New success elementary TB

success new Elementary Teacher’s Support Book Jo Kent A01_SUCC_TB_ELEGLB_7087_TTL.indd 21/10/2011 09:02 Contents Introduction Course description Description of New Success components Evaluation and testing system in New Success 11 New Success exams preparation 14 Map of educational content – index 16 Teaching notes Unit 18 Unit 26 Exams Revision (Units 1–2) 34 Unit 36 Unit 44 Exams Revision (Units 3–4) 52 Unit 54 Unit 62 Exams Revision (Units 5–6) 70 Unit 72 Unit 80 Exams Revision (Units 7–8) 88 Unit 90 Unit 10 98 Exams Revision (Units 9–10) 106 Unit 11 108 Unit 12 116 Exams Revision (Units 11–12) 124 Culture Shock 126 Culture Shock 127 Culture Shock 128 Extra tapescripts 129 Photocopiable resources – contents 131 Workbook answers 133 Workbook tapescripts 140 A02_SUCC_TB_ELEGLB_7087_CON.indd 11-09-26 16:17 Introduction Welcome to New Success – the new edition of the best-selling course for upper secondary students This introduction: • describes how the course meets the needs of students and teachers, • outlines the principles on which the materials were developed, • describes the course and its components NEW SUCCESS for Students New Success is a six-level course for upper secondary students, taking learners from zero beginner to an advanced level of English competency It is aimed at fourteen to twenty-year-old students The age range has been fundamental in defining the most important features of the course Students at this age are at the peak of their cognitive development They learn best when they are encouraged to use discovery techniques and engage with interesting topics related to their age In common with learners in all age groups, they need a lot of recycling to internalise and acquire the new grammar, vocabulary and functional language input, but they can also deal with big chunks of new material Students at this age want to learn about the world New Success has a highly educational content It not only teaches English but also provides students with information about the culture of English-speaking countries and the world at large It provides interesting and engaging exercises and texts that deal with citizenship issues, literature, history, geography, art, science and technology as well as the challenges of everyday life Students at this age are young adults who want to be independent in their learning New Success promotes maturity in its approach to learning through self-assessment strategies, topics and tasks which encourage the learner to think about what they read, rather than just respond to it New Success provides everything students of English need to cross the border between their school life and the outside world New Success is designed for learners who are at a critical point in their education The exams they take, whether school-leaving/university entrance exams or public exams such as those of Cambridge Assessment, will determine their future All exams now follow Common European Framework requirements, which means that they are skills-oriented with a special emphasis on communication New Success has a very strong skills syllabus and task types from different exams are practised throughout the course Special features in the New Success Workbook such as exam tips and self-assessment tests also help students deal with exam tasks The tests included in the Testing and Evaluation Programme (Test Master Multi-ROM) are designed to give students a sense of progress and achievement Students at this age are ‘digital natives’ who are versatile in using the latest technologies in their everyday lives New Success takes into account the needs of today’s students, who spend a lot of time online Technology changes the way students learn and revise They feel increasingly at ease using online learning programmes New Success includes digital components such as New Success ActiveBook This ensures that students benefit from the most up-to-date ways of learning NEW SUCCESS for Teachers Although the course has been designed for use in statesector schools, it is also suitable for use in private language schools and the activities will work well with both small and large groups – of up to thirty students Lesson preparation The format of the units in the Students’ Book guarantees successful lessons Clear headings and the logical sequencing of exercises ensure that New Success will be very easy for you to teach \from with little preparation The fact that the order of sections changes in every unit makes the lessons varied and interesting Further support is given in the Teacher’s Support Book with ideas for warm-ups, extra activities and photocopiable activities while the Workbook offers additional flexibility to the pattern of the unit Extra material (e.g Culture Shock sections) provides ideal material for special one-off lessons The Workbook offers further exercises for homework As the exercises strongly reflect themes and language from the Students’ Book input, you not need to spend too much time explaining homework tasks to your students Evaluation and assessment Monitoring students’ progress is particularly important in the light of exam preparation Students need to be confident that they can pass the relevant exams at each stage of their learning New Success provides you with a unique testing and evaluation system that includes different types of A03_SUCC_TB_ELEGLB_7087_INTR.indd 26/10/2011 14:59 tests carefully compiled to assess students’ progress in a comprehensive way The Test Master Multi-ROM which is part of the Teacher’s Support Book DVD-ROM provides all the testing materials in an electronic version, making it easy for you to customise it to your particular classroom situation Keeping up-to-date with students New advances in technology are changing the way students learn and want to be taught New Success provides a number of digital solutions that will enable teachers to keep up with the latest trends in the classroom ActiveTeach is the new software for interactive whiteboards Teaching with an ActiveTeach is easy and motivating Teachers will no longer need conventional teacher’s books as they will find a wealth of materials within a single environment Dealing with mixed-level classes Placement tests in the Testing and Evaluation Programme (Test Master Multi-ROM) help you to place your students in groups according to their level, and allow you to make the right choice of book from the six levels of New Success for your class For very able students, more challenging exercises on vocabulary (Extend your vocabulary) are included in the Workbook These students should be encouraged to more projects suggested in the Testing and Evaluation Programme as they give students the opportunity for freer language production They will allow all students to contribute to the class irrespective of their abilities Even the weakest students can participate and enjoy a real sense of success Principles behind the course New Success is an ELT course written specifically for secondary school students It draws from the most cutting-edge developments in ELT methodology and practice and is clear, accessible and novel The ten most important features of the course concept are the following: • A controlled environment for teaching and learning • Student and teacher motivation • An interactive approach to learning • Memorisation techniques • An equal emphasis on skills and grammar • A strong focus on vocabulary input and practice • Expanding general knowledge • Building cultural awareness • A principled testing and evaluation system plus exam preparation • Keeping up-to-date with new trends in education by providing innovative digital solutions for both teachers and students The above features make New Success a very well balanced course which gives you security, and your students a real sense of progress A controlled environment for teaching and learning One of our most important aims was to publish a course where learning is very carefully monitored A problem sometimes encountered in coursebooks is that of un-previewed language and grammar It can be frustrating for both you and the students when, for example, an elementary lesson on the Present Simple also contains examples of the Past Simple or even Present Perfect Your assurances that ‘this will be covered later’ can stifle the students’ own sense of achievement We have been very careful to avoid this in New Success We have carefully monitored the language progression and have avoided using new grammar in the skills sections Each speaking exercise is well guided through the use of prompts and examples The same approach has been carefully implemented throughout all the components The second important aim was to create materials that provide methodologically sound lessons on the page You not need to adapt the material and no extra preparation or input is required In other words, if you teach from New Success, you will be very successful with little effort Student and teacher motivation The New Success course was designed to help you motivate students and also be very rewarding to teach from One of the key ways of achieving this is that throughout the course there is a clear direction for learning Unit objectives are clearly stated at the beginning of each unit Lessons and tasks have carefully-prepared stages leading up to clear communicative outcomes The varied unit structure, the liveliness of the presentations and exercises, and the sheer interest of the texts make the material extremely engaging There is often an element of puzzle-solving which, added to the high quality of photos, illustrations and audio material, will add to students’ motivation and desire to learn Most importantly, many of the presentations in New Success are amusing and thought provoking, which we hope will make the material memorable, thus promoting acquisition and learning You and your students will often find yourselves smiling at a funny cartoon or a humorous text The topics covered are usually familiar but with a fresh and interesting angle, e.g Intermediate Unit 6, ‘Animal magic’ shows how our favourite pets perceive their owners rather than the other way round Grammar presentations, texts and exercises often contain an unexpected twist at the end which will surprise students and engage them further on the road to learning We are sure that studying from New Success will be a very enjoyable experience! A03_SUCC_TB_ELEGLB_7087_INTR.indd 26/10/2011 14:59 Introduction An interactive approach to learning We believe that a unique feature of New Success is the fact that students are much more actively involved in every stage of the learning process than in other courses The involvement is particularly transparent in the following sections of the book: Grammar: the inductive approach makes the grammar presentations in New Success particularly interesting and memorable Students analyse examples of language and arrive at the grammar rules themselves: this helps them understand and remember the rules better Skills strategies: while other courses offer language tips about skills strategies, we give students the opportunity to experience the strategy through doing exercises that illustrate them Students can then understand the strategies boxes (Train Your Brain) much better, and even help create them Reading and listening skills: we believe that these sections are developed in a very involving way They very often work like puzzles where students have to complete the reading with the missing paragraph or title, or guess the ending of the listening before they listen to the last part of it The variety of exercises and their unique character motivate the students and help them remember the material Speaking: as in most courses these sections include a box with the functional language highlighted However, what is unique in New Success is the fact that all the exercises are constructed in such a way that students have to either complete the box themselves or refer to it many times, so by the end of the lesson they can use the new phrases almost effortlessly In order to prevent students from losing what they have once learnt, New Success now includes short, one-minute films that practise the functional and situational language in realistic yet amusing situations that make the phrases memorable Vocabulary sections: These are not just a selection of exercises based around a particular lexical set They are mini lessons which very often finish with a speaking exercise in which students have to use the vocabulary they have just learnt Memorisation techniques The course has been developed in the light of knowledge about how the brain works To help students remember grammar, vocabulary and new phrases, the following principles have been taken into consideration: 1 New language is always presented in context Learners remember the interesting context, which then helps them remember the new structure or vocabulary 2 Exposure leads to acquisition so new language is constantly revised within the unit and within the course For example, the new grammar introduced in the opening spread is recycled in the Reading, Listening and Writing sections 3 There are references to the language students have already come across in the course, which are called Think Back! Students are encouraged to find the information they need in the sections of the Students’ Book that they have already covered This activates the knowledge students already have 4 The Revision sections after every second unit help consolidate the material in all its aspects (grammar, vocabulary, pronunciation and skills) 5 The material from the Students’ Book is revised and consolidated in the Workbook 6 The Teacher’s Support Book provides exercises which refer to the material covered in the previous unit or section (Warm-up in the Teacher’s Support Book) The bank of photocopiable activities helps to revise material in a communicative way An equal emphasis on skills and grammar In keeping with current trends in language teaching, we provide very solid skills training but at the same time, we are aware that skills cannot be practised without a solid base in grammar They have therefore been given equal emphasis Grammar presentation and practice New Success provides a structured and thorough grammar syllabus which will not create unforeseen problems or surprises The specific contents of the syllabus are organised in a logical way, which makes grammar easier to understand Depending on the level and particular unit, there are up to three grammar points presented in a unit Grammar is always presented in context The presentation usually opens the unit, particularly at the lower levels, and the language is then consolidated and practised in all other sections, which is very important from the point of view of recycling and remembering new structures The grammar presentation uses a variety of text types (dialogues, short reading texts, cartoons, famous quotations) Students first analyse examples from the presentation (Work it out section), then check if they were right by looking at the Check it out sections Mind the trap! boxes draw students’ attention to areas of special difficulty and help to pre-empt errors This particular way of teaching grammar encourages students to analyse and come to conclusions about grammar patterns and rules The course deals with this important area effectively, yet without labouring the point Grammar analysis is followed by controlled practice exercises, which provide a focus on accuracy, before moving on to freer practice exercises Grammar is consolidated and practised in the Revision sections after every second unit There are more grammar exercises in the Workbook A03_SUCC_TB_ELEGLB_7087_INTR.indd 26/10/2011 14:59 Skills strategies training Skills training in New Success is organised in the following way: 1 The Students’ Book covers general skills strategies such as identifying speculation or text types and reading or listening effectively These are ‘life skills’ students will need in different situations outside the classroom, regardless of whether they are taking any language exams or not 2 The Workbook introduces exam skills which help students deal with specific exam task types such as multiple choice, true/false and matching Skills strategies training is not limited to simple rules in a box Students first ‘experience’ the strategy and then complete the Train Your Brain box with the information they already have about the given strategy One example of the approach is the teaching of prediction for reading in Unit of New Success Elementary Students only read part of the text at a time and are encouraged to guess what will happen on the basis of titles, pictures and their knowledge of the world, as well as clues within the text The sequence of exercises leading up to the Train Your Brain box shows how the strategy works in a very practical way This inductive approach to teaching skills is unparalleled in New Success Teaching Reading The Reading sections present topics and language in a wide variety of text types such as notices, signs, text messages, website pages, questionnaires, reports, brochures, advertisements, letters, emails, literary extracts and semi-authentic or authentic journalistic material, all written in a lively style Each reading passage is accompanied by a wide range of exercises to encourage students not only to understand what they read, but also to notice the language used They analyse the text in detail, focusing on new vocabulary while reinforcing and building on the grammar and vocabulary they have recently learnt Reading strategies are introduced and practised systematically and thoroughly throughout the book For reading strategies see the Students’ Book contents page Reading is practised further in the Workbook There are also photocopiable activities for practising reading skills in the Teacher’s Support Book as part of the DVD-ROM Teaching Listening Listening is probably the most extensively practised skill in New Success There are special Listening sections in every unit, and shorter listening tasks in all the other Students’ Book sections, including the Revision and Culture Shock sections The skills of listening are developed in New Success through a wealth of listening text types, including radio (reports, phone-in, interviews, quizzes), dialogue, monologue, announcements, speeches and mini-lectures, and songs There is a wide range of task types, both for single answer, true/false, text completion, table completion etc., and more extensive and freer note taking, with opportunities for students to compare their answers or report their findings Listening texts mainly include standard British English and regional British accents, but some contain accents of other English-speaking countries such as the USA and Australia Additionally, there are special Listening sections which cover all the listening tasks students are likely to come across both in real life and in exams They introduce strategies for listening which are then used repeatedly in the book For listening strategies see the Students’ Book contents page Listening is consolidated and practised in every other Revision section Listening is practised further in the Workbook Teaching Speaking Speaking is often the area with which students experience the most frustration They need considerable help and guidance to improve their accuracy, but not at the expense of fluency New Success aims to give a wide range of speaking tasks to cater for all student types and give ample, regular practice Speaking exercises in the classroom have to be particularly easy to administer, but also be worth the effort you put in They should have a very high payoff with a sense of satisfaction for both you and the students There are speaking activities in all sections of the course The special Speaking sections introduce functional language (Speak Out), either connected with situations (e.g buying goods in a shop) or everyday phrases (e.g expressing interest) Students learn how to use these phrases in context and practise them meaningfully in dialogues At the higher levels, students are introduced to speaking strategies which will help them to express themselves in a more sophisticated way as well as prepare them for various exams In addition to this, there are speaking activities in every lesson of New Success These exercises have been carefully designed so that they progress from guided to more open ones There are extra speaking tasks in the Revision sections In the Teacher’s Support Book as part of the DVD-ROM there are up to three photocopiable communicative activities for each unit They provide extra speaking practice for each lesson Speaking is practised further in each unit of the Workbook where there are exercises which practise the language from the Speak Out box Teaching Speaking is enhanced even further in New Success as each Speaking lesson is accompanied by a one-minute film that is available on the DVD-ROM These films show the language used in realistic yet amusing contexts that enhance memorisation and provide further practice A03_SUCC_TB_ELEGLB_7087_INTR.indd 26/10/2011 14:59 Introduction Teaching Writing Writing is an essential part of the student’s competence and requires special emphasis New Success addresses key text types, especially those required in exam situations These include letters, notes, messages, emails, discursive and descriptive essays, reports and reviews The course provides both appropriate guidance and opportunities for freer practice All types of writing are covered and there is a strong focus on micro skills such as punctuation, linking words and avoiding repetition in order to build and develop the overall writing skill New Success also focuses on the communicative value of writing by making students aware of who they are writing to There are writing tasks in every unit including six extended Writing sections in each book Tasks move from controlled writing activities to longer writing exercises Students analyse the specific features of a model text by doing the exercises This leads up to a summary of the features in a Train Your Brain box Students then write and check their own text using the Train Your Brain box to help them Writing is practised further in the Workbook where the Writing section contains model texts for students to follow A strong focus on vocabulary input and practice The activation, extension and enrichment of vocabulary is an essential element of New Success The course pays attention to the revision and recycling of lexis in the belief that students at this level have particular difficulty in maintaining their fluency and need help in developing strategies for learning vocabulary in context There is a strong focus on the practice of fixed and semi-fixed phrases, based on recent research showing that we acquire language more quickly and effectively by learning in chunks rather than single items New vocabulary is presented where relevant through grammar and reading lessons, as well as in separate Vocabulary sections The separate Vocabulary sections include word formation exercises, word webs, and exercises on prepositions and phrasal verbs Mind the trap! boxes focus students’ attention on any exceptions to the rule and areas of special difficulty Vocabulary is consolidated and practised in the Revision sections The new vocabulary from the Students’ Book is revised in the Workbook The exercises included in this section practise all the vocabulary from the word list and help students remember the words they have just been introduced to From the Pre-Intermediate level, at the end of the Vocabulary section, there is a special exercise called ‘Extend your vocabulary’ where students practise the vocabulary they know as well as learn new meanings of familiar words or expressions The word lists in the Workbook are presented on a grey panel next to the exercises Students should first the exercises and refer to the word list After they have completed the exercises, they should be able to remember the words By covering the exercises (or folding the word list), they can check if they remember them all Word lists are now also included at the back of the New Success Students’ Books Expanding general knowledge New Success has a highly educational content Students learn, for example, about history, geography, music, the environment, developments in science and technology, as well as about people who have played an important role in politics, art and culture It encourages students to discuss contemporary social issues which are relevant to their age For a map of the educational content see pages 16–17 in the Teacher’s Support Book Building cultural awareness The content of New Success is designed to represent the culture of Britain and other English-speaking countries that are multicultural and multiracial The course also introduces characters from the countries where students are likely to use the book so that they can relate to the issues easily Culture Shock sections focus on specific cultural facts and issues which provide further information and background about Britain and other English speaking countries 9 A principled testing and evaluation system plus exam preparation Testing in New Success is very carefully planned and includes a strong link between the Revision sections in the Students’ Book with the self-assessment tests in the Workbook as well as the tests in the Testing and Evaluation Programme on the Test Master Multi-ROM The fundamental rule is that there should be no surprises for the students, which means that they should know the format of the test well in advance 10 Keeping up-to-date with new trends in education by providing innovative digital solutions for both teachers and students As in any other walk of life, trends and styles in language teaching are adapting all the time Students’ needs change over time, and their learning styles evolve as they grow up in new environments New Success keeps up-to-date with these changing needs and provides a number of innovative digital solutions in line with students’ different cognitive styles and current examination board requirements We hope that you will enjoy working with New Success Authors: Stuart McKinlay, Bob Hastings, Jane Comyns Carr, Jennifer Parsons, Peter Moran, Jeremy Day, Lindsay White A03_SUCC_TB_ELEGLB_7087_INTR.indd 26/10/2011 14:59 Components New Success Elementary Students’ Book (144 pages) with ActiveBook New Success Elementary Workbook (120 pages) with audio CD Authors: Jane Comyns Carr, Jennifer Parsons, Peter Moran, Lindsay White Author: David Riley, Rod Fricker, Dominika Chandler Organisation The Students’ Book contains 12 thematic units, each consisting of pages Each unit is clearly divided into sections, i.e Grammar and Listening, Reading and Vocabulary, Vocabulary, Listening and Speaking, Writing Each unit follows its own pattern and the sections differ in length according to what the particular topic/grammar point/vocabulary set requires Every two units are followed by a two-page Exam Revision section which draws students’ attention to the material they have covered End matter contains: – Student Activities for information-gap exercises – Culture Shocks – three lessons based around different aspects of British culture – Word lists with phonetic transcription The ActiveBook is a digital version of the Students’ Book with full audio and video Class CDs The recorded material is a very important feature of New Success There are usually four CDs for each level of New Success (the Advanced level offers as many as five CDs), which is more than any other course in this segment Class CDs include: – Dialogues and listening activities from the Students’ Book – All the reading texts from the Students’ Book – Songs from the Students’ Book – Listening tests (also on the Test Master Multi-ROM) The New Success Workbook activates all of the language which was introduced in the Students’ Book As well as grammar and vocabulary practice, which is a common feature of workbooks for other courses, the New Success Workbook provides skills practice The unique features of the New Success Workbook are as follows: Exam Strategies As the Workbook provides a lot of exam task types, students’ attention is drawn to how these tasks should be approached so that they use the same techniques in the actual exam Next to each exam tip there is a list of exercises it relates to and students are encouraged to use the strategy with these particular exercises Bank of Language Functions This is a collection of phrases which were introduced in the Speak Out boxes in the Students’ Book Students need this reference for the speaking exercises in the Workbook Grammar Grammar explanations open each Grammar section to provide reference for the exercises They are an extended version of the Check it out sections in the Students’ Book and help students the exercises that follow The grammar exercises are graded and go from easier, controlled tasks, to more challenging, contrastive exercises Skills The units provide further practice of Reading, Listening, Speaking and Writing Most of the tasks which go with these sections are exam oriented Reading texts are recorded on the Workbook CD to provide further listening and pronunciation practice Speaking exercises help students memorise the functions introduced in the Students’ Book Writing sections include a model text which students follow in their homework assignments A04_SUCC_TB_ELEGLB_7087_COMP.indd 18/10/2011 13:04 Components Vocabulary The new vocabulary from the Students’ Book is revised in the Workbook in sections called Vocabulary The exercises included in this section practise all the vocabulary from the word list and help students remember the words they have just been introduced New Success Elementary Teacher’s Support Book (144 pages) with DVD-ROM Author: Jo Kent In the Pre-Intermediate level, at the end of the Vocabulary section, there is a special exercise called ‘Extend your vocabulary’ where students practise the vocabulary they know, as well as learn new meanings of familiar words or expressions New Success Teacher’s Support Book is a unique publication which contains a wealth of additional materials for teachers The Teacher’s Support Book mirrors the Students’ Book in its organisation and thus is very easy to navigate The word lists in the Workbook are presented on a grey panel next to the exercises Students should first the exercises and refer to the word list After they have completed the exercises, they should be able to remember the words By covering the exercises (or folding over the word list), they can check if they remember them all The Introduction provides information about unique features of the New Success Students’ Book as well as the other course components It describes how the course prepares students for exams The map of educational content in the form of an index lists all the names of people mentioned in the course as well as geographical names, cultural events, film or book titles It is an easy reference for teachers who are looking for specific information in the book The teaching notes for each lesson start with information on how a given unit prepares students for exams It is followed by a box which outlines what materials are available for the given unit It is very often the case that teachers may expect difficult questions from students about the particular grammar, vocabulary, pronunciation, etc Teacher’s Support Book Special difficulties section provides answers to the anticipated problems Culture notes provide a wealth of information connected with the people, history and photos in the Students’ Book Warm-up activities refer back to the material covered before and provide a nice start to a new lesson Optional activities offer suggestions for the exploitation of the Students’ Book material Self-assessment sections After every second unit there is a self-assessment test with language and skills tasks It is related to the Exam Revision sections in the Students’ Book and is designed to prepare students for the tests provided in the Testing and Evaluation Programme (Test Master Multi-ROM) As the key to the tests is provided in the Workbook, students can assess their progress and decide if they need further practice Organisation – Exam strategies tips related to the exercises in the Workbook – Bank of language functions – 12 units with further practice of the key grammar, vocabulary, and skills lessons from the Students’ Book – Cumulative self-assessment tests after every other unit with an answer key included in the Workbook The bank of photocopiable activities (available on the DVD-ROM) contains 36 activities (three per unit) and it includes skills oriented activities Organisation – Vocabulary exercises – Introduction – New Success Workbook CD with listening exercises and reading texts – Components description – Evaluation and Testing system in New Success – Exams preparation in New Success – Map of educational content – index – Lesson notes with tapescripts – Workbook answer key and tapescripts The DVD-ROM contains: – 12 short films to accompany each Speak Out box from the Students’ Book: these are short amusing films using the situational and functional language in real-life contexts – Additional exercises to accompany the films – Photocopiable materials – Test Master Multi-ROM A04_SUCC_TB_ELEGLB_7087_COMP.indd 9 18/10/2011 13:04 Martin: Hi, I’m calling to thank you for giving me an idea of where to look for my graduation party clothes I didn’t know you could send your photo to a shop and wait for them to suggest something I really hate shopping, especially if I have to buy a suit I simply can’t make decisions quickly My girlfriend says I spend more time deciding what to buy than her Host: I see what you mean, Martin Martin: So doing it online should be much more fun I’m going to send my picture to one of those websites and see what they recommend But I don’t think I’m going to buy a suit without trying it on It’s just too expensive and I don’t have much time before the party But thanks for the idea Host: I can see some of you are a bit afraid to buy clothes online I wonder what our next caller has to say Steph? Steph: Hello I think it’s really the best way to your shopping nowadays You’re at home and you can find anything you want And you can see all the clothes on your computer screen very clearly or … just click on something you like and print it out It’s that simple! And now with those programmes helping you choose the right clothes for you, it’s even easier Host: Do you see any problems with shopping on the web, Steph? Steph: Well, it takes time to find a good site so, I guess, it can take a long time at first Plus you have to wait for your order Last time I bought a coat online and it came after four days Another thing is that you have to pay for the postage and if you buy from abroad also for import tax So it sometimes means that online shopping can be more expensive than regular shopping But I still like it this way! Host: I can see we’ve got a real fan here OK, and I guess parents also want to give us their opinions Mrs Muirhead, I understand you’re going to help your daughter buy a dress for her graduation party soon? Mrs Muirhead: Good afternoon Yes, I am We started looking for a perfect dress for my daughter, Lisa, a month ago but we still haven’t found one It’s depressing, really I hope your idea works Lisa is looking for an online clothes shop right now She knows what she wants but we simply can’t find it anywhere in our town And we don’t have time to go to London to shopping Let’s hope she finds a dress on the Internet Oh, I’d also like to thank you for your tip on a virtual hairdresser We’re going to choose something for Lisa this evening Host: Thank you for calling, Mrs Muirhead I’m glad that you find our programme useful And now let’s Tapescript  CD4 Track 15 Exercise page 113 (SB page 110) Studio: … so an exciting day already at the Olympic stadium We can see the gold medal table from yesterday and it’s Russia in first place with ten medals and the USA just behind with nine Great Britain had no gold medals yesterday but that can change very soon! Let’s go to our reporter live at the Olympic stadium right now Hello Jill, it’s very loud there in the stadium! Can you hear me? Any good news for Britain? Have we won any gold medals yet? Jill: Yes, we have! The high jump has just finished and, yes, Carl Peters has just won our first gold medal And he’s also broken the world record! A fantastic jump! Studio: Wow What else has happened this morning, Jill? Jill: It’s a busy day for the swimmers It’s still very early but Australia has already won two more gold medals in the pool Yesterday the Australians had five gold medals and they won a gold medal in the 100 metres freestyle for men at o’clock this morning and they’ve just won another gold medal in the 100 metres freestyle for women Studio: How many medals the Australians have now? Jill: They’ve already won seven gold medals, and they’re not finished yet – there are two more finals in the pool this afternoon Studio: Well done Australia! What time is England’s match against Poland today? Jill: It’s just started The kick-off was five minutes ago, but they haven’t scored any goals yet Studio: When is the women’s 200 metres? Has it started yet? Jill: The race starts in twenty minutes, but the runners have already come out onto the track There’s Claudia Schmidt, who finished first in the European games last year She’s the favourite, she hasn’t lost a race all year Studio: OK, we’re going to a break now but we’ll be back with the women’s 200 metres … Tapescript  CD4 Track 26 Exercise page 125 (SB page 112) Interviewer: And here on Radio Three live we have David Smith in our weekly Young Talents series David is fourteen years old and a very talented young tennis player Some of you perhaps remember him – we talked here, in this studio, four years ago when David won his first big match I hear, David, that your dream now is to take part in the Olympic Games Is that right? David: Yes, that’s true I know I still have to learn a lot but I’m going to everything to win a medal at the next Olympic Games It doesn’t have to be a gold medal My personal trainer often tells me that I still have time to become the best one day Interviewer: Good luck, then, David! Can you remind us how you got into playing tennis? David: Well, my father says I was born with a tennis racquet in my hand Both my parents were tennis players and as a child I spent a lot of time on the tennis court I was a ball boy when I was three and I played my first match when I was four Interviewer: That’s really young Now David, I know that you have to practise a lot … David: Oh, yes We work hard Four, sometimes, six hours a day Interviewer: Six hours? That’s a lot! David: Yeah, we train for two hours every morning and then for two hours or more after school Saturdays are easier – we are usually on court for about three hours And Sundays are free Interviewer: And what’s the most difficult thing in a young tennis player’s life? David: Er, to follow the same routine every day: get up at five, from six to eight first training session, school, lunch, break and from p.m another training session I’m not tired, it’s just that … it can sometimes be very boring Interviewer: From what you say, it doesn’t sound exactly … well, fun David: But it is fun It’s great! Especially when you win But the worst thing about matches is the stress I can’t sleep the night before and I often feel physically sick just before a big match My trainer says I should relax and think about something different but I can’t Well, I haven’t learnt to yet Interviewer: I see And can I ask one last question? David: Sure Interviewer: What are your holiday plans? David: First, I’m going to spend five or six weeks at a training camp in Italy and then my parents are going to show me around Paris, where they met And I’m not going to take my tennis racquet with me Just for that week in France Interviewer: Thanks a lot, David And have a good rest Next week we’re going to … Tapescript  CD4 Track 27 Exercise page 126 (SB page 115) [American accent] Hi there! I’m Kevin I’m eighteen and I’m a nurse I like my job, but I don’t have much free time to the things I like: reading books, cooking and playing tennis [British accent] Hello! I’m Paul I’m nineteen and I’m a student at the University of Liverpool I live in a house with two other students In my free time I enjoy riding my motorbike and going to the cinema [Australian accent] Hi, my name’s Megan I’m seventeen and I live in a flat in a big city on the coast I’ve got two dogs and I like going for walks on the beach with them I also like swimming, surfing and playing football 130 Z02_SUCC_TB_ELEGLB_7087_ETAPE.indd 130 20/10/2011 13:40 Photocopiable resources Contents Resource Language point When to use Time (minutes) Unit 1  Person person 1 I’m from Ooo Pronunciation of countries and nationalities and the verb to be After Vocabulary, page 9 15 (plus 10) 2 Family tree The verb to be, names of family members and possessive ’s After Grammar and Vocabulary, page 10 20 3 Find out! The verb to be and questions to find out about personal information After Reading and Speaking, page 12 20–25 4 A day in the life of Bob The Present Simple for daily routines After Grammar and Vocabulary, page 13 30 5 Do you know your friends? Adverbs of frequency with the Present Simple After Grammar and Listening, page 16 30 6 Do you like jazz music? Talking about likes/dislikes After Listening and Speaking, page 20 15 (plus 30) 7 Memory test Have got in positive, negative and question forms After Grammar and Vocabulary, page 24 15 8 Spot the similarities Have got and vocabulary for describing appearance After Speaking and Listening, page 27 15–20 9 Match them up! The use of linkers: and, but, because and so After Writing, page 31 15 10 What’s my job? Have to and names of jobs After Grammar and Vocabulary, page 32 25 11 Give us a job! I can that! Can in questions and responses After Grammar and Speaking, page 36 15 (plus 30) 12 Job agency Question types to find out personal information After Writing, page 39 20–30 13 Who lives where? There is/There are in questions and statements After Grammar and Vocabulary, page 42 30 14 Guess the picture There is/There are in questions and statements and prepositions of place After Vocabulary, page 47 30 15 How I get to …? Giving and understanding directions After Speaking and Listening, page 48 20 (plus 15) 16 What’s in your fridge? There is/There are in questions and short answers After Grammar and Vocabulary, page 50 15 17 What’s different? How much/many? with different foodstuffs and packaging After Vocabulary, page 55 15 18 Shopping game Vocabulary related to food After Speaking and Listening, page 56 20–30 Unit 2  What a day! Unit 3  Looks good Unit 4  Work Unit 5  My place Unit 6  Eat up! 131 Z03_SUCC_TB_ELEGLB_7087_CON.indd 131 11-09-26 16:51 Resource Language point When to use Time (minutes) Unit 7  I remember … 19 How much you remember? was/were in questions and short responses After Grammar and Listening, page 60 20 20 Last month I bought a coat Past Simple sentence formation After Grammar and Reading, page 63 30 21 Zap’s life Past Simple – storytelling; vocabulary revision After Reading, page 65 30 22 When was basketball invented? Past Simple questions, negatives and positive statements After Grammar and Listening, page 68 30 23 Is English easier than Maths? Comparative and superlative adjectives After Grammar and Speaking, page 72 30 24 What does it look like? Describing objects After Speaking and Listening, page 74 20–30 Unit 8  What’s new? Unit 9  Great service? 25 Who is it? Describing people; clothes vocabulary; the Present Continuous After Grammar and Vocabulary, page 78 20 26 Make a sentence The Present Simple and Present Continuous in positive and negative statements After Grammar and Reading, page 82 20–30 27 Hello, can I help you? Asking for and giving information After Speaking and Listening, page 84 30 28 What are you going to do? Going to After Grammar and Listening, page 86 30 (plus 10) 29 Holiday bingo! Holiday and travel vocabulary After Vocabulary, page 89 15 30 How much you know about …? Must, mustn’t, should and shouldn’t on the topic of laws and customs in different countries After Grammar, page 90 20 (plus 30) Unit 10  On the road Unit 11  Body and mind 31 I don’t believe you! The Present Perfect and Past Simple After Grammar and Speaking, page 96 20 32 He’s just scored! Yet, just and already with the Present Perfect on the topic of sports After Grammar and Listening, page 100 30 (plus 30) 33 Four corners Describing photos After Speaking and Listening, page 102 20–30 Unit 12  Look to the future 34 Unclear future Will for predictions After Grammar and Listening, page 104 20 35 Name someone who … Adverbs of manner After Grammar and Vocabulary, page 108 25 36 In my opinion … Giving opinions, agreeing and disagreeing After Speaking and Listening, page 110 30 132 Z03_SUCC_TB_ELEGLB_7087_CON.indd 132 11-09-26 16:51 Workbook Answer Key 01 Person person Reading Grammar To be affirmative and negative; Possessive adjectives A 1 aren’t am are is am not 6 aren’t isn’t aren’t 2 a  a  a  d b a Vocabulary 1 wife son nephew aunt We get up at six My parents don’t have breakfast at home They have breakfast at work John doesn’t work in a school He works in an office I don’t work seven hours a day I work nine hours a day 5 You don’t go to bed at ten o’clock You go to bed at midnight The library doesn’t open at nine o’clock It opens at ten Grammar Present Simple: questions She isn’t English She is American 2 I am not at home I am at a party 3 You are not a teacher You are a student It isn’t from France It is from Hungary They aren’t my brothers They are my cousins Does he get up; he doesn’t Do they work; they don’t Does she go; she does Do you and Kara chat; we Does this bus go; it doesn’t women children people Their He’s His Her They’re 6 Our It’s Its your her her/their It her His my 7 We our his 10 Her 11 your Grammar To be questions 1 h f k c a  d i  e g 10 j Am Is Are Is Are Is he Turkish? Yes, he is Are they in Kiev? No, they aren’t Are you twenty-one? No, I am not 4 Is she on holiday? No, she isn’t Are you students? Yes, we are How Where Who What What’s your name? How old are you? What is your phone number? Who is your best friend? Where is she from? Grammar Possessive ’s 1 Philip’s Anne’s Philip and Elizabeth’s Charles’s John’s John’s Annie’s Annie’s 5 John’s Helen’s 1B 2A Listening and Speaking Across: parents cousin children 10 grandmother Down: grandfather nephew niece 5 uncle brother sister 11 aunt Turkey at half past six on holiday 4 family in London Surname Age Married Single 5 Country Address Extra word: Nationality Chinese Polish French German 5 Hungarian Spanish Japanese 8 Italian Turkish 10 Russian at in on on at in on in 9 in 10 at Writing Capital letters Hi Annie, how are you? I’m on holiday, I’m in London with Jane and her family Their house is beautiful – it’s near the university Jane’s dad’s English but her mum’s Hungarian She’s a teacher and he’s a doctor They’re great but her brother’s stupid His name’s David and he’s thirteen This is a photo of Jane and me We’re near Oxford Street London is beautiful in July! Jane sends her love See you next Monday, Maria you have for breakfast you live does your brother go to school your parents get home you meet at the weekend CD you want to buy Do you go to school? How you go to school? What your parents do? 4 What does she teach? Is she your teacher? 6 What you in your free time?/What you like doing in your free time? Do you sports?/Do you like sport? Grammar Adverbs of frequency: always, usually, often, sometimes, never 1 always never usually sometimes Paul and Katy usually go to Turkey for their holidays My parents never watch television before p.m I am often late for class on Monday mornings We sometimes go for a walk on Sundays 5 I don’t often go to the theatre I often go to the cinema at the weekend Peter and I aren’t always on time for classes Reading C 02 What a day! Grammar Present Simple: affirmative and negative Speaking 1 goes plays does tidies cooks 6 has Home: 01856322457 Work: 02078811942 Mobile: 07879234577 works starts finishes gets has watches likes Hold on Hi It’s Anne Fine 5 tomorrow Bye don’t have like starts doesn’t live finish don’t get b e d f i  g c h a We don’t get up at seven in the morning Z04_SUCC_TB_ELEGLB_7087_ANS.indd 133 1F 2T 3T 4F 5T 6T 7T 8F 9T 10 F 11 F 1 going watching eating don’t like dancing don’t go eat go loves clubs cinema theatre football eating out Helen 3 Lindy Aleksy 3 3 3 Night out: cinema 133 11-09-26 16:51 3 don’t like going to school hate doing exams like playing computer games 4 love watching films they have both got They both like 3 they both play are both are both Vocabulary 1 cook, eat catches, wakes up go out, walk starts, finishes think, want 6 gets up, gets dressed, has watch, listen drives, hates go get go have go have go go summer never finish hate 6 get up before park university gallery restaurant library shop café cinema at in in in at on on at 9 on 10 on 11 on 12 in 13 in 14 in dinner Sunday December at night often/usually Writing Greetings cards 1 E A  B D C Congratulations Well Lots Many returns Best Extra words: anniversary, luck has got looks like have both got 4 are both is like likes good at Grammar Possessive pronouns chess and classical music green 3 tennis No, they don’t dark How many hours you have to work every day? Do you have to wear a uniform? What does she have to wear? Do I have to have special qualifications? What does a babysitter have to do? 6 Do babysitters have to work long hours? 7 Who I have to talk to about the job? Reading Reading Philip Emma Katy Bruce F NI F F T NI F T 1 C A  D B fifty billion dollars sixty three Paris perfume sunny sunglasses clothes new things M A  A  M S 1B 2C 3A waitress babysitter lifeguard 1F 2F 3T 4F 5T 6T 7T 8F 9T No, he doesn’t Yes, you No, they don’t Grammar Can/can’t for ability; Object pronouns tall, good-looking, middle-aged short, bald short, dark, wavy 4 beautiful, green great, small, new Etta can play the guitar and she can cook She can’t dance and she can’t ride a horse Marc can dance and he can ride a horse He can’t play the guitar and he can’t cook Marc and Anna can’t cook They can ride a horse Etta and Jim can play the guitar They can’t ride a horse bald middle-aged short ugly 5 medium-length dark wavy bit look allowed like pets 6 sure good wallet purse ID card comb can can can can’t can’t can mobile phone computer textbook 4 dictionary basketball tennis 7 sandwich 8 housewarming Can Etta dance? No, she can’t Can Marc ride a horse? Yes, he can Can Anna and Jim play the guitar? Yes, they can Can Marc and Jan cook? No, they can’t Has Lizzie got a comb in her bag? No, she hasn’t Have Angie and Sam got an MP3 player in their bag? Yes, they have 3 Have Angie and Sam got a wallet in their bag? No, they haven’t energetic middle-aged round 4 brown Have you got have hasn’t got has got Do you have is don’t have 8 has he mine Hers Our theirs Her 6 mine his eye hair ear nose Lizzie’s got a wallet and an MP3 player She hasn’t got a comb Andy’s got a wallet and a comb He hasn’t got an MP3 player Angie and Sam have got a comb and an MP3 player They haven’t got a wallet has to doesn’t have to don’t have to have to don’t have to Grammar Have got Listening his your mine our hers Vocabulary have got haven’t got hasn’t have hasn’t got haven’t got Grammar Have to Does your mum have to work at night? (D) What time you have to go home? (G) Does your brother have to wash up? (F) Do policemen have to wear a uniform? (C) Do you and your friends have to homework at the weekend? (E) What qualifications you have to have for this job? (B) 03 Looks good 04 Work Writing Linking words he me he I  him them they us her 10 she 11 him 12 her 13 she Speaking 1 1 but because so but and 6 because and/so E A  B D is has got has got is is 2 Can/Could I use the bathroom, please? Can/Could I leave class early, please? 3 Can/Could I borrow a pen, please? Speaking b c b a  c c i  a  g e h k b d 10 f 11 j 134 Z04_SUCC_TB_ELEGLB_7087_ANS.indd 134 11-09-26 16:52 Workbook Answer Key 1b 2c 3d 4a any; some a; a  a; any some; any 5 some; some some; a  a; any A: Could I use your car, please? B: I’m afraid not I need it A: Can I call my mum on your mobile phone? B: Yes, that’s fine No problem Grammar Articles: a/an, the, no article Vocabulary 4 Can/Could we leave our bags in the hotel, please? Can/Could we sit here, please? 1 babysitter chef fire fighter 4 gardener nurse pilot postman/ postwoman 8 shop assistant taxi driver 10 vet 11 window cleaner fast dancing break voluntary special qualifications long hours 3 driving licence voluntary work 5 somebody else 6 date of birth 7 application form primary school playing football riding a horse 3 playing the piano dancing cooking riding a bike acting 1 a  – a  The – the – a  a  the a  – a  a  – the 10 a  11 a  12 the 13 the 14 a  15 a  16 the 17 – 18 – Listening 1 b c c b b a  c b the bank: the supermarket: Gallo’s Pizzeria: first right straight end turn 6 past At right on Reading 1b 2c 3a next to between in front of above on behind under 1 They’re because It’s there 5 them so and It them They there He it We them their so us but 06 Eat up! Grammar Countable and uncountable nouns B C, tomatoes C, eggs U  C, bananas C, potatoes C, apples U  U  C, biscuits 10 U 2 Picture 1F 2T 3T 4F 5F 6T 7F Grammar How much? How many? Not much, not many, a lot (of) map hungry, huge single 4 expensive spider excited wall, view Writing Avoiding repetition some isn’t an are aren’t any there are 3 Grammar there is/there are + a/some/any Is there a bed? Yes, there is Are there any DVDs? No, there aren’t Are there any plants? Yes, there are Is there a wardrobe? No, there isn’t Are there any books? Yes, there are D C A  B chemist’s hotel newsagent’s 4 hospital concert hall theatre 7 supermarket 8 railway station 05 My place 1 C D A  D B D C C A  10 C There is There are There isn’t 4 There aren’t There is There isn’t 7 There aren’t There are Reading 1 1 Are there any crisps? Is there any chocolate? Is there any bread? Is there any butter? Are there any sausages? Is there any fruit juice? Are there any vegetables? A 3 B C D Writing Application forms 1 August 30 August Tom Doffman male twenty years old 23 October 8 English 9 single 10 student 11 sport(s) 12 music 13 gold medal 14 driving licence 15 friendly 16 energetic 17 hard-working Vocabulary bath, toilet, shower kitchen: fridge, washing machine, cupboard, cooker, sink bedroom: bed, wardrobe hall: plant 5 living room: table, chair(s), armchair, sofa with of for after up There aren’t any sandwiches on the shelf There are some sandwiches on the table There isn’t an apple on the shelf There is an/one apple on the table 3 There aren’t any crisps in the fridge There are some crisps on the table 4 There isn’t any meat on the table There is some meat in the fridge some ham some sandwiches some cheese a sandwich some crisps an egg How many How much How many 4 How much I haven’t got many DVDs I don’t spend much money on clothes I haven’t got many brothers I don’t drink much coffee I don’t spend much time on the Internet Speaking 1C 2C 3S 4S b l j d f a  k h c 10 i  11 e 12 g any left please else all much Here Vocabulary 1 carrot cereal cheese ham meat peanuts salad tuna fruit 10 vegetables boil greengrocer’s knowledge 4 takeaway allergic Extra words: disease, treat packet jar carton packet tins 6 box kilo bottle ninety pence fifteen euros fifty cents ten dollars 135 Z04_SUCC_TB_ELEGLB_7087_ANS.indd 135 11-09-26 16:52 casual birthday animal, vegetable 4 peanut fast, junk cook 7 fruit Writing Invitations Reading 1 C E B A  D T NI F NI T T NI T T 1B 2B 3M 4B 5M 6M date time address things to take contact details Listening 1 birthday party Saturday 23 July 3 7.30 address is Seymour Close 5 some CDs and your dancing shoes 6 04889 739799 07 I remember … Grammar Past Simple: to be; can for ability Conversation B Conversation C Conversation A were weren’t were was wasn’t weren’t Was your brother at school yesterday? Yes, he was Were your parents late for work on Monday? No, they weren’t 3 Were you and your friends at the cinema on Tuesday? Yes, we were Was your mum at a birthday party on Sunday? No, she wasn’t Who were you with? Where was she on Friday morning? When was the concert? Why were they late? Can you speak can Could you play could could can can can 9 can’t 10 can Emma didn’t leave the house at o’clock on Tuesday My dad didn’t work on Wednesday My parents didn’t come home by train on Thursday My sister and I didn’t have dinner with our parents on Friday I didn’t go to bed early on Saturday The Internet connection didn’t work on Sunday 1T 2F 3F 4T 5F 6T 7T 8F 9T 10 F 11 F 12 F Did you have did Did you visit 4 didn’t Did you go did Did your mother like did Did you eat 10 Did your dad take 11 didn’t Speaking 1 did he sang in a band Did he sing in the Beatles? didn’t sing in the Beatles did he sing in sang in the Monkees 7 Did she sing she didn’t did she b c a  c 8 Did you eat lunch? No, I didn’t 9 My parents didn’t have computers when they were young 10 correct 11 Did you work yesterday? 12 correct B A  C E F D Vocabulary 1 Geography History Chemistry 4 Mathematics/Maths Literature 6 Languages Physical Education/PE 8 Information Technology/IT degree exams Grades sciences 5 pass certificate abroad foreign somewhere 4 vegetarian secondary advice 7 colourful 8 floppy f h e a  d b g 5 When did Napoleon attack Moscow? In 1812 What did Marie Curie discover? Radium Who did Juliet love? Romeo 4 How much did Real Madrid pay for Cristiano Ronaldo? €94 million Where did Leonardo Da Vinci come from? Florence Where did the Olympic Games start? In Athens Reading 1 E C A  D B in 1984 Greek literature in an office a facebook Harvard University 6 California 7 Microsoft abroad brilliant drum after that 5 improve apologise toast talented Writing Email of apology Grammar Comparison of adjectives Double consonant + -ed: referred asked 3 hated 6 fried 9 chatted played 4 lived 7 studied 10 preferred worked 5 loved 8 worried 11 stopped 1 Speaking hope really all was that Then had See 1f 2d 3e 4b 5a Grammar Past Simple: affirmative Past Simple + -ed: started + -d: y + -ied: danced cried Across: had saw took made 9 were 10 thought 12 gave 15 read 16 met 17 got Down: 2 drank bought came went wrote 11 told 13 ate 14 left saw bought lived worked 5 thought walked talked moved wrote 5 found sent became Extra word: get ago last last in last ago in 1B 2C 3A conclusion: A, explanation: C, introduction: B e h c a  g d i  b f the most expensive better the worst the most difficult heavier 6 the best 7 easier 08 What’s new? Grammar Past Simple: negatives and questions 1 What did you on Saturday? Where did you go on holiday? correct Did you like the film? Yes, I did Who did you meet in the park? correct correct What does it look like? How big is it? How heavy is it? How much is it? 5 What make is it? 6 How wide is it? 7 How high is it? How thick is it? Vocabulary 1 headphones laptop video cassette 4 screen MP3 player home computer in in on of per/an 136 Z04_SUCC_TB_ELEGLB_7087_ANS.indd 136 11-09-26 16:52 Workbook Answer Key 3 measure weigh petrol electricity millimetre laugh She is watching Do you want He is staying are you doing I am studying 6 are you studying I know Do you know you live 10 I work 11 Are you learning 12 Everybody speaks What are Tony and Anna going to see in Granada? They are going to see the Alhambra Castle Is Anna going to go to Pisa? Yes, she is Where is John going to go in Greece? John is going to go to Athens Are John and Anna going to visit the Acropolis? Yes, they are e a  i  g d h f b old-fashioned long high wide 5 clean cheap Speaking 1 click on find out turn off print (it) out Put (the CD) in 6 Take (the DVD) out Writing Lost! notice 1 the lost item bullet points simple 4 offer a reward contact details 6 what was lost, where and when Could you tell me the time of the meeting? Shall I phone you at six o’clock to wake you up? 3 Can you give me some information about trains to London? What you mean by ‘off-peak’? I can give you the website address if you like Sorry, did you say dot com or dot co dot uk? you give (me some) information you mean by send you give (you the) address (of our) website did you say b d a  e h f j Vocabulary 09 Great service? Grammar Present Continuous 1 enjoying having playing reading 5 sitting staying studying 8 swimming taking 10 talking 11 watching 12 working 1 dress jacket shirt skirt sweater trainers T-shirt coat hat 10 shoes 11 shorts 12 suit 13 tie 14 jeans/trousers throw put take put Pick 6 take try checkout dairy products bakery 4 queue receipt sunglasses gloves are sitting is not worrying is reading aren’t watching aren’t playing are swimming am not teaching am not cleaning am listening 10 am getting 11 are having answer catch take cause I’m studying Are you watching television? I’m not You aren’t studying you’re watching television I’m not watching television I’m listening to the radio Why are you listening to the radio? I’m having a break 10 Are you making 11 I am 12 I am coming Reading 1 Dayton, Ohio fashion Florence 4 Los Angeles Communication and Media 6 Rome NI T F NI F F lecturer mean Greek moment 5 Portuguese dentist receptionist 8 correctly Writing Messages Jack, I am sorry, I can’t come to your party My mum is ill It is nothing serious but I want to stay home with her There is a Jet concert next Tuesday Do you want a ticket? Jane brochures today night hot water bathroom breakfast book 8 tomorrow 1E 2J 3J 4J 5E 6E Grammar Present Simple and Present Continuous 1S 2S 3C 4S 5C 6C 7S 8S We’re staying; we stay I read; I’m reading I don’t study; I’m studying I’m having; I have 5 works; he’s travelling 10 On the road Grammar Going to 1 am going to visit are not going to come are going to go are going to travel are going to see is not going to join is going to stay is going to climb are going to sail 10 are going to take Reading Howard: Anthropology; Anthropology teacher Xiuxiu: Music and Performance; Piano player in a band Tony: Computing and Business; IT Service manager for a company Marina: Politics and Economics; Work for the World Bank and the European Union NI T F NI F T T NI F two weeks one month some friends Washington three in September 7 jazz Grammar must, mustn’t, should, shouldn’t, don’t have to 1 You mustn’t forget to take your passport! You must arrive at the airport before ten o’clock! 3 You mustn’t be late! You must keep your bag with you at all times! You mustn’t get on the wrong plane! You must eat lots of fruit and you mustn’t smoke You must your homework and you mustn’t talk in class 3 You must tidy your room and you mustn’t stay out late 4 You must see me every six months and you mustn’t forget to brush your teeth at least twice a day don’t have to mustn’t mustn’t 4 mustn’t I mustn’t forget to phone her You mustn’t tell anybody We don’t have to run 4 We mustn’t talk I don’t have to retake any of them You don’t have to it now You should make a sandwich You should put on a jumper You should get a Saturday job 4 You should go to bed earlier You should ask for help You should join a gym You should record the film and go out should keep should be shouldn’t swim should stay should travel Speaking 1 d b e a  c 137 Z04_SUCC_TB_ELEGLB_7087_ANS.indd 137 11-09-26 16:52 about idea suggest If think 6 What Why why suggest 10 could 11 good 12 What 13 don’t 14 sure Grammar Present Perfect with just, already and yet Vocabulary 1 bus coach ferry motorbike 5 plane train underground G E A  F D B bottled water coastal path water sports sleeping bag youth hostel 6 golf course 7 travel agent fridge magnet been gone been been been; been; gone He has just had an accident She has just finished lunch They have just got married She has just passed her driving test They have just arrived 11 I’m not going to 12 What about 13 Are you going to 14 Please write soon 12 Look to the future Grammar will 1 will won’t will will won’t will Will won’t 9 will 10 will She hasn’t read the newspapers yet 2 She has already listened to Jay-Z’s new CD She hasn’t written the article about Jay-Z yet She has already emailed Brad will have will study will drive will speak will be will go 7 will be 8 will make flight packed gave rucksack 5 ticket unpacked Listening 1 Tomorrow won’t be Wednesday I won’t be eighteen next year You will be tired tomorrow 4 We won’t get the tickets A  D D A  D D A Will Mr Jones give us homework on Friday? (d) Will your parents buy you a motorbike? (b) Will you ever get married? (e) Will you and your sister be at Erin’s party? (a) on in in with on of in Writing Postcard 1 July beach London; Moscow 4 seven two party Speaking C B E A  D a picture of think it’s in; because; left I can see can’t; Maybe A  C E B D is is looking is giving am sitting 5 went saw climbed was 9 are taking/are going to take 10 am going to They’ve just had look in the middle He’s looking she’s just bought She’s showing look On the left They’ve just had lunch 10 They’re watching 11 he’s going to have 11 Body and mind Vocabulary Grammar Present Perfect baseball basketball canoeing 4 cycling diving gymnastics hockey 8 jogging 9 sailing 10 skiing 11 table tennis 12 tennis 13 volleyball 1 She will be She will ring will it take The café will be there won’t be Will she have Yes, she will won’t let us 9 will that cost 10 I will give 11 Will you give 12 No, I won’t I am sure John will be on time I think the story will have a happy ending 3 I don’t think the exam will be easy 4 I am sure the weather will get better next week I don’t think the sea will be cold Reading 1 I have lost my glasses I don’t know, I haven’t seen it It has stopped raining Have you finished your homework? 1D 2C 3B 4A winner sportsman supporter 4 medallist runner 2 She hasn’t finished I’ve swum Did you see We’ve made Have you eaten saw 1h 2f 3e 4b 5g 6d 7a 3 I ate Did you like it? My mum cooked She has been did she go 6 She went 7 They have both done 8 haven’t even been did you ask 10 has not tried 11 I have eaten Reading 1 B E D A  C C F A  E B D saucer school marks costume 4 stage chilli A 3 B D E The extra heading is C a  c b c checked win join break beat 6 scored pitch kick off unaided impossible mind-boggling track cheered 8 dashed champion Writing Personal letter 1 Date Opening News News 5 Closing Sign off Your name I’m glad I’m sorry I’ve been I’ve got I’ve passed I love it I’m going to 8 I haven’t driven have some 10 I got Grammar Adverbs of manner 1 carefully quickly hard well fast badly good; well slowly; slow excitedly; excited angry; angrily 5 easily; easy Speaking 1 D A  C B agree true mean idea right 6 completely 138 Z04_SUCC_TB_ELEGLB_7087_ANS.indd 138 11-09-26 16:52 Workbook Answer Key Vocabulary 1 lion dolphin penguin elephant 5 cheetah monkey pig donkey 9 whale f a  i  c h e g b going up switch off cut down 4 switch on throw away endangered difference generously unfashionable unwanted 6 disappeared 7 electricity 8 shortage traffic jam environment save 4 petrol forests rainforests planet 8 oxygen 9 grow 10 endangered 11 extinct 12 protect banned rising drop complained 5 roar support grow Writing Formal letter 1 formal yes John Waterman 4 sincerely to complain about something no Dear Sir or Madam incorrect incorrect incorrect 4 correct correct correct incorrect correct 9 incorrect 10 correct 139 Z04_SUCC_TB_ELEGLB_7087_ANS.indd 139 11-09-26 16:52 Workbook Tapescripts Unit 1, Track 2, Listening and Speaking Woman: What’s your number Nick? Nick: My home number’s 22 … Woman: Hang on a minute … Nick: 22 Woman: So that’s 22 Nick: That’s it! Woman: Great What’s your work number? Nick: 88 1 Woman: So 88 1 Nick: Right Mobile one? Woman: Yes, please Nick: 77 Woman: 55 Nick: No, 77 Woman: OK, 77 Nick: That’s it Woman: Great! Thanks! Unit 1, Track 3, Listening and Speaking Receptionist: World Music Good morning! Anne: Hello Is Simon Parke there? Receptionist: Hold on, please Simon: Hello Anne: Hi Simon It’s Anne Simon: Hi Anne How are you? Anne: Fine, thank you And you? Simon: I’m OK Anne: Simon, where’s John this week? Simon: He’s in Tokyo Anne: Oh, of course Thanks See you tomorrow then Simon: See you Bye Take care Anne: Bye Unit 1, Track 4, Listening and Speaking Man: Good morning World Music Woman: Hello This is Marlene Katz Is Patty Vincennes there? Man: Hello Marlene This is Tom How are you? Woman: Hi Tom I’m fine, thank you And you? Man: Very well, thanks But Patty isn’t here today She’s in London Woman: No problem What’s her mobile number? Man: Hang on a minute It’s 07789 233 066 Woman: Thanks very much Bye, Tom Man: Bye Take care Unit 2, Track 7, Speaking Helen: I love going to clubs and I always go dancing at the weekend I like going to the cinema but I don’t like the theatre Sometimes I watch football I like watching football, it’s fun I never eat out I don’t like eating in restaurants What about you, Lindy? Lindy: I don’t like clubs because I hate dancing I like the cinema but I don’t go very often The theatre is great I love it I hate football and all sports but I love restaurants I eat sushi once a week I like Chinese and Italian food, too What about you, Aleksy? Aleksy: I often go out but not to clubs I hate clubs I sometimes go to the cinema I like films I don’t often go to the theatre but I enjoy it I sometimes watch football with my girlfriend She loves football and I like it, too I love eating Italian food Unit 2, Track 8, Speaking Let me tell you about what I like and don’t like I don’t like catching the bus to school I go to school by bus every day It leaves very early in the morning and my friends all go to school by car I don’t like going to school at all, really It’s hard work! And I hate doing exams They’re horrible! In the evenings I often have my computer on I like playing computer games and I send emails to friends But my real hobby is films I love watching films! I go to the cinema every Friday with my friends Unit 3, Track 10, Speaking Roza is Hungarian She is 1.66 metres tall She has got long hair She has got brown eyes She is about twenty years old She is very good-looking Unit 3, Track 11, Speaking Example My favourite musician is Beyoncé I like Beyoncé One My dad and I are both shy I’m like my dad Two My mum and I are both tall with fair, curly hair and brown eyes I look like my mum Three Rashid is very easy-going, and his brother, Ali, is the same Ali is like Rashid Four My big sister thinks Jay-Z is great She likes Jay-Z Five Look at this photo of my friend, Jim He looks like David Beckham Unit 3, Track 12, Speaking A: Matt’s exactly like Tim They’re like identical twins B: No, they aren’t A: Yes, they are They are both tall and they have both got brown eyes B: Yes, but … A: They both like rock music and they both play the guitar B: Yes, but … A: And they are both good at tennis and they are both lively and confident B: Yes, but Matt’s twenty and Tim’s thirty-five … and Tim’s Chinese! A: Yes, but, apart from that … Unit 3, Track 13, Speaking Shannon is seventeen years old She has got long, blonde hair She looks like her mum They have both got blue eyes and long hair They are both very good-looking Shannon is very easy-going She is like her dad He is very easy-going, too Shannon likes music and she’s very good at singing 140 Z05_SUCC_TB_ELEGLB_7087_TAPE.indd 140 11-09-26 16:52 Workbook Tapescripts Unit 3, Track 14, Listening Unit 5, Track 23, Listening and Speaking Katy Katy’s in her late twenties – maybe twenty-eight, twentynine She’s quite tall, medium-built She’s got long, wavy dark hair and brown eyes Bruce Bruce is fifteen He’s quite short and he’s thin He’s got short, dark hair He’s got brown eyes Philip Philip’s got short, straight blonde hair and blue eyes He’s very tall and he’s quite thin, but he’s very fit He’s about seventeen Emma Emma’s eyes are blue She’s short and thin She’s sixteen She’s very friendly and she’s got curly, blonde hair The newsagent’s A: Excuse me B: Yes? A: Is there a newsagent’s near here? B: Yes, there is Just turn right and walk for about 200 metres A: OK B: The newsagent’s is on the left side of the street There’s a chemist’s shop opposite A: Thank you B: Don’t mention it Unit 3, Track 15, Listening Description My brother looks like me He’s got short, curly hair and brown eyes He’s shy and serious He likes chess and classical music Description My mum’s got green eyes and dark wavy hair She’s confident and easy-going She likes tennis and she’s very good at it Description My sister is like me – we’re both very lively and we both like the same things She’s doesn’t look like me She’s got blonde hair but my hair is dark Unit 4, Track 19, Speaking Example A: Mum, can Mark borrow this DVD? B: Yes, of course Tell him it’s no problem One A: Can we go to the cinema tonight? B: Yes, that’s fine Just your homework first Two A: Can I give you my homework tomorrow? B: No, I’m sorry You have to it today Three A: Miss James, can Jane sit with me today? B: I’m afraid not You always talk when you sit together Four A: Could we open the window, please? B: No, I’m sorry It’s very noisy outside Unit 4, Track 20, Speaking Example A: Could I borrow your pen? B: Yes, of course Here you are One A: Could I use your car, please? B: I’m afraid not I need it Two A: Can I call my mum on your mobile phone? B: Yes, that’s fine No problem The swimming pool A: Jack? B: Yes? A: How I get to the swimming pool? B: It’s easy Take the third turning on the right A: Yeah, OK B: Then turn left at the lights That’s it A: OK B: You can’t miss it It’s next to a big music shop I think it’s an HMV A: Right Thanks B: That’s OK Any time The railway station A: Excuse me B: Yes, sir? A: Could you direct me to the railway station? B: Certainly, sir Go along here and take the first right A: OK B: You go past a big pub called the King’s Head and a supermarket and the railway station’s on your left A: Great Is it far? B: No, it’s about ten minutes’ walk, sir A: Thank you B: Not at all Unit 5, Track 24, Listening and Speaking A The bank A: Excuse me? B: Yes? A: Is there a bank near here? B: Yes, there is Go straight on, take the second on the right A: OK B: It’s a big road The bank is on the left before the traffic lights A: Thank you B: That’s OK B The supermarket A: How I get to the supermarket from here? B: It’s easy Go straight on, take the second on the right A: OK B: There’s a bank on the left A: Oh yes, I know it It’s a big road B: That’s right Walk past the bank and turn left at the traffic lights A: Right B: Just follow the road round and the supermarket’s on the right just after a big car park A: Thanks B: That’s alright C Gallo’s Pizzeria A: Do you know Gallo’s Pizzeria? B: Yes, sure 141 Z05_SUCC_TB_ELEGLB_7087_TAPE.indd 141 11-09-26 16:52 A: Is it far? B: No, it’s about ten minutes Go straight on, take the second right … A: Where the bank is? B: That’s right Walk past the bank At the traffic lights turn left Follow the road round There’s a big supermarket … A: Yes, I know it B: Good Well, just turn right at the supermarket and then take the second left Gallo’s is on the right in front of the art gallery A: Great Thanks B: Don’t mention it Unit 5, Track 25, Listening and Speaking A: How I get to the bank from here? B: It’s easy Go out of the pizzeria and turn left Take the first turning on the right Go straight on to the end of the road and turn left Walk past the supermarket and the car park At the traffic lights turn right The bank is on the right Unit 6, Track 27, Speaking Shop assistant: Good morning Can I help you? Customer: Yes, can I have a ham salad sandwich, please? Shop assistant: I’m afraid there isn’t any ham left Customer: Oh Have you got any chicken? Shop assistant: Just a minute … yes, we’ve got chicken Customer: Great Well, I’d like a chicken salad sandwich, please Shop assistant: Certainly Anything else? Customer: Yes A bottle of mineral water, please How much is that? Shop assistant: That’s £4.75 altogether Customer: Here you are Here’s £5 Shop assistant: Thank you That’s 25p change, your sandwich and your water Customer: Thank you Bye Unit 6, Track 28, Speaking Shop assistant: Can I help you? Customer: Have you got any cheese sandwiches? Shop assistant: Yes, there’s one left Customer: Great Could I have it, please? Shop assistant: Of course Anything else? Customer: No, that’s all, thank you How much is that? Shop assistant: That’s £3.50, please Customer: Here you are Unit 7, Track 31, Listening Conversation A Tim: Where were you yesterday, Rachel? Rachel: I was in London Tim: Were you on your own? Rachel: No, I went with Mark Tim: Mark? Who’s Mark? Rachel: Mark? Oh, he’s a friend of my brother’s They were at school together Tim: Really? Rachel: Yes We had a great time! We went shopping and we saw a film And we ate in a really nice restaurant Tim: Oh, great! Conversation B Sophie: Peter? Peter: Mhm? Sophie: Was your family rich when you were young? Peter: No, we were very poor We lived in a tiny house that had three bedrooms and I had three brothers and two sisters Sophie: What was your father’s job? Peter: He was a gardener and my mum was a nurse at a local hospital Of course it’s all very different now Sophie: Oh yes, it is Conversation C Julie: Were you at the Vixen concert last Tuesday? Nick: Yes, I was I went with Andy and Chris Julie: Were they any good? Nick: Who? Andy and Chris? Julie: Ha ha, very funny No, Vixen you idiot Nick: No, they were terrible They started late and they couldn’t play half the songs Julie: Oh, no! Nick: Yeah, but Andy liked them Julie: Yeah, well, of course … Unit 7, Track 32, Speaking Example Jenny: What’s the matter? Adam: I failed my driving test Jenny: Never mind One Peter: How was your day? Miranda: Great! I passed my Maths test Peter: Good for you! Two Nikki: How was your day? Paul: Terrible! My girlfriend finished with me Nikki: I’m so sorry Three Heather: What’s up? Lucas: You know that book you lent me? Well, I lost it Heather: Don’t worry Four Eve: You look happy Jamie: Yes, I am Arsenal won again! Eve: That’s fantastic! Unit 7, Track 33, Speaking One A: My computer stopped working I lost all my photos, songs and schoolwork B: I’m so sorry Two A: I thought your birthday was next week I haven’t got you a present B: Forget about it Three A: I got 88 percent in my Maths test B: Well done! Four A: My sister got a job on TV B: How fantastic! 142 Z05_SUCC_TB_ELEGLB_7087_TAPE.indd 142 11-09-26 16:52 Workbook Tapescripts Five A: The concert wasn’t very good B: Never mind Six A: I worked really hard for these exams I think I passed B: Good for you! Unit 8, Track 35, Speaking Example A: How high is it? B: It’s cm high One A: How wide is it? B: It’s three centimetres wide Two A: How much is it? B: It’s £8 Three A: How heavy is it? B: It weighs 28 grams Four A: What make is it? B: It’s a Sasco Five A: How big is the memory? B: Four gigabytes Unit 8, Track 36, Speaking Conversation A A: I want to buy a new camera! B: What make is it? A: It’s a Sonya B: What does it look like? A: It looks old-fashioned It’s black B: How big is it? A: Quite big B: How heavy is it? A: It weighs about 600 grams B: How much is it? A: It’s about £400 Conversation B A: I’ve got a new computer screen! B: What make is it? A: It’s a Technosonic B: How wide is it? A: It’s 40 cm wide B: How high is it? A: It’s 30 cm high B: How thick is it? A: It’s not very thick at all About cm I think Unit 9, Track 39, Speaking Conversation Lynn: Hello Lynn White speaking Andrew: Hi Lynn It’s Andrew Lynn: Hi Andrew What can I do for you? Andrew: Could you tell me the time of the meeting? Lynn: Eight o’clock Andrew: Eight! That’s early I hope I don’t oversleep Lynn: Shall I phone you at six o’clock to wake you up? Andrew: Yes, please That would be great Conversation A: Network South West How can I help you? B: Hello Can you give me some information about trains to London? A: There’s one at six and one at ten thirty The one at ten thirty is an off-peak service B: What you mean by ‘off-peak’? A: It is cheaper than the early train The ticket is £23 At six o’clock the price is £45 B: Can I buy a ticket on the phone? A: No, but you can get one on the Internet I can give you the website address if you like B: Oh, yes, please A: It’s www.swtrains.co.uk B: Sorry, did you say dot com or dot co dot uk? A: dot co dot uk B: Thank you very much Unit 9, Track 40, Speaking A: Summerfields International Languages How can I help you? B: Could you give me some information about English courses? A: Certainly, sir We have elementary, pre-intermediate and upper-intermediate courses B: What you mean by ‘elementary’? A: Elementary means that you have a small knowledge of English but have problems communicating and understanding B: Hmm, I’m not sure what my level is A: Shall I send you a brochure? B: A brochure? Yes, thank you And is there any information on the Internet? A: Yes I can give you the address of our website B: Just a minute, let me get a pen OK A: It’s www.summerfields.languages.co.uk B: Sorry, did you say language or languages? A: Languages B: Thank you very much Unit 10, Track 42, Speaking Karel: I’ve got a week’s holiday from work and I don’t know where to go Eve: What sort of things you like doing? Karel: Well, I like going to art galleries and I like eating in restaurants Eve: If you like art, you could go to Venice There’s a special offer Karel: I don’t think so I went to Italy in the summer Eve: Right Well, if you don’t want to go to Italy, what about Paris? Karel: I’m not sure It’s a bit cold at this time of year Eve: Well, why don’t you go to Barcelona? That’s warmer Karel: Yes, it could be fun How much is it? Eve: Look, there’s the price – air fare and hotel included Karel: Oh It’s very expensive! Eve: Well, why don’t you stay at home? Karel: That’s a good idea I can paint the living room! Unit 10, Track 43, Speaking One A: What should I buy my mum for her birthday? B: What about a pair of earrings? A: That’s a good idea! 143 Z05_SUCC_TB_ELEGLB_7087_TAPE.indd 143 11-09-26 16:52 Two A: I’m bored What you suggest? B: If you’ve got nothing to do, you could clean the house A: I don’t think so Three A: What can we tonight? B: Why don’t we go to the cinema? A: Yes, why not? Four A: There’s no food in the house What you suggest we for dinner? B: If you like Indian food, we could go to that new restaurant for dinner A: That’s a good idea! Five A: What about our holidays? What you suggest? B: Why don’t we go to New Zealand? A: I’m not sure about that It’s a long way Unit 11, Track 46, Listening Ladies and gentlemen Every four years, like the Olympic Games, the world stops to watch a great sporting event The World Cup is a huge event After years of it going from Europe to the Americas and back again, other countries have had a chance to hold it Countries such as South Africa, Japan and Korea Why not Australia? There are many advantages We have held the Olympics twice before, in 1956 and 2000 We have built great stadiums which we can use again Our transport facilities are wonderful Great roads, modern trams, trains and buses and major airports in all the big cities What about the weather? Isn’t Australia too hot for football? Remember, July is winter here but our winters aren’t cold like Europe’s winters They are just right for football Football is a winter sport here! Australia is also a safe country and there’s lots to Fans can enjoy themselves on the beach – yes, even in winter I admit that there are some disadvantages Australia is very big The Olympics take place in one city but the World Cup is for the whole country From Perth to Sydney is about the same distance as from London to Moscow But, flying is cheap and easy We are also a long way from Europe and other countries It costs a lot to get here So, stay on for a holiday after the World Cup There’s lots to and see here Time zones cause problems as well People in Europe want to watch matches at 7 p.m which means they have to kick off at a.m here It’s a small problem Finally, people say Australia is not a football country Well, we have played in the last two World Cups and we are a sports country Any sports We are passionate about them, football, cricket, rugby and more Even if we aren’t good at them, we still love them I say to you that Australia has some of the greatest sporting facilities in the world The 2000 Olympics were a success and, most important of all, we know how to party! Unit 11, Track 47, Speaking It’s a picture of a street I think it’s in the UK because they are driving on the left I can see seven people I can’t see anyone wearing a coat Maybe it’s the summer Unit 11, Track 48, Speaking There are two cars on the right They’ve just had an accident The drivers look very angry There’s a man on a bicycle in the middle of the road He’s looking at a girl in the street I think she’s just bought a new dress She’s showing it to her friend They both look happy On the left, there’s a couple in a café They’ve just had lunch They’re watching the man on the bicycle I think he’s going to have an accident too Unit 12, Track 50, Speaking One Tom: Personally, I think they should ban smoking in public places Annie: I’m sorry but I don’t agree Public places are for everybody! Tom: That’s true, but if I’m in a public place, why should I have to breathe your smoke? Two Ellie: I don’t think supermarkets should use plastic bags Sam: I know what you mean, but people need something to put their shopping in Ellie: Well, then the customers should pay for them Sam: That’s a good idea Three Natalie: I think that the police should more to stop people dropping litter! Jeremy: You are absolutely right! It’s disgusting Natalie: Anyone who drops one piece of litter should pay a fine Jeremy: I completely agree 144 Z05_SUCC_TB_ELEGLB_7087_TAPE.indd 144 11-09-26 16:52 ... SB 68; TB 80 SB 99; TB 110 SB 68; TB 80 SB 73 SB 64; TB 76 SB 22 SB 60; TB 72 SB 99; TB 110 SB 72; TB 84 SB 60; TB 72 SB 97 SB 68; TB 80 SB 60; TB 72 SB 99; TB 110 SB 99; TB 110 SB 60; TB 72 SB... Wonderful World Young Victoria SB 62; TB 74 SB 9; TB 21 SB 35; TB 46 SB 62; TB 74 SB 71; TB 82 SB 70; TB 82 SB 9; TB 21 SB 60 SB 65; TB 77 SB 65; TB 77 SB 107; TB 118 SB 84 SB 64 SB 60 Map of educational... 44; TB 56 SB 44; TB 56 SB 73; TB 85 SB 93 SB 18 SB 57; TB 69 SB 18 SB 44; TB 56 SB 98 SB 92 SB 93 SB 73 SB 72 SB 115 SB 18 SB 76 SB 71; TB 82 SB 60 SB 71; TB 82 SB 44; TB 56 SB 93 SB 71; TB 82