Tài liệu Beyond b2 wb audio script.

B2 WORKBOOK AUDIO SCRIPT Unit 1 Track 01 Page 8, Exercises 2a, 2b and 3 Interviewer: We have Professor Anna Klein from Rumford University with us today to tell us a little about memory. Professor Klein, welcome. First – is there such a thing as false memory? Professor: Well, in the sense that people think they remember things that didn’t actually happen, yes. Either that or your mind changes what did happen and remembers it in a different way. Your memory isn’t like a video recorder that you can play back at any time and expect it to show the event as it occurred at the time. Some false memories can be brought into being by suggestion. Interviewer: Can you give us an example of that? Professor: OK. Here’s a simple one: if I show you a list of words which include ‘bed’, ‘night’ and ‘tired’ and then I test you on which words were and weren’t included, you may think the word ‘sleep’ was in the list because of the three words related to sleep, when, in fact, ‘sleep’ wasn’t there at all. The same happens with pictures. Let’s say I show you a picture of roses of several different colours. When I remove the picture, you might say there were red roses, even though there weren’t, because when you think of roses, you associate them with the colour red. Interviewer: That’s interesting. But is this true for everybody – even those with excellent memories for what they read or see? Professor: Indeed. It doesn’t matter how good your memory is. We all create false memories. Again, if friends over the years tell us about a great party they once went to, we may come to believe we were also there, even though we were ill in bed at the time. Interviewer: So our memory plays tricks on us? Professor: That’s right. And this can have important consequences. Innocent people have been sent to prison because a well-meaning, honest eyewitness says in court they saw or heard one thing when in reality something else entirely was the truth. They didn’t intend to lie, but they had a false memory of events. Interviewer: Now, we all forget things, but are there any cases of people with no memory at all? Professor: Well, there’s the case of Lonni Sue Johnson, who had an accident in 2007. Before that she’d been a successful artist and an amateur pilot and musician. The damage to the hippocampus – a part of the brain that deals with memory – was so serious that although she knew who she was and recognised her mother and sister, she didn’t remember that she’d been married for 10 years. She had to learn how to walk, talk, write and eat all over again. She’s lost almost all memories of her past life. Her family have told her of events in her life before the illness so she now knows that she used to live in Manhattan and was an art teacher. Such information was surprising for her to learn. Interviewer: That’s amazing. But how can you know who you are if you don’t remember who you were? Professor: Well, researchers from John Hopkins University have been working with Lonni and they say that she’s very much the same person she was. Identity is distinct from memory and even with this amount of memory loss, your personality is preserved – you’re still you. Interviewer: What an interesting story. Thank you, Professor Klein. Track 02 Page 11, Exercise 2 Cal: Hi. Is anyone sitting here? Chantelle: No. Go ahead. Cal: It’s a nice place, isn’t it? Chantelle: Yeah, it’s my favourite café. Cal: I’ve never been here before, actually. I’m new in town, so I don’t know many places. Chantelle: Oh, right. Well, you’ve struck lucky finding this place. They have live music at weekends. Cal: That’s interesting. What sort of music? Chantelle: Oh, jazz and blues mostly. Cal: I love jazz. By the way, I’m Cal – short for Callum. Chantelle: Nice to meet you, Cal. I’m This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. Chantelle. So, what brings you to … ? Cal: That’s a nice … Sorry. Go on. Chantelle: No. After you. Cal: I was just going to say that I like that name. It’s my sister’s too. Chantelle: Really? I’ve never met anyone called Cal before. It’s Irish, isn’t it? Cal: Irish or Scottish originally, I think. I was told Callum means dove. Does Chantelle mean anything? Chantelle: It means singer. You should come to the concert here on Saturday. You can hear me singing with my group! Cal: Great! Tell me more. Track 03 Page 11, Exercise 3a Paul: You’re Annie, aren’t you? I’m Paul. I’m a friend of Yuna’s. Annie: Nice to meet you. What was your name again? Paul: Paul. I’m starting today too. Annie: Oh, right. Paul: I’m a bit nervous though. Annie: Really? Paul: Yeah, well, you know … I don’t know anyone yet. Annie: Well, now you know me! How do you know Yuna by the way? Paul: We play in a band together. Annie: That’s interesting. Tell me more. Paul: We have our own rock band – The Doollallies. But we haven’t got a singer yet. Annie: I, em … oh, never mind. Paul: No, please. Go on. Annie: Well, I was just going to say I used to sing a bit. Maybe I … Paul: Hey, maybe you … sorry. After you. What were you going to say? Annie: Well, maybe I could join. What do you think? Paul: Yeah, let’s give it a go. That’d be great! Annie: Cool. Track 04 Page 11, Exercises 4b and 4c 1 You’re Annie, aren’t you? 2 I’m Paul. I’m a friend of Yuna’s. 3 Nice to meet you. 4 What was your name again? Track 05 Page 11, Exercise 5a Go on. After you. What were you going to say? Oh, right. Really? Tell me more. That’s interesting. 1 B2 WORKBOOK AUDIO SCRIPT in these is that, firstly, they’re not the stories of great gods or legendary heroes. And secondly, the main character is young and doesn’t usually have a specific name. They might have a very common first name, for instance, Jack – and no surname to identify them further – or they have a sort of nickname like Snow White or Little Red Riding Hood. Personally, I think this is important because it enables children to identify with these characters better exactly because they are unnamed. You know you’re never going to be Zorro, Thor or Wonder Woman or have the superpowers they have, but you are like the ordinary young people in fairy tales. You face the same problems with family, independence and identity as they do. A common theme in myths is that of the hero of the story leaving their known world for an adventure. They may refuse this call to get away and discover new things at first, but once they do begin they often find supernatural help. They have difficulties to overcome, but they eventually achieve what they were searching for and return with new knowledge or power. On account of this, their status or position in their home community is higher and perhaps they can share the benefits they’ve learned or earned with the people back home. Fairy tales follow this progression in the same way. To summarise then, traditional stories such as myths, fables and fairy tales are a powerful means of engaging young people in exploring and expanding their cultural and personal world through imagination and identification and helps them be creative themselves. Therefore, my message or advice to you is to tell tales, especially traditional ones. Unit 2 Track 06 Page 20, Exercise 2a Woman: There’s a tradition of story-telling all around the world whose aim is not only to entertain, but also to educate. Story-tellers used to travel from place to place and would relate age-old stories to enthusiastic audiences. Some still do. Let’s look at some of these stories. Well, there are ancient creation myths, which try to explain how things came to be as they are and similarly, fables, which reveal the consequences of certain actions and attitudes. For instance, Aesop’s fable of the hare and the tortoise teaches us that you shouldn’t be overconfident of success and that you can win if you have determination, even if you are at a disadvantage. So, the lesson here is: don’t give up. Let me read you an old Zen story now. A traveller meets a shepherd and this is how the conversation goes: Traveller: ‘What kind of weather are we going to have today?’ Shepherd: ‘The kind of weather I like.’ Traveller: ‘How do you know it will be the kind of weather you like?’ Shepherd: ‘Having found out, sir, that I cannot always get what I like, I have learned to always like what I get. So I am quite sure we will have the kind of weather I like.’ I think the message here is clear. Don’t worry about what you have no control over and be prepared to deal with different eventualities in a calm way. This seems to me a practical, positive and sensible attitude to life. On the other hand, as young people, we may not have achieved such wisdom. Children are starting out to make sense of and form their worlds. Therefore they need stories in which problems are presented and overcome. This is where we come to fairy tales – which, of course, in fact, do not have to include fairies at all. Fairy tales are, in my opinion, the best stories to tell young children – and here’s why. What you notice Track 07 Page 20, Exercises 2b and 3 Part 1 There’s a tradition of story-telling all around the world whose aim is not only to entertain but also to educate. Story-tellers used to travel from place to place and would relate age-old stories to enthusiastic audiences. Some still do. Let’s look at some of these stories. Well, there are ancient creation myths, which try to explain how things came to be as they are and similarly, fables, which reveal the consequences of certain actions and attitudes. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. For instance, Aesop’s fable of the hare and the tortoise teaches us that you shouldn’t be overconfident of success and that you can win if you have determination, even if you are at a disadvantage. So, the lesson here is: don’t give up. Part 2 Let me read you an old Zen story now. A traveller meets a shepherd and this is how the conversation goes: Traveller: ‘What kind of weather are we going to have today?’ Shepherd: ‘The kind of weather I like.’ Traveller: ‘How do you know it will be the kind of weather you like?’ Shepherd: ‘Having found out, sir, that I cannot always get what I like, I have learned to always like what I get. So I am quite sure we will have the kind of weather I like.’ I think the message here is clear. Don’t worry about what you have no control over and be prepared to deal with different eventualities in a calm way. This seems to me a practical, positive and sensible attitude to life. Part 3 On the other hand, as young people, we may not have achieved such wisdom. Children are starting out to make sense of and form their worlds. Therefore they need stories in which problems are presented and overcome. This is where we come to fairy tales – which, of course, in fact, do not have to include fairies at all. Part 4 Fairy tales are, in my opinion, the best stories to tell young children – and here’s why. What you notice in these is that, firstly, they’re not the stories of great gods or legendary heroes. And secondly, the main character is young and doesn’t usually have a specific name. Part 5 They might have a very common first name, for instance, Jack – and no surname to identify them further - or they have a sort of nickname like Snow White or Little Red Riding Hood. Personally, I think this is important because it enables children to identify with these characters better exactly because they are unnamed. You know you’re never going to be Zorro, Thor or Wonder Woman or have the superpowers they have, but you are like the ordinary young people in fairy tales. You face the same problems with family, independence and identity as they do. Part 6 A common theme in myths is that of the hero of the story leaving their known world for an adventure. They may refuse this call to get away and discover new things at first, but once they do begin they often find supernatural help. They have difficulties to overcome, but they eventually achieve what they were searching for and return with new knowledge or power. On account of this, their status or position in their home community is higher and perhaps 2 B2 WORKBOOK AUDIO SCRIPT they can share the benefits they’ve learned or earned with the people back home. Fairy tales follow this progression in the same way. Part 7 To summarise then, traditional stories such as myths, fables and fairy tales are a powerful means of engaging young people in exploring and expanding their cultural and personal world through imagination and identification and helps them be creative themselves. Therefore, my message or advice to you is to tell tales, especially traditional ones. Track 08 Page 23, Exercise 3b Tell a story Where was I? It was really scary. I don’t know how to describe it. I felt scared. Do you know what I mean? This is the best part. Hang on. What was I saying? 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 Wow. That’s incredible. Go on. Wow. That’s interesting. You’re joking. Really? You were lucky. That’s an interesting story. Track 09 Page 23, Exercises 4a and 4c Paloma: Chloe, you’ll never guess what happened yesterday afternoon as I was walking home from school. Chloe: I’m not even going to try! Go on, Paloma. Tell me. Paloma: Well, I bumped into my aunt Kay. You know – the one who owns the recording studio. She started asking me about my singing; she said she heard me singing in my room last time she was over to visit Mum and that I’ve got a lovely voice. Chloe: Really? So … what did you say? Paloma: I wasn’t sure how to react – d’you know what I mean? I was a bit embarrassed by the compliment. Anyway, what was I saying? Chloe: Your aunt said you’d got a lovely voice. Paloma: Right … yeah. Well, then she asked me if I wanted to come down to the studio and do some recording. Chloe: Wow. That’s incredible. How did you feel? Paloma: Um … I felt scared, you know? I’ve never sung with people watching me before. Chloe: You’re joking! I’d be really excited. Paloma: Well, I was excited but also … I don’t know how to describe it – a little terrified, I guess! Anyway, I said yes in the end. I’m going in with Mum tomorrow. Wish me luck! Chloe: Wow! That’s so cool. Good luck! Track 10 Page 25, Exercise 4a Speaker: Every day Tim saw a boy in his class, Simon, tease and bully another boy, Rick, during breaks. Simon was very careful to tease Rick where teachers couldn’t see it happen. It was the same thing every day: Simon would approach Rick, call him names and follow him until he had tears in his eyes. Then he would laugh and walk away saying, ‘I was only joking!’ No one ever said anything to the teachers. Sometimes Tim or someone else would try to stop Simon, but that only stopped the teasing for one day. It would just begin again the next. And every day Tim wondered if he should tell on this bully. Tim feared that if he went to a teacher it would become known that he was the one who’d told and he didn’t want Simon to start bullying him instead. He also knew how most of the kids in his class felt about people who told tales about other students to teachers. Unit 3 Track 11 Page 32, Exercises 2 and 3 Principal: And now we welcome our special guest speaker, Sir Ben Pickerell. Ben: Thank you. Older people are fond of saying that your school days are the best days of your life, but they might just be remembering the good experiences and forgetting those that weren’t so positive. However, I hope that by the time you get to my age, you’ll be able to look back at your years at Trafalgar Road School with genuine affection. As an ex-student here myself, I’ll never forget the friends I made – some of whom remain close to me to this day; and of course the teachers who, though they were sometimes strict, I remember as always being fair and This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. doing their best to get the best out of me. Now you’ve completed your final year and you’ll soon be either going out into the big wide world of work or continuing your education or training well-equipped through your studies and experiences here to deal with the challenges that await you. One of those is what to do if your exam results turn out to be not as good as you’d hoped. Now, if that happens, don’t give up. There are plenty of famous and successful people who didn’t do well at school academically. I can share with you some comments teachers made in school reports about people who I think you will agree went on to achieve a certain amount of success. This is by a teacher of John Lennon: ‘… certainly on the road to failure ... Hopeless.’ As a member of the Beatles it wasn’t such a long and winding road to huge success for him as one of the best-selling recording artists of all time. Now you’d think Nobel prize winners would have done well at school, but this isn’t always true. The British World War Two prime minister and Nobel prize winner for literature, Winston Churchill, once got a school report which said: ‘He has no ambition … He cannot be trusted to behave himself anywhere.’ And lastly – here’s what a teacher wrote about somebody I’m sure you’ve all heard of. It was this: ‘He will never amount to anything.’ And who was this person dismissed as going to be a total failure in life? He was none other than Albert Einstein. Now, all these people proved their teachers’ assessments wrong. Can you do the same if you get bad grades? I hope so. Some of you will have already made plans for what to do if you don’t get good results. Perhaps you’ll retake the exams or maybe you feel they’re not essential to what you really want to do in life. Some of you will be confident that you’ll get what you wanted and in a few weeks you’ll be finding out. I wish you all the best of luck – though I know you’ll have been working hard over the last couple of years to make sure your results are not just a matter of good fortune, a little certainly helps. To finish on a personal note – next year I’ll be celebrating 50 3 B2 WORKBOOK AUDIO SCRIPT years as an actor. I’ll have been appearing on stage or screen for half a century, more or less. But I remember leaving school feeling quite confused about what I wanted to do. You may feel like this, but you’ll find your way. After all, I did. And here’s some advice: in life you might not always get what you like, but you can learn to like what you get. Thank you. Track 12 Page 32, Exercise 4 Ben: Older people are fond of saying that your school days are the best days of your life, but they might just be remembering the good experiences and forgetting those that weren’t so positive. However, I hope that by the time you get to my age, you’ll be able to look back at your years at Trafalgar Road School with genuine affection. As an ex-student here myself, I’ll never forget the friends I made – some of whom remain close to me to this day; and of course the teachers who, though they were sometimes strict, I remember as always being fair and doing their best to get the best out of me. Now you’ve completed your final year and you’ll soon be either going out into the big wide world of work or continuing your education or training well-equipped through your studies and experiences here to deal with the challenges that await you. One of those is what to do if your exam results turn out to be not as good as you’d hoped. Now, if that happens, don’t give up. There are plenty of famous and successful people who didn’t do well at school academically. I can share with you some comments teachers made in school reports about people who I think you will agree went on to achieve a certain amount of success. Track which said: ‘He has no ambition … He cannot be trusted to behave himself anywhere.’ And lastly – here’s what a teacher wrote about somebody I’m sure you’ve all heard of. It was this: ‘He will never amount to anything.’ And who was this person dismissed as going to be a total failure in life? He was none other than Albert Einstein. Now, all these people proved their teachers’ assessments wrong. Can you do the same if you get bad grades? I hope so. Some of you will have already made plans for what to do if you don’t get good results. Perhaps you’ll retake the exams or maybe you feel they’re not essential to what you really want to do in life. Some of you will be confident that you’ll get what you wanted and in a few weeks you’ll be finding out. I wish you all the best of luck – though I know you’ll have been working hard over the last couple of years to make sure your results are not just a matter of good fortune, a little certainly helps. To finish on a personal note – next year I’ll be celebrating 50 years as an actor. I’ll have been on stage or screen for half a century, more or less. But I remember leaving school feeling quite confused about what I wanted to do. You may feel like this, but you’ll find your way. After all, I did. And here’s some advice: in life you might not always get what you like, but you can learn to like what you get. Thank you. 13 Page 32, Exercise 5 Ben: This is by a teacher of John Lennon: ‘… certainly on the road to failure ... Hopeless.’ As a member of the Beatles it wasn’t such a long and winding road to huge success for him as one of the best-selling recording artists of all time. Now you’d think Nobel prize winners would have done well at school, but this isn’t always true. The British World War Two prime minister and Nobel prize winner for literature, Winston Churchill, once got a school report Track 14 Page 35, Exercise 1b Tod: Where are my keys? I definitely had them when I left the house because I locked the door. Carl: Are you sure? Tod: Of course I am. I always lock the door behind me. Carl: Perhaps you left them in the café on the table when you took everything out of your pockets looking for your wallet. Tod: I doubt it. We would have seen them. It’s more likely that they fell out of my pocket in the park. Let’s look there. Track 15 Page 35, Exercise 2 Tod: Are you sure you don’t want to come to the Street Dance class with me? Carl: I don’t know. I’m not really sure. Tod: Come on. It’ll be fun. Carl: I doubt it. Most of that dance stuff is really boring. Tod: The music is great – you know how you love hip hop. And it’s definitely not boring! This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. Carl: Tod: Carl: Tod: Track Hmm … I suppose it might be quite fun. That’s very likely. There’ll be lots of new people to meet. Really? Now it’s beginning to sound more interesting. OK. Still not 100% sure, but I’ll probably come, then. Are any of the other guys coming? It’s quite possible that they’ll be there. I think Craig said he was going. We can always phone him to check. 16 Page 35, Exercise 3c 1 I’m not really sure. 2 I doubt it. 3 And it’s definitely not boring. 4 I’ll probably come, then. 5 It’s quite possible that they’ll be there. Unit 4 Track 17 Page 44, Exercise 2 Presenter: Welcome to If I ruled the world, the game show in which we ask celebrities what they would do if they ruled the world. I’m Mitch Davis and please welcome our world-changers tonight – Abby Wright and Toby Shore. Track 18 Page 44, Exercises 3 and 4 Presenter: Welcome to If I ruled the world, the game show in which we ask celebrities what they would do if they ruled the world. I’m Mitch Davis and please welcome our world-changers tonight – Abby Wright and Toby Shore. Abby – let’s start with you. What would you change if you ruled the world? Abby: If I ruled the world, Mitch, what I’d do is I’d ban cars in inner cities. I mean, why would you need a car if there’s a good public transport system or you can use a bicycle? Mitch: But if you’re in a city where it rains a lot, you can’t cycle to work, can you? Imagine turning up at the office day after day in wet clothes. You’d have to carry a complete change every day, wouldn’t you? And another thing, really, unless you want to risk your life in the rain with traffic all around you, you’d be safer not cycling at all. Abby: But that’s my point. If there weren’t any cars on the roads, we’d feel safe, and another point 4 B2 WORKBOOK AUDIO SCRIPT Mitch: Abby: Mitch: Abby: Mitch: Toby: Mitch: Toby: Mitch: Toby: – we’d all get fitter if we cycled and we’d have the freedom to go wherever we wanted, whenever we wanted. If you have good weather-proof clothing, you don’t need to worry about a little bit of rain. OK, but if I had a bicycle, where would I leave it? Hundreds of bikes are stolen every week in this city. My brother’s was taken last month. I wish you wouldn’t keep looking at the negatives. Look, if he’d had a good lock and, actually, now you can get an app on your phone that tells you where your bike is, he wouldn’t have lost it. Ah. If only I’d known that – I mean about the app. Of course it was locked, but it’s easy to steal a bike if you want to. You just cut through the chain. Yeah, sure. But if he’d had the app, he’d have been able to find where the bike was. That’s true. But there’s still the weather problem. Right … now … Toby … What if you ruled the world? Oh, if only! Well now, as ruler of the world, the first thing I’d do is bring in a law that gave absolutely everyone on the planet a three-day weekend. Now wouldn’t that be cool? Um ... you’d certainly be very popular, Toby, but do you really think that could work? I mean, could we afford to have doctors, nurses, firefighters and people like that just working for four days a week? What about emergencies? And would there be enough time to get everything done? Hmm … you’re finding holes in my plan, Mitch. But perhaps you’re right. How about this then instead: forget the adults for a moment; let’s give all schools a three-day weekend. Now that’s interesting, Toby! So you mean, both primary and secondary schools? Absolutely. They deserve it! Kids study hard at school. If they had more time at weekends, they could relax and unwind – you know, do more fun things and take up some new hobbies. I bet they’d be healthier too. And ... when they were at school, they’d do better because they’d feel better. Mitch: Hmm … so Abby wants to ban cars and Toby wants to give schools a three-day weekend … And a longer holiday! Uh … OK, Toby. Well, I certainly know which ruler would be more popular, especially with young people, but I’m not sure which suggestion is best. I wonder what the members of the audience think ... Toby: Mitch: Track 19 Page 47, Exercises 1 and 2b Anna: Marie. So what do you think about that, then? It’s called the dancing house, but as far as I’m concerned, it’s more like a falling-over house. Marie: Well, I see what you mean, Anna, but it’s funny, isn’t it? To be quite honest, if you can make architecture fun and impressive, that’s fine by me. Anna: But in my opinion, new buildings should fit in with the style of the older ones around them and this one doesn’t. Marie: Do you really think so? Come on, Anna. I totally disagree with you. If you had these rules, it would mean there was no room for new types of buildings in inner cities, and that would be boring. Anna: No. The way I see it, city centres should keep their character. If you want to build a huge office block or something, do it outside the centre. Marie: OK, Anna. That’s true up to a point. Not huge new modern towers in a city centre of small medieval buildings, but the dancing building just adds a bit of individualism to the city. Seeing something like that brightens up your day. Track 20 Page 47, Exercise 6b Ask for an opinion What do you 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 agreement and 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 … This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. Unit 5 Track 21 Page 56, Exercises 3 and 5 Speaker: What’s your favourite colour? I wish I knew what mine was. However, I have a little problem. I can’t see greens and reds properly. I blame my parents, and so I should because if you’re colour blind, it’s usually inherited from one or other or both of them. I’d love to see red roses among green leaves, but I can’t. Apparently, boys don’t get the red/green colour blindness gene from their father but from the female side of the family. It’s all a bit complicated, but they say it’s to do with genes and chromosomes. Here’s a bit of what science tells us: we all have 23 chromosome pairs and the 23rd is the one that determines our gender – male or female. It’s also responsible for red/green colour blindness – one form of the condition – and why women see more shades of red than men. Apparently, men can only pass on the gene for colour blindness to their daughters; and mothers who pass it on are not usually colour blind themselves, but are what’s known as ‘carriers’. This red/green problem is much more common in males than females, but there’s also a rarer blue colour blindness which affects both genders equally as it’s carried in a different non-gender-related chromosome. The vast majority of the estimated 250 million colour blind people worldwide inherit their condition, so I’m not alone. I’m joined by around 8% of the male population in the UK. So, is it a big problem? Well, my dogs can hardly see any colours at all and they seem to have a happy enough life, and we humans can all enjoy a black and white film as much as a colour one. But it means that I can’t be a pilot or an optician, and I probably wouldn’t make a very good fashion, interior or graphic designer. Now, what about the day-to-day things like driving a car or riding a bike, then? Isn’t distinguishing between the red and green traffic lights a problem? Well, I did pass my driving test and I’ve never had a near miss, so that means I must be able to see the difference. It’s just that the green looks more like white to me and fortunately in traffic 5 B2 WORKBOOK AUDIO SCRIPT lights they’re not next to each other. What does confuse me is those LED lights on electrical devices like games and phones that show if they’re on, off, on standby or need charging. I can’t tell the difference at all. Food can be another problem because red/green colour blindness isn’t only about those two colours. There’s also a difficulty with browns and yellows so I can’t be sure if a banana is yellow or green or whether meat is well done or not, so maybe you should think twice before accepting an invitation to dinner at my house! On the whole, though, I manage to get by without too much trouble. Just don’t ask me to help you match your clothes! Track 22 Page 59, Exercises 1 and 2b Joe: Hi, Amina. It’s Joe here. I was wondering if you’re doing anything … Amina: Just a minute. I’m on the other line. Look. I’ll call you back in a minute, OK? Joe: Oh, alright. Amina: Joe, hi. Sorry about that. How are you? Joe: Not too bad, thanks. I just wondered if you’d … Amina: Wait a second – that’s the doorbell – let me just answer it. Don’t hang up … Hello? Sorry. My brother forgot his keys again. So, what were you saying? Joe: It’s just that Alice and Priya and I are going to the cinema on Saturday and we thought you might like to join us … Amina: I’m sorry, but I’ve already got something arranged for Saturday and … Joe: Hang on. It’s the premiere of Howling Wolf and the stars are going to be there on the red carpet. I know you collect autographs and you might be able to get theirs. Are you sure you can’t change your plans? Amina: Actually, now that I think about it, my plan’s for Sunday so I could come. What time? Track 23 Page 59, Exercise 3c Interrupt Actually, ... Hang on. Just a minute. I’m sorry, but ... Yes, but ... Wait a second. Change topic By the way, ... Return to a topic What were you saying? As I was saying … So ... Unit 6 Track 24 Page 68, Exercises 2 and 3b Kyle: Did you see that feature on The Skool Show on Radio 3 last night about this new book? Wesley: What’s so good about a new book? Kyle: Well, I mean, for a start, it’s written by two teens. Wesley: Yeah? Kyle: Yeah. Their names are Zach and Talia or something. Wesley: So you found what they had to say interesting – how come? Kyle: Basically Talia wrote this blog about life as a teen and teen problems. It became really popular. Zach posted a comment saying he liked the blog but because Talia was a girl she didn’t always get the guy’s perspective. So the two decided to team up – they started writing the blog together. Wesley: What’s so special about that? Kyle: I was going to say … that parents started reading the blog and sending messages saying how it really helped them. Wesley: Hang on a minute … the parents were thanking the kids for their help? Awesome! Kyle: Right. And then they decided to write … Wesley: Can I just say that, well … um … that is pretty cool! Kyle: Yeah, I know, right? Wesley: And then you said they decided to write something … Kyle: Yeah … um … they did something kind of brave, you know? They decided to publish their own book of advice for parents. It even has a phrasebook of expressions to help parents understand our crazy ‘language’ – you know, the one only we teens can speak! Wesley: Cool! Nice story. I’m sorry I missed that. Kyle: Anyway, what were you doing last night? Wesley: Well, I was at my street dance class in Camden. Kyle: Cool! I was going to say: ‘Did you do anything interesting?’ But you’ve This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. Wesley: Kyle: Wesley: Kyle: Wesley: Kyle: Wesley: Kyle: Wesley: Kyle: Wesley: Track already answered my question! That must’ve been fun. You’ve just started, right? Yeah. My first lesson was last week. So you went to dance class and then you … Then I … um … I kind of just went home and relaxed. I watched a DVD. What did you watch then? Step Up Revolution. Wow, Wes; you’re really getting into this dance stuff, aren’t you? Well, I mean, it’s cool, you know? It keeps me fit and I enjoy it. Sure. I get it. So you went to bed after that, right? Um … Well, I kind of rented out the other three Step Up movies and watched them afterwards. Oh, Wes! … No wonder you look so tired. Maybe give the dance films a rest tonight, eh? Um … yeah … Anyway hadn’t we better get going? Class is about to start. 25 Page 71, Exercise 2c Professor: Do you know where seat 59C is? Shelly: It’s here, opposite me. Professor: Would you mind if I put my case there? Shelly: No, not at all. Professor: Would you mind if I sat here? Shelly: Not at all. It’s free. Professor: Could we possibly change seats? Shelly: Of course. You like to face forwards, I see. Professor: Yes. I generally prefer it. Shelly: Would you mind if I read your paper? Professor: Please go ahead. Do you know when we should arrive? Shelly: Oh, in about an hour. This train is usually on time. Professor: Would you mind if I opened the window? Shelly: Please do. I’m so excited! I’m off to visit my daughter in Cambridge. She’s just started work at PsychLabz Inc. Professor: Ah. What a coincidence! I’m Professor Petersen. I work there, too. Well, actually I’m just starting. Tomorrow will be my first day. Shelly: Pleased to meet you, Professor. I’m Shelly Marie. 6 B2 WORKBOOK AUDIO SCRIPT Track 26 Page 71, Exercise 3 Polite direct questions Could I possibly do/go … ? Indirect questions Could you tell me why/where you … ? Do you know if she’d be/want … ? Do you know when/why she’s … ? Do you mind if I ask/talk … ? Would you mind if I changed/spoke … ? Would you mind telling me when/what you … ? I was wondering if I could … UNIT 7 Track 27 Page 80, Exercises 2, 3a and 3c Speaker 1: Hello and welcome. Now, it might surprise you to know that the screen legend Charlie Chaplin once said that cinema wouldn’t last because audiences wanted to see live actors on a stage. Obviously it has lasted, but it seems that what’s happening now is that screen actors are increasingly looking for stage roles. Many Hollywood stars want to show that they can do it in front of an audience that’s not thousands of miles away being shown the performance on a screen, maybe two years after they acted it out, but instead in a theatre where every night is different and you don’t have the safety of being able to do another take if something goes wrong. Currently on the London stage you can see … Speaker 2: The most important thing to remember is that you’re not pretending to be someone else. You’re always yourself – just imagining yourself in a different way. That’s one reason why I don’t do accents. I’ve never done an American accent in a film because I don’t believe people would believe it and, to tell you the truth, I’d get it wrong. If you want me in your film, what you get is different versions of me and all of them are English, I’m afraid. In fact they’re all London accents. When you think about it, it’s strange that I’ve had a career in film of over 50 years just using my own natural voice. Speaker 3: I was once playing Hamlet and I’d just said the famous line To be or not to be. I wanted a pause before I said the next line: That is the question. But during the pause somebody in the audience shouted out: To be. Then somebody else shouted: Not to be and – can you believe it – other people joined in shouting to be and not to be. I had no idea what to do. Nothing like this had ever happened before to me. Believe me when I say that it surprised me as much as anyone else when I went to the front of the stage and said: To be quiet or not to be quiet. That is the question. They were quiet. Speaker 4: I had to be there at seven in the morning. Then we were fitted out with our costumes and had the make-up put on. They provided coffee and sandwiches and I thought, ‘OK. This isn’t bad. Let’s get going.’ I didn’t have a speaking part; I was just an extra in one scene. I thought – great I’ll be out of here in an hour or two. Well, surprise, surprise – after eight hours I was still hanging around and nothing had happened. I’d had enough and I told them I had to go. As you can imagine, they refused to pay me. It was totally the wrong decision not to have signed something before agreeing to be part of this. I won’t be doing that again in a hurry! Speaker 5: Getting the part came as a complete surprise. I’d never acted professionally, so I didn’t think I was a strong contender for the role. I had a heavy cold on the day of the audition which wasn’t going to help my chances. I thought it was a complete disaster, but the director obviously saw something in me which I didn’t know I had and chose me. I think you’ll agree with me when I say that sometimes others can see more about you than you can about yourself. Speaker 3: I can’t make up my mind about Track Track 28 Page 83, Exercises 4 and 5b Speaker 1: To tell you the truth, it didn’t do anything for me. I have no idea what the artists were trying to do. Well, modern art isn’t my cup of tea anyway. I thought I might get converted, but for me it was all a bit of a disappointment. Speaker 2: Well, I thought some of it was awesome. I particularly liked the one where different views became one. I’m a huge fan of Ni La’s work, and I have to say her new work really lived up to my expectations. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. Ni La. I wasn’t crazy about it, but it was more interesting than most of the other stuff. I couldn’t stand that piece where the screen just went from black to white again and again, though – just terrible … What was that supposed to be about? Track 29 Page 85, Exercise 3 1 Speaker 1: Good afternoon, pleased to meet you. I’m Jonathan Saunders. Speaker 2: Hey, Johnny boy! How’s it going? 2 Speaker 1: Hello, I’m George Lewis. Pleased to meet you. Speaker 2: Pleased to meet you, too. I’m Stuart Henderson. 3 Speaker 1: Come on. We can jump the queue. Just look important. Speaker 2: Let’s just wait for our turn. 4 Speaker 1: I think 10% is the usual tip here, isn’t it? The bill was 50 euros – I’ll leave five. Speaker 2: Oh. It was expensive enough already. Let’s just go. Forget the tip. 5 Speaker 1: Didn’t have time to get a present for your birthday. Sorry. Where’s the food? Speaker 2: It’s not much, but I hope you’ll like it. I made it myself. Unit 8 Track 30 Page 92, Exercise 1 Speaker 1: Hello. Speaker 2: Hello! Speaker 3: Hello! Speaker 4: Hello? 31 Page 92, Exercises 3 and 4 Extract 1 Assistant: Good morning. My name’s Greg. How can I help you? Customer: How can you help me? You can help me by not making me wait for 10 minutes before I can speak to you. You can help me by not making me pay to be told to press one for this and two for that and … Assistant: I’m sorry, Sir. But now you’ve got through to me, what can I do for you? 7 B2 WORKBOOK AUDIO SCRIPT Customer: Right. Sorry about that. It’s not your fault. It’s about my credit card. Something must have gone wrong because I’ve got a payment here that I never made. I didn’t make the purchase that they’ve charged me for here on my bill to something called KLIP. Assistant: OK, Sir. Can I have your card number, please? Customer: Yes. It’s card number 6349 … Extract 2 Customer: Oh no, where’s my wallet? Assistant: No worries. Take your time. Customer: What? Oh, yes, sorry. I don’t know. I should have put it in my back pocket. Why didn’t I? What am I going to do now? Oh, dear. Let me look … no, I haven’t got enough change on me to pay … Hold on … my wife’s close by. Let me phone her. Can you keep the stuff here until she arrives? Assistant: I suppose so. Customer: Hi. It’s me … can you get over here? I’m at the checkout and … Extract 3 Customer: Good afternoon. Assistant: Yes, yes. What can I do for you? Customer: Um … I’d like to buy a packet of rabbit food, please. Assistant: We have all sorts of rabbit food, pellets, grains. Take your pick. Customer: Do you happen to have one in a blue box? I believe that’s the one we usually buy. Assistant: Was it this one? That’ll be 15 euros. Extract 4 Customer: Do you speak English? Assistant 1:No. I’m sorry. Customer: But you said ‘I’m sorry’ in English. Assistant 1:I’m sorry. What? Customer: So you do speak English. Assistant 1:I speak a little English. Please wait one moment while I call my colleague. Assistant 2:Hello. How can I help you? Customer: It’s about the car I rented from you … I … er … I had a little accident. Oh, dear … I feel terribly bad about this. Extract 5 Operator: Hello. This is your automated response service. Thank you for calling VivaTech 4G. VivaTech 4G – the fastest and most reliable network AND the most competitive prices. All calls are recorded for quality control and training purposes. If you would like to continue in English, press nine. For services in other languages press eight. To talk to one of our advisors, press one. … You are currently in a queue. Your call is important to us. Please hold the line and one of our advisors will be with you shortly. Track 32 Page 94, Exercise 2 1 You might have told me. 2 You might have told me. 3 You could have phoned me. 4 You could have phoned me. 5 You might have replied. 6 You might have replied. Track 33 Page 95, Exercises 1 and 2 Matt: So, look. We’ve decided to hold a fundraising event at the school for our end-of-year trip. We’ve been given the job of organising it, so we need to discuss what to do. Who’d like to begin? Donna: Shall I start? It seems to me that we need to use our talents to put on a show that we can charge people to come to. We could do a play or … Jim: But that would take ages to get ready. There’d be all the rehearsals and stuff, and we’ve only got a few weeks. Vera: Can I just say something here? I’m the singer in a band, as you know, and we can perform for free and … Donna: Well, yes, but would it appeal to everyone, I mean, of all ages? Matt: Donna, please let her finish. That was a very generous offer, Vera. Vera: Well, what I was going to say was we’ve got all the equipment and we can play about an hour-long set. Jim: That sounds good to me, but we should also think about what we could sell at the event. Perhaps we can … I don’t know … sell old books, toys and clothes we have at home that we don’t need? Matt: Just a minute! That’s a great idea Jim. Now, let’s hear what Mo has to say. Mo: You know, guys, if we have the event outside in the sports field, I could attempt to break the school record for the hundred metres. I think I can do it and people would come to watch. Matt: Great. So, what do we think? A concert, a race and stalls selling second-hand things? Donna: Can I just add two things? One, now that I think about it, Vera’s band would be a great idea and two, my mum and I can make cakes to sell. Matt: Thanks, Donna. We’ll do that too. I think we’re going to have a fantastic event. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. Track 34 Page 95, Exercise 3b Ask someone to speak Let’s hear what … has to say. What do you think, … ? Who’d like to begin? Take a turn Can I just add something here? Perhaps I can say something here? Shall I start? Keep or defend a turn Can I just finish what I was saying? Just a minute, … Let him/her finish. Unit 9 Track 35 Page 104, Exercises 1, 2 and 3 Conversation 1 Dad: Hey Mark. Wow, that top’s ‘bad’! Mark: Huh? Oh, you mean bad as in good ‘bad’. Stop trying to be cool – it doesn’t suit you! But … um … thanks! Dad: Why can’t I be cool, Marky? I’m not over the hill yet, you know! Besides, who bought you that top? It must’ve been someone really cool. I mean, whoever they are, they’ve got great taste. Mark: Uh, you? Dad: Really? I guess that makes me ‘bad’ too, right? Mark: If you say so! See you tonight, ‘Mr Cool’, OK? Dad: OK. Don’t be out later than ten! Enjoy the play! Mark: Thanks! Conversation 2 Alf: Ed …? Ed: Yeah. What is it, Alf? Alf: You know we were going to speak to Ed: Alf: Ed: Alf: Ed: Alf: Ed: Alf: Ed: Mr Greene in Science today? Well, I think we’ve been barking up the wrong tree. Why do you say that? Ben didn’t cheat in biology. But he suddenly got an ‘A’ after he sat next to the best student in the class. He usually gets the same grades as us. My mum told me he’s been having extra lessons after school. Oh. I thought Mr Greene would be less annoyed with our test results if we told him about Ben. I know, but look on the bright side. What’s that? Maybe Ben can help us with our grades! Yeah. Let’s go and speak to him. 8 B2 WORKBOOK AUDIO SCRIPT Conversation 3 Henry: I admit that initially we were slow to act when the hurricane struck, but we’re bringing everything under control now. I’m confident there is light at the end of this very long tunnel. Presenter: Becky, the Minister’s right, isn’t he? Becky: No, he most certainly is not. The slow response to the hurricane is just the tip of the iceberg. Lives could have been lost. It’s just luck we have to thank for the fact that none were. Henry and his government must stop pretending everything’s OK. There’s a bigger issue. Presenter: So the problem hasn’t been solved? Becky: No. Look, at the end of the day, no-one’s taking charge in the Minister’s office. Everyone’s got their hands in their pockets. Minister, what’s to say this won’t happen again? And next time it could be much worse. Someone needs to take control … Presenter: Minister? Henry: Well … um … someone most certainly is in control. Look, at the end of the day … Track Track Track 39 Page 107, Exercise 1c Page 109, Exercise 1a Bring up a difficult topic Candidate 1 Interviewer: Hello. Please sit down. Thank I’m not quite sure how to tell you this. I’m afraid I’ve got some bad news. I’m really sorry but … It’s just that ... Give tactful responses It’s different/original/interesting ... What do you think? Well, that’s the main thing. I’m probably not the best person to ask. I’m lost for words. It’s not that I don’t want to come. Express sympathy I’m really sorry about ... Better luck next time. It’s really bad luck. You must feel awful. Track 38 Page 107, Exercise 3 1 Girl 1: Girl 2: 2 Girl 1: 36 Page 106, Exercises 2b and 2c Mia: You’re Will, aren’t you? Will: Yes. I think we’ve met before, haven’t we? Mia: Yes. It was at Talia’s place, wasn’t it? Will: Yes. That’s right. It was her birthday, wasn’t it? Mia: That’s right. Will: Right. Let me try to remember. You’re not Lia, are you? Mia: Nearly. I’m Mia. Will: Oh, sorry. I should have remembered, shouldn’t I? Mia: Don’t worry. So what do you think of this exhibition then? It’s pretty good, isn’t it? Will: Yeah! Science has never been so cool! But some of the ideas are difficult to understand, aren’t they? Maybe I need to pay more attention in science class from now on. At least we both got here while it’s not too busy, didn’t we? Let’s go and try out the shuttle launch experience, shall we? Mia: Yeah – that sounds like fun. Just a moment. I’m going to boil, aren’t I? I forgot to take off my jacket. You don’t know where I can leave it, do you? 37 Girl 2: 3 Boy 1: Boy 2: 4 Boy 1: Boy 2: 5 Boy: Girl: Boy: Girl: 6 Boy: Girl: Boy: Girl: Jenny. It’s about the weekend. You can’t come and stay after all. Other things planned. Oh. I’m not quite sure how to tell you this, Jenny. I’m really sorry, but I’m afraid I’ve got some bad news about the weekend. The thing is that my cousins are arriving and there won’t be space. That’s OK. We’ll do it another time. Do you like my painting? Well, um … I mean it’s not that I don’t like it, but I’m no art expert so I’m probably not the best person to ask, am I? Do you like my painting? No. It’s rubbish. What’s up? My dog’s not very well. Oh, well. You can always get another one. What? What’s up? My dog’s not very well. I’m really sorry about that. You must feel awful. I know how much you love him. I hope he gets better soon. Yeah. He’s not eating properly, but the vet says he’ll be fine. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. you … You are Paula Simmons – is that correct? Candidate: Yes, and who are you? Interviewer: Um … Candidate 2 Interviewer: Hello. Please have a seat. Candidate: Thanks. I’m Greg Evans and I really think you should give me this position because I’m so right for it. I’ve done a lot of research about your organisation and I know all about you. I’ve got exactly the skills you need – and many more. You could learn so much from me. I’ve got lots of ideas to make this place better. Interviewer: What? Candidate 3 Candidate: I’m so sorry! The journey was terrible – there was a signal failure on the underground and then I lost my travel card – nightmare! Interviewer: Indeed. Let’s start. Now, you’re Katrin – is that right? Candidate: Er … Yes. Katrin Kowalski. Interviewer: Good. Now, Katrin, why do you want to … Candidate 4 Interviewer: Do come in. Candidate: Thank you. May I just say that I was talking to the other candidates waiting outside and they all seem better qualified than I am, so I’m not sure if… Track 40 Page 109, Exercise 2 Gillian: Juno, isn’t it? So … how did you do? Juno: Yes, that’s right. Thanks for asking – Gillian? Gillian: That’s me! So … ? Juno: Hard to say. I’m not sure. I prepared well, wore my best suit and I tried my hardest. I think I did OK. Gillian: I wore shorts and sandals because it’s what I normally wear in the summer. It’s so hot at the moment. Juno: I suppose it is. I just wanted to make a good impression, though – so went with the suit, you know. I had three questions ready for the end, which was good – what about you? Gillian: No, I didn’t have anything to say. I don’t have any questions – I just want the job, you know? I was well prepared too, though. I took out my notes and read exactly 9 B2 WORKBOOK AUDIO SCRIPT what I’d written so I didn’t make any mistakes. Juno: Oh, OK. And how did you feel? Gillian: Super-confident. I went straight in and just started telling the interviewer everything I knew about the organisation. Then one of the interviewers asked me about my experience and I said that, while I’ve never worked before, I’m extremely well-qualified and I just know I’m going to be a fantastic employee – I’m the best at everything I do. I think they were impressed. Juno: Really? I told them I didn’t have much experience either, but that I was willing to learn new skills and work hard. I hope that sounded OK. Gillian: Never mind – there’ll be other jobs for you, I’m sure. And – wasn’t the travelling awful? I was five minutes late for my interview. Did you get delayed in the underground before yours, too? Juno: No, I … eh … I guess I was lucky – I heard about the signal failure that was causing big delays on the radio, so I took the bus instead. I was here about a quarter of an hour before the start. Gillian: Why so early? What a waste of time! Well, good luck next time, Juno. I think I’m really going to enjoy working here. Juno: Oh, er, sure. Um … you too, Gillian. It was … um … nice to meet you. Unit 10 Track 41 Page 116, Exercises 2 and 4 Speaker: Here we shall move around the world to look at three questions connected with language. My first question is this: can language change colour? Now, traffic lights in Japan are a different colour to those in other countries. The bottom light, which is green, is actually bluer in Japan. And that’s all to do with language. When Japan first imported traffic lights from the US in the 1930s they were the same as everywhere else in the world. But in Japanese there are different words for green and the name for the colour of the main word used for green didn’t fit with what was seen, so the colour was changed in 1973. Now my second question is this: does gender matter? Many languages (but not English) divide nouns into what are called genders – masculine, feminine and neuter. So, in French a man is logically le homme and a woman la femme. Strange, then, that a man’s beard is feminine – la barbe! It doesn’t seem to make a lot of sense – and it doesn’t. But assigning gender to things changes our view of them. Here’s an experiment done in 1915 in Russia. Fifty people were asked to imagine the days of the week as people and to describe the person they’d imagined. All of them thought of Monday, Tuesday and Thursday as men and the other days as women. When asked why, most of them had no idea, but perhaps it was because in Russian the names for Monday, Tuesday and Thursday are masculine and the others feminine. Almost a century later another study gave a memory test to Spanish and German speakers. The speakers were shown pictures of 24 objects and they had to memorise the person’s name that was given with each object, either a woman’s name like Patricia or a man’s name like Patrick. What happened was that both the Spanish and the German speakers tended to remember the names connected with the object which fitted with the gender of the noun in their language. For example, if mountain were shown with the male name Patrick, the German speakers would remember it more easily than the Spanish because the noun mountain is masculine in German (der berg) and feminine in Spanish (la montaña). However, if it were shown with the name Patricia, the Spanish speakers would find it easier to remember. Now my third question is: where is it? When we give directions we usually say, for example, ‘turn right, go straight on until the traffic lights, it’s right in front of you on the left’. We use what are called ego-centric coordinates – left, right, front, back – and they change when we turn around. Something which is in front of you becomes behind you when you turn around and what was on your left now is on your right, right? But there is a group of native Australians, who don’t use this system in their language at all. They use fixed geographic coordinates based on north, south, east and west. In response to the question ‘Where are my keys?’ they wouldn’t say ‘in front of you’, but would say ‘to the north of you’ even if you were in a room with no windows. Now these three questions … This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. Track 42 Page 117, Exercise 3b Brad: Dean – hey. What’s up? You look beat. Dean: Yeah, Brad. I feel I need to crash. I didn’t sleep all night. Brad: Why was that? Dean: I was stressed out ’cos I don’t have the dosh to go to the music festival this year. Brad: Chill out, Dean. I can lend you whatever you need. Dean: That’s a pretty cool offer, mate. Are you sure? Brad: No worries. Dean: Cheers, Brad. Right, I’m off. I’ll call you when I’ve got the ticket. Track 43 Page 119, Exercise 1 Part 1 Vera: Isabella: Vera: Isabella: Vera: Isabella: Vera: Isabella: Vera: Isabella: So, Isabella, how was your trip to the UK? Excellent. I had such a good time. Wanna see some photos? Sure! OK, so this is one we took in London, on a Thames river cruise. Franco took it, actually – I’m on one of the two cruise boats you can just about make out towards the back in the bottom right-hand corner. You mean under Big Ben? Right! And what’s the name of the bridge there that looks like it’s leading up to the Houses of Parliament? Westminster Bridge. Beautiful photograph! And there’s what looks like another cruise boat in the foreground, in the bottom left-hand corner. I don’t remember exactly. I can’t quite make it out from the photo but it looks like a fishing boat, maybe. Part 2 Isabella: And here’s a photo from when we went mountain biking near Leith Hill in Surrey. Me and Magda are standing on either side of the other two. So, from one side to the other, going left to right, you’ve got me, Pavel, Mauro and Magda. Vera: It looks so beautiful. Isabella: Well, you didn’t see it 10 minutes after that shot when the rain came down! Vera: Yikes! I know Pavel, but who’s the one on the left of you again? Isabella: That’s Mauro. Haven’t you met? Vera: I don’t think so. Isabella: I’ll introduce you. 10 B2 WORKBOOK AUDIO SCRIPT Part 3 Isabella: And here’s my uncle, Tom. We went to visit him in Cambridge. He’s mad about fishing. Vera: Who’s that kid on his back? Isabella: I’m not sure, actually. Oh, hang on … Yes, that’s his grandson! That’s little Mike. Vera: Oh, yeah! It’s hard to make him out even though he’s in the foreground. The trees and bushes on the bank of the river at the very back look lovely. I bet there’s some wonderful wildlife there. Isabella: Um … we only saw a few foxes, I think. Vera: Foxes in the countryside – how wonderful! Isabella: Believe it or not, we saw them near Big Ben, too! London is full of foxes, you know. Part 4 Vera: Where did you stay then? Isabella: Different places. We travelled around quite a bit. Here’s a picture of my uncle’s house in Cambridge, where we stayed a couple of nights. Vera: Nice! The sofas on both sides of the coffee table look very comfortable. Isabella: Yeah, it was. But the best thing was the garden – you can just see the garden fence through the window in the centre, right at the very back there. Uncle Tom makes a fantastic barbeque! Vera: Ooh, yummy! Isabella: Right! And when the weather was nice, it was bliss sitting out there – or right at the bottom of the flower garden out at the back of the house. They were my favourite spots. Vera: Oh, let’s see a picture of the second one. Isabella: OK, here … Track 44 Page 119, Exercises 2b and 2c Describe the position of things in the top left-/right-hand corner in the bottom left-/right-hand corner in the front/back towards the back at the very bottom on each side/(on) both sides from one side to the other leading up to the one on the left/right right at the top/bottom Express uncertainty I can’t quite make it out. I’m not sure who it is. it looks like … there’s what looks like … EXTRA READING Track 45 Page 125, Exercise 5a Ella: So − are you enjoying it? Jack: What? Ella: Middlemarch. Jack: To be honest, when I saw the cover, I thought I wasn’t going to like it. Ella: Why was that? Jack: I don’t know. I thought it was going to be a stereotypical romantic story, you know, but it’s actually quite dark. Ella: I think that’s why it’s still so popular today. It deals with a lot of issues that are still relevant today. Jack: Yes. And it’s really interesting to see how attitudes have changed, especially towards women and education and marriage. Ella: Well, the female author of the book decided to use a man’s name to protect her private life, or perhaps in order to be taken seriously. And some modern female writers are still doing the same today. Jack: You’re right, that’s true. What do you think about Mr Casaubon? Ella: He doesn’t come across very well, does he? He’s self-obsessed! Jack: I know. He seems like a very different person to Dorothea – in age and in personality. Ella: Yes, I agree. So are you going to finish it? Jack: Definitely. I want to know what happens. Track Ella: Do you think the whale’s a metaphor? Jack: A what? Ella: Do you think it represents something different? Jack: Like what? Ella: I don’t know ... Our struggle to control nature, for example. Jack: Um ... maybe. Ella: Or the unknown ... things we don’t understand. Jack: I don’t know. I think basically Moby Dick’s an extremely large dangerous whale. It’s just an adventure story. Why does it have to mean something? Ella: Because it makes reading more fun. You can see things on different levels. Jack: I think we’ll have to agree to disagree on that point. Ella: OK. 46 Page 128, Exercise 5a Jack: So … do you want to start or shall I? Ella: I don’t mind. I know what you’re going to say anyway. Jack: Really? Am I so predictable? Ella: I mean you love action stories and adventure films. Jack: Not always. But well ... yeah ... I like books with lots of action that I can … you know … visualise like a film in my mind. Ella: Moby Dick has been made into a film several times. Jack: I know. I saw a really old black and white film version years ago. Ella: Me too. But I can’t remember what happens at the end. Jack: I can even though I was about 10 at the time. Ella: Well, don’t tell me! Anyway, a film of a book is never as good as the original book, is it? Jack: I don’t know. I think sometimes a film can be as good as the book. Or even better. This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class. 11