- •Different kinds of greeting Recording 1
- •Go over the list of words and word combinations and clear up any difficulties.
- • Listening Tasks
- • Language Focus
- •Recording 2
- •2. Listen to each dialogue again and try to guess where the action takes place. Fill in the table below.
- •Inviting people to a party Recording 3
- •Recording 4
- •2. Listen to the same interview for the second time and complete the statements given below.
- • Language Focus
- •Habits and customs. Recording 5
- •When in rome… Recording 6
- •Listening Tasks
- •1. You will hear five people describing their first visits to another country. Define the countries the speakers visited and the popular habits associated with them.
- •2. Listen to the recording again and choose from the list a – k what each person says about the country. Use the letters only once. There’s one extra letter you don’t need to use.
- •F The soil is incredibly rich there.
- • Follow-up Activity
- •Living in a foreign country Recording 7
- •1. Consult a dictionary if you have any difficulties in translating the following words and expressions.
- •2. Before listening think of three things that make life easy and three things that make life difficult for a person living in a foreign country.
- •2.2 Skin deep. People’s appearances
- •Describing people Recording 1
- •Language Focus
- •Recording 2
- •Recording 3
- • Listening Tasks
- • Follow-up Activity
- •Recording 4
- •1. Go over the list of words and clear up any difficulties.
- • Listening Task
- • Follow-up Activity
- •2.3 Interpersonal relations Topic Preview
- •Recording 1
- •1. Listen to the recording. Which of these sentences are true?
- •Recording 2
- • Listening Task
- •How to deal with difficult children Recording 3
- •Marriage guidance council Recording 4
- •1. Go over the list of words. Make sure there are no difficulties in understanding their meaning.
- •2. Practice these proper names and words.
- • Listening Task
- • Language Focus
- •Recording 5
- •1. Listen to Sam and Charlie talking about being married and being single and answer these questions:
- •2. Listen to their talk and take notes of Sam’s and Charlie’s arguments for and against marriage.
- •Recording 6
- • Language Focus
- •1. Complete the following sentences according to the dialogue.
- •2. Translate into English.
- •Recording 7
- • Listening Task
- •1. Listen to the conversation between Mrs. Jones and Mrs. Smith and choose the things they have mentioned in their talk.
- •2. Listen to the recording. Think over the right alternative to make up a true statement.
- • Language focus
- •1. Complete the following sentences in accordance with the dialogue.
- •2. Translate into English.
- •What sort of people may enjoy spreading gossip?
- •2. 4 Developing the mind
- •Recording 1
- •You are just making excuses!
- •2. Consult a dictionary paying attention to the different pronunciation of the word “either”. Listening Tasks
- •Iq tests Recording 2
- •What do you think these tests measure?
- •2. Listen to the final radio program extract and note down three pieces of advice for people doing iq tests mentioned in the recording.
- •A quiz Recording 3
- • Listening Task
- • Follow-up Activity
- •Recording 4
- •2. Listen to the recording again and answer the following questions.
- • Language Focus
- •2.5 Job options
- •Recording 1
- • Listening Tasks
- •2. Listen to the conversation again and complete the phrases.
- • Grammar Focus
- •2. Listen to the stress in these sentences from the grammar box in task 1.
- •3. Listen to the rest of the sentences. Mark the stressed words and then practice the sentences. Follow-up Activity
- •Recording 2
- • Listening Tasks
- • Follow-up Activity
- •Recording 3
- • Listening Tasks
- •2. Listen again and answer the questions.
- • Language Focus
- •Recording 4
- • Listening Tasks
- • Grammar Focus
- •Follow-up Activity
- •Recording 5
- • Listening Tasks
- • Language Focus
- • Follow-up Activity
- •Recording 6
- •2. Study the acis advertisement.
- • Listening Tasks
- •3. Listen to the last extract and answer the questions.
- • Language Focus
- • Follow-up Activity
- •Recording 7
- • Listening Tasks
- • Follow-up Activity
- •2.6 Views and news
- •Recording 1
- • Listening Tasks
- •2. Listen again and answer the questions.
- • Language Focus
- •Recording 2
- • Listening Tasks
- •2. Listen to the recording again and answer these questions.
- • Follow-up Activity
- •Recording 3
- • Listening Tasks
- • Follow-up Activity
- •What habits of the people you’ve just been listening to are very like the same as yours? tapescripts
- •2.1 Cross-cultural behaviour
- •Recording 1
- •Recording 2
- •Inviting people to a party Recording 3 Dialogue 1
- •Dialogue 2 Mary Hello, Mary Latimer here.
- •Dialogue 4
- •Have you ever considered living abroad? Recording 4
- •Habits and customs Recording 5
- •When in rome… Recording 6
- •Recording 7
- •2.2 Skin deep. People appearances describing people Recording 1
- •Describing people Recording 2
- •Recording 3
- •Recording 4
- •2.3 Interpersonal relations
- •Recording 1
- •Recording 2
- •How to deal with difficult children Recording 3
- •Marriage guidance council Recording 4
- •Talking about being married and being single Recording 5
- •Recording 6 Mrs. Jones Good morning, Mrs. Smith. What beautiful weather again!
- •Mrs. Jones Yes, but some people are complaining about the heat and grumbling because we haven’t had much rain for the gardens.
- •Recording 6
- •2.4 Developing the mind
- •Recording 1
- •Joan I don’t like them either, but on the other hand, if we didn’t have them, I don’t suppose I’d study at all.
- •Joan I suppose they do, but I don’t think that’s the point, either. Surely you have to do exams for people to find out if you know anything…
- •Iq tests Recording 2
- •A quiz Recording 3 Question 1
- •Question 2
- •Question 3
- •Question 4
- •Question 5
- •Recording 4
- •2.5 Job options
- •Recording 1
- •Recording 2
- •Julia: Bye-bye!
- •Recording 3
- •Recording 4
- •Man: Mmm ... And do you speak any foreign languages
- •Woman: Do you have any experience with this kind of work?
- •Recording 5
- •Recording 6
- •Recording 7
- •2.6 Views and news
- •Recording 1
- •Recording 2
- •Recording 3
How to deal with difficult children Recording 3
B: But do you sometimes find that it goes so far that… I mean, very occasionally that you really do sort of er, I don’t mean hit them, particularly, but you you get really furious and you, you can’t really control yourself? Do you, do you find yourself… Have you ever found yourself in that position?
M: Certainly. Now… I have actually struck them from time to time. Only half a dozen times.
B: Well me too. I mean I, I freely admit once or twice it’s happened.
M: And it hurts me so much (Right) that it’s so appalling that I’ve stopped doing that and what I’ll do is I’ll actually turn round and walk away. I feel as though I’m very weak in a sense doing that, and I don’t, and I’m…
B: Well, I think that’s a good, I think that’s a good solution.
M: Well, I’m worried what effect it has on them. I don… I mean I don’t know whether they perceive me as being weak or whether they… it actually gives them a chance hopefully to think about what they’ve done. (Yes) I think it may do that because things tend to blow over fairly quickly after that.
C: Me? I don’t know. I mean, I have hit Emily and felt so bad about it afterwards as you said that I swore never to do it again. So yes, I mean, yesterday for example we had this confrontation where she wanted to open the fridge door and get some milk. And she instead of saying, you know, “Could I get the milk please?” – I was making a salad – she sort of whacked me and said, “Hey move over, I want the milk,” or something and I was just in that sort of mood as you are in the evening. I felt this is, this is not polite behavior so I’m going to say, “Look Emily, I’m sorry, you don’t do that. Will you please shut the fridge door, start again. And er, just say: “Could I get the milk please?” And she just wouldn’t. And she stamped her feet (I know) she… “I want the milk!” and she screamed and I just would not let go and stood in front of the fridge, sort of blocked it and said, “you’re not getting the milk until you ask me politely,” and I didn’t shout, I was very calm erm, and we had this awful discussion. At the same time my mother arrived for dinner, saw this going on sort of – she can let herself into the house – saw this going on and sort of left again, went round to the garden and we had, it was about three or four minutes with this stamping feet and in the end Jim, who was there, picked her up physically and took her up to her bedroom and said, “You stay there,” erm, and we went on and started having dinner. And then she came down, with a huge teddy bear, very sort of calmly, came down and said, “Oh, can I have some supper please?” (Yes) And she was so nice, sweet, she sort of stayed up there.
B: I think these things do tend to blow over pretty fast, don’t they?
C: It, I was very glad I hadn’t done anything myself though. I was glad that Jim took over.
B: It’s very good to have a second party around who can, can er, defuse the situation.
Marriage guidance council Recording 4
Malcolm and Barbara Harris have been married for nearly fifteen years. They’ve got two children, Gary aged thirteen, and Andrea, who is eleven. During the last couple of years Malcolm and Barbara haven’t been very happy. They argue all the time. Barbara’s sister advised them to go to the Marriage Guidance Council. There is one in most British towns. It’s an organization which allows people to talk with a third persons about their problems. This is their third visit, and Mrs. Murray, the counselor always sees them.
Barbara’s Interview IV
Mrs. Murray: Ah, come in Barbara. Take a seat. Is your husband here?
Barbara: Yes, he’s waiting outside. He didn’t want to come here this week, but… well, I persuaded him to come.
Mrs. M: I see. How have things been?
B: Oh, much the same. We still seem to have rows all the time.
Mrs. M: What do you quarrel about?
B: What do we quarrel about, you mean! Oh, everything. You see, he’s so inconsiderate…
Mrs. M: Go on.
B: Well? I’ll give you an example. You know, when the children started school. I wanted to go back to work again, too. So I got a job. Well, anyway, by the time I’ve collected Gary and Andrea from school, I only get home about half an hour before Malcolm…
Mrs. M: Yes?
B: Well, when he gets home, he expects me to run around and get his tea. Ye never does anything in the house!
Mrs. M: Mmm.
B: And last Friday! He invited three of his friends to come round for a drink. He didn’t tell me to expect them, and I’d had a long and difficult day. I don’t think that’s right, do you?
Mrs. M: Barbara, I’m not here to pass judgement. I’m here to listen.
B: Sorry. And he’s so untidy. He’s worse then the kids. I always have to remind him to pick up his clothes. He just throws them on the floor. After all, I’m not his servant. I’ve got my own career. Actually, I think that’s a part of the trouble, You see, I earn as much money as he does.
Malcolm’s Interview
Mrs. M: Malcolm! I’m so glad you could come.
M: Hello, Mrs. M. Well, I’ll be honest. Barbara had to force me to come, really.
Mrs. M: Does it embarrass you to talk about your problems?
M: Yes, it does. But I suppose we need to talk to somebody.
Mrs. M: Barbara feels that you… well, you resent her job.
M: I don’t know. I would prefer her to stay at home, but she’s very well qualified… and I encouraged her to go back to work. Now the kids are at school, she needs an interest… and I suppose we need the money.
Mrs. M: How do you share the housework?
M: I try to help. I always help her to wash up, and I help Gary and Andrea to do their homework while she does the dinner. But she doesn’t think that’s enough. What do you think?
Mrs. M: I’m not here to give an opinion, Malcolm.
M: I think we’re both too tired, that’s all. In the evenings we’re both too tired to talk. And Barbara… she never allows me to suggest anything about the house or about the kids. We always have the same arguments. She’s got her own opinions and that’s it. Last night we had another row. She’s forbidden the kids to ride their bikes to school.
Mrs. M: Why?
M: She thinks they’re too young to ride in the traffic. But I think they should. She always complains about collecting them from school. But you can’t wrap children in cotton-wool, can you?