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Małgorzata Krzemińska-Adamek B1+

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Teaching Notes
Contents

1 The image makers  �������������������������������������������������������������������������������������������������������� 3

2 Work and play  ���������������������������������������������������������������������������������������������������������������� 12

3 Escape! ����������������������������������������������������������������������������������������������������������������������������� 22

4 A new reality  ������������������������������������������������������������������������������������������������������������������� 33

Test practice 1–4  ���������������������������������������������������������������������������������������������������������������� 45

5 Food for thought!  ���������������������������������������������������������������������������������������������������������� 47

6 Crime scene  ��������������������������������������������������������������������������������������������������������������������� 56

7 Body and mind  ��������������������������������������������������������������������������������������������������������������� 65

8 A material world  ������������������������������������������������������������������������������������������������������������ 76

Test practice 5–8  ���������������������������������������������������������������������������������������������������������������� 87

Culture 1–4  �������������������������������������������������������������������������������������������������������������������������� 89

Speaking Test 1–4  �������������������������������������������������������������������������������������������������������������� 93

Worksheet activities  �������������������������������������������������������������������������������������������������������� 97

Workbook answer key  ����������������������������������������������������������������������������������������������������� 129

Workbook transcript  �������������������������������������������������������������������������������������������������������� 145

Student’s Book Answer key  �������������������������������������������������������������������������������������������� 148


The image makers
1
VOCABULARY appearance

What is the lesson about? Alternatively, you may dictate the sentences or write them
• appearance
on the board.
Vocabulary 1 Moja mama zawsze maluje paznokcie na czerwono.
• verb collocations
2 Mary nie lubi swoich kręconych włosów i prostuje je
• pairwork: codziennie rano.
Speaking – describing personal appearance
– discussing English proverbs
3 Nie rozumiem, dlaczego mężczyźni zapuszczają wąsy.
4 Jenny potrzebuje (take) pół godziny, żeby się umalować.
Matura topics Człowiek 5 Peter zgolił brodę i teraz wygląda o wiele lepiej.
and tasks

Key
EXTRA ACTIVITY describing appearance 1 My mother always paints her nails red.
exercise 4 page 4 2 Mary doesn’t like her curly hair and straightens it every
morning.
To revise vocabulary, dictate some sentences describing
3 I don’t understand why men grow a moustache / 
personal appearance similar to the ones below. Tell
moustaches.
students to write down only those sentences which are
4 It takes Jenny half an hour to put on her make-up.
true for them.
5 Peter has shaven off his beard and now he looks much
1 I have long curly hair and I wear braces. better.
2 I’ve got freckles and wavy hair.
3 I have a high forehead and straight black hair. EXTRA CHALLENGE English sayings
4 I am short-haired and tanned.
exercise 7 page 4
5 I’m tallish and slim.
6 I think I am very good-looking. Write the following jumbled sayings on the board and ask
students to put them in the right order.
7 I have a tattoo.
1 man / the / do / make / not / clothes
8 I’m quite muscular and well-built.
2 mirror / old / an / friend / the / is / best
9 I sometimes wear my hair in a ponytail.
Discuss the meanings of the sayings with the class. Ask
10 I’ve got dimples when I smile.
students if they know the Polish equivalents: Nie szata
zdobi człowieka and Nie ten przyjaciel co cię chwali, lecz
EXTRA CHALLENGE verb collocations ten co ci prawdę powie. Ask students if they agree with
Challenge section, unit 1, exercise 1 page 108 the sayings or not and find out why.
Ask students to work in pairs or small groups and make
a list of nouns that go with the following verbs taken from Key
exercise 1: to colour, to change, to flatten, to paint, to cut. 1 Clothes do not make the man – You cannot judge
a person solely by their clothes.
2 The best mirror is an old friend – An old friend will be
Key (suggested answers)
honest enough to tell you about how you really look.
to colour: your hair, a picture, your judgement (= influence)
to change: a hairstyle, hair colour, your looks, your habits,
jobs, your mind HOMEWORK
to flatten: the dough, your stomach, houses (= destroy), Students find an interesting picture of a famous person on
the land the Internet and write a description of them. During the
to paint: a picture, the ceiling, children’s faces, a portrait next lesson, students present the picture to the class and
to cut: your hair, your finger, the cake, the string, the lawn, read out their descriptions.
the grass

EXTRA SUPPORT weaker classes


Challenge section, unit 1, exercise 1 page 108
To help students memorise the phrases in exercise 1, ask
volunteers to mime the following expressions and ask
the class to guess the phrase: paint your nails, dye your
hair, straighten your hair, wear contact lenses, grow
a moustache, put on your make-up, shave off your beard.
As a follow-up, give each student/each pair of students
a copy of the worksheet with the sentences below to
translate into English (worksheet activities page 97).

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3
LISTENING AND VOCABULARY listening for detail • clothes and fashion
1
What is the lesson about? EXTRA SUPPORT weaker classes
• clothes and fashion Challenge section, unit 1, exercise 3 page 108
Vocabulary
• collocations
Give each student a copy of the worksheet with the
• a radio phone-in programme sentences below (worksheet activities page 97). Ask
• a dialogue: students to translate the Polish parts of the sentences into
Listening
– two friends talking about fashion English using the expressions from exercise 11.
magazines
1 Stop asking me so many questions. Just use your (zdrowy
• pairwork: rozsądek)  .
Speaking – expressing opinions about clothes and 2 Do celebrities really (wysyłają błędne sygnały) to
fashion young people that in order to be successful you only need
to be beautiful?
Matura topics Człowiek, Zakupy i usługi; Rozumienie ze
and tasks słuchu (Dobieranie, Uzupełnianie luk) 3 Can you (odróżniasz) between a British and an
American accent?

EXTRA ACTIVITY vocabulary: clothes 4 Who has (największy wpływ na) you?

exercise 2 page 5 Key


Students work in groups of four or five. Tell each group 1 common sense 3 tell the difference
to make a ball out of crumpled paper. Tell a student to 2 send the wrong message 4 the biggest influence on
toss the ball to someone in the group. Whoever catches
the ball has to name an item of clothing, e.g. trousers. HOMEWORK
They then throw it to another student, who has to call out
Students design the cover of a magazine for teenagers. Tell
a different item of clothing, e.g. sweater. If a student can’t
them to find appropriate pictures or use their own photos.
think of a word or repeats a word that has already been
The cover should also include a catchy magazine title as
mentioned, he/she is out. The game continues until there
well as some headlines.
is one person left. This person is the winner.

EXTRA SUPPORT predicting the answers


exercise 9 page 5
Before students listen to the recording, go through
the sentences together, asking what kinds of words/
phrases should be used to complete each gap. Elicit the
appropriate question words, e.g. 1. Judy says that slim
models – do what? 4. Airbrushing is a technique used
by – who? Then ask students to work in pairs and predict
the answers. Encourage them to come up with more than
one idea for each sentence, if possible. Do not provide any
word limits at this point, allow students to work creatively.
After a few minutes elicit ideas from the pairs and discuss
their accuracy. Finally, time permitting, you may tell
students how many words exactly they should write in
each gap and ask them to revise their answers.

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4
GRAMMAR present simple and present continuous • verb + -ing form / infinitive
1
What is the lesson about? 3 a What he’s just said appears to be true.
• present simple and present continuous b Peter is appearing in Macbeth on Saturday.
Grammar
• verb + -ing form / infinitive 4 a He is such a good person.
b You’re being silly again!
• a dialogue:
Reading – two students talking about advertising 5 a The baby weighs three kilos.
– online comments about clothes b The shop assistant is weighing the bananas.
Matura topics Życie prywatne, Zakupy i usługi
Key
and tasks
1 a use your ears 4 a it’s a fact
b is listening to b you’re behaving in a silly way
Present simple and present continuous 2 a has a good taste 5 a its weight is three kilos
b testing, eating b measuring their weight
IF YOU WANT A LEAD-IN … (5 minutes) 3 a seems
Draw a person on the board and introduce him/her briefly b playing
to the class, e.g. This is Mrs Smith. She is a doctor. At the
moment she is on holiday in Italy. Divide the board into HOMEWORK
two parts with headings: usually and this week. Write the Give each student a copy of the worksheet with the
prompts below under each heading. sentences below (worksheet activities page 97). Students
translate the Polish parts of the sentences into English.
usually this week
1 a (Czekam) for Tom. He should be here in five
• work in a hospital • on holiday in Italy minutes.
• sleep 5 hours a day • rest a lot b When I go to see my doctor, I usually (czekam) for
• get up at 6 a.m. • sleep 9 hours a day ten minutes or so for her to finish seeing the patient
• not eat well • eat delicious food before me.
• have no time for sport • go / restaurants 2 a (Co myślisz) of the new film starring Leonardo
• swim / the sea DiCaprio?
Start the activity by saying Mrs Smith works in hospital. b He looks so sad. (Czy on ciągle myśli) about his
This week she is on her holiday in Italy. Encourage students bad marks?
to use the prompts to make sentences both about Mrs 3 a Why (wąchasz) the meat? Is it off?
Smith’s routine activities and her holiday activities. Make b This cake (pachnie) delicious, Can I try it?
a note of any errors you hear. When students have finished, 4 a (Rozumiem) , I have no more questions.
write the errors on the board without saying who made
b (Czy widzisz się) Peter tomorrow?
them. Students can correct the mistakes as a class.
Key
EXTRA SUPPORT weaker classes
1 a I’m waiting 3 a are you smelling
Challenge section, unit 1, exercise 1 page 108 b wait b smells
Before students start completing the gaps, ask them which 2 a What do you think 4 a I see
verbs in brackets in sentences 1–4 (a, b) describe states and b Is he still thinking b Are you seeing
which refer to actions.
Verb + -ing form / infinitive
Key
1 a state 2 a action 3 a state 4 a state IF YOU WANT A LEAD-IN … (2 minutes)
b action b state b action b action
Write the following gapped sentences on the board and
brainstorm different ways to complete them.
EXTRA CHALLENGE stative and dynamic verbs
1 I to change my hairstyle.
Challenge section, unit 1, exercise 1 page 108 2 I wearing jeans.
If it is a stronger class, you may want to question students Elicit how the two sentences differ gramatically.
about other verbs that have both stative and dynamic
meanings, e.g. hear, taste, appear, be, weigh. Give each Key (possible answers)
pair/group of students a copy of the worksheet with 1 want / don’t want, would like / wouldn’t like, have / don’t
the sentences below (worksheet activities page 97). have, need / don’t need, etc.
Alternatively, you may write the sentences on the board. 2 like / dislike, love, hate, can’t stand, enjoy, etc.
Students work in pairs or groups of three and work out The two sentences differ because in sentence 1 the missing
what the two meanings of each verb are. As a follow-up, verb is followed by to + infinitive and in the second
you may ask them to write their own sentences using some sentence it is followed by a verb + -ing.
of the verbs from the task.
1 a I can’t hear you.
b The judge is hearing the evidence right now.
2 a This soup tastes delicious!
b Why are you tasting my soup?

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5
EXTRA SUPPORT
Challenge section, unit 1, exercise 3 page 108
weaker classes HOMEWORK
Give each student a copy of the worksheet with
1
the sentences below (worksheet activities page 98).
After students have done exercise 3, give each pair of
Students complete the sentences with their own ideas.
students a copy of the worksheet with the sentences below
Alternatively, you may dictate the sentences or write them
(worksheet activities page 98). Alternatively, you may
on the board.
write the sentences on the board. Tell students to work in
pairs and complete the sentences with their own ideas. If 1 My mum always advises me …
necessary, pair stronger students with weaker students. 2 Do you fancy …?
1 I can’t remember (v + -ing). 3 I’m afraid I can’t afford …
2 I always remember to (infinitive). 4 I don’t mind …
3 I often forget to (infinitive). 5 I really can’t stand …
4 I’ll never forget (v + -ing).
5 On my way to school I often stop to (infinitive).
6 Why don’t you stop (v + -ing)?

Key (suggested answers)


1 I can’t remember meeting this woman.
2 I always remember to lock the front door at home.
3 I often forget to clean my room.
4 I’ll never forget going on a school trip to London.
5 On my way to school I often stop to buy a sandwich.
6 Why don’t you stop complaining all the time?

EXTRA ACTIVITY verb + -ing form / infinitive


at the end of the lesson
Divide the class into groups of four students and give each
group a set of cards (worksheet activities page 98) with
verbs that are followed by either a verb + -ing form, an
infinitive or both forms.
• verbs followed by -ing: miss, fancy, enjoy, dislike
• verbs followed by an infinitive: promise, afford, warn,
ask, persuade, want, invite, hope
• verbs followed by both forms: forget, remember, stop
Tell students to keep the slips face down in the middle of
the table. Students take turns to draw a slip and make
sentences using the correct verb pattern, e.g. I really enjoy
sailing. The student keeps the slip when his/her sentence
is correct or puts it at the bottom of the pile if they have
made a mistake. The student with most slips is the winner.
Circulate and monitor, helping where necessary. At the end
of the activity have a feedback session with the class.

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6
READING AND VOCABULARY reading for gist and detail • fashion industry • ethical issues
1
What is the lesson about? EXTRA SUPPORT weaker classes
• an article about the textile industry in exercise 5 page 9
Reading
developing countries
Before students write their answers to the questions,
• ethical issues provide them with key words and expressions which they
Vocabulary
• gradable und non-gradable adjectives have to use in the sentences. Write the key words on the
board:
Writing • a forum entry
1 rooms, toilets, breaks
Matura topics Człowiek, Praca; Rozumienie pisanych tekstów 2 back, eyes
and tasks (Dobieranie, Pytania otwarte)
3 horrified, workers’ lives
4 people in Norway, working conditions
CULTURE NOTE sweatshops 5 action, companies
exercise 2 page 8 Alternatively, you can give students the following sentence
beginnings which they have to complete, working in pairs:
A sweatshop is a workplace characterised by extremely low 1 The conditions were difficult because ...
pay, very long hours, and unhealthy or dangerous working 2 The hard work may affect ...
conditions. Often, sweatshops restrict workers’ rights, e.g. they
3 They were horrified and devastated to see ...
limit toilet breaks or conversations between workers. Sometimes
even violence is used against sweatshop workers. The first 4 They decided to tell people in Norway about ...
sweatshops were created in colonial Ecuador but the term 5 It took action against ...
was coined in England between 1830 and 1850, during a time
when men, women and children sweated in jobs in horrible EXTRA SUPPORT weaker classes
conditions. Nowadays most sweatshops exist in the developing Challenge section, unit 1, exercise 4 page 108
countries of South and Central America as well as in Asia.
Role-play the following dialogue with a student.
IF YOU WANT A LEAD-IN …  (3–5 minutes) A Are you very hungry?
B Yes, I’m absolutely / really starving.
Tell students to keep their books closed. Ask students the
Continue asking similar questions using the adjectives in
questions in the first paragraph of the text in exercise 2 to
exercise 9. Finally, encourage students to role-play short
raise awareness of the subject of the lesson.
dialogues in pairs.
EXTRA SUPPORT weaker classes
HOMEWORK
exercise 4 page 9 Ask students to look at the picture of women on page 8.
If necessary, pair stronger and weaker students to work Then give each student a copy of the worksheet with the
together on the reading challenge task. Make sure students task below (worksheet activities page 98).
understand the questions. Assign one question to each pair
of students. Students find the answer to their question in TEST IT! Examiner’s questions:
the text and then read the fragments which helped them 1 How do you think the women are feeling?
choose the answer to the class. 2 Do you like physical work? Why? / Why not?
3 Tell us about the last time you went shopping for clothes.

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7
SPEAKING describing a picture
1
What is the lesson about? EXTRA ACTIVITY useful phrases

Speaking • describing a picture before exercise 6 page 10


To help students memorise and use the useful phrases from
Functional • describing a photo
language the lesson, you may ask them to choose four or five target
expressions they have learnt and write them on slips of
Listening
• students describing a picture and answering paper or in their notebook, e.g.
questions 1 I believe the photo was taken …
Matura topics Człowiek, Kultura; Mówienie (Rozmowa na 2 In the foreground / background I can see …
and tasks podstawie ilustracji) 3 Judging from …
4 She looks like …
5 She looks as if …
CULTURE NOTE selfie Students do exercise 6 in pairs. One student describes
exercise 2 page 10 the picture and the other ticks off the phrases from the list.

A selfie is a self-portrait, usually taken with a smartphone held HOMEWORK


in the hand, and often shared on social networking services,
e.g. Facebook or Instagram. The term ‘selfie’ had gained great Tell students to prepare a description of the funniest
popularity by the end of 2012 and in 2013 Oxford Dictionaries selfie they have ever taken. Remind students to use the
announced that ‘selfie’ was the Word of the Year. However, the expressions from the Phrase Bank as well as from exercise
first self-portraits had been taken long before the word ‘selfie’ 4. Tell students to bring their selfies to the next lesson so
was invented. The first recorded selfie was taken in 1839 by that they can present the photo and describe it to the
Robert Cornelius – an American pioneer in photography. The class.
first recorded teenage selfie belonged to the 13-year-old Russian
Grand Duchess Anastasia Nikolaevna and was taken in 1914.

WRITING a private letter

What is the lesson about? 3 I’m sorry I haven’t written for so long. / Sorry I haven’t
written for ages. / I know it’s been ages since you last
Writing • a private letter
heard from me, but …
Functional • describing people 4 All the best. / Best wishes.
language • asking for permission and giving permission 5 Lots of love. / Yours, / Kisses and hugs.
Vocabulary • the order of adjectives in a sentence
EXTRA ACTIVITY the order of adjectives
Matura topics Człowiek, Życie prywatne; Wypowiedź exercise 5 page 11
and tasks pisemna (List prywatny)
Divide the class into small groups. Give each group a set of
cards with various adjectives and the nouns they describe
EXTRA ACTIVITY Phrase Bank (worksheet activities page 99).
Write the phrases from the Phrase Bank up on the board. 1 delicious small round red apple
Tell students to repeat the phrases as a group a couple 2 ugly big old second-hand car
of times. Then rub off a small part of the first phrase. 3 elegant blue Italian silk tie
Students have to say the whole phrase again. Gradually rub 4 friendly large young brown dog
off more parts of the text so that students have to repeat 5 delicious huge round vegetarian pizza
a complete phrase from memory. 6 lovely little old wooden cottage
Set a time limit for students to arrange the cards in the
EXTRA CHALLENGE useful phrases
correct order. The first group to complete the task correctly
In pairs, students think of expressions with a similar are the winners. Check the answers as a class.
meaning to the phrases below.
1 How are you? HOMEWORK
2 I hope you’re fine. Students write five sentences about one of their
3 I’m sorry I haven’t been in touch recently. possessions (e.g. a watch, a pen, a bag, a pair of shoes,
4 Take care. etc.) using at least four different adjectives in the correct
5 Love. order, e.g. I’ve got a cheap small old plastic watch. Tell
students to choose small objects so that they can bring
Key (suggested answers) them to the next lesson.
1 How are things? / What’s up?
2 Hope you’re well. / Hope you and your family
are doing well.

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8
ENGLISH IN USE
1
What is the lesson about? EXTRA SUPPORT dictation

Reading
• a text about the influence of a hairstyle on exercise 5 page 12
people’s character
Play the recording and ask students to write down the
• pairwork: questions they hear. If necessary, play the recording several
Speaking
– talking about first impressions times. Then ask students to compare their answers in pairs.
– describing the types of women / men the Finally, check as a class, paying attention to correctness
students find the prettiest / most handsome and meaning. Before students choose the correct answers
Człowiek; Znajomość środków językowych to the questions, you may ask them to provide their own
Matura topics (Test luk sterowanych, Dobieranie, Układanie responses to the questions.
and tasks fragmentów zdań, Tłumaczenie fragmentów
zdań) EXTRA SUPPORT weaker classes
exercise 6 page 12
EXTRA ACTIVITY make / let + person + verb To help students translate the parts of sentences into
exercise 2 page 12 English, write the expressions below on the board for
students to use.
Divide the class into two groups. Ask one group to write
about what their parents make them do, e.g. My parents • smell
make me clean my room twice a week, while students in • tell the difference
the other group write about the things their parents let • see boyfriend
them do, e.g. My parents let me watch TV at the weekend. • ever meet someone
Get students from both teams to work in pairs and tell • forget to pack
each other what their parents let or make them do. Elicit Alternatively, give students a copy of the worksheet with
some ideas. the two possible answers to choose from (worksheet
activities page 99).
EXTRA ACTIVITY idioms 1 do you smell / are you smelling
2 I can’t tell the difference / I’m not telling the difference
before exercise 3 page 12
3 I see my boyfriend / I am seeing my boyfriend
Write the following sentence on the board: I’m sorry, I feel 4 ever meet him / ever meeting him
really terrible today. This has been a real bad hair day.
5 are looking absolutely gorgeous / look absolutely
Explain the meaning of the idiom: a) a day when your hair
gorgeous
looks untidy and you do not feel attractive; b) a difficult
6 I forgot to pack / I forgot packing
day when nothing seems to go well for you. Ask students:
Do you ever have a bad hair day? What do you do if you
have one? Students first answer the question in pairs and HOMEWORK
then as a class. Ask students to write 2–3 sentences with parts of the
sentence placed in brackets and written in Polish for their
EXTRA SUPPORT weaker classes partner to translate. Encourage them to use the language
from the unit, e.g.
exercise 4 page 12
Can you imagine (pofarbowanie włosów na różowo) ?
Tell students to read sentences 1–6 and decide whether
they describe more permanent or temporary situations. Tell
students to underline the adverbs of frequency and time
expressions. Elicit some answers from the class and ask
about the tense which should be used in each sentence
(present simple or present continuous).

Key
1 today – temporary (present continuous); usually –
permanent (present simple)
2 today – temporary (Present simple: the verb ‘fancy’
describes a state, not an action. Do you fancy? =
Would you like / Do you feel like?)
3 permanent (present simple)
4 at the moment – temporary (present continuous)
5 permanent (present simple) when I go …
6 permanent (present simple)

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9
STEP BY STEP reading
1
What is the lesson about? Key
Reading • a text about the history of make-up • Group 1 (lines 1–7)
Line 1: that = history
Matura topics Życie prywatne; Rozumienie pisanych tekstów Line 3 (gap 1): it = make-up
and tasks (Dobieranie) Line 6: they = the Egyptians
• Group 2 (lines 8–14)
Line 8 (gap 2): both = men and women
MATURA
Line 10: them = lips
Dobieranie / uzupełnianie luk: uczniowie
Line 11: they = the rich people
dopasowują podane zdania do luk w tekście. Dwa
Line 11: it = reunion
zdania są podane dodatkowo i nie pasują do żadnej
• Group 3 (lines 15–21)
luki.
Line 15: this ancient society = the Egyptians
Testowane umiejętności: rozpoznawanie związków
Line 19: since then = since the ancient times
pomiędzy częściami tekstu.
Line 21: those = people (in general, referring to ‘we’
in the text)

EXTRA ACTIVITY HOMEWORK


exercise 2 page 13 Students prepare a short oral presentation or write a short
After students have done exercise 2, tell them to write text (about 200 words) which expresses their opinion on
alternative sentences (1–5) which the sentences a–e from the topic: We should promote natural beauty, not wearing
the exercise refer to. Remind students about the words, make-up.
phrases and ideas which show that the sentences are
connected (e.g. However, that mistake).

Key (example answers)


1 Last week I read an article about the history of make-up.
2 I’m allergic to metal jewellery.
3 Some years ago I wore a long dress to my friend’s
birthday party and that was too elegant.
4 I usually listen to classical music.
5 I was fifteen when I got this book.

EXTRA ACTIVITY reference words


after exercise 4 page 13
Divide the class into three groups. Give each group a copy
of the worksheet below (worksheet activities page 99).
Explain that each group will look at a different fragment of
the text in exercise 4 (the text consists of twenty-one lines).
The task is to find out what the words below refer to. The
first group to complete the task correctly are the winners.
Group 1 Group 2 Group 3
(lines 1–7) (lines 8–14) (lines 15–21)

Line 1: that Line 8 (gap 2): Line 15: this


Line 3 (gap 1): it both ancient society
Line 6: they Line 10: them Line 19: since then
Line 11: they Line 21: those

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REVIEW 1
1
IF YOU WANT A LEAD-IN … (5–8 minutes) HOMEWORK web research task
Draw the BINGO grid below on the board for students to Students search the Internet to find the answer to one of
copy. the questions below.
1 What are the four major fashion capitals of the world?
2 Where do the names ‘jeans’ and ‘denim’ come from?
3 Where does the name ‘bikini’ come from?
Web research key words:
• major fashion capitals
• the origin of the name ‘jeans’ / ‘denim’
Choose thirteen words from the Wordlist on page 15 that • the origin of the name ‘bikini’
you want students to revise and write the words on the
board. Students choose nine words and write them in Key (suggested answers)
the grid. Read out the Polish equivalents of the words in 1 The four major fashion capitals of the world are New
a random order (but keep track of the order!). If students York, London, Milan, and Paris. Each city holds fashion
think the Polish word matches the English word on their shows twice a year, in February and September.
card, they cross it out. The first student to cross out all his/ 2 The fabric called jean was named after sailors from
her words shouts BINGO! Check that he/she has crossed Genoa in Italy, because they wore clothes made from
out the words correctly. it. The word ‘denim’ probably came from the name of
a French material, serge de Nimes: ‘serge’ (a kind of
EXTRA ACTIVITY draw and guess material) from ‘Nimes’ (a town in France).
Ask a student to choose a word or an expression from the 3 The bikini was named after the Bikini Atoll, where the
Wordlist on page 15 and draw a picture that illustrates it US military was testing atom bombs after World War 2.
on the board for other students to guess. The student who Its creator, Louis Réard, hoped the suit would create
guesses the word correctly does the same. Alternatively, a shock wave similar to the one created by a nuclear
you may pick the words / expressions you want students explosion.
to revise, e.g. wear braces, have your lip pierced, book an
appointment, beauty treatment, straighten your hair, etc. FOLLOW-UP ACTIVITY
Discuss the questions below as a class:
EXTRA ACTIVITY categories 1 What kind of fashion / style do you like?
at the end of the lesson 2 Why do you think jeans are so popular?
Give each pair of students a copy of the worksheet 3 What other items of clothing, which are popular
containing around 30 words from the previous lessons and nowadays, were considered shocking in the past?
the categories they belong to (worksheet activities page 100).
1 appearance: tubby, slim, bald, handsome, tanned
2 clothes: suit, tights, outfit, jumper, dress
3 non-gradable adjectives: gorgeous, delighted, starving,
fascinating, terrified
4 verbs followed by verb + -ing: fancy, enjoy, dislike,
suggest, imagine
5 verbs followed by to + infinitive: want, agree, refuse,
ask, afford

Students work in groups and match the words with


the categories. You may also set a time limit to increase
the challenge and make the activity more enjoyable. In
a stronger class, you may encourage students to think
of their own categories and words from the unit which
correspond to them.

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2 Work and play

VOCABULARY jobs and typical activities

What is the lesson about? EXTRA CHALLENGE sayings about work


• jobs and typical activities exercise 9 page 16
Vocabulary • work adjectives
• noun suffixes
Write the first part of the following sayings about work on
the board. Elicit some ideas from students about how to
• monologues: complete them.
Listening – four people talking about why they like 1 Choose a job you love, and you will never …
their work
2 I like work: it fascinates me. I can …
• pairwork: 3 I always arrive late at the office, but I make up for it by …
– talking about ideal jobs 4 I hate how Monday is so far away from Friday,
Speaking
– describing different jobs and Friday …
– discussing an English proverb Then write on the board the last part of the sayings for
Matura topics Praca students to compare with their own ideas. Ask: Which
and tasks saying do you like best? Why?

Key
EXTRA ACTIVITY describing jobs
1 have to work a day in your life.
exercise 5 page 16 2 sit and watch it for hours.
Students work in pairs. Focus their attention on the words 3 leaving early.
and phrases in exercise 5: stressful, badly paid, involve 4 is so close to Monday.
responsibility, have good promotion opportunities, involve
dealing with clients, involve working outside. Tell students HOMEWORK
to put the jobs from exercises 3 and 4 in order from the Write the names of the following jobs on the board:
worst paid to the best paid, the least to the most stressful, personal shopper, live mannequin, professional bridesmaid,
or from those which involve working outside the most to fortune cookie writer, white hat hacker, Google tricycle
those which involve working outside the least. Encourage mapper. Students choose one of the jobs and write
students to justify their answers. a definition for it in English. Tell students to use internet
sources to help them define the words.
EXTRA SUPPORT weaker classes
Challenge section, unit 2, exercise 1 page 109 Key (suggested answers)
Personal shopper shops for people who don’t have the
Tell students to check the meaning of the adjectives in bold time or the energy to do their own shopping or simply do
in the Wordlist on page 27 before they do the task. As not enjoy doing it. They shop for everything from clothing
a follow-up activity, students work in pairs. One student and shoes to more personal items.
reads out sentences 1–7 and the other has to tell the Live mannequin is someone who is trained to be
missing adjectives without opening the book. Then the a mannequin in a store. They can interact with customers
students swap roles and do the activity again. and change poses unlike a conventional mannequin.
Professional bridesmaid helps the bride shop for a dress,
EXTRA ACTIVITY plans a hen night, or simply chats on the phone about
Challenge section, unit 2, exercise 1 page 109 what’s on the to-do-list.
Fortune cookie writer writes sentences that people find in
Students give their own examples of jobs that can be fortune cookies i.e. cookies with a piece of paper inside,
described by the adjectives in bold in exercise 1, e.g. on which there is an aphorism or a vague prophecy.
• lucrative – lawyer White hat hacker legally helps companies or governments
• repetitive – checkout assistant find security holes in their computer systems.
• skilled – driver Google tricycle mapper rides a human-powered trike
• manual – shoemaker attached to a generator and a pole of nine cameras in
• challenging – doctor order to capture difficult-to-reach areas of the world for
• rewarding – teacher Google Street View.

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LISTENING AND VOCABULARY listening for intention and detail • workplaces
2
What is the lesson about? EXTRA SUPPORT weaker classes
• workplaces Challenge section, unit 2, exercise 3 page 109
Vocabulary
• words easily confused
Before students start doing exercise 6, elicit the Polish
• monologues and dialogues: equivalents of the words in italics from the class.
– six texts about different work Alternatively, you may give students a copy of the
Listening environments worksheet with the definitions of the words below
• a dialogue: (worksheet activities page 101) and ask them to match
– a radio interview with a company director each word with the correct definition.
• pairwork: 1 the money that you receive for doing your job
Speaking – describing pictures 2 an activity that involves physical or mental effort
– discussing different workplaces 3 to make someone leave their job, sometimes as
Matura topics Praca; Rozumienie ze słuchu (Wybór a punishment
and tasks wielokrotny, Uzupełnianie luk, Pytania otwarte) 4 work that you do regularly to earn money
5 someone who works in the same organisation or
department as you
IF YOU WANT A LEAD-IN … (5 minutes)
6 a job or profession that someone works in for a long
Write the names of the jobs from the previous lesson on time
slips of paper. Give one slip to a student and ask him/her 7 to terminate someone’s employment, especially
to draw three objects that are necessary for the job on temporarily, because there is not enough work for them
the board. Other students must guess the job. 8 a fixed amount of money that you earn each month or
Examples: year from your job
1 accountant: calculator, computer, figures 9 the people who work for a particular company,
2 surgeon: scalpel, surgical mask, rubber gloves organisation or institution
3 soldier: uniform, rifle, helmet 10 a regular amount of money that you earn for working
4 beautician: mascara, eye shadow, brush (usually received weekly)
5 nanny: baby, stroller, dummy 11 a job which requires special skills and qualifications in
6 journalist: camera, microphone order to be done properly
12 to inform your boss that you are leaving a job
EXTRA ACTIVITY discussion permanently

exercise 1 page 17 Key


1 pay  7 lay somebody off
Ask students: What other things create a good workplace?
2 work  8 salary
Elicit from students some extra ideas to answer the
3 fire somebody  9 staff
question in exercise 1, e.g. good communication, a good
4 job 10 wages
boss, opportunities for professional development, good
5 colleague 11 profession
salary.
6 career 12 resign
MATURA SPEAKING TASK rozmowa na podstawie
EXTRA SUPPORT working with a transcript
exercise 2 page 17 materiału stymulującego
exercise 8 page 17
Ask students to look at the three pictures on page 17. Give
each student a copy of the worksheet with the task below Before students formulate the sentences, get them to work
(worksheet activities page 101). Alternatively, you may in pairs and answer the questions orally. Then ask them to
dictate or write it on the board. Students take turns to do look at the transcript at page 136, read it and underline
the task and answer the two questions. the fragments which contain the answers to the questions.
Then, again working in pairs, students write the sentences.
TEST IT! Dostałeś/Dostałaś możliwość odbycia praktyk After 3–4 minutes elicit answers from the pairs and provide
zawodowych w jednej z trzech firm przedstawionych feedback, paying attention not only to the meaning, but
na zdjęciach na stronie 17. also to grammatical accuracy of the sentences.
• Wybierz tę firmę, która najbardziej Ci odpowiada,
i uzasadnij swój wybór. HOMEWORK
• Wyjaśnij, dlaczego odrzucasz pozostałe możliwości. Students choose five words from exercise 3 (Challenge
Examiner’s questions: section, page 109) and make their own sentences
1 Would you like to have a corporate job or would you containing them.
rather be self-employed?
2 How should the government help people who have lost
their jobs?

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GRAMMAR past simple and present perfect • present perfect continuous
2
What is the lesson about? 2 How many times did you call her in the afternoon?
• past simple (What time is it now? Is it still the afternoon?)
Grammar
• present perfect 3 What did you do at school today?
(Is the school now over for the day?)
• a blog entry about vlogging
Reading/ 4 Have you been to the shops today?
• a dialogue:
Listening (Are the shops still open?)
– two people talking about a new job

Matura topics Człowiek, Życie prywatne Key


and tasks 1 any time before 12.00 o’clock
2 any time after 18.00 o’clock
3 probably yes (all the lessons have finished)
Past simple and present perfect 4 yes, it’s probably still possible to go shopping
IF YOU WANT A LEAD-IN … (5–7 minutes)
HOMEWORK
In pairs, students role-play mini-dialogues using the
present perfect to describe experiences and the past simple Students write three sentences in the present perfect and
to give details about a specific event in the past. Give each three in the past simple, using the expressions in exercise 4.
pair of students a copy of the worksheet with the prompts
below (worksheet activities page 101). Role-play one Present perfect continuous
dialogue as a model.
EXTRA ACTIVITY present perfect continuous
A Have you ever earned some money?
B Yes, I helped my uncle on his farm last summer. exercise 4 page 19
Give each pair of students a copy of the worksheet with
1 A you / ever be / Greece? the sentences below (worksheet activities page 101).
B Yes / I be there in …; I visit / stay / eat Alternatively, you may write the sentences on the board
2 A you / ever eat octopus? or dictate them to students.
B Yes, I eat it … ago. I like it / it be delicious; I not like it / 1 My hands are sticky.
it be awful, etc. 2 I’m wet.
3 A You / ever spend a night / hospital? 3 My room is a mess.
B Yes. It be … ago; I be in hospital because … 4 I feel hot.
4 A you / ever work? 5 It smells nice in my kitchen.
B Yes, I work in …; The work be easy / hard. 6 My back hurts.
5 A you / ever meet someone famous? 7 My feet are sore.
B Yes, last … I meet …; He/she look … Elicit sentences in the present perfect continuous to
6 A you / ever travel / plane?
describe a recent activity that has resulted in the situations
in sentences 1–7.
B Yes, … ago I fly to …; It be great / boring / scary, etc.
Key (suggested answers)
EXTRA SUPPORT weaker classes 1 I’ve been making a cake / using glue / eating honey, etc.
exercise 5 page 18 2 I’ve been taking a shower / swimming / walking in the
rain, etc.
In sentences 1–6 students find the words, e.g. adverbs of 3 I’ve been looking for my keys / playing with my dog /
frequency, question words, dates, etc. which could help moving furniture around, etc.
them choose the correct tense in each sentence. 4 I’ve been sunbathing / running / sitting near the
fireplace, etc.
Key 5 I’ve been baking a chocolate cake / roasting chicken /
1 for ten years – present perfect cooking dinner, etc.
2 when – past simple 6 I’ve been carrying heavy things / exercising / sleeping on
3 yet – present perfect the floor, etc.
4 in 2015 – past simple 7 I’ve been hiking for many hours / wearing uncomfortable
5 (1883–1971) – past simple shoes / running a marathon, etc.
6 in the last few years – present perfect
EXTRA CHALLENGE error correction
EXTRA ACTIVITY finished and unfinished time
exercise 8 page 19
Challenge section, unit 2, exercise 1 page 109
In pairs, students write three correct and three incorrect
For further practice in the use of the past simple and the sentences using the present perfect simple and the present
present perfect to discuss finished and unfinished time, you perfect continuous. They swap their sentences with
may use the task below. Write the sentences on the board another pair. In pairs students decide which sentences are
and discuss the questions in brackets with the class. correct and correct the mistakes in the other sentences.
1 I have eaten two sandwiches this morning. Check the answers as a class.
(What time is it now? Is it still the morning?)

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HOMEWORK
Give each student a copy of the worksheet with the
Key
1 they have been playing outside
2
sentences below (worksheet activities page 75). Students 2 We’ve been friends
translate the Polish parts of the sentences into English. 3 I’ve been cooking
Alternatively, you may write the sentences on the board. 4 I’ve just broken
1 The children are dirty because (bawiły się na dworze)   5 She’s been sitting here
all day.
2 (Jesteśmy przyjaciółmi) since we were 5 years old.
3 I’m sorry for the mess. (Gotowałam) all morning.
4 I’m afraid (właśnie zepsułam) your iPad.
5 (Ona siedzi tutaj) for an hour and she’s really cold.

READING AND VOCABULARY reading for gist and detail • careers advising • word formation
(noun and adjective suffixes)

What is the lesson about? Key


Vocabulary • careers advising 1 F (Secondly, school doesn’t really help because it is about
standardised exams which mainly test their academic
Reading • an interview with a careers adviser knowledge.)
2 F (And finally, because of parents who want their
• pairwork:
Speaking
– discussing the choice of a future career
teenage children to follow a career which guarantees
a good income.)
Matura topics Praca; Rozumienie pisanych tekstów 3 T (Sir Ken Robinson, a British author and educationalist,
and tasks (Dobieranie, Uzupełnianie streszczenia) who thinks that schools should focus on developing
students’ unique talents and passions rather than just
teaching them academic subjects.)
EXTRA ACTIVITY vocabulary from the text 4 F (His parents suggested that he should study computer
before exercise 3 page 20 graphics but he wasn’t too keen on the idea.)
5 T (‘Can you study that?’, he asked in amazement.)
Before students read the text, you may pre-teach the words 6 F (This type of work practice is called shadowing and is
and phrases below to help students understand the text. unpaid.)
• standardised exams – a standardised exam requires all 7 F (In the interview, the careers adviser is explaining how
those sitting the exam to answer the same questions in to plan a future career.)
the same way. It makes it possible to compare the results
of individual students or groups of students.
EXTRA ACTIVITY vocabulary equivalents
• income – money that someone receives from working
or from investing money before exercise 6 page 21
• leadership skills – a set of skills which allow a person Write on the board the following phrases from the reading
to be a successful leader text in exercise 3:
• reliability – the quality of being a reliable person, i.e. 1 careers advisor
someone who you can trust to behave well, work hard, 2 academic knowledge
or do whatever is expected of them
3 good income
• unique talents – very special and unusual talents
4 fast-changing job market
• average – somewhere around a usual or ordinary level
or standard 5 leadership skills
• be suitable for something – right for a particular 6 realise one’s potential
purpose, person, or situation 7 terrific imagination
To help students understand the words, you may also ask 8 cartoon characters.
the following questions: Ask students to work in pairs and translate the phrases into
Can you give an example of a standardised exam? Polish.
What unique talents do you have? Alternative 1
Do you know a person with good leadership skills? To make translation easier/faster, provide the following
What does he/she do? fragments of phrases (on the board or in the handout):
What kind of work are you suitable for? What makes you
1 zawodowy,
think so?
2 wiedza ,
EXTRA SUPPORT weaker classes 3 dobry ,
4 rynek ,
exercise 5 page 20
5 zdolności ,
Inform students that statements 1, 2, 4, 6 and 7 are false. 6 wykorzystać ,
Students read the text to find the fragments which contain 7 wyobraźnia,
the answers and explain why the sentences are true or
8 z kreskówek.
false.

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15
Alternative 2
Provide students with the Polish equivalents of the phrases
(1. doradca zawodowy, 2. wiedza akademicka, 3. dobry
manager
educator
concentration
fearless
friendship
disappointed
payment
fascinating
bilingual
2
dochód, 4. szybko zmieniający się rynek pracy, 5. zdolności hopeful aggressive available
przywódcze, 6. wykorzystać swój potencjał, 7. niesamowita With a stronger class, you may ask students to work in
wyobraźnia, 8. postaci z kreskówek). Ask students to work groups and write as many words with the suffixes listed
in pairs and translate the phrases into English. Then, ask in the exercise as they can. Set a time limit of about 3–4
students to read the text quickly only to find these phrases. minutes. Check the answers as a class.
Finally, compare students’ translations with the original
phrases from the text and provide feedback. Key (suggested answers)
-or/-er: inventor, teacher
EXTRA ACTIVITY find the fragments -tion: invention, creation
after exercise 6 page 21 -ful: useful, helpful
-less: hopeless, useless
Prepare handouts with the following sentences:
-ship: friendship, leadership
Po pierwsze, nastolatkowie często nie wiedzą, z czego
-ed: excited, interested
chcieliby się utrzymywać.
-ive: competitive, positive
Jeśli nie rozwiążą dobrze tych testów, czują się niepewnie,
-ment: entertainment
jeśli chodzi o przyszłą pracę zawodową.
-ing: boring, interesting
Jego rodzice zasugerowali, że powinien studiować grafikę
-al: facial, manual
komputerową, ale jemu nie podobał się zbytnio ten
-able: capable, incredible
pomysł.
Zapytałam go, czy rozważyłby pracę w charakterze
rysownika komiksów. HOMEWORK
Ask students to work individually and find the fragments Tell students to imagine that they go to a school which
in the text which are direct translations of the sentences in focuses on developing students’ unique talents and
the handout. To promote further work on both vocabulary passions rather than just teaching academic subjects.
range and accuracy, ask students first to translate the Students write 2–3 sentences to describe an unusual
sentences into English, then find the relevant fragments, subject they would like to have in their timetable
and finally to compare their versions with the text. and explain why they’d like to learn it, e.g. I’d like to learn
scuba-diving at school. It is an amazing sport which is also
EXTRA ACTIVITY word formation good for your health …
Challenge section, unit 2, exercise 4 page 109
Before students do exercise 4, write the words below on
the board. Ask students to come up to the board and
underline the suffixes. Elicit which words are nouns and
which are adjectives.

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SPEAKING a job interview
2
What is the lesson about? EXTRA SUPPORT weaker classes
Speaking • a job interview exercise 9 page 22
Functional • talking about strengths and weaknesses Write the expressions listed below on the board: bring
language • talking about your experience documents, to organise games and activities for children,
to be responsible for something, to be paid weekly /
• a job interview monthly, to have duties, to have a lot of experience, to be
Listening
• a student calling an employer a little impatient, to start work, to be a good team player,
Praca; Znajomość środków językowych hours a week. Students match the expressions with the
Matura topics Polish sentences 1–8 to help them do the task.
(Tłumaczenie zdań) Mówienie (Rozmowa
and tasks
z odgrywaniem roli)
Key
1 to have a lot of experience
IF YOU WANT A LEAD-IN … (3 minutes)
2 to be a little impatient
Tell students to imagine that they’ve applied for their 3 to be responsible for something
dream job. Ask students what they would tell the employer 4 to organise games and activities for children
to show that they are the right person for the job. 5 paid weekly / monthly
Encourage students to use the vocabulary and expressions 6 bring documents
from the previous lessons. 7 hours a week
8 to have duties
EXTRA CHALLENGE strengths and weaknesses
exercise 6 page 22 HOMEWORK matura writing task – wiadomość e-mail

Ask students the question: What is your greatest Students write an email for the following task. Give each
weakness? Elicit some ideas from the class. Then explain student a copy of the worksheet with the task (worksheet
that job candidates are often advised to present themselves activities page 102). Alternatively, you may write it on the
in the best possible light. To answer the question about board or dictate it to students.
weaknesses, they should try to turn a negative quality into
TEST IT! Niedawno brałeś/brałaś udział w rozmowie
a positive one, e.g. someone who can’t meet deadlines
may say, ‘I am a perfectionist, I sometimes care too much o pracę (ogłoszenie z ćwiczenia 2). Napisz wiadomość
about the quality of my work’. Give each pair of students e-mail (100–150 wyrazów) do kolegi z Anglii i:
a copy of the worksheet with the table below and ask • zrelacjonuj przebieg rozmowy,
the students to match the positive expressions with their • opisz wrażenie jakie zrobił na tobie właściciel klubu,
more negative equivalents (worksheet activities page 102). z którym rozmawiałeś/rozmawiałaś,
Alternatively, you may write the adjectives on the board. • przedstaw plusy i minusy tej pracy,
• napisz, co zamierzasz zrobić jeśli nie dostaniesz tej pracy.
negative positive
stubborn self-confident
irresponsible realistic
negative creative
arrogant responsible
disorganised dedicated
boring adventurous
Students work in pairs and make sentences, using the
adjectives to describe a weakness in a positive way.

Key (suggested answers)


stubborn – dedicated
I’m a really dedicated person and when I have a brilliant
idea I try to make others understand it.
irresponsible – adventurous
I’m rather adventurous and I always look for unusualsolutions.
negative – realistic
I’m realistic and I usually don’t support the ideas I don’t
believe in.
arrogant – self-confident
I’m self-confident and I often say what I think even
though some people may not like it.
disorganised – creative
I’m a very creative person and when I am working I often
don’t pay attention to unimportant details.
boring – responsible
I’m a responsible person and I do not like wasting my
time on silly things.

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WRITING a job application
2
What is the lesson about? EXTRA ACTIVITY describing talents and experience
Writing • a job application exercise 7 page 23
• starting and ending a letter of application Draw two columns on the board with the headings:
Functional • talking about your personality, skills and professional experience and talents. Elicit some phrases for
language experience each of the headings from the class. If you have a weaker
• ordering your points class, read out the sample phrases below for students to
decide which category they belong to.
Reading • a job application

Matura topics Praca; Wypowiedź pisemna (List formalny) professional experience


and tasks • I have worked as a stand host before.
• I was responsible for organising a book fair at my school.
• I had a summer job in a local library.
EXTRA SUPPORT weaker classes
• I helped my uncle in his bookshop during the summer,
exercise 3 page 23 etc.
Write the headings describing the purpose of the four talents
paragraphs on the board. • I communicate well with people of all ages.
• enclosed documents • I am patient and polite.
• experience and qualifications • I am quite creative and I write my own stories.
• the aim of the letter • I know how to get on well with people, etc.
• what makes the writer a suitable candidate
Students match the headings with the paragraphs in HOMEWORK
the letter. Students translate the Polish parts of the sentences below
into English. Give each student a copy of the worksheet
Key with the sentences (worksheet activities page 102).
Paragraph 1: the aim of the letter Alternatively, you may dictate the sentences or write them
Paragraph 2: experience and qualifications on the board.
Paragraph 3: what makes the writer a suitable candidate 1 (Uważam się) reliable and loyal.
Paragraph 4: enclosed documents 2 (Załączam swój życiorys) and copies of my
certificates.
EXTRA SUPPORT weaker classes 3 (Proszę się ze mną skontaktować) if you need more
exercise 5 page 23 information.
4 (Piszę w odpowiedzi) to the job advertisement
Give each student a copy of the worksheet with the
I found on your website.
sentences below (worksheet activities page 102). Students
rewrite the underlined parts of the sentences in a more 5 (Co więcej) I am an excellent team player.
formal way using the nouns given.
1 I want to ask for the job of a waiter at your restaurant. Key
APPLY 1 I consider myself
2 I am interested in football, tennis and orienteering. 2 I enclose my CV
INTERESTS 3 Please do not hesitate to contact me
4 I am writing in response
3 I know quite a lot about fashion. DEAL
5 In addition, / Moreover, / What is more, / Furthermore,
4 I can come to a job interview any time. AVAILABLE
5 I think I’m the right person for the job. CANDIDATE
6 To finish off, I’m hard-working and just love working with
other people. CONSIDER
7 I can’t wait to hear from you. FORWARD
8 And one more thing, I’m just great at organising things.
ADDITION

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ENGLISH IN USE
2
What is the lesson about? EXTRA SUPPORT weaker classes
Reading • a text about an unusual career exercise 4 page 24
• pairwork: Tell students to write numbers 1–20 to correspond to each
Speaking – talking about summer jobs and volunteer line of the text. Students read out each line of the text
work and decide if it is correct or if there are some mistakes.
If students are unsure about the answers, you may give
Praca, Życie prywatne; Znajomość środków
Matura topics
językowych (Transformacje zdań, Tłumaczenie
each student a copy of the handout with the clues below
and tasks (worksheet activitites page 103).
fragmentów zdań)
• line 1: Do a career?
• line 2: Is the word ‘work’ countable? Can we say ‘an
IF YOU WANT A LEAD-IN …  (2 minutes) unusual work’?
Write the sentences below on the board for students to • line 4: Is it correct to say: ‘to be unsatisfying’ with your
complete with their own ideas. career?
• My interests include … • line 5: Do people ‘get fired’ when the company is closed
down?
• I know a great deal / a lot about …
• line 7: What tense do we use after ‘since’ in this
• I believe that my … and … make me a suitable candidate
sentence?
for the position of …
• line 8: Can you use the adjective ‘rewarded’ to describe
a job?
EXTRA SUPPORT weaker classes
• line 10: What does ‘employee’ mean? What do we call
exercise 1 page 24 someone who employs workers?
If students find exercise 1 difficult, you may write the • line 11: Is Dan still writing the blog? What tense should
gapped sentences below on the board instead for students we use?
to complete:
1 I am at swimming. HOMEWORK
I am a good  . Students find an advertisement of a summer job on the
2 I never in maths tests. Internet. Tell them to copy the advert or print it and bring
I always maths tests. it to the next class. Students present their job advert to the
3 My uncle has a  job. class and say whether they would like to do the job or not
My uncle earns a good  . and why.

EXTRA SUPPORT weaker classes


exercise 2 page 24
Encourage students to translate the underlined words and
expressions into Polish before they look at the options (a–c)
in the task.

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STEP BY STEP listening
2
What is the lesson about? EXTRA IDEA first listening

Listening
six recordings (dialogues and monologues) exercise 3 page 25
on unrelated topics
Ask students to keep their books closed. Before you play
Matura topics Praca; Rozumienie ze słuchu (Wybór the first recording, ask students: Who’s speaking? What’s
and tasks wielokrotny) the topic of the recording? (a man and a woman talking
about a difficult/stressful situation at work). Encourage
students to write down any key words or phrases. Then tell
MATURA students to answer the same questions about each piece
Rozumienie ze słuchu: wybór wielokrotny in the exam task. Finally, play the whole recording again
Uczeń słucha dwukrotnie kilku nagrań i wybiera and ask students to choose an answer. Allow students to
jedną z trzech podanych możliwości wypowiedzi. compare their answers in pairs before checking them as
W zadaniu do każdego tekstu odnosi się jedno a class.
pytanie.
Key
Typy wypowiedzi: monologi lub dialogi, każdy
dotyczący innej tematyki 2 a text about career opportunities/getting a new job
(a job where your potential is used to the full, join our
Testowane umiejętności: określanie głównej firm, spread your wings)
myśli tekstu, określanie kontekstu wypowiedzi, 3 a conversation about extending the lunch break (eat their
znajdowanie w tekście określonych informacji, meal, extra fifteen minutes, eat your lunch)
określanie intencji nadawcy / autora tekstu 4 a comment on the benefits of getting a summer job
(gaining some experience, getting noticed, get good
reference)
EXTRA ACTIVITY linguistic clues 5 radio programme about the influence of companies on
exercise 1 page 25 the society (social responsibility, charity projects, green
policies, supporting social initiatives)
Before students read the audioscript, ask them to read
6 a teacher’s comment about learning and students’
the three options and express each of them in different
future careers (schools grades, average marks, became
words. Do the first example as a class (e.g. She has no
successful, study hard)
work experience – She has never worked before.) Ask
students to work in pairs on the remaining two options.
Alternatively, give students some word clues which have to HOMEWORK
be used in the sentences, e.g. for sentence 2 – written (She Students write a short paragraph (up to 6 sentences)
hasn’t written a CV before.), and for sentence 3 – idea (She describing their dream job. They read out their texts during
has no idea what to say in her job interview.). the next class and discuss the jobs as a class.

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REVIEW 2
2
IF YOU WANT A LEAD-IN … (5 minutes) HOMEWORK web research task
Give each pair of students a copy of the worksheet with Students research the Internet to find answers to the
the categories below (worksheet page 103). Tell students questions below:
to think of items from the previous lessons that fit these 1 What are some of the most dangerous jobs in the world?
categories. 2 What are some of the best paid jobs in the world?
1 jobs where you have to wear a uniform Web research key words:
2 positive adjectives to describe jobs • most dangerous jobs
3 types of employment • best paid jobs
4 adjectives which describe job candidates
5 words and phrases connected with earning money Key (suggested answers)
1 fishers (possible dangers: extreme weather conditions
Key at sea; heavy equipment; drowning)
1 firefighter, physician, surgeon, soldier, electrician, nurse logging workers (possible dangers: falling trees, cutting
2 lucrative, rewarding, challenging, creative equipment, difficult terrain)
3 full-time, part-time, self-employed, employee, aircraft pilots (possible dangers: emergency situations,
unemployed crashes, technical failures)
4 helpful, communicative, uncommunicative, creative, 2 surgeons (annual average salary: $233,150)
imaginative general practice physicians (annual average salary:
5 salary, wages, badly-paid, earn a good salary, be paid $187,200)
weekly / monthly psychiatrists (annual average salary: $178,950)
dentists (annual average salary: $146,340)
EXTRA ACTIVITY memorising difficult words
Tell students to look through the Wordlist on page 27 and
find five or six words which they find difficult. Ask students
to record the words in their notebooks in an unusual way,
e.g. draw pictograms (pictures representing the words),
write funny memorable sentences with the words, use
colour pencils, capital letters, italics, etc.

EXTRA ACTIVITY grammar revision


Dictate the sentences below to students. Explain that
students should only write down those sentences which
they think are correct. Then write the incorrect sentence on
the board and ask students to correct the mistakes.
1 Monica has been working as a sales representative for
two years. Last week she has travelled to London to meet
an important client.
2 Jane Austen was a famous English novelist. She has
written very popular books about relationships between
men and women.
3 Peter Field is a policeman. He has worked in London all his
life.
4 You look terrible. What were you doing?
5 I’ve played chess since I was a kid.
6 Have you been waiting long? When did you arrive?
7 I just had a job interview, it went very well.

Key
1 Monica has been working as a sales representative for
two years. Last week she has travelled travelled to
London to meet an important client.
2 Jane Austen was a famous English novelist. She has
written wrote very popular books about relationships
between men and women.
4 You look terrible. What were you doing have you been
doing?
7 I just had have just had a job interview, it went very well.

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3 Escape!

VOCABULARY holidays and travel

What is the lesson about? EXTRA ACTIVITY travel idioms

Vocabulary
• holidays and travel Challenge section, unit 3 exercise 6 page 22
• travel idioms
Read out the following sentences slowly. Tell students to find
• a dialogue: and correct a lexical mistake in each sentence. Alternatively,
Listening
– two people talking about holidays give each pair of students a copy of the worksheet with the
sentences to correct (worksheet activities page 104).
• pairwork:
Speaking – describing holidays
1 If only I could go away from it all!
– discussing holidays at home and abroad 2 Last summer I had the time in my life.
3 Why can’t you just put your hair down?
Matura topics Podróżowanie i turystyka
4 The campsite was in the middle of everywhere.
and tasks
5 Is all set up for our trip to Portugal?
6 What time are you planning to kick the road?
MATURA SPEAKING TASK opis ilustracji
exercise 2 page 28 Key
Students work in pairs and choose one picture each from 1 go get away from it all
1–6 on page 28. They take turns to describe their pictures 2 the time in of my life
and answer the three questions below (worksheet activities 3 put let your hair down
page 104). 4 in the middle of everywhere nowhere
5 set up for
TEST IT! Examiner’s questions: 6 kick hit the road
1 How are the people in the picture feeling?
EXTRA ACTIVITY quotations
2 Who do you like spending your holidays with? Why?
3 Describe your best holiday ever. at the end of the lesson
Write the quotations below on the board. Make sure
EXTRA ACTIVITY holidays students understand what they mean. Ask students
after exercise 3 page 28 whether they agree or disagree with the statements.

To practise holiday vocabulary, you may want to do the ‘A journey is best measured in friends, rather than miles.’
following activity. Students work in pairs. One student – Tim Cahill
chooses one of the holiday types from the table in exercise ‘We travel not to escape life, but for life not to escape us.’
3, e.g. package holiday, and the other responds by giving – Anonymous
the appropriate accommodation (five-star hotel) and ‘When overseas, you learn more about your own country
typical activities connected with it (go on an excursion). than you do about the place you’re visiting.’
– Clint Borgen
EXTRA CHALLENGE accommodation
HOMEWORK
after exercise 3 page 28 Give each student a copy of the worksheet with the sentences
Write on the board: half-board, full board, self-catering below (worksheet activities page 104). Alternatively, you may
(accommodation / holiday). Ask students to complete the write them on the board. Students translate the Polish parts
following sentences with appropriate phrases: of the sentences in brackets into English.
1 If you only want accommodation and no meals, book … 1 We need to (wymeldować się z hotelu) before 10.00
2 If you want a room and all your meals cooked for you, a.m. tomorrow.
choose … 2 Last year I (pojechałem na wycieczkę objazdową)
3 If you want a room plus breakfast and dinner, choose … around Italy.
Ask students: Which type of accommodation do you 3 Be careful when you (zjeżdżasz ze stoku)  .
usually prefer? Why? 4* When I’m on holiday I always (wyluzowuję się)  .
5* If you want to (wyruszyć w drogę) at 5.00 a.m.
Key tomorrow, we should go to bed really early tonight.
1 a self-catering holiday (a place where you can cook your
own food) Key
2 full board accomodation (the service that you get at 1 check out of the hotel
a hotel when you eat all your meals there) 2 went on a tour
3 half-board accomodation (an arrangement in which you 3 go down / are going down the slope
stay in at a hotel and have breakfast and an evening 4* let my hair down
meal there, but not lunch) 5* hit the road

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LISTENING AND VOCABULARY listening for context, gist and detail • phrasal verbs • tourism
3
What is the lesson about? Key (example answers):
• tourism 1 the long-term health risks of long holidays: bad skin
Vocabulary condition after exposure to the Sun, low mood
• phrasal verbs
2 the benefits of short breaks: more energy, improved
• a dialogue: mood, learning more about destinations
– a radio phone-in programme 3 the disadvantages of long journeys: jet lags, fatigue /
Listening
• a monologue: being tired, blood circulation problems
– a travel advertisement

• pairwork: EXTRA Activity a summary


Speaking
– discussing statements about travelling
before exercise 8 page 29
Podróżowanie i turystyka; Rozumienie ze Play the recording once again (alternatively, ask students
Matura topics
słuchu (Wybór wielokrotny, Uzupełnianie to read the transcript) and ask students to write down
and tasks
streszczenia) 5-6 key words (i.e. main words which carry meaning in
the text). Then, ask students to work individually and
IF YOU NEED A QUICK REVIEW … (3–4 minutes) write a summary of the main points discussed by the
psychologist in the recording. The summaries should
Tell students to keep their books closed. Divide the class not be longer than 80 words. Time permitting, in pairs,
into six groups. Assign a type of holiday to each group: students exchange their summaries and give each other
cruise, all-inclusive holidays, city break, staycation, winter feedback.
holiday, activity holiday. Students write down a list of
words that go with their type of holiday. Set a time limit of
EXTRA ACTIVITY vocabulary practice
3–4 minutes for the task. Check the answers as a class.
Challenge section, unit 3 exercise 2 page 110
EXTRA ACTIVITY bugbear To practise the phrases in exercise 9, ask students the
exercise 2 page 29 discussion questions below.
1 Have you been under pressure recently? Why? How did
Before students listen to the recording, pre-teach the word
you feel?
‘bugbear’ (something that keeps annoying or worrying
you). Tell students that there is another meaning of the 2 Are you counting down the days to some special event?
word (an imaginary monster used to frighten disobedient If yes, what is the event?
children). You may also ask students to imagine and draw 3 Why do you think so many people like soaking up the
a bugbear to help them memorise the word. sun? Are you one of them?
4 Have you ever suffered from post-holiday depression?
EXTRA ACTIVITY phrasal verbs How did you feel?
5 How do you make the most of your time when you are
after exercise 6 page 29 on holidays?
Give each student a copy of the worksheet with the
sentences below (worksheet activities page 104). Students HOMEWORK
translate the parts of the sentences in brackets into English.
Students write a story (80–100 words) about a real or
1 I’m afraid I can’t (odebrać cię) after school today. imagined journey. Tell them the story has to include
2 How do you usually feel when the plane (startuje) ? answers to the questions below.
3 You need to (wysiąść) the bus at the next stop. 1 Where did the journey start and finish? What was the
4 Has your car (zepsuł się) ? reason for the journey?
5 When I (meldowałem się) I saw my neighbour in the hall. 2 What means of transport did you use? Who did you travel
As a follow-up, you may also ask students to write with?
sentences about themselves using the phrasal verbs from 3 What was the weather like?
exercise 4, e.g. I often help my sister work out difficult 4 What happened during the journey?
maths problems; My parents always see me off whenever Tell students that if it’s a real trip, they may bring pictures
I go on holidays without them. taken during the journey to show the class.
Key
1 pick you up 3 get off 5 was checking in
2 takes off 4 broken down

EXTRA SUPPORT weaker classes


exercise 7 page 29
Before students listen to the recording, ask them to read
the three answer options. Then ask students to work in
groups of 3–4 and think of one example illustrating each of
the options (i.e. the long-term health risks of long holidays,
the benefits of short breaks). After 3–4 minutes, elicit
answers from the groups and discuss them as a class.

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GRAMMAR narrative tenses • question forms; object and subject questions
3
What is the lesson about? Key (possible answers)
• narrative tenses: past simple, past continuous, 1 My friend had told me about the festival two years
past perfect before and since that time I really wanted to take part
Grammar • used to + infinitive in it.
• question forms: 2 They were dancing and singing in the street to the live
– object and subject questions music performed by different bands from all over the
world.
• a story about family holidays
Reading 3 I tried a few different vegetarian dishes and I found
• travel questionnaire
them all delicious.
Matura topics Podróżowanie i turystyka; Znajomość środków
and tasks językowych (Tłumaczenie fragmentów zdań) HOMEWORK
Give each student a copy of the worksheet with the
Narrative tenses sentences below (worksheet activities page 104). Students
find and correct one mistake in each sentence.
IF YOU WANT A LEAD-IN … (5 minutes) 1 Before we went to Peter’s birthday, we were buying him
Write the beginning of the story below on the board. a present.
2 Did you used to have a teddy bear when you were little?
One day Bob took his three-year-old son Tom sledging. Tom 3 By the time I got to school, the exam already started.
was sitting on the sledge while Bob was pulling it through 4 I was walking into the hotel and took the key from the
the deep snow. When they were on top of the hill Bob receptionist.
turned around and saw that Tom had disappeared.
5 While Tony was watching TV, his wife cooked.
Elicit the three past tenses that have been used in the story:
past continuous, past simple and past perfect. Ask students Key
to underline the verb forms. In pairs, students write 1–2 1 Before we went to Peter’s birthday, we were buying had
sentences to finish the story. Monitor and make a note of any bought him a present.
particularly good responses to review in a feedback activity. 2 Did you used use to have a teddy bear when you were
little?
EXTRA ACTIVITY used to + infinitive / past simple tense 3 By the time I got to school, the exam had already started.
4 I was walking walked into the hotel and took the key
after exercise 5 page 30 from the receptionist.
Write the following sentences on the board: 5 While Tony was watching TV, his wife cooked was
When I was a child I used to spend my holidays in the Tatra cooking.
Mountains. When I was eight, I climbed Kasprowy for the first
time. Now I don’t spend holidays with my parents anymore. Question forms; object and subject questions
Draw students’ attention to the difference between the past
simple and used to. Ask students: Which structure do we IF YOU WANT A LEAD-IN … (3–4 minutes)
use to describe a past habit? Which structure do we use to
Write the following on the board.
describe single events in the past? Refer students to the text
on the board and ask them to write a similar short text about 1 In Warsaw.
their childhood using used to and the past simple. Remind 2 In 2012.
them to think about a situation that is no longer true. 3 No, thank you.
4 At 6.00 p.m.
Key Tell students to work in pairs and write questions which
We use used to to describe past habits. match these answers.
We use the past simple (not used to) to describe single
events. Key (possible answers)
1 Where is the Palace of Culture? / Where was your mother
EXTRA ACTIVITY narrative tenses born? / Where would you like to live in the future?
2 When did you meet Piotrek for the first time? / When
at the end of the lesson
was this film made?
Give each student a copy of the worksheet with the story 3 Can I help you? / Do you need anything? / Is there
below (worksheet activities page 104). Students complete anything I can do for you?
the story with their own ideas, using the prompts. 4 What time do you usually finish work? / What time did
you come back home yesterday? / What time does the
Yesterday I went to Portobello Road to see Europe’s film start?
biggest street festival – Notting Hill Carnival. 1 (Napisz,
skąd dowiedziałeś/dowiedziałaś się o festiwalu). The Sun EXTRA SUPPORT weaker classes
was shining and it was quite hot. When I got there I saw
hundreds of people wearing colourful costumes. 2 (Opisz exercise 8 page 31
co robili ludzie). The atmosphere was fantastic! The air Tell students to replace the underlined words in exercise 8
smelled of Caribbean food as people were cooking and with appropriate pronouns. You may write the following
selling food in the street. 3 (Napisz co zjadłeś/zjadłaś i czy words up on the board for students to choose from: who,
ci smakowało). Everyone was enjoying the summer evening. what, where, how many.

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Key
1 Danny – who; a guidebook – what
HOMEWORK
Students write questions to ask about the
3
2 The tour guide – who; outside the airport – where underlined parts of the sentence below.
3 Dad – who; a phrase book – what
4 Penny – who; the USA – where Last year Mary was spending her holidays with her
5 My younger sister – who; going on bus tours – what grandfather, who had lived in Athens for 10 years, and
6 My cousin – who; ten – how many who took her on a tour around Greece.

EXTRA SUPPORT weaker classes Key


When was Mary spending her holidays with her
Challenge section, unit 3 exercise 1 page 110 grandfather?
Tell students to underline all the prepositions in sentences Who was spending her holidays with her grandfather?
1–7. Students replace the fragments which follow the Who was Mary spending her holidays with?
prepositions with appropriate pronouns: who or what. Tell Where had Mary’s grandfather lived?
students to start the questions with the pronouns and put How long had he lived in Athens?
the prepositions at the end of each question, e.g. 2 Who Where did he take Mary on a tour?
… to? 3 What … in? Students construct questions, paying
attention to the grammatical tenses used in each sentence.

Key
2 I gave my guidebook to (Ron) who
3 Mandy is interested in (travel books) what
4 The teacher is thinking about (her holidays) what
5 We decided on (a package holiday) what
6 This watch belongs to (Mary) who
7 I went to Africa with (my brother) who

EXTRA ACTIVITY questions game


after exercise 10 page 31
Students can play this game in small groups or as a class.
Ask one student to stand up and think of a verb, e.g. eat.
Once the student has chosen a verb, ask him/her to write
it down on a slip of paper. The other students have to
guess the verb by asking the student questions in different
tenses.
S2 Have you ever done it?
S1 Yes, I have.
S3 Do you do it every day?
S1 Yes, I do.
S4 Can you do it in class?
S1 N o, you can’t. You’re not allowed.
S5 Are you doing it now?
S1 No, I’m not.
S6 Is it difficult to do it?
S1 No, it isn’t.
Students can ask up to ten questions to try to guess the
verb. The student who guesses correctly becomes the next
student to choose a verb.

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READING AND VOCABULARY reading for detail, coherence and cohesion • means of
3
transport • accidents

Uczeń B
What is the lesson about?
Razem z kolegą planujesz dwutygodniową podróż.
Reading • an article about the traveller Kira Salak W zależności od tego jak potoczy się rozmowa, spróbuj
włączyć do niej wszystkie/wybrane kwestie:
• means of transport
Vocabulary • accidents
• poproś ucznia A o dokładniejsze wyjaśnienie jakiejś kwestii,
• prepositional phrases • grzecznie nie zgódź się z uczniem A, tak by musiał podać
kolejne argumenty lub zaproponować inne rozwiązanie,
• pairwork: • dowiedz się co uczeń A chciałby zobaczyć w miejscu
Speaking
– talking about extreme holidays docelowym,
Writing • a blog entry • uważasz, że koszt podróży przekracza twoje finansowe
możliwości.
Matura topics Podróżowanie i turystyka; Rozumienie pisanych
and tasks tekstów (Dobieranie, Uzupełnianie luk) As a follow-up, ask a few pairs to act out their role-plays
for the class.
IF YOU WANT A LEAD-IN … (2–3 minutes) EXTRA SUPPORT weaker classes
Divide the class into three groups. Tell Group 1 to make exercise 6 page 32
a list of famous / celebrity travellers they know, Group 2
– the most exotic travel destinations, Group 3 – different If students have problems matching sentences with the gaps,
problems people might have while travelling. Elicit write the questions below on the board. Alternatively, you
students’ answers. may distribute copies of the worksheet with the sentences
(worksheet activities page 105). Explain that each question
CULTURE NOTE famous travellers asks about the missing information in gaps 1–4. Tell students
to work in pairs and match each question with one sentence
Christopher Columbus (1450 – 1506) was a 15th century (a–f). Check the answers as a class.
Italian explorer, navigator, coloniser and a citizen of the 1 Why is Kira Salak called such names as ‘a real-life Lara
Republic of Genoa. He’s most famous for discovering the ‘New Croft’ and ‘the craziest woman adventurer?’
World’ of the Americas on an expedition sponsored by King 2 Why did she take an interest in explorers from the past?
Ferdinand of Spain in 1492. He completed four voyages across 3 Why did the accidents in the text seem to be nothing special?
the Atlantic Ocean. 4 Why does Kira want show people problems such as
James Cook (1728 – 1779) was a British explorer, navigator, slavery or the killings that occur in some countries?
cartographer and captain in the Royal Navy. Cook made
detailed maps of New Zealand prior to making three voyages Key
to the Pacific Ocean, during which he made the first recorded 1 f 2 c 3 a 4 d
European contact with the eastern coastline of Australia
and the Hawaiian Islands. He was also the first one to EXTRA ACTIVITY transformations
circumnavigate New Zealand.
exercise 8 page 33
EXTRA ACTIVITY charades Write the sentence frames below on the board (or prepare
and distribute handouts).
exercise 2 page 32 1 Kira Salak is who in her blog, books and
Invite a volunteer to choose one phrase from exercise 2 and magazine articles.
come to the front of the class. Tell him/her to mime the 2 At , she went to Africa for the first time.
meaning of the phrase. The rest of the class try to guess 3 When she was a child, Christopher Columbus and
which expression it is. James Cook.
4 Although , she .
MATURA SPEAKING TASK rozmowa z odgrywaniem roli 5 TV stations seldom she talk about.
after exercise 4 page 32 Ask students to read carefully the five sentences they have
Tell students to work in pairs. Give each pair of students completed in exercise 8. Then, ask students to work in pairs
a copy of the worksheet with the task below (worksheet and transform them by completing the five frames on the
activities page 105). Alternatively, you may dictate the task board so that the meaning of the sentences is the same. After
or write it on the board. 3–4 minutes, check answers as a class and provide feedback.

TEST IT! Uczeń A Key (suggested answers):


Razem z kolegą planujesz dwutygodniową podróż. 1 an explorer, describes her travels
Omówcie cztery poniższe kwestie: 2 the age of 20
3 she got interested in such explorers as
cel podróży zakwaterowanie 4 she’s had a lot of dangerous accidents, has never got
hurt
środek transportu całkowity koszt podróży 5 mention serious problems, she isn’t afraid to

Rozmowę rozpoczyna uczeń A.

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EXTRA SUPPORT 
Challenge section, unit 3, exercise 3 page 110
weaker classes Key
1 took your bag by mistake
3
2 works at sea
Ask students to note down the expressions from exercise 3 go to school on foot
11 in an interesting way: draw cartoons or pictograms 4 are in danger
in their notebook. Then give each student a copy of the 5 travelling by air
worksheet with the sentences below (worksheet activities 6 I am in terrible pain
page 125). Students translate the Polish parts of the 7 on the way I helped
sentences in brackets into English. 8 on business
1 I’m sorry. I (wzięłam twoją torbę przez pomyłkę)  . 9 On my arrival at the hotel
2 My brother is a sailor and (pracuje na morzu)  .
3 I usually (chodzę do szkoły na piechotę) but HOMEWORK
yesterday I had to go by bus.
4 If you feel you (jesteś w niebezpieczeństwie)  , please Students write 3–4 sentences to answer the question:
call the police. Which place in the world would you most like to visit? Why?
5 What do you like most about (podróżowaniu drogą
lotniczą) ?
6 Even though (mam okropne boleści)  , I have to go to
work.
7 I am late because (po drodze pomogłem) an elderly
lady carry her shopping.
8 Are you here (w interesach) ?
9 (Po przyjeździe do hotelu) I was greeted by the
manager himself.

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SPEAKING at a tourist information office • making a reservation
3
What is the lesson about? EXTRA ACTIVITY making a hotel reservation
Speaking • at a tourist information office after exercise 7 page 34
Functional • making a reservation Students read the dialogue in the audioscript 1. 20 on page
language 156 in pairs. One student reads the hotel receptionist’s
part while the other student acts out the role of the client
• a dialogue at a tourist information office
Listening without looking at the text. The student can give his/her
• a client making a reservation on the phone
own answers as long as they are logical and grammatically
Podróżowanie i turystyka; Znajomość środków correct, e.g.
Matura topics
językowych (Tłumaczenie wskazówek); Hotel receptionist: Good morning. This is the 40 Winks
and tasks
Mówienie (Rozmowa z odgrywaniem roli) Hotel. How can I help you?
Client: Good morning. I’d like to book a room for two
nights. I’ll be in Warsaw on Thursday morning.
IF YOU NEED A QUICK REVIEW … (3–4 minutes) (…)
Brainstorm different means of transport and write the words Client: All right. Can I make a reservation? I’d like to pay
on the board. Have students work in pairs and list the means by credit card if it’s OK.
of transport under different categories, e.g. travelling by air, Hotel receptionist: I just need your name and credit card
by land, by sea, by rail; two wheels, four wheels, etc. details to make the booking.
Then students swap roles and do the activity again.
EXTRA ACTIVITY Phrase Bank
HOMEWORK matura writing task – wpis na blogu
after exercise 5 page 34
Students write a blog entry for the following task. Give
Write the following sentence beginnings on the board and each student a copy ofthe worksheet with the task
tell students to complete them with their own ideas. (worksheet activities page 105). Alternatively, you may
1 Could you recommend …? dictate the task to students or write it on the board.
2 Could you tell me …?
TEST IT! Niedawno wróciłeś/wróciłaś z wakacji
3 Can I have …?
zorganizowanych przez biuro podroży. Na prowadzonym
4 I’d like some information about …
przez siebie blogu:
5 I wonder if there are … • napisz, dlaczego zainteresowała Cię oferta tego biura
6 May I interest you in …? podroży;
• poinformuj, gdzie i jak długo byłeś/byłaś na wakacjach;
Key (possible answers): • opisz dwie rzeczy, które bardzo ci się podobały na
1 Could you recommend a good restaurant / an interesting wyjeździe;
museum / a clean beach to me, please? • opisz problem, który pojawił się podczas wyjazdu
2 Could you tell me where the railway station is / what time a z którym biuro podróży dobrze sobie poradziło.
the show starts / where I can eat something traditional? Rozwiń swoją wypowiedź w każdym z czterech
3 Can I have your telephone number / your date of birth? podpunktów.
4 I’d like some information about the historic monuments
in this neighbourhood / the excursion. I’d like to recommend a really good travel agency to
5 I wonder if there are any attractions for children / anyone who’s currently planning their holidays.
facilities for elderly people here.
6 May I interest you in the cultural events organised in our
town / various attractions for children / our activity I promise, it’s going to be the holiday of a lifetime!
holidays?

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WRITING an article
3
What is the lesson about? EXTRA CHALLENGE article titles
Writing • an article exercise 7 page 35
Functional • engaging the reader Write the following titles of some articles on the board.
language • expressing opinions A Five star holidays or holidays under the stars?
B Around Poland in 30 days
Reading • an article about volunteer holidays
C Holidays full of adrenaline
• pairwork: D To hitchhike or not to hitchhike?
Speaking
– discussing volunteer holidays

Matura topics Podróżowanie i turystyka; Praca; Wypowiedź Students work in pairs and answer the questions:
and tasks pisemna (Artykuł) 1 What could the articles be about?
2 Why do you think the titles are either incomplete
sentences or questions?
IF YOU WANT A LEAD-IN … (3–4 minutes)
3 What makes these titles interesting? Which one do you
Ask students if they have ever thought of doing volunteer like the most? Why?
work. Ask: What kind of work would you like to do? In
a weaker class, you may write the following statement HOMEWORK
together with the options A–D on the board. Tell students
to choose the option that is true for them and justify their Tell students to find an interesting article online. Students
choice. should be prepared to give information on:
• the title of the article;
I would like to do volunteer work that would: • what it is about;
A let me develop my interests and share my knowledge with • why they find it interesting.
others.
B help people in need around the world, not just people in
my community.
C involve taking care of animals.
D involve protecting the environment.

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ENGLISH IN USE
3
What is the lesson about? EXTRA CHALLENGE transformations
Reading • a text about heli-hiking after exercise 3 page 36
Podróżowanie i turystyka; Znajomość After students have done exercise 3 on page 36, tell them
Matura topics
środków językowych (Minidialogi, Dobieranie, to keep their books closed. Give each student a copy of the
and tasks
Transformacje zdań, Test luk otwarty) worksheet with the sentences below (worksheet activities
page 106). Students rephrase the sentences using the
words in bold.
IF YOU WANT A LEAD-IN … (2–3 minutes) 1 He lost his boarding pass the moment he got it.
Write the following statements from the dialogues from JUST AFTER
previous lessons up on the board, e.g. 2 I had never been on a cruise before and I really loved it.
• How can I help you? FIRST TIME
• You’re welcome. 3 We couldn’t find our way out of the forest after we had
• It sounds great! gone for a walk there. GOT LOST
• Unfortunately not. When they have finished, tell students to compare their
Ask students where or when they might hear them. sentences with the original sentences in exercise 3 (2, 3, 4)
to see if they have made any mistakes.
Key (possible answers):
How can I help you? – formal or informal conversation, EXTRA SUPPORT weaker classes
e.g. between a shop assistant and a customer or a guest exercise 4 page 36
and a receptionist
You’re welcome. – someone is thanking someone else; it With a weaker class, write the words which are missing
could be a formal or informal conversation: at home, in the from the text up on the board for students to match with
street or in an institution the correct gaps: on, soon, had, about, middle, while,
It sounds great! – rather informal; two friends or family make, went.
members are talking; someone is giving someone else
good news or is suggesting something pleasant HOMEWORK
Unfortunately not. – formal and informal conversations; Students write a short dialogue that they then jumble up
someone is telling someone else that something is for their partner to put into the correct order during the
impossible or unavailable next class.

EXTRA ACTIVITY dialogues


exercise 2 page 36
Students expand the dialogues in exercise 2 by adding 1–2
sentences to a dialogue of their choice, e.g.:
3 X Do you offer any discounts for students?
Y On museum tickets which are half price.
X Ok, we’ll take one ticket with a discount and one
regular.
Y That’s $12, please.
5 X Could you tell me the way to the nearest chemist’s
please?
Y I’m sorry. I’m a stranger here myself… But look, there’s
a map of the shopping centre over there.
X Oh, thanks, I’ll go and check it.

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STEP BY STEP English in use
3
What is the lesson about? EXTRA ACTIVITY personalised sentences
English in use • an email exercise 3 page 37
Matura topics Podróżowanie i turystyka; Znajomość środków On the board, write the following sentence beginnings
and tasks językowych (Uzupełnianie dialogu, Minidialogi) containing the language from exercise 3: 1. I dream of
. 2. I fell in love with when . 3. In general,
MATURA . Ask students to work individually and complete
Znajomość środków językowych: Uzupełnianie the sentences so that they are true for them. After 2–3
dialogu minutes, ask them to compare their sentences in pairs.
Uczniowie uzupełniają dialog (120–150 słów) z 4–5 Elicit example sentences from selected students and discuss
lukami otwartymi. W luki należy wpisać 3–4 wyrazy, them briefly.
wykorzystując podany wyraz.
Znajomość środków językowych: Minidialogi EXTRA SUPPORT weaker classes
Uczniowie uzupełniają 4-5 miniadialogów z lukami do exercise 3 page 37
uzupełnienia. W każdym minidialogu występuje luka
w otwarciu wypowiedzi lub w reakcji na wypowiedź. Provide students with the correct versions of the words
W każdą lukę uczeń musi samodzielnie wpisać od 1 do in brackets, which should be used in the sentences, i.e.
4 słów. 1 waiting, 2 booked, 3 heard, 4 imagine, 5 make. You
• Treść (umiejętność pełnego przekazania informacji may also write extra hints on the board – one per each
oraz rozwinięcia ich): 0–4 punktów; sentence, so that students know what to pay attention to
• Spójność i logika wypowiedzi: 0–2 punktów; while completing the gaps: 1. tense, 2. tense, 3. tense,
• Zakres środków językowych: 0–2 punków; 4. verb pattern, 5. phrase.
• Poprawność środków językowych: 0–2 punktów.
EXTRA SUPPORT weaker classes

IF YOU WANT A LEAD-IN … exercise 6 page 37

Write the following names of countries on the board: Italy, Prepare handouts with jumbled words for each of the
Japan, the USA. Divide students into three groups and gaps to be completed in exercise 7 (alternatively, write the
explain that each group will brainstorm information about jumbled words on the board):
one of the countries on the board. Assign the countries to 1 are thinking you of
the groups and ask them to discuss ideas in the following 2 tell Can you me to the way the florist
categories: traditional food, people – what are they 3 boys come do the Where from
like?, famous places/landmarks. After 3–4 minutes, elicit 4 short Do like you breaks
information from the groups and discuss it as a class. Ask 5 about Monday How
additional questions, e.g. Have you been to …? Have you
tried this food? Finally, ask which of the three countries Explain that the sets of words are given in random order
seems the most interesting to visit or learn more about. and students’ task is to arrange the words correctly and
decide which gap in the dialogues the ready set should
go to. After 3–4 minutes, allow students to compare their
Key (possible answers):
answers in pairs. Finally, check as a class.
Italy: food – pizza, spaghetti, risotto, tiramisu, gelato
(Italian ice cream); people – open, talkative, loud, eat a lot;
HOMEWORK
landmarks – Rome, the Vatican, Venice, the Leaning Tower
of Pisa, Autodromo Nazionale in Monza Students choose one of the questions in the dialogues in
Japan: food – sushi, ramen, miso soup, green tea; people exercise 7 and write their answer in 4–5 sentences.
– polite, not showing emotions openly, honest, respect Where are you going for your summer break next year?
rules; landmarks: Tokyo, Kyoto, Mount Fuji, Hashima Island, Are you free at the weekend?
Hiroshima, the Golden Pavilion Do you like short breaks?
the USA: food – burgers, apple pie, mac and cheese,
sandwich with peanut butter and jam, New York style
pizza; people – informal, open, optimistic, generous,
materialistic; landmarks: New York, Los Angeles, the
Golden Gate Bridge, the Statue of Liberty, the Empire State
Building, Yellowstone National Park, Mount Rushmore

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REVIEW 3
3
EXTRA ACTIVITY spelling test HOMEWORK web research task
Choose ten to twelve words / phrases from the Wordlist Students find / research answers to questions below.
on page 39, e.g. those in the list below. Tell students you 1 What is the deepest canyon on Earth?
are going to give them a spelling test. Read out the words 2 Where do the largest and oldest trees grow?
and get students to write them down. After the dictation, 3 What is the driest place on Earth?
ask students to find the words in the Wordlist and check
if their spelling is correct. Encourage students to decide Web search key words:
whether they know the words very well, they sort of know • the deepest canyon
them, don’t know them at all etc • the largest and oldest trees
1 package holiday  7 have a narrow escape • the driest place on Earth
As a follow-up, you can ask students the following
2 all-inclusive holiday  8 suffer from tropical fever
questions:
3 sunbathe  9 bugbear Would you like to visit any of these places? Why?
4 cruise liner 10 flight attendant Have you ever visited a place which is a natural wonder?
5 lose your boarding pass 11 leisure centre
6 cancel the flight 12 hypothetical Key
1 The deepest canyon in the world is Cotahuasi Canyon
EXTRA ACTIVITY story writing in south western Peru. It reaches a maximum depth of
Students tell or write a story about a trip they have been 3,535 m.
on, using at least five different words from the Wordlist on 2 World’s largest and oldest trees are giant sequoias and
page 39. Invite volunteers to read their stories to the class. California’s redwoods. These enormous trees grow
The group has to guess if the story is real or made-up. mainly in northern California, USA. They can live up to
3,000 years and grow to be about 9 metres in
EXTRA ACTIVITY interview with a traveller diameter and more than 76 metres tall. One giant
sequoia, known as General Sherma (275 feet).
Divide the class into groups of four. Explain that one 3 One of the driest places on Earth is the Atacama Desert,
student is a famous traveller who has just returned from located along the coast of Chile, South America – right
one of his/her trips. The other students are journalists who next to the Pacific Ocean. The average annual rainfall
are interviewing the traveller for an article. Brainstorm is about 25 mm and in some places in the desert, rain
some sample questions the journalists may ask and write has never been recorded.
them on the board. Encourage students to use a variety of
tenses, e.g.
• Where did you travel?
• Who did you travel with?
• What adventures did you have while travelling?
• Have you been to this country before?
• Would you like to go there again?
• Why? / Why not?
• Are you going to write a book about your trip?
Students interview the traveller and note down the
answers. A speaker from each group presents what they’ve
found out to the class.

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4 A new reality

VOCABULARY technology • digital skills

What is the lesson about? EXTRA SUPPORT weaker classes

Vocabulary
• technology Challenge section, unit 4, exercise 1 page 110
• digital skills
Before students match the problems with the solutions,
• pairwork: you should ask questions to help them think of real life
Speaking – a digital questionnaire examples of the things described in the exercise.
– talking about computers and digital skills 1 Can you name any malicious software?
• a monologue: 2 Which secure websites do you use?
Listening
– someone talking about digital skills 3 What can we do to protect our personal data online?
4 Do your parents use any parental controls?
Matura topics Nauka i technika
and tasks 5 Have you come across any trolling recently?
6 What kind of privacy settings do you use on Facebook?
IF YOU WANT A LEAD-IN … (2–3 minutes)
EXTRA ACTIVITY jumbled words
Discuss the following question with the class: What would
at the end of the lesson
your life be like without a computer? Write the sentence
below on the board for students to complete with their Students work in pairs. Each of them chooses four words
own ideas. or phrases consisting of two words from the lesson (e.g.
If I didn’t have a computer, I would / wouldn’t … device, update, website, laptop, digital skills, video call,
leave feedback, shopping site, antivirus software, store
EXTRA ACTIVITY vocabulary practice data, etc.). Students rewrite the words with the letters
jumbled up for their partner to put in the correct order
exercise 2 page 40 (e.g. ‘eicscen’ for ‘science’). Set a time limit of about two
Tell students to read the digital skills checklist in exercise 2 minutes for this activity.
a couple of times before closing their books. Give each
student a copy of the worksheet with the gapped phrases HOMEWORK
below (worksheet activities page 107) and ask them to
Students design a new website for their school. They draw
complete the phrases from memory. Alternatively, you may
a sketch showing the layout and make notes to explain
write the phrases on the board. Set a time limit of three
how the website will be organised, e.g. the title, headlines,
minutes for students to complete the missing verbs. The
contact information, photo gallery, pages, sub-pages, etc.
student or the pair that can remember the most wins.
During the next lesson students present their website to
1 a video call the class.
2 a website
3 on a forum
4 feedback on a shopping site
5 antivirus software
6 code
7 a website
8 a website
9 music or photos online
10 data on a device
11 a new search engine

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LISTENING AND VOCABULARY listening for context, intention, gist and details
• distinguishing fact and opinion • invention
4
• collocations with make / take / do

What is the lesson about? • can’t make decisions easily.


• has done an interesting experiment.
• inventions
Vocabulary
• collocations with make / take / do
• hasn’t done much work this week.
• can do without the TV.
• three texts (monologues and dialogues) Ask students to look at the bullet points and elicit the
about inventions, their history and role question they need to ask, e.g. Do you make a lot of
• a dialogue: mistakes when you write in English? Do you hate taking
Listening – two friends talking about inventions that notes? Can you do without your mobile? Tell students to
could possibly make peoples’ lives easier mingle and find someone who says yes to each question.
– two friends talking about research
Ask students to make a note of any extra details. Get some
concerning mobile phones
feedback from the class.
• pairwork:
Speaking – expressing opinions about mobile phones EXTRA SUPPORT weaker classes
and the Internet
exercise 7 page 41
Nauka i technika; Rozumienie ze słuchu
Matura topics Before students complete the summary of the conversation,
(Wybór wielokrotny, Uzupełnianie
and tasks
streszczenia)
ask them the questions below, which will help students
formulate their answers to exercise 7. Students answer the
questions as a whole class. Alternatively, prepare handouts
IF YOU WANT A LEAD-IN … (5 minutes) with the questions and ask students to answer them in
Divide the class into groups of three or four. Give each pairs or in small groups. At this point, you can also accept
group a copy of the worksheet with the inventions quiz answers in Polish.
below (worksheet activities page 107). Check the answers 1 What do all the inventions Helen talks about have in
as a class. common?
1 Who created the first lightning conductors? 2 What is Helen’s general opinion about the inventions?
a Thomas Alva Edison 3 What device does she mention first and why does she like it?
b Benjamin Franklin 4 What are the benefits and drawbacks of having one
c Franklin Otis password to everything you do online?
2 What did Waterman invent? 5 How would the machine that reads your dreams work?
a the fountain pen
Key (suggested answers)
b the umbrella
1 They all make your life easier.
c gloves
2 She likes the inventions./She’s enthusiastic about them.
3 Who designed a primitive version of the car 3 She mentions a wireless charger first. She likes the
in the 15th century? invention because it would charge all the electronic
a Galileo Galilei devices in the room at the same time.
b Nostradamus 4 Benefits: secure password, you don’t have to remember
c Leonardo da Vinci many passwords. Drawbacks: hackers
4 Who invented dynamite? 5 The machine would do some jobs for you if you don’t
a Alexander Fleming want to do them on your own.
b Albert Einstein
EXTRA SUPPORT weaker classes
c Alfred Nobel
5 When was the aeroplane invented? exercise 9 page 41
a 1896 In a weaker class, get students to listen to the recording
b 1929 while following the script on page 139. Before they answer
c 1903 the question in exercise 9, tell them to find the phrases in
the script which indicate either a fact or an opinion.
Key
1b  2 a  3 c  4 c  5 c Key
1 Opinion (I thought …)
EXTRA ACTIVITY collocations 2 Fact (Recent survey results show …)
3 Opinion (I hadn’t realised that … / In my view it has
exercises 5 and 6 page 41 a really bad effect on relationships.)
Give each student a copy of the worksheet with the Find 4 Opinion (I think …)
someone who … activity below (worksheet activities
page 107). HOMEWORK
Find someone who: Students write a short text (about a hundred words) to
• makes a lot of mistakes when he/she writes in English. answer the question: If you could invent a machine, what
• hates taking notes. type of machine would you invent? Encourage students to
• can’t do without a mobile phone. draw the machine in order to show it to the class.

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GRAMMAR future forms: will, going to, present simple, present continuous • future time clauses
4
4 Rob has just woken up. It’s 8.30 and his train leaves
What is the lesson about? in 20 minutes.
• future forms: will, going to, present simple, 5 Mark isn’t revising much for a very important exam.
Grammar present continuous The exam is tomorrow.
• future time clauses 6 The dog is chasing the cat and the cat has an injured leg.
• a dialogue: 7 It’s late and I am tired.
Reading and – two students talking about an android 8 I’ve lost my keys.
listening exhibition 9 Steve has bought some flowers. It is his girlfriend’s
– a text about the oPhone birthday today.
Matura topics Nauka i technika; Znajomość środków 10 I’ve bought the tickets at the train station.
and tasks językowych (Transformacje zdań)
Key (suggested answers)
1 Tom is going to catch a cold / have flu / get sick.
Future forms: will, going to, present simple, 2 The baby is going to fall out of bed and cry / hurt itself /
present continuous lose its balance.
3 The fishing boat is going to sink. / The fishermen are
IF YOU WANT A LEAD-IN … (3–4 minutes) going to jump into the water.
Tell students to write sentences about their future plans 4 Rob is going to miss the train. / He isn’t going to get
and dreams using the following time expressions: this to the meeting on time.
afternoon, next weekend, next summer, next year, e.g. 5 Mark’s going to fail his exam. / His exam result is going
I’m going to study physics this afternoon. Next summer I’ll to be very poor.
probably go to France with my family. 6 The dog is going to attack the cat. / The cat is going
Circulate and monitor students, helping them if necessary. to fall over and hurt itself.
Elicit some examples of correct answers with the whole class. 7 You are going to go to bed soon.
8 You are going to climb in through the window.
CULTURE NOTE androids 9 He is going to give the flowers to his girlfriend.
exercise 1 and 2 page 42 10 You are going to travel by train.

An android is a robot which looks and acts like a human being. EXTRA ACTIVITY will for predictions
Androids can be designed to talk, walk, play music, write, or
draw. Until recently, we could only watch androids in science after exercise 5 page 42
fiction films, e.g. the main character in Steven Spielberg’s In pairs, students talk about their plans using the following
Artificial Intelligence: A.I. was a childlike android called Dave phrases.
who possessed a unique ability to feel love. Recently, thanks • I think I will …
to advancements in technology, we can finally meet androids • I hope I will …
in real life. Some of the most advanced androids are made by • I will never …
a Japanese professor from Osaka Univeristy, Hiroshi Ishiguro, • I suppose I will …
who believes that androids are a better alternative to humans
• I’ll probably …
in many professions, e.g. modelling, acting and even singing.
• I’ll definitely …
The professor is famous for creating his doppelganger Gemioid,
Ask a few students to share their ideas with the class.
who carries out his duties as a lecturer at university. Another
android made by Ishiguro is a beautiful hyper-realistic android
called Erika. EXTRA ACTIVITY questions
exercise 7 page 43
FOLLOW-UP ACTIVITY Write the following prompts on the board.
Ask students the following discussion questions: What • birthday party • biology
famous film robots do you know? Do you think that robots • study abroad • have children
will be able to replace humans at work in the future? • holidays • countries
Why? / Why not? Some people are terrified of artificial • this weekend • a foreign language
intelligence. What do you think? • get married • train
• take exams
EXTRA ACTIVITY evidence Each student chooses one word and makes a question,
after exercise 5 page 42 using a future form, e.g. Where are you going to organise
your birthday party this year? Do you think you will ever
Read the sentences below slowly, pausing after each one.
get married? What time does your biology lesson start?
Tell students that they have to imagine the situations and
Which foreign languages are you going to learn in the
comment on what is going to happen. As a follow-up, you
future? Are you going away this weekend?
may want to ask students to work in pairs and write two
Elicit questions from the class. Tell students to flip a coin.
similar situations for the class to interpret.
Heads means that they must ask their question to another
1 It’s –15°C. Tom is running around outside without his cap student in class while tails means that they must answer
and scarf. their own question.
2 A baby is climbing out of its bed.
3 There is a hole in the side of the fishing boat, and the
waves are getting higher and higher.

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MATURA SPEAKING TASK rozmowa na podstawie ilustracji
at the end of the lesson
Key
1 Kiedy Simone zaoszczędzi już wystarczająco dużo
4
pieniędzy, wtedy kupi sobie samochód. (When will
Students work in pairs and take turns to describe the two Simone buy a car?)
pictures on pp 42–43. Then give each pair of students 2 Wyślę ci pocztówkę, kiedy już ją napiszę. (When will
a copy of the worksheet with the questions below you post the card?)
(worksheet activities page 127). Ask students to ask and 3 Chodźmy na spacer, po tym jak już zjemy obiad. (When
answer the questions in pairs. shall we go for a walk?)
Student A (the picture on page 42):
EXTRA CHALLENGE future time clauses
TEST IT! Examiner’s questions:
1 Why is the person taking a picture of the android? at the end of the lesson
2 Would you like to have a robot at home? Why? / Why not? Divide students into small groups. Give each group a copy
3 Describe a situation when you had to use a technical of the worksheet with the sentences below and a set of
device. cards with time linkers (worksheet activities page 108).
Student B (the picture on page 43): as soon as if when in case before until after unless
TEST IT! Examiner’s questions: 1 I’ll start learning German …
1 What do you think the man on the left is telling 2 I’ll call you …
the people? 3 I’ll buy a new laptop …
2 What is your favourite mobile application? Why? 4 I’ll help my parents with the housework …
3 Describe the last time you bought an electronic gadget. 5 I’ll check this information …
6 I’ll send you a postcard …
HOMEWORK 7 I’ll tell the teacher …
Tell students to answer the question: What will your 8 I’ll go to bed …
city / town be like in fifty years from now? Students write 9 I’ll lend you the money …
two or three sentences to make predictions about how 10 I’ll go skiing …
such things as public transport, pollution, buildings and One student from the group starts the activity by choosing
tourism will change in the place where they live. one of the statements from the list, e.g. I’ll start learning
German. Another student picks up a card and completes
Future time clauses the sentence using the linking word, e.g. before – I’ll
start learning German before I move to Berlin. The other
IF YOU WANT A LEAD-IN … (4–5 minutes) students also pick up slips of paper and complete the same
Tell students to imagine that they are asking their mum or sentence, e.g. in case – I’ll start learning German in case
dad to buy them a smartphone. How would their parents I work for a German company in the future. The game
respond to such a request? Give each student a copy of the continues in a clockwise direction until students have
worksheet with the parts of sentences below (worksheet completed at least 5–6 statements.
activities page 107). Ask students to match the parts. You
may also ask them to complete some of the sentences with HOMEWORK
their own ideas. Give each student a copy of the worksheet with the
1 I’ll buy you a smartphone if … sentences below (worksheet activities page 108). Students
2 I will buy you a smartphone unless … translate the Polish parts of the sentences in brackets into
3 I’ll buy you a smartphone in case … English. Alternatively, you may write the sentences on the
4 When you have a smartphone, … board.
5 As soon as you get a smartphone, … 1 She’ll stay here (dopóki nie wrócisz)  .
2 She won’t visit us, (jeśli jej nie zaprosisz)  .
a you will give your old mobile to your sister. 3 (Kiedy dotrę do domu)  , I’ll take a long hot bath.
b you have an emergency. 4 I’ll call you (zanim przyjadę)  .
c I have other serious expenses. 5* I’ll help you (jak tylko skończę) doing my homework.
d you will probably spend a lot of your time on it.
e you save enough money to pay half of the price. Key
1 until you come back / return
Key 2 unless you invite her
1e 2c 3b 4d 5a 3 When I get home
4 before I arrive
EXTRA SUPPORT weaker classes 5* as soon as I have finished
Challenge section, unit 4, exercise 1 page 111
Ask students to translate sentences 1–3 into Polish.
You may also ask additional questions to help students
understand the structure.

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READING AND VOCABULARY reading for gist and detail • space travel
4
What is the lesson about? C (incorrect) Scientists aren’t worried that colonisation
may be bad for other planets; they are more concerned
Reading • an article about an expedition to Mars
about the people who would inhabit them.
• space travel D (incorrect) The text doesn’t give information on how
Vocabulary
• Challenge: word formation (prefixes) to become an astronaut and the people who would
inhabit Mars wouldn’t be classed as astronauts.
• pairwork:
Speaking – discussing the pros and cons of space EXTRA ACTIVITY presenting the text graphically
travel
before exercise 7 page 45
Matura topics Nauka i technika, Świat przyrody; Rozumienie
and tasks pisanych tekstów (Wielokrotny wybór) Prepare handouts with the diagram below. Alternatively,
you may draw it on the board for students to copy in
their notebooks. Ask students to read the text and then,
EXTRA SUPPORT weaker classes working individually, complete the diagram with the
information from the text. Explain that at some points
exercise 6 page 44
they will have to select the pieces of information which
Divide the class into five groups. Assign one question they think are the most important, which may result in
(1–5) to each group. Students go over the text to find the differences between the diagrams created by different
fragment which includes the answer to their question. students. After 6 –7 minutes ask students to compare their
Remember to ask them to explain why the other three diagrams in pairs.
answers are incorrect. Check the answers as a class.
different reactions to colonising the universe
Key positive: negative:
1 C (correct) The plan is to establish a human settlement Project Mars One
on Mars by 2027. […] by the year 2035 there will be When did it start?
over twenty people living on the planet. What’s its purpose?
A (incorrect) It wasn’t initiated by a group of people Living conditions on Mars and other difficulties for
but by one person – a Dutch businessman. participants:
B (incorrect) It has caused a lot of controversy – it has •
divided public opinion. •
D (incorrect) It wasn’t an international idea, it was an •
idea of a Dutch businessman. •
2 C (correct) And what may be the hardest thing for some Benefits of the project:
of them, they will live with almost no privacy at all, as Criticism of the project:
their every move will be shown on reality TV back on Earth.
A (incorrect) The conditions will be extreme but there Key (possible answers):
is no comment that this will be the worst problem.
different reactions to colonising the universe
B (incorrect) The trip will last seven months but there is
no comment that this will be the worst problem. positive: exploring space for negative: space exploration
D (incorrect) The temperatures will be –60°C but there the sake of science costs a fortune, Money
is no comment that this will be the worst problem. could be better spent on
3 A (correct) The prospect of dying on Mars, however, has Earth
not discouraged thousands of volunteers from all over Project Mars One
the world from wanting to become crew members. When did it start? in 2012
B (incorrect) They are interested in scientific development; What’s its purpose? to establish a human settlement
they believe that the project will benefit the human race on Mars
and science in general. Living conditions on Mars and other difficulties
C (incorrect) They weren’t hard to find because there are for participants:
thousands of them. • very cold, atmosphere unbreathable
D (incorrect) They can’t come back to Earth one day in the • no privacy – TV broadcasts
future because they only have a one-way ticket. • one-way ticket, participants will never come back
4 D (correct) […] many experts consider the whole idea • results of the experiment unpredictable
unethical, dangerous, dishonest and unrealistic. Benefits of the project: benefits for the human race and
A (incorrect) It isn’t paid for mainly by private investment; for science, a historical mission
the project is sponsored by individuals and organisations. Criticism of the project: the idea is dangerous, unethical
B (incorrect) It isn’t someone’s private business – it’s and dishonest, and much money will have to be invested
a Dutch organisation.
C (incorrect) The project will help science: There’s no EXTRA ACTIVITY vocabulary practice
denying though, that if the mission succeeds, it will make
history. after Challenge section, unit 4, exercise 3 page 110
5 B (correct) The text is about a project launched in 2012, Students test each other in pairs. Student A keeps his/her
so the mission is actually possible. book closed whereas student B gives some hints about the
A (incorrect) There’s nothing in the text about space meaning of the words from the table, e.g.
exploration being at risk. On the contrary, the text is A I’ve spent too much money.
about developing and improving space exploration. B You overspent.

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A There were too many people in the shopping centre.
B It was overcrowded.
EXTRA ACTIVITY
at the end of the lesson
interview 4
After students B have guessed the five words, students
swap roles and repeat the task. Divide the class into small groups. Two students in each
group are among the volunteers who want to live on Mars
EXTRA CHALLENGE prefixes and the other two are journalists who are interviewing
them. The journalists write 5–6 questions they would like
Challenge section, unit 4, exercise 3 page 110 to ask the volunteers, e.g. Why would you like to live on
Write the following words on the board. Mars? What would you miss most? What would you take
• active • print with you? How would you cope with loneliness? Students
• ambitious • apply role-play the interviews. Ask one or two pairs to act out
• cooked • arrange their interviews in front of the class.
• educated • believe
• developed • behave HOMEWORK
• worker Students write an answer (80–100 words) to the question:
Students work in pairs and add to the words the prefixes Would you like to live on a different planet? Why? /  Why
from the table in exercise 3. Sometimes more than one not?
prefix is possible. Check the answers as a class.

Key (possible answers)


overactive, overambitious, overcooked, undercooked,
overeducated / undereducated / co-educated,
underdeveloped, overdeveloped, co-worker, reprint,
misprint, reapply, misapply, rearrange, disbelieve, misbehave

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SPEAKING a stimulus-based discussion
4
What is the lesson about? Choose three students to use the verb phrases to make
Speaking • a stimulus-based discussion three sentences using the three different structures used
for expressing preference, e.g.
Functional • expressing preference
A I prefer reading newspapers to watching the news.
language • giving arguments
B I would prefer to read a newspaper rather than to watch
• a monologue: the news.
Listening
– a student doing a stimulus-based task C I’d rather read a newspaper than watch the news.
Continue the activity until all the prompts have been used.
Nauka i technika, Edukacja; Mówienie
Matura topics
(Rozmowa na podstawie materiału
and tasks EXTRA ACTIVITY expressing preferences
stymulującego, Transformacje zdań)
exercise 6 page 46
IF YOU WANT A LEAD-IN … (5 minutes) Write the following topics on the board: books, films,
Ask students to name any famous scientists or inventors music, clothes, food, sport, school subjects, etc. Each
they know. Then write the following three names on the student chooses one of the topics and writes 2–3
board: Maria Skłodowska-Curie, Albert Einstein, Thomas sentences about their preferences on a separate piece of
Edison. You may also show students pictures of these paper. Remind students to use the phrases from the Phrase
scientists. Read out the statements below and ask students Bank as well as the Watch out! tip. Ask students to explain
to match the biographical facts with each person. why they prefer one thing to the other, e.g. I prefer action
1 This person was born in Milan, Ohio in 1847. films to comedies. I find romantic comedies rather silly.
2 This person was famous for their work on radioactivity. When all the students are ready, collect the pieces of paper
and redistribute them to the class. Students read out the
3 This person played an important role in introducing
statements and try to guess which student wrote which text.
electricity into our lives.
4 This person was a German physicist of Jewish origin.
HOMEWORK
5 This person won the Nobel Prize twice in two different
fields. Students interview a friend, a family member or a teacher
6 This person received the Nobel Prize in Physics in 1921. about their preferences regarding the use of technology.
Tell them to make notes about their findings and present
7 This person self-educated himself / herself through
them to the class during the next lesson.
extensive reading.
Sample questions:
Key • Are you comfortable with technology? Why / Why not?
Maria Skłodowska-Curie: 2, 5 • What is your favourite gadget?
Albert Einstein: 4, 6 • Where do you store your photos, in an album or on your
Thomas Edison: 1, 3, 7 computer?
• Which do you prefer: traditional books or eBooks?
EXTRA SUPPORT weaker classes • Do you prefer listening to CDs or to music stored on your
smartphone?
exercise 4 page 46
• How often do you surf the net?
The aim of the activity is to help students memorise the
three different structures presented in the Watch out! tip.
Write different pairs of verb phrases on the board, e.g.
• read newspapers / watch the news
• study history / study biology
• go out / stay at home
• draw / take pictures
• ride a bike / walk
• learn English / learn German

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WRITING an email
4
What is the lesson about? EXTRA ACTIVITY at the end of the lesson
Writing • a formal letter Tell students to keep their book closed. Write the following
on the board.
Functional • expressing opinion, probability, result and
language importance in a formal way
1 Expressing your opinion in a formal way
2 Saying how probable something is
Vocabulary • technological inventions 3 Talking about the results of something
Matura topics Nauka i technika, Życie prywatne; Wypowiedź 4 Saying how important something is
and tasks pisemna (List do redakcji) Then read out different expressions from the e-mail as well
as from the Phrase Banks for students to match with the
correct heading. You may also add a few of your own, e.g.:
IF YOU WANT A LEAD IN …
1 As far as I am concerned …, From my point of view …
Tell your students to imagine that they have to give up one
2 It is (highly) possible that …, Most probably …
of their gadgets for three days. Allow them a few seconds
3 The consequences of … are …, This can cause …, It
to think and elicit their ideas. Encourage students to think
means that …
of other devices than a mobile phone/smartphone, which
is likely to be an obvious choice. Then ask the following 4 It should be remembered that …, It seems evident that …
questions and have a short (2–3 minutes) discussion about
students’ opinions: Is there any gadget you don’t have but Homework
would make your life easier? What gadgets are completely Students choose one of the topics in the extra activity:
useless to you? writing sentences (i.e. the natural environment, school/
education, eating habits, lifestyle, household duties,
EXTRA ACTIVITY writing sentences reading habits) and write a paragraph in which they use at
after exercise 7 page 47 least 4 expressions from Phrase Banks 1 and 2.

Write the following prompts on the board:


1 It is essential that … (the natural environment)
2 I am utterly convinced … (school/education)
3 … may lead to/may result in (eating habits)
4 One must bear in mind that … (lifestyle)
5 I hold that … (household duties)
6 Let me emphasise … (reading habits)
Ask students to work in groups of 3–4 and write
a sentence on each of the topics, using the expression
provided in the prompts. After 4–5 minutes elicit ideas
from the groups. discuss them as a class and provide
feedback.

Key (possible answers):


1 It is essential that we remember about such small things
as switching the light off or turning off the tap while
brushing our teeth.
2 I am utterly convinced that students should be able to
decide what they want to learn.
3 Eating too much sugar may lead to putting on weight.
4 One must bear in mind that overusing mobile devices
before going to bed can have a negative effect on the
quality of your sleep.
5 I hold that even small children should be asked to help
their parents in cooking and cleaning.
6 Let me emphasise that reading books on a screen is as
popular as reading books on paper.

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ENGLISH IN USE
4
What is the lesson about? HOMEWORK

Reading
• a text about the possibility to send emails Students translate the sentences below in two different
to yourself in the future ways, using the words given.
Nauka i technika; Znajomość środków 1 Wolałabym zostać w domu dziś wieczorem.
Matura topics a prefer b rather
językowych (Tłumaczenie fragmentów zdań,
and tasks
Test luk sterowanych, Uzupełnianie dialogu) 2 Nie pomogę ci, jeśli mi nie powiesz o co chodzi.
a unless b if
3 Zadzwonię do ciebie, jak tylko dotrę do domu.
IF YOU WANT A LEAD-IN … (2–3 minutes)
a soon b moment
Ask students to translate the following sentence into
English: Uwielbiam słuchać muzyki kiedy odpoczywam. Ask
Key
different students to write their translations on the board.
1 a I would prefer to stay at home tonight.
Compare the translations and discuss them with the class.
b I would rather stay at home tonight.
2 a I won’t help you unless you tell me what’s going on.
Key (possible answers) b I won’t help you if you don’t tell me what’s going on.
I love / enjoy / adore listening to music when I take a rest / chill 3 a I’ll call you as soon as I get home.
out / relax. b I’ll call you the moment I get home.

EXTRA CHALLENGE translations


after exercise 1 page 48
Dictate the sentences below for students to translate into
English.
1 Zadzwoń do mnie jak tylko będziesz mógł.
2 Wolę pływanie od biegania.
3 Jeśli zdam egzamin to pojadę na wakacje.
4 Jeśli nie chcesz ze mną rozmawiać, to nie dzwoń do mnie.
5 Czy możemy już wyjść?

Key
1 Call me as soon as you can.
2 I prefer swimming to running.
3 If I pass my exam, I’ll go on holiday.
4 Unless you want to talk to me / If you don’t want to talk
to me, don’t call me.
5 Shall we leave now?

EXTRA ACTIVITY multiple choice cloze


exercise 3 page 48
Before students do exercise 3, tell them to cover the
answers in 1–8 below the text. Students read the gapped
text and complete the gaps with their own ideas. Ask
students to compare their answers in pairs and then do
exercise 3.

EXTRA ACTIVITY
exercise 4 page 48
Ask students to work in pairs and write a summary of the
story told by Asia in 50–55 words. To add an element of
competition, you may time the activity. The first pair to
finish the summary (using correct language) is the winner.

Key (possible answer):


Asia was talking on the phone to her boyfriend when
suddenly a man stole her phone. She reported it to the
police. They checked the CCTV but still have not found the
thief. Asia is sad because she had all her photos on the
phone and she thinks she will never get her phone back.

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STEP BY STEP speaking
4
Key
What is the lesson about?
1 Why don’t we watch that new science-fiction film on
Speaking • a role-play Sunday?
Matura topics Życie prywatne, Kultura; Mówienie (Rozmowa 2 Shall we invite all your friends to the birthday party?
and tasks z odgrywaniem roli) 3 Could we go to the cinema together this afternoon?
4 Let’s go to London at the weekend and visit the British
Museum.
MATURA 5 We can go there by bus and come back in a taxi.
Mówienie: rozmowa z odgrywaniem roli
Uczeń prowadzi z egzaminującym rozmowę zgodnie
EXTRA ACTIVITY making suggestions
z opisanym w poleceniu scenariuszem. Zdający
powinien omówić cztery kwestie opisane w zadaniu exercise 3 page 49
oraz odpowiednio je rozwinąć. Write the following sentences on the board.
Czas trwania zadania: 3 minuty (w tym około 30
1 It’s a beautiful day. 4 This film is so boring.
sekund na zapoznanie się z poleceniem)
2 There’s nothing to eat. 5 It’s raining.
Kryteria oceny
Egzamin ustny jest oceniany w oparciu o następujące 3 Today is Tom’s birthday. 6 This place is a mess.
kryteria: Students work in pairs and make as many suggestions as
• prawność komunikacyjna (Czy uczeń omówił oraz possible for each situation, using the expressions from
odpowiednio rozwinął wszystkie kwestie opisane exercise 3, e.g. (1) Why don’t we go for a walk? Let’s go
w poleceniu?): 0–6 punktów; out, etc. Finally, students role-play their mini-dialogues,
• zakres środków leksykalno-gramatycznych accepting or rejecting the suggestions, e.g.
(Jak szeroki i zróżnicowany był zakres struktur A It’s a beautiful day.
leksykalno-gramatycznych w wypowiedzi ucznia?): B Yeah, why don’t we go for a walk?
0–4 punktów; A Good idea.
• poprawność struktur leksykalno-gramatycznych
(Czy uczeń popełniał błędy językowe?): 0–4 punktów; HOMEWORK
• wymowa (Czy uczeń popełniał błędy w wymowie Students find and correct one mistake in each sentence
zakłócające komunikację?): 0–2 punktów; below.
• płynność wypowiedzi (Czy wypowiedź ucznia była
1 Why we don’t go to the theatre at the weekend?
płynna i zrozumiała?): 0–2 punktów.
2 Shall we to invite Mary to your birthday party?
3 Let’s doing something unusual this time.
IF YOU WANT A LEAD-IN … (2–3 minutes) 4 We could always to go to the cinema.
Students work in pairs and describe a situation when they
had to negotiate something. Elicit answers from a few Key
students. 1 Why we don’t we go to the theatre at the weekend?
2 Shall we to invite Mary to our birthday party?
EXTRA ACTIVITY reordering sentences 3 Let’s doing do something unusual this time.
4 We could always to go to the cinema.
exercise 2 page 49
Give each pair of students a copy of the worksheet with
the jumbled sentences below (worksheet activities page
108). Tell students to put the words in the correct order.
Remind them to use correct spelling (capital letters) and
punctuation. Ask students to show their answers to you
when they have finished. If there are any mistakes, students
must try to correct the sentences. The first pair to write
fully correct sentences are the winners.
1 that / ? / don’t / watch / on / new / why /
science-fiction / Sunday / we / film
2 all / shall / we / party / friends / to / ? / the / birthday /
invite / your
3 to / afternoon / the / we / cinema / could / ? / together /
this / go
4 weekend / British / the / at / go / . / London / and / visit /
the / Museum / let’s / to
5 by / and / . / come / in / can / go / bus / back / we / there /
a / taxi

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REVIEW 4
4
EXTRA ACTIVITY digital skills Key
Write two lists (A and B) on the board with the phrases 1 What time will does your train leave?
below that are related to digital skills. Divide the class 2 correct
into two teams. Students from each team take it in turns 3 correct
to make questions using phrases in lists A and B for the 4 He will ‘s going to fall!
opposing team to answer. Students from that team have 5 We’re going to meeting our friends in an Italian
to answer the questions, using the same phrase, e.g. restaurant tonight.
A Do you know anyone who creates websites? 6 correct
B No, I don’t but one day I’d like to learn how to create 7 Take some money in case you’ll need to buy
websites. something to eat.
8 correct
List A 9 correct
1 make a video call 10 What will are you going to do tonight?
2 update antivirus software 11 Peter is definitely going will definitely come to the party.
3 store data on a device 12 correct
4 report trolling 13 The museum won’t doesn’t close until 6.00 p.m.
5 use a new search engine 14 correct
6* protect your personal data 15 If it will be is sunny, we’ll go for a walk.
7* experience problems
List B EXTRA ACTIVITY noughts and crosses
1 post on a forum Play a game of noughts and crosses to revise the
2 leave feedback on a shopping site vocabulary and grammar from unit 4. Draw an empty
3 social media noughts and crosses grid on the board and divide
4 share music or photos students into two teams. The teams decide whether they
5 use secure websites are noughts (o) or crosses (x) and take turns to choose
6* avoid malicious software a square. They can win the square by giving the correct
7* make threats answer to a question they receive. Explain that they have
a time limit of forty seconds to give a correct answer. The
EXTRA ACTIVITY future forms team who gets a line of noughts or crosses first wins.
Divide students into small groups. Give each group a copy Possible questions:
of the worksheet with the sentences below (worksheet 1 Collocations with do, take, make (Give at least one
activities page 109). Give them the instructions for the example of each collocation.)
following grammar auction task: Decide which of these 2 Future forms (Correct the following sentence: I’m sure I’m
sentences are correct. You have 1000 Euro to spend. Try going to spend my holidays in Norway.)
to buy those sentences which you think are correct. The 3 Future clauses (Complete the sentence: Take some extra
minimum bid is 50 Euro. Students plan which sentences money you need to take a taxi.)
they are going to bid for. If a group wants to bid for 4 Talking about preferences (Complete the sentence: I’d 
a sentence, one student should raise his/her hand. Each study physics than maths.)
sentence is sold to the highest bidding group. Conduct the
5 Vocabulary – digital skills (What can you share on the
auction in a brisk and fun way. After all the sentences have
Internet?)
been sold, go through the sentences with the class and
6 Vocabulary – space travel (What compound nouns with
check the answers. Ask students to correct the incorrect
the word ‘space’ do you know?)
sentences. The winner is the group which has bought the
most correct sentences at the end and spent least money. 7 Vocabulary – science (What do we call the scientific study
1 What time will your train leave? of the nervous system?)
2 I won’t do the shopping unless you write a shopping list. 8 Useful phrases – giving instructions (How do you say:
‘wpisz swoje dane osobowe’ in English?)
3 a I’m thirsty.
b I’ll bring you some water. 9 Making, accepting and rejecting suggestions (Is ‘fair
4 Look at the man on the ladder. He will fall! enough’ a phrase for making, accepting or rejecting
5 We’re going to meet our friends in an Italian restaurant suggestions?)
tonight. 10 Prefixes (Which prefix means ‘wrongly’?)
6 I’m sure you’ll get the job!
7 Take some money in case you’ll need to buy something Key
to eat. 1 do research, take the time, make a comment
8 They will call the dog’s owner as soon as they have 2 I’m sure I’m going to will spend my holidays in Norway.
found the dog. 3 in case
9 I think I’ll study American literature in the future. 4 rather
10 What will you do tonight? 5 music and photos
6 space mission, space shuttle, space station, space tourist
11 Peter is definitely going to come to the party.
7 neuroscience
12 Be careful! The dog is going to bite you!
8 enter your personal details
13 The museum won’t close until 6.00 p.m. 9 accepting
14 This afternoon my dad is taking me to a football match. 10 mis-
15 If it will be sunny, we’ll go for a walk.

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HOMEWORK web research task
Students find out / research answers to the questions below.
4
1 How many people have walked on the Moon?
2 What is the farthest point in space that a manned
spacecraft has reached?
Web research key words:
• Astronauts who landed on the Moon
• The farthest distance travelled in space

Key
1 In total twelve people have walked on the Moon.
Besides Neil Armstrong and Buzz Aldrin – who were
the first two astronauts to set foot on the Moon –
there was also Pete Conrad, Alan Bean, Alan Shepard,
Edgar Mitchell, David Scott, James Irwin, John Young,
Charles Duke, Eugene Cernan, and Harrison Schmitt.
2 The record for the farthest distance travelled in space
was established by the crew of NASA’s Apollo 13 in
April 1970. The aim of the mission was to land on the
moon, but due to major technical problems the landing
did not take place. The flight passed over the far side of
the moon at an altitude of 254 km (158 miles) from the
lunar surface and 400,171 km (248,655 miles) from Earth.

Follow-up ACTIVITY
Ask students the following discussion questions.
What kind of people become astronauts?
Do you think you have the right personality to be an
astronaut? Why? / Why not?

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1-4 Test Practice
EXTRA ACTIVITYrozumienie ze słuchu EXTRA SUPPORT Znajomość środków językowych
before exercise 1 page 52 Pre-listening before exercise 5 page 53 Tłumaczenie wskazówek
Before students listen to the recording, tell them to match Prepare handouts for students with the table below
the words below with their definitions (worksheet activities (worksheet activities page 110). Alternatively, write the
page 110). words and expressions on the board. Ask students to work
1 to alter in pairs and choose two words/expressions for each of
2 nutrition the situations listed in exercise 5. Then, working in pairs
3 conception or individually, students write their responses. Remind
students that the responses should not be longer than two
4 plump
sentences. Finally, ask students to work in groups of 3 or 4
5 to conform and think of one more way to respond in each of the five
6 to equip situations.
7 a replica 1 go straight ahead 6 excellent desserts
8 an outfit 2 How about…? 7 Sorry, I can’t…
a food when it is considered as something that keeps you 3 Well done! 8 the crossroads
healthy 4 to the cinema 9 my essay
b an accurate copy of something 5 Sorry for… 10 proud

c a set of clothes that are worn together
d slightly fat Key
e a belief about what something is like Situation 1: 4, 7
f to provide a person with the things they need for Situation 2: 1, 8
a particular purpose Situation 3: 3, 10
g to make something look different Situation 4: 2, 6
h to behave in a way that most people think is correct or Situation 5: 5, 9
appropriate
EXTRA ACTIVITY family celebrations
As a follow-up, discuss the question below with the class:
What’s the current conception of beauty? before exercise 6 page 53
How can beauty magazines influence young people? Ask students to work in pairs and make a list of different
Is it always good to conform to social norms? Why? family celebrations (e.g family gathering/get-together/
Why not? reunion, funeral, christening, anniversary party, wedding,
birthday party, etc.). Elicit some ideas from the class. Then,
Key write the activities below on the board. Ask students
1g 2a 3e 4d 5h 6f 7b 8c to choose three activities which they think could make
a family get-together more fun. Also ask students if they
EXTRA ACTIVITY Rozumienie pisanych tekstów have ever taken part in any of the activities with family
after exercise 3 page 52 True/False
members.

Write the sentences below on the board. Students read telling jokes
texts 1–3 again and decide whether sentences 1–3 are true playing board games
(T) or false (F). Check the answers as a class. Alternatively, taking photos
you may give each student a copy of the worksheet with going for a walk
the sentences (worksheet activities page 110). organising a family talent show
singing together
Text 1 playing a musical instrument
1 The programme is for people who are fascinated with the reciting a poem
latest technological devices. doing charades
2 Volunteers for the show will visit places such as aquariums cooking together
and prisons. telling stories
Text 2 Finally, write the questions below on the board. Explain
3 The author had serious problems while transferring files that students should use the questions to give a structured
to the laptop. answer to question 3 in the speaking task in exercise 6.
4 The author’s brother was able to fix the computer. What kind of family celebration was it?
Text 3 Who was invited?
What did you do together?
5 Gemma could never see what present she was going to get.
What else happened on the day?
6 This year Gemma got her birthday present from a robot.
How did you feel?
How did other people feel?
Key
1T 2F 3T 4F 5F 6F

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45
1-4 Test Practice
EXTRA ACTIVITY Wypowiedź pisemna
before exercise 7 page 53 Job interview
Write the gapped text below on the board for students
to complete with the missing words. Explain that there
are two extra words they don’t have to use. Alternatively,
you may distribute copies of the worksheet with the text
(worksheet activities page 110).
opportunity  challenge  part  experience 
career  organisation  reputation 
candidate  position
I believe that my language skills and professional 1
make me the ideal 2 for this 3  . I consider this job
4
to be perfect for my 5  . I have always wanted to
be 6 of a large successful 7 like this one.
Then, write the tips for a job interview below on the board.
In pairs, students decide which of the tips are useful and
which are unhelpful. Conduct a quick feedback session
with the class.
• Dress in a manner appropriate for the job.
• Talk a lot.
• Use nonverbal communication.
• Listen carefully.
• If you don’t know what to say, make up the answers.
• Take a notepad and a pen.
• Be punctual.
• Don’t ask any questions.
• Do some research on the company.
• Criticise your previous employer.

Key
1 experience
2 candidate
3 position
4 opportunity
5 career
6 part
7 organisation
Unhelpful tips: Talk a lot. If you don’t know what to say,
make up the answers. Don’t ask any questions. Criticise
your previous employer.

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46
Food  for thought!
5
VOCABULARY food items • describing food

What is the lesson about? Key (suggested answers)


food items, vanilla ice-cream: delicious, fattening
Vocabulary expressions for talking about quantity, crisps: crunchy, fattening
Challenge: adjectives to describe food pears: juicy, delicious
vinegar: sour, disgusting
monologue: a teenager talking about their muesli bar: filling, crunchy
Listening
food preparations for a camping trip

pairwork: talking about the best / worst food EXTRA ACTIVITY food vocabulary quiz
Speaking
you have ever tried
Challenge section, unit 5, exercise 1 page 111
Matura topics Żywienie Students choose five food items from the lesson and define
and tasks them to each other, e.g. It’s a vegetable. It’s brown on the
outside. You have to boil them or bake them before eating
EXTRA ACTIVITY shopping for food them (a potato).
after exercise 7 page 54 Alternative idea: If it is a weaker class, ask students to
choose food items / food-related actions which they can
Students work in pairs to prepare and present short mime for the rest of the class to guess, e.g. peeling
dialogues (up to 4 lines) in which one student is the a carrot, slicing a cucumber, opening a packet of crisps,
customer, who wants to buy some food, and the other tasting a lemon, pouring some olive oil. Encourage
is the shop assistant, e.g. stronger students to make sentences about what
A Can I help you? they can see, e.g. You are opening a bottle of fizzy drink
B I’d like two bottles of orange juice. and a packet of crisps; you’re going to eat some crisps.
A That’s £3.50. Do you need a bag?
B Yes, thank you. HOMEWORK
Encourage students to use the expressions for talking about Write the following on the board:
quantity from exercise 7. Select a few pairs to present their a picnic, a school dinner, watching a film or a match on TV
dialogues to the class. with friends, a family dinner

EXTRA SUPPORT weaker classes Students write 2–3 sentences to describe the menu
they think would be suitable for each of the occasions.
Challenge section, unit 5, exercise 1 page 111 Encourage them to give reasons to support their opinion,
Before students do the vocabulary challenge task, write the e.g. I think the best menu for a picnic would be ham and
following food items on the board: cheese sandwiches and orange juice because …
vanilla ice-cream, crisps, pears, vinegar, muesli bar
Ask students to match two adjectives from exercise 1 with
each food item on the list. Check the answers as a class.
Any reasonably appropriate idea is acceptable.

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47
LISTENING AND VOCABULARY listening for gist and detail • food and diet
5
What is the lesson about? EXTRA SUPPORT weaker classes

Vocabulary
types of food, exercise 7 page 55
Challenge: diet: phrasal verbs
In pairs, students match the phrases with their meanings.
monologues: six people talking about their Following this, go through the expressions as a class and
Listening guilty pleasures, elicit the Polish equivalents. Give each student a copy of
dialogue: interview with a food expert the worksheet with the sentences to translate into English
pairwork: discussing statements about food
(worksheet activities page 111). Alternatively, you may
Speaking write the sentences on the board.
and diet
1 Chcę trochę schudnąć w tym miesiącu.
Matura topics Żywienie, Zdrowie; Rozumienie ze słuchu 2 Spróbuj ograniczyć jedzenie chleba.
and tasks (Uzupełnianie luk, Uzupełnianie zdań)
3 Trzymaj dietę i uprawiaj sporty.
4 Muszę przejść na dietę.
EXTRA ACTIVITY guilty pleasures 5 Nie mogę się oprzeć słodyczom.
after exercise 3 page 55 6 Moja siostra ostatnio przybrała na wadze.
Tell students about your guilty pleasure, for example: My
guilty pleasure is a chocolate brownie. I like them because Key (suggested answers)
I’m a big chocolate fan. I eat one a week. Then ask 1 I want to lose some weight this month.
students about their guilty pleasures. 2 Try to cut down on bread.
3 Keep to your diet and do some sports.
1 What’s your guilty pleasure?
4 I must go on a diet.
2 Why do you like it so much?
5 I can’t resist sweets.
3 How often do you eat it? 6 My sister has recently put on weight.

EXTRA ACTIVITY complete the sentences HOMEWORK


before exercise 7 page 55 Students make a short video in which they present
Ask students to read the beginnings of the sentences in healthy / unhealthy food. Tell them to explain why the food
exercise 7. Before students read the text again, ask them to is / isn’t good, e.g. Here’s dark chocolate. I eat a piece of
finish the sentences with their own ideas (if students can it every day and I love it! It’s very good for your brain.
remember the answers after the first listening in exercise 6, It’s hasn’t got much sugar, so you can eat a little dark
accept them, and encourage them to think of more). After chocolate even when you’re on a diet.
3-4 minutes allow students to discuss their answers in pairs
and then elicit possible answers from the class.

Key (possible answers, other than the ones provided in


the key to exercise 7):
1 We eat unhealthy foods despite the fact that we can put
on weight.
2 People often eat unhealthy snacks as a result of watching
TV commercials advertising them.
3 We eat chocolate because people generally like sweet
foods.
4 Eating an unhealthy snack from time to time can make
you happy.
5 Whether or not you follow your diet depends on your
motivation to lose weight.
6 Single people who are looking for a partner find it easier
to start cooking at home.

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48
GRAMMAR articles a / an, the, zero article • some, any, much, many; a few, a little; a lot of
5
What is the lesson about? Key (suggested answers)
a/an, the, zero article,
1 The coach was very fast and comfortable.
Grammar some, any, much, many, a few, a little, a lot of 2 I used the tomatoes to make tomato sauce to go with
with countable and uncountable nouns my pasta.
3 The cat’s name is Daisy.
a culinary blog, 4 I invited the girl for a pizza.
Reading
a food and health diary 5 You can eat some fantastic Italian dishes in the restaurant.
Matura topics Żywienie, Zdrowie
and tasks HOMEWORK matura writing task – an email
Students write an email for the following task. Give each
student a copy of the worksheet with the task below
Articles a / an, the, zero article (worksheet activities page 111). Alternatively, you may
dictate it or write it on the board.
EXTRA ACTIVITY error correction
after exercise 6 page 56 TEST IT! Organizujesz przyjęcie-niespodziankę (a surprise
party) dla swojego brata. Napisz e-mail (100–150 słów) do
Give each student a copy of the worksheet with the koleżanki z Irlandii. W e-mailu:
sentences below (worksheet activities page 111). Students • napisz, z jakiej okazji organizujesz przyjęcie;
work in pairs or individually to correct the sentences. • opisz, jakie atrakcje przygotowujesz dla brata;
1 I bought a milk and sugar. Do you need anything else for • podaj informacje o czasie i miejscu i zaproś kolegę/
cake? (2 mistakes) koleżankę na przyjęcie;
2 This is worst film I have ever seen in the cinema! (1 mistake) • wyjaśnij, kogo zamierzasz jeszcze zaprosić i dlaczego.
3 My father is the teacher in our school, but I don’t have the Rozwiń swoją wypowiedź w każdym z czterech podpunktów.
classes with him. (2 mistakes)
4 How about having a dinner together this evening? (1 mistake) Encourage students to use the email in exercise 7
5 Look at a moon. It’s so big tonight. (1 mistake) as a model.
6 The Warsaw is the capital of Poland. (1 mistake)
7 Eating the carrots and the spinach is very good for your Some, any, much, many; a few, a little; a lot of
eyesight. (2 mistakes)
EXTRA ACTIVITY noughts and crosses
If it is a stronger class, do not include the information about
the number of mistakes in each sentence. Students work in after exercise 4 page 57
pairs and correct the mistakes. Check the answers as a class. Draw a noughts and crosses grid on the board that
contains these words.
Key
some any much
1 I bought a milk and sugar. Do you need anything else for
the cake? many a few a lot of
2 This is the worst film I have ever seen in the cinema! a little How much …? How many …?
3 My father is the a teacher in our school, but I don’t have
the classes with him. Students work in pairs or two teams and play noughts and
4 How about having a dinner together this evening? crosses. They take turns to choose a square. To win a point,
5 Look at a the moon. It’s so big tonight. students have to make a correct sentence containing the
6 The Warsaw is the capital of Poland. words in the square.
7 Eating the carrots and the spinach is very good for your
eyesight. EXTRA ACTIVITY What’s in the fridge?
after exercise 6 page 57
EXTRA ACTIVITY definite article for
Ask students to draw an open fridge with some food
after exercise 7 page 56 previously mentioned nouns products inside. Make it clear that they must not show
Explain to students that this task tests the use of the it to their partner. Students take turns to ask questions
definite article when referring to something mentioned to find out the contents of their partner’s fridge. Remind
previously. Write the following example on the board: them to use some, any, much, many, a few, a little, a lot of,
I saw an interesting film yesterday. The film won three e.g.
Oscars last year. A Are there any tomatoes in your fridge?
B Yes, there are a few.
Then read out the sentences below and encourage
students to give a follow-up sentence, using the definite A How many exactly?
article. You may choose more than one student to expand B …
on the same sentence. Monitor and check for the correct use of quantifiers.
1 We went to Berlin by coach.
2 I bought some tomatoes at the market. HOMEWORK
3 I got a pet cat for my birthday. Ask students to write two gapped sentences to test their
4 I met a beautiful girl yesterday. partner’s knowledge of quantifiers. Students swap their
5 There’s a new restaurant in the city centre. sentence at the beginning of the next class.

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READING AND VOCABULARY reading for detail • distinguishing fact and opinion
5
• meals and preparing food

What is the lesson about? EXTRA ACTIVITY five facts


meals, exercise 7 page 59
Vocabulary preparing food,
Challenge: easily confused words
Before students complete the sentences with the missing
information, ask them to read the two texts and choose
an article about a food blogger, five facts in each text which for them are the most
Reading
an advertisement for a game important. Then, ask students to compare their choices in
pairs or small groups. Finally, time permitting, ask them to
pairwork: talking about an online cookery
Speaking
blog
work in pairs and summarise the texts orally using the facts
they have chosen.
Matura topics Żywienie; Rozumienie pisanych tekstów
and tasks (Wielokrotny wybór, Uzupełnianie zdań) EXTRA SUPPORT weaker classes
exercise 10 page 59
IF YOU WANT A LEAD-IN … (2–3 minutes)
Before students do exercise 10, distribute monolingual learner
dictionaries. Students work in pairs or small groups to look
Write the following sentences on the board. up the meanings of words in the exercise. Ask each pair to
1 I love eating, but I hate cooking. look up a different pair of words. Elicit the different meanings
2 I will never learn to cook, it’s too difficult. of the confusable words as a class. You may also encourage
3 My cooking skills are OK. students to come up with Polish equivalents based on the
4 Cooking is my hobby, and I’m really good at it. English definition, e.g. tasty – smaczny, tasteful – gustowny.
Ask students to think which sentence best describes their
attitude to cooking. Ask a few students some additional EXTRA ACTIVITY vocabulary quiz
questions, e.g. What’s the easiest / most difficult dish to end of the lesson
prepare? What’s the most difficult thing about cooking?
Ask students to keep their books closed. Explain that they
Who cooks in your home? What’s your favourite kind of
are going to answer vocabulary questions about the lesson.
food?
Tell students to raise their hands if they know the answer.
Then read out the questions below.
EXTRA SUPPORT weaker classes
1 A person who cooks in a restaurant is called …
exercise 6 page 59 2* The instructions on how to prepare a dish are called …
Ask students to give reasons to justify their answers to 3 Give two verbs connected with cooking starting with b.
exercise 6. Explain that sometimes a specific phrase is 4 What do you use a pan for?
used in the text which indicates either an opinion or a fact 5* How do you spell ‘dessert’?
(in my opinion, the data shows, etc.) and sometimes it is 6 What do you call something you eat between meals,
necessary to interpret the content of the text to find out that is often unhealthy, e.g. crisps or biscuits?
the answer. Allow students to discuss their ideas in pairs 7* What do you call the part of a meal that comes after
before checking them as a class. the starter?

Key Key
Text 1 1 a chef 5 d-e-s-s-e-r-t
1 opinion (phrase in the text): In my view … (line 2) 2 a recipe 6 a snack
2 fact (contents of the text): his Facebook fanpage has 3 boil, bake 7 the main course
many ‘likes’ (objective fact) 4 frying
3 opinion (sentence in the text): The readers of Joshua’s blog
say that his meals are always a piece of cake to make but HOMEWORK
really mouth-watering at the same time. (lines 15–17)
Students prepare two extra vocabulary quiz questions for
Text 2 their classmates to solve.
4 fact (information from a website for players): According
to … (lines 6–7)
5 fact (contents of the text): the rules of the game are
described in the final paragraph of the text

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50
Speaking ordering food
5
What is the lesson about? Key
Speaking role-play: ordering food Correct order:
1D 2C 3F 4B 5E 6A
Vocabulary ordering and offering food in a restaurant Suggested answers:
a dialogue in a bar, D Hello, what can I do for you?
Listening telephone conversation: ordering food I’d like a medium vegetarian pizza.
in a take-away restaurant C Would you prefer mild or hot sauce?
Mild, please.
Matura topics Żywienie; Mówienie (Rozmowa F How about something to drink?
and tasks z odgrywaniem roli) Tea, please.
B Black or green?
IF YOU WANT A LEAD-IN … (3–4 minutes) Black, please.
E (Would you like) anything else? No, that’s all.
Write perfect restaurant / bar / cafe on the board and draw It should be ready in 10 minutes.
a table with two headings: Food and Service. Ask students A That’s £25.
to brainstorm a list of words and phrases for each column. Can I pay by credit card?
Elicit some ideas from the class and write them on the Yes, of course.
board. Then ask the following questions.
1 How often do you go to restaurants / bars / cafes? HOMEWORK
2 What do you usually order?
In pairs, students prepare and record a dialogue that
3 What’s your favourite restaurant / bar / cafe?
might take place in a restaurant. Refer them to the model
dialogue in exercise 2. Alternatively, students write their
Key (suggested answers) dialogues individually in their notebooks.
Food Service
delicious
fast
fresh
polite
cheap
smiling
tasty
elegant / well-dressed
healthy
can advise what to order
original, trendy

EXTRA ACTIVITY in a restaurant


after exercise 7 page 60
Give each pair of students a copy of the worksheet with the
task below (worksheet activities page 94). First ask students
to put the sentences in the correct order to make a logical
dialogue at a fast food restaurant. Check the answers as
a class. Then ask students to work in pairs and create a
dialogue in English from the Polish prompts. Elicit answers
from a few pairs and have a quick feedback session.
F Pracownik restauracji: Zapytaj, czy klient chciałby
zamówić coś do picia.
Klient: Poproś o herbatę.
B Pracownik restauracji: Zapytaj, czy klient chce zieloną czy
czarną herbatę.
Klient: Odpowiedz.
A Pracownik restauracji: Powiedz, ile kosztuje zamówienie.
Klient: Zapytaj, czy możesz zapłacić kartą.
Pracownik restauracji: Odpowiedz.
D Pracownik restauracji: Powitaj klienta i zapytaj, czym
możesz służyć.
Klient: Zamów średnią wegetariańską pizzę.
E Pracownik restauracji: Zapytaj, czy klient życzy sobie coś
jeszcze
Klient: Odpowiedz, że to już wszystko. Zapytaj, jak długo
musisz czekać na zamówienie.
Pracownik restauracji: Powiedz, że zamówienie będzie
gotowe za 10 minut.
C Pracownik restauracji: Zapytaj, czy klient woli łagodny
czy pikantny sos.
Klient: Odpowiedz.

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51
WRITING an email invitation
5
What is the lesson about? EXTRA SUPPORT weaker classes
Writing an email invitation exercise 7 page 60
giving suggestions, inviting, accepting and Give each student a copy of the worksheet with the
Vocabulary refusing invitations, following incomplete email – an answer to exercise 7
formal and informal language (worksheet activities page 112).
an email with an invitation,
Reading Dear
replies (accepting and refusing an invitation)  ,
Matura topics Żywienie; Wypowiedź pisemna (E-mail Thanks for your invitation to the Christmas party.
and tasks z zaproszeniem) .
I can prepare some food for the party.
.
EXTRA ACTIVITY party invitations
Why not ask some friends for help?
after exercise 6 page 60 ?
Ask students to work in pairs and prepare mini-dialogues. I don’t think it’s a good idea to start the party at 5.00.
Tell them to write a short response to each of the English How about ?
sentences they have written in exercise 6, e.g.
1 A I am having a birthday party on Saturday. Would you See you on Friday.
like to come? XYZ
B Thanks, but I’m sorry, I won’t be able to make it. I’m
busy on Saturday. Students work individually or in pairs to complete the
Ask a few pairs to act out their dialogues. If necessary, have email, adding details to develop each point mentioned
a quick feedback session. in the writing task in exercise 7. Monitor, helping with
language and ideas if necessary. Find a good email to read
Key (suggested answers) out to the class. You may also set this task as homework.
2 A You could wear that lovely black dress for the school-
leaving / graduation ball. HOMEWORK
B I’m not sure. Do you really think this dress suits me? Students write and record a voicemail message in reply to
3 A Thanks for the invitation. I could bake a cake for the the task below (ask students to bring them as audio files to
party. the next class or send it to you before the next class).
B A cake is a great idea, and I’ll prepare a salad. Twój kolega organizuje przyjęcie w ogrodzie. Zadzwoń do
4 A I’m afraid I can’t come to the barbecue. I am having niego i:
a guitar class that evening. • podziękuj za zaproszenie i wyraź opinię o jego pomyśle;
B Oh, that’s a pity. Maybe next time?
• poinformuj, że nie możesz przyjść i podaj powód;
5 A Why not cook some roast chicken with potatoes and
• poproś go, aby pozdrowił w Twoim imieniu gości.
salad?
B Roast chicken is a good idea. What about a vegetarian
dish?
6 A Let’s throw a surprise party for Magda. We could have
some pizza and cola at the new pizza place.
B I can help you prepare it. Magda will be very happy!

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52
ENGLISH IN USE
5
What is the lesson about? EXTRA SUPPORT weaker classes
Reading an article about the history of crisps exercise 5 page 62
pairwork: talking about food for special With a weaker class, prepare handouts with options for
Speaking
occasions students to choose from in order to complete the text in
exercise 5.
Żywienie; Znajomość środków językowych
Matura topics 1 many / much 5 but / and
(Uzupełnianie zdań, Minidialogi; Test luk
and tasks
otwartych) 2 A / The 6 any / some
3 thick / big 7 of / for
4 enough / too
IF YOU WANT A LEAD-IN … (2–3 minutes) Ask students to compare their answers in pairs. Then check
Ask students to discuss the following questions in order as a class and explain the answers if necessary.
to recycle the language from the unit.
1 Why do people go on a diet? HOMEWORK
2 Why do some people put on weight quickly? Students write a text message or a very short email (up to
3 How many meals do you have every day? Do you think 40 words) to one of the people in exercise 6, in which:
you eat a lot? • they invite them for a meal,
4 Which is better: Italian cuisine or American cuisine? Why? • give information about the food they’re going to prepare.
5 What do you usually order when you eat out?

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53
STEP BY STEP reading
5
What is the lesson about? EXTRA SUPPORT weaker classes
Reading • two texts about preparing and presenting food before exercise 4 page 63
Matura topics Praca; Rozumienie tekstów pisanych Before students do the multiple choice task, tell them to
and tasks (Wielokrotny wybór) read the two texts and answer the questions below.
Text1
MATURA 1 How did the writer’s grandfather influence him?
Rozumienie pisanego tekstu, poziom rozszerzony: 2 What kind of course did the writer decide to attend and
wielokrotny wybór why?
Uczeń czyta dwa teksty i odpowiada na pięć pytań Text 2
typu wielokrotny wybór. 3 According to the text, what is as important as the taste
Jedno z pytań może dotyczyć obu tekstów. of food?
Rodzaje tekstów: dwa teksty o różnej formie 4 What are some examples of tricks that make the food
i długości (np. tekst literacki i publicystyczny) attractive for buyers?
Testowane umiejętności: określanie głównej myśli
Key
poszczególnych części tekstu, znajdowanie w tekście
1 The grandfather inspired the writer’s passion for cooking
określonych informacji, określanie intencji nadawcy/
autora tekstu and taught him that the food he prepares has to be
irresistible.
2 a food writing workshop – to learn how to describe food
in the menu in his restaurant
IF YOU WANT A LEAD-IN … (3–5 minutes) 3 the way the food looks
Ask students the following discussion questions related to 4 anything that makes the food look delicious and
the topic of the reading texts. irresistible, e.g. melted cheese, very green lettuce, juicy
• Who cooks in your family? Whose dishes do you like vegetables
best? Do you cook?
• Do you like eating in restaurants? What is your favourite HOMEWORK
place and why?
1 Students write two facts and two opinions about
• Who is the most talented celebrity chef in your country?
something that interests them using the expressions in
Why do you think so?
exercise 2, e.g. Statistics prove that football is the most
frequently played sport on earth. It seems that men are
EXTRA ACTIVITY facts and opinions more interested in football than women. It is believed
before exercise 1 page 63 that football isn’t a very violent sport.
Give each pair of students a copy of the worksheet with 2 Students choose one of the opinions (statements 1, 3, 5
the statements below (worksheet activities page 96). or 6) from the EXTRA ACTIVITY above (facts and opinions),
and write 3-4 sentences commenting on it.women. It is
1 Some people think that they need to spend much
believed that football isn’t a very violent sport.
money to have a healthy diet.
2 Statistics show that primary school children do not
know where their food comes from.
3 I guess being a chef is a very demanding job.
4 A recent survey has shown that the popularity of fast
food restaurants is diminishing.
5 It seems that people are becoming more and more
aware of what they eat.
6 Eating meat is probably more harmful to your health
than following a meat-free diet.
7 The figures show that female chefs are paid less that
male chefs.
8 According to experts, insects will become an important
source of protein in our diet in the next half century.

Key
1 opinion 5 opinion
2 fact 6 opinion
3 opinion 7 fact
4 fact 8 fact

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REVIEW 5
5
EXTRA ACTIVITY writing and completing sentences 4
after exercise 3 page 64 I don’t usually have much food at home, but there’s always
some cheese in my fridge and some spaghetti and a can
Students write three gapped sentences, using the words of tomatoes in the cupboard. I use them to make delicious
from the Wordlist on page 65, for their partner to complete. pasta dish. I haven’t got any sweets at home because I’m
They check their answers in pairs. Finally, get a few pairs to on a diet.
read out their sentences and have a quick feedback session.
HOMEWORK web research task
EXTRA ACTIVITY text translation
Students find / research answers to questions below.
at the end of the lesson 1 What are the most expensive food products and
Give each pair of students a copy of the worksheet with ingredients in the world?
one of the four texts below (worksheet activities page 95). 2 What are the healthiest foods in the world?
Students translate the texts in pairs. Depending on whether Web research key words:
you want to make the activity more or less challenging, ask • most expensive ingredients, luxurious foods world,
students to work with books open or closed. When they world’s most expensive foods
have finished, ask students to compare their answer with
another pair who translated the same text and agree on • world’s healthiest foods
one version of the translation. Elicit some answers from
the class and then distribute a copy of the answer key for Key (suggested answers)
students to check their answers. 1 white truffles, red Iranian saffron, Japanese Kobe beef,
Kopi Luwak coffee, Spanish ham Bellota, macadamia
1 nuts, vanilla, caviar
2 spinach, kale, Goji berries, avocado, quinoa, salmon,
Na parapetówce Marii Piotrek zjadł za dużo śmieciowego almonds, seaweed, garlic
jedzenia i musiał pojechać do szpitala. Lekarz był bardzo
zaniepokojony. Poradził mu, żeby pił dużo niegazowanej
FOLLOW-UP ACTIVITY project work
wody i zmienił nawyki żywieniowe.
Ask students to work in pairs and prepare a presentation
2 (poster, PowerPoint presentation) about one of the most
expensive foods in the world or one of the healthiest foods
W centrum miasta jest nowa włoska restauracja. Można in the world. Tell students to include some interesting facts
zjeść pizzę z wieloma różnymi dodatkami. Można też wziąć and extra details, e.g.
jedzenie na wynos. Specjalnością restauracji są naleśniki ze
szpinakiem. The healthiest foods The most expensive foods
in the world in the world
3
• What nutrients do they • Why are they so
Osoby z nadwagą powinny jeść mniej tuczących, gotowych contain? expensive?
dań. Powinny one jeść zbilansowane posiłki z warzywami. • Why are they good for • Where can you buy them?
Dużo zdrowych przepisów można znaleźć w Internecie. you? • Where are they from?
• How can you prepare
4 them?

Zazwyczaj nie mam w domu dużo jedzenia. W mojej Students present their ideas to the class during the next
lodówce zawsze jest trochę sera, a w szafce jest lesson
spaghetti i puszka pomidorów. Robię z nich pyszne danie
makaronowe. Nie mam w domu żadnych słodyczy, bo
jestem na diecie.

Key (suggested answers)


1
At Maria’s housewarming party Piotr ate too much junk
food and had to go to hospital. The doctor was very
concerned / worried. He/She advised him to drink a lot
of still water and to change his eating habits / his diet.
2
There’s a new Italian restaurant in the city centre. You can
eat pizza with many different toppings there. You can
also have a takeaway. The speciality of the restaurant
is pancakes with spinach.
3
Overweight people should cut down on fattening
ready meals. They should eat well-balanced meals with
vegetables. You can find a lot of healthy recipes on the
Internet.

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6 Crime scene

VOCABULARY crimes and criminals

What is the lesson about? EXTRA SUPPORT weaker classes


• crimes and criminals Challenge section, unit 6, exercise 1 page 112
Vocabulary
• Challenge: verb collocations Write the Polish equivalents of the phrases in exercise 1
• monologues: on the board.
Listening • wykonywać prace • skazać kogoś na karę
– three people talking about crimes
społeczne więzienia
Reading • news reports • złamać prawo • zapłacić grzywnę
• pairwork: • popełnić przestępstwo • poszukiwać podejrzanego
Speaking
– talking about crimes and breaking the rules Tell students to use the translations to help them match
Matura topics Państwo i społeczeństwo
the words in exercise 8. Check the answers as a class. Then
and tasks students keep their books closed and test each other (one
student gives the English phrase and the other the Polish
equivalent).
EXTRA ACTIVITY activating crime vocabulary
after exercise 3 page 66 HOMEWORK
Ask the following questions to the class to activate Students prepare a TV news report about a crime
the vocabulary from the lesson: committed in their neighbourhood. In their reports, they
1 How should drug dealers be punished? should include information about:
2 What can you do to avoid burglary? • when and where the crime was committed;
3 What should you do when you see a thief stealing • what exactly happened;
somebody’s bag? • the victim(s) and the suspect(s);
4 Why do some people shoplift? • what the police have done / are doing about it.
5 What acts of vandalism take place in your neighbourhood? Students present their reports orally during the next class.
Alternatively, you may ask students to work in pairs and
brainstorm ideas before they start speaking.

LISTENING AND VOCABULARY listening for detail • cybercrime

What is the lesson about? What do cyberbullies usually post (e.g. photos, comments,
memes), What do they comment on? (looks, events,
• cybercrime
Vocabulary • Challenge: word formation (negative
relationships), What language do they use? (nasty, swear
adjectives) words, calling names) Do they use true information? (not
always, they sometimes make up lies). After 2–3 minutes
• monologues: elicit ideas from the class and discuss them quickly. Ask
– four people talking about cybercrimes what students think is the worst thing about cyberbullying.
Listening
• a dialogue:
– a radio programme about cyberbullying
EXTRA SUPPORT weaker classes
• pairwork: before exercise 5 page 67
Speaking – choosing the best poster
– discussing cyberbullying Write the following questions on the board. Ask students
to answer the questions on the basis of what they
Państwo i społeczeństwo; Rozumienie ze remember from the listening in exercise 4. Then, play the
Matura topics
słuchu (Dobieranie, Wielokrotny wybór recording again for students to confirm or complete their
and tasks
Uzupełnianie dialogu)
answers.
1 Is it easy to punish cyberbullies?
EXTRA ACTIVITY cyberbullying brainstorming 2 What are some of the effects cyberbullying can have on its
before exercise 4 page 67 victims?
3 How old are the cyberbullies usually?
Ask students to work in pairs and think of different forms
of cyberbullying. You may give students the following hints 4 How are online challenges different from cyberbullying?
if students find it difficult to formulate their responses: Elicit answers from the class and provide basic feedback on
correctness.

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Key
1 No, sometimes it’s impossible to track cyberbullies so
Key (suggested answers)
2 It’s illegal!
6
they are often not punished for what they have done. 3 You’re very lazy.
2 Victims can feel unhappy and insecure, sometimes they 4 You’re really unlucky, but shopping online can be insecure.
can’t cope with the pressure and commit suicide. 5 She/He is unkind. It’s very impolite.
3 They are often teenagers, but some bullies are also adults. 6 That’s really unusual.
4 In online challenges teenagers agree to be part of it, in
bullying – they don’t. MATURA SPEAKING TASK opis ilustracji i odpowiedź
at the end of the lesson na trzy pytania
EXTRA ACTIVITY making comments with negative adjectives
Describe the picture on page 67 and answer the questions
Challenge section, unit 6, exercises 3 and 4 page 112 below.
Give each pair of students a copy of the worksheet with
the sentences below (worksheet activities page 113). TEST IT! Examiner’s questions:
Alternatively, you may read the sentences out to the class. 1 What do you think the people in the picture are using
1 Yesterday I ran 10 kilometres in 15 minutes! their smartphones for?
2 My brother hacked into the company’s computer. 2 Is technology important to you? Why / Why not?
3 I always cook quick easy meals. I don’t like waiting too 3 Tell us about the first modern gadget you used in your life.
long for my dinner.
4 I bought a smartphone online and I was charged twice for it! Monitor the activity, taking note of any persistent errors.
After the activity, have a quick feedback session.
5 My friend never says hello first to older people.
6 I saw a fox in the street this morning.
HOMEWORK
Students react to the situations in pairs, using the negative
Students write a leaflet (3–4 points) with advice on how
adjectives from exercises 3 and 4. Role-play one dialogue
to use the Internet safely and avoid cybercrime. Encourage
as a model:
students to design their leaflets in a Word Editor and use
A Yesterday I ran 10 kilometres in 15 minutes! artwork found on the Internet.
B Oh, that’s unbelievable!

GRAMMAR reported statements • reported questions

What is the lesson about? EXTRA ACTIVITY Chinese whispers


Grammar • reported statements, reported questions after exercise 6 page 68
• a news report about a criminal case Students work in groups of three. They write a sentence that
• a dialogue: is true for them, for example about their hobbies, interests,
Reading
– two people talking about the work of personal life, e.g. I do judo three times a week and keep it
a lifeguard secret. Then one student whispers their sentence to their
partner, who reports what he/she had heard (e.g. Robert
Matura topics Państwo i społeczeństwo
and tasks
said that he did judo three times a week). The third student’s
task is to say the original sentence in direct speech. Monitor
the activity, helping with language and ideas if necessary.
Reported
RePast pestatements
EXTRA ACTIVITY error correction
EXTRA ACTIVITY That’s not true!
at the end of the lesson
after exercise 4 page 68
Give each student a copy of the worksheet with the
Tell students to take turns to contradict you, e.g.
sentences to correct (worksheet activities page 113).
T I’m not married. Explain that there is one correct sentence.
S But you told us that your husband was a dentist. 1 The police officer said that they caught the robber.
Read out the statements below. 2 Robert told me he has been to Paris before.
1 I’m not married. 5 I came to school by bus 3 I said that I will never use his computer again.
2 I will give you a test next yesterday. 4 Mollie told me she didn’t like the film we are watching.
week. 6 I’m not learning Spanish. 5 The teacher said he was going to check our tests at the
3 I hate chocolate. 7 I hate buying new clothes. weekend.
4 I have never been 8 I won’t teach you how 6 She said she didn’t do anything wrong.
to Japan. to use reported speech.
Key
You may also ask students to write a few similar statements
1 The police officer said that they had caught the robber.
and contradict each other.
2 Robert told me he has had been to Paris before.
3 I said that I will would never use his computer again.
4 Mollie told me she didn’t like the film we are were watching.
5 correct
6 She said she didn’t do hadn’t done anything wrong.

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HOMEWORK
Students rewrite the sentences from the error correction
6
activity above in direct speech.

Key
1 We have caught the robber.
2 I have been to Paris before.
3 I will never use his computer again.
4 I don’t like the film we are watching.
5 I’m going to check your tests at the weekend.
6 I haven’t done anything wrong.

Reported
RePast pequestions
EXTRA ACTIVITY reporting questions
after exercise 5 page 69
Ask a student a question. The student pretends he/she
didn’t hear you and asks another student what was said:
T Daniel, how did you get to class today?
S1 Sorry, I didn’t get that. Paweł, what did the teacher say?
S2 The teacher asked how you had got to class that day.
Ask similar questions to other students in the class.

EXTRA ACTIVITY a go-between


at the end of the lesson
Give each pair of students a copy of the worksheet with
the sentences below. Students imagine that they are
a person who takes messages from one person to another
and choose one of the scenarios (1–5) described below.
1 a boy and girl who have just split up
2 a girl who has fallen in love with a boy in her class
3 a dissatisfied patient and a doctor
4 a parent and their son / daughter who is pretending to be ill
5 a teacher and a student who has problems understanding
the subject, etc.
Ask them to think what one of the people in the scenarios
might want to say to the other person and write down
the message as a note to illustrate reported speech. The
message should include at least one reported statement
and one reported question, e.g.
1 He said that he felt very sad and missed you very much.
He asked if you would agree to meet him again.
3 She said she still didn’t feel very well. She asked when
she could see you again.
Monitor, helping with the language and ideas if necessary.
Ask individual students to present their messages to the
class. The class vote for the most interesting message.

HOMEWORK
Students choose a crime from the list: shoplifting, bank
robbery, assault, vandalism, and write a short news report
on it. They can use the text in exercise 2 page 69 as
a model.

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READING AND VOCABULARY reading for detail, coherence and cohesion • law and justice
6
What is the lesson about? Key (the original sentences)
• law and justice 1 All the teenagers at my court are volunteers who are
Vocabulary trained in the roles of judges, members of the jury or
• Challenge: word formation (nouns)
lawyers.
Reading • an article about teen courts in the USA 2 The punishments usually include either community
• pairwork:
service or an official apology to the victim.
Speaking – talking about the idea of teen courts 3 We don’t get paid for our work but we’re learning a lot
– discussing cases in a teen court about the legal system – and what’s more important, we
show our peers that there’s more to life than crime!
Państwo i społeczeństwo; Rozumienie
Matura topics
pisanych tekstów (Dobieranie zdań do luk FOLLOW-UP my opinion about teenage courts
and tasks
w tekście, Uzupełnianie zdań)
exercise 7 page 71
EXTRA ACTIVITY finding evidence in the text Ask students to think of one thing they like/dislike the most
about the idea of a teenage court. Students write a short
exercise 5 page 70 text (4–5 sentences) explaining their opinion about teenage
After students have matched the sentences with the gaps courts.
in the text, tell them to find the fragments of the text
which helped them choose the answers. Ask students to Culture note Silk TV series and British lawyers
explain their answers in English or in Polish, depending on exercise 11 page 71
the level of the class.
• Silk is a British TV series broadcast on BBC One between
Key 2011 and 2014. It is about the life of a group of barristers on
1d – You may think it’s impossible for a young person like their way to becoming a silk (or ‘taking silk’), i.e. becoming
me to try other teenagers in a court of law. However, here a Queen’s Counsel, who wear silk gowns in courts of law.
in the USA, it’s quite common. Teen courts … operate in To become a silk, barristers usually need a minimum of
most states. 15 years of experience in the legal profession, although
2f – These courts cannot decide if someone is guilty or not. the title of QC is granted on the basis of merit rather than
They can only work on the cases in which the experience itself. Barristers in the British legal system should
teenagers have already said they are guilty. be distinguished from solicitors. Solicitors are lawyers who deal
3a – Well, how does it all work, then? – it looks more or directly with clients to give them legal advice, draft documents
less the same as in a traditional court. and undertake negotiations on their behalf. Barristers work
4c – The punishments usually include … Sometimes the at higher levels in the court and stand in court in front of the
offender has to write an essay to explain why their judge on behalf of their clients. They do not meet the clients
behaviour was wrong. You may be surprised but putting personally, but are given details of the case by the clients’
your ideas on paper … solicitors.
5b – You may wonder why I’m doing this. Well, first of all,
I got involved because … Another reason is the fact that EXTRA SUPPORT weaker classes
it’s … Challenge section, unit 6, exercise 6 page 112
Refer students to the suffixes in the rubric and point out
EXTRA ACTIVITY sentence retranslation
that two of the words in the table will remain unchanged
after exercise 7 page 71 (the verb form and the noun form are the same). Check
Prepare slips of paper with the sentences below. Distribute the answers as a class and write down the correct noun
one slip per student. Explain that the Polish sentences are forms on the board for the students to copy into their
translations of selected sentences from the text in exercise notebooks. Then elicit the Polish equivalents of the nouns.
3. Ask students to retranslate the sentences into English Finally, students cover exercise 6 and take turns to test each
without looking into the book (they do not have to be other, e.g. student A gives a Polish word and student B
word perfect but they should make sure their sentence is provides an English equivalent, or student A gives a verb
grammatically correct). After 2 minutes elicit retranslations and student B provides the noun form.
from students, sentence by sentence. Finally, ask students
to find their sentences in the text and compare their HOMEWORK
versions with the original ones. Students choose one of the people who committed the
1 Wszyscy nastolatkowie w moim sądzie to wolontariusze, crime from exercise 12 and write a short text to explain
którzy zostali przeszkoleni do ról sędziów, członków ławy why they had committed the crime; why their behaviour
przysięgłych czy prawników. was wrong and how they feel about it now.
2 Kary zazwyczaj obejmują prace społeczne lub przeprosiny
dla ofiary.
3 Nie otrzymujemy zapłaty za naszą pracę, ale uczymy się
dużo na temat systemu prawnego – a co najważniejsze,
pokazujemy innym nastolatkom, że życie to coś więcej niż
przestępstwa!

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SPEAKING reporting news
6
What is the lesson about? Get students to work in pairs and role-play a mini-dialogue
Speaking • role-play: reporting news
which starts with their sentence. Encourage them to
use the phrases from the Phrase Bank. Finally, ask a few
• reporting a story pairs to present their dialogues in front of the class.
Vocabulary
• showing interest You may want to have a class vote for the funniest / most
original / interesting dialogue.
• a dialogue:
– two people reporting stories from the
Listening news Key (example dialogue)
– parents talking about the problem of A Do you know that an infamous murderer lived in my
teenage crime house 30 years ago?
B How scary! Tell me more about it!
Matura topics Państwo i społeczeństwo; Mówienie
A He was a serial killer but was happily married with six
and tasks (Rozmowa z odgrywaniem roli)
children.
B Oh, that’s shocking.
EXTRA SUPPORT weaker classes A The man killed young people and cut their bodies into
pieces. He kept the bodies in the cellar!
exercise 4 page 72 B That’s simply awful! So what happened in the end?
Before students do the task in exercise 4, tell them to A He was caught by the police in 1984.
work in pairs and write down the past simple and past
participle forms of the verbs in the task. Point out that they HOMEWORK
should use both the past simple and past perfect as well as
Tell students to imagine that the school is organising
reported speech to describe the events in the story.
a campaign to reduce teenage crime. Students design
Go through the answers as a class.
a poster to advertise the campaign. Tell them to include
information about:
EXTRA ACTIVITY mini-dialogues
• the types of crimes committed by young people;
after exercise 6 page 72 • what can be done about the problem;
Give each pair of students a slip of paper with one of the • what events you are going to organise.
sentences below (worksheet activites page 114).
1 Have you heard the story about a dentist who became
a criminal?
2 Did you read the article about a woman who won the
lottery?
3 Do you know that an infamous murderer lived in my
house 30 years ago?
4 Have you seen the documentary about the Johnson
family? They were really dangerous.

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Writing a forum entry
6
What is the lesson about? 5 I think we should organise a meeting with police officers
Writing • a forum entry about a social problem who investigate cybercrime.
6 Please post a comment if the problem of cyberbullying
• expressing opinions and feelings is important to you.
Vocabulary
• asking for opinion 7 We could open a social media fanpage to promote our
campaign.
Reading • a forum entry about hate crime
8 I think it’s important to do something about the problem
Matura topics Państwo i społeczeństwo; of hate speech on the Internet because it is affecting more
and tasks Wypowiedź pisemna (Wpis na forum) and more people.
Students work individually or in pairs and match the sentences
IF YOU WANT A LEAD-IN … (2–3 minutes) with the bullet points in the writing task in exercise 7. Check
Write the sentence beginnings below on the board for the answers as a class. Then ask students to think of one
students to complete with their own ideas. Elicit ideas from more sentence / useful expression for each bullet point.
students and discuss the issues in class.
1 The greatest social problem in Poland is … Key
2 People in Poland are not tolerant towards … • przedstaw ten problem: 2, 3
• wyjaśnij, dlaczego ten problem jest dla Ciebie
tak ważny: 4, 8
EXTRA ACTIVITY activating language for the exam task
• zaproponuj, co Ty i Twoi koledzy moglibyście zrobić w tej
exercise 7 page 73 sprawie: 5, 7
Give each pair of students a copy of the worksheet with • poproś innych uczestników forum o wyrażenie swojej
the sentences below (worksheet activities page 114). opinii na ten temat: 1, 6
1 What do you think about the problem of intolerance
in our school? HOMEWORK
2 First of all, I believe that everyone should be free to live Students write a comment (4–5 sentences) which they
where they want to. could post under the forum entry in exercise 3 on page 73
3 I’d like to tell you what I think about racism. to take part in a discussion about bullying.
4 I care about the problem of intolerance because I have
a few disabled friends.

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61
ENGLISH IN USE
6
What is the lesson about? EXTRA ACTIVITY answer the questions

Reading
• an article about crime films and detective exercise 4 page 74
stories
Before students match the questions and the answers, play
• pairwork: the recording and elicit as many answers as the students
Speaking – talking about detective stories and the can provide each of the questions, e.g.:
work of a detective A: Why don’t you give the police a call and complain?
B: I’m afraid it won’t help. / Maybe you’re right. I’ll do it
Państwo i społeczeństwo, Kultura;
Matura topics Znajomość środków językowych (Minidialogi, straightaway. / I’m scared – he said “Don’t try calling the
and tasks Tłumaczenie fragmentów zdań, Dobieranie, police”.
Słowotwórstwo)
EXTRA ACTIVITY weaker classes
EXTRA IDEA exercise 6 page 98
exercise 2 page 74 Write the three questions on the board: Who? What? What
kind of? Ask students what parts of speech they refer to
Before students attempt to answer the questions, ask
(nouns and adjectives). Tell students to read the text and
them to cover options a–c and think of their own line
decide which part of speech fits each gap (the question
to complete the mini-dialogues. Tell students to compare
words may be helpful here). If it is a weaker class, you may
their ideas with the options and choose the one which
write the prefixes and suffixes that students need to use on
they think is correct. You may also ask students to write
the board (-er, -ion, un-, -ed). Check the answers as a class.
an additional extra response for each dialogue.
Then ask students to read the text again and complete it
with the correct forms of the words in brackets.
EXTRA ACTIVITY sentence fragments translation
exercise 3 page 74 Key
Give each student a copy of the worksheet with the 1 Who? (noun)
sentences below (worksheet activities page 114). 2 What? (noun)
Alternatively, you may write the sentences on the board. 3 What kind of? (adjective)
4 What? (noun)
1 (Osobiście), I think that theft should be punished 5 What kind of? (adjective)
more severely. 6 What kind of? (adjective)
2 I  (Właśnie spacerowałam) in the park when I saw
a man trying to steal a woman’s bag. HOMEWORK
3 He was found guilty of (kradzież ze sklepu), but Students prepare a short oral presentation about a crime
he was not sentenced. story (a book, a film or a TV series). Encourage them
4 I know (że mi nie wierzysz). It seems very strange, to include the information about the characters, the plot,
but it’s true! and an explanation of why they find it interesting.
5 The drug dealer was finally arrested and (wczoraj)
he was sentenced to 2 years in prison.
Ask students to translate the Polish parts of the sentences
into English. If it is a weaker class, you may explain that the
translations are based on the options they have not chosen
in exercise 3.

Key
1 Personally
2 was just walking
3 shoplifting
4 you don’t believe me
5 yesterday

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STEP BY STEP writing
6
What is the lesson about? 4 Where do you put your address when writing a formal
Writing • a formal letter letter?
A at the end of the letter
Matura topics Państwo i społeczeństwo; Wypowiedź pisemna B in the top left-hand corner
and tasks (List formalny)
C in the top right-hand corner
5 Where should you write the date?
MATURA A under your address
Wypowiedź pisemna: list formalny B above your address
To zadanie polega na napisaniu dłuższego listu C under the recipient’s address
formalnego, w którym uczeń powinien odnieść się do
dwóch elementów tematu określonych w poleceniu Key
oraz odpowiednio je rozwinąć. List formalny oceniany
1 C
jest według poniższych kryteriów:
2 B
• Zgodność z poleceniem, czyli liczba zrealizowanych
3 Dear Mark – Yours
w wypowiedzi elementów treści, takich jak: wstęp
Dear Mr. Smith – Yours sincerely
(określający cel napisania listu), pierwszy i drugi
Dear Sir/Madam – Yours faithfully
element tematu, właściwe i adekwatne do tematu
4 C
podsumowanie;
5 A
• Elementy formy: właściwy zwrot rozpoczynjący
i kończący list, kompozycja (podział na wstęp,
EXTRA ACTIVITY linking words
rozwinięcie i zakończenie), segmentacja (jasny
i logiczny podział na akapity), długość pracy exercise 5 page 75
(powinna się mieścić w granicach 180–280 słów); Students work in pairs. One student writes a simple
• Spójność i logika wypowiedzi; sentence and the other has to expand on the sentence
• Zakres środków językowych; in three different ways, using the linking words from the
• Poprawność środków językowych. lesson: whereas, in addition to this, however, e.g.
S1 Marysia was late for school this morning.
IF YOU WANT A LEAD-IN … (3–4 minutes) S2 Marysia was late for school this morning, whereas I got
to school on time.
Ask students the following discussion questions: Have you Marysia was late for school this morning. In addition to
ever written a formal letter? If the answer is ‘yes’, ask the that, she forgot her history book.
following questions: Marysia was late for school this morning. However, she
• What kind of letter was it and who did you write it to? had a very good excuse and the teacher wasn’t angry.
• Was the letter difficult to write? Why? If students find it too difficult to make their own sentences,
If the answer is ‘no’, students answer the questions below: write the following sentences on the board for the class to
• What kinds of formal letters do people write? use:
• If you had to write a formal letter in your own language, I can watch TV late at night.
where would you look for guidelines? My sister had a terrible headache last night.
• Do you think that students should be taught how I forgot to take the book back to the library.
to write formal letters at school? Why? / Why not? My neighbour speaks German fluently.
Drivers in our town often exceed the speed limit.
EXTRA ACTIVITY formal / informal letter quiz
HOMEWORK
before exercise 1 page 75
Give each student a copy of the worksheet with the prompts
Give each student a copy of the worksheet with the quiz
below. Students write sentences from the prompts. Check
below. Students do the quiz individually and then compare
the answers as a class.
their answers. Check the answers as a class.
1 I write / outline / local issue / really concerns me.
1 If you didn’t know the recipient’s name, how would you
address the person? 2 my view / several possible solutions / this problem.
A Dear Mr./Mrs. 3 I hope / you give serious consideration / these suggestions.
B Hello 4 addition / this, / be several accidents / this area recently.
C Dear Sir/Madam 5 Firstly, / I suggest / lower / the speed limit / this road.
2 Which of these would not be acceptable in a formal
Key
letter?
1 I am writing to outline a local issue that really concerns me.
A cannot
2 In my view there are several possible solutions to this
B won’t problem.
C it is 3 I hope that you will give serious consideration to these
3 What opening phrases match the closing phrases below? suggestions.
A Yours 4 In addition to this, there have been several accidents
B Yours sincerely in this area recently.
5 Firstly, I would suggest lowering the speed limit along
C Yours faithfully
this road.

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REVIEW 8
6
EXTRA ACTIVITY word cards FOLLOW-UP ACTIVITY
after exercise 3 page 76 You may want to encourage students to write stories about
the crime at Black Castle from the perspective of different
Students prepare word cards from the wordlist on
people, e.g. Lord Shady, the daughters, one of the servants,
page 76. Tell them to choose about 10 words that they
a police officer.
find most difficult to remember. On the one side of the
card they should write the word (and possibly one example
sentence) on the other – the translation (and possibly HOMEWORK web research task
a picture). Students go through the cards and give the Students find answers to the question below.
Polish translation or the English equivalent. Words which What are some of the most famous crime films and
remain difficult to learn should then be put into a separate TV series?
pack and the same procedure followed. Once students feel Web research key words:
confident with their words, they swap their packs in pairs.
• most famous crime films, best crime movies, best crime
TV series
EXTRA ACTIVITY changing reported speech into direct speech
after exercise 4 page 76 Key (suggested answers)
Give each pair of students a copy of the worksheet with Films: The Godfather, Seven, The Dark Knight, Chinatown,
the text below (worksheet activities page 117). The Silence of the Lambs, Pulp Fiction, Kill Bill
TV series: True Detective, Dexter, Hannibal, Breaking Bad,
Lady Eleanor Shady called the police yesterday. CSI, Fargo, Mentalist, The Sopranos
She reported that someone had stolen her collection
of diamonds from the safe at Black Castle. She said the FOLLOW-UP ACTIVITY classroom discussion
diamonds were worth three million pounds. She also said
Talk to students about the crime films they have seen.
that the last time she had seen the diamonds had been
Ask the following questions: Did you like the films? What
the day before. She explained that her husband, Lord
did you like about them? Do you remember the plot well?
Shady, and her two daughters, Cruella and Dubia, had
Who played in the films?
not been at home when the crime had happened. Lady
Craven suggested that one of her servants had taken the
diamonds. She added that her husband was questioning
the suspects at that moment. She also said that she
wanted the insurance company to pay for the stolen
diamonds. She said she hoped the police would start
investigating the case immediately.

Ask students to work in pairs to write Lady Craven’s exact


words in direct speech. At the end of the activity choose
a student to read out their version to the class. Encourage
students to correct any mistakes or add extra details where
necessary. If necessary, revise the tense changes in reported
speech.

Key
‘Someone has stolen my collection of diamonds …’
‘The diamonds are worth three million pounds.’
‘I saw the diamonds for the last time yesterday.’
‘My husband and my daughters weren’t at home when
the crime took place.’
‘I think that one of the servants has taken the diamonds.’
‘My husband is questioning the suspects now.’
‘I want the insurance company to pay for the stolen
diamonds.’
‘I hope the police will start investigating the case
immediately.’

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7 Body and mind

VOCABULARY parts of the body • illnesses • symptoms and treatment

What is the lesson about? • get medical help immediately; do not try to put the joint
• parts of the body
back yourself; keep the injured area cool
• illnesses • rinse the skin and let it dry naturally; do not towel dry;
Vocabulary take an over-the-counter antihistamine
• symptoms and treatment
• Challenge: body idioms • do not lie down; hold a towel under your nose
• stabilise the injured part of the body; apply ice to the
• a monologue: injury
Listening – an extract from a radio programme about
health
Key
• pairwork: a stabilise the injured part of the body; apply ice to the
Speaking – talking about online health advice and injury
helping someone in a medical emergency b drink tea with honey and lemon juice; take an aspirin
Matura topics Zdrowie c clean the wound under warm running tap water;
and tasks put a plaster on the wound
d rest your foot and avoid any activity that may cause pain;
use a cold compress
EXTRA ACTIVITY body parts e get medical help immediately; do not try to put the joint
after exercise 1 page 78 back yourself; keep the injured area cool
f rinse the skin and let it dry naturally; do not towel dry;
Tell students to stand up. Give them some simple take an over-the-counter antihistamine
instructions to follow, e.g. say: touch your knees with both g do not lie down; hold a towel under your nose
hands; put your hands on your thighs; stick your thumbs h apply ice to the area from time to time for the first
up; touch your friend’s shoulder; put your right hand on twenty-four hours, then apply heat
your left hip; point to your chin; scratch your elbow, etc. i soak your hand in cool water for at least five minutes;
You may also invite individual students to come to the apply an aloe vera cream or an antibiotic ointment
front of the class and give similar commands. j take vitamin C; rest

EXTRA ACTIVITY health advice brochure EXTRA SUPPORT weaker classes


after exercise 8 page 78 after exercise 7 page 78
Explain that students will be working in pairs and To help students memorise the idiomatic phrases in
preparing a brochure with advice on how to deal with exercise 7, encourage them to draw pictures for each of
different health problems. Each pair chooses three health the idioms (e.g. for ‘to get one’s teeth into something’,
problems from those listed in exercise 3. Give each pair students may draw someone biting something; for ‘to have
of students a copy of the worksheet with suggestions for a heart to heart with someone’, students draw two hearts
treatment below (worksheet activities page 115) and ask with hands, legs and faces talking to each other). In pairs,
students to match the problems they have chosen with the students then swap their pictures and guess the idioms the
appropriate methods of treatment. Check the answers as illustrations are depicting.
a class. Then, students design their brochures: they draw
pictures to illustrate the problem (e.g. someone who’s
HOMEWORK
cut their hand badly) as well as the recommended forms
of treatment (e.g. clean the wound under warm running Give each student a copy of the worksheet with the
tap water; put a plaster on the cut). Students also write sentences below (worksheet activities page 115).
a short description of the problem and the treatment for Ask students to translate the sentences into English.
the brochure. Finally, students display their brochures in Alternatively, dictate the sentences to the class.
the classroom for everybody to see. The class vote for the 1 Mary bardzo posiniaczyła sobie ramię kiedy upadła.
best brochure. 2 Nie grałem w meczu, bo bardzo bolało mnie kolano.
• take vitamin C; rest 3 Martwię się, ponieważ mój syn często ma krwotoki z nosa.
• drink tea with honey and lemon juice; take an aspirin 4* Nie lubię, jak ktoś mnie nabiera/nabija w butelkę!
• soak your hand in cool water for at least five minutes; 5* Musisz naprawdę wziąć się za naukę angielskiego.
apply an aloe vera cream or an antibiotic ointment
• clean the wound under warm, running tap water; put Key
a plaster on the wound
1 Mary bruised her arm badly when she fell down.
• apply ice to the area from time to time for the first
2 I didn’t play in the match because my knee hurt a lot.
twenty-four hours, then apply heat
3 I worry because my son often has nose bleeds.
• rest your foot and avoid any activity that may cause pain; 4* I don’t like it when someone is pulling my leg!
use a cold compress 5* You really need to get your teeth into learning English.

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LISTENING AND VOCABULARY listening for gist and detail • antibiotics
7
What is the lesson about? EXTRA SUPPORT weaker classes

Vocabulary
• adjectives exercise 5 page 79
• Challenge: idioms and collocations
Give each student a copy of the worksheet with the
• dialogues: sentences below (worksheet activities page 115). Students
Listening – a radio interview about antibiotics listen to the recording and match the statements with
– a boy and girl discussing animal testing questions 1–4 in exercise 5. Explain that there are two extra
answers which students don’t have to use.
• pairwork:
– talking about new therapies and medical A The boy thinks that many animals carry nasty viruses and
Speaking inventions that’s why it’s OK to test drugs on them.
– discussion about using animals in medical B Animal activists broke into a research centre in the early
research hours and released the animals from their cages. They did
this because they disagreed with animal testing.
Człowiek, Zdrowie; Rozumienie ze słuchu
Matura topics C The girl doesn’t know many details, only that the attack
(Wielokrotny wybór Pytania otwarte,
and tasks happened last night.
Uzupełnianie streszczenia)
D The boy disagrees with the activists and the girl. He thinks
this is the only way to test the new drugs which may bring
BACKGROUND NOTE discovery of penicillin benefits to the whole society.
E The girl heard that animal activists blew off the door of
The discovery of penicillin, the world’s first antibiotic,
a research centre and stole some papers.
was one of the most significant breakthroughs in medical
history. Penicillin was discovered in London in September F The girl partly agrees with the activists: drugs shouldn’t
1928 by doctor Alexander Fleming (1881–1955), a Scottish be tested on animals but she disagrees with the methods
bacteriologist. As the story goes, at the time, Fleming was they use.
growing bacteria on Petri dishes. His lab was often untidy as
he sometimes left the lids off his dishes, allowing air in. On Key
returning from holiday one day, Fleming noticed that mould 1C 2B 3F 4D
had contaminated some of his Petri dishes. After placing the
dishes under the microscope, he realised that the mould was EXTRA ACTIVITY completing sentences
preventing the growth of the harmful bacteria Staphylococcus.
after exercise 9 page 79
Fleming conducted more tests and concluded that the mould,
thanks to inhibiting growth of the bacteria, could be used to Give each student a copy of the worksheet with the
combat infectious diseases. sentence beginnings below (worksheet activities page 115).
Students complete the sentences with their own ideas.
FOLLOW-UP ACTIVITY Elicit answers from a few students. Alternatively, you may
write the sentence beginnings on the board or dictate
Students work in pairs and write a real or imagined story them to the class.
about someone making an important discovery by chance.
1 I’d like to know some of the ins and outs of …
2 I’m dead set against …
EXTRA CHALLENGE adjective + noun collocations
3 I don’t think it’s a good idea to release …
after exercise 4 page 79 4 Bacteria and viruses are often carried by …
Explain that you will read out some words which can 5 The best way to make a statement about who you are
collocate with one of the adjectives from exercise 4. is to …
Students must guess which adjective it is. First, read out
one word to check if students can guess the adjective, HOMEWORK project work
and then continue with the other words in a similar way.
Ask students to work in small groups and prepare a poster
As a follow-up, you may ask students to write their own
or a PowerPoint presentation about an important medical
sentences using some of the adjective + noun collocations.
discovery or invention (e.g. X-Ray, anaesthetics, DNA, IVF,
• profitable: business, campaign, market, investment vaccines, organ transplantation). Tell students to include
• medical: school, care, problem, treatment the following:
• cosmetic: products, laboratory, treatment, surgery • historical facts
• ineffective: therapy, method, drug, communication • why the invention / discovery was important
• countless: times, changes, articles, examples • how the invention / discovery is influencing people’s
life now
At the beginning of the next class get each group to
present their findings to the class.

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GRAMMAR second conditional, I’d rather, It’s time, I wish/If only • past modals of deduction
7
What is the lesson about? EXTRA ACTIVITY I wish + would or past simple
• second conditional after exercise 8 page 80
Grammar • I’d rather; It’s time; I wish/If only
• past modals of deduction Give each student a copy of the worksheet with the
exercise below. Students complete the sentences with the
• a dialogue about technology helping correct verbs. Explain that they should use the past simple
Reading /
people get into shape or would (not). There are two extra verbs which they do
Listening
• a dialogue about healty habits not need to use. Check the answers as a class.
Matura topics Zdrowie, Nauka i technika; Znajomość hurry up  make  can afford  invite  have
and tasks środków językowych (Transformacje zdań) spend  slow down  rain
1 I wish you so much noise. I’m trying to concentrate.
2 You’re driving too fast. I wish you a bit.
Second conditional, I’d rather, 3 I want to go jogging. I wish it  .
It’s time, I wish/If only 4 I’d like to buy this book but it’s too expensive. I wish I 
EXTRA ACTIVITY second conditional
more money.
5 I wish you  . Otherwise we’ll miss the train.
exercise 5 page 80 6 I really would like to travel to Australia. I wish I  it.
On the board, write the clauses below. In pairs, students Then ask students to choose one of the sentences from the
match the sentence openings with an appropriate ending task and write a short dialogue with it, e.g.
in order to make questions. They then ask and answer the
questions in pairs. Elicit some answers from the class. A I’d like to buy this book but it’s too expensive. I wish I had
more money.
1 Would you use public transport to go to school every day …
B How much do you need?
2 Would you wear seatbelts, …
A £10.
3 If you owned a house, …
B Don’t worry. I can lend you some money.
4 What would you do …
5 Would you ban cars from city centres in your country …
Key
a if you were the Prime Minister? 1 wouldn’t make 4 had
b if it was not required by law? 2 would slow down 5 would hurry up
c if you had a car? 3 wasn’t raining 6 could afford
d if you could solve just one global problem?
e would you work in the garden a lot? HOMEWORK
Dictate the sentences below for students to translate into
Key English.
1c 2b 3e 4d 5a 1 Gdybym był wyższy, mógłbym zostać koszykarzem.
2 Najwyższy czas żebyś zaczął czytać książki po angielsku.
EXTRA ACTIVITY I’d rather, It’s high time, I wish 3 Wolałabym, żebyś został dziś wieczorem w domu.
exercise 8 page 80 4 Chciałabym, żebyś nie zadawał tylu osobistych pytań.
On the board, write the sentences below. 5 Żałuję, że nie znam tu więcej ludzi.
1 Your sister spends hours in the bathroom doing her hair.
2 Your best friend posts every picture he takes of you on Key
Facebook. 1 If I were taller, I could be a basketball player.
3 Your sister is often late for school because she stays up 2 It’s high time you started reading books in English.
very late watching TV. 3 I’d rather you stayed at home tonight.
4 I wish you wouldn’t ask so many personal questions.
4 Your cousin looks weird because he often wears very
5 I wish I knew more people here.
unfashionable clothes.
5 Your parents often complain about your poor marks
at school but do not offer any help. Past modals of deduction
Ask students to imagine they are talking to the people
described in each sentence and write some sentences using EXTRA ACTIVITY deductions
I’d rather you …, It’s high time you … or I wish you didn’t/ exercise 4 page 81
would/wouldn’t. Encourage them to write at least two
sentences about each situation. Write the following sentences on the board. Students work
Examples:
in pairs or small groups and make past deductions about
the situations described, e.g. Sheila is smiling. She must
1
have done very well in the maths test.
I’d rather you didn’t spend so much time in the bathroom.
1 Sheila is smiling.
It’s high time you had your hair cut.
2 Charlie’s got a black eye.
2
I’d rather you didn’t post my photos on Facebook. 3 Monica and Tom don’t talk to each other anymore.
It’s high time you removed the pictures of me from your 4 Rob isn’t at school today.
Facebook account. 5 Peter is very tired.

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Elicit some ideas from the class. Then write the sentences
below on the board and ask students to think of some
evidence to support these deductions, e.g. Monica was
HOMEWORK
Give each student a copy of the worksheet with the
7
sentences below (worksheet activities page 145). Ask
devastated when her boyfriend left her. She must have students to translate the Polish phrases in brackets into
loved him. English.
6 She must have loved him.
1 Tom’s arm is swollen and it hurts. (Być może ją
7 She must have lost her keys. złamał).
8 She must have won the lottery. 2 Bob wasn’t here when it happened. (Z pewnością
9 She must have failed the exam. nie wziął) your money.
10 He must have seen this film before. 3 Someone called you twice when you were in the
bathroom. (To mogła być) your sister.
Key (possible answers) 4 I don’t have those CDs any more. I  (byłem zmuszony
1 She might have passed an important exam. / She may oddać je) to the library.
have got some good news. 5 I am really sorry but I am not sure where your camera is.
2 He may have got into a fight. / He might have fallen I’m afraid (prawdopodobnie ją zgubiłam).
down the stairs.
3 They must have quarrelled with each other. / They could Key
have misunderstood each other. 1 He may have broken it
4 He might have caught a cold. / He could have gone on
2 He can’t have taken
holiday. 3 It may / might / could have been
5 He may have had a very busy day. / He could have been
4 had to give them back
to the gym. 5 I may / might / could have lost it
6 Monica’s boyfriend broke up with her and now she
cries a lot and is very unhappy.
7 She’s been sitting on the stairs in front of her front door
for two hours.
8 She’s bought a new car, a motorbike and a sailing boat
recently.
9 When I met her at university she was crying.
 10 When we watched the film together, he knew
what was going to happen.

EXTRA ACTIVITY must have vs had to


after exercise 7 page 81
Give each student a copy of the worksheet with the
following pairs of sentences to match.
1
1 He had to take his wife’s car.
2 He must have taken his wife’s car.
a It isn’t in the garage.
b His car had broken down.
2
1 He had to eat the soup.
2 He must have eaten the soup.
a His mum told him to do so.
b There’s been no one else in the kitchen.

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READING AND VOCABULARY reading for detail, coherence and cohesion • the human brain
7
What is the lesson about? Key
• the human brain 1 Harry Potter, like all other books, has odd-numbered
Vocabulary pages on the right. Therefore, pages 15 and 16 are
• Challenge: idioms with mind, brain or head
the front and back of a single page, and, therefore,
• an article about the neuroplasticity nothing could have been found between them.
Reading
of the brain 2 The street
• pairwork: 3 ‘Friday’ was the name of his horse.
Speaking
– discussing the power of the human brain
EXTRA SUPPORT weaker classes
• a leaflet with ideas on how to improve
Writing after exercise 10 page 83
concentration

Matura topics Człowiek, Zdrowie; Rozumienie pisanych


Ask students to choose one of the idioms from exercise 9.
and tasks tekstów (Dobieranie, Uzupełnianie streszczenia) Give each student a piece of paper (an A4 sheet). At the
top of the page students write the idiom, its definition
and their own sentence to illustrate the meaning.
IF YOU WANT A LEAD-IN … (3–4 minutes) Students may also draw a picture which shows the idiom’s
Discuss the following questions with the class: Do you literal meaning (e.g. speak your mind – a person with
think male and female brains are better at different tasks? a mind / brain speaking). Display the drawings around the
Why or why not? What do you wish your brain was better classroom for everyone to see.
at?
EXTRA ACTIVITY idioms
EXTRA SUPPORT weaker classes after exercise 10 page 83
exercise 5 page 83 Give each pair of students a copy of the worksheet with
Give each student a copy of the worksheet with answers to the discussion questions below (worksheet activities page
exercise 5 below (worksheet activities page 116). Students 116). Students ask and answer the questions in pairs.
match the answers with gaps 1–7 in exercise 5. Explain 1 Which song, film or book have you had on the brain
that there are two extra answers which they do not have recently? Why do you think you can’t forget it?
to use. Check the answers as a class. 2 How difficult is it for you to make up your mind when you 
a studying something difficult go shopping for clothes?
b meditation 3 Describe a situation when you lost your head. What
c gives some ideas happened and how did you react?
d adapting to new experiences 4 Is it always a good idea to speak your mind?
Why? / Why not?
e to change
5 Can someone who has their head in the clouds be a good
f acquired unusual talents
doctor? Why? / Why not?
g playing an instrument
6 Whose brain would you pick if you needed advice
h brain training exercises concerning your future career? Why?
i improve
HOMEWORK
Key
Tell students to search online for some brain teasers in
1e 2f 3i 4c 5g 6b 7a
English or Polish and bring them to the next class. Students
may choose to write their own brain teaser. During the
EXTRA ACTIVITY brain teasers next class students present their teasers for the class to
exercise 8 page 83 solve.
Give each pair of students a copy of the worksheet with
the brain teasers below (worksheet activities page 116).
In pairs, students discuss the puzzles and come up with
possible solutions. Elicit some ideas from students before
you give them the correct answers.
1 Jack tells Jill, ‘This isn’t the $5 bill you left on the table.
I found it between pages 15 and 16 of Harry Potter.’ Jill
retorts, ‘You’re lying and I can prove it.’ How did Jill know?
2 What goes all around town but never comes inside?
3 A cowboy rode into town on Friday. He stayed in town for
three days and rode out on Friday. How was that possible?

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SPEAKING at the doctor’s • at a chemist’s • giving advice
7
What is the lesson about? EXTRA ACTIVITY developing points in a speaking task
• at the doctor’s after exercise 9 page 84
Speaking • at a chemist’s
Write the following points on the board: badania
• giving advice
medyczne, ryzyko zakażenia, przyjmowanie leków,
• visiting a doctor zalecenia dietetyczne, objawy. Elicit examples of questions
Functional
• giving advice a doctor or a patient may ask about these points. Then
language
• asking for advice read out each of the questions below and invite students
to match each question with the points on the board. In
• a dialogue between a patient and a doctor a follow-up activity, students may choose one of the points
• a dialogue in a pharmacy on the board and write a short dialogue between a patient
Listening
• students giving advice about health
and a doctor to develop the point, using the questions
problems
from the activity.
Matura topics Zdrowie; Mówienie (Rozmowa z odgrywaniem 1 Have you lost some weight recently?
and tasks roli) 2 Is it infectious?
3 How often do I have to take them?
IF YOU WANT A LEAD-IN … (5–6 minutes) 4 What are the possible side effects?
Elicit the names of different kinds of doctors: cardiologist, 5 Can I be vaccinated against it?
paediatrician, surgeon, dermatologist, epidemiologist, 6 Is there anything I shouldn’t eat?
oncologist, neurologist, plastic surgeon, psychiatrist, eye 7 How long has it been going on?
doctor, etc. Ask students to work in pairs and think of 8 What should be done to prepare for the tests?
the advantages and disadvantages of working as a doctor 9 Where can I find the recipes?
(either as a general practitioner or a specialist). 10 When will the results be available?

Key (possible answers) Key


• Advantages: very well-paid; respected and admired by • badania medyczne: 8, 10
society; personally satisfying; gives an ability to help • ryzyko zakażenia: 2, 5
people; challenging and meaningful • przyjmowanie leków: 3, 4
• Disadvantages: time-consuming, great responsibility, • zalecenia dietetyczne: 6, 9
stressful; it may be dangerous to treat some diseases • objawy: 1, 7

EXTRA ACTIVITY guided dialogue HOMEWORK


after exercise 5 page 84 Dictate the sentences below for students to translate into
Give each pair of students a copy of the worksheet with English.
the dialogue below (worksheet activities page 116). 1 Gdybym był tobą, unikałbym zimnych napojów.
Students complete the dialogue with their own ideas. 2 Czuję się niedobrze od wczoraj.
Invite a few pairs to act their dialogues out in front of the 3 Jak często powinienem/powinnam brać te tabletki?
class. 4 Chciałabym coś na bolące gardło.
A What seems to be the problem? 5 Lepiej żebyś został w domu przez kilka dni.
B I feel terrible. (Wyjaśnij co ci dolega i od jak dawna się
tak czujesz.) Key
A When did you first notice the symptoms? 1 If I were you, I’d avoid cold drinks.
B Well, (wyjaśnij kiedy poczułeś/poczułaś się źle i opisz 2 I’ve been feeling unwell since yesterday.
symptomy). 3 How often should I take those pills?
A What would you advise me to do? 4 I’d like something for my sore throat.
B My advice for you is to (wyjaśnij co pacjent ma robić 5 You’d better stay at home for a couple of days.
a czego unikać).

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70
WRITING a letter of complaint
7
What is the lesson about? EXTRA ACTIVITY customer satisfaction survey
Writing • a letter of complaint at the end of the lesson
• complaining Tell students to imagine they have recently completed
Functional a two-week intensive language course. They are going
• making requests
language to take part in a survey to assess customer satisfaction.
• giving suggestions and recommendations
Students work in pairs and write at least five questions for
• though, even though the survey. Point out that students may ask questions about
Grammar • despite, in spite of the teacher, the teaching methods, the coursebook, the
• however classroom facilities, the school library or cafeteria, the price
Reading • a letter of complaint of the course, etc. Monitor, helping with language and
ideas if necessary. Students swap their survey with another
Matura topics Zdrowie, Zakupy i usługi; Wypowiedź pisemna pair and write answers to the questions. Encourage
and tasks (List z zażaleniem) students to use some of the phrases and linking words
from the lesson.
EXTRA ACTIVITY discussion
Key (possible questions)
exercise 1 page 85 1 Overall, how satisfied are you with our course?
You may ask the class the following additional discussion 2 Do you think the course helped you improve your
questions: If you wanted to study first aid, where would English? Why? / Why not?
you go to study it? Should first aid be taught in schools? 3 Did you like your classes? Why? / Why not?
4 Was your teacher always prepared for the lesson?
EXTRA CHALLENGE linking words 5 Were the classrooms always clean and comfortable?
6 What did you like / dislike about the school?
after exercise 7 page 85
7 Would you recommend the course to anyone?
Give each student a copy of the worksheet with the Why? / Why not?
following mixed-up story (worksheet activities page 116). 8 What do you think of the coursebooks and the extra
Students put the sentences in the correct order. materials used?
A We told him not to move and called an ambulance.
B Even though we didn’t know him, we were really worried HOMEWORK
about him. Dictate the complaints below for students to rewrite using
C Although the boy had hit the tree quite hard, he didn’t more polite and formal language.
seem to be seriously injured. 1 I hated the meals in the hotel restaurant.
D In spite of that, he smiled at us when he saw us. 2 You’d better give me my money back.
E Suddenly, he lost control of his bike and hit a tree. 3 I couldn’t believe my eyes when I saw how small the
F We were all standing in front of the school when we conference room was.
suddenly saw a teenage boy speeding on his bike down 4 You should at least say you are sorry.
the road.
5 The entertainment was horrible. We expected something
G It happened last week at about 3.00 p.m. much better.
H However, when we came up to him, we saw that his nose
was bleeding. Key
In a follow-up activity, ask students to continue the story, 1 I was extremely disappointed with the meals in the hotel
adding a few sentences of their own. Remind students restaurant.
to use some of the linking words from the lesson, e.g. 2 I expect to receive a full refund.
however, in spite of, although. 3 I was shocked to find out how small the conference
room was.
Key (suggested answer) 4 I feel you should at least offer me an apology.
1G 2F 3E 4C 5H 6D 7B 8A 5 The entertainment did not meet our expectations.
It happened last week at about 3.00 p.m. We were all
standing in front of the school when we suddenly saw
a teenage boy speeding on his bike down the road.
Suddenly, he lost control of his bike and hit a tree.
Although the boy had hit the tree quite hard, he didn’t
seem to be seriously injured. However, when we came
up to him, we saw that his nose was bleeding. In spite
of that, he smiled at us when he saw us. Even though
we didn’t know him, we were really worried about him.
We told him not to move and called an ambulance.

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ENGLISH IN USE
7
What is the lesson about? EXTRA CHALLENGE film titles
Reading • a text about Stephen Hawking at the end of the lesson
• pairwork: Ask students whether they think that English film titles are
Speaking
– talking about disabled people usually well-translated into Polish. Elicit some examples of
good and bad translations. Then give each pair of students
Człowiek, Zdrowie; Znajomość środków
a copy of the worksheet with the following English film
Matura topics językowych (Tłumaczenie fragmentów zdań;
and tasks Transformacje zdań, Test luk otwartych,
titles and their Polish translations for students to match
Tłumaczenie wskazówek) (worksheet activities page 117). Students work in pairs
and try to think of their own translations for some of the
English titles on the board.
EXTRA ACTIVITY translations
Die Hard W Rytmie Hip-Hopu
after exercise 2 page 86 A Walk to Remember Skazany na Śmierć
Give each student a copy of the worksheet with the Prison Break Zakochana Złośnica
sentences below (worksheet activities page 117). Ask Crash Świat według Bundych
students to translate the Polish parts in brackets into Finding Neverland Szklana Pułapka
English. When they have finished, explain that the Bold and Beautiful Szkoła Uczuć
translation of each phrase in brackets can be found among 10 Things I Hate About You Moda na Sukces
the wrong options a–c in exercise 2. Students work in Married With Children Miasto Gniewu
pairs to find the correct translations. Check the answers as Save the Last Dance Podziemny Krąg
a class. Fight Club Marzyciel
1 I broke my arm and couldn’t play (z powodu kontuzji)
Key
 .
• Die Hard – Szklana Pułapka
2 Since last summer my sister’s children (mają) serious • Prison Break – Skazany na Śmierć
health problems. • 10 things I Hate About You – Zakochana Złośnica
3 (Co byś powiedział na) going to a spa at the • Bold and Beautiful – Moda na Sukces
weekend? • Married With Children – Świat według Bundych
4 While I was playing badminton I fell down and • A Walk to Remember – Szkoła Uczuć
(posiniaczyłem) my arm. • Crash – Miasto Gniewu
5 (Czuję się niedobrze) since Wednesday. • Save the Last Dance – W Rytmie Hip-Hopu
• Finding Neverland – Marzyciel
Key • Fight Club – Podziemny Krąg
1 due to the injury (4c)
2 have had (2c) HOMEWORK
3 How about (1b) Students prepare a short presentation about a living
4 bruised (7c) scientist. The presentation should include the following:
5 I’ve been unwell (5b) • a biographical note
• the scientist’s achievements
• the reason why the student thinks the scientist is worth
remembering

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72
STEP BY STEP multiple choice
7
What is the lesson about? EXTRA ACTIVITY paraphrasing
• a dialogue about registering a dog after exercise 5 page 87
Reading
as a therapy animal
Give each pair of students a copy of the worksheet with
• a dialogue about going to an acupuncturist the sentences below (worksheet activities page 117). Ask
Listening • a monologue about overusing medication students to paraphrase the following sentences using the
• a monologue about hypnotherapy words / phrases in brackets. Check the answers as a class.
Matura topics Zdrowie; Rozumienie ze słuchu (PR: Wielokrotny 1 Why don’t you talk to your parents about it?
and tasks wybór) (might / idea)
2 I’ve never been to London before. (first time)
MATURA 3 The performance was impressive. (thought)
Rozumienie ze słuchu, poziom rozszerzony: 4 I think you are absolutely right. (completely agree)
wybór wielokrotny 5 It is mentioned in the article that therapy dogs offer
Uczniowie słuchają kilku krótkich tekstów comfort and support. (according to)
o zróżnicowanej tematyce i do każdego z nich
wybierają jedną z trzech podanych odpowiedzi. Key
Testowane umiejętności: określanie głównej myśli 1 It might be a good idea to talk to your parents about it.
tekstu, kontekstu wypowiedzi, intencji mówiącego 2 It is my first time in London.
lub odróżnianie faktów od opinii 3 We thought the performance was impressive /
outstanding / great.
4 I completely agree with you.
EXTRA ACTIVITY identifying the speaker’s intentions 5 According to the article, therapy dogs offer comfort and
after exercise 4 page 87 support
Write the first sentence below on the board and ask: What
is the speaker doing? Elicit some answers. Then HOMEWORK matura writing task – an email
give each pair of students a copy of the worksheet with Students write an email for the task below. Distribute
the sentences 1–6 and phrases which describe the speakers copies of the worksheet with the task (worksheet activities
intention (worksheet activities page 117). Students match page 118). Alternatively, you may dictate it or write it on
the phrases with the sentences. Check the answers as the board.
a class.
TEST IT! Niedawno oglądałeś/oglądałaś program na
giving advice  making a suggestion  inviting 
temat medycyny niekonwencjonalnej (alternative medicine).
expressing sympathy  giving an opinion  apologising
W mailu do koleżanki ze Szkocji:
1 I’m really sorry to hear about your mum’s accident.
• napisz, o czym był program;
2 To my mind, people take too many antibiotics. • wyjaśnij, co cię w programie najbardziej zainteresowało;
3 I’m really sorry I am late – I missed the bus. • opisz jakiś problem zdrowotny, jaki ma osoba w twojej
4 Let’s go for a walk tonight, shall we? rodzinie;
5 Would you like to come to my party on Saturday? • zapytaj koleżankę, co sądzi o alternatywnych metodach
6 If I were you, I’d see a doctor. leczenia i w jaki sposób leczą się członkowie jej rodziny.

Key
1 expressing sympathy
2 giving an opinion
3 apologising
4 making a suggestion
5 inviting
6 giving advice

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STEP BY STEP English in use
7
What is the lesson about? HOMEWORK matura writing task – letter of complaint
• pairwork Students write an email for the following task. Give each
Speaking – discussing factors affecting human student a copy of the worksheet with the task (worksheet
happiness activities page 118). Alternatively, you may write it on the
Matura topics Zdrowie, Znajomość środków językowych board or dictate it to students.
and tasks Test luk, Układanie fragmentów zdań
TEST IT! Wziąłeś/Wzięłaś udział w internetowym kursie
dotyczącym zasad zdrowego odżywiania. Kurs trwał
MATURA kilka dni, ale nie był zgodny z opisem i nie spełnił twoich
Znajomość środków językowych, poziom oczekiwań. Napisz list z zażaleniem (200–250 wyrazów)
rozszerzony: Test luk do firmy, która zorganizowała kurs, w którym opiszesz,
Uczniowie czytają tekst na około 150 słów, w którym dlaczego nie jesteś zadowolony/zadowolona z kursu, jakie
znajduje się 5 luk. Do tekstu podanych jest siedem masz oczekiwania wobec firmy, i zasugerujesz, jakie zmiany
wyrazów. Zadaniem ucznia jest wpisać podane wyrazy w kursie powinna wprowadzić, by poprawić jego jakość.
w luki, w odpowiedniej formie. Dwa wyrazy zostały
podane dodatkowo.
Znajomość środków językowych, poziom
rozszerzony: Układanie fragmentów zdań
Podanych jest 5 zdań z lukami. Przed każdą luką,
w nawiasie, podanych jest od 2 do 4 słów. Uczeń
uzupełnia lukę wykorzystując podane wyrazy
w odpowiedniej formie jak również inne, niezbędne
wyrazy. Maksymalnie, w luki można wpisać 6 wyrazów.

EXTRA ACTIVITY
exercise 4 page 87
Ask students to work in pairs and write one sentence in
which they use as many words from exercise 4 as possible.
Explain that the sentence must be grammatically correct,
but it may be strange or funny, e.g. He was an innovative
thinker who ensured that his followers experienced
memorable moments, believed in their abilities and were
fully satisfied with their lives. After 3–4 minutes elicit the
sentences from the pairs and write the most interesting
ones on the board.

EXTRA ACTIVITY
before exercise 8 page 87
Write the following prompts on the board:
1 If only I ...
2 I didn’t like the film. I was most disappointed …
3 I feel tired now because …
4 I’d see a doctor if …
5 When I didn’t understand my homework, a friend advised
me …
Ask students to work in pairs and complete the beginnings
of sentences with their own ideas. After 4–5 minutes elicit
answers and provide feedback, paying special attention to
grammatical accuracy.

Key (possible answers)


1 If only I could go to this beautiful town again.
2 I didn’t like the film. I was most disappointed with the
acting.
3 I feel tired now because I’ve been working on my maths
project for a few hours.
4 I’d see a doctor if my symptoms looked serious.
5 When I didn’t understand my homework, a friend
advised me to talk to my teacher.

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REVIEW 7
7
EXTRA ACTIVITY jumbled up words HOMEWORK
Choose ten words from the Wordlist on page 89 which you Students find answers to the questions below.
think are worth revising. Write the words with jumbled-up 1 What is bee venom therapy?
letters on the board. You may choose to underline the first 2 What is ear candling?
letter of the word. Alternatively, you may give each pair of
students a copy of the worksheet with the words below Web research key words:
(worksheet activities page 118). The first pair to unjumble • bee venom therapy
the words and explain their meaning are the winners. • ear candling
1 nrbai 3 knkleuc 5 espin 7 dkyine  9 owelb
2 mbthu 4 ghthi 6 nglu 8 aiwts 10 tswri Key (suggested answers)
• Bee venom therapy is a kind of alternative therapy in
Key which bees are used to sting the patient. People
undergoing the therapy may be stung as many as 80
1 nrbai (brain) – mózg
times a day or more. Bee venom therapy is believed
2 mbthu (thumb) – kciuk
to help cure such conditions as rheumatism, arthritis,
3 knkleuc (knuckle) – knykieć
migraines, stomach pains, high blood pressure or high
4 ghthi (thigh) – udo
cholesterol. While there is some research which suggests
5 espin (spine) – kręgosłup
that bee venom may help arthritic patients, there is little
6 nglu (lung) – płuco
evidence to prove this therapy is effective in treating
7 dkyine (kidney) – nerka
other diseases. Additionally, there are some obvious
8 aiwts (waist) – talia
dangers connected to an allergic reaction to bee venom.
9 owelb (elbow) – łokieć
• Ear candling therapy involves placing a lit, hollow candle
10 tswri (wrist) – nadgarstek
into the patient’s ear in order to remove earwax and
help treat conditions associated with the ear, nose and
EXTRA ACTIVITY story writing throat (e.g. colds and flu, asthma, hay fever, snoring).
In pairs, students choose six words or expressions from the Clinical research, however, suggests that ear candling
Wordlist on page 89 and make up a story about someone is an ineffective treatment for most conditions and can
who had a health problem, using these words. They tell be dangerous, e.g. it can result in burns to the face and
their stories to another pair who should write down the puncturing of the eardrum.
six words or phrases they think the students have chosen.
Finally, students compare their words / phrases. FOLLOW-UP ACTIVITY
Discuss the following questions with the class.
EXTRA ACTIVITY idioms • Would you ever use bee venom or ear candling
Tell students to keep their books closed. Put students into therapies? Why? / Why not?
pairs or small groups. Set a time limit of 3–4 minutes for • Do you know anyone who has used alternative therapy?
students to write down as many idioms from unit 7 as they If yes, what kind of therapy?
can remember. The pair or group that can remember the • Would you ever consider using alternative medicine?
most items wins. As a follow up, students write at least Why? / Why not?
two gapped sentences with idioms for another pair / group • What do you think about the idea of alternative medicine
to solve. being used in hospitals?

EXTRA ACTIVITY sentence writing (healthy living)


exercise 4 page 88
Ask students to choose two structures from exercise 4
and then write a sentence with each of these structures.
The sentences are supposed to express students’ opinions
about ways of living healthily/people’s healthy and
unhealthy habits. After 2–3 minutes ask students to
compare their sentences in pairs and give feedback to each
other. Finally, elicit the sentences from the class and discuss
them shortly.

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75
8 A material world

VOCABULARY money and banking

What is the lesson about? EXTRA SUPPORT weaker classes


• money and banking Challenge section, unit 8, exercise 1 page 113
Vocabulary • Challenge: money idioms, fixed expressions
and phrasal verbs Give students copies of the worksheet with the gapped
dialogues below (worksheet activities page 119). Ask
Listening • five people answering questions in a quiz students to complete the dialogues with the correct
phrases from exercise 6. Check the answers as a class and
• pairwork:
Speaking ask a few pairs to role-play the dialogues. In a stronger
– advising someone about money problems
class, you may also ask students to write their own
Matura topics Zakupy i usługi dialogues that use the money idioms from exercise 6.
and tasks 1
A I’m completely !
EXTRA ACTIVITY mime the word B How’s that happened?
A I went shopping yesterday and some great
after exercise 5 page 90 bargains.
Prepare cards with the phrases from exercise 5: insert B If I were you, I’d find myself a part-time job. You can’t
your card, key in your PIN number, charge someone for your parents like that all the time!
the service, check your balance, transfer money between 2
accounts, make small transactions, withdraw cash, deposit
A Here’s a cashpoint. You can get some money out here.
cash, offer financial advice, report a stolen card (worksheet
B I’m afraid, I can’t. I’ve gone again!
activities page 119). Invite individuals to come to the front
of the class and mime the activity they have on their card. A Really? How’s that happened?
The rest of the class must guess the phrase. B I bought a new laptop but I went a bit  .
A You know what? You should really start saving
EXTRA SUPPORT weaker classes  .
exercise 5 page 90
Key
Students work in pairs. Each pair translates one part of the 1 broke, picked up, sponge off
brochure in exercise 5. Explain to students that they should 2 into the red, over my budget, for a rainy day
not be aiming for a word-for-word translation but rather
a catchy advertising slogan. Then ask each pair to read their HOMEWORK
translations to the class. The class vote for the best translation.
Students translate the Polish parts of the sentences below
Key (possible answers) into English. Give each student a copy of the worksheet
with the sentences (worksheet activities page 119).
Twoje Finanse – możemy pomóc!
Alternatively, you may dictate them or write them on the
Bankomat
board.
Nie ma nic prostszego – po prostu włóż kartę i wprowadź
swój numer PIN. To nic nie kosztuje! 1 I  (nie mogę wprowadzić PINu), the keyboard doesn’t
Bankowość internetowa work.
Korzystając z internetu, możesz w wygodny sposób 2 My parents (wzięli pożyczkę) to buy this flat.
sprawdzić stan swojego konta lub przelać pieniądze 3 I check my account every week (aby sprawdzić stan
z rachunku na rachunek. swojego konta).
Płatność zbliżeniowa 4* Sheila (jest kompletnie spłukana) so she can’t afford
Korzystaj z tej formy płatności, gdy dokonujesz mniejszych a holiday this year.
transakcji. Płatność zbliżeniowa jest szybka i łatwa. 5* If you ____ (nie zaczniesz odkładać na czarną godzinę),
Bank you’ll have no money when you are older.
Odwiedź jeden z naszych oddziałów, aby zrealizować czek
oraz wpłacić lub wypłacić gotówkę. Pracownicy naszego Key
banku poinformują cię o warunkach udzielania pożyczek. 1 can’t key in my PIN number
Aby skorzystać z naszej oferty doradztwa finansowego, 2 took out a loan
umów się na spotkanie z naszym doradcą. 3 to/in order to check my balance
Bankowość telefoniczna 4* is completely broke
Wiele osób chętnie korzysta z usług bankowości telefonicznej, 5* don’t start saving for a rainy day
aby dokonywać płatności lub sprawdzać stan konta.
Zadzwoń do nas, aby uzyskać pomoc. Przez telefon możesz
również zgłosić zgubienie lub kradzież karty.

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76
LISTENING AND VOCABULARY listening for intention, gist and detail • drawing conclusions
• collecting things
8
What is the lesson about? EXTRA ACTIVITY discussion

Vocabulary
• collecting things after exercise 5 page 91
• Challenge: easily confused words
Distribute copies of the worksheet with the questions
• monologue: below for students to discuss either in pairs or in small
Listening
– a boy talking about collecting things groups (worksheet activities page 120). Elicit some ideas
• dialogue: from the class.
– a radio interview with an art critic 1 Have you ever badgered your parents into buying you
• pairwork: something? How did you do it? Were you successful?
Speaking – a discussion about collecting things and 2 Do you think that hard work always pays off?
making money Why? / Why not?
3 If you had a lot of money, what would you invest it in?
Matura topics Zakupy i usługi, Człowiek; Rozumienie ze
and tasks słuchu (Dobieranie, Wielokrotny wybór) Why?
4 Do you agree with the statement that ‘Being honest
is the only way to make real money’? Why? / Why not?
IF YOU NEED A QUICK REVIEW … (5–6 minutes) 5 Which of the things you own would you be willing
Ask students to keep their books closed. Write the to trade? What would you like to exchange them for?
following groups of words on the board for students to
match in order to create expressions. Alternatively, you EXTRA SUPPORT weaker classes
may distribute copies of the worksheet with the words
(worksheet activities page 120). The pair of students who exercise 6 page 91
complete the task first are the winners. First play the whole recording. When you play the
A recording for the second time, pause it after the first part
insert, check, transfer, make, pay, withdraw, take out, offer, of the dialogue to give students some time to choose their
make, report, key in answers. If necessary, play the recording again and ask
B students to compare their answers in pairs. You may also
payments, your card, your balance, small transactions, ask students to listen while reading the audioscript on page
a loan, financial advice, lost or stolen cards, cash, your PIN 144 to check what they understood / didn’t understand.
number, money between accounts, in cheques You may also ask students to explain why the answers they
have not chosen are wrong.
Key
insert your card, check your balance, transfer money Key
between accounts, make small transactions, pay in cheques, 1 d (correct) I know that paintings like that cost a lot more
withdraw cash, take out a loan, offer financial advice, than paintings by artists who are still alive but even so,
make payments, report lost or stolen cards, key in your it was far more than the predictions.
PIN number a (incorrect) many of his wonderful paintings are kept in
very private (…) may never be seen by the public again
EXTRA ACTIVITY places to buy things b (incorrect) this is silly money, really! No one could
possibly have imagined that it would make such an
exercise 4 page 91 enormous amount. How can a painting be worth that
If it is a weaker class, read out loud the definitions below much?
for students to guess which word is being defined. In c (incorrect) colourful and typical Picasso
a stronger class, ask pairs of students to write their own 2 a (correct) I find it very sad that some people see
definitions of the places listed in exercise 4. everything as an investment and only think about the
1 shops which sell used goods monetary value of things.
2 public events where people sell their unwanted b (incorrect) People should (…) hang them on their walls
possessions, often from the backs of their cars to allow others to look at them.
3 shops selling household objects, toys, etc. that cost c (incorrect) In my opinion these crazy prices just
a pound each encourage people to collect paintings for the wrong
reasons.
4 a table or small shop with an open front that people sell
d (incorrect) Mark Taylor, on some points, agrees with
things from
the interviewer; he does not sound irritated.
5 a public event at which things are sold via the Internet 3 b (correct) They are typically paid a fee for leading the
to the person who offers the most money for them auction and a percentage of the value of the items
6 shops where used goods are sold to raise money for sold.
people or animals in need a (incorrect) the information on how often auctioneers
are paid is not given in the text; it is suggested that
Key they are paid when they lead an auction.
1 second-hand stores 4 a market stall c (incorrect) Nothing comes for free in this world …
2 car boot sales 5 an online auction d (incorrect) if the painting made a lot of money, they
3 pound shops 6 charity shops benefit too

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4 c (correct) I see what you mean now.
a (incorrect) He agrees with Mark Taylor in the end.
b (incorrect) He seems to provoke Mark with his
HOMEWORK
Students prepare a short presentation about
8
a collection they have or used to have. Explain that
questions.
they may also describe a famous collection of something
d (incorrect) He does it a few times, e.g. But that can’t
(e.g. art, cars, etc.) or a friend’s / family member’s
be true of all art collectors!, But surely it’s a good day
collection. Ask students to include the following
for the art world.
information:
• How long have you been collecting?
EXTRA ACTIVITY quiz
• Why did you decide to start the collection?
after exercise 7 page 91 • How many items are there in it?
Give each student a copy of the worksheet with the survey • Where do you find new items for the collection?
questions below (worksheet activities page 120). Students • Where do you keep the collection?
mingle and interview two other students. Point out to • What is the most valuable item in the collection?
students that they should note down the answers as well If students decide to describe their own collections, ask
as the names of the people they interview. Ask a few them to bring a few of the items they have collected
students to report back on their classmate’s answers. to the next lesson.
Name:
• something you possess that is worth at least a hundred
zlotys.
• something that you think is a very worthy thing to do.
• something you possess that has got sentimental value.
• something that is worthless, but you don’t want
to throw it away.
• something you possess that increases in value the longer
you keep it.
• something you’ve done recently even though it hasn’t
been worth doing it.
• someone you value highly.

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GRAMMAR the passive • have something done
8
What is the lesson about? EXTRA ACTIVITY verbs with two objects

Grammar
• the passive Challenge section, unit 8, exercise 1 page 114
• have something done
Give each student a copy of the worksheet with the sentences
• an article about an experimental system and example below (worksheet activities page 121).
Reading /
of charging Ask students to underline the two objects in each sentence
• a dialogue: and make a note of which grammatical tense is used.
Listening
– two friends discussing wedding Then, students rewrite the sentences in the passive in two
preparations different ways, starting with each of the two objects e.g.
Matura topics • Zakupy i usługi, Praca; Znajomość środków Someone sent my brother an important letter last week.
and tasks językowych (Transformacje zdań) (past simple passive)
My brother was sent an important letter last week.
An important letter was sent to my brother last week.
The passive 1 My father’s boss has promised him a pay rise.
2 They are offering us a discount.
EXTRA ACTIVITY questionnaire
3 They didn’t give me the certificate.
after exercise 7 page 92 4 Someone may send you a parcel by mistake.
Distribute copies of the worksheet with the questions below 5 Someone has recommended a very good film to me.
for students to complete with the correct passive form of
the verbs in brackets (worksheet activities page 120). Check Key
the answers as a class. Then have students ask and answer 1 My father’s boss has promised him a pay rise. (future
the questions in pairs. simple, active)
1 What language (speak) in Brazil? • My father has been promised a pay rise.
2 How many subjects (teach) at your school? • A pay rise has been promised to my father.
3 What new rules (introduce) in your school this year? 2 They are offering us a discount. (present continuous)
• We’re being offered a discount.
4 When was the last time you (give) a present?
• A discount is being offered to us.
5 What changes (recently / made) in your house?
3 They didn’t give me the certificate. (past simple)
6 What (build) at the moment in the area where you • I wasn’t given the certificate.
live? • The certificate wasn’t given to me.
7 Where (coffee / grow)? 4 Someone may send you a parcel by mistake.
8 Who (Macbeth / write) by? (modal verb may)
9 Do you know anyone who (bully) online? • You may be sent a parcel by mistake.
 10 Who (elect / the Polish Parliament) by? • A parcel may be sent to you by mistake
5 Someone has recommended a very good film to me.
Key (present perfect)
• I have been recommended a very good film.
1 is spoken
• A very good film has been recommended to me.
2 are taught
3 have been introduced
4 were given HOMEWORK
5 have recently been made Give each student a copy of the worksheet with the text
6 is being built below (worksheet activities page 121). Ask students to put
7 is coffee grown the verbs in brackets in their correct passive or active form.
8 was Macbeth written
The first coins 1 (make) in 700 BC by the
9 has been / was bullied
Lydians who 2 (live) in the area that is now
10 is the Polish Parliament elected
Turkey. The idea of using coins 3 (adopt) by
the ancient Greeks and Romans who also 4
EXTRA SUPPORT weaker classes (start) making their own bronze and silver coins.
Challenge section, unit 8, exercise 1 page 114 Coins 5 (help) to develop trade in the ancient
world. In Rome, coins 6 (produce) in the
Before students rewrite the sentences in the passive, ask
temple of Juno Moneta and that’s where the word ‘money’
them to decide which grammatical tense is used in each
comes from. Today, apart from coins, many other means
of the sentences 1–6 in exercise 8. Also, ask them to note
of payment 7 (use). For example banknotes,
down the correct form of the verb to be in each tense.
which 8 (first / introduce) to Europe by Marco
Polo in the 13th century. Another means of payment, the
Key credit card, 9 (be) around since 1950 while
1 past simple, was the debit card has been with us since 1966. Even though
2 future simple, will be banking 10 (become) so advanced nowadays,
3 present continuous, a are being b is being certain truths about money 11 (remain)
4 past simple, a weren’t b wasn’t universal, for example, Money 12 (not /grow)
5 present simple, is on trees.
6 past simple, was

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Key
1 were made 7 are used
EXTRA ACTIVITY
after exercise 6 page 93
personal assistant 8
2 lived 8 were first introduced
3 was adopted 9 has been Students work in pairs and imagine that one of them is
4 started 10 has become a celebrity and the other the celebrity’s personal assistant.
5 helped 11 remain Students role-play dialogues in which the celebrity asks the
6 were produced 12 doesn’t grow assistant questions to check if everything he/she has asked
for has already been done.
C Have you had my lovely pet poodle walked today?
Have something done A Oh, I’m having it walked right now.
You may also write the prompts below on the board to
EXTRA ACTIVITY grammar drill
help students. At the end of the activity students present
exercise 5 page 93 their dialogues to the class and vote on which is the most
Explain to students that you will role-play mini-dialogues interesting / funniest dialogue.
with them to practise have something done. Write the • feed the goldfish
dialogue below on the board: • clean 20 pairs of shoes
A Did you renovate the flat yourself? • cook 100 grains of rice for lunch
B No, I had it renovated. • decorate the hotel room with white roses
Then role-play similar dialogues with students in class, • black out the bedroom completely
using the prompts below and your own ideas. • invite Kim Kardashian to lunch
1 Is your sister going to paint her nails herself?
Key (possible answers)
2 Will your brother repair his bike himself?
C Have you had my goldfish fed?
3 Do your parents usually clean the house themselves? A I‘ve had it fed this morning.
4 Are you arranging the party yourself?
C When are you going to have my 20 pairs of shoes
5 Did you cut your hair yourself? cleaned?
6 Are you going to translate these documents into Japanese A I’m going to have them cleaned in an hour.
yourself?
C Have you cooked 100 grains of rice for my lunch?
7 Have you shortened your trousers yourself? A I’m having them cooked right now.
C Have you had the hotel room decorated with white
EXTRA CHALLENGE I did it myself
roses?
Distribute copies of the worksheet with the sentences A I’ll have it decorated tomorrow morning.
below for students to complete using the prompts in C Have you had the bedroom completely blacked out?
brackets (worksheet activities page 121). Explain that A I had it blacked out an hour ago.
they should use the active form of the verb and pronouns
such as himself/themselves, etc. in those sentences where C Have you invited Kim Kardashian to lunch?
the person mentioned in the sentence performs the A I’ve just had it done.
action. If the person has arranged for someone else to
do something, they should use the correct form of have HOMEWORK
something done. Give each student a copy of the worksheet with the
1 My husband is really good with his hands and usually sentences below (worksheet activities page 121). Students
(repair / the car). translate the sentences into English. Alternatively, you may
2 The carpet in the conference room is really dirty. We need dictate the sentences to students.
to (clean / it) so please make an appointment in 1 Wczoraj zreperowano mi ogrzewanie.
order to get it done. 2 W przyszłym tygodniu zamierzam komuś zlecić
3 I’m not going to buy a wedding dress in a shop. I’d like zainstalowanie nowych okien.
to  (make / it) but I have no idea how much it will cost. 3 Sam wyprasowałeś te koszule czy zapłaciłeś komuś żeby
4 Sheila didn’t go to a music school. She (teach) to je wyprasował?
play the guitar. 4 Właśnie pomalowali mi kuchnię.
5 Where can I  (dry-clean / a leather jacket) around 5 Kiedy pójdziesz ściąć sobie włosy?
here?
Key (possible answers)
Key 1 I had the heating repaired yesterday.
1 repairs the car himself 2 Next week I’m going to have the new windows installed.
2 have it cleaned 3 Did you iron these shirts yourself or did you have them
3 have it made ironed?
4 taught herself 4 I’ve just had my kitchen repainted.
5 have a leather jacket dry-cleaned 5 When are you going to have / will you have your hair cut?

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READING AND VOCABULARY reading for gist and detail • drawing conclusio ns
r lifestyle
distinguishing fact and opinion • consume
8
What is the lesson about? 1 What kind of do people usually pay for when
they travel?
• a consumer lifestyle
Vocabulary 2 What are you going to celebrate soon?
• Challenge: easily confused words
3 How often do you things to other people?
• a text about a materialistic girl who 4 Are you good at finding in clothes shops?
becomes a minimalist
Reading 5 When was the last time you needed some but
• an article about a social awareness and
environmental movement didn’t have any on you?
6 Are the clothes you are wearing today ?
• pairwork: 7 What do you usually do with the of the pocket
Speaking
– discussing materialism and consumerism
money that you haven’t spent?
Zakupy i usługi, Państwo i społeczeństwo; 8 Do you ever things from your friends and family?
Matura topics
and tasks
Rozumienie pisanych tekstów (Dobieranie, Why? / Why not?
Wybór wielokrotny, Pytania otwarte) 9 Where is the best place to money in your town?
10 Do you agree that online shopping is the most way
BACKROUND NOTE to shop?
11 How high would you like your to be?
Minimalism goes back to such spiritual leaders as Zarathustra,
12 Why do you think shop assistants are often unwilling
Buddha and Confucius. Today, it has become an increasingly
to  money?
popular philosophy which encourages people to change their
lifestyles in order to experience freedom from consumerism, 13 What’s the most form of transport? Why?
to reclaim their time, to pursue their passions and live a more 14 What reforms would you introduce in Poland?
meaningful life. Minimalists believe that the problem of
today’s world is that we assign too much meaning to material Key
possessions. To find happiness, people should consume less and 1 expenses 8 borrow
create more. The different aspects of a minimalist lifestyle have 2 occasion 9 exchange
been shown in a film entitled Minimalism: A Documentary 3 lend 10 convenient
About the Important Things (2016). 4 bargains 11 income
5 change 12 change
FOLLOW-UP ACTIVITY 6 comfortable 13 economical
7 rest 14 economic
Ask students the following questions.
• Can you imagine living a minimalist lifestyle? Why?/ Why not?
• How many disadvantages of such a lifestyle can you think of? HOMEWORK
Students write a questionnaire for a magazine. The
EXTRA ACTIVITY noughts and crosses questionnaire has the title: Are You a Materialistic Person?
exercise 8 page 95 Encourage students to use language and ideas from the
reading texts. In class, students interview each other in
Students play a game of noughts and crosses to practise pairs and report back on their findings.
the vocabulary from exercise 6. First ask students to draw
a noughts and crosses grid and complete it with the words
Key (possible questions)
or phrases from exercise 8, as shown below. Explain that
Do you ever buy things you do not really need?
they should not show their grid to their partner.
Do you dream of being able to afford many different things?
possessions manage accumulate Do you sometimes go on shopping sprees?
Do you think you spend too much money?
keep up shopping spree get rid of Are you a saver or a spender?
Do you think it’s a good idea to take out a loan to buy
impact donate afford
a flat or a car?
Students then draw an empty grid and play the game. Do you accumulate a lot of material possessions?
In order to win a square they need to give the correct Do you have enough free time?
definition of the word in that square. If necessary, explain
that the aim of the game is to be the first to get a line of
noughts or crosses.

EXTRA ACTIVITY quiz


exercise 8 page 95
Give each student a copy of the worksheet with the words
and questions below (worksheet activities page 122).
Students complete the sentences with the correct word and
then ask and answer the questions in pairs or small groups.
lend  borrow  economic  economical  bargains
occasion  convenient  comfortable  change  rest
income  expenses  change  exchange

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SPEAKING a stimulus-based discussion • answering the two questions
8
What is the lesson about? EXTRA ACTIVITY Phrase Bank
Speaking • a stimulus-based discussion exercise 8 page 96
• introducing other people’s opinions Ask students to keep their books closed. Give each
Functional
• expressing your attitude student a copy of the worksheet with the sentences below
language
• interpreting slogans (worksheet activities page 122). Students translate the
Polish parts of the sentences into English and then check
• a student doing the speaking task their answers with the Phrase Bank.
Listening
• two students answering questions
1 (Oczywiście) , I’d like to be rich in the future!
Matura topics Zakupy i usługi; Mówienie (Rozmowa 2 (Często się mówi) that money can’t buy happiness
and tasks na podstawie materiału stymulującego) but I think it can.
3 (Raczej zgadzam się z ludźmi, którzy wierzą) that
IF YOU WANT A LEAD-IN … (4–5 minutes) money makes life easier.
4 (Zgadzam się z tym poglądem ponieważ) if you are
Write the following proverb on the board: poor, you can’t do a lot of things and this makes your life
If you look after the pennies, the pounds will look after less enjoyable.
themselves.
5 (Tak jak inni młodzi ludzie) I also believe that
Ask students to explain what the proverb means and say
spending money is more fun than saving it.
whether they agree or disagree with it. Encourage students
to give some real-life examples to support their opinion.
Key
EXTRA CHALLENGE money slogans 1 Naturally, …; Surely, …; Of course, …; There’s no doubt
that …
after exercise 4 page 96 2 It is often said
Ask students to work in pairs and write slogans for each 3 I tend to agree with people who believe
of the topics below: 4 I support this point of view because
1 giving pocket money to children is a good idea 5 Like other young people I also believe
2 borrowing money from or lending it to friends
is a bad idea HOMEWORK
Then tell students to present their slogans to the class and Students design a poster advertising a workshop for
explain what they mean by using the phrases from exercise 4. teenagers about managing their money. Explain that they
Example slogans: should include a slogan, the time and the venue as well as
• Pocket money + Kids = An important financial lesson! the main topics which will be discussed. Students present
their posters in class and vote for the best one.
• Never borrow money from your best friends if you don’t
want to say goodbye to them!

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WRITING a for and against essay
8
What is the lesson about? HOMEWORK
Reading • a for and against essay Give each student a copy of the worksheet with the
jumbled-up sentences below (worksheet activities page 123).
• saying what other people think
Students put the words in the correct order.
Speaking • introducing advantages and disadvantages
• making a general statement 1 allows / young people / to be / being employed / it cannot
/ financially independent / that / be denied /.
• a for and against essay about working and 2 for their studies / that students / don’t have / is the fact /
Reading
studying common criticism / enough time / a further / who work /.
Matura topics Praca, Edukacja; Wypowiedź pisemna 3 are / who work / claim that / to complete / students / more
and tasks (Rozprawka za i przeciw) motivated / their studies / some people /.
4 students / responsible / could be that / more mature /
become / who work / and / adults / another advantage /.
IF YOU WANT A LEAD–IN … (5 minutes)
Write the following proverb on the board: Key
If you want to feel rich, just count the things you have that 1 It cannot be denied that being employed allows young
money can’t buy. people to be financially independent.
Encourage students to think about some things they have 2 A further common criticism is the fact that students who
that money cannot buy and compare their ideas in pairs. work don’t have enough time for their studies.
Conduct a feedback session with the class. 3 Some people claim that students who work are more
motivated to complete their studies.
Key (sample answers) 4 Another advantage could be that students who work
my parents’ love, my best friend, my lovely sister, good health, become more mature and responsible adults.
being able to speak a foreign language, self-confidence,
a talent to draw / play a musical instrument / sing

EXTRA ACTIVITY Phrase Bank


exercise 5 page 97
Give each pair of students a copy of the worksheet
with the list of advantages and disadvantages below
(worksheet activities page 122). First, ask students to guess
what the advantages and disadvantages refer to (being
self-employed). Then, tell students to prepare a short
presentation about the advantages and disadvantages of
being self-employed, using some of the phrases from the
Phrase Bank.
Advantages:
• You are free to choose what you want to do and who
you want to work with
• You can often choose when and where you want to
work
• You don’t have to ask anyone for permission to take
a day off
Disadvantages:
• You have to pay your own health insurance
• You usually don’t get paid when you’re on sick leave
• You do not have a steady income

Key (suggested answers)


One of the pluses of being self-employed is the possibility
to choose what you want to do and who you want to work
with. Another advantage could be that you can choose
when and where you want to work. What’s more, it
cannot be denied that self-employed people don’t have to
ask anyone for permission to take a day off.
A real drawback of being self-employed is the fact that you
have to pay your own health insurance. Also, it cannot
be denied that those who are self-employed usually
don’t get paid when they are on sick leave. As a rule,
freelancers do not have a steady income.

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ENGLISH IN USE
8
What is the lesson about? HOMEWORK matura writing task – wiadomość e-mail
Reading • a text about owning and renting a flat Students write an email for the task below. Give each
student a copy of the worksheet with the task (worksheet
• pairwork:
activities page 123). Alternatively, you may dictate it or
Speaking – role-playing a dialogue between a landlord/
landlady and a person wanting to rent a flat
write it on the board.

Zakupy i usługi, Miejsce zamieszkania TEST IT! Twój znajomy z Anglii przeprowadza się do
Matura topics Znajomość środków językowych (Test luk Polski, aby podjąć tu pracę i chciałby wynająć mieszkanie
and tasks sterowany, Minidialogi, Transformacje zdań, Test w Twojej miejscowości. Napisz do niego e-mail (100–150
luk otwartych) wyrazów), w którym:
• opiszesz miejscowość, w której mieszkasz;
• poinformujesz, w jaki sposób najlepiej szukać mieszkania
IF YOU WANT A LEAD-IN … (3–4 minutes)
na wynajem;
Ask students the following discussion questions: • polecisz mu dogodną lokalizację i poinformujesz
• Would you rent out a room in your flat / house to o kosztach wynajmu;
someone? Why? / Why not? • zaproponujesz spotkanie w najbliższym czasie
• What is a good landlord / landlady like? i zaoferujesz pomoc w poszukiwaniu mieszkania.
• What are the advantages of sharing a flat with a friend?
Dear John,
EXTRA ACTIVITY renting a flat Thanks for your email. I’m really happy that you’re
after exercise 2 page 98
going to live in Poland.
Write the following question on the board:
What are the advantages and disadvantages of renting
rather than buying a flat?
Tell students to work in pairs and make a list of at least
three advantages and disadvantages. Elicit some ideas from Looking forward to hearing from you,
the class. In pairs, students prepare a speech to answer the Yours,
question. Invite a few volunteers to present their speeches XYZ
in front of the class. Have a quick feedback session.

Key (possible answers)


Advantages of renting:
It’s possible to live in an area where you would not be able
to afford to buy a flat.
More flexibility – moving house is much easier.
You don’t have a mortgage to pay off.
Disadvantages of renting:
You often have to obey the landlord’s / landlady’s rules.
There’s zero return on the money you pay in rent.
You’ll be unable to renovate or make changes in the flat to
suit your taste / needs.

EXTRA SUPPORT weaker classes


exercise 5 page 98
Write the words which students need to complete the gaps
on the board. Tell students that there are two extra words
they don’t have to use.
enough  many  why  case  have (x2) 
being  order  reason

Key
1 case 3 why 5 order 7 being
2 enough 4 have 6 have

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STEP BY STEP listening
8
What is the lesson about? EXTRA SUPPORT weaker classes

Listening
monologues about connection between wealth exercise 5 page 99
and personality
Before students listen to the recording in exercise 5, ask
Matura topics Człowiek, Zakupy i usługi, Praca; Rozumienie ze them the questions below. Discuss the answer as a class or
and tasks słuchu Uzupełnianie streszczenia give students 1—2 minutes to talk about the questions in
smaller groups before discussing as a class.
MATURA 1 What brings people happiness?
Rozumienie ze słuchu, poziom rozszerzony: 2 Why don’t people always get on with others?
uzupełnianie streszczenia tekstu 3 Are young people aware of their strong points? Is it
Uczeń słucha jednego tekstu na około 200–250 słów important to achieve success?
lub kilku krótszych tekstów na zbliżony temat (np. 4 When are your chances to earn more the greatest?
wywiady, monologi, instrukcje, opisy). Następnie,
uczeń uzupełnia fragmentami zdań streszczenie Key
tekstu/tekstów na około 150 słów. Streszczenie może Students’ own answers
być w języku polskim lub angielskim.
Testowane umiejętności: znajdowanie określonych
HOMEWORK
informacji, wyciąganie wniosków z informacji
zawartych wypowiedzi, rozpoznawanie informacji Students write a summary of the audioscript to exercise 7
wyrażonych pośrednio, układanie informacji (Student’s Book, page 144). The summary should not be
w określonej kolejności. longer than 70 words.

IF YOU WANT A LEAD-IN … (3—4 minutes)


Write on the board: success = wealth? Ask students to
work in groups of 4 and talk to each other (1–2 minutes)
whether they agree that success is connected with money.
Then, discuss the issue as a class, eliciting arguments for
and against. Finally, ask students to provide some names of
the richest people in the world (e.g. Elon Musk, Bill Gates,
Sergey Brin, Mark Zuckerberg, Warren Buffett, Jeff Bezos).

EXTRA ACTIVITY sentence translation


exercise 4 page 99
Ask students to choose two types of numbers illustrated
by the examples in exercise 4 and write a sentence in
Polish with each (e.g. Do tego przepisu potrzebujemy 2.5
kg jabłek. or Umówmy się przed kinem o 18.15.). Then,
students exchange their sentences in pairs and translate
their partner’s sentences into English. Finally, students
decide together if the sentences are translated correctly.
Provide feedback if necessary.

CULTURE NOTE Myers-Brigs personality types


Myers-Briggs Type Indicator is a personality test which
specifies different ways in which people perceive the
environment around them and make decisions. The MBTI is
based on four dichotomous styles of functioning, borrowed
from Carl Jung’s theory: introversion vs extroversion, sensing
vs intuition, thinking and feeling, and judging vs perceiving.
The Myers-Briggs test is a popular tool used in the business
sector and in education, providing information about how an
individual’s personality type relates to success in a job, time
management skills, or academic success.

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85
REVIEW 8
8
EXTRA ACTIVITY topics in unit 9 HOMEWORK
Divide the class into five groups and write the following Students find answers to the questions below.
topics on the board: 1 What is unusual about the online shop called
• Moneywise (Vocabulary) Somethingstore?
• A Materialistic Girl from Poland (Reading and Vocabulary, 2 What is special about WFT prank candles?
text 1)
Web research key words:
• The Compact Group (Reading and Vocabulary, text 2)
• Somethingstore
• Working and Studying (Writing)
• WFT prank candles
• Personality traits which help one make money (Listening
Step by Step)
Key (suggested answers)
Assign one topic to each group. Students keep their books 1 SomethingStore is a fun online store where the
closed. In their groups, students brainstorm what they customers can buy something: a mystery item for $10.
remember about each text, i.e. the topic of the text as well The shop offers its customers the chance to surprise
as some words or phrases used in the text. Set a time limit themselves with a nice new thing (e.g. a handmade
of about four minutes and then ask students to present necklace, a reverse clock, a rare book, a party game,
their ideas. The group who can give the most correct a kitchen appliance, etc.).
information are the winners. 2 The WFT prank candles sold in an online store are
scented candles which smell wonderful to begin with
EXTRA ACTIVITY compound nouns (e.g. the smell of freshly cleaned laundry) but after some
Students work in pairs. Each student finds some examples time start to smell bad (e.g. they smell like a skunk). They
of compound words in the Wordlist on page 101 (e.g. can be used to play a practical joke on people.
charity shop, second-hand store, pound shop, art collector,
etc.). Students write each word on a separate piece of FOLLOW-UP ACTIVITY
paper for their partner to match. In class, students discuss the following questions.
• If you could start your own business, what products
EXTRA ACTIVITY have something done or services would you offer?
exercise 6 page 100 • How are businesses today different from businesses
in the past?
Students work in pairs. Each student writes some things
• What must a company do or have to be successful?
they think their partner has arranged recently or is going
to arrange soon for someone else to do for them, e.g.
Marysia had her bike repaired yesterday; Marysia is going
to have some new glasses made next week, etc. Students
then read out their sentences to each other and find out
how many of them are correct.

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5-8 Test Practice
EXTRA ACTIVITY Rozumienie ze słuchu EXTRA ACTIVITY Znajomość środków językowych
before exercise 1 page 102 Listening for gist after exercise 4 page 103
Divide students into three groups (if you are working with Ask students to keep their books closed. Write the
a large class, organise work in 6 groups and assign the same questions below on the board for students to complete
task to two groups). Explain that, in exercise 1, students with the missing words. Explain that the words appeared
are going to listen to three texts, but before they do it, in exercise 4 as the wrong option in the cloze task. Check
they will try to predict the content of texts on the basis the answers as a class. Then have students ask and answer
of three words coming from each of the texts: group 1/ the questions in pairs.
text 1 – treatment, appointment, anxious; group 2/text 2 1 Describe a situation when someone you know did
– gripping, plot, broadcast; group 3/text 3 – rent, term, something rather unpleasant purpose.
overwhelmed. Give the groups 2–3 minutes to discuss the 2 Describe a situation when you could not do something
meaning of the words and predict the content of the texts. which someone you to do.
Then, elicit ideas from students and discuss them as a class. 3 What’s the most difficult English word you’ve come
Accept all reasonable responses at this point. recently?
4 What’s your reason learning English?
EXTRA ACTIVITY Rozumienie pisanego tekstu
exercise 2 page 102 Finding the relevant fragment of a text Key
After students have done exercise 2, ask them to read 1 on 3 across
the text again and find the fragments of the reading text 2 had asked 4 for
which sentences A–E refer to. As a follow-up, discuss the
questions below with the class: EXTRA ACTIVITY Mówienie
• Would you like to live abroad one day? Why? Why not? before exercise 6 page 103 Effects of excessive training
• If you had to emigrate, which country would you like to
move to? Why? Give each student a copy of the worksheet with the list of
• What are the advantages and disadvantages of living in the effects of excessive physical training below (worksheet
activities page 124). Tell students to decide which phrases
a foreign country?
describe: physical effects, psychological effects or both.
Check the answers as a class. Encourage students to give
Key
reasons for their answers.
1 I’ve been working in London for three years now and • unexplained weight loss • lack of perspiration
I would like to be able say that I’ve enjoyed every minute
• loss of appetite • aggressiveness
of it! (C) Unfortunately, it’s not quite true.
• extreme thirst • drowsiness
2 Living in England has always been a dream for me.
(A) As a teenager I loved the English language, English
• anxiety • tiredness
books and English films, and London was my most • apathy • anger
favourite city in the whole world. • inability to concentrate • depression
3 After a fairly long search I found work as a barista in • a dangerous lack of water • irregular heart rhythm
a coffee shop. (E) The job isn’t that difficult; I love the in the body
atmosphere and every day I get to meet different people.
Most of them are really kind … Key (possible answers)
4 Most of them are really kind and once they hear my still physical effects: unexplained weight loss, loss of appetite,
rather strong accent they ask me about France and why extreme thirst, a dangerous lack of water in the body, lack
I’m in England. (B) Unexpectedly though, I’ve had to put of perspiration, irregular heart rhythm
up with a fair amount of abuse too. Not everyone here psychological effects: anxiety, apathy, inability to
likes seeing foreigners taking jobs that English people concentrate, sleeping problems, aggressiveness, anger,
could do. depression
both physical and psychological effects: drowsiness,
tiredness

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5-8 Test Practice
EXTRA ACTIVITY Wypowiedź pisemna
exercise 8 page 103 The pros and cons of online shopping
Prepare and distribute copies of the worksheet with the
discussion task below (worksheet activities page 124).
Alternatively, you may discuss some of the questions below
with the class.
1 Do you shop online? Why? Why not?
2 In your opinion, how secure is buying things on the
internet? Consider the risks below.
• identity theft
• the order fails to arrive
• the goods you buy are not what you had expected
• damaged goods
• fake online reviews
• fake websites offering goods and services that do not
exist
• no relevant information about a product or the terms
of sale
3 How likely would you be to buy the items below on the
Internet? Put the items in order from your most to your
least likely internet purchase. Give reasons to support your
answers. Consider price, availability, possibility to touch,
smell or try things on/out etc.
• fresh fruit and vegetables
• cinema tickets
• toys
• clothes, shoes
• an iPod or a computer
• airline tickets
• music files
• hotel reservations
• a package holiday
• cosmetics
• a CD or books

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1-4 Culture

Culture 1 Greetings across the world


MATURA SPEAKING TASK rozmowa z odgrywaniem roli
What is the lesson about?
at the end of the lesson
• greetings across the world
Vocabulary
• cross-cultural etiquette Tell students to work in pairs. Give each student a copy
of the worksheet with one of the roles, A or B (worksheet
• interview with an expert on cross-cultural activities page 125). Set a time limit of approximately
Listening
etiquette 4 minutes for students to complete the task. Remind them
• pairwork to make sure they cover all four points in the task. Move
– talking about greetings across the world around the class and monitor, noting any major errors.
Speaking
– discussion about cross-cultural etiquette Finally, give students some general feedback about how
– talking about good and bad manners well they performed the task.
Matura topics Życie rodzinne i towarzyskie EXAM TASK Uczeń A: Niedawno w Twoim sąsiedztwie
and tasks wraz z rodziną zamieszkał młody Anglik/młoda Angielka.
Rozmawiasz z nim/nią na temat życia w Polsce.
EXTRA ACTIVITY table manners around the world W rozmowie z uczniem B omów poniższe cztery kwestie.

after exercise 1 page 104


jakie trudności związane są
Give each student a copy of the worksheet with the z przeprowadzką do innego kraju
statements below. The statements describe table manners
jakie polskie
in different countries (worksheet activities page 125).
czego, najbardziej mu/ zwyczaje warto znać
Alternatively, you may read out the statements to the
class. Make sure students understand the terms ‘slurp’ jej brakuje w Polsce
and ‘belch’. Ask students: Which of these customs would w jaki sposób moglibyście
you find difficult to accept? Why? What problems may wspólnie spędzić czas wolny
people from these countries have when visiting Poland?
Ask students if they know of any other unusual customs
from around the world. Uczeń B: Jesteś sąsiadem/sąsiadką ucznia A z Anglii.
1 In Japan, people slurp loudly when eating noodles. Loud Niedawno wraz z rodziną przeprowadziłeś się/
slurping shows the chef or the host that you are really przeprowadziłaś się do Polski. Rozmawiasz z uczniem A na
enjoying the food. temat życia w Polsce. W zależności od tego, jak potoczy
2 In China, belching and making a mess of the table are się rozmowa, spróbuj włączyć do niej wszystkie/wybrane
ways of showing your satisfaction. punkty.
3 In India, people eat with their hands rather than with • Poproś ucznia A o dokładniejsze objaśnienie jakiejś
cutlery. However, for reasons of hygiene it is considered kwestii.
improper to eat with your left hand. • Uprzejmie nie zgódź się z uczniem A, tak by musiał
4 In Thailand, people eat with spoons, not with forks. Forks podać kolejne argumenty lub zaproponować inne
are used to put the food onto the spoon. rozwiązanie.
5 In Ethiopia, most meals are served on one huge plate • Dowiedz się, czy i gdzie możesz kupić angielskie
from which everyone at the table eats. People don’t get produkty.
individual plates since this is considered extravagant. • Nie odpowiada Ci forma spędzania wolnego czasu, którą
zaproponował uczeń A.

HOMEWORK
Write the topics on the board or dictate them to students.
Students choose one of the topics below and prepare
a short speech to express their opinion on the topic.
1 It is good to live in a multicultural society.
2 Visitors to other countries should respect and follow local
customs.
3 It is really difficult to make an intercultural marriage work.
4 Western Europeans find it difficult to understand the
mentality of Eastern Europeans.

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89
Culture
Culture 2 World religions

What is the lesson about? EXTRA ACTIVITY translate the paragraph


Vocabulary • phrases connected with religion and faith before exercise 4 page 105
• four people discussing the role of faith in Give each pair of students a copy of the worksheet with
Reading
their lives the Polish text below. Ask the pairs to read the text and
translate it into English. After a few minutes ask students
• pairwork to open their books, look at the texts in exercise 4 and find
– discussing religious life in Poland
the fragments they have just translated. Allow students
– quiz about world religions
Speaking
• groupwork
to compare their translations and the original text, paying
– preparing a PowerPoint presentation on attention to the similarities and differences. Discuss them
a less-known religious celebration with students.
Cześć. Mam na imię Naomi i jestem buddystką. Ciekawą
Matura topics Państwo i społeczeństwo rzeczą w mojej religii jest to, że nie czcimy żadnych bogów.
and tasks Zamiast tego, żyjemy według nauk naszego duchowego
guru, Buddy. Naszym najważniejszym przekonaniem jest to,
że po śmierci każdy może narodzić się na nowo w innym
IF YOU WANT A LEAD IN … (4 minutes) ciele. Traktujemy te odrodzenia jako karę za egoizm
Write the word ‘religion’ on the board. Ask students to i chciwość.
work in pairs and list 2–3 ideas concerning what religion
gives people. After two minutes elicit ideas from students HOMEWORK
and discuss them. Then ask students to work in groups web research task: famous religious figures/leaders
of four and brainstorm some words they associate with
religion (at least one verb, one noun and one adjective). Students write a paragraph about a famous religious figure
After one minute elicit the words and write them on the or leader, e.g. Krishna, any of the popes, Martin Luther,
board. Saint Francis of Assisi, Dalai Lama. Ask them to include the
points below.
• biographical details
Key (possible answers)
• most important achievements / what the person is or will
people want to feel they are a member of a community;
be remembered for
religions usually teach about what it means to be a good
person; religions tell people how to live well; religion gives
life a purpose; religion is a part of tradition, which is
important to some people
brainstorming (possible words): to pray, to go to
church, spiritual, holy, faith, mass, Catholicism, Buddhism,
Judaism, Islam, etc.

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90
Culture
Culture 3 Traffic and transport

What is the lesson about?


HOMEWORK matura writing task – an email
Students write an email (100–150 words) based on the
• words and phrases connected with traffic
Vocabulary
and transport task below. Give each student a copy of the worksheet with
the task (worksheet activities page 125). Alternatively, you
• monologue may dictate it to students or write it on the board.
Listening – a young motorist discusses his experiences
as a driver in London TEST IT! Niedawno byłeś/byłaś świadkiem kolizji
drogowej. Napisz e-mail do kolegi/koleżanki, w którym:
• pairwork
• zrelacjonujesz, co dokładnie się stało;
Speaking – discussing issues connected with traffic
and transport in Poland • opiszesz swoje odczucia i wrażenia podczas kolizji;
• napiszesz, jakie kroki podjąłeś/podjęłaś, by pomóc
Writing • reply to a blog post osobom poszkodowanym;
• zaproponujesz rozwiązania poprawiające
Matura topics Podróżowanie i turystyka; Rozumienie ze
and tasks słuchu Uzupełnianie zdań bezpieczeństwo w miejscu wypadku.

IF YOU WANT A LEAD-IN … (3 minutes)


Write the following on the board: 20 minutes, 10 hours,
1 hour. Tell students that all these times refer to travelling/
commuting situations from your life. Ask students to try to
guess the situations. Accept all logical responses.

Key (possible answers)


1 the time it takes you to get to school every morning / how
long it takes you to get by car to the nearest shopping
centre
2 how long it took you to travel by car to the seaside last
summer / the length of the flight to Asia
3 how much time you spent in a traffic jam / how long it
takes you to get to school on foot

EXTRA ACTIVITY traffic and transport anecdotes


exercise 1 page 106
Ask students to work in pairs or groups of three and write
a short anecdote/story on the topic of traffic and transport.
Explain that the anecdotes should not be longer than 6
as possible from exercise 1 as possible. Ideally, anecdotes
should be funny or intriguing. To add an element of
competition, award points for each target word used and
for the funny/intriguing elements.
Alternatively, you can engage students in whole-class
anecdote writing on the board, in which pairs take turns
to add one sentence to the story which begins as follows:
I was stuck in a traffic jam on the motorway, trying to get
home after a long business trip.

EXTRA SUPPORT weaker classes


exercise 4 page 106
Before students listen to the recording and complete the
sentences, write the prompts below on the board (or
prepare handouts) to help students provide the correct
answers.
1 -ed adjective (negative meaning)
2 -ing adjective (negative meaning)
3 adjective + verb (what some people do on the road)
4 noun (place)
5 verb (full negative infinitive)
6 plural noun (unpleasant situation/event)

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91
Culture
Culture 4 Consumer rights

What is the lesson about? MATURA SPEAKING TASK rozmowa z odgrywaniem roli

Vocabulary
• words and phrases connected with at the end of the lesson
consumer rights
Tell students to work in pairs. Give each student a copy
• monologue of the handout with one of the roles, A or B (worksheet
Listening – consumer rights advisor explains new laws activities page 126). Alternatively, you may dictate the task
which protect consumers to students. Remind them to make sure they cover all four
points in the task. Move around the class and monitor,
• pairwork
– summarising (Polish) information about noting any major errors. Finally, give students some general
basic consumer rights feedback about how well they performed the task.
Speaking
– quiz about consumer rights
– discussing the rights of consumers in TEST IT! Uczeń A: Jesteś klientem w sklepie ze sprzętem
Poland elektronicznym. W rozmowie z uczniem B omów poniższe
cztery kwestie:
Writing Letter to a consumer rights organisation

Matura topics Zakupy i usługi; Wypowiedź pisemna List rodzaje/funkcje smartfonów


and tasks formalny dostępnych w sklepie

IF YOU WANT A LEAD-IN … (3–4 minutes) możliwość zamówienia towaru


online i odbioru w sklepie
Ask students the following questions (you may write them
on the board): warunki zwrotu
1 What do you like shopping for? i wymiany towaru
uzyskanie zniżki na
2 What kinds of shops don’t you like?
zakupiony towar
3 Do you often take back things to the shop? Why?
Why not?
4 Have you ever had a problem with getting a refund / Uczeń A: Jesteś sprzedawcą w sklepie ze sprzętem
exchanging products you have bought? elektronicznym, w którym student A robi zakupy.
Have a short whole-class discussion of the answers. W zależności od tego jak potoczy się rozmowa, spróbuj
włączyć do niej wszystkie/wybrane punkty:
EXTRA ACTIVITY translate the expressions • poproś ucznia A o dokładniejsze objaśnienie jakiejś
kwestii;
exercise 3 page 107 • wyjaśnij zasady dokonywania zakupów w Twoim sklepie;
Give each pair of students a copy of the worksheet with • grzecznie odmów wykonania usługi/sprzedaży na
the expressions below (worksheet activities page 126). warunkach kupującego i wyjaśnij swoje powody;
Alternatively, you may write the expressions on the board). • zaproponuj rozwiązanie, które może odpowiadać
1 okazuje się, że... kupującemu.
2 zupełnie nowy komplet poduszek
3 zmieniłeś zdanie
4 wyglądać brzydko w fioletowym
5 rzeczy kupione na wyprzedaży
6 zupełnie beznadziejny
7 pozwać organizatorów
Ask students to translate these expressions into English,
as they remember them from reading the text. They should
not look into the books at this point. Time the activity.
The first pair to provide accurate translations are winners.
Finally, give feedback on correctness, discussing other
correct ways to translate the expressions that students have
come up with.

Key
1 it turns out that
2 a brand new set of cushions
3 you have changed your mind
4 look awful in purple
5 items bought at the sales
6 absolutely hopeless
7 take the organisers to court

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1-4 SPEAKING TESTS

SPEAKING TEST 1 Units 1–2

EXTRA ACTIVITY rozmowa na podstawie


EXTRA ACTIVITY rozmowa z odgrywaniem roli
exercise 3 page 116 materiału stymulującego
exercise 2 page 116
Give each student a copy of the worksheet with the
Give each student a copy of the worksheet with the
gapped sentences below (worksheet activities page 127).
sentence parts below (worksheet activities page 127).
Ask students to complete the sentences with the missing
Students match the sentence openings with the endings.
words. Explain that there are three extra words which they
Check the answers as a class. Then, ask students to work in
do not need to use. Tell students to suggest one more
pairs and match the sentences with the discussion points
phrase which could be used to complete the speaking task.
in the exam task in exercise 2 (student A’s role). Encourage
Write some of the students’ ideas on the board.
students to use the phrases to complete the speaking task.
1 What kind of job choose decide for intend of
seems don’t think
2 How much can I
1 I think I’d the second option because the job of
3 How many hours a day could
a police officer seems to be more dangerous than that of
4 You can find a firefighter.
5 Can you work in 2 I’d go the second photo.
6 I’m afraid, you won’t 3 Out the two, I’d choose the second one because
7 There are lots firefighters often risk their own lives in order to rescue
a get per hour? other people.
b are you interested in? 4 I  the first picture is a good choice, because police
c earn a lot as an intern. officers do not have to risk their lives as often as fire-
d job advertisements in the local newspapers. fighters.
e of job ads on the Internet.
f you work? Key
g the evenings? 1 choose
2 for
Key 3 of
4 don’t think
1b (rodzaj pracy)
2a (zarobki)
3f (godziny pracy)
4d (poszukiwanie pracy)
5g (godziny pracy)
6c (rodzaj pracy/zarobki)
7e (poszukiwanie pracy)

EXTRA ACTIVITY rozmowa na podstawie ilustracji


before exercise 3 page 116
Give each pair of students a copy of the worksheet with the
odd-one-out task below (worksheet activties page 127).
Students find one word or expression in each group of
words which does not refer to the fashion industry.
1 model researcher designer photographer
2 summer dress heels protective clothes sunglasses
3 demonstrate appear on the catwalk
present the latest collection take photos
4 congratulate admire pose for photographs recite

Key
1 researcher
2 protective clothes
3 demonstrate
4 recite

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93
1–4
SPEAKING TEST 2 Units 3–4

EXTRA ACTIVITY rozmowa z odgrywaniem roli EXTRA ACTIVITY rozmowa na podstawie

exercise 2 page 117 before exercise 4 page 117 materiału stymulującego

Give each student a copy of the worksheet with the Give each student a copy of the worksheet with the
sentences below (worksheet activities page 127). Ask sentences below (worksheet activities page 128). Ask
students to translate the sentences into English, using students to match the sentence parts. Check the answers
the words in brackets. Elicit any other phrases which could as a class. Then, ask students to decide which picture
be useful while negotiating with someone. each sentence refers to and write the correct numbers in
1 Czy jesteś pewien, że to dobry pomysł? (idea) the gaps (e.g. one/two or first/second). Elicit some more
comments on each photo from the class.
2 Nie jestem do końca pewien. (sure)
1 I’d choose picture because it shows that there are
3 W porządku, zróbmy to. (let’s)
2 Out of the two, I’d choose picture because
4 Rozumiem twój punkt widzenia, ale nie uważam, żeby
to było najlepsze rozwiązanie. (your point / solution) 3 I like the picture best because it shows heavy traffic,
5 To mi odpowiada. (fine) 4 I prefer picture because I believe traffic
5 I’d go for the picture because I know from
Key experience
1 Are you sure it’s a good idea? 6 I think I’d choose picture because traffic jams
2 I’m not quite sure. A I think that problems such as a lack of convenient
3 OK, let’s do that. connections affect a lot of people.
4 I see your point, but I don’t think it’s the best solution. B are a very serious problem.
5 That’s fine with me. C which is a very serious problem.
D a lot of problems connected with using public transport.
EXTRA ACTIVITY rozmowa na podstawie ilustracji E how unpleasant travelling by bus or tram can be.
exercise 3 page 117 F congestion remains one of the most serious problems
facing big cities.
Give each student a copy of the worksheet with the words
below (worksheet activities page 128). Alternatively, you
Key
may write the words on the board. Ask students to decide
which words in the list can be used to describe the picture 1D I’d choose picture 1 because it shows that there are
in exercise 3. Get students to use some of the words to a lot of problems connected with using public transport.
describe the photo. 2A Out of the two, I’d choose picture 1 because I think
that problems such as a lack of convenient connections
headphones mouse affect a lot of people.
excited absorbed 3C I like the second picture best because it shows heavy
wall lamp hold the joystick traffic, which is a very serious problem.
concentrate on the game torch 4F I prefer picture 2 because I believe traffic congestion
monitor print remains one of the most serious problems facing big
bored loudspeaker cities.
keyboard cans 5E I’d go for the first picture because I know from
laptop listen to music experience how unpleasant travelling by bus or tram
play video games screen can be.
use a joystick tins 6B I think I’d choose the second picture because traffic
sleepy type jams are a very serious problem.
stare at the screen addicted

Key
headphones, excited, concentrate on the game, keyboard,
play video games, usa a joystick, stare at the screen,
absorbed, hold the joystick, loundspeaker, cans, screen,
addicted

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94
1–4
SPEAKING TEST 3 Units 5–6

EXTRA ACTIVITY Rozmowa z odgrywaniem roli


exercise 2 page 118
Talk to students about the popular places in their town to
eat out. Ask the following questions:
• What’s the name of the place? Where is it located?
• Why is it popular with teenagers?
• What food can you order there?
• What’s your favourite dish there? Is it expensive?

EXTRA ACTIVITY Rozmowa na podstawie ilustracji


exercise 3 page 118
Ask students to look at the picture for one minute and then
close their books. Then ask students the following questions:
1 Where are the people in the picture?
2 How many boys and how many girls are there in the
picture?
3 What’s the relationship between them?
4 What are they doing?
5 What are they going to eat and drink?
6 What are they wearing?

EXTRA ACTIVITY Rozmowa na podstawie


exercise 4 page 118 materiału stymulującego
Write the statements below on the board.
• In my opinion, harsher punishments may stop criminals
from committing crimes because …
• I believe that harsh punishments do not really stop
people from committing crimes. Firstly, … Secondly, …
• More and more young people are turning to crime and
joining gangs. One of the reasons is that …
Ask students to work in pairs and think of at least one
argument / reason to support these opinions. Elicit ideas
from a few pairs.

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95
1–4
SPEAKING TEST 4 Units 7–8

EXTRA ACTIVITY rozmowa z odgrywaniem roli EXTRA ACTIVITY rozmowa na podstawie


exercise 2 page 119 exercise 4 page 119 materiału stymulującego
Ask students the following questions: Do you save money? Tell students to look at the pictures, compare them and
Why? / Why not? What can young people do to earn some explain how the images differ. Elicit some ideas from the
extra money? How often do you ask your parents to give class and write them on the board.
you money? How do you feel when you do this? Then,
distribute copies of the worksheet with the list of phrases Key (possible answers)
below (worksheet activities page 128). Ask students to 1 the giant panda is in captivity (in a zoo)
decide if they relate to: saving money (S), earning money there are people in the picture
(E), or receiving financial help from parents (FH). Then, the giant panda is on its own, there aren’t any other pandas
ask students which of these ideas for saving and earning the giant panda looks unhappy
money they find most useful. 2 the animals are in the wild
a open a savings account there are no people
b sell your old clothes or gadgets it’s a herd of elephants, they’re taking care of each other
c buy a piggy bank the elephants seem to be carefree
d find a part-time job
e keep a spending diary
f ask your parents if you can do extra chores around the
house for more money
g do some jobs for your neighbours (babysit, walk dogs,
wash cars, mow lawns, etc.)
h look for discounts in the shops
i negotiate the amount of pocket money with your parents
j don’t buy books, get them from a library
k swap some things with your friends instead of buying new
ones
l share a meal with your friends when you eat out
m ask your parents to help you invest your pocket money
n buy clothes in second-hand shops

Key
Saving money: a, c, e, h, j, k, l, n
Earning money: b, d, g
Financial help from parents: f, i, m

EXTRA ACTIVITY rozmowa na podstawie ilustracji


exercise 3 page 119
Tell students to imagine their house has been flooded and
that they need to leave immediately. Ask them: Which
three things would you take with you? Why? Get students
to compare their ideas in pairs and give reasons to justify
their answers. Then, have students make a list of good and
bad weather conditions and the activities you can do when
the weather is good or bad. Conduct a brief class feedback
session.

Key (possible answers)


Good weather: it’s sunny, it’s warm/hot, the sky is blue
and clear, etc.
Activities: go for a walk in the park, ride a bike,
sunbathe, go swimming, read a book in the garden, go
jogging, etc.
Bad weather: it’s boiling hot, it’s freezing cold, it’s chilly,
it’s drizzling, it’s foggy, it’s hailing, there’s a storm, it’s
windy, etc.
Activity: read a book, watch TV, play computer games,
learn English, listen to music, play cards, play board
games, visit friends, have a party, go to the museum, go
to the cinema, etc.

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O R K S H E E T AC T IV IT IE S
W

UNIT 1 The image makers

U1: VOCABULARY U1: GRAMMAR 1

EXTRA SUPPORT EXTRA CHALLENGE stative and dynamic verbs


Challenge section, unit 1, exercise 1 page 108 Challenge section, unit 1, exercise 1 page 108
1 a I can’t hear you.
paint your nails b The judge is hearing the evidence right now.
2 a This soup tastes delicious!
b Why are you tasting my soup?
dye your hair
3 a What he’s just said appears to be true.
b Peter is appearing in Macbeth on Saturday.
straighten your hair 4 a He is such a good person.
b You’re being silly again!
wear contact lenses 5 a The baby weighs three kilos.
b The shop assistant is weighing the bananas.

grow a moustache
U1:
U1:GRAMMAR
GRAMMAR1

HOMEWORK
put on your make-up
1 a (Czekam) for Tom. He
should be here in five minutes.
shave off your beard b When I go to see my doctor, I usually
(czekam) for ten minutes
1 Moja mama zawsze maluje paznokcie na or so for her to finish seeing the patient
czerwono. before me.
2 Mary nie lubi swoich kręconych włosów 2 a (Co myślisz) of the new
i prostuje je codziennie rano. film starring Leonardo DiCaprio?
3 Nie rozumiem, dlaczego mężczyźni b He looks so sad. (Czy on ciągle myśli)
zapuszczają wąsy. about his bad marks?
4 Jenny potrzebuje (take) pół godziny, żeby się 3 a Why (wąchasz) the meat?
umalować. Is it off?
5 Peter zgolił brodę i teraz wygląda o wiele lepiej. b This cake (pachnie)
delicious, Can I try it?
U1: listening AND VOCABULARY 4 a (Rozumiem) , I have no
more questions.
EXTRA SUPPORT b (Czy widzisz się) Peter
Challenge section, unit 1, exercise 3 page 108 tomorrow?
1 Stop asking me so many questions. Just use
your (zdrowy rozsądek)  .
2 Do celebrities really (wysyłają błędne sygnały)
to young people that in
order to be successful you only need to be
beautiful?
3 Can you (odróżniasz)
between a British and an American accent?
4 Who has (największy wpływ na)
you?

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U1: Grammar 2 U1: Grammar 2

EXTRA SUPPORT HOMEWORK


Challenge section, unit 1, exercise 3 page 108 1 My mum always advises me 
1 I can’t remember  
   .
(v + -ing). 2 Do you fancy 
2 I always remember to  
   ?
(infinitive). 3 I’m afraid I can’t afford 
3 I often forget to  
   .
(infinitive). 4 I don’t mind 
4 I’ll never forget  
   .
(v + -ing). 5 I really can’t stand 
5 On my way to school I often stop to  
  .
(infinitive). 6* I often forget 
6 Why don’t you stop  
   .
(v + -ing)?
7* I stopped 

 a long time ago.

U1: Grammar 2 U1: reading and vocabulary

EXTRA ACTIVITY verb + -ing form / infinitive HOMEWORK


at the end of the lesson Describe the first picture on page 8 and answer
the questions below.
TEST IT! Examiner’s questions:
miss afford invite 1 How do you think the women are feeling?
2 Do you like physical work? Why? / Why not?
3 Tell us about the last time you went shopping
for clothes.
fancy warn hope

enjoy ask forget

dislike persuade remember

promise want stop

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U1: writing

EXTRA ACTIVITY the order of adjectives


exercise 5 page 11

1 delicious small round red apple

2 ugly big old second-hand car

3 elegant blue Italian silk tie

4 friendly large young brown dog

5 delicious huge round vegetarian pizza

6 lovely little old wooden cottage

U1: english in use U1: reading STEP BY STEP

EXTRA SUPPORT EXTRA ACTIVITY reference words


exercise 5 page 12 after exercise 4 page 13
1 do you smell / are you smelling
Group 1 (lines 1–7)
2 I can’t tell the difference / I’m not telling the
difference
Line 1: that
3 I see my boyfriend / I am seeing my boyfriend Line 3 (gap 1): it
4 ever meet him / ever meeting him Line 6: they
5 are looking absolutely gorgeous / look
absolutely gorgeous
6 I forgot to pack / I forgot packing Group 2 (lines 8–13)
7 are growing beards / grow beards
8 advised me dying / advised me to dye Line 8 (gap 2): both
Line 10: them
Line 11: they

Group 3 (lines 13–23)

Line 15: this ancient society


Line 19: since then
Line 21: those

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review 1

EXTRA ACTIVITY categories


at the end of the lesson

non-gradable adjectives

verbs followed by verb + -ing

verbs followed by to + infinitive

clothes

appearance

want fancy gorgeous suit tubby

slim tights delighted enjoy agree

starving tanned outfit refuse bald

dislike fascinating ask handsome suggest

jumper terrified afford imagine dress

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UNIT 2 Work and play

U2: listening AND VOCABULARY U2: GRAMMAR 1

MATURA SPEAKING TASK rozmowa na podstawie IF YOU WANT A LEAD-IN …


exercise 2 page 17 materiału stymulującego 1 A you / ever be / Greece?
B Yes / I be there in …; I visit / stay / eat
EXAM TASK Dostałeś/Dostałaś możliwość
2 A you / ever eat octopus?
odbycia praktyk zawodowych w jednej z trzech
firm przedstawionych na zdjęciach na stronie 17. B Yes, I eat it … ago. I like it / it be delicious;
• Wybierz tę firmę, która najbardziej Ci I not like it / it be awful, etc.
odpowiada, i uzasadnij swój wybór. 3 A You / ever spend a night / hospital?
• Wyjaśnij, dlaczego odrzucasz pozostałe B Yes. It be … ago; I be in hospital because …
możliwości. 4 A you / ever work?
Examiner’s questions: B Yes, I work in …; The work be easy / hard.
1 Would you like to have a corporate job or 5 A you / ever meet someone famous?
would you rather be self-employed? B Yes, last … I meet …; He/she look …
2 How should the government help people who 6 A you / ever travel / plane?
have lost their jobs? B Yes, … ago I fly to …; It be
great / boring / scary, etc.

U2: listening AND VOCABULARY U2: GRAMMAR 2

EXTRA SUPPORT EXTRA ACTIVITY present perfect continuous


Challenge section, unit 2, exercise 3 page 109 exercise 4 page 19
1 the money that you receive for doing your 1 My hands are sticky.
job
2 an activity that involves physical or mental
effort 2 I’m wet.
3 to make someone leave their job, sometimes
as a punishment
4 work that you do regularly to earn money
3 My room is a mess.
5 someone who works in the same
organisation or department as you

6 a job or profession that someone works in
for a long time 4 I feel hot.
7 to terminate someone’s employment,
especially temporarily, because there is not
enough work for them 5 It smells nice in my kitchen.
8 a fixed amount of money that you earn each
month or year from your job
9 the people who work for a particular 6 My back hurts.
company, organisation or institution
10 a regular amount of money that you earn for
working (usually received weekly)
7 My feet are sore.
11 a job which requires special skills and
qualifications in order to be done properly

12 to inform your boss that you are leaving
a job permanently
1 7
2 8
3 9
4 10
5 11
6 12

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U2: GRAMMAR 2 U2: writing

HOMEWORK EXTRA SUPPORT


1 The children are dirty because (bawiły się na exercise 5 page 23
dworze)   all day. 1 I want to ask for the job of a waiter at your
2 (Jesteśmy przyjaciółmi)   restaurant. APPLY
since we were 5 years old.
3 I’m sorry for the mess. (Gotowałam)
all morning. 2 I am interested in football, tennis and
4 I’m afraid (właśnie zepsułam) orienteering. INTERESTS
  your iPad.
5 (Ona siedzi tutaj)   for an
hour and she’s really cold. 3 I know quite a lot about fashion. DEAL


4 I can come to a job interview any time.
AVAILABLE
U2: speaking

EXTRA CHALLENGE strengths and weaknesses
exercise 6 page 22 5 I think I’m the right person for the job.
negative positive
CANDIDATE
stubborn self-confident
irresponsible realistic
negative creative 6 To finish off, I’m hard-working and just love
arrogant responsible working with other people. CONSIDER
disorganised dedicated
boring adventurous
7 I can’t wait to hear from you. FORWARD


8 And one more thing, I’m just great at
U2: speaking
organising things. ADDITION

HOMEWORK matura writing task
– wiadomość e-mail
EXAM TASK Niedawno brałeś/brałaś udział
w rozmowie o pracę (ogłoszenie z ćwiczenia 2). U2: writing
Napisz wiadomość e-mail (100–150 wyrazów)
HOMEWORK
do kolegi z Anglii i:
• zrelacjonuj przebieg rozmowy, 1 (Uważam się) reliable and
• opisz wrażenie jakie zrobił na tobie właściciel loyal.
klubu, z którym rozmawiałeś/rozmawiałaś, 2 (Załączam swój życiorys)
• przedstaw plusy i minusy tej pracy, and copies of my certificates.
• napisz, co zamierzasz zrobić jeśli nie 3 (Proszę się ze mną skontaktować)
dostaniesz tej pracy. if you need more
information.
4 (Piszę w odpowiedzi) to the
job advertisement I found on your website.
5 (Co więcej) I am an
excellent team player.

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U2: ENGLISH IN USE

EXTRA SUPPORT
exercise 4 page 24
• line 1: Do a career?
• line 2: Is the word ‘work’ countable? Can we
say ‘an unusual work’?
• line 4: Is it correct to say: ‘to be unsatisfying’
with your career?
• line 5: Do people ‘get fired’ when the
company is closed down?
• line 7: What tense do we use after ‘since’ in
this sentence?
• line 8: Can you use the adjective ‘rewarded’
to describe a job?
• line 10: What does ‘employee’ mean? What
do we call someone who employs workers?
• line 11: Is Dan still writing the blog? What
tense should we use?

REVIEW 2

IF YOU WANT A LEAD-IN …


1 jobs where you have to wear a uniform


2 positive adjectives to describe jobs


3 types of employment


4 adjectives which describe job candidates


5 words and phrases connected with earning
money

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UNIT 3  Escape!

U3: vocabulary U3: Grammar 1

MATURA SPEAKING TASK opis ilustracji EXTRA ACTIVITY narrative tenses


exercise 2 page 28 at the end of the lesson
Describe one of the pictures on page 28 and Yesterday I went to Portobello Road to see
answer the questions below. Europe’s biggest street festival – Notting Hill
Carnival. 1
EXAM TASK Examiner’s questions:
1 How are the people in the picture feeling?
2 Who do you like spending your holidays with?
(Napisz, skąd dowiedziałeś/dowiedziałaś się
Why?
o festiwalu). The sun was shining and it was
3 Describe your best holiday ever.
quite hot. When I got there I saw hundreds of
people wearing colourful costumes. 2
U3: vocabulary

EXTRA ACTIVITY travel idioms


Challenge section, unit 3 exercise 6 page 22 (Opisz co robili ludzie). The atmosphere was
fantastic! The air smelled of Caribbean food as
1 If only I could go away from it all! people were cooking and selling food in the
2 Last summer I had the time in my life. street. 3
3 Why can’t you just put your hair down?
4 The campsite was in the middle of everywhere.
5 Is all set up for our trip to Portugal? (Napisz co zjadłeś/zjadłaś i czy ci smakowało).
6 What time are you planning to kick the road? Everyone was enjoying the summer evening.

U3: vocabulary U3: Grammar 1

HOMEWORK HOMEWORK
1 We need to (wymeldować się z hotelu) 1 Before we went to Peter’s birthday, we were
before 10.00 a.m. tomorrow. buying him a present.
2 Last year I (pojechałem na wycieczkę
objazdową) around Italy. 2 Did you used to have a teddy bear when you
3 Be careful when you (zjeżdżasz ze stoku) were little?
 .
4* When I’m on holiday I always (wyluzowuję 3 By the time I got to school, the exam already
się)  . started.
5* If you want to (wyruszyć w drogę)
at 5.00 a.m. tomorrow, we
4 I was walking into the hotel and took the key
should go to bed really early tonight.
from the receptionist.

U3: listening AND VOCABULARY
5 While Tony was watching TV, his wife cooked.
EXTRA ACTIVITY phrasal verbs
after exercise 6 page 29
1 I’m afraid I can’t (odebrać cię)
after school today.
2 How do you usually feel when the plane
(startuje) ?
3 You need to (wysiąść) the
bus at the next stop.
4 Has your car (zepsuł się) ?
5 When I (meldowałem się)
I saw my neighbour in the hall.

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U3: reading AND VOCABULARY U3: reading AND VOCABULARY

MATURA SPEAKING TASK rozmowa EXTRA SUPPORT 


exercise 4 page 32 z odgrywaniem roli exercise 11 page 33
1 I’m sorry. I (wzięłam twoją torbę przez
TEST IT!Uczeń A pomyłkę)  .
Razem z kolegą planujesz dwutygodniową
podróż. Omówcie cztery poniższe kwestie: 2 My brother is a sailor and (pracuje na morzu)
 .
cel podróży zakwaterowanie 3 I usually (chodzę do szkoły na piechotę)
but yesterday I had to go
środek transportu całkowity koszt by bus.
podróży 4 If you feel you (jesteś w niebezpieczeństwie)
 , please call the police.
Rozmowę rozpoczyna uczeń A. 5 What do you like most about (podróżowaniu
Uczeń B drogą lotniczą) ?
Razem z kolegą planujesz dwutygodniową 6 Even though (mam okropne boleści)
podróż. W zależności od tego jak potoczy się  , I have to go to work.
rozmowa, spróbuj włączyć do niej wszystkie/ 7 I am late because (po drodze pomogłem)
wybrane kwestie: an elderly lady carry her
• poproś ucznia A o dokładniejsze wyjaśnienie shopping.
jakiejś kwestii, 8 Are you here (w interesach)
• grzecznie nie zgódź się z uczniem A, tak ?
by musiał podać kolejne argumenty lub
9 (Po przyjeździe do hotelu)
zaproponować inne rozwiązanie,
I was greeted by the manager himself.
• dowiedz się co uczeń A chciałby zobaczyć
w miejscu docelowym,
• uważasz, że koszt podróży przekracza twoje
finansowe możliwości.
U3: speaking

HOMEWORK matura writing task – wpis na blogu

U3: reading AND VOCABULARY TEST IT! Niedawno wróciłeś/wróciłaś z wakacji


zorganizowanych przez biuro podroży. Na
EXTRA SUPPORT prowadzonym przez siebie blogu:
exercise 6 page 32 • napisz, dlaczego zainteresowała Cię oferta
tego biura podroży;
1 Why is Kira Salak called such names as ‘a real-
• poinformuj, gdzie i jak długo byłeś/byłaś na
life Lara Croft’ and ‘the craziest woman
wakacjach;
adventurer’?
• opisz dwie rzeczy, które bardzo ci się podobały
2 Why did she take an interest in explorers from na wyjeździe;
the past?
• opisz problem, który pojawił się podczas
3 Why did the accidents in the text seem to be wyjazdu a z którym biuro podróży dobrze
nothing special? sobie poradziło.
4 Why does Kira want show people problems Rozwiń swoją wypowiedź w każdym z czterech
such as slavery or the killings that occur in podpunktów.
some countries?
I’d like to recommend a really good travel agency to
1 2 3 4 anyone who’s currently planning their holidays.

I promise, it’s going to be the holiday of a lifetime!

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U3: ENGLISH IN USE

EXTRA CHALLENGE transformations


after exercise 3 page 36
1 He lost his boarding pass the moment he got
it. JUST AFTER


2 I had never been on a cruise before and
I really loved it. FIRST TIME


3 We couldn’t find our way out of the forest
after we had gone for a walk there. GOT
LOST


4 Ted was often in danger of losing his life
whenever he went on an expedition. RISKED


5 Who does this suitcase belong to? OWNER

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UNIT 4  A new reality

U4: vocabulary U4: Listening AND VOCABULARY

EXTRA ACTIVITY vocabulary practice EXTRA ACTIVITY collocations


exercise 2 page 40 exercises 5 and 6 page 41
1 a video call Find someone who:
2 a website • makes a lot of mistakes when he/she writes
3 on a forum in English.
• hates taking notes.
4 feedback on a shopping site
• can’t do without a mobile phone.
5 antivirus software • can’t make decisions easily.
6 code • has done an interesting experiment.
7 a website • hasn’t done much work this week.
8 a website • can do without the TV.
9 music or photos online
10 data on a device
U4:
U4:GRAMMAR
Grammar1
11 a new search engine
MATURA SPEAKING TASK rozmowa na podstawie
U4: LISTENING AND VOCABULARY at the end of the lesson ilustracji
IF YOU WANT A LEAD-IN …
Student A (the picture on page 42):
1 Who created the first lightning conductors?
TEST IT!Examiner’s questions:
a Thomas Alva Edison
1 Why is the person taking a picture of the
b Benjamin Franklin android?
c Franklin Otis 2 Would you like to have a robot at home?
2 What did Waterman invent? Why? / Why not?
a the fountain pen 3 Describe a situation when you had to use
b the umbrella a technical device.
c gloves
3 Who designed a primitive version of the car Student B (the picture on page 43):
in the 15th century? TEST IT! Examiner’s questions:
a Galileo Galilei. 1 What do you think the man on the left is
b Nostradamus. telling the people?
c Leonardo da Vinci 2 What is your favourite mobile application?
4 Who invented dynamite? Why?
a Alexander Fleming 3 Describe the last time you bought an electronic
b Albert Einstein gadget.
c Alfred Nobel
5 When was the aeroplane invented?
U4:Grammar
GRAMMAR 2
a 1896
b 1929 IF YOU WANT A LEAD-IN …
c 1903 1 I’ll buy you a smartphone if …
2 I will buy you a smartphone unless …
3 I’ll buy you a smartphone in case …
4 When you have a smartphone, …
5 As soon as you get a smartphone, …
a you will give your old mobile to your sister.
b you have an emergency.
c I have other serious expenses.
d you will probably spend a lot of your time on it.
e you save enough money to pay half of the
price.

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U4: GRAMMAR 2 U4: GRAMMAR 2

EXTRA CHALLENGE future time clauses HOMEWORK


at the end of the lesson 1 She’ll stay here (dopóki nie wrócisz) 
1 I’ll start learning German …   .
2 I’ll call you … 2 She won’t visit us, (jeśli jej nie zaprosisz) 
3 I’ll buy a new laptop …   .
4 I’ll help my parents with the housework … 3 (Kiedy dotrę do domu) 
5 I’ll check this information …   , I’ll take a long hot bath.
6 I’ll send you a postcard … 4 I’ll call you (zanim przyjadę) 
7 I’ll tell the teacher …   .
8 I’ll go to bed … 5* I’ll help you (jak tylko skończę) 
9 I’ll lend you the money …  doing my homework.
10 I’ll go skiing …

as soon as U4: speaking STEP BY STEP

EXTRA ACTIVITY reordering sentences


exercise 2 page 49
if
1 that / ? / don’t / watch / on / new / why /
science-fiction / Sunday / we / film
when 

2 all / shall / we / party / friends / to / ? / the /
birthday / invite / your
in case


3 to / afternoon / the / we / cinema / could / ? /
before
together / this / go


until
4 weekend / British / the / at / go / . / London /
and / visit / the / Museum / let’s / to

after 
5 by / and / . / come / in / can / go / bus / back /
we / there / a / taxi
unless 


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REVIEW 4

EXTRA ACTIVITY future forms


1 What time will your train leave?

2 I won’t do the shopping unless you write
a shopping list.

3 a I’m thirsty.
b I’ll bring you some water.

4 Look at the man on the ladder. He will fall!

5 We’re going to meet our friends in an Italian
restaurant tonight.

6 I’m sure you’ll get the job!

7 Take some money in case you’ll need to buy
something to eat.

8 They will call the dog’s owner as soon as
they have found the dog.

9 I think I’ll study American literature in the
future.

10 What will you do tonight?

11 Peter is definitely going to come to the party.

12 Be careful! The dog is going to bite you!

13 The museum won’t close until 6.00 p.m.

14 This afternoon my dad is taking me to
a football match.

15 If it will be sunny, we’ll go for a walk.


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1–4  Test Practice

test Practice 1–4 test Practice 1–4

EXTRA ACTIVITYrozumienie ze słuchu EXTRA ACTIVITY Znajomość środków językowych


before exercise 1 page 52 Pre-listening after exercise 5 page 53 Translation
1 to alter 5 to conform 1 When we were in England we found it hard
2 nutrition 6 to equip
3 conception 7 a replica (przyzwyczaić się do picia herbaty z mlekiem).
4 plump 8 an outfit 2 The children
(bawią się na dworze od dwóch godzin) and
a food when it is considered as something that
now they are really hungry.
keeps you healthy
b an accurate copy of something 3 Dad wanted to know
(gdzie poszedł Bob).
c a set of clothes that are worn together
d slightly fat 4 The bus driver
(poprosił pasażerów żeby nie jedli) on the bus.
e a belief about what something is like
f to provide a person with the things they need 5 I promise that I 
for a particular purpose (skończę czytać tę ksiażkę do piątku).
g to make something look different
h to behave in a way that most people think is
correct or appropriate
1 2 3 4
5 6 7 8

test Practice 1–4 test Practice 1–4

EXTRA ACTIVITY Rozumienie pisanych tekstów EXTRA ACTIVITY Wypowiedź pisemna


after exercise 3 page 52 True/False before exercise 7 page 53 Job interview

Text 1 opportunity  challenge  part  experience 


1 The programme is for people who are career  organisation  reputation 
fascinated with the latest technological candidate  position
devices. I believe that my language skills and professional
2 Volunteers for the show will visit places such 1
make me the ideal
as aquariums and prisons. 2
for this 3  .
Text 2 I consider this job 4
to be
perfect for my 5  . I have always
3 The author had serious problems while
wanted to be 6 of a large
transferring files to the laptop.
successful 7 like this one.
4 The author’s brother was able to fix the
computer.
Text 3
5 Gemma could never see what present she was
going to get.
6 This year Gemma got her birthday present
from a robot.

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UNIT 5 Food for thought!

U5: LISTENING AND VOCABULARY U5: Grammar

EXTRA SUPPORT HOMEWORK matura writing task – an email


exercise 7 page 55
TEST IT! Organizujesz przyjęcie-niespodziankę
1 Chcę trochę schudnąć w tym miesiącu. (a surprise party) dla swojego brata. Napisz
2 Spróbuj ograniczyć jedzenie chleba. e-mail (100–150 słów) do koleżanki z Irlandii.
3 Trzymaj dietę i uprawiaj sporty. W e-mailu:
4 Muszę przejść na dietę. • napisz, z jakiej okazji organizujesz przyjęcie;
5 Nie mogę się oprzeć słodyczom. • opisz, jakie atrakcje przygotowujesz dla brata;
6 Moja siostra ostatnio przybrała na wadze. • podaj informacje o czasie i miejscu i zaproś
kolegę/koleżankę na przyjęcie;
• wyjaśnij, kogo zamierzasz jeszcze zaprosić
i dlaczego.
Rozwiń swoją wypowiedź w każdym z czterech
podpunktów.

U5: Grammar U5: SPEAKING

EXTRA ACTIVITY error correction EXTRA ACTIVITY in a restaurant


after exercise 6 page 56 after exercise 7 page 60
1 I bought a milk and sugar. Do you need F Pracownik restauracji: zapytaj, czy klient
anything else for cake? (2 mistakes) chciałby zamówić coś do picia.
Klient: Poproś o herbatę.
2 This is worst film I have ever seen in the B Pracownik restauracji: zapytaj, czy klient chce
cinema! (1 mistake) zieloną czy czarną herbatę.
Klient: Odpowiedz.
A Pracownik restauracji: Powiedz, ile kosztuje
3 My father is the teacher in our school, but zamówienie.
I don’t have the classes with him. (2 mistakes) Klient: zapytaj, czy możesz zapłacić kartą.
Pracownik restauracji: Odpowiedz.
4 How about having a dinner together this D Pracownik restauracji: Powitaj klienta
evening? (1 mistake) i zapytaj, czym możesz służyć.
Klient: Zamów średnią wegetariańską pizzę.
5 Look at a moon. It’s so big tonight. E Pracownik restauracji: Zapytaj, czy klient
(1 mistake) życzy sobie coś jeszcze
Klient: Odpowiedz, że to już wszystko.
Zapytaj, jak długo musisz czekać na
6 The Warsaw is the capital of Poland. zamówienie.
(1 mistake) Pracownik restauracji: Powiedz, że
zamówienie będzie gotowe za 10 minut.
7 Eating the carrots and the spinach is very C Pracownik restauracji: Zapytaj, czy klient woli
good for your eyesight. (2 mistakes) łagodny czy pikantny sos.
Klient: Odpowiedz.

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U5: WRITING REVIEW 5

EXTRA SUPPORT EXTRA ACTIVITY text translation


exercise 7 page 60 at the end of the lesson
Dear  ,
1 Na parapetówce Marii Piotrek zjadł za dużo
Thanks for your invitation to the Christmas party. śmieciowego jedzenia i musiał pojechać do
. szpitala. Lekarz był bardzo zaniepokojony.
I can prepare some food for the party. Poradził mu, żeby pił dużo niegazowanej
. wody i zmienił nawyki żywieniowe.
Why not ask some friends for help?
2 W centrum miasta jest nowa włoska
?
restauracja. Można zjeść pizzę z wieloma
I don’t think it’s a good idea to start the party różnymi dodatkami. Można też wziąć
at 5.00. How about jedzenie na wynos. Specjalnością restauracji
? są naleśniki ze szpinakiem.
See you on Friday.
3 Osoby z nadwagą powinny jeść mniej
XYZ tuczących, gotowych dań. Powinny one
jeść zbilansowane posiłki z warzywami.
Dużo zdrowych przepisów można znaleźć
w Internecie.

4 Zazwyczaj nie mam w domu dużo jedzenia.


W mojej lodówce zawsze jest trochę
sera, a w szafce jest spaghetti i puszka
pomidorów. Robię z nich pyszne danie
makaronowe. Nie mam w domu żadnych
słodyczy, bo jestem na diecie.

Key (suggested answers)


1 At Maria’s housewarming party Piotr ate too
much junk food and had to go to hospital.
The doctor was very concerned / worried.
He/She advised him to drink a lot of still water
and to change his eating habits / his diet.

2 There’s a new Italian restaurant in the city


centre. You can eat pizza with many different
toppings there. You can also have a takeaway.
The speciality of the restaurant is pancakes
with spinach.

3 Overweight people should cut down on


fattening ready meals. They should eat
well-balanced meals with vegetables. You can
find a lot of healthy recipes on the
Internet.

4 I don’t usually have much food at home, but


there’s always some cheese in my fridge and
some spaghetti and a can of tomatoes in the
cupboard. I use them to make delicious
pasta dish. I haven’t got any sweets at home
because I’m on a diet.

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UNIT 6 Crime scene

U6: LISTENING AND VOCABULARY U6: Grammar

EXTRA ACTIVITY making comments with negative EXTRA SUPPORT


 hallenge section, unit 6,
C adjectives after exercise 5 page 69
exercises 3 and 4 page 112
a … he told me that she didn’t want to talk
1 Yesterday I ran 10 kilometres in 15 minutes! to me.
2 My brother hacked into the company’s b … he had already gone to bed.
computer. c … my sister had already prepared some toast
3 I always cook quick easy meals. I don’t like for breakfast.
waiting too long for my dinner. d … she started answering them.
4 I bought a smartphone online and I was e … we had already known our marks.
charged twice for it! f … she had already done her homework.
5 My friend never says hello first to older g … we didn’t like our grades.
people. h … I went to the kitchen to have some coffee.
6 I saw a fox in the street this morning.

U6: LISTENING AND VOCABULARY U6: Grammar

MATURA SPEAKING TASK opis ilustracji i odpowiedź EXTRA ACTIVITY error correction
at the end of the lesson na trzy pytania at the end of the lesson
Describe the picture on page 67 and answer the 1 The police officer said that they caught the
questions below. robber.
TEST IT! Examiner’s questions:
1 What do you think the people in the picture 2 Robert told me he has been to Paris before.
are using their smartphones for?
2 Is technology important to you? Why / Why 3 I said that I will never use his computer again.
not?
3 Tell us about the first modern gadget you used
4 Mollie told me she didn’t like the film we are
in your life.
watching.

5 The teacher said he was going to check our


tests at the weekend.

6 She said she didn’t do anything wrong.

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U6: SPEAKING U6: ENGLISH IN USE

EXTRA ACTIVITY mini-dialogues EXTRA ACTIVITY sentence fragments translation


after exercise 6 page 72 exercise 3 page 74
1 (Osobiście), I think that
theft should be punished more severely.
Have you heard the story about a dentist
2 I  (Właśnie spacerowałam)
who became a criminal?
in the park when I saw a man trying to steal
a woman’s bag.
Did you read the article about a woman 3 He was found guilty of
who won the lottery? (kradzież ze sklepu), but he was not
sentenced.
4 I know (że mi nie wierzysz).
Do you know that an infamous murderer It seems very strange, but it’s true!
lived in my house 30 years ago? 5 The drug dealer was finally arrested and
(wczoraj) he was sentenced
to 2 years in prison.
Have you seen the documentary about the
Johnson family? They were really dangerous.

U6: WRITING REVIEW 6

EXTRA ACTIVITY activating language EXTRA ACTIVITY changing reported speech into
exercise 7 page 73 for the exam task after exercise 7 page 76 direct speech
1 What do you think about the problem of Lady Eleanor Shady called the police yesterday.
intolerance in our school? She reported that someone had stolen her
2 First of all, I believe that everyone should be collection of diamonds from the safe at Black
free to live where they want to. Castle. She said the diamonds were worth three
3 I’d like to tell you what I think about racism. million pounds. She also said that the last time
4 I care about the problem of intolerance she had seen the diamonds had been the day
because I have a few disabled friends. before. She explained that her husband, Lord
5 I think we should organise a meeting with Shady, and her two daughters, Cruella and
police officers who investigate cybercrime. Dubia, had not been at home when the crime
6 Please post a comment if the problem of had happened. Lady Craven suggested that one
cyberbullying is important to you. of her servants had taken the diamonds. She
added that her husband was questioning the
7 We could open a social media fanpage to
suspects at that moment. She also said that she
promote our campaign.
wanted the insurance company to pay for the
8 I think it’s important to do something about stolen diamonds. She said she hoped the police
the problem of hate speech on the Internet would start investigating the case immediately.
because it is affecting more and more people.

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UNIT 7  Body and mind

U7: vocabulary U7: listening and vocabulary

EXTRA ACTIVITY health advice brochure EXTRA SUPPORT


after exercise 8 page 78 exercise 5 page 79
• take vitamin C; rest A The boy thinks that many animals carry nasty
• drink tea with honey and lemon juice; take viruses and that’s why it’s OK to test drugs on
an aspirin them.
• soak your hand in cool water for at least B Animal activists broke into a research centre
five minutes; apply an aloe vera cream or an in the early hours and released the animals
antibiotic ointment from their cages. They did this because they
• clean the wound under warm, running tap disagreed with animal testing.
water; put a plaster on the wound C The girl doesn’t know many details, only that
• apply ice to the area from time to time for the the attack happened last night.
first twenty-four hours, then apply heat D The boy disagrees with the activists and the
• rest your foot and avoid any activity that may girl. He thinks this is the only way to test the
cause pain; use a cold compress new drugs which may bring benefits to the
• get medical help immediately; do not try to whole society.
put the joint back yourself; keep the injured E The girl heard that animal activists blew off
area cool the door of a research centre and stole some
• rinse the skin and let it dry naturally; do papers.
not towel dry; take an over-the-counter F The girl partly agrees with the activists: drugs
antihistamine shouldn’t be tested on animals but she
• do not lie down; hold a towel under your nose disagrees with the methods they use.
• stabilise the injured part of the body; apply ice
to the injury 1 2 3 4

U7: vocabulary U7: LISTENING AND VOCABULARY

HOMEWORK EXTRA ACTIVITY completing sentences


1 Mary bardzo posiniaczyła sobie ramię kiedy after exercise 9 page 79
upadła. 1 I’d like to know some of the ins and outs of …
 2 I’m dead set against …
2 Nie grałem w meczu, bo bardzo bolało mnie 3 I don’t think it’s a good idea to release …
kolano. 4 Bacteria and viruses are often carried by …
 5 The best way to make a statement about who
3 Martwię się, ponieważ mój syn często ma you are is to …
krwotoki z nosa.

4* Nie lubię, jak ktoś mnie nabiera / nabija
w butelkę!

5* Musisz naprawdę wziąć się za naukę
angielskiego.


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U7: reading and vocabulary U7: speaking

EXTRA SUPPORT EXTRA ACTIVITY guided dialogue


exercise 5 page 83 after exercise 5 page 84
a studying something difficult A What seems to be the problem?
b meditation B I feel terrible. (Wyjaśnij co ci dolega i od jak
c gives some ideas dawna się tak czujesz.)
d adapting to new experiences A When did you first notice the symptoms?
e to change B Well, (wyjaśnij kiedy poczułeś/poczułaś się
f acquired unusual talents źle i opisz symptomy).
g playing an instrument A What would you advise me to do?
h brain training exercises B My advice for you is to (wyjaśnij co pacjent
i improve ma robić a czego unikać).
1 2 3 4
5 6 7

U7: reading and vocabulary U7: writing

EXTRA ACTIVITY brain teasers EXTRA CHALLENGE linking words


exercise 8 page 83 after exercise 7 page 85
1 Jack tells Jill, ‘This isn’t the $5 bill you left on A We told him not to move and called an
the table. I found it between pages 15 and 16 ambulance.
of Harry Potter.’ Jill retorts, ‘You’re lying and B Even though we didn’t know him, we were
I can prove it.’ How did Jill know? really worried about him.
2 What goes all around town but never comes C Although the boy had hit the tree quite hard,
inside? he didn’t seem to be seriously injured.
3 A cowboy rode into town on Friday. He stayed D In spite of that, he smiled at us when he saw us.
in town for three days and rode out on Friday. E Suddenly, he lost control of his bike and hit
How was that possible? a tree.
F We were all standing in front of the school
when we suddenly saw a teenage boy
U7: reading and vocabulary speeding on his bike down the road.
EXTRA ACTIVITY idioms G It happened last week at about 3.00 p.m.
H However, when we came up to him, we saw
after exercise 10 page 83 that his nose was bleeding.
1 Which song, film or book have you had on
the brain recently? Why do you think you
can’t forget it?
2 How difficult is it for you to make up your
mind when you go shopping for clothes?
3 Describe a situation when you lost your head.
What happened and how did you react?
4 Is it always a good idea to speak your mind?
Why? / Why not?
5 Can someone who has their head in the
clouds be a good doctor? Why? / Why not?
6 Whose brain would you pick if you needed
advice concerning your future career? Why?

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U7: english in use U7: listening step by step

EXTRA ACTIVITY translations EXTRA ACTIVITY identifying the speaker’s


after exercise 2 page 86 after exercise 4 page 87 intentions
1 I broke my arm and couldn’t play (z powodu giving advice  making a suggestion  inviting 
kontuzji)  . expressing sympathy  apologising
2 Since last summer my sister’s children (mają) giving an opinion
serious health problems. 1 I’m really sorry to hear about your mum’s
3 (Co byś powiedział na) accident.
going to a spa at the weekend?
4 While I was playing badminton I fell down and 2 To my mind, people take too many antibiotics.
(posiniaczyłem) my arm.
5 (Czuję się niedobrze) since 3 I’m really sorry I am late – I missed the bus.
Wednesday.

6 (Przeziębiłem się) and
4 Let’s go for a walk tonight, shall we?
I couldn’t go to the cinema with Peter.

7 The teacher wants to know why Mark
(nie był w szkole w zeszłym tygodniu) 5 Would you like to come to my party on
 . Saturday?

6 If I were you, I’d see a doctor.

U7: english in use U7: listening step by step

EXTRA CHALLENGE film titles EXTRA ACTIVITY paraphrasing


at the end of the lesson after exercise 5 page 87
Die Hard W Rytmie Hip-Hopu 1 Why don’t you talk to your parents about it?
A Walk to Remember Skazany na Śmierć (might / idea)
Prison Break Zakochana Złośnica 
Crash Świat według Bundych
Finding Neverland Szklana Pułapka 2 I’ve never been to London before. (first time)
Bold and Beautiful Szkoła Uczuć 
10 Things I Hate About You Moda na Sukces 3 The performance was impressive. (thought)
Married With Children Miasto Gniewu 
Save the Last Dance Podziemny Krąg
4 I think you are absolutely right. (completely
Fight Club Marzyciel
agree)

5 It is mentioned in the article that therapy dogs
offer comfort and support. (according to)

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U7: listening step by step

HOMEWORK matura writing task – an email

TEST IT! Niedawno oglądałeś/oglądałaś program


na temat medycyny niekonwencjonalnej
(alternative medicine). W mailu do koleżanki ze
Szkocji:
• napisz, o czym był program;
• wyjaśnij, co cię w programie najbardziej
zainteresowało;
• opisz jakiś problem zdrowotny, jaki ma osoba
w twojej rodzinie;
• zapytaj koleżankę, co sądzi o alternatywnych
metodach leczenia i w jaki sposób leczą się
członkowie jej rodziny.

review 7

EXTRA ACTIVITY jumbled up words


1 nrbai
2 mbthu
3 knkleuc
4 ghthi
5 espin
6 nglu
7 dkyine
8 aiwts
9 owelb
10 tswri

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UNIT 8  A material world

U8: vocabulary U8: vocabulary

EXTRA ACTIVITY mime the word EXTRA SUPPORT


after exercise 5 page 90 Challenge section, unit 8, exercise 1 page 113
1
A I’m completely !
insert your card B How’s that happened?
A I went shopping yesterday and
some
great bargains.
key in your PIN number
B If I were you, I’d find myself a part-
time job. You can’t
your parents like that all
the time!
charge someone for the service
2
A Here’s a cashpoint. You can get some money
out here.
check your balance B I’m afraid, I can’t. I’ve gone
again!
A Really? How’s that happened?
B I bought a new laptop but I went a bit
transfer money between accounts  .
A You know what? You should really start
saving
 .
make small transactions

U8: vocabulary

withdraw cash HOMEWORK


1 I 
(nie mogę wprowadzić PINu), the keyboard
doesn’t work.
deposit cash 2 My parents
(wzięli pożyczkę) to buy this flat.
3 I check my account every week

offer financial advice (aby sprawdzić stan swojego konta).


4* Sheila
(jest kompletnie spłukana) so she can’t afford
a holiday this year.
report a stolen card 5* If you
(nie zaczniesz odkładać na czarną godzinę),
you’ll have no money when you are older.

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U8: listening and vocabulary U8: listening and vocabulary

IF YOU NEED A QUICK REVIEW … EXTRA ACTIVITY quiz


A after exercise 7 page 91
insert, check, transfer, make, pay, withdraw, take
Name:
out, offer, make, report, key in
• something you possess that is worth at least
B a hundred zlotys.
payments, your card, your balance, • something that you think is a very worthy
small transactions, a loan, financial advice, thing to do.
lost or stolen cards, cash, your PIN number, • something you possess that has got
money between accounts, in cheques sentimental value.
1 7 • something that is worthless, but you don’t
2 8 want to throw it away.
3 9 • something you possess that increases in value
4 10 the longer you keep it.
5 11 • something you’ve done recently even though
6 it hasn’t been worth doing it.
• someone you value highly.
Student: Student:
1 1
2 2
3 3
4 4
5 5
6 6
7 7

U8: listening and vocabulary U8: Grammar 1

EXTRA ACTIVITY discussion EXTRA ACTIVITY questionnaire


after exercise 5 page 91 after exercise 7 page 92
1 Have you ever badgered your parents into 1 What language (speak)
buying you something? How did you do it? in Brazil?
Were you successful? 2 How many subjects
2 Do you think that hard work always pays off? (teach) at your school?
Why? / Why not? 3 What new rules
3 If you had a lot of money, what would you (introduce) in your school this year?
invest it in? Why?
4 When was the last time you
4 Do you agree with the statement that ‘Being (give) a present?
honest is the only way to make real money’?
Why? / Why not? 5 What changes
(recently / made) in your house?
5 Which of the things you own would you
be willing to trade? What would you like to 6 What (build) at the
exchange them for? moment in the area where you live?
7 Where (coffee / grow)?
8 Who (Macbeth / write)
by?
9 Do you know anyone who
(bully) online?
 10 Who (elect / the Polish
Parliament) by?

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U8: Grammar 1 U8: Grammar 2

EXTRA ACTIVITY verbs with two objects EXTRA CHALLENGE I did it myself
Challenge section, unit 8, exercise 1 page 114 1 My husband is really good with his hands and
1 My father’s boss has promised him a pay rise. usually (repair / the car).
 2 The carpet in the conference room is really
dirty. We need to (clean / it)

so please make an appointment in order to
2 They are offering us a discount. get it done.
 3 I’m not going to buy a wedding dress in
 a shop. I’d like to  (make / it)
3 They didn’t give me the certificate. but I have no idea how much it will cost.
 4 Sheila didn’t go to a music school. She
 (teach) to play the guitar.
4 Someone may send you a parcel by mistake. 5 Where can I  (dry-clean / 
a leather jacket) around here?


5 Someone has recommended a very good film
to me.



U8: Grammar 1 U8: Grammar 2

HOMEWORK HOMEWORK
The first coins 1 (make) in 700 BC 1 Wczoraj zreperowano mi ogrzewanie.
by the Lydians who 2 (live) in the 
area that is now Turkey. The idea of using coins 
3
(adopt) by the ancient Greeks 2 W przyszłym tygodniu zamierzam komuś
and Romans who also 4 (start) zlecić zainstalowanie nowych okien.
making their own bronze and silver coins.

Coins 5 (help) to develop trade in
the ancient world. In Rome, coins 6 
(produce) in the temple of Juno Moneta and 3 Sam wyprasowałeś te koszule czy zapłaciłeś
that’s where the word ‘money’ comes from. komuś żeby je wyprasował?
Today, apart from coins, many other means 
of payment 7 (use). For example 
banknotes, which 8 (first / introduce)
4 Właśnie pomalowali mi kuchnię.
to Europe by Marco Polo in the 13th century.
Another means of payment, the credit card, 
9
(be) around since 1950 while the 
debit card has been with us since 1966. Even 5 Kiedy pójdziesz ściąć sobie włosy?
though banking 10 (become) so 
advanced nowadays, certain truths about money

11
(remain) universal, for example,
Money 12 (not /grow) on trees.

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U8: reading and vocabulary U8: SPEAKING

EXTRA ACTIVITY quiz EXTRA ACTIVITY Phrase Bank


exercise 8 page 95 exercise 8 page 96
lend borrow economic economical  1 (Oczywiście) , I’d like to be
bargains occasion convenient comfortable rich in the future!
change rest income expenses  2 (Często się mówi) that
change exchange money can’t buy happiness but I think it can.
1 What kind of do people 3 (Raczej zgadzam się z ludźmi, którzy wierzą)
usually pay for when they travel? that money makes life
easier.
2 What are you going to
celebrate soon? 4 (Zgadzam się z tym poglądem ponieważ)
if you are poor, you can’t
3 How often do you things do a lot of things and this makes your life less
to other people? enjoyable.
4 Are you good at finding in 5 (Tak jak inni młodzi ludzie)
clothes shops? I also believe that spending money is more fun
5 When was the last time you needed some than saving it.
but didn’t have any on
you?
6 Are the clothes you are wearing today
?
7 What do you usually do with the
U8: WRITING
of the pocket money that
you haven’t spent? EXTRA ACTIVITY Phrase Bank
8 Do you ever things from exercise 5 page 97
your friends and family? Why? / Why not?
9 Where is the best place to Advantages:
money in your town? • You are free to choose what you want to
do and who you want to work with
10 Do you agree that online shopping is the
most way to shop? • You can often choose when and where you
want to work
11 How high would you like your • You don’t have to ask anyone for permission
to be? to take a day off
12 Why do you think shop assistants are often
Disadvantages:
unwilling to  money?
• You have to pay your own health insurance
13 What’s the most form of • You usually don’t get paid when you’re on sick
transport? Why? leave
14 What reforms would you • You do not have a steady income
introduce in Poland?

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U8: WRITING

HOMEWORK
1 allows / young people / to be / being
employed / it cannot / financially independent
/ that / be denied /.


2 for their studies / that students / don’t have /
is the fact / common criticism / enough time /
a further / who work /.


3 are / who work / claim that / to complete /
students / more motivated / their studies /
some people /.


4 students / responsible / could be that / more
mature / become / who work / and / adults /
another advantage /.



U8: english in use

HOMEWORK matura writing task


– wiadomość e-mail

TEST IT! Twój znajomy z Anglii przeprowadza się


do Polski, aby podjąć tu pracę i chciałby wynająć
mieszkanie w Twojej miejscowości. Napisz do
niego e-mail (100–150 wyrazów), w którym:
• opiszesz miejscowość, w której mieszkasz;
• poinformujesz, w jaki sposób najlepiej szukać
mieszkania na wynajem;
• polecisz mu dogodną lokalizację
i poinformujesz o kosztach wynajmu;
• zaproponujesz spotkanie w najbliższym
czasie i zaoferujesz pomoc w poszukiwaniu
mieszkania.

Dear John,
Thanks for your email. I’m really happy that you’re
going to live in Poland.

Looking forward to hearing from you,


Yours,
XYZ

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Worksheet
activities
5–8  Test Practice

test Practice 5 –8 test Practice 5 –8

EXTRA ACTIVITY Rozumienie ze słuchu EXTRA ACTIVITY Wypowiedź pisemna


before exercise 1 page 102 Listening for gist exercise 8 page 103 The pros and cons
of online shopping
Which text mentions:
a the problems war veterans face 1 Do you shop online? Why? / Why not?
b advice on keeping farm animals 2 In your opinion, how secure is buying things
c a number of fascinating TV programmes on the Internet? Consider the risks below:
d some shocking images • identity theft
e the problems of sharing a hotel room • the order fails to arrive
f finding medical advice online • the goods you buy are not what you had
expected
g renting an apartment
• damaged goods
h unpleasant weather conditions • fake online reviews
Text 1 Text 2 Text 3 • fake websites offering goods and services
Text 4 Text 5 Text 6 that do not exist
• no relevant information about a product
or the terms of sale
test Practice 5 –8 3 How likely would you be to buy the items
EXTRA ACTIVITY Mówienie below on the Internet? Put the items in order
from your most to your least likely internet
before exercise 6 page 103 Effects of excessive purchase. Give reasons to support your
training answers. Consider price, availability, possibility
• unexplained weight loss to touch, smell or try things on/out etc.
• loss of appetite • fresh fruit and vegetables
• extreme thirst • cinema tickets
• anxiety • toys
• apathy • clothes, shoes
• inability to concentrate • an iPod or a computer
• a dangerous lack of water in the body • airline tickets
• lack of perspiration • music files
• aggression • hotel reservations
• sleeping problems • a package holiday
• tiredness • cosmetics
• anger • a CD or books
• depression
• irregular heart rhythm

physical effects of excessive training:





psychological effects of excessive training:



both physical and psychological effects of
excessive training:




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Worksheet
activities
Culture

culture 1 culture 2

EXTRA ACTIVITY table manners around the world EXTRA ACTIVITY vocabulary
after exercise 1 page 104 before exercise 4 page 105
1 In Japan, people slurp loudly when eating 1 Do you usually keep yourself to yourself?
noodles. Loud slurping shows the chef or the Why?
host that you are really enjoying the food. 2 Have you stuffed yourself with something
2 In China, belching and making a mess of the delicious recently? What was it?
table are ways of showing your satisfaction. 3 Are you always straightforward when you talk
3 In India, people eat with their hands rather than to your friends? Why?/ Why not?
with cutlery. However, for reasons of hygiene it is 4 Are crowded buses a source of stress for you?
considered improper to eat with your left hand. Why?
4 In Thailand, people eat with spoons, not with
5 Are you a hospitable person? How do you
forks. Forks are used to put the food onto the
show your hospitality?
spoon.
5 In Ethiopia, most meals are served on one 6 Do you feel embarrassed when you have to
huge plate from which everyone at the table address strangers? Why?
eats. People don’t get individual plates since
this is considered extravagant.
culture 1 culture 3

MATURA SPEAKING TASK rozmowa HOMEWORK matura writing task – an email


at the end of the lesson z odgrywaniem roli
EXAM TASK Niedawno byłeś/byłaś świadkiem
EXAM TASK Uczeń A: Niedawno w Twoim kolizji drogowej. Napisz e-mail do kolegi/
sąsiedztwie wraz z rodziną zamieszkał młody koleżanki, w którym:
Anglik/młoda Angielka. Rozmawiasz z nim/nią • zrelacjonujesz, co dokładnie się stało;
na temat życia w Polsce. W rozmowie z uczniem • opiszesz swoje odczucia i wrażenia podczas
B omów poniższe cztery kwestie. kolizji;
• napiszesz, jakie kroki podjąłeś/podjęłaś, by
jakie trudności związane są pomóc
z przeprowadzką do innego kraju • osobom poszkodowanym;
• zaproponujesz rozwiązania poprawiające
jakie polskie • bezpieczeństwo w miejscu wypadku.
zwyczaje warto znać
czego, najbardziej mu/
jej brakuje w Polsce
culture 4
w jaki sposób moglibyście
EXTRA ACTIVITY translate the expressions
wspólnie spędzić czas wolny
after exercise 3 page 107
Uczeń B: Jesteś sąsiadem/sąsiadką ucznia 1 okazuje się, że...
A z Anglii. Niedawno wraz z rodziną
przeprowadziłeś się/przeprowadziłaś się do Polski. 2 zupełnie nowy komplet poduszek
Rozmawiasz z uczniem A na temat życia w Polsce.
W zależności od tego, jak potoczy się rozmowa, 3 zmieniłeś zdanie
spróbuj włączyć do niej wszystkie/wybrane punkty.
• Poproś ucznia A o dokładniejsze objaśnienie 4 wyglądać brzydko w fioletowym
jakiejś kwestii.
• Uprzejmie nie zgódź się z uczniem A, tak
by musiał podać kolejne argumenty lub 5 rzeczy kupione na wyprzedaży
zaproponować inne rozwiązanie.
• Dowiedz się, czy i gdzie możesz kupić 6 zupełnie beznadziejny
angielskie produkty.
• Nie odpowiada Ci forma spędzania wolnego 7 pozwać organizatorów
czasu, którą zaproponował uczeń A.

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Worksheet
activities

culture 4

MATURA SPEAKING TASK rozmowa


at the end of the lesson z odgrywaniem roli
EXAM TASK Uczeń A: Jesteś klientem w sklepie ze
sprzętem elektronicznym. W rozmowie z uczniem
B omów poniższe cztery kwestie.

możliwość zamówienia towaru


online i odbioru w sklepie

rodzaje/funkcje smartfonów
dostępnych w sklepie

uzyskanie zniżki na
zakupiony towar

warunki zwrotu
i wymiany towaru

Uczeń B: JJesteś sprzedawcą w sklepie ze


sprzętem elektronicznym, w którym student A
robi zakupy. W zależności od tego jak potoczy
się rozmowa, spróbuj włączyć do niej wszystkie/
wybrane punkty:
• poproś ucznia A o dokładniejsze objaśnienie
jakiejś kwestii;
• wyjaśnij zasady dokonywania zakupów
w Twoim sklepie;
• grzecznie odmów wykonania usługi/sprzedaży
na warunkach kupującego i wyjaśnij swoje
powody;
• zaproponuj rozwiązanie, które może
odpowiadać kupującemu.

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Worksheet
activities
SPEAKING TESTS

speaking test units 1–2 speaking test units 1–2

EXTRA ACTIVITY rozmowa z odgrywaniem roli EXTRA ACTIVITY rozmowa na podstawie


exercise 2 page 116 exercise 3 page 116 materiału stymulującego
1 What kind of job choose decide for intend of
2 How much can I seems don’t think
3 How many hours a day could 1 I think I’d the second option
4 You can find because the job of a police officer seems to be
5 Can you work in more dangerous than that of a fire-fighter.
6 I’m afraid, you won’t 2 I’d go the second photo.
7 There are lots 3 Out the two, I’d choose the
a get per hour? second one because fire-fighters often risk
b are you interested in? their own lives in order to rescue other
c earn a lot as an intern. people.
d job advertisements in the local newspapers. 4 I  the first picture is a good
e of job ads on the Internet. choice, because police officers do not have to
risk their lives as often as fire-fighters.
f you work?
g the evenings?
1 2 3 4
5 6 7

speaking test units 1–2 speaking test units 3–4

EXTRA ACTIVITY rozmowa na podstawie ilustracji EXTRA ACTIVITY rozmowa z odgrywaniem roli
before exercise 3 page 116 exercise 2 page 117
1 model 1 Czy jesteś pewien, że to dobry pomysł? (idea)
researcher 
designer

photographer
2 Nie jestem do końca pewien. (sure)
2 summer dress
heels 
protective clothes 
sunglasses 3 W porządku, zróbmy to. (let’s)
3 demonstrate 
appear on the catwalk 
present the latest collection
4 Rozumiem twój punkt widzenia, ale nie
take photos
uważam, żeby to było najlepsze rozwiązanie.
4 congratulate (your point / solution)
admire
pose for photographs 
recite 
5 To mi odpowiada. (fine)



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127
Worksheet
activities

speaking test units 3–4 speaking test units 7–8

EXTRA ACTIVITY rozmowa na podstawie ilustracji EXTRA ACTIVITY rozmowa z odgrywaniem roli
exercise 3 page 117 exercise 2 page 119
headphones mouse a open a savings account
excited absorbed b sell your old clothes or gadgets
wall lamp hold the joystick c buy a piggy bank
concentrate on the game torch
d find a part-time job
monitor print
bored loudspeaker e keep a spending diary
keyboard cans f ask your parents if you can do extra chores
laptop listen to music around the house for more money
play video games screen g do some jobs for your neighbours (babysit,
use a joystick tins walk dogs, wash cars, mow lawns, etc.)
sleepy type h look for discounts in the shops
stare at the screen addicted i negotiate the amount of pocket money with
your parents
j don’t buy books, get them from a library
k swap some things with your friends instead
of buying new ones
l share a meal with your friends when you eat
out
speaking test units 3–4  m ask your parents to help you invest your
EXTRA ACTIVITY rozmowa na podstawie
pocket money
n buy clothes in second-hand shops
before exercise 4 page 117 materiału stymulującego
Saving money:
1 I’d choose picture because it Earning money:
shows that there are
Financial help from parents:
2 Out of the two, I’d choose picture
because
3 I like the picture best because it
shows heavy traffic,
4 I prefer picture because I believe
traffic
5 I’d go for the picture because
I know from experience
6 I think I’d choose picture because
traffic jams
A I think that problems such as a lack of
convenient connections affect a lot of people.
B are a very serious problem.
C which is a very serious problem.
D a lot of problems connected with using public
transport.
E how unpleasant travelling by bus or tram can
be.
F congestion remains one of the most serious
problems facing big cities.
1 2 3
4 5 6

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128
R K B O O K A N SW E R K E Y
WO

5 1 casual 4 scruffy GRAMMAR 2


1 The image makers 2 smart / elegant 5 trendy Page 8
VOCABULARY 3 elegant / smart
1 1 enjoy 5 was tired of
Page 4 6 Students’ own answers 2 imagine 6 refuses
7 1 V-neck 5 knee-length 3 offered 7 advised
1 1 S P O T S
2 skinny 6 high-heeled 4 warned
2 W R I N K L E S
3 cotton 7 striped
3 F O R E H E A D 2 1 agreed 5 miss
4 tight-fitting 8 open-toed
4 S C A R 2 persuaded 6 afford
5 M O U S T A C H E 8 1 influence on you 3 fancy 7 manage
6 L I P S T I C K 2 tell the difference 4 promises 8 finish
7 P O N Y T A I L 3 sends out the wrong
3 1 to take 5 being
4 common sense
8 S T R A I G H T 2 meeting 6 to come
9 Students’ own answers 3 cleaning 7 to get
2 1 b 3b 5c
2c 4a 4 talking 8 to have
3 1 complexion 5 well-built
GRAMMAR 1 4 1 prevented me from sleeping
2 bunches 6 plain Page 6 2 asked me to go/come
3 pale 7 beard 1 stative verbs: need, understand, want, dislike, 3 you feel like watching
4 handsome have, agree 4 warned me to stay away
dynamic verbs: sleep, try, play, read 5 you fancy eating out tonight
4 1 youngish 5 skinny
2 1 She doesn’t study IT in Cambridge. 6 refused to give Lou my homework
2 spotty 6 straight
2 Are you reading Solaris? 7 managed to pass all the exams
3 braces 7 shoulder-length
3 Do you buy fashion magazines? 8 aim to give
4 plump 8 freckles
4 She is wearing expensive clothes. 5 1 spending 4 to send
5 At the age of 17, Nina began experimenting
5 Paul and Tina aren’t dating each other. 2 being 5 writing
with her appearance. First, she dyed her hair
in red and started putting wearing make-up 6 Kevin cares about his clothes. 3 to pick 6 to call
to school. Then she had her nose pierced and 7 Do all students at the school have to wear 6 Students’ own answers
started colouring painting her nails black. uniforms? 7 1 I’m flying to London
Her parents were horrified! It soon turned 8 Lisa isn’t going shopping tomorrow 2 do you buy
out that it was because of her boyfriend, afternoon.
3 he can afford to travel
who became a punk. He shaved his head and 3 1 Are you using 6 doesn’t play 4 doesn’t recognise her
carried grew a long beard. Luckily, they broke 2 don’t remember 7 consists 5 am eating/having dinner with
up after a few weeks and Nina’s looks got 3 Are you enjoying 8 live; am staying
back to normal. 6 often wears, is wearing
4 is trying 9 Do you 7 do you practise reading
6 Students’ own answers 5 goes understand 8* stopped eating chocolate
10 sleeps; is sleeping 9* am thinking of buying
LISTENING AND VOCABULARY 4 1 are you looking 6 am visiting 10* Don’t forget to lock
Page 5 2 keep 7 don’t go
1 1 Robby 3 am not using 8 do you finish READING AND VOCABULARY
2 Grant 4 do I look 9 am having
Page 9
5 are you going 10 finish
2 1 fashion magazines and blogs 1 double chin – 5 eyebrows – 1
2 spends (a lot of) Page 7
mole – 2 tousled hair – 4
3 for advice 5 1 are, doing 7 serve smooth skin – 3
4 too expensive 2 ’m spending 8 is taking
2 1 D 2C 3E 4 A 
5 shoes 3 suppose 9 goes
6 comfort 4 Are, going 10 doesn’t feel Page 10
7 scruffy 5 need 11 are, doing 3 1 hesitate to post
3 1 Celebrities and fashion bloggers influence 6 ’m not doing 12 ’m meeting 2 involve changing
my choice of clothes. 3 promise to do
6 1 are, smelling 5 Do, think
2 All my friends look out for new trends 4 seem to make
2 Are, seeing 6 see
online. 5 have difficulty recognising
3 have 7 is thinking
3L  ucy seems to be too concerned about her 6 be happy to accept
4 is having 8 smells
appearance. 4 1 to do 4 to take
7 Example answers:
4 You only ever see him in casual gear – 2 to tell 5 to be
never anything other than T-shirts and 2 My friend usually wears casual clothes.
3 learning 6 deciding
jeans. 3 My friend is spending (his/her) holidays in
the USA. 5 miserable, unethical, chain store, boycott,
5 I’d like to look different from my mates –
4 It usually rains in Kraków in autumn. inhumane, profit, tubby, clothing companies,
we all wear similar clothes.
5 We are learning present tenses in English exploit
6 Lisa is into fashion – she reads all the
magazines and follows all the latest trends. this week. 6 1 are taking 4 lead
6 My dad is a police officer and my mum 2 am boycotting 5 is making
4 1 open-toed 4 slim works in a hospital. 3 care 6 is paying
2 high-heeled 5 knee-length 7 I get angry when people tell lies. 7 1 c 3 b, c 5 a, b, c
3 skinny
2 b, c 4a 6b

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8 Suggested answers: 5 like she’s going LISTENING AND VOCABULARY
1 I don’t understand how people can act in 6* seeing Kanye West Page 15
such an unethical way/manner. 7* wearing my hair
2 I’m thinking of organising a campaign 1 1 their planned visit to the gym
8* great influence on
against animal testing of cosmetics / testing 2 to create the happiest and most productive
5 1 having/throwing/organising workplace in the world
cosmetics on animals.
2 to 3 bikes, breakfasts, gyms, smoothies
3D  on’t you think that the working conditions
3 common
in Asian sweatshops are inhumane? 2 1 be more creative
4 smells/looks
4* After reading this article, I stopped buying 2 a quiz, Irish dancing
5 dye
clothes in chain stores. 3 less productive
6 little/bit
5* My grandma is baking an absolutely 4 you don’t do enough work / you don’t get
delicious cake for dessert. 7 tell any work done
6* Julia looks really gorgeous in this wedding 8 on 5 are/were/became workaholics
dress. 6 1 B 2D 3E 4C 6 offered her a pay rise
7* Our dog, Rex, is always really filthy after 3 1 e 3d 5b 7a
a walk in the forest. MATURA PRACTICE 2c 4f 6g
Page 13 4 1 noticeboard 5 social events
SPEAKING 2 department 6 quit
1 Students’ own answers
Page 11 3 pay rise 7 loads of work
2 Students’ own answers
1 1 On In the foreground, I can see two people 4 workplace
3 1 E 2B 3C
smiling and holding hands. 5 1 office 4 colleagues
2 All the people in the picture wear are 4 Students’ own answers
2 equipment 5 break
wearing elegant clothes.
3 atmosphere 6 free
3 It is a picture that people usually make take 2 Work and play 6 1 profession 5 career
when they finish school.
4 It looks that like the girl is really terrified. VOCABULARY 2 work 6 pay
5 They both seem to be delighted. Page 14 3 wage 7 fired
6 It appeals to me because I take selfies very 4 staff 8 resigned
1
often too. 7 Students’ own answers
L I B R A R I A N B T R
2 1 taken 4 Judging
2 background 5 casual A O E V I T U C E X E T GRAMMAR 1
3 look 6 if C G H U T Y W A S P L I Page 16
3 Student’s own answers C O U N S E L L O R M N 1
O G T R E C X Z A S W S
PAST
WRITING U N E S C I E N T I S T INFINITIVE PAST SIMPLE
PARTICIPLE
Page 11 N I D P Y T V B E N U R sleep slept slept
1 Points not covered are: T S I L A N R U O J M U speak spoke spoken
• opisz wygląd swojej nowej przyjaciółki,
A P T Q A Z X F V B J C teach taught taught
• poproś o pożyczenie stosownego stroju.
Suggested answers: N N O V E L I S T N W T buy bought bought
• Debbie is short and slim. She’s got T E R D S X O I U Y B O stand stood stood
blue eyes and long wavy hair. Her dark W V H E A D H U N T E R hide hid hidden
complexion makes her look rather exotic.
drink drank drunk
• Is it all right if I borrow your leather jacket 2 1 editor 5 counsellor
and black jeans? know knew known
2 novelist 6 instructor
2 1 Jane wears smart white cotton blouses to 3 accountant 7 journalist grow grew grown
work. 4 headhunter 8 executive wear wore worn
2 I (have) got a fantastic snake-shaped silver 3 1 responsibility 6 outside 2 1
bracelet.
2 overtime 7 architect a He hasn’t applied for a job as a waiter at
3S  he has a talent for putting together great
3 stressful 8 deal a café.
outfits.
4 physician 9 promotion b has he applied for?
4S  am’s long ginger moustache makes him
5 team 10 sales 2
look like a Viking.
representative a Kevin didn’t leave three hours ago.
5 Could I possibly borrow your gorgeous blue
silk dress? 4 1 paid F (they are the best paid teachers in b did Kevin leave?
6 Aunt Martha always gives me these Europe) 3
horrible striped polyester ties for 2 quit F a They haven’t given me a nice present.
Christmas. 3 salary F (around 17,000 PLN) b Have they given me a nice present?
7 He comes across as somebody unusual. 4 surgeon T 4
3 Students’ own answers 5 jobs F (twelve times) a She didn’t ring at midnight.
6 unemployed F (they pay VAT when they b Did she ring at midnight?
buy things) 3 1 b 3a 5a
ENGLISH IN USE 7 self-employed F (about 18%) 2a 4b
Page 12 5 1 repetitive 5 challenging 4 1 did Charles Dickens write
1 1 ties 2 chain 3 chain 4 tie 2 rewarding 6 manual 2 Have you ever been
2 Students’ own answers 3 tedious 7 skilled 3 has found
3 1 b 3a 5c 4 lucrative 4 has been
2b 4c 6 Students’ own answers 5 have forgotten
4 1 to lend me her skirt 6 has taken
2 has (got) shoulder-length 7 ’ve just missed; left
3 Can/Could I (possibly) borrow 8 did she work
4 to cut it

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5 1 have just bought 6 worked S I can speak good English. I’m ‘ve been WRITING
2 arrived, has been 7 Did you visit studying it for ten years at school. I have just
Page 21
3 Have you had 8 has not had passed CAE.
I OK, thank you very much for coming to the 1 1 Dear
4 has broken 9 has visited
interview. We will contact you in a few days. 2 in response to
5 had, hit 10 have known
3 apply, position
Page 17 7 1 moved here three months
4 suitable, post
6 2 have been travelling for six
5 a great deal
1 D Derek hasn’t done his chemistry project 3 haven’t finished eating
6 hold
yet. 4 hasn’t written to me for two
7 look forward to hearing
2 C When I (had) graduated, I worked as 5 has been watching TV for two
8 Yours sincerely
a secretary for two years. 6 got the job last
3 E Sheila wasn’t at school last week. 7 haven’t seen aunt Lucy since I was 2 Suggested answers:
4 F When did you decide to change your job? 1 First of all, I have worked as a receptionist
before.
5 B It has stopped raining. READING AND VOCABULARY 2 My interests include sport and computer
6 A Did you have a good time yesterday? Page 19 games.
7 1 c 3d 5e 1 A animal caretaker’s helper – good with 3 My professional experience makes me
2f 4a 6b animals a suitable candidate for this position.
8 Students’ own answers B pet sitter – warm heart and patience 4 I consider myself to be an excellent team
C lifeguard – excellent swimming skills player.
GRAMMAR 2 D tutor – good knowledge of music, foreign 5 Moreover, I am keen to learn / on learning
languages or sport foreign languages.
Page 17 6 I enclose / am enclosing my CV.
2 1 D 3C 5C
1 1 Stephen has been repairing the car all 7 Please do not hesitate to contact me if you
2A 4B
morning. need more information.
2 Jane and Lucy haven’t been doing their Page 20
3 Students’ own answers
homework, they’ve been talking on the 3 1 c 3f 5b
phone. 2d 4e 6a
3 Julia has been doing the course for ENGLISH IN USE
4 1 first aid training
a month. Page 22
2 busy schedule
4 I’ve been running in the park for an hour 1 1 c 3a 5c
3 permanent position
Page 18 4 regular job 2b 4c 6a
2 1 has been making, e 5 prior experience 2 1 b 3c 5c 7c
2 have you been waiting, c 6 night shift 2b 4c 6a 8a
3 have been crying, a 5 1 employment 4 advisor 3 1 have been 4 owner
4 Has Dan been driving, b 2 opportunities 5 potential thinking 5 succeed
5 haven’t been eating, d 3 careers 2 employees 6 rewarding
3 1 Have you been fighting The hidden word: nurse 3 working
2 has decided 6 1 in 3 in 5 for 4 1 was in charge of
3 has worked / has been working 2 for 4 out 2 has done / did so well in
4 Have you been collecting 3 to their helpful staff
7 1 unemployable 5 imagination
5 ’s been trying, ’s managed 4 had she been doing for
2 leadership 6 satisfied
6 has won 5 was just dealing with
3 helpful 7 creator
7 ’ve just had 6* are you looking for
4 success
8 you’ve lived / you’ve been living 7* has/had never laid off so
8 1 I’ve done a few psychological tests and
4 1 have ever had found out that I’m not good at making 8* was dissatisfied with his salary
2 have been correcting decisions. 5 1 for a living
3 have only checked 2 Planning a career in the fast-changing job 2 self-employed since
4 have been helping market is not easy. 3 have been working here
5 has been 3* After the unsuccessful marketing 4 charge of
6 have finished campaign, our company lost its leading 5 enclosing my CV
7 have been relaxing position/role on the teenage clothing
8 haven’t even answered market.
4* If creativity is your strength, think about
MATURA PRACTICE
5 1 have, collected
a career in marketing. Page 23
2 Have, been waiting
3 Have, been crying 5* For many young people, job satisfaction is 1 Students’ own answers
more important than money.
4 has, been running 2 1 C 2B 3B 4A
5 have, seen 3 1 C 3C 5B
6 have, known SPEAKING 2A 4B
6 I Why would you like to work as a sports Page 21 4 1 This company laid off many employees last
instructor at our camp? 1 1 c 3a 5e month.
S Well, I was have always been into sports. 2f 4b 6d 2 You are really good with children, you
And I’m also quite good at organising things. should be a baby-sitter.
2 1 Do you have / Have you had any
I’ve organised three school trips last year. 3 I can’t afford to quit my job now.
experience in journalism / working for
I Do you have any experience in working with a newspaper 4 Have you hired anyone for this position
children? yet?
2 Does your job involve/require working /
S Yes, I do. I am have been doing some coming to work 5 Working in a team has always been one of
babysitting for the last two months. my strong points.
3 are your strong points / strengths
I Were you ever Have you ever been to
4 have any weaknesses
Scotland?
5 When can you start
S No, but I have gone went to Manchester
a few years ago, and also visited London last 3 Students’ own answers
summer.
I What about your language skills?

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5 The teacher was explain explaining 4 1 Why you haven’t tidied haven’t you tidied
3 Escape! grammar when the fire alarm went off. your room yet?
VOCABULARY 6 I hadn’t see seen such a film before. 2 Were Was she waiting for you for a long
7 My grandfather wasn’t use didn’t use to time?
Page 24
get up so early. 3 What you have been doing have you been
1 1 F 3T 5F 7F 8 What you were were you doing yesterday doing all afternoon?
2T 4F 6F 8T at 6.00 a.m.? 4✓
2 1 Activity 6 five-star 9 I didn’t wanted want to come, but they 5 How many much money have you spent?
2 sunbathing 7 package made me. 6 How many times a month do does your
3 tent 8 accommodation 10 Where you had had you lived before that? teacher give you tests?
4 tour 9 excursions 2 1 was; used to wear 7✓
5 museums 2 started; had searched 8 Did you used use to spend your Christmas
3 had forgotten; asked break in the mountains?
3 1 guests 4 sail
2 seasick 5 sights 4 finally reached; was shining; were playing 5 1 does David Beckham, e
3 porthole 5 did; wanted; had already finished 2 is the longest river, a
6 found; called; told 3 did Columbus reach, f
4 1 If it’s not too cold, we want to sleep
7 was packing; heard 4 is the capital, b
in a camping tent when we go to the
mountains. 8 used to live; moved 5 many plays did Shakespeare, c
2 Do you remember if the ship stopped at 9 were you doing 6 long has Poland been a member of, d
five or six ports? 10 stood; took; threw 6 1 What does Mark usually do after school?
3 I’d like to go for on an excursion to the 3 1 had 8 read 2 Who bought you this bracelet?
Grand Canyon. 2 started 9 entered 3 Who do you like best?
4 We’ve booked a lovely bed with and 3 got up 10 opened 4 Were you at school last Monday?
breakfast by the seaside. 4 had spent 11 had 5 Has Gina come yet?
5 When you are learning to ski, it’s best to go 5 arrived 12 had forgotten 6 Have you been waiting long?
down the easy mountains slopes. 6 were waiting 13 used to panic 7 Where is Sheila going?
6 Have you checked off out the local cafés? 7 were revising 7 1 Who did Monika speak to about her problem?
They are great!
4 1 was opening 7 were coming 2 What is she constantly worried about?
5 1 was all set for 3 Who are you looking at?
2 heard 8 got
2 in the middle of nowhere 4 Who have you decided to go to the party
3 entered 9 was looking
3 we hit the road now with?
4 had hidden 10 found
4 had the time of my life 5 What do teenagers usually spend a lot of
5 were opening 11 didn’t want
5 let my hair down money on?
6 was lying 12 had taken
6 get away from it 6 What did Lucy use to be keen on?
5 1 while we were having / eating breakfast
6 Students’ own answers 8 1 met; was having
2 had made a million dollars
3 didn’t use to like 2 did you play; were
LISTENING AND VOCABULARY 4 as I was leaving 3 are you doing; has happened
4 was writing; was sitting
Page 25 5 when everybody had left
6 while I was going 5 had already spent; caught
1 David – c
7 used to eat a lot of 6 was taking/took
Anna – a
7 opened; looked; saw; called
Owen – d 6 1 By the time / Before
8 had left; finished
2 1 O 2O 3D 4A 2 while
9* does this bag belong
3 after / when
3 1 a 3a 5a 10* are you waiting
4 As soon as / The moment / After / When
2b 4b 6b
5 as soon as / the moment / after / when
4 1 bugbear 4 heart sank 6 by the time / before READING AND VOCABULARY
2 build-up 5 destination 7 when / after Pages 29–30
3 sympathetic 6 queue
7 Students’ own answers 1 b
5 1 pick up my brother / pick my brother up
2 1 E 2B 3D 4C
2 put on the gloves / put the gloves on
GRAMMAR 2 3 1 head 4 browse
3 see him off
Page 27–28 2 bore 5 plan
4 work it out
1 1 Where do you spend your winter holidays? 3 hit 6 make
5 get off the bus
2 How many times has your sister been 4 1 planned our route
6 1 on out 4 in
abroad? 2 hit the road
2 off/ 3 down 5 off
3 What were you doing yesterday at 8.00 3 browsing tourist websites
7 1 soaking 4 make
p.m.? 4 the necessary arrangements
2 pressure 5 counting
4 Why did Chris call you late at night? / Why 5 bore me to tears
3 post did you call Chris late at night? 6 were heading west
8 Students’ own answers 5 How much homework does your teacher 5 1 S A I L I N G B O A T
give you? 2 L O R R Y
GRAMMAR 1 6 Have you ever slept in a five-star hotel? 3 C O A C H
7 How long had you lived in NY before you 4 U N D E R G R O U N D
Pages 26–27
moved?
1 1 By that time, I’d wrote written to her more 5 C R U I S E L I N E R
8 Are you cooking spaghetti for lunch?
than twenty emails. 6 C A M P E R
2 1 b 2a 3d 4c 7 T R O L L E Y B U S
2 Did you used use to start school as early
as I did? 3 1 called you last night 8FERRY
3 Which sport did you played play at primary 2 did you call twice last week 9 S C O O T E R
school? 3 are you taking 6 1 He left home too late, overlooked missed
4 Mrs Jenkins teached taught us in the first 4 goes to the city centre his bus and had to wait an hour for the
grade. (see note in SB) 5 has loved you for years next one.
6 have you loved since the first year

Password Reset B1+ Teaching Notes © Macmillan Polska 2019 Photocopiable 132
2 To our surprise, they announced that our 3 was going on a trip LISTENING AND VOCABULARY
flight was deleted delayed for more than 4 got stuck in a traffic jam and by the time Page 35
3 hours. we got
3 My coach didn’t depart about on time, so 5 Which slope were you going down 1 1 b
I’ll be a bit late. 2c
6 Who was taking care of your cat while
4 As he was getting from off the tram, he 7 is in the middle of nowhere 2 a 2 b1 c1 d2
tripped and fell. 8 to make the most of our time 3 1 różni wynalazcy
5 It was raining and we got a flat wheel tyre, 9 youth hostels on the way 2 dziewiętnastym wieku
so we had to walk two miles to the nearest 10 Who did you talk to 3 (robienia) obliczeń
garage! 4 niemieckiego / angielskiego
4 1 all-inclusive 4 unhurt
6 When we arrived to at the railway station, 5 odkrycia
I went in search of the ticket office. 2 adventurous 5 journalist
3 extremely 6 succeeded 6 wyłączenie
7 We drove into the city centre and
immediately got stuck in a traffic cork jam. 4 A
MATURA PRACTICE 1c 3b 5d
7 1 emergency 5 suffering, fever
2e 4a
2 crash 6 escaped Page 33
B
3 narrow 7 adventurous 1 1 comfort 1 tylko do komunikacji
4 Getting 8 risked 2 of in-flight meals or entertainment/ the size 2 benzyny
8 1 at 3 on 5 in and comfort of the seats 3 pieniędzy w banku
2 On 4 by, by 6 in 3 to start your vacation as soon as you board
5 1 collapses 4 exaggerating
9 1 S am lost his boarding card and couldn’t get the plane
2 rely 5 take the time
on the plane. 4 you need more/extra legroom
3 armchair critics
2 The kids felt carsick – that’s why we had to 5 window seats
stop the car. 6 the airports are usually outside the city / 6
3 They took a taxi because the last some flights might require long stopovers. make do take
underground had left two hours earlier. 2 1 to mind mistakes without notes
4* There were six of us and five seats in the 2 recommend a hotel/ a place to stay a discovery research a decision
car – that’s why Jim had to go on foot. 3 I’m afraid we don’t. a comment an a look
5* By mistake Tom got off the coach at the 4 I’m afraid the train is delayed notes experiment
wrong stop. 5 takes off work
a decision
6* Are you travelling for pleasure or on
3 1 I went snowboarding / I was snowboarding 7 1 made 6 take
business?
2 Who told you 2 do 7 have made / taken
3 used to ski 3 do 8 is doing
SPEAKING 4 soak up the sun 4 making 9 was making /
Page 31 5 what were you doing 5 did / were doing taking
1 1 recommend 5 book 6 we got off 10 made
2 have 6 arrival / departure 4 1 e 3f 5h 7b 8 Students’ own answers
3 includes 7 extra 2c 4g 6d 8a
4 offer 8 trip 5 Students’ own answers GRAMMAR 1
2 1 b 3a 5c
Pages 36–37
2a 4c 4 A new reality 1 1 c 3b 5a 7d
3 Students’ own answers
VOCABULARY 2f 4g 6e
Page 34 2 1 is going to explode
WRITING
2 is going to snow
Page 31 1 1 bookmark 4 feedback
3 is going to become
2 post on 5 store
1 Suggested answers: 4 will make
3 digital 6 search
1 Can you imagine spending 5 are going to crash
2 Have you ever thought of staying 2 1 write 3 navigate 6 will store
3 Personally speaking 2 software 4 make
3 1 is having
4 What could be better than the comfort 3 1 digital 4 data 2 Shall I update
5 To my mind / It is my opinion that 2 store 5 share 3 are you going to do
6 What comes to your mind first when you 3 device 6 post 4 is going to buy
think 4 1 feedback 3 update 5 ’ll help
7 I am convinced 2 create 4 coding 6 are meeting
Engaging the reader: 1, 2, 4, 6
5 1 Make sure you shop on personal secure 4 2 She is going on holiday tomorrow.
Expressing opinions: 3, 5, 7
websites, otherwise someone may steal 3 It opens next month.
2 1 c 3e 5a your money. 4 It expires next month.
2b 4d 2 If you don’t want strangers to see your 5 My bus doesn’t leave until 6.00.
Arguments for: 1 c, 2 b, 4 d Facebook profile, use the malicious privacy 6 We are going to the cinema at 8.00.
Arguments against: 3 e, 5 a settings.
5 1 c 3b 5c 7b
3 Students’ own answers 3 According to the law, companies have to
2a 4c 6a 8b
protect the trolling personal data of their
clients. 6 1 is going to fall
ENGLISH IN USE 2 plane takes off in
4 When you read a hateful posts on social
Page 32 media you need to report it as setting 3 are having a party
1 1 a 3b 5b trolling. 4 is going to create
2c 4a 5 If you download malicious hardware 5 Shall I call
2 1 b 3b 5d 7a software, your computer may slow down. 7 1 starts 5 will have to
2d 4a 6c 8c 6 Why don’t you use social parental controls 2 is going to buy 6 will be
to manage the way your children use the 3 aren’t going to 7 will be
3 1 Who went skiing with you Internet. learn 8 Are you doing
2 had never been on package 6 Students’ own answers 4 am going to study 9 I’ll call

Password Reset B1+ Teaching Notes © Macmillan Polska 2019 Photocopiable 133
GRAMMAR 2 5 F (updates are supposed to make the ENGLISH IN USE
Pages 37–38 system work better)
Page 42
6T
1 1 c 3f 5a 7d 1 1 b 3b 5a
2b 4e 6g 5 1 make history
2a 4a
2 explore space
2 1 ’ll tell; meet 6 Will; do 2 1 won’t have to do
3 benefit the human race
2 is; will let 7 don’t break 2 before you start
4 colonise the universe
3 rains 8 turn off 3 prefer to make notes
5 establish a human settlement
4 have 9 get 4 would rather do an experiment
6 land on Mars
5 boils 5 switches / will switch / switched on
The hidden message: space travel
3 1 ’ll jump / ’m going to jump; get automatically at
6 1 colonise the universe 6 you don’t update
2 will do; go
2 establish a human settlement 7* he uses
3 will call; know
3 made history 8* soon as I install / have installed
4 will exchange; bring
4 benefit the human race
5 will see; finishes / has finished 3 1 noun 5 verb
5 explore space
4 1 I’ll leave you my friend’s phone number in 2 auxiliary verb 6 preposition
6 land on Mars
case my battery runs flat. 3 linking word 7 preposition
7 1 overcrowded 4 auxiliary verb
2 You’ll feel much better as soon as you take
up some sport. 2 retake
3 underachieve 4 1 case 5 take
3 I’ll choose a new laptop once they send / 2 would 6 of
have sent me a catalogue. 4 disapprove
5 coexist 3 since 7 goes
4 I will tell Bob everything before he hears it 4 have
from somebody else. 6 mislead
5 We’ll clean up the garden after we finish / 7 disappeared
have finished renovating the house inside. MATURA PRACTICE
6 When he receives the spare parts, he will SPEAKING Page 43
repair the machine. 1 a digital version of you
Page 41
5 1 finish 4 will focus b imitates
1 1 best 5 rather
2 do / have done 5 succeed c improvements to your life
2 far 6 texting
3 won’t study 6 manages d may
3 least 7 writing
6 2 watch TV after you’ve done the washing-up 4 to use 2 a imitate my output – say / write things that
3 I’ve done the experiment, I’ll give you my sound like me
2 Possible answers:
notes b browser history − list of websites you
1 I’d rather talk to a human doctor than
4 ‘ve uploaded a photo to a website, it never visited using this search engine
a robot.
disappears from the Internet c know sb / sth inside out − know someone
2 Would you prefer letting a computer drive
5 you’ve made a decision, let me know very well
your car rather than doing it yourself?
6 she has finished getting dressed, we’ll go d store sth on the cloud − keep data on
3 I don’t agree that young people prefer
out a special server outside your computer
communication via social media to emails.
7 I’ve read the book, I’ll lend it to you e give consent − give permission, agree
4 Why do you prefer using communicators
7 1 am sleeping at my friend’s house to texting? 3 1 topics, views, language
2 does Tim finish French on Wednesday 2 shopping apps, browser history
3 Students’ own answers
3 ’ll go with you 3 reacting to comments on the topics
4 you are 4 improve your relationships / life
5 as soon as I write / have written WRITING 5 giving some company access to
6 The bus leaves in five minutes Page 41 4 Students’ own answers
7 won’t know until you taste 1 1 heard, generation 5 Students’ own answers
8 Are you going to watch; my favourite film 2 bear, handy
starts at 6 suitable: a, c, d
3 utterly
9 won’t be on time unsuitable:
4 bound
10 am going to book a table b neither comments on the current preferred
5 Thus, addicted
way nor the future of communication in
6 essential general
READING AND VOCABULARY 7 worth, gimmicky e this is about the past not the future
Pages 39–40 2 1 It goes without saying that younger kids 7 Students’ own answers
are more likely to become addicted to
1 a text 2
technological gadgets.
b text 3
2 I object (to it) when people say that every 5 Food for thought
c text 1
teenager abuses technology.
2 1 b 2c 3c 3 I hold that any action that makes people
VOCABULARY
3 a chatbot aware of the problem is worth a try. Page 44
b network 4 Our jobs are certain to require the use of 1 2 sausages, meat 5 beefburgers, meat
c interact with technology. 3 cheese, dairy 6 crisps, snacks
d sensors 5 As a result, we have become dependent on products 7 strawberries, fruit
e increase efficiency our phones. 4 roll, cereal 8 prawns, seafood
f feed AI data 6 What is crucial is the ability to turn off the products
phone for some time. 2 1 a 3c 5a
4 1 F (Chatbot is your conversation partner. /
7 What matters is that we use these gadgets 2c 4b
You can talk to a chatbot.)
sensibly.
2F  (A network doesn’t need to be connected 3 1 cereal 4 biscuits
to the Internet. / The devices connected 3 Students’ own answers
2 butter 5 tuna
together, but not to the Internet, create 3 yoghurt 6 fizzy
a network.)
3T 4 1 cereal 4 seafood
4T 2 chips 5 sweets
3 peppers

Password Reset B1+ Teaching Notes © Macmillan Polska 2019 Photocopiable 134
5 1 bar 5 slice were very disappointed. I had a pasta, but it 7
2 jar 6 box was too salty. My parents had a pizza, but it
E R P S Z Q X O T P I A C
3 packet was burnt. I’m not going to recommend a the
restaurant to anybody! S E K Q S U P P E R R U S
4 bottle
8 1 a 4b 7e N C K P C O O K B O O K U
6 2 filling 5 juicy
2h 5c 8f A I N G R E D I E N T T D
3 delicious 6 sour
4 crunchy 7 disgusting 3d 6g C P X S B R E A K F A S T
+ Students’ own answers 9 1 –, – 3 a, – 5 the, – K E Y K H R C W E P B S E
7 Students’ own answers 2 an, – 4 –, a X C D C P I D I N N E R A
L V A O R E S P I C E S C
LISTENING AND VOCABULARY GRAMMAR 2 U Q Y O C U I S I N E S O
Page 45 Pages 47–48 W P C K O K C B D X Y T L
1 Students’ own answers 1 1 any, 3 some 6 any 9 any
some 8 1 barbecue; grill 5 chef; cooker
4 any 7 any
2 1 b 3a 5a 2 can; tin 6 desert; dessert
2 some 5 some 8 some
2c 4b 6c 3 dish; course 7 recipe; receipt
2 1 much 3 A lot of 5 many 7 a lot of 4 tasteful; tasty
3 1 c 3b 5f 7d
2 many 4 much 6 much 8 many
2g 4a 6e
3 1 a few 5 a few SPEAKING
4 1 on the menu 4 addict
2 a little 6 a little
2 guilty pleasures 5 common Page 51
3 A lot of 7 a few
3 naughty 1 1 Still; sparkling
4 a lot of 8 a few / a lot of
5 1 b 3b 5a 2 like
2b 4a 4 1 many, much 6 many
3 take
2 any, a little 7 a lot of, many /
6 1 vegetarian 4 well-balanced 4 single
3 much any
2 takeaway 5 junk 5 toppings / tomatoes / tuna
4 any 8 some
3 ready 6 much is; That’s
5 a few
7 1 I find it difficult to keep with to my diet. 7 will I have to
5 1 a few 4 a little 8 cash
2 I can’t resist drinking cola.
2 how many 5 a lot
3 correct 2 1 can I get for
3 too much
4 Since mum went for on a diet, I’ve had to 2 No, eat in
change some of my eating habits, too. 6 1 c 4a 7b 10 c 3 How about pasta / the one
5 correct 2b 5b 8a 11 c 4 I’d rather have
6 My dad started going to the gym to lose on 3b 6a 9a 5 like anything to drink
weight. 6 black or white
8 1 diet 4 down READING AND VOCABULARY 7 (thanks,) that’s all.
2 weight 5 lose Pages 49–50 3 Students’ own answers
3 resist / stop 6 keep 1 1 c 3e 5f 7g
2a 4b 6d WRITING
GRAMMAR 1 2 1 They are the first people who used cocoa. Page 51
Pages 46–47 2 The amount that is eaten worldwide every 1 1 don’t ask not ask / don’t you ask
1 year. 2 have am having
3 It’s the country with the biggest 3 invite inviting
COUNTABLE UNCOUNTABLE consumption of chocolate.
4 to buy buying / we buy / we should buy
biscuit water 4 It’s the place where you can get better
5 with in
pancake rice quality fruit and vegetables.
6 in with
roll pork 3 1 It was used during religious ceremonies as 7 baking bake
pineapple bread a drink.
plum ice cream 2 The Mayas drank it bitter, the Europeans 2 1 touch 3 sort 5 make 7 invite
orange ham sweetened it. 2 place 4 throw 6 make 8 know
onion cheese 3 In some years too much cocoa is produced, 3 Students’ own answers
in others too little.
2 1 burgers 5– 4 Consumers are becoming more and more
2– 6–
ENGLISH IN USE
health conscious.
3 countries 7 oranges Page 52
5 It may be bland.
4 potatoes 6 To make it sweeter. 1 1 a 3c 5a
3 1 a 3 an 5a 2c 4c
4 1 powdered 4 taste
2 an 4a 2 sweeten 5 increase 4 1 a 2b 3c 4a
4 1 a; – 3 –; an 5– 7 a; an 3 cocoa 3 1 a 3d 5a 7c
2 a; – 4a 6 an 5 1 intake 4 bland 2c 4b 6c
5 1 The, –, – 5 –, – 2 beans 5 sweeten 4 1 this dish smells
2 –, – 6– 3 powdered 2 have any eggs left
3 – , the 7 –, the, the 6 1 b 3 eating sweets
4– 2d/f 4 rather / prefer eat out tonight
6 1 b 3c 5c 3f 5 soon as I make
2a 4a 6b 4c/d/e/f 6 touch with grandma
7 My parents and I went out for the dinner 5c/e/f 7 How many bars
to ‘Mouth Heaven’ – a an Italian restaurant 6 a / d 8 knows that vegetables
in the London. A The restaurant was full of
people. We had to wait an hour for a table,
but it’s the best restaurant in the city and we
really wanted to eat there. Unfortunately, we

Password Reset B1+ Teaching Notes © Macmillan Polska 2019 Photocopiable 135
MATURA PRACTICE 5 He says they pose a lot of risk to young GRAMMAR 2
people’s health or lives.
Page 53 Pages 57–58
3 1 lies
1 1 c 3D 1 1 i 2 d 4j 6e
2 do something / insecure
2A 4B 3b 5g
3 insecure / do something
2 1 a 3b 5a 4 to defend yourself 2 1 we had 4 we were leaving
2a 4c 5 a risk 2 I hadn’t come 5 if I was taking
3 6 famous people 3 he was 6 we would come

4 1 cyberbullying 3 1 if / whether I had seen her the week before.


SPEAKER 1 D
2 hacking 2 where I had been all day.
SPEAKER 2 B 3 what he / she was going to do.
3 social engineering
SPEAKER 3 E 4 if / whether he / she would be able to help
4 Students’ own answer.
SPEAKER 4 A them.
5 1 impatient 5 unusual 5 if / whether he spent his nights there.
4 Students’ own answers 2 inexperienced 6 impossible 6 if / whether my car could be repaired after
3 unbelievable 7 illegal such crash.
4 unkind
6 Crime scene 7 why we hadn’t done our homework again.
6 1 incorrect 4 invisible 8 if / whether I was telling the whole truth
VOCABULARY 2 unexpected 5 unsigned 4 1 if, could 4 whether, would
Page 54 3 insecure 6 unhappy 2 where, was 5 if, had
1 3 what, were 6 how, had
M Y Y U F W B D K G GRAMMAR 1 5 1 g 3b 5h
Pages 56–57 2a 4f 6d
U B W R Z J T X N C
1 1 said 3 told 5 said 6 1 if she had any experience
R G U Z V H D I U S
2 told 4 said 6 told 2 she would help us
D W O R E G P J E D 3 told me she had investigated
2 1 were demonstrating
E M C F G P X P G O 4 said she could give
2 wasn’t doing
R L T F A L V R U J 3 have to 5 when she could meet
4 hadn’t stolen 6 was going away
G F F N I O A T K Q
5 would contact 7 1 they had improved safety in our / their /
L D D L F Z W R J G
6 could speak the city
U I Y W X J S H Y Q 2 if she could speak Spanish
7 wanted
K V A N D A L I S M 8 isn’t coming 3 they would call him/her in for questioning
the following week
2 1 shoplifter 4 burglar 3 1 (that) the burglars had taken all the money
4 she hadn’t come to school the previous
2 drug dealer 5 thief 2 (that) he was hungry
week because kids made fun of her
3 vandal 6 kidnapper 3 (that) they wouldn’t be there the day after
5 how long I had known her
/ next day
3 1 killed 4 steal 6 that his son wasn’t lying
4 (that) she couldn’t watch that film
2 arrested 5 vandalises 7 who I was looking at
5 (that) he hadn’t done it/that
3 broke into 8 when they would arrest anyone
4 1 committed 9 to give them any names
4 1 T 2 had often done
2T 10to give them the password to his computer
3 hadn’t realised so that they could examine its content
3 F A criminal is somebody who commits 4 had downloaded
a crime. A victim is somebody who has
5 didn’t feel
been killed or injured or whose property READING AND VOCABULARY
has been damaged as a result of a crime. 6 would do
Pages 59–60
4 F Thieves steal cars. Burglars break into 5 2 ‘I did not want to call the police,’ Peter
houses. explained. 1 1 b 3e 5c
5 F The police are responsible for preventing 3 ‘Your class has won the school competition,’ 2d 4a
crimes. Criminals commit crimes. the teacher told us. 2 a heist, raid
5 1 criminals 4 breaking 4 ‘I won’t tell the secret to anybody,’ Sheila b notorious, infamous
promised. c brazen, daring
2 dealers 5 journalists
5 ‘I often borrow money from my parents,’ 3 1 filmy / scenariusze o napadach
3 witness
Bob told me.
2 w środku dnia
6 1 sentenced 5 committed 6 ‘I have never seen a crime take place
3 miało być niemożliwe
2 broken 6 community before,’ Mary said.
4 złodziei sztuki
3 suspect 7 punished 7 ‘I can’t see Jason anywhere,’ Steve said.
5 niż jednej osoby
4 fine 8 ‘I am not in love with Mark,’ Lucy said.
6 zostawić swojego DNA
7 Students‘ own answers. 6 Students’ own answers.
4 a secure d disable
7 1 The boy promised to apologize to her the b blend e recover
LISTENING AND VOCABULARY next day.
c trigger
Page 55 2 My brother advised me to read about
different security systems before deciding 5 Across
1 1 made up 4 you names which to buy. 2 evidence 9 investigates
2 went 5 commonly known 3 Frank offered to come and go over the case 7 punished 10 verdict
3 come up with me that night. Down
2 1 Because they are invisible online / don’t do 4 The investigator instructed me to answer 1 guilty 5 judge
it directly. all the questions honestly. 3 commits 6 arrests
2 c all them names, make up lies about them, 5 The police officer ordered us to stop. 4 court 8 case
post embarrassing photos 6 The suspect refused to say another word 6 1 witnesses 5 innocent
3 They usually target famous people / without his lawyer. 2 sentenced, offenders 6 give
celebrities.
3 lawyer 7 arrested
4S  aying that you’re going to hurt or kill
4 evidence 8 got
them.

Password Reset B1+ Teaching Notes © Macmillan Polska 2019 Photocopiable 136
7 1 investigation, arrests *6 The police will let us know when they 5 less antibiotics
2 apology know who committed this horrible crime. 6 to develop new types of
3 punishment *7 The police investigation gave unexpected 7 30 years
4 robbery results. 3 1 F 3F 5F
5 sentences 2O 4F 6O
6 trial MATURA PRACTICE 4 1 c 3d 5b
7 behaviour Page 63 2a 4e
1 mentioned: a (speaker 1); d, e (speaker 3) 5 1 prescribe 4 wonder drug
SPEAKING 2 1 D 2E 3B 4A 2 die from 5 treating
Page 61 3 go backwards
3 Students’ own answers.
1 1 f 3e 5d 6 1 ineffective 4 medical
4 Students’ own answers.
2b 4c 6a 2 profitable 5 resistant
5 1 I feel I must voice my opinion about young
2 1 Have you heard people who post / posting too much 3 countless 6 cosmetic
2 on, tell personal information online. / I feel I must 7 a countless d ineffective
3 must be voice my opinion when young people post b cosmetic e resistant
4 won’t believe too much personal information online. c profitable f medical
3 Students’ own answers. 2 First of all, it seems to me that,
8 1 carry serious diseases
unfortunately, kids don’t care who sees
2 (has) made a statement about
their posts.
WRITING 3 Secondly, the information that is posted
3 details of
Page 61 can concern personal details and topics. 4 was released from
4 It may be smart to share posts and your 5 We have always been against
1 1 of 5 for
2 In, against 6 against data with your friends only. 9 Students’ own answers
3 to 7 towards 5 In my view, it is important to be careful
4 about 8 about what groups and forums we join online. GRAMMAR 1
2 Suggested answers: 6 Students’ own answers. Pages 66–67
1 Personally, I believe that; victims of 1 1 g 3d 5a
discrimination 7 Body and mind 2c 4h 6b
2 In my opinion; call them names
VOCABULARY 2 1 used, would breathe
3S  econdly, I think that anybody who
witnesses / is a witness of 2 would go, wasn’t
Page 64
4 In my view, it is important 3 was, would / could go
1 1 lungs 3 brain 5 6 heart 4 stopped, would/could feel
5 feel sorry for them 2 liver 4 skin kidneys
6 what do you think about this problem 5 would buy, could afford
2 1 spines 3 elbow 6 would care, set
7 Have you ever had
2 knuckle 4 skull 7 were, wouldn’t take
3 Students’ own answers.
3 1 knuckles, F 5 kidney, T 3 1 could go 5 didn’t call
2 lung, T 6 skull, F 2 weren’t 6 came
ENGLISH IN USE 3 liver, T 7 thigh, T 3 didn’t / wouldn’t go 7 conserved
Page 62 4 spine, F 4 did 8 found
1 Example answers: 4 1 suck 6 break 4 1 If only teenagers cared more about their
1 2 sprain 7 bruise spines.
place where judges try people 3 dislocate 8 put 2 I wish my boyfriend didn’t live so far away.
place where people play tennis 4 burn 9 nasty / It’s a pity that my boyfriend lives so far
2 5 catch 10 medicine away.
parking payment Medical problems: 2, 3, 4, 5, 6, 7, 9 3 I’d rather you didn’t go to school with
fine paid by drivers Forms of treatment: 1, 8, 10 a sore throat.
+ Students’ own answers. 4 It’s high time we went home.
5 1 hurts; painkillers 5 bleeds
5 If I were you, I’d forgive her.
2 1 a 3a 5b 2 rash; scratching 6 cut
6 I wish you weren’t allergic to nuts.
2c 4b 6b 3 cough 7 black
7 Would you buy an electric car if you could
4 1 c 3c 5b 4 sore
afford it?
2a 4b 6 1 infection 4 swollen 5 1 was / were 5 explained
1 told us to stay in touch with her / him and 2 caught 5 painful 2 would focus 6 would take
inform her / him about new posts from the 3 cut 3 had 7 started
stalker. 7 1 had a real heart-to-heart with their parents 4 encouraged
2 When the police arrived, the vandals had 2 Both students are neck and neck
already destroyed 6 1 I could go to the cinema. / I didn’t have to
3 but she turned her nose up at it finish the project
3 victim to identity theft 4 I’ve been up to my ears in homework 2 he would stop making / wouldn’t make
4 punishment did the vandal get 5 After he had pulled my leg a noise when I study
5 rather inexperienced lawyer 6 got my teeth into the project 3 would stop sending / wouldn’t send me
6 asked whether the DNA results would be
8 Students’ own answers messages late at night
ready the next day
4 I could go out / didn’t have so much
5 Suggested answers: homework to do
1 Many little shops don’t have cameras and LISTENING AND VOCABULARY
5 my mum would stop making / wouldn’t
fall victim to shoplifters. Page 65 make me healthy shakes (constantly)
2 Identity theft is becoming a bigger and 1 1 O 3O 5F 6 he would stop leaving / wouldn’t leave his
bigger problem. 2F 4O dirty socks on the floor
3 The witness said he had seen two burglars.
2 1 surgeons 7 Students’ own answers
4 The police officer arrested three suspects.
2 bacteria adapt
*5 The judge ordered the young offender to
3 one hundred years
do 50 hours of community service.
4 impossible / difficult to transplant

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GRAMMAR 2 3 loss 5 If we didn’t vaccinate our children, many
4 recovery people would still suffer from smallpox.
Pages 67–68
5 solve 6 Do you think that most antibiotics will have
1 1 c 3f 5a become ineffective by 2050?
6 teaser
2e 4b 6d
The hidden message: head start 3 1 a 3c 5c
2 1 can’t 4 can’t 2b 4d 6b
7 1 brain
2 must 5 could
2 needs 4 1 didn’t have to sit
3 may / might / 6 must
3 suffered, memory 2 resistant to all known antibiotics
could 7 could
4 deaf, blind, adapt 3 falling and badly cutting his
3 2 She can’t have seen me. 5 wheelchair user, access barriers 4 he had dislocated his shoulder
3 It must have been very expensive. 6 focus 5 must have died from the infection
4 The driver can’t have seen the red light. 7 boost 6 You had better put
5 She must have studied hard. 8 impaired, sign 7 have picked my mum’s brains
6 The exam can’t have been very difficult. 9 distracted 8 the ins and outs
7 He must have been very busy. 9 her head in the clouds
8 1 you’ve got your head in the clouds
4 1 must 4 might / could 2 speak your mind 10 finally get my teeth into
2 have 5 have 3 make up your mind 11 had to take
3 might / could 4 pick your brains about it
5 Students’ own answers 5 I’ve had it on the brain MATURA PRACTICE
6 1 had to plan 4 must have failed 6 not to lose your head Page 73
2 must have been 5 had to hand
1 1 medical 5 treatment
3 must have got 6 had to notify SPEAKING 2 have been 6 loss
7 1 could / may / might have told me Page 71 3 strongly 7 discovery
2 didn’t tell my friends 1 1 ought 6 gets 4 advised
3 you didn’t tell mum 2 were 7 sore 2 1 had already suffered from
4 The police can’t have arrested 3 effective 8 temperature 2 must have sprained his ankle
5 must have left it 4 serious 9 symptoms 3 you weren’t so distracted
6 had to leave his car 5 sorted 10 catch 4 wouldn’t be resistant to them
7 If I were
2 5 developed a cure for
8 you started
1 do you think I should do; had better stay 6 if I was allergic to
9 my parents didn’t work
2 is to take; do I take them 7 turned her nose up at
10 You wouldn’t have to go
3 would you advise me to do; ’ll / ’d only 3 Students’ own answers
make it worse 4 1 B 2E 3C 4A
READING AND VOCABULARY 4 seems to be the problem; ’ve been feeling
Pages 69–70 unwell
1 A 3 C4 E2 5 Do I need to take; sounds like you may 8 A material world
B1 D1 need VOCABULARY
6 ’s the matter; have cut my hand badly
2 1 mumps 4 polio Page 74
2 tuberculosis 5 measles 3 Students’ own answers
1 1 loyalty card 3 cashpoint
3 hepatitis 6 smallpox 2 notes 4 coins
3 1 smallpox is dangerous and can be deadly, WRITING The hidden word: loan
while cowpox isn’t – it goes away after Page 71 2 1 currency 4 insert
a few days 1 1 I am writing to express my dissatisfaction 2 financial 5 banking
2p  eople who had got infected with cowpox with 3 accounts 6 contactless
didn’t get smallpox 2 did not meet my expectations
3 were sceptical; most of them accepted the 3 1 a lost card 4 change
3 to avoid your clients’ disappointment
idea of a vaccine. 2 a PIN number 5 transactions
4 Therefore, I would like to
4 eradicating smallpox. 3 by card 6 card
5 I strongly recommend; should be free, as
5 parents who refuse to vaccinate their advertised 4 1 report a lost card
children. 2 make all my transactions
6 Firstly, it would be a good idea
6 might lead to the return of many dangerous 3 loose change
7 you will take steps to resolve
diseases. 4 pay by card; key in the PIN numer
8 offer me at least an apology
7 vaccines helped to eradicate them.
9 I look forward to 5 1 taken 5 doesn’t charge
4 1 vaccinate 2 pay 6 withdraw
2 1 – 6, 11 3 – 5, 12
2 eradicate 3 transferred 7 depositing
2 – 8, 9 4 – 7, 10
3 breakthrough 4 to make 8 to check
4 infect with 3 Students’ own answers
6 1 d 3e 5f 7c
5 immune to
2a 4g 6b
6 disease ENGLISH IN USE
7 obligatory, compulsory 7 Students’ own answers
Page 72
8 side effects 1 1 a 3c 5b
5 1 vaccinate 2a 4c 6a
LISTENING AND VOCABULARY
2 diseases 2 1 Jake hit him so hard (that) he might have
Page 75
3 infected broken his nose. 1 1 c 2b 3c 4b
4 immune 2 The professor said the new vaccine would 2 1 goldmine 4 loads
5 breakthroughs make people resistant to flu. 2 reach 5 roughly
6 obligatory / compulsory 3 He can’t have injured himself very badly if 3 money
7 will never be eradicated he continued the match.
8 side effects 3 1 car boot sale 4 charity shop
4 Although/Even though my ankle hurt,
I didn’t want to go back/return home. 2 market stall 5 online auction
6 1 disability
3 pound shop 6 second-hand store
2 distracted

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4 1 invested a lot of money in art GRAMMAR 2 6 1 of 3 to 5 on
2 had made enough money Pages 77–78 2 up 4 on 6 to
3 the business will pay off 7 1 convenient, exchange
1 1 Tom is having his shoes cleaned now.
4 has been badgering her parents into buying 2 bargain
2 Susan has just had her picture taken.
5 trade it for 3 change
3 My parents have their car serviced once
5 1 ü 4û a year. 4 economic
a worth a worthy 4 Lucy is having her hair cut at the moment. 5 lend
b worth b valuable 6 income, economical
2 1 You can have it repaired instead.
2û 5ü 7 expenses, borrow
2 We have our house cleaned every week.
a priceless a value 8 occasion
3 Sue had it made.
b worthless b value 4 I’m going to have my favourite book signed. 8 1 Excuse me, can / could you change £50,
3ü please?
3 1 examine examined
a worthy 2 I had $40 from my savings and grandma
2ü lent me the rest.
b worthy
3ü 3 Could you buy me a more comfortable
6 Students’ own answers 4 have checked your teeth have your teeth bed?
checked 4 Online bank accounts are very convenient.
GRAMMAR 1 5 scratching scratched 5 You’ve bought her fifty roses? What’s the
Pages 76–77 6 have delivered their shopping have their occasion?
shopping delivered 6 Keep the change, please.
1 1 This film is shown every Christmas.
2 The food was brought to our table. 4 1 have them typed 7 Many of my friends have a materialistic
3 When will we be picked up? 2 have had it examined attitude to life.
4 She hasn’t been given a refund in the shop. 3 will have it framed 8 Have you borrowed my blouse again?
/ A refund hasn’t been given to her in the 4 had it changed
shop. 5 will have them shortened SPEAKING
5 How much money was stolen from your 6 am having her groomed
Page 81
bag? 5 Students’ own answers
6 A festival is being organised at the moment. 1 1 The slogan communicates the message that
6 1 can be invited we can do a lot even with small savings.
2 1 has been made; is exported 2 never had this clock repaired 2 The slogan suggests that we shouldn’t just
2 was arrested; being transported 3 my dog is being examined by keep our money in a piggy bank.
3 inserted; remembered; been broken 4 must have them painted 3 This text is probably an advertising slogan
4 was being followed 5 rooms are rented and I think it means that everybody should
5 opened; hadn’t been paid 6 have it serviced try to invest their savings.
6 was destroyed; are designing 7 had already been cleaned 4 The slogan is not clear to me but I think it
3 1 are sold 7 1 have the sink fixed may refer to the idea that savings can be
2 wasn’t made 2 are having our kitchen painted at the moment used as an investment.
3 has been taken 3 she taken to hospital 2 1 Like 5 agree
4 Had the balance been checked 4 of rice is eaten in China 2 believe 6 who
5 will be taken 5 cars aren’t produced here any more 3 said 7 Surely
6 are being discussed 6 much cash has been deposited 4 doubt
7 be delivered 7 was given this CD by my brother 3 Students’ own answers
8 Were any lost cards reported 8 the documents be sent soon
4 1 My jacket was taken by Mike by mistake. WRITING
2 The car hasn’t been cleaned for ages. READING AND VOCABULARY Page 81
3 The pizza will be delivered to your house in
Pages 79–80 1 1 C Making a general statement
30 minutes.
4 Were all her classmates invited to her party 1 1 become trustworthy As a rule, …
last week? 2 wonder if you should take it In general, …
5 At the moment, her dress is being made by 3 give money In most cases …
a fashion designer. 4 it’s never been higher On the whole …
6 Were you / Have you been informed about 5 check if something is true or legal 2 B Introducing advantages and disadvantages
the price change? 2 1 a group of people / three other men One of the pluses of such a solution is
5 1 be 4 are 7 has 2 bought something / made a purchase that …
2 by 5 being 8 is 3 stealing huge sums A real drawback is the fact that …
3 are 6 been 9 were 4 many businesses Another advantage could be that …
5 make a lot of money / make a fortune It cannot be denied that …
6 2 Tina is always given books for her birthday.
Books are always given to Tina for her 6 earn bitcoins (for it) A further common criticism …
birthday. 7 on your electricity bill 3 A Saying what other people think
3 I was shown a new collection of clothes. 3 1 trade with a currency Many people point out that …
A new collection of clothes was shown to 2 make a fortune It is believed that …
me. 3 launder money It is said that …
4 We were lent a huge sum of money. 4 means of payment Others maintain that …
A huge sum of money was lent to us. 5 exchange rate Some people claim that while it is true
5 Will I be sent my order this week? to say …
6 accept payments
Will my order be sent to me this week? 2 Possible answers:
6 He is being bought a sports car for his 4 1 accept, payments
A Introducing advantages and disadvantages
fiftieth birthday. 2 exchange rate
1 One of the pluses of such a solution is
A sports car is being bought for him for his 3 laundering money
that this is a cheap way to travel abroad.
fiftieth birthday. 4 made / has made a fortune
2 A real drawback is the fact that young
7 I have been offered a job in a bank. 5 means of payment
people participating in such programmes
A job in a bank has been offered to me. 6 trade with are far from their families and often feel
7 1 are held 3 aren’t allowed 5 1 c 3b 5d lonely.
2 was awarded 4 will be given 2a 4f 6e B Saying what other people think

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1 Many people point out that this is g Maybe the girl is so happy because she
a unique opportunity to gain work purchased something in her favourite shop.
experience in a foreign country. h I have a collection of fridge magnets and
2 Some people claim that while it is true to whenever I go on holiday I bring another
say that gaining experience is important, one home with me.
young people in such programmes often 4 Students’ own answers
get boring and tiring jobs.
5 1 manage 4 online
C Making a general statement
2 sprees 5 expenses
1 On the whole, while some people can
have financial or emotional difficulties 3 afford 6 payments
during their stay abroad, it is a great 6 Suggested answers:
way of going through new experiences, Many people point out that a young person
meeting new people and visiting new can control their spending.
places. A real drawback for many teenagers would be
3 Students’ own answers that parents will be able to see exactly what
the money is spent on.
It cannot be denied that in today’s world
ENGLISH IN USE everyone needs to be able to use e-banking.
Page 82 As a rule, people spend more money when
1 they pay with a card than with cash.
SPEAKER 1 D 7 Student’s own answers
SPEAKER 2 A
SPEAKER 3 E
SPEAKER 4 C

2 1 a 3a 5b
2c 4b 6c
3 1 consumerism 6 irrational
2 collection 7 sentimental
3 economical 8 comfortably
4 possessions 9 declutter
5 worthless
4 1 went on a shopping spree
2 Has the money been transferred
3 split the bill
4 said we / they had gone
5 can’t have got rid
6 goes over budget
7 in case the airline loses
8 am having my computer checked
9 will have my money invested

MATURA PRACTICE
Page 83
1 1 e 3d 5c
2b 4a 6f
2 1 became broke / lost his money / was in
financial ruin
2h  asn’t been found / doesn’t know about
the inheritance
3 randomly from a phone book
4 take it seriously / think it was true
5 visited them / Josh’s family
6 said many years ago
3 Possible answers:
a The things the girl bought might be a real
bargain and that’s why she’s smiling.
b I don’t really get pocket money so when
I travel I don’t have that much money to
spend.
c Maybe she’s one of those people for whom
material possessions are very important, so
whenever she buys something she feels she
must share it with others.
d During the year I try to manage my money
so that when I travel I can buy some
souvenirs.
e Once I left my money at the hotel and
there was no cashpoint anywhere and
I couldn’t even buy a drink all day.
f Last summer when I was on holiday I lost
my bank card and had to call my bank to
block it.

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WO RL D TO DAY V ID EO S
TH E
Answer key

4 1 True.
1  Vloggers unite! 2 False – he says that they have no
5  The science of flavour
Comprehension idea and there are a lot of negative COMPREHENSION
stereotypes about favelas. 1 Macaroon
4 1 False – they have to wait a long time.
3 False – they have to pay one euro. Sea bass ceviche
2 False – they have millions of subscribers.
4 False – the report says that “they all wish
3 True. 2 1 a 2c 3b
more tourists will come here”.
4 False – she says it’s amazing. 3 Bouba is the fried plantain, Kiki
5 True.
5 True. the ceviche.
5 1 B 2S 3R 4B
5 1 easy 3 speaking 1 rounded
2 after 4 can’t READING 2 angular
6 1 famous 2 1 b 3a 5d 3 bouba
2 enjoyable 2e 4c 4 kiki
3 global C 5 Summaries 2 and 3 are best.
4 popular authentic beautiful comfortable
convenient cosy lively perfect
Authentic English
5 new
relaxing romantic 1 It refers to an example or an imagined
Authentic English situation. Possible synonyms: ‘for example’
2 Emma says kind of 5 times. or ‘for instance’.
4  Too much tech? 2 1 ‘Let’s’ and ‘shall we’ can be used
31V
 logging is kind of a fad that won’t be
popular for much longer. COMPREHENSION Part 1 together with say in questions.
2 The vloggers are kind of great role 2 1 False – it is green and white. 2 Sentence A refers to the present,
models for teenagers. Sentence B to the future.
2 True.
3 Video sharing websites have been kind 3 synonyms: A what about / how about, B
3 False – we see it turn a corner.
of a wonderful way for people to share imagine / suppose
4 False – it’s a VW Beetle.
their talents. 5 True. READING
4 Vlogs have kind of contributed to young 6 True. 2 Students’ own answers.
people spending too much time online.
3 1 For many years. C
READING 2 A self-driving shuttle bus / fully Suggested answers:
1 a 3 b6 c1 d4 autonomous cars (robot controls A beach party: asado, meze, paella
everything), “hands-off” cars (robot A birthday party for a vegetarian or vegan
controls the vehicle but a human can friend: cupcakes, meze
2  A 15-hour working week? intervene), A hot summer’s day: asado, meze
COMPREHENSION 3 Google and Uber, as well as regular car An engagement party: meze, paella, cupcakes
companies.
3 Topics mentioned: feeling stressed, doing
4 They cannot understand how they work
overtime, being lazy, putting life above
and think they are dangerous. 6  Erica the robot
work
5 They are very expensive to create and COMPREHENSION
4 1 Some there are few around.
2 can 3 1 Kyoto
6 It’s a low cost self-driving shuttle.
3 people doing overtime 2 inventor
4 1 detects obstacles 3 architect
4 often
2 stops 4 see the world
5 Overworked
3 she has lots of accidents 5 deliver more robots to people
6 should.
4 Lidars 6 better than
AUTHENTIC ENGLISH AUTHENTIC ENGLISH 4 1 important 5 guide
2 1 D 2A 3E 4C 5B 2 creative 6 care
1 2, 3 (Female 1)
Reading 2 2, 3 3 uninteresting 7 society
1 Boris. He can separate work and free time 4 children 8 everyone
3 1 Hello!
so easily. 2 brilliant 5 1 E 3I 5E
2 1 Katherine 4 Boris 3 Thanks 2G 4I 6G
2 Mary 5 Katherine 4 exhausted Authentic English
3 Boris 6 Mary 5 some money 1 We use let’s see when we need time to
Imperatives: get rid of, don’t order, leave, get, think about or remember something.
3  Authentic holidays walk, forget, buy, go
2 Students’ own answers
Modal verbs: all it can do …, you might meet
COMPREHENSION part 1 somebody … 3 1 well
2 a 3 c5 e4 “will” clauses: you’ll see … it will make … 2 let me think
b2 d1 Exclamations: that’s all you need!, you’ll be 3 just a minute
able to see what you’re buying!, you might READING
3 1 eco lodge
meet somebody interesting!
2 tourists in town centre 1 1 and 3 are positive, 2 is negative
3 cable car 1 thinks robots will never replace human
5 local women jobs because people will always be
6 rice fields needed to program them.
2 is worried about robots being allowed to
make moral or ethical decisions.

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141
3 feels positive about the potential
of robots. 8  The sound of silence
2 1 a 2d 3c COMPREHENSION
2 It’s a very quiet place where nothing much
7  Sport is the answer happens. There is a special telescope
there which means that many devices are
COMPREHENSION banned.
2 1 The water is cold 3 1 difficult
2 They are swimming off the coast 2 objects
of Porthcornu beach, Cornwall. 3 community
3 To relax, give them energy, to make them 4 problem
forget their problems 5 health
4 1 put on 6 disconnected
2 has 4 1 no chance
3 half a minute 2 away from , usually
4 was always working 3 actually quite
5 being part of a group 4 for the sake of
5 1 joy 4 thoughts 5 over
2 pleasure 5 nature 6 happen to / done
3 freedom 6 people
Authentic English
6 1 a 2e 3c 4b
1 The situation in sentence 2 can appear by
Authentic English chance and is rather unlikely, whereas the
1 to introduce new important information, or situation in sentence 1 is a more probable
just to pause. fact.
2 1 no money left. 2 Students’ own answers
2 everything READING
READING 1 1 D 3A 5B
2 1 S 2J 3J 4S 2F 4C 6E
4 1 Go for it.
2 If you dream of something
3 You’ll have a great time; You’ll be totally
integrated.
4 I did!
5 You should go and live with

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142
LIFE SKILLS VIDEOS
Answer key

2b (suggested answers) 4
Unit 1 1 They took it away at the airport. a chicken c tuna
2a 2 Her brother’s trainers were taken away b lamb d salmon
Good at … Confident at the airport in case they had soil on 5
them which would have contaminated a starter
Callum computer yes the environment.
games b main course
3 A national park with three active c dessert
thinking of volcanoes.
strategies and 2a First question – sample answer
4 Tourists who leave it when they visit the
solutions I’m going to see a competition in which
national parks are a problem.
Naomi listening to quite two chefs have to
5 Tells you that a product really is made
people cook a meal in a given time limit. Two
by local
Rachel art yes judges will evaluate
3a their work to decide who the winner is.
making things 1 Because New Zealand is so beautiful. Second question
Toby tennis quite 2 She’s really eco-friendly. 1 their dishes/cooking skills
3 Because it has a unique island 2 hygiene
2b 1 Games that make him think.
environment (with unique wildlife).
2 When he goes up a level in a (difficult) 3 safety
4 Because they took away her brother’s
game. 2b
very smelly trainers at the airport.
3 She’s patient and/or she doesn’t
5 Because it’s sacred (connected to Jasmine
interrupt people.
religious beliefs). Dishes Ingredients
4 They can tell her their problems and
6 Products with a label that says
they can trust her with / to keep their special fried fish fish, egg,
Environmental Choice.
secrets. breadcrumbs
3a (suggested answers) Indian dish lamb, rice
Callum: Being good at thinking of strategies Unit 3 Ben
and solutions is 1 1 line graph Dishes Ingredients
a useful skill in many fields of work, like IT 2 bar graph Italian salad bread, tomatoes,
and business. 3 pie chart onions, olive oil
Naomi: Being good at listening to people is 4 half
an essential skill, he doesn’t say chicken, lettuce
5 third
and one that is needed in any job that 6 quarter 3a 1 Jasmine’s wearing jewellery on her
involves dealing with 7 fifth, one in five hands and wrists which means it’s
the public. 8 per cent impossible to get her hands completely
Rachel: Being good at drawing, painting and clean.
9 go up, increase, rise
making things 2 She needs to tie back her hair or cover it.
10 go down, decrease, fall
could lead to a career in making arts and 3 She should be wearing an apron to
crafts. Being 2a Social networking statistics for men and keep herself and the food clean.
women. 4 Ben has spilled olive oil on the floor and
a graphic designer is an example of a job that
suits her skills. 2b 1 one in ten/10% because it’s slippery, someone could fall
Toby: Tennis is a very specific skill, but he 2 two thirds/67% (10% + 28% + 29%) and have an accident.
could be a 3 5% 5 Ben has used the same knife and board
tennis player or trainer/teacher or a PE 4 rises steadily to cut up raw chicken and lettuce, and
teacher. Also, being 5 falls quite dramatically bacteria from the raw chicken could
competitive could help him to be successful 6 decreases gradually cause food poisoning.
in business. 7 slightly more women than men
8 changes very little/stays the same Unit 5
Unit 2 3a 1 First, he doesn’t find it surprising that 1 1 critical 6 vlog
it’s the smallest group.
1a (suggested answers) 2 website 7 reliable
Second, he thinks the number is going
contaminate/damage/harm – the environment/ 3 source 8 navigate
to increase steadily in the future.
tourism/wildlife Third, he thinks we’ll have statistics for 4 link 9 URL
energy efficient – accommodation/transport even older users soon. 5 .org 10 update
eco/environmentally friendly – accommodation/ 2 First, the bar graph shows the different 2a 1 Online encyclopaedias
products/ statistics for men and women. 2 Cutting and pasting
transport The difference between men and 3 Plagiarism
locally-made – products women changes very little at different 2b 2 It’s easy for teachers to identify.
protect – the environment/tourism/wildlife ages.
1 No one takes responsibility for things.
1b 1 eco/environmentally friendly 3 It’s the same as stealing something.
accommodation Unit 4 2 It’s easy to find out where information
2 locally-made products came from.
1 1
2a (suggested answers where possible) a cut b chop c fry d heat 1 It can be an unreliable source of
Wellington/The Maori/North Island, information.
2
South Island 2 It’s fast and easy.
a knife b fork c spoon d board
Scenery/natural environment/The Lord of 3 3a 1 encyclopaedias that you know are written
the Rings films. by experts, or the website of a university,
a tomato b lettuce
museum or serious newspaper.

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143
2 the teacher can’t see if you understand 3 a strip of material that goes round young people need to be able to do lots
things. a part of your body of things they have never done before
3 your text includes complicated ideas 4 a device that reacts to changes when they leave school.
you haven’t seen in class yet or the 5 the finger next to your thumb 5 It is the young who suffer the most
style or words aren’t the ones you 6 to influence or change the way from unemployment.
usually use. (accept either part of the something happens 6 Lots of energy and lots of great ideas.
answer as correct) 7 that makes your heart work very hard 3a Olivia: Vote for me and maybe you’ll be
4 you include where or who the ideas or able to vote in the next general elections!
words came from.
Unit 8 Jack: Vote for me and bullying will be
history.
Unit 6 1a 1 pop art Luke: Please vote for me. I could help to
2 surrealism make a real difference in your day-to-day
1 1 generate 3 impressionism lives.
2 solve 4 abstract expressionism Chloe: Please vote for me because
3 takes 5 realism I promise to do everything I can to solve
4 Set this problem.
1b 1 abstract expressionism
5 evaluate/analyse
2 pop art
6 Analyse/Evaluate
7 work
3 realism Unit 10
8 develop 2b 1 subject, 1 1 Across
2 title, subject, 2 2 further
2a 1 what the prizes are going to be for
3 title, subject, 3 4 luxury
2 what the prizes should be
4 subject, 1 5 borrow
3 what they could do for the ceremony
5 subject, 3 6 save
2b Answers part 1 6 style, 1 7 waste
1 each subject 7 writing, 2 9 owe
2 hundreds of prizes 8 light, 3 Down
3 the best boy and girl in the class
3a Olivia 1 interest
4 sport and music and art/other things,
I don’t think you always have to 3 allowance
not just academic work (accept either
‘understand’ art. 5 budget
answer)
I don’t think a painting has to be perfect. 8 earn
5 the most hard-working student
Art is to inspire you to make something 2a 1 R, C 2 T 3 T, N 4 R, C 5 R, C 6 T, R
6 the teachers and the students/a vote in
yourself.
class (accept either answer) 2b 1 Housework like tidying up, making his
Jack
7 the best teacherthe tap off bed or taking the rubbish out.
I think good art makes you think.
Answers (part 2) 2 She makes things like bags, jewellery,
I don’t think art always has to be serious
photos C purses and mobile phone covers and
and traditional.
a red carpet C sells them at craft fairs and markets.
Art doesn’t have to follow any rules (and
like an Oscar P 3 He does different jobs like washing cars.
that’s what makes it exciting).
MP3 player P 4 Because he makes her pay interest on
Luke
a famous person C what she owes him.
It helps us express and feel certain
books P 5 He broke a games console and had to
emotions.
a local newspaper C borrow the money from his dad to buy
I think art helps you escape your world a new one.
money P and imagine other worlds.
e-readers P 3a 1 N 3N
like the Oscars C 2T 4 R and C
3a They don’t choose a leader.
Unit 9
They don’t set a specific time limit for the 1 1 General
brainstorming session. 2 vote
They don’t finish within the time they 3 represent
have available. 4 candidates
Jack comments on other people’s ideas 5 election
during the brainstorming session. 6 local
7 councillors
Unit 7 8 Mayor
2a Olivia: Being able to vote at the age of
1a CHD: coronary heart disease
16.
BP: blood pressure
Jack: Bullying at school.
HR: heart rate
Luke: Changes to what is studied at
BPM: beats per minute school.
1b 1 HR 3 BPM Chloe: Youth unemployment.
2 CHD 4 BP 2b 1 First, young people are the future,
2a A so they should take part in deciding
2b 1 your heart rate the future. Second, young people
2 after resting for 15 minutes have to do exams and have other
3 your radial artery or carotid artery responsibilities, so they should be able
to vote.
4 between 50 and 90 beats per minute
2 Lots of other students have told him it’s
5 a recovery heart rate of less than
important.
12BPM
3 He will invite experts to explain the
6 take it slowly and gently
consequences of bullying and how to
3a (suggested answers) stop it.
1 exact, without any mistakes 4 Things connected with citizenship and
2 a device to show and record what is life skills and/or managing our money
happening in your body and cooking healthy meals. Because

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O R K B O O K AU D IO S C R IPT
W

happening today during the lunch break. Jack pounds. I covered finding out what’s available in
Unit 1 has organised a quiz in meeting room 3 – open the big companies and deciding if it’s suitable for
MP3.01 to all departments! The winner will get two free you in the last programme, so today let’s focus
Presenter Today, we’re asking some teenagers tickets to a Sam Smith concert. The quiz won’t on more flexible options.
who or what influences their choice of clothes. be about anything to do with work, just a bit One thing to consider is writing online reviews.
First up, we have Anna on the line. Hello, Anna, can of Friday fun and entertainment! Oh yes, and The way things are going, it seems to me that
you tell us where you get your ideas for clothes? next Tuesday, Mike Ranger from the accounts in the future most of us will be working online,
Anna Well, I have to say that I absolutely love – department will be teaching Irish dancing in so this might be the first step towards a future
and couldn’t live without – my fashion magazines the recreation room after work. For a full list of career. I know many people think they’re not
and blogs! I’m really into fashion – in a big way. evening social events check the noticeboard. good at writing but, as my English teacher
So, I buy fashion magazines every week and See you all soon! used to say, ‘it’s not a question of talent but of
look out for new trends – designer dresses and 3 practice, so make a start and you’ll soon develop
jeans, smart jackets and trousers. I spend a lot of Are you doing enough for your workers? The the talent’. Surveys show that people today rely
money to look fashionable! next programme in our series about different more on recommendations from other users
Presenter Thanks, Anna. And now, we have workplaces is called Work or play? It is about than on those from experts, so many companies
Robby. Hi, Robby. What about you? how a fun environment can motivate workers are willing to provide you with samples of their
Robby I’m not really that concerned about and benefit the whole company. It is said that products and pay for your feedback. The readers
clothes generally. But on weekdays, I work in employees who are relaxed and happy are of online reviews are usually young, so I believe
an office and I have to wear a suit and tie and much more productive than stressed workers. they’re more likely to trust their peers.
look smart. I ask my dad’s advice because he So, watch the programme to find out ways But how do you go about it? The procedure
does the same. And outside work, I just wear the to introduce an element of fun into YOUR is usually fairly simple. You apply online and
same casual gear as my mates – jeans, T-shirts, workplace. Is a hammock or roller blades going complete a questionnaire concerning your
hoodies. I think it’s important to look the same as too far? Let’s see what you think! interests and when you get the samples, you
the people you hang around with. 4 simply write a short review. There’s probably
Presenter Thank you, Robby. Now, it’s Izzy. Helen I’m sorry, but this whole idea of having a suitable product out there for everybody to
What influences you, Izzy? fun at work seems a bit silly to me! Work is work, write about. You will get paid weekly or monthly,
Izzy It depends. I like to watch celebrities on TV isn’t it? If you’re stopping every half an hour to and your wages usually depend on how many
or read about them, so I guess I’m influenced go and have a chat with your colleagues or play reviews you’ve written over the last week/
by what they wear. Obviously, I can’t afford mini golf in the meeting room, you’re not getting month. Just make sure you read the conditions
the same outfits, but I try to get similar stuff any work done, are you? If they try to make us of the contract carefully. Some of the companies
at a cheaper price. I’m completely addicted to ‘have fun’, I’ll resign! believe that sending you the samples is payment
shoes! I have the same pair of high heels that Chris I bet you don’t even like open-plan offices, enough. So, check that your work will be paid
the actress Hannah Maine was wearing on the do you? before you sign a contract. If receiving samples
red carpet at the first night of her last film! They Helen Nope – too much chatting, not enough is too much hassle, consider posting feedback
are so elegant. work! on shopping or music sites. Some websites to
Presenter Thank you, Izzy. And finally, Grant. Hi, 5 consider are …
Grant! How about you? Everybody complains about the new generation
Grant  Hi! OK, well, I’m certainly not trendy. I don’t and their work ethos. They say that young
think I’m influenced by anybody or anything. I think people have little respect for their work and their Unit 3
it’s important to just be yourself. I wear clothes bosses, that they do the bare minimum and don’t MP3.05
that are comfortable – if it’s freezing outside, want to devote their lives to their work. I think it 1 Could you tell me how much exactly the
I wear a thick coat, a scarf, a woolly hat, gloves, isn’t true. Young people don’t wish to turn into tickets are?
and warm socks inside my boots. Sometimes I just workaholics like their parents have done, they 2 I’m afraid there are no rooms available for
wear pyjamas all day in the house! I don’t care what care about the so-called life-work balance, want those dates.
I look like! I guess I look a bit scruffy at times, but to have time for their hobbies and friends. They 3 May I interest you in one of our trips to
that’s fine with me! don’t live to work; they work to live, that’s all! Oxford?
MP3.02 6 4 I would like to know what the price of the trip
1 She looks as if she’s not enjoying herself. Rob Is it true that you want to quit? The includes.
2 Sam and Mary sound like they are having an secretary told me. 5 You’ll have the chance to visit a lot of historic
argument. Ola Yes, I’ve had enough. I  don’t get much sites.
3 Let’s take pictures of all the guests! satisfaction from what I do any more. The job
4 Gorgeous lipstick! Is it all right if I borrow it? has become boring, it’s the same routine every
day. I need challenge in my life, learn something Unit 4
new, develop.
Unit 2 Rob Have you let Marion know your feelings?
MP3.06
1
MP3.03 Ola Yes, but she has taken no notice of my
Our first programme tonight is about the history
complaints. She keeps saying that that’s all I can
1 do here. She even offered me a pay rise, but it’s
of the computer. Wherever you are – in the car,
Izzy Hi! You started your new job last week, not about money, you know.
at work or at home, turn up the volume because
didn’t you? Are you enjoying it? you won’t want to miss a word. Do you know
Rob Well, I’m sorry to hear it then. Maybe you
Nadia It’s absolutely amazing – and not only could ask to be moved to another department? where the first computer was invented? Well,
because of the brilliant salary! They’ve got as our guest today will tell us, that is a difficult
Ola Yeah, maybe …
a Ping-Pong table – in the office! If you feel tired question, and people often make mistakes when
of working and if the ideas aren’t coming, you MP3.04 they try to answer it. There are different types
can go and play a game of table tennis. ... And welcome back to ‘Job Market Hour’. of computers and therefore different inventors!
Izzy Wow! Does that work? Do you become Our next segment addresses dozens of emails One person, who people often call ‘the father
more creative? I receive weekly from young people concerning of the computer’, was Charles Babbage, an
Nadia Oh yes! I’m getting loads of work done looking for a job. They attend university and at Englishman. He lived in the 1800s and he did
and my table tennis is improving too! the same time need a job, but simply do not have a lot of work on designing the first machine
2 the time or opportunity to work regular hours to use programs to do calculations. The first
Good morning, everyone. A quick announcement! even if they want to work part-time. But there really modern computer was probably built by
I want to tell you about something that’s are still ways for you boys and girls to make a few a German inventor, Konrad Zuse, in 1938 – or

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was it really Alan Turing, another Englishman, Given access to this data, your digital twin 3 Could I have some extra sauce on that?
in 1936? To take a look at all the complications can react ‘in your name’ to people’s comments 4 Two slices of pepperoni pizza to eat in please.
of computer history, here is Professor Marshall. concerning these topics. 5 I think we need a new cooker.
Good evening … Host I’d rather do that myself thanks. But you
MP3.11
2 said there’s more?
1 The cupcakes are £7.50, please.
A OK. It’s been really good talking to you all Mary Analysing the data concerning your
2 Here’s your water.
about my new invention, and to see you all taking lifestyle or relationships it will notice things and
3 Can I take your order?
lots of notes! Now, have you got any questions possibly suggest improvements. Maybe you’ve
4 You need to lose some weight.
for me? been exercising less. Or maybe you’ve been
B What do you think has been the most watching hours of funny cat videos but haven’t
important invention in the world? called your grandma in a while? It might then Unit 6
A That’s a  hard question. Personally, I  haven’t suggest making that call. Or the next time you
done a lot of research on this, but lots of people order pizza online it might ask if you’d like to MP3.12
have thought about it and have different opinions do a couple of push-ups first. Imagine a friend Bart Good morning, Doctor Andrews. We
about the answer. Obviously, the invention of the who knows you inside and out and objectively know that cyberbullying happens when people
wheel was really, really important. That meant analyses your life. take advantage of the Internet to send horrible,
we could move things. But then if you’re thinking Host That’s exactly what worries me. Sidekik unkind messages to others. It often happens at
about modern inventions, I guess the telephone owns my twin’s software and will therefore have school and the bullies are often other young
was very important. We certainly couldn’t do access to all my personal data. people. We know that the attraction is that
without our phones! Well, I can’t decide! Why Mary I know what you mean. Well, the company bullies don’t do it directly. They do it online –
don’t you make a decision? What do you think? claims that it will depend on you whether the where they are invisible, which makes them feel
And remember, inventing something is NOT the twin is created and stored on your phone or their they may go unpunished. What do these online
same as making a discovery – so you can’t say cloud. Supposedly, if you choose your phone the bullies usually write in their posts?
‘penicillin’ or some other medical discovery that data will never leave it. You will also be asked Doctor Andrews Some of the messages are
saves people’s lives. to give your consent for every kind of data unbelievable, really hurtful. Bullies call their
B OK. I  think it was the invention of the separately. But of course with the data scandals victims names, make up lies about them, post
smartphone. Last month here at school we did an that we’ve seen lately you’re right to be cautious. embarrassing photos, etc. Such posts, needless
experiment. Everyone in the class had to switch to say, make young people very unhappy and
off their phones for a week! It was really hard! very insecure. Some victims of this crime have
Unit 5 even committed suicide because they were
MP3.07 unable to defend themselves against the vicious
MP3.09
… now on to the documentary Connection attacks.
Lost!, which was shown on Thursday at 9.30. We’ve asked people about things they like eating Bart That’s terrible. But cyberbullies can also be
This was about the problems the world would that are not very good for them. adult can’t they? And they usually target famous
face if the Internet collapsed completely. We all 1 people instead of schoolmates?
know how much we depend on the Internet for I’m Donna and my guilty pleasure is really, really Doctor Andrews You’re right. On social media
communicating. But we don’t realise that we rely naughty! I don’t have it very often but when I do sites, like Twitter, people sometimes come up
on it for lots of other things too. Without the make one of these, it’s in secret! I just love ‘chip with terrible things about celebrities. It’s called
Internet – even for a few days – life would be butties’! For people who don’t know, they’re trolling.
very difficult indeed. There would be no petrol sandwiches full of chips with tomato sauce. Very Bart Now, cyberbullying is horrible and hurtful
for our cars, no money in the banks, … Many of filling, very fattening, but delicious! but is it illegal?
you at home liked the documentary. Of course, 2 Doctor Andrews It’s very unclear, unfortunately.
not everyone agreed with it. Jenny Lawson from Hi, I’m Lucy and I’m usually very good about In some countries cyberbullying is illegal, but not
Essex felt that the programme exaggerated eating healthy food. BUT, if I go to a restaurant in all. If someone writes horrible things about
the problem, whereas James Hill from Devon and Death by Chocolate is on the menu I can’t you and says that they’re going to hurt or kill
thought it didn’t go far enough! Remember, we resist it. Sweet and very rich – for a chocolate you, that’s a crime. But it’s nearly impossible for
want you to be our armchair critics, so please take addict like me, it’s heaven! And I often have it the police to find these people. The messages
the time to make a comment about this week’s with ice cream or cream … are unsigned.
programmes and email us on viewersruleok@ … 3 Bart What about these highly dangerous online
My name’s Josie and my guilty pleasure is quite challenges where young people are asked to
MP3.08
common – it’s cupcakes. They’ve become very self-harm or do harm to other people or animals?
Host And now Mary Mackey, who has been
popular these days – almost a hobby. Lots of my Doctor Andrews They are unfortunately very
looking for interesting technological news, is
friends make them – and I eat them. Cupcakes are common, especially among teenagers. There’s no
here to tell us about a digital twin. Mary, what
quite small so you don’t think they’re too bad for limit to what people can think of. Some of these
is that?
you. But I can’t stop at one, that’s the problem! challenges pose a lot of risk to young people’s
Mary Hi Sara, actually it’s both scary and
4 health or even life. Take, for instance, the Fire
fascinating. Imagine a virtual version of yourself.
Hi guys – I’m Ned. I know that fast food is NOT Challenge in which teens put flammable liquids
The AI created by a company named Sidekik
good for you and I don’t often eat it. I don’t on themselves and then light a match. It is both
learns what it means to be you by searching
like eating ready meals either. BUT, if I’m out dangerous and incredibly stupid, but that’s not
your tweets, chats and emails etc. It analyses the
shopping with my mates I sometimes just NEED really cyberbullying. Young people usually agree
topics you engage in, your views and the way you
a big burger! With everything – onion rings, to be part of this so-called ‘fun’.
use language. It’s years of data about who you
chips, sauce … Afterwards I feel really happy! Bart Unless someone makes them do it …
are and the people at Sidekik claim it’s enough to
5 Doctor Andrews Oh yes, unfortunately, that’s
create your digital twin. To teach the AI how to
imitate your output, if you will. They’ve already Hi, I’m Jasmine. My guilty pleasure? Let me possible too.
created a ‘Trump sidekik’ who quite successfully think… I guess I’d go for some Italian dish. I love MP3.13
imitates president Donald Trump’s tweets. But this cuisine, and whenever I can eat something
1
your digital twin will supposedly do much more Italian, I overdo it. And one thing I certainly feel
I’m listening to your discussion and it seems to
than tweeting. guilty eating is Parmesan cheese. I always add
me you don’t have all the facts. Research shows
Host How exactly? tonnes of it!
that most digital pirates are also the clients of
Mary By having access to the apps on your 6
online music and film services, and they spend
phone, and thus being able to basically analyse My name’s Quentin. I have a very sweet tooth,
a lot of money for legal access to this content!
your life. Think about it. Your apps store data so if I eat too much of anything it’s ice cream –
It seems that the idea that illegal downloading is
about where and when you go jogging, which especially raspberry sorbet. I have lots of it in
about saving money is simply not true. Also, rich
bus schedules you look up – basically where my fridge, and I add it to all the other desserts
and educated people do it as much as anybody
and when to find you. Shopping apps and your I devour every day. Oh well!
else. So we should stop imagining all pirates to
browser history tell the story of your preferences MP3.10 be poor computer freaks.
from groceries to clothes and films. Your phone 1 I’m having a housewarming party soon. 2
knows what time you like to wake up and how 2 Why not ask everyone to bring something And now for some news from the world of
many Ed Sheeran songs are on your playlists. to eat? celebrities. Everyone was shocked when the

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146
producer of a popular TV show said piracy didn’t return to the problems we faced nearly a hundred Host That I’ve got to hear.
bother him too much since he viewed that as years ago. People will die from infections and Maggie Ok, so Luis Carlos de Noronha Cabral
a kind of advertising. Many of his Hollywood operations. If you cut your finger on a dirty knife, de Camara was a rich aristocrat, yet he was
colleagues, frustrated because they lose you could die. If you had an operation on a broken miserable and lonely. His parents had never
thousands of dollars every day, are criticising him leg, you could lose your life too. There would be married, Luis never felt loved by his mother
for his views. Others are reminding their fans that no more organ transplants, not to mention less and to make things even worse his father had
piracy is a cybercrime. But not all downloading complex operations like plastic surgeries. Doctors abandoned him. Having no friends or family,
is illegal. More about it in ten minutes after the will be helpless, as simple as that. Our lives would one day Luis asked his lawyer for a phone book
adverts and the weather in our daily segment be completely different. and randomly chose seventy names from it. He
“Are you sure this is legal?” Interviewer Can’t the big drug companies then had his last will written, leaving all of his
3 develop new ones? possessions to the lucky winners of his private
You might also want to know that we monitor Anna Technically speaking, it’s very costly to lottery. After Luis’s death, his lawyer found all
what websites people enter and whether it looks develop new antibiotics, and it’s a huge challenge. of them in order to deliver the inheritance, but
like they’re downloading a lot from the suspicious The drug companies should have found new ones most of them initially thought it was a joke and
ones. And if it looks like you’re doing something by now. The last one was developed nearly 30 failed to respond.
illegal, then you get a warning. Of course, you years ago! But it has been more profitable to Host You can’t really blame them though. It
can contact us anytime to clear up the situation. develop expensive drugs for other illnesses. After does sound like a bad joke.
However, if the problem continues, we will all, doctors in recent years have been trying to Maggie It does. But in the end the lawyer
slow down your internet connection, which will reduce the number of prescriptions for antibiotics convinced them and everyone claimed their
unfortunately affect not just your downloading – which isn’t good business for drug companies. inheritance.
but legal streaming as well. Don’t worry, we’re Interviewer Is there any good news for the Host Good for them. But the chances of
not invading your privacy, we just want to fight future? winning such a lottery are lower than finding
against piracy. And I’ll be happy to answer any Anna Actually there is! At least as far as I  can a hidden treasure, so there goes my luck.
questions you have. see. Scientists have discovered a new way of Maggie Speaking of treasures. There is that
4 developing antibiotics from soil. They have tested story of a 17-year-old Josh, who, to his surprise,
I’m not proud of it, but I do download things one new type on mice, and it’s been successful. inherited farmland and an island from his
sometimes. The worst part is – it’s illegal. But And this could be just the beginning of a whole grandfather.
I don’t know any other way to get the shows new generation of these wonder drugs. This Host: An island?
that I love. Internet media providers are doing new type could be resistant to bacteria for more Maggie Yes. So, the grandfather was a stranger
than thirty years. My guess is that there are two at this boy’s home, always staying away because
a great job brining us a great variety of previously
possibilities for the future of antibiotics. Either he had never accepted the marriage of Josh’s
inaccessible content but there are still many
governments will work together to put money parents. But he still named his grandson as
shows and songs that are missing. Why can’t they
into the necessary development of them, or the one who would get all his possessions,
just all be there? I know – license for my location.
big drug companies will find a way to make it including a mysterious treasure. Based on some
But if they were there and the providers charged
profitable to do it themselves. of his comments made years back, it seems
extra for streaming them, the artists would just
Interviewer Well, I really hope you’re right! Thank that somewhere on that island there’s a hidden
get their money and I would get my shows. It’s
you, Anna. a container full of precious stones. The boy just
a win win and I don’t understand why it doesn’t
needs to find it.
work that way. MP3.15 Host Wow, his own island and a treasure hunt.
1 I’ve got a rash and it itches terribly! Now that is what I call luck!
Unit 7 2 These brain teasers will boost your ability to
process information.
MP3.14 3 What seems to be the problem?
Interviewer Good morning. Everybody has 4 I’d like some syrup for my sore throat, please.
heard about antibiotics and how they save 5 You’ve got to get it sorted now.
lives, but at the moment people in the medical 6 If I were you, I would stay in bed.
world are very worried about the future of these
MP3.16
wonder drugs. Today, I’m talking to Doctor Anna
1 A real drawback of credit card is that you
Reid about this problem. Anna, the discovery
don’t feel you’re spending money.
of antibiotics in 1928 was of paramount
2 That’s £70. From £100, £30 is your change.
importance, wasn’t it?
3 I got that dress in our local charity shop for
Anna Oh yes. Alexander Fleming’s discovery –
£3.
Fleming was Scottish by the way, not English
4 I’m sorry, contactless payment services are
– is considered a milestone when it comes to
unavailable at the moment.
medical discoveries of all time. Before penicillin,
which was the first antibiotic, people died all MP3.17
the time from minor infections. Now doctors Host ... I mean Maggie, we’ve all dreamt at one
in every country in the world use antibiotics point or another about a distant relation leaving
regularly. They don’t only use them for treating us a fortune. But does it ever really happen
infections but in surgeries too. They have saved anymore?
countless lives since their discovery. Maggie Oh yes. More often than you think. But
Interviewer So why are scientists worried about even more surprisingly – not every inheritance
antibiotics today? is claimed.
Anna We are facing an enormous problem. Host What? Why not?
There are hundreds of different antibiotics, but Maggie Well, take Tomas Martinez, a  67-year-
slowly they are becoming ineffective. They just old homeless man from Santa Cruz de la Sierra.
don’t work any longer. This is for several reasons, As a young man, he’d separated from his wife
but the main thing is that the bacteria that cause and done some suspicious deals which lead to
infections have become resistant to the majority his financial ruin. He ended up in the streets for
of antibiotics that we have at our disposal today. years. So when he heard the police were after
The drugs don’t kill them anymore because the him, he felt he needed to disappear. What he
bacteria have adapted. Most people believe that didn’t know was that his wife had died and left
this is a result of antibiotics being overprescribed him 6 million dollars and that’s why the family
at the end of the last century. Doctors gave too lawyers had the police searching for him. From
many antibiotics when it wasn’t really necessary. what I know, detectives may still be searching
Now the bacteria seem to be winning the fight! for that poor man.
Interviewer It sounds terrible! What will this Host What a shame! But surely he’s an exception?
mean in the future? Maggie Probably, but not the only one. Some
Anna If we can’t find and develop new antibiotics, people know about their inheritance and still
in a few years we’ll go backwards! I mean that we’ll don’t take it. At least not immediately.

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B O O K A N SW E R K E Y
STUDENT'S

4 Dynamic: talk, take, put, play, listen, get, work 4 a 3 c2 e3


Unit 1 The image makers Stative: recognise, understand, agree, prefer, b1 dX f4
VOCABULARY love, believe, mean 5 1 The conditions were very difficult because
1 Students’ own answers 5 1 go; am staying rooms were stuffy, dark and small. There
2 is wearing were no proper toilets and the workers did
2 Students’ own answers
3 Is Ella studying not have any breaks.
3 1 f 3d 5c 7– 2 The hard work may affect workers’ back
4 brings out; are advertising
2e 4– 6b 8a and eyes.
5 don’t live 6 ’m chatting
4 hair: blond / fair, wavy, shoulder-length, 7 puts 3 They were horrified and devastated to see
straight, a ponytail, bald, short-haired 8 are building how difficult workers’ lives were.
complexion: spots / spotty, wrinkles / 9 don’t wear; make 4 They decided to try to tell people in
wrinkled, freckles, tanned Norway about the working conditions in
10 Are we going
build: slim, muscular, overweight, skinny, Cambodian sweatshops.
well-built, tubby, plump, broad-shouldered 6 1 do you mean; don’t understand 5 It took action against some unethical
features: a tattoo, a piercing, a scar / scarred, 2 recognise companies.
a moustache, a high forehead, a dimple, 3 ’m taking
6 1 chain stores 5 unethical
hollow-cheeked 4 don’t want
2 sweatshops 6 miserable
general: short, plain, ugly, youngish, good- 5 is making
3 price 7 profit
looking, tallish, gorgeous, hadsome 6 agree; don’t have
4 idea
5 1 T 3F 5T 7F 7 1 What interesting things are you studying at
school at the moment? 7 1 chain stores 4 boycott
2T 4F 6F
2 How many adverts do you see every day? 2 lead 5 care
3 What are the people in this class wearing 3 sweatshops
LISTENING AND VOCABULARY now? 8 1 devastated 6 fascinating
1 Students’ own answers 4 Which adverts do you like (hate) most? 2 starving 7 boiling
2 Students’ own answers 5 When are you next going shopping? 3 delighted 8 terrified
3 1 designer dress 7 tights 6 How many fashion designers do you know? 4 gorgeous 9 huge
2 bracelet 8 knee-length skirt 7 What colours do you prefer to wear / 5 filthy 10 delicious
3 open-toed sandals 9 high-heeled shoes prefer wearing? 9 1 absolutely 5 fairly / very
4 cotton suit 10 tight-fitting jacket 8 Which singer or band are young people in 2 very / extremely 6 really
5 striped shirt 11 V-neck sweater Poland listening to at the moment? 3 a little / really 7 really
6 tie 12 skinny jeans 8 Students’ own answers 4 absolutely 8 absolutely
4 dresses, jeans, jackets, trousers, a suit and tie, 10
  1 I was terrified of asking for help.
T-shirts, hoodies, shoes, high heels, a coat, GRAMMAR 2 2 The girls working in sweatshops were
a scarf, a hat, gloves, socks, boots, pyjamas 1 Students’ own answers starving.
5 1 Izzy 3X 5 Robby 2 Students’ own answers 3 We were sad to hear the stories of
2 Anna 4 Grant underage workers in Asian countries.
3 1 to look 4 looking 4 The room where we had to sleep was really
6 1 casual 4 trendy 2 to spend 5 being
2 smart 5 scruffy dirty.
3 to do 6 wearing 5 I was happy to leave that place. It was so
3 elegant
4 verb + -ing: finish, miss, prevent from, miserable.
7 Students’ own answers practise, fancy, imagine, get tired of 6 It was boiling outside.
8 Students’ own answers verb + to + infinitive: afford, advise, promise, 11 Students’ own answers
9 1 present clothes agree, invite, offer, refuse, manage, warn,
2 the wrong message ask, persuade
5 1 coming 5 to get
SPEAKING
3 their own decisions
2 to give 6 doing 1 Students’ own answers
4 magazines
5 good 3 to come 7 to help 2 1 d 2c 3b 4a
10
  Students’ own answers 4 to spend 8 speaking 3 1 taken 4 like
6 1 not to buy 2 In 5 is wearing
11
  Students’ own answers
2 waiting 3 Judging 6 seems
3 living; seeing 4 1 c 2b 3a
GRAMMAR 1 4 to revise 5 1 like 4 are having
1 Students’ own answers 5 to spend; looking; chatting 2 as if 5a
2 Ben likes adverts because they are useful – 6 watching 3 looks 6 like
they give us ideas. Jax doesn’t like adverts 7 sending
because you can’t escape them. 6 Students’ own answers
8 going
3 1 I usually go online. 7 Students’ own answers
7 Students’ own answers
2 They make me angry. / I can’t stand adverts
in general. WRITING
3 I’m just browsing a website.
READING AND VOCABULARY 1 Students’ own answers
4 They are putting more and more of them 1 Students’ own answers
2 1 to inform the English friend about a new
online. / He’s driving around in that car. 2 a inhumane d miserable boyfriend/girlfriend
5 I’m meeting Robby in half an hour. / We’re b exploit e chain store 2 four
watching a film at his house. c sweatshop f profit 3 present simple for description; present
6 I hate this type of advert … 3 1 f 2e 3a 4d perfect to give an excuse; going to or
present continuous to talk about the plans

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3 1 f 2e 3 a  4c 6 1 old blue Japanese kimono 3 He was sceptical at first.
4 1 incredibly 4 comes 2 beautiful long silk Indian sari 4 It improves concentration.
2 taste 5 talent 3– 5 It gives them an opportunity to bond.
3 casual 6 borrow 4 round 16th century French table
5 1 a fashionable black leather jacket 5 amazing huge dark blue eyes GRAMMAR 1
2 a handsome friendly young man 7 Students’ own answers 1 Students’ own answers
3 a big black American car 2 1 Because her computer has crashed.
4 long straight ginger hair Unit 2 Work and play 2 She’s a vlogger.
5 tall young French girls 3 She posted a video online about make-up.
6 a modern square plastic watch VOCABULARY
3 1 Last year she got a job in a department store.
6 Students’ own answers 1 Students’ own answers
2 She stayed for two months and then resigned.
2 1 Jackie 4 Mark 3 My sister’s computer has crashed.
ENGLISH IN USE 2 Mark 5 Karen 4 … so far this year she’s earned thousands of
3 Jack pounds giving video make-up advice.
1 Students’ own answers
3 1 counsellor 7 nanny 5 … she’s already lost a lot of money this
2 1 let; lets 3 let morning.
2 architect 8 sales
2 made 4 makes
3 accountant representative 4
3 1 c 3b 5b 4 surgeon 9 executive the past simple: this morning; in2015; a few
2b 4 a  6c 5 editor 10 beautician months ago; for two months then; after that;
4 1 am wearing a skirt 6 presenter When ...? the present perfect: this morning;
2 doesn’t fancy going 4 -er / -or: instructor, headhunter, soldier, so far this year; since she was a kid; for two
3 lets him sleep teacher + doctor months; in the last few days; How long ...? ever;
4 is taking action against recently
-ist: journalist, physicist, dentist, scientist +
5 has offered to lend me pianist 5 1 has worked
6 am not interested in talking -ian: politician, librarian, technician + 2 did your uncle retire
5 1 e 2c 3b 4a physician 3 hasn’t met
5 Suggested answers: 4 did
6 1 are you smelling
Stressful: executive, surgeon, sales 5 designed; introduced
2 I can’t tell the difference
representative, politician, soldier 6 has changed
3 I am seeing my boyfriend
4 ever meeting him Badly paid: nanny, librarian, teacher Involve 6 1 Have you applied for the job yet?
5 I forgot to pack responsibility: executive, surgeon, architect 2 The teacher didn’t tell us about the test
Have promotion opportunities: accountant, yesterday.
7 Students’ own answers
sales representative, programmer 3 I’ve liked this band’s music for three years
Involve dealing with clients: sales since I was 13.
STEP BY STEP representative, counsellor, beautician, 4 My dad has just got a promotion!
1 1 women – a they; 1 cheek rouge and lipstick – headhunter 5 I haven’t spoken to my cousin since his
a those Involve working outside: nanny, sales birthday.
2 the Middle Ages – b those days; 2 The reason representative, soldier 6 How many video clips have you put online
was – b That’s why 6 1 journalist/reporter this month?
3 a wealthy woman – c her; 3 apply lead 2 politician 7 First, I made a video, then I uploaded it
powder, water and vinegar – c this process 3 nanny online.
2 1 d 3e 5c 4 surgeon 8 I’ve eaten too much and now I feel sick
2a 4b 9 A Have you ever written a blog?
7 1 f 3c 5a
B Yes, I wrote a blog for six months last year.
3 1 b 2c 3a 2e 4b 6d
7 Students’ own answers
4 1 B 2E 3A 4C 8 Students’ own answers
9 Suggested answer:
It means that without time off work, a person GRAMMAR 2
REVIEW 1
becomes both bored and boring. 1 Students’ own answers
1 1 spotty 4 open-toed
2 overweight 5 high-heeled 2 1 in a café
3 high LISTENING AND VOCABULARY 2 She’s been playing computer games all day.
1 Students’ own answers 3 testing new games
2 1 casual 4 boycott
2 Students’ own answers 3 1 ’ve been playing
2 bracelet 5 make
2 ’s been playing
3 chain stores 6 care 3 Recording 2
3 haven’t been chatting
3 1 hates; prefers 4 1 c 3a 5b 4 hasn’t been chatting
2 do; are going 2a 4a 6b 5 Have you been chatting
3 Are you and your classmates meeting 5 Students’ own answers 6 Has she been chatting
4 don’t believe; say 7 have you been doing
6 c – the text mentions in the past and new
5 am getting research shows 8 has he been doing
6 wants What’s right?
7 1 in the past
4 1 has agreed/agreed to help us 2 suggested by the staff 1
2 don’t fancy going 3 is passing on 4 a I’ve been sitting here for half an hour. He’s
3 can’t afford to buy 4 from the employees themselves been working in his dad’s shop all week.
4 refused to wear/put on 5 gets done b I’ve been playing computer games all day.
5 have finished/finished working 6 bring their own (= That’s why I look tired.)
6 always advises me to buy 5 1 ‘ve been doing
8 (suggested answers)
7 didn’t let me have 2 hasn’t been working
1 His company used to organise fun activities
8 made me change my mind 3 Have you been waiting
for its employees.
5 1 in 3 across 5 like 7 from 2 Because it gives the employees a sense 4 have been using
2 make 4 to 6 for of control over what is going on in the 5 hasn’t been getting on
company. 6 have you been cycling

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6 1 b 2a 3c 9 1 I’ve (got) a lot of experience of working in Luckily for him, one day he was fired laid off
7 Present perfect continuous: all morning a restaurant. because his company was closing down. So,
Present perfect simple: five times this week; 2 Sometimes I may be a little/a bit impatient. that day he promised himself he would never
How many …? once 3 I have been responsible for running have a boring, sedentary job ever again, and
a drama club at my school for four years. he has kept his promise. Since that time he
Both: for three hours; How long …? since 6
4 Organising activities for children has always worked has worked as a chocolate taster,
July; this month; today
been one of my strong points. a video game tester and a Lego master
8 1 have you filled in builder. He says he has enjoyed every one of
5 Will I be paid weekly or monthly?
2 ‘ve met these jobs, but the most rewarded rewarding
6 Shall I bring any documents?
3 ‘ve been browsing; haven’t found was working as a video game tester. He
7 How many hours a day do I need to/have
4 ‘s heard could play new video games on his console
to work?
5 ‘ve lived/ ’ve been living for the whole day, and then tell his employee
8 What does the job involve? / What are my employer what he thought of the game
6 ‘ve read duties?
7 ‘ve been jogging and how he would improve it. This month,
10 Students’ own answers he started has even started blogging to
8 have you had
encourage other people to leave their boring
9 haven’t known
WRITING careers and look for fun jobs elsewhere.
10 ‘ve played/’ve been playing
1 Students’ own answers 5 Students’ own answers
9 Students’ own answers
2 dotychczasowe doświadczenie zawodowe,
umiejętności językowe, cechy charakteru, STEP BY STEP
READING AND VOCABULARY
które sprawiają, że jesteś właściwą osobą na 1 The correct answer is a. The girl says: I’m
1 Students’ own answers to stanowisko too young and I don’t have enough work
2 Students’ own answers 3 1 opening: to explain why you’re writing experience. Answer b is incorrect because
3 1 b 2e 3a 4c 2 to describe work experience and the girl says: “I think I am able to write one,
qualifications but will it be ok enough…”. Answer c is
4 Students’ own answers
3 to describe personality traits which make incorrect because she says: “What if I can’t
5 1 F 3T 5T 7F say a word because of all that stress?” It
the writer a suitable candidate
2F 4F 6F means that she worries about her reaction to
4 ending the letter: information about
6 1 doradcą zawodowym stress rather than not knowing what to say.
enclosed documents
2 gwarantuje dobre wynagrodzenie / wysokie 2 1 Option b is correct because of the
4 1 response 4 suitable
dochody following clues: “I’m in charge of a huge
2 position 5 hold department.”; I’m good with people,
3 rozwijać talenty i pasje
3 enclose 6 myself especially the new employees.”; “I can train
4 chłopca
5 przeciętne oceny 5 1 I am writing to apply for the position of them up…”
6 „Siedem Historii” waiter in your restaurant. 2 Option c is correct because of the following
7 rysownikiem kreskówek 2 My interests include football, tennis and clues: “No, just a few stops.”; “Now you can
orienteering. just watch the other people getting wet!”;
8 skontaktowała
3 I know a great deal about fashion. “I know it can take a long time at this time
7 Students’ own answers of the day because of the traffic...”
4 I am available for an interview at any time.
8 1 do 2 career 3 job 4 find 5 I believe I am a suitable candidate for this 3 1 B 3B 5B
9 Students’ own answers post/position. 2A 4C 6C
10
  Students’ own answers 6 Finally, I consider myself hard-working and
a good team player.
REVIEW
7 I look forward to hearing from you.
SPEAKING 8 In addition, I am excellent at organising 1 1 F A surgeon operates on people. An
1 1 looking 4 been events/activities. executive manages a company.
2 hire 5 prepared 2T
6 Students’ own answers
3 enjoy 3T
7 Students’ own answers 4 F A physician treats people for illnesses.
2 Students’ own answers
A physicist is a scientist who studies
3 Students’ own answers physics.
ENGLISH IN USE
4 1 She has experience of working with 5 F An accountant deals with a company’s
1 1 a I am good at swimming.
children. She has been responsible for financial documents. A counsellor helps
b I am a good swimmer.
designing an extra activities programme for people with their problems.
younger students in her school. 2 a I always fail maths tests.
6T
2 She is sociable and cooperative. b I never do well in maths tests.
3 a My uncle has a well-paid job. 2 1 living 6 salary
3 She is a little overambitious and wants to 2 unemployed 7 looking
achieve too much in too short a time. b My uncle gets/has/earns a good salary.
3 quit 8 job
5 1 good with 4 overambitious 2 1 a 3b 5a
4 badly paid 9 opportunities
2 enjoy 5 a lot of experience 2c 4b 6a
5 overtime 10 adviser
3 strong points 6 responsible 3 1 I have been looking
3 1 has changed jobs
6 Students’ own answers 2 have you changed
2 worked as a police officer
3 since she started to
7 a The time when Rosie has to arrive at work 3 How long have you been
at the weekends. 4 to give me promotion
4 have just said
b The day there is going to be a meeting for 5 has always been my strength
5 I haven’t found
all the new employees. 6 the position/post of editor
6 Did you work
c The time of the meeting for new 7 satisfied with my salary
7 never complained
employees. 8 worked in London
4 1 have you had
8 1 I am calling to ask a couple of questions 4 Some people are not interested in doing
2 have been trying
about the job you have offered me. following/making an ordinary career, but
instead try to find an unusual work job which 3 has your father been working / has your
2 Does it involve working at the weekends? f a ther worked
3 What time do I start at the weekends? would raise people’s eyebrows. They hate
normal jobs, and dream of doing something 4 have been jogging
4 Will I be paid weekly or monthly? 5 haven’t experienced
extraordinary. One such individual is Dan
5 When do you want me to start? Thomas, who was totally unsatisfying 6 has been looking for
6 Shall I bring any documents with me? dissatisfied with his career as an office clerk. 7 has called

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5 1 (at dealing) with children GRAMMAR 1
2 for looking after the clients 1 Students’ own answers
3 my strong point
2 1 They’d missed an expensive excursion
4 be a little impatient / be impatient
because she was late.
sometimes / be impatient at times
2 Students’ own answers
5 experience of working with children
3
6 Correct order: 6, 4, 3, 5, 1, 2
1 enclose; 4 for; of Type of holiday Accommodation Activities
certificates 5 more; myself
winter holiday chalet sunbathe, go down the slopes,
2 look; hearing 6 in; to
fall over
3 perfect/suitable
7 Student A  Student B staycation go on day trips to different cities,
1 making 1 working check out local restaurants
2 do 2 deal with cruise cabin with a porthole stop at many ports,
3 look for 3 involve get seasick
4 follow 4 find out
5 involve 5 do activity holiday bed and breakfast camping
tent

UNIT 3 Escape! city break youth hostel go on a tour, see lots of sights and galleries

VOCABULARY past simple: I woke up; I splashed my face with GRAMMAR 2


1 1 city break 4 cruise cold water and ran down; when I ran into the
dining room 1 Students’ own answers
2 all-inclusive holiday 5 activity holiday
2 Students’ own answers
3 winter holiday 6 staycation
past continuous: The sun was shining; The 3
2 1 all-inclusive 4 cruise
family were sitting in silence
2 winter holiday 5 activity holiday Ques- Auxiliary Sub- Verb Comple-
3 staycation 6 city break tion verb ject ment/
past perfect: My alarm had gone off; They had
3 word Object
obviously finished eating
4 1 went 5 sights Do you remem- a trip with
2 seasick 6 ports used to: I used to really enjoy family holidays ber your family
3 staycation 7 check when
4 1 The sun was shining
4 excursion you were
2 I splashed my face with cold water and ran
a child?
5 1 a staycation down
2 a package holiday 3 The family were sitting in silence; when I ran Are you plan- any trips
3 Mark prefers beach package holidays into the dining room. ning in the near
because everything is arranged and he 4 I woke up future?
also likes to chill out. Diane would prefer 5 They had obviously finished eating; My alarm Where did you go on your
an activity holiday and doing sports for had gone off last trip?
a whole week because her family always 6 I used to really enjoy family holidays.
go on a package holiday. How have you been this year?
5 1 used to go; decided
6 Students’ own answers many on
2 were eating; came; had never seen
day
7 Students’ own answers 3 had got/got; watched; went trips
8 Students’ own answers 4 was raining; got; stayed; read
5 had paid Had he visited Scotland
6 didn’t use to like; went; tried before?
LISTENING AND VOCABULARY
7 was; was doing How can you speak?
1 Students’ own answers
8 got; had already arrived many
2 1 C 2A 3B 6 1 while, as, when lan-
3 1 F 3T 5F 2 as soon as, the moment, when, after guages
2F 4F 3 by the time, before, after How has your been in
4 1 g 3f 5b 7a 7 1 By the time 4 Before long dad work- England?
2h 4e 6d 8c 2 The moment 5 While ing
4 1 g 3f 5b 7a 3 while What’s right?
2h 4e 6d 8c + Students’ own answers 1 a  2b 3a
Punkty 5 1 see him off 5 took off at 9 8 1 had been 4 1 Does Nina go skiing in winter?
2, 3,6 2✓ o’clock 2 were feeling 2 Where did you buy that T-shirt?
3✓ 6✓ 3 decided 3 Can you send me a card from France?
? 4 work them out 4 went 4 Why are you running?
5 was looking 5 Which film did you watch on the plane?
6 1 work out 5 pick up
6 was buying 6 Why do you look so tired?
2 take off 6 check in
7 went 7 Have you been here a long time?
3 broke down 7 see off
8 ran
4 set off/out 8 got on 5 1 My dad (S) usually organises our family trips
9 shouted
7 b (O).
10 had stolen
2 a (S) b (O)
8 1 psychologa 5 robić krótkie 11 started
2 coraz częściej przerwy / 12 had already caught up 6 don’t use
3 tęsknimy wyjeżdżać na 13 knocked 7 1 left 5 did you see
4 zmęczeni krótko 14 gave 2 packs 6 posted
6 trzy razy w roku 15 wasn’t even breathing quickly 3 have you decided 7 will you stay
9 Students’ own answers 16 used to be 4 changed
9 Students’ own answers

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8 1 Who bought a guidebook to take on holiday? SPEAKING 4 What comes to your mind first when you
What did Danny buy to take on holiday? 1 Students’ own answers think of …? Co ci przychodzi do głowy, gdy
2 Who is meeting them outside the airport? myślisz o…?
Where is the tour guide meeting them? 2 rezerwacja wycieczki What could be better than …? Czy jest coś
3 Who always takes a phrase book when we Would you like me to book a place/two lepszego niż…
visit a new country? What does dad always places on the trip for you? To my mind, this type of holiday must
take when we visit a new country? 3 1 Could you recommend a good hotel to me? be extremely rewarding. Moim zdaniem
4 Who is going to the USA in November? Czy mógłby pan polecić mi jakiś dobry hotel? wakacje tego typu muszą być niezwykle
Where is Penny going in November? 2 Could you tell me how much it is exactly satysfakcjonujące.
5 Who used to love going on bus tours? What and what the price includes? Czy mógłby I am convinced that … Jestem przekonany,
did your younger sister use to love (doing)? mi pan powiedzieć, ile dokładnie kosztuje że…
6 Who has been to ten different countries? wycieczka i co jest wliczone w cenę? 5 Suggested answers:
How many different countries has your 3X 1 What could be better than
cousin been to? 4 I’d like some information about one of the 2 Can you imagine
9 1 Where did you go on holiday last year? trips you offer. Chciałbym uzyskać parę
3 Don’t you agree
informacji na temat jednej z oferowanych
2 Have you ever tried skiing? 4 Have you ever thought of
przez państwa wycieczek.
3 Who teaches/taught/has taught you to 5 Personally speaking, I think that
5 I wonder if there are any discounts for
speak English? 6 Suggested answers:
university students. Zastanawiam się, czy
4 Which websites do you often go on? 2 First of all, it’s free. Secondly, you meet
mają państwo jakieś zniżki dla studentów.
5 How many photos did you take on holiday? new people and make new friends.
6X
6 What do you want to do in the next school 3 To start with, holidays are a time to relax
holidays? 4 1 includes 4 trip
and get away from it all. Secondly, they
7 Who do you usually phone in the evenings? 2 offer 5 r