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

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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.

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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.

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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

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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

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© 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

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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!

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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

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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 …

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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
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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

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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

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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.

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© 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

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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.

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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.

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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.

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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.

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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.

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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…

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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
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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 …

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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.

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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.

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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 …

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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
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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.

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11