Tài liệu Beyond b2 sb audio script_.

B2 CLASS AUDIO SCRIPT UNIT 1 WHAT’S IN A NAME? Unit 1, Page 6, Exercise 4 Unit 1, Page 7, Exercise 7a Track 1.01 / Bey_B2_U01_006_1.01 Track 1.03 / Bey_B2_U01_007_1.03 alias assumed name brand name domain name household name initials maiden name nickname pen name/pseudonym stage name title username 1 first name given name 2 surname username 3 initials Asian 4 China stage name Unit 1, Page 6, Exercise 5 Track 1.02 / Bey_B2_U01_006_1.02 1 Girl: Boy: 2 Boy: Girl: You’re into comics. How many other names can you think of for Bruce Wayne? Er, well, there’s Batman, of course, plus The Dark Knight, The Caped Crusader, Sir Hemingford Grey, Matches Malone, … I can’t think of any more. Who’s that in the poster? You don’t know? It’s Jay Chou Mi, a singer from Taiwan. He’s really famous all over Asia. Everyone knows him. 3 Woman: Excuse me? What do I put here? Mrs, Miss or Ms. Or Doctor. Man: Woman: Ms? Man: It’s written capital M, small s. It doesn’t specify if you’re married or single. 4 Woman: And what does this mean? It’s a married woman’s original surname if Man: she started using her husband’s surname when she got married. 5 Boy: Girl: What are you reading? Middlemarch ... by George Eliot. I’ve never heard of him. He’s a she. Her real name’s Mary Ann Evans. She wrote in the 19th century and didn’t think people would take her books seriously if they knew a woman had written them. 6 Woman: Could you just fill in this form … Thanks. Mr … James Bond! Excuse me for asking, but is that ... Man: It’s my real name, yes! I didn’t invent it. Unit 1, Page 8, Reading Track 1.04 / Bey_B2_U01_008_1.04 HURRICANE Contents Overview Word origin Formation Intensity and damage Naming Trends Overview A hurricane is a powerful tropical cyclone with sustained wind speeds of 119kph or higher. Hurricanes form in the north Atlantic or north-east Pacific. Similar storms are known as typhoons in the north-west Pacific and cyclones in the south Pacific and Indian Ocean. Word origin ‘Hurricane’ comes from the Spanish word ‘huracán’, which Spanish explorers copied from the indigenous people of the Caribbean. The word probably has its roots in Hurakan, the name of an ancient Mayan storm god. Formation Hurricanes form over warm waters when enormous amounts of moist air rise into the atmosphere and winds start to circle around the storm’s ‘eye’. As long as temperatures on the sea’s surface remain at 26°C or above, the storm can continue to grow stronger. These storms, which sometimes start near the coast of Africa, can take days or weeks to strengthen into hurricanes. Intensity and damage The intensity of a hurricane is categorised according to its wind speed. There are five categories, which describe the damage its wind speeds are likely to cause. However, where it reaches the coast can be equally important, as some areas are more vulnerable to storm surges – increases in sea level caused by strong winds. In 2005, a hurricane called Katrina became the costliest hurricane in US history despite only being a Category 3 storm when it made landfall. Naming Hurricanes’ names are taken from lists of names compiled by the World Meteorological Organization. Each name starts with a different letter of the alphabet but doesn’t include the letters Q, U, X, Y or Z. Six lists are used in rotation, so the list for 2015 will be used again in 2021. However, if a storm is particularly destructive, its name is retired. The current system has been used since 1953, although originally only women’s names This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 1 B2 CLASS AUDIO SCRIPT UNIT 1 WHAT’S IN A NAME? were used. Men’s names were added to the lists in 1979 as a result of pressure from feminist groups. Trends In 2005 a record five hurricane names were retired – Dennis, Katrina, Rita, Stan and Wilma. This led to speculation that hurricane activity was increasing as a result of climate change. The years following Katrina did not support that theory and the connection between hurricane activity and climate change is hotly debated. Unit 1, Page 10, Exercises 2c and 4 Track 1.05 / Bey_B2_U01_010_1.05 Presenter: Hi everyone. Welcome back. Today’s study skills talk is about memory training and we’re joined by Dr Mark Barber, who has written a book on the topic. Mark, over to you. Mark Barber: Thank you. As students, I think you’ll all agree that the ability to memorise lots of information can improve your performance in exams. But a good memory isn’t just about exam results. It’s key to your general success as a student. If you can memorise things efficiently, it gives you more time for other things. A good memory will help you at work too because being successful isn’t just about qualifications, it’s also about your social skills. And to get on with people, you need to remember their names and other information about them. ‘But,’ I hear you say, ‘I was born with a bad memory and there’s nothing I can do about it’. I’m going to prove to you that that isn’t true. There’s no such thing as a good or a bad memory, just a trained and an untrained one. I’m going to talk about five practical things that you can do to make an immediate improvement in your memory. Let’s take a quick look at what they are. I’ll introduce the first one with an experiment. Put up your hand if you remember my first name. … Most of you. What about my surname? … None of you. Now, that’s not because no one here has a good memory. You all heard my name. But you didn’t really listen to it. And the first step to remembering something is to focus your attention on it. Next, there’s linking. This is probably the most important technique of all and it was first used by the philosophers of ancient Greece. So how does it work? Well, it involves creating a memorable visual link between words in your mind. So, if you want to remember to buy bread, apples and chicken when you go to the shops, you could imagine an enormous chicken eating a long sandwich with whole green apples in it. The stranger, the funnier, the more exaggerated your images, the easier they are to remember. Use your imagination! After that we’ll be looking at association, which is a great way to remember names. I’ll show you how to make a connection between a person’s appearance and their name so that it stays in your mind. Here’s an example. What do you first notice about me? I’m pretty hairy, aren’t I? I’ve got long hair and I’ve also got a beard. And my name’s Mark Barber. So you could imagine a barber shaving off my beard with a huge razor and revealing a strange mark on my chin. Again, use exaggeration, strangeness and humour to strengthen the connection between a person’s appearance and their name. Finally, we’ll look at the benefits of healthy habits, especially getting plenty of sleep. If you feel sleepy, it’s not a good idea to keep yourself awake. That’s because while you sleep, your brain organises your memories, helping you to recall things. It’s why studying late the night before an exam is not recommended! So, A, attention, L, linking, A, association and S, sleep. It spells ALAS. That’s the Spanish word for wings and making up words and sentences to help remember things is the fifth thing I’ll be talking about. Unit 1, Page 10, Exercise 6b Track 1.06 / Bey_B2_U01_010_1.06 appear appearance apparent exaggerate exaggeration exaggerated forget forgetfulness forgetful imagine imagination imaginative improve improvement improved mean meaning meaningful memorise memory memorable practise practice practical sleep sleep sleepy strengthen strength strong succeed success successful train training trained Unit 1, Page 11, Exercise 1 Track 1.07 / Bey_B2_U01_011_1.07 Anne: Have you got a good memory? Oscar: I remember most things. Anne: OK, I’ll test you. We studied all these things last week. Who invented paper? Oscar: The Chinese. Anne: Who were the first men on the moon? Oscar: Neil Armstrong and ... Anne: Few people remember both names. What’s the capital of South Africa? Oscar: I’m not sure. Cape Town? Pretoria? Anne: Either answer’s correct. It’s got a third capital too – Bloemfontein. In which year did the United States abolish slavery? Oscar: In 1865. So … how did I do? Anne: Not bad. You couldn’t answer every question. But you answered most of them! This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 2 B2 CLASS AUDIO SCRIPT UNIT 1 WHAT’S IN A NAME? Unit 1, Page 13, Exercises 2 and 3b Unit 1, Page 13, PHRASEBOOK Track 1.08 / Bey_B2_U01_013_1.08 Track 1.10 / Bey_B2_U01_013_1.10 George: Hi. Is anyone sitting here? Sophie: No. Go ahead. George: It’s warm in here. Sophie: Yes. George: You’re Sophie, aren’t you? Sophie: That’s right. George: I’m George. I’m a friend of Naomi’s. Sophie: Oh, right. Nice to meet you. How is Naomi? George: She’s fine. She couldn’t come to the talk so I said I’d take notes for her. Sophie: Have you ... ? George: Naomi said that ... Sorry. Go on. Sophie: No. After you. George: I was just going to say that Naomi was really upset she couldn’t come. What were you going to say? Sophie: It wasn’t anything important. What brings you to this talk anyway – apart from taking notes for Naomi? George: I’m hoping to study psychology eventually. Sophie: Really? Tell me more. George: There’s not a lot to tell. I just have a passion for understanding how people work. Sophie: That’s interesting. So do I. What was your name again? George: George. Sophie: I’m really forgetful when it comes to people’s names. MAKE CONVERSATION Introductions You’re ... , aren’t you? I’m ... I’m a friend of ... Nice to meet you. What was your name again? Invite someone to talk Go on. After you. What were you going to say? Show interest Oh, right. Really? Tell me more. That’s interesting. Unit 1, Page 13, Exercise 4 Track 1.09 / Bey_B2_U01_013_1.09 1 Sophie: Nice to meet you. 2 George: Go on. 3 Sophie: No. After you. 4 George: What were you going to say? 5 Sophie: Really? Tell me more. 6 Sophie: That’s interesting. 7 Sophie: What was your name again? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 3 B2 CLASS AUDIO SCRIPT UNIT 2 THE WHOLE STORY Unit 2, Page 16, Exercise 3b Unit 2, Page 16, Exercise 5 Track 1.11 / Bey_B2_U02_016_1.11 Track 1.13 / Bey_B2_U02_016_1.13 Curator: Stories can be imaginary, traditional or true. A tale, however, is a story about imaginary events or people. There are different types of tale. Folk tales are those old traditional stories that were originally told orally. They were passed down through the generations so no-one knows how they originated. Tales for children became known as fairy tales, especially in the 19th century when people like Hans Christian Andersen started writing them down. Most of these had elements of magic such as Cinderella. Some fairy tales also fall into the category of fable. These typically feature animals that have human characteristics and the stories have some kind of moral. The Frog and the Mouse, for example. I should also mention the tall story or ‘tall tale’ as they call it in the States. That describes something someone tells you that sounds so exciting or dangerous that you can’t believe it’s true and it probably isn’t. epic fable fairy tale folk tale legend myth saga tale tall story tall tale urban legend urban myth Unit 2, Page 16, Exercise 4 Track 1.12 / Bey_B2_U02_016_1.12 Presenter: What’s the difference between a myth and a legend? Curator: Good question. Well, in a myth, the story is usually timeless and the things that happen are symbolic rather than real. The story of the Minotaur, part man and part bull, for example. A legend, on the other hand, is a story that is told as fact. It’s usually based on a real event but the facts have been changed so it’s become fiction. A good example of this would be King Arthur or Robin Hood. When we talk about urban myths and urban legends, the words are interchangeable. They both apply to an imaginary story about modern life that many people believe really happened. Maybe you remember the story of alligators and crocodiles living in the sewers under New York. That’s an urban legend. Two other words that often need clarification are epic and saga. We all know that an epic is a type of film about exciting events from the past. But originally it was a long narrative poem, usually about a serious subject, like the Epic of Gilgamesh. In many ways, a saga is like an epic but it’s not a poem. Originally it was a long story written in Norway or Iceland during the Middle Ages. Now we use it to describe stories about what happens to a group of characters over a long period of time. The Star Wars films are often called a saga. Unit 2, Page 17, Exercise 7 Track 1.14 / Bey_B2_U02_017_1.14 encyclopaedia saga tall true urban Unit 2, Page 18, Reading Track 1.15 / Bey_B2_U02_018_1.15 Manga comics first became popular in Japan in the 1950s. Many of the most famous manga artists of the period had learned their trade as Kamishibai storytellers. Kamishibai (the name means ‘paper drama’) is a form of Japanese storytelling that originated in the 12th century. The Kamishibai storyteller travelled from village to village by bicycle. On the back of his bicycle, he had a wooden stage. While he was telling his story, he inserted pictures into the stage that depicted the scenes he was describing. The storyteller could bring his story to life by moving the pictures. The storyteller often told his stories in serial format, presenting a new episode or chapter on each visit to the village. Many of the stories were based on Japanese tales such as the one below. Urashima Taro A long time ago, long before you were born, a young fisherman named Urashima Taro lived in a small coastal fishing village in the back of beyond. One day, while he was walking along the seashore, Taro saw a group of children shouting and running like savages around something on the sand. When he came closer, he could see that they were kicking and throwing stones at a small turtle. As soon as he saw what was happening, Taro told the children to stop being cruel. He offered them money if they left the turtle in peace and, of course, they took him up on his offer. Once the children had gone, he took the turtle to the water’s edge and set it free. The turtle started swimming out to sea and soon Taro lost sight of it. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 4 B2 CLASS AUDIO SCRIPT UNIT 2 THE WHOLE STORY After a few days, Taro was fishing by the seashore when suddenly a big turtle appeared from out of the waves. It was the same turtle whose life he had saved. However, now the turtle was much larger and older. To his amazement, the turtle began to speak. ‘Hello, Taro-san!’ the turtle said with a voice as deep as the sea. ‘I would like to reward you for your kindness and take you to the beautiful Coral Palace at the bottom of the ocean. Will you come with me?’ What happened next? Did Taro go with the turtle? Find out in the next episode of Urashima Taro. Unit 2, Page 19, Exercise 1 Track 1.16 / Bey_B2_U02_019_1.16 A few years ago, a financial analyst from Philadelphia was walking round a flea market when he saw an old picture of a country scene. He paid $4 for the picture, thinking he could use the frame for something else. After he’d removed the painting from the frame, he found an old document behind it. He showed it to a friend who collected Civil War memorabilia. The document, which had been hiding behind the painting for many years, turned out to be one of 500 official copies of the 1776 Declaration of Independence. There were only 24 other copies known to exist, and this one was in excellent condition. It sold at auction for $2.42 million. Unit 2, Page 19, Exercise 4 Track 1.17 / Bey_B2_U02_019_1.17 Jen: Did I ever tell you about my friend Paul? Tom: No, I don’t think so. What happened? Jen: Well, at the time of ‘the incident’, he was living in a house outside a small village. He was walking home one night when he saw someone outside his house. The man was wearing strange old-fashioned clothes. He said he’d been in an accident and needed help. Tom: What had happened to him? Jen: He’d been staying at a house on the hill and had woken up to discover that the house was on fire. By the time he’d managed to get out, the house had been almost completely destroyed. Tom: How did Paul react? Jen: He took out his phone to call for help but when he looked up, the man had gone. Apparently, there was no house on the hill. The house that had been there had burned down a hundred years ago. Unit 2, Page 20, Exercises 2 and 3b Track 1.18 / Bey_B2_U02_020_1.18 Greg: Hi. My name’s Greg and my mom and dad keep saying that I have terrible handwriting. But what’s the point of good handwriting if we never have to use it except at school? I asked my friends if they ever write things by hand out of school. This is what they said. Louis: My name’s Louis. I hardly ever write anything by hand. I used to keep a journal when I was younger and I’d write that by hand but now I always use the keyboard on my phone or laptop. Sometimes I write notes but that’s all. Linda: My name’s Linda. I like writing by hand because it’s more personal. For example, in the past people used to write letters to each other by hand and I think that must’ve been nice. I sometimes write letters but now most people type everything or we just call. Greg: So is handwriting history? Here’s what Mr Bryant, our English teacher, thinks. Mr Bryant: Good handwriting used to be considered a measure of intelligence. In fact, students would receive prizes for good handwriting. That’s not true anymore but personally I still think handwriting is important. Greg: Why? Mr Bryant: Well ... everyone’s handwriting is different. It’s part of what makes each of us an individual. Greg: So can you recognise a piece of student’s work from their handwriting? Mr Bryant: Of course. Greg: I liked the idea of everyone’s handwriting being different and it being part of what makes us an individual so I talked to Harvey Winston. He’s a graphologist. Graphology is the science of studying people’s handwriting. This is what he had to say. Harvey: You can learn a lot about a person’s character from their handwriting. In the past, companies would ask me to analyse the handwriting of potential employees. But these days it’s more difficult to evaluate someone’s handwriting because people don’t write as well as they used to. Greg: So if I show you my friends’ handwriting, will you be able to tell me something about their character? Harvey: I can try but I usually need to see five to ten samples to give an accurate evaluation. OK. Let’s have a look. This person writes in capitals and uses big letters. Big letters usually mean that the person is outgoing and open and tends to say what he or she thinks, which can be good. On the other hand, it also means that he or she isn’t always very tactful. I don’t think this person writes much or enjoys writing. OK. I like this. Firstly, it’s a good example of cursive or joined-up writing. It’s also very neat and tidy, which means the person is sensible and very practical. It slopes to the left so this person is probably pretty reserved. This one’s interesting. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 5 B2 CLASS AUDIO SCRIPT UNIT 2 THE WHOLE STORY Greg: Harvey: Do you mean illegible? I’ve seen worse. Did you know that a study in Britain in 2012 found that 33 percent of people had difficulty reading their own handwriting? Greg: Really? Harvey: It looks like this person writes very quickly, which means he or she is creative and has a very active mind. Similarly it slopes to the right, which means the person is inventive. In my opinion, this person would make a good friend, although he or she can be too sensitive and temperamental. Greg: That sounds like me! Greg: To summarise: I used to think that writing was a waste of time but now I think it’s an important part of our personality. However, I’m not convinced that graphology is an accurate way to analyse a person’s character, although it is fun. This is Gregory Hines for YPR Youth Radio. Unit 2, Page 20, Exercise 6b Track 1.19 / Bey_B2_U02_020_1.19 1 outgoing 2 creative 3 open 4 practical 5 reserved 6 sensitive 7 inventive 8 temperamental 9 sensible 10 tactful Unit 2, Page 23, Exercises 2 and 4a Track 1.20 / Bey_B2_U02_023_1.20 Naomi: Al: Kalu: Al: Naomi: Al: Are you all right? You look really pale. I’ve just been robbed. What? When? Where? Just now. In the High Street on my way here. How did it happen? It was really strange. I’d just been to the chemist’s to get something for my headache and ... Kalu: Go on. Al: What? Oh. Where was I? Right. So I was standing in the High Street waiting for the lights to change when I felt someone bump into me. I had this feeling. I don’t know how to describe it. I felt odd ... like something wasn’t right. Do you know what I mean? Kalu: So what did you do? Al: I felt for my wallet and it wasn’t there. So then I realised what had happened. Naomi: Wow. That’s scary. Al: Hang on. I haven’t finished. I ran after them. Kalu: Al: Really? You’re kidding. I know. I know. I should’ve thought about what might’ve happened. But it happened so fast. Naomi: Did you catch them? Al: This is the best part. I was running and shouting. I must’ve scared them because they dropped the wallet. Naomi: You were lucky. They could’ve hurt you. Unit 2, Page 23, Exercise 4b Track 1.21 / Bey_B2_U02_023_1.21 a Al: b Naomi: c Al: d Al: e Kalu: f Al: g Naomi: I felt odd. How did it happen? This is the best part. Where was I? So what did you do? It was really strange. Wow. That’s scary. Unit 2, Page 23, PHRASEBOOK Track 1.22 / Bey_B2_U02_023_1.22 Tell a story It was really amazing/funny/strange. I don’t know how to describe it. I felt frightened/good/odd. Do you know what I mean? This is the best/interesting/worst part. Hang on. I haven’t finished. I’ve forgotten what I was saying./What was I saying?/ Where was I? Ask questions about the story What happened? How did it happen/you feel/you react? So what did you do/say/think? React to a story Go on. Wow. That’s incredible/interesting/scary. You’re joking/kidding. Really? You were lucky. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 6 CLASS AUDIO SCRIPT UNIT 2 B2 THE WHOLE STORY PROGRESS CHECK UNITS 1 & 2, Page 27, Listen Track 1.23 / Bey_B2_PC1_2_ 027_1.23 Narrator: You will hear a young woman called Nicola talking about telling jokes. Complete the sentences with no more than three words. Nicola: What’s the longest word in the English language? Do you know? I’ll tell you. It’s ‘smiles’ because there’s a mile between the first and last letters. Do you get it? Smiles? That’s a joke. I don’t know about you but personally I really love hearing a good joke. Actually, it doesn’t have to be a good joke. Some of my favourite jokes have been really bad ones. Well, I think they were bad. The problem is I’m terrible at remembering jokes. This is particularly annoying because the first thing you want to do when you hear a really good joke, apart from smile and laugh, is tell it to someone else. But whenever I try, I mix things up, I can’t remember details and most embarrassingly of all, I forget the punch line. I don’t know why I have this problem. It’s not as though I’m a reserved, nervous person. In my opinion – and I’m sure you’d agree with me even though you don’t know me at all – I’m a very outgoing person. Surely I should be able to remember a joke. So I thought I’d have a look online to see if anyone could give me some practical tips. And I came across a website belonging to a professional comedian called V F Harry. Apparently the initials V F stand for Very Funny so I imagine V F Harry is the comedian’s stage name unless his parents decided to give him the name when they first set eyes on him. V F Harry is certainly not a household name because I’ve never heard of him. Have you? In fact, I think I’d probably run a mile from any comedian called Very Funny Harry. However, there is an interesting section on his website called ‘How to Remember Jokes and Be Really Funny’ which has some serious tips for memorising jokes which I thought I’d share with you. Firstly, you should pay attention when you hear the joke. Avoid distractions. Secondly, after you’ve heard it, you should write the joke down. Very Funny recommends making notes rather than writing down every word so you can make the joke your own rather than repeat it word for word. Finally, V F says you should give the joke a title and start telling it to other people as soon as you can. You’ll therefore become familiar with the joke. You can try putting his tips into practice with the joke about smiles that I told you before. If you’ve forgotten it, here’s another one for you. I read in the newspaper today that a person gets robbed every minute in the United States and he’s getting rather tired of it. Think about it. Thank you very much. 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. 7 B2 CLASS AUDIO SCRIPT UNIT 3 LIFE GOALS Unit 3, Page 28, Exercise 4b Unit 3, Page 29, Exercise 7b Track 1.24 / Bey_B2_U03_028_1.24 Track 1.27 / Bey_B2_U03_029_1.27 1 carry on – continue 2 come up with – think of 3 get round to – finally do 4 give back – return 5 give up – stop 6 miss out on – lose the opportunity to do 7 put off – postpone 8 sign up for – join 9 start up – create 10 take over – control 11 take up – start 12 work out – discover 1 I want to start up an online business. 2 I put off thinking about it. 3 Last night I finally got round to doing it. 4 But I gave up after an hour. 1 carry on 2 come up with 3 get round to 4 give back 5 give up 6 miss out on 7 put off 8 sign up for 9 start up 10 take over 11 take up 12 work out Unit 3, Page 28, Exercise 5 Track 1.25 / Bey_B2_U03_028_1.25 Marta: Ed: Marta: Ed: Marta: Ed: Marta: Ed: Marta: Ed: Marta: Ed: Ed? Have you got my tablet? Yes. Sorry. I needed it to sign up for the club e-newsletter. You’re always taking things. Sometimes in life you have to give something back in return. That reminds me! Have you come up with an idea for the party invitation yet? No. I haven’t had time. If you keep putting it off, then you’ll never do it. I’ll get round to it soon, I promise. When I finish this game. You always say the same thing. I’m going to give up asking you soon. I need to work out how to use the design program first. I thought you wanted to start up a design company and take over the world! If you carry on being annoying, I won’t design your invitation. Then you’ll miss out on your first paid job. Maybe I’ll take up designing video games instead. Unit 3, Page 30, Reading Track 1.28 / Bey_B2_U03_030_1.28 TEC – Inventing the future Hi Everyone, There’s lots to read in this month’s newsletter, so let’s get started with our question of the month: What do Mark Zuckerberg, Steve Jobs and Bill Gates all have in common? You’ll find the answer at the end of this newsletter. At the next TEC meeting, our special guest will be Jamal Edwards. I’m sure many of you already know Jamal’s inspiring story from filming his pet dog on his phone camera, aged 14, to becoming the creative force behind SB.TV, the internet music channel, at the age of 16. At the meeting, he’ll share some of the lessons he’s learned from building up an internet business from scratch. Don’t miss out – it’ll be fun! Here’s some good news. Our sponsor, Creative City Prospects, wants to encourage new start-ups and is organising a competition for young entrepreneurs. To enter, all you need to do is come up with a new business idea. Pitch your idea on video and send it to Creative. One lucky winner will be picked by a panel of investors who’ll take the winning idea to the next stage of development. We need new members! Spread the word and get your friends to sign up. Why should they? Because starting up a business means you won’t have to look for a job in the future and you’ll hopefully be able to give other people jobs too. Finally, as some of you know, Abi is leaving school at the end of the academic year, so we’re going to need someone to take over the running of our website. The TEC website is our shop window, so we’re looking for someone with design flair combined with a good general knowledge of web design and coding. You won’t have to write any of the content, so don’t worry about being a great writer. If you’re interested, let me know. We’ll miss you, Abi! Answer to the question of the month: They all started businesses and/or met their future business partners while they were still at school. That’s it for now. Carry on creating and don’t forget: ‘Stay hungry, stay foolish.’ JT Unit 3, Page 29, Exercise 7a Track 1.26 / Bey_B2_U03_029_1.26 Did you come up with the right idea? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 8 B2 CLASS AUDIO SCRIPT UNIT 3 LIFE GOALS Unit 3, Page 31, Exercise 1 Track 1.29 / Bey_B2_U03_031_1.29 Beth: My name’s Beth and today I’m going to tell you about our new app called Goal! The app, which launches next month, is designed to help young people achieve their goals. It’s likely to be most popular with young people. I’ll give you an example … Jordi has been getting bad grades at school and he’s going to fail his final exams unless he improves. Goal! will suggest the steps he needs to take in order to achieve his goal. Users will be able to enter short-term and longterm goals. There’s already interest in the app. Next week I’m meeting a major start-up investor who’ll almost definitely get involved. And we’re about to start work on developing version 2.0. Unit 3, Page 32, Exercises 2 and 3b Track 1.30 / Bey_B2_U03_032_1.30 Reporter: I’ve come to Greenways, a boarding school in the heart of Scotland that’s famous for its original approach to learning. I’ll be talking to the school’s principal about how the school is promoting life skills. Here he is ... Principal: Ah, there you are. Sorry I’m a bit late. I got held up in a meeting ... Reporter: So can you tell us something about the thinking behind the cabin project? Principal: Basically, it’s all about getting ready for life beyond school. We obviously like pupils to do their best academically, but our main aim is to help them develop as individuals. Reporter: Does it make a difference that Greenways is a boarding school? Principal: It makes a huge difference. We’re very aware of the added responsibilities we have. Basically, we have to make sure that by the time our pupils leave school, they’ll have learned some basic life skills that will enable them to function independently and successfully in the outside world. OK. So here we are. Reporter: Wow. Look at that. Principal: Yes, we’re very proud of them. Reporter: So we’re in a wooded area of the grounds, about a five-minute walk from the main school building and there are ... how many log cabins? Principal: Nine ... there are nine at the moment but we’ll be adding more over the next 12 months. Reporter: So can we take a look inside? Principal: Yes, of course. Would you mind taking off your shoes? It’s one of the cabin rules. Reporter: Right. Well, we’re standing in a large openplan living area with a television and a DVD player. It looks very cosy. Principal: Yes, it is. We’re all very pleased with how it’s turned out. Through here there’s the kitchen. Reporter: Very nice. Principal: A lot of the pupils will be going on to university after they leave Greenways and when they do it’s important that they’ll have learned to cook and do household chores beforehand. That’s why we encourage them to buy and cook their own meals, to be responsible for doing their own washing and ironing, and, above all, learn to get on with each other. Reporter: So how many pupils are there in each cabin? Principal: Each one has three twin-bedded bedrooms and two bathrooms. So – six. Reporter: I imagine it’s not always easy for them to live together. Principal: No, of course not. We have a member of the house staff to keep an eye on things if pupils get annoyed or angry with each other. But in general we encourage pupils to resolve their own differences and take responsibility for their actions with as little outside interference as possible. Reporter: So now we’re back in the main school building. And we’re in the library where a group of eight students is meeting. Can you explain what’s going on? Principal: Yes, I think so. One of the other things we do at Greenways to encourage independence is allow pupils in their final year to take charge of their own curriculum. These pupils will have been following a secondary curriculum for five years and will have gained an insight into how the curriculum works. So why not allow them to design it themselves? And I’m pretty sure that’s what they’re doing now. Reporter: Can you give an example of the kind of changes they’ve made? Principal: Well, one great idea has been encouraging students to learn one new skill each year. It could be something like learning to play the piano, writing a novel or making a series of podcasts. At the end of the year, the pupils evaluate each others’ work which they then present to the whole school. The students take great pride in their achievements. In fact, it’s been so successful that from next year we’ll be introducing it in earlier years. Unit 3, Page 32, Exercise 8 Track 1.31 / Bey_B2_U03_032_1.31 1 I think we’re all aware of how lucky we are to be here. 2 Living like this helps us to get ready for when we leave school. 3 In life I think it’s important to take responsibility for your actions. 4 The school’s famous for other things too – like its rugby team. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 9 B2 CLASS AUDIO SCRIPT UNIT 3 LIFE GOALS 5 I won this medal in the school games. I’m very proud of it. 6 It feels good when they let us take charge of how and what we learn. 7 I get annoyed with my roommate when he can’t stop talking! 8 The house staff keep an eye on us to make sure we don’t misbehave. 9 I have a younger brother here and I feel responsible for looking after him. 10 Our parents take pride in us when we do well. aware of get ready for take responsibility for famous for proud of take charge of annoyed with keep an eye on responsible for take pride in Unit 3, Page 33, Exercise 1 Track 1.32 / Bey_B2_U03_033_1.32 Hal: What do you think you’ll be doing in six years’ time? Inma: If my parents have their way, I’ll be working in the family business. What about you? Hal: Let’s see ... I’ll have finished university by then and I’ll have been running my own business for a couple of years. So I’ll have built up my fortune and we’ll be living in Los Angeles. Inma: We? Hal: No, you’re right. I won’t have got married by then. That’s the year after. Inma: You seem to have your whole life planned. Hal: I’ve been using this new app called Goal! You should try it. It helps you plan and achieve your goals. Unit 3, Page 35, Exercises 2 and 3b Track 1.33 / Bey_B2_U03_035_1.33 1 Megan: Hi Liam. We’re thinking of starting a film club. Liam: That’s a good idea. Megan: Do you think so? Liam: Definitely. Connor: So if it goes ahead, will you join? Liam: Of course. Connor: We’ll probably meet on Thursdays after school. Is that a good time for you? Liam: That’s perfect. Megan: Really? Are you sure? Liam: Yes. I’m certain … absolutely. 2 Connor: The film club starts next week. You’ll be there, right? Liam: I’m not sure. When is it? Connor: Liam: Megan: Liam: Megan: Liam: On Thursday after school. Then I definitely won’t be able to make it. Why not? I’ll be swimming. But you said Thursdays were perfect. That’s impossible. I always go swimming on Thursdays. Listen. I’ll try to come but it’s very unlikely. 3 Connor: So will there be a meeting? Megan: I doubt it. We’ll probably be the only people there. Connor: If we start meeting regularly, then people will start coming. Megan: Are you certain? Connor: I’m positive. Megan: I don’t know. I doubt it’ll make any difference. But anything’s possible, I guess. Unit 3, Page 35, Exercise 4 Track 1.34 / Bey_B2_U03_035_1.34 1 Liam: I definitely won’t. 2 Megan: I doubt it. 3 Liam: I’m certain … absolutely. 4 Liam: I’m not sure. 5 Connor: I’m positive. 6 Liam: It’s very unlikely. 7 Liam: Of course. Unit 3, Page 35, PHRASEBOOK Track 1.35 / Bey_B2_U03_035_1.35 Express certainty Absolutely Definitely Of course I’m sure/certain/positive. Express probability Probably It’s (very) likely/unlikely … It’s possible/impossible. Express doubt I doubt it. I doubt ... I’m not sure. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 10 B2 CLASS AUDIO SCRIPT UNIT 4 LEARNING FROM THE PAST Unit 4, Page 38, Exercise 3 Track 1.36 / Bey_B2_U04_038_1.36 1 skyscraper 2 tower block 3 office block 4 temple 5 pyramid 6 palace 7 steps 8 column 9 arch 10 spire 11 dome 12 façade Unit 4, Page 40, Reading Track 1.37 / Bey_B2_U04_040_1.37 DID YOU SEE ... ? Past and present (documentary) Reviewed by Lisa Dunton Episode 6: Lessons from the past (DTV 9pm) **** In the last episode of his series about how ancient civilisations have shaped the modern world, Dr Aidan Swift looked at why some of the most successful societies from the past collapsed and ended with a warning: We’ll suffer the same fate unless we learn from their mistakes. No expense had been spared as Dr Swift, with his mad professor haircut, was flown to exotic locations around the globe to gather evidence for his theories. From the majestic columns and temples of the Mayan city of Chichen Itza in Mexico, we were taken to Easter Island, with its iconic moai statues, and then to the barren beauty of Greenland, where a Norse population survived for over four centuries. What caused the downfall of these once great civilisations? Overpopulation, disease and war all played a part, according to Dr Swift, but it was damage to the environment that really finished them off. Given the evidence, it was hard to disagree with his conclusions. In the case of the Easter Islanders, they apparently had to cut down so many trees to move those enormous statues around that eventually none were left, leaving them without their main source of food and transport. Diseases brought by European settlers are then thought to have wiped out most of those who had survived the consequences of deforestation. Dr Swift’s message was that these societies might have survived if they’d respected their environment. He has said he believes we’re on the edge of a similar disaster and that if we stopped destroying the environment immediately, we might just prevent our own downfall. But he wasn’t optimistic, arguing that if we really understood the dangers, we’d have taken action already. On the whole, I found the programme extremely thoughtprovoking. It was beautifully filmed, though at times it would have been nice to see more of the site and less of Dr Swift in his 1970s safari suit (did they make cuts in the costume department to pay for all that travelling?). Personally, I’d have preferred less diversity and more detail too. I found myself wanting to know more about those lost civilisations. Yet despite this, it’s well worth watching online if you missed this episode. You’ll enjoy it – as long as you’re not excepting a happy ending! Unit 4, Page 41, Exercise 1 Track 1.38 / Bey_B2_U04_041_1.38 Liv:  How was your history test? Dom:  Not good. I couldn’t remember anything about the Maya. My teacher says I’m going to fail the subject unless I do better. But I might pass providing I get a good mark for the project. I’m so busy, though. If I wasn’t so busy, I’d have done better. Liv:  If you didn’t have so many rehearsals for the school play, you’d have loads of time. Dom:  Yeah, it’s hard work. I wouldn’t have accepted the leading role if I’d known. Liv:  But if you hadn’t got the leading role, you wouldn’t be the school superstar! Unit 4, Page 42, Exercises 2 and 3b Track 1.39 / Bey_B2_U04_042_1.39 Presenter: Welcome to You Ask the Questions which this week comes from Oxford, also known as the ‘city of dreaming spires’. We’re in the magnificent Sheldonian Theatre, designed by Sir Christopher Wren and built between 1664 and 1669. Our audience consists of university students and pupils from local schools. They’ll be putting questions to our panel of well-known faces – David Brand, Sarah Law, Harvey Fellows and, of course, Marina. Can we have the first question, please? Girl: Marina’s new album is called ‘Non, je ne regrette rien’. Do the members of the panel regret anything they’ve done? Presenter: ‘No Regrets’ is – I believe – the English title of the song which was first made famous by the French singer Edith Piaf. Do you have any regrets? Sarah? Sarah: I wish you’d asked someone else first! ... I think we all feel a sense of disappointment and sadness when we look at our past and our present and my regrets both involve friendship. I think we often make our best friends while we’re at school or university. I lost touch with my best friends and I often wish I hadn’t. And I sometimes regret being in such a lonely profession. As a writer, I spend a lot of time by myself, and I wish I got out more and had more contact with people. Presenter: What about you ... David Brand? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 11 B2 CLASS AUDIO SCRIPT UNIT 4 LEARNING FROM THE PAST David: It was Albert Einstein, I think, who said ‘Anyone who has never made a mistake has never tried anything new.’ And nowhere is this truer than in the world of politics. I don’t think there’s a politician alive today who doesn’t regret something they did or said and wishes they could change it. Presenter:  I wish you’d answer the question! David: Well, if you’d let me finish, I might ... My biggest regret is that when my party came to power, we inherited the failures of the previous government. We’re all paying the price for their failure. Presenter: The question was ‘Do you regret anything you’ve done?’ Harvey Fellows. Harvey: Let’s hope David won’t avoid answering every question. Imagine for a second how much better the world would be with more honesty and openness in politics. As for my regret, well, one of the many that I have, is that I became a comedian and not a politician. Really! There’s a lot more humour in politics than in comedy. I really don’t know how David can stop himself from laughing when he blames everything on the last government. I have no time for that argument. Presenter: Marina – you’ve had amazing success in your singing career so far. Any regrets? Marina: Maybe it’s because I’m younger than the other members of the panel ... but, no – I have no regrets. Obviously I’ve done a lot of controversial things. But I don’t regret them. In fact, I take great pride in them. I mean, supposing I was all nice and well-behaved. No-one would even know who I was. There are lots of young singers looking for fame and you have to get noticed. So I use my freedom as an artist to shock people and I’m not afraid of making mistakes. Mind you, I wish I could sing as well as Edith Piaf. She had a really special talent. I regret not being a better singer. Presenter: OK, let’s move on to our next question from the audience … Unit 4, Page 42, Exercise 5a Track 1.40 / Bey_B2_U04_042_1.40 Unit 4, Page 42, Exercise 7b Track 1.42 / Bey_B2_U04_042_1.42 1 It’s the ability to tell the truth. 2 You feel this emotion when something frightens you. 3 It’s the opposite of happiness. 4 Most people want this part of their life to last as long as possible. 5 It’s what most actors and singers want – for everyone to know who they are. 6 Politicians have this because they influence what people can and can’t do. 7 It’s the opposite of success – when you don’t do what you wanted to do. 8 You feel this when something wasn’t as good as you expected. 9 It’s what makes something funny. 10 You have this when you can do what you want to do. 11 It’s what you have if you know someone well and like them. 12 You feel this when you did something, and don’t think it was a good idea now. 1 honesty 2 fear 3 sadness 4 youth 5 fame 6 power 7 failure 8 disappointment 9 humour 10 freedom 11 friendship 12 regret Unit 4, Page 43, Exercise 1 Track 1.43 / Bey_B2_U04_043_1.43 Gus: What’s that? Bea: It’s just a doodle. Gus:  It’s really good. If only I could do something well. Bea:  You can sing. I’ve heard you. I wish I had your voice. Gus:  But I can’t sing well. I wish I hadn’t given up those lessons. Bea: Gus, I wish you’d stop being so negative. Gus: Negative? Bea: You could start having lessons again. Gus: Yeah, you’re right. The question, in case you’ve forgotten, was ‘Do you regret anything you’ve done?’ Unit 4, Page 42, Exercise 5b Track 1.41 / Bey_B2_U04_042_1.41 1 What do you regret? 2 What do you regret? 3 What do you regret? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 12 B2 CLASS AUDIO SCRIPT UNIT 4 LEARNING FROM THE PAST Unit 4, Page 45, Exercises 2 and 3 Unit 4, Page 45, PHRASEBOOK Track 1.44 / Bey_B2_U04_045_1.44 Track 1.46 / Bey_B2_U04_045_1.46 Kayla: There it is. The world’s most famous tower. What do you think of it? George: If you ask me, it’s overrated. Kayla: Do you really think so? George: Yeah, I do. As far as I’m concerned, the Shard in London’s much more impressive. Kayla: What do you make of this? George: To be quite honest, I don’t really have an opinion. It’s just an arch. Kayla: I completely disagree. Look at the setting – the huge Champs-Elysées avenue leading up to it. George: I see what you mean, but the arch itself is pretty ordinary. Kayla: This must be one of the world’s bestknown art galleries. What do you reckon? George: It’s ... big! But if you want my opinion, it’s too serious. Modern architecture’s more fun. Kayla: I’m not sure I agree. The way I see it, these old buildings will always be beautiful. George: I think that’s true up to a point, but if you’ve seen one palace, you’ve seen them all. Kayla:  Well, let’s go in and see if we agree about the paintings! Ask for an opinion What do you think/make of it? What do you reckon? Give an opinion If you ask me, ... As far as I’m concerned, ... To be quite honest, ... If you want my opinion, ... The way I see it, ... Express strong disagreement I completely/totally agree/disagree. Disagree but recognise the other opinion Do you really think so? I see what you mean, but ... I’m not sure I agree. I think that’s true up to a point, but ... Unit 4, Page 45, Exercise 4b Track 1.45 / Bey_B2_U04_045_1.45 1 Kayla: What do you make of this? 2 Kayla: What do you reckon? 3 George: If you ask me, ... 4 George: As far as I’m concerned, ... 5 George: To be quite honest, ... 6 Kayla: The way I see it, ... 7 Kayla: Do you really think so? 8 George: I see what you mean, but ... 9 Kayla: I’m not sure I agree. 10 George: I think that’s true up to a point, but ... This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 13 B2 CLASS AUDIO SCRIPT UNIT 4 LEARNING FROM THE PAST PROGRESS CHECK UNITS 3 & 4, Page 49, Listen Track 2.01 / Bey_B2_PC3_4_ 049_2.01 Narrator: You will hear five short extracts in which teenagers talk about their future career plans. Choose what each person says from the list (A–H). There are three extra letters which you do not need to use. 1 Boy 1: I’ve always been fascinated by architecture, ever since I can remember. There was a big office block near our house, with a glass façade and I loved how the light made patterns on the steps in front of it. I used to imagine buildings were mountains and I was an explorer. And the amazing thing is, if you look at buildings, you’ll always find surprises, things you’ve never seen before. So I’d really love to design buildings and create the sort of magical landscapes I dreamed I was in when I was a kid. I doubt I’ll get the grades I need in maths and science to study architecture, though. 2 Girl 1: I’ve always put things off and waited to see what happens next and I think my career will be the same. I’ll get round to thinking about it at some point, but I’ve got another goal first: to see the world. I don’t want to be one of those people who say ‘I wish I’d travelled before I started working’. If I could, I’d go right now, but I’ll have to wait till I’m 18. I’m sure I’ll be able to work out a way to pay for it, you know, doing jobs here and there to pay for accommodation, food, flights. 4 Girl 2: My dream’s to earn a living as a musician. Classical music’s not an option because I didn’t take up the violin till I was 11 and they say that if you don’t start when you’re four you’ll miss out on the chance to play professionally. Just think, someone who started at four will have been playing for 12 years by the time they get to my age! But although I wish I’d discovered music a little earlier, I think I’ve got a lot of natural ability, so I’m sure I’ll find work playing another type of music. And to be honest, I’m not really a big fan of classical music. 5 Boy 3: Well, I’m really into computers and apps and things and IT’s where all the jobs are these days, isn’t it? At one point I wanted to do a degree in computer science, but my maths isn’t good enough. If only I’d paid more attention, like my teachers said! But IT’s not just about coding, it needs people who are good at coming up with ideas too. And that’s one of my strengths. So my plan is to start up a business and get people in to do the coding for me. Narrator: Now listen again. 3 Boy 2: I don’t know, it’s hard to say. The world of work seems such a long way off. But my favourite subject’s history and that’s what I’d like to study at university if I can. People have this idea that it’s boring, but the world would definitely be a better place if we’d learned the lessons that history could teach us. Anyway, supposing I study history at university ... that would open up a number of options, like teaching, of course. But the skills studying history teaches you can be used in a whole range of jobs, so who knows! This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 14 B2 CLASS AUDIO SCRIPT UNIT 5 CURIOUSER AND CURIOUSER Unit 5, Page 50, Exercise 3 Unit 5, Page 50, Exercise 5 Track 2.02 / Bey_B2_U05_050_2.02 Track 2.04 / Bey_B2_U05_050_2.04 1 Josep: Some of my friends think I’m a bit weird. I can understand why. To an outsider it must seem a really mundane thing to collect. But for me each one unlocks a mystery – someone’s home, a car, a drawer in a desk. 1 Josep: Some of my friends think I’m a bit weird. To an outsider it must seem a really mundane thing to collect. 2 Ayla: Famous people can be unpredictable. You never know how they’ll react. Sometimes they’ll be really nice and ask you your name. This one’s my favourite. It’s a bit of an ‘alternative’ signature. I mean, who else signs their name like that? 3 Toni: I’ve been buying them since I was about eight years old and I’ve never thrown any away. I like all types but the more offbeat the story and characters, the better. 4 Yolanda: I was on holiday in Prague and saw some in an antiques shop. I thought they were extraordinary. I started with one and then slowly built up the collection. I think the detail on the faces and clothes is remarkable. Sometimes I’ll put on a show with friends but just for fun. 5 Ahmed: I know it’s a bit ordinary. I inherited my grandpa’s collection and I’ve continued it. There are some exceptional examples from different countries. I think emails are predictable. And they don’t come in an envelope. 6 Lucy: One day I thought the collection looked a bit nondescript so I bought the case to make it look a bit more out of the ordinary. What do you think? Unit 5, Page 50, Exercise 4 Track 2.03 / Bey_B2_U05_050_2.03 Unusual alternative exceptional extraordinary offbeat out of the ordinary remarkable unpredictable weird Not unusual mundane nondescript ordinary predictable 2 Ayla: Famous people can be unpredictable. This one’s my favourite. It’s a bit of an ‘alternative’ signature. 3 Toni: The more offbeat the story and characters, the better. 4 Yolanda: I thought they were extraordinary. I think the detail on the faces and clothes is remarkable. 5 Ahmed: I know it’s a bit ordinary. There are some exceptional examples from different countries. I think emails are predictable. 6 Lucy: One day I thought the collection looked a bit nondescript so I bought the case to make it look a bit more out of the ordinary. Unit 5, Page 51, Exercise 6a Track 2.05 / Bey_B2_U05_051_2.05 alternative exceptional extraordinary mundane nondescript offbeat ordinary out of the ordinary predictable remarkable unpredictable weird Unit 5, Page 51, Exercise 6b Track 2.06 / Bey_B2_U05_051_2.06 strange scream spring explain example expands arrests twelfth This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 15 B2 CLASS AUDIO SCRIPT UNIT 5 CURIOUSER AND CURIOUSER Unit 5, Page 52, Reading Unit 5, Page 54, Exercises 2b and 3b Track 2.07 / Bey_B2_U05_052_2.07 Track 2.09 / Bey_B2_U05_054_2.09 Are you 14–18 years old? Are you interested in the natural world, world cultures, art and design, science and technology or history? Do you enjoy working in a team? Do you want to develop your organisational skills and gain hands-on experience of how a museum is run? If your answer is ‘yes’, read about this exceptional opportunity to do something different. If your answer is ‘no’, read on anyway to find out what you’ll be missing! The City Museum is launching its third Young Curators Programme and we’d like you to be part of it. As a Young Curator, you’ll come up with the concept for a new museum exhibition, help select the pieces to include in the exhibition and then turn your ideas into reality right here in the City Museum. Sounds exciting, doesn’t it? But don’t take our word for it; read what previous Young Curators have to say about the programme. ‘I used to think that going to museums was the most boring thing ever but the YC programme was a real blast.’ Marek Jaskulski (14) ‘I didn’t use to enjoy speaking in public before but now I feel much more confident.’ Stephen Harper (15) ‘Being teenagers means we have a different view of the world which allows us to create something offbeat and alternative.’ Francesca Fenoy (17) The theme of last year’s exhibition was ‘conflict’. The Young Curators selected exhibits related to ideological and personal conflicts. They also looked at how conflict can exist in art with the juxtaposition of images, colour, texture, shape and light. The ‘conflict’ exhibition, which included live music and a remarkable dance performance, was a great success. We want this year’s exhibition to be even better. You can help us achieve it! To take part in the Young Curators Programme, you’ll need the consent of a parent or guardian. We suggest passing on this leaflet and making sure they read this message from the museum’s director: ‘A museum is a safe place where teenagers can push their artistic and intellectual boundaries. The Young Curators Programme is a unique opportunity for teenagers with varied interests to meet and create something out of the ordinary.’ Jill Maynard Blue – what does the word make you think of? The sea? The sky? A favourite pair of jeans? A song? According to recent surveys, most Americans and Europeans now pick blue as their favourite colour which is curious when you think that the ancient Greeks thought it was ugly. And I think you’d agree that in general people think of blue as a cool colour in both senses of the word. So how come it was once considered to be hot? Hot and cold. Blue is a colour that’s full of contradictions. As Michel Pastoureau points out in his book Blue: The History of a Color, blue has been the colour of death, of optimism, heaven, depression, innocence, and even cheese. So when did this confusion start? No-one can deny that in ancient times the sky and the sea were as blue as they are today. So how come the colour doesn’t appear in prehistoric art? The answer might be rather simpler than you’d expect. It doesn’t matter how fashionable your average caveman or woman wanted to be, you can’t transform your cave with blue walls if you don’t know how to make blue paint. Go back in time and your colour options decrease to reds, blacks and browns. It was sometime around 2500BC that what is considered to be the first blue synthetic pigment was developed in Egypt. The Egyptians used blue to protect the dead on their journey into the afterlife. While the Roman Empire was rising, people who wore blue were apparently considered less worthy than their richer counterparts. It wasn’t until much later blue started to increase in popularity and become more desirable. King Louis IX of France started wearing blue in the 13th century. This resulted in the colour becoming increasingly associated with wealth and royalty. We still talk about blue-blooded people when we refer to royalty. Little did King Louis know that changing fashions would lead to us all wearing blue one day with our somewhat less formal blue jeans. Blue grew popular with painters too. Vincent van Gogh was believed to have been a fan. The deeper the blue the better. Pablo Picasso even had a ‘blue period’ from 1901 to 1904, when he painted almost exclusively in shades of blue and blue-green. There’s no doubting that Picasso’s blue paintings were his most melancholic works. Could that explain why we say we ‘feel blue’ when we fall into sadness or depression? And then there’s blues music, written by and for people who have the blues. But I don’t want to end on a ‘blue note’. I want you to turn into astronauts and travel with me into space. Look back and watch the Earth shrink in size – smaller and smaller. It was in 1972 on the Apollo 17 mission that Unit 5, Page 53, Exercise 4 Track 2.08 / Bey_B2_U05_053_2.08 Pete: Dad? Can you help me with my homework? Dad: I’ll try. What would you like me to do? Pete: Our English teacher asked us all to read about some unusual museums and choose the most unusual. I’ve chosen one but I’d like you to pick one too. Dad: OK. Let me have a look. Which do you suggest reading first? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 16 B2 CLASS AUDIO SCRIPT UNIT 5 CURIOUSER AND CURIOUSER we first saw the famous ‘blue marble’ photo of the Earth that showed us how beautiful our blue planet is. I think I’ve asked more questions than I’ve answered and you’re probably much more confused than you were before I started talking. But I hope you’ve enjoyed this journey into blue. Unit 5, Page 54, Exercise 6b Track 2.10 / Bey_B2_U05_054_2.10 go up increase grow rise go down decrease fall decline shrink change result in turn into lead to transform Unit 5, Page 54, Exercise 7 Track 2.11 / Bey_B2_U05_054_2.11 1 You can’t transform your cave with blue walls if you don’t know how to make blue paint. 2 Go back in time and your colour options decrease to reds, blacks and browns. 3 While the Roman Empire was rising, people who wore blue were considered less worthy. 4 It wasn’t until much later blue started to increase in popularity and become more desirable. 5 King Louis IX of France started wearing blue in the thirteenth century. This resulted in the colour becoming increasingly associated with wealth and royalty. 6 Little did King Louis know that changing fashions would lead to us all wearing blue one day. 7 Blue grew popular with painters too. 8 Could that explain why we say we ‘feel blue’ when we fall into sadness or depression? 9 I want you to turn into astronauts and travel with me into space. 10 Look back and watch the Earth shrink in size – smaller and smaller. Unit 5, Page 55, Exercise 1 Track 2.12 / Bey_B2_U05_055_2.12 Ben: Zoe: Ben: Why’s pink much more popular with girls and blue more closely associated with boys? Because pink’s a more feminine colour? Yes but why? I heard that at the beginning of the 20th century, baby boys wore pink because people didn’t think blue was as strong as pink. Blue was seen as a far prettier colour and worn by girls. It wasn’t until the 1980s that companies started producing more and more pink products for girls. Zoe: Why? Ben: Well, if you keep making more things specifically for one sex, there’s less chance that parents will use them again with younger brothers or sisters. Zoe: And the more things that we see in ‘our’ colour, the stronger the association becomes. So what were the most popular colours before babies wore pink and blue? Ben: They all wore white. Unit 5, Page 57, Exercises 2 and 4 Track 2.13 / Bey_B2_U05_057_2.13 Al: Eva: Al: Eva: Al: Al: Liam: Al: Al: Eva: Al: Eva: Al: Hi Eva. Hello Al. Is this a good time? Actually, I was just … Hang on. I’ve got another call. Hello? Liam? Hi Al. I need to talk to you about … Just a minute. I’m talking to Eva. Sorry, Eva. What were you saying? I was just saying that … Oh. By the way, I’ve got a new phone. It’s … I’m sorry but I can’t speak now, Al. I’m … Hold on. I’ll be quick. So ... I was wondering if you’d like to ... see my new phone. Eva: Oh. That reminds me. I have to call Liam. Bye, Al. Al: Liam? Are you still there? Liam: Yes. As I was saying, I need to talk to you about Eva. Al: Yes, but ... Eva? Liam: I know you like her, Al but ... Wait a second. I’ve got another call. Unit 5, Page 57, Exercise 5b Track 2.14 / Bey_B2_U05_057_2.14 Interrupt Eva: Actually, ... Al: Hang on. Al: Just a minute. Eva: I’m sorry but ... Al: Yes, but ... Liam: Wait a second. Al: Hold on. Change topic Al: By the way, ... Eva: That reminds me, … Return Al: Liam: Al: Eva: to a topic What were you saying? As I was saying … So ... I was just saying … This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 17 CLASS AUDIO SCRIPT UNIT 5 B2 CURIOUSER AND CURIOUSER Unit 5, Page 57, PHRASEBOOK Track 2.15 / Bey_B2_U05_057_2.15 Interrupt Actually, ... Hang on. Just a minute. I’m sorry but ... Yes, but ... Wait a second. Hold on. Change topic By the way, ... That reminds me, … Return to a topic What were you saying? As I was saying, … So ... I was just saying … This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 18 B2 CLASS AUDIO SCRIPT UNIT 6 THE WAY WE ARE Unit 6, Page 61, Exercise 4b Track 2.16 / Bey_B2_U06_061_2.16 1 breakthrough 2 open-minded 3 cutting edge 4 genetic code 5 never-ending 6 upbringing 7 gene therapy 8 groundbreaking 9 left-handed 10 far-reaching Unit 6, Page 61, Exercise 5a Track 2.17 / Bey_B2_U06_061_2.17 1 cut ending 2 break open 3 code ground Unit 6, Page 62, Reading Track 2.18 / Bey_B2_U06_062_2.18 The animal blueprint On the outside at least, we are very much symmetrical beings, which means that one side of our body is the mirror image of the other. It’s a quality that we share with almost all other animals. Sponges are one of very few living organisms whose bodies are completely asymmetrical. We are not perfectly symmetrical, however. Look at even the most symmetrical face, for example, and you will find small differences on each side. The photo on the right above, which was created using the mirror image of one half of the face on the left, shows just how strange perfect facial symmetry would look. Nevertheless, studies across different cultures show that we find symmetrical faces attractive. There are two main theories for this. One suggests that symmetry is an external sign of genetic fitness, which sends us a subconscious message telling us that a person would make a good mother or father for our children. The other theory suggests that our brain simply finds symmetrical faces easier to process. If we look inside our bodies, it’s a different story. There’s still a high degree of internal symmetry in our bones, muscles and so on, but we only have one heart, for instance, which needs to be on the left-hand side of the body, and our brain, while it has two very similar hemispheres, assigns different roles to each one. On the inside, we clearly have a left and right side. It is perhaps surprising, then, that we start life symmetrically. It is only after six weeks of development that asymmetry becomes apparent, when our heart moves to the left and its inner structure begins to develop. What tells these early heart cells that they need to move left is something that scientists are just beginning to understand. In a minority of people (some scientists say 1 in 20,000), the process works in reverse, which means their heart is on the right. This does not pose a threat to their health providing all their other internal organs are on the opposite side too. The blueprint for animal life, then, is external symmetry combined with a carefully controlled level of internal asymmetry. Both of which suggest that we all share a common ancestor. Unit 6, Page 63, Exercise 1 Track 2.19 / Bey_B2_U06_063_2.19 Chloe: The images you can see on the board show the connections inside our brain. If you’re wondering whose brains they are, the ones on the left are a male brain. There are more connections between the front, where movement’s coordinated, and the back, which deals with sight. That suggests a brain that’s wired for action and doing one thing at a time. The female brain has more connections between the two sides, which might explain why girls are better at doing two things at the same time than boys, some of whom find multitasking really hard. So the images confirm what we already knew: girls are superior beings! Unit 6, Page 64, Exercises 2 and 3b Track 2.20 / Bey_B2_U06_064_2.20 Presenter: Telling it like it is is the title of a new book aimed at parents finding it hard to understand their teenage children. The unusual thing about the book is that it hasn’t been written by a psychologist or even by an adult. It’s been put together by two teenagers – Talia Batkin and Zachary Kynoch, who are here in the studio today. Talia – hi – how did you come up with the idea for the book? Talia: So, Telling it like it is started out as a blog. Well, um ... maybe I should really start by saying that I love my mom and dad and really look up to them. But like most parents, they can be really hard to get through to sometimes. I just can’t make them understand me. Zach: Can I just add that Talia can be equally hard to get through to sometimes? Talia: Thanks, Zach. Anyway, as I was saying ... I usually get on with my parents just fine. But there are other times, you know, when we just don’t understand each other. So I started blogging about how it feels to be a teen having parent problems. And after writing for a few weeks, I started getting comments from other teens in similar situations. Presenter: I think this is where you come in Zachary. Is that right? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 19 B2 CLASS AUDIO SCRIPT UNIT 6 Zach: Talia: Presenter: Talia: Zach: Presenter: Talia: Zach: Talia: Zach: Talia: Zach: Presenter: Zach: Presenter: THE WAY WE ARE Yes. Well ... I posted a comment saying how I thought Talia’s blog was great but being a girl meant that she didn’t always see things from a guy’s perspective. Basically he told me we should write the blog together. So we started writing together and it kind of clicked. So I think – and please correct me if I’m wrong – parents started reading your blog. That’s right. We started receiving messages from parents saying how much the blog had helped them. Can you explain how? Well, for example, there are a lot of subjects that we find hard to bring up with our parents which we discuss on the blog. By reading the blog, parents can see our points of view, making it easier for them to talk to their teens. They can also see what teens really get up to when they’re not there! Adults think we’re from another planet – which in Zach’s case is true – but … Hang on a minute. That’s not ... All I was going to say was that if you want to communicate with someone from another planet, it’s best to know something about that planet first. And the best person to give you that information is a native – not another adult saying we’ll grow out of it. Which is why we thought there was a need for a book – a book for parents written by teenagers that, you know, stands up for teenagers finding it hard to communicate with their parents. And there can be many reasons for communication breakdown. I mean, a lot of parents behave as if teens didn’t know anything. As a result the teens feel patronised – as if they’re being looked down on all the time. Others are stressed because they’re constantly trying to live up to their parents’ expectations but never feel they’re doing well enough. But we don’t just criticise parents, we offer concrete tips and suggestions. The book also has a phrase book of teen expressions and text talk to help parents understand us. Yes. This one was new to me – g2g. Got to go! Very appropriate. And the book Telling it like it is by Talia Batkin and Zachary Kynoch is out now. Thank you both for coming in. Unit 6, Page 64, Exercise 6b Track 2.21 / Bey_B2_U06_064_2.21 1 It’s really hard to get through to them. 2 They’ll grow out of it. 3 They look down on the people we look up to. 4 They never check up on what we might be up to. 5 We often get up to things we shouldn’t and get away with it. 6 It’s impossible to live up to their expectations. 7 I wish they’d stand up for us. Narrator: Now listen and repeat. 1 It’s really hard to get through to them. 2 They’ll grow out of it. 3 They look down on the people we look up to. 4 They never check up on what we might be up to. 5 We often get up to things we shouldn’t and get away with it. 6 It’s impossible to live up to their expectations. 7 I wish they’d stand up for us. Unit 6, Page 67, Exercises 2 and 3 Track 2.22 / Bey_B2_U06_067_2.22 Scene 1 Sophie: Sir. Kalu: Sophie. What can I do for you? Sophie: That presentation. Can I do it another day? Kalu: When are you down for? Sophie: This Thursday. Kalu: That’s very short notice! Why can’t you do it this Thursday? Sophie: I haven’t had time to prepare. Kalu: You’ve had three weeks. Sophie: When’s Naomi doing hers? Kalu: In two weeks’ time, I think. Sophie: Well, I can change with her then. Kalu: To be honest, I don’t think that’s fair. Why should she have to change her plans for you? Sophie: Well, can I ask her? We’re good friends. Kalu: No. I’m sorry, you’ve had three weeks to prepare. I’ll be expecting your presentation on Thursday as planned. Scene 2 Sophie: Excuse me, Sir. Kalu: Sophie. What can I do for you? Sophie: It’s about the presentation. Could I possibly do it another day? Kalu: Could you remind me what day it is? Sophie: This Thursday, Sir. Kalu: That’s very short notice! Would you mind telling me why you can’t do it on Thursday? Sophie: I just haven’t had time to prepare. Kalu: You’ve had three weeks. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 20