In your notebook, make sentences in the past perfect

simple or continuous to explain the situations. (f) the decision to continue keeping
1 Why was the little girl upset? the streets clean. She wanted to be a good
somebody steal sweets example to her children. She wasn’t happy
Somebody had stolen her sweets. with them because they (g) just
M

2 Why were his parents angry with him? sitting at home all day. They hadn’t been
not study hard enough (h) anything for years. And even
though she had already (i) enough
SA

3 Why were her hands dirty? money to live well without doing anything
work all morning in the garden at all, she put on her orange jacket and went
to work six days a week. It worked! Now her
4 Why did she feel really sleepy? children (j) started working!
study for hours
7b Read the text again and think of the
EE

5 Why didn’t he want to read the book? word which best fits each gap. Use only
read it twice before one word in each gap. Write the answers
in your notebook.

6 Why did he fail his final exam? 7c Work with a partner. What do you
not pay attention to his teacher all year think of the story of Yu Youzhen?
FR

Unit 2 23

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 Developing speaking

E
Negotiating and collaborating – 1

PL
M
CONSTRUCTION WORKER

FIREFIGHTER

SA
PILOT

How dangerous
do you think these
jobs are?

EE
POLICE OFFICER FR FORMULA 1 DRIVER

1 Work in groups of three. Look at SPEAKING BANK

the jobs in the diagram. Would you like
to do any of these jobs? Why/Why not? Negotiating and collaborating – 1
1 What do you think? ■ What do you think about (architects)?
2 1.11 Listen to two students doing What about you? ■ What about (bank managers)?
a listening task and answer these Do you agree? ■ Don’t you think so?
questions. 2 Yes, I agree. ■ Yes, you’re right. ■ Sure. ■ OK.
1 What does the examiner ask them to I think you’re right. ■ That’s true. ■ I agree with you.
talk about? I see what you mean. ■ That’s a good idea.
2 What second question does the examiner 3 I see what you mean, but … ■ I suppose so, but …
E

ask them? I’m not sure. ■ Maybe, but … ■ I agree up to a point, but …
3 What is the students’ final answer to
that question?
5 Work with a partner. Practise doing the task in 2
PL

4 Do you agree with their answer? Why/ giving your own opinions.
Why not?

3 1.11 Listen again and answer these Practice makes perfect

questions in your notebook.
6 Work with a partner and do this task. Use expressions
M

1 Do the two students talk about all of from the Speaking bank.
the jobs?
2 Do they listen to each other and respond to 1 Here are some different jobs. Talk to each other about how
each other’s comments? these jobs help to improve society.
SA

3 Does one student speak much more than 2 You have a minute to decide which job you think helps society
the other? the most.
4 Do they ask each other’s opinions?
5 Do they fail to come to a decision at
the end of the conversation? SCIENTIST
4 Look at the expressions in the Speaking JOURNALIST ARTIST
EE

bank. What are the three different

categories?
How do these jobs help
to improve society?
SOFTWARE
ARCHITECT
FR

ENGINEER

24 Unit 2

018-029_Checkpoint_B2_SB_U2.indd 24 17.02.2020 16:27:04

 Developing writing

E
An opinion essay – 1

PL
1 Work with a partner. Read this writing task.
Do you agree or disagree with the statement?
Write notes with your main ideas.

“
It’s a bad idea for teenagers to

”
do part-time work while they

M
are still studying.
2 With your partner, copy and complete this plan
with your ideas.

SA
Paragraph 1:
Introduction with general statement on the topic
and your opinion

Paragraph 2:
First and most important reason for your opinion

EE
Paragraph 3:
One or two other reasons for your opinion OR other 4 Complete the essay with these phrases.
people’s arguments against your opinion and why you Write the answers in your notebook.
don’t agree with them

Paragraph 4: As far as I’m concerned • Furthermore

I agree with this • On the other hand
Summary and conclusion restating your opinion
FR
To begin with • To sum up
3 Read this essay, ignoring the gaps. Does it follow
the paragraph plan in 2? Is the opinion of the 5 Put the expressions in 4 in the correct place in
writer similar to your opinion? the Writing bank. Write the answers in your
notebook.

In some countries, the US for instance, many WRITING BANK

teenagers work while they are still studying at Useful words and expressions in opinion essays
■ Expressing opinions
school or at university. (a) , this is a bad
Personally, I think …
idea.
E

(b) , studying at school or university is In my opinion,

a full-time occupation. Students need time to take
PL

notes, revise, do assignments and research topics. I believe that …

■ Adding opinions and putting them in order
In my opinion, students who work in the evenings
Firstly,
or at the weekends do not have time to do these Secondly, In addition, , What is more,
things properly. (c) , young people often Finally, Lastly,
M

work in bad conditions or late at night. This means ■ Contrasting opinions

that after work they find it difficult to pay attention However, Nevertheless,
■ Concluding
and concentrate.
SA

In conclusion, , All things considered,

(d) , some people say that work
experience can help to make you more independent Practice makes perfect
and responsible. (e) up to a point.
6a Work with a partner. Look at this task. Write
However, there is time for students to gain this
notes with your ideas and then complete the
experience when they finish their studies. plan in 2 for this topic.
EE

(f) , I believe that a student’s real ‘School does not prepare students for the world of
responsibility is to learn as much as possible. They work.’ Do you agree?
can only do this if they study full-time, with no
other distractions. 6b Use the plan in 6a and words and expressions
from the Writing bank to write your essay.
FR

WRITING BANK ➤ PAGE 159

Unit 2 25

018-029_Checkpoint_B2_SB_U2.indd 25 17.02.2020 16:27:08

 Integrating skills

E
1 Imagine you are looking for a part-time job. Which person
Read the job offers below. In pairs, discuss which 1 thinks some young people’s expectations are too high?

PL
job(s) you would/wouldn’t like to do, and why. 2 has already got an idea about their future?
Part-time/summer household jobs wanted 3 is unsure about following in their parents’ footsteps?
Working in private homes, doing a range of household 4 is asking for advice?
chores. Flexible working hours. No previous experience
5 has been given advice by their parents?
necessary. Working hours per week: 4–32.

M
6 would like to be self-employed?
Summer sports coach
3 1.12 Listen to the recording and answer
Planning and running activities for children at an international
the questions below. Write the answers in your
sports camp. Interest/experience in a variety of sports and

SA
a very good command of English required. Full board
notebook.
and accommodation. Working hours per week: 38–40. 1 Where is the talk being given?
2 What is the aim of the talk?
Internship at a local newspaper office 3 How would you describe the style of the talk: formal,
Doing paperwork. Answering emails and letters. Flexible informal, informative, entertaining, motivating?
working hours. Full-time contract/promotion prospects.
Working hours per week: 16–38. 4 In your notebook, complete your notes, using

EE
information from the recording.
2 Read the forum entries and answer the questions.
Write the answers in your notebook. Notes from the meeting
Employers’ expectations:
ARE YOU A POTENTIAL JOB SEEKER? • Bachelor’s degree (minimum)
Share your hopes, expectations, ambitions and fears • Work experience (Voluntary work? Part-time job?
FR
4 comments • 5 hours ago
Finding (1) for the summer?)
My parents keep telling me that I shouldn’t expect to • Employability skills (e.g. interpersonal skills, being
have a job for life, as my grandparents did. My mum
able to work in (2) , problem solving, to get
has been working as a secondary school teacher
Chris for 20 years, but, in that time, she has changed (3) new situations)
NEW
schools three times. She says she’s always wanted Career advisers:
a new challenge; now she’s a deputy headteacher. • Help find your (4) after you complete
My dad, however, is self-employed, but he always
seems to be under a lot of pressure or in a hurry.
a (5) (sounds interesting!)
I’m wondering whether their level of commitment is • Help find a career (6) the skills and
something I’d like to take on. abilities you have
E

5 minutes ago

I’ve been thinking a lot about what I want to 5 Work with a partner. Discuss the following
do in the future, but there are so many options questions.
PL

available. I’m actually considering consulting

1 Would you like to get advice from a careers adviser?
Ellen a careers adviser – has anyone here used this
Why/Why not?
NEW kind of support? Will someone really be able to tell
me what my strong points are? Please help. 2 Do you think it would be a good idea to take
10 minutes ago a skills assessment test to discover more about
your strengths and weaknesses? Why/Why not?
M

My older sister, Karen, has been looking for a job for 3 Which of the employability skills do you think you’ve
two months now. She’s sent off a lot of applications
got?
and has attended four or five job interviews, but she
Meghan still hasn’t found anything suitable. In fact, she has 4 Do you think schools should encourage their
SA

been offered a job more than once, but she is so students to get advice from careers advisers,
fussy! Either the hours are too long, or the salary is as well as organising employability skills courses
not high enough, or there is too much paperwork for students? Why/Why not?
involved. If there are more graduates like Karen, no
wonder employers are beginning to complain! 6 For the next class, prepare a short presentation
4 hours ago about opportunities for career counselling for
secondary, college and university students in
I’ve already made some plans. I’m going to look your area / in Poland. Include the following
EE

for a job in a big corporation, work there for a few information:

years to get the necessary experience, training and
contacts, and then I’d like to start my own company. ■ what institutions (public and private) deal with career
Noah
There are a lot of courses now on how to launch your counselling,
own company, how to write a business plan, how to ■ where you can find them,
get the finances – I’m sure I can succeed! ■ what kind of services they offer,
who might use their services.
FR

■
5 hours ago

26 Unit 2 Praca: poszukiwanie pracy, rynek pracy (poziom rozszerzony), mobilność zawodowa (poziom rozszerzony)

018-029_Checkpoint_B2_SB_U2.indd 26 16.04.2020 15:51

 (adj) = adjective – przymiotnik (n/n pl) = noun/noun plural
Wordlist Unit 2 – rzeczownik/rzeczownik

E
(adv) = adverb – przysłówek
(conj) = conjunction – spójnik w liczbie mnogiej
PRACA (det) = determiner – określnik (phr) = phrase – wyrażenie
(np.: a, an, the, that itp.) (prep) = preposition – przyimek

PL
Warunki pracy i zatrudnienia, obowiązki (pron) = pronoun – zaimek
bad conditions (n phr) /ˈbæd kənˈdɪʃ(ə)nz/ złe warunki (v) = verb – czasownik
be on flexitime (v phr) /ˈbiː ɒn ˈfleksiˌtaɪm/ mieć ruchomy czas


pracy
be responsible for /ˈbiː rɪˈspɒnsəb(ə)l fə/ odpowiadać za strenghts (n pl) /streŋθs/ mocne strony
(v phr) skills assessment /ˌskɪlz əˈsesmənt ˌtest/ test umiejętności
dangerous conditions /ˈdeɪndʒərəs niebezpieczne warunki test (n)

M
(n phr) kənˈdɪʃ(ə)nz/ teamwork (n) /ˈtiːmˌwɜːk/ praca zespołowa
deal with (v phr) /ˈdiːl wɪð/ zajmować się vocational training (n) /vəʊˈkeɪʃ(ə)nəl ˈtreɪnɪŋ/ szkolenie zawodowe
do shift work (v phr) /ˈduː ˈʃɪft ˌwɜːk/ pracować na zmiany weaknessess (n pl) /ˈwiːknəsɪz/ słabe strony
earn (v) /ɜːn/ zarabiać

SA
employee (n) /ɪmˈplɔɪiː/ pracownik CZASOWNIKI FRAZOWE ZWIĄZANE Z PRACĄ
experience (n) /ɪkˈspɪəriəns/ doświadczenie fill in (v phr) /ˌfɪl ˈɪn/ wypełniać
from nine to five /frɒm ˈnaɪn tə ˈfaɪv/ od 9.00 do 17.00 get ahead (v phr) /ˌɡet əˈhed/ posuwać się do


(prep phr) przodu
full-time (adj) /ˈfʊlˌtaɪm/ na pełny etat keep at it (v phr) /ˈkiːp ət ˌɪt/ nie szczędzić


good conditions /ˈɡʊd kənˈdɪʃ(ə)nz/ dobre warunki wysiłków
(n phr) keep up with (v phr) /ˌkiːp ˈʌp wɪð/ nadążać za
indoors (adv) /ˌɪnˈdɔːz/ wewnątrz set up (v phr) /ˌset ˈʌp/ otwierać interes

EE
long hours (n phr) /ˌlɒŋ ˈaʊəz/ długo take over (v phr) /ˌteɪk ˈəʊvə(r)/ przejmować
manual (adj) /ˈmænjʊəl/ fizyczny, ręczny turn down (v phr) /ˌtɜːn ˈdaʊn/ odrzucać
outdoors (adv) /ˌaʊtˈdɔːz/ na zewnątrz work on (v phr) /ˈwɜːk ɒn/ pracować nad
overtime (adv) /ˈəʊvəˌtaɪm/ w godzinach
INNE

nadliczbowych
paperwork (n) /ˈpeɪpəˌwɜːk/ papierkowa robota all things considered /ˌɔːl ˌθɪŋz kənˈsɪdəd/ biorąc wszystko pod
part-time (adj) /ˈpɑːtˌtaɪm/
FR
w niepełnym (phr) uwagę


wymiarze godzin apply to (v phr) /əˈplaɪ tə/ stosować się do


qualifications (n pl) /ˌkwɒlɪfɪˈkeɪʃ(ə)nz/ kwalifikacja (czegoś)
salary (n) /ˈsæləri/ pensja attach (v) /əˈtætʃ/ przyczepiać do


self-employed (adj) /ˌselfɪmˈplɔɪd/ samozatrudniony (czegoś); dołączać
skilled (adj) /skɪld/ wymagający beg (v) /beɡ/ błagać, prosić o (coś)

kwalifikacji, bus fare (n) /ˈbʌs ˌfeə(r)/ opłata za przejazd


wykwalifikowany autobusem
stressful (adj) /ˈstresf(ə)l/ stresujący caretaker (n) /ˈkeəˌteɪkə(r)/ dozorca, dozorczyni
training (n) /ˈtreɪnɪŋ/ szkolenie distraction (n) /dɪˈstrækʃ(ə)n/ rozproszenie uwagi
well-paid (adj) /ˌwelˈpeɪd/ dobrze płatny, dobrze driving licence (n) /ˈdraɪvɪŋ ˌlaɪs(ə)ns/ prawo jazdy

opłacany flexible (adj) /ˈfleksəb(ə)l/ elastyczny
Rynek pracy for instance (conj phr) /fər ˈɪnstəns/ na przykład
E

apply for a job (v phr) /əˈplaɪ fər ə ˈdʒɒb/ ubiegać się o pracę furthermore (adv) /ˈfɜːðəˌmɔː(r)/ co więcej, ponadto
become unemployed /bɪˈkʌm ˌʌnɪmˈplɔɪd/ stać się bezrobotnym gap year (n) /ˈɡæp ˌjɪə(r)/ rok przerwy przed

(v phr) pójściem na studia
PL

be dismissed (v phr) /bi dɪsˈmɪst/ zostać zwolnionym gravity (n) /ˈɡrævɪti/ ciężkość, ciążenie
be fired (v phr) /bi ˈfaɪə(r)d/ zostać zwolnionym ground (n) /ɡraʊnd/ ziemia
be made redundant /bi ˈmeɪd rɪˈdʌndənt/ zostać zwolnionym however (conj) /ˌhaʊˈevə(r)/ jednakże
(v phr) hurry (n) /ˈhʌri/ pośpiech
be offered a job /bi ˈɒfəd ə ˈdʒɒb/ otrzymać ofertę pracy in addition (conj phr) /ɪn əˈdɪʃ(ə)n/ w dodatku
(v phr) interrupt (v) /ˌɪntəˈrʌpt/ przerywać
M

be sacked (v phr) /bi ˈsækt/ zostać zwolnionym jellyfish (n) /ˈdʒeliˌfɪʃ/ meduza
get a promotion /ˈɡet ə prəˈməʊʃ(ə)n/ otrzymać awans luxurious (adj) /lʌɡˈʒʊəriəs/ luksusowy
(v phr)
nevertheless (adv) /ˌnevəðəˈles/ niemniej jednak
look for a job (v phr) /ˈlʊk fər ə ˈdʒɒb/ szukać pracy
personal assistant (n) /ˌpɜːs(ə)nəl əˈsɪst(ə)nt/ asystent
SA

resign (v) /rɪˈzaɪn/ zrezygnować

press conference (n) /ˈpres ˌkɒnf(ə)rəns/ konferencja prasowa
retire (v) /rɪˈtaɪə(r)/ przejść na emeryturę
promote (v) /prəˈməʊt/ promować

sign a contract (v phr) /ˈsaɪn ə ˈkɒntrækt/ podpisać umowę
promotional (adj) /prəˈməʊʃ(ə)nəl/ promocyjny
Mobilność zawodowa properly (adv) /ˈprɒpəli/ odpowiednio
careers adviser (n) /kəˌrɪəz ədˈvaɪzə(r)/ doradca zawodowy share (v) /ʃeə(r)/ dzielić się
career change (n) /kəˈrɪə ˌtʃeɪndʒ/ zmiana zawodu single (adj) /ˈsɪŋɡ(ə)l/ pojedynczy
career path (n) /kəˈrɪə ˌpɑːθ/ ścieżka kariery software engineer (n) /ˈsɒf(t)weər ˌ inżynier
employability skills /ɪmˌplɔɪəˈbɪləti ˌskɪlz/ umiejętności dające endʒɪˈnɪə(r)/ oprogramowania
EE

(n pl) szansę na rynku pracy sting (n, v) /stɪŋ/ ukłucie, ukłuć

internship (n) /ˈɪntɜːnˌʃɪp/ staż straight away (adv phr)/ˌstreɪt əˈweɪ/ od razu, z miejsca
interpersonal skills /ˌɪntəˈpɜːs(ə)nəl ˌskɪlz/ umiejętności sum up (v phr) /ˌsʌm ˈʌp/ podsumować
(n pl) interpersonalne unlock (v) /ʌnˈlɒk/ otwierać

job for life (n) /ˈdʒɒb fə ˈlaɪf/ praca na całe życie volunteer (n) /ˌvɒlənˈtɪə(r)/ wolontariusz,
job market (n) /ˌdʒɒb ˈmɑːkɪt/ rynek pracy

wolontariuszka
FR

job seeker (n) /ˌdʒɒb ˈsiːkə(r)/ osoba poszukująca what is more (phr) /ˌwɒt ɪz ˈmɔː(r)/ co więcej

pracy

Unit 2 27

018-029_Checkpoint_B2_SB_U2.indd 27 17.02.2020 16:27:10