New success intermediate TB

success new Intermediate Teacher’s Support Book Grant Kempton 01_SUCC_TB_INTGLB_7117_TTL.indd /02/2012 :5 Contents Introduction Course description Description of New Success components Evaluation and testing system in New Success New Success exams preparation 11 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 Unit 10 Exams Revision (Units 9–10) 90 98 106 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 Instructions 133 Resources 142 Workbook answers Workbook tapescripts 02_SUCC_TB_INTGLB_920 _CON.indd 193 202 11 11 12:2 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 _SUCC_TB_INTGLB_7117_INTR.indd 11 11 12:27 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, ‘Those crazy humans!’ 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! _SUCC_TB_INTGLB_7117_INTR.indd 11 11 12:27 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: New language is always presented in context Learners remember the interesting context, which then helps them remember the new structure or vocabulary 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 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 The Revision sections after every second unit help consolidate the material in all its aspects (grammar, vocabulary, pronunciation and skills) The material from the Students’ Book is revised and consolidated in the Workbook 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 _SUCC_TB_INTGLB_7117_INTR.indd 11 11 12:27 Skills strategies training Skills training in New Success is organised in the following way: 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 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 Intermediate Students 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 well as on 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, all properly marked in the Teacher’s Support Book 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 well as on 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 _SUCC_TB_INTGLB_7117_INTR.indd 11 11 12:27 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 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 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 _SUCC_TB_INTGLB_7117_INTR.indd 11 11 12:27 Components New Success Intermediate Students’ Book (144 pages) with ActiveBook New Success Intermediate Workbook (136 pages) with audio CD Authors: Stuart McKinlay, Bob Hastings Author: Lindsay White, Rod Fricker, Peter Moran 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 Exams 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 – Writing bank presenting model texts 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 _SUCC_TB_INTGLB_7117_CO indd /02/2012 11: 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 Intermediate Teacher’s Support Book (208 pages) with DVD-ROM Author: Grant Kempton In the 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 – Bank of language functions 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 – 12 units with further practice of the key grammar, vocabulary, and skills lessons from the Students’ Book The bank of photocopiable activities (available also on the DVD-ROM) contains 36 activities (three per unit) and it includes skills oriented activities – Cumulative self-assessment tests after every other unit with an answer key included in the Workbook Organisation Self-assessment sections After every second unit there is a self-assessment test with language and skills tasks It is related to the Exams 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 – Vocabulary exercises – New Success Workbook CD with listening exercises and reading texts – Introduction – Components description – Evaluation and Testing system in New Success – Exams in New Success – Map of educational content – index – Lesson notes with tapescripts – Photocopiable resources – 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 _SUCC_TB_INTGLB_7117_CO indd 9 /02/2012 11: Workbook Answer Key 01 One of the gang Grammar Present Simple, Present Continuous 1 herself myself 3 themselves 4 yourself 5 himself 6 ourselves 7 itself yourselves 9 herself herself herself 3 himself each other 5 him 6 himself I  me 9 yourselves 3 6  7  8  9  10  At the moment 2 sometimes 3 always 4 every weekend 5 now (the first one) 6 sometimes Reading 1C 2B 3F 4D 5G c c a  c d c a  c c c d a  d b 7 d 8 a  d 10 b 11 d Are more young people joining the Scouts these days? Parents not/don’t always understand their children’s problems She is not/isn’t doing a lot of work for charity at the moment The club does not/doesn’t have a website He is/He’s happier now that he knows more people Are you listening to the concert? I do not/don’t support a political party She forgets the time of the meeting every week./Every week she forgets the time of the meeting We are/We’re waiting for the rain to stop before we go out 10 It is not/It’s not/It isn’t snowing at the moment spend belong Do; go am/’m doing 5 am/’m spending do; belong 7 don’t/do not like 8 prefer Is; growing 10 am/’m organising Vocabulary 1 fashion noisy 3 confusing 4 laziness 5 interest 6 trendy trendy noisy 3 fashion lazy Calm down bump into hangs around 4 fool around clique fan club 3 trainers 4 bracelet 5 role model 6 district c a  b c c c 7 a  c c 10 b 11 c 12 c 13 a  14 b 15 a ripped denim 3 earrings tight 5 patch top tight works build live 4 has join 6 are/’re going am/’m saving 8 allows 9 am/’m doing 10 am/’m learning 11 am/’m training hang around Hang on hang on to hang up hangs over hang around 7 hang out with Speaking 02 Keep in touch h e g a  c b 8 f I’m afraid I have to disagree with you I agree with you up to a point has a good point that may be true but No way You’ve got a point but I couldn’t agree more! It’s terrible I prefer metal the colours are beautiful It doesn’t make any sense Grammar Reflexive pronouns 1 D A  B 4 E myself herself 3 themselves 4 yourself 5 themselves 6 ourselves 7 itself 8 themselves _ always never 5 occasionally 4  often 3 usually 2 often always 3 sometimes 4 occasionally 05_In _ n indd 19 GRAMMAR Present Perfect Simple and Present Perfect Continuous 1 d b c b a  d 7 c have/’ve been doing have/’ve been working haven’t/have not been sleeping has/’s been getting have (you) been working have/’ve been trying has/’s been taking Have (you) been thinking have/’ve been working have arrested footballer Burton Katy Swan has won a top award has visited the star’s blog have not/haven’t won the title has introduced a video service 193 11 12 01 10: Have (you) been revising have been experimenting has/’s been trying have/’ve been listening have/’ve been have not/haven’t played; have/’ve been practising have/’ve been using have/’ve been spending have/’ve been working have/’ve (only just) finished Have (you) been has/’s become have/’ve been answering have/’ve received have/’ve made 10 have/’ve decided Listening 1 A, C B, C B, D 4 A, D F F T F F F T T 9 F 10 T 11 F 12 F Speaking Extend your vocabulary 1 clean burn shut 4 enter edit 6 cruise 7 click on 8 join shut down save 3 Paste scroll up 5 download eject 7 searching 8 Bookmark 9 send surf website/web page 3 download 4 visit 5 check 6 online sites 8 favourites 03 Outside the law? Grammar Past Simple, Past Continuous, Past Perfect 1 c b b b c b 7 a  c I had they didn’t 3 he wasn’t 4 they did 5 I hadn’t 6 there were was writing wasn’t enjoying 3 was thinking 4 was listening 5 thought 6 was reading didn’t have was 9 found 10 Were (you) listening wonder like; know 3 possibly tell 4 think 5 happen (to) know 6 any idea 7 mind telling 8 wondering was were relaxing 3 were 4 weren’t closing 5 went out 6 climbed 7 were leaving were playing 9 received 10 were arguing like to know how much a double room is wondering if you have a sauna any idea what time the train leaves tomorrow wondering what time the train to Edinburgh is tomorrow morning know if the train has a restaurant car mind telling me if there is a first-class carriage the bell rang they woke up were in prison because they had committed serious crimes had appeared in court before they were sent to prison confessed as soon as the police arrested her didn’t tell the children that their father had gone to prison didn’t sentence the teenager until she had listened to the evidence Writing Fantastic! Guess what! Please say yes! Look after yourself walked was being 3 came was seeing 5 waited 6 was getting Vocabulary was had parked 3 was walking 4 fell over 5 wasn’t 6 was working 7 had left 8 rang heard 10 Did (you) hear 11 was flying 12 had told 13 was looking 14 wanted 15 was driving 16 arrived 17 got in 18 drove 19 were driving 20 saw 21 didn’t hear Reading attach delete 3 develop 4 disturb 5 information 6 install 7 invention 8 produce 9 reception 10 solve 2 install invention 4 solve delete 6 attachments 7 produced disturbs phone voice 3 computer tool 5 ring 6 vibrating 7 memory 8 search spy phonebook voicemail 3 ringtone 4 search engine 5 spyware a  b c c a  c 7 a  b b a  a  c b b 7 d a  c C F C E A  B c d d a  d Grammar used to and would 1e 2f 3d 4b 5c 6a wouldn’t used to drive 3 didn’t use to think 4 would become 5 would visit 6 wouldn’t speak 7 would feel 8 would forget 194 05_In _ n _ indd 19 11 12 01 10: Workbook Answer Key used to live would go 3 would 4 would buy 5 would wrap would pack 7 would put used to work 9 would come 10 would ask 11 used to think 12 would get 13 would argue 14 used to believe have to Must Can 4 Did (Polish people) have to 5 Is (the government) able to Speaking 1 concerned knows 3 ask think 5 seems 6 natural 7 Personally 8 reason thing 10 honest I don’t we must 3 they can 4 they did 5 it isn’t have to ’m not able to need to 4 have to 5 can 6 must 7 need to 8 need to have to 10 ought to 11 don’t have to 12 can’t 13 should 14 should Listening GO JO GO JO 5 GO JO 7 GO 8 JO 9 JO 10 GO 1K 2M 3D I mean It seems to me that If you think about it, Frankly, The thing is, Look at us To be honest, It’s only natural that Vocabulary 1 burglar judge 3 mugger 4 offender 5 robber 6 shoplifter 7 thief witness witnesses judge 3 mugger 4 burglars/vandals thief rehabilitation programme 2 electronic tagging 3 community service noise nuisance 5 drink-driving 6 security guard 7 house arrest 8 bus shelter 1d 2c 3b 4d 5c Speaking 1 I’m afraid you can’t Do you mind if I I don’t Could I possibly Yes, of course No problem Is (it OK) if as long as Sure Do you mind if No, (I) don’t Writing 1 blackmailer – people burglar – people fine – crimes and the law graffiti artist – people piracy – crimes and the law robber – people robbery – crimes and the law sentence – crimes and the law vandalism – crimes and the law Add information or introduce a different idea: However (para 3) On the other hand (para 4) Instead (para 5) Put the points in order: First of all Secondly In addition Finally Refer to points made in the original article: I disagree with Mr Taylor’s point that Mr Taylor claims that Mr Taylor makes a good point about Vocabulary 1 judge witness 3 accused jury 5 victim 6 lawyer bullying statements 3 irresponsible 4 punishment 5 fined 6 guilty lucky 8 offenders Extend your vocabulary 1 crime scene crime rate crime prevention 4 juvenile/youth crime 5 commit a crime unreliable aggressive 3 forgetful 4 optimistic 5 bossy 6 modest 7 decisive 8 indecisive 9 immature mop / hang up 3 set put / clear 5 set / change role predictable 3 refuse 4 personally 5 funny 6 reckless 7 strictest 8 conscientious 9 fee-paying 10 subjects 11 high 12 single-sex of off on up 5 down after 7 out petty serious 3 prevention 4 comitting 5 rate a 1 b c d 04 His and hers Grammar Modals and related verbs Extend your vocabulary 1 au pair fiancé 3 cuisine faux pas 5 Bon appetit 1 c b c a  a  c 7 a  b c 10 a  11 b 195 05_In _ n _ indd 195 11 12 01 10: 05 What a disaster! Grammar Future predictions 1 A, F B, C, D B, C, D A, D, F C, E B, C B, C, D 8 D, E definitely, certainly, sure 2 probably, likely 3 possibly 4 unlikely Vocabulary adaptable change 3 destroy 4 disaster 5 disposable 6 explosion 7 extinct poison 9 renewable 10 volcanic International companies will probably be more powerful than governments People will possibly buy everything from the Internet Robots definitely won’t/will not all the work in factories Water’s/Water is likely to be as expensive as petrol Everyone is sure to work at home on computers People probably won’t/will not live to 150 years old We’ll/We will certainly control computers with our thoughts Cars will probably drive themselves Everyone will possibly have a private plane renewable disposal 3 disasters 4 changeable 5 explosion 6 adaptable 7 extinction poison 9 destruction rare mud disaster 4 species 5 exhibition 6 drought 7 disappear 1e 2c 3b 4d 5a correct certainly 3 correct 4 correct 5 correct likely 7 definitely maybe a  c d c a  b 7 d a  b 10 c 11 d a  a  c a  b b 7 c a  b 10 a might explode won’t get married 3 might not be will (probably) want 5 might rain 6 won’t be Speaking A 4 B C D E Firstly Secondly 3 Moving on 4 thing is 5 sum last (but not) least Grammar Future forms 1 am having are going to are going to be 4 won’t ring 5 are coming; ’ll help ’ll read ’m not going to use 8 won’t tell; ’m going to meet; ’m going to tell ’m/am seeing ’ll/will give won’t pay 4 ’s/is going to work 5 won’t / am/’m not going to waste my time 6 ’s/is going to break down ’ll/will answer ’s/is going to be 9 ’ll/will help 10 ’ll/will 11 are (we really) going to stay The Great Storm is (it) going to reach 2 might be 3 will (it) 4 will (probably) break 5 will be 6 Are (you) going to speak The Titanic Story will (never) sink Are (we) going to 3 won’t hit 4 ’ll feel 5 ’re/are going to is going to leave is going to arrive ’ll/will meet are (you) going to ’ll/will have ’ll/will see ’ll/will phone 8 ’ll/will get ’s/is going to arrive 10 ’s/is going to catch 11 ’s/is going to get 12 ’ll/will meet 13 ’s/is going to eat Extend your vocabulary blizzard flood heatwave hurricane  hurricane blizzard 3 downpours; floods 06 Animal magic Grammar Zero, First and Second Conditional 1 e a  c d b If you put oil on water, it floats If a bee stings you, it dies If a crocodile loses a tooth, it grows a new one If a predator pulls a lizard’s tail, it falls off If an ostrich is frightened, it puts its head in the ground fell; would (you) promise Would (you still) love; lost 3 wanted; would call 4 would go; had 5 told; wouldn’t want 1A you don’t have 1B didn’t don’t 2A would you 2B ’ll ’d 3A gave 3B gives gave 4A would you say 4B ’Il I’d 5A will you get 5B would will 6A was 6B will be was Reading you work hard you won’t pass your exams you promise to look after it properly you can have a pet I go home I’ll take the dog for a walk our cat has somewhere warm to sleep she’s happy you have a garden you shouldn’t get a big dog we leave it alone the dog whines 1b 2c 3a buy; ’ll/will take 196 05_In _ n g d a  f c b _ indd 19 11 12 01 10: Workbook Answer Key have; don’t/do not have to take 3 kept; would bring got; would live clean; doesn’t/does not smell 6 promise; ’ll/will buy 7 come; ’ll/will feed; ’ll/will clean 8 forget; ’ll/will bring Listening 1c 2d 3c 4d T F F T T T 7 F 8 T Speaking 1 appreciate a good idea 3 shouldn’t 4 worth 5 Remember 6 ought 7 might find at a loss 9 ought not 10 if I were you finding on Where 4 ’m this 6 asking Writing Agreeing: eating meat is wrong and killing animals for food is cruel; producing meat is expensive; eating meat may be unhealthy Disagreeing: (many doctors say that) meat is good for us; it is natural for us/people to eat meat; people should not be told what they can or can’t eat C F B D H 6 A  7 E G Vocabulary 1 Evolution 2 controversial freeze 4 obedient 5 changeable 6 complex 7 intriguing 8 playful 9 genetics 10 allergic elephant reindeer 3 eagle 4 salmon 5 crow 6 bat 7 butterfly worm 9 bee 10 flea breeding pests 3 predators 4 solitary 5 changeable 6 research microbes train e d j g a  i  f k b 10 c 11 h unique obedient loyal playful 5 solitary Extend your vocabulary 1 biologist chemist 5 physics 6 psychologist 7 zoology complained (that) they couldn’t spell it because they didn’t have a dictionary said (that) he had learnt two hours before that his sister had had a baby 4 agreed (that) the inspector had arrived then added (that) he thought the inspector was going to the airfield later that day replied (that) she wouldn’t tell anyone about the accident the day before 7 protested (that) it wasn’t fair (and) added that everyone made mistakes explained (that) she wouldn’t be there the next/following day because she was going on a first aid course 9 admitted (that) that he had been the driver of the car in the accident You said we needed to clean the kitchen as well But you promised to it Oh no you insisted that I did it Because my mother said she was coming to visit 5 I told you I am sorry I couldn’t it has that said 4 takes got 6 to 7 the (last week) I would make some notes told me about what had happened there was a woman on the train with a dead body 4 had got on the train with her father the day before had died about an hour 6 had just told him 7 this had never happened before 8 I wasn’t sure what to we could go to the train together and interview her 10 would be there in ten minutes I thought he was asleep He is my father and he died yesterday at the beginning of the journey Why didn’t you report it I didn’t tell anyone because I didn’t want to leave the train It’s very strange that you haven’t told anyone 6 I bought the tickets for the journey and I didn’t want to waste the money he was just going outside (and that) he might be some time he was dying or he was going to die (He pointed out that) both were correct he was bored with it all he had had a lot of fun (and that) he had enjoyed every minute of it was dying (then) he didn’t think much of it 6 the next/following day he would no longer be there Reading zoologist 2 physicist/chemist 3 geology 4 psychology 5 Botanists 6 biologist 1b 2c 07 Nobody’s perfect Grammar Reported statements 1 a  b b wouldn’t 4 b was studying d promised (that) he would report the accident that day 05_In _ n _ indd 197 1g 2e 3h 4c 5f 6b F F F T F T T F 9 T Grammar Reported questions and imperatives 1 I did I had thought about what sort of job I wanted 197 11 12 01 10: I was interested in animals and that I wanted to work in a zoo 4 which subjects I was studying I was doing biology, zoology and chemistry 6 I had had any experience working with animals I had worked as a volunteer in an animal rescue centre the summer before which university I wanted to go to I didn’t know (and asked) her to tell me which ones did zoology 10 find out and send me the information; me to give her my email address Speaking The swimming pool isn’t going to be filled (up) this year The bedrooms will be cleaned next week 3 The guest’s bags were not/weren’t carried to her room 4 A mouse has just been seen in the kitchen! 5 Credit cards are not accepted (at/by the hotel) 1B 2A 3B 4D a lot in common while In the centre looks like 5 possibly Turning to 7 Unlike 8 the bottom of on the left 10 In the background 11 looks 12 must Using present perfect to talk about events/actions just before the photo was taken F Saying what is similar in the photos A Using present tenses to talk about events/actions in the photo E Talking about each photo separately C Speculating G Talking about different parts of the photo D Saying what is different in the photos B Vocabulary 1 guard assistant 3 advisor 4 actress 5 graduate 6 instructor 7 apply cook it was called Pilton festival the festival will be watched by over 250,000 people 3 have been played for hundreds of years 4 are organised in Dunoon in Scotland 5 are often watched by up to 20,000 spectators 6 was built in 1599 was destroyed by fire during a performance in 1613 have been performed there since 1997 was written were written are used 4 were not/weren’t made 5 were based 6 is managed is supported has been shown have been written 10 will be filmed Speaking 1T 2T 3T 4F more times; far half 4 rule 5 as; as; along Listening 1 Warsaw Madrid 3 cancelled 4 14.20 5 delayed T F F T T T 7 F T graduate Actress 3 instructor 4 inspector 5 apply 6 guard 7 advisor 8 assistants Writing E A  B F C 1a resign 1b sack 2a on time 2b overtime 3a out of work 3b odd jobs 4a in charge of 4b responsible for 5a unemployed 5b take time off 6a part-time job 6b temporary job d e a  f b c skipped paid pass 4 start 5 drop out take 7 leaving claimed deal with 3 pointed out 4 protest 5 attitude 6 complain 7 brakes expel Extend your vocabulary split up lined up 4 turns up 5 pulled up 6 messed up 7 owned up 8 turned up Vocabulary 1 superb island shabby 4 passenger 5 spa town 6 inhabitant a 9 b c d e f g h i 8 check in announcement serve 4 bustling 5 passport control 6 fasten 7 guarantee take-off 9 aisle 10 boarding card 11 pilot 12 instructions announcements check in 3 boarding card 4 gate 5 instructions fasten 7 take-off pilot serve 08 Getting away Grammar The Passive 1 b b a  d c has been designed are linked/will be linked will be delivered are not being accepted thrilling kayaking 3 suitable 4 extreme 5 tranquil 6 peaceful 7 cycle charming 9 outdoor kayaking snowboarding rock climbing ice skating 5 hang gliding 6 scuba diving 7 life jacket helmet Extend your vocabulary 1 draw tackled pass 4 save 5 lose 6 missed 7 serve 198 05_In _ n _ indd 19 11 12 01 10: Workbook Answer Key 09 Feelings Grammar Third Conditional 1 He’d have worked harder in French lessons if he had had a French penfriend 2  If I’d enjoyed studying, I’d/would have gone to university 5  If I hadn’t slept late this morning, I wouldn’t have missed breakfast 8  9  I wouldn’t have known anything about Picasso if we hadn’t learned about him at school 10   A lot of people wouldn’t have been successful if they had been discouraged by their failures If he hadn’t broken the laptop, he wouldn’t have needed to buy a new one 2 If he had had money, he wouldn’t have got a job If he hadn’t got a job, he wouldn’t have met Hannah If he had left the party earlier it would have been light If there had been a lot of traffic, he wouldn’t have cycled in the dark 3 The driver may have seen him if she hadn’t been driving so fast If the driver hadn’t taken Francis to hospital he wouldn’t have lived 5 If Katy hadn’t been feeling guilty she wouldn’t have visited him Justin Timberlake’s new record comes out I won’t buy it President Kennedy hadn’t gone to Dallas he wouldn’t have been shot 3 you heat water to 100°C, it boils I didn’t like sport, I wouldn’t watch the TV sports channel wouldn’t have existed if Lennon and McCartney hadn’t met 6 it’s cold I wear boots have had an interesting conversation if they had met 8 it snowed in June in Europe I would be able to go skiing then 9 Avatar hadn’t used 3D technology it wouldn’t have made more money than any other film in history 10 people didn’t work very long hours they wouldn’t feel so stressed Reading 1 I wish we didn’t have to leave now 2 I wish I hadn’t left school at fifteen 3 I wish I hadn’t forgotten my mobile phone I wish I had married my brother-in-law I wish he was talking to me 6 I wish I hadn’t agreed to babysit 7 I wish I knew how to swim I met my cousins more often 2 I had had piano lessons when I was a child my brothers got on 4 I had learnt to drive 5 I had remembered to my homework 6 I hadn’t bought this computer 7 I lived closer to college Speaking 1 was not didn’t know 3 enjoyed saying where and when it took place: during, this happened connecting different parts of the story: because, but then, as soon as, although, at first, immediately talking about how you felt: I thought, so confused, I felt this happened during 3 because 4 although 5 immediately so confused 7 I thought At first but then 10 I felt 11 as soon as Vocabulary 1 sentimental creative 3 self-confident 4 temperamental 5 arrogant patient carefree 8 down-to-earth down-to-earth creative patient 4 temperamental 5 sentimental 6 arrogant accuse adapt adore amaze 5 believe 6 influence 7 realise 8 sadden believe accused 3 saddened 4 adore 5 influenced 6 adapt 7 amazed realised 1F 2F 3F 4T 5T 6F 7F 8T backache sick 3 sneeze suffer from 5 coughing 6 caught flu chest 9 breathed 10 infection 11 landed 12 broken leg e h b a  c d f Grammar I wish, If only Extend your vocabulary 1 present past present past 5 present past 7 past 8 present 9 present 10 past didn’t have to share a bedroom 2 hadn’t forgotten to my science homework 3 could remember people’s names had gone on holiday last year _ C A  B 1b 2b 3c 05_In _ n didn’t argue a lot with my sister 6 hadn’t spent €100 on a pair of jeans had got good marks in my last test had a car 9 could afford to go to the Katy Perry concert 10 had had time to go to the graduation party last weekend .indd 199 burst missed ears 4 butterflies 5 blood 6 moon get along with look up to run out on run out on keep up with get out of 4 got rid of 5 cut down on 6 catch up on 7 check up on 199 11 12 01 10: 10 True art Grammar Modal verbs for speculation art thrilling painters 4 performance 5 exhibition 6 sculptor b a  c c a  c 7 c c c could might might 4 can’t 5 must masterpiece sculpture concert 4 genre could have learned 2 must have lost 3 could have had 4 could have visited 5 couldn’t have been 6 couldn’t have seen can’t have raced might have killed 3 might be 4 might have been might have stopped must have been 7 might have 8 might have hidden fantasy Actor horror 4 spectacular 5 musicals 6 enigmatic Extend your vocabulary 1 shot scriptwriter 3 screens 4 box office hit 5 release 6 running time 7 score must live couldn’t have been a robbery 3 might have received an urgent phone call 4 may have had an accident in the garden 5 could have driven They can’t have gone Listening Grammar Articles 1 married Colonel Christie wrote her first novel grew up in Torquay married Max Mallowan got divorced worked in a hospital spent time in Egypt disappeared for a few days 5 Who wore the first mini-skirt? In the nineteenth century … Rock singers and film stars often start fashions My mother’s old boss would never allow a woman to wear trousers to work Jeans are worn by men and women all over the world F T T F T F 7 T T the The; a  Ø; Ø the; Ø 5 The; the 6 Ø; the; the 7 Ø; the; the a; an Speaking the a  the the the a  a  the 9 an 10 Ø Do you mean The thing is just a second – I haven’t finished I’m not sure what you mean 5 What I mean is 6 That’s a good point SUNGLASSES Ø Ø the Ø the 6 the the a  9 Ø 10 the 11 an 12 Ø 13 Ø 14 the HIGH SHOES the a  The Ø Ø 6 Ø A  8 Ø 9 the 10 an 11 the UNDERWEIGHT GIRLS OUT A  Ø Ø Ø The 6 Ø Ø 8 Ø 9 the 10 Ø That’s a good point Why don’t you tell us your opinion? The thing is 4 Let me put it another way 5 Are you saying Reading Writing A 2 B C D tells the story of an adaptation 3 a good balance 4 takes place 5 absolutely a mixture of 7 well-written hard to follow B A  D C the Ø an a  the 6 the 7 the a  9 Ø 10 a  11 the 12 the 13 Ø 14 Ø 15 Ø 16 a  17 an 18 a  19 the 20 an 21 Ø 22 the 23 the 24 the 25 Ø 26 a  27 the 1 E B A  D C 1d 2e 3b 4f 5a F O  F O  F Grammar have something done 1 comedy composer 3 director 4 musician 5 painting 6 performance 7 rapper 8 sculptor Tom didn’t have a suit made 2 They have had a cake made 3 Rebecca will have her nails done by a manicurist 4 Tom will have his hair cut and dyed at the barber’s They will have their photograph taken 2 rapper sculptures 3 music 4 sculptors 5 directors 6 performance 7 painting Mrs Harris had her car cleaned last Saturday Mr West and Mr Harris had their suits cleaned last week Vocabulary 200 05_In _ n 11 Looking good _ indd 200 11 12 01 10: Workbook Answer Key 3 Mr West is having/is going to have his beard trimmed at the barber’s next Saturday morning 4 Mrs Harris is having her nails painted now 5 They had their photograph taken at the wedding last month a  c d a  b d to have their wrinkles lifted have their nose made smaller to have done to have their knees replaced 5 to have their teeth checked to have laser eye surgery done They are going to have the grass cut 2 They are going to have the car removed 3 They are going to have the walls cleaned 4 They are going to have the roof repaired 5 They are going to have a new garden wall built Speaking 1 ’s wearing looks like 3 looks 4 looks 5 look like looks He looks like a typical private school pupil He looks as if he’s about five years old 3 He doesn’t look like his father 4 He’s got curly blond hair He’s overweight He looks quite serious Vocabulary 1 beauty fitness 3 comfort 4 weight 5 daily physique 7 painful 8 trendy 9 vain 10 wavy having cooking to have bring back 5 driving 6 finish 7 to get 8 buying 9 eating; cooking making to 3 enjoying to use 5 sitting drinking 7 make having 9 to impress 10 eating 11 to give 12 welcoming 13 to eat Listening 1 B B B A  J A b d c a  b b Speaking 1 It’s not what I ordered 2 I’m trying my best there is a mistake in the bill 4 don’t blame me Your waiter was extremely rude to me It’s entirely our fault Writing 1 B D A  C a reason for writing (para A) 2 a complaint (para C) 3 a suggestion (para C) a reason for the complaint (para B) 5 two alternative solutions (para D) a standard closing expression (para D) daily trends vain 4 trendy 5 physique 6 painful 3 customer service 2 acceptable  damaged 4 missing 5 online 6 guarantees refund 8 charged bald ginger dyed 4 well slim Opinion: neat, scruffy, trendy Length/type: bald, wavy, curly Colour: silver, dyed, highlights Style: shaved, spiky, dreadlocks dark curly is clean-shaven 4 casual 5 overweight 6 shoulder-length 7 a parting smart elderly 10 straight 11 a moustache 12 unfashionable 13 slim 14 dark 15 casual 16 keeps in shape Extend your vocabulary designer fashion show fashion statement 3 fashion conscious 4 fashion model 5 fashion victim fashion magazine fashion magazine 2 fashion conscious 3 fashion models 4 fashion statement 5 fashion victims fashion shows 12 The hard sell Grammar Verb patterns Vocabulary 1 apologetic artificial 3 faulty 4 financial hurry 6 natural 7 nutritious 8 personal 9 reduced 10 salt 11 tasty faulty nutritious 3 reduced 4 artificial 5 salt 6 apologetic natural tasty apology 4 replacement 5 refund 6 compensation sale 8 ordered c a  d d a  b fresh stale tough 4 cooked 5 colouring lost chain stores reduced 3 try (it) on 4 cash register 5 credit card 6 cashpoint Extend your vocabulary 1 shop floor shopsoiled 3 shopped 4 shut up shop all over the shop 6 talk shop 7 shoplift shop steward 9 set up shop 1 eating eat eating to eat 5 eat 6 eating eating 8 eating 9 to eat 201 05_In _ n _ indd 201 11 12 01 10: Workbook Tapescripts Unit 1, Track 2, Speaking Mr Gordon: Graffiti everywhere! It’s so ugly Carl: Come off it! Graffiti is OK, Dad I think graffiti is art Mr Gordon: Oh I’m afraid I have to disagree with you, Carl Graffiti is not art It’s just vandalism Mrs Gordon: Hmm I agree with you up to a point But Carl has a good point as well Some graffiti is really clever Mr Gordon: Well, that may be true but a lot of graffiti isn’t And why not paint inside if they are artists? Carl: No way! Graffiti has to be outside Otherwise it’s not graffiti at all! Mrs Gordon: You’ve got a point but what if the building belongs to somebody? There should be special places for it, not just ordinary buildings Mr Gordon: I couldn’t agree more! Somewhere else, not all over the railway station! Unit 2, Track 4, Listening Speaker A – Anton I use the Internet for keeping in touch with my friends I live abroad so I don’t see them too often and, of course, it’s really expensive phoning all the time Most of the time I use instant messaging but we’re all members of a forum as well so we chat a lot that way I think it’s great, almost as good as seeing them face to face It even has some advantages because if my friends aren’t online I can leave a message for them to read later, which is really handy Apart from that I don’t use the Internet all that much, to be honest I just don’t have time with my studies Speaker B – Carl I’m on the Internet all the time, probably too much! I use it for all sorts of things, from keeping up to date on the news to buying things – I buy most of my music on the net, books and films too; in fact I rarely go to normal shops for those things Most of all I love playing games online I play all sorts of games with and against people from all over the world And most of the time I win No, really, I’m pretty good but I should be, the hours I spend playing Hand on heart, though, I have to say that being able to go on the Internet isn’t all good I know it lets me a lot of things that I probably wouldn’t be able to otherwise but I also know I waste a terrible amount of time in front of my computer Even so, I don’t know what I’d without the Internet Speaker C – Kelly I think you could probably say I spend more of my life online than offline! I spend a lot of time on social networking sites – that’s really important to me Everybody I know uses them and I check for messages at least five times a day and it doesn’t matter what day it is, it’s usually the first thing I do in the morning and the last thing I do at night But I do other things online as well For example, I do most of my shopping online these days I can’t remember the last time I bought a CD or a book from a real shop I mean, it’s usually cheaper online and you can find whatever you want and you save so much time I heard you can even buy your groceries online, fruit, vegetables and everything! I’ll have to try that, I think! The Internet is great Honestly, I can’t imagine life without it Speaker D – Zoe I suppose I’m unusual because I don’t use the Internet very much at all I do use it for some things, of course It’s very useful for schoolwork, especially when I have a project to do, so I use things like wikipedia quite a lot I like to keep up with the news and I use the Internet for that but I only go on a few sites, usually media sites – newspapers and television mainly Apart from that I don’t use the Internet at all I’m always worried about viruses and things if I go to the wrong site and I’d never buy anything online, that’s much too risky, you read all sorts of problems that people who use credit cards online have Actually, I don’t even have an email address! I’ve never needed one really I’ve got a telephone so anybody who wants to contact me can just call anyway Unit 2, Track 5, Speaking I wonder if you could help me? I’d like to know where the restaurant is, please Could you please tell me what time the show starts? Do you think it will be cold? Do you happen to know how much it costs? Have you any idea where he lives? Would you mind telling me how to get to the theatre? I was wondering if you have seen Joe? Unit 2, Track 6, Speaking One A: Hello, Hotel Grand B: Hello I’d like to know how much a double room is A: €50 per night B: OK I was wondering if you have a sauna A: Yes we Two A: Hello? B: Hi Suzy, it’s Jim Listen, have you any idea what time the train leaves tomorrow? A: Hi Jim Er, I’m not sure Maybe try the station C: Victoria Station How can I help you? B: Hello I was wondering what time the train to Edinburgh is tomorrow morning C: It leaves at 9.30 B: Great Do you know if the train has a restaurant car? C: Yes, it does B: And would you mind telling me if there is a first-class carriage? C: Yes, there is B: That’s super Thanks for your help, goodbye Self-Assessment Test 1, Track 7, Listening Skills Company Representative: Could everyone sit down, please? The presentation for the new Technoguard S3 home entertainment centre is going to start very soon Er, sir? Could you sit down? Lost Man: Er, I think I’m in the wrong place Company Representative: There are no right or wrong places just sit anywhere Lost Man: No, you don’t understand Company Representative: Please Thank you Now, I don’t need to tell you that what you are about to see is top secret and won’t be made public until our sales launch in early November So, what is the Technoguard S3 and why is it special? S1 – Speed It does everything your home computer can but in a fraction of the time You can convert music from CDs into MP3s in less than a minute You can put a video onto DVD in under minutes Download 100 photos from your camera with one click S2 – Simplicity 202 _In _T i indd 202 11 12 01 10: Workbook Tapescripts Anyone can use it as we will demonstrate later S3 – Style, as you can see for yourself, this elegant machine would look good in any room Now, can I have a volunteer to prove how simple this thing really is? How about our friend who was in the wrong place earlier? Yes, you OK, sir Here’s the machine, everything is already connected up so you don’t need to worry about anything Now, is there anyone with a task for our friend to do? Yes, madam Woman: I’d love to put the photos from this camera onto a DVD slideshow and have the song on this CD playing as background music Company Representative: No problem at all Now, sir, you’ve never seen this machine before have you? Lost Man: Er, no no, I haven’t Company Representative: Well, I’ll switch it on for you by just pressing this button here And I’ll connect the camera here and insert the CD here OK, off you go As you can see ladies and gentlemen, our friend here is typing in what he wants to … ‘Make a DVD of photos and music’ … and now the machine is asking for details as you can see on the screen … ‘Are the photos on disc or camera?’, ‘What is the source for the music?’ … and now the instructions lead him on really easily OK, the photos are downloaded Now we have options; there are things like ‘Make a CD cover’ but we won’t worry about that now … so he is clicking ‘Ready to start’ here’s a disc to insert, one of our own Technoguard High Quality discs of course That’s in, he is clicking ‘Create’, now watch the numbers counting down on the screen 5-4-3-2-1 … and the disc is ready So, let’s just check the photos on the DVD – there’s nothing embarrassing here, is there? Ooh lovely … beautiful … we’ll have to leave it there, I’m afraid So, here’s your disc, madam and thank you, sir, for helping us I know you’ll be going back to your sales area now and be ready to market the Technogaurd S3 in November Lost Man: No, not really Company Representative: What? Lost Man: That’s what I was trying to say earlier I’m in the wrong place I’m not a Technoguard salesman at all I work for Compumedia I should be in meeting room C4 It was a very interesting talk, though, thank you … Unit 3, Track 9, Speaking In my opinion As far as I’m concerned Everybody knows that If you ask me If you think about it It seems to me It’s only natural that Personally, I believe The reason why The thing is 10 To be honest Unit 4, Track 10, Listening Karen: Morning Mum, Dad … what’s for breakfast? Mum: Morning Karen I’ve made some scrambled eggs, you’re just in time Er … Karen, what’s that on your face? Karen: Oh, Mum, it’s only a bit of make-up … Mum: Come on, Karen, you know we said no make-up at school, you know the rules Karen: But all the girls at school wear make-up, honestly, their parents let them, it’s not fair Dad: You’re too young to wear make-up anyway When I was your age … Karen: … you didn’t wear make-up? Alright, I’ll wash it off after breakfast I only put it on because there’s a party tonight and … Dad: … And you wanted to ask us if you can go? Why didn’t you tell us this before? Mum: We talked about it yesterday, Alan, I just forgot to mention it Karen: Can I go? It’s at Jane’s house, it’s her birthday Her parents will be there and everybody’s going Please? Mum: Of course you can go … but you should be home by 10 Karen: 10? Come on, Mum, that’s too early! The party won’t finish until midnight at least, probably later Dad: Karen, you know children can’t stay out that late, 10 o’clock is enough Karen: I’m not a child, I’m a teenager! And I bet you didn’t have to be home so early when you were my age! Parents let their children much more then Dad: Oh, you’d be surprised how strictly our parents brought us up! We couldn’t half the things you can I couldn’t go to parties at all until I was older, and even then I had to be home by 9.00 Children grow up too fast these days Mum: Oh, Alan, I don’t know if that’s true I don’t think things have changed all that much And Karen isn’t so young any more, perhaps 10.00 is too early We can let her stay an hour longer, can’t we? Karen: Thanks Mum! Dad: Alright But not a minute longer! And you have to all your homework before you go! Karen: I will, I will, I promise Unit 4, Track 11, Speaking Molly: I was wondering if I could leave early this Thursday afternoon Teacher: I’m afraid you can’t There is an important test at 3.30 – if you miss it, you will have to the course again Molly: Sorry, I’d forgotten about that Do you mind if I come in late on Friday morning? Teacher: No, I don’t but you must get the notes from another student Molly: Thank you I’ve one more question Could I possibly come to your after-school debating society? Teacher: Yes, of course Molly: Thank you very much Unit 5, Track 12, Speaking Good morning I’d like to begin by making the point that emergencies and dangerous situations happen to us all In fact, I’ve chosen this topic because I’m sure the advice I’m going to give you will be useful to you sooner or later One of the biggest problems – perhaps the biggest problem and the biggest danger – for people in dangerous situations is that they lose their heads and panic But there are several ways you can prevent this Firstly, whatever the situation, take a moment to remember where you are and what your goal is For example, if you’re trapped in a building by a fire then think about where you are in the building – which floor, where the stairs are and so on – and where you need to go to get outside Secondly, focus on small steps Don’t think about how to get out of the building – think about how to get to the end of the 203 _In _T i indd 20 11 12 01 10: corridor Then go on to the next step That will keep you positive and stop you thinking that it’s all impossible Finally, think carefully about your decisions It’s usually better to take a moment longer to think than to risk making a bad decision To sum up, staying safe in dangerous situations is all about staying calm, not panicking and making the right decisions If you can that, you’ll have a good chance of getting through it safely I’d like to begin by introducing myself: my name’s Ed Lambert and I teach people how to make presentations Today, I’m going to give you some tips on how to be a confident public speaker Firstly, it is important to plan your presentation My advice is to write single words or phrases on small cards so you can glance at them while you are speaking Secondly, practise your presentation out loud at home and get some feedback from your family or friends Moving on to the big day, remember to look at your audience and to speak slowly and clearly Be confident – the thing is, you’ve got your cards if you forget what you wanted to say To sum up: preparation is the key to success, communicate with your audience And last but not least, take two or three calm, deep breaths before you start – it makes all the difference! Now, any questions? outdoor and maybe sporty types Interestingly, although owners of big dogs can be very friendly, they can often also be quite shy, even introverted, because big dogs can sometimes keep people away What about cats? Cats are wonderful animals, aren’t they? How many of you have cats? Oh, goodness, that’s more than half! Now while a dog is like a member of the family, a cat is more like a friend or a roommate – they live with you but they have their own life So cat owners are often very independent people who value their freedom Cats suit people who are very busy with work, for example, and who don’t have much time at home I remember Sue here when we were students always had cats, probably still does … Sue: Absolutely! Prof Curtis: … and we all know how hard-working and how independent she is, so she’s a good example Now of course, there are many other pets, apart from cats and dogs Fish are popular and some people have more exotic pets, like reptiles or birds What these pets tell us about their owners? Fish owners tend to like routines and to be very organised people They like to be in control and are often managers or bosses at work Reptile owners, on the other hand, are often romantics, dreaming of exotic travel and adventure, even if they never get the chance Finally, owners of birds like parrots are very often extremely sociable and extrovert They love partying and love being the centre of attention There’s nothing shy about these pet owners! And now moving onto … Unit 6, Track 15, Listening Unit 6, Track 16, Speaking Sue (Host): Good afternoon everybody and thank you very much for coming! I’m sure Professor Curtis is delighted to see so many people have come to hear what she has to say So please give a warm welcome to our guest speaker, and my old classmate, Professor Sandra Curtis Prof Curtis: Thanks Sue, and thank you all for coming The title of my talk today is ‘What Our Pets Say About Us’ but don’t worry, I’m not suggesting pets can talk – at least not with words! Most of us love our pets – I certainly love mine – and we all have our favourites Some prefer dogs, some cats, some prefer more exotic animals … all fairly obvious What is less obvious is that the pets that we have reveal something about our personalities Obviously there are many reasons why somebody might choose certain pets and not others – if you live in a small flat then you probably won’t own a horse, for example – but in general you can tell quite a lot about somebody by looking at their pet and today I’m going to show you how that works OK, let’s begin with one of the most popular pets: the dog Can I ask, how many of you here today are dog owners? Could you raise your hand if you have a dog? Quite a lot – about one third Well, if you have a small dog then you may well be a very sociable person with a busy social life For some owners, small dogs can be almost like jewellery in the sense that they are a decoration as well as a pet Also, people with small dogs often treat them like children which is why they are popular with older people whose children have left home and who perhaps miss their children, or people who have no children but would like to Now, what about big dogs? About a third of you have dogs, you said, but how many of those have big dogs? OK, about half, and this group includes me, I have two Labradors So what does this pet say about you? Well, a big dog needs exercise, a lot of exercise, so their owners tend to be Martin: Hello I want to get a new pet – something exotic – and I’d really appreciate your advice Do tarantulas make good pets? Vet: Well, that depends They are fascinating animals and they don’t need much attention, but it’s not a good idea to handle them too much, so you shouldn’t pick them up very much, for example Martin: Are they easy to look after? Vet: Generally, yes Tarantulas need a good tank to live in but it’s not worth buying one too big as they don’t need much space Remember to make sure the tank has a good strong lid – tarantulas are very good at escaping! You ought to give the spider a place to hide as well, you can buy something from the pet shop for that Martin: Are tarantulas dangerous? Vet: Not really They bite sometimes if they’re frightened but they’re not really dangerous You might find it useful to read a bit about tarantulas before you buy one There are a lot of books on them Martin: That’s really interesting, thanks, but I’m still not sure It’s a big decision … To be honest, I’m at a loss as to what to Vet: Well, I can’t tell you that! You ought not to make a decision without thinking about it carefully, so if I were you I’d go home and have a think If you’re still interested tomorrow then come back and we’ll talk some more Unit 5, Track 13, Speaking Self-Assessment Test 3, Track 17, Listening Skills Speaker 1: I worry a lot about the world and what we’re doing to it But, you know what I think? I think one day we’ll all be sitting here, living our lives, when something completely unexpected will happen – a nuclear accident, a meteor, something like that – and that will be that Goodbye Earth 204 _In _T i indd 20 11 12 01 10: Workbook Tapescripts Speaker 2: Sometimes I worry, of course War, pollution, no more natural resources, sea levels rising But I have faith in our ability to survive Just when it looks as if all is lost, we will find a way round it I just can’t believe that we’ll destroy ourselves and our planet I suppose I could be wrong, though Speaker 3: Well, I’m sixty-five and I’ve been hearing about the end of the world for a long time now I was born during the Second World War and grew up with the Cold War and nuclear crises I read that Nostradamus predicted the end of the world in 1996 and nothing happened One day, we’ll probably kill ourselves with a bomb but it won’t be in my lifetime Speaker 4: One thing is clear and that is we can’t go on as we are doing It’s no good relying on scientists to sort out the mess and we certainly can’t look to politicians or business men to help us No, it will need all of us to alter our lifestyles – use less electricity, not drive so much, recycle more, eat organic food Unless we all those things and more, the planet will just die one day Speaker 5: I’m worried about natural resources running out before we’ve done anything about finding new sources of energy Can you imagine life without petrol or electricity? It would probably be good for us if our machines were switched off for a while but it wouldn’t be easy, especially for the younger generation who have been used to having these things their whole life Speaker 6: I’m keeping my fingers crossed I know there are problems and I know I can’t anything about them but there are some very intelligent people out there who must be spending their whole lives in laboratories researching into new sources of energy They’ll come up with something Speaker 7: If you look around at greedy people using up the Earth’s resources or starting wars you can’t be optimistic We are destroying our planet and, if it was just up to us, the planet wouldn’t last another fifty years But, you know, I can’t believe my kids or grandchildren will behave in the same way Just by looking at where we went wrong, they will be able to the right thing Speaker 8: You know what I don’t understand? Why governments spend so much on space exploration? I mean, if scientists want to discover ways of overcoming the problems of this world, they would be better off looking here If there is a solution to our problems, this is where it will be background of the picture there is a clock on the wall and two people One of the people, a man, is pointing at the clock and looks annoyed with a lady in a white suit, who has probably arrived late for work The man must be the lady’s boss and is very unhappy with her The contrast with the first photo is very clear Unit 7, Track 19, Speaking Johnny: Dad, is our flight delayed? I can’t see it on the board Dad: It’s not been announced yet, Johnny Lots of flights are delayed with all this snow Ours probably will be as well Johnny: So when will we find out? Do we have to stay here all the time or can we go sit down somewhere? Mum: We’ll just wait a few minutes more, I’m sure we’ll hear something Ah, there it is on the board now, look It says ‘on time’, that’s good news Dad: Hang on, here’s an announcement Announcer: As a result of the bad weather many flights have been delayed or cancelled The airport management would like to apologise for any inconvenience Announcements will be made every fifteen minutes to give passengers as much information as possible Johnny: Thanks a lot! Dad: Sssh, I’m trying to listen Announcer: … With so many passengers in the main hall it is important to follow airport safety instructions Please pay attention to the following safety information Baggage The photos have a lot in common: both show people at work and both show people using computers However, in the photo on the left we can see one of the people is not pleased with something, while in the photo on the right everyone looks happy In the photo on the right there is a group of people smiling and celebrating In the centre of the picture there is a lady who has been working on the computer and there are three men and one woman behind her who look very pleased All of them are smiling and the lady in the middle, with dark hair, looks like she can’t believe what she can see The people are all dressed smartly so they are possibly office workers at work Turning to the other photo, we can see some different emotions Unlike in the first photo, the people here are doing different things and we can see that they are not celebrating At the bottom of the picture there is a desk and on the left there is a lady working at a computer She looks busy and is not paying attention to anybody else In the _In _T i indd 205 Unit 8, Track 20, Speaking Terry: Hey, Beth, take a look at this advert I found it in the paper, it looks really good, don’t you think? A chance to get away from it all, just the two of us Beth: Mmm, I’m not sure I was thinking of something a bit different, to be honest Actually, I’ve got an advert as well … great minds think alike! This looks really good to me, much more comfortable and not much more expensive … Terry: You’re joking! It’s nearly ten times as expensive! Really, it’s far too expensive I don’t even know if we’ve got that much money Beth: But look at the pool! You get what you pay for: if you want to really relax and have a proper holiday then you have to spend a bit And think about the travelling as well – the hotel is only half of the distance from here compared to the campsite Terry: Alright, you don’t want to go camping, no problem, we can rule that out But we don’t have the money for the hotel so I think we should look for something else Beth: Something not as basic as camping but not as expensive as the hotel? OK, I’m happy to go along with that Unit 8, Track 21, Listening Flight LO 344 from Warsaw, due to land at 13.35 will be delayed by fifteen minutes We are sorry for any inconvenience Flight BA 162 from Madrid, which was delayed ten minutes, will now land at 13.52 on time Thank you Flight SA 183 from Cape Town, due to land at 14.06, has been cancelled We are sorry for any inconvenience Flight AF 225 from Paris, due to land at 14.20, has been cancelled We are sorry for any inconvenience Flight BA 168 from Moscow, due to land at 14.33, is delayed forty minutes and will now land at 15.13 We are sorry for any inconvenience Unit 8, Track 22, Listening 205 11 12 01 10: should not be left alone under any circumstances Bags can be checked in at the check-in desk one hour before take off, please watch the information boards for take-off times as these may change at any time Parents should keep young children with them at all times; any children by themselves will be taken to the information point in the main hall … Johnny: Can we go and sit down now, please? Dad: Sssh, please Just a minute Announcer: … Passengers waiting for their flights should go to the waiting rooms or the café in the main hall Johnny: Finally! Let’s go Dad: First let’s check our bags in, come on Johnny: But look at the queue! It will take for ever! Oh, alright … Unit 9, Track 24, Speaking This happened last year during the summer I was flying to Japan to visit my friend and I was at the airport I was waiting for my bags and I could hear some excited shouting from the airport, but I didn’t know what was going on My bags arrived – I had a small suitcase and a guitar because I love playing although I’m not very good yet I went through the gate and immediately I was surrounded by a crowd of excited screaming teenagers, all pushing and asking for autographs! I was so confused I didn’t know what to do, I thought I was dreaming! At first I was quite worried but then I started to laugh I felt like a pop star! Then another man came through the gate behind me and as soon as they saw him the crowd ran past me towards him He looked very similar to me but he was clearly very famous Oh well, they say everybody has five minutes of fame I had about one minute but it was still fun! Unit 10, Track 25, Listening Agatha Christie is one of the world’s most famous writers of crime fiction She wrote more than eighty novels of murder, mystery and crime which have sold more than a billion copies in English and another billion in more than a hundred other languages Born into a comfortable, pleasant home in England to a British mother and American father, Agatha had a quiet, conventional childhood in the seaside town of Torquay, in the south-west of England At the beginning of the First World War in 1914 she married a pilot called Colonel Archibald Christie During the war she worked in a hospital and then in a pharmacy It was in these jobs that she learned a lot about dangerous chemicals and poisons and later she used this knowledge in her books She published her first book, The Mysterious Affair of Styles, a couple of years after the war In it she introduced Hercule Poirot who was to become one of fiction’s most famous detectives Sadly, her marriage to Colonel Christie was unhappy and in 1926 Agatha Christie was in a real-life mystery when she herself disappeared Her car was found abandoned and, despite newspaper stories, she was missing for several days Eventually she was found in a hotel in the north of England using a false name She claimed that she had lost her memory because of her mother’s death and the shock that her husband loved another woman Two years later, she and Colonel Christie were divorced In 1930 she married an archaeologist, Max Mallowan, who was fourteen years younger than she was They spent a lot of time travelling in Egypt and other eastern countries and this provided the location for one of her novels, Death on the Nile Agatha Christie said: ‘An archaeologist is the best husband any woman can have The older she gets, the more interested he is in her.’ Unlike many of her characters, Agatha Christie died naturally of old age in 1976 Unit 10, Track 26, Speaking Anna: What did you think of the exhibition? Katie: Well, it was OK – I quite liked the modern sculptures Anna: Did you? Do you mean you liked all those things made from old furniture? Katie: Yes, I did The thing is … Anna: They were just old rubbish! Katie: Sorry, just a second – I haven’t finished I thought they showed how anything can be art Anna: I’m not sure what you mean Katie: What I mean is, if you look at things with imagination, you can make them into works of art that are new and … Anna: That’s a good point But in this case it isn’t art – it’s just old furniture Unit 10, Track 27, Speaking Conversation Gemma: Although I liked the actors and the stage design, I didn’t believe any of it Mandy: Do you know what I found strange? Why did she leave her children in the station? Gemma: That’s a good point but what I thought was a bit odd was when she put the cat in the cupboard Mandy: Yeah, that was really weird Conversation George: Why don’t you tell us your opinion? Helena: I’m not sure what I think! The thing is, I just didn’t believe that he loved her Alex: And that is important in Romeo and Juliet! Helena: Let me put it another way – the actor who played Romeo looked bored all the time, I couldn’t believe that he would die for her Alex: Are you saying that he wasn’t a good enough actor for the part? Helena: Well, yes, I am Self-Assessment Test 5, Track 28, Listening Skills Presenter: Today we are very pleased to welcome singing star Scott Freeman who has just released his latest record, ‘School days’ Good morning, Scott, lovely to have you on the show Scott Freeman: Good morning to you, Judy Great to be here Presenter: So, I guess the first question to ask is about your school days What kind of a student were you? Scott Freeman: Oh! Well er, not the best, it has to be said, although I never got into any real trouble Presenter: You weren’t expelled or anything like that? Scott Freeman: No, no But from the age of about twelve I knew I was going to be a star, although at that time I thought I might be a sports star, not a singer I was in the school’s junior rugby team and played for Hampshire Schoolboys a couple of times When you get that serious about anything it takes up a lot of your time and I was practising four or five times a week Presenter: So, what happened? 206 _In _T i indd 20 11 12 01 10: Workbook Tapescripts Scott Freeman: Well, when I was fourteen, I fell in love Presenter: Aha Scott Freeman: And the girl, Sally Thomas, was keen on acting She promised to come and watch me play rugby if I got a part in the school play with her I must have been in love because I agreed It was a musical, and I joined the chorus I really started to enjoy myself and, one day, I was standing on my own singing one of the songs from the play, just feeling happy The teacher who was organising the whole thing overheard me and, well, to cut a long story short, I got the lead part Presenter: A clever teacher! Scott Freeman: Yes The only problem was that I had to spend a lot of time with the leading actress, a very nice fifth former called Mandy I guess Sally might have been jealous because she left me for another boy in my class Presenter: Oh dear Scott Freeman: But I loved being on the stage and the star of the show Anyway, going back to your original question, the schoolwork, which I was never brilliant at, got even worse and I ended up leaving school at sixteen with two GCSEs, in drama and music – not surprisingly I enjoyed school, though, and most of the teachers were cool enough to realise I was never going to become a doctor or scientist or anything like that and the best thing for me was to concentrate on what I was good at Presenter: Definitely the right thing to Scott Freeman: The song’s nothing to with any of that, though It couldn’t really be because I didn’t even write it It’s about being in a gang and learning about life from your mates, playing truant, which I never did and generally trying to act all grown up at the age of fifteen There were people like that at my school, there are at every school, I guess, but it’s not about anyone special Unit 12, Track 30, Listening Alice: Hi Jeff What are you doing? Jeff: Hiya I’m writing an article on ‘Marketing Tricks’, you know tricks that companies use to make people buy their products, or to pay more for them I’ve done the research and now I’m writing it up Alice: Have you found any interesting ones? Jeff: Some, yeah, but I could with a few more How about this: I’ll tell you what I’ve got and maybe you can give me a few more ideas? After all, your dad is a salesman so you should be an expert! Alice: I’m not sure about that! I’ll try Jeff: Great Well, some of the tricks that are used to sell products are really clever ‘Buzz Marketing’, for example, which is all about making your product the topic of everyone’s conversation Alice: How you that? Jeff: There are many ways For example, some producers of sports shoes work out who the most popular kids are in schools and then give trainers to them for nothing Alice: … And the other kids want to copy them and will buy the same trainers? Clever But that kind of technique only works with children, right? Jeff: Wrong Some large shops employ people to walk around wearing clothes from their displays, making it look as though they are already really popular and fashionable! It’s not against the law but I think it’s quite dishonest Alice: Absolutely! It’s almost as bad as that author who got caught writing reviews about his own books Jeff: I didn’t hear about that! What happened? Alice: There was an author not long ago – quite a famous one, actually – who decided to make his books sell better by writing very positive reviews of his own books, anonymously, of course He was caught and some people wanted him to be fined or even sent to prison but in the end apart from the embarrassment nothing happened to him Jeff: That’s unbelievable! Maybe I can put something about that in the article Another really clever trick is getting people to pick things up Did you know that shop assistants are trained to give you things to touch because you’re more likely to buy something once you’ve had it in your hands and not just seen it on the shelf? Alice: No, I didn’t! I’m like that! Once I pick up something I don’t want to put it back! Jeff: And that’s why I try not to pick everything up in shops Shops also use special offers to make you buy things that you wouldn’t ordinarily buy Alice: But sometimes there are really good offers, aren’t there? Like lower prices if you buy a big pack of sausages or something Jeff: Well, that often looks like a good deal The thing is, most people go shopping regularly – say, once a week at the weekend If you buy a bigger pack you still go shopping once a week and all that happens is you eat more sausages! That’s why it’s better to never go shopping without a list of what you want to buy Alice: Oh dear! I’ve never thought of it that way I think I’ll try and avoid TV adverts Maybe I’ll go to the cinema instead … Jeff: But there is advertising in the cinema as well Alice: I know but not during the film Jeff: Oh, I’m afraid there is It’s called ‘product placement’ Watch a James Bond film, for example, and it’s full of advertising Companies pay to have their cars in the film, they pay for the hero to wear a certain watch, to drink a certain drink … Alice: Oh no! Is there any way to escape it? Jeff: I don’t think so But it’s not so bad After all, if you know the advertising is there then you can ignore it Alice: I suppose It still makes me uncomfortable though 207 _In _T i indd 207 11 12 01 10: ... 64; TB 76 SB 6, 7; TB 18 SB 30; TB 42 SB 50; TB 62 SB 10; TB 21 SB 53; TB 64 SB 38, 39; TB 50 TB 21 SB 54 SB 42; TB 54 SB 69 SB 119 SB 51 SB 14; TB 26 SB 112 SB 96; TB 108 SB 53; TB 64 SB 14; TB. .. 14; TB 26 SB 90 SB 90 SB 93; TB 105 SB 93; TB 105 SB 26; TB 38 SB 96, 112; TB 108 SB 94 SB 91; TB 102 SB 93; TB 105 SB 96, 112; TB 108 SB 90; TB 102 SB 61 SB 19; TB 30 SB 76 SB 94 SB 90; TB 102... SB 86; TB 98 SB 94 SB 112 SB 90; TB 102 SB 77 SB 88; TB 100 SB 49 SB 107; TB 118 SB 61 SB 91; TB 102 SB 77 SB 35 SB 77 SB 68 SB 88; TB 100 SB 89; TB 101 SB 86; TB 98 SB 91; TB 102 SB 106; TB 118