New success pre intermediate TB

success new Pre-Intermediate Teacher’s Support Book Grant Kempton A01_SUCC_TB_PINGLB_7131_TTL.indd 21/10/2011 09:25 Contents Introduction Course description Description of New Success components Evaluation and testing system in New Success 11 New Success exams preparation 14 Map of educational content – index 16 Teaching notes Unit 18 Unit 26 Exams Revision (Units 1–2) 34 Unit 36 Unit 44 Exams Revision (Units 3–4) 52 Unit 54 Unit 62 Exams Revision (Units 5–6) 70 Unit 72 Unit 80 Exams Revision (Units 7–8) 88 Unit 90 Unit 10 98 Exams Revision (Units 9–10) 106 Unit 11 108 Unit 12 116 Exams Revision (Units 11–12) 124 Culture Shock 126 Culture Shock 127 Culture Shock 128 Extra tapescripts 129 Photocopiable resources – contents 131 Workbook answers 133 Workbook tapescripts 138 A02_SUCC_TB_PINGLB_7131_CON.indd 11-09-26 17:48 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, an online workbook that can be used in place of the traditional Workbook 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 A03_SUCC_TB_PINGLB_7131_INTR.indd 26/10/2011 15:10 New Success provides you with a unique testing and evaluation system that includes different types of 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 Active Teach is easy and motivating Teachers will no longer need conventional teacher’s books as they will find a wealth of materials within a single environment Dealing with mixed-level classes Placement tests in the Testing and Evaluation Programme (Test Master Multi-ROM) help you to place your students in groups according to their level, and allow you to make the right choice of book from the six levels of New Success for your class For very able students, more challenging exercises on vocabulary (Extend your vocabulary) are included in the Workbook These students should be encouraged to more projects suggested in the Testing and Evaluation Programme as they give students the opportunity for freer language production They will allow all students to contribute to the class irrespective of their abilities Even the weakest students can participate and enjoy a real sense of success Principles behind the course New Success is an ELT course written specifically for secondary school students It draws from the most cutting-edge developments in ELT methodology and practice and is clear, accessible and novel The ten most important features of the course concept are the following: • A controlled environment for teaching and learning • Student and teacher motivation • An interactive approach to learning • Memorisation techniques • An equal emphasis on skills and grammar • A strong focus on vocabulary input and practice • Expanding general knowledge • Building cultural awareness • A principled testing and evaluation system plus exam preparation • Keeping up-to-date with new trends in education by providing innovative digital solutions for both teachers and students The above features make New Success a very well balanced course which gives you security, and your students a real sense of progress A controlled environment for teaching and learning One of our most important aims was to publish a course where learning is very carefully monitored A problem sometimes encountered in coursebooks is that of un-previewed language and grammar It can be frustrating for both you and the students when, for example, an elementary lesson on the Present Simple also contains examples of the Past Simple or even Present Perfect Your assurances that ‘this will be covered later’ can stifle the students’ own sense of achievement We have been very careful to avoid this in New Success We have carefully monitored the language progression and have avoided using new grammar in the skills sections Each speaking exercise is well guided through the use of prompts and examples The same approach has been carefully implemented throughout all the components The second important aim was to create materials that provide methodologically sound lessons on the page You not need to adapt the material and no extra preparation or input is required In other words, if you teach from New Success, you will be very successful with little effort Student and teacher motivation The New Success course was designed to help you motivate students and also be very rewarding to teach from One of the key ways of achieving this is that throughout the course there is a clear direction for learning Unit objectives are clearly stated at the beginning of each unit Lessons and tasks have carefully-prepared stages leading up to clear communicative outcomes The varied unit structure, the liveliness of the presentations and exercises, and the sheer interest of the texts make the material extremely engaging There is often an element of puzzle-solving which, added to the high quality of photos, illustrations and audio material, will add to students’ motivation and desire to learn Most importantly, many of the presentations in New Success are amusing and thought provoking, which we hope will make the material memorable, thus promoting acquisition and learning You and your students will often find yourselves smiling at a funny cartoon or a humorous text The topics covered are usually familiar but with a fresh and interesting angle, e.g Intermediate Unit 6, ‘Animal magic’ shows how our favourite pets perceive their owners rather than the other way round Grammar presentations, texts and exercises often contain an unexpected twist at the end which will surprise students and engage them further on the road to learning We are sure that studying from New Success will be a very enjoyable experience! A03_SUCC_TB_PINGLB_7131_INTR.indd 26/10/2011 15:10 Introduction An interactive approach to learning We believe that a unique feature of New Success is the fact that students are much more actively involved in every stage of the learning process than in other courses The involvement is particularly transparent in the following sections of the book: Grammar: the inductive approach makes the grammar presentations in New Success particularly interesting and memorable Students analyse examples of language and arrive at the grammar rules themselves: this helps them understand and remember the rules better Skills strategies: while other courses offer language tips about skills strategies, we give students the opportunity to experience the strategy through doing exercises that illustrate them Students can then understand the strategies boxes (Train Your Brain) much better, and even help create them Reading and listening skills: we believe that these sections are developed in a very involving way They very often work like puzzles where students have to complete the reading with the missing paragraph or title, or guess the ending of the listening before they listen to the last part of it The variety of exercises and their unique character motivate the students and help them remember the material Speaking: as in most courses these sections include a box with the functional language highlighted However, what is unique in New Success is the fact that all the exercises are constructed in such a way that students have to either complete the box themselves or refer to it many times, so by the end of the lesson they can use the new phrases almost effortlessly In order to prevent students from losing what they have once learnt, New Success now includes short, one-minute films that practise the functional and situational language in realistic yet amusing situations that make the phrases memorable Vocabulary sections: These are not just a selection of exercises based around a particular lexical set They are mini lessons which very often finish with a speaking exercise in which students have to use the vocabulary they have just learnt Memorisation techniques The course has been developed in the light of knowledge about how the brain works To help students remember grammar, vocabulary and new phrases, the following principles have been taken into consideration: 1 New language is always presented in context Learners remember the interesting context, which then helps them remember the new structure or vocabulary 2 Exposure leads to acquisition so new language is constantly revised within the unit and within the course For example, the new grammar introduced in the opening spread is recycled in the Reading, Listening and Writing sections 3 There are references to the language students have already come across in the course, which are called Think Back! Students are encouraged to find the information they need in the sections of the Students’ Book that they have already covered This activates the knowledge students already have 4 The Revision sections after every second unit help consolidate the material in all its aspects (grammar, vocabulary, pronunciation and skills) 5 The material from the Students’ Book is revised and consolidated in the Workbook 6 The Teacher’s Support Book provides exercises which refer to the material covered in the previous unit or section (Warm-up in the Teacher’s Support Book) The bank of photocopiable activities helps to revise material in a communicative way An equal emphasis on skills and grammar In keeping with current trends in language teaching, we provide very solid skills training but at the same time, we are aware that skills cannot be practised without a solid base in grammar They have therefore been given equal emphasis Grammar presentation and practice New Success provides a structured and thorough grammar syllabus which will not create unforeseen problems or surprises The specific contents of the syllabus are organised in a logical way, which makes grammar easier to understand Depending on the level and particular unit, there are up to three grammar points presented in a unit Grammar is always presented in context The presentation usually opens the unit, particularly at the lower levels, and the language is then consolidated and practised in all other sections, which is very important from the point of view of recycling and remembering new structures The grammar presentation uses a variety of text types (dialogues, short reading texts, cartoons, famous quotations) Students first analyse examples from the presentation (Work it out section), then check if they were right by looking at the Check it out sections Mind the trap! boxes draw students’ attention to areas of special difficulty and help to pre-empt errors This particular way of teaching grammar encourages students to analyse and come to conclusions about grammar patterns and rules The course deals with this important area effectively, yet without labouring the point Grammar analysis is followed by controlled practice exercises, which provide a focus on accuracy, before moving on to freer practice exercises Grammar is consolidated and practised in the Revision sections after every second unit There are more grammar exercises in the Workbook A03_SUCC_TB_PINGLB_7131_INTR.indd 26/10/2011 15:10 Skills strategies training Skills training in New Success is organised in the following way: 1 The Students’ Book covers general skills strategies such as identifying speculation or text types and reading or listening effectively These are ‘life skills’ students will need in different situations outside the classroom, regardless of whether they are taking any language exams or not 2 The Workbook introduces exam skills which help students deal with specific exam task types such as multiple choice, true/false and matching Skills strategies training is not limited to simple rules in a box Students first ‘experience’ the strategy and then complete the Train Your Brain box with the information they already have about the given strategy One example of the approach is the teaching of prediction for reading in Unit of New Success Elementary Students only read part of the text at a time and are encouraged to guess what will happen on the basis of titles, pictures and their knowledge of the world, as well as clues within the text The sequence of exercises leading up to the Train Your Brain box shows how the strategy works in a very practical way This inductive approach to teaching skills is unparalleled in New Success Teaching Reading The Reading sections present topics and language in a wide variety of text types such as notices, signs, text messages, website pages, questionnaires, reports, brochures, advertisements, letters, emails, literary extracts and semi-authentic or authentic journalistic material, all written in a lively style Each reading passage is accompanied by a wide range of exercises to encourage students not only to understand what they read, but also to notice the language used They analyse the text in detail, focusing on new vocabulary while reinforcing and building on the grammar and vocabulary they have recently learnt Reading strategies are introduced and practised systematically and thoroughly throughout the book For reading strategies see the Students’ Book contents page Reading is practised further in the Workbook There are also photocopiable activities for practising reading skills in the Teacher’s Support Book as part of the DVD-ROM Teaching Listening Listening is probably the most extensively practised skill in New Success There are special Listening sections in every unit, and shorter listening tasks in all the other Students’ Book sections, including the Revision and Culture Shock sections The skills of listening are developed in New Success through a wealth of listening text types, including radio (reports, phone-in, interviews, quizzes), dialogue, monologue, announcements, speeches and mini-lectures, and songs There is a wide range of task types, both for single answer, true/false, text completion, table completion etc., and more extensive and freer note taking, with opportunities for students to compare their answers or report their findings Listening texts mainly include standard British English and regional British accents, but some contain accents of other English-speaking countries such as the USA and Australia Additionally, there are special Listening sections which cover all the listening tasks students are likely to come across both in real life and in exams They introduce strategies for listening which are then used repeatedly in the book For listening strategies see the Students’ Book contents page Listening is consolidated and practised in every other Revision section Listening is practised further in the Workbook Teaching Speaking Speaking is often the area with which students experience the most frustration They need considerable help and guidance to improve their accuracy, but not at the expense of fluency New Success aims to give a wide range of speaking tasks to cater for all student types and give ample, regular practice Speaking exercises in the classroom have to be particularly easy to administer, but also be worth the effort you put in They should have a very high payoff with a sense of satisfaction for both you and the students There are speaking activities in all sections of the course The special Speaking sections introduce functional language (Speak Out), either connected with situations (e.g buying goods in a shop) or everyday phrases (e.g expressing interest) Students learn how to use these phrases in context and practise them meaningfully in dialogues At the higher levels, students are introduced to speaking strategies which will help them to express themselves in a more sophisticated way as well as prepare them for various exams In addition to this, there are speaking activities in every lesson of New Success These exercises have been carefully designed so that they progress from guided to more open ones There are extra speaking tasks in the Revision sections In the Teacher’s Support Book as part of the DVD-ROM there are up to three photocopiable communicative activities for each unit They provide extra speaking practice for each lesson Speaking is practised further in each unit of the Workbook where there are exercises which practise the language from the Speak Out box Teaching Speaking is enhanced even further in New Success as each Speaking lesson is accompanied by a one-minute film that is available on the DVD-ROM These films show the language used in realistic yet amusing contexts that enhance memorisation and provide further practice A03_SUCC_TB_PINGLB_7131_INTR.indd 26/10/2011 15:10 Introduction Teaching Writing Writing is an essential part of the student’s competence and requires special emphasis New Success addresses key text types, especially those required in exam situations These include letters, notes, messages, emails, discursive and descriptive essays, reports and reviews The course provides both appropriate guidance and opportunities for freer practice All types of writing are covered and there is a strong focus on micro skills such as punctuation, linking words and avoiding repetition in order to build and develop the overall writing skill New Success also focuses on the communicative value of writing by making students aware of who they are writing to There are writing tasks in every unit including six extended Writing sections in each book Tasks move from controlled writing activities to longer writing exercises Students analyse the specific features of a model text by doing the exercises This leads up to a summary of the features in a Train Your Brain box Students then write and check their own text using the Train Your Brain box to help them Writing is practised further in the Workbook where the Writing section contains model texts for students to follow A strong focus on vocabulary input and practice The activation, extension and enrichment of vocabulary is an essential element of New Success The course pays attention to the revision and recycling of lexis in the belief that students at this level have particular difficulty in maintaining their fluency and need help in developing strategies for learning vocabulary in context There is a strong focus on the practice of fixed and semi-fixed phrases, based on recent research showing that we acquire language more quickly and effectively by learning in chunks rather than single items New vocabulary is presented where relevant through grammar and reading lessons, as well as in separate Vocabulary sections The separate Vocabulary sections include word formation exercises, word webs, and exercises on prepositions and phrasal verbs Mind the trap! boxes focus students’ attention on any exceptions to the rule and areas of special difficulty Vocabulary is consolidated and practised in the Revision sections The new vocabulary from the Students’ Book is revised in the Workbook The exercises included in this section practise all the vocabulary from the word list and help students remember the words they have just been introduced to From the Pre-Intermediate level, at the end of the Vocabulary section, there is a special exercise called ‘Extend your vocabulary’ where students practise the vocabulary they know as well as learn new meanings of familiar words or expressions The word lists in the Workbook are presented on a grey panel next to the exercises Students should first the exercises and refer to the word list After they have completed the exercises, they should be able to remember the words By covering the exercises (or folding the word list), they can check if they remember them all Word lists are now also included at the back of the New Success Students’ Books Expanding general knowledge New Success has a highly educational content Students learn, for example, about history, geography, music, the environment, developments in science and technology, as well as about people who have played an important role in politics, art and culture It encourages students to discuss contemporary social issues which are relevant to their age For a map of the educational content see pages 16–17 in the Teacher’s Support Book Building cultural awareness The content of New Success is designed to represent the culture of Britain and other English-speaking countries that are multicultural and multiracial The course also introduces characters from the countries where students are likely to use the book so that they can relate to the issues easily Culture Shock sections focus on specific cultural facts and issues which provide further information and background about Britain and other English speaking countries 9 A principled testing and evaluation system plus exam preparation Testing in New Success is very carefully planned and includes a strong link between the Revision sections in the Students’ Book with the self-assessment tests in the Workbook as well as the tests in the Testing and Evaluation Programme on the Test Master Multi-ROM The fundamental rule is that there should be no surprises for the students, which means that they should know the format of the test well in advance 10 Keeping up-to-date with new trends in education by providing innovative digital solutions for both teachers and students As in any other walk of life, trends and styles in language teaching are adapting all the time Students’ needs change over time, and their learning styles evolve as they grow up in new environments New Success keeps up-to-date with these changing needs and provides a number of innovative digital solutions in line with students’ different cognitive styles and current examination board requirements We hope that you will enjoy working with New Success Authors: Stuart McKinlay, Bob Hastings, Jane Comyns Carr, Jennifer Parsons, Peter Moran, Jeremy Day, Lindsay White A03_SUCC_TB_PINGLB_7131_INTR.indd 26/10/2011 15:10 Components New Success Elementary Students’ Book (144 pages) with ActiveBook New Success Pre-Intermediate Workbook (128 pages) with audio CD Authors: Bob Hastings and Stuart McKinlay Author: Lindsay White, Dominika Chandler Organisation The Students’ Book contains 12 thematic units, each consisting of pages Each unit is clearly divided into sections, i.e Grammar and Listening, Reading and Vocabulary, Vocabulary, Listening and Speaking, Writing Each unit follows its own pattern and the sections differ in length according to what the particular topic/grammar point/vocabulary set requires Every two units are followed by a two-page Exam Revision section which draws students’ attention to the material they have covered End matter contains: – Student Activities for information-gap exercises – Culture Shocks – three lessons based around different aspects of British culture – Word lists with phonetic transcription The ActiveBook is a digital version of the Students’ Book with full audio and video Class CDs The recorded material is a very important feature of New Success There are usually four CDs for each level of New Success (the Advanced level offers as many as five CDs), which is more than any other course in this segment Class CDs include: – Dialogues and listening activities from the Students’ Book – All the reading texts from the Students’ Book – Songs from the Students’ Book – Listening tests (also on the Test Master Multi-ROM) The New Success Workbook activates all of the language which was introduced in the Students’ Book As well as grammar and vocabulary practice, which is a common feature of workbooks for other courses, the New Success Workbook provides skills practice The unique features of the New Success Workbook are as follows: Exam Strategies As the Workbook provides a lot of exam task types, students’ attention is drawn to how these tasks should be approached so that they use the same techniques in the actual exam Next to each exam tip there is a list of exercises it relates to and students are encouraged to use the strategy with these particular exercises Bank of Language Functions This is a collection of phrases which were introduced in the Speak Out boxes in the Students’ Book Students need this reference for the speaking exercises in the Workbook Grammar Grammar explanations open each Grammar section to provide reference for the exercises They are an extended version of the Check it out sections in the Students’ Book and help students the exercises that follow The grammar exercises are graded and go from easier, controlled tasks, to more challenging, contrastive exercises Skills The units provide further practice of Reading, Listening, Speaking and Writing Most of the tasks which go with these sections are exam oriented Reading texts are recorded on the Workbook CD to provide further listening and pronunciation practice Speaking exercises help students memorise the functions introduced in the Students’ Book Writing sections include a model text which students follow in their homework assignments A04_SUCC_TB_PINGLB_7131_COMP.indd 18/10/2011 13:02 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 Pre-Intermediate Teacher’s Support Book (144 pages) with DVD-ROM Author: Grant Kempton In the Pre-Intermediate level, at the end of the Vocabulary section, there is a special exercise called ‘Extend your vocabulary’ where students practise the vocabulary they know, as well as learn new meanings of familiar words or expressions New Success Teacher’s Support Book is a unique publication which contains a wealth of additional materials for teachers The Teacher’s Support Book mirrors the Students’ Book in its organisation and thus is very easy to navigate The word lists in the Workbook are presented on a grey panel next to the exercises Students should first the exercises and refer to the word list After they have completed the exercises, they should be able to remember the words By covering the exercises (or folding over the word list), they can check if they remember them all The Introduction provides information about unique features of the New Success Students’ Book as well as the other course components It describes how the course prepares students for exams The map of educational content in the form of an index lists all the names of people mentioned in the course as well as geographical names, cultural events, film or book titles It is an easy reference for teachers who are looking for specific information in the book The teaching notes for each lesson start with information on how a given unit prepares students for exams It is followed by a box which outlines what materials are available for the given unit It is very often the case that teachers may expect difficult questions from students about the particular grammar, vocabulary, pronunciation, etc Teacher’s Support Book Special difficulties section provides answers to the anticipated problems Culture notes provide a wealth of information connected with the people, history and photos in the Students’ Book Warm-up activities refer back to the material covered before and provide a nice start to a new lesson Optional activities offer suggestions for the exploitation of the Students’ Book material Self-assessment sections After every second unit there is a self-assessment test with language and skills tasks It is related to the Exam Revision sections in the Students’ Book and is designed to prepare students for the tests provided in the Testing and Evaluation Programme (Test Master Multi-ROM) As the key to the tests is provided in the Workbook, students can assess their progress and decide if they need further practice Organisation – Exam strategies tips related to the exercises in the Workbook – Bank of language functions – 12 units with further practice of the key grammar, vocabulary, and skills lessons from the Students’ Book – Cumulative self-assessment tests after every other unit with an answer key included in the Workbook – Vocabulary exercises – New Success Workbook CD with listening exercises and reading texts The bank of photocopiable activities (available on the DVD-ROM) contains 36 activities (three per unit) and it includes skills oriented activities Organisation – Introduction – Components description – Evaluation and Testing system in New Success – Exams preparation in New Success – Map of educational content – index – Lesson notes with tapescripts – Workbook answer key and tapescripts The DVD-ROM contains: – 12 short films to accompany each Speak Out box from the Students’ Book: these are short amusing films using the situational and functional language in real-life contexts – Additional exercises to accompany the films – Photocopiable materials – Test Master Multi-ROM A04_SUCC_TB_PINGLB_7131_COMP.indd 9 18/10/2011 13:02 Josh: Remember me? Katie: Josh? Josh Hunter? We used to go to the same school! Josh: Yep, that’s right Katie: I didn’t recognise you You look so different How are you? Josh: Fine, what about you? Katie: Great! What a surprise! You used to be in my brother Gary’s year, didn’t you? Josh: Yeah, and we used to go to the same swimming classes, Katie It’s good to see you again Katie: Good to see you too Josh: I thought you were really attractive when we were at school, you know But you never paid any attention to me I used to go round to your house just to see you, but you never even noticed I was there Katie: Yeah, well, you were different then You used to wear horrible thick black glasses and you used to have long hair and spots! You didn’t use to be so … so … Josh: Yes? Katie: So good-looking Josh: Thanks … Listen, what are you doing later on? Maybe, we could … Tapescript  CD3 Track Exercise page 78 (SB page 66) Nobby: It’s just after seven and you’re listening to Nobby Miles and the Miles Better show The politicians of the world are meeting this week to discuss ways to stop climate change and save the planet So we went out on the street to ask you what you to help stop climate change Not a lot I mean, I do recycle a bit when I remember to, but I still use my car a lot – I love driving And I take the plane at least once a year I’m not too worried about climate change I think the scientists will find a new way to get energy so we’ll have electric cars and things and we can keep on living the way we live now Nothing I don’t recycle, I use my motorcycle The thing is I think we’re too late to stop climate change The weather is going to get worse and the sea is going to cover the earth The future looks terrible and there’s nothing we can about it I try to recycle but it can be very confusing to know which bin to use for which things I always walk or use public transport, but I am planning to buy a car I’m fed up waiting for the bus in the rain I’ve no idea how serious climate change is It’s all very hard to understand I try to as much as I can I cycle to work, I recycle glass and paper and plastic and I never fly The fight against climate change is the most important fight in the world today If we’re not careful, humanity will just die out You don’t need to anything I mean, it’s true that the planet is getting warmer, but it’s not because of human activity, it’s just a natural cycle It’s nothing to worry about So I don’t bother recycling and there’s no way I’m getting on a bike Tapescript  CD3 Track 33 Exercise page 99 (SB page 86) Presenter: OK Jamal … Are you ready for your first question? Jamal: Ye … Yes, I am … I think Presenter: Your first question for £500 is this Which of these TV programmes is watched by up to one billion people? The BBC World News, the Eurovision Song Contest, Formula car racing, English Premier League football? Jamal: Em … Formula 1, it could be … No, I think it’s D, English Premier League football Presenter: Is that your final answer? Jamal: Yes Presenter: It’s the right answer £500 Now, this question for £1,000 On which of these TV channels are adverts not shown? Fox, the BBC, Eurosport, CNN? Jamal: That’s an easy one … B, the BBC Presenter: You’re sure? Jamal: Yes, final answer Presenter: You had £500 You’ve just won one thousand! Next question for £2,000 Which TV family was created by Matt Groening in 1987? The Flintstones, The Sopranos, The Simpsons, The Addams? Jamal: [laughs] Presenter: What’s so funny, Jamal? Jamal: It’s my favourite programme The answer is C, the Simpsons Presenter: Final answer? Jamal: Yes Presenter: You’ve won £2,000! How are you feeling? Jamal: Fine, not as nervous as before Presenter: Great, now have a look at question 4, it’s worth £5,000! The first Olympic Games on TV were broadcast in 1936 But where from? The USA, Germany, the UK, Italy? Jamal: Can I go 50–50? Presenter: Yes, of course you can Jamal is going to use his first lifeline The computer will take away two of the answers … OK, the options left are Germany or the UK Jamal: I don’t know … I’m going to guess … Germany That’s my final answer Presenter: You didn’t know … but you guessed right! You now have £5,000! OK, for £10,000! The Teletubbies’ conversations have been translated into how many languages? 45, 30, 15, none? Jamal: Well, I know it isn’t D because they talk They say ‘big hug’! And I know it’s one of the most successful children’s TV programmes ever, so I’m going to go for A, 45 Presenter: Final answer? Jamal: Final answer Presenter: You had £5,000 … And now you’ve doubled it You have won £10,000! We’ve just got enough time for one more question for £20,000 Have a look … Which of these TV shows has been made in more countries (over 100)? Big Brother, Strictly Come Dancing, Britain’s Got Talent, Who Wants to be a Millionaire? Jamal: D, Who Wants to be a Millionaire? Presenter: Is the right answer! You’ve won £20,000! What a great show! Congratulations Jamal, and you’ll be back tomorrow at the same time as always Goodbye Tapescript  CD4 Track 12 Exercise page 110 (SB page 98) Part Three Marlowe: I interviewed the suspects … Bobbie Davies Bobbie: Nicola and I were about to leave the party A few minutes earlier I had argued with Tina, and she had left the room She was crying And then I heard Billy shouting from the terrace When we got there, Tina was dead, and Delia had already called the police Marlowe: Nicola Goodfellow Nicola: I was putting on my coat when Billy started shouting so we ran to the terrace Tina was dead It was the most horrible thing I had ever seen I screamed Marlowe: Delia Adams Delia: I hadn’t finished answering Tina’s fan mail so I left the party early and went to my office, which is directly upstairs from Tina’s apartment I was working when I heard a shot I ran to the terrace and found Tina dead Billy was already there, but he hadn’t called the police so I called them Marlowe: Billy Squires Billy: I needed a cigarette so I went out to the terrace At first I thought there was nobody there, but then I saw Tina I was surprised to see her on the terrace because I thought she had gone to her bedroom after the argument with Bobbie When I got nearer, I saw she was dead I started shouting Marlowe: Christine Cross Christine: I was reading the newspaper, looking for a new job, actually, and I heard Billy shouting and a woman screaming, so I went to the terrace, and there she was, lying on the terrace There was a lot of blood I tried to help her, but she had already died 130 Z02_SUCC_TB_PINGLB_7131_ETAPE.indd 130 11-09-26 18:05 Photocopiable resources Contents Resource Language point When to use Time (minutes) 1 Find someone who … listens to rap music The Present Simple and Present Continuous After Grammar and Listening, page 20 2 Make your own personality test Adjectives of personality After Vocabulary, page 10 30 3 Find a friend Reading skills; echo questions After Speaking, page 13 20–30 4 Oh! You need a … Vocabulary: travelling After Reading and Listening, page 16 20–25 5 The best holiday Vocabulary: travelling/holidays; the Present Continuous and going to After Vocabulary, page 19 30 6 Your holiday plans Indirect questions After Writing, page 20 20–25 7 It’s all in the past! The Past Simple affirmative After Grammar and Reading, page 25 20 8 Oh no! The coffee! Reading skills; the Past Simple After Reading, page 26 30 9 Work it out Used to After Grammar and Listening, page 29 20 Unit 1  It’s me! Unit 2  On our way Unit 3  Growing up Unit 4  Create and inspire 10 Your story? The Past Simple and Past Continuous; phrasal verbs After Vocabulary, page 35 15–20 11 What and why? Adjectives of mood After Listening, page 37 20–30 12 What’s your alibi? The Past Simple and Past Continuous After Writing, page 38 20–30 Unit 5  A place called home 13 In my opinion … Comparative and superlative of adjectives; giving opinions, agreeing and disagreeing After Grammar and Listening, page 42 30 14 Define it Relative clauses After Grammar and Reading, page 44 15 15 Describe and draw There is/there are; prepositions of place; articles; adjectives (to describe rooms and household objects) After Speaking, page 48 20–35 16 Snakes and ladders Countables and uncountables After Grammar and Vocabulary, page 51 20–30 17 Food and diet crossword Vocabulary: food After Vocabulary, page 54 25 18 Don’t stop complaining! Making complaints and apologising After Speaking, page 55 30 Unit 6  Good food! 131 Z03_SUCC_TB_PINGLB_7131_CON.indd 131 11-09-26 18:05 Resource Language point When to use Time (minutes) Unit 7  Looking ahead 19 What am I going to do? Will and going to After Grammar and Listening, page 60 20 20 Optimist or pessimist? Will for predictions; degrees of certainty After Reading and Speaking, page 62 30 21 A cleaner decision? Vocabulary: environment; First Conditional After Grammar and Writing, page 64 30 22 Right for the job! Vocabulary: jobs and work; Verb patterns After Grammar and Reading, page 68 20–35 23 -er or -ist? Suffixes used to form jobs After Vocabulary, page 72 15 24 We’re looking for … Reading skills; Vocabulary: jobs and work After Writing, page 74 15 (+ up to an hour for follow-up activities) Unit 8  Jobseekers Unit 9  Friends and family 25 Who’s done what? The Present Perfect with yes/no questions After Grammar and Reading, page 78 20 26 You’re a star! The Present Perfect with for, since and just After Grammar and Speaking, page 80 20 27 Changes Vocabulary: relationships; the Present Perfect After Vocabulary, page 81 30 28 Media quiz The Passive After Grammar and Vocabulary, page 86 20 29 Can you converse? Speaking skills (discussion) After Speaking, page 90 up to 45 30 Define, one word, mime Vocabulary: media After Vocabulary, page 91 30 31 Don is arrested The Past Perfect After Grammar and Reading, page 97 30 32 Who did it? Vocabulary: crime; Reported speech After Grammar, page 99 30–40 33 You are the judge! Vocabulary: crime; Speaking skills (problem solving) After Vocabulary, page 102 20 34 Do’s and don’ts Modals of prohibition, lack of prohibition and advice After Grammar and Vocabulary, page 105 15 35 A question of sport Second Conditional After Grammar and Speaking, page109 20 36 Health and leisure crossword Vocabulary: health and leisure After Speaking, page 110 20 Unit 10  What’s on? Unit 11  It’s criminal! Unit 12  Fit and well 132 Z03_SUCC_TB_PINGLB_7131_CON.indd 132 11-09-26 18:05 Workbook Answer Key 01 It’s me! Grammar Present Simple and Present Continuous 1c 2c 3a 4b 5a 6b 7a 1 is playing 2 doesn’t wash 3 don’t go 4 is not/isn’t driving 5 is getting 6 do 7 ’m not getting up 8 Are you reading 9 Does, get 1 Where you live? 2 Which football team does she support? 3 What are they studying this year? 4 What is her nationality? 5 Does he send lots of texts? 6 Am I annoying you? 1 is staying 2 visits 3 does 4 am not spending 5 ’m doing 6 is 7 works 8 isn’t living 9 ’s working 10 sends 2 It always gets dark at night 3 Please be quiet I’m listening to the news 4 My sister never reads science fiction 5 Do you sometimes walk to school? 8 My aunt is staying with us this week 1 don’t read 2 Is 3 are reading 4 am reading 5 is 6 are 7 read 8 buy 9 get 10 give 11 ’m reading 12 are using 13 start 14 try Reading 1 Wow! 2 Really? Why you think that? 3 That sounds good 7.30? 4 I’d love to 5 Is it? Congratulations! Vocabulary 2 1 shyness 2 generous 3 generosity 4 passion 5 romantic classical folk hip-hop jazz pop reggae rock soul techno 1 bilingual 2 neighbourhood 3 nationality 4 national; anthem 5 border 1 CV 2 independent 3 confident 4 programme 5 cosmopolitan 1 N 2 N T NI T NI F F Grammar State and action verbs 1 I can hear; They’re playing in the garden 2 I’m looking; I think 3 Do you know; I know; I don’t remember 4 I don’t believe; I don’t understand; are melting 5 Are you enjoying; I love; I like 1 don’t like 2 am making 3 tastes 4 is running 5 Do you promise Extend your vocabulary 1 are making 2 are playing 3 do 4 don’t play 5 make 6 ’m doing 1 What is he going to 2 How are they going to get 3 What is she going to ask 4 When are you going to get 5 How long is it going to stay 1 are meeting 2 ’m playing 3 Are you doing 4 ’m seeing 5 ’m not doing 6 are going 7 are you meeting 8 are meeting 1 ’re leaving 2 are you going 3 are not going to argue 4 I’m going to study 5 ’m going 6 are meeting 7 ’m seeing 8 are going to 9 I’m going to live 10 ’m starting Speaking 1 C 2 D 3 B 1 Do you? 2 Are you? 3 Is it? 4 Have you? 5 Do you? 6 Can you? Z04_SUCC_TB_PINGLB_7131_ANS.indd 133 A  How about going B prefer not to, Why don’t we A  That’s a good idea B We could B That sounds good 1 coast 2 convenient 3 distance 4 frustrating 5 information 6 stimulating 7 stressful 8 tiring 1 hotel 2 tent 3 youth hostel 4 guest house 1 playing cards 2 suntan lotion 3 money belt 4 sleeping bag 5 waterproof jacket 1 b 2 a  3 a  4 a  5 c 6 b 7 b 8 a  9 c 10 a  11 a 1 at 2 for 3 at 7 – 8 in 4 to 5 by 6 at Extend your vocabulary Estonia 9 was 10 walked 11 looked 12 wasn’t 13 sat 14 waited 15 didn’t have 16 took 17 did you leave 18 did 19 phoned 1 1 Did Mrs Agatha Christie write Twilight? 2 Who did Bella live with? 3 When was the first Twilight film? 4 Where did Oliver Twist live? 5 Why was Charles Dickens famous? 6 Did Oliver Twist live with his family? 2 1 c 2 f 3 e 4 d 5 b 6 a 1 They saw their friends at the weekend 2 She spoke to her friend at eight o’clock last night 3 He started learning the guitar in July 4 They had a party on 5th May 5 Last year, we went on holiday in the autumn 6 Yesterday, I did my homework in the morning 1 on 2 at 3 at 4 in 5 in 6 on 7 in 8 at 9 in (Possible answers) 1 I last went on holiday in 2010 2 I last read one on Saturday 3 I last cleaned it on Monday evening 4 I last went to a friend’s house on Friday 5 I began this exercise at 10 o’clock 6 I got up at nine o’clock 1 What’s your name? 2 Where was your last school? 3 Did you like it? 4 When did you leave school? 5 Why did your family move here? 6 What subjects did you study? 7 Were the teachers strict? Reading 1 1 musician 2 film star 1 crossing 2 journey 3 tour 4 break 5 voyage 6  trip 7 tour 8 trips 9 travel Writing 1T 2F 3F 4F 5F 6T 1 where the camp is 2 how much a student ticket is 3 to know what time we start work 4 tell me where the sports coaches sleep 5 tell me please when we get paid Students’ own answers 03 Growing up 1T 2F 3F 4F 5F 6F Formal 1 I’m not going to buy 2 ’s leaving 3 are you flying 4 ’s going to work 5 ’m taking 6 are starting; ’re going to catch 7 going to read 8 Are you going to travel 2 Evan Germany 3 Greg 4 Olivia France 1 my cup of tea 2 the museum 3 not to 4 go to the cinema 5 Why not 6 do you fancy 7 fine with me Grammar Going to and Present Continuous for future plans and intentions Reading 1 D 2 E 3 A  4 B 1 frustrating 2 informative 3 distance 4 convenient 5 stressful, tiring 02 On our way 1 looks 2 don’t like 3 prefer 4 don’t understand 5 Do you know 6  ’m reading 7 Do you want 8 feel 9 Don’t forget Vocabulary 1c 2a 3c 4b 5d 6c Speaking 1 degree 2 cosmopolitan 3 confident 4 programme 5 CV 6 independent 7 gap 1 C 2 D 3 E 4 B 1 clever 2 generous 3 lazy 4 modest 5 passionate 6 polite 7 romantic 8 selfish 9 shy 10 stupid A 4 C D E 2 1 F 2 T 3 T 4 F 5 F 6 F 7 F 8 T 9 F 10 T 11 F 1 ’m going to travel 2 is going to find 3 ’m going to ’m going to catch 5 is going to meet 6 are going to drive 7 ’m not going to speak Answer is corect Listening Grammar Past Simple 1 started 2 were 3 read 4 looked 5 wrote 6 went 7 wore 8 thought Text 1 photo A and D Text 2 photo B and C 1 NK 2 ST 3 ST 4 NK 5 NK 6 NK ST 1 shock 2 Velvet Revolution 3 talented 4 movies 5 down-to-earth 6 ambassador Grammar 1 She didn’t use to go to cheap cafés 2 She used to wear expensive clothes 3 She used to go out with a rich boyfriend 4 She didn’t use to drive an old car 5 She didn’t use to wear casual clothes (Possible questions) 1 Did you use to have a good job? 2 Did you use to earn a lot? 3 Did you use to go out? 4 Did you use to eat fast food? 5 Did you use to be happy? 133 11-09-26 18:07 1 used to live; have 2 used to share; left 3 didn’t use to like; are 4 didn’t use to have; uses 1 stopped 2 was sleeping 3 clapped 4 was looking 5 was snowing 6 went 7 were waiting 8 phoned 9 was driving 10 heard Sentences 2 and 3 are about habits in the past 2 We were waiting outside the theatre because we wanted to meet the actors 3 They didn’t eat the meal because it tasted bad 5 I think she preferred the chocolate cake 8 I was very tired and I needed a cup of coffee 9 She didn’t remember her money so I paid for her Speaking 1e 2c 3d 4b 5a 1 you can’t 2 Is it; Sure, no problem 3 Do you mind; No, please 1 Is it OK if I share 2 Do you mind if I  3 Can I borrow 1f 2e 3g 4a 5c 6b 7d best title b 1 tiredness 2 lack 3 behave 4 nature 5 research d 2 c 3 a  4 a  5 d 6 c 7 c 8 a Speaking 1 annoying 2 terrifying 3 fascinating 4 surprising 5 interested 6 disappointing 7 embarrassing 8 excited 9 surprised 1 It happened a few months ago 2 It was an unforgettable day 3 It was the best day of my life 4 It was my first week at primary school 5 To this day I feel proud of my friend 6 I felt very happy 7 Finally, we all went home 1 playground 2 textbook 3 form tutor 4 classmate 5 primary school 1 are 2 made 3 makes 4 have 5 was 6 pass Extend your vocabulary 1 school playground/yard 2 school run 3 school friends 4 school leavers 5 school age 1 1 was eating 2 was about 3 Then 4 finally 5 never forget this day 2 1 It happened 2 First 3 then 4 After a while 5 changed; life Listening 1 c 2 c 3 b 4 c 1F 2T 3T 4F 5F 6T 7F 8T 04 Create and inspire Grammar Past Continuous 1 was living in England; composed 2 was travelling; crashed 3 was singing; made 4 met; were waiting 5 was composing; was 6 was doing; met Vocabulary 1 House 2 is not as cheap as house 2 House 1 is too small for a big family 3 House 2 is too big for one person 4 House 2 is better for a big family than house 5 House 1 is nearer to the school than house 6 House 2 is more modern than house 1 1 the most expensive 2 the worst 3 the happiest 4 the best 5 the most unusual 6 the furthest 1 is not as big as Chicago 2 is too noisy for my mum to study 3 is as old as that flat 4 is not too tidy but it’s big enough 5 as far from the station as Tom does 6 is the most beautiful of all the houses 1 too short 2 too big 3 smaller 4 prettier 5 too expensive 1 Ben isn’t as fashionable as his sisters 2 Anna is not as tall as Claire 3 Anna is older than Claire 4 Claire and Anna aren’t as tall as Ben 5 Anna is the shortest 1 d 2 e 3 g 4 b 5 a 1 composer 2 dance 3 exhibition 4 novelist 5 painting 6 piano 7 poet 8 scientist 3 3 The couple who live next to us have got five children 4 There’s a shop near my home which sells cheap game consoles 5 He’s the boy whose dog bit me 1 This is the street where Miki lives 2 This is the ferry that I took to the Statue of Liberty 3 This is Lidia who I met at the hostel 4 This is the hostel where I stayed in when I arrived 5 This is Miki’s dad whose paintings I like Speaking 1 f 2 e 3 a  4 c 5 b 6 d 1 shows 2 probably 3  left 4 might be 5 background 6 looks like 7 are walking 8 looks Vocabulary Inside the house: basement, ceiling, attic, floor, skylight, study Outside the house: balcony, chimney, fence, garage, hedge, lawn 1 attic 2 bathroom 3 lavatory 4 shower 5 washbasin 6 bedroom 7 bed 8 chest of drawers 9 wardrobe 10 sofa 11 armchair 12 bookshelves 13 fitted kitchen 14 sink 15 microwave 16 washing machine 17 vacuum cleaner 18 dining room 19 doorbell 20 front door 1 curved 2 cottage 3 typical 4 rent 5 peaceful 6 appliance 7 noisy 1 on 2 in 3 at 4 of 5 in 6 in 7 of 8 in 9 on Extend your vocabulary 1 keep in touch 2 keep; down 3 keeping; back 4 keep; off 5 keeps; in 6 keep at Reading Answer d is correct 1 cleanliness 2 fall out 3 divide 4 contribution 5 compromise 6 rota 7 revenge 8 interaction 9 help yourself 10 common 06 Good food! Grammar Countable and uncountable nouns Grammar Countable: apple, egg, onion, orange, packet, prawn, red pepper, sausage, tub Uncountable: bacon, cheese, chocolate, fruit, ice cream, meat, milk, oil, sugar, yoghurt 1 a  2 b 3 a  4 a  5 b 6 c 7 a  8 c 9 b 10 a 1 poet 2 composer 3 exhibition 4 novels 5 compositions 6 scientist a bus doesn’t normally go with the verb have Z04_SUCC_TB_PINGLB_7131_ANS.indd 134 1 b 2 c 134 05 A place called home 1 chill out 2 find out 3 come up with 4 keeps on 5 get down to 6 stay up 1 checked 2 was eating 3 was waiting 4 remembered 5 was deciding 6 arrived 7 was getting 8 got 9 found 10 was cleaning 11 was thinking 12 saw 13 was driving 14 was 15 stopped 16 was walking 17 closed 18 opened 19 knew 20 standing 1 Where were you? 2 Were you sitting near the window? 3 Tell me exactly where you were sitting 4 What were you doing? 5 Did you hear a loud bang? 6 Did you see a man driving at high speed? 7 Did you see anything unusual? 1 Hi there 2 good idea 3   4 write back 5 Cheers 3 1 TM PM 3 PN 4 PN T PM 1 creativity 2 anxious 3 smelly 4 strict 5 smell 6 calm 1 abbreviations: ID, Cu , ur 2 emoticon:  3 Informal language: you fancy going? Reading 2 Grammar Comparative and superlative adjectives Vocabulary 1 anxious 2 calm 3 creative 4 smelly 5 strange 6 strict Writing 1 on 2 back 3 of 4 in 5 up Extend your vocabulary 1 having a shower 2 having our picnic 3 had a drink 4 had a party 5 had; a dream 6 had; meal 7 have an idea 8 have an accident 9 had an opportunity 1 F 2 T 3 T 4 F 5 F 6 F 1 That’s my Maths teacher that you spoke to last year 2 This is my brother who wanted to meet you 3 That’s my cat which caught a bird yesterday 4 Here is your MP3 player that you lost last week 5 This is the house where I stayed 1 That’s the girl who I met in the shopping centre 2 There’s a shop where you can buy some fascinating gadgets 1 How many vegetables are there? 2 How much fruit is there? 3 How much milk is there? 4 How much cheese is there? 5 How many cartons of fruit juice are there? 6 How many bottles of water are there? 7 How much cake is there? 8 How many sausages are there? 1 b 2 a  3 b 4 b 9 a 10 c 5 b 6 b 7 b 8 a  11-09-26 18:07 Workbook Answer Key 1 how much 2 too much 3 How much 4  too many 5 few 6 little 7 How many 8 How much 9 How much 10 too many 11 some Reading Answer d is correct 1 E 2 D 3 B 4 A  Extra sentence is C 1 c 2 a  3 c 4 d 5 c 6 d Listening 1 C 2 D 3 B 4 A A: 1 It’s a pizza 2 Because he completely forgot about it B: 3 The waitress did 4 Yes, he can C: 5 Two 6 They had one pizza D: 7 They bought two pizzas 8 The assistant asked for ten pounds Speaking 1 h 2 d 3 a  4 f 5 c 6 g 7 b 8 e 07 Looking ahead Vocabulary Listening Grammar Will and going to for predictions 1 1 Pollution 2 electricity 3 renewable 4 destroy 5 Technological 6 reduce 7 economy 8 prediction A: 1 d 2 b 3 a  4 e 5 c B: 1 f 2 b 3 c 4 a  5 h 6 e 7 d 8 g 1 is going 2 ’ll 3 ’s going 4 aren’t going to 5 ’s going 6 ’re going to 7 is going 8 are going to 9 won’t 1 rain 2 power 3 domestic 4 Solar 5 life 6 forecast 7 bank 8 public 1 of 2 in 3 in 4 to 5 of 1 Mr Brown receptionist your sister Anna anna.green@ btt.com Cassandra 0207 7268 7362 Paul seven/eight 1 I’m not going to enjoy 2 ’m going to buy 3 ’s going to win 4 ’ll be 5 ’ll help 6 ’s going to ask 7 ’ll see Extend your vocabulary 1 will 2 are going 3 will 4 ’s going 1 ’s going 2 ’ll write 3 are going to walk 4 ’ ll go 5 ’re going to travel 6 ’re going to stay 7 ’re going 8 ’ll 1 are going to 2 are going 3 ’ll see 4 is going to take 5 are going to buy 6 won’t be 7 ’ll ring Reading b The world’s changing climate 1 I’m really sorry about that It was an accident My dog ate it 2 Excuse me, there’s a mistake in my change 3 I’m sorry but my coffee is cold 4 I’m sorry but I completely forgot 5 That’s OK, don’t worry about it 1 E 2 B 3 A 4 D Vocabulary 1 F 2 F 3 T 4 F 5 F 6 F 7 F 8 F 9 F Group 1: 1 butter 2 sugar 3 cake 4 sweets 5 chips Group 2: 6 milk 7 yoghurt 8 cheese 9 eggs Group 3: 10 fish 11 chicken 12 steak 13 nuts Group 4: 14 broccoli 15 cabbage 16 mushrooms Group 5: 17 melon 18 apple 19 grapes 20 bananas Group 6: 21 cereal 22 rice 23 pasta 24 bread 1 healthy 2 fat 3 dairy products 4 vegetarians 5 vegetables 6 sugar 7 fruit 8 pasta 9 bread 1 tomato 2 mushroom 3 rice 4 mayonnaise 5 fresh 6 ketchup 7 noodle 8 avocado 1 delicious 2 filling 3 greasy 4 inedible 5 nutritious 6 sweet 7 spicy 8 bitter 9 stale 10 unhealthy 1 of 2 on 3 out 4 on 5 out 6 of 7 by 8 about Extend your vocabulary 1 look down on 2 look through 3 looking round 4 look after 5 look up 6 looking into Writing 1 c 2 b 3 e 4 a  5 d f  Students’ own answers Z04_SUCC_TB_PINGLB_7131_ANS.indd 135 3 1 c 2 a  3 b 4 c 5 b 6 b 1 cut down 2 cut short 3 cut out 4 cut up 5 cut off 08 Jobseekers Grammar Verb patterns Verb + ing: love, don’t like, prefer, practise Verb + to + infinitive: want, learn, hope, need, agree Verb + infinitive without to: should, can, might 1 long-term 2 greenhouse gases 3 heatwave 4 standby 5 control 6 protocol 7 slow down 1 c 2 a  3 a  4 b 5 a  6 b 7 c 8 b 9 a Grammar First conditional 1 g 2 h 3 i  4 j 5 c 6 a  7 d 8 b 9 f 1 If you eat too much, you will feel ill 2 If you don’t save some money, you won’t go on holiday 3 If you want to go camping, you will need a tent 4 If you see your sister, will you tell her about the concert? 5 If you telephone me when your train arrives, I will collect you from the station 6 If you cycle too fast, you will have an accident 7 If you forget your homework again, you will be in trouble 8 If you go out in the snow, you will get cold 9 If you don’t eat breakfast, you won’t have enough energy in the morning 1 If you see two black and white birds together, you will have good luck 2 If you walk under a ladder, you’ll have an accident 3 If you pass someone on the stairs, you’ll have an argument 1 f 2 g 3 a  4 c 5 d 6 b 7 e 1 International reporters need to travel a lot 2 I don’t mind working away from home 3 She can’t be a teacher She can’t stand working with children 4 He stops thinking about work when he leaves his office 5 An actor might work on TV or in the theatre 6 Musicians practise playing every day 7 My mother learned to draw when she trained as an architect 1 Promise to phone me after the meeting 2 Can you work outside all the time? 3 She must practise for her exams 4 I could speak French when I was a child 5 I want to work in an office 6 I’d like to get a job next year 7 He hopes to get a job in a bank 8 He can’t stand going to interviews 9 I hate speaking in public 1 being 2 sitting 3 working 4 to send 5 be 6 be 7 to include 8 to see 9 write 10 to apply 11 to get 12 do 13 to ask Speaking 1 Could I speak to 2 Could I take a message 3 Could you tell him 4 Sorry 5 I’ll ring back later 6 I’ll tell him 1 Can I speak to 2 sorry 3 Could I take a message 4 Could you tell him; phoned 5 call back 6 tell him Vocabulary 1 scientist 2 teacher 3 actor/ actress 4 psychologist 5 accountant 6 architect 7 artist 8 gardener 1 g 2 i  3 e 4 f 5 h 6 b 7 c 8 d 9 a 1 to 2 on 3 in 4 of 5 of 6 at 7 in 8 of 9 in 1 sociable 2 application 3 salesperson 4 qualifications 5 interview 6 caretaker 7 responsible 8 ideal 9 lawyer 10 motivated 11 apply 12 nurse 13 First Aid 14 get in touch Extend your vocabulary 1 job 2 career 3 profession 4 job 5 occupations 6 Work 7 career 1 composing 2 jobs 3 job 4 profession 5 career 6 occupation Writing A covering letter 1 E 2 A  3 B 4 F 5 D 6 J 7 G 8 H 9 I  10 C 09 Friends and family Grammar Present Perfect Reading 1 Have; written 2 ’ve met 3 haven’t spoken 4 Has; got 5 haven’t chosen 6 ’ve gone 7 have had 8 has forgotten Speaking c This article is about someone starting their working life 1 a  2 b 3 b 4 a  5 a  6 b 7 b 1 A: Have you ever seen an opera? B: Yes, I have I love all classical music 2 A: Have you ever eaten snails? B: No, I haven’t I’m a vegetarian 3 A: Have you ever fallen in love at first sight? 1 will probably 2 Perhaps people 3 probably 4 probably won’t 5 may 6 definitely won’t 1 b 2 c c 4 c a 5  b 3  c 4  d 2  e 1 f 2 d 3 e 4 b 5 a 1 e 2 d 3 b 4 c 5 a  6 f g 135 11-09-26 18:07 B: Yes, I have I fall in love with every good-looking person I meet 4 A: Have you ever read a novel in a foreign language? B: Yes, I have, but I used a dictionary a lot 5 A: Have you ever won a prize for running? B: No, I haven’t I’ve never been in a race 1 a  2 c 3 b 4 b 5 b 6 c 7 a  8 b 9 a  10 b 11 c 12 b 1 When did you come here? 2 What did you eat? 3 I haven’t eaten 4 How long have you lived 5 I haven’t met 6 I joined 7 I haven’t played 8 I’ve been busy revising 9 Have you finished 10 I finished on 5th June 11 I’ve had a great time this evening Grammar Present Perfect with since and for since: Wednesday, Easter, January, last month for: a few weeks, a long time, a year, quarter of an hour, two minutes 2 since 3 for 4 since (counting from 2011) 1 Alaska has been a state since 1959 Alaska has been a state for 52 years 2 The Statue of Liberty has been in New York since 1886 The Statue of Liberty has been in New York for 125 years 3 Number 10 Downing Street has been the home of the British prime minister since 1735 Number 10 Downing Street has been the home of the British prime minister for 276 years 4 Buckingham Palace has been the home of the British king or queen since 1837 Buckingham Palace has been the home of the British king or queen for 174 years 5 Ireland has been independent since 1921 Ireland has been independent for 90 years Reading 1 c 2 b Extend your vocabulary 1 gossip 2 game shows 3 historical drama 4 reality show 1 get on 2 get ahead 3 got into 4 get to 5 get about 6 get away with gets about 10 What’s on? Grammar The Passive 1 was produced 2 was written 3 have been printed 4 were published 5 was copied 6 is printed 7 has been published 8 are sold 1 In 2009, the Nobel Prize for Literature was won by Herta Müller 2 The Nobel Prize for Literature has been won by four Polish writers 3 J M Coetzee has been given two literature prizes 4 The Pulitzer Prize was started by Joseph Pulitzer to encourage good writing 5 Each year, the Pulitzer Prize for Reporting is won by a journalist 6 Has the Pulitzer Prize ever been won by an American president? Reading Vocabulary 1 of 2 of 3 in 4 in 5 of 6 in 1 fell out 2 gets on 3 stands by 136 Z04_SUCC_TB_PINGLB_7131_ANS.indd 136 Writing Notes and messages Students’ own answers 11 It’s criminal Grammar Past Perfect 1 b 2 c 3 b 4 a  5 c 6 b 1 arrested; had watched 2 had stolen; knew 3 were; had left 4 had spent; decided 5 left; had fallen 6 threw; had got 7 had given; allowed 8 didn’t recognize; had worn; had been 9 didn’t know; had painted c radio and television Grammar Direct and Reported Speech 1 1 C 2 A  3 B 4 D 1 d 2 a  3 e 4 b 1 T 2 F 3 T 4 F 5 F 6 T 7 T 8 NI 9 T 10 F Speaking 1 1 In my opinion, 2 You can’t be serious! 3 Don’t you think 4 I totally disagree 1 come out 2 came across 3 come back 4 come off 5 come round 6 came up 2, 3, and Listening 2 1 if you ask me 2 seems to me 3 come on 4 a good point 5 my opinion 6 do you think 7 I think 8 agree Extend your vocabulary 1 informal 2 friends 3 know each other well Speaking 1 b 2 a  3 b 4 c 5 b 6 c 7 a  8 c 1 c 2 c 3 a  4 c 5 c 6 b 7 d 8 d 9 c 10 a 1 B 2 E 3 A  4 C 5 D 1 world 2 documentary 3 talk show 4 soap opera 5 game show 6 talent show 1 you see 2 not sure 3 do you mean 4 very interesting 5 Excuse me, could I just 6 yes, sure; the trouble/the truth 7 I’m sorry 8 Let me think 9 catch; said 10 Can you repeat it, please? engine, social networking sites, upload The film industry: box office hit, cinema, plot, scenes, soundtrack, special effects, stunts 1 date 2 fall 3 love 4 relationship 5 best 6 friends 7 ring 8 dream 9 true 10 have 1 since 5 for 4 look after 5 went out 6 took care 1 c 2 d 3 c 4 c 5  b 6 b 7 b Vocabulary 1 access 2 broadcast 3 connect 4 direct 5 gossip 6 photograph 7 star 1 psychological thriller 2 horror 3 romantic comedy 4 action film 5 science fiction 6 cartoon The Internet: (anti) virus , blog, download, online, website, search 1 Dan told Clara that he was reading the news about the murder Clara said that she had read it earlier 2 Sally said that the burglars hadn’t taken anything valuable of hers Eva told her that she had been lucky They had taken her computer Frankie said that the judge had sent the robbers to prison Gina said that he had sentenced them to four years 4 Jake said that she knew a lot about the law Lucy told him that both her grandfathers had been in the police 5 Nina told Poppy that the police hadn’t finished their investigation Poppy said that it would take a long time 6 Rufus said that the suspect wouldn’t answer the police officer’s questions Tim said that he thought she had to 7 Jack told Alex that the journalist had written a book about the crime Alex told Jack that he was reading it at that moment 1 The caller said that he didn’t want to give his name He thought the woman the police were looking for had bought a ticket to New York the week before 2 Billy Davies said he had seen two men looking at cars in the station car park He thought they were planning to steal one 3 Mr James said that he had heard two women talking outside the Southland Bank earlier that day He thought there would be a robbery later that week 4 Diana Harris said she had seen a man climbing through a window about five minutes before He’d been wearing a black T-shirt and jeans 5 Clara Hernandez said she was phoning about the jewellery shown on TV’s Crime Stoppers the week before She thought the necklace was hers She wanted to know (or she asked) how she could get it back 6 The last caller said that he had heard the news report at lunchtime that day The person the police were looking for had changed their appearance They had then short, dark hair 1 ‘I love the smell of napalm in the morning.’ 2 ‘I’ll make you an offer you can’t refuse.’ 3 ‘I had a farm in Africa.’ 4 ‘I travelled each and every highway.’ 5 ‘My mother was a tailor and she sewed my new blue jeans.’ 6 ‘I should know better than to cheat a friend.’ 7 ‘There’s no place like home.’ 8 ‘I think that this is the beginning of a beautiful friendship.’ 9 ‘I like work, it fascinates me I can sit and watch it for hours.’ 10 ‘I fought the law and the law won.’ 11 ‘The man buys a gun, steals a car.’ 12 ‘Crime doesn’t pay.’ 13 ‘I think crime pays, the hours are good and you meet interesting people.’ Reading title b 1 F 2 C 3 B 4 D 5 E 6 A 1 c 2 e 3 a  4 f 5 b 6 d 1 d 2 a  3 a  4 d 5 d Speaking 1 A: Did you see that horror film on TV last night? B: Yes! I’ve never been so frightened in my life! 2 A: I think I did badly in today’s test B: Don’t worry, it’s not the end of the world 3 A: What’s the matter? B: I’m scared There’s someone outside the window A: There’s nothing to worry about It’s only the wind 4 A: What’s wrong? B: I think I’m going to miss the plane A: Don’t worry Everything will be all right 1 You’re kidding! 2 What’s the matter? 3 There’s probably a simple explanation 4 I don’t believe it! 5 Don’t panic Vocabulary 1 guilty 2 piracy 3 thief 4 burgled 5 accused 6 Vandals 7 innocent 8 judge 9 prisons 11-09-26 18:07 Workbook Answer Key 1 explain 2 punish 3 recording 4 crowd 5 reduce 6 explain 1 assistant 2 mask 3 fingerprints 4 gun 5 officer 6 evidence 7 guilty 8 sentence 9 commited Extend your vocabulary 1 had broken the law 2 broke the ice 3 break the news 4 break a record 5 broke; heart 6 broke; journey 12 Fit and well Grammar Modal verbs 1 B: must 2 B: should 3 B: have to 4 B: mustn’t 5 B: shouldn’t 6 B: don’t have to 7 B: have to 1 must 2 mustn’t 3 should 4 should 1 You don’t have to take vitamins if you have a healthy diet 2 You mustn’t take a lot of painkillers 3 I must lose weight 4 You shouldn’t move someone with a broken leg 5 Do I have to make an appointment? 6 You should follow your doctor’s advice Reading 1c correct order: C, B and A 1 vow 2 arduous 3 stamina 4 grave 1 F 2 T 3 F 4 F 5 F 6 F 7 F 8 F Grammar Second Conditional Listening Conversation 1 C Conversation 2 B Conversation 3 E Conversation 4 A Speaking 1 A: Have you any ideas how B: If I were you 2 A: Could you give me some advice? B: I don’t think you should 3 A: Have you got any tips on how to B: Why don’t you 4 A: What should I do? B: It’s better not to 1 If I were you 2 I don’t think you should 3 Have you got any ideas about how to 4 You should 5 Why don’t you Vocabulary 1 j 2 c 3 i  4 e 5 h 6 a  7 b 8 d 9 f 10 g 1 snowboarding 2 hockey 3 golf 4 bowling 5 horse riding 6 baseball 7 windsurfing 1 sport exercise 3 hiking 4 sailing 5 aerobics 6 cycled 1 lungs 2 back 3 leg 4 head 5 heart 6 stomach 7 throat 8 tooth 1 bandage 2 flu 3 ambulance 4 team 5 vitamin 6 score 1 give 2 get 3 lie 4 suffered 5 call 6 fill 7 make 1 aspirins 2 stay; bed 3 fever 4 virus 5 depressed 6 sympathetic 7 bandage 8 prescription 9 painkillers Extend your vocabulary 1 1 I’d go; were 2 met; ’d ask 3 wouldn’t lose; trained 4 didn’t enjoy; wouldn’t play 5 I’d go; were 6 would; was 7 were; would you play 1 out 2 up 3 with 4 on 5 away 6 in Writing 1 If it were windy, we would go sailing 2 If you did an extreme sport, which one would it be? 3 I would go surfing every day if I lived in California 4 If you were better at judo, you would have a black belt 5 If I ran a kilometre, it would kill me 6 If I didn’t live so far from the mountains, I would go skiing more often 7 Which martial art would you if you had the time? 8 How would you feel if you won an Olympic medal? 9 If I were a tennis champion, I would play at Wimbledon 10 I would relax more if I were you 11 She would aerobics if it wasn’t so boring 1 C 2 A  3 B instructions – paragraph information – paragraph invitation – paragraph 1 you’re fine 2 you heard 3 happy 4 Congratulations 137 Z04_SUCC_TB_PINGLB_7131_ANS.indd 137 11-09-26 18:07 Workbook Tapescripts Unit 1, Track 2, Reading Erasmus Are you interested in other cultures, meeting new friends, learning another language? Do you want to live and study abroad? If your answers are yes, then ERASMUS is what you are looking for! ERASMUS is the European Union’s education programme for university students It helps students from more than thirty European countries to study at foreign universities Students live and study abroad for between three months and a year The time is part of their degree course, it isn’t a gap year ERASMUS – • is fun and a great thing to have on your CV • helps you become more confident and independent • teaches you about life – and yourself • improves your language skills • introduces you to people from different countries (10% of students meet their lifelong partner!) Danielle I’m studying engineering in Rome for nine months I’m having a fantastic time: I’m learning Italian, continuing my engineering studies and making new friends There are Italian, French, Spanish, Polish and Swedish nationals on my course and everyone is friendly Pablo I’m studying in Leeds and it’s a brilliant experience! I’m lucky because I’m bilingual in Spanish and English so I don’t have any language problems Leeds is a cosmopolitan city but some foreign students can’t understand the local accent! To find out more, visit the international student office at your home university or you can find information on the Internet Unit 1, Track 3, Speaking Helen: What you do, Ed? Ed: I work for a travel company Helen: Do you? That sounds great Do you like travelling? Ed: Yes, I love it What sort of holidays you enjoy? Helen: I love cycling holidays I’m a very enthusiastic cyclist Ed: Are you? How far you go? Helen: Usually no more than fifty miles The countryside near my home is beautiful Ed: Is it? It sounds great I’ve got a bike too Helen: Have you? Let’s meet up one weekend Ed: That sounds good but I always work on Saturday Helen: Do you? I can go next Sunday Ed: Can you? Great! Let’s meet up Unit 2, Track 4, Reading Estonia This is an international voluntary camp for young people aged 14-18 Local Russianspeaking teenagers also attend the camp The main work is to restore old farm buildings in the area Volunteers not need to have any special skills or experience The camp languages are Russian and English This is an opportunity to learn about the history of the area and make new friends Accommodation is in a small tourist village with lots of sports facilities For more information contact Tom Jenkins tom.jenkins@teentravel.com Germany For this job you must enjoy working with children and speak good German The work includes planning games and other activities for the children Volunteers also cook lunch for the children every day Accommodation is in a youth hostel There are two with shared bedrooms (one for men and one for women), two bathrooms, a kitchen and a games room Volunteers eat lunch with the children but must cook breakfast and dinner for themselves For more information contact Stefen Schmidt Stefenschmidt@summercamp.org France A French environmental charity is looking for volunteers to work in central France This year, the volunteers are going to remove rubbish from the Seoule River The work is near water so volunteers must know how to swim Accommodation is in tents at a local campsite There is a free bus between the campsite and the river For more information contact Celine Debaene c.debaene@ourworld.org Unit 2, Track 5, Listening Interviewer: Tell me about your plans for the summer, Martha Martha: I’m going to Sweden with my boyfriend We’re going to spend a week in a very unusual hotel, made of ice! Everything in the hotel is made of ice too – the beds, chairs and tables It looks really beautiful in the brochure My boyfriend is really excited about it, but I’m a bit nervous – I’m worried that it’s going to be uncomfortable We’re going to take a lot of warm clothes – all the rooms are minus two degrees! Anyway it’s certainly going to be different Interviewer: I’m sure it will be! Well, Peter, what about you? Peter: I’m flying to the States on Saturday with my parents First we’re going to spend three days in New York I really want to see the Ellis Island museum, and of course the Statue of Liberty We’re staying in a hotel near Central Park It’s quite expensive I think, but everyone tells me the park is great in the summer There’s always a lot going on like free concerts and things Then we’re spending a few days in Washington at my uncle’s house I’m really looking forward to it Interviewer: That’s great! What are you doing this summer, Ruth? Ruth: I’m going to Cornwall at the end of August to a bungee-jumping course I’m going with three friends from my class After a hard year at school we all want to something energetic for a change! The course is quite expensive, about £400, but I can’t wait to go! At the end of the course we have the chance of jumping 60 metres over the sea It’s going to be fantastic, but probably a bit frightening as well And we’re staying at a campsite on the beach I’m going to take my guitar so we can spend the evenings relaxing and singing a few songs I hope to some sunbathing as well – if there’s time Interviewer: I hope so, Ruth What about you, Oliver? Have you got any plans? Oliver: Yes, I’m going to my family’s cottage in the Lake District for a week This year, I’m going with my cousins We’re meeting in London and travelling up on the train together My cousins are all keen walkers and climbers but I’m not going to go with them I’m taking lots of books, my laptop and some DVDs – I’m just going to chill out, admire the view and relax So, I’m putting my feet up and taking it easy for a whole week! Luckily, one of my cousins loves cooking so he’s doing all the meals Interviewer: Well, I hope you are going to help with the washing-up! … Thank you, I’m sure you’re all going to have a great time … Unit 2, Track 6, Speaking One A: How about visiting the thirteenth century cathedral tomorrow? B: I’m sorry, I’m not keen on old buildings Two A: Let’s go to the concert hall B: Yes, sure Why not? I love music Three A: Do you fancy staying in a youth hostel or taking a tent? B: Camping’s fine with me Four A: We could visit the mountains next summer B: I’m sorry but climbing isn’t really my cup of tea Why don’t we go to the beach instead? Unit 2, Track 7, Speaking A: Do you fancy going to the art gallery? B: I’m sorry, but art isn’t really my cup of tea A: How about the museum? B: Hmm, I’d prefer not to Why don’t we go to the cinema? There’s a new James Bond film A: Sure Why not? It starts at 7.45 so you fancy having a pizza first? B: That’s fine with me I’ll get my coat Unit 2, Track 8, Speaking A: How about going camping at the weekend? B: I’d prefer not to The weather’s too cold Why don’t we go hiking but sleep at home? A: That’s a good idea B: We could take the bus from the city centre, then walk A: I’ll bring a picnic! B: That sounds good! See you on Saturday Self-Assessment Test 1, Track 9, Listening One I don’t know when we’re leaving The plane is delayed, so we’re waiting to find out what time the flight is going to be Right now we’re going to sit in a restaurant and eat lunch We’ve got 138 Z05_SUCC_TB_PINGLB_7131_TAPE.indd 138 11-09-26 18:07 Workbook Tapescripts some money from the airline because we’re late I hope we’re not too late because our hotel is a long way from the airport and the children are tired Two I’m going to go camping this year I’ve got a new tent, a rucksack and a nice, warm sleeping bag My friends don’t want to come with me – they like sunbathing and relaxing but I think that’s a boring way to spend your time I want to walk in the mountains I’m not sure where I’m going to go yet – Poland looks interesting, or maybe the Pyrenees Three This is great! We’re leaving in about an hour I can see the ferry and I’m waiting to drive on There’s a man checking tickets and a passport control and then we can go I’m hungry now When I get on the boat, I’m going to find a seat in the restaurant next to a window and eat breakfast My last English breakfast for two weeks! Four This is so exciting This afternoon, we’re going to go to the travel agents and book our holiday We’re going to have a month in India I can’t believe it! The price includes flights, hotels and travel in India and we’re going to see everything – the Himalayas, the Taj Mahal, The River Ganges I want to ride on an elephant in the jungle and see a tiger Five I’m not going anywhere this year I’ve got two weeks’ holiday in July but I know what I’m going to I’m going to paint the house, work in the garden and relax I like holidays but when I come home I’m always more tired than before I leave I hate flying, and holidays in England are very expensive I might go cycling at the weekend but nothing else Unit 3, Track 10, Reading One The British violinist Nigel Kennedy was born into a musical family in 1956 He was a talented child so he went to a specialist music school His career started when he recorded Vivaldi’s Four Seasons in 1989 and he is now the world’s best-selling classical violinist However, he often shocks people because he doesn’t look or behave like a typical classical musician He wears unusual clothes (he sometimes wears a football scarf when he performs!) and experiments with different styles of music Nigel Kennedy’s down-to-earth behaviour makes him popular with people who aren’t usually fans of classical music Now, he lives in Krakow with his wife, Agnieszka He supports the local football team, Cracovia, and sometimes performs with a local group of musicians called Kroke Two In the 1930s, the world’s most famous child film star was Shirley Temple She started work when she was only three years old and made more than forty films before she was twelve When she became a teenager, her career in movies was over As an adult, she married, had children and worked in public service In 1967 she tried unsuccessfully to win a seat in the US House of Representatives However, she then had several jobs representing the US government and she was ambassador to the United Nations, Ghana and Czechoslovakia In Czechoslovakia from 1989-1992, she saw the Velvet Revolution Later she said ‘That was the best job I had.’ Unit 3, Track 11, Speaking One A: Is it OK if I park here? B: I’m afraid not It’s not allowed Two A: Do you mind if I use your laptop? B: No, please I’m not using it Three A: Do you mind if I turn off the radio? B: No, I don’t mind I’m not listening to it Four A: Can I take my phone into the exam? B: No, you can’t! Leave it in your bag outside the room Five A: Do you mind if I eat this sandwich? B: Yes, I do I’m saving it for my lunch Unit 3, Track 12, Speaking One A: Can I sit here? B: Sorry, you can’t – I’m travelling with a friend Two A: Is it OK if I open the window? B: Sure, no problem Three A: Do you mind if I use your phone? I promised to phone my dad B: No, please Unit 3, Track 13, Speaking One You want to share a table in a café A: Is it OK if I share your table? B: Sure, no problem Two You want to use a friend’s bicycle A: Do you mind if I use your bicycle? B: No, I don’t mind Three You want to borrow a pen from your teacher A: Can I borrow a pen, please? B: I’m afraid not, I haven’t got a spare one Unit 4, Track 14, Reading ‘Students are at their desks but their brains are at home in bed.’ Why are typical teenagers never tired at 11 p.m but they hate getting up in the morning? Are they lazy? No, the good news is that it’s natural Everyone has a natural body clock which tells them when to wake up and fall asleep In teenagers, the chemical that controls sleep, melatonin, is in their brains between 11.00 p.m and 8.00 a.m The result is that teenagers don’t feel tired late in the evening but, when they get up before a.m., their brain is telling them to sleep This lack of sleep means they are often unhappy, angry, can’t learn and get bad marks In the US, a lot of high schools start at about 7.30 in the morning This means the students are at their desks after only five or six hours’ sleep However, they need 9-10 hours because their bodies and brains are still developing so they are very tired Tiredness means 20 percent of high school students fall asleep during their first two hours of school Sleep scientists are researching the problem They say that it is crazy to fight nature so the only answer is for schools to start later As one scientist said, ‘At 7.30 a.m students are at their desks but their brains are at home in bed.’ Luckily, some head teachers listened to the new scientific advice and changed their school hours The results are very interesting: teachers and parents say students behave better, learn more, get better marks and fewer students drop out Unit 4, Track 15, Speaking One Maggie It was in November 1963 and I  was eating dinner with my family A neighbour came in and said that President Kennedy was dead I was about ten years old so I didn’t really understand but I still remember my parents’ faces – they were shocked and I was frightened Then Mum switched on the TV news – I remember it was black and white We watched the TV for a long time but finally mum told me to go to bed Like most people my age, I’ll never forget that day Two Pete It happened on October 6th 1996 I was sixteen years old A film company came to my school looking for teenagers to be in a film First, we read a play and then they filmed us acting They told us to wait and they went out of the room to discuss our performances After a while, a man came back and said, ‘Pete, we want you in the film.’ I was amazed! I was in the film and I decided to be an actor So October 6th was the day that changed my life! Unit 4, Track 16, Listening Radio Interviewer: My guest today on Radio Poetry is Gregory Thompson Welcome to the programme, Gregory Guest: It’s a pleasure to be here RI: You’re interested in the romantic poets, aren’t you? G: Yes, I am – I find their poetry and lives very interesting I first read Coleridge’s Kubla Khan at school I then read more of his poems and those of his friend, the poet, William Wordsworth, and I studied the romantic poets at university RI: So your main interest is in Coleridge and Wordsworth? G: Well, it was But now Dorothy Wordsworth – William’s sister – fascinates me RI: Can you tell me why? G: First let me tell you a bit about the family There were five children and their father died when Dorothy was twelve years old After that, she went away to school and then – when she was a young woman – she lived with different members of the family RI: Was William with her? G: No, at that time he wasn’t The family didn’t have a lot of money, so the children couldn’t be together It wasn’t unusual then for poor relations to go and live with grandparents, aunts, uncles and so on Dorothy finally lived with her brother again when she was in her twenties and after that she spent her life looking after him She never got married RI: But why is she fascinating? She doesn’t sound very interesting G: Well, in the 1930s – about eighty years after she died, someone found her diaries 139 Z05_SUCC_TB_PINGLB_7131_TAPE.indd 139 11-09-26 18:07 These are extraordinary – she wrote about her day-to-day life, nature, her poet brother and their famous friends like Samuel Coleridge and Sir Walter Scott When you read the diaries, you learn a lot about how much she helped her brother In fact he sometimes used her ideas in his poems RI: As they say, behind every great man there is a great woman G: I’m sorry? What? RI: ‘Behind every great man there is a great woman.’ I mean, Wordsworth could write poems and be famous because she looked after him and the home G: Oh, yes – but that’s what most women did then RI: Indeed Did Dorothy publish anything when she was alive? G: No, she didn’t It is clear in her diaries that she didn’t want to be famous – her ‘job’ was to look after her brother so he could write No one outside her family read her diaries until the twentieth century However, as I said, William used some of her notes and ideas in his poems RI: So what happened to Dorothy? G: Sadly, during the last part of her life she had serious health problems She died in 1855, five years after her brother It was nearly a hundred years after her death that people learned about how much she helped one of our greatest poets RI: Can we read her diaries? G: Yes, of course you can You can buy them online or in any good bookshop RI: Well, I think our listeners will be interested to find out more when they read these Thank you for coming into the studio … Self-Assessment Test 2, Track 17, Listening Good morning Now, as you should remember, last week we were looking at the works of Ernest Hemingway Did you all your homework? Good I’ll collect it in at the end of the lesson Now today, we’re going to look at some of the greatest writers of detective stories Later I’ll tell you about Sir Arthur Conan Doyle who wrote the Sherlock Holmes books but first I want to look at an American writer, Raymond Chandler Does anybody know him? … No? Well, never mind He was born in 1888 and spent the first few years of his life in Chicago but, when he was a child, his family moved to England He went to school at Dulwich College, that’s an expensive private school in south London, but he also studied in France He became a British citizen but he moved back to America in 1912 During the First World War he was a soldier in the Canadian army After the war, he went to live in southern California where he had many jobs He worked as a journalist, teacher and pilot He also wrote books of course, and all his stories were about Philip Marlowe Marlowe was a private detective in Los Angeles, a tough but very honest man All of these stories were also made into films, perhaps the best and most famous is The Big Sleep starring Humphrey Bogart and Lauren Bacall He wrote his first story in The Black Mask magazine in 1933 and wrote his first book in 1939 That was The Big Sleep He only wrote seven books but an eighth, Poodle Springs, was unfinished and, finally, in 1989, a writer named Robert B Parker finished it For this week’s homework, I have got some of Chandler’s work for you to read and we will talk about it next lesson Here you are … Unit 5, Track 18, Reading Home, sweet home One day, you may share a rented flat with other people Sharing a home with other people can be the most fantastic fun but it can be your worst nightmare if you don’t think ahead People fall out over the tiniest things: who finished the milk? who used all the hot water? who played loud music late at night? But you can avoid a lot of arguments if you follow the practical advice below Money This is the most frequent cause of arguments When you move in, have a meeting with everyone and agree how you will divide the bills Don’t expect one person to pay for the electricity and then try to collect everyone’s contributions.  Privacy People enjoy different levels of social interaction Some of us love chatting over a cup of coffee but some people aren’t as outgoing as others Learn to respect your flatmates’ space Never go into someone’s room when they’re out and always knock on the door if it is shut Shared rooms Hopefully, the accommodation will be spacious enough for everyone to have their own bedroom However, there will be rooms that everyone uses, for example, the kitchen and the bathroom These common areas need to have their own rules In the kitchen, make sure you always your washing-up (or load the dishwasher) and don’t help yourself to anything in the fridge or freezer – you aren’t in your parents’ house now! The golden rule for any shared bathroom is: leave it as clean as you like to find it Clean the bath and don’t leave your dirty clothes and wet towels on the floor Housework Obviously, some people are cleaner than others! It’s easiest to share with people who have similar standards of cleanliness to you, but you’ll probably need to compromise If the house gets dirty or no one does the washing-up, have a chat with your flatmates about having a rota for cleaning Communication If a flatmate’s behaviour is driving you crazy, you need to deal with the problem It’s not a good idea to leave angry notes or to get revenge The best answer is to discuss the problem in an open and friendly way Unit 5, Track 19, Speaking The picture shows a street with detached houses It’s probably somewhere in Europe It looks like a typical street in the suburbs In the background, there are some trees In the foreground, there are two boys playing football Perhaps the boys live in the street Unit 5, Track 20, Speaking The picture shows a city street It’s probably somewhere in Europe On the right and the left there are shops and cafés There might be flats and offices above the shops In the background there is a tall building – it looks like a church It’s a sunny day and people are walking along the pavements It looks quite relaxed Unit 6, Track 21, Reading Some British primary schools are encouraging the children to drink more water This is because scientists believe that our brains need water to send messages and make connections They say that a bottle of water is the easiest way to improve children’s health, behaviour, learning and test results In Green Dale Primary School, all the pupils have a water bottle on their desk They can drink as much water as they want and then fill up their bottle from the tap Mrs Harris, head teacher, told our reporter, ‘Everyone needs to drink a lot of water – it’s good for our bodies, our brains and it’s free Some children drink too many fizzy drinks Soft drinks and colas have too much sugar – they are unhealthy and they cause discipline problems.’ The school and parents are impressed by the results The Year Five teacher said, ‘After only two weeks, things were a lot better in my classroom Now, the children concentrate better and they are more awake in the afternoons In the past, when they drank sugary drinks, they were much noisier and didn’t behave well Day after day, I used to see tired and bad-tempered children who couldn’t learn because they were thirsty I also saw children going into the school sick-room with ‘illnesses’ which could be ‘cured’ with a glass of water.’ Mrs Williams, whose son Billy is in Year Five, said, ‘I think it’s a very good idea Water is better for the children and it doesn’t cost anything I now give the children more water at home and I think they are healthier and happier.’ Another mother added, ‘When you see the Prime Minister speaking, he always has a bottle of water next to him Why can’t our children have the same?’ The children had the last word on the subject: It’s OK but I like cola more.’ ‘I don’t like water very much but I drink it.’ ‘Now we drink more water we need more toilets.’ ‘It’s great – it’s free and I like it.’ ‘I prefer fizzy mineral water – tap water is boring.’ Unit 6, Track 22, Listening A Girl: Excuse me, you forgot to bring one of the pizzas My friend ordered a Neapolitan Waiter: I’m sorry about that I completely forgot about it Girl: That’s OK but please bring it now B Man: Excuse me, I’m sorry but it’s the wrong order I asked for a ham and pineapple pizza, not sausage and red pepper Waitress: I’m very sorry about that I made a mistake when I wrote down the order Let me ask the chef to make another one Do you mind waiting another 15 minutes? Man: No, that’s all right 140 Z05_SUCC_TB_PINGLB_7131_TAPE.indd 140 11-09-26 18:07 Workbook Tapescripts C Woman: Excuse me, there’s a mistake in the bill Waiter: Could you show me, madam? Woman: Look, here it says two pizzas but we only had one We had one pizza, two salads and two glasses of mineral water Waiter: I am sorry, I didn’t realise I can change the bill for you … here D Customer: I’m sorry but it’s the wrong price – it’s too much Server: No, it’s not Customer: Yes, it is, it’s a mistake It says up there: One pizza is five pounds, two are eight pounds, not ten Server: I’m sorry, you’re right That was rather stupid of me Customer: Never mind, here’s a tenner Server: And here’s your change Unit 6, Track 23, Speaking One A: Excuse me, there’s a mistake in this bill B: I’m really sorry, madam I added €10 by mistake Two A: My parcel still hasn’t arrived B: I’m really sorry I sent it to the wrong address Three A: Excuse me, but why is this book wet? B: I’m sorry I dropped it in the bath It was rather stupid of me Four A: I’m sorry but I can’t eat this – I’m a vegetarian B: I’m sorry I didn’t realise Have some vegetable curry instead Five A: This table is too small for eight people B: I’m very sorry but there isn’t a bigger table free Six A: You forgot to text me about the party B: I’m sorry, I completely forgot Seven A: This spaghetti Bolognese isn’t hot enough B: I’m very sorry Let me take it back to the kitchen Eight A: You’re very late! B: I’m sorry – it wasn’t my fault The train was delayed Unit 6, Track 24, Speaking One Teacher: Your homework looks terrible – it’s wet and it’s got teeth marks Student: I’m really sorry about that It was an accident My dog ate it Two Customer 1: Excuse me, there’s a mistake in my change Waiter: I’m very sorry Here’s the five euros Three Customer 2: I’m sorry but my coffee is cold Waitress: I’m sorry, I forgot to bring it to the table Here’s a fresh one Four Speaker A: Where were you last night? I waited at the cinema for half an hour! Speaker B: I’m sorry but I completely forgot Z05_SUCC_TB_PINGLB_7131_TAPE.indd 141 Five Speaker C: I’m really sorry I didn’t send you a birthday card I was really busy and I forgot to post it Speaker D: That’s OK, don’t worry about it Self-Assessment Test 3, Track 25, Listening Restaurant owner: Good afternoon, can I help you? Johnson: Good afternoon, sir My name’s Johnson I’m from the Public Health Department Here’s my card I’m here to look at your kitchens to check that they are clean and that everything is OK Can I come in? Owner: Of course Johnson: Thank you … now, could you show me the way? Owner: Through here Johnson: OK, please tell your cooks and kitchen workers not to stop working I don’t want to disturb them Now, first, can you show me where you keep your meat, please? Owner: Here it is We’ve got two large fridges for meat and a freezer here Johnson: Aha, mmm Owner: What are you writing? Is everything OK? These fridges are very new We bought them last year and we clean them every day Johnson: OK, thank you Now, I’d like to look at the cupboards … yes, I see … pots and pans, knives and forks, very good Wait a minute What’s that? On the floor? Cheese? Owner: Oh that, er well you see we had mice in the kitchen and we put those near the cupboards to try to catch them Johnson: Oh dear, mice – Owner: Don’t worry, we haven’t got any mice now This cheese is old We’ve got a cat that lives in the kitchen He catches the mice, look Johnson: A cat? In the kitchen? Owner: Is that bad? He’s very clean Johnson: You can’t have a cat in the kitchen Now, these sinks Are they for washing vegetables or dirty plates? Owner: Er … Both Johnson: Both? You wash vegetables in the same sink that you wash dirty dishes You can’t that Owner: But we clean them very well Hello, Patrick Patrick works here Johnson: Wait a minute He’s washing his hands in that sink Owner: Oh yes, he’s very clean Johnson: But it’s the same sink Oh dear, oh dear … Johnson: Well, the inspection is finished now I’ll send you a full report in a few days but I can tell you some of the things I saw today which aren’t good enough: animals in the kitchen, only one sink, dirty fridges, cooked and uncooked meat in the same fridge, dairy foods not put away in the fridge, food on the floor, two workers tasting the soup and putting the dirty spoon back into the soup … I’m going to come back again in one month and I want to see this place cleaner and better organized than now Goodbye Owner: Goodbye Unit 7, Track 26, Reading What is climate change? The Earth’s weather is changing In the past, natural events caused these climatic changes but now scientists use the phrase ‘climate change’ to talk about changes which started with the growth of industry in the nineteenth century The changes people are worried about now are the result of human behaviour – not natural changes in the atmosphere Climate change and the future Scientists study unusual weather events, for example heatwaves, and other evidence of climate change to predict our future weather A very important part of their work is looking at the long-term effects of climate change on our environment For example, water is extremely important for human life Is rainfall going to increase? Or will there be less rain and more hot weather? Some people believe that water is so important that there will be wars about it in the future Changing our behaviour There are a lot of things we can to slow down climate change Instead of using coal, oil and gas which produce greenhouse gases, we will need to get more energy from sources such as the sun, wind and water Already there are wind farms in Europe and governments are going to build more We can also be more environmentally-friendly in our own lives For example, when you go to bed tonight, are you going to turn off your computer and TV or will you leave them on standby? This weekend, are you going to use public transport or drive your car? By making small changes in our lives, we can help to save energy and reduce pollution International action Do you know about the Kyoto Protocol? In 1997, the countries of the United Nations met in Kyoto, Japan and agreed to try to control climate change In 2005, the agreement became international law The countries which signed the agreement are going to reduce their greenhouse gases by 5.2% before the end of 2012 The only two industrial countries that didn’t sign the agreement are the USA, the world’s biggest polluter, and Australia In 2009, world leaders met again for the United Nations Climate Change Conference in Copenhagen, Denmark After a lot of discussions and arguments, they agreed to continue trying to reduce greenhouse gases but, this time, it isn’t a legal agreement Unit 8, Track 27, Reading Dancer takes the right steps It is very difficult for people who work in show business to find permanent jobs Out-of-work actors, singers and dancers often work in bars or restaurants while they are looking for work However, when 19-year-old Heidi Calver moved to London to build her career as a dancer, she decided not to be a waitress again ‘I hoped to get work as a full-time dancer but I knew that was an impossible dream! I don’t mind working in cafés and bars but I prefer being in touch with other dancers and entertainers I looked for jobs which are linked to show business and I was very lucky – I got a job as an evening manager for a small dance studio in north London.’ While Heidi was working for the dance studio, she learned that a lot of the teachers at the studio got their jobs 141 11-09-26 18:07 through an Internet job agency for dancers She applied for a job with the Internet company and a week later she was part of the sales team After only a month, the manager asked her to be his personal assistant ‘It was a promotion with a pay rise so I said ‘yes!’ immediately.’ The company is one of Britain’s largest agencies for performing artists so Heidi is always very busy ‘I look after my boss’s diary, make his travel arrangements, answer the telephone In fact, I don’t mind doing anything to help! I might take photographs of aspiring dancers for the website, look for twenty singers for a big London musical, find a pianist for an orchestra or help someone to write their CV.’ ‘I hate being bored so this job is perfect for me – and it keeps me close to the world of dance I hear about dancing jobs and my boss is very good at letting me have time off – last month I did a rock video and the month before I was in a children’s TV programme.’ ‘I still want to make my career in dancing but I’m happy to wait I’m very lucky – I enjoy my job and every day is an adventure!’ Unit 8, Track 28, Speaking A  Receptionist: Good morning, Barrett’s Engineering How can I help you? Caller: I’d like to speak to Mr Brown, please Receptionist: I’m sorry, Mr Brown isn’t in the office today Can I take a message? Caller: Yes, please Could you tell him his sister phoned? Receptionist: His sister, of course I’ll leave a note on his desk Caller: Thank you Receptionist: You’re welcome Goodbye Caller: Goodbye B Naomi: Cambridge 3428933 Anna: Hi, is that Stella? Naomi: No, it’s her sister, Naomi Anna: Sorry Naomi – you sound the same It’s Anna here – can I speak to Stella, please? Naomi: Sorry, she’s not here Do you want to leave a message? Anna: Yep, can you ask her to email our French homework to me? Naomi: Has she got your email address? Anna: I’m not sure, I’ll give it to you now – it’s anna dot green – all lower case – at btt dot com Naomi: anna dot green – did you say lower case? Anna: Yes, all lower case Naomi: at btt dot – sorry, did you say net or com? Anna: com Naomi: OK, I’ve got it: anna dot green at btt dot com I’ll leave a note in her bedroom Anna: Thanks very much Naomi: That’s OK, bye Anna: Bye Unit 8, Track 29, Speaking A Receptionist: Good morning, Barrett’s Engineering How can I help you? Caller: I’d like to speak to Mr Brown, please Receptionist: I’m sorry Mr Brown isn’t in the office today Can I take a message? Caller: Yes, please Could you tell him his sister phoned? Receptionist: His sister, of course I’ll leave a note on his desk Caller: Thank you Receptionist: You’re welcome Goodbye Caller: Goodbye B Naomi: Cambridge 3428933 Anna: Hi, is that Stella? Naomi: No, it’s her sister, Naomi Anna: Sorry Naomi – you sound the same It’s Anna here – can I speak to Stella, please? Naomi: Sorry, she’s not here Do you want to leave a message? Anna: Yep, can you ask her to email our French homework to me? Naomi: Has she got your email address? Anna: I’m not sure, I’ll give it to you now – it’s anna dot green – all lower case – at btt dot com Naomi: anna dot green – did you say lower case? Anna: Yes, all lower case Naomi: at btt dot – sorry, did you say net or com? Anna: com Naomi: OK, I’ve got it: anna dot green at btt dot com I’ll leave a note in her bedroom Anna: Thanks very much Naomi: That’s OK, bye Anna: Bye C MS: Hello? Cassandra: Hi, is Tim there? MS: No, I can’t see him I think he must be in the bar Cassandra: Could you take a message? MS: Yeah, OK Cassandra: Can you tell him Cassandra phoned and … MS: Sorry? Cassandra: Cassandra – CASSANDRA MS: c a s s a n d r a, got that Cassandra: and ask him to call me on 0207 7268 7362 MS: Sorry, could you say it again? Cassandra: 0207 7268 7362 MS: I’ll just read it to you: 0207 7268 7362 Cassandra: That’s right Thanks MS: Bye Cassandra: Bye D Maria: Hello? Paul: Hi Maria, it’s Paul here Can I speak to David? Maria: Oh, hello Paul! Sorry, he’s not home yet Can I help you? Paul: I don’t know – he left a message on my answerphone asking me to ring him Maria: Did he say what it was about? Paul: No, he just said to ring him but he didn’t say why Maria: Mmm, sorry Paul, I’ve no idea what it’s about Paul: Well, can you let David know I’ve phoned and ask him to ring me between and this evening? Maria: OK, I’m going out in half an hour so I’ll leave him a note Sorry, did you say between and 8? Paul: Yes, thanks, I’ll definitely be home then Maria: Bye, Paul See you soon Paul: Yes, bye Unit 8, Track 30, Speaking Simon: Hello, Smith’s Shoe and Boot Factory Can I help you? Caller: Can I speak to Dee, please? Simon: I’m sorry, she isn’t here Can I take a message? Caller: Yes, please Can you tell her Gene phoned? Simon: Yes, of course Anything else, sir? Caller: No, it’s OK, thanks I’ll call back later Simon: OK, I’ll tell her Thank you for calling Goodbye Caller: Goodbye Self-Assessment Test 4, Track 31, Listening Sara: Well, I’m all ready to go This is so exciting, three months back-packing around Europe! Mum: Oh, I’m so worried! Are you sure you’ll be all right? Sara: Yes, Mum Don’t worry, I told you Everything is organised I’ll be fine I’ll be with Jill and Fran They’ll look after me Mum: Have you got your mobile phone? Sara: Yes, of course Mum: And where are you going? Sara: Mum! You know this You’ve got a map in the kitchen with everything on it We’re getting the ferry to Holland and we’re going to stay in Amsterdam for a week Then we might go to France or maybe to Germany We’ll see I want to go to Germany but Jill’s got a friend in France Mum: What will you if you lose your money? Sara: I’ve got my credit card If I lose that, I will ring the bank – I’ve got their number on my mobile phone They will stop the card and I can get a new one in a few days I’ll borrow money from Jill and Fran and then give it back to them later And we’ll probably get part time jobs somewhere We can work in a restaurant We all speak French Mum: What about if you’re ill? What will you do? Sara: Mum, I told you We’ve got these cards, EHIC cards If we’re sick we can go to any hospital in Europe and we won’t have to pay any money Mum: But you won’t be able to understand the doctors Sara: I’m sure they’ll probably speak English or French Fran speaks German too Mum: What will you eat? Will you cook? Sara: We’ll stay on campsites or in hostels We’ll probably eat in restaurants but, if not, we’ll buy food in supermarkets And don’t worry, I’ll eat lots of fruit and vegetables, it won’t be burgers and chips every day! Now, I must go, the taxi’s here Mum: Will you come home if you’re unhappy? Sara: Yes, Mum Mum: Have a lovely time and be careful Sara: I will See you in September Mum: Will you phone? Sara: Yes, I’ll phone you from Amsterdam Just stop worrying, Mum! Bye Unit 9, Track 32, Reading We’ve been together … 142 Z05_SUCC_TB_PINGLB_7131_TAPE.indd 142 11-09-26 18:07 Workbook Tapescripts Continuing our regular feature about couples Greg Howes and Yolanda Drake Greg: We first met ten years ago We were both art students at Queen’s Art School At the time, I was going out with someone else and I definitely wasn’t looking for another girlfriend Yolanda was just another person in my class – I liked her but she was very quiet and I wasn’t romantically interested in her That all changed at the end of our second year We were at the same party and we were both bored so we left and went to a café That’s when everything changed – we got talking and at eleven o’clock the waiters told us to leave! We went back to her flat and talked all night By the next day, I knew she was the right woman for me – I split up with my long-term girlfriend and Yolanda and I have been together ever since We’ve been married for seven years and we’ve never spent a day apart I can’t imagine ever wanting to be with anyone else Yolanda: I’ve been in love with Greg since day one! I saw him during my first week at college and I thought he was fantastic – but he’s a great extrovert and I am quite shy so it took a while to get to know him When I found out he had a girlfriend, I was broken-hearted! I went out with one or two men but no one serious We finally got together after two long years – I was at a friend’s party and Greg suggested going for a coffee We ended up talking all night and that was that! We’ve had small disagreements over the years but we’ve never had a big fight – I think it’s because we are so different He still loves being the centre of attention and I’m happy to be the quiet one I can’t believe I’ve been so lucky – the man of my dreams fell in love with me and we’ve been happy for eight years! We haven’t had any children yet but we’re hoping! Unit 9, Track 33, Speaking Ben: I haven’t got very good marks If you ask me, I should leave school now Mum: That’s true but I don’t think you should leave school Ben: It seems to me, I’m wasting my time I could get a job Dad: Oh come on! You need to work harder If you get better marks, you’ll enjoy school more Mum: That’s a good point Ben: But it’s really boring Dad: In my opinion you are being lazy! What you think, dear? Mum: Personally, I think Dad’s right I totally agree with him Unit 10, Track 34, Reading The BBC is known all over the world for its fair and informative reporting In the UK, BBC radio and TV is paid for from the listeners’ and viewers’ licence fees However, the World Service, which is broadcast to almost every country in the world, is funded by a government department called the Foreign and Commonwealth Office Despite this, the World Service has editorial independence which means the government can’t control what is broadcast In addition to news, the World Service broadcasts drama, sports and educational programmes The programmes are in more than forty languages including Arabic, Greek, Mandarin Chinese, Polish, Romanian and Spanish and they are Z05_SUCC_TB_PINGLB_7131_TAPE.indd 143 listened to by about 150 million people The only time that the service has stopped was in 1985 when BBC workers went on strike The strike was because the British government had wanted to ban a documentary which included an interview with a member of Sinn Fein (the political party which wants to unite Ireland) In countries around the world where the news is tightly controlled or censored, the BBC is trusted to be honest and truthful Some governments try to stop their people listening by either blocking the radio signals or the BBC website World Service radio programmes are broadcast twenty-four hours a day, seven days a week It is also used to send emergency messages to British people overseas For example, in 1970, a message told British listeners in Jordan to evacuate the country immediately More recently, when the tsunami hit Asia on 26th December 2004, programmes were extended to bring the latest news to the people in the disaster areas Within hours of the tragedy, online sites were giving information to the victims and their families and the message boards were looked at by more than two million people Unit 10, Track 35, Listening DJ: And that was this week’s number one You’re listening to Radio X This is Jan Turner on Turner’s Turning World – the phone-in where the listeners decide what we are going to talk about We’ve got our first caller on the line It’s Hazel from Enfield Hi there, Hazel Hazel: Hi, Jan DJ: Okay, why have you called this morning, Hazel? Hazel: Well, I wanted to talk about advertising on kids’ TV There are lots of ads for toys and junk food and clothes I don’t think it’s right DJ: Uhuh? Why’s that? Hazel: Well, my two boys believe the advertisements and they want everything they see Then they ask me and ask me to buy junk food and the latest trainers It’s terrible, we don’t have much money but I have to buy expensive things for them DJ: So … your children see an advertisement, and you have to buy things? I don’t understand Why you ‘have to’ buy expensive things for them? Hazel: Because all their friends at school have them and I don’t want them to be different If their friends have … DJ: Excuse me, can I just say that it’s a parent’s job to say ‘no’ sometimes? And to sometimes turn off the TV? We’ve got our next caller on the line Hi – is that Rupert? Rupert: Yes, it is DJ: And what’s your point, Rupert? Rupert: I work in the advertising business and our research shows that children like adverts The ads give the children information and they can use it when they spend their pocket money DJ: You can’t be serious! The adverts are there because companies want to sell things! They are not to ‘inform’ children! Rupert: Yes, they are The advertisers want to educate the kids who are … DJ: I’d just like to say that I don’t think many parents will agree with you – ads are about selling, not education If you’re listening and you have an opinion on this or anything else, call me on 0200 8374 873 Let’s go to our next caller, Ian, who wants to talk about tabloid newspapers What’s your point, Ian? Self-Assessment Test 5, Track 36, Listening Presenter: Good morning and welcome to Network South’s Monday morning phone-in show Today we’re talking about relationships and we want you to telephone with your problems, advice, stories, happy or sad Whatever you want to talk about, just pick up the phone and call 01616 328415, that’s 01616 328415 And our first caller is Jenny Hi, Jenny Jenny: Yes, I just wanted to phone to say that my advice for anyone who has problems with relationships is to listen to each other It’s very easy to think you are right but there must be some reason why the other person sees things differently Presenter: Thank you, Jenny, that’s a good point I’m sure we all agree Now, Daria, you have a sad story, I believe Daria: Yes Well, not very sad now I was going out with my boyfriend for two years when he suddenly left me We were always happy, never argued, never had any problems and I don’t think he had another girlfriend He just suddenly finished the relationship and never told me what was wrong Presenter: If Daria’s ex-boyfriend is listening, can you telephone and tell us why you left her! Stuart What you want to say? Stuart: I’ve just split up with my girlfriend She wanted to go out all the time and she didn’t like me playing computer games with my friends You have to put a lot of effort into having a girlfriend, thinking of what to wear, where to go, what to say It was too much for me Presenter: I know what you mean, Stuart! Now, here’s some good advice, from Emily, I think? Emily? Emily: Yes I just want to say, that I’ve been married for 40 years and we’re still very happy I’ll tell you why We have always had two days a week when we what we want I go to my friends, my husband goes to the pub or the football with his friends We can come home anytime we want The other five days we’re together That’s what everybody should Presenter: Good advice Now, here’s a question from Ed Ed: Yes, I’ve got a bit of a problem I’ve done something a bit stupid, I won’t tell you what it was and my girlfriend is very angry with me We haven’t split up but I’m worried that we might I want her back but I don’t know how to tell her ‘I’m sorry’ so that she will believe me Any ideas? Presenter: I’m sure somebody will telephone to help, so keep on listening, Ed Now, one last caller before the news and weather Over to you, Sam … Sam: I don’t know what Ed did but I’ve also made a few mistakes and lost some very nice girlfriends because of them When I was younger, I thought I could what I wanted and the girlfriend would still be there waiting for me when I got home Now I’m older, I know this isn’t true Now I’ve met the perfect girl and I think I’m the perfect man Well, almost! Presenter: OK, thank you Sam We’ll be back with more calls in two minutes so don’t go away 143 11-09-26 18:07 Unit 11, Track 37, Reading Andrew Cooper stayed at the world’s most expensive hotels, flew first class all over the world and bought the best clothes money can buy However, yesterday Cooper exchanged his five-star hotel room for a cell after he was sentenced to six months in prison Unemployed Cooper, 23, from Cardiff in south Wales, had conned twenty-five credit card companies and banks before he was caught last December He had used stolen account numbers to buy designer clothes, jewels and plane tickets on the Internet When he was arrested, police found a 12,000 pound watch which he had bought only a week before Cooper’s life of crime finally came to an end when he was caught by detective Wendy Abbott She had first investigated him four years ago when he was using the name Mr Conway After yesterday’s trial, Ms Abbott said: ‘It was a difficult investigation because a lot of his crimes were committed on the Internet He got away with his crimes for a long time because he used five different names and was always travelling.’ The court heard that Cooper had ‘a long history of dishonesty’: he was asked to leave school because he had stolen and sold exam papers When he was twenty, he had deceived several wealthy people into giving money to a non-existent charity for sick children However, the judge explained why she had decided to give him a short sentence ‘You are a young man and I want to give you a second chance I hope that your time in prison will be a short, sharp, shock and that you will change your behaviour,’ she said Cooper’s legal representative said, ‘At the time of the crimes my client was an immature person He lived in a fantasy world and he thought that he could buy friends But, of course, he didn’t make any true friends Today, he is a lonely and rather unhappy young man I think he has learned his lesson.’ After the judge had sentenced Mr Cooper, his parents said, ‘Andrew is a good son He has done some silly things but he isn’t violent He’s learned the hard way that he must be honest.’ Unit 12, Track 38, Reading One We all know the legend of the first marathon: a man ran 42 kilometres from Marathon to Athens to bring news of the army’s victory Nowadays, marathon races are popular with both amateurs and professionals who run for fun, health or to raise money for charity However, in Japan there’s a group of men in a religious community who make the world’s top marathon runners look like beginners Two These Japanese monks complete a challenge in which they run two marathons, every day for one hundred days They this incredible test of strength to increase their spiritual knowledge To have the right level of fitness for this extraordinary challenge, they have to train for seven years Three For the first three years of training, the monks run 40 kilometres a day for 100 days In years four and five, they have to run the same distance but for 200 days In the last two years of training, things get even more arduous By the sixth year, they have enough stamina to run 60 kilometres a day for 100 days and this is increased to 84 kilometres – or two marathons – a day in the seventh year To add to the difficulty of the test, they must stop and pray at 260 temples on the route which means the run can take 20 hours so they have very little time for sleep Four This level of difficulty means that only thirty monks completed the challenge in the whole of the 20th century In previous centuries, men died and their graves are along the route of the race For the monks who enter the race, there is no room for failure: if they don’t complete the course, they have to kill themselves (although there haven’t been any suicides since the 19th century) Five The marathon monks give a new meaning to the words ‘brave’, ‘strong’ and ‘disciplined’ If they were to enter a marathon, they would beat most other runners Luckily for international runners, they won’t be competing because they vow to stay on a mountain for twelve years For the monks, the motivation is to test their belief, not to be a top athlete Unit 12, Track 39, Listening One Employee: Hello and welcome to Fitness World My name’s Jake New member: Hi, Jake I’m a little bit nervous I haven’t done any exercise since I left school but my doctor says I have to get fitter Employee: Well, you shouldn’t worry I’ll show you around and you can ask me any questions you like New member: Oh good Employee: But before that, I have to fill in this form about your general level of fitness, your lifestyle and diet Two Receptionist: Good morning How can I help you? Patient: Yes, I’d like an appointment with Dr Austin, please I need a check-up – it isn’t urgent Receptionist: Let me see … ah … she’s busy all day today and tomorrow How about Friday morning? She could see you at 9.30 or 11.45 Patient: Friday is difficult I don’t have to see her this week so what about next Monday? Receptionist: Mmm … yes, she’s got a space at 10.15 Patient: That’s perfect Receptionist: Could I have your name, please? Three Teen: I don’t feel very well this morning Parent: What’s the matter? Teen: Well, I’ve got a sore throat and a headache Parent: Are you getting flu? Teen: Yes, I think so I think I’d better stay at home today Parent: Well, if you stay at home, you’ll have to spend the day in bed You mustn’t watch television or go online Teen: Ooooh, Mum! Four Chemist: Can I help you? Customer: I need some advice, please I’ve got a terrible headache Chemist: And have you got a temperature? Customer: No, I haven’t Chemist: I don’t think it’s anything to worry about I can sell you some aspirin Customer: Thanks How many should I take? Chemist: Take two every four hours But you mustn’t take more than in a 24 hour period And if the headache lasts more than a couple of days, you should think about seeing a doctor Self-Assessment Test 6, Track 40, Listening Host: It’s the holiday season so we’ve invited Doctor Grace Chan to give us some holiday advice Guest: Well, advice on staying fit and well on holiday There’s nothing worse than getting ill when you are away from home and spending your holiday in bed Host: So what should we do? Guest: The first thing if you are travelling abroad is to get health insurance Hopefully, you won’t need it but it’s silly not to have it – medical bills in some countries are very expensive The next thing is to take sensible precautions before you travel For example, if you are going to a country which has malaria, you must take malaria pills before you go because it is a very dangerous illness Make sure you have any injections you need – in some countries, you have to carry a certificate from your doctor to show you have had your injections If you don’t have the certificate, you won’t be allowed in the country Host: Yes, I think you can check which injections you need on the Internet Guest: Yes, or your doctor can tell you … er … what else? Oh yes! While you’re away, be sensible In hot countries, you must drink lots of water but to avoid stomachaches, have bottled water And you really shouldn’t spend a lot of time in the sun – skin cancer is becoming a common problem for northern Europeans Make sure you use a high factor sun screen to protect your skin And your children must be well protected – they need sun screen, T-shirts and sun hats Host: So, to sum up: buy travel insurance, make sure you have any injections you need, drink lots of bottled water and use sun screen … Guest: Yes, those are the basics Remember to pack any prescription medicines you need … and you should put together a small first-aid kit You don’t need to spend a lot of money on a readymade one – just get a small box and fill it with things like bandages, aspirin and so on 144 Z05_SUCC_TB_PINGLB_7131_TAPE.indd 144 11-09-26 18:07 ... 89; TB 100 SB 27 SB 26, 27; TB 38 SB 34; TB 46 SB 32, 33; TB 44 SB 11; TB 23 SB 59 SB 89; TB 100 SB 27 SB 33; TB 44 SB 50 SB 34; TB 46 SB 67 SB 26, 27; TB 38 SB 38 SB 111, 116 SB 52, 53; TB 64... SB 62; TB 74 SB 52, 53 SB 103; TB 114 SB 100; TB 112 SB 9; TB 20 SB 27; TB 38 SB 23 SB 48, 49; TB 60 SB 52, 53 SB 16, 17 SB 6; TB 18 SB 20; TB 32 SB 74; TB 86 SB 118, 119 SB 33 SB 74; TB 86 SB... 34; TB 46 SB 118 SB 26, 27, 32, 33; TB 38 SB 89; TB 100 SB 89 SB 89 SB 46; TB 58 SB 34, 35; TB 46 SB 32, 33; TB 44 SB 26, 27; TB 38 SB 37 SB 95 SB 89 SB 89 SB 89; TB 100 SB 46 SB 34, 35; TB 46