B2 WORKBOOK AUDIO SCRIPT Unit Track 01 Page 8, Exercises 2a, 2b and 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 Cal: Hi Is anyone sitting here? Chantelle: No Go ahead Cal: It’s a nice place, isn’t it? Chantelle: Yeah, it’s my favourite café Cal: I’ve never been here before, actually I’m new in town, so I don’t know many places Chantelle: Oh, right Well, you’ve struck lucky finding this place They have live music at weekends Cal: That’s interesting What sort of music? Chantelle: Oh, jazz and blues mostly Cal: I love jazz By the way, I’m Cal – short for Callum Chantelle: Nice to meet you, Cal I’m This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class Chantelle So, what brings you to … ? Cal: That’s a nice … Sorry Go on Chantelle: No After you Cal: I was just going to say that I like that name It’s my sister’s too Chantelle: Really? I’ve never met anyone called Cal before It’s Irish, isn’t it? Cal: Irish or Scottish originally, I think I was told Callum means dove Does Chantelle mean anything? Chantelle: It means singer You should come to the concert here on Saturday You can hear me singing with my group! Cal: Great! Tell me more Track 03 Page 11, Exercise 3a Paul: You’re Annie, aren’t you? I’m Paul I’m a friend of Yuna’s Annie: Nice to meet you What was your name again? Paul: Paul I’m starting today too Annie: Oh, right Paul: I’m a bit nervous though Annie: Really? Paul: Yeah, well, you know … I don’t know anyone yet Annie: Well, now you know me! How 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 you think? Paul: Yeah, let’s give it a go That’d be great! Annie: Cool Track 04 Page 11, Exercises 4b and 4c You’re Annie, aren’t you? I’m Paul I’m a friend of Yuna’s Nice to meet you 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 B2 WORKBOOK AUDIO SCRIPT in these is that, firstly, they’re not the stories of great gods or legendary heroes And secondly, the main character is young and doesn’t usually have a specific name They might have a very common first name, for instance, Jack – and no surname to identify them further – or they have a sort of nickname like Snow White or Little Red Riding Hood Personally, I think this is important because it enables children to identify with these characters better exactly because they are unnamed You know you’re never going to be Zorro, Thor or Wonder Woman or have the superpowers they have, but you are like the ordinary young people in fairy tales You face the same problems with family, independence and identity as they do A common theme in myths is that of the hero of the story leaving their known world for an adventure They may refuse this call to get away and discover new things at first, but once they 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 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 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 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, 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 Part 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 Let’s look at some of these stories Well, there are ancient creation myths, which try to explain how things came to be as they are and similarly, fables, which reveal the consequences of certain actions and attitudes This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class For instance, Aesop’s fable of the hare and the tortoise teaches us that you shouldn’t be overconfident of success and that you can win if you have determination, even if you are at a disadvantage So, the lesson here is: don’t give up Part 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 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 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, not have to include fairies at all Part 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 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 Part 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 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 B2 WORKBOOK AUDIO SCRIPT they can share the benefits they’ve learned or earned with the people back home Fairy tales follow this progression in the same way Part 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 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 Track 11 Page 32, Exercises and Principal: And now we welcome our special guest speaker, Sir Ben Pickerell Ben: Thank you Older people are fond of saying that your school days are the best days of your life, but they might just be remembering the good experiences and forgetting those that weren’t so positive However, I hope that by the time you get to my age, you’ll be able to look back at your years at Trafalgar Road School with genuine affection As an ex-student here myself, I’ll never forget the friends I made – some of whom remain close to me to this day; and of course the teachers who, though they were sometimes strict, I remember as always being fair and This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class doing their best to get the best out of me Now you’ve completed your final year and you’ll soon be either going out into the big wide world of work or continuing your education or training well-equipped through your studies and experiences here to deal with the challenges that await you One of those is what to 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 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 the same if you get bad grades? I hope so Some of you will have already made plans for what to 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 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 B2 WORKBOOK AUDIO SCRIPT years as an actor I’ll have been appearing on stage or screen for half a century, more or less But I remember leaving school feeling quite confused about what I wanted to 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 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 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 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 the same if you get bad grades? I hope so Some of you will have already made plans for what to 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 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 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 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 Tod: Are you sure you don’t want to come to the Street Dance class with me? Carl: I don’t know I’m not really sure Tod: Come on It’ll be fun Carl: I doubt it Most of that dance stuff is really boring Tod: The music is great – you know how you love hip hop And it’s definitely not boring! This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class Carl: Tod: Carl: Tod: Track Hmm … I suppose it might be quite fun That’s very likely There’ll be lots of new people to meet Really? Now it’s beginning to sound more interesting OK Still not 100% sure, but I’ll probably come, then Are any of the other guys coming? It’s quite possible that they’ll be there I think Craig said he was going We can always phone him to check 16 Page 35, Exercise 3c I’m not really sure I doubt it And it’s definitely not boring I’ll probably come, then It’s quite possible that they’ll be there Unit Track 17 Page 44, Exercise Presenter: Welcome to If I ruled the world, the game show in which we ask celebrities what they would 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 and Presenter: Welcome to If I ruled the world, the game show in which we ask celebrities what they would 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 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 B2 WORKBOOK AUDIO SCRIPT Mitch: Abby: Mitch: Abby: Mitch: Toby: Mitch: Toby: Mitch: Toby: – we’d all get fitter if we cycled and we’d have the freedom to go wherever we wanted, whenever we wanted If you have good weather-proof clothing, you don’t need to worry about a little bit of rain OK, but if I had a bicycle, where would I leave it? Hundreds of bikes are stolen every week in this city My brother’s was taken last month I wish you wouldn’t keep looking at the negatives Look, if he’d had a good lock and, actually, now you can get an app on your phone that tells you where your bike is, he wouldn’t have lost it Ah If only I’d known that – I mean about the app Of course it was locked, but it’s easy to steal a bike if you want to You just cut through the chain Yeah, sure But if he’d had the app, he’d have been able to find where the bike was That’s true But there’s still the weather problem Right … now … Toby … What if you ruled the world? Oh, if only! Well now, as ruler of the world, the first thing I’d 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 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, more fun things and take up some new hobbies I bet they’d be healthier too And when they were at school, they’d 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 and 2b Anna: Marie So what 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, 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 you make of it? What you reckon? Give an opinion If you ask me, … As far as I’m concerned, … To be quite honest, … If you want my opinion, … The way I see it, … Express strong agreement and disagreement I completely / totally agree / disagree Disagree but recognise the other opinion Do you really think so? I see what you mean, but … I’m not sure I agree I think that’s true up to a point, but … This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class Unit Track 21 Page 56, Exercises and 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 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 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 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 Track 24 Page 68, Exercises and 3b Kyle: Did you see that feature on The Skool Show on Radio 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 anything interesting?’ But you’ve This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class Wesley: Kyle: Wesley: Kyle: Wesley: Kyle: Wesley: Kyle: Wesley: Kyle: Wesley: Track already answered my question! That must’ve been fun You’ve just started, right? Yeah My first lesson was last week So you went to dance class and then you … Then I … um … I kind of just went home and relaxed I watched a DVD What did you watch then? Step Up Revolution Wow, Wes; you’re really getting into this dance stuff, aren’t you? Well, I mean, it’s cool, you know? It keeps me fit and I enjoy it Sure I get it So you went to bed after that, right? Um … Well, I kind of rented out the other three Step Up movies and watched them afterwards Oh, Wes! … No wonder you look so tired Maybe give the dance films a rest tonight, eh? Um … yeah … Anyway hadn’t we better get going? Class is about to start 25 Page 71, Exercise 2c Professor: Do you know where seat 59C is? Shelly: It’s here, opposite me Professor: Would you mind if I put my case there? Shelly: No, not at all Professor: Would you mind if I sat here? Shelly: Not at all It’s free Professor: Could we possibly change seats? Shelly: Of course You like to face forwards, I see Professor: Yes I generally prefer it Shelly: Would you mind if I read your paper? Professor: Please go ahead Do you know when we should arrive? Shelly: Oh, in about an hour This train is usually on time Professor: Would you mind if I opened the window? Shelly: Please 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 B2 WORKBOOK AUDIO SCRIPT Track 26 Page 71, Exercise 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 Track 27 Page 80, Exercises 2, 3a and 3c Speaker 1: Hello and welcome Now, it might surprise you to know that the screen legend Charlie Chaplin once said that cinema wouldn’t last because audiences wanted to see live actors on a stage Obviously it has lasted, but it seems that what’s happening now is that screen actors are increasingly looking for stage roles Many Hollywood stars want to show that they can 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 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 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 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 and 5b Speaker 1: To tell you the truth, it didn’t anything for me I have no idea what the artists were trying to Well, modern art isn’t my cup of tea anyway I thought I might get converted, but for me it was all a bit of a disappointment Speaker 2: Well, I thought some of it was awesome I particularly liked the one where different views became one I’m a huge fan of Ni La’s work, and I have to say her new work really lived up to my expectations This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class Ni La I wasn’t crazy about it, but it was more interesting than most of the other stuff I couldn’t stand that piece where the screen just went from black to white again and again, though – just terrible … What was that supposed to be about? Track 29 Page 85, Exercise Speaker 1: Good afternoon, pleased to meet you I’m Jonathan Saunders Speaker 2: Hey, Johnny boy! How’s it going? Speaker 1: Hello, I’m George Lewis Pleased to meet you Speaker 2: Pleased to meet you, too I’m Stuart Henderson Speaker 1: Come on We can jump the queue Just look important Speaker 2: Let’s just wait for our turn 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 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 Track 30 Page 92, Exercise Speaker 1: Hello Speaker 2: Hello! Speaker 3: Hello! Speaker 4: Hello? 31 Page 92, Exercises and Extract 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 for you? 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 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 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 Customer: Good afternoon Assistant: Yes, yes What can I 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 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 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 Operator: Hello This is your automated response service Thank you for calling VivaTech 4G VivaTech 4G – the fastest and most reliable network AND the most competitive prices All calls are recorded for quality control and training purposes If you would like to continue in English, press nine For services in other languages press eight To talk to one of our advisors, press one … You are currently in a queue Your call is important to us Please hold the line and one of our advisors will be with you shortly Track 32 Page 94, Exercise You might have told me You might have told me You could have phoned me You could have phoned me You might have replied You might have replied Track 33 Page 95, Exercises and 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 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 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 it and people would come to watch Matt: Great So, what 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 that too I think we’re going to have a fantastic event This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class Track 34 Page 95, Exercise 3b Ask someone to speak Let’s hear what … has to say What 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 Track 35 Page 104, Exercises 1, and Conversation 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 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 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 B2 WORKBOOK AUDIO SCRIPT Conversation 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 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 you think? Well, that’s the main thing I’m probably not the best person to ask I’m lost for words It’s not that I don’t want to come Express sympathy I’m really sorry about Better luck next time It’s really bad luck You must feel awful Track 38 Page 107, Exercise Girl 1: Girl 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 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, you? 37 Girl 2: Boy 1: Boy 2: Boy 1: Boy 2: Boy: Girl: Boy: Girl: 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 it another time Do you like my painting? Well, um … I mean it’s not that I don’t like it, but I’m no art expert so I’m probably not the best person to ask, am I? Do you like my painting? No It’s rubbish What’s up? My dog’s not very well Oh, well You can always get another one What? What’s up? My dog’s not very well I’m really sorry about that You must feel awful I know how much you love him I hope he gets better soon Yeah He’s not eating properly, but the vet says he’ll be fine This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class you … You are Paula Simmons – is that correct? Candidate: Yes, and who are you? Interviewer: Um … Candidate 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 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 you want to … Candidate Interviewer: Do come in Candidate: Thank you May I just say that I was talking to the other candidates waiting outside and they all seem better qualified than I am, so I’m not sure if… Track 40 Page 109, Exercise 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 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 I think they were impressed Juno: Really? I told them I didn’t have much experience either, but that I was willing to learn new skills and work hard I hope that sounded OK Gillian: Never mind – there’ll be other jobs for you, I’m sure And – wasn’t the travelling awful? I was five minutes late for my interview Did you get delayed in the underground before yours, too? Juno: No, I … eh … I guess I was lucky – I heard about the signal failure that was causing big delays on the radio, so I took the bus instead I was here about a quarter of an hour before the start Gillian: Why so early? What a waste of time! Well, good luck next time, Juno I think I’m really going to enjoy working here Juno: Oh, er, sure Um … you too, Gillian It was … um … nice to meet you Unit 10 Track 41 Page 116, Exercises and 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 with language When Japan first imported traffic lights from the US in the 1930s they were the same as everywhere else in the world But in Japanese there are different words for green and the name for the colour of the main word used for green didn’t fit with what was seen, so the colour was changed in 1973 Now my second question is this: does gender matter? Many languages (but not English) divide nouns into what are called genders – masculine, feminine and neuter So, in French a man is logically le homme and a woman la femme Strange, then, that a man’s beard is feminine – la barbe! It doesn’t seem to make a lot of sense – and it doesn’t But assigning gender to things changes our view of them Here’s an experiment done in 1915 in Russia Fifty people were asked to imagine the days of the week as people and to describe the person they’d imagined All of them thought of Monday, Tuesday and Thursday as men and the other days as women When asked why, most of them had no idea, but perhaps it was because in Russian the names for Monday, Tuesday and Thursday are masculine and the others feminine Almost a century later another study gave a memory test to Spanish and German speakers The speakers were shown pictures of 24 objects and they had to memorise the person’s name that was given with each object, either a woman’s name like Patricia or a man’s name like Patrick What happened was that both the Spanish and the German speakers tended to remember the names connected with the object which fitted with the gender of the noun in their language For example, if mountain were shown with the male name Patrick, the German speakers would remember it more easily than the Spanish because the noun mountain is masculine in German (der berg) and feminine in Spanish (la montaña) However, if it were shown with the name Patricia, the Spanish speakers would find it easier to remember Now my third question is: where is it? When we give directions we usually say, for example, ‘turn right, go straight on until the traffic lights, it’s right in front of you on the left’ We use what are called ego-centric coordinates – left, right, front, back – and they change when we turn around Something which is in front of you becomes behind you when you turn around and what was on your left now is on your right, right? But there is a group of native Australians, who don’t use this system in their language at all They use fixed geographic coordinates based on north, south, east and west In response to the question ‘Where are my keys?’ they wouldn’t say ‘in front of you’, but would say ‘to the north of you’ even if you were in a room with no windows Now these three questions … This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class Track 42 Page 117, Exercise 3b Brad: Dean – hey What’s up? You look beat Dean: Yeah, Brad I feel I need to crash I didn’t sleep all night Brad: Why was that? Dean: I was stressed out ’cos I don’t have the dosh to go to the music festival this year Brad: Chill out, Dean I can lend you whatever you need Dean: That’s a pretty cool offer, mate Are you sure? Brad: No worries Dean: Cheers, Brad Right, I’m off I’ll call you when I’ve got the ticket Track 43 Page 119, Exercise Part 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 Isabella: And here’s a photo from when we went mountain biking near Leith Hill in Surrey Me and Magda are standing on either side of the other two So, from one side to the other, going left to right, you’ve got me, Pavel, Mauro and Magda Vera: It looks so beautiful Isabella: Well, you didn’t see it 10 minutes after that shot when the rain came down! Vera: Yikes! I know Pavel, but who’s the one on the left of you again? Isabella: That’s Mauro Haven’t you met? Vera: I don’t think so Isabella: I’ll introduce you 10 B2 WORKBOOK AUDIO SCRIPT Part 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 Vera: Where did you stay then? Isabella: Different places We travelled around quite a bit Here’s a picture of my uncle’s house in Cambridge, where we stayed a couple of nights Vera: Nice! The sofas on both sides of the coffee table look very comfortable Isabella: Yeah, it was But the best thing was the garden – you can just see the garden fence through the window in the centre, right at the very back there Uncle Tom makes a fantastic barbeque! Vera: Ooh, yummy! Isabella: Right! And when the weather was nice, it was bliss sitting out there – or right at the bottom of the flower garden out at the back of the house They were my favourite spots Vera: Oh, let’s see a picture of the second one Isabella: OK, here … Track 44 Page 119, Exercises 2b and 2c Describe the position of things in the top left-/right-hand corner in the bottom left-/right-hand corner in the front/back towards the back at the very bottom on each side/(on) both sides from one side to the other leading up to the one on the left/right right at the top/bottom Express uncertainty I can’t quite make it out I’m not sure who it is it looks like … there’s what looks like … EXTRA READING Track 45 Page 125, Exercise 5a Ella: So − are you enjoying it? Jack: What? Ella: Middlemarch Jack: To be honest, when I saw the cover, I thought I wasn’t going to like it Ella: Why was that? Jack: I don’t know I thought it was going to be a stereotypical romantic story, you know, but it’s actually quite dark Ella: I think that’s why it’s still so popular today It deals with a lot of issues that are still relevant today Jack: Yes And it’s really interesting to see how attitudes have changed, especially towards women and education and marriage Ella: Well, the female author of the book decided to use a man’s name to protect her private life, or perhaps in order to be taken seriously And some modern female writers are still doing the same today Jack: You’re right, that’s true What 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 … you want to start or shall I? Ella: I don’t mind I know what you’re going to say anyway Jack: Really? Am I so predictable? Ella: I mean you love action stories and adventure films Jack: Not always But well yeah I like books with lots of action that I can … you know … visualise like a film in my mind Ella: Moby Dick has been made into a film several times Jack: I know I saw a really old black and white film version years ago Ella: Me too But I can’t remember what happens at the end Jack: I can even though I was about 10 at the time Ella: Well, don’t tell me! Anyway, a film of a book is never as good as the original book, is it? Jack: I don’t know I think sometimes a film can be as good as the book Or even better This page has been downloaded from www.macmillanbeyond.com © Macmillan Publishers Limited 2015 This sheet may be photocopied and used within the class 11 .. .B2 WORKBOOK AUDIO SCRIPT in these is that, firstly, they’re not the stories of great gods or legendary heroes... account of this, their status or position in their home community is higher and perhaps B2 WORKBOOK AUDIO SCRIPT they can share the benefits they’ve learned or earned with the people back home... little certainly helps To finish on a personal note – next year I’ll be celebrating 50 B2 WORKBOOK AUDIO SCRIPT years as an actor I’ll have been appearing on stage or screen for half a century,