Beyond b2 WB audio script

You know you’re never going to be Zorro, Thor or Wonder Woman or have the superpowers they have, but you are like the ordinary young people in fairy tales.. You know you’re never going t

Trang 1

Unit 1

Track 01

Page 8, Exercises 2a, 2b and 3

Interviewer: We have Professor Anna Klein

from Rumford University with

us today to tell us a little

about memory Professor Klein,

welcome First – is there such a

thing as false memory?

Professor: Well, in the sense that people

think they remember things

that didn’t actually happen,

yes Either that or your mind

changes what did happen and

remembers it in a different way

Your memory isn’t like a video

recorder that you can play back

at any time and expect it to

show the event as it occurred at

the time Some false memories

can be brought into being by

suggestion

Interviewer: Can you give us an example

of that?

Professor: OK Here’s a simple one: if

I show you a list of words

which include ‘bed’, ‘night’

and ‘tired’ and then I test you

on which words were and

weren’t included, you may

think the word ‘sleep’ was in

the list because of the three

words related to sleep, when,

in fact, ‘sleep’ wasn’t there at

all The same happens with

pictures Let’s say I show you

a picture of roses of several

different colours When I

remove the picture, you might

say there were red roses, even

though there weren’t, because

when you think of roses,

you associate them with the

colour red

Interviewer: That’s interesting But is this

true for everybody – even those

with excellent memories for

what they read or see?

Professor: Indeed It doesn’t matter how

good your memory is We all

create false memories Again,

if friends over the years tell

us about a great party they

once went to, we may come to

believe we were also there, even

though we were ill in bed at the

time

Interviewer: So our memory plays tricks

on us?

Professor: That’s right And this can have

important consequences

Innocent people have been sent

to prison because a

well-meaning, honest

eyewitness says in court they saw or heard one thing when in reality something else entirely was the truth They didn’t intend

to lie, but they had a false memory of events

Interviewer: Now, we all forget things, but are

there any cases of people with

no memory at all?

Professor: Well, there’s the case of Lonni

Sue Johnson, who had an accident in 2007 Before that she’d been a successful artist and an amateur pilot and musician The damage to the hippocampus – a part of the brain that deals with memory – was so serious that although she knew who she was and recognised her mother and sister, she didn’t remember that she’d been married for 10 years She had to learn how

to walk, talk, write and eat all over again She’s lost almost all memories of her past life Her family have told her of events in her life before the illness so she now knows that she used to live

in Manhattan and was an art teacher Such information was surprising for her to learn

Interviewer: That’s amazing But how can

you know who you are if you don’t remember who you were?

Professor: Well, researchers from John

Hopkins University have been working with Lonni and they say that she’s very much the same person she was Identity

is distinct from memory and even with this amount of memory loss, your personality is preserved – you’re still you

Interviewer: What an interesting story Thank

you, Professor Klein

Track 02

Page 11, Exercise 2

Cal: Hi Is anyone sitting here?

Chantelle: No Go ahead

Cal: It’s a nice place, isn’t it?

Chantelle: Yeah, it’s my favourite café

Cal: I’ve never been here before,

actually I’m new in town, so I don’t know many places

Chantelle: Oh, right Well, you’ve struck lucky

fi nding this place They have live music at weekends

Cal: That’s interesting What sort

of music?

Chantelle: Oh, jazz and blues mostly

Cal: I love jazz By the way, I’m Cal –

short for Callum

Chantelle: Nice to meet you, Cal I’m

Chantelle So, what brings you

to … ?

Cal: That’s a nice … Sorry Go on

Chantelle: No After you

Cal: I was just going to say that I like

that name It’s my sister’s too

Chantelle: Really? I’ve never met anyone

called Cal before It’s Irish,

isn’t it?

Cal: Irish or Scottish originally, I think

I was told Callum means dove Does Chantelle mean anything?

Chantelle: It means singer You should come

to the concert here on Saturday You can hear me singing with my group!

Cal: Great! Tell me more

Track 03

Page 11, Exercise 3a

Paul: You’re Annie, aren’t you? I’m Paul I’m

a friend of Yuna’s

Annie: Nice to meet you What was your

name again?

Paul: Paul I’m starting today too.

Annie: Oh, right.

Paul: I’m a bit nervous though.

Annie: Really?

Paul: Yeah, well, you know … I don’t know

anyone yet

Annie: Well, now you know me! How do you

know Yuna by the way?

Paul: We play in a band together.

Annie: That’s interesting Tell me more.

Paul: We have our own rock band – The

Doollallies But we haven’t got a singer yet

Annie: I, em … oh, never mind.

Paul: No, please Go on.

Annie: Well, I was just going to say I used to

sing a bit Maybe I …

Paul: Hey, maybe you … sorry After you

What were you going to say?

Annie: Well, maybe I could join What do you

think?

Paul: Yeah, let’s give it a go That’d be great!

Annie: Cool

Track 04

Page 11, Exercises 4b and 4c

1 You’re Annie, aren’t you?

2 I’m Paul I’m a friend of Yuna’s

3 Nice to meet you

4 What was your name again?

Track 05

Go on

After you

What were you going to say?

Oh, right

Really?

Tell me more

That’s interesting

Trang 2

For instance, Aesop’s fable of the hare and the tortoise teaches us that you shouldn’t be overconfi dent of success and that you can win

if you have determination, even if you are at

a disadvantage So, the lesson here is: don’t give up

Part 2

Let me read you an old Zen story now A traveller meets a shepherd and this is how the conversation goes:

Traveller: ‘What kind of weather are we

going to have today?’

Shepherd: ‘The kind of weather I like.’

Traveller: ‘How do you know it will be the

kind of weather you like?’

Shepherd: ‘Having found out, sir, that I

cannot always get what I like, I have learned to always like what

I get So I am quite sure we will have the kind of weather I like.’

I think the message here is clear Don’t worry about what you have no control over and be prepared to deal with different eventualities

in a calm way This seems to me a practical, positive and sensible attitude to life

Part 3

On the other hand, as young people, we may not have achieved such wisdom Children are starting out to make sense of and form their worlds Therefore they need stories in which problems are presented and overcome This

is where we come to fairy tales – which, of course, in fact, do not have to include fairies

at all

Part 4

Fairy tales are, in my opinion, the best stories

to tell young children – and here’s why What you notice in these is that, fi rstly, they’re not the stories of great gods or legendary heroes And secondly, the main character is young and doesn’t usually have a specifi c name

Part 5

They might have a very common fi rst name, for instance, Jack – and no surname to identify them further - or they have a sort of nickname like Snow White or Little Red Riding Hood Personally, I think this is important because it enables children to identify with these characters better exactly because they are unnamed You know you’re never going to

be Zorro, Thor or Wonder Woman or have the superpowers they have, but you are like the ordinary young people in fairy tales You face the same problems with family, independence and identity as they do

Part 6

A common theme in myths is that of the hero

of the story leaving their known world for an adventure They may refuse this call to get away and discover new things at fi rst, but once they

do begin they often fi nd supernatural help They have diffi culties to overcome, but they eventually achieve what they were searching for and return with new knowledge or power

On account of this, their status or position in their home community is higher and perhaps

in these is that, fi rstly, they’re not the stories of great gods or legendary heroes And secondly, the main character is young and doesn’t usually have a specifi c name They might have a very common fi rst name, for instance, Jack – and no surname to identify them further – or they have a sort

of nickname like Snow White or Little Red Riding Hood Personally,

I think this is important because

it enables children to identify with these characters better exactly because they are unnamed You know you’re never going to be Zorro, Thor or Wonder Woman or have the superpowers they have, but you are like the ordinary young people in fairy tales You face the same problems with family, independence and identity as they do

A common theme in myths is that

of the hero of the story leaving their known world for an adventure They may refuse this call to get away and discover new things at fi rst, but once they do begin they often

fi nd supernatural help They have diffi culties to overcome, but they eventually achieve what they were searching for and return with new knowledge or power On account

of this, their status or position in their home community is higher and perhaps they can share the benefi ts they’ve learned or earned with the people back home Fairy tales follow this progression in the same way

To summarise then, traditional stories such as myths, fables and fairy tales are a powerful means of engaging young people in exploring and expanding their cultural and personal world through imagination and identifi cation and helps them

be creative themselves Therefore,

my message or advice to you is

to tell tales, especially traditional ones

Track 07

Page 20, Exercises 2b and 3

Part 1

There’s a tradition of story-telling all around the world whose aim is not only to entertain but also to educate Story-tellers used to travel from place to place and would relate age-old stories to enthusiastic audiences Some still

do Let’s look at some of these stories Well, there are ancient creation myths, which try

to explain how things came to be as they are and similarly, fables, which reveal the consequences of certain actions and attitudes

Unit 2

Track 06

Woman: There’s a tradition of story-telling

all around the world whose aim

is not only to entertain, but also

to educate Story-tellers used to

travel from place to place and

would relate age-old stories to

enthusiastic audiences Some still

do Let’s look at some of these

stories Well, there are ancient

creation myths, which try to

explain how things came to be

as they are and similarly, fables,

which reveal the consequences of

certain actions and attitudes For

instance, Aesop’s fable of the hare

and the tortoise teaches us that

you shouldn’t be overconfi dent of

success and that you can win if you

have determination, even if you are

at a disadvantage So, the lesson

here is: don’t give up

Let me read you an old Zen story

now A traveller meets a shepherd

and this is how the conversation

goes:

Traveller: ‘What kind of weather

are we going to have today?’

Shepherd: ‘The kind of weather I

like.’

Traveller: ‘How do you know it will

be the kind of weather you like?’

Shepherd: ‘Having found out, sir,

that I cannot always get what I like, I have learned to always like what I get So I am quite sure we will have the kind of weather

I like.’

I think the message here is clear

Don’t worry about what you have

no control over and be prepared

to deal with different eventualities

in a calm way This seems to me

a practical, positive and sensible

attitude to life

On the other hand, as young

people, we may not have achieved

such wisdom Children are starting

out to make sense of and form

their worlds Therefore they need

stories in which problems are

presented and overcome This is

where we come to fairy tales –

which, of course, in fact, do not

have to include fairies at all

Fairy tales are, in my opinion, the

best stories to tell young children

– and here’s why What you notice

Trang 3

doing their best to get the best out

of me

Now you’ve completed your

fi nal year and you’ll soon be either going out into the big

wide world of work or continuing your education or training well-equipped through your studies and experiences here to deal with the challenges that await you One

of those is what to do if your exam results turn out to be not as good

as you’d hoped

Now, if that happens, don’t give

up There are plenty of famous and successful people who didn’t do well at school academically I can share with you some comments teachers made in school reports about people who I think you will agree went on to achieve a certain amount of success

This is by a teacher of John Lennon: ‘… certainly on the road to failure Hopeless.’ As a member

of the Beatles it wasn’t such a long and winding road to huge success for him as one of the best-selling recording artists of all time Now you’d think Nobel prize winners would have done well at school, but this isn’t always true The British World War Two prime minister and Nobel prize winner for literature, Winston Churchill, once got a school report which said:

‘He has no ambition … He cannot

be trusted to behave himself anywhere.’

And lastly – here’s what a teacher wrote about somebody I’m sure you’ve all heard of It was this: ‘He will never amount to anything.’ And who was this person dismissed as going to be a total failure in life?

He was none other than Albert Einstein

Now, all these people proved their teachers’ assessments wrong Can you do the same if you get bad grades? I hope so Some of you will have already made plans for what

to do if you don’t get good results Perhaps you’ll retake the exams or maybe you feel they’re not essential

to what you really want to do in life Some of you will be confi dent that you’ll get what you wanted and

in a few weeks you’ll be fi nding out I wish you all the best of luck – though I know you’ll have been working hard over the last couple of years to make sure your results are not just a matter of good fortune, a little certainly helps

To fi nish on a personal note – next year I’ll be celebrating 50

Paloma: Um … I felt scared, you know? I’ve

never sung with people watching

me before

Chloe: You’re joking! I’d be really excited

Paloma: Well, I was excited but also … I

don’t know how to describe it – a little terrifi ed, I guess! Anyway, I said yes in the end I’m going in with Mum tomorrow Wish me luck!

Chloe: Wow! That’s so cool Good luck!

Track 10

Speaker: Every day Tim saw a boy in his

class, Simon, tease and bully another boy, Rick, during breaks

Simon was very careful to tease Rick where teachers couldn’t see

it happen It was the same thing every day: Simon would approach Rick, call him names and follow him until he had tears in his eyes

Then he would laugh and walk away saying, ‘I was only joking!’

No one ever said anything to the teachers Sometimes Tim or someone else would try to stop Simon, but that only stopped the teasing for one day It would just begin again the next And every day Tim wondered if he should tell on this bully

Tim feared that if he went to a teacher it would become known that he was the one who’d told and he didn’t want Simon

to start bullying him instead He also knew how most of the kids

in his class felt about people who told tales about other students to teachers

Unit 3

Track 11

Page 32, Exercises 2 and 3

Principal: And now we welcome our special

guest speaker, Sir Ben Pickerell

Ben: Thank you Older people are fond

of saying that your school days are the best days of your life, but they might just be remembering the good experiences and forgetting those that weren’t so positive

However, I hope that by the time you get to my age, you’ll be able

to look back at your years at Trafalgar Road School with genuine affection As an ex-student here myself, I’ll never forget the friends

I made – some of whom remain close to me to this day; and of course the teachers who, though they were sometimes strict, I remember as always being fair and

they can share the benefi ts they’ve learned or

earned with the people back home Fairy tales

follow this progression in the same way

Part 7

To summarise then, traditional stories such as

myths, fables and fairy tales are a powerful

means of engaging young people in exploring

and expanding their cultural and personal

world through imagination and identifi cation

and helps them be creative themselves

Therefore, my message or advice to you is to

tell tales, especially traditional ones

Track 08

Page 23, Exercise 3b

Tell a story

Where was I?

It was really scary

I don’t know how to describe it

I felt scared

Do you know what I mean?

This is the best part

Hang on

What was I saying?

Ask questions about the story

What happened?

How did it happen / you feel / you react?

So what did you do/say/think?

React to a story

Wow That’s incredible

Go on

Wow That’s interesting

You’re joking

Really?

You were lucky

That’s an interesting story

Track 09

Page 23, Exercises 4a and 4c

Paloma: Chloe, you’ll never guess what

happened yesterday afternoon as I

was walking home from school

Chloe: I’m not even going to try! Go on,

Paloma Tell me

Paloma: Well, I bumped into my aunt Kay

You know – the one who owns

the recording studio She started

asking me about my singing; she

said she heard me singing in

my room last time she was over

to visit Mum and that I’ve got a

lovely voice

Chloe: Really? So … what did you say?

Paloma: I wasn’t sure how to react – d’you

know what I mean? I was a bit

embarrassed by the compliment

Anyway, what was I saying?

Chloe: Your aunt said you’d got a lovely

voice

Paloma: Right … yeah Well, then she asked

me if I wanted to come down to the

studio and do some recording

Chloe: Wow That’s incredible How did

you feel?

Trang 4

Carl: Hmm … I suppose it might be quite fun

Tod: That’s very likely There’ll be lots of new people to meet

Carl: Really? Now it’s beginning to sound more interesting OK Still not 100% sure, but I’ll probably come, then Are any of the other guys coming?

Tod: It’s quite possible that they’ll be there

I think Craig said he was going We can always phone him to check

Track 16

Page 35, Exercise 3c

1 I’m not really sure

2 I doubt it

3 And it’s defi nitely not boring

4 I’ll probably come, then

5 It’s quite possible that they’ll be there

Unit 4

Track 17

Page 44, Exercise 2

Presenter: Welcome to If I ruled the world,

the game show in which we ask celebrities what they would do if they ruled the world I’m Mitch Davis and please welcome our world-changers tonight – Abby Wright and Toby Shore

Track 18

Presenter: Welcome to If I ruled the world,

the game show in which we ask celebrities what they would do if they ruled the world I’m Mitch Davis and please welcome our world-changers tonight – Abby Wright and Toby Shore Abby – let’s start with you What would you change if you ruled the world?

Abby: If I ruled the world, Mitch, what I’d

do is I’d ban cars in inner cities I mean, why would you need a car

if there’s a good public transport system or you can use a bicycle?

Mitch: But if you’re in a city where it

rains a lot, you can’t cycle to work, can you? Imagine turning

up at the offi ce day after day in wet clothes You’d have to carry

a complete change every day, wouldn’t you? And another thing, really, unless you want to risk your life in the rain with traffi c all around you, you’d be safer not cycling at all

Abby: But that’s my point If there

weren’t any cars on the roads, we’d feel safe, and another point

which said: ‘He has no ambition

… He cannot be trusted to behave himself anywhere.’

And lastly – here’s what a teacher wrote about somebody I’m sure you’ve all heard of It was this: ‘He will never amount to anything.’ And who was this person dismissed as going to be a total failure in life? He was none other than Albert Einstein

Now, all these people proved their teachers’ assessments wrong Can you

do the same if you get bad grades? I hope so Some of you will have already made plans for what to do if you don’t get good results Perhaps you’ll retake the exams or maybe you feel they’re not essential to what you really want to do in life Some of you will

be confi dent that you’ll get what you wanted and in a few weeks you’ll be

fi nding out I wish you all the best of luck – though I know you’ll have been working hard over the last couple of years to make sure your results are not just a matter of good fortune, a little certainly helps

To fi nish on a personal note – next year I’ll be celebrating 50 years as an actor I’ll have been on stage or screen for half a century, more or less But I remember leaving school feeling quite confused about what I wanted to do

You may feel like this, but you’ll fi nd your way After all, I did And here’s some advice: in life you might not always get what you like, but you can learn to like what you get Thank you

Track 14

Tod: Where are my keys? I defi nitely had them when I left the house because I locked the door

Carl: Are you sure?

Tod: Of course I am I always lock the door behind me

Carl: Perhaps you left them in the café on the table when you took everything out

of your pockets looking for your wallet

Tod: I doubt it We would have seen them

It’s more likely that they fell out of my

pocket in the park Let’s look there

Track 15

Page 35, Exercise 2

Tod: Are you sure you don’t want to come

to the Street Dance class with me?

Carl: I don’t know I’m not really sure

Tod: Come on It’ll be fun

Carl: I doubt it Most of that dance stuff is

really boring

Tod: The music is great – you know how you love hip hop And it’s defi nitely not boring!

years as an actor I’ll have been

appearing on stage or screen for

half a century, more or less But I

remember leaving school feeling

quite confused about what I

wanted to do You may feel like this,

but you’ll fi nd your way After all, I

did And here’s some advice: in life

you might not always get what you

like, but you can learn to like what

you get Thank you

Track 12

Page 32, Exercise 4

Ben: Older people are fond of saying that

your school days are the best days

of your life, but they might just be

remembering the good experiences

and forgetting those that weren’t so

positive However, I hope that by the

time you get to my age, you’ll be able

to look back at your years at Trafalgar

Road School with genuine affection

As an ex-student here myself, I’ll never

forget the friends I made – some of

whom remain close to me to this

day; and of course the teachers who,

though they were sometimes strict, I

remember as always being fair and

doing their best to get the best out

of me

Now you’ve completed your fi nal year

and you’ll soon be either going out

into the big wide world of work or

continuing your education or training

well-equipped through your studies

and experiences here to deal with

the challenges that await you One

of those is what to do if your exam

results turn out to be not as good as

you’d hoped

Now, if that happens, don’t give up

There are plenty of famous and

successful people who didn’t do well

at school academically I can share

with you some comments teachers

made in school reports about people

who I think you will agree went on to

achieve a certain amount of success

Track 13

Page 32, Exercise 5

Ben: This is by a teacher of John Lennon:

‘… certainly on the road to failure

Hopeless.’ As a member of the Beatles

it wasn’t such a long and winding

road to huge success for him as one

of the best-selling recording artists of

all time

Now you’d think Nobel prize winners

would have done well at school, but

this isn’t always true The British World

War Two prime minister and Nobel

prize winner for literature, Winston

Churchill, once got a school report

Trang 5

Unit 5

Track 21

Speaker: What’s your favourite colour? I wish

I knew what mine was However,

I have a little problem I can’t see greens and reds properly I blame my parents, and so I should because if you’re colour blind, it’s usually inherited from one or other

or both of them I’d love to see red roses among green leaves, but I can’t Apparently, boys don’t get the red/green colour blindness gene from their father but from the female side of the family It’s all a bit complicated, but they say it’s to

do with genes and chromosomes Here’s a bit of what science tells us: we all have 23 chromosome pairs and the 23rd is the one that determines our gender – male or female It’s also responsible for red/green colour blindness – one form of the condition – and why women see more shades of red than men Apparently, men can only pass on the gene for colour blindness to their daughters; and mothers who pass it on are not usually colour blind themselves, but are what’s known as ‘carriers’ This red/green problem is much more common in males than females, but there’s also a rarer blue colour blindness which affects both genders equally as it’s carried

in a different non-gender-related chromosome

The vast majority of the estimated

250 million colour blind people worldwide inherit their condition, so I’m not alone I’m joined by around 8% of the male population in the

UK

So, is it a big problem? Well, my dogs can hardly see any colours at all and they seem to have a happy enough life, and we humans can all enjoy a black and white fi lm

as much as a colour one But it means that I can’t be a pilot or an optician, and I probably wouldn’t make a very good fashion, interior

or graphic designer

Now, what about the day-to-day things like driving a car or riding

a bike, then? Isn’t distinguishing between the red and green traffi c lights a problem? Well, I did pass

my driving test and I’ve never had a near miss, so that means I must be able to see the difference It’s just that the green looks more like white

to me and fortunately in traffi c

Mitch: Hmm … so Abby wants to ban

cars and Toby wants to give schools a three-day weekend …

Toby: And a longer holiday!

Mitch: Uh … OK, Toby Well, I certainly

know which ruler would be more popular, especially with young people, but I’m not sure which suggestion is best I wonder what the members of the audience think

Track 19

Page 47, Exercises 1 and 2b

Anna: Marie So what do you think about

that, then? It’s called the dancing house, but as far as I’m concerned, it’s more like a falling-over house

Marie: Well, I see what you mean, Anna, but

it’s funny, isn’t it? To be quite honest,

if you can make architecture fun and impressive, that’s fi ne by me

Anna: But in my opinion, new buildings

should fi t in with the style of the older ones around them and this one doesn’t

Marie: Do you really think so? Come on,

Anna I totally disagree with you If you had these rules, it would mean there was no room for new types of buildings in inner cities, and that would be boring

Anna: No The way I see it, city centres

should keep their character If you want to build a huge offi ce block or something, do it outside the centre

Marie: OK, Anna That’s true up to a point

Not huge new modern towers in

a city centre of small medieval buildings, but the dancing building just adds a bit of individualism to the city Seeing something like that brightens up your day

Track 20

Ask for an opinion

What do you make of it?

What do you reckon?

Give an opinion

If you ask me, …

As far as I’m concerned, …

To be quite honest, …

If you want my opinion, … The way I see it, …

Express strong agreement and disagreement

I completely / totally agree / disagree

Disagree but recognise the other opinion

Do you really think so?

I see what you mean, but … I’m not sure I agree

I think that’s true up to a point, but …

– we’d all get fi tter if we cycled

and we’d have the freedom to go

wherever we wanted, whenever

we wanted If you have good

weather-proof clothing, you don’t

need to worry about a little bit

of rain

Mitch: OK, but if I had a bicycle, where

would I leave it? Hundreds of

bikes are stolen every week in

this city My brother’s was taken

last month

Abby: I wish you wouldn’t keep looking

at the negatives Look, if he’d

had a good lock and, actually,

now you can get an app on your

phone that tells you where your

bike is, he wouldn’t have lost it

Mitch: Ah If only I’d known that – I mean

about the app Of course it was

locked, but it’s easy to steal a

bike if you want to You just cut

through the chain

Abby: Yeah, sure But if he’d had the

app, he’d have been able to fi nd

where the bike was

Mitch: That’s true But there’s still the

weather problem Right … now

… Toby … What if you ruled the

world?

Toby: Oh, if only! Well now, as ruler

of the world, the fi rst thing I’d

do is bring in a law that gave

absolutely everyone on the

planet a three-day weekend Now

wouldn’t that be cool?

Mitch: Um you’d certainly be very

popular, Toby, but do you really

think that could work? I mean,

could we afford to have doctors,

nurses, fi refi ghters and people

like that just working for four

days a week? What about

emergencies? And would there

be enough time to get everything

done?

Toby: Hmm … you’re fi nding holes in

my plan, Mitch But perhaps

you’re right How about this then

instead: forget the adults for a

moment; let’s give all schools a

three-day weekend

Mitch: Now that’s interesting, Toby! So

you mean, both primary and

secondary schools?

Toby: Absolutely They deserve it! Kids

study hard at school If they had

more time at weekends, they

could relax and unwind – you

know, do more fun things and

take up some new hobbies I bet

they’d be healthier too And

when they were at school, they’d

do better because they’d feel

better

Trang 6

already answered my question! That must’ve been fun You’ve just started, right?

Wesley: Yeah My fi rst lesson was last week

Kyle: So you went to dance class and

then you …

Wesley: Then I … um … I kind of just went

home and relaxed I watched a DVD

Kyle: What did you watch then?

Wesley: Step Up Revolution

Kyle: Wow, Wes; you’re really getting into

this dance stuff, aren’t you?

Wesley: Well, I mean, it’s cool, you know? It

keeps me fi t and I enjoy it

Kyle: Sure I get it So you went to bed

after that, right?

Wesley: Um … Well, I kind of rented out the

other three Step Up movies and

watched them afterwards

Kyle: Oh, Wes! … No wonder you look so

tired Maybe give the dance fi lms a rest tonight, eh?

Wesley: Um … yeah … Anyway hadn’t we

better get going? Class is about to start

Track 25

Professor: Do you know where seat 59C is?

Shelly: It’s here, opposite me

Professor: Would you mind if I put my case

there?

Shelly: No, not at all

Professor: Would you mind if I sat here?

Shelly: Not at all It’s free

Professor: Could we possibly change seats?

Shelly: Of course You like to face

forwards, I see

Professor: Yes I generally prefer it

Shelly: Would you mind if I read your

paper?

Professor: Please go ahead Do you know

when we should arrive?

Shelly: Oh, in about an hour This train is

usually on time

Professor: Would you mind if I opened the

window?

Shelly: Please do I’m so excited! I’m off

to visit my daughter in Cambridge She’s just started work at PsychLabz Inc

Professor: Ah What a coincidence! I’m

Professor Petersen I work there, too Well, actually I’m just starting Tomorrow will be my fi rst day

Shelly: Pleased to meet you, Professor

I’m Shelly Marie

Yes, but

Wait a second

Change topic

By the way,

Return to a topic

What were you saying?

As I was saying …

So

Unit 6

Track 24

Kyle: Did you see that feature on The

Skool Show on Radio 3 last night

about this new book?

Wesley: What’s so good about a new book?

Kyle: Well, I mean, for a start, it’s written

by two teens

Wesley: Yeah?

Kyle: Yeah Their names are Zach and

Talia or something

Wesley: So you found what they had to say

interesting – how come?

Kyle: Basically Talia wrote this blog about

life as a teen and teen problems

It became really popular Zach posted a comment saying he liked the blog but because Talia was a girl she didn’t always get the guy’s perspective So the two decided to team up – they started writing the blog together

Wesley: What’s so special about that?

Kyle: I was going to say … that parents

started reading the blog and sending messages saying how it really helped them

Wesley: Hang on a minute … the parents

were thanking the kids for their help? Awesome!

Kyle: Right And then they decided to

write …

Wesley: Can I just say that, well … um …

that is pretty cool!

Kyle: Yeah, I know, right?

Wesley: And then you said they decided to

write something …

Kyle: Yeah … um … they did something

kind of brave, you know? They decided to publish their own book

of advice for parents It even has

a phrasebook of expressions to help parents understand our crazy

‘language’ – you know, the one only

we teens can speak!

Wesley: Cool! Nice story I’m sorry I

missed that

Kyle: Anyway, what were you doing last

night?

Wesley: Well, I was at my street dance class

in Camden

Kyle: Cool! I was going to say: ‘Did you

do anything interesting?’ But you’ve

lights they’re not next to each other

What does confuse me is those

LED lights on electrical devices like

games and phones that show if

they’re on, off, on standby or need

charging I can’t tell the difference

at all

Food can be another problem

because red/green colour

blindness isn’t only about those

two colours There’s also a diffi culty

with browns and yellows so I can’t

be sure if a banana is yellow or

green or whether meat is well done

or not, so maybe you should think

twice before accepting an invitation

to dinner at my house!

On the whole, though, I manage to

get by without too much trouble

Just don’t ask me to help you

match your clothes!

Track 22

Joe: Hi, Amina It’s Joe here I was

wondering if you’re doing anything

…

Amina: Just a minute I’m on the other line

Look I’ll call you back in a minute,

OK?

Joe: Oh, alright

Amina: Joe, hi Sorry about that How

are you?

Joe: Not too bad, thanks I just

wondered if you’d …

Amina: Wait a second – that’s the doorbell

– let me just answer it Don’t hang

up … Hello? Sorry My brother

forgot his keys again So, what were

you saying?

Joe: It’s just that Alice and Priya and

I are going to the cinema on

Saturday and we thought you might

like to join us …

Amina: I’m sorry, but I’ve already got

something arranged for Saturday

and …

Joe: Hang on It’s the premiere of

Howling Wolf and the stars are

going to be there on the red carpet

I know you collect autographs and

you might be able to get theirs

Are you sure you can’t change your

plans?

Amina: Actually, now that I think about it,

my plan’s for Sunday so I could

come What time?

Track 23

Interrupt

Actually,

Hang on

Just a minute

I’m sorry, but

Trang 7

Speaker 3: I can’t make up my mind about

Ni La I wasn’t crazy about it, but

it was more interesting than most

of the other stuff I couldn’t stand that piece where the screen just went from black to white again and again, though – just terrible

… What was that supposed to be about?

Track 29

Page 85, Exercise 3

1 Speaker 1: Good afternoon, pleased to meet

you I’m Jonathan Saunders

Speaker 2: Hey, Johnny boy! How’s it going?

2 Speaker 1: Hello, I’m George Lewis Pleased

to meet you

Speaker 2: Pleased to meet you, too I’m

Stuart Henderson

3 Speaker 1: Come on We can jump the

queue Just look important

Speaker 2: Let’s just wait for our turn

4 Speaker 1: I think 10% is the usual tip here,

isn’t it? The bill was 50 euros – I’ll leave fi ve

Speaker 2: Oh It was expensive enough

already Let’s just go Forget the tip

5 Speaker 1: Didn’t have time to get a present

for your birthday Sorry Where’s the food?

Speaker 2: It’s not much, but I hope you’ll

like it I made it myself

Unit 8

Track 30

Page 92, Exercise 1

Speaker 1: Hello

Speaker 2: Hello!

Speaker 3: Hello!

Speaker 4: Hello?

Track 31

Extract 1 Assistant: Good morning My name’s Greg

How can I help you?

Customer: How can you help me? You can

help me by not making me wait for 10 minutes before I can speak to you You can help me by not making me pay to be told to press one for this and two for that and …

Assistant: I’m sorry, Sir But now you’ve got

through to me, what can I do for you?

during the pause somebody in

the audience shouted out: To be

Then somebody else shouted:

Not to be and – can you believe it

– other people joined in shouting

to be and not to be I had no

idea what to do Nothing like this had ever happened before to

me Believe me when I say that it

surprised me as much as anyone else when I went to the front of

the stage and said: To be quiet

or not to be quiet That is the question They were quiet.

Speaker 4: I had to be there at seven in the

morning Then we were fi tted out with our costumes and had the make-up put on They provided coffee and sandwiches and

I thought, ‘OK This isn’t bad

Let’s get going.’ I didn’t have a speaking part; I was just an extra

in one scene I thought – great I’ll be out of here in an hour

or two Well, surprise, surprise – after eight hours I was still hanging around and nothing had happened I’d had enough and I told them I had to go As you can imagine, they refused to pay me

It was totally the wrong decision not to have signed something before agreeing to be part of this

I won’t be doing that again in

a hurry!

Speaker 5: Getting the part came as a

complete surprise I’d never acted professionally, so I didn’t think I was a strong contender for the role I had a heavy cold

on the day of the audition which wasn’t going to help my chances

I thought it was a complete disaster, but the director obviously saw something in me which I didn’t know I had and chose me I think you’ll agree with

me when I say that sometimes others can see more about you than you can about yourself

Track 28

Speaker 1: To tell you the truth, it didn’t do

anything for me I have no idea what the artists were trying to do

Well, modern art isn’t my cup of tea anyway I thought I might get converted, but for me it was all a bit of a disappointment

Speaker 2: Well, I thought some of it was

awesome I particularly liked the one where different views became one I’m a huge fan of Ni La’s work, and I have to say her new work really lived up to my expectations

Track 26

Page 71, Exercise 3

Polite direct questions

Could I possibly do/go … ?

Indirect questions

Could you tell me why/where you … ?

Do you know if she’d be/want … ?

Do you know when/why she’s … ?

Do you mind if I ask/talk … ?

Would you mind if I changed/spoke … ?

Would you mind telling me when/what you … ?

I was wondering if I could …

UNIT 7

Track 27

Page 80, Exercises 2, 3a and 3c

Speaker 1: Hello and welcome Now, it might

surprise you to know that the

screen legend Charlie Chaplin

once said that cinema wouldn’t

last because audiences wanted

to see live actors on a stage

Obviously it has lasted, but it

seems that what’s happening

now is that screen actors are

increasingly looking for stage

roles Many Hollywood stars want

to show that they can do it in

front of an audience that’s not

thousands of miles away being

shown the performance on a

screen, maybe two years after

they acted it out, but instead in

a theatre where every night is

different and you don’t have the

safety of being able to do another

take if something goes wrong

Currently on the London stage

you can see …

Speaker 2: The most important thing to

remember is that you’re not

pretending to be someone else

You’re always yourself – just

imagining yourself in a different

way That’s one reason why I

don’t do accents I’ve never done

an American accent in a fi lm

because I don’t believe people

would believe it and, to tell you

the truth, I’d get it wrong If you

want me in your fi lm, what you

get is different versions of me

and all of them are English, I’m

afraid In fact they’re all London

accents When you think about it,

it’s strange that I’ve had a career

in fi lm of over 50 years just using

my own natural voice

Speaker 3: I was once playing Hamlet and

I’d just said the famous line

To be or not to be I wanted a

pause before I said the next

line: That is the question But

Trang 8

Track 34

Ask someone to speak

Let’s hear what … has to say

What do you think, … ? Who’d like to begin?

Take a turn

Can I just add something here?

Perhaps I can say something here?

Shall I start?

Keep or defend a turn

Can I just fi nish what I was saying?

Just a minute, … Let him/her fi nish

Unit 9

Track 35

Page 104, Exercises 1, 2 and 3

Conversation 1 Dad: Hey Mark Wow, that top’s ‘bad’!

Mark: Huh? Oh, you mean bad as in good

‘bad’ Stop trying to be cool – it doesn’t suit you! But … um … thanks!

Dad: Why can’t I be cool, Marky? I’m not over the hill yet, you know! Besides, who bought you that top? It must’ve been someone really cool I mean, whoever they are, they’ve got great taste

Mark: Uh, you?

Dad: Really? I guess that makes me ‘bad’ too, right?

Mark: If you say so! See you tonight, ‘Mr Cool’, OK?

Dad: OK Don’t be out later than ten! Enjoy the play!

Mark: Thanks!

Conversation 2 Alf: Ed …?

Ed: Yeah What is it, Alf?

Alf: You know we were going to speak to

Mr Greene in Science today? Well, I think we’ve been barking up the wrong tree

Ed: Why do you say that?

Alf: Ben didn’t cheat in biology

Ed: But he suddenly got an ‘A’ after he sat next to the best student in the class

He usually gets the same grades as us

Alf: My mum told me he’s been having extra lessons after school

Ed: Oh I thought Mr Greene would be less

annoyed with our test results if we told

him about Ben

Alf: I know, but look on the bright side

Ed: What’s that?

Alf: Maybe Ben can help us with our grades!

Ed: Yeah Let’s go and speak to him

You are currently in a queue Your call is important to us Please hold the line and one of our advisors will be with you shortly

Track 32

Page 94, Exercise 2

1 You might have told me

2 You might have told me

3 You could have phoned me

4 You could have phoned me

5 You might have replied

6 You might have replied

Track 33

Matt: So, look We’ve decided to hold a

fundraising event at the school for our end-of-year trip We’ve been given the job of organising it, so we need to discuss what to do Who’d like to begin?

Donna: Shall I start? It seems to me that we

need to use our talents to put on a show that we can charge people to come to We could do a play or …

Jim: But that would take ages to get

ready There’d be all the rehearsals and stuff, and we’ve only got a few weeks

Vera: Can I just say something here? I’m

the singer in a band, as you know, and we can perform for free and …

Donna: Well, yes, but would it appeal to

everyone, I mean, of all ages?

Matt: Donna, please let her fi nish That was

a very generous offer, Vera

Vera: Well, what I was going to say was

we’ve got all the equipment and we can play about an hour-long set

Jim: That sounds good to me, but we

should also think about what we could sell at the event Perhaps we can … I don’t know … sell old books, toys and clothes we have at home that we don’t need?

Matt: Just a minute! That’s a great idea

Jim Now, let’s hear what Mo has

to say

Mo: You know, guys, if we have the event

outside in the sports fi eld, I could attempt to break the school record for the hundred metres I think I can do it and people would come

to watch

Matt: Great So, what do we think? A

concert, a race and stalls selling second-hand things?

Donna: Can I just add two things? One, now

that I think about it, Vera’s band

would be a great idea and two, my

mum and I can make cakes to sell

Matt: Thanks, Donna We’ll do that

too I think we’re going to have a fantastic event

Customer: Right Sorry about that It’s not

your fault It’s about my credit

card Something must have

gone wrong because I’ve got a

payment here that I never made

I didn’t make the purchase that

they’ve charged me for here on

my bill to something called KLIP

Assistant: OK, Sir Can I have your card

number, please?

Customer: Yes It’s card number 6349 …

Extract 2

Customer: Oh no, where’s my wallet?

Assistant: No worries Take your time.

Customer: What? Oh, yes, sorry I don’t

know I should have put it in my

back pocket Why didn’t I? What

am I going to do now? Oh, dear

Let me look … no, I haven’t got

enough change on me to pay …

Hold on … my wife’s close by Let

me phone her Can you keep the

stuff here until she arrives?

Assistant: I suppose so

Customer: Hi It’s me … can you get over

here? I’m at the checkout and …

Extract 3

Customer: Good afternoon.

Assistant: Yes, yes What can I do for you?

Customer: Um … I’d like to buy a packet of

rabbit food, please

Assistant: We have all sorts of rabbit food,

pellets, grains Take your pick

Customer: Do you happen to have one in a

blue box? I believe that’s the one

we usually buy

Assistant: Was it this one? That’ll be 15

euros

Extract 4

Customer: Do you speak English?

Assistant 1: No I’m sorry.

Customer: But you said ‘I’m sorry’ in English

Assistant 1: I’m sorry What?

Customer: So you do speak English.

Assistant 1: I speak a little English Please

wait one moment while I call my

colleague

Assistant 2: Hello How can I help you?

Customer: It’s about the car I rented from

you … I … er … I had a little

accident Oh, dear … I feel terribly

bad about this

Extract 5

Operator: Hello This is your automated

response service Thank you for

calling VivaTech 4G VivaTech

4G – the fastest and most

reliable network AND the most

competitive prices All calls are

recorded for quality control and

training purposes If you would

like to continue in English,

press nine For services in other

languages press eight To talk to

one of our advisors, press one …

Trang 9

Track 39

Candidate 1 Interviewer: Hello Please sit down Thank

you … You are Paula Simmons –

is that correct?

Candidate: Yes, and who are you?

Interviewer: Um …

Candidate 2 Interviewer: Hello Please have a seat

Candidate: Thanks I’m Greg Evans and

I really think you should give

me this position because I’m so right for it I’ve done

a lot of research about your organisation and I know all about you I’ve got exactly the skills you need – and many more You could learn so much from me I’ve got lots of ideas to make this place better

Interviewer: What?

Candidate 3 Candidate: I’m so sorry! The journey was

terrible – there was a signal failure on the underground and then I lost my travel card – nightmare!

Interviewer: Indeed Let’s start Now, you’re

Katrin – is that right?

Candidate: Er … Yes Katrin Kowalski

Interviewer: Good Now, Katrin, why do you

want to …

Candidate 4 Interviewer: Do come in.

Candidate: Thank you May I just say that

I was talking to the other candidates waiting outside and they all seem better qualifi ed than I am, so I’m not sure if…

Track 40

Page 109, Exercise 2

Gillian: Juno, isn’t it? So … how did you do?

Juno: Yes, that’s right Thanks for asking –

Gillian?

Gillian: That’s me! So … ?

Juno: Hard to say I’m not sure I prepared

well, wore my best suit and I tried my hardest I think I did OK

Gillian: I wore shorts and sandals because

it’s what I normally wear in the summer It’s so hot at the moment

Juno: I suppose it is I just wanted to make

a good impression, though – so went with the suit, you know I had three questions ready for the end, which was good – what about you?

Gillian: No, I didn’t have anything to say I

don’t have any questions – I just want the job, you know? I was well prepared too, though I took out my notes and read exactly

Track 37

Bring up a diffi cult topic

I’m not quite sure how to tell you this

I’m afraid I’ve got some bad news

I’m really sorry but … It’s just that

Give tactful responses

It’s different/original/interesting

What do you think?

Well, that’s the main thing

I’m probably not the best person to ask

I’m lost for words

It’s not that I don’t want to come

Express sympathy

I’m really sorry about

Better luck next time

It’s really bad luck

You must feel awful

Track 38

1 Girl 1: Jenny It’s about the weekend You

can’t come and stay after all Other things planned

Girl 2: Oh

2 Girl 1: I’m not quite sure how to tell you

this, Jenny I’m really sorry, but I’m afraid I’ve got some bad news about the weekend The thing is that my cousins are arriving and there won’t

be space

Girl 2: That’s OK We’ll do it another time

3 Boy 1: Do you like my painting?

Boy 2: Well, um … I mean it’s not that I

don’t like it, but I’m no art expert so I’m probably not the best person to ask, am I?

4 Boy 1: Do you like my painting?

Boy 2: No It’s rubbish.

5 Boy: What’s up?

Girl: My dog’s not very well

Boy: Oh, well You can always get another

one

Girl: What?

6 Boy: What’s up?

Girl: My dog’s not very well

Boy: I’m really sorry about that You must

feel awful I know how much you love him I hope he gets better soon

Girl: Yeah He’s not eating properly, but

the vet says he’ll be fi ne

Conversation 3

Henry: I admit that initially we were slow

to act when the hurricane struck,

but we’re bringing everything

under control now I’m confi dent

there is light at the end of this

very long tunnel

Presenter: Becky, the Minister’s right,

isn’t he?

Becky: No, he most certainly is not The

slow response to the hurricane is

just the tip of the iceberg Lives

could have been lost It’s just

luck we have to thank for the fact

that none were Henry and his

government must stop pretending

everything’s OK There’s a bigger

issue

Presenter: So the problem hasn’t been

solved?

Becky: No Look, at the end of the day,

no-one’s taking charge in the

Minister’s offi ce Everyone’s got

their hands in their pockets

Minister, what’s to say this won’t

happen again? And next time it

could be much worse Someone

needs to take control …

Presenter: Minister?

Henry: Well … um … someone most

certainly is in control Look, at the

end of the day …

Track 36

Page 106, Exercises 2b and 2c

Mia: You’re Will, aren’t you?

Will: Yes I think we’ve met before, haven’t

we?

Mia: Yes It was at Talia’s place, wasn’t it?

Will: Yes That’s right It was her birthday,

wasn’t it?

Mia: That’s right

Will: Right Let me try to remember You’re

not Lia, are you?

Mia: Nearly I’m Mia

Will: Oh, sorry I should have remembered,

shouldn’t I?

Mia: Don’t worry So what do you think of

this exhibition then? It’s pretty good,

isn’t it?

Will: Yeah! Science has never been so cool!

But some of the ideas are diffi cult to

understand, aren’t they? Maybe I need

to pay more attention in science class

from now on At least we both got

here while it’s not too busy, didn’t we?

Let’s go and try out the shuttle launch

experience, shall we?

Mia: Yeah – that sounds like fun Just a

moment I’m going to boil, aren’t I? I

forgot to take off my jacket You don’t

know where I can leave it, do you?

Trang 10

Track 42

Brad: Dean – hey What’s up? You

look beat

Dean: Yeah, Brad I feel I need to crash I

didn’t sleep all night

Brad: Why was that?

Dean: I was stressed out ’cos I don’t have

the dosh to go to the music festival this year

Brad: Chill out, Dean I can lend you

whatever you need

Dean: That’s a pretty cool offer, mate Are

you sure?

Brad: No worries

Dean: Cheers, Brad Right, I’m off I’ll call

you when I’ve got the ticket

Track 43

Part 1 Vera: So, Isabella, how was your trip to

the UK?

Isabella: Excellent I had such a good time

Wanna see some photos?

Vera: Sure!

Isabella: OK, so this is one we took in

London, on a Thames river cruise Franco took it, actually – I’m on one of the two cruise boats you can just about make out towards the back in the bottom

right-hand corner

Vera: You mean under Big Ben?

Isabella: Right!

Vera: And what’s the name of the bridge

there that looks like it’s leading up

to the Houses of Parliament?

Isabella: Westminster Bridge

Vera: Beautiful photograph! And there’s

what looks like another cruise boat

in the foreground, in the bottom left-hand corner

Isabella: I don’t remember exactly I can’t

quite make it out from the photo but it looks like a fi shing boat, maybe

Part 2 Isabella: And here’s a photo from when we

went mountain biking near Leith Hill in Surrey Me and Magda are standing on either side of the other two So, from one side to the other, going left to right, you’ve got me, Pavel, Mauro and Magda

Vera: It looks so beautiful

Isabella: Well, you didn’t see it 10 minutes

after that shot when the rain came down!

Vera: Yikes! I know Pavel, but who’s the

one on the left of you again?

Isabella: That’s Mauro Haven’t you met?

Vera: I don’t think so

Isabella:

logically le homme and a woman la

femme Strange, then, that a man’s

beard is feminine – la barbe!

It doesn’t seem to make a lot

of sense – and it doesn’t But assigning gender to things changes our view of them Here’s

an experiment done in 1915 in Russia Fifty people were asked

to imagine the days of the week

as people and to describe the person they’d imagined All of them thought of Monday, Tuesday and Thursday as men and the other days as women When asked why, most of them had no idea, but perhaps it was because in Russian the names for Monday, Tuesday and Thursday are masculine and the others feminine

Almost a century later another study gave a memory test to Spanish and German speakers

The speakers were shown pictures

of 24 objects and they had to memorise the person’s name that was given with each object, either

a woman’s name like Patricia or a man’s name like Patrick

What happened was that both the Spanish and the German speakers tended to remember the names connected with the object which

fi tted with the gender of the noun

in their language For example,

if mountain were shown with the

male name Patrick, the German speakers would remember it more easily than the Spanish because

the noun mountain is masculine in German (der berg) and feminine in Spanish (la montaña) However, if it

were shown with the name Patricia, the Spanish speakers would fi nd it easier to remember

Now my third question is: where

is it? When we give directions we usually say, for example, ‘turn right,

go straight on until the traffi c lights, it’s right in front of you on the left’

We use what are called ego-centric coordinates – left, right, front, back – and they change when we turn around Something which is in front

of you becomes behind you when you turn around and what was

on your left now is on your right, right? But there is a group of native Australians, who don’t use this system in their language at all They use fi xed geographic coordinates based on north, south, east and west In response to the question

‘Where are my keys?’ they wouldn’t say ‘in front of you’, but would say

‘to the north of you’ even if you were in a room with no windows

Now these three questions …

what I’d written so I didn’t make

any mistakes

Juno: Oh, OK And how did you feel?

Gillian: Super-confi dent I went straight

in and just started telling the

interviewer everything I knew about

the organisation Then one of the

interviewers asked me about my

experience and I said that, while I’ve

never worked before, I’m extremely

well-qualifi ed and I just know I’m

going to be a fantastic employee –

I’m the best at everything I do I think

they were impressed

Juno: Really? I told them I didn’t have

much experience either, but that I

was willing to learn new skills and

work hard I hope that sounded OK

Gillian: Never mind – there’ll be other jobs

for you, I’m sure And – wasn’t the

travelling awful? I was fi ve minutes

late for my interview Did you get

delayed in the underground before

yours, too?

Juno: No, I … eh … I guess I was lucky – I

heard about the signal failure that

was causing big delays on the radio,

so I took the bus instead I was here

about a quarter of an hour before

the start

Gillian: Why so early? What a waste of

time! Well, good luck next time,

Juno I think I’m really going to enjoy

working here

Juno: Oh, er, sure Um … you too, Gillian It

was … um … nice to meet you

Unit 10

Track 41

Speaker: Here we shall move around the

world to look at three questions

connected with language

My fi rst question is this: can

language change colour?

Now, traffi c lights in Japan are a

different colour to those in other

countries The bottom light, which

is green, is actually bluer in Japan

And that’s all to do with language

When Japan fi rst imported traffi c

lights from the US in the 1930s

they were the same as everywhere

else in the world But in Japanese

there are different words for green

and the name for the colour of the

main word used for green didn’t fi t

with what was seen, so the colour

was changed in 1973

Now my second question is this:

does gender matter?

Many languages (but not English)

divide nouns into what are called

genders – masculine, feminine

and neuter So, in French a man is

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