B2 CLASS AUDIO SCRIPT UNIT WHAT’S IN A NAME? Unit 1, Page 6, Exercise 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 first name given name surname username 3 initials Asian China stage name Unit 1, Page 6, Exercise Track 1.02 / Bey_B2_U01_006_1.02 Girl: Boy: 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 Woman: Excuse me? What 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 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 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 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 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 B2 CLASS AUDIO SCRIPT UNIT 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 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 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 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 you first notice about me? I’m pretty hairy, aren’t I? I’ve got long hair and I’ve also got a beard And my name’s Mark Barber So you could imagine a barber shaving off my beard with a huge razor and revealing a strange mark on my chin Again, use exaggeration, strangeness and humour to strengthen the connection between a person’s appearance and their name Finally, we’ll look at the benefits of healthy habits, especially getting plenty of sleep If you feel sleepy, it’s not a good idea to keep yourself awake That’s because while you sleep, your brain organises your memories, helping you to recall things It’s why studying late the night before an exam is not recommended! So, A, attention, L, linking, A, association and S, sleep It spells ALAS That’s the Spanish word for wings and making up words and sentences to help remember things is the fifth thing I’ll be talking about Unit 1, Page 10, Exercise 6b Track 1.06 / Bey_B2_U01_010_1.06 appear appearance apparent exaggerate exaggeration exaggerated forget forgetfulness forgetful imagine imagination imaginative improve improvement improved mean meaning meaningful memorise memory memorable practise practice practical sleep sleep sleepy strengthen strength strong succeed success successful train training trained Unit 1, Page 11, Exercise Track 1.07 / Bey_B2_U01_011_1.07 Anne: Have you got a good memory? Oscar: I remember most things Anne: OK, I’ll test you We studied all these things last week Who invented paper? Oscar: The Chinese Anne: Who were the first men on the moon? Oscar: Neil Armstrong and Anne: Few people remember both names What’s the capital of South Africa? Oscar: I’m not sure Cape Town? Pretoria? Anne: Either answer’s correct It’s got a third capital too – Bloemfontein In which year did the United States abolish slavery? Oscar: In 1865 So … how did I do? Anne: Not bad You couldn’t answer every question But you answered most of them! This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class B2 CLASS AUDIO SCRIPT UNIT WHAT’S IN A NAME? Unit 1, Page 13, Exercises 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 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 Track 1.09 / Bey_B2_U01_013_1.09 Sophie: Nice to meet you George: Go on Sophie: No After you George: What were you going to say? Sophie: Really? Tell me more Sophie: That’s interesting Sophie: What was your name again? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class B2 CLASS AUDIO SCRIPT UNIT THE WHOLE STORY Unit 2, Page 16, Exercise 3b Unit 2, Page 16, Exercise 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 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 Track 1.14 / Bey_B2_U02_017_1.14 encyclopaedia saga tall true urban Unit 2, Page 18, Reading Track 1.15 / Bey_B2_U02_018_1.15 Manga comics first became popular in Japan in the 1950s Many of the most famous manga artists of the period had learned their trade as Kamishibai storytellers Kamishibai (the name means ‘paper drama’) is a form of Japanese storytelling that originated in the 12th century The Kamishibai storyteller travelled from village to village by bicycle On the back of his bicycle, he had a wooden stage While he was telling his story, he inserted pictures into the stage that depicted the scenes he was describing The storyteller could bring his story to life by moving the pictures The storyteller often told his stories in serial format, presenting a new episode or chapter on each visit to the village Many of the stories were based on Japanese tales such as the one below Urashima Taro A long time ago, long before you were born, a young fisherman named Urashima Taro lived in a small coastal fishing village in the back of beyond One day, while he was walking along the seashore, Taro saw a group of children shouting and running like savages around something on the sand When he came closer, he could see that they were kicking and throwing stones at a small turtle As soon as he saw what was happening, Taro told the children to stop being cruel He offered them money if they left the turtle in peace and, of course, they took him up on his offer Once the children had gone, he took the turtle to the water’s edge and set it free The turtle started swimming out to sea and soon Taro lost sight of it This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class B2 CLASS AUDIO SCRIPT UNIT 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 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 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 and 3b Track 1.18 / Bey_B2_U02_020_1.18 Greg: Hi My name’s Greg and my mom and dad keep saying that I have terrible handwriting But what’s the point of good handwriting if we never have to use it except at school? I asked my friends if they ever write things by hand out of school This is what they said Louis: My name’s Louis I hardly ever write anything by hand I used to keep a journal when I was younger and I’d write that by hand but now I always use the keyboard on my phone or laptop Sometimes I write notes but that’s all Linda: My name’s Linda I like writing by hand because it’s more personal For example, in the past people used to write letters to each other by hand and I think that must’ve been nice I sometimes write letters but now most people type everything or we just call Greg: So is handwriting history? Here’s what Mr Bryant, our English teacher, thinks Mr Bryant: Good handwriting used to be considered a measure of intelligence In fact, students would receive prizes for good handwriting That’s not true anymore but personally I still think handwriting is important Greg: Why? Mr Bryant: Well everyone’s handwriting is different It’s part of what makes each of us an individual Greg: So can you recognise a piece of student’s work from their handwriting? Mr Bryant: Of course Greg: I liked the idea of everyone’s handwriting being different and it being part of what makes us an individual so I talked to Harvey Winston He’s a graphologist Graphology is the science of studying people’s handwriting This is what he had to say Harvey: You can learn a lot about a person’s character from their handwriting In the past, companies would ask me to analyse the handwriting of potential employees But these days it’s more difficult to evaluate someone’s handwriting because people don’t write as well as they used to Greg: So if I show you my friends’ handwriting, will you be able to tell me something about their character? Harvey: I can try but I usually need to see five to ten samples to give an accurate evaluation OK Let’s have a look This person writes in capitals and uses big letters Big letters usually mean that the person is outgoing and open and tends to say what he or she thinks, which can be good On the other hand, it also means that he or she isn’t always very tactful I don’t think this person writes much or enjoys writing OK I like this Firstly, it’s a good example of cursive or joined-up writing It’s also very neat and tidy, which means the person is sensible and very practical It slopes to the left so this person is probably pretty reserved This one’s interesting This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class B2 CLASS AUDIO SCRIPT UNIT THE WHOLE STORY Greg: Harvey: Do you mean illegible? I’ve seen worse Did you know that a study in Britain in 2012 found that 33 percent of people had difficulty reading their own handwriting? Greg: Really? Harvey: It looks like this person writes very quickly, which means he or she is creative and has a very active mind Similarly it slopes to the right, which means the person is inventive In my opinion, this person would make a good friend, although he or she can be too sensitive and temperamental Greg: That sounds like me! Greg: To summarise: I used to think that writing was a waste of time but now I think it’s an important part of our personality However, I’m not convinced that graphology is an accurate way to analyse a person’s character, although it is fun This is Gregory Hines for YPR Youth Radio Unit 2, Page 20, Exercise 6b Track 1.19 / Bey_B2_U02_020_1.19 1 outgoing 2 creative 3 open 4 practical 5 reserved 6 sensitive 7 inventive 8 temperamental 9 sensible 10 tactful Unit 2, Page 23, Exercises and 4a Track 1.20 / Bey_B2_U02_023_1.20 Naomi: Al: Kalu: Al: Naomi: Al: Are you all right? You look really pale I’ve just been robbed What? When? Where? Just now In the High Street on my way here How did it happen? It was really strange I’d just been to the chemist’s to get something for my headache and Kalu: Go on Al: What? Oh Where was I? Right So I was standing in the High Street waiting for the lights to change when I felt someone bump into me I had this feeling I don’t know how to describe it I felt odd like something wasn’t right Do you know what I mean? Kalu: So what did you do? Al: I felt for my wallet and it wasn’t there So then I realised what had happened Naomi: Wow That’s scary Al: Hang on I haven’t finished I ran after them Kalu: Al: Really? You’re kidding I know I know I should’ve thought about what might’ve happened But it happened so fast Naomi: Did you catch them? Al: This is the best part I was running and shouting I must’ve scared them because they dropped the wallet Naomi: You were lucky They could’ve hurt you Unit 2, Page 23, Exercise 4b Track 1.21 / Bey_B2_U02_023_1.21 a Al: b Naomi: c Al: d Al: e Kalu: f Al: g Naomi: I felt odd How did it happen? This is the best part Where was I? So what did you do? It was really strange Wow That’s scary Unit 2, Page 23, PHRASEBOOK Track 1.22 / Bey_B2_U02_023_1.22 Tell a story It was really amazing/funny/strange I don’t know how to describe it I felt frightened/good/odd Do you know what I mean? This is the best/interesting/worst part Hang on I haven’t finished I’ve forgotten what I was saying./What was I saying?/ Where was I? Ask questions about the story What happened? How did it happen/you feel/you react? So what did you do/say/think? React to a story Go on Wow That’s incredible/interesting/scary You’re joking/kidding Really? You were lucky This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class CLASS AUDIO SCRIPT UNIT B2 THE WHOLE STORY PROGRESS CHECK UNITS & 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 when you hear a really good joke, apart from smile and laugh, is tell it to someone else But whenever I try, I mix things up, I can’t remember details and most embarrassingly of all, I forget the punch line I don’t know why I have this problem It’s not as though I’m a reserved, nervous person In my opinion – and I’m sure you’d agree with me even though you don’t know me at all – I’m a very outgoing person Surely I should be able to remember a joke So I thought I’d have a look online to see if anyone could give me some practical tips And I came across a website belonging to a professional comedian called V F Harry Apparently the initials V F stand for Very Funny so I imagine V F Harry is the comedian’s stage name unless his parents decided to give him the name when they first set eyes on him V F Harry is certainly not a household name because I’ve never heard of him Have you? In fact, I think I’d probably run a mile from any comedian called Very Funny Harry However, there is an interesting section on his website called ‘How to Remember Jokes and Be Really Funny’ which has some serious tips for memorising jokes which I thought I’d share with you Firstly, you should pay attention when you hear the joke Avoid distractions Secondly, after you’ve heard it, you should write the joke down Very Funny recommends making notes rather than writing down every word so you can make the joke your own rather than repeat it word for word Finally, V F says you should give the joke a title and start telling it to other people as soon as you can You’ll therefore become familiar with the joke You can try putting his tips into practice with the joke about smiles that I told you before If you’ve forgotten it, here’s another one for you I read in the newspaper today that a person gets robbed every minute in the United States and he’s getting rather tired of it Think about it Thank you very much Narrator: Now listen again This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class B2 CLASS AUDIO SCRIPT UNIT 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 carry on – continue come up with – think of get round to – finally give back – return give up – stop miss out on – lose the opportunity to put off – postpone sign up for – join start up – create 10 take over – control 11 take up – start 12 work out – discover I want to start up an online business I put off thinking about it Last night I finally got round to doing it 4 But I gave up after an hour carry on come up with get round to give back give up miss out on put off sign up for start up 10 take over 11 take up 12 work out Unit 3, Page 28, Exercise 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 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 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 is come up with a new business idea Pitch your idea on video and send it to Creative One lucky winner will be picked by a panel of investors who’ll take the winning idea to the next stage of development We need new members! Spread the word and get your friends to sign up Why should they? Because starting up a business means you won’t have to look for a job in the future and you’ll hopefully be able to give other people jobs too Finally, as some of you know, Abi is leaving school at the end of the academic year, so we’re going to need someone to take over the running of our website The TEC website is our shop window, so we’re looking for someone with design flair combined with a good general knowledge of web design and coding You won’t have to write any of the content, so don’t worry about being a great writer If you’re interested, let me know We’ll miss you, Abi! Answer to the question of the month: They all started businesses and/or met their future business partners while they were still at school That’s it for now Carry on creating and don’t forget: ‘Stay hungry, stay foolish.’ JT Unit 3, Page 29, Exercise 7a Track 1.26 / Bey_B2_U03_029_1.26 Did you come up with the right idea? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class B2 CLASS AUDIO SCRIPT UNIT LIFE GOALS Unit 3, Page 31, Exercise 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 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 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 it’s important that they’ll have learned to cook and 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 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 Track 1.31 / Bey_B2_U03_032_1.31 I think we’re all aware of how lucky we are to be here Living like this helps us to get ready for when we leave school In life I think it’s important to take responsibility for your actions The school’s famous for other things too – like its rugby team This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class B2 CLASS AUDIO SCRIPT UNIT LIFE GOALS I won this medal in the school games I’m very proud of it It feels good when they let us take charge of how and what we learn I get annoyed with my roommate when he can’t stop talking! The house staff keep an eye on us to make sure we don’t misbehave I have a younger brother here and I feel responsible for looking after him 10 Our parents take pride in us when we 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 Track 1.32 / Bey_B2_U03_033_1.32 Hal: What 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 and 3b Track 1.33 / Bey_B2_U03_035_1.33 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 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 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 Track 1.34 / Bey_B2_U03_035_1.34 Liam: I definitely won’t Megan: I doubt it Liam: I’m certain … absolutely Liam: I’m not sure Connor: I’m positive Liam: It’s very unlikely Liam: Of course Unit 3, Page 35, PHRASEBOOK Track 1.35 / Bey_B2_U03_035_1.35 Express certainty Absolutely Definitely Of course I’m sure/certain/positive Express probability Probably It’s (very) likely/unlikely … It’s possible/impossible Express doubt I doubt it I doubt I’m not sure This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 10 B2 CLASS AUDIO SCRIPT UNIT BUY, SELL, TRADE PROGRESS CHECK UNITS & 8, Page 93, Listen Track 3.09 / Bey_B2_PC7_8_ 093_3.09 Narrator: You will hear people talking in five different situations For questions 1–5 choose the best answer (A, B or C) Narrator: Boy Boy Boy Boy Boy Boy Boy Boy You hear a boy inviting a friend to an activity with him How does his friend react? 1: I’m going to the railway bridge Do you want to come? 2: What you there? 1: I go trainspotting 2: Trainspotting? That’s where you write down trains’ numbers, isn’t it? 1: There’s more to it than just that I’m trying to see all the trains that use our railway line It’s fascinating – wondering where everyone’s going, where all that cargo’s being transported Some of it gets shipped round the world! But why don’t you come and see for yourself? 2: I was thinking of coming, but … now I know what you get up to, I think I’d rather something else 1: Oh Well, … that’s OK See you tomorrow, maybe? 2: Yeah I’ll call you Narrator: Girl 1: Narrator: Man: Girl: Man: Girl: Man: You overhear a girl talking on the phone Where does she arrange to meet her friend? Do you fancy meeting later? … Sounds like a good plan Will you get tickets? … OK, thanks Are the seats numbered? … Well, it’s just that I’m really fussy about where I sit I like to be right by the aisle, in one of the middle rows … It’s not dubbed, by the way, is it? … But you need to hear the original voices! … I know it’s annoying but … Oh, OK, have it your way Let’s meet in the foyer Is eight ok? You overhear a conversation in a supermarket Why doesn’t the girl let the man go to the front of the queue? Excuse me, you mind if I just nip in here? I’ve only got one thing to buy Um There’s quite a long queue It’s just one thing I’ve got the exact money I’m sorry, but what about the other people? Listen, it’s just one thing and I’ve got my car outside on double yellow lines Girl: Man: Girl: Narrator: Host: Frank: Girl: Frank: Girl: Frank: Girl: Narrator: Man: Woman: Girl: Woman: Man: Woman: Girl: Woman: Man: Girl: Woman: Girl: Woman: Man: Narrator: I might be in a hurry too for all you know … Will you let me through or won’t you? I was thinking about it, but no I don’t think it’s fair You hear part of a debate on the radio What does Frank say about the internet? Let’s hear what Frank has to say The way I see it, although the internet’s revolutionised how the world works, I suspect that, on balance, it might have done more harm than good How can you say that? It’s … Can I just finish what I was saying? Sorry, go on I mean, on the one hand it’s great to know what’s going on seconds after it happens, to have so much information, so many things for just the cost of an internet connection But it’s been a complete disaster in other areas Take the entertainment industry, for example All those millions invested in movies and albums and then nobody buys them, they just get shared Would you be smiling if you were a musician, or a filmmaker? The internet is not killing the entertainment industry! How can you say that? You overhear a woman talking to her daughter at an airport What does the woman decide to do? I’m sorry, your suitcase is three kilos over the limit I’m afraid we’re going to have to charge you for the extra weight But it can’t be I checked It’ll be the new clothes How much are we talking about? 36 euros What’s that in dollars? The exchange rate’s about 1.4, so … about 50 dollars I’m not paying that! I’m afraid your suitcase won’t be allowed on the plane if you don’t You’ll have to wear the clothes I can’t! It’s too hot! Mom, either you pay or put on the clothes OK We’ll be back in few minutes OK, madam Who’s next? Now listen again This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 31 B2 CLASS AUDIO SCRIPT UNIT MY GENERATION Unit 9, Page 94, Exercise 3b Track 3.10 / Bey_B2_U09_094_3.10 1 co- dis- 3 inter- mis- 5 multi- 6 non- 7 pre- 8 re- together opposite of between bad(ly); wrong(ly) many not/without before again collaborative, cooperate disagree, dislike interact, interview misbehave, mistrust multitask, multilingual non-stop, non-fiction preconception, prefix rename, reuse Unit 9, Page 95, Exercise 7a Track 3.11 / Bey_B2_U09_095_3.11 We believe in non-violence We recycle things We’re in favour of multiculturalism We intervene when we see problems We believe in cooperation We don’t prejudge; we listen first We’re against dishonesty We’re Generation P P for Positive Unit 9, Page 96, Reading Track 3.12 / Bey_B2_U09_096_3.12 If there’s one thing I hate about being a member of Generation C, it’s constantly having to think of new passwords for email, banking, online shopping and social media So when I met digital security consultant Heidi Mellor, the first thing I asked her was how she chose her passwords ‘It’s funny We’re repeatedly being warned not to use weak passwords and yet one of the most popular passwords that people choose is the word ‘password’ itself, which is about as secure as using no password at all!’ Although Heidi admitted that there was no secret formula for creating the perfect password, she did have some tips ‘What I usually advise people to is create a long password The longer the password, the more secure it is If possible, I recommend using at least 15 characters which can consist of letters, numbers, symbols, spaces or just a sentence And whatever you do, don’t reuse the same password for different sites.’ Thinking of different passwords is difficult enough, but how could anyone remember different passwords? ‘Write them down somewhere but keep them somewhere very safe indeed When I asked people in our office where they kept their passwords, the majority of colleagues admitted that they kept them close to the computer That’s not a good idea at all It’s keeping it secret that makes a password good And that also means not sharing it with other people.’ Heidi went on to explain how she’d been absolutely horrified to discover that her daughter’s friends considered sharing passwords to be a sign of trust Some friends even shared the same password to access their emails, social networks and other accounts ‘My daughter quoted one girl who’d justified sharing passwords with her boyfriend by saying that she had nothing to hide from him and he had nothing to hide from her That left me speechless.’ But it’s not just passwords that Heidi’s concerned about She also thinks we need to be careful about sharing too much information ‘Whenever we use a digital device, we’re encouraged to share what we’ve read, listened to, watched, written, bought or thought with our friends, friends of friends or the whole world Sharing information may seem like a good idea at the time but it can come back to haunt you I know from experience that employers often search online for information about potential employees It’s easy to misinterpret something that someone wrote and shared when they were 13 or 14 years old and later regretted.’ In other words – THINK BEFORE YOU SHARE Unit 9, Page 97, Exercise Track 3.13 / Bey_B2_U09_097_3.13 Jack: What’s up? Mina: I tried to get onto Andy’s page earlier and his password didn’t work When I asked him what was going on, he said he’d changed it I asked him to tell me the new one, but he told me he couldn’t and he refused to tell me why I asked him if there was a problem and he told me not to worry and insisted that we were still friends Then he apologised for being secretive and blamed you for making him change his password Jack: That’s not true! Mina: So you deny telling him not to share his password with me Jack: Yes I persuaded him not to share his password with anyone Imagine he used your password on a computer and forgot to log out Would you forgive him for letting a stranger get into your email account? This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 32 B2 CLASS AUDIO SCRIPT UNIT MY GENERATION Unit 9, Page 98, Exercises and Sam: Track 3.14 / Bey_B2_U09_098_3.14 Henry: Pati: Henry: Pati: Henry: Pati: Henry: Pati: Henry: Pati: You’re angry, aren’t you? No, I’m not Because if you’re angry, I think you should you know get it off your chest Well, I’m not angry, am I? It’s that message, isn’t it? You’re still upset about that message I told you – you got the wrong end of the stick Oh, right So you didn’t send a message to my best friend accusing me of being selfobsessed We’d had an argument, remember? I wrote it in the heat of the moment Anyway, you shouldn’t read other people’s messages Oh, so now it’s my fault, is it? It’s water under the bridge as far as I’m concerned Can we move on? You’re the one who brought it up Michael: I admit that initially we were slow to respond to the flooding but we’re bringing the situation under control and there’s light at the end of the tunnel Presenter: Angela The minister’s right, isn’t he? Angela: No, he isn’t This year’s floods are just the tip of the iceberg Things are going to get increasingly worse until Michael and the other members of the government stop ignoring the much bigger issue Presenter: You mean climate change, don’t you? Angela: Yes We can’t continue with the attitude of ‘we can cross that bridge when we come to it’ We’ve come to it We need to act now Presenter: Minister You can’t ignore the question of climate change, can you? Michael: I have the greatest respect for Angela but this is just another case of the opposition trying to Evans: Sam: Evans: Sam: Evans: Sam: Evans: Sam: Evans: Come in Detective Evans Can I have a word, sir? Of course, Sam It’s just that I’ve been thinking about Detective Brent, sir Something doesn’t add up What are you saying? I think we’ve been barking up the wrong tree You do, you? How’s that? Well, sir The way I see it, Detective Brent couldn’t have manipulated the evidence I was with him all the time What are you implying? Evans: Sam: Evans: Sam: Evans: Sam: Not everyone here liked him He had well, enemies … I think someone’s trying to make him look guilty Someone here in the department Listen to me, Sam I know you looked up to Brent but at the end of the day, you’ve got to accept that he did something wrong and has to pay the price I I suppose you’re right Look on the bright side What’s that, sir? With Brent gone, we’ll be looking for someone to replace him You’re in line for promotion, aren’t you? Yes, but Unit 9, Page 98, Exercise 7b Track 3.15 / Bey_B2_U09_098_3.15 look on the bright side the tip of the iceberg cross that bridge when we come to it light at the end of the tunnel at the end of the day in the heat of the moment get it off your chest get the wrong end of the stick barking up the wrong tree 10 water under the bridge Narrator: Now listen and repeat look on the bright side the tip of the iceberg cross that bridge when we come to it light at the end of the tunnel at the end of the day in the heat of the moment get it off your chest get the wrong end of the stick barking up the wrong tree 10 water under the bridge Unit 9, Page 99, Exercise Track 3.16 / Bey_B2_U09_099_3.16 Aria: Ellie: Aria: Ellie: Aria: Ellie: Aria: Ellie: You’re joining our o’clock English lessons, aren’t you? You were introduced to us this morning Yes, but you weren’t taking part in the class this morning, were you? I was at the back You said you moved here from London, didn’t you? Yes And you live near the hypermarket That’s right I’m on the right bus, aren’t I? Yes I get off at the stop before you But let’s get off at the same one, shall we? Then I can show you where I live OK That sounds good This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 33 B2 CLASS AUDIO SCRIPT UNIT MY GENERATION Unit 9, Page 99, Exercise Track 3.17 / Bey_B2_U09_099_3.17 Seth: It was a great match last night, wasn’t it? Quinn: What match? Seth: The final! You like football, don’t you? I mean, you’re wearing a football shirt, aren’t you? Quinn: Oh, right It’s just fashion I hate football Ash: This rain isn’t going to stop, is it? Brock: No You’re going to get soaked, aren’t you? Ash: Yes You haven’t got another umbrella, have you? Brock: No, I’m sorry Ash: I couldn’t come under yours, could I? Brock: Well, it’s a bit small Nell: Someone should tell those boys to be quiet, shouldn’t they? They’ve been shouting nonstop, haven’t they? Shea: I hadn’t noticed to be honest Nell: Let’s tell them to stop, shall we? Shea: I’m fine with the noise, really Unit 9, Page 99, Exercise 4a Track 3.18 / Bey_B2_U09_099_3.18 Seth: It was a great match last night, wasn’t it? Seth: You like football, don’t you? Quinn: Why you say that? Seth: You’re wearing a football shirt, aren’t you? Ash: This rain isn’t going to stop, is it? Unit 9, Page 99, Exercise 4b Track 3.19 / Bey_B2_U09_099_3.19 Toni: Rob: Toni: Rob: That seems to be happening more and more, doesn’t it? I really don’t know I’m not annoying you, am I? Well, I was hoping to read a bit Unit 9, Page 101, Exercises and 3b Track 3.21 / Bey_B2_U09_101_3.21 George: Connor: George: Connor: George: Connor: George: Megan: Sophie: Megan: Sophie: Megan: Sophie: Megan: Al: Kayla: Liam: Al: I’m not quite sure how to tell you this Tell me what? I’m afraid I’ve got some bad news Go for it I can take it It’s just that I can’t go with you to the concert But you promised I know I’m really sorry but Mum and Dad won’t let me You don’t mind too much, you? So? What you think? Wow I’m lost for words You don’t like it, you? It’s not that I don’t like it It’s just it’s so different What you think? I really like it Well, that’s the main thing at the end of the day Anyway, I’m probably not the best person to ask, am I? Look at my hair I love your hair Hi Kayla I’m really sorry about the play How are you feeling? I’ll get over it I just heard the news It’s really bad luck Yeah Better luck next time You must feel awful Look on the bright side You won’t have to work with Daniel Do you follow fashion? Did you phone last night? It was you, wasn’t it? 4 You’re going to get the bus, aren’t you? Liam: Unit 9, Page 99, Exercise 5b Track 3.22 / Bey_B2_U09_101_3.22 Track 3.20 / Bey_B2_U09_099_3.20 Toni: Rob: Toni: Rob: Toni: Rob: Toni: Rob: Toni: Rob: Toni: Rob: Excuse me, I think I’m sitting by the aisle, aren’t I? No, I don’t think so But that isn’t A, is it? Yes, it is Oh, no You wouldn’t mind changing with me, would you? Sure, no problem This bag will fit under the seat, won’t it? I think so, yes They don’t let us bring much on board, they? No, not much They said we were going to take off late, didn’t they? Yes, I think that’s what I heard Unit 9, Page 101, Exercise Sophie: It’s not that I don’t like it Liam: It’s really bad luck George: I’m afraid I’ve got some bad news Sophie: I’m lost for words Al: You must feel awful George: I’m not quite sure how to tell you this This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 34 CLASS AUDIO SCRIPT UNIT B2 MY GENERATION Unit 9, Page 101, PHRASEBOOK Track 3.23 / Bey_B2_U09_101_3.23 Bring up a difficult topic I’m afraid I’ve got some bad news I’m not quite sure how to tell you this It’s just that I’m really sorry but Give tactful responses It’s not that I don’t like it I’m lost for words It’s different/original/interesting What you think? Well, that’s the main thing I’m probably not the best person to ask Express sympathy It’s really bad luck You must feel awful I’m really sorry about Better luck next time This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 35 B2 CLASS AUDIO SCRIPT UNIT 10 WATCH YOUR LANGUAGE Unit 10, Page 104, Exercise 4b Unit 10, Page 108, Exercises and Track 3.24 / Bey_B2_U10_104_3.24 Track 3.27 / Bey_B2_U10_108_3.27 A person who makes up a ‘constructed language’ is known as a conlanger Marc Okrand is the conlanger who came up with the grammar rules and vocabulary for one of the most famous constructed languages – Klingon The Klingons are a warrior species in the Star Trek films and TV series When they speak Klingon, they can come across as quite aggressive! The Klingon language only has around 3,000 words so it’s hard to keep up a long conversation Even so, Klingon fans seem to get by quite well when they meet up at Star Trek conventions to try out new words and phrases with other speakers If you want to pick up some basic Klingon, you’ll find help on the internet ‘JIyajbe’ is a useful Klingon phrase It’s one of many phrases you can look up in Okrand’s Klingon Dictionary Don’t forget that Klingons are warriors and often find it hard to get across exactly what they mean If you talk to a Klingon and communication completely breaks down, we recommend making a quick exit Otherwise you might end up in big trouble! Klingon caught on quickly when it first appeared and it continues to be popular today It’s highly unlikely that it will ever die out Alberto: My name is Alberto Guzmán and I am an English student at the Central Academy in Mexico City People always say that the best way to improve your English is to go and spend time in an English-speaking country Well, last year I was given the opportunity to spend three months in Great Britain on an exchange programme and today I want to share with you some of the things I learned from the experience Then at the end I’ll take any questions you may have I’d like to start by telling you what happened when I first arrived No sooner had I stepped off the plane at Heathrow than I realised that everyone was speaking an unknown language Not only could I not understand what anyone was saying but I had lost all power of speech and could say nothing myself And when I eventually found my host family waiting for me, the first thing I said to them after eight years of studying English was ‘Goodnight’ Never in my life had I felt so embarrassed I must’ve come across as such an idiot! However, over the next few days, I understood that I had been mistaken It wasn’t an unknown language that I’d been hearing It was English but it was English spoken at such different speeds (usually very fast), in different accents from so many different parts of the world, different parts of the country, even different parts of the city and an English full of slang and colloquialisms Had I known more about slang and colloquialisms before I’d arrived, then I might have been more prepared So now I’d like to share a few of my favourite examples with you in case you find yourself in a similar situation and want to try some out You don’t need to take any notes You can look up all the phrases at my blog You might want to write down the address It’s guzman (that’s g-u-z-m-a-n) dot blogspot dot com One of the things that surprised me most was just how many people used terms of affection even if they were total strangers People I had never seen before would call me ‘love’, ‘mate’, ‘dude’ or ‘buddy’ if they were American So someone might say ‘What’s up, mate?’ which means ‘How are you, my friend?’ or a shop assistant might ask ‘Can I help you, love?’ Rarely would anyone call me ‘sir’ And when I’d say ‘thank you’ to someone in a shop or café, they’d respond by saying ‘no worries’ which I was told is an Australian version of ‘don’t mention it’ The first time Shakil, the eldest son in the host family, said ‘I’m going to crash’ I couldn’t work out what he was talking about Was he going to crash the family car? Did I have to call for an ambulance? No He actually meant that he was going to bed ‘Chill, Alberto’ he’d say when I didn’t understand what was going on and he saw panic in my eyes Relax Chill Apart from colloquialisms, people also really love to use euphemisms A euphemism is a word or expression Unit 10, Page 105, Exercise Track 3.25 / Bey_B2_U10_105_3.25 break down catch on come across die out end up get across get by keep up look up make up pick up try out Unit 10, Page 106, Reading Track 3.26 / Bey_B2_U10_106_3.26 American teen speaks 23 languages American teenager Timothy Doner loves learning languages He became famous after posting videos of himself speaking different languages online Apart from languages such as French and German, he’s also learned Mandarin, Arabic, Hebrew, Farsi, Pashto and Hindi He now speaks over 23 different languages Timothy says knowing so many languages is useful for eavesdropping on other people’s conversations ‘I’ve listened to people insult me in foreign languages and I’ve actually been able to respond to them,’ he says To help learn a new language, Timothy memorises pop lyrics, watches movies and communicates with people from around the world This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 36 B2 CLASS AUDIO SCRIPT UNIT 10 WATCH YOUR LANGUAGE that people use when they want to talk about something without mentioning the thing itself So, for example, a euphemism for ‘toilet’ would be ‘the loo’ or ‘the men’s room’ And rather than saying ‘I’m going to the toilet’, someone might say ‘I’m going to make a visit’ or a woman might say ‘I’m going to powder my nose’ One time I even heard someone say ‘I’m going to see a man about a dog’ To conclude, I agree that going to an English-speaking country is the best way to learn and keep up the language because you need to use it to survive And no matter how long you study, you never stop learning a language because it’s used by so many different people in different ways Thank you And now I’d be happy to answer your questions Unit 10, Page 108, Exercise 7b Track 3.28 / Bey_B2_U10_108_3.28 Alberto’s guide to English slang ta, cheers No worries., No problem How’s it going?, What’s up? cool, awesome bloke, guy mate, buddy, dude dosh, dough the loo, the ladies’ room, the men’s room shattered, beat 10 chill, chill out, kick back 11 I’m off, I’m out of here 12 crash, crash out, hit the sack, get some ‘Z’s Unit 10, Page 109, Exercise Track 3.29 / Bey_B2_U10_109_3.29 Speaker: Learning colloquial expressions in English is great Not only you suddenly understand more, but you also feel you can finally talk like a native speaker But you need to be careful One day I was at a friend’s house in Liverpool So proud was I of my colloquial English that I used it all the time On a sofa sat an old man – my friend’s grandfather I introduced myself and started talking He asked me about English food That’s when I said something I shouldn’t have Had I known how rude it was, I’d never have said it No sooner had it left my mouth than I realised it was a mistake because everyone stared at me Never had I felt so embarrassed in all my life Unit 10, Page 109, Exercise 6a Track 3.30 / Bey_B2_U10_109_3.30 Had I known/how rude it was,/I’d never/have said it Unit 10, Page 109, Exercise 6b Track 3.31 / Bey_B2_U10_109_3.31 Unit 10, Page 111, Exercises 2a and Track 3.32 / Bey_B2_U10_111_3.32 Megan: So we’re going to a run-through of the play Before we start, Al is going to explain some things about the set Al? Al: Thanks, Megan OK You’ve all got a copy of Jacquie’s sketch, haven’t you? Well, in the foreground of the picture there’s the main acting area There are doors on the right and left and there are two arches towards the back so you can come onto the stage from both sides Between the two arches there are a few steps leading up to a second acting level Above that there’s what looks like a gangway joining the two upper levels There are acting areas in the top left- and top righthand corners The one on the left is slightly smaller than the other That’s where we’ll the famous balcony scene Connor: Romeo, Romeo, wherefore art thou, Romeo? Megan: Thank you, Juliet Any questions? Kalu: Is that a screen in the background? Can we project things onto it? Al: There is a screen at the very back but there isn’t enough space to project anything Eva: I think I can see a staircase through the archway at the back Is that the only way to get up to the upper level? Al: You can enter and exit the upper level on either side And you can move from one side to the other behind the screen Naomi: What’s that thing right at the bottom? I can’t quite make it out Al: Where? Naomi: In the bottom right-hand corner? I’m not sure what it is It looks like Al: Very funny That’s Jacquie’s signature Unit 10, Page 111, Exercise Track 3.33 / Bey_B2_U10_111_3.33 Al: Al: Al: Al: Al: Al: Naomi: In the foreground of the picture … There are two arches towards the back A few steps leading up to a second acting level… There is a screen at the very back You can enter the upper level on either side You can move from one side to the other In the bottom right-hand corner … Had I known/how rude it was,/I’d never/have said it This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 37 CLASS AUDIO SCRIPT UNIT 10 B2 WATCH YOUR LANGUAGE Unit 10, Page 111, PHRASEBOOK Track 3.34 / Bey_B2_U10_111_3.34 Describe the position of things in the top left-/right-hand corner in the bottom left-/right-hand corner in the foreground/background towards the back at the very back on either side/on both sides from one side to the other the one on the left/right leading up to right at the top/bottom Express uncertainty I can’t quite make it out I’m not sure what it is it looks like there’s what looks like This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 38 B2 CLASS AUDIO SCRIPT UNIT 10 WATCH YOUR LANGUAGE PROGRESS CHECK UNITS & 10, Page 115, Listen Track 3.35 / Bey_B2_PC9_10_ 115_3.35 Narrator:  You will hear an interview with a music star For each question, choose A, B or C Helen:  My next guest is an exceptional talent When he started uploading videos of himself performing his own songs at the age of 14, little did he know that two years later he’d become one of the most successful music stars on the planet Now he’s just turned 18 He is of course the remarkably talented Cool Buddy II Thank you for being my guest Cool Buddy ll: What’s up? Helen: What should I call you? Buddy? Cool Buddy ll: Nah You can call me ‘Cool’ Helen:  OK, Cool Now you’ll have to forgive me for being a bit nervous but you have a reputation for … Cool Buddy ll: Misbehaving during interviews? Oh man … That happened once a long time ago A lot of water’s passed under the bridge since then You know what I’m sayin’? Helen:  I’m relieved to hear it Does it annoy you that people have a preconception of the kind of person you are before they meet you? Cool Buddy ll: In my experience, preconceptions are usually misconceptions You know what I’m sayin’? At the end of the day, people should judge you for how you are and what you do, not based on what they read in the papers Helen:  But when you perform you come across as quite … aggressive Having met you I know better It’s not the real you, is it? Cool Buddy ll: I’m often accused of being aggressive but that’s usually by people who don’t know me I’m just a regular guy who wants to get a message across Helen: And what is the message? Cool Buddy ll: I just want to encourage young people to be themselves, you know? And to think for themselves Music’s a great way to get a message like that across Helen:  Now, your new album, which is out next week, was going to be called Barking up the Wrong Tree Is that right? Cool Buddy ll: That’s right I was going to dedicate it to my dog, Perry, who you can hear barking on one of the tracks But the record company didn’t like it so we changed it to In the Heat of the Moment which is a very appropriate title because we created the album without – you know – thinking much about it It was all very spontaneous So you like the title? Helen:  I love the title And I love the album which I’m sure your fans will love too Cool Buddy ll: Thank you Helen:  Now your fans are called ‘buddies’, is that right? Cool Buddy ll: They are and they’re awesome Helen:  And you have a special way of communicating with them Cool Buddy ll: Ah! You’re talking about Karulakool, aren’t you? You want me to explain what it is? Helen: Yes, please Cool Buddy ll: Well, when I was a kid I always enjoyed making up words It used to drive my mom and dad crazy because they were always trying to work out what I was saying You know what I’m sayin’? So anyway, when I started writing song lyrics I’d include some made-up words in the songs And the fans picked them up really quickly and the next thing I knew, they were using the words and saying it was a language called Karulakool And it caught on in a big way Helen:  But is it a real language? Can you have a conversation in Karulakool? Cool Buddy ll: It’s not really a language It’s more a collection of words and phrases Do you want to try it out? Helen: Yes, please Cool Buddy ll: OK Let’s see How about this? Repeat after me: ‘Trum ‘ba’ Helen: ‘Trum ‘ba’ Cool Buddy ll: That’s very good Your pronunciation is excellent Helen: What does it mean? Cool Buddy ll: In Karulakool it means ‘I’m out of here’ Helen:  Are you trying to tell me something, Cool? Cool Buddy ll: I wouldn’t dream of it, Helen Narrator: Now listen again This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 39 B2 CLASS AUDIO SCRIPT EXTRA READING Extra Reading: Middlemarch, Page 116, Exercise Track 3.36 / Bey_B2_extrareading_116_3.36 Dorothea and Celia had been orphans for more than seven years Their uncle, Mr Brooke, who had never married, was their guardian He had sent his nieces to live with good families in England and Switzerland There they had been taught by governesses until their uncle decided that they were old enough to live with him at Tipton Manor Mr Brooke was very fond of Dorothea and Celia and although he knew very little about women, he was happy to look after his nieces Both girls had inherited a little money from their parents As Dorothea was the elder sister, any future son she might have would inherit Mr Brooke’s wealth too Of course, the Brooke sisters were expected to make good marriages to rich men who owned land and had a big house and many servants The girls’ lives would be spent looking after their husbands and, later on, their children Neither of the girls was well educated Very few women received a good education in 1829 Yet everyone agreed that Dorothea was clever She was beautiful too, with long dark hair and large dark eyes She always dressed very plainly and she wore her hair in an old-fashioned way, but somehow that only made her look even more lovely Dorothea had very strong opinions about many things and she sometimes had strange ideas too She wanted to use her mind and think for herself, but she also tried to learn as much as she could from other people She wanted to use her money to make the little world of Middlemarch a better place Celia Brooke was very pretty, with light brown hair and brown eyes She enjoyed wearing fashionable clothes and curling her hair She was not as serious as her elder sister But everyone said that Celia was more sensible than the beautiful Dorothea Mr Brooke had invited two guests to dinner that evening – the Reverend Mr Casaubon of Lowick Manor, who was a scholar, and Sir James Chettam, who lived at Freshitt Hall Celia wore amethysts with a new white dress and she looked very pretty Dorothea did not wear any jewellery and her dress, as usual, was very plain But this made her look more beautiful than ever Sir James was a handsome young man, who was often a guest at Tipton Grange Like Mr Brooke, Sir James owned a large estate and a fine house And, like Mr Brooke, Sir James was a very wealthy man He had decided that he would ask Dorothea to marry him and he was sure that she would say yes Mr Brooke was fond of his young neighbour and he hoped that Dorothea would agree However, Dorothea was not at all interested in Sir James She believed that he came to Tipton to see her sister, Celia Dorothea did think of marriage, of course, but not to a young man Her idea of a husband was an intelligent, older man who would guide her and teach her, like a father Dorothea had never met Mr Casaubon before but she had immediately become interested in his serious conversation By the side of Sir James, Mr Casaubon looked old and pale His hair was partly grey and his eyes had deep shadows under them But Dorothea, listening to the older man’s slow careful voice, took no notice of these things In answer to a question from Mr Brooke, Mr Casaubon was speaking about his own work ‘I am happy to tell you about it,’ he said with a smile ‘I have been studying the subject for many years In preparation, I have read all the Latin and Greek authors and others too, of course My aim is to put together all the greatest thoughts on the myths and world religions I plan to show that they are all part of the same knowledge – of one great plan My book will be called “The Key to All Mythologies”’ Then Mr Casaubon sighed ‘I still have a great deal of information to put in order before I start writing the book,’ he added ‘My health is not always good and I sometimes think that I will die before my work is finished.’ ‘That would be terrible!’ Dorothea said quickly ‘Perhaps you need a secretary to help you arrange your notes I try to put my uncle’s papers in order sometimes, but he won’t let me.’ ‘Well, a woman’s mind, you know,’ Mr Brooke said with a laugh ‘Women are not trained to these things, are they, Mr Casaubon?’ When the two girls were alone, after dinner, Celia said: ‘How very ugly Mr Casaubon is with his pale face and thin grey hair! He must be at least 45 years old He moves his head up and down when he speaks and his voice is so unpleasant.’ ‘You mustn’t talk about Mr Casaubon like that, Celia!’ Dorothea cried ‘He is a scholar and he has a very fine mind I wish that I could help him with his work!’ ‘To that, you would have to marry him What would Sir James Chettam think about that?’ Celia replied with a smile ‘Sir James? What you mean?’ Dorothea asked quickly ‘You know what I mean, Dorothea Sir James wants to marry you,’ her sister replied ‘Why you think that he visits our uncle so often? And why is he so interested in your drawings for the new cottages in Freshitt village? I know that you are very clever, Dorothea, but you don’t understand people at all.’ This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 40 B2 CLASS AUDIO SCRIPT EXTRA READING Extra Reading: Middlemarch, Page 117, Exercise Track 3.37 / Bey_B2_extrareading_117_3.37 Middlemarch is a small town in the middle of England In 1829, when the story begins, England was beginning to change in many ways But these changes were slow in coming to Middlemarch The people there preferred the old ways and they did not like change at all The manufacturers, the tradesmen and the farmers all knew each other and many of them belonged to the same families They respected wealthy people like the Brookes who owned land and lived in the big houses outside the town, but they gossiped about them too The people of Middlemarch often laughed at Mr Brooke and his unusual political ideas They did not understand his niece, Dorothea, either, and her coming marriage to Mr Casaubon surprised them very much The people of Middlemarch waited to see what would happen next Dorothea knew nothing of this gossip as she prepared herself for married life One grey November day, Dorothea went with her sister and her uncle to Lowick to see her new home ‘Oh, dear!’ Celia said to herself, as the carriage stopped outside the house ‘What a dull, dark place Lowick Manor is Freshitt Hall, where Sir James lives, is much more pleasant.’ But Dorothea was delighted with everything at Lowick Manor Here she would live as Mr Casaubon’s wife Here, she could be happy and useful She saw nothing that she wanted to change and that pleased Mr Casaubon very much ‘Perhaps you would like to choose a sitting room for yourself, my dear,’ Mr Casaubon said with a smile and a nod of his head ‘Oh, any room will do,’ Dorothea replied ‘You must decide for me.’ ‘There’s a room upstairs,’ Celia said quickly ‘It has such a big window, with a lovely view of the gardens.’ Mr Casaubon smiled again and nodded his head ‘A very good choice,’ he replied, leading the way All his visitors followed him upstairs Mr Casaubon walked along a corridor, opened the door and said quietly: ‘This was my mother’s room, Dorothea She was always happy here and I hope you will be too The furniture is a little oldfashioned now You can change anything you like.’ ‘No, it is beautiful,’ Dorothea cried ‘I don’t want you to waste your money on buying new things for me I don’t want to change anything at all.’ She moved about the room and stopped before some little portraits ‘This must be your mother’s picture You have shown me one like it downstairs,’ she said ‘And who is this?’ ‘That is her elder sister, my aunt Julia,’ Mr Casaubon answered ‘You have not mentioned her before,’ Dorothea said ‘She has an interesting face.’ ‘It is a very pretty one,’ Celia said, ‘with those grey eyes and brown curly hair.’ ‘She made an unfortunate marriage I never met her,’ Mr Casaubon said quietly ‘Why don’t we walk in the gardens now?’ They all walked slowly between two lines of trees to the little church where Mr Casaubon preached every Sunday Then they returned to the house by a different way ‘Who is that young man over there?’ Mr Brooke asked ‘He’s sketching that tree, I think Let’s go and have a look, my dears.’ He walked towards the tree and the young man who was drawing it Mr Casaubon did not look very pleased ‘This is my cousin – Mr Will Ladislaw,’ Mr Casaubon replied ‘He is the grandson of my Aunt Julia He’s staying here at Lowick for a short time.’ The young man stood up as they all walked towards him He was very handsome, with the same grey eyes and brown curly hair as the portrait ‘Dorothea, let me introduce you to my cousin, Mr Ladislaw,’ Mr Casaubon said ‘Will, this is Miss Brooke I have told you about her And this is her sister, Celia.’ Will Ladislaw bowed but he did not smile Instead, he looked at Dorothea coldly Will had already made up his mind Any girl who was going to marry his unpleasant cousin, Edward Casaubon, must be unpleasant too, however beautiful she was Six days later, Will Ladislaw left for Europe and the people of Middlemarch, who did not welcome strangers, soon forgot about him In a few weeks, Dorothea Brooke and Mr Edward Casaubon were married and on their way to Rome for their honeymoon This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 41 B2 CLASS AUDIO SCRIPT EXTRA READING Extra Reading: Moby Dick, Page 118, Exercise Track 3.38 / Bey_B2_extrareading_118_3.38 It was night time I was on deck when I heard two sailors talking ‘Listen! Did you hear that noise?’ said one man ‘What noise, Archie?’ asked the other man ‘There it is again – below deck! Do you hear it? It’s someone coughing,’ said Archie ‘I don’t hear anything,’ said Cabaco ‘And again!’ said Archie ‘Listen! It’s the sound of two or three men moving in their beds I think there are some other men hidden below deck, and we haven’t seen them yet And I suspect our captain knows something about it.’ After his talk with the crew, our captain had spent most of his nights studying charts and maps He knew about sperm whales’ feeding habits and was able to make quite good guesses at the times and places where he might find Moby Dick At the same time, his men told each other many stories about the great white whale Some were true, some imagined To believe them all meant that Moby Dick must have been in ten places in the world at the same time Already, many men had died trying to catch Moby Dick On one occasion, a whaling captain had jumped on his back and attacked him with a knife But the whale had simply turned his great head and bitten off the captain’s leg That man was Captain Ahab His shipmates had pulled him from the water and he was screaming with pain For weeks after that, he was like a madman and the crew had to tie him to his bed Now this crazy gray-haired old man was chasing the same whale around the world Would his hatred for Moby Dick drive us all to our deaths? It was a cloudy, warm afternoon Sailors were half asleep on the decks or staring out to sea I was sitting with Queequeg Suddenly, there was a shout from the top of the main mast ‘There she blows! Whales! Lots of them!’ It was Tashtego pointing out to sea with his left hand Immediately, every man on the ship began to move Tashtego came down from the mast and we helped the crew put the whaleboats over the side of the ship At that moment, we heard a sound behind us and turned around Captain Ahab was standing there with five men They stood like ghosts around Ahab Then four of them went to one of the spare whaleboats and put it over the side of the ship The fifth man was the chief of the others He wore black cotton trousers and a black cotton jacket He had one white tooth, and his hair was fixed high on his head like a tall hat ‘Are you ready, Fedallah?’ Ahab asked him ‘I’m ready,’ was the whispered reply ‘Then lower the boats!’ Ahab shouted The other men and I jumped into our three boats and they were lowered quickly into the sea I was in Starbuck’s boat We were rowing away from the ship when the fourth boat came from the other side of the ship The five strangers were rowing it, and Captain Ahab stood behind them ‘Move out!’ Ahab shouted to the three boats captained by Starbuck, Stubb and Flask ‘Spread yourselves!’ ‘Captain Ahab – ?’ began Starbuck, staring at the strange men ‘Flask, pull away to your left!’ shouted Ahab ‘Yes – yes, sir!’ shouted Flask ‘Don’t worry about the captain’s new crew,’ he told his men ‘Row, boys, row! There she blows! There she blows!’ Soon Stubb’s and Starbuck’s boats were passing each other and Stubb spoke to the first mate ‘Mr Starbuck, sir!’ ‘Yes, Stubb?’ answered Starbuck ‘What you think about those new men?’ ‘They came on board secretly before the ship left Nantucket,’ replied Starbuck I’m sure of it.’ ‘But why are they here?’ asked Starbuck ‘It’s all because of the white whale,’ answered Stubb The arrival of these five strangers did not frighten the rest of the crew Archie had already told them about what he had heard, so they were not as surprised as they might have been But this did not stop them from wondering about them Where had Ahab found them? How had he persuaded them to come on the voyage? Wild stories would spread about the men, but nobody knew the truth I remembered the strange shadows in the mist the day that Queequeg and I had come aboard ‘These strangers must be the men I saw,’ I thought Then I remembered Elijah’s mysterious warning Captain Ahab’s boat was far ahead of the others Fedallah had thrown off his black jacket and now stood holding his harpoon Suddenly, Ahab put up his hand It was a signal for every man to stop rowing ‘Queequeg, stand up and look out,’ Starbuck ordered Queequeg stood up in the boat and looked around for the whales Across from us, Flask was also looking from his boat For a moment everything had gone silent and still Then Starbuck suddenly shouted, ‘Row, boys, row!’ Great waves lifted us up, then threw us down again The boats separated, and our boat began to chase after three whales Our sail was up and, with the strong wind, we rushed through the water ‘Pull, boys, pull!’ said Starbuck ‘We must kill them before the wind gets too strong for us Stand up, Queequeg!’ Queequeg jumped up at the front of the boat His harpoon was ready in his hand We all waited Then there was a sudden loud noise as one of the whales came up through the waves ‘That’s him!’ said Starbuck This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 42 B2 CLASS AUDIO SCRIPT EXTRA READING Extra Reading: Moby Dick, Page 119, Exercise Track 3.39 / Bey_B2_extrareading_119_3.39 As we got closer and closer to Java Head, Ahab told the lookouts to be sure to stay awake But for a long time they did not see one whale We had begun to think that there were no whales in this part of the ocean We had reached the Straits of Sundra, between the islands of Sumatra and Java, when a shout came from the masthead ‘There she blows!’ We looked out to see whale spouts some distance ahead of us There were not just two or three whale spouts, but hundreds of them ‘Put up more sails!’ shouted Ahab ‘We need to go faster if we are going to catch them!’ And so the Pequod began the chase The whales soon realized that the ship was behind them and they began to swim faster Our harpooners prepared to jump into the whaleboats as soon as we got close We only needed the strong winds to continue and we might be able to catch a number of the creatures Perhaps one of them was Moby Dick himself! Suddenly, Tashtego shouted a warning and pointed behind us We looked back in surprise to see ten or twelve ships following us ‘Pirates!’ cried Ahab ‘Wet the sails to give us more speed! Pirates are coming after us!’ He began to walk up and down the deck, first looking ahead at the whales, then looking behind him at the pirates After fifteen or twenty minutes, we were out of the Straits and in open sea Ahab looked back at the pirate ships, which were now very far in the distance ‘We’ve left them behind, boys!’ he shouted ‘They’ll not come into open sea Well done!’ He was right The pirate ships were turning back We had escaped By now we had grown close to the whales ‘Lower the boats!’ Starbuck cried But as soon as the whaleboats were in the water, the whales immediately gathered in a school and began to swim away at great speed ‘Pull, boys, pull!’ shouted Starbuck ‘Or we’ll lose them.’ We rowed hard for the next hour and were almost ready to give up the chase when the whales suddenly seemed to become confused about which way to go They began to splash about in the sea, their tails high in the water Instead of staying in a straight line, they started to swim in circles It is very dangerous to be in the center of a school of whales All around us, the tales and fins of other whales splashed and made waves that threw our boat from side to side We were expecting to be knocked into the sea at any moment But Queequeg remained calm as he steered the boat through the angry creatures whilst we rowed like crazy men Suddenly we found ourselves in the center of the school The water here was flat and calm, like a lake A great ‘wall’ of whales surrounded us, and there was no way through it We decided to stay in the center of the lake and, after a few minutes, began to be visited by the cows and their young calves They swam alongside our boat, touching it with their bodies Queequeg put a hand down and touched the creatures’ heads as they passed by Starbuck did the same And under the water, we could see the mothers who were waiting to give birth to calves It was wonderful to see all of this, and something that I would never forget This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 43 CLASS AUDIO SCRIPT EXTRA AUDIO B2 PHRASE BITES Unit 1, Page 12 (1) I think what’s happening is I reckon he/she’d like to but The boy/girl in looks really Unit 1, Page 12 (2) If you’re that’s clearly a Yes, but doesn’t it depend on ? I’m not sure I agree OK, I see what you mean Unit 2, Page 20 This writing’s neat/tidy/untidy It’s easy/difficult to read The writer uses capital/cursive (joined-up) letters This person’s handwriting slopes to the left/right Unit 2, Page 22 He/She looks like Maybe they’ve had an argument / broken up I think the man’s calling Unit 3, Page 34 I think her ambition is It’ll be quite difficult/easy for her because Unit 4, Page 39 This building’s a(n) This part of the building could be That’s definitely a Would you say these are ? Unit 4, Page 44 (1) I think is saying that The idea behind this quote is that What you think this one really means? Unit 4, Page 44 (2) ’s situation shows us that ’s real mistake is that he/she ’s is an example of how Unit 6, Page 66 If I’d put myself in ’s shoes I might have I definitely wouldn’t have Unit 8, Page 88 Mine would(n’t) include I’d need to include money for I think I spend more/less on This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 44 CLASS AUDIO SCRIPT EXTRA AUDIO Unit A: B: A: B: B2 SPEECH BUBBLES 3, Page 33, Exercise 6b What will you be doing in 2018? I’ll be travelling around the world What will you have done by 2020? I’ll have Unit 4, Page 42, Exercise 7a A: ‘Disappointment’ must be related to the adjective ‘disappointed’ Is there a verb ‘to disappoint’? Unit 5, Page 52, Exercise A: There’s the Science Museum in London B: And the Barỗa museum in Barcelona Unit 6, Page 60, Exercise 3a A: A maths teacher’s a teacher who teaches maths B: If something’s awe-inspiring, it inspires awe Unit 7, Page 77, Exercise 3a, Part A A: It’s going to change the world! B: It will be as important as the personal computer! A: It will soon be changing how we travel short distances B: We expect it to be something totally new and revolutionary Part B A: We’re going to launch two consoles B: It’s unlikely to sell A: We’re about to prove people wrong B: Gamers will love it! This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 45 ... within the class 12 B2 CLASS AUDIO SCRIPT UNIT LEARNING FROM THE PAST Unit 4, Page 45, Exercises and Unit 4, Page 45, PHRASEBOOK Track 1.44 / Bey _B2_ U04_045_1.44 Track 1.46 / Bey _B2_ U04_045_1.46... within the class 15 B2 CLASS AUDIO SCRIPT UNIT 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... www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 22 B2 CLASS AUDIO SCRIPT UNIT ON SCREEN Unit 7, Page 72, Exercise 3b Track 2.26 / Bey _B2_ U07_072_2.26