Tài liệu Beyond b1+ sb audio script.

B1+ CLASS AUDIO SCRIPT UNIT 1 BE EXTREME! Unit 1, Page 6, Exercise 3a Unit 1, Page 7, Exercise 6b Track 1.01 / Bey_B1plus_U01_006_1.01 Track 1.05 / Bey_B1plus_U01_007_1.05 a base jumping b free running c skydiving d rock climbing e windsurfing f skateboarding 1 extreme 2 climb 3 bike 4 equipment 5 free 6 hill 7 ice 8 bungee 9 cliff 10 sky Unit 1, Page 6, Exercise 3b Track 1.02 / Bey_B1plus_U01_006_1.02 1 I started about two years ago. I’d done some sailing before so it didn’t take me long to learn. The board is about two to three metres long and it’s quite easy to lose control. You need to have good balance. 2 You need to be strong both physically and mentally. It can be dangerous so you need to train and you need to have the right equipment. If you want to learn, there are a lot of indoor gyms with climbing walls where you can practise. 3 It’s all about freedom. There are no rules and no equipment. Well, you need good shoes because you’re going to be running, climbing, swinging, jumping ... 4 It’s 60 seconds of free fall when you feel like you’re on top of the world and you’re flying. Then there’s five minutes after you open the chute. It’s the ultimate adrenaline rush. 5 Basically, we climb to the tops of buildings, bridges, cliffs. Anything that’s tall. And jump off. People think we’re crazy. They’re probably right. 6 It can be dangerous especially if you’re learning a new trick and you fall off the board. So you’ve got to be prepared for scrapes, cuts, bruises, you know. Unit 1, Page 6, Exercise 5 Track 1.03 / Bey_B1plus_U01_006_1.03 Boy: Bungee jumping is jumping from a tall structure while connected to a large elastic cord. Girl: Tower running is racing up staircases inside skyscrapers or other tall structures. Boy: Free diving is diving underwater without any equipment. Girl: Ice climbing is climbing frozen waterfalls, cliffs and rocks covered with ice. Boy: Bodysurfing is riding a wave without using a board. Girl: Snowboarding is travelling down a snowcovered hill while standing on a board base jumping, bodysurfing, bungee jumping, free diving, free running, ice climbing, rock climbing, skateboarding, skydiving, snowboarding, tower running, windsurfing Unit 1, Page 7, Exercise 6a Track 1.04 / Bey_B1plus_U01_007_1.04 wind, ski, dive Unit 1, Page 8, Reading Track 1.06 / Bey_B1plus_U01_008_1.06 Boy: Find an extreme sport that’s right up your street. Read the questions and choose the answers that reflect your character and abilities. Boy: 1  Do you like heights? Girl: a  I don’t mind heights. b  I don’t really like heights. Boy: 2  How do you feel about the water? Girl: a  I’m a strong swimmer. b I’m not a very confident swimmer. Boy: 3  What do you normally do? Girl: a  walk up the stairs b  take the lift Boy: 4  Which sentence describes you? Girl: a  I’m a team player. b  I prefer my own company. Boy: 5 You need to cross a frozen river. It’s six metres wide and the ice is 20 centimetres thick. It’s a 20-minute walk to a bridge. What do you do? Girl: a  I walk across the ice. b  I cross the bridge. Boy: Read the analysis of the questionnaire and cross off the extreme sports on the list that aren’t right for you. Girl: Choosing the right extreme sport is often a process of elimination. If you don’t like heights then don’t choose base jumping or other sports that involve heights. If swimming isn’t your cup of tea then bodysurfing and free diving are not good choices. It’s important to know how much physical exercise you’re prepared to do. If you usually run a mile from anything that involves exercise, don’t try sports that involve physical effort such as free running. If you don’t like using lifts because you don’t feel safe, then a sport that relies on equipment such as rock climbing is a lost cause. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 1 B1+ CLASS AUDIO SCRIPT UNIT 1 BE EXTREME! Other people are often required in extreme sports and you need to trust the people you’re with. If you think working with other people can be a pain in the neck, choose sports like skateboarding or windsurfing that don’t involve them. Finally, there’s the risk factor. All extreme sports involve an element of risk, but how much risk are you prepared to take? Remember – don’t bite off more than you can chew. Which extreme sports are left on your list? Choose the one you’d like to try. If you’ve crossed out all the sports, you can always try extreme ironing. Unit 1, Page 9, Exercise 1 Glen: Linda: Glen: Linda: Glen: Linda: Track 1.07 / Bey_B1plus_U01_009_1.07 Jeff: Welcome to the final of the Wheelchair Basketball National Junior Championship at the Stoke Mandeville Stadium. Players from both teams are making final preparations and Claire Walden is sitting next to me. Wheelchair basketball is often described as a tough sport. Who do you think is the stronger team, Claire? Claire: The Yorkshire team is playing exceptionally well these days. But the North West team always puts up a fight. My family’s from Yorkshire so I want them to win. Unit 1, Page 9, Exercise 5 Glen: Linda: Glen: Linda: Track 1.08 / Bey_B1plus_U01_009_1.08 Sally: Layla: Sally: Layla: Sally: Layla: Sally: Layla: What’s Jeff doing? Is he still playing basketball these days? Yes. In fact, he’s at the sports centre right now with the rest of the team. They’re practising for a match on Saturday. Does he usually play during the week? No. They only train on weekdays when there’s a match. Is he still talking about the Paralympics? I know that he really wants to go. When are the teams chosen? The basketball team is normally picked around now. How do you feel about it? I think it’s exciting. Unit 1, Page 10, Exercises 2b and 2c Glen: Linda: That’s right. Believe it or not, Jordan climbed Mount Kilimanjaro in Africa when he was just 10 years old. And then he reached the top of Mount Everest, the world’s highest mountain, when he was 13. Wow! So anyway on December 24, 2011, at the age of 15, he did it, or to quote his actual words: ‘I DID IT.’ He’d reached the summit of Mount Vinson Massif on the continent of Antarctica and had achieved his dream of climbing the seven summits of the world. It’s an amazing story, but it raises some issues. I agree. Like – is it right for teenagers as young as Jordan to risk their lives by taking up such an extreme challenge? How prepared is a teenager both physically and mentally to attempt to do something like that? I think Jordan was probably very aware of the problems he’d come up against. Before climbing Everest he’d trained for months. Apart from the problems you normally encounter when you climb a mountain, there’s very little oxygen at the top of Everest so it’s extremely hard to breathe. He had to be prepared. And mentally? Jordan said that the toughest challenge he’d had to face was being away from home for so long. OK. So that brings me to another question. What role do parents play in all of this? I remember cases in which parents were criticised for allowing their kids to set out on adventures like this. Jordan was always supported by his family. And his team of climbers included his father, Paul Romero, who was trained in emergency medicine. In one interview, Jordan said that the main reason they’d been so successful was because they didn’t take risks. But I have another question that relates back to the title of this segment. What happens when you fulfil your dreams and ambitions at the age of 15? What do you do with the rest of your life? Good question. OK. So we’re waiting to hear from you, dear listener. You can join in the discussion by phone, text or social media and tell us what you think. Track 1.09 / Bey_B1plus_U01_010_1.09 Unit 1, Page 10, Exercise 5 Linda: Track 1.10 / Bey_B1plus_U01_010_1.10 Glen: Linda: Hi. So we’re calling the next segment ‘I Did It’. Do you want to explain, Glen? Yes. I was searching the web as part of my research for today’s topic when I came across Jordan Romero’s website. Now, if I remember correctly, Jordan Romero was the American teenager who achieved fame when he climbed the highest mountains on each of the seven continents. 1 Girl:  Jordan Romero achieved his dream while he was still a teenager. 2 Boy:  He reached the top of some of the world’s highest mountains. 3 Girl:  Some critics say it’s wrong for young people to risk their lives in this way. 4 Boy:  But according to Jordan, he was successful because he never took risks. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 2 B1+ CLASS AUDIO SCRIPT UNIT 1 BE EXTREME! 5 Girl:  It’s normal to encounter problems when you’re attempting a difficult task. 6 Boy:  You might have to face your fears, but with the right people to help you, you’ll be able to overcome obstacles blocking your way. 7 Girl:  In recent years, Jordan’s helped other young people fulfil their potential. 8 Boy:  He’s encouraged them to take up the challenge to find their own Everest. Unit 1, Page 10, Exercise 6 Track 1.11 / Bey_B1plus_U01_010_1.11 Boy: achieve a dream, achieve an ambition, achieve fame Girl: attempt a difficult task, attempt to do something Boy: encounter a problem, encounter difficulties Girl: face your fears, face a challenge, face difficulties Boy: fulfil your potential, fulfil a dream, fulfil an ambition Girl: overcome obstacles, overcome difficulties, overcome problems Boy: reach the top, reach the summit, reach your goal Girl: risk everything, risk your life Boy: take a risk, take a chance Girl: take up a challenge, take up an offer, take up an invitation Unit 1, Page 13, Exercise 4b Track 1.13 / Bey_B1plus_U01_013_1.13 1 Nora: Are you interested in rock climbing? 2 Nora: Did you know the members of the sports centre get a discount? 3 Tom: That reminds me, do I need to buy any equipment? 4 Tom: Talking of prices, how much does it cost? 5 Nora: Oh look! Is that the time? 6 Tom: By the way, what’s the instructor like? Unit 1, Page 13, PHRASEBOOK Track 1.14 / Bey_B1plus_U01_013_1.14 Starting a new topic Are you interested in ... Oh, look! Did you know that ...? Changing the topic That reminds me ... Talking of ... By the way … Unit 1, Page 13, Exercises 2 and 4a Track 1.12 / Bey_B1plus_U01_013_1.12 Nora: Tom: Nora: Tom: Nora: Tom: Nora: Tom: Nora: Tom: Nora: Tom: Nora: Hi. Are you interested in rock climbing? Yes. I mean, I’m thinking of doing a course. Did you know the members of the sports centre get a discount? No, I didn’t. But how do I decide which course to choose? If you don’t have any experience, you could try the one-day taster. You do some basic climbing and learn something about using ropes. That reminds me, do I need to buy any equipment? No, the price includes all the climbing equipment and the instruction. Right. Talking of prices, how much does it cost? The one-day course is £90, but with the 20% discount it’s £72. OK. Sounds good. So what do I have to do? Choose your dates and fill out a registration form. Oh, look! Is that the time? I’m sorry, but I have to go. Nice talking to you. Thanks for your help. By the way, what’s the instructor like? You’re looking at her. See you on the course. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 3 B1+ CLASS AUDIO SCRIPT UNIT 2 DIGITAL FOOTPRINTS! Unit 2, Page 17, Exercise 7a Track 1.15 / Bey_B1plus_U02_017_1.15 back, log Unit 2, Page 17, Exercise 7b Track 1.16 / Bey_B1plus_U02_017_1.16 1 log 2 back 3 gap 4 could 5 blog 6 class in touch with your friends collect and keep information about your online habits. All this information is collected and stored without our permission, and that’s unacceptable. It’s also unacceptable that we have no way to erase the personal information that exists about us on the net. And that’s scary, because if the information gets into the wrong hands, it could be used to rob us. Somebody could also use it to commit a crime in our name. Unit 2, Page 19, Exercise 3 Track 1.19 / Bey_B1plus_U02_019_1.19 Unit 2, Page 17, Exercise 8 Track 1.17 / Bey_B1plus_U02_017_1.17 turn on, turn off, download, upload, turn up, turn down, log on, log out, back up, swipe, update, scan, set up, enter, tap, click Unit 2, Page 18, Reading Kim: Carol: Kim: Carol: Kim: Track 1.18 / Bey_B1plus_U02_018_1.18 Narrator: T he digital debate. Internet privacy: are you for or against? The case against, by Jirka M. Jirka: If you’re reading this, you’re probably worried about online privacy. After all, many of the things you’ve heard are scary. Your favourite sites do track your browsing habits, even when you log out. And some have sold information about you to companies that want to sell their products to you. But I would argue that makes browsing a better experience. Because your web browser knows your habits, it can show the search results that you really want to see. And while you’re online, you only see ads for products that really interest you. More importantly, perhaps, it also explains why the internet has remained free. If internet companies couldn’t sell information and advertising space, they would have to charge for using their sites. If they did that, fewer people would use them, and your social network would suddenly be much smaller. Isn’t losing some of your privacy a small price to pay for a free internet? Narrator: The case for, by Maria B Maria: Before I make my case, let me say that I’m not against the internet. On the contrary, I love using the net, and think it’s probably the greatest gift that technology has ever given us. But I think the issue of privacy gives it a dark side too. For example, somewhere on the net there’s a record of every site you’ve ever visited, and of every email or message you’ve sent since you first went online. And the sites you use to search for information and stay Carol: I haven’t seen that phone before. How long have you had it? For about a month now. I got it for my birthday. Is your internet connection working? I don’t know. I haven’t been online yet. Why do you ask? Well, apparently Dom posted a really funny video on his page at the weekend. Everyone else has already watched it, but I can’t get online. So I was wondering if I could try with your phone. OK, let’s look together. I’ve never seen Dom’s page. Unit 2, Page 20, Exercise 2b Track 1.20 / Bey_B1plus_U02_020_1.20 Matt’s mum: Matt: Matt’s mum: Matt: Matt’s mum: Matt: Lucy: Matt: Lucy: Matt:  our breakfast’s cold. Have you been Y playing with that phone again? No. I’ve been finishing some homework. You look a little unwell. I’m just tired. Well, you’d better eat quickly. It’s time to go. Sorry I’m late, Lucy. Matt, you are incapable of being on time. How long have you been waiting? For about 10 minutes. You’re lucky I’m not the impatient type! I’m really sorry. Let’s go down to the platform. Lucy: Matt: Lucy: Have you done the maths homework? I tried. It’s impossible. You? Yeah, but there was too much. It’s completely unnecessary. Matt: It’s not unusual, though. She’s been giving us lots to do recently. PA message: Please do not leave baggage unattended. Any unattended baggage will be removed and destroyed PA message: Mind the gap. … Mind the gap. PA message: Once again we apologise for the delay, which is due to an incident at Oxford Circus. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 4 B1+ CLASS AUDIO SCRIPT UNIT 2 DIGITAL FOOTPRINTS! Woman: Typical. The Underground’s so unreliable. Man:  Considering how fast ticket prices have been going up it’s unacceptable. Woman:  Listen, if we stay here we’re unlikely to get to the meeting on time. Man: You’re right. Let’s get off and get a taxi. Man 2: How do I get to the Central line? I’ve been going round in circles for about 20 minutes. Woman 2: Go down the passageway and turn right. Man 2: But that’s totally illogical. It says the Victoria line’s that way. Woman 2: You’ll see the sign round the corner. Can you have your tickets ready, please? Matt: Lucy: Matt: Lucy: We’re really late. I know. Hopkins won’t be happy. She never believes my excuses. It’s so unfair. Well, you do make a lot of them! She’s not being so unreasonable. Matt:  orry we’re late. It was the Underground S again. Teacher: You’ve been using that excuse since term started. Matt: Sorry. Teacher: Have you done the homework? Matt: Er, yes. Teacher:  How unusual! So, you’re not completely irresponsible. Could you tell us the answer to the third problem? Matt: 630 litres. Teacher: Is incorrect. Lucy? Lucy: Matt: Lucy: Matt: Lucy: Matt: Lucy: Matt: Lucy: How long have you been recording me? Since I got my phone. And you were totally unaware of it! That’s immoral! It’s probably illegal too. Why? Why? What about my right to privacy? Privacy doesn’t exist anymore. It’s irrelevant. Well, I think it’s important. Matt, are you recording this? Er, yes. Turn that thing off. Now! Unit 2, Page 20, Exercises 3 and 7 Track 1.21 / Bey_B1plus_U02_020_1.21 1 Matt’s mum: Y  our breakfast’s cold. Have you been playing with that phone again? Matt: No. I’ve been finishing some homework. Matt’s mum: You look a little unwell. Matt: I’m just tired. Matt’s mum: Well, you’d better eat quickly. It’s time to go. 2 Matt: Lucy: Matt: Lucy: Matt: Sorry I’m late, Lucy. Matt, you are incapable of being on time. How long have you been waiting? For about 10 minutes. You’re lucky I’m not the impatient type! I’m really sorry. Let’s go down to the platform. 3 Lucy: Matt: Lucy: Have you done the maths homework? I tried. It’s impossible. You? Yeah, but there was too much. It’s completely unnecessary. Matt: It’s not unusual, though. She’s been giving us lots to do recently. PA message: Please do not leave baggage unattended. Any unattended baggage will be removed and destroyed PA message: Mind the gap. … Mind the gap. 4 PA message: O  nce again we apologise for the delay which is due to an incident at Oxford Circus. Woman: Typical. The Underground’s so unreliable. Man: Considering how fast ticket prices have been going up it’s unacceptable. Woman: Listen, if we stay here we’re unlikely to get to the meeting on time. Man: You’re right. Let’s get off and get a taxi. 5 Man 2: Woman 2: Man 2: Woman 2: 6 Matt: Lucy: Matt: Lucy:  ow do I get to the Central line? I’ve H been going round in circles for about 20 minutes. Go down the passageway and turn right. But that’s totally illogical. It says the Victoria line’s that way. You’ll see the sign round the corner. Can you have your tickets ready, please? We’re really late. I know. Hopkins won’t be happy. She never believes my excuses. It’s so unfair. Well, you do make a lot of them! She’s not being so unreasonable. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 5 B1+ CLASS AUDIO SCRIPT UNIT 2 7 Matt: Teacher: Matt: Teacher: Matt: Teacher: Matt: Teacher: 8 Lucy: Matt: Lucy: Matt: Lucy: Matt: Lucy: Matt: Lucy: DIGITAL FOOTPRINTS!  orry we’re late. It was the Underground again. S You’ve been using that excuse since term started. Sorry. Have you done the homework? Er, yes. How unusual! So, you’re not completely irresponsible. Could you tell us the answer to the third problem? 630 litres ...? Is incorrect. Lucy? Track 1.22 / Bey_B1plus_U02_021_1.22 Jason: Talia: Jason: Talia: Jason: Talia: I’ve been waiting at the gate for 20 minutes. I’m really sorry. I’ve been doing the geography project all afternoon. I’ve known you for years, and I’ve never seen you spend so long in the library! It’s a lot of work. I’ve done my project. Do you need some help? Yes and no. I’ve found a lot of information, but I’ve lost it all. Hang on, I’m coming ... Let me have a look ... Oh, you’ve been saving it in somebody else’s folder. That’s why you can’t find it. Unit 2, Page 21, Exercise 4 Track 1.23 / Bey_B1plus_U02_021_1.23 1 Pepe: Jules: 2 Cole: Sheila: Dad: Liam: T he computer’s got a virus. Have you two been downloading games again? No, we haven’t. In fact, we haven’t been using it at all recently. 4 Helen: How long have you been learning to play the guitar? Joe: Only since my birthday. So I haven’t been playing very long. Unit 2, Page 21, Exercise 5 Track 1.24 / Bey_B1plus_U02_021_1.24 How long have you been recording me? Since I got my phone. And you were totally unaware of it! That’s immoral! It’s probably illegal too. Why? Why? What about my right to privacy? Privacy doesn’t exist anymore. It’s irrelevant. Well, I think it’s important. Matt, are you recording this? Er, yes. Turn that thing off. Now! Unit 2, Page 21, Exercise 1 Talia: 3 Hey Jules. I’ve been trying out that new app you created. It’s amazing! I’m glad you like it. Has it been working OK?  ou see that man over there? He’s been Y standing there for over an hour. I know. And he’s been taking photos of the house. Who do you think he is? Henk: Trisha! I haven’t seen you for ages! Trisha: I’ve been studying a lot. I’ve got some important exams this week. Henk: Have they been going well? Trisha: I’ve done three already, and I think they went well. But, obviously, I haven’t had any results yet. Henk: Well, you’re looking very well. Trisha: Thanks. I’ve been sleeping well because I haven’t left all my revision to the last minute this year. What have you been doing since I last saw you? Henk: Not much really. The usual – studying, playing basketball, going out. Trisha: Well, let’s try and meet up soon to catch up. Unit 2, Page 23, Exercises 2 and 3 Track 1.25 / Bey_B1plus_U02_023_1.25 1 Luis: Ava: Luis: Ava: 2 Guard: Ellie: Guard: Ellie: Guard: Ellie: Guard: 3 Gran: Dan: Gran: Dan: Gran: Are you sure you trust that site? I’d watch out if I were you. Why? I’m only downloading a game. You might download a virus too if you’re not careful. Do you really think so? I’m sorry, you can’t go in there. I just want an autograph. I’m sorry, you’re not allowed to go backstage. Can I stay here and take a photo? No, it’s prohibited. Says who? Says me. Mind the step. You could fall and hurt yourself. Don’t worry, Gran, I’ll be careful. Let’s cross the road here. Look out! There’s a car coming. It’s OK, we’re on a zebra crossing, it has to stop. Better safe than sorry. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 6 B1+ CLASS AUDIO SCRIPT UNIT 2 DIGITAL FOOTPRINTS! 4 Warden: Excuse me; you mustn’t sit on the grass. It’s forbidden. Luis: Can I just finish my sandwich? Warden: There’s also a ban on eating picnics in the park. Luis: I’ve nearly finished. Warden: If you don’t get off the grass now I’ll have to call the police. Luis: OK, OK, I’m going. Unit 2, Page 23, Exercise 4 Track 1.26 / Bey_B1plus_U02_023_1.26 1 2 3 4 5 6 Watch out! Be careful! Mind the step! It’s prohibited. It’s forbidden. There’s a ban on it. Unit 2, Page 23, PHRASEBOOK Track 1.28 / Bey_B1plus_U02_023_1.28 Give prohibitions You can’t go/take ... You’re not allowed to wait/ask ... It’s prohibited/forbidden. There’s also a ban on eating/walking ... Give warnings Watch out!/Look out!/Be careful! Mind the steps/gap. Are you sure you trust that site/that’s a good idea? I’d watch out/be careful if I were you. You might download/have ... if you’re not careful. You could fall/hurt yourself ... Unit 2, Page 23, Exercise 5 Track 1.27 / Bey_B1plus_U02_023_1.27 1 2 3 4 5 6 Are you sure that’s a good idea? I’d be careful if I were you. You might fall if you’re not careful. If you don’t watch out you could hurt someone. You’re not allowed to cycle here. There’s a ban on cycling in the centre. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 7 B1+ CLASS AUDIO SCRIPT UNIT 2 DIGITAL FOOTPRINTS! PROGRESS CHECK UNITS 1 & 2, Page 27, Listen Speaker 5:  id you know that they can follow every D move you make if you carry one of those? ‘Big Brother is watching you!’ Do you know what I mean? I can see the advantages of them. It’s like carrying a computer in your pocket, isn’t it? But I don’t want a computer in my pocket. I keep mine at home where it belongs. And if I need to phone someone when I’m out, then I’ll use a public phone or borrow someone else’s phone. Narrator: Now listen again. Track 1.29 / Bey_B1plus_U01&2_027_1.29 Narrator:  You will hear five different people talking about smartphones and the internet. Choose each person’s attitude from the list (A to H). There are three extra letters which you do not need to use. Speaker 1: I’ve been using the internet for around six years and I’ve never had any problems. I think as long as you don’t do anything stupid – like not logging out of your email account on a shared computer or using the same password all the time – and you don’t do anything illegal – like downloading files from an unknown site, then it isn’t dangerous. I’m sorry but I have to go now … Speaker 2:  ell, new technology isn’t really my W cup of tea. I’ve attempted to use … what’s it called … a smartphone but it was too complicated for me. And my granddaughter said – ‘Watch out, Gran, if you’re not careful you could call someone accidentally or click on something you shouldn’t.’ She thinks I’m incapable of doing anything for myself. Speaker 3: T his is it. What do you think? I got it last week. It cost me an arm and a leg. There was a cheaper model which I really liked but it was a year old and at school you have to have the latest model of everything if you don’t want to be laughed at so I got this one. It was quite difficult to set up but it’s really good. And I downloaded this cool ringtone. You wanna hear it? Speaker 4:  lot of my friends use social A networking sites. They’re always sharing photos and passwords. I think they’re unaware of the dangers. I wouldn’t let anyone have my password. What for? So they can update my profile or upload embarrassing photos of me? Why take the chance? I had an online profile, but I deleted it. There are plenty of other things you can do on the net. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 8 B1+ CLASS AUDIO SCRIPT UNIT 3 EYEWITNESS Unit 3, Page 29, Exercise 4 Unit 3, Page 31, Exercise 6 Track 1.30 / Bey_B1plus_U03_029_1.30 Track 1.32 / Bey_B1plus_U03_031_1.32 1 A tsunami is a large wave. (The word comes from Japanese.) 2 A wildfire is a fire that starts in the countryside or a forest and spreads very quickly. 3 A volcanic eruption is when a volcano sends hot gas, ash and melted rock (or lava) into the air. 4 A landslide is a heavy fall of earth, rocks or mud down a hill. 5 An earthquake is a shaking movement of the Earth. 6 An avalanche is a large amount of snow and ice that falls down a mountain. 7 A hurricane is a violent storm with strong winds and heavy rain that starts over the sea. 8 A tornado is a strong wind that goes round in a circle over land. 9 A drought is a long period without rain. 10 A flood is a large amount of water that covers an area that is usually dry. Tally’s electronic equipment secretly informed the government of her location. The government destroyed The Smoke and took everyone away, but Tally and David had already escaped. They were able to rescue David’s mother and their friends, but David’s father had died. David’s mother had been developing a pill to undo the effects of the operation, so Tally decided to have the operation and be her test person … Unit 3, Page 30, Reading Track 1.31 / Bey_B1plus_U03_030_1.31 Ashes, Ashes by Jo Treggiari Sixteen-year-old Lucy Holloway had been living a normal life near New York until rising sea levels and floods, hurricanes and earthquakes devastated the city. Only a few islands of land remained and some could only be reached during periods of drought. Then the plague killed 99% of the population, including Lucy’s family. ‘Sweepers’ had started to hunt survivors, so Lucy escaped and hid in the wilds of Central Park. She had been surviving off wild animals and plants when a tsunami forced her to leave her camp and run … Lucy estimated that she was around Second Avenue and 92nd Street, although acres of road and earth had been moved in the big earthquake; the landscape had been completely changed. It looked as if a toddler had built a city out of blocks and then knocked them all down. She had reached a gorge that was as big as a canyon. There was no way round it. When she finally pulled herself up the last slope, she found herself on top of a plateau. Straight ahead was a deep, wide ravine and a suspension bridge. Sweat trickled down Lucy’s back. It was so high. The bridge was attached to an outcrop of rock by a rope. Lucy pulled on it and then stepped onto the bridge, which moved with her weight. She crept forward, holding on to the rope with both hands. Her eyes were drawn to the ground far below. The canal was almost completely dry and sharp rocks lay on the bottom along with mounds of garbage. Part of the bridge snapped with a sharp crack. Lucy’s ankle twisted. Her foot went through the hole and the bridge swung crazily from side to side. Lucy grabbed at the ropes, burning red stripes across her hands. She closed her eyes, trying to erase the image of the rocks sticking up like spearheads at the bottom of the canal. Unit 3, Page 32, Exercises 2 and 3b Track 1.33 / Bey_B1plus_U03_032_1.33 Narrator: Interview 1 Interviewer: Wayne, can you tell me what happened? Wayne: Well, my dad had gone for a walk on the beach and my mum and I were sitting on the balcony at our hotel. Our room was on the fifth floor and all of a sudden I noticed the sea had gone really far out … I’d learned about this at school so, you know … I knew what it meant. Interviewer: So how did you feel? Did you panic? Wayne: No, all I could think of was finding my dad. I ran down the stairs, but suddenly there was a roaring noise like a really loud train. I heard the windows smash in the hotel restaurant and people screaming and yelling. Interviewer: The restaurant was on the ground floor … Wayne: Yes, we’d just eaten breakfast there … a huge wave had crashed right into it and tables and chairs were swimming round in the water … there were people in the water too … It was unbelievable … like being in a film. Interviewer: What about your dad? Wayne: A wave took him out to sea, but luckily, he was able to get hold of a tree that was floating in the water … I still can’t believe he survived. Narrator: Interviewer: Interview 2 Dina, can you tell me about your experience? Dina: We were watching a film on TV when suddenly we smelled wood burning and then we heard our neighbour yelling. We ran outside and saw huge black clouds of smoke coming from the forest. Then all at once there was this enormous wall of fire. Interviewer: What did you do then? Dina: Well, it sounds stupid, but none of us moved. We saw the wall of fire coming closer and closer, but we were, like, frozen; we just watched the fire moving towards us. Then a big tree crashed to the ground and my dad screamed at us This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 9 B1+ CLASS AUDIO SCRIPT UNIT 3 EYEWITNESS and our neighbour to get into the car. I tried to run back to the house to get some of my stuff, but my dad pushed me into the car and slammed the door … Then we left. Interviewer: What about your home? Dina: As soon as we heard that the fires had been put out, we drove back. It was a horrible moment. Our house had burned down to the ground, everything was gone. But, you know … we’re alive, that’s the most important thing. Unit 3, Page 32, Exercise 7 Track 1.34 / Bey_B1plus_U03_032_1.34 1 scream 2 sigh 3 whisper 4 yell 5 groan 6 roar 7 crash 8 smash 9 slam 10 burst 11 bang 12 explode Unit 3, Page 32, Exercise 9a Track 1.35 / Bey_B1plus_U03_032_1.35 1 [Somebody yells angrily. A front door slams, a car door slams, then an engine roars.] 2 [A bomb explodes. Windows smash and people scream.] 3 [Somebody bangs on a door and then groans as if in pain. Two people whisper behind the door. The person bangs loudly on the door again.] 4 [A car tyre bursts loudly. Then a car crashes into a tree. There’s a short silence, then somebody sighs in relief.] Unit 3, Page 32, Exercise 9b Lily: Josh: Lily: Josh: Lily: Oh, but that isn’t very far away! I thought the ice was melting slowly. That’s not true at all! Temperatures in the Arctic have increased much more than anywhere else. OK, but if we stopped putting gases into the air now, global warming would stop immediately, right? Well, it’s very unlikely that we could just cut all emissions. And in point of fact, if we did do it, global warming wouldn’t stop immediately. We’ve destroyed the planet; it’s too late. I take your point, but there must be something we can do. Unit 3, Page 35, Exercise 4b Track 1.38 / Bey_B1plus_U03_035_1.38 Male: Female: Male: Female: Male: Female: Male: Female: Male: Female: Male: That’s not true at all. You’re wrong there. I don’t think so. I’m afraid that’s not quite true. It’s very unlikely. I’m not sure how true that is, actually. Well, actually … Well, as a matter of fact … Well, in point of fact … That’s true, but … I take your point, but … Unit 3, Page 35, PHRASEBOOK Track 1.39 / Bey_B1plus_U03_035_1.39 Contradicting facts That’s not true (at all). You’re wrong there. I don’t think so. I’m afraid that’s not quite true. It’s very unlikely. I’m not sure how true that is, actually. Well, actually/as a matter of fact …/in point of fact … That’s true, but … I take your point, but … Track 1.36 / Bey_B1plus_U03_032_1.36 1 [Somebody yells angrily. A front door slams, a car door slams, then an engine roars.] 2 [Somebody bangs on a door and then groans as if in pain. Two people whisper behind the door. The person bangs loudly on the door again.] Unit 3, Page 35, Exercises 2 and 3 Track 1.37 / Bey_B1plus_U03_035_1.37 Lily: Josh: Lily: Josh: I have 0.08 degrees. You’re wrong there. It’s 0.8 degrees. Really? That much? … What about no ice in the Arctic? I have 3000. Well, as a matter of fact it’s 2040. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 10 B1+ CLASS AUDIO SCRIPT UNIT 4 THINKING AHEAD! Unit 4, Page 38, Exercise 3 Track 2.01 / Bey_B1plus_U04_038_2.01 1 Boy: Girl: 2 Boy: Girl: 3 Boy: Girl: 4 Boy: Girl: 5 Boy: Girl: 6 Boy: Girl: 7 Boy: Girl: 8 Boy: Girl: Agriculture, Gardening and Animal Care gardener, veterinary nurse Arts, Media and Publishing lighting technician, sound technician Business, Administration and Law accountant Construction carpenter, electrician, plumber Health, Education and Public Services firefighter, healthcare assistant Information and Communication Technology app developer, software developer, web developer Leisure, Travel and Tourism flight attendant Retail, Manufacturing and Services beauty therapist Unit 4, Page 38, Exercise 4 3 Tom: I didn’t really know what I wanted to do at school, but I loved music and going to live concerts, so this seemed like the right career choice. 4 Iona: I chose this apprenticeship because I want to travel and see the world. The job involves more than serving passengers. There’s a lot of security and cultural awareness training. 5 Arjun: I help install lamps and sockets. It can be dangerous work, but if you know what you’re doing, you’ll be OK. You’ve got to have good social skills because you meet a lot of people. 6 Harry: I didn’t know which apprenticeship to choose, to be honest. But I like being outside and working with plants and the earth. So the job suits my character. Unit 4, Page 39, Exercise 7a Track 2.04 / Bey_B1plus_U04_039_2.04 engineer accountant, sound engineer, firefighter, flight attendant, lighting assistant, software, healthcare Unit 4, Page 39, Exercise 7b Track 2.02 / Bey_B1plus_U04_038_2.02 Track 2.05 / Bey_B1plus_U04_039_2.05 accountant app developer software developer web developer beauty therapist carpenter electrician firefighter flight attendant gardener healthcare assistant lighting technician sound technician plumber veterinary nurse engineer accountant sound engineer firefighter flight attendant lighting assistant software healthcare  Unit 4, Page 39, Exercise 6 Track 2.03 / Bey_B1plus_U04_039_2.03 1 Jeff: You have to be physically fit – you have to be able to climb ladders, obviously, and sometimes carry people to safety. And you’ve got to be able to make quick decisions in emergency situations. 2 Sanjana:  I’ve become much more confident, which is important when you handle animals. Unit 4, Page 40, Reading Track 2.06 / Bey_B1plus_U04_040_2.06 Narrator: YPW -Young People and Work Sylvia: Hi Maurice. I’m 15 and want to get a job to start saving money. My mates at school tell me I’m too young to work. Are they right? Sylvia (Liverpool, England) Maurice: Thank you for your question, Sylvia. In the UK, you cannot work full time until you are 16. However, the Children and Young Persons Act of 1933 sets 13 as the minimum age at which children are allowed to do part-time work. The law only allows you to do ‘work which is not likely to be harmful to the safety, health or development of children’. And you cannot let you job affect your schoolwork. During the school term you can work a maximum of 12 hours per week which increases to 35 hours during holidays. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 11 B1+ CLASS AUDIO SCRIPT UNIT 4 THINKING AHEAD! Raj: Dear Mr Clarke, Our family has a shop and I often help Mum and Dad when I come home from school. Sometimes, Dad makes me work on Saturdays because he wants me to join the business when I leave school. I don’t want to join the business. What can I do? Raj, age 16 (Birmingham, England) Maurice: The first thing to remember, Raj, is that your father has probably spent years building the business and he wants it to continue. Having said that, he cannot make you join the business if you do not want to. Help him see that working outside the family for a while will benefit everyone. You will learn a lot by working in other situations and you can bring that experience to the family business if you decide to join it in the future. F.S: I wanna be rich and famous. Can you help me get an actor or model job! F.S. Maurice: The employment laws in the UK and the USA let children work in television, film, theatre and modelling. However, these types of job are strictly controlled. I should add that making a good impression is essential when trying to get any job so I suggest you improve your writing skills before applying for a job. Apart from your bad spelling and grammar, you do not give your full name, age, or say where you are writing from. Unit 4, Page 42, Exercises 2 and 3 Track 2.07 / Bey_B1plus_U04_042_2.07 Jennifer: Hi everyone. So here I am on the location of my new movie, Zombies of London. I’m going to take you on a quick tour and introduce you to some of the people who are making the movie. I don’t mean the stars, director, producer, cinematographer, and all those names that appear at the start of the movie. I mean the people whose names appear at the end of the film when you’re walking out of the movie theatre, like the editor! Jennifer: Let’s see who’s in here. Oh, hi guys! Jack & Derek: Hi Jennifer. Jennifer: It’s good to see you working so hard! Jack: Come on, Jennifer. It’s our break. Jennifer: So Jack here is a gaffer and Derek is the best boy, which is a very strange job title. Do you want to explain what a gaffer does, Jack? Jack: Sure. The gaffer is the person who’s responsible for the lighting. Jennifer: So basically you’re an electrician. Jack: You could call me that. Or you could call me the Chief Lighting Technician. The best boy, who at this moment is eating a cheese sandwich and can’t speak, is the Assistant Chief Lighting Technician. Jennifer: So that’s very clear then! Thanks, guys. See you later! Jennifer: So this is my trailer. This is the place where I hang out for hours waiting to be called on set. I spend a lot of time in here with Pamela, my dialogue coach. She is the person who makes sure my British accent and pronunciation are perfect. Did you like the way I said that? Jennifer: Here we are, Martin. Martin: Hi Jennifer. Jennifer: Martin, who everyone calls Marty except me, is the main make-up artist on this shoot. He’s the person responsible for making me look ‘beautiful’. Martin: Well, I think you look beautiful. Jennifer: That’s because you love zombies. I have to sit here for hours while Martin works his magic. Jennifer: Sally is my stunt double. ‘What does that mean?’ I hear you ask. Basically, Sally takes my place when there’s an action scene that could be dangerous. This afternoon, for example, we’re shooting a scene in which I jump out of a moving car. Say hello, Sally. Sally: Hello, Sally. Jennifer: So I’m walking through all the extras to find the most important person of all. Good morning, Mario. What’s on the menu today? Mario: Good morning, Miss Jennifer. Today’s special is pasta, which I know is one of your favourites. Jennifer: Mario, who’s the most important person here, is our caterer. Keep some pasta for me, Mario. Oh. I’ve got to go. I have to see the costume designer about the outfit I need for the next scene. Unit 4, Page 42, Exercise 4b Track 2.08 / Bey_B1plus_U04_042_2.08 1 It’s good to see you working so hard! 2 So that’s very clear then! 3 He’s the person responsible for making me look ‘beautiful’. 4 I have to sit here for hours while Martin works his magic. 5 Mario, who’s the most important person here, … This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 12 B1+ CLASS AUDIO SCRIPT UNIT 4 THINKING AHEAD! Unit 4, Page 42, Exercise 7a Unit 4, Page 45, Exercise 5 Track 2.09 / Bey_B1plus_U04_042_2.09 Track 2.12 / Bey_B1plus_U04_045_2.11 1 Listen to me! I’m the director! 2 Tell that extra to walk up and down the street like a normal person in a crowd. 3 Send a note to the editor telling her to cut ten seconds from the scene. 4 I can’t understand what the actor’s saying. Call the dialogue coach. 5 Where’s the cinematographer? We can’t start until he’s behind the camera. 6 Call the producer and tell him we need more time and more money. 7 Your outfit looks terrible. Go and see the costume designer and find something else to wear. Narrator: Checking you have understood 1 In other words, I see her. 2 You’re saying that we aren’t allowed to ask questions. 3 Do you mean I look normal? 4 So, I see her, but I ignore her. 5 Are you saying that I don’t see her? 6 Can I check something? Unit 4, Page 42, Exercise 7b Narrator: Confirming or correcting understanding 1 That’s not what I meant. 2 What I’m saying is that you walk past her. 3 That’s correct. 4 I’m not sure you’ve understood. 5 You’ve got it. Track 2.10 / Bey_B1plus_U04_042_2.10 cinematographer costume designer dialogue coach director editor extra producer Unit 4, Page 45, Exercises 2 and 3 Track 2.11 / Bey_B1plus_U04_045_2.11 Luis: Tom: Luis: Tom: Luis: Tom: Luis: Ellie: Luis: Ellie: Luis: Tom: Luis: Ellie: Luis: Tom: Luis: Stop me if you don’t understand. OK? So Ellie, you’re standing here and, Tom, you walk past her like this. Are you with me? Are you saying that I don’t see her? No. What I’m saying is that you walk past her. Of course you see her. So, I see her, but I ignore her and keep walking. That’s not what I meant. She’s the girl of your dreams. You want to go out with her, but you’re embarrassed when you see her. Have you got the idea? In other words, I see her, I panic, I don’t know what to do, so I continue walking. That’s correct. Can I check something? Yes, of course. What’s my motivation? How should I feel? I’m not sure you’ve understood. You’re a zombie. You’re saying that I want to go out with a zombie. No. You don’t know she’s a zombie yet. Do you follow? Do you mean I look normal? In the script it says I look blank. It’s not very believable. It’s a film and I’m the director. Do you understand what I’m saying? You’re saying that we aren’t allowed to ask questions. You’ve got it. And … Action! ... Cut! Narrator: Checking you have been understood 1 Do you understand what I’m saying? 2 Stop me if you don’t understand. 3 Are you with me? 4 Have you got the idea? 5 Do you follow? Unit 4, Page 45, PHRASEBOOK Track 2.13 / Bey_B1plus_U04_045_2.13 Checking you have understood In other words, ... You’re saying that ... Do you mean ... ? So, ... Checking you have been understood Do you understand what I’m saying? Stop me if you don’t understand. Are you with me? Confirming or correcting understanding That’s not what I meant. What I’m saying is ... That’s correct. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 13 B1+ CLASS AUDIO SCRIPT UNIT 4 THINKING AHEAD! PROGRESS CHECK UNITS 3 & 4, Page 49, Listen Track 2.14 / Bey_B1plus_U03_4_049_2.14 Narrator:  You will hear an interview with a writer called Beth Lastoria. Complete the sentences with no more than three words. Teen:  When did you know you wanted to be a writer? Beth:  It was actually when I was quite young. I loved writing stories in school and I used to invent all sorts of weird and wonderful characters. I used to read a lot … as soon as I learned to read, I read all the time. My favourite day of the week was Friday … that’s when I went to the library with my mum and got lots of books to read at the weekend. … And so … reading stories encouraged me to write my own. Teen:  When did you start to write outside school? Beth:  That came when I was 12. I had so many stories in my head, I just had to write them down. I got a computer for my birthday and so after school and at weekends I’d spend most of my time in my room writing. Teen: What were these stories about? Beth:  Well, even then I was interested in fantasy worlds, with people who seem ordinary but who have a whole different life in another time or world. I’ve never liked simple characters; I like characters who have secrets and do the unexpected. Teen:  So how did you take the step to publish your work? Beth:  Well I gave these stories to friends to read and they loved them. My mum said I should try and publish them, so I sent my work to lots of different publishers but nobody wanted it. Teen: Nobody? Beth:  No I’d been sending stories to publishers for two years … and they’d been sending them back … and one day I just thought, ‘I’ll publish them myself’. Teen:  How did you do that? Beth:  Well, basically you can publish anything as an e-book. You have to do all the layout yourself, so it’s quite a bit of work. Luckily I had a friend who had already done this, so he helped me a lot. Teen:  But how did you sell the books? Beth:  I put them on an online site. The site gets a certain percentage of the sales and the author gets the rest. It’s actually much better than selling books through publishers because the author gets a larger percentage of the money and keeps control of their work. Teen:  And you were amazingly successful. Beth:  That’s right. At first it was just a few books, but then I got reviews on the internet – on the website where I sold them and on other sites – and soon I’d sold a million copies. Teen:  That was bad luck for the publishers. Beth:  Yes, and you know the funny thing? All those publishers who didn’t want my books suddenly want to give me a contract. Teen: So are you going to accept? Beth:  No, I’m not. As I said, e-publishing is better for me. Also most of my readers are teens, and it’s cheaper and easier for them to download books that I publish online. Narrator: Now listen again. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 14 B1+ CLASS AUDIO SCRIPT UNIT 5 STREET ART Unit 5, Page 50, Exercise 4b Unit 5, Page 54, Exercise 2 Track 2.15 / Bey_B1plus_U05_050_2.15 Track 2.17 / Bey_B1plus_U05_054_2.17 1 sketch 2 installation 3 landscape 4 graffiti 5 portrait 6 still life 7 mural 8 pavement art 9 performance art 10 collage Journalist:  Tim, you’re one of about 200 professional sand sculptors in the world, aren’t you? Tim: Uh-huh … yes. Journalist: How did you get started? Tim:  Well, after school, I headed off with my rucksack in search of adventure and I started doing quite elaborate sand sculptures on the beaches in Spain. I’d been doing it for about a year when a Dutch couple saw my sculptures and put me in touch with a group of professionals in Holland. Then I started doing sculptures all round the world. Journalist:  You use quite a lot of equipment to make the sculptures, don’t you? Tim:  Well, we have wooden boxes which we put together, they’re about 50 cm high … but when I say ‘box’, it doesn’t have a top or bottom. We put a pile of sand on the ground and put the box on top of the sand. The sand’s wetted and then compacted with a machine used to make roads called a whacker – it whacks or hits the sand and makes a hard layer. Each box has three layers of sand. When the box is full, we put another on top, smaller than the one before … lots of boxes on top of each other. Then you take the top box away and start sculpting. You start at the top and work your way down. Then you put a solution of white glue and water on the finished sculpture. By and large, it lasts a month or two unless there’s heavy rain – then water builds up inside and the sculpture falls down. Journalist: So, it’s physically quite a hard job, isn’t it? Tim:  On the whole, it’s really hard work … except when a technical team compacts the sand before we arrive – then it’s easier. Journalist: Do you do other types of work? Tim:  My main job at the moment is … er … a bit quirky, a bit different. I work in zoos or bioparks recreating natural environments for animals. I carve concrete to make it look like rock or antique architecture. Journalist:  Wow, that’s very impressive. … But it’s not easy being an artist these days, is it? What advice do you have for young artists? Tim:  It’s very hard work and you really need to be very dedicated. If you aren’t, you should do something else. With the exception of a few really talented artists, most people need to apply their art to some sort of practical use. Design is very fashionable at the moment, people want objects for their house … and, obviously, computerrelated art, that’s a pretty safe bet for a career. As a rule, I’d say you need to find an application for your skills. Unit 5, Page 52, Reading Track 2.16 / Bey_B1plus_U05_052_2.16 A short history of wall art Early self-expression Making your personal mark on a wall with spray paint is nothing new. Thirty-seven thousand years ago one of our earliest ancestors left his signature on the walls of Chauvet Cave in France. Holding his hand on the rock, he put a type of red paint in his mouth and spat around it to leave a perfect handprint. Early man later painted scenes of animals and hunters on rock using chalk and charcoal. Experts believe that some of the one million ‘rock art’ sites in Africa could date back as far as 50,000 years. A new technique In the 16th and 17th centuries in India, many palaces, temples and mosques were decorated with beautiful frescoes. A fresco is a mural which is painted on walls and ceilings onto fresh wet plaster. Painting onto wet plaster means that the paint dries into the material, giving the colours a special brightness. ‘Fresco’ is actually the Italian word for ‘fresh’ and in Europe some of the most famous frescoes are found in Italy (for example, on the ceiling of the Sistine Chapel in Rome). Wall art as politics Mexico is famous for its bright murals, full of people and life. Between 1920 and 1940, after a long civil war, public buildings were decorated with huge murals to celebrate the birth of a new, more equal society. Artists painted giant scenes in which everyday people worked in the fields, fought for their country or celebrated together – such as this 20th century mural by Amado de la Cueva. The ‘muralists’ strongly believed that art could educate people and change society. An art form with many faces In the 21st century, wall art is a feature of many cities and much of it has a social or political message. While some is commissioned by companies or public offices as advertising or to improve ugly urban spaces, much is illegal graffiti on other people’s property. In some cities, graffiti is a way for gangs to mark their territory. But for many graffiti artists, graffiti art is simply about spray painting their own name on an empty wall. Wall art is right back where it started. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 15 B1+ CLASS AUDIO SCRIPT UNIT 5 STREET ART Unit 5, Page 54, Exercise 3b Track 2.18 / Bey_B1plus_U05_054_2.18 Tim:  Then you take the top box away and start sculpting. You start at the top and work your way down. Then you put a solution of white glue and water on the finished sculpture. By and large, it lasts a month or two unless there’s heavy rain – then water builds up inside and the sculpture falls down. Journalist: So, it’s physically quite a hard job, isn’t it? Tim:  On the whole, it’s really hard work … except when a technical team compacts the sand before we arrive – then it’s easier. Journalist: Do you do other types of work? Tim:  My main job at the moment is … er … a bit quirky, a bit different. I work in zoos or bioparks recreating natural environments for animals. I carve concrete to make it look like rock or antique architecture. Journalist:  Wow, that’s very impressive. … But it’s not easy being an artist these days, is it? What advice do you have for young artists? Tim:  It’s very hard work and you really need to be very dedicated. If you aren’t, you should do something else. With the exception of a few really talented artists, most people need to apply their art to some sort of practical use. Design is very fashionable at the moment, people want objects for their house … and, obviously, computerrelated art, that’s a pretty safe bet for a career. As a rule, I’d say you need to find an application for your skills. Akim:  You know we’re painting that mural on Saturday, don’t you? Well, you couldn’t help us, could you? Jade:  No, sorry. I told you it’s my dad’s birthday on Saturday, didn’t I? Unit 5, Page 56, Exercise 2 Track 2.21 / Bey_B1plus_U05_056_2.21 Ella: Lulu: Ella: Lulu: Ella: Lulu: Ella: Lulu: Ella: Unit 5, Page 57, Exercises 2 and 4a Track 2.22 / Bey_B1plus_U05_057_2.22 Ava: Unit 5, Page 55, Exercises 1 and 3 Track 2.19 / Bey_B1plus_U05_055_2.19 Guide:  This must be a new installation. What do you think it’s about? Girl: It could be about energy waste, couldn’t it? Guide:  Yes, it looks like that, doesn’t it? It’s a very powerful piece of art, isn’t it? ...  Excuse me, you couldn’t tell me what the title of this is, could you? And you don’t know who the artist is, do you? Workman: That’s my ladder. I’m just changing the light bulbs. Unit 5, Page 55, Exercise 5a Track 2.20 / Bey_B1plus_U05_055_2.20 Pippa:  You’re going to the photo exhibition, aren’t you? Hong:  Yes, I am. My mum got tickets. It looks really interesting, doesn’t it? Pippa:  Yes, it does. You don’t know how much the tickets cost, do you? Hi Lulu, what are you watching? It’s a Bollywood film. A ‘bolly’ what? Bollywood. The place where they make Indian films used to be called ‘Bombay’ in English, so people called the place ‘Bollywood’. Oh, like Hollywood, OK, I get it. But why are you watching it? It’s not even in English, is it? Well, it has English subtitles. … You know my aunt came over yesterday evening? Well, she had this Bollywood film and she wanted me to watch it with her. As a rule I don’t like foreign films with subtitles and I knew there was singing and dancing – and I generally hate musicals … but I didn’t want to be rude so I watched it and … … you liked it, didn’t you? Yes, it was so good I have to watch it again. Come on, it’s only just started. Ah, no, I hate films with subtitles … and musicals … Sasha: Ava: Sasha: Ava: Sasha: Ava: Sasha: Ava: Listen to this! I think it’s one of the best songs I’ve heard for a long time. The lyrics are really moving. OK, let me listen … Wow, I totally agree. I just love her voice. So do I! It makes me cry every time I hear it … I don’t like that new song by The Roberts, though, do you? As far as I’m concerned, it’s totally overrated. I think so too. I don’t understand why it’s so popular. Neither do I. It’s not very original, is it? … Talking about original … that book that you lent me … Yeah, I know. Isn’t it great? The characters are so realistic, aren’t they? Well, actually, I thought they were pretty average. To be honest, I didn’t like the book that much. I’m not into science fiction. Neither am I, but I liked this book. Look, I’m sorry. Let’s just agree to disagree this once. OK? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 16 CLASS AUDIO SCRIPT UNIT 5 B1+ STREET ART Unit 5, Page 57, Exercise 4b Track 2.23 / Bey_B1plus_U05_057_2.23 1 2 3 4 5 6 7 I totally agree. So do I. I think so too. Neither do I. Well, actually … To be honest … Neither am I. Unit 5, Page 57, PHRASEBOOK Track 2.24 / Bey_B1plus_U05_057_2.24 Giving an opinion I think / believe (that) … As far as I’m concerned … Isn’t it great/awful … ? Agreeing I think so too. So do I./So am I. Neither do I./Neither am I. I totally agree. Disagreeing Well, actually … To be honest … I’m afraid I don’t agree. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 17 B1+ CLASS AUDIO SCRIPT UNIT 6 CRIME SCENE Unit 6, Page 60, Exercise 1 Track 2.25 / Bey_B1plus_U06_060_2.25 [A series of noises and sounds edited together to form the soundtrack for a crime. We hear a bank alarm going off; doors opening and footsteps as two people run out of the bank; people shouting, one person screaming; car doors opening then slamming closed; the car revs up and pulls away; a crashing sound as the car crashes into something; the doors opening and two people running way; more shouting; sirens as police cars arrive; police car doors opening; police radio noises; an ambulance arriving.] Unit 6, Page 61, Exercise 7 Track 2.26 / Bey_B1plus_U06_061_2.26 theft, robbery, burglary, murder, cybercrime, piracy, mugging, shoplifting, pickpocketing, kidnapping, blackmail, vandalism Unit 6, Page 61, Exercise 8 Track 2.27 / Bey_B1plus_U06_061_2.27 1 Woman 1: Excuse me, have you paid for those jeans? Hey! Stop, come back here! 2 Teen Teen Teen Teen Teen boy boy boy boy boy 1: 2: 1: 2: 1: John, can I see your homework? You’re always copying my homework! Well, that’s ’cause you do it so well. What if I say no? Well, you might find that everyone in the school finds out about your secret. Teen boy 2: All right then. 3 Man 1: Help! He’s taken my wallet out of my jacket pocket! Somebody stop him before he gets off the train! 4 Man 2: Mrs Smith. Your husband is safe, but if you want to see him again soon, you will have to bring us a million pounds. Woman 2: Where is he? What have you done to him? Man 2: Nothing, Mrs Smith. Just get the money ready and wait for us to call you with instructions. 5 Woman 3: Oi, you! What do you think you’re doing? That’s a public phone box. We all have to pay for your stupid behaviour! 6 Woman 4: Look, they’ve left a bag in the back. Man 3: Is there anyone coming? Woman 4: No. Man 3: Right, here goes. 7 Man 4: Are you OK? Woman 5: I’m fine, just a bit shaken. Man 4: I didn’t really see what happened. Woman 5: One of them asked me the time. Then they pushed me against the wall and they pulled my bag out of my hands. 8 Woman 6: How much are the games? Man 5: £10 each. Woman 6: They’re copies, aren’t they? What happens if the game doesn’t work? Man 5: Don’t worry, they’re good copies. Woman 6: OK, I’ll take that one. Unit 6, Page 62, Reading Track 2.28 / Bey_B1plus_U06_062_2.28 Girl Narrator: Where to stay. Things to do. Getting around. Eating out. Crime & safety. Boy Narrator: Like most big cities, crime forms part of Chicago’s past and present. Mention Chicago, and people will immediately think of the famous mafia boss Al Capone. Capone made his fortune by illegally selling alcohol during the prohibition years of the 1920s and early 30s, the era of organised crime and police corruption that was recreated in the movie The Untouchables. Today, Chicago still makes headlines for its gang-related violence, but it’s generally a safe place to visit. As in any modern metropolis, there are areas where you mustn’t go if you want to avoid problems, but you shouldn’t let any bad press stop you from visiting this amazing city. If this is your first visit, you’ll probably spend much of your time in and around The Loop, the city’s central business district, and neighbourhoods immediately to the north like Old Town and Lincoln Park, with its zoo and museums. These are busy, popular areas. There’s safety in numbers, as they say, so you don’t have to take any special precautions, though you ought to keep your valuables out of sight. Further north, you’ll move into areas where you have to be more careful, especially after dark. Parts of Uptown fall into this category. Some locals say you ought not to use the elevated ‘L’ railway on the north side at night. Most of the real trouble spots are in South Side or West Side, where there are some areas you’d better not go, and others that you must avoid at all costs. If you do wander into these areas, you should keep an eye on the cars. A street full of old cars with the occasional expensive one means you ought to turn back. The owners of those cars probably don’t make their money doing a nine-to-five job. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 18 B1+ CLASS AUDIO SCRIPT UNIT 6 CRIME SCENE Unit 6, Page 64, Exercises 2a and 3b Unit 6, Page 64, Exercise 5 Track 2.29 / Bey_B1plus_U06_064_2.29 Track 2.30 / Bey_B1plus_U06_064_2.30 Shirley: Mitch, nice to meet you at last. My name’s Shirley Holmes. Mitch: Nice to meet you. Shirley: OK, let’s get going. Mitch:  Mr Smith? Mr Smith. Open up, it’s the police ... So what’s Mr Smith done? Shirley: Let’s see if you can work it out. What do you notice in here? Mitch: The TV’s on. He must have left in a hurry … Shirley: Actually, I think he might still be here, but let’s see. Mitch: A plate with the remains of his evening meal is on the table, so he must have had dinner already. Shirley: That reminds me. I need to get some food on the way home. But what about that new laptop, the big TV … ? Mitch: He’s got expensive tastes. Shirley: But everything else is old. The furniture looks like it could have been here since the house was built. Mitch: Right. Well, let’s check out the back. He might have gone out through the back door. Shirley: Just a minute! Do you see what I see in the hallway? Mitch: I can’t see anything. Shirley: What about that trail of footprints on the floor? They were made by wet feet, and they stop at the bottom of the stairs. I think Mr Smith may have been in the shower when we arrived. Let’s look in the bathroom. Yes, there’s another clue in the sink. Mitch: It’s still wet so … Shirley: Sorry to interrupt you, but I think those red specks around the edge are blood. Mitch: He could have cut himself shaving. Shirley: Maybe. Let’s go upstairs. By the way, have you worked out why we’re here? Mitch: Not just yet. Shirley: Ah, there’s more evidence in here. Mitch: It’s just a room full of electronic equipment. There’s still no sign of Mr Smith. Shirley: What do you think made this mark on the wall? Mitch: Anything could have made it. Shirley: But there’s only one other place to hide up here. Shirley: You can come down, Mr Smith. It’s the police. Mr Smith: How did you know I was here? Shirley: I just had to follow your footprints. Mr Smith: So why are you here? Shirley: To arrest you. Mr Smith: What for? Shirley: Burglary. Mr Smith: You need proof to arrest me. Shirley: It’s obvious from your furniture that you don’t have much money. So you must have stolen your expensive electronic equipment. But you burgled the wrong house last night. Mr Smith: What house? Shirley: Frank Drake’s house. A very dangerous criminal. We’ve been watching him for months. We saw someone burgling his house last night. Mr Smith: It wasn’t me. I’ve got an alibi! Shirley: You cut your hand on the glass on top of Mr Drake’s wall and cleaned your hand in the sink downstairs. A DNA test will show that it’s your blood in both places. I’m sure we’ll find fingerprints too. And we have a witness. Mr Smith: Who? Shirley: You. A burglary would give us the perfect excuse for searching Mr Drake’s house. Mr Smith: What are you saying? Shirley: If you help us catch Drake, you might avoid prison. Unit 6, Page 64, Exercise 8 Track 2.31 / Bey_B1plus_U06_064_2.31 1 mark 2 witness 3 proof 4 DNA 5 clue 6 footprints 7 remains 8 alibi 9 fingerprints 10 trail Unit 6, Page 65, Exercise 1 Track 2.32 / Bey_B1plus_U06_065_2.32 Kim: I can’t find my phone. Mary: You must have left it at home. You always forget something. Kim: I can’t have left it at home. I showed you that photo this morning. Mary: Well, it could have fallen out of your bag. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 19 B1+ CLASS AUDIO SCRIPT UNIT 6 Kim: Mary: Kim: Mary: Kim: CRIME SCENE No. I always keep it closed. Do you think someone may have stolen it? It’s possible. But when? Hang on, you sent a message just after class. You might have left it on your desk. You’re right. I’d better go back and see. Unit 6, Page 65, Exercise 3 Track 2.33 / Bey_B1plus_U06_065_2.33 Mary: Have you asked at lost property? Someone may have found it. Kim: Tom must have picked up my phone by accident. He’s got the same one. Mary: Tom can’t have taken it. He’s not at school today. Kim: I need to find it fast. Someone could have used all my credit by now! Mary: Have you checked your coat? It might have fallen through a hole in the pocket. Kim: It can’t have done that. We didn’t hear it when you rang me. Mary: It’s here! The battery must have run out. That would explain why you didn’t hear it. Unit 6, Page 65, Exercise 4 Track 2.34 / Bey_B1plus_U06_065_2.34 Pete: Mum: Pete: Mum: Pete: Mum: Pete: Mum: Pete: Mum, I heard someone downstairs. It must have been a burglar. You can’t have heard a burglar. There are never any burglaries in this part of town. You must have imagined it. I didn’t! There it is again. Anything could have made that noise. The wind, for example. But it’s not windy at all. OK, let’s go and have a look … It’s an owl! But how did it get in? I’m not sure, but I might have left a window open. If you did, it must have got in through it. There’s no other way into the house. The question is, how do we get it out again? Unit 6, Page 65, Exercise 5a Track 2.35 / Bey_B1plus_U06_065_2.35 It must have been a burglar. Unit 6, Page 65, Exercise 5b Track 2.36 / Bey_B1plus_U06_065_2.36 You can’t have heard a burglar. You must have imagined it. Anything could have made that noise. I might have left a window open. It must have got in through it. Unit 6, Page 67, Exercises 2 and 3 Track 2.37 / Bey_B1plus_U06_067_2.37 Ruth: Tom: Ruth: Tom: Ruth: Tom: Nora: Ruth: Nora: Ruth: Tom: Ruth: Tom: Ruth: You’re late! We’ve missed the film. I’m sorry, but it wasn’t my fault. The bus was stuck in traffic. You should have got an earlier bus. You knew the film started at six. Yes, but there must’ve been an accident. I’m tired of your excuses. You could have sent a message. You’re right. It won’t happen again. Ruth, I know you’re stressed out with exams, but you shouldn’t have shouted at Tom. I know, but he made us miss the film. That’s true, but you were too aggressive. We’ve all got angry before, but imagine how he must have felt. You’re right. I shouldn’t have shouted. Er, Ruth, I’ve got a bit of bad news. Somebody stole my bag on the bus and it had your book in it. Tom! I told you to look after it! How could you be so careless? I’m sorry. It was right next to me, but I obviously wasn’t careful enough. Oh, well, these things happen. Unit 6, Page 67, Exercise 5 Track 2.38 / Bey_B1plus_U06_067_2.38 1 2 3 4 5 6 7 8 Tom: But it wasn’t my fault.  Ruth: You should have got an earlier bus. Ruth: I’m tired of your excuses. Ruth: You could have sent a message. Tom: It won’t happen again. Ruth: I shouldn’t have shouted.  Ruth: I told you to look after it! Ruth: How could you be so careless? Unit 6, Page 67, PHRASEBOOK Track 2.39 / Bey_B1plus_U06_067_2.39 Criticise You should/shouldn’t have got/left … You could have sent a message/told me … You know/knew ... I told you to be ... You were too aggressive/weren’t careful enough. I’m tired of … How could you be/leave … ? I know … but/We’ve all … but … React to criticism I’m sorry, …/I know, …/Yes, … … but it wasn’t my fault. You’re right. It won’t happen again. I shouldn’t have got so angry/shouted. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 20