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 surnameusername
3initialsAsian

4 Chinastage 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?
Man:
Mrs, Miss or Ms. Or Doctor.
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?
Man:
It’s a married woman’s original surname if
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 appearanceapparent
exaggerateexaggeration exaggerated
forget
forgetfulnessforgetful
imagine imaginationimaginative
improve
improvement improved
mean meaningmeaningful
memorise memory
memorable
practise

practice
practical
sleepsleep sleepy
strengthenstrength
strong
succeed
success
successful
train trainingtrained

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!

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© 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?

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© 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.

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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.

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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

1outgoing
2creative
3open
4practical
5reserved
6sensitive
7inventive
8temperamental
9sensible
10tactful

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.

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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.
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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.
4But 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?

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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.

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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.
10Our 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.

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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

1skyscraper
2 tower block
3 office block
4temple
5pyramid
6palace
7steps
8column

9arch
10spire
11dome
12façade

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?

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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.
4Most people want this part of their life to last as
long as possible.
5It’s what most actors and singers want – for
everyone to know who they are.
6Politicians have this because they influence what
people can and can’t do.
7It’s the opposite of success – when you don’t do
what you wanted to do.
8You feel this when something wasn’t as good as you
expected.
9 It’s what makes something funny.
10You have this when you can do what you want to do.
11It’s what you have if you know someone well and like
them.
12You feel this when you did something, and don’t
think it was a good idea now.
1honesty
2fear
3sadness
4youth
5fame
6power
7failure
8disappointment
9humour

10freedom
11friendship
12regret

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?

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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 ...

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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!

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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

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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?

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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

1You can’t transform your cave with blue walls if you
don’t know how to make blue paint.
2Go back in time and your colour options decrease to
reds, blacks and browns.
3While the Roman Empire was rising, people who
wore blue were considered less worthy.
4It wasn’t until much later blue started to increase in
popularity and become more desirable.
5King Louis IX of France started wearing blue in
the thirteenth century. This resulted in the colour
becoming increasingly associated with wealth and
royalty.
6Little did King Louis know that changing fashions
would lead to us all wearing blue one day.
7Blue grew popular with painters too.
8Could that explain why we say we ‘feel blue’ when
we fall into sadness or depression?
9I want you to turn into astronauts and travel with me
into space.

10Look 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 …

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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 …

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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

1breakthrough
2open-minded
3 cutting edge
4 genetic code
5never-ending
6upbringing
7 gene therapy
8groundbreaking
9left-handed
10far-reaching

Unit 6, Page 61, Exercise 5a
Track 2.17 / Bey_B2_U06_061_2.17

1 cutending
2 breakopen
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?

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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.
5We 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.
5We 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.

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20

CLASS AUDIO SCRIPT
UNIT 6
Sophie:
Kalu:
Sophie:
Kalu:
Sophie:
Kalu:
Sophie:

B2

THE WAY WE ARE
I know, I’m sorry. I was wondering if I
could change with Naomi. Do you know
when she’s doing hers?
I’ve got a list. In two weeks’ time.
Would you mind if I changed with her?
I don’t mind. Do you know if Naomi would
be happy with the change, though?
Do you mind if I ask her? We’re good
friends.
No, go ahead. But if she says no, we’ll be
expecting your presentation on Thursday.
OK, thanks Sir.

Unit 6, Page 67, Exercise 4
Track 2.23 / Bey_B2_U06_067_2.23

1
Sophie:

Could I possibly do it another day?

2
Kalu:

Could you remind me what day it is?

3
Kalu:
4
Sophie:

Would you mind telling me why you can’t
do it on Thursday?
I was wondering if I could change with
Naomi.

5
Sophie:

Do you know when she’s doing hers?

6
Sophie:

Would you mind if I changed with her?

7
Kalu:
8
Sophie:

Do you know if Naomi would be happy
with the change, though?
Do you mind if I ask her?

Unit 6, Page 67, PHRASEBOOK
Track 2.24 / Bey_B2_U06_067_2.24

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 ... ?

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21


B2

CLASS AUDIO SCRIPT
UNIT 6

THE WAY WE ARE

PROGRESS CHECK UNITS 5 & 6, Page 71,
Listen
Track 2.25 / Bey_B2_PC5_6_ 071_2.25

Narrator:
You will hear a conversation between two
friends about the runner Usain Bolt. For
each question, choose A, B or C.
Sharon:
What’s that?
Trey:It’s a photo of Usain Bolt, you know, the
runner.
Sharon:
Of course I know who Usain Bolt is. But
why do you have a photo of him on your
wall?
Trey:
I…
Sharon:
Wait a minute. It’s signed. You’ve got
a signed photograph of Usain Bolt.
You never told me that you collected
autographs.
Trey:

I don’t. It was a present from my dad.
Sharon:
It’s a bit nondescript.
Trey:
What is?
Sharon:His signature. I mean it’s not what you’d
call a very original signature.
Trey:
I like it.
Sharon:
Is it genuine?
Trey:
Of course it’s genuine.
Sharon:How do you know? There are lots of fake
autographs out there. How do you know
it’s not a fake?
Trey:Because it came with a certificate of
authenticity.
Sharon:
How much was it?
Trey:
My dad asked me not to tell anyone.
Sharon:That means it must’ve been expensive.
It’s a good investment though. It’s sure to
increase in value.
Trey:
It’s not an investment.
Sharon:
I just remembered I read somewhere
that a pair of his running shoes sold at a

charity auction for £25,000. Sorry. What
were you saying?
Trey:
I said it’s not an investment. Usain Bolt’s
someone I look up to. I didn’t want his
autograph just to sell it and make money.
Sharon:
Hold on. Usain Bolt’s your hero?
Trey:
Yes.
Sharon:
Can I just say something? I am amazed.
Trey:
Why?
Sharon:
I never knew you were even interested in
athletics.
Trey:
There’s a lot you don’t know about me.
Did you know he was the first man in
history to succeed in setting three world
records in a single Olympic Games?
He’s done things that we can only dream
about doing. And do you know why he
could do it?

Sharon:
Trey:
Sharon:
Trey:

Sharon:
Trey:
Sharon:
Trey:

Sharon:
Trey:
Sharon:
Trey:
Sharon:
Narrator:

Did he use to train a lot?
Apart from that. Because of his knees.
His what?
The part in the middle of your legs that
allows them to bend?
Ha ha. What’s so special about his
knees?
They’re symmetrical.
And?
They did a study to find out why so many
of the world’s fastest runners come from
Jamaica and they discovered that kids
in Jamaica have very symmetric legs …
and knees, in particular. The kids with the
most symmetrical knees were the most
likely to run fast.
He’s also taller than most other runners.
Doesn’t that help?

It helps because his stride is longer but
it’s only part of the answer.
That reminds me.
What?
I came round because I couldn’t get one
of the answers in the history homework.
Can you help me?
Now listen again.

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© Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class.

22


B2

CLASS AUDIO SCRIPT
UNIT 7

ON SCREEN

Unit 7, Page 72, Exercise 3b
Track 2.26 / Bey_B2_U07_072_2.26

1Where do you usually sit when you go to the
cinema?
2Do you wait until the very end of the film before
leaving?
3 Do you ever watch films in 3-D?

4 Do you ever watch foreign-language films?
5 What annoys you most when you go to the cinema?
6Do you prefer going to large multiplex or small
independent cinemas?

Unit 7, Page 72, Exercise 4b
Track 2.27 / Bey_B2_U07_072_2.27

1foyer
2auditorium
3rows
4aisle
5credits
6subtitled
7dubbed
8remake
9cinemagoer
10session
11trailers
12spoiler

Unit 7, Page 72, Exercise 5
Track 2.28 / Bey_B2_U07_072_2.28

Interviewer: Where do you usually sit when you go to
the cinema?
Pablo:
It depends on the cinema. If there’s a
central aisle then I’ll look for an aisle
seat so I can leave quickly at the end.

I don’t like standing in line.
Interviewer: Do you wait until the very end of the film
before leaving?
Pablo:
I don’t see the point of sitting through
the closing credits. Who wants to look at
a long list of names to find out who the
gaffer or best boy was?
Interviewer: Do you ever watch films in 3-D?
Pablo:
I sometimes go to the 3-D session
rather than the 2-D. I think it’s more fun
especially if you go with friends.
Interviewer: Do you ever watch foreign-language
films?
Pablo:
It can be a pain reading subtitles while
you’re trying to watch what’s happening
on the screen but I can’t stand dubbed
films. So yes, I do.
Interviewer: What annoys you most when you go to
the cinema?
Pablo:
I really hate trailers especially the ones
that have all the best bits or spoilers. You
think the movie’s going to be great but
you’ve already seen the good parts and
you know what happens.

Interviewer: Do you prefer going to large multiplex or

small independent cinemas?
Pablo:
I like the multiplex because there’s more
choice and it’s much more comfortable.

Unit 7, Page 73, Exercise 6a
Track 2.29 / Bey_B2_U07_073_2.29

allow
aisle
annoy
close
escape
row
sound
spoiler
subtitled
trailer
white

Unit 7, Page 73, Exercise 6b
Track 2.30 / Bey_B2_U07_073_2.30

1
trailer, escape, aisle, subtitled, white, spoiler, annoy
2
row, close, sound, allow

Unit 7, Page 74, Reading
Track 2.31 / Bey_B2_U07_074_2.31

A NOTICE TO OUR PATRONS
Welcome to the Screen One Multiplex. Please make
yourself at home. But please remember that you are
not at home. In order to make your visit a positive and
magical experience for everyone, please take a moment
to read this notice.
5 THINGS YOU MUST REMEMBER TO DO WHEN YOU
GO TO THE CINEMA
Arrive unfashionably early
We all know that arriving fashionably late to social
events gives people the impression that you’re an
extremely busy person. But arriving late for a film means
you have to find a seat in the dark, making other people
stand to let you pass, ruining the start of the film for you
and other cinemagoers. Make early the new fashion.
Keep the talking down
In our recent survey, over half of you chose ‘talking
during the film’ as the most annoying habit of other
cinemagoers. We strongly believe that people who talk
during a film should be banned for life! So if you’re one
of those irritating people who exchange comments, ask
what’s going on, or predict what’s going to happen next,
please keep talking to a minimum.

This page has been downloaded from www.macmillanbeyond.com
© Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class.

23

B2

CLASS AUDIO SCRIPT
UNIT 7

ON SCREEN

Switch to silent
In the real world, the average person looks at his or her
phone 150 times a day. That’s once every 6.5 minutes
of every waking hour. But this is not the real world –
this is a fantasy world where you can forget about your
digital life. Using a device is annoying to the people
sitting behind you. And don’t even think of answering or
making a call.
Watch your table manners
People often ask us why we sell popcorn and sweets
with noisy wrappers. The answer is simple – there aren’t
any quiet snacks! So we need your help. Avoid situations
in which you think ‘I shouldn’t have unwrapped a sweet
in that quiet scene’. And please – you mustn’t slurp your
drink or rattle your ice!
Don’t make your feet the main feature
Finally, remember! Putting your feet on the seats; kicking
the seat in front of you; taking off your shoes; throwing
your litter on the floor ... Do we need to state the obvious?

Unit 7, Page 75, Exercise 1
Track 2.32 / Bey_B2_U07_075_2.32

Brett:
Jan:

Brett:
Jan:
Brett:
Jan:
Brett:
Jan:

Brett:
Jan:

What’s ‘Secret Cinema’?
I can’t tell you much about it because it’s
secret! You have to register at their website
to receive information about each event but
you mustn’t tell anyone else about it.
But basically you go to see a mystery film in
an unusual location, right?
It doesn’t have to be a film. It can be a
concert too. And it’s more than just a film –
it’s an event. You ought to try it.
Do you have to do anything strange?
The first time I went I was a bit nervous but I
needn’t have worried.
Why? What happened?
We all had to wear special clothes and meet
at the station. We weren’t allowed to use our

real names. Then we were taken to a huge
warehouse that had been converted into a
spaceship.
You should’ve taken me with you.
I couldn’t! But you really must try it.

Unit 7, Page 75, Exercise 4
Track 2.33 / Bey_B2_U07_075_2.33

Kay:
Al:
Kay:
Al:
Kay:

Have you seen the ad for the lip-dub
competition? We must enter.
What’s a lip-dub?
It’s a music video. I made one with some
friends once.
What did you have to do?
We had to sing along to a song. When we
started filming, we couldn’t stop because one
of the rules of a lip-dub is that it has to be
filmed in one continuous take.

Al:
Kay:
Al:
Kay:

Did you have to learn the lyrics?
I did but I needn’t have learned them. We
only sang three lines each.
I don’t like performing in public.
We didn’t have to appear in the video if we
didn’t want to. Some people helped with the
camera.

Unit 7, Page 76, Exercises 2b and 3b
Track 2.34 / Bey_B2_U07_076_2.34

Presenter:
So this round’s called ‘The greatest films never made’.
Jenny, Peter and Mo are going to talk about three film
projects that were never completed. All you have to do
is decide which one is a complete lie. Are you ready?
Peter. You’re first.
Peter:
Back to the Future, Indiana Jones, Toy Story, The
Godfather. There are some strong contenders for the
title of Best Film Trilogy of all time. But I think you’ll
agree with me when I say that the greatest of them
all is The Lord of the Rings, Peter Jackson’s cinematic
vision of J R R Tolkien’s novel. But it might surprise you
to know that someone else was originally going to make
The Lord of the Rings long before Peter Jackson got his
hands on the project.
If I say the names John, Paul, George and Ringo, you
might know who I’m referring to. Yes – The Beatles,

Britain’s most successful pop group of the 1960s,
originally wanted to turn the novel into a film. It’s hard
to believe, I know, but Paul McCartney was going to
play the part of Frodo and John Lennon the part of
Gollum. The great film director Stanley Kubrick was even
supposed to be on board to direct it. Tolkien thought
the film would be a complete disaster and refused to let
them go ahead.
Presenter:
Thank you, Peter. Jenny. What’s your greatest film never
made?
Jenny:
Well, unlike Peter, my film was actually made, well,
part of it, anyway. It starred Johnny Depp and everyone
thought it would be one of the most successful films
of 2001. It was called The Man Who Killed Don Quixote
and, as you can probably guess from the title, it was
loosely based on the story of Don Quixote by Miguel de
Cervantes. Unfortunately, the film’s location in Spain
was very close to a military base and on the first day of
filming, fighter planes constantly flew overhead, making
it impossible to film any scenes. On the second day
heavy rain caused a flood that destroyed the equipment
and actually changed the landscape. Finally, the director
discovered that the French actor playing Don Quixote
had a serious illness and needed to be flown to France.
So filming had to be abandoned.

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© Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class.

24


B2

CLASS AUDIO SCRIPT
UNIT 7

ON SCREEN

Presenter:
‘The film that didn’t want to be made’. I like it. Mo?
Mo:
When you think about it, it’s amazing that any films
get made at all. I mean, I read recently that for every
thousand scripts that reach someone with the power
to make the final decision, only one is actually made.
This film, however, didn’t need an original script – it
was going to be a remake of one of the earliest and,
believe me when I say, scariest science fiction films of
all time – Skywatch. The original film was about what
happened when a group of Martians arrived in the
United States. The remake, which was expected to be
a massive hit, starred Jennifer Lawrence and Leonardo
DiCaprio. Although filming did start, the production
was abandoned quite suddenly under ‘mysterious
circumstances’. To this day, no-one involved in the
production has revealed exactly what happened.
Presenter:

A mystery to finish with. So, what do you think, teams?
Which of the stories is completely false? The rather
original Lord of the Rings the unfortunate Man Who
Killed Don Quixote or the mysterious Skywatch?

Unit 7, Page 76, Exercise 3a
Track 2.35 / Bey_B2_U07_076_2.35

1
2
3
4
5
6

I think you’ll agree with me when I say ...
It might surprise you to know ...
You might know who I’m referring to ...
As you can probably guess ...
When you think about it ...
Believe me when I say ...

Narrator:
Now listen and repeat.
1 I think you’ll agree with me when I say ...
2 It might surprise you to know ...
3 You might know who I’m referring to ...
4 As you can probably guess ...
5 When you think about it ...
6 Believe me when I say ...

Unit 7, Page 76, Exercise 6b
Track 2.36 / Bey_B2_U07_076_2.36

1 heavy cold, heavy rain, heavy traffic
2 strong accent, strong contender, strong smell
3complete disaster, complete surprise, complete
waste of time
4final decision, unanimous decision, wrong decision
5mysterious circumstances, normal circumstances,
special circumstances
6 fatal illness, serious illness, long illness

Narrator:
Now listen and repeat.
1 heavy cold, heavy rain, heavy traffic
2 strong accent, strong contender, strong smell
3complete disaster, complete surprise, complete
waste of time
4final decision, unanimous decision, wrong decision
5mysterious circumstances, normal circumstances,
special circumstances
6 fatal illness, serious illness, long illness

Unit 7, Page 76, Exercise 7b
Track 2.37 / Bey_B2_U07_076_2.37

1There are some strong contenders for the title of
Best Film Trilogy of all time.
2Tolkien thought the film would be a complete

disaster and refused to let them go ahead.
3On the second day heavy rain caused a flood that
destroyed the equipment.
4The director discovered that the French actor playing
Don Quixote had a serious illness and needed to be
flown to France.
5For every thousand scripts that reach someone with
the power to make the final decision, only one is
actually made.
6The production was abandoned quite suddenly under
‘mysterious circumstances’.

Unit 7, Page 77, Exercise 4
Track 2.38 / Bey_B2_U07_077_2.38

Al:Katy! What a surprise. I was about to
phone you.
Katy:Really? What happened to you on
Saturday? We were going to go to the
cinema, remember?
Al:I know. I’m sorry. I was going to call you
but ...
Katy:
Why didn’t you call?
Al:
Because I knew you wouldn’t understand.
Katy:
Why did you think that?
Al:Lidia phoned and told me that she was
going to see the same movie.

Katy:And?
Al:I couldn’t tell her that I was going to meet
you.
Katy:
Why not? It wasn’t meant to be a date.
Al:
I know but …
Katy:I thought you would like Lidia to come.
That’s why I told her to phone you.

This page has been downloaded from www.macmillanbeyond.com
© Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class.

25